Tag: Education

Since the online-education boom, the notion that students could cobble together a curriculum that includes courses designed and delivered by a variety of different institutions — including for-profit ones — has gained traction in some circles.

Much of the talk about this imminent unbundling has come from colleges that predict that students might want to transfer credits from other colleges that might have different missions. But the competition may also come from entities that do not even offer degrees.

Consider Statistics.com, a company that teaches a swath of online statistics courses to mostly adult learners. In eight years, Statistics.com has grown its menu from a half-dozen professional-development classes to more than 80 courses designed and administered by top statisticians, many of them professors at leading universities. It enrolls about 2,500 students per year. And although the company caters primarily to the professional-development crowd, Statistics.com says it is now looking to grow its introductory offerings in a way that could compete with “any university, whether online or brick-and-mortar, that is going after the nontraditional student market,” according to Peter Bruce, its founder and president.

“Organizations that provide the ‘best’ online education in a given subject area will come to dominate others,” he says. In other words, as technology allows students to pick and choose courses from different institutions, the education providers that thrive will be those that concentrate their resources in particular fields.

Skeptics who object to counting credits from courses taken through commercial providers toward degrees at a traditional institution usually do so based on concerns about quality and rigor. But Michelle Everson, a lecturer at the University of Minnesota who also serves as a consultant and an instructor for Statistics.com, says there is, pound for pound, no difference in rigor between Statistics.com’s introductory courses and the ones Minnesota offers as part of its curriculum. She teaches both.

Burck Smith, the founder and CEO of StraighterLine, says that, while the precepts of higher education are difficult to change, he believes the confluence of several economic factors — particularly rising tuition and the unwillingness of many students to take on exorbitant debt, especially as they see their degree-holding peers struggling to land jobs — may force institutions to consider turning to outside specialists if they want to continue offering certain courses.

And if they don’t, Smith says, students will likely turn to the outside specialists themselves.

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A growing body of research has all but obliterated the notion that distance education is inherently less effective than classroom education. But even the most ardent distance-ed evangelists cannot deny persistent evidence suggesting that students are more likely to drop out of online programs than traditional ones. The phenomenon has many explanations, not least the fact that what often makes students choose the flexibility of online learning — being too busy to enroll in a classroom course — can also make it harder for them to keep up with their studies.

But Douglas E. Hersh, dean of educational programs and technology at Santa Barbara City College, believes there is another major factor driving the gap between retention rates in face-to-face programs and those in the rapidly growing world of distance education: the lack of a human touch.

And unlike the reality of adult students’ busy lives, Hersh says the human-touch problem can be solved. In fact, he thinks he knows how.

Hersh’s solution is to incorporate more video and audio components into the course-delivery mechanism. Most professors who teach online already incorporate short video and audio clips into their courses, according to a 2009 by the Campus Computing Project. But it is rarer, Hersh says, for professors to use video of themselves to teach or interact with their online students — largely because the purveyors of major learning management systems do not orient their platforms to feature that method of delivery.

That is why Hersh convinced Santa Barbara in 2008 to abandon Blackboard, the LMS industry leader, in favor of Moodle’s open-source platform, which he used to build the straightforwardly named “Human Presence Learning Environment.” The interface is designed so that professors can deliver lessons and messages using videos recorded with a Webcam. It also shows students who among their instructors or classmates are logged into Skype, the video-chat service, in case they want to have a live, face-to-face conversation. As an alternative to text, students using computers that have built-in recording equipment can post audio responses to discussion threads.

. . . For Hersh, engagement goes hand-in-hand with audio-visual communication. The more that exchanges occurring within an online learning environment resemble those that occur in classrooms, he says, the more that students will feel connected to their professors and classmates, and the more likely they will be to stay in a program.

. . . Hersh admits that this return to the emotional dynamics of face-to-face learning may come at a cost: The text-based medium that currently dominates online learning environments may eliminate the prejudices and distractions inherent to visual communication, making conversations in text-based learning environments more focused.

But communicating solely via text is also alienating, says Hersh. Weighing the theoretical advantages of purely textual discourse against the demonstrated engagement benefits of presence-oriented teaching, the latter wins, he says.

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Months after purchasing the Penn Foster Education Group, a for-profit career training provider, the Princeton Review is entering the distance education market by teaming up with community colleges to offer fast-track allied health-care programs to students who are willing to pay higher tuition to bypass long waiting lists. While the college pioneering the system sees the move as providing an important new option, some faculty members are calling the idea a cash grab that taints the traditional community college commitment to equity.

The Princeton Review will pilot this new public-private initiative at Bristol Community College, in southeastern Massachusetts. By this fall, the partnership will expand the enrollment capacity of the community college’s programs in general health science, medical information and coding, and massage therapy. Eventually, it will expand to offer further space in the college’s nursing and radiologic technology programs.

The programs offered will primarily be online, but the Princeton Review will also provide a new space near the college for students to take lab and in-person supplements to their courses. The program will use Bristol’s accreditation and instructors. Other than the fact that these programs are being offered online, the only difference between these programs and Bristol’s current allied health care programs – which the college will maintain with waiting lists – is that students who wish to take the programs sponsored by the Princeton Review will have to pay more in tuition.

. . . [O]fficials from the Princeton Review make no bones about the fact that they expect to turn a profit from the deal. They believe this public-private model positions the programs between the face-to-face programs at the community college and those at the on-demand and high-tuition proprietary institutions with which they will now compete.

Bristol officials say the expanded capacity in these high-demand programs is essential. John J. Sbrega, president of the community college, noted that the college received about 1,000 applicants for its 72-student nursing program last year.

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