Use of Online Dispute Resolution ODR to Resolve Distance Learning DL Disputes

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Use ofOnline Dispute Resolution (ODR) to Resolve
Distance Learning (DL) Disputes

• Dr. Robert Whipple and Linda Schaedle
• California State University, Dominguez Hills
• Prepared for presentation at ODR.info Cyberweek
• April 2005
•  

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This Study Explores the Synthesis of Two
Contemporary Uses of TechnologyOnline Dispute
Resolution (ODR) Internet-Based Distance
Learning (DL)

• ODR parties include students, faculties, staff,
  and administrations who participate in DL
  environments

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Applied Uses of ODR DL Significant Growth
Since 1995

• At least 115 ODR services have been
• launched worldwide settling more than 1.5
• million disputes
• Tyler (2004)
• During the 2000-2001 school year, DL
• enrollment swelled to 3 million students
• from over 2,300 public degree-granting
• universities in college-level DL courses
• NCES (2003)

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Who Resolves DL Conflicts?

• Department Chair (32.4)
• DL Director (18.9)
• Depends on issues (16.2)
• Others Ombudsman, Student Liaison, Campus
  Director, or Vice President of Student Affairs
  (32.5)

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Characteristics of ODR Awareness

• Respondents were identified as theperson
  responsible for resolvingdistance learning
  disputes at DLinstitutions
• Only 16.2 six indicated awareness of
• ODR systems existence
• 43.2 respondents indicated they would
• consider using an ODR system
• No ODR systems or services found that
• are designed to specifically manage DL
• disputes

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Influencing Factors of Using ODR

• Control of process
• Cost
• Success rate - quality of resolutions
• Ease of use - convenience
• Confidentiality - security
• School policy - legal issues
• Student acceptance
• Time - speed of process
• Consistency - standardization of process
• Faculty acceptance
• Other - Impersonal, avoid lawsuits, documentation

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Characteristics of DL Issues

• Knowledge of ODR does not increase the likelihood
  of considering ODR to resolve DL disputes
• Still, the results do indicate few DL conflict
  managers are aware of ODR systems and many would
  consider using ODR
• Note Owing to the small sample size (37),
  these results are not statistically significant

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Discussion Questions

• Is there a market for ODR services at DL
  institutions?
• Are the issues related to DL disputes unique
  enough to merit design of a customized DL-ODR
  platform?
• Can an ODR platform be designed to manage grade
  appeal issues across the whole spectrum of
  academic disciplines?
• Who is most qualified to mediate disputes between
  professors and students over the most cited
  issues (quality of instruction, assignments, and
  grade appeals)?
• Control of the process was cited as the most
  significant factor influencing the decision to
  use ODR. Who would be the most neutral agent to
  control the ODR process for DL disputes?