This link has been bookmarked by 52 people . It was first bookmarked on 27 Oct 2007, by Mabel Quiroga.
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30 Mar 16
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06 Oct 14
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Administrative support structures, student services, technology support, and faculty training and support needs are all areas that need to be analyzed and perhaps changed in order to successfully implement ODL. By accepting a vision statement and its implications, those at the forefront of ODL at the college acknowledge that physical, organizational, and programmatic changes will be occurring, with the inevitable shift of resources (Bloomfield, 1993).
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Technology is only a means of achieving a goal, not a goal in itself (Frances et al., 1999). Overcoming barriers to access will not preclude that the barriers to student success have been surmounted (Verduin, Jr., & Clark, 1991). Administrators seem to believe that if they supply the technology, the courses and students will come. Yet, the technology infrastructure should not be built without considering the academic and educational requirements of an ODL program
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instructors need training and support to be willing to adopt this new teaching paradigm.
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Replacing the current educational model in digital format is not sufficient (Weigel, 2000).
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Due to of the current lack of adequate support at most institutions of higher education, ODL instructors must have adequate technology skills. They often need to upload their own files, deal with hardware and software problems, and help students overcome their own problems with the technology.
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According to Brown and Jackson (2001), administrators should not be concerned with how to get faculty to develop and teach courses online, but on how to deal with the need to support online students in other areas of education such as counseling, library services, and financial aid.
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Students who are not prepared for the online environment can have a negative impact on other students and the instructor in the online classroom (Fink, 2002). Most instructors will not be able to tell students why a file is not downloading, or how to access online tutoring or library resources, or how to extend the time limit to take a test, making student access to orientation and support even more critical. Lynch (2001) concluded that student orientation to online courses and student socialization with other online students greatly affected their success in the course. As indicated within the literature, students with support systems such as online tutoring, online counseling, and online study groups are more likely to succeed in their ODL classes (Mason & Weller, 2000; McLoughlin, 1999; Myers, 2001; Myers & Ostash, 2001; Savrock, 2001). Bennett et al. (1999) studied about the social isolation of students and came to the same conclusion. A study on technical support for students showed that students who needed the most help did not ask for it (Ehrmann, 1999). Moore and Kearsley (1996) observed that most research in distance learning focused on the effectiveness of the computers, the software, and the Internet.
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24 Jun 14
Arnaldo Robles"The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago "
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The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago
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02 Nov 13
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30 Aug 13
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why do they want an ODL program
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Vision
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Curriculum and programs
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Staff training and support
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Student services
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Student training and support
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Policies
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24 Jul 13
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28 Nov 12
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In online distance learning, not only does the instruction occur via a computer system, usually over the Internet, but other educational processes occur via the computer as well. These educational processes are student services, training, and support.
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51% of the institutions of higher learning in the United States included a plan for information technology in their strategic plan.
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many key components of the plan, such as plans for student services, training, and support, are missing
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Technology is important, for ODL cannot be implemented without it, but curriculum development and student support are just as important and need to be considered
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ODL cannot be molded into the image of existing campus-based programs (Miller, 1998; Saba, 2000) in which administrative and support systems were built for the traditional on-campus student
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Administrative support structures, student services, technology support, and faculty training and support needs are all areas that need to be analyzed and perhaps changed in order to successfully implement ODL.
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inevitable shift of resources
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or ODL, the respect, value, and experience of all the stakeholders should be considered (Drucker, 1986; Hache, 2000; Morrow, 1999; Ohler & Warlick, 2001). Many ODL programs are implemented based on a vision that is not universally shared and where the goals are not clearly stated (Bothel, 2001). By including administration, faculty, staff, and students in this process, it will be easier to obtain a campus-wide consensus on the vision
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cation and learning since the advent of the printed book a little over 500 years ago (Draves, 2000). It is often difficult for people to adapt during times of rapid change. People tend to defend their methods, values, and beliefs and are not willing to take risks, so a solid resistance to the changes that may be created by implementing an ODL program should be expected
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Strategic planning is proactive, dynamic, and directed toward a culture of change (Hache, 2000), so the processes involved in planning need to be led by administrators whose job it is to facilitate change.
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Instruction is shifting from a model of individual use of technology to an integration of instruction and student services through technology.
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others state that technology cannot be introduced into teaching without changing the ways other things are done in the educational process
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found that in order for students to be successful, they must have access to student services.
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agreed that a major problem is that an entire program is not being planned, and that most attention when planning is paid to individual course offerings.
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ODL is not just about teaching and learning, it is about giving students who are not able or not willing to come to campus an experience equivalent to the on-campus student (Berge, 1998) by providing the same types of student services online that an on-campus student has available.
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The problems with ODL will become more significant if colleges continue to let individual faculty members and departments put classes online without planning to implement the support structure involved with teaching and learning
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The first is to create web pages that provide information. The second is to add forms and communication methods to the web pages. The last stage is to offer services that can provide personal interaction, such as online counseling via chat rooms, or online access to student records.
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that there are three stages to providing online student support.
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If colleges want to succeed in ODL, they must consider access, equity, and continued support and not treat ODL students as second-class citizens
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) claimed that by integrating online courses and student services, costs would be cut and productivity would be improved, and hopefully, according to Matthews (1999), the enrollment would grow.
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Yet, it is important for administrators to consider the student who will never come to campus, and to provide the essential student services for that student.
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identified student support as one of three critical areas
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Students who are not prepared for the online environment can have a negative impact on other students and the instructor in the online classroom
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Lynch (2001) concluded that student orientation to online courses and student socialization with other online students greatly affected their success in the course.
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As indicated within the literature, students with support systems such as online tutoring, online counseling, and online study groups are more likely to succeed in their ODL classes
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so the majority of college students are probably not familiar with how to take a class online or even how to use the Internet.
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This structure has been based on the age of mass-production, limited information, vast sources for funding, and little technological change
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Partnerships will be formed to make weaker institutions or departments stronger, combine resources, and save duplication of costs. Consortiums will be formed so that those colleges who provide similar services for students can pool their resources and expertise for the online student
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more time will be spent interacting with online students to challenge them individually
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Education will become a more individualized process where instructor and student will never miss a class
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Many student services can be served by outside vendors.
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Student services–Student services are the non-instructional activities provided by a college to support a student’s education, such as catalogues, schedules, admissions, assessment and placement, registration, financial aid, scholarships, billing, bookstore, degree requirements, grades, transcripts, student clubs, counseling, faculty office hours, tutoring, labs, and library resources.
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Are the same services for on-campus students available for online students, and has the college determined regular effective contact for faculty office hours as required by state law?Student training and support–Students with limited computer skills who are taking an ODL class for the first time may not know what they are getting into; therefore, an ODL orientation and technical support are essential. Is training currently available for students to prepare them for taking an online class, and is technical support available?
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24 Oct 12
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21 Oct 12
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19 Oct 12
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31 Aug 12
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01 Jul 12
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26 Apr 12
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19 Apr 12
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23 Oct 11
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03 May 11
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24 Feb 11
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23 Nov 10
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12 Nov 10
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28 Sep 10
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when college faculty, staff, and administration start with a vision, it is necessary for them to understand that this vision will result in a change in the organizational culture.
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Weigel (2000) believed that faculty leading change would only work if the academic quality of the courses were improved
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Many instructors do not want to change their style of instruction (Anderson & Middleton, 2002). Some feel that interactive lectures, small group activities, or closed labs are the only way that a subject can be taught.
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ODL instructors must have adequate technology skills. They often need to upload their own files, deal with hardware and software problems, and help students overcome their own problems with the technology. Instructors must be able to design their courses, making sure they are accessible to disabled students under the American with Disabilities Act (1990, 42 U. S. C. A. 12101 et Seq.
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The instructors are reluctant for many reasons, including what they perceive to be an increase in the time it takes to develop and deliver online courses (Clay, 1999; Georges, 2001), the lack of technical and administrative support available to them (Betts, 1998; Schifter, 2000), concern about copyright and intellectual property issues (Berge, 1998; Moore, 1994; Taylor, Parker III, & Tebeaux, 2001), concern about the quality of online courses (Betts, 1998), concern about incentives and obstacles to teaching online (Rockwell, Schauer et al., 2000; McKenzie et al., 2000), resistance to being told what to do by administrators (Noble, 2002), and inadequate training for the instructors who are being expected to write and teach these online courses
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10 Aug 10
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01 Feb 10
Trevor McCreadyPossible source or good articles on appropriate technology organizational structures.
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Restructuring the university for technological change.
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13 Jan 10
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21 Nov 09
Tracey GentleThe Internet and the World Wide Web (WWW) have made the process of obtaining an education without regard to time or location easier for the student. At the same time, they have provided more challenges for the colleges providing this education. In online
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10 Nov 09
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23 Oct 09
STSanchezThis paper reviews the literature as it pertains to six factors to be considered when planning and developing an online distance learning program. These six areas are: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.
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22 Oct 08
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02 Oct 08
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student services, training, and support
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These six areas are: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.
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Vision and Plans
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ODL cannot be molded into the image of existing campus-based programs
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The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago
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believed that faculty leading change would only work if the academic quality of the courses were improved. George and Camarata (1996) felt that leadership, and therefore, ownership of ODL, should come from all areas of the college, and not rely simply on administration leadership or faculty leadership.
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understanding how to plan a successful program will be essential to their success. Instruction is shifting from a model of individual use of technology to an integration of instruction and student services through technology.
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Curriculum
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budget and personnel planning
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not on critical pedagogic issues
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Technology is only a means of achieving a goal, not a goal in itself
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Staff Training and Support
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Effective ODL requires the instructor to not only have knowledge of the content area, but also to have interpersonal skills to effectively communicate with their students online
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Instructors will be assuming a broader role as planners, designers, guides, mentors, and facilitators and will no longer be seen as leaders and lecturers
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help students overcome their own problems with the technology. Instructors must be able to design their courses, making sure they are accessible to disabled students under the American with Disabilities Act
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The instructors are reluctant for many reasons, including what they perceive to be an increase in the time it takes to develop and deliver online courses (Clay, 1999; Georges, 2001), the lack of technical and administrative support available to them (Betts, 1998; Schifter, 2000), concern about copyright and intellectual property issues
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Faculty training must be considered when institutions plan for an online distance learning program.
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Student Services
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One problem with ODL planning is that too much focus is on instruction, and not on student services
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found that in order for students to be successful, they must have access to student services
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ODL will become more significant if colleges continue to let individual faculty members and departments put classes online without planning to implement the support structure involved with teaching and learning
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three stages to providing online student support
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The first is to create web pages that provide information. The second is to add forms and communication methods to the web pages. The last stage is to offer services that can provide personal interaction, such as online counseling via chat rooms, or online access to student records.
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identified student support as one of three critical areas (the others being curriculum and technology) needed to maintain a successful ODL program.
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Student Training and Support
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Copyright and Intellectual Property
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This law allows the owners of the copyright absolute domain for the life of the author plus 50 years.
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In the university setting, though, the doctrine of fair use applies. Fair use allows copyrighted materials to be used without express permission of the copyright holder in an educational setting, provided that the use does not impair the marketability of the work,
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When the authors are employed as full-time instructors, in legal terms, they are considered "work-for-hire," and the college owns their work (lecture notes, exams, handouts) for 75 years from the date of publication or 100 years from the date the work was created, whichever is shorter (Janes, 1988). Part-time instructors are legally considered contract employees, not work for hire, and as such, own their own work.
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The doctrine of fair use is also challenging to online instructors. In the past, instructors could copy and distribute articles, provided that the articles were less than 2,500 words or 10% of the original work. They could copy one illustration, chart, picture, or diagram per work, and no more than two works from one author.
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. As explained earlier, copyright law allowed these clips to be used within a classroom. That meant that the same clip could not be transmitted online, even if for educational purposes with proper copyright notice attached. In March 2001, legislation was submitted to allow faculty members to use many of the same copyrighted works in online courses that they have long been permitted to use in traditional courses. In the case of dramatic and musical works, this legislation requires safeguards such as passwords to ensure that only eligible students view the copyrighted material. This legislation, the Technology, Education and Copyright Harmonization (TEACH) Act (2001), was passed by the U. S. Senate in June 2001, and by a committee of the House of Representatives in October 2001
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This structure has been based on the age of mass-production, limited information, vast sources for funding, and little technological change
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Higher education will depend more on partnerships and outside vendors.
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Curriculum and instruction face changes, as well. The role of the instructor will be unbundled in the online environment (Young, 2002). Unbundling means that different people will do different parts of the work of a traditional instructor.
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Content specialists will decide what material needs to go online. An instructional designer will design the presentation of this material, and a technical specialist will actually create the online course. Instructors will interface with the students who are taking the online course
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Recommendations for Practice
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Planning should allow for adequate budgeting for staff, technology, student services, and training for all of the areas of ODL in meeting the needs of the institution.
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Vision
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Curriculum and programs
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Staff training and support–
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Student services–
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Student training and support–
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11 Sep 08
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08 Jul 08
Susan DornbergUntil the first online class was offered in 1994, the schools that participated in distance learning used taped lectures for video or TV classes (Daniel, 1997). The development of personal computers led to a sudden increase of campus financial resources b
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08 Jun 08
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28 May 08
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26 Mar 08
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19 Nov 07
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The issues of copyright, fair use, and work for hire are all being reconsidered in this era of online distance learning. Instructors have been accustomed to the idea that they "own" their own work, even if they did not own it legally. Traditionally, when instructors changed colleges, they got to take their lecture notes, too. They could give away their lecture notes freely. Given actual copyright law, though, a part-time instructor can use the same lecture notes when teaching at two different institutions, but a full-time instructor legally may not. This also applies to online courses; they belong to the institution when a full-time instructor creates them. As courses are being put online, thereby becoming marketable, institutions are beginning to claim their rights to the copyright. Full-time instructors have no legal authority to keep the classes they write unless they negotiate for that right. Lawyer Corynn McSherry, in an interview with Young (2001), claimed that instructors need to be careful how they negotiate copyright issues, for the results may infringe upon their academic freedom. Instructors need to be educated about their rights under copyright law (Simpson, 2001; Weigel, 2000). No studies or case law could be found to side with either the institution or the instructor on this issue; therefore, both parties should put their agreements into writing before proceeding with the production and distribution of online courses (Primo & Lesage, 2001).
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27 Oct 07
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Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education
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In online distance learning, not only does the instruction occur via a computer system, usually over the Internet, but other educational processes occur via the computer as well. These educational processes are student services, training, and support. The transition to online distance learning, primarily driven by social change, is creating a paradigm shift in the way colleges are viewing teaching and learning
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reassess their programs
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These six areas are: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.
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Until the first online class was offered in 1994, the schools that participated in distance learning used taped lectures for video or TV classes
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Technology is important, for ODL cannot be implemented without it, but curriculum development and student support are just as important and need to be considered
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It was not until online classes started to exist that the educational issues came into focus for the online classroom instructor
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Given that online classes have been taught for less than a decade, few studies have been done on the factors that have influenced the successful implementation of an ODL program
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The Six Areas of Consideration
Vision and Plans
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ODL cannot be molded into the image of existing campus-based programs
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in which administrative and support systems were built for the traditional on-campus student
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advanced planning and policy development are the key to a well-run distance learning program
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Planning will also facilitate better use of existing resources and time, for example, developing technical training programs for all faculty rather than having faculty contacting technical support one at a time.
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. By including administration, faculty, staff, and students in this process, it will be easier to obtain a campus-wide consensus on the vision
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faculty should be involved in determining the priorities, policies, and procedures for implementing ODL from the very beginning
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The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago
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Yet, who should take the leadership role in developing a vision and plan for ODL is disagreed upon within the literature.
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the academic administrators
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commitment of everyone involved.
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without faculty leadership, faculty would tend not to be supportive
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faculty leading change would only work if the academic quality of the courses were improved.
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Administrators
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are often unaware of the opportunities afforded to their colleges through ODL
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Busy administrators do not take the time necessary to understand the new terminology, technology, and the issues facing instructors and students
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securing resources, influencing potential participants
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The challenge to colleges in the 21st century is not to decide why they should have an online distance learning program, but to decide how to design and implement such a program.
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Instruction is shifting from a model of individual use of technology to an integration of instruction and student services through technology.
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focused on new delivery methods and pedagogical philosophy.
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the technology infrastructure should not be built without considering the academic and educational requirements of an ODL program
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Many instructors do not want to change their style of instruction (
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Staff Training and Support
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Replacing the current educational model in digital format is not sufficient
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This rapid evolution of knowledge requires innovative development in curriculum, and faculty need to have greater flexibility as they teach their courses
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nstructors will be assuming a broader role as planners, designers, guides, mentors, and facilitators and will no longer be seen as leaders and lecturers
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They often need to upload their own files, deal with hardware and software problems, and help students overcome their own problems with the technology
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Due to of the current lack of adequate support at most institutions of higher education, ODL instructors must have adequate technology skills.
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lessons must not take long to download, web pages must be based on screen proportions, not inches, and colors must be chosen carefully. Instructors, who have the frontline contact with students, will be the ones who will be required to solve the problems as they arise. This requires technology training that is not available to most instructors.
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The instructors are reluctant for many reasons, including what they perceive to be an increase in the time it takes to develop and deliver online courses (Clay, 1999; Georges, 2001), the lack of technical and administrative support available to them (Betts, 1998; Schifter, 2000), concern about copyright and intellectual property issues
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concern about the quality of online courses (Betts, 1998), concern about incentives and obstacles to teaching online
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and inadequate training for the instructors who are being expected to write and teach these online courses
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Traditionally, faculty have received support from three different areas of the campus: libraries, computing centers, and faculty development centers. Some schools are now combining these into one faculty resource center
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When an instructor’s professional growth needs are met, student learning can be enhanced (Lockard, 2001). To gain the knowledge necessary to implement online curriculum effectively, instructors must have the necessary training, mentoring, and support, preferably on the equipment they will use. Faculty training must be considered when institutions plan for an online distance learning program.
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Training instructors about the new technology and way to teach is essential to help them effectively deal with change
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Therefore, more attention needs to be given to the organizational structures, especially as they pertain to servicing students
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One problem with ODL planning is that too much focus is on instruction, and not on student services
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a major problem is that an entire program is not being planned, and that most attention when planning is paid to individual course offerings
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Planning for ODL must include fiscal, personal, academic, legal, technological, and support issues as a framework for future decision making
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ODL is not just about teaching and learning, it is about giving students who are not able or not willing to come to campus an experience equivalent to the on-campus student
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supported this by finding that not many colleges provide access to student services online.
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on how to deal with the need to support online students in other areas of education such as counseling, library services, and financial aid.
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be concerned
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administrators should
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there are three stages to providing online student support. The first is to create web pages that provide information. The second is to add forms and communication methods to the web pages. The last stage is to offer services that can provide personal interaction, such as online counseling via chat rooms, or online access to student records.
-
not treat ODL students as second-class citizens
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by integrating online courses and student services, costs would be cut and productivity would be improved, and hopefully, according to Matthews (1999), the enrollment would grow.
-
Student Training and Support
Students who are not prepared for the online environment can have a negative impact on other students and the instructor in the online classroom
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students with support systems such as online tutoring, online counseling, and online study groups are more likely to succeed in their ODL classes
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student orientation to online courses and student socialization with other online students greatly affected their success in the course
-
students who needed the most help did not ask for it
-
Copyright and Intellectual Property
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In the university setting, though, the doctrine of fair use applies.
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that only a portion of the original work is used and it is not a critical portion, that credit is given to the author, and, in the case of a performance, it is part of a systematic instructional activity related to the teaching content, and it is transmitted for reception in a classroom.
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provided that the use does not impair the marketability of the work
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When the authors are employed as full-time instructors, in legal terms, they are considered "work-for-hire," and the college owns their work
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Part-time instructors are legally considered contract employees, not work for hire, and as such, own their own work. Full-time instructors, though, have operated under an academic exception to the copyright act in which faculty own their own intellectual property.
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The issues of copyright, fair use, and work for hire are all being reconsidered in this era of online distance learning. Instructors have been accustomed to the idea that they "own" their own work, even if they did not own it legally.
-
The doctrine of fair use is also challenging to online instructors. In the past, instructors could copy and distribute articles, provided that the articles were less than 2,500 words or 10% of the original work. They could copy one illustration, chart, picture, or diagram per work, and no more than two works from one author. The copied material could only be used for one course and needed to show the original copyright notice from the work (Simpson, 2001). As more and more information goes online, instructors and students may be under the misconception that this work is being distributed freely. In reality, if the site that is hosting the article or illustration has advertisements on it, then using that work can affect its marketability and therefore may be an infringement of copyright.
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Change in Organizational Structure
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innovation and competition influence the learning environment
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Marketplace demands will affect education in ways that they have not been affected in the past
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Higher education will depend more on partnerships and outside vendors.
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The power distribution of higher education will be realigned, with the individuals and organizations who are controlling higher education today not being the ones who will develop and control it in the future
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Consortiums will be formed so that those colleges who provide similar services for students can pool their resources and expertise for the online student
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Students will be able to put together their own individualized programs for what will be known as a virtual degree. That is, they will combine courses or programs from various institutions to make each student’s degree program unique
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The role of the instructor will be unbundled in the online environment
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Unbundling means that different people will do different parts of the work of a traditional instructor. Content specialists will decide what material needs to go online. An instructional designer will design the presentation of this material, and a technical specialist will actually create the online course. Instructors will interface with the students who are taking the online course
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Since the instructor will not be spending time writing lectures and creating course materials, more time will be spent interacting with online students to challenge them individually
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Many student services can be served by outside vendors
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virtual bookstores
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Administrators will need to run their institutions more as businesses
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Recommendations for Practice
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why do they want an ODL program?
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. Planning should allow for adequate budgeting for staff, technology, student services, and training for all of the areas of ODL in meeting the needs of the institution. This raises a dominant recommendation: The institution needs to decide what it needs by deciding why it wants an ODL program. In order to make this decision, there are six questions that administrators and planners should be asking:
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It is recommended that the institution give equal consideration to all six areas as their ODL program is designed and developed, and to not let the development of the program be driven by those instructors who want to teach online or the software that is the most readily available for student support services.
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We are now in the information age where many aspects of our environment, especially in education, are moving online. Planning helps a college to grow and change in an organized, meaningful process
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The purpose of planning is to develop methods to align an institution with the environment
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07 Apr 07
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