Are we competing with the world market in producing online courses? Are we competitive in the world market? Mid-level colleges are limited by capital and policy making. Institutions are bound by their missions.

Education is the major growth industry of this century. Asia is 5x more productive than USA. Importing students vs. exporting education.

Mike Smith
MIT and Stanford

Terry Hilsberg
Australia, China, NextEd

Dennis Jones
NCHEMS

stracy@hewlett.org
www.hewlett.org

terry.hilsberg@nexted.com
www.nexted.com

dennis@nchems.org
www.nchems.org

Florida State University uses Mentor assisted program. Master teacher and mentor, both paid. Highly qualified, screened for MA with content experience and training and support.

TCM/Bridge model: study of 10 courses from 8 depts. Design, Develop, Deliver and Assess (D3A). Multidiscplinary Design Team. Inverse correlation of deisgn time to dev. and deliv. time. Design is the key. Use hypernauts (mentors).

TCM Project, Mellon funded. Unbundling of faculty workload.

Carole Hayes
Florida State University

Tom Henderson
Washington State University

Frank Jewett
CSU Chancellor's Office

chayes@oddl.fsu.edu
www.fsu.edu/distance

tom@wsu.edu
www.ctt.wsu.edu

FrnkJewett@aol.com
www.calstate.edu/special_projects

Three months to put together a program. High quality content, APEX content providers, certified teachers, AP courses. Allow students to exceed school offerings, reach at-risk youth, career counseling services.

Implementation before capital outlay. Schools can reallocate resources using less per student for elective than hiring new teacher.

Michigan decision to give all teachers a laptop, software and internet connectivity. Virtual University with 800 online courses available for content. NetG or publisher courses. 50 teachers built 7 courses over the first year. Broker out services, training, support, tutoring. Comprehensive online career guidance system. Every ninth grader creates a self-directed career plan using online resources. Gates Grants are available. Biggest gap is how to integrate technology into instruction.

How to get started: Find partners.

Linda Pittenger
Kentucky Virtual High School

Mary Beth Susman
Community Colleges of Colorado

David Spence
Michigan Virtual University

lpitteng@kde.state.ky.us
kentuckyschools.org

marybeth.susman@cccs.cccoes.
edu
www.rightchoice.org

jwalsh@mivu.org
www.mivu.org

Research I Institution with 2000 faculty and 25,000 students. 400 online courses, 6 post graduate certificates, 14 masters degrees. Scalability issues: pedagogical concerns, economic considerations and administrative considerations. Distributed Learning Instructional Model includes DDL instructors and master faculty.

Writing Lab from Phoenix University, started looking at submitted papers from 200/month, now at 7500/mo. From email to online submissions with 35 reviewers full-time contracting from home ($25/4 papers). Free service to students.

Home grown online course (not WebCT or Bb). Model has Manager (Master Teacher) getting $5/per unit credit per student and Instructor getting $40/per unit credit per student. Manager does technical upkeep, evaluations, and course development, standardization of program.

Miriam Guthrie
Virginia Tech

Mary Alexander
University of Phoenix

Jennifer Turley
Weber State University

mguthrie@vt.edu
www.iddl.vt.edu

mary.alexander@phoenix.edu
www.phoenix.edu

jturley2@weber.edu
www.weber.edu

Online Faculty Workload and Compensation Practices: A Look at Trends

Surveys were conducted

Faculty Beliefs Scale:
Survey looked at reasons for participation in distance education. Refer to Wolcott (1997) and Wolcott and Betts (1999) -- Recommendations:

• Offer incentives that appeal to intrinsic motives
• Find ways to help faculty get credit
• Develop policies that are inclusive of distance teaching activities
• Build support/committment at the unit level
• Communmicate committment at all levels

Compensation and Incentives for Participating in Distance Education - overload pay, assistance.

Faculty Policies for Online Instruction revolve around compensation and workload.

1. learn software / tools
2. develop course
3. teach the course compensation package

Linda Wolcott
Utah State University

Catherine Schifter
Temple University

Richard Hezel
Hezel Associates

linda.wolcott@usu.edu
www.usu.edu

schifter@nimbus.temple.edu
www.temple.edu

richard@hezel.com
www.hezel.com/wcet2001

Western Governor's University agreement:

1. distance technologies
2. competencies rather than seat-time

WICHE and NCHEMS 2 objectives, accessible to anyone:

1. define and assess competencies
2. online catalog of distance learning

Vision for "one-stop" teaching certificate shopping, 19 states in one program: licensing certificates, pre-service, in-service, degrees.

Two levels of Quality of Education Granted:

1. Passport system for new teachers cross nation recognition
2. Master Teacher Certification evidence of significant increased student achievement.

PT3 Grant (NETC)
See brochures. Digital Bridges, www.netc.org/digitalbridges

www.chemeketa.edu/programs/education/
www.oregonvos.net/~cconline/otip/
www.wa.gov/k20/stories/cwustudentsgainrealworldexperience
throughtechnology.htm

Revision of Teacher Certification. See study. Teacher supply and demand, retention, recruitment. Bilingual, special ed., math, science are needed.

Scholarships available to aid certification of teacher aids, people in community already.

Tap minority and diverse populations for teachers.
www.netc.org/earlyconnections

Marti Garlett
Western Governors University

Gary Graves
Northwest Regional Educational Laboratory

Nancy Szofran
Idaho State Board of Education

mgarlett@wgu.edu
www.wgu.edu

gravesg@nwrel.org
www.nwrel.org

nszofran@osbe.state.id.us
www.sde.state.id.us/osbe/board.htm
www.sde.state.id.us/MOST

Portals studies prove that few courses generate most of the money.

Standardized General Ed. program at So. Dakota. Same throughout the system. Choices made on Customer Service of program, not on the course content. See handout.

Personal FREE Portals available at Octopus.com
see handout with links.

Consortium Portals for Non-Profits

• HETS (Hispanic Educational Telecommunication Systems - Bilingual)
• CONAHEC (Consortium for North America Higher Education Collaboration - Tri-linqual)

David Eisler
Weber State University

Ray Lewis
Western Coorperative Consulting

deisler@weber.edu
www.weber.edu/deisler/portal.htm
www.weber.edu/deisler/wcet_
portals.htm

rlewis@oregonvos.net
www.wiche.edu/telecom
www.virtualplaza.org

Building Brand Loyalty

"A brand is a set of expectations that address rational and emotional attachments forming a bond."
Institution-wide commitment:

• Don't underestimate your client
• Don't over-promise
• Over-deliver
• Identify what you do differently and well
• What's special?
• Consistency is the key
• Adopt a tone and stick with it
• Be bold, stand for something
• Declare a clear and effective identity
• Build superior service
• Develop a sense of community
  - overcome fear of isolation
  - help students belong

Offer a free sample Online Course to prospective students.

Involve students, ask for input, put a feedback process in place, welcome complaints.

Marketing Online Virtual Campus
www.northwestonline.org

Inform your administration and academic groups of your marketing plan (all infrastructure). Create an online inquiry form. Give students an online academic advisor.

Goals:

1. Tap usual market (regionally)
2. Extend beyond greater market

Target Markets identified

• Alumni - special ad homecoming
• Community Colleges - Animated ad (designed by students)
• High School - Career Counselors and Principals
• Business / Industry - mail flyers to local businesses and ASTD ad
• Military

Prospect Management at WSU

Focus on:

• Upper Division
• Degree Completion
• Asynchronous Delivery
• No residence requirements

Shift from "Giving Information" to "Building Relationships;" from 75% to 10% talking and from 5% building trust to 40%.
(Good information for RCE.)

Josephine Feldman
US Open University

Douglas Lonowski
Northwest Missouri State

Cliff Moore
Washington State University

j.a.feldman@open.edu
www.rh.cc.ca.us

douglas.lonowski@cwu.edu
www.cwu.edu

moorecc@wsu.edu
www.wsu.edu

Discussion: problems with WebCT, uses of, and training programs.

Discussion board limitations, want control by designer to preview and include items or hide them in discussion topics. Live video streaming - more compatibility within tool. Live audio chat tool. More communication between front end (SCT, PeopleSoft, etc.) to WebCT set up process.

Some WebCT institutions are requiring new faculty of Online Courses to take an online course first, before requesting a course to teach online. It's a prequisite. Not just a training course, but whole semester course!

Questions about using Front Page to create html pages for use in WebCT.

David Schlater, University of Idaho
Joseph Buchanan, University of Utah
Maria Beebe, Washington State University
Erik Anderson, University of Idaho
Candace Wheeler, North Idaho College
Ron Liss, Montgomery College, Maryland
Patricia Corman ?, Portland State
David Walker, Utah Valley State College
Laura Sederberg, CSU, Chico

www.its.uidaho.edu/cti

www.online.utah.edu

www.telecampus.utsystem.edu

www.cbdd.wsu.edu

www.nic.edu/disted

www.montgomerycollege.com

www.uvsc.edu/uvnet

www.csuchico.edu/tlp

Distance Education Awareness & Readiness Survey (DEAR Study)
It is usable with giving them credit and getting permission.
It is a Distance Education Student Preparedness Survey. (Developed by doctoral student, Jessi Smith, University of Utah.) Great approach with rich literature review, self-regulation, and motivational factors. See handout and website.

Utah Electronic College: www.uec.org

Technology Creates More Challenges

Academic Systems suggests serving students by giving them more options. Affiliated with Bellevue, UVSC, and Rio Solado. Writing and Mathematics programs.

WebCT Vision and Observations:

• Aging college population
• We are under a new public microscope
• Increased accountability and scrutiny
• Increased competitiveness and shifting borders

Currently 2200 institutions using WebCT, 23 consortia licensed

WebCT's future will bring:

• Academic based core customers
• Cutting edge tools
• Open API, with third party tool

Cyd Grua
Utah State Board of Regents

Dan Volchock
WebCT, Inc.

Penny Rosner
Academic Systems

www.ucc.org

www.webct.com

www.academic.com

Issues from 4-year Institutions

Privatizing

Policy formation at the State and Local levels, stronger voice needed