E-Learning atWest 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 courseA 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

$25,882 Summer Stipend

Math 126

College Algebra

$30,743 2 faculty & testing software

Geology 101

Basic science

$13,548 Faculty stipend – 2 terms

Total $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– 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 e-

learning & 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 1998-2004Student 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 CoursesUndergraduate

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

• 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