Regional Degree Completion Program
Prepared and Submitted by:
Joan McBee
Jeanne Azzopardi
February 2006
The online degree completion program is in the growing stage of the product life cycle. Many competitors are entering the market requiring institutions with such programs to become innovative in their approach and program design. Quality and consistency in course design and student services will be the key to student enrollment and retention. The University must recognize the unique nature of online learning and adjust their communications, policies, and procedures to meet the online student’s needs.
The University is not new at serving students at a distance. The difference between the past and our future is that we will no longer be serving students just within our region. Students may be living in other states or countries when they attend our online classes. Information needs to be accessible at their fingertips and easily understood 24 hours a day.
In order to build a stable foundation for the online programs to grow and expand, many policies and practices must be examined and adjusted to support the online learner. This plan provides a market analysis, critical factors for success, and a list of short-term and long-term objectives. In order to provide support for the online learner, many departments and faculty will also need support to change or augment what they are currently doing. A strong program director is needed to put this plan into action.
Adults are returning to college in increasing numbers as institutions realize the demand for this market and start offering programs to accommodate the working student. Adults return to college for a variety of reasons including keeping up with technology, desire to change career or advance in their current profession, to maintain physical and mental alertness, and lastly, to obtain their degree. Whatever the reason, these adults must determine how to fit education in their current lifestyle.
One of the problems with enrolling adults who have been out of the college scene for sometime is measuring the individual’s potential as a college student. Grade point averages, scores on standardized tests, and placement examinations may not be appropriate for the older adult. On average, the older students are more frequently placed at lower levels of math and English, but only because they’ve been out of the academic world for some time. However, given time, the adult students perform at a higher academic level during their enrollment as evidenced by their higher SPA. The old adage of “getting better with age” seems to apply.
Retention rates have become increasingly prominent as a measure of institutional effectiveness and accountability in higher education. Adult students are more likely than traditional students to drop out of a program because of the variety of pressures in their full life. They may leave school because of family issues, money, or job requirements. Perhaps their personal goals have been met without earning a degree or because they have determined that completion their degree is no longer a goal for them. Other factors that have been reported at DE institutions include these issues as well as feeling isolated, lack of support by the institution and being overwhelmed by the workload. “Stop out” behaviors are characteristics of the nontraditional students in which the student takes time out temporarily and they are mistakenly viewed as drop outs.
Understanding the adult learner’s needs and designing programs that attract and support them have become critical. Accommodating the adult student may mean more flexible learning opportunities such as distance education accompanied by technological support, allowing students to enroll part-time and work at their own pace. Institutions like University of Phoenix and the Open University in Britain have been using independent study for decades (Holmberg, 2003). Other private universities have recognized the value of convenience and support for adult students and have had no problem attracting the nontraditional students even with their relatively expensive programs (Hagedorn, 2005).
The typical adult distance student is a white, 38-year-old female (Aslanian, 2004). In fact, 65% of those returning to college are female. A college education definitely pays off. College-educated working women have average annual earnings of nearly $40,000, versus earnings of about half--$22,000--for those without a college degree (Francese, 2003). The Census Bureau's 2002 Current Population Survey also found that 28 percent of working women ages 55 to 64 were college graduates. That figure is 10 percentage points higher than a decade earlier. Over the next decade we can expect a similar increase in educational attainment for women. Additional education might not necessarily translate into a higher income were it not for a rising demand for skilled workers. The Bureau of Labor and Statistics projects that six of the top 10 fastest-growing occupations between 2000 and 2010 will require a college degree and be ranked in the top quarter in terms of pay (annual earnings of $39,700 and higher). Interestingly, the rate of employment of disabled graduates is 40% greater than those without disabilities.
Distance education has been growing since the postal service came into existence. The primary appeal of distance education then was for those who were disenfranchised by social status, gender and disability. Now, the use of the Internet and the acceptance of online learning are growing, which makes people more open to earning their degree in this manner. More than 72 % of Americans were online in 2001. This compares with 67% in 2000. Enrollments in public and private colleges and universities has been surging since on-line courses were first offered in 1994. Overall online enrollment increased from 1.98 million in 2003 to 2.35 million in 2004. The online enrollment growth rate is over ten times that projected by the National Center for Education Statistic for the general postsecondary student population (Sloan Foundation, 2005). The percent of public schools identifying online education as a critical long-term strategy grew from 67% in 2003 to 74% in 2005. As online programs grow in number, employers are seeing online programs as being more credible than they once were (UCEA, 2001). If employers view online programs as credible, they are more likely to provide tuition assistance for their employees in online programs and to hire students from such programs.
In order to be successful in targeting the adult audience, many colleges and universities have developed partnerships with community colleges to create unique opportunities for nontraditional adult learners (Hebert, 2003). The senior institution may have a university center on the community college campus allowing a student to obtain an associate degree from the community college and seamlessly continue their pursuits toward a bachelor’s degree on the same campus. In this Regional Degree Completion Program at SOU, partnerships with community colleges are being pursued and developed.
It is not unusual for people to change jobs seven times and to have between three to five different careers during their lifetime. Job advancement and salary increase are important goals for most working Americans. Adults between the ages of 25-54 are increasingly looking to obtain a college degree in order to improve their economic situation or advance professionally. Most adults do not learn for the sheer pleasure of learning (Aslanian, 2004). The courses must be meaningful and applicable to the students. Can they connect what they are learning to what they know already? Is what they’re learning pertinent to their lives? Without meaning, students will not remain motivated.
Specific life events trigger the decision to go back to college such as divorce, being fired, the death of a loved one, becoming an empty-nester, or moving to a new town. Three-fourths of those surveyed who are taking college courses or plan to take courses say they want a college degree to improve their economic situation by increasing their earning potential (24%), advance in their current careers (16%), improve future options (14%), change careers (13%), or for job security (8%). Only 19% said they wanted a degree for a non-economic reason – personal satisfaction (Excelsior College, 2004).
Since 1995, enrollment in distance education credit courses has increased from 750,000 to 2.9 million in 2001 (Aslanian). What is causing the sudden growth in the number of adult students returning to college? The growth on online programs now makes it more feasible for working adults to fit college in their schedules and maintain their current jobs and family roles. Being able to learn when it is most convenient and productive is very attractive. The fields of study that appear to be most popular are business, criminal justice (especially forensics), education, and health fields.
2.1.1 Market Demographics and Psychographics
Business Degree. The target market for the Regional Business Degree Completion Program is working adults within the age range of 22-55 who are living in Jackson, Josephine, Coos, and Siskiyou Counties. They are married, likely to have children, and work full time. They believe that the only way to complete their bachelor’s degree is by taking classes online. They’ve thought about returning to school for sometime--this is not an impulse decision. They’ve researched other institutions and then discovered through a counselor, friend, coworker, or by searching the Web that SOU may be able to satisfy their need.
Students in degree completion programs typically went to college years ago when they were fresh out of high school. They completed their first year earning approximately 45 quarter credits. At that time, they didn’t know at that time what they wanted to be when they grew up. They felt frustrated, out of place, and just didn’t care, so they dropped out. Most new inquiries will apologize for their transcripts as they submit them to the coordinator for evaluation. Their lack of devotion is evident. After years of working, some much longer than others, they understand the value of an education. They decide that a degree is needed to advance in their career. Some come back because the unaccomplished goal hangs over their head, and they don’t like things to go unfinished. Some feel it is important to set a good example for their children by developing themselves professionally. Others feel a degree makes them equal to many of their co-workers and clients.
One of the first concerns potential students have when thinking of returning to college is how they are going to pay for it. The fortunate ones are employed by companies or organizations that support and pay for their college courses. Nationally, 22% of adult students work for employers who reimburse for college expenses (Excelsior College, 2004). Because this target market works full time, most do not qualify for federal and state grants and scholarships. If they don’t get employer support, they must pay for their education out of pocket with savings or with student loans. The average income of our nontraditional students is about $40,000. Even though it may stretch the family budget, some are able to pay with current income. Most want to get through the program as quickly as possible and are open to taking as much as they can at the community college, taking CLEP exams, or participating in Prior Learning Experience through EOU. The length of the program is often a differentiator between SOU and other programs offering shorter terms.
Because the working adult leads such a busy life, it can be a challenge to reach them with promotional messages. The target market is likely to spend their money on home remodeling, exercise, mystery literature, golf, and the arts, which can be viewed as indirect competition because it diverts time and money away from education. These areas of interest also provide placement ideas for future advertising messages. The target reportedly likes easy listening, soft contemporary or religious radio stations. They watch ESPN, the Travel Channel, and Country Music TV on the television and read USA Today and magazines related to sports, technology, and eating well (Claritas, 2003).
Criminal Justice. The same demographics found with business students apply to criminal justice students…with some additions. Many criminal justice students are returning students who obtained work with a high school diploma (for example, with policing and correctional agencies) and have some college credits. For those people already working in the field, there are the issues of pay raises and promotions – neither of which is likely without a degree. Officers without degrees cannot, for example, be promoted to Sergeant. Any degree in criminal justice will offer more benefits.
An intrinsic difference lies between those students in pursuit of a business degree and those desiring a degree in criminal justice. Students in the business sector are more no-nonsense, straight-forward students with interests in becoming their own boss or aspiring to managing companies and so forth. With criminal justice students the major thrust is service. Criminal justice, by its very nature, is a “helping” field. CJ students are interested in protecting and changing society in positive ways. The possible salaries in the various criminal justice careers are not always at the high end of the scale…unlike the possibilities in business careers. Very much like the field of education, it is passion and enthusiasm for a cause that drives these students.
The degree completion program in Criminal Justice is extremely attractive to many students who work in the field presently. One reason is the varied and constantly changing shift work of police officers, correction officers and others in security fields. Another plus is, of course, spending more time with their families. There is also the continued training of those people in the field of criminal justice, from police officers to attorneys. It may be that students interested in the criminal justice field are more self-directed and can adjust more easily to complete online study.
Because of the current interest in forensics, crime scene investigation, terrorism and Homeland Security, there is a much greater attraction to these types of courses. Even single online courses dealing with forensics will fill immediately. In both the terrorism and Homeland Security venues, students are aware of the opportunity for employment. Recently, the New York Times disclosed a huge surplus of funds in the office of Homeland Security. The Pentagon, since the September 11th incident, has inaugurated an elite police force.
Criminal justice students may go on to work toward another bachelor’s degree in Human Services, Social Services, Chemistry, Biology, and Psychology and so on to compliment their foundation degree of Criminal Justice. This is seen as an attribute to our program and the fact that SOU’s degree completion offers a holistic approach to criminal justice sparking interest in analogous areas.
The traditional student--age 18-22 years old, fresh out of high school and enrolled full-time in a college or university—is really not very traditional any more. Higher education institutions are seeing nontraditional students become the majority, and their current policies and practices, which cater to the traditional student, are becoming outdated and useless. The National Center for Education Statistics reported in 2002 that 73% of all undergraduates are “non-traditional” (Choy, 2002). Institutions cannot continue to do things the same way they did 100, 50, or even 20 years ago, and be able to maintain their enrollments. Higher education is faced with more competition, increased costs pressures, and increasingly sophisticated and price-sensitive consumers.
Changing dynamics in higher education during the past few decades have led many four-year institutions to consider expanding their academic offering to include degree programs targeted specifically at the non-traditional adult learner. Sixty-three percent of schools offering undergraduate face-to-face programs are now also offering courses online (Sloan Foundation, 2005). Serving the adult learner requires an adjustment to institutional processes, services, and resources. Partnerships between four-year and two-year institutions are becoming more common creating unique opportunities for students. Students are allowed to enroll in both institutions and receive financial aid giving the student greater flexibility and allowing them to complete their goal in a more timely manner.
Finally, we are now facing an influx of returning soldiers. These veterans will be looking for services from the Veterans Administration including schooling, services from Vocational Rehabilitation specialists and from disability services. The prospect of an enormous number of veterans looking for distance learning opportunities cannot be ignored.
The working student, the older student and the disabled student possesses a strong consumer orientation, multiple commitments and responsibilities, and limited support for their student status. The pressure of living multiple roles often leads to burnout and a higher attrition rate in any educational program. It is critical that the quantity, quality, availability and immediacy of student services be paramount.
SOU has strong name recognition and credibility in Southern Oregon. Students in the region feel a loyalty to the local university and enjoy the fact that they are able to visit with their advisor or instructors when needed. The degree completion program advisors travel to the coast and Northern California to advise students and market the program as well. Participating with a local institution gives some students comfort that they don’t find with a larger out-of-state university. Even at a distance, SOU has the feel of a small town, personal university.
One thing that differentiates SOU’s regional program with other online programs is service. The advisor will evaluate transcripts of prospective students and develop a plan for them to complete their degree. This service allows students to determine whether they are ready to start the program, how long it will take them, and how much it will cost. Other institutions charge for this service, or they don’t provide it until a student is admitted. Students may go into a program blind to the commitment they are making. At SOU, the student also remains with the same advisor they start with and builds a relationship with that advisor. Having most services stem from that one advisor helps the student feel a strong connection with someone on campus—a person they can always go to if they have questions or problems in their educational program – their one-stop shop, as it were.
The tuition that SOU is charging for online classes is more than regular tuition, but less than out-of-state tuition and less than what many other institutions are charging for their online program. University of Phoenix and Walden University charge approximately $400 per credit while SOU charges only $170 per credit. The closest competition in price is Eastern Oregon University, which charges regular tuition (about $135 per credit) for online or face-to-face classes.
The business program requires some face-to-face. Students are required to meet twice in Ashland: once at the beginning of the program for an orientation and once at the end for the capstone presentation. The face-to-face component is strength to the program because it differentiates SOU from other online providers and helps the student feel connected to the university and the instructors. This may aid in commitment and persistence in the program.
The Criminology and Criminal Justice program does not require any face-to-face. This can be seen as strength because anyone, anywhere can join the program. It really is not limited to the people in the region and has a greater market to draw from. Prospective students that currently work in fields where they would benefit from a Bachelor’s degree often work varied shifts, so the flexibility of online delivery can accommodate inconsistent work schedules and busy family lives.
An enormous draw for the Criminology & Criminal Justice program is Forensics. Eight out of ten students inquiry regarding the distance program ask if the program includes Forensics. The department has moved forward and is now offering the certificate in Forensics at a distance as well. There is also buy-in from our Science Department and Computer Sciences to work with CCJ in developing more of these courses.
SOU is not new at offering online coursework. The business and criminology department have been offering classes online for the last few years. Having this previous experience with online coursework will make the programs stronger by offering a high quality experience to students. In addition, more faculty and staff are becoming open to the benefits and advantages of online learning. They are beginning to understand the needs of the online learner and are willing to participate in teaching and modifying and enhancing services to accommodate these students.
Finally, SOU is accredited by the Northwest Association of Schools and Colleges. Accreditation is an important feature of the program as many institutions are popping up online to take advantage of the growth of degrees available online. Not all of these institutions are credible, or transferable (some universities are nationally accredited rather than regionally accredited – this may mean that the BS earned at a national accredited university will not be accepted at a regionally accredited university) and this may mislead the consumer. Accreditation should be the first thing that a prospective student look for when considering a program.
For the business program, the courses in the online schedule are limited and only come around once every two years. If students do not start the program in the fall of the first year, they may have some scheduling trouble. If a student already has some upper division major course work, they may not be able to find as many classes as they’d like to register for or if they stop-out and miss a term, they have to wait for the class to cycle though again.
For the CCJ department, there is the question of faculty to teach the courses. At present we are relying on the chair of the department, one professor and an adjunct professor to teach the majority of the courses. If the opportunity comes up for a sabbatical or the adjunct does not commit to, at minimum, the two year program, there is going to be a major hiccup in the program.
The competition for a bachelor’s degree in business administration with a concentration in management is very intense. The Internet is loaded with pop-ups advertising online programs across the nation. In Coos Bay, where EOU already has a strong presence, SOU is not seen as a unique opportunity.
The face-to-face component of the business degree is seen as strength, but it is also a weakness. The attendance requirement may prohibit someone from out of the region from joining the program. Several past SOU students that have moved out of the region have expressed an interest in completing their degree where they started, but in most cases, this is not feasible.
The program is composed primarily of upper division coursework – with the exception of select lower division classes that cannot be taken at community colleges. In most cases, when a student needs any lower division coursework, they must go to a community college or some other online provider to complete those requirements. This program’s success will depend on the community colleges offering the prerequisite coursework online or in the evening when a working student can attend.
Guidelines have not yet been established for student services, procedures related to campus systems, or course quality. For example, the system for handling student complaints may not be customer friendly for the online student. Accessibility has not been addressed. The accommodations that might be needed for students with disabilities are unknown. Instructors are not given a set of guidelines that they must adhere to, so there may be great variability in the structure, expectations, and content of the online courses. These serious weaknesses are addressed under the Key Issues section of this plan.
The process of creating a class online is not only time consuming, but also requires the instructor to have, at minimum, a knowledge of the course management system and, at best, proficiency with a variety of multi-media software. A successful model for course creation that many institutions have implemented is one in which the faculty, as content specialist, works with a team made up of a program manager and technology/media support personnel. As it stands now, the support for faculty working online is limited to a few people on campus that are knowledgeable in Blackboard and sporadic assistance from Rogue Valley Television (RVTV). There is no cohesive plan to provide faculty support for online course development. An option SOU currently utilizes to provide technology support to faculty is to contract for services with a private business. This arrangement has its advantages and disadvantages. One such disadvantage is whether or not this private business is current with ADA regulations and W3C recommendations as they design courses for us.
Prospective students in the RDCP will have at least two years of college completed before they enter our program. These students will come with a variety of transcripts, but their coursework will need to meet SOU’s general education requirements, which includes the requirement that students take classes in sequence. This requirement presents an obstacle to prospective students.
Within the School of Business and the Department of Criminology & Criminal Justice the responsibility of creating and delivering online courses falls on the shoulders of a few individuals. This leaves the program in jeopardy if any of these people would leave SOU.
The positive aspects of articulation of general education and lower division pre-requisites are 1) changing general education curriculum within Oregon; 2) AAOT and other umbrella lower degrees; 3) the opportunity to use these general education courses and lower division pre-requisites as a means of marketing. Already we have developed lasting and productive relationships with community colleges by sending students to them. Many of the community colleges that we work with have purposely developed and implemented distance courses that meet our lower division requirements. What the community colleges are realizing is that we are showing a tremendous concern for students that do not yet belong to us – and they are appreciating it.
One way to differentiate the Business degree from all the other online management degrees is by offering two certificate programs online. The Certificate in Management of Human Resources and the Non-Profit Management Certificate can be completed as a student works on their major and minor requirements. The certificate programs require only the student to complete one or two more classes and will add value to the degree program.
Many prospective students inquire about an accounting degree. If this program were to be expanded, accounting would be a desirable option. Accounting is not as common for online degree programs, and there is great demand for professionals in that field. SOU graduates in Accounting have a very high job placement rate after graduation.
The success of this program depends on community colleges offering the lower division coursework online. Communication with the community colleges about what coursework is needed is imperative. SOU may consider helping the community colleges with course development and faculty partnerships. Developing closer relationships with the community colleges benefits both institutions.
In the upcoming year, SOU should develop relationships with more regional community colleges such as Klamath Community College, Umpqua Community College, College of the Redwoods, Linn-Benton, Blue Mountain and Chemeketa Community College. These schools will provide as feeders to our online program. They all have a strong supporting foundation of distance education within their own institutions.
The CCJ Department has committed to offer a forensic certificate online. This certificate could be a holistic look at forensics. Singly, we could offer forensics in conjunction with computer science, anthropology, and chemistry or biology (which might be better served in partnership with other universities). The possibility for more legal and investigative courses addressing forensics is golden.
We have an opportunity to distinguish ourselves from the competition by providing students with
· excellent student support services – including strong support from advisors,
· extremely well-developed courses,
· recognition of accessibility issues – from course design to knowledge of outside sources and services,
· faculty training and support,
· marketing strategies that use partnerships with community colleges and universities
· perceptive understanding of how to market within the World Wide Web.
The main threat for the business program is Eastern Oregon University because of their lower tuition and extensive offerings. EOU has been offering distance education since the 70s, and it is part of their culture. EOU offers the four-year accounting degree online, and some students in the existing degree completion program at SOU have been lost to EOU for that reason.
Some students feel impatient and discouraged when they learn they cannot come to SOU right away if they have lower division prerequisites to complete. They dislike the fact that they cannot get all of their coursework done in one place. As they move around to earn those credits, they may develop a loyalty to another institution, and we may lose them as a prospective student. Portland State University has begun to offer lower division courses online, cutting into the market even more.
Even though the university has been offering some online coursework, it lacks the experience in offering a complete program with student services catered to the online student. As the program is developed, unforeseen problems are likely to occur. Policies and procedures must be in place early on so problems can be addressed quickly and effectively. Faculty, staff, and administrators must be immediately responsive and willing to work with the students at a distance.
The competition consists of several large universities that have strong name recognition and very large marketing budgets. SOU will not be able to attain the type of market exposure that these other institutions have, which may be a reflection of program quality in the target market’s view.
A number of other institutions offer online undergraduate degrees. A search on an educational search engine resulted in 30 paid advertisers of online programs in business administration. Another search resulted in 40 programs. Business management and Criminal Justice programs seem to be very common offerings with pop-up advertisements flooding the Internet. Eastern Oregon University and Northwest Christian College are two institutions who have tried to manage a program in the Southern Oregon area. The most mentioned programs by students considering SOU’s online program are Walden University and University of Phoenix.
The advantage that SOU's business degree program has over the other online programs is a face-to-face component. An advisor is available for meeting students face-to-face by traveling to select community colleges each term. The advisor answers questions, evaluates transcripts, develops educational plans, aids registration, and conducts a Blackboard orientation. The reason this face-to-face component is an advantage is because it keeps students committed and feeling a part of the University. Students that have transferred from EOU to SOU report feeling lost in cyberspace and disconnected with a completely online program. The Criminology and Criminal Justice program sees that a face-to-face component in its program would hinder many from attending. The CCJ program is likely to attract a wider market because of the occupational characteristics of its target. Further, EOU offers a minor in Criminal Justice through SOU. It is becoming clear that many of these EOU students are students either already in the field or who are extremely interested in Criminal Justice. Many EOU students are now looking at obtaining two degrees.
Another advantage that SOU has over its competition, except for EOU, is price. Tuition for online courses at SOU is $170 per credit. Tuition at Walden or University of Phoenix is approximately $400 per credit.
Some institutions, University of Phoenix, for example, do not develop courses to the extent that SOU does, using substandard delivery methods using e-mail programs like Outlook Express (although their library services course is exceptional).
Indirect competition is whatever diverts the student’s time and money away from education. Family vacations, dental bills, dependents’ college expenses, etc. can all cause a student to stop-out, drop-out, or not even start the program. Providing information to students about financial assistance opportunities is imperative.
Southern Oregon University, founded in 1869, is a public liberal arts university located in Ashland, Oregon. SOU offers a wide variety of majors and programs with the personal attention and small class sizes so students don’t feel lost and disconnected. The university serves approximately 4,000 full-time students and 1,500 part-time students each year with 100 areas of study including 35 majors in the school of arts and letters, sciences, social sciences, and business and six graduate programs. SOU places strong emphasis on teaching, student engagement, and scholarship offering small class sizes with a 19 to 1 student professor ratio. SOU is accredited by the Northwest Association of Schools and Colleges (SOU, 2003).
Since 1997, SOU has been offering degree completion programs to help the working adult complete their degree without leaving their job. Extended Campus Programs has a history of responding to the market with an entrepreneurial approach--being willing to change as the market’s needs change. In order to serve the working student better and expand reach, ECP is facilitating the introduction of two online degrees: Business Administration and Criminology & Criminal Justice. These programs are designed for the working student who has approximately two years of college coursework completed. If a student still needs any prerequisite coursework, he/she would need to work with their local community college to complete lower division requirements.
The online Business program requires some face-to-face using two-way video delivered to select community colleges and requiring two visits to the Ashland campus for an orientation and the capstone presentation. The program focuses on Management but offers some marketing courses as well. Minor areas of study are offered in Psychology and Criminology. The Criminology & Criminal Justice program is offered completely online and can be taken anywhere in the world. The program offers a holistic degree encompassing law, policing, corrections, forensics, probation and parole, etc.
Degree completion students are considered very high risk for dropping out due to a number of factors. The graduation rate is considerably lower than that of their traditional counterparts. What makes students drop out? From an interactionalist viewpoint, six variables are presented as significant barriers to student persistence. They are:
1) Lack of preparation,
2) External commitments,
3) Social isolation,
4) Financial need
5) Interaction with faculty, and
6) Academic failure (Tillman, Sr., 2002).
Lack of Preparation. Ely (1997) reports that the non-traditional student (nontrad), or adult learner, is making up the new majority in higher education. Today they represent over 50% of all students. The average nontrad is age 25 and older and has returned to school either full-time or part-time. Because of their delayed enrollment, they did not take the college prerequisites in high school or it’s been so long since they’ve taken those classes, they need some remedial work to update their skills and knowledge. They are also new to online learning. Technology when they went to school last consisted of the chalkboard and an overhead projector. When students enter the institution unprepared academically and technically, they are likely to feel frustrated and drop out. Admitting students without preparation is setting them up for failure.
Advising students and providing excellent customer service will help differentiate SOU’s online program from its competitors. The coordinators of the program must keep up to date on general education advising, transferability of coursework, and major requirements. The coordinator is the main contact and source of information for the student throughout the program. In addition, student must participate in some kind of orientation to the online program. The orientation helps the student understand what to expect in their program and what is expected of them. It also introduces them to the technology that will be required and that will become part of their daily routine.
External commitments. Non-traditional (nontrads) students are over age 25 that work full-time jobs, raise kids, and have many family responsibilities. In short, they are very involved in life away from the campus. The two largest concerns for the nontrad are family and finances. The student may feel guilty while attempting to balance education, job, family, and household, as if they are not giving enough time and attention to each. Their schedules are very rigid and they have little time for extracurricular activities. Brawer (1996) indicates that residential students are more likely to persist than commuter or online students because they are more involved with campus life.
One of the ways advisors can help student fit college into their full life is by developing an education plan for them. The plan shows the student that there is “light at the end of the tunnel,” as some students put it. They can see how long it will take them to complete their goal and how much it will cost them. Because the planning is such an important part of the advising, it is very important that the online schedule of courses be made two years in advance and that it does not change. If the schedule gets changed, it could cause great inconvenience and dissatisfaction for the student. These students may be planning out their personal and work schedule a year in advance with the expectation of a particular class load. Consistency will be critical to success.
Social Isolation. Students that get involved socially on campus persist to a greater degree than those that do not get involved. Students that do not invest the time, energy and resources into developing social relationships with their peers do not take ownership of the institution. Students that have relationships with other students may think about dropping out but then get talked out of it by a friend. Sometimes it is easier to “tough it out” with a friend than doing it alone. The online environment enhances isolation by the fact that students are normally working alone as they work online, feedback from others may be delayed, and the absence of nonverbal communication opens the door for misunderstandings. Developing a sense of community online will require continuous effort from all stakeholders.
To help build a better sense of community for the online learner, a service culture among faculty and staff must be nurtured. It’s easy to forget about the needs of the online student and continue to do things as they’ve always been done. The online student must feel connected with the university. The orientation will help build a sense of community, but more can be done. For example, faculty and student biographies may be posted on the web, so that students can get to know one another and their instructors. Regular training for instructors on techniques to keep students motivated and connected to their coursework would be helpful.
Interaction with Faculty. Students who interact more frequently with faculty report significantly greater satisfaction with the college environment. Faculty advising is one key to retaining students, especially in the first year by reducing alienation and enhancing learning. Mentoring is form of faculty interaction. Faculty as mentors will fill many roles - friend, advisor, activities coordinator, and personal counselor.
One way to increase satisfaction and student-faculty interaction is to develop standards of quality for all online courses. Courses should be prepared a term in advanced and be reviewed for completeness and clarity before it is offered. Instructors must have on-going training in distance education design, development and instruction. Many people don’t realize that the differences between online and face-to-face instruction are profound. Instructors must be responsive and prepared to provide a high quality experience to the students. If an instructor is not well versed for online learning, the experience can be frustrating for both the student and the instructor. One bad class – or ill prepared instructor - can reflect poorly on the whole program and cause students to drop out.
Financial Need. National studies show finance-related factors explained about half the total variance in the student persistence process. Lack of money is one of the most cited reasons for nonparticipation in adult education, including higher education. Finances affect decisions on whether to attend college in the first place, how much education to seek, and where one chooses to attend college. Because of financial concerns, many students must work part- or full-time to meet their expenses thereby placing more pressure on time available for education. Federal grants and scholarships are often reserved for full-time students only, leaving the older working student left out. Many students are reluctant to take on student loan debt without the promise of a high paying job, especially in the Southern Oregon where the average pay is lower than up north in the larger cities.
Students should have a financial aid representative that they can call instead of dealing with the extensive phone tree in the voice mail system. A list of scholarships suitable for the nontraditional or part-time student will be provided in the online student handbook. Building relationships in the Veterans Administration, Vocational Rehabilitation and Disability Services according to the needs of distance learners will be essential. Because money is a high concern for students in the program, they may need to be reminded of the savings they enjoy by not having to relocate or travel to the campus. By studying at home, child care expenses are reduced and, of course, the financial benefits that come with a degree are increased. Tuition for SOU’s program is considerably less than most competitors.
Academic failure. Prather et al (1986) found that academic integration as measure by GPA was by far the best indicator of persistence. Academic failure occurs because college proves to be too difficult or in some cases, not difficult enough and boredom results. Working takes time away from study time. With online learning, it is easy for a student to procrastinate and fall behind unless they make a conscious effort to schedule their learning. As the saying goes, “Out of sight, out of mind.” A natural result is that GPA will suffer. Colleges and advisors must be aware of student deficiencies and counsel students to take a lighter load if they seem overburdened or to create realistic schedules that will assist students in organization and focus.
Instructors need to develop a learner-centered approach that works in an online environment. This includes contacting students that have stopped participating, using other means of contact such as phone and face to face, and responding to student questions and concerns as quickly as possible (this should be stated clearly – a response will be within a designated amount of time). Each student is provided an online student handbook that includes tools for success, i.e. time management grid, motivational suggestions, resources needed, preparation tips, and suggestions for successful work habits. Student services to help the student when in trouble must be made available in the online environment such as e-tutoring, e-counseling, and e-advising.
2.52 Institution Specific
Resources. The online program is self-support. The success of the program relies on recruitment. If enrollment is good, more faculty lines may be afforded. The budget is very limited and may not be adequate to facilitate the growth desired or the support needed.
Cultural Change. Many of the college systems and procedures are geared toward the traditional student who can come to campus. Faculty, administrators, and staff will need to keep in mind the needs of online students and be willing to make changes to accommodate them.
Accessibility. The Report of Web-based Education Commission to the President and the Congress of the United States (12/2000) on the issue of accessibility, “Current laws mandate that recipients of federal funds cannot discriminate on the basis of disability. Educational institutions receiving federal funds must offer equitable access to technology for all students.” Accessibility is a critical issue. The lack of any type of standards or guidelines for design, development, and instruction in distance education at SOU is a recipe for disaster. The Report states, “Designing accessibility into an Internet site or course at the beginning is far less expensive than after the fact.” (p.30). SOU needs to address the accessibility issue immediately.
· Printed standards and guidelines must be drafted (using ADA regulations and W3C guidelines) and faculty and staff must be made aware of them.
· Course designers must also be aware of the minimum standards.
· SOU cannot afford to be caught by surprise when faced with a disabled student.
· Accreditation will hinge on whether the University has complied – or, at minimum, has taken steps to comply - with ADA regulations.
· “Designs that create barriers harm everyone, not just people with disabilities.” (Report…p. 30), in contrast, every task undertaken to insure accessibility enhances the overall quality of our distance education courses.
Policies and Procedures. Several issues still need to be addressed as far as the administration of this program is concerned. In order to maintain and grow the online degree programs, support is needed from the top. Online teaching experiences should be included and considered in faculty tenure and promotion applications. The issue of compensation for online courses must be addressed. A contract must be created to identify the roles and responsibilities of the online faculty as well as compensation and ownership rights.
Management. There are three administrators for the online programs: Angela Huftill, Distance Learning Director; Joan McBee, Coordinator of the Business Degree Completion Program; and Jeanne Azzopardi, Program Manager for Criminology & Criminal Justice Degree Completion. The roles and responsibilities of these three individuals have been unclear up to this point. The coordinators have different loads for their responsibilities and different responsibilities, which may lead to some confusion on how they should be managed. A job analysis should be conducted in order to write appropriate job descriptions for each.
Learner Support
2.6 Keys to Success – Learner Support
As noted in the matrix of learner support, all services should be designed with the online student in mind. Not only does focusing on the online learner aid in serving them better, it also helps to serve the on-campus students better as well. Information at their fingertips is what the market is accustomed to having. Everything should be web-based.
Faculty Support:
Faculty must be trained to provide online education. What they do in the faced-to-face classroom cannot automatically be transferred to the online environment. Ongoing training can be provided in the following ways:
· Tips and Tricks for Online Teaching
· Do’s and Don’t’s for Online Teaching
· Training and technology for course design
· Forming an instructional design team
o Creative and innovative use of existing resources
