1. State of Distance Education in Business (Estelami & Klotz)

2. Modern Evolution of Instructional Technology

3. Instructional Technology(Faculty Usage Scale)
⃝ Yes ⃝ No
PowerPoint
Blackboard
White Board
Discussion board
Adaptive file distribution
Classroom video capture
Phone conferencing
Screen-sharing
Podcasting
Videocasting
Simulation-based training
Timed online assessment of students
Virtualization (e.g., Second Life)
Skype
TOTAL
YES: ____ NO: _____

4. Distance Learning Shakeup in Business Education

5. Formal Definition of Distance Learning
“A mode of education where teacher and student are separated by time, distance, or both.”
35% of all adults in the US have at some point in their lives participated in some form of distance education.
At the national level Business programs have the greatest enrollment level of all disciplines offered in distance learning formats.

6. History of Distance Learning
1833 (UK): Correspondence courses on English composition
1885 (Univ. of Wisconsin): Farmers’ institute
1890 (Univ. of Chicago): 125 instructors; 3,000 students
’s (Purdue, Univ. of Iowa, Kansas State): Radio
1980’s: Satellite-based instruction
1990’s-present: Internet

7. Other Industries Shaken up by Disruptive Technologies
Mail  Telegraph  phone/fax/
Film (silver based grains)  Digital photography
Full-service brokers  Discount Brokerage
Retail booksellers  Online booksellers  Tablets
LPs  Cassette  CD  Digital music distribution

8. Current State at Other Business Schools
Babson  Online MBA program for executives
Cornell  Joint distance learning program with Queens (Canada) active since the late 90’s
Drexel  Online courses integrated into the MBA and undergraduate programs
Duke  Fully online Executive MBA degree (priced at $100,000)
Hofstra  Active online programs at the MBA and undergraduate levels
NYU  Adjunct faculty trained on distance education tools; Online learning integrated into non-degree programs.
SUNY schools  Distance learning courses are offered in most business school disciplines across the various SUNY campuses

9. Change Accelerators in Distance Learning in Business
Bandwidth (e.g., cost of 1MB of transmission in 2000 vs. 2010)
Voice over IP
Wide household penetration of high-speed Internet (2000 vs 2010)
Student characteristics in business programs:
Self-driven
Entrepreneurial
Time deprived

10. The Process of Transitioning to the Distance Education Mode

11. Traditional Approach to Teaching

12. Emerging Approach

13. Categorization of Distance Course Formats
Asyncrhonous
Syncrhonous
Phone
Video casting
Webinar
Multi-media Based
Text-based
Examples of Tools Used:
Discussion Board
Pre-recorded class videos
PowerPoint with embedded audio
Instant messaging
Podcasts
Computer simulations
Examples of Tools Used:
Audio conferencing
Video teleconferencing (VTC)
Webinar hosting

14. Timeline of Events in the Hybrid Format
Face-to-Face Session
Face-to-Face Session
Lecture A
Lecture B
Lecture C
Face-to-Face Session
Lecture D
Lecture E
Face-to-Face Session
Lecture F
Lecture G
Lecture H
Face-to-Face Session
Lecture I
Lecture J

15. From the Student Perspective …
Face-to-Face Class Session
Download Online Lectures
Read the Assigned Material
ONLINE
Post Questions on Blackboard
Submit Assignment
Note: Beware of designed redundancies and order effects !!!

16. The Student Interface

17. The Instructor Interface

18. Web-Based (synchronous) Class Sessions
ABC
ABC
ABC
ABC

19. Web-Based (synchronous) Class Sessions

20. Web-Based (synchronous) Class Sessions
 Instructor View
Student View 

21. Pedagogical Impact of Distance Learning in Business Education

22. Impact on Pedagogical Effort
Basic Communication of Knowledge
70%
 50%
Assuring students’ ability to tactically use the knowledge
20%
 30%
Engage students in questions related to the ethical and global impact of the gained knowledge
10%
 20%

23. Student Myths about Online Courses
Online courses are less demanding than other courses
Everyone gets an A in an online course
Online courses rely primarily on chat-room style teaching
I cannot be accurately assessed in an online class

25. Equivalent workload to other courses 63.6%
Compared to other similar courses that are NOT offered in an online format, would you say the level of workload for this course was ...
Equivalent workload to other courses 63.6%
Greater workload compared to other courses 30.3%
Less workload compared to other courses %
Compared to other similar courses that are NOT offered in an online format, would you say the amount of learning from this course was ...
Equivalent amount of learning to other courses 66.7%
Greater learning compared to other courses 25.8%
Lower amount of learning vs. other courses 7.8%

26. Typical Demands from Faculty Teaching in Distance Learning Mode
Well-organized content
Comfort with the courseware system (e.g. Blackboard)
Active use of online assessment tools to measure student performance
Online accessibility of the faculty member

27. Typical Benefits for Faculty Teaching Using Distance Learning Technologies
Added flexibility (time, location)
Staying current with emerging trends in business education
Opportunity to update outdated face-to-face course material
Enhanced learning outcomes for students

28. Perspectives on Echo-360 Prof. Dorothy Klotz