Distance Learning Benchmark
•Peer Institutes
•Benchmark
•Recommendations
Huei Peng
May 30, 2007
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
1
10 Largest Distance-learning Programs
University of Michigan (AA)
1995
354
Yes(8)
No
1216/1332
US News and World Report 2006
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
2
USC Distance Education Network (DEN)
• Established in 1972
• Currently offer 30 degrees, many courses (98 from EECS)
(http://den.usc.edu/programs/degreeprograms.htm)
• Download video, Podcast and smartphone download.
http://den.usc.edu/demos/index.htm
http://uscengineer.com/den/classschedule/coursedesc.php
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
3
USC (Engineering Certificate Programs)
Viterbi School of Engineering
Astronautics and Space Technology
Astronautical Engineering
Civil Engineering
Transportation Systems
Computer-Aided Engineering
Computer Science
Software Engineering
Electrical Engineering
Systems Architecture and Engineering
Engineering Technology Commercialization
Environmental Engineering
Environmental Sciences, Policy and Engineering
Sustainable Cities (offered with Geography)
Industrial and Systems Engineering
System Safety and Security
Petroleum Engineering
Smart Oilfield Technologies
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
4
Columbia University
• “Columbia Video Network” supports distance education at School of
Engineering and Applied Science (Graduate Level)
• More than 60 courses in Summer 2007
• Offer almost all regular degrees through distance plus 4-course
certificates (see below for certificate topics)
Applied Mathematics
Business and Technology
Civil Engineering
Computer Science
Electrical Engineering
Financial Engineering
Industrial Engineering & Operations Research
Materials Science
Mechanical Engineering
Nanotechnology
http://www.cvn.columbia.edu/
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
5
http://www.cvn.columbia.edu/crs.php?sem=M07
http://www.cvn.columbia.edu/deg.php
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
6
Georgia Tech
• Institute-wide professional and distance-education activities
• Distance learning: offer many regular departmental courses
(in addition to professional education)
RELATED LINKS
Professional Education
Center for Distance Learning
Georgia Tech Global Learning Center
Intensive English Program (ESL)
The Executive Masters of Science in Management of Technology (EMSMOT)
Executive Masters in International Logistics (EMIL)
Institute Policies and Procedures
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
7
Distance Learning at GIT
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
8
Professional Education at GIT
• Large number of
offerings.
• Large variation in
tuition rate
(responsive to
market force).
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
9
Six Sigma Certificate Program: Green Belt
Location/
(Accommodations)
Program Administrator
College of Management, Atlanta, GA
(Georgia Tech Hotel)
Start
Ms. Laura Day
End
May 7,
2007
Status
June 7,
2007
Cost
$6,500
.00
Section ID: 43757
Registration is from 7:30 to 8:00 A.M. on the first day.
Meeting time(s):
•Monday, May 7, 2007 (8:00 AM-5:00 PM)
•Tuesday, May 8, 2007 (8:00 AM-5:00 PM)
•Wednesday, May 9, 2007 (8:00 AM-5:00 PM)
•Thursday, May 10, 2007 (8:00 AM-5:00 PM)
•Monday, June 4, 2007 (8:00 AM-5:00 PM)
•Tuesday, June 5, 2007 (8:00 AM-5:00 PM)
•Wednesday, June 6, 2007 (8:00 AM-5:00 PM)
•Thursday, June 7, 2007 (8:00 AM-5:00 PM)
48 hours
Fundamentals of Engineering
Location/
(Accommodations)
Program Administrator
Georgia Tech Global Learning Center, Atlanta, GA
(No hotel required.)
Dr. Russ Callen
Start
September 5,
2007
Section ID: 08120
Meeting time(s):
•Wednesday, September 5, 2007 (6:30 PM-9:30 PM)
•Monday, September 10, 2007 (6:30 PM-9:30 PM)
•Wednesday, September 12, 2007 (6:30 PM-9:30 PM)
•Monday, September 17, 2007 (6:30 PM-9:30 PM)
•Wednesday, September 19, 2007 (6:30 PM-9:30 PM)
•Monday, September 24, 2007 (6:30 PM-9:30 PM)
•Wednesday, September 26, 2007 (6:30 PM-9:30 PM)
•Monday, October 1, 2007 (6:30 PM-9:30 PM)
•Wednesday, October 3, 2007 (6:30 PM-9:30 PM)
•Monday, October 8, 2007 (6:30 PM-9:30 PM)
•Wednesday, October 10, 2007 (6:30 PM-9:30 PM)
•Monday, October 15, 2007 (6:30 PM-9:30 PM)
•Wednesday, October 17, 2007 (6:30 PM-9:30 PM)
•Monday, October 22, 2007 (6:30 PM-9:30 PM)
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
End
Status
October 22,
2007
Cost
$800
.00
42 hours
10
Location/
(Accommodations)
Antenna Engineering
Program Administrator
Georgia Tech Global Learning Center, Atlanta, GA
(Georgia Tech Hotel)
Start
Dr. Edward Joy
May 7,
2007
End
Status
May 11,
2007
Cost
$1,795
.00
Section ID: 43589
Georgia Tech employees should call 404-385-3501 to register by phone, and have their P-card or PeopleSoft
number ready.
Meeting time(s):
•Monday, May 7, 2007 (8:00 AM-4:45 PM)
•Tuesday, May 8, 2007 (8:00 AM-4:45 PM)
•Wednesday, May 9, 2007 (8:00 AM-4:45 PM)
•Thursday, May 10, 2007 (8:00 AM-4:45 PM)
•Friday, May 11, 2007 (8:00 AM-12:15 PM)
30 hours
http://www.pe.gatech.edu/conted/servlet/CEHome
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
11
Virginia Tech Professional Education
• “As part of a rapidly growing outreach activity at
Virginia Tech, we provide more than 400 short courses,
seminars, workshops, training programs, and
conferences to 30,000 individuals per year.”
• Low tuition rate
• Many basic courses for professional education
• Five off-campus sites
– Hampton Roads Center
– National Capital Region
– Richmond Center
– Roanoke Center
– Southwest Virginia Higher Education Center
http://www.cpe.vt.edu/home/calendar/calendar2007.html#MAY2007
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
12
E-learning at Va-Tech
• Distance learning courses since 1983
• “Institute for Distance and Distributed
Learning ”, reports to vice provost for
academic affairs.
• 568 different eLearning courses offered in
past 5 years
• 21 master degrees/certificate/ recertification/licensure programs
600
eLearning course offerings
500
400
• 85% of academic departments participating
300
200
100
0
93/94
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
95/96
97/98
13
99/00
01/02
03/04
Va-Tech Distance Learning Market Strategy
Market Analysis
• Adults aged 18 – 50
• Possess some college
• 4 states in eastern U.S.A.
Important Factors for Individuals
Interest in Taking Online Courses
• 98% - transferability
• 97% - online access to library
• 96% - interaction with instructor
• 94% - reputation of the institution
• 94% - technical support offered
• 93% - cost
• 93% - allowed to work at own pace
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
14
Va-Tech Online Degree Programs
• Available on-line or “interactive conferencing”
http://www.vto.vt.edu/programs.php
• The “commonwealth graduate engineering
program”, which is a collaboration among several
schools in Virginia (umbrella under the VA state
government), is an interesting idea
http://www.eng.vt.edu/cgep/about_cgep.php
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
15
Stanford Center for Professional Development
• Annually 6000 students enrolled through SCPD (420
companies).
• 52 Stanford graduate degrees and 35 certificates
available online.
• Short courses serve more than 1400 students on site, on
campus and online.
• “Used strategically in support of Stanford’s departments,
centers and research initiatives.”
• 52 staff members
• 9 special teleclassrooms
• Many regular courses available online or broadcast
http://scpd.stanford.edu/SCPD/courses/academic/crseList.asp?sdID=5&sdName=Electrical+Engineering
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
16
Recognized distance education challenges
• 24/7, convenient and flexible access
• Wide range of courses/certificates/degrees
– Flexible start/stop
– Modules/learning instead of rigid “courses”
• Students “multitask” while learning
• Desire for relevant education while wanting
“certification” from a university for the effort
• Competitive pricing
• Delivery technology which is smarter, smaller, faster,
brighter, cheaper and usable anywhere.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
17
Discussions
• Successful peers (e.g., Ga-Tech, Stanford) typically have strong ties
with industry
• Distance learning at peer schools is frequently organized by a
university-wide institute—better cost leverage
• Many regular courses are offered through distance.
• Some schools focus on distance delivery of regular courses/degrees
(e.g., Columbia), or special certificates/short courses (e.g., USC) while
some schools have strong programs in both (e.g., Ga-Tech, UofM)
• Some other schools have many more certificate programs/students
(USC, Ga-Tech, Penn State)
• For regular distance-learning courses, UofM tuition is THE highest
among top schools.
• For short courses, tuition rate is market-driven (e.g., like Ga-Tech).
Therefore, it is questionable whether a fixed financial model should be
universally applied.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
18
Discussions
• Online education initiative needs to be consistent with
organization’s mission, values, strengths and areas of
distinction. Build from tradition in new ways.
• Must begin with a clear, worthy strategic plan keeping
it close to core faculty and using traditional academic
structures to accelerate development.
• Aim for the “sweet spot”-- intersection of audience
needs and wants, faculty interests, institutional
strengths and what people will pay for.
• Think course-to-certificate-to-degree progression.
Online versions of existing courses are easier to start
than new ones.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
19
Discussions
• Recruit best faculty and staff by offering incentives and
rewards supportive of innovation. Address concerns
regarding ownership of intellectual property, increased
demands and impact on workload.
• Develop financial model that covers costs and
investments with revenue distributed to participating
organizations/departments and faculty.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
20
Possible Changes
• Need to offer more courses to achieve economic scale.
• Focus on increasing certificate programs and students.
• Need to maintain a clear separation between the
academic side (distance learning) and the professional
education side of Interpro. The purpose, market force,
competition environment and student needs are all
different.
– It is NOT wrong to use a large number of adjunct faculty,
as long as proper quality check is in place.
– A flat 19% tax may not be practical or flexible enough.
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
21
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
22
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
23
Arizona State University
http://cpd.asu.edu/certmgt/?page=cert_ss_gb_cert
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
24
Penn State World Campus
• 50+ Online Degree and Certificate programs
(http://www.worldcampus.psu.edu/)
• Candid Classroom and Built-for-web courses
Graduate Degrees
Master of Business Administration (iMBA)
Master of Education in Adult Education
Master of Education in Curriculum and Instruction-Children's Literature
Master of Education in Curriculum and Instruction-Teacher Leadership
Master of Education in Instructional Systems-Educational Technology
Master of Engineering in Oil and
Gas Engineering Management
Master of Geographic Information Systems
Master of Homeland Security in Public Health
Preparedness
Master of Project Management
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
25
Penn State Program Size
World Campus Statistics (as of 10/1/06):
Number of current students enrolled
5,691
Percentage growth from previous
year
31%
Number of total programs
54
Number of courses
691
Number of graduate degrees
9
Number of graduate or
postbaccalaureate certificates
16
Number of undergraduate degrees
13
Number of undergraduate certificates
16
Number of continents with World
Campus students
7—Yes, even Antarctica
Number of countries with World
Campus students
43
Number of states with World Campus
students
50
http://www.worldcampus.psu.edu/AboutUs_WorldCampusFacts.shtml
Michigan Interdisciplinary and Professional Engineering
College of Engineering, The University of Michigan
26