Behind the Scenes with MOOCs: Berklee College of Music’s Experience Developing, Running, and Evaluating Courses through Coursera

Citation:

Nuernberg, C. and Perrier, A.(2013). Behind the Scenes with MOOCs: Berklee College of Music’s Experience Developing, Running, and Evaluating Courses through Coursera. /Continuing Higher Education Review/, 77, 136-149.

Online Course Development in Technical Teacher Education Programs

Citation:

Murdock, A.K.(2006). Online course development in technical teacher education programs.Journal of Industrial Teacher Education, 43, 74-90.

Abstract:

• To date, little has been done to benchmark the level of online course development for specific fields within higher education. Most studies that do exist tend to focus on instructional techniques and course design issues rather than on faculty perceptions and attitudes concerning online instruction. This is especially true for technical teacher education (TTE) programs. A lack of studies relating to usage trends and faculty perceptions of online course development within technical teacher education programs represents a significant gap in the literature.

Online Higher Education Commodity

Citation:

Chau, P. (2010). Online higher education commodity. Journal of Computing in Higher Education, 22(3), 177-191.

Abstract:

• This article analyzes the current trend towards online education. It examines some of the reasons for the trend and the ramifications it may have on students, faculty and institutions of higher learning. The success and profitability of online programs and institutions such as the University of Phoenix has helped to make the move towards online education more appealing to other institutions, as well as, helped to change how online education is viewed by the public. Reasons such as cost, accessibility and flexibility are often presented as motivations for why many students and institutions use online learning. However, the reasons behind the movement towards more online learning may be more motivated by capitalistic ideals associated with an ever increasingly knowledge-based economy than that of providing quality and more accessible education. The movement towards more online learning coupled with the increased corporatization of higher education may be helping to contribute to the commodification of knowledge and the changing role of institutions and education itself. Thus potentially leading to a state in which education is further transformed into a commodity, students becoming more like consumers, faculty into entrepreneurs, and institutions of higher learning into storefronts for knowledge.

Online College Education for Computer-Savvy Students: A Study of Perceptions and Needs

Citations:

Kaifi, B. A., Mujtaba, B. G., & Williams, A. A. (2009). Online college education for computer-savvy students: A study of perceptions and needs. Journal of College Teaching & Learning, 6(6), 1-16.

Abstract:

• With new technologies and cyberspace-literate students, distance education has been in high demand and more schools are getting into online education. As such, understanding the needs of current and prospective learners has become especially important for success in the new millennium. Based on the learners' needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. Based on the survey of 203 undergraduate students, this research provides an assessment of their views, needs, and wants for the feasibility of offering online courses and programs. Such demographic variables as gender, ethnicity and education demonstrated statistically significant results. Recommendations are provided for administrators to enhance their online offerings as a result of the feedback from students. The document further explores online education, online operation, and other such variables that impact the success of students in higher education. (Contains 3 tables.)

Scaling Online Education: Increasing Access to Higher Education

Citation:

Moloney, J. F., & Oakley, B. (2010). Scaling online education: Increasing access to higher education. Journal of Asynchronous Learning Networks, 14(1), 55-70.

Abstract:

• Over the past decade, online courses and entire online degree programs have been made available, serving millions of students in higher education. These online courses largely have been designed and taught using the theoretical concepts and practical strategies of Asynchronous Learning Networks (ALN). During 2003-04, approximately two million learners were engaged in higher education via ALN, and online enrollments are expected to grow at a 20% annual rate during the next few years. The Sloan Consortium (Sloan-C) has worked to help institutions improve the quality of their online offerings, and research has shown that ALN is a viable alternative to classroom-based learning. This paper reviews online enrollment trends in higher education, describes the characteristics of online programs that have scaled successfully to meet increasing demand, identifies challenges impacting the continued growth of online enrollments in this sector, and outlines the opportunities for increasing access to higher education through scaling of online initiatives. (Contains 4 figures.)

Online Education Today

Citation:

Mayadas, F. A., Bourne, J., & Bacsich, P. (2009). Online education today. Journal of Asynchronous Learning Networks, 13(2), 49-56.

Abstract:

• Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most campuses. Some of what is being learned will certainly improve pedagogical approaches and possibly affect other important problems, such as the lengthening time to completion of a degree. Online education is already providing better access to education for many, and many more will benefit from this increased access in the coming years. These authors discuss the impact of online education on students and faculty, the role of the federal government and accreditors in the regulation of online education, and whether traditional institutions of education are facing a threat from the growth and increasing validation of online instruction. (Contains 1 figure and 2 notes.)

Crossing Cultures and Borders in International Online Distance Higher Education

Citation:

Sadykova, G., & Dautermann, J. (2009). Crossing cultures and borders in international online distance higher education. Journal of Asynchronous Learning Networks, 13(2), 89-114.

Abstract:

• The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international online distance higher education (IODHE) has great potential for educational and cultural imperialism. Therefore institutions contemplating expansion into international distance education must accommodate a number of changes that would enable building the safe learning/teaching environment needed for development of a successful course. Drawing on literature of domestic and international online teaching and learning, multicultural studies, as well as personal international teaching and learning experience, the authors examine four domains where these changes are of critical importance: 1) host institution, 2) technology, 3) learning models of students, and 4) teaching models of faculty. The paper discusses issues and practices in each of these domains and offers general recommendations for institutions participating or planning to participate in cross-border/cross-culture online education. (Contains 1 figure.)

Lost in Translation: Importance of Effective Communication in Online Education

Citation:

Betts, K. (2009). Lost in translation: Importance of effective communication in online education. Online Journal of Distance Learning Administration, 12(2), 14.

Abstract:

• Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down. As higher education institutions offer increasing numbers of online and blended programs, it is important that administrators integrate communication theory and methods into training and professional development for online faculty. This paper will provide a comparative overview of communication research as it relates to online education. Moreover, this paper will provide recommendations for integrating effective online communication into programming and instruction to increase student connectivity, engagement, and retention. Faculty and student data/feedback collected from Drexel University's online Master of Science in Higher Education Program will be shared to highlight the importance of effective communication in online education. (Contains 2 figures and 4 tables.)