1. Two Online Masters: Lessons Learned www.bsu.edu/iandt www.bsu.edu/iandt Jim Flowers Professor & Director of Online Education Department of Industry & Technology, College of Applied Sciences & Technology Ball State University jcflowers1@bsu.edu web.bsu.edu/jcflowers1

2. Outline I. Description of the Online Masters II. Process of Putting the Masters Online III. Lessons Learned for A. Those putting a degree program online B. Online instructors C. Online students IV. Benefits & Challenges

3. Description of the Online Masters

4. Two Online Masters from Ball State University MA in Technology Education MA in Technology Education –Online as of Summer, 2002 MA in Career & Technical Education MA in Career & Technical Education –Online as of Fall, 2002

5. Program Headcount

6. Course Enrollment

7. Master of Arts in Technology Education Long-established on-campus Long-established on-campus 30 graduate credit hours 30 graduate credit hours –Core: 21 credits –Electives: 9 credits –Thesis: optional

8. Online TE Core Courses Implementing TE Implementing TE History & Philosophy of TE History & Philosophy of TE Strategies & Materials for Teaching TE Strategies & Materials for Teaching TE Curriculum Development in TE Curriculum Development in TE Seminar in TE Seminar in TE Research in Industrial Education Research in Industrial Education (Instructional Use of Educational Media & Technology) (Instructional Use of Educational Media & Technology)

9. Master of Arts in Career & Technical Education 30 graduate credit hours 30 graduate credit hours –Core: 9 to 24 credits –Research methods course: 3 credits –Ed. Tech course: 3 credits –Electives: to bring total to 30 credits –Thesis: optional

10. Online CATE Core Courses Career & Technical Student Organizations Career & Technical Student Organizations Trade & Occupational Analysis Trade & Occupational Analysis Career & Technical-Related Class Content Career & Technical-Related Class Content Principles & Philosophy of CATE Principles & Philosophy of CATE Organization & Coordination of CATE Organization & Coordination of CATE Strategies & Materials for Teaching Technology Education Strategies & Materials for Teaching Technology Education Techniques in Coordinating Cooperative Education Techniques in Coordinating Cooperative Education Industrial Safety & Health Industrial Safety & Health (Required: Research in Industrial Education) (Required: Research in Industrial Education) (Instructional Use of Educational Media & Technology) (Instructional Use of Educational Media & Technology)

11. Electives may include: Technology: Use & Assessment Technology: Use & Assessment Practicum in TE for Elementary Grades Practicum in TE for Elementary Grades Thesis Thesis Courses from the other online master’s Courses from the other online master’s Courses from the online certificate in Adult Education Courses from the online certificate in Adult Education (Methodology of Ed. & Psych. Research) (Methodology of Ed. & Psych. Research) Other online or face-to-face courses Other online or face-to-face courses

12. Teaching License? The masters degrees do not provide initial teacher licensure. The masters degrees do not provide initial teacher licensure. Courses within the MA in CATE can be used for adding areas to a teaching license. Courses within the MA in CATE can be used for adding areas to a teaching license. Students in various states may use the MA for pay raises. Students in various states may use the MA for pay raises. (A fast-track option is currently proposed.) (A fast-track option is currently proposed.)

13. Admission Requirements Baccalaureate in any area from an accredited institution, and any of: Baccalaureate in any area from an accredited institution, and any of: –Undergraduate GPA of 2.75/4.00; or –Undergraduate GPA of 3.0 on latter half; or –Other GPA and acceptable scores on GRE and acceptable grades in first 9 graduate hours at Ball State

14. Transfer Credits Up to 9 graduate hours Up to 9 graduate hours Grade of B or better Grade of B or better 6-year window 6-year window Subject to advisor approval Subject to advisor approval

15. Online Program Faculty Clockwise from top left: Dr. James Kirkwood Dr. James Kirkwood Dr. Jack Wescott Dr. Jack Wescott Dr. Richard Seymour Dr. Richard Seymour Mr. Richard Ertle Mr. Richard Ertle Dr. Samuel Cotton Dr. Samuel Cotton Dr. Ray Shackelford Dr. Ray Shackelford Dr. Jim Flowers Dr. Jim Flowers Dr. Annette Rose Dr. Annette Rose Dr. Scott Warner Dr. Scott Warner

16. Online Graduate Tuition One-time Admission Fee: $35 One-time Admission Fee: $35 2003-2004 Tuition (subject to change): 2003-2004 Tuition (subject to change): –Out-of-state: $325/hr, $975/course –IN residents: $184/hr, $552/course

17. Tuition Increases

18. II. Putting the Masters Online

19. Putting the Masters Online Needs Assessment (Spring 2000) Needs Assessment (Spring 2000) Pilot Course (Technology Use & Assessment) Fall 2000 Pilot Course (Technology Use & Assessment) Fall 2000 Decision to go online Decision to go online Approvals Approvals Departmental Director of Online Education Departmental Director of Online Education Faculty support and course development Faculty support and course development Marketing Marketing Implementation and assessment Implementation and assessment

20. Needs Assessment Survey sent to ITEA members Survey sent to ITEA members Substantial need exists Substantial need exists Obstacles exit Obstacles exit http://scholar.lib.vt.edu/ejournals/JTE/v13n1/flowers.html http://scholar.lib.vt.edu/ejournals/JTE/v13n1/flowers.html

21. Need Convenience Convenience –Place –Time flexibility Continuing education credits Continuing education credits Graduate degree & course in Tech Ed Graduate degree & course in Tech Ed

22. But does this fit into Ball State’s institutional plans?

23. BSU Distance Ed Strategic Plan Online Delivery Online Delivery Complete Degree Programs Complete Degree Programs Graduate Programs Graduate Programs Niche Markets Niche Markets

24. Obstacles Misconceptions? Misconceptions? –Poor quality –Not much human contact –Degree mill? Ignorance (where to find courses) Ignorance (where to find courses) Technological obstacles Technological obstacles Administrative obstacles Administrative obstacles

25. Decision to Go Online Declining F2F enrollment Declining F2F enrollment 8 profs – unanimous decision 8 profs – unanimous decision “No changes to graduate catalog” “No changes to graduate catalog” Previous instructors get “first dibs” on teaching a course online. Previous instructors get “first dibs” on teaching a course online. Internal proposal: Internal proposal: –www.bsu.edu/web/jcflowers1/projects/onlinemasters/proposal.htm www.bsu.edu/web/jcflowers1/projects/onlinemasters/proposal.htm –2 master’s degrees with 14 newly online courses from Ind. & Tech

26. Approvals Program Committee & Chair Program Committee & Chair Dean Dean Continuing Education Dean Continuing Education Dean “Teleplex” (funds for development) “Teleplex” (funds for development) Univ. Graduate Education Committee Univ. Graduate Education Committee Indiana Commission on Higher Education Indiana Commission on Higher Education

27. Faculty Support & Course Dev. $1500 or one course buy-out in each of two developmental semesters $1500 or one course buy-out in each of two developmental semesters $1500 or one course buy-out for first online implementation $1500 or one course buy-out for first online implementation $50 / student for each student over the minimum in a distance education section $50 / student for each student over the minimum in a distance education section $750 in the semester following initial online implementation for revision $750 in the semester following initial online implementation for revision Assistance from instructional technologist Assistance from instructional technologist

28. Course Assessment Peer Review (Developmental Period I) Peer Review (Developmental Period I) Peer Review (Developmental Period II) Peer Review (Developmental Period II) –Usability testing as requested First Online Implementation First Online Implementation –Student Evaluation of Course & Instructor –Course Improvement Survey (optional) Formal Review of Implemented Course Formal Review of Implemented Course –Plan for Revision

29. Faculty load On-campus online and off-campus online courses “taught together” On-campus online and off-campus online courses “taught together” At least 6 students => The course makes At least 6 students => The course makes If both sections make, there is an overload If both sections make, there is an overload

30. On-Campus vs. Off-Campus Taught as one online class, but with: Taught as one online class, but with: –Different section numbers –Different tuition –Different support (passwords, registration) –Different advertising

31. A New Audience Students from Indiana Indiana Michigan Michigan Wisconsin Wisconsin New York New York Florida Florida Wyoming Wyoming Illinois Illinois Ohio Ohio Pennsylvania Pennsylvania Kosovo Kosovo

32. Marketing & Recruitment: Website

33. Marketing & Recruitment www.bsu.edu/iandt www.bsu.edu/iandt www.bsu.edu/iandt Email* Email* Banner Ad Banner Ad Journal Ads Journal Ads Brochures Brochures Presentations Presentations Articles* Articles* Other Other

34. III A. Lessons Learned: Program Development

35. To Be, Or Not To Be? Before deciding to go online, assess Need Need Demand Demand Resources Resources Commitment Commitment

36. Does it Fit? Determine fit with the goals of The program and department The program and department Distance education at the institution Distance education at the institution The university and its mission & plan The university and its mission & plan

37. Can We Do This? Determine capabilities Computer & media hardware Computer & media hardware Software Software Network Network Support Support Instructional development expertise Instructional development expertise Drive Drive Do you have a champion? Do you have a champion?

38. Getting Approvals Faculty Faculty Administrators Administrators Distance education administration Distance education administration University committees University committees Institutional support services Institutional support services State commission on higher ed. State commission on higher ed.

39. Key to success:

40. Early local administration Faculty support Faculty support Program redesign Program redesign Marketing and outreach Marketing and outreach Coordination Coordination Student support Student support

41. Marketing Spend 10% of your entire budget on marketing. Spend 10% of your entire budget on marketing. Determine niche. Determine niche. Use multiple strategies, and evaluate each. Use multiple strategies, and evaluate each. Get help from professionals. Get help from professionals.

42. Key to success: Who should teach online?

43. Do not determine who teaches online based on: Who taught the class F2F Who taught the class F2F Seniority or juniority Seniority or juniority Load Load

44. Key to success: Who should teach online? Online ed enthusiasts Online ed enthusiasts Reflective and open-minded teachers Reflective and open-minded teachers Your best teachers Your best teachers Learner-centered teachers Learner-centered teachers

45. Program Development Should the program change, or be the same if it goes online?

46. Program Development Should the program change, or be the same if it goes online? The program has to change. The program has to change. The audience will be different. The audience will be different. A different audience means a different demand. A different audience means a different demand. Online learners want user-centered instruction. Online learners want user-centered instruction. Internet-mediated learning has different limitations, and different resources Internet-mediated learning has different limitations, and different resources

47. III B. Lessons Learned: Online Instructors

48. Incremental Faculty Development Try an online pedagogical strategy in a face-to-face class. Try an online pedagogical strategy in a face-to-face class. Don’t try to have the online class fully scripted on Day 1, but remain flexible and sensitive to student needs. Don’t try to have the online class fully scripted on Day 1, but remain flexible and sensitive to student needs.

49. Course Development Use an established process Use an established process Use development teams Use development teams Use established guidelines and best practices Use established guidelines and best practices

50. Course Design Avoid shovelware Avoid shovelware Remove the garbage; keep learning outcomes in mind Remove the garbage; keep learning outcomes in mind Provide for S-S and S-I interaction Provide for S-S and S-I interaction Establish a plan for how students are to learn Establish a plan for how students are to learn Experiment with different strategies Experiment with different strategies

51. Course Review During and after development During and after development Review content appropriateness Review content appropriateness Use best practices guidelines to review online pedagogy Use best practices guidelines to review online pedagogy Test for usability Test for usability Have online exemplars on a review panel Have online exemplars on a review panel Get at least one brutally honest assessment Get at least one brutally honest assessment Include student reviews Include student reviews Get help to work on areas in need of improvement Get help to work on areas in need of improvement

52. Faculty Development Determine strengths and needs Determine strengths and needs Get and document training Get and document training Read about online teaching and learning Read about online teaching and learning Attend DE conferences Attend DE conferences Join (levels of) communities of online teachers Join (levels of) communities of online teachers Showcase successes Showcase successes Present, author Present, author

53. Faculty Research Conduct research in online education Conduct research in online education Discuss studies Discuss studies Replicate with different populations Replicate with different populations Gather data to learn from the change to online education Gather data to learn from the change to online education Go beyond opinion or the use of technology Go beyond opinion or the use of technology

54. III C. Lessons Learned: Online Students

55. Assess Your Capabilities Hardware & availability Hardware & availability Software Software Network connection rate Network connection rate Computer skills Computer skills Time Time Discipline Discipline Comfort with online learning Comfort with online learning Drive Drive

56. Explore Your Options Which institution offers what? Which institution offers what? How do programs differ? How do programs differ? Who’s on the faculty? Who’s on the faculty? How can degrees be customized? How can degrees be customized? What options exist in a course? What options exist in a course? –E.g., “Can I write that term paper as a manuscript for publication?”

57. Get Serious Budget your time Budget your time Get broadband Get broadband Communicate very often with the instructor Communicate very often with the instructor Log on early and often Log on early and often “Speak up” in class “Speak up” in class Take every advantage you can of Internet- mediated education Take every advantage you can of Internet- mediated education

58. IV. Benefits & Challenges

59. Student Benefits: Flexibility & Convenience Online admissions and registration Online admissions and registration No trips to campus No trips to campus Log on to class from any computer Log on to class from any computer Log on at a convenient time Log on at a convenient time Apply the new learning right away in one’s own job Apply the new learning right away in one’s own job

60. Student Benefits: Human Contact More personalized, meaningful communication More personalized, meaningful communication Individual and collaborative learning activities Individual and collaborative learning activities Online communication can be deeper Online communication can be deeper

61. Faculty Benefits: Course improvement through revision Course improvement through revision Use of online tools Use of online tools –Reusable learning objects –Self-grading quizzes –Tutorials Greater diversity of ideas Greater diversity of ideas

62. Program Benefits: Survival Survival Making a name in a new frontier Making a name in a new frontier New opportunities for: New opportunities for: –Courses –Faculty –Research

63. Challenges: Prospective Students Escalating tuition Escalating tuition Tuition rate lead time too short Tuition rate lead time too short Admissions hoops and delays Admissions hoops and delays Locating prospective students Locating prospective students Misconceptions about online education Misconceptions about online education Getting started Getting started

64. Challenges: Students Building community among graduate students Building community among graduate students Technical issues Technical issues Learning new paradigms Learning new paradigms Time management Time management The challenge to apply learning to one’s situation The challenge to apply learning to one’s situation

65. Challenges: Faculty Course content issues Course content issues Creative use of best practices Creative use of best practices Building a community of scholars in online education Building a community of scholars in online education Online pedagogy Online pedagogy Technical issues Technical issues Time management Time management Load, merit, P&T Load, merit, P&T Ownership Ownership Copyrights Copyrights Research and online education Research and online education

66. Research Online learning needs assessment Online learning needs assessment Cooperative & collaborative online learning groups. Cooperative & collaborative online learning groups. Cognitive role assignment Cognitive role assignment Faculty Researching OnLine Education Faculty Researching OnLine Education Reusable learning objects Reusable learning objects

67. Challenges: Administration Staffing (Summer) Staffing (Summer) Orientation Orientation Institutional Policies Institutional Policies –On- vs. off-campus –Course registration windows Faculty Support Faculty Support Marketing Marketing Program Review Program Review Improving User-Friendliness Improving User-Friendliness

68. The future: Increasing enrollments Increasing enrollments Increasing tuition Increasing tuition A self-marketing program A self-marketing program Off-campus faculty Off-campus faculty Alternative licensing Alternative licensing Increased research Increased research

69. Online Classes: Spring 2004 Technology Use & Assessment Technology Use & Assessment Implementing Technology Education Implementing Technology Education Industrial Safety & Health Industrial Safety & Health History & Philosophy of Technology Ed. History & Philosophy of Technology Ed.

70. Online Classes: Summer 2004 May 12 – June 14 Practicum in TE for the Elementary Grades Practicum in TE for the Elementary Grades Seminar in Technology Education Seminar in Technology Education Techniques in Coordinating Cooperative Education Techniques in Coordinating Cooperative Education

71. Online Classes: Fall 2004 Technology Use & Assessment Technology Use & Assessment Principles & Philosophy of CATE Principles & Philosophy of CATE History & Philosophy of Tech. Ed. History & Philosophy of Tech. Ed. Strategies & Mat’ls for Teaching Tech. Ed. Strategies & Mat’ls for Teaching Tech. Ed. Research in Industrial Education Research in Industrial Education Instructional Use of Ed. Media & Tech. Instructional Use of Ed. Media & Tech.

72. Two Online Masters: Lessons Learned www.bsu.edu/iandt www.bsu.edu/iandt Jim Flowers Professor & Director of Online Education Department of Industry & Technology, College of Applied Sciences & Technology Ball State University jcflowers1@bsu.edu web.bsu.edu/jcflowers1

73. www.bsu.edu/iandt