Distance Learning @ Boston University: Disruptive Pedagogy

SED AP 550 class

November 4, 2009

Boston University Slideshow Title Goes Here

Unique Features of BU’s Distance Learning Full Programs On-line New Audiences of Working Professionals Significant Investment in Infrastructure and Reliance

on Marketing Partners Faculty Development – shared experience Ability to Standardize/Share/Focus/Invest -- Potential

for Differentiation and Globalization

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It Takes a Village …Institutional Commitment Full academic programs – not individual, random

courses Carousel calendar – planned, consecutive 7-week

courses Infrastructure for course development, faculty and

student services support National student recruiting effort Financial model – high expense requires high volume

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Faculty Commitment

Complete degree programs

Faculty roles as course developer, instructor of record, facilitator

Department oversight of academic standards – faculty coordinator and program manager roles

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Student Commitment

Full program online

Lockstep progression through program – 20 hours/week/course - high retention

Active learning model – high degree of participation and interaction

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Boston University Slideshow Title Goes Here

Distance Education Survey – January 2007+

Who are our online students? 72% (78% of alumni) are older than 30 years old   37% reside in Northeast, 7% within 30 miles of BU,

and 5% are international Majority chose distance education for time rather

than geography About two-thirds chose their online program for

personal aspirations rather than specific career goals The two major assets in the BU program are brand

name and course quality

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How do students assess online education? Cognitive Dissonance Factor Before enrolling, 35% (25% of alumni) believed online

education was the same or superior to on-campus

After enrolling, 74% (73% of alumni) believe online education same or superior 

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How do students evaluate Boston University, based on their online program? Quality of University 89% (94% of alumni) – excellent

or very good Faculty Access 55% (66%) Faculty Quality 74% (79%) Online Content 71% (81%) Student Services 75% (80%)

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What are students’ longer-term assessment of the online educational experience? 95% expect to benefit professionally from degree <1% received negative reaction at work for their online

program  43% of alumni stay in touch with classmates 90% (94% of alumni) would choose online format

again and 89% (93%) BU again

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Our Challenges are Many

Besides staying on top of technology, funding, enrollment, integrity….we may face

Generational Divergence

Which is? The disturbances caused by up to four generations in the workplace, or in our case….the online classroom, moving in different directions

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Traditionalists

1900-1945

Baby Boomers

1946-1964

Generation X

1965-1980

Millennials

1981-1999

Boston University Slideshow Title Goes Here

Recent Snapshot of MSPM

12N = 300

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How Do You Balance?

Pedagogical Approach

Use of Technology

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Boston University Slideshow Title Goes Here

Life experience creates• Autonomy• Need for immediacy• Goal and relevancy-orientation

Motivated by self actualization, professional advancement, service, social interaction

Understand Student Motivation

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Boston University Slideshow Title Goes Here 4 C’s Technology has enabled

students to be more participatory learners

Process of content development is key

Developing content is as valuable than the end result

Accountability for Learning

Communication

Collaboration

Creation

Contribution

Source: Selected National Findings, Speak Up 2008 for Students, Teachers, Parents and Administrators March 24, 2009 (www.tommorow.org)

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In 5+ years, today’s baccalaureate grads will look online first for their professional Master’s degrees

Really? What Do You Think?

Nancy’s Hypothesis

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Next Frontiers

• Extending distance learning to other colleges at BU• Creating an infrastructure to support blended programs • Extending our outreach more internationally• Creating the Web-Enhanced Classroom