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Claudine SchWeber

Moving towards a 'Tipping Point' in Online Learning: University of Illinois/Springfield; Lesley University; University of Maryland University College. Claudine SchWeber. Ray Schroeder. Maureen Yoder. Friday, November 10, 2006. 'Tipping Point’ and Online Learning.

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Claudine SchWeber

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  1. Moving towards a 'Tipping Point' in Online Learning:University of Illinois/Springfield; Lesley University; University ofMaryland University College Claudine SchWeber Ray Schroeder Maureen Yoder Friday, November 10, 2006

  2. 'Tipping Point’ and Online Learning Tipping Point: . . . when “the beliefs and energies of a critical mass of people are engaged, conversion to a new idea [spreads]…bringing about fundamental change…” • Tipping Point Indicators, Implications, Consequences • Online growth: Statistics, Patterns • Changing Attitudes, Growing Acceptance, Critical Mass

  3. Tipping Point:description, indicators, implications • tipping point: small changes replicate ‘critical mass’(CrM) • CrM+1=alteration of equilibriumtips the system --38-40% X (Online enrollments, virus) can tip the system causing an epidemic

  4. Indicators for Higher Ed • Online enrollments • Faculty involvement • Infrastructure (LMS, technical support, e-library resources, student services, etc.)

  5. Implications • 1) All three indicators must move in same direction: upwards, or else disastrous consequences • 2) Online path should be a decision, not a surprise…or else, unprepared and out of control • Identify ‘educational tipping point’, and plan accordingly • 3) leadership for such a change required: develop strategies; marshall support; focus resources; deal with resistance; or else..

  6. Online growth: Statistics, Patterns

  7. Online Enrollment data% online (of total enrollments)

  8. Steady Growth Pattern at UIS

  9. UIS Online Faculty • All new faculty hires are required to either have taught online previously or express an interest in teaching online • Faculty members have established a “Community of Practice in E-Learning” = UIS COPE-L • The UIS Provost reported that four out of five faculty members applying for tenure have publications related to their online teaching

  10. Changing Attitudes, Growing Acceptance, Critical Mass Lesley University 1996 - 2006 School of Education Graduate School of Arts & Social Sciences Lesley College (undergraduate) Art Institute of Boston at Lesley

  11. Faculty A: Early adopters enthusiastic / risk taking / learn from mistakes / mentor others Faculty B: Later adopters early skepticism / resistance / small steps / growing acceptance / tentative enthusiasm Faculty C: Reluctant adopters skepticism / resistance / more resistance / mandatory involvement / guarded acceptance

  12. Concern about suitability of content and academic integrity “My course just wouldn’t work in an online format.” 1995

  13. Concerns about technology skills “I’m not good with technology. I’m just not a ‘techie’ ”. 1996

  14. Concern about the unknown “I’m two years away from retirement and, at this point, I don’t want to take on anything new.” 1997

  15. Taking small steps:an administrative expectation “The Dean asked us to put our syllabi on the Web. I did, but I’m not ready for the fancier stuff.” 1998

  16. Seeing the value of content online “I can see providing resources for the students electronically but I can’t imagine presenting my materials or having a discussion on the Web site.” 1999

  17. Reaching out for help “I could probably do it if someone were sitting right next to me, helping me with the technology.” 2000

  18. A turning point:Positive feedback from students “My students loved it that they could just click on a link and read the required article.” 2001

  19. Seeing advantages “The online discussion was in-depth and full of references. Every student participated. I actually worked better than the sometimes rushed discussions we have face to face.” 2002

  20. Technology training + ongoing support = confidence + progress “Once I figured out how to update the Web site, it became routine and easy.” 2003

  21. The Skeptic Turned Believer “I realize now that an online collaboration is much more convenient for my students and results in more interaction and consensus building. Also, there is a paper trail.” 2004

  22. Subject specific peer mentors “I can show you what I did in my class that may be relevant to yours.” 2005

  23. The Doubter Turned Cheerleader “I love the convenience & flexibility of teaching online, working from home or away, and setting my own hours.” 2006

  24. Institutional Support Technical: resources, assistance, troubleshooting Administrative:Institutional commitmentAcknowledgement of faculty needsWillingness to provide release time & other support Academic:mentors, models, means

  25. Faculty Involvement Increasing

  26. Infrastructure Support • Technology: Learning management system; IT help • 24/7 or ? ; in-house or out-sourced? • Student services (advising, registration, financial aid/ bill payment; course plans) • Library-information resources: databases; e-books; help • Faculty development

  27. Tipping point: ‘moment when ideas, trends, and social behaviors cross a critical threshold and ‘take’, causing a tidal wave of far reaching effect.”

  28. The End Ray Schroeder rschr1@uis.edu Claudine SchWeber cschweber@umuc.edu Maureen Yoder myoder@lesley.edu

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