Running head: ANALYSIS of the SYSTEM CONTEXT and NEED Anywhere/Anytime Open University: Analysis of the System Context and Need Cynthia P. Lyons University of Maryland University College DEPM609 1 AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED 2 Anywhere/Anytime Open University: Analysis of the System Context and Need The Anywhere/Anytime Open University (AAOU) is an institution currently under design and development. The institution’s mission is as follows (Smith, 2013): To provide a high quality education to adult learners seeking undergraduate and advanced degrees at times and places convenient to those learners and in ways that are appropriate to each subject and that support individual learning styles. A project team will plan and develop the structure for AAOU using a systems thinking approach. This paper is the first part in a series of papers that examines fundamental concepts and issues to consider when building a distance education institution. The purpose of this paper is to focus on the social contexts surrounding distance education providers and learners; as well as, the factors which influence distance education (DE). The first section of this document defines distance education as it applies to the design of AAOU. The second section of this document examines the social contexts to consider in planning for AAOU. Section three describes distance education as a system. The final section describes the application of these concepts, culminating with a visual presentation of the relationships among the system elements. Section I: Distance Education Definition The design of AAOU begins with understanding the definition of distance education. As the project progresses, the team will refer back to this definition and social implications to ensure that AAOU satisfies its mission and objectives. Distance education is structured teaching and learning through the use of some form of technology (Moore & Kearsley, 2012). Merely accessing information on the Internet is not distance education. Furthermore, Moore and Kearsley (2012) state that face to face teaching and learning supplemented by technological resources is not distance education. Therefore, distance education is predicated on structured content delivered using technology. Distance education today uses the Internet to engage learners and to exchange materials. Teachers and learners enjoy the flexibility of processing information at convenient times and places. AAOU’s mission statement falls within the boundaries of this definition of distance education. Section II examines the social context and factors affecting AAOU’s development. Section II: Social Context and Factors Traditional teaching and learning involve oral communication and visual signals, such as body language and demonstrating concepts. Since DE involves teachers and learners separated by time and distance, AAOU must address social issues inherent to DE. Peters (1998) elaborates on the fundamental challenge of DE: DE defies the natural process of exchanging information through oral communications. Therefore, participants need to adapt to using a different method for primary communication (Peters, 1998). The challenge for AAOU is to develop programs in a manner that facilitates successful written communications between the instructors and students. Moreover, AAOU strives to meet instructor and learner goals. AAOU must not attempt to merely transfer information via the Internet, but to also encourage instructors and learners to explore and become innovators of new knowledge. Indeed, Peters (1998) states that one of the extraordinary benefits of DE is the opportunity for further scientific research and technological developments so desperately needed in “our age of constant technological, societal, and cultural AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED 3 change” (p. 4). The Internet is widely used to gather information and to conduct research and will be the primary tool to deliver course content, submit information, and manage data. Indeed, as of June 2012 Internet usage around the world increased over 500% in the past twelve years. Most of this growth occurred in Africa and the Middle East. Furthermore, nearly 80% of people in North America use the Internet (Miniwatts Marketing Group, 2012). AAOU can offer educational opportunities to this growing population and keep to the institution’s mission as long as AAOU remains abreast of the constant changes described by Peters (1998). However, the very nature of distance learning requires that AAOU adapt to the learners’ needs as well. Distance learning requires autonomy and leads to a more individualized approach to teaching and learning. Teachers prompt exploration and learning and then react to student responses. The teacher becomes more of an advisor or coach and less like a lecturer (Vilkonis & Barabanova, 2010). Research by Vilkonis and Barabanova (2010) shows that autonomous learners require sufficient support. Distance learners enjoy the flexibility of anywhere, anytime learning but need comprehensive resources and learner support services. As the project team develops AAOU’s infrastructure, the team must consider the scope of learner support services needed. In addition to support, autonomous learners require motivation. The nature of distance learning requires initiative and the motivation to complete the programs. Graduation and retention rates are major success factors and benchmarks for funding sources. Moreover, one of President Obama’s goals for the United States is to lead the world in the proportion of college graduates by 2020 (Schneider, 2010). According to Schneider (2010), for-profit online higher education institutions are the fastest growing segment in higher education, but graduation rates are less than twenty percent. Furthermore, Carr (2000) asserts that retention rates are lower for distance education students than for face to face learners. AAOU’s project plan includes methods to improve learner success by incorporating motivational techniques and inspirational interaction among all institutional learners, faculty, and staff. Another factor to consider is the need for socialization. Learners and instructors like online collaboration and social networking (Moore & Kearsley, 2012). Indeed, online learners enjoy the emotional support and opportunities to share personal experiences in the online environment (Moore & Kearsley, 2012). The AAOU DE system design includes technologies that allow learners to interact with each other. Moreover, AAOU offers online clubs and organizations for socializing. AAOU is committed to establishing resources and support services that facilitate inclusion and belonging. To summarize research findings presented in this report, AAOU needs to devise instructional methods to facilitate the learning and understanding of course content. Support services for instructors provide resources for faculty development, assessment, and understanding the changing requirements for teaching with technology. Learner support services provide resources to students to assist with research, writing, and technical issues. In consideration of these requirements, the project team utilizes a systems approach to developing the distance education curriculum at AAOU. The next section introduces systems principles for use in AAOU’s distance education system. AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED 4 Section III: Distance Education System The systems approach is a rational method for development and problem resolution. The concept involves identifying the system elements, relationships, and interactions (Rumble, 2006). The elements are interactive, creating feedback loops. Rumble (2006) defines these feedback loops in terms of the impact one element has on another. For example, consider AAOU’s student support services. One component of the learner support service element may be the writing coach service designed to assist students in completing written projects and papers. The interaction between the writing coach and the learner creates a feedback loop as these two elements communicate with each other. The first step in developing the distance education system diagram is to identify the elements. The following table of AAOU’s elements is based on the writings of Moore and Kearsley (2012). Table 1 AAOU DE System Table of Elements Element Institution Learners Instructors Programs Courses Course content management system Learner support services Faculty support services Student records Accounting system Assessment tools Administration Description AAOU AAOU is open to global learners Instructors must possess terminal degrees. All instructors are not tenured. Program directors, chairs, and deans receive same benefits as fulltime staff. Programs offered include business, education, arts, sciences, and technology Courses specific to programs as well as general education requirements Software program to store catalog information. This element also includes the learning management system to house and deliver course content. Advisors, library, technical help, clubs, organizations Library, technical help, faculty development resources Software to store registration, records, transcripts, course enrollments, credit hour production Software to store revenues, expenses, and reporting information Software for faculty and student evaluations, and reporting information Management, policies and procedures, regulatory compliance, grievances, resource allocation Another key purpose of the systems method is to identify boundaries (Rumble, 2006). Some boundaries for consideration in developing AAOU are listed in Table 2. Table 2 AAOU DE System Boundaries by Element Subject Programs Learners Boundary Should AAOU offer degrees and certificates? Will AAOU serve global learners as well as regional learners? AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED 5 Instructors What credentials will instructors need? Will AAOU hire regular or adjunct faculty? What is the hierarchy in the academic departments? Staff How will AAOU’s administrative staff operate? Central governance or program level? Technology Who determines the technology used and the methods for design and development? Attempting to answer the questions and determine the boundaries involves understanding and applying the concepts discussed in Sections I and II of this report. For example, AAOU’s mission is to offer undergraduate and graduate degrees to adult learners. In keeping with this mission, the project team recommends offering certificates that correlate to these degree programs and have value to learners who desire to improve career skills. As an example, the AAOU offers a bachelor’s degree in elementary education and a postgraduate certificate in teaching with technology designed for elementary school teachers. Therefore, the project team discourages offering certificates that have no residual value to learners and drain institutional resources. Answering all of the questions needed to develop AAOU is beyond the scope of this paper. Rather, the ultimate goal for this paper is to develop a holistic diagram of the AAOU distance education system. Section IV: System Diagram The diagram on the next page includes the table of elements described in Table 1. Furthermore, the diagram is based on Rumble’s (2006) drawing guidelines. The large blue circle represents the AAOU; and within that circle is the table of elements. The white circles represent the distance education system and are interrelated. The group of white circles is the primary focus for the project team. Note that the diagram shows a white partition separating the accounting system from the distance education system. The accounting system is separate from the DE system but is necessary for recording business transactions. In addition, the diagram identifies external stakeholders in the green circles using double arrows to show the feedback loops between these stakeholders and the institutional elements. Please note that the order and placement of the green circles is random and not restricted to any particular section of the larger blue circle. The entire institution is accountable to the external stakeholders. Even though the project team’s focus is on the distance education system (white circles), it is necessary to include the accounting system and external stakeholders to ensure that the final DE system is capable of satisfying the needs of these other constituents. Conclusion The Anywhere/Anytime Open University is in the planning and development phase of the project. The project team’s first step is to identify the social context and the need for the institution. Team members created system diagrams depicting the DE system in a holistic perspective. The diagram provided in this report follows guidelines established by Rumble (2006) and represents the DE system elements and relationships. These elements are based on the specialized needs of distance education pedagogies. The next step for the project team is to identify the DE system components and delineate the various inputs and outputs. AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED Figure 1. AAOU system diagram of elements with external stakeholders. This figure shows the DE system elements and relationships, including external stakeholders. 6 AAOU: ANALYSIS of the SYSTEM CONTEXT and NEED 7 References Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), A39-A41. Retrieved from http://chronicle.com.ezproxy.umuc.edu Miniwatts Marketing Group. (2012). Internet world stats. Retrieved from http://www.internetworldstats.com/stats.htm Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning. (3rd ed.). Belmont, CA: Wadsworth. Peters, O. (1998). Concepts and models. In O. Peters (2004) Distance education in transition: New trends and challenges, (4th ed.)(pp. 37-45). Oldenburg, Germany: Bibliotheks-und Informationssytem der Universitat Oldenburg. Rumble, G. (2006). Systems thinking and its application to study of distance education. Document posted in University of Maryland University College DEPM 609 6940 online classroom, archived at: http://webtycho.umuc.edu Schneider, M. (2010). How bad are our graduation rates? The American. Retrieved from howbad-are-our-graduation-rates Smith, L. (2013). Assignments scenario. Document posted in University of Maryland University College DEPM 609 6940 online classroom, archived at: http://webtycho.umuc.edu Vilkonis, R., & Barabanova, I. (2010). Analysis of secondary school students’ autonomous learning experience in the context of distance and e-learning need. 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