E-Learning at
West Virginia University
Sue Day-Perroots, Dean of Extended Learning
Cindy Hart, Coordinator for Distance Learning
John Oughton, ITRC Coordinator
Presentation
• Identify progressive nature of internal grants to
stimulate increased use of instructional
technologies
• Examine benchmarks of changing campus
culture toward e-learning
• Provide E-Learning & Distance Ed Overview
• ITRC role and support
• Planning for the Future
What is E-learning
Type of education where students work on their
own and communicate with faculty and other
students via e-mail, videoconferencing, chat
rooms, bulletin boards, instant messaging and
other forms of computer-based communication.
E-Learning Technologies
•
Higher Education Instructional Television (HEITV)
The Higher Education Instructional Television (HEITV) is a collaborative program
between PBS Adult Learning Service and ten West Virginia state colleges.
•
Interactive Video Network (IViN)
The IViN (Interactive Video Network) network is an interactive video and audio
network connecting West Virginia University’s Morgantown campus with other
campuses throughout the state.
•
Web-assisted course
A course in which the Internet is used to supplement course delivery but not as the
primary means of instruction.
•
Web-based course (Online)
An online course is conducted entirely through Internet interactions. Students access
course materials, assignments, quizzes and tests through a course management
software such as Vista. Tools used in a course might include chat, email, discussion
board, whiteboards and video/audio media.
Outreach
– Distance education evolution
• 1970 - Public TV courses
• 1988 - satellite – SATNET – 3 courses
• 1990s – Internet & Creation of Academic
Computing Office
• 1998 – Interactive Television Network (IViN)
• 2000 – WebCT – CMS
• 2004 – Spring 47 online courses
• 2004-5 – VISTA Host - S
• 2005 – Spring 107 online courses; 32 IViN; 3
HEITV
Grant – Getting Started
• Target - Large Enrollment Courses
• Use Instructional Technology to Address Student
Learning, Retention, and Course Management
• Address Recognized Faculty Need
• Excellent institutional case study
• Good institutional citizen with ulterior motives –
High demand on =high demand off
Invited Courses
Psych 101
1,700 enroll
Math 126
College Algebra
Geology 101
Basic science
Total
$25,882
Summer
Stipend
$30,743
2 faculty &
testing software
$13,548
Faculty stipend
– 2 terms
$70,173
2000 Distance Education Initiative
• First institutional emphasis on totally online
courses for external audience
• RFP open to all faculty
• Required College match of one-third the grant
request.
• 15% grant funds held until course delivery
• 12 awards made for total of $163,457
• $178,457 matching College funds
2000 D.E. Initiative
• Courses included
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Business English
Mass Communication
British Literature
American Religious History
Special Education
Modern Physics
Corporate Finance
Statistics
E-Commerce
Engineering 101
Physical Education Teacher Education – program
General Methods – Biology for Teachers
2001 Entrepreneurial Learning
Initiatives
• A series of courses for online delivery
• Require vested involvement from College
• Grant provided “seed” money but also required:
– equal matching from College
– AND half of seed money to be paid back after
launch of courses (83% return)
2001 ELI - cont
• 7 projects funded for a total of $567,627 –
• $284,061 grant & $283,566 matching
2002 Collaborative Online Degree
Programs
• Expanded emphasis to online/blended degree,
degree completion or certificate programs
• Expanded to include faculty at Regional
Campuses – to facilitate 2+2 programming
• Collaboration required (departments, campuses,
HSC, programs)
• Matching required at 25% of request
• Evidence of program sustainability
2002 COP - cont
• 4 Programs funded at $114,432
– AAS in Criminal Justice
– Shared Library Resource Courses
– MA in Athletic Coaching
– Grad Emphasis in Rehabilitation Counseling
Delivery began Fall 2004
Progression
• Grants –
– Instructional technology enhancement
– Asynchronous course
– Series of Online courses
– Blended/Online Degree, Degree Completion
Technology
• BANNER – Web for Students
• WebCT 3.0
• BANNER, Campus Pipeline, & WebCT 3.8
integration
• Web for Faculty – grades & class lists
• VISTA – Host site
Evolving E-Learning
• Instructional Technology Dialog Forum
– Engage in meaningful dialog regarding the
direction and measures for quality in teaching
and learning through the application of
instructional technologies
Dialog Questions
• Define Instructional Technology and e-learning
• IT’s impact on learning
• What competencies do students need to be
successful in e-learning
• How can we prepare faculty
• Fiscal and resource challenges
• How can WVU create a supportive environment
for e-learning
• In what ways can WVU stimulate innovation
IT Dialog
• Projects ~
– Faculty survey available electronically & in
paper assessing use of technologies
– Identification of competencies required for elearning & development of those
competencies into learning objects for
inclusion into University 101
– Research on technology enhanced
instructional strategies for large enrollment
classes – identify faculty mentors
Evidence of Impact
Distance Education Growth from 1998-2004
Student Credit Hours increased 307% – From 3,546 to 14,436
– From 10% of Off-campus SCH to 45%
Number of Courses increased 546%
- From 41 to 265
- With FERPA – increase in Spring 05 to 800+ requests for
“course shells” – primary use to post syllabus, handouts
and grades.
Evidence of Impact - Degrees
Complete Degree Programs
Graduate
Special Education
Occupational Therapy
Rehabilitation Counseling
Physical Education/Teacher Education
Athletic Coaching
Integrated Marketing Communication
Evidence of Impact - Courses
Minors, AoE’s and Packaged Courses
Undergraduate
Business
Child Development
Communication Studies
English
Entrepreneurship
Evidence of Impact – On-campus
• Psych 101 – paper to online savings
– 1,500 on-campus students per term
– Weekly quizzes (4 sheets paper X 15 weeks)
– Syllabus online (5 pages of paper)
– Exam – (10 page X 4 instances)
– Total savings 24 cases of paper or estimate
$1,638 (plus staff time, laser cartridges, etc.)
Evidence of Impact - cont
• Computer Science 101 – On campus
– 1,400 students
– 3 tests @ 8 pages
– 3 quizzes @ 1 page
– 8 homework assignments @ 1 page
– 8 homework feedback @.5 page
– Electronic homework submission 8 @ 2
pages
– Total 77,000 pages or 15.5 boxes of paper
On going Initiatives
• E-Learning Task Force proposed all ug
programs have at least one online course
(similar to designated “writing” course)
• Deployment of all syllabi posted online
• Minors available online
• WVU serve as VISTA host for Regional
Campuses and state virtual learning site
• D.Ed & ITRC blend E-Learning efforts
E-Learning
• Summary
– Internal grant support
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Large enrollment classes
Asynchronous course development
Development of Online sequence of courses
Development of Online program of study, degree
or degree completion
• Dialog ↔ Research, projects, presentations
E-Learning Evolution
• Change Criteria
– Institutional investment – mission driven with
administrative commitment
– Incentives needed to stimulate growth
– Engage and support faculty in process
– Incorporate and support research efforts
– Recognize and share successes
E-learning
• Continuing progress see:
• www.e-learn.wvu.edu
• Grant RFPs available at the above website
under Faculty Services or directly at:
• www.elearn.wvu.edu/FacultyServices/resources.
htm#grants
• http://vistainfo.wvu.edu