Up Close and Personal: Learning About Your Learners (And Teachers)

1. Robert Zotti Director, WebCampus Stevens Institute of Technology rzotti@stevens.edu Up Close and Personal: Learning About Your Learners (And Teachers)

2. Stevens-WebCampus Intro • Launched in 2000 with 3 Courses and 23 Students • 10,000 Cumulative Enrollments • $17 Million Cumulative Revenue • 20% of Graduate Enrollment and Revenue Now Online • Students in 44 States and 42 Countries • 32 Graduate Certificates, 15 Masters Online • 43% of Graduate Courses Migrated to WebCampus • More than 50 Corporate Clients • 3 Hybrid Programs in China • 800,000 Society Members in Affinity Programs • Winner of Sloan and USDLA Awards Asynchronous Learning Network Conference - November 9, 2006

3. WebCampus Enrollments 2000-2006 3344 2448 2300 1486 771 Asynchronous Learning Network Conference - November 9, 2006

4. Geographical Analysis • Spring 2006: Approx 20% of current WebCampus students are more that 50 miles from campus Figure 1: Depiction of Spring-1 (2006) students by location (Not shown: international WebCampus students) Asynchronous Learning Network Conference - November 9, 2006

5. 2006 WebCampus Staff 7 Full Time Employees Asynchronous Learning Network Conference - November 9, 2006

6. Our Environment Asynchronous Learning Network Conference - November 9, 2006

7. Learning About Your Learners:Going to “Gemba” • “The place where the truth can be found." • Japanese Proverb • “The customer’s place of business or lifestyle” • Glenn Mazur • Involves visiting the “shop floor” to gather data and understand problems - Wikipedia – the Free Encyclopedia Asynchronous Learning Network Conference - November 9, 2006

8. Going to the “Shop Floor” as Students • Gemba Principles • “…observe, occasionally to question, rarely to guide or direct…” • Direct observation of problems, workarounds • Assist the Professor in Subtle Ways • Help with technical & admin matters • Interwise/WebCT support • Admissions/registration paperwork for classmates • Suggest ways to help improve the course (but don’t push it) Asynchronous Learning Network Conference - November 9, 2006

9. Eating Your Own Dogfood • Taking Your Lumps (Like Everyone Else) • Do the assignments • Sweat the exams • Demonstrating commitment to the program • Increasing credibility and confidence of you and your staff Asynchronous Learning Network Conference - November 9, 2006

10. Introducing Yourself to the Class • Notify instructor ahead of time that you are taking their class • “Treat me like any other student.” • Post your background and expectations for the course the same way other students do • “Hello everyone. I’m the Director of Online Learning here at Stevens. In no particular order, my objectives for being in this class are: to get an up-close and personal look at what our courses are like from the student’s perspective; to use this information as input in efforts to improve our online programs, and to fill a requirement for my PhD studies.” Asynchronous Learning Network Conference - November 9, 2006

11. Up Close and Personal: Learning About Your Instructor • Experiencing the different online teaching styles of different instructors • Emphasis on team vs. individual assignments • Emphasis on research papers vs. final exams • Emphasis on different technologies used for student communications • Types of content and activities • Relative importance of PowerPoint slides vs, textbooks vs. DVDs vs. simulations • Amount of personal attention given to each student • Varies with course and instructor; cap implications • Example: Project Leadership Course Asynchronous Learning Network Conference - November 9, 2006

12. Up Close and Personal: Learning About Your Learners • Background & Expectations from the Course • Student bio section/Orientation Week activities • How do they react to the course? • Course site usability issues? • Discussion board feedback • Number and quality of postings • Participation in web conferences • Administrative matters • Trouble logging on from home or work? • Trouble obtaining textbooks? • Incomplete admissions/billing paperwork? Asynchronous Learning Network Conference - November 9, 2006

13. Relating the Experience • Talking to Current & Prospective Students • Talking with Faculty • Talking with Administrators • Talking with Clients • Talking with Vendors Turning skeptics into believers Asynchronous Learning Network Conference - November 9, 2006

14. Results of Visiting the Shop Floor • Led to the integration of web conferencing capabilities in our online courses • Numerous ripple effects for other projects • Non-web courses • Online information sessions • Increased exposure of online programs as a whole • Easier to “sell” the concept of online courses, both internally and externally • Contributed to the launch of new academic programs • More classes developed for online delivery • Led to a more holistic management style • Greater understanding of issues and needs in virtual environment • Student • Instructor Asynchronous Learning Network Conference - November 9, 2006

15. Putting the Class Content to Use(and Practicing What We Preach) • Project & Technology Management • Aligning systems and efforts with strategic goals • Better project plans • Team Work and Negotiations • Matrix project teams for dealing with complex efforts • Lectures and Talks • Spreading the word about how it all works • Examples: Online info sessions and corporate education fairs Asynchronous Learning Network Conference - November 9, 2006

16. Follow-up Work With Your (ex) Instructors • Making suggestions for new course content or approaches • Use of recorded or real-time web conferences • Addition of case study materials • Most suggestions made AFTER the course • Example: Transformation of TQM course • Making more informed recommendations for who teaches and/or develops new classes • Example: Customized corporate training classes Asynchronous Learning Network Conference - November 9, 2006

17. Lessons Learned: Things to Improve • Promote More Networking Opportunities • Increase Participation in Development Activities • Career Services • Communities of Practice • Implement More Student Services • Student Id Cards • Alumni Newsletters Will require multi-functional teams Asynchronous Learning Network Conference - November 9, 2006

18. Awkward Moments • Instructors (or students) may find it odd having Online Learning staff in their class • Normally not an issue after Week 1 of class • When Things Go Wrong… • Be prepared to address any technical and/or administrative snags impacting class • Giving your instructor homework Asynchronous Learning Network Conference - November 9, 2006

19. Learning about Learners V2.0 • Take an online class at another school and compare the experience • Ease of application/registration process • Ease of getting into and navigating in the course • Detail/format of learning modules • Types of assignments • Use of online learning tools • Engagement of instructor and students Asynchronous Learning Network Conference - November 9, 2006

20. Finding New Friends Online • Getting to know your students, and having them to get to know you, has numerous benefits • Richer feedback about what is good and what needs work with your program • Classmates often volunteer for special projects • Sloan conferences, other events • Student testimonials for marketing projects • Students no longer just numbers on an enrollment report Asynchronous Learning Network Conference - November 9, 2006

21. Questions? Robert Zotti rzotti@stevens.edu