Transformational Strategies for Flexible ELearning Delivery: Athabasca University as a case study

1
Transformational Strategies for Flexible
E-Learning DeliveryAthabasca University as a
case study
Dominique Abrioux
2
Overview

• Flexible E-Learning
• Institutional
• Programmatic
• Course module
• Athabasca University and Flexible Learning
• E-Learning Opportunities for Flexible Learning
• Key Flexibility Factors
• Institutional motivation
• Organizational culture
• Infrastructure
• Concluding Remarks

3
Flexible E-Learning
4
Flexible Student Centered
5
Institutional Flexibility

• Admission
• Cost
• Service Delivery
• Academic
• Student services
• Administrative services
• Collaboration

• Criteria
• Process
• Windows
• Tuition
• Other Fees
• Relocation
• Foregone Income
• How? Where? When?
• Program/course design
• Course delivery
• Student services
• Course selection
• Credit coordination

6
PROGRAM FLEXIBILITY

• Recognition of prior learning
• -Formal (e.g. transfer credits)
• -Informal (e.g. portfolio)
• Challenge for credit
• Time to completion
• Residency requirements
• -On-site obligations
• -Courses to be taken from host institution
• Program design
• -Compulsory/optional course balance
• -Course prerequisites

7
COURSE FLEXIBILITY

• Variable / fixed start dates
• Time to completion
• Module length
• Paced / unpaced
• Course media (access)
• Individualized / collaborative learning
• Accommodating of different learning styles
• - presentation of learning materials (content)
• - variety of learning activities
• - alternative assessment models

8
Athabasca University Primer
9
Brief History

• 1970 Established By Province of Alberta
  as the
• 4th public university (June
  25,1970)
• 1973 - 75 Pilot Project
• (First Course opened in
  1973)
• 1978 Permanent Mandate Single Mode
  ODL
• 1986 9,552 students
• 1994 11,591 students
• 2 Masters programs open
• AUs future in doubt
• Underperforming / costly
• Misunderstood by primary stakeholder (government)
  
• 2005 35,000 students (_at_3,000 Masters
  level)
• 2006 40,000 students (strategic goal)
  

10
AUs Distinguishing Mission

• Removing barriers to access and success in
  university-level studies
• geographical
• prior education
• financial

11
ENROLMENT DATA LEARNER DEMOGRAPHICS
12
Course Registrations by Location
13
Course Registrations by Location
14
2003-04 Undergraduate Age and Gender Balance
15
UndergraduatePrevious Education
16
AUs Profile of Admissions(undergraduate)

17
Programs
18
STAFFING
19
Budget
20
AU FLEXIBILITY REPORT CARD
21
INSTITUTIONAL FLEXIBILITY

• Admission -Criteria
• -Windows
• -Process
• Cost -Tuition
• -Non tuition
• -Relocation
• -Foregone income
• Service Delivery
• - Academic
• - Student services -How? Where?
• - Administrative services When?
• Inter-Institutional Collaboration
• - Program design
• - Course development
• - Course delivery

gtopen undergraduate gtalternative routes
graduate gtcontinuous undergraduate gtonline/pape
r/phone
/- /- gtanyplace gtanytime
gtweb/email/phone/fax/mail gtdistributed/anytime
exams gtservice culture
gtsome joint programs ltseldom gtsome
joint delivery gtsome joint delivery gtstrategic
alliances gtonline consortia
22
PROGRAM FLEXIBILITY

• Recognition of prior learning
• -Formal (e.g. transfer credits)
• -Informal (e.g. portfolio)
• -Challenge for credit
• Time to completion
• Residency requirements
• -On-site obligations
• -Courses to be taken from host institution
• Program design
• -Compulsory/optional courses
• -Course prerequisites

-individualized/articulated -range -all courses
-10 years (unless time sensitive)
-none (except labs) -_at_1/3 of total -one credit
coordinating degree BGS
-rationalized in program proposal
23
COURSE FLEXIBILITY

• Variable / fixed start dates
• Time to completion
• Module length
• Paced / unpaced
• Course media (access)
• Accommodate different learning styles
• - presentation of learning materials (content)
• variety of learning activities
• - individualized / collaborative Learning
• - alternative assessment models

• 12 per annum
• 0 to 6 months
• Extensions / Suspensions
• 3 credits
• all courses unpaced
• some paced alternatives
• Multi-media
• in transition to e-learning
• very little

24
E-Learning Opportunities for Increased
Flexibility
High Medium Low None

• INSTITUTIONAL
• Admission
• Cost
• Service delivery
• PROGRAM
• PLA
• Time to completion
• Residency
• Design
• COURSE
• Start dates
• Time to completion
• Module length
• Paced/unpaced
• Course media
• Different learning styles

25
E-Learning Opportunities for Flexibility cntd.

• COLLABORATION
• Program design
• Course design
• Course delivery
• Student services
• Course selection
• Credit coordination

High Medium Low None
26
CORE FACTORS IMPACTING FLEXIBLE LEARNING AS A
STRATEGIC INSTITUTIONAL GOAL
27
KEY FLEXIBILITY FACTORS
28
3 Key Factors Impacting Flexibility

• Demand for Flexibility
• Mandate-driven?
• Strategic priority?
• Business-driven?
• Organizational Culture
• Common values
• Service as a core business
• Institutional Infrastructure
• Single/ dual mode
• Staffing complement
• Size of student body

29
DEMAND FOR FLEXIBILITY - Mandate-driven?
- Strategic priority? - Business-driven?
30
Mandate-Driven Flexible Learning

• Government determined mandate (1995, 1999)
  emphasizing
• Open university
• Individualized distance education
• Coordination of credit transfer credit
• College collaboration
• Assessment of prior learning
• Government determined Letter of Understanding
  (1995) emphasizing learner-driven determination
  of academic regulations curriculum
  articulation
• Open admission
• Minimal course prerequisite restrictions
• Maximum course selection flexibility within
  programs
• Minimal residency requirements (courses taken
  from AU)
• Credit coordination options
• Course challenge-for-credit
• Year-round enrolment
• Liberal course completion and extension deadlines
• Policies and procedures to facilitate part-time
  enrollment

31
MISSION-Driven Flexible Learning

• Internal Institutional Mission Statement (1985)
  emphasizing
• the removal of barriers that traditionally
  restrict access to and success in
  university-level studies
• increasing equality of educational opportunity
  for all adult Canadians regardless of their
  geographical location and prior academic
  credentials
• Reaffirmation of Institutional Mission Statement
• (1996, 2002)

32
STRATEGIC Planning for Flexible Learning
(1996-1999 Strategic University Plan / 2000-2002
Update)

• Identify Individualized D.E. as the core business
  defines accessibility/flexibility strategies
  around
• Electronic, Multi-Modal Learning Systems
• Asynchronous Administrative Access to Services
• Partnerships
• Prior Learning Accreditation
• Tuition and related costs
• Identify significant strategic implications for
  increasing accessibility, individualization and
  quality
• Investment in (asynchronous) e-technology and
  e-systems
• Single-window point of access for students (web,
  alias, call-centre)
• Policy development and benchmarks (e.g. service
  to students)

33
STRATEGIC Planning for Flexible Learning cntd.
(2002-2006 Strategic University Plan)

• Builds on previous SUPs and assigns primordial
  strategic importance to Meeting Learners Needs
  through flexible learning systems that exploit
• Open, individualized DE
• E-learning pedagogy that engages students in
  asynchronous learning and assessment activities
• Asynchronous, online e-services to learners (e.g.
  library)
• Quality courses, programs, and student support
  services

34
BUSINESS-Driven Flexible Learning(1995 present)

• 1995 Reality Check
• No growth during past 10 years
• Highest tuition, highest grant per FLE
• Lowest performance on KPIs
• External environmental assessment (1996 SUP)
• Diminishing public resources
• Performance-based funding
• Increased demands for accountability
• Greater competition
• Rapid technological change
• Uncertainty in all things economic, political,
  social, and technical

35
BUSINESS-Driven Flexible Learning cntd.
Continuous assessment of marketplace
Increased competition, both from out of
province/out of country providers of DE and from
institutions that historically have not exploited
DE systems means that AUs growth depends on its
ability to continue to distinguish itself from
competitors. This can best be achieved by
building on the learner-centered philosophy
1999 SUP Update
36
BUSINESS-Driven Flexible Learning cntd.
Continuous assessment of marketplace
Post-secondary institutions will increase
offerings of grouped-study online offerings,
particularly in undergraduate and graduate
professional programs Competition based on the
cost and quality of learning opportunities and
support services will increase Athabasca
Universitys learning flexibility and openness is
unparalleled
2002 SUP
37
BUSINESS-Driven Flexible Learning cntd.

• Institutional 4-Year Business Plan
• Premised on 10 growth per annum
• Links growth with meeting learners needs for
  flexibility
• Importance of flexibility represents key
  attraction of AU to its learners

38
Reasons for Enrolling in BA Degree
BUSINESS-Driven Flexible Learning
cntd. Continuous Assessment of Clients Needs
39
ORGANIZATIONAL CULTURE - Common
values - Flexibility service culture
40
Our Values (2002 SUP)

• EXCELLENCE
• LEARNING
• SCHOLARLY RESEARCH
• FREE EXCHANGE OF IDEAS
• OPENNESS AND FLEXIBILITY
• DIVERSITY AND INCLUSIVENESS
• OUR EMPLOYEES
• ACCOUNTABILITY

41
Our Values (2002 SUP)

• EXCELLENCE
• LEARNING
• Student learning and satisfaction are the
  measures of our success
• SCHOLARLY RESEARCH
• FREE EXCHANGE OF IDEAS
• OPENNESS AND FLEXIBILITY
• Reducing barriers to education enhances access
  and social equity
• DIVERSITY AND INCLUSIVENESS
• Diversity and inclusiveness enhance the quality
  both of learning
• and of the workplace
• OUR EMPLOYEES
• ACCOUNTABILITY

42
Flexible Learning Service Culture

• Online student have high, ever escalating
  service-related expectations
• Competition is regional, national, global
• Unlike campus-based education, there is no
  protected market
• Delivering online education is part of the
  service industry

43
Turning Values into PracticeFlexible
Service as a Core Business

• Define/Publicize/Monitor/Review/Revise Benchmarks
• Implement Systems
• Develop Policies
• Provide Systematic Training
• Monitor service levels and benchmarks

44
EXPECT THE BEST AU Service Standards

• Your Colleagues Give and Expect the Best
• Expect the Best Student Service Standards

45
Give and Expect the Best

• Staff at AU have a right to expect the best as
  well. Every day each of us serves our colleagues
  to assist them with their work in serving other
  colleagues or students. The standards identified
  here are meant to provide information about the
  level of service staff members should expect of
  each other.

46
Give and Expect the Best cont.

• Qualitative Service Standards
• In many ways, these are the standards that speak
  to a "culture of respect" in which we would all
  like to work. When asked what aspects reflect a
  respectful interaction, staff members cite
• addressing the colleague in a respectful way
• ensuring not to interrupt a colleague who is busy
  
• asking, not demanding assistance
• allowing time for response and action
• providing an opportunity for problem solution
  rather than approaching the supervisor
• understanding that at times a colleague may be
  under stress and need some special consideration
• thanking a colleague for a service performed
• refraining from sending e-mail when angry
• respecting your colleagues expertise

47
Give and Expect the Best cont.

• Quantitative Standards are outlined for the
  following areas
• General Service Expectations
• Executive and Senior Managers
• Office of the President and University
  Secretariat
• Office of the Vice-President, Academic
• Office of the Vice-President Student Services
• Counselling Unit
• Ombuds Office
• Academic Staff
• Academic Support Unit
• Learning Services, Tutorial
• Learning Services, Outreach
• Collaborations
• Office of the Registrar
• Course Materials Production
• Computing Services
• Library
• The Learning Centres
• Edmonton

48
EXPECT THE BEST AU Service Standards
Know The Level Of Service To Which You Are
Entitled Weve established service levels in the
following areas General Information
Administrative Service Library Service Course
Materials Service Electronic Communication
Assistance Academic Support Service
Counselling, Advising and Ombuds Services
These standards are provided by Athabasca
University to -determine if the service standard
is being met -determine whom to contact for
follow-up and -determine when to involve the
Ombuds office.
49
(No Transcript)
50
(No Transcript)
51
Academic Support Standards (Contd)
52
(No Transcript)
53
Library Course Materials Standards (Contd)
54
Registry Service Standards
55
Registry Standards (Contd)
56
Registry Standards (Contd)
registrar_at_athabascau.ca [phone]
57
Service System Drivers

• Online Self-Help
• Ask-AU (IntelliResponse System)
• Student Information System data
• Course Management System data
• Web registration and other web services
• Call-Centre Model
• For non-academic support
• Telephone 1-800 lines
• E-mail access
• Academic Call Centre (School of Business)
• Learning Facilitators
• Markers
• Academic Experts

58
Service Policies/Procedures

• Centralized Policies (examples)
• Voice-Mail
• E-Mail
• Availability of Academic Staff
• (described in terms of their accessibility)

• Procedures (examples)
• Departmental procedures _at_ benchmarks
• Ombuds Office procedures

59
Staff Training

• Annual Institutional Training Plan
• results from
• staff survey (part of annual assessments)
• supervisor input
• includes
• - professional service training

60
Monitoring Service Levels

• Managerial responsibility (ongoing)
• Institutional Studies Responsibility
• Student Satisfaction With Academic Services
  Survey (annual)
• Student Satisfaction with Service Units Surveys
  (bi-annual)
• Reporting
• Reports released individually
• Through Institutional Key Performance Indicators
  reported annually internally to Board

61
(No Transcript)
62

INSTITUTIONAL INFRASTRUCTURE
-Single / dual mode -Staffing complement -Size of
student body
63
Single / Dual Mode InfrastructuresFlexible
Student Learning

• Flexible learning is more easily achieved in a
  dedicated, single mode ODL institution
• Differentiated mission minimizes sub-cultures
• Institution-wide commitment to FSL more readily
  achievable
• Flexible academic regulations and modes of
  delivery can be the rule rather than the
  exception
• Organizational infrastructure conceived and
  developed with a view to FSL
• Collaboration across single mode ODL institutions
  create more opportunities for FSL

64
AU/Téluq Alliance

• In place since Sept. 1999
• Each institution delivers its own courses
• Courses from either institution accepted as
  meeting institutional requirements of both
  institutions
• Student advising coordinated across institutions
• Students pay fees set by their home institution
  and register with their home institution
• Quasi seamlessness from learners perspective

65

• Official launch Fall 2000
• Current membership of ten provincial universities
• Open to any chartered (AUCC) Canadian university
• Common online course catalogue
• Unable to deliver on principles around
  seemlessness
• E.g. Transferability, residency, duplicate fees

66
Staffing Student Complements

• Staffing complement factors
• Number of academic faculty
• Status of academic faculty
• Full-time/part-time
• Tenured / contract
• Faculty buy-in to mission / rapidity of growth in
  faculty numbers
• Special incentive systems required (as FSL less
  faculty flexibility)
• Governance model
• Accountability, particularly to learners
• Learners as stakeholders
• Student complement
• Number, rate of growth, age, expectations,
  mobility

67
CONCLUSION

• Self-help and asynchronous access are the best
  friends of flexile student services
• Growth rate of academic staff student volume
  impact flexibility
• Flexibility in addressing different learning
  styles remains elusive
• No flexibility is desirable insofar as quality is
  concerned

68
(No Transcript)
69
(No Transcript)
70
Student Satisfaction ResultsAlberta University
Survey 2002