1. Distance MBA: Incorporating Academic Rigor into Distance Education J.E. (Joe) Barth, PhD

2. The Guelph eMBA and MA (Leadership) Programs >80% of the program is delivered by distance >80% of the program is delivered by distance Residential weeks.. one to start, one half way through.. Residential weeks.. one to start, one half way through.. 8 week course modules, with 1-2 weeks off between modules, plus holidays 8 week course modules, with 1-2 weeks off between modules, plus holidays Completion in ~2.5 years Completion in ~2.5 years All-inclusive pricing All-inclusive pricing

3. Student profiles Mid-career professionals Mid-career professionals Most are between 30 and 45 years of age Most are between 30 and 45 years of age Primarily North American, with some overseas participation Primarily North American, with some overseas participation Widely diverse careers, working situations, time zones Widely diverse careers, working situations, time zones Likelihood of promotion or relocation before completion Likelihood of promotion or relocation before completion

4. Technology Design Timed Sequential Learning Timed Sequential Learning Server-based Internet Platform Server-based Internet Platform Relatively few bells and whistles Relatively few bells and whistles Calendar, class directory, briefcase utilities Calendar, class directory, briefcase utilities Email, page, conference and chat room Email, page, conference and chat room Assignment drop box Assignment drop box Course outline, resources and assignments menus Course outline, resources and assignments menus

5. What is Academic Rigor?

6. Academic Molleur..

7. Academic Rigour must be balanced with Academic Molleur Academic Rigour must be balanced with Academic Molleur A tough, difficult program that develops practical, real world thinkers must be balanced with the more feminine side of learning.. a love of learning, a richness of experience, nurturing, encouraging, engaging A tough, difficult program that develops practical, real world thinkers must be balanced with the more feminine side of learning.. a love of learning, a richness of experience, nurturing, encouraging, engaging

8. Intellectual Quality Course content and design Course content and design Pedagogical design Pedagogical design Learning contract Learning contract Deliverables Deliverables Evaluation Evaluation Interaction between students and faculty Interaction between students and faculty

9. Course content and design Intense organizational effort Intense organizational effort Clear, logical topic steps, organized into modules of similar duration and amount of effort required Clear, logical topic steps, organized into modules of similar duration and amount of effort required Integration of what has been learned about the subject Integration of what has been learned about the subject Sources of published and custom learning materials Sources of published and custom learning materials

10. Pedagogy Individual, small group and large group learning for each topic, in order Individual, small group and large group learning for each topic, in order Reading, questions, discussions, writing Reading, questions, discussions, writing Not less then 40% of the grade is based on individual written work Not less then 40% of the grade is based on individual written work

11. Diminshing returns 80% is learned in the first 1.5 – 2.0 hours time spent learning Amount learned

12. Change learning modes time spent learning Amount learned Individual Group Class

13. Learning contract A formal agreement between individuals, groups and the instructor A formal agreement between individuals, groups and the instructor Division of responsibilities Division of responsibilities Deadlines Deadlines Penalties Penalties

14. Deliverables Individual and group hand–in assignments Individual and group hand–in assignments Variety of major and minor, individual and group hand-ins Variety of major and minor, individual and group hand-ins Contributions to class and group discussion conferences Contributions to class and group discussion conferences

15. Evaluation No examinations No examinations Not less then 40% of the grade is based on individual hand-in assignments Not less then 40% of the grade is based on individual hand-in assignments Typically 25% is based on individual participation in class and group conferences Typically 25% is based on individual participation in class and group conferences Participation grade based on conference submissions and individual debriefing of contributions Participation grade based on conference submissions and individual debriefing of contributions Hand-in grades include written feedback Hand-in grades include written feedback

16. Students and faculty interaction 24 hour rule for students and faculty 24 hour rule for students and faculty Failure to log on at least once each day is monitored by the faculty member Failure to log on at least once each day is monitored by the faculty member Private communication.. Email Private communication.. Email Group.. private group conference Group.. private group conference Class.. class conference open to all Class.. class conference open to all Social.. chat room Social.. chat room

17. Distance vs. Face-to-face A balance of rigor and molleur is vital in distance delivery A balance of rigor and molleur is vital in distance delivery A social component is (chat room) is essential to develop and maintain a class dynamic A social component is (chat room) is essential to develop and maintain a class dynamic The tough, rigor part is easier that the nurturing, playful and embracing piece The tough, rigor part is easier that the nurturing, playful and embracing piece