Distance Learning in Higher Education: Where Does UCC Fit In?
Introduction
Distance Learning has a long history. In 2008 the University of London celebrated 150 years providing
distance learning, however, the market for distance learning has changed substantially throughout this
time. The explosion of internet service around the world has created a new and more dynamic forum in
which educators can discuss, deliver, and assess. Though the potential of internet education is great,
today’s universities are growing more competitive in online distance learning making it an increasingly
important market. It is estimated that as many as 19 million students world-wide will enrol in distance
learning programmes in 2011. 1
This report has two objectives. First, it seeks to outline the various designs of distance
learning programmes internationally and in Irish Universities with a view of explaining where UCC fits
into this context.
Second, it will use this assessment to exhibit current best practice in distance
learning and indicate what actions UCC can take to capitalize on this market. This report is made in
two parts: Part I addresses the practice of sampled Higher Education Institutions (HEIs), Part II assesses
the risks to UCC and suggests how UCC should enter the online education market.
To accomplish these objectives, the report has identified five aspects of distance learning
programmes for examination and evaluation. These five aspects include: delivery, communications,
learning resources, assessment, and student support. Each of these categories represent important
components of all distance learning programmes and serve to illustrate what the most typical and best
practices are in the current market. “Delivery” refers to the means in which students engage with the
course. Traditionally distance learning programmes were correspondence courses or remote site
lectures, and many still are. But since the growth of the internet in the mid-1990s, online delivery has
become increasingly popular.
“Communications” is a distinct component of distance learning.
“Communications” refers to how students can engage with instructors, rather than the course itself.
This report will assess how students contact, correspond, and are supervised by programme instructors.
The evaluation of “Learning Resources” explains how resources like books, course outlines, student
handbooks, notes, and practical equipment are extended to distance learners. The evaluation of
“Assessment” practices includes an analysis of assessment methods and procedures and how
1
Department of Education, National Center for Education Statistics, “Distance Education at Degree-Granting
Postsecondary Institutions: Fall Enrollment Survey,”
(http://nces.ed.gov/programs/projections/projections2017/tables/table_10.asp?referrer=report).
instructors grade student work. Finally, “Student Support” examines the systems that distance learning
programmes have put in place to ensure the student experience is maintained and how they provide
their duty of care.
For this study, both international and Irish HEIs were examined. The “international” component
of the report is represented by institutions from the United States and the United Kingdom. These two
cases were chosen to represent the “international” element of this study for three reasons. First, these
Higher Education markets in the US and UK are similar to the Irish market in terms of accreditation,
university structure/mission, language, and methodologies. Second, the US and UK institutions are
widely representative. US institutions account for the greatest share of the world’s market with an
estimated 5.4 million students (out of 15 million internationally in 2008) and it is home to 4,200 HEIs. 2
UK institutions account for the largest share of the European market with 1.9 million students. 3 Third,
the US and UK institutions that have the greatest exposure to distance learning education have
partnered with other international institutions to solidify their place as world-leading providers. This is
particularly apparent in Asia where the US and UK HEIs have partnered with local institutions to provide
distance learning to the massive populations of India, China, and South East Asia. In total, twelve such
“international” institutions—including those with the largest enrolment figures—serve to represent the
international market in this report. 4 The “Irish” component of this report was garnered from eleven
Irish institutions who advertise online education programmes. 5
To understand UCC’s exposure to distance learning, the Heads of the University’s Colleges,
Schools, and Departments were surveyed. The survey asked these Heads to identify any distance
learning programmes that are currently operating; to identify any University assets that would help
facilitate greater growth in distance learning; to identify hindrances to growth; and to comment
2
The statistics are based on a student enrolling in at least one course/module in the 2007/2008 year. U.S.
Department of Education, National Center for Education Statistics, “Distance Education at Degree-Granting
Postsecondary Institutions: Fall Enrollment Survey,”
(http://nces.ed.gov/programs/projections/projections2017/sec2a.asp).
3
Higher Education Statistical Agency, “Students in Higher Education Institutions 2007/08,”
(http://www.hesa.ac.uk/index.php/content/view/1398/161/).
4
These include: Open University, University of London, University of Leicester, University of Liverpool, University
of Derby, University of Edinburgh, University of Phoenix, University of Maryland University College, DeVry
University, Northeastern University, Kaplan Higher Education, Norwich University.
5
These include National University of Ireland Galway, University of Limerick, Athlone Institute of Technology, Royal
College of Surgeons, Hibernia College, University College Dublin, Dublin City University, CMIT, Trinity College
Dublin, IT Sligo, and Ulster University.
generally on initiatives in their disciplines. As well, the lecturers and course co-ordinators of UCC’s
existing distance learning modules were consulted.
Part I
The Trend in Distance Learning
Trends in Delivering Distance Learning
There are generally two modes in which distance learning courses can be delivered in international and
Irish Higher Education markets today:
• Blended Learning (Periodic On-Campus Visits and Online Learning)
• Entirely Online Learning
International Trends in Distance Learning
International Higher Education institutions that have a long history in the distance learning market
began offering programmes that combined at home “correspondence” learning with visits to local
campus facilities that were conveniently located near student residences. This model was popularized
in the 1960s with the UK’s Open University and several US institutions that offered students periodic
tuition at regional campuses along with telephone and postal course “correspondence.” In today’s
distance learning market, institutions continue to offer similar courses with “correspondence” via the
internet and online VLEs, blended with on-site lectures or tutorials.
There are two significant benefits to this mode of delivery. They allow students to do the
majority of work in the own time at home. This is the primary reason why these programmes are
popular. They also maintain a traditional delivery where students still have synchronistic “real” lecturers
that allow them to communicate face-to-face with faculty and fellow students.
Though the benefits of this blended approach to distance learning are significant, the
international market has been steadily moving away from this mode of delivery for various reasons.
First, it is cost intensive. Establishing suitable facilities in multiple locations is expensive and organizing
and dispatching teaching staff to these sites is a logistical nightmare for institutions. It also creates the
need for added layer of administration to manage facilities and staff. A second drawback is that
students are compelled to learn in a synchronistic forum which reduces the flexibility of the
programmes, even if such on-site lectures only demand students to attend for a few weekends during a
semester. This mode of delivery complicates their time schedules and makes these programmes less
attractive. Third, as will be made clear in the following sections on learning materials, communication,
and assessment, there are further pitfalls in terms of cost and administration of blended distance
learning.
The international market has not completely abandoned periodic on-campus learning. It still
appeals to those students who prefer synchronistic interfacing with “real” engagement. Nevertheless,
the number of international Higher Education providers that offer this combination of on-site and athome learning is slowly being outnumbered by those that offer courses entirely online. Among the
twelve institutions evaluated for this report, four—Open University (UK), University of Phoenix (US),
Kaplan Higher Education, and DeVry University—offer a blended learning model to their students. (See
Fig. 1). The University of Phoenix website calls their blended learning option “Flex-Net,” and contend
that it offers students the flexibility of online learning with “face-to-face” interaction. University of
Phoenix argues that Flex-Net helps students gain skills only achievable through synchronistic learning
(such as presentation experience or trade work), but also has the flexibility of online learning. It offers
almost all of its programmes via Flex-Net or entirely online. DeVry University and Kaplan Higher
Education offer students a blended delivery mode called “Flexible Learning” which is along the same
lines as Phoenix. The primary difference between these providers is the number of sites that are
available for students to study. Phoenix has over 200 centres in the US and Canada; DeVry has 90 in the
US and Canada; Kaplan has significantly less with centres in only eight US states. Open University has
hundreds of locations in the UK and Far East. Thus the idea of “flexible” learning is only truly realizable
if students are residing near one of these centres.
Not surprisingly, Phoenix, DeVry, and Open
Universities can offer students this service because each has a long pedigree in delivering distance
learning (well before online VLEs had been conceived) and each has established facilities around the
world. It would be difficult and financially risky for an institution that was interested in starting a
distance learning programme to attempt to mimic their success in blended delivery, which can explain
why these four are the global leaders.
Fig 1: International HEIs Enrolment and Delivery Modes
Institution
Total Enrolment
Blended Delivery
Entirely Online
(2008)
University of Phoenix
240,000


Open University
204,000


DeVry University
84,000


Kaplan Higher Education
20,000


University of London
45,000

University of Edinburgh
24,000

Uni. of Maryland University College
85,000

University of Leicester
15,000

University of Liverpool
20,000

University of Derby
24,000

Northeastern University
16,000

Norwich University
3,000

Even those HEIs that have large enrolment figures in distance learning (University of Liverpool,
University of Leicester, University of London, and University of Maryland University College) may offer
some modules through blended learning, but only at one site or make campus visits optional. Generally
these facilities are only a means of offering student support or as a place for assessment.
Conversely, among the sample institutions, ALL offer programmes online. (See Fig. 1). In fact,
the overwhelming majority of their programmes are delivered entirely online. Indisputably, online
education has become the most popular means of delivery for international institutions. In 2001 US
institutions enrolled around 450,000 students in online courses. In 2008, enrolment is an estimated 2.1
million (See Figure 2). Not surprisingly online education has also been the best performing area of
revenue growth for Higher Education. In 2001, the US online education market was worth $4.5 billion.
In 2005, it more than doubled to $11 billion. The trend is the same in the UK market.
Fig. 2: The Growth in US Online Education
Source: Richard Garrett, “Understanding the Online Higher Education Market,” Eduventures and UNCtlt Collaborative
Conference, March, 2008 (http://www.slideshare.net/alexandrapickett/richard-garretts-online-higher-educationmarket-update-2008-national-new-york-data).
There are two obvious reasons why online education has grown so remarkably over the last decade.
First, online education reaches an entirely new set of student demographics by overcoming geographical
restrictions. Second, it is delivered in an a-synchronistic fashion that in turn delivers a maximum
amount of flexibility for students. Typically online learners include students who are employed full-time,
stay-at-home parents, and retirees, but evidence is emerging that graduate students and finishing
secondary students would prefer to have at least some of their course delivered online. 6
International HEIs Delivering Online
There is no single model of online education. However, trends in international institutions illustrate a
growing pedagogical consensus regarding online instruction. Initially, online education programmes
were modelled on traditional classroom pedagogies and used technologies to merely deliver content or
replicate the classroom along with students practicing self-directed learning.
Today’s online
programmes continue to deliver content and require self-directed learning but are more often designed
to fit the unique online environment and to enhance online interaction, increase feedback, and support
student reflection. Accomplishing these pedagogical goals have led to three popular modes of online
education: podcasts, webinars, and discussion forums. (See Fig. 3).
Fig. 3: Modes of Delivery and Desirable Pedagogical Goals
Podcasting
How it Works
Pedagogical Goal
Level of Interaction
Podcasting (or webcasting) are
Podcasting is one of the primary
Low
recorded media files. In education
means of providing course content
Podcasting is largely identical
they
in many HEIs.
are
typically
lectures
Its goal is to
to
attending
a
lecture.
not
directly
broadcast online in audio or
disseminate information like a
Students
audio/video
lecture, but its ability to be
interact with podcasts.
formats
which
require recording equipment, and
accessed
are most typically stored in a VLE
rewound, and fast-forwarded, (not
Some
to mention downloaded, making
lectures also choose to make
them portable) make them an
these available to the public in
excellent study guide as well.
for students to access.
anytime,
or
do
paused,
online archives like iTunesU.
6
Richard Garrett, “Understanding the Online Higher Education Market,” Eduventures and UNCtlt Collaborative
Conference, March, 2008 (http://www.slideshare.net/alexandrapickett/richard-garretts-online-higher-educationmarket-update-2008-national-new-york-data).
Webinar
Webinars
live seminar that is a virtual replica
geographical restrictions to deliver
Students
of a classroom. Webinars usually
the
interaction in multiple ways
require conferencing software and
anyone
most importantly require well-
There
tested
however.
technology
and
an
experienced faculty.
overcome
classroom
with
are
all
High
Webinar (or web conference) is a
experience
internet
several
to
access.
have
extensive
(direct questioning,
sideline
drawbacks
debates, and group responses).
The cost is more
It does however remain a
significant than any other method,
synchronistic forum, forcing
staffs need extensive training, and
interaction to be immediate
technical
rather than measured.
difficulties
are
not
uncommon.
Discussion
Discussion forums include online
Discussion forums are the best
Highest
Forums
wikis, blogs, or chats that are
tool for collaborative learning.
Forums
conducted between VLE users.
Using multiple forums can create
participation and interaction
These forums can be used for
multiple means of collaboration
with moderators and their
discussions (moderated or not) or
and can be used for, informal
fellow students. It also occurs
for group work, supervision, and
interaction, and supervision. The
in
even technical assistance.
drawback to forums is that while
making
they
thoughtful, measured, and less
are
very
engaging,
all
discussions are text based which
an
insist
on
student
a-synchronistic
VLE,
responses
more
pressurized.
can seem isolating.
The most common delivery of online programmes is through a combination of these modes in a Virtual
Learning Environment such as Blackboard or Moodle. For most of these HEIs, the course is delivered
entirely in an a-synchronistic fashion combining podcasts with discussion forums. The University of
Phoenix, Open University, University of Derby, DeVry University, University of Liverpool, Northeastern
University, Kaplan University and University of London all employ a combination of podcasts with online
discussion forums. University of Maryland University College and Norwich University combine all three
modes of delivery.
However, other successful programmes at the University of Edinburgh and
University of Leicester employ discussion forums as the only mode of delivery. In all cases, students
have indicated their satisfaction with the how the course was delivered.
Trends in Distance Learning in Irish Higher Education
Distance learning, and particularly online learning, in Ireland began its ascendency in the 1990s. Today,
almost every Irish HEI offers at least one course by distance. However, only a handful offer programmes
that are delivered entirely online, and further, Irish HEIs generally do not offer students as wide a range
of courses by distance in comparison to their international competitors. (See Fig. 4). This trend is the
complete opposite of the international model in which all institutions deliver courses online, and only
handful offer the blended delivery.
Fig. 4: Irish HEIs Delivery Modes
Institution
Number of Courses
Blended Delivery
Entirely Online
Offered
IT Sligo
30


CMIT
72


Hibernia College
4


Ulster University
30


University of Limerick
3

Dublin City University
13

Athlone Institute of Technology
6

Royal College of Surgeons
1

National University Ireland Galway
5

University College Dublin
8

Trinity College Dublin
1

In some cases, this may have something to do with the types of courses that are offered by Irish HEIs.
Many of the programmes offered are technical and need on-site or practical delivery. For example, the
Royal College of Surgeons runs a course on Industrial Pharmaceutical Sciences which includes on-the-job
training; Athlone Institute of Technology offers a Diploma in Highway Engineering that requires practical
learning. With that in mind, however, IT Sligo and Ulster University operate many of their distance
learning courses—which are equally technical in nature—entirely online. Further still, those courses
that are not technical in nature, and are delivered online by international HEIs, are not being delivered
online by Irish HEIs. The best examples of this are in the Bio-Sciences, Business, and Education
disciplines. NUI Galway offers students graduate courses in Biomedical Science via a blended delivery
only. This is much more flexible than a traditional course, but international institutions are offering this
type of course entirely online making it even more attractive to Irish students. Another example is UCD
which offers graduate courses in Business Studies and Management that combine online coursework
with seven weekends per year studying on-campus. Again, this greatly enhances flexibility, but the
international market has programmes that are more flexible still. A notable point about UCD’s business
programme is that it partnered with Kaplan to deliver this course in the Far East. Also, UCD is planning a
major expansion of its online/distance learning programmes and are recruiting Learning Technologists
to develop their offerings. Another discerning disparity between international and Irish HEIs is that few
Irish HEIs offer degrees in Education online whereas the majority of international HEIs do.
A further observation is that where “traditional” Irish HEIs (NUI, IoTs, TCD, and UL) have not
developed online programmes in Business or Education, Irish for-profit institutions like CMIT and
Hibernia College, have, and are taking advantage of the gap in the market. This is the same in the
international context. Universities like Phoenix, DeVry, and Open University grew by offering flexible
online courses that other institutions did not. Hibernia College and CMIT are similarly capitalizing by
offering courses that most Irish HEIs do not. Hibernia has strategically chosen to focus on Education and
Management courses. Its Higher Diploma in Primary Education is a blended distance programme that
has become the most flexible means of achieving qualification as a primary school teacher. Hibernia
started the course in 2003 and since then the programme has become the largest qualifier of primary
school teachers in Ireland. In six years, Hibernia College has identified a gap in the market, developed a
flexible course, and delivered to become the largest enroller of students in this type of programme.
Hibernia currently also offers online programmes in Business, Teaching and Learning, and in Restorative
Justice.
CMIT provides a wide range of FETAC accredited programmes, including certification
programmes in Management, Finance, IT (including Oracle, CompTia, and Cisco training), and Travel
Industry Studies. CMIT was established in 2004, and since then has become a leader in “up-skilling”
students, while also recognizing their need for flexibility in delivery.
Irish HEIs Delivering Online
While Irish HEIs offer less variety in the line of distance learning courses—especially in Arts, Business,
and Education—and though they deliver distance learning courses more through a blended approach
than entirely online, when Irish HEIs do deliver courses online, their methods are identical to those of
international HEIs. Irish HEIs use various combinations of podcasting, webinars, and discussion forums.
(See Fig. 5). Further still, in the descriptions of their modules, Irish HEIs advocate these modes of
delivery for the same pedagogical reasons as international HEIs. There is a clear consensus then in the
value of these delivery modes in distance education.
Fig. 5: Modes of Online Delivery among Irish HEIs
Institution
Podcasts
Webinars
Discussion Forums
IT Sligo



CMIT

Hibernia College

Ulster University





Delivering Distance Learning at UCC
Distance Learning at UCC is not an untested means of education, either, but its pedigree is much less
established in comparison to international HEIs. There are currently 12 accredited courses available by
distance at UCC. (See Fig. 6). Until the 2009/2010 academic year, all of these programmes were
delivered through a blended approach. The MBS in Co-operative and Social Enterprise is the only
programme that is delivered entirely online. This means that UCC falls into the same category that most
other Irish HEIs do: it still considers distance learning more in terms of a blended delivery rather than
online, whereas the international trend is the opposite.
Fig 6: Programmes of Study Available by Distance Learning at UCC
Programme
Department/School
BSc in Mutual and Credit Union
Food Business and
Business
Development
MBS in Co-operative and Social
Food Business and
Enterprise
Development
BSc/Dip/MSc in Rural Development
Food Business and
Blended Delivery



Development
Diploma in Credit Union Studies
Food Business and

Development
Diploma in Supply Chain Management
Food Business and

Development
MSc in Clinical Pharmacy
Pharmacy
Entirely Online

MSc in Pharmaceutical Technology and
Pharmacy

Process and Chemical

Quality Systems
MEngSc in Engineering Sciences
Engineering
Cert/Dip in Field Ecology
Adult Continuing

Education
LLM Practitioner
Law
Planned for 2010/2011
The programmes at UCC that deliver by a blended approach are using the most innovative pedagogies
and learning methods. All of the blended programmes use discussion forums (wikis, blogs, chats), to
encourage collaboration and interaction.
The School of Pharmacy programmes are using
“teleconferencing” or webinars to deliver some of its lectures, and throughout the University there are
lecturers who post podcasts (mainly audio) on Blackboard.
The on-campus elements of these
programmes are equally innovative. The Department of Food Business and Development holds a
Summer School for students in its programmes for Credit Union and Rural Development studies. Most
of the programmes hold workshops that build on the online discussions which by international
standards is considered best practice to develop student participation. The MSc in Clinical Pharmacy is a
combination of online learning and clinical assignment, a practical on-the-job learning experience.
The MBS in Co-operative and Social Enterprise is the only programme that is delivered entirely
online. It is taught through online discussion forums over one or two years. The online discussions
serve the same purpose as weekly seminars and students complete assessment that can be submitted in
online discussions or as written assignments, including a dissertation.
Although there is only one programme that is offered by UCC entirely online, there are several
modules that utilize online learning. (See Fig. 7). These are only single modules and do not offer
students the opportunity to study an entire course via distance, but it is worth noting that they are using
the same innovative pedagogies. It is also worth noting that UCC’s Civil and Environmental Engineering
Department and the Boole Library have developed “smart” classrooms which facilitates synchronistic
online webinars.
Fig. 7: Modules at UCC that Use Elements of Online Learning
Module
Department/School
CM1005 – Introductory Chemistry for Food
Chemistry
Element of Online Learning
Online Examinations
and Nutritional Sciences
FR1201 – Introduction to French Studies
French
Online Student Support
HI2007 – War, State, and Society, since 1450
History
Online Discussions/Reflections
IT3201 – Dante, La Divina Commedia
Italian
Online Participation
MX1001 – Library Project in Medicine I
PC2007 – The Child Health Research Project
Medicine
Paediatrics and Child
Online Exercises
Online Discussions
Health
PE6010 – Pharmaceutical Engineering
Process and Chemical
Online Tutorials
Engineering
PF6302 – Introduction to Pharmaceutics:
Pharmacy
Online Tutorials
Formulation Science
SS7001 – Philosophies of Social Science
Applied Social Studies
Online Learning Groups/Discussions
*This list is not comprehensive only an illustrative sample.
Distance Learning Resources
Providing students with the materials necessary for learning is one of the greatest feats for a distance
learning programme. Without access to resources, how can students study the same way traditional
students study?
How International HEIs Supply Learning Materials
Regardless of whether students study entirely online or have a blended delivery, the way they access
learning materials is identical across the sampled HEIs. The course outline or syllabus is made available
on the VLE, accessible for the duration of the course. Unlike a traditional course outline which may list a
bibliography for the course, online courses included areas on the VLE for students to access further
readings, course texts, and external databases through links. These links typically include access to
scholarly articles, online books, periodicals, and official publications. (See Fig. 8). For the most part,
these materials are provided through the HEIs subscription to archived academic databases, but some
databases are provided free of charge and in other cases HEIs encourage students to pay subscription
fees for online databases such as Questia, an online library.
Fig. 8: Learning Resources Online
Type of Resources
Online Databases
Books
Questia
eBrary
Google Books
Books24x7
Open Libraries (e.g. Carnegie Mellon Digital Library)
Scholarly Journals
LexisNexis
(Most Popular Subscription Databases)
ProQuest
PubMed
JSTOR
PychARTICLES
The Times Online
OmniFile
HEIN Online
CINAHL
Project Muse
Other Periodicals
New York Times
(Most Popular Free Databases)
Google News Archive
The Free Library
Magatopia
Official Publications
GPO Access (US Official Publications)
UKOP (UK Official Publications)
The National Archives (UK)
National Archives and Records Administration (USA)
Beyond these resources available online, most of the international HEIs also offer their students access
to library services and a limited number of borrowing or photocopy requests that are then posted from
the library to student’s home addresses. While this is standard practice, most of the sampled HEIs
admitted that students rarely asked for materials to be posted to them. The availability of material
online is beyond sufficient, and according to many course directors and lecturers, online students are
able to find learning materials that they were not even aware of. 7
Many of the international HEIs sampled also offer a variety of other resources. Among these are
note-taking software and online tutorials to illustrate how students can make the most of online
sources. All programmes give extensive walk-throughs and guides on how to cite sources according to
their discipline’s guidelines. All of the HEIs also include guidelines for writing and research planning.
These additional resources are typically organized into an online centre. (See Fig. 9). These online
resource centres are the primary portal for students seeking to conduct research as well as an area for
them to learn how to disseminate such knowledge. Most HEIs create video tutorials to show students to
how to use these centres.
Fig. 9: Examples of Online Resources Centres
Institution
Online Resources Centre
Description
University of Phoenix
“eCampus”
The eCampus is designed to allow students to
access a full range of library materials, along
with advice for study, assessments, writing
assignments and maths problems.
University of Leicester
“myLibrary”
Provides a centre in which student can search
the
library
catalogue,
enquire
about
photocopying or borrowing, organize their study
schedule electronically, and access citation
guides.
DeVry University
“The Hub”
Allows students to explore tutorial videos,
access the library, education podcasts, writing
guidelines, and citation styles.
Northeastern
“My NEU Central”
Allows students to access the library, its
catalogue, academic guides, tutoring programs
for
particular
disciplines,
and
electronic
calendars for study and research planning.
7
Interviews with Course Directors and Lecturers at University of Leicester, Norwich University, and University of
Maryland University College all stressed this point about learning resources.
How Irish HEIs Supply Learning Resources
Largely, Irish HEIs supply learning resources to their distance learning students in the same way as
international HEIs. All Irish HEIs use VLEs (Blackboard or Moodle) and they provide access to their
libraries, including the vast digital databases that Irish HEIs have acquired in the previous decade. Since
2004 the Irish Research eLibrary (IReL), a nationally funded endowment for all Irish Universities, has
given Irish students an opportunity to browse and search an enormous number of publications,
bibliographical indexes, and abstracts online. This has greatly enhanced the scope of scholarship and
has been one of the most vital contributions to the growth of distance education. Irish Universities now
provide instant and convenient access to resources that were once only available through expensive
inter-Library loans. 8
All Irish HEIs offer their distance learning student’s access to their library as well. Although
because almost all of the courses delivered in Ireland are blended, students’ use of the library mostly
involves borrowing and photocopying on-campus. Even so, some Irish HEIs make borrowing privileges
available to distance students through the post. In fact, Oscoil, Dublin City University’s Adult and
Distance Education School offers students access to the DCU library as well as the libraries at NUI
Galway, NUI Maynooth, and University College Cork, if these Universities are where their distance
learning study centres are located. DCU students do not get borrowing privileges at these Universities,
but do have access to photocopying and special collections. Access to learning resources has not proved
to be a problem for any Irish HEI in delivering their programmes.
Improvements can still be made in this area. Unlike their international counterparts, Irish HEIs
have not yet developed online resource centres. These online centres help to streamline research by
coordinating resources and outlining the major guidelines for writing and citation styles. Irish HEIs do
this already in course outlines and in other fashion online, but online resource centres act as a “onestop-shop” easing navigation and making the programmes more accessible.
How UCC Supplies Learning Resources
UCC, like the international and Irish HEIs, deliver learning resources to distance students through
Blackboard (VLE), and through the Library’s online databases. Students enrolled in blended delivery
8
There is only one deficiency in the databases that Irish HEIs offer students—online book depositories. Most US
and UK distance learning providers offer subscriptions to Questia or Ebrary. However, with the growth of
GoogleBooks these subscriptions may no longer be necessary. This is something than Irish distance learning
coordinators should monitor over the coming years.
modules also have access to the Boole Library’s borrowing service and inter-Library loan facilities. In this
sense, there is no difference between UCC and its HEI counterparts.
UCC, like the Irish HEIs have not developed an online centre for students that would streamline
research and coordinate a range of resources for them.
However, as there is currently only one
programme delivered online, this is not a realistic expectation.
Communications
This section on “communications” does not refer to how teaching and learning is communicated, but
rather how HEIs:
•
Market Course Offerings
•
Process Applications and Register Students
•
Supervise Students
How International HEIs Communicate with Students
Marketing Course Offerings:
Because the distance learning market has grown more competitive—especially in online education—
over the last decade, marketing has become more important.
To increase enrolments, many
international HEIs have begun to market their courses in distinctive ways. The HEIs with the largest
student populations online all approach marketing through online multi-media presentations.
University of Phoenix, DeVry University, University of London, all offer prospective students
demonstrations of how online learning or blended learning works. All of these (as well as Open
University) also offer testimonials from alumni on the benefits of distance learning. Discerning students
have begun to push HEIs to go further in their demonstrations. The University of Maryland University
College and University of Derby now offer students self-guided tours and “test-drives” of the delivery
methods and online resources. Other HEIs like the University of Leicester market their courses in
traditional text-based fashion, with a prospectus on their website. No videos, demonstrations, or
testimonials are online.
The website alone acts as sufficient advertising according to one of the
Directors of Distance Learning.
In addition to online marketing, each international HEI has a budget for print and media
advertising, some large and others modest.
Applying to a Course:
In all of the sampled US-based HEI programmes, students are able to apply online. Applications follow a
basic prompting system where student enter personal data, education experience, reference details,
and in some cases they compose personal statements. The online application is followed up by students
submitting official transcripts, proof of identity/residency, and proof of English competency if English is
not their first language. In all cases, there was no fee for online application. Students are invited to
apply by post (although an application fee may be added if they choose this method) or by telephone in
some cases.
In the UK, undergraduate applications to Third-Level institutions traditionally go through the
UCAS (Universities and Colleges Application Service), a centralized organization responsible for
managing the application process, but many distance learning programmes follow the US method of
application. In these cases, UK institutions offer their own application, available to be completed online
or via the post. In some cases a fee applies for applying (either online or by post) and students are
required to give personal details, educational experience, and references. Like the US, they must post
official transcripts, proof of identity, and proof of language competency along with their application.
The same is the case for graduate studies.
In both the US and UK samples, all HEIs allowed students to pay application fees, tuition, or
make any other necessary payments online, usually with credit cards, but also with PayPal.
In all cases students register for modules online and in most instances they can add or drop
modules, online.
Supervising:
Students enrolled in distance learning courses have much different means of access to lectures and
teaching assistants than traditional students who can avail of office hours or approaching a lecturer after
class. Distance learning programmes have adapted from mere correspondence via the post and e-mail,
although this still remains the primary means of communication between faculty and students. Online
lecturers also establish office hours in which students can contact them over the telephone or more
commonly now, using Voice-over IP (VoIP) software like Skype to video conference one-on-one with
students at no cost to either party.
Another notable development in those Universities who developed distance learning courses is
that students communicate academically with more than one member of staff. Teaching Assistants or
Assistant Tutors have been added to online programmes as intermediaries between the student and
lecturer. They are typically graduate students hired for their expertise in a given discipline and generally
they attend to the majority of questions that students have regarding course content and technical
problems.
How Irish HEIs Communicate with Students
Marketing Course Offerings:
Competition among Irish HEIs for students remains intense. Some institutions have begun to market
their distance learning courses as in some way distinct from other Irish HEIs (IT Sligo, CMIT, and
Hibernia). These institutions have advertised their distance learning courses through online videos
hosted by YouTube or on their websites, just as the most successful international HEIs have. These HEIs
websites have clearly marked signposting for online, open, or distance learning so students can find
their way to the courses that suit them. However, the remainder of Irish HEIs do not as clearly identify
their programmes with distance or online learning. They are much more like the University of Leicester
model. They include text-based testimonials of students and complete breakdowns of the course
(including module descriptions), but no multi-media presentations. Also, no Irish HEI offers “test-drives”
of the programmes they offer.
UCD has recently begun a nation-wide advertising campaign on TV and radio for their Business
programmes which markets their courses in a traditional fashion.
Applying to a Course:
The majority of Irish HEIs allow students to apply for distance learning courses online. All of the online
applications systems are straight-forward data entry prompts for personal information, previous
education, reference details, and in some cases personal statements. The online application is followed
up by students submitting official transcripts, proof of identity/residency, and proof of English
competency if English is not their first language. Like the international HEIs, many Irish HEIs accepted
applications for free (DCU, CMIT, Ulster University, and IT Sligo). NUI Galway charged a €45 fee and UCD
charged €30 for online applications. Two Irish institutions did not have online applications for their
distance learning courses (University of Limerick and Hibernia College). It was striking that Hibernia
College did not offer their prospective students an option to apply online as they advertise the
distance/online element of their offerings. They also charged the most expensive application fee of €75.
Supervising:
Because most of the distance learning programmes offered by Irish HEIs are blended learning, students
continue to have access to lecturers in a more traditional setting (office hours and face-to-face
questions after seminars).
These blended learning programmes also rely heavily on e-mail
correspondence. For the programmes that are operated entirely online, Irish HEIs employ the same
supervising methods as international HEIs: e-mail, telephone and VoIP conferencing.
How UCC Communicates with Students
Marketing Course Offerings:
Currently UCC markets it Distance Learning programmes in two ways. All of the Distance programmes
are listed online at Study@UCC. However, their listing is not marked distinctly as an online or blended
learning course. These programmes are instead listed as “undergraduate” or “postgraduate” courses,
among programmes that are delivered by traditional means. Some UCC programmes are marketed
through flyers that exist both online and on paper and use student testimonials. There have yet to be
any courses that are marketed by online video.
Applying to a Course:
Postgraduate applications are made through the Postgraduate Application Centre (PAC) which is an
online system that requires students to provide personal information, details of their education and
work experience, and references. UCC charges a €45 application fee for using PAC. Like all other online
applications it is a straight-forward system that prompts students to enter the necessary data. Students
seeking to take undergraduate programmes by distance can apply directly (not through the CAO) by
filling out a paper application from the admissions office.
Supervising:
Like other Irish HEIs, the vast majority of UCC’s Distance programmes are offered through blended
learning, so students have access to lecturers during traditional office hours. These courses also rely
heavily on e-mail and telephone correspondence. The programmes that are offered entirely online do
not use any VoIP software (Skype) but course co-ordinators have considered implementing such
methods for one-to-one supervision.
Assessment
It is the responsibility of every HEI to supply suitable means of assessment that can be verified by
external inspectors and quality assurance organizations. That said, there are a variety of ways in which
HEIs examine and assess their students. Every assessment has its positive elements and its drawbacks
for auditing student learning. Evaluating student learning in distance programmes can be even more
challenging.
Assessment at International HEIs
International programmes that delivered through blended learning still rely heavily on examinations as
their primary means of assessment. These programmes—those which students attend on-campus
periodically—utilize their campus as examination centres at the end of term. For online programmes,
international HEIs have developed a range of assessments beyond on-site examinations. Assessments
for online programmes include essays, portfolios, and group projects that can be submitted
electronically by e-mail or online discussion forums.
In most cases, these assessments are held
continuously throughout the term and each are worth a small percentage of the student’s overall grade,
but cumulatively equal the total grade. An excellent example of this is the “e-tivity” assessments that
are used in the University of Leicester’s online programmes. Students, in discussion forums, take part in
six online activities that include debates, researching articles, and essay planning.
The e-tivities
culminate in students completing a dissertation. Northeastern University has a similar method where
students are expected to complete weekly tasks over any given seminar, each of which cumulates in a
final grade. Some international HEIs have tried to develop ways of examining students online as well. In
many cases, modules are examined by open-book exams because they cannot be invigilated. To make
the exam more difficult, a completion time must be adhered to so students cannot look up all of the
answers. Also, for some disciplines, online testing can be done in VLEs. But the most popular form of
assessment among the international HEIs remains essay writing which closely mirrors the assessment
methods of traditionally delivered courses.
Assessment at Irish HEIs
The methods of assessment in Irish HEIs are similar to those methods in international HEIs. However,
the most popular form of assessment among Irish HEIs remains the exam. This is partly because many
of the distance programmes offered by Irish HEIs are blended in their delivery and so the opportunity to
use examination centres remains.
Even some programmes that are delivered entirely online use
examinations as their form of assessment. But for most of the programmes that are offered online in
Ireland, assessment is made through written essays.
The one major difference between international HEIs and Irish HEIs is that of continuous
assessment. Where most international HEIs rely heavily on continuous assessment and several small
projects, debates, “e-tivites,” or discussions, most Irish programmes have only 2-3 assessments.
Assessment at UCC
The methods of assessment at UCC follow the trend of Irish HEIs closely. Six of the eight programmes at
UCC use terminal examinations as the largest component of assessment.
The use of exams as
assessment is also likely due to the fact that these programmes are using a blended approach to
distance learning where students are attended UCC periodically throughout the semester. Nonetheless,
several modules have a written assignments and online projects as the largest component of student
assessment.
But like the majority of Irish HEIs, UCC relies on two or three assessments in total instead of
multiple continuous assessments.
Student Support
Support systems for students in traditional HEI environments are vitally important to the student
experience, but for distance learning, support takes on an even greater significance. Support refers to a
wide variety of help that institutions are responsible to deliver alongside distance courses.
International HEI Support Services
For those programmes that are delivered by a blended approach, students can avail all the student
support services that are located on a given campus. The online programmes are the ones that have
developed an interesting array of alternative methods to support their students.
Every international HEI has designated online student services portals that are distinct and
separate from the on-campus service. These portals allow online students to access HEI regulations,
handbooks, information on course credits, financial aid details, and a range of other administrative
offices that are available to assist them. Each HEI also has a portal for technical assistance. The
technical support service is among the most utilized and necessary link students will look for in case
there are any difficulties with the VLE, communications systems, or at times to help them with technical
problems that may be unrelated to the course, but causing a significant hindrance to their learning.
Those HEIs that are the most popular have 24/7 technical support available. University of Phoenix, the
largest enrolling HEI in online education offers an instant message service (available 24/7) where
students can immediately contact a tech-operative. This is not a service that most HEIs can offer, but
with over 240,000 students, Phoenix has invested heavily in ensuring that students have the best
technical support. Some international HEIs offer technical support over the telephone, which is typically
available 24/7, but the vast majority only offer telephone support during regular office-hours. A few
offer technical support via e-mail and guarantee a reply within twenty-four hours.
Career Services is perhaps the second most utilized support service accessed by students.
Unlike technical support, career services is not something that would require immediate attention on
the part of the HEI, however, because many of the programmes offered by international HEIs are taken
by returning students or those with a career in mind, this support service becomes more important. The
international model is the same among HEIs; they all offer job databases and personalized career
support from trained administrative staff.
US HEIs also invest heavily in financial aid departments for online learning. These financial aid
offices are trained in helping students receive tax-relief information as well as alerting students to
potential scholarship, grants, and awards that would reduce the burden of cost to them. The UK HEIs do
not have as intricate a support system for financial matters.
Irish HEI Support Services
Most HEIs that have invested heavily in distance education have also established online support services
for students. While most Irish HEI do not have a distinct support services web portal like the larger
online HEIs in the US and UK, they do make it easy for students to identify the services that are available
to them. IT Sligo is the exception to this. IT Sligo has the “Student Hub,” a one-stop web portal—not
unlike international student portals—with easily marked access points to all of the necessary support
services, from basic e-mail and VLE log-in points, to Library, IT Services, and Registration or Payment
services. The “Student Hub” also links to services that are not available online such as the Chaplaincy,
Counselling, or Health Services as well as IT Sligo’s institutional regulations, accommodation services,
and Career Services.
All Irish HEIs have websites for Technical Support for online or blended learning; some more
clearly marked and laid-out than others. No Irish HEIs offer 24/7 technical assistance, but again, this is
more a matter of enrolment figures. Only the largest US HEIs offer this feature. Irish HEIs offer
technical support over the telephone and via e-mail. This support is not available 24/7, but during
regular office-hours. Response times are rarely longer than 24 hours.
Irish HEIs offer distance students the same Career Service as they do for traditional students.
This includes online databases of jobs and personalized support from trained administrative staff. The
only substantive different are how these services are presented online.
UCC Support Services
Without institution-wide co-ordination of distance learning programmes, UCC cannot offer a coordinated student support structure. Distance education students have available to them all of the
support services that traditional students have. For technical assistance, they can contact the Computer
Centre by telephone during business hours or via e-mail. The same is the case for other support services
such as Careers, Chaplaincy, Counselling and Health Services.
Part II
Assessing Risks and Strategic Planning
The Risks of Online Education
There are several reasons why online education could be a risky venture for UCC:
1. Intense Rivalry
The competition in the field of distance learning and especially online learning is fierce. Not only
are traditional HEIs producing products for this market, but around the world private companies
are filling gaps in educational markets. In Ireland alone, three private companies have notched
out significant portions of the market that were once the mainstay of traditional HEIs. It is also
expected that in the future businesses will begin investing in their own online education
programmes for employees, which will potentially cut out HEIs.
The intense rivalry in the distance education market should not affect UCC’s decision to enter
this market. Online learning alone is growing at a significantly faster pace than education
providers can keep up with. Currently demand is outstripping supply. Over the last five years
(2004-2009), online education enrolment has grown by 14% annually compared with only 2%
annually for traditional enrolments. 9
2. Transient Learners
Distance and online learners are naturally transient. They have a global marketplace in which
they can seek out the best programmes offered, weigh up fee options, and determine which
HEIs appeal most to their needs. They are a diverse demographic that include many Life-LongLearning, part-time, mature, and international students. Therefore online learning students
need to be wooed more than traditional students, especially in the flexibility of courses, the
ease of online facilities, and support services.
3. Costs
Perhaps the gravest risk to UCC is the cost of developing and operating online learning courses.
The failure of some online learning ventures is legendary. 10 This is because HEIs require VLE
9
I. E. Allen and J. Seaman, Staying the Course: Online Education in the United States, (Needham MA: Sloan
Consortium, 2008).
10
Arizona Learning Systems, UKeU, and AllLearn were three major ventures of private businesses that failed. NYU
Online was also a significant failure of an existing HEI. The reasons why they failed are interesting to note. The
three private ventures had insufficient enrollments that were due to poor student experience and business
software licenses, server/hosting hardware and space, equipment for webinars and podcasting,
instructors capable of creating and delivering course content, and administration of the
programmes. However, the cost to UCC in starting up an institution-wide distance learning
operations would not include all of these costs. The University already owns the necessary VLE
licenses and all the hardware or equipment needed to create any type of distance or online
course.
The greatest cost (and not an insignificant one) to developing further distance
education programmes would be in staffing (academic and administration) of the courses.
There are ways of easing such staff costs. First, UCC can exploit natural synergies that save
costs. For example, starting a distance or online programme from scratch will require a
significant investment of staff time to create a series of modules. But courses that are already
established can be modified as distance or online modules with much less work necessary from
the lecturer. Further still, and the best option for online learning is if new modules are being
developed for traditional classrooms, they can be also developed for online learning. It has
been established that creating an online module alongside the traditional one takes only 10-15%
extra work on the part of lecturers. When UCC creates a new course, it has an excellent
opportunity to create an identical online course. Finally, and the most feasible means of
reducing costs is to take a new look at employment at UCC. Rather than employing full-time
permanent lecturers as the primary teacher in online courses, advanced post-graduate students
can work as Associate Tutors. This does not in any way reduce the student experience. In fact,
this is the practice of most online programmes in the US and UK which allows HEIs to avoid
financial pitfalls and provides post-graduate students with valuable teaching experience.
4. Technology Pitfalls
Besides cost, this is the greatest threat to UCC’s chances of operating a successful online
education programme. VLE downtime, server malfunctions, e-mail accessibility, and student
bandwidth are the serious pitfalls to operating a course.
The use of Blackboard as the
University’s VLE and its stability offer good protection against VLE downtime, but any
disruptions to Blackboard need to be efficiently managed. The University’s experience with
planning. NYU Online failed because it focused on partnerships with businesses which never materialized into
enrollments online. These are important lessons that UCC must keep in mind when developing its own
programmes.
server crashes has also been extremely limited, but must be even more secure so students can
access e-mail, Library resources, and web support pages.
Finally, the access to bandwidth is something that UCC cannot ensure, but when planning an
online programme, UCC must remember to accommodate those people that have the lowest
bandwidths and slow internet connectivity. Many of the students who attend online may find
streaming video or streaming audio incompatible with their area’s internet access. Keeping
online education simple ensure that students will not have complications due to their own
access issues.
5. Staffing
After consulting several existing programmes, there is a general sentiment among HEI directors
of online education that staffing is serious concern for starting-up. HEIs have reported that their
administrative staffs are not particularly receptive to working in online education.
Administrative staff is an essential component to online education (as they are in traditional
education) and must have sufficient technological competency as well as a desire to work in an
online format. Lecturing staff must be willing to do a portion of their work online, and technical
support teams must be sufficiently staffed to avoid the technological pitfalls.
Potential of Online Education
Thousands of HEIs have adopted online education in the last decade. The potential it can offer UCC is as
noteworthy as the risks.
1. Revenue
The cost to UCC may seem risky, but online education programmes are capable of making a
return on an initial investment in as little as 2 years. The international market for online
education doubled from 2001-2005, and although there are only estimates available on the
market value in 2010, it is likely that the market has more than doubled since 2005. In some
cases, online education programmes have even out-earned traditional programmes after
four years, and in some cases (which is a risk), demand for programmes could not be met.
All successful HEIs have created a business model to achieve growth in revenue from online
education. For revenue to be sustainable, a HEI must offer courses that have an obvious
medium-long-term value to students and closely manage staffing costs.
2. Space
An interesting potential for using online learning is to ease space constraints at UCC. By
modifying existing programmes to be delivered through blended learning UCC could reduce
the amount of traditional classroom learning and the overhead costs associated with it.
3. Teaching and Learning Innovation
Online learning is one of the most important areas of innovation for Higher Education
teaching and learning.
It encourages greater student-led teaching and research,
collaboration, and participation. It ensures a level of computer competency and Education
experts argue that it facilitates greater cognitive and contextual learning.
Online learning also accommodates the accords of the Bologna Process, including open
access to learning, making European learning facilities more attractive, and creating a more
dynamic learning base. It also facilitates a cost-effective means of achieving the goals of the
Bologna Process: “E-Learning tools are the most cost-effective means to promote
cooperative teaching in the universities … Such tools create opportunities for example of
forming co-operative international teaching groups, especially for more marginal subdisciplines … Student mobility can be improved … The overall conclusion is that [education]
can no longer be … by traditional face-to-face methods…” 11
4. Extending the University Profile
Providing online education at UCC can also extend the University profile and contribute to
better results in international ranking tables. Specifically, online education increases several
aspects of ranking methodologies including: international activities and opinion, diversity of
student population, non-standard entry students, and even the number of hits in Google
11
CLIO H-NET2 (An Erasmus Thematic Network supported by European Commission), “Making Change Positive:
History in the Bologna Process,” (Pisa, Italy: University of Pisa, 2008), 30.
searches. For Irish rankings, it also will likely add to completion rates as online learners are
more likely to complete (to a higher competency) their course.
It goes without saying another major benefit to the profile of UCC is in gaining a competitive
advantage. As online learning becomes more “traditional,” UCC needs to be in able to
compete with other providers. The sooner it develops its own programme, the sooner this
can become a reality.
Conclusions and Suggestions
UCC should make a greater strategic investment in online learning. The market for distance education is
moving towards online education more every year. Correspondence courses and blended learning may
have offered additional flexibility, but online, a-synchronistic learning offers the highest degree of
flexibility and this is what students are seeking more and more from HEIs.
The most significant conclusion this report can offer is that it would not be difficult for UCC to
create an institution-wide profile for online education with a modest investment. There are already
some programmes offered via distance which can contribute to a portfolio of courses, and the
development of such an institution-wide profile has been done effectively elsewhere in the world in
little more than two years. UCC does not need to roll-out a massive array of online courses, but with the
introduction of a few online offerings it can quickly make an impact and reap sizable returns. IT Sligo is a
recent Irish example that illustrates this, and internationally, Northeastern University and the University
of Leicester are excellent case studies of how traditional HEIs can successfully move into the field of
online education. The following suggestions for UCC have been taken from the successes of these three
institutions, as well as the other surveyed HEIs.
1. An Executive Committee
- UCC should create an executive committee for online learning.
First, before engaging in development of online modules, an executive committee should
identify a strategy for the design, implementation, and sustainability of online courses. The first
step of this would be to analyse the places where UCC is capable of offering online education
that can compete with the international and Irish market leaders in delivery, communications,
learning resources, assessment, and student support.
Second, a successful online learning investment needs to be an institutional action. This
is because a good online course will combine the resources of the entire University to provide
the best possible student experience. The executive committee should reflect the several
divisions that will need to work together in online education (Library, Computer Centre and LTU,
Support Services, Colleges, Schools, and University Management) and ensure that online
learning will be regularly evaluated to achieve best practice standards.
The executive
committee should further include an external member from a well-recognized and established
University provider of online learning. Third, if making an endeavour into online learning, UCC
must commit to integrating such learning into the vision for the University; the executive
committee would help achieve this.
2. Learning Technologist
- UCC should hire a Learning Technologist to act as the executive administrator of an online
learning programme
This position should be responsible for aspects of the online education programme. The
Learning Technologist should develop the pedagogical theories along with delivery methods that
are best matched to UCC’s infrastructure. He/She should be responsible for co-ordinating with
University divisions (Computer Centre, LTU, Library, Teaching and Learning Centre, Student
Experience) to develop and ensure the successful launch of an institution-wide programme.
3. Develop Prototypes
- UCC should develop a prototype that is capable of being used for multiple disciplines within
the Colleges.
One of the mistakes made by HEIs that failed in implementing their online learning plan was
doing too much too fast. UCC should take six months to develop well structured online learning
prototypes that are capable of being rolled out across disciplines or Colleges with a long-term
view of developing additional courses over the next 5-7 years.
Specifically, UCC should
immediately start developing a prototype capable of being used within Colleges that can be
initially tested by one discipline. For example, one School within the College of Arts, Social
Science and Celtic Studies, could develop a course which contained all the necessary
pedagogical theories, delivery modes, communications practices, and assessment requirements
that could be used by different disciplines when it is proven successful.
This approach is designed to ensure a measured roll-out of well-tested programmes. It
significantly reduces the cost at the start-up and creates a prototypical framework and removes
the need for each School or Department to arrive at pedagogical conclusions or work out the
best means of delivery and communication methods.
However, each course that is developed should reflect the academic staff teaching it
and the School supporting it.
4. Funding
- UCC should fund an online programme through the budgets of affected Offices
There are so many University divisions that are affected by online learning. Primarily, the Office
of Teaching and Learning would likely be the drive-wheel for developing many aspects of the
programme, but the Library, the Office of the Student Experience, the Learning Technologies
Unit, as well as the respective Schools and Colleges have an important role in supporting any
online endeavour. It would then be wise to pool the resources of these offices to fund this
project.
5. Focus on Graduate Studies
- UCC should focus its first stage of development on Graduate Studies.
There is evidence that the mode of delivery in graduate studies makes little difference on
student learning. This has been attributed to graduate students being well versed in their field
of study before taking-up a graduate programme. What is also evident in many HEIs that
operate successful online learning programmes, they all began offering courses to graduates,
initially. (Northeastern University is a good example of this). Once online learning programmes
are honed at the graduate level, UCC should consider undergraduate offerings.
6. An “Online Education” Link
- UCC should create an “online education” link on its homepage.
This is the most important means of marketing online learning. The most successful HEIs have a
clearly marked emblem on their homepages that will link to online or distance course offerings.
One brief look at the following HEI homepages and it is obvious that they offer online courses: IT
Sligo (http://itsligo.ie/) , Northeastern (http://www.northeastern.edu/online), or University of
London(http://www.londonexternal.ac.uk/).
7. An Online Student Portal
- UCC should create an online portal for online students.
Another lesson from the failures of other online ventures is that student support services are of
vital importance. UCC should create an online “one-stop-shop” for student support services.
The best examples of such portals are IT Sligo’s “Student Hub” (http://itsligo.ie/student-hub/)
and the University of Phoenix’s “eCampus” (https://ecampus.phoenix.edu/).
8. Identify Key Staff Members
- UCC should identify and employ existing staff members capable of realizing an online
programme
This suggestion is perhaps one of the most challenging. With recent cut-backs, staffs are
working at capacity and will find it difficult to incorporate online learning into their timetables.
Identifying and employing those members of staff that are excited and have the time to engage
in online learning will ensure the health and vitality of the project. Hiring an online learning
director would be an additional suggestion as the prototypes develop into an institution-wide
programme, but until then, existing staff members who are well versed in online education can
develop the prototypes and consult with the executive committee.
References
Allen I. E. and Seaman, J. Staying the Course: Online Education in the United States. (Needham MA: Sloan
Consortium, 2008).
Ally, M. “Foundations of Educational Theory for Online Learning.” in T. Anderson & F. Elloumi eds.,
Theory and Practice of Online Learning (Athabasca, AB: Athabasca University, 2004).
Ascough, R. “Designing for Online Distance Education: Putting Pedagogy before Technology.” Teaching
Theology and Religion 4, no. 1 (2006).
Britain, S. and Liber, O. “A Framework for Pedagogical Evaluation of Virtual Learning Environments
(Revised).” JISC (2004) See: www.jisc.ac.uk/uploaded_documents/VLEFull Report8.doc.
“Making Change Positive: History in the Bologna Process.” CLIO H-NET2. (Pisa, Italy: University of Pisa,
2008).
Collis, B. and Moonen, J. Flexible Learning in a Digital World. (London: Kogan Page, 2001).
Concannon, F., Flynn A., and Campbell M. “What Campus-Based Student Think about the Quality and
Benefits of e-Learning.” British Journal of Educational Technology 36, no. 3 (2005).
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