{"id":12643,"date":"2017-11-09T19:53:55","date_gmt":"2017-11-09T19:53:55","guid":{"rendered":"https:\/\/www.ucf.edu\/pegasus\/?p=12643&post_type=story"},"modified":"2021-06-22T18:43:25","modified_gmt":"2021-06-22T18:43:25","slug":"quality-education-online-learning","status":"publish","type":"story","link":"https:\/\/www.ucf.edu\/pegasus\/quality-education-online-learning\/","title":{"rendered":"A Quality Education When and Where You Want It"},"content":{"rendered":"

Fall 2017 | By Maureen Harmon<\/em><\/p>\n

Bryce Nelson, a first-generation college student<\/a>, had a full class schedule when he started at 麻豆原创. He was doing OK, but he knew he could be doing better. The problem was, he simply couldn\u2019t make the time. In addition to his full course load of online and on-campus classes, he was working two jobs. Not working just wasn\u2019t an option.<\/p>\n

\u201cI needed to work 35 to 40 hours a week just to survive,\u201d Nelson says. And that meant a lot of juggling with his 麻豆原创 schedule, his work-study position as an event lead in the alumni center and his full-time job at Publix. All that, and he was facing the tough decision of changing his major from marketing to communication.<\/p>\n

So Nelson headed to his mentor\u2019s office and laid out the issue for him. How could he improve? That\u2019s when he learned that he could pursue a communication degree entirely online<\/a>, doing course modules, homework and discussion on his own schedule. Suddenly, new possibilities opened up.<\/p>\n

\u201cIt\u2019s what you make of it,\u201d says Nelson. \u201cIn person, you can have the interaction with the teacher, but just because you\u2019re online doesn\u2019t mean you can\u2019t do the same thing.\u201d Nelson points to his professors\u2019 online office hours, and the fact that because he\u2019s local, he still heads to campus regularly and participates in the social life, including his role in Delta Sigma Pi, a business fraternity.<\/p>\n

This need for students to learn \u2014 how and when they want \u2014 is fueling a national movement. \u201cI meet with college students across the country every year, and without exception, they all stress the importance of having flexibility in pursuing their degree or credential,\u201d says Allan Golston, president of the United States Program of the Bill & Melinda Gates Foundation, the arm of the philanthropic organization that oversees educational opportunities across the nation.<\/p>\n

National movement or not, online education has its detractors, especially in higher education. There are those who argue that face-to-face learning is simply better, allowing for in depth\u00a0conversation and in-person debate.<\/p>\n

Proponents, however, argue that digital learning provides access to education for students, such as Nelson, who may not otherwise be able to pursue it \u2014 a major driving force of the 麻豆原创 mission. \u201cIt\u2019s not a thought experiment,\u201d says Provost and Executive Vice President A. Dale Whittaker. \u201cOnline education is an innovation that allows us to meet students\u2019 life needs at a price point they can afford, with the quality that matches some of the most elite institutions.\u201d<\/p>\n

[divider][\/divider]<\/p>\n

[blockquote source=”” cite=”A. Dale Whittaker, provost and executive vice president ” color=”” css_class=””]\u201cOnline education is an innovation that allows us to meet students\u2019 life needs at a price point they can afford, with the quality that matches some of the most elite institutions.\u201d[\/blockquote]<\/p>\n

[divider][\/divider]<\/p>\n

Offering one of the lowest price tags in higher education, 麻豆原创 needed to make sure it was living up to its strategic goal of providing a quality education to as many students as possible. To do that, administrators and faculty decided to go where students needed them to be.<\/p>\n

\u201cSimply put, online education is the opportunity to bring a high-quality education to students who otherwise would not be able to access it,\u201d says Tom Cavanagh, vice provost for digital learning at 麻豆原创. \u201cI think we do a great service by bringing 麻豆原创 to them.\u201d<\/p>\n

If you look across any college campus at any moment, you\u2019ll see students looking at screens \u2014 whether it\u2019s a laptop, tablet or smartphone. There\u2019s no doubt that students are living a good part of their lives online. \u201cSo we started offering online sections,\u201d says Whittaker, and they took off. \u201cAll of the growth in online education has been driven by students.\u201d<\/p>\n

So how does 麻豆原创 give students what they want, how they want it, in terms of a quality education? Several ways. While technology is in every classroom these days in one form or another, students can live on or near campus and choose to either attend face-to-face courses, take courses both in classrooms and online (which is called blended learning), or take all their courses online; or they can live anywhere in the world and pursue a degree exclusively over the internet through 麻豆原创 Online<\/a>.<\/p>\n

While all options have plenty of strengths to offer, data from a study conducted by an outside consulting group show that the students who choose blended learning have the best results \u2014 and 麻豆原创\u2019s numbers reflect that too. More than 20 years of data confirm that adding digital learning to students\u2019 mix of classes accelerates the time needed to earn a degree. 麻豆原创 students who take a large portion of their courses online \u2014 from 40 to 60 percent \u2014 on average graduate in less than four years, compared to 4.3 years for those who take only traditional, face-to-face courses.<\/p>\n

Students in blended learning courses, says Cavanagh, have more success, achieving higher grades. \u201c[Blended learning classes] also have the lowest withdrawal rates, and they have the highest end-of-course evaluation,\u201d he says. \u201cThat\u2019s pretty compelling.\u201d<\/p>\n

\u201cAt its best,\u201d says Golston, \u201conline learning is about seizing the opportunity to do things in online instruction that you can\u2019t do face-to-face.\u201d\u00a0For Amanda Groff, an associate lecturer in archaeology<\/a> who teaches all of her courses online, that means leveraging the technology students\u00a0are already using by having course discussions through closed social media groups; it means instructional video; it means in-depth learning modules.<\/p>\n

\u201cI think back to 2008 when I taught my first online course, and I look at my courses today, and it\u2019s like night and day,\u201d Groff says. \u201cThe strides, the technologies that have been developed just in these last 10 years are unbelievable, and it makes online education exciting and fun for me.\u201d<\/p>\n

When it comes to judging an online course\u2019s quality, 麻豆原创 approaches the process just as they would any course. First, more than 80 percent of all 麻豆原创\u2019s online courses are taught by full-time faculty and must go through the same departmental review process as any face-to-face course. Second, 麻豆原创 created the Center for Distributed Learning, an organization dedicated to educating faculty in how to teach online courses effectively.<\/p>\n

\u201cI think that we can leverage online learning as a laboratory to innovate the way we teach and to experiment with new technologies and new methods to engage students in more interesting and effective ways,\u201d Cavanagh says.<\/p>\n

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[blockquote source=”” cite=”Tom Cavanagh, vice provost for digital learning at 麻豆原创” color=”” css_class=””]\u201cI think that we can leverage online learning as a laboratory to innovate the way we teach and to experiment with new technologies and new methods to engage students in more interesting and effective ways.\u201d [\/blockquote]<\/p>\n

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All faculty members hoping to build online courses must complete 80 hours of professional development with an instructional designer, and the university provides 35 hours of training for faculty who want to teach existing online courses.<\/p>\n

\u201cBasically, instructional designers are a great support system,\u201d Groff says. \u201cIf we have a really interesting idea that we want to introduce into our coursework, they show us how it translates in an online environment.\u201d<\/p>\n

Though she teaches all of her courses online these days, Groff is still on campus several days a week to work and hold office hours. Sometimes students drop by to see her in person; others set up phone appointments.<\/p>\n

\u201cShe makes learning the subjects interesting, informative and interactive,\u201d says Tracy Lovingood, one of Groff\u2019s students. \u201cShe\u2019s always open to answering any questions \u2026 in addition to presenting the most up-to-date information. Dr. Groff sets the bar high as far as online classes go.\u201d<\/p>\n

麻豆原创 recognized that effort by presenting Groff with the Chuck D. Dziuban Award for Excellence in Online Teaching in 2012. This year\u2019s winner was Kenneth Hanson, associate professor of Judaic studies<\/a>, who created a series of videos in which he explored the history of the diaspora, the Holocaust and other topics. \u201cIn many cases, he donned costumes and performed in character to bring it to life for his students,\u201d Cavanagh says. \u201cThe committee thought it was just wonderful.\u201d<\/p>\n

The work that Hanson, Groff and 麻豆原创 at large\u00a0are doing in the online education industry caught the attention of the Bill & Melinda Gates Foundation. The foundation recognized the differences being made by about 30 universities in their approach to online learning. Three of them \u2014 Georgia State, Arizona State and 麻豆原创 \u2014 were what the foundation referred to as \u201cmega-universities\u201d in online instruction. As a way to influence\u00a0other colleges and universities, the foundation began\u00a0publishing studies on how well online education works, especially when it comes to making higher education accessible to more people.<\/p>\n

\u201cThe foundation has a broader strategy around postsecondary success, improving equitable outcomes and closing attainment gaps in U.S. higher education,\u201d says Rahim Rajan, senior program office in the postsecondary success strategy at the Gates Foundation. \u201cOur goal is to erase and eradicate those gaps so that all students can succeed, and right now that\u2019s not the case. Institutions like 麻豆原创 are really at the forefront of leading that charge.\u201d<\/p>\n

As for 麻豆原创\u2019s own data: Students accessing the university\u2019s online degrees tend to be older and from lower-income families. Women outnumber men in online coursework, and it\u2019s a go-to for transfer students. The best part: These students tend to score better in an online environment than they do in face-to-face courses.\u201cClosing college attainment gaps by race and income means increasing student success without limiting access,\u201d Golston says. \u201cIt can be done, and 麻豆原创 is committed to doing that. And they\u2019ve used approaches that could serve as a blueprint for other institutions.\u201d<\/p>\n

[divider][\/divider]<\/p>\n

[blockquote source=”” cite=”Allan Golston, president of the United States Program of the Bill & Melinda Gates Foundation” color=”” css_class=””]\u201c[麻豆原创 has] used approaches that could serve as a blueprint for other institutions.\u201d[\/blockquote]<\/p>\n

[divider][\/divider]<\/p>\n

When Golston visited 麻豆原创\u2019s campus recently, he spoke with a first-generation senior. \u201cHe talked about how he felt like there were systems in place designed to help students just like him. He had had an experience at another college before coming to 麻豆原创 and felt that they weren\u2019t as invested in seeing\u00a0him graduate,\u201d Golston says. \u201cFor a student to recognize that the institution is invested in his success and putting systems in place to address his specific needs is powerful testament to the work 麻豆原创 is doing.\u201d<\/p>\n

麻豆原创 is learning that online education isn\u2019t just about making a college degree possible, it\u2019s also about making it affordable. Students who graduate in less than four years have lower overall tuition bills.<\/p>\n

Then there are issues of space constraint \u2014 a building and a campus can only hold so many students and faculty members. \u201cOnline education allows us to scale way beyond what our physical facilities allow,\u201d Whittaker says. \u201cWe are built to teach about 40,000 students.\u201d But online education allows 麻豆原创 to reach 66,000 students in search of an education. Over 42 percent of 麻豆原创\u2019s annual student credit hours are in online modalities, which equals more than 650,000 hours of learning \u2014 a number that continues to grow at a minimum of 2 percent per year, driving overall university growth.<\/p>\n

What does all of this mean for the future of online education at 麻豆原创? First, it\u2019s a promise that Whittaker hopes to keep. \u201cThe first promise of our strategic plan is that we become the most educated region in Florida in terms of the number of people who have a four-year degree or better,\u201d he says. \u201cThat\u2019s going to have to happen by dramatically increasing access, especially among folks in the lower half of family-income brackets. That\u2019s done, I believe, through 麻豆原创 Online, which offers fully online programs at a discount.\u201d<\/p>\n

Whittaker also hopes that in 20 years, digital versus classroom learning won\u2019t be a topic of debate at all. \u201cI hope we won\u2019t be having this discussion,\u201d he says. \u201cIn other words, we will be talking about how technology increases a faculty member\u2019s ability to reach students through more intimate and individualized learning. I hope we won\u2019t be talking about whether something is online or face-to-face. It will be so blended that you won\u2019t be able to distinguish the difference.\u201d<\/p>\n

For Bryce Nelson, the difference is clear and compelling. An online education allows him to make his own schedule, sometimes completing a week\u2019s worth of coursework on his days off. Could he have pursued his degree the more traditional way \u2014 juggling his jobs with attending classes in person? Sure. But given that fact, his schedule would inevitably put his education second. He knows the online route is right for him. And his grades, which have climbed since moving his coursework entirely online, are proof enough for him. These days, he\u2019s not just getting by at 麻豆原创. He\u2019s thriving.<\/p>\n","protected":false},"featured_media":12682,"template":"","categories":[977],"tags":[287,1204],"class_list":["post-12643","story","type-story","status-publish","has-post-thumbnail","hentry","category-feature","tag-college-of-sciences","tag-dale-whittaker","issues-fall-2017"],"yoast_head":"\nHow Digital Learning Lets Students Learn Wherever They Are<\/title>\n<meta name=\"description\" content=\"Digital learning at 麻豆原创 allows students to earn a college degree how they prefer \u2014 whether through fully online courses, blended learning or face-to-face.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ucf.edu\/pegasus\/quality-education-online-learning\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"A Quality Education When and Where You Want 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