Redesigning Online Learning for International Graduate Seminar Delivery

Michael Power and Norman Vaughan

VOL. 24, No. 2, 19 - 38

Abstract

Given the crucial role played by universities in a knowledge-based society, understanding how and under what conditions online learning (OL) can improve access to graduate studies is of the highest importance to today's growing global economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level, online learning (OL) has been minimal, especially among regular faculty. This paper presents an adapted form of OL, especially designed for traditional universities, with initial data from studies underway in two Canadian universities. Finally, an emerging network of researchers interested in the role of online learning within mainstream higher education is presented.

Résumé

Étant donné le rôle crucial joué par les universités au sein d’une société fondée sur le savoir, comprendre comment et à quelles conditions l’apprentissage en ligne (AL) peut améliorer l’accessibilité aux études supérieures est primordial pour l’économie globale croissante d’aujourd’hui. Au cours de la dernière décennie, des avancées phénoménales ont été réalisées dans l’application des technologies de communication et de l’information afin de soutenir l’apprentissage étudiant dans le cadre d’études supérieures. Toutefois, proportionnellement à l’ensemble de l’enseignement supérieur dispensé, l’utilisation de la technologie par les enseignants pour l’apprentissage en ligne (AL), aux études supérieures, a été minimal, particulièrement parmi les membres réguliers du corps professoral. Cette étude présente une forme adaptée d’AL, spécialement conçue pour les universités traditionnelles, avec des données initiales provenant d’études en cours dans deux universités canadiennes. Finalement, un réseau émergent de chercheurs s’intéressant au rôle de l’apprentissage en ligne dans le cadre de l’éducation supérieure régulière est présenté

Introduction

Understanding how and under what conditions online learning can improve access to postsecondary education for all Canadians is of the highest importance because of Canada's growing knowledge-based society and the crucial role played by universities in the new economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level online learning (OL) has been minimal. What solutions have been fielded by researchers to enable and empower faculty to teach online and why are they not working? Is there any indication that faculty will soon become involved en masse in high-quality and accessible online learning? This paper explores an alternative solution to off-campus course delivery, combining elements of blended learning and online learning into what we have termed Blended Online Learning (Power, 2008; Power & Vaughan, 2009). It is based on actual authorial teaching practice as well as two studies conducted at two major North American universities, presenting the perceptions of faculty, students, administrators and instructional designers with regard to an alternative approach to delivering the graduate seminar online.

Context

Universities world-wide, backed by a thriving communication and information technology industry, currently have at their disposal technological options that provide students with increased access to higher education (Bates, 2005; Bullen & Janes, 2007). In such a context, there is a heightened level of research into learner-technology interfaces dealing with issues of learning theory application as well as faculty appropriation of technology (Cook, Owston & Garrison, 2004; Lefoe & Hedberg, 2005). Research indicates that initiatives undertaken by universities, namely in North America, to launch stand-alone, asynchronously-based Web courses, are meeting with mixed results with regard to learning outcomes (Bowles, 2004; Teather, 2004; Ruth & Sammons, 2007). On the one hand, there is the promise of online learning (OL) going mainstream (Allen & Seaman, 2004; 2007), and on the other, there is a realization of expectations not being met (Carr-Chellman, 2005; Canadian Council on Learning, 2009; OECD, 2005). Insufficient reporting may explain some of the discrepancies in results (Abrami, Bernard, Wade, Schmid, Borokhovski, Tamim, Surkes, Lowerison, Zhang, Nicolaidou, Newman, Wozney & Peretiatkowicz, 2006; Larreamendy-Joerns & Leinhardt, 2006; Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw & Liu, 2006), however, important limits to asynchronous online learning have been identified. For instance, in the past, concerns over quality, first in distance education and more recently, in online learning, have often stemmed from the recurrent problem of learner isolation. This phenomenon was principally attributable to courses delivered at a distance lacking sufficient student support (Cookson, 1989; Kember, 1995; Rekkedal, 1983; Rovai, 2002). Now, more contemporary, asynchronously based, online learning initiatives appear to have inherited the same problem (Bronack, Riedl & Tashner, 2006; Dunlap, 2005; Sikora & Carroll, 2002), this despite the development of imaginative and powerful learning tools and strategies linked to an asynchronous environment (Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman 2005).

Moreover, faculty resistance to online learning—based primarily on course quality and workload issues—is such that there appears to be little likelihood of their en masse migration to an asynchronous virtual learning environment (Garrison & Shale, in press; Maguire, 2005). Indeed, despite an annual growth rate of 20% in online learning since 2003 (Allen & Seaman, 2007), OL has still not broken through into mainstream higher education (Shea, Pickett & Li, 2005). For instance, Gambescia & Paolucci (2009) identify ‘academic integrity’, as in “educational program offerings that utilize the same assets and quality standards of the traditional programs in the institution” (In Discussion) as an issue for many universities. Indeed, Sammons (2006) reports that OL is mainly an adjunct faculty phenomenon. Over the years, numerous authors have cited the following reasons for this lack of full time faculty engagement in distance education and ‘online learning’ (defined as asynchronously-delivered courses): little or no incentive, an already full workload, concern over the quality of (asynchronously-delivered) online learning, a lack of technological competency and/or interest in acquiring required skills, unresolved intellectual property issues, a strong face-to-face tradition of teaching and learning in the Academy and, essentially, a general disbelief in and distrust of technology which, in some instances, is seen as an intrusive and potentially threatening, corporate-inspired means to curb academic freedom (Black, 1992; Carr-Chellman, 2005; Jaffee, 1998; Magnusen, 2005; Rovai & Jordan, 2004; Shea, Pickett & Li, 2005; Twigg, 2003; Wolcott, 1997: Zhen, Garthwait & Pratt, 2008). The overall impression gleaned from numerous studies on faculty attitudes with regard to distance education and online learning is a strong desire to maintain intact a millennial tradition of on-campus teaching and learning (Goodyear, 2001; Jaffee, 1998). Finally, administration-based concerns over this lack of university outreach and its impact on accessibility to higher education coupled with growing pressure from students for more flexible learning opportunities are creating both internal and external stresses on the system (Duderstadt, Atkins & Van Houweling, 2002; Katz & Associates [sic], 1999; Nair, 2006).

Current research suggests that stand-alone, asynchronous learning environments are not meeting the needs of students, faculty and administrators and that other models of OL must be developed to better meet the needs of all concerned (Power, 2008a; Thompson, 2005; Zemsky & Massy, 2004). Literature in the field of online teaching and learning also indicates that faculty needs must be met first in order for those of the students and administrators to be met as well (Shea et al., 2005; Twigg, 2003) With regard to faculty needs, previous research indicates that, for this to happen, solutions must be devised to decisively address workload, quality and technical issues (Mortera-Gutiérrez, 2006). As a result, university administrators, faculty and personnel have been required to rethink and adapt the steps, processes, techniques and solutions inherent in instructional design to develop more flexible forms of online learning (Garrison & Vaughan, 2008; Twigg, 2003).

More specifically, with regard to online learning and graduate studies, the research is far more sparse and inconclusive. Maeroff (2003) does report “distance education” as working best for “mature adult learners”, indicating that graduate studies could well be fertile soil for further growth (p. xii). This insight is also supported by studies on learner autonomy and distance education (Moore & Kearsley, 2004) although many studies situate OL as a mainly asynchronous activity (Cornford & Pollock, 2003; Stick, 2004) and as being essentially “disembodied” (Dreyfus, 2001), not talking into account the potential of only recently-available, synchronous online learning environments (Palloff & Pratt, 2004).

Blended Online Learning Design (BOLD)

What solutions have been proposed by researchers in educational technology to enable and empower faculty to teach online and to what extent are they working? Is there any indication that faculty will soon become involved en masse in high-quality, accessible and sustainable e-learning? These are but two of the questions researchers are asking in the Blended Online Learning Design (BOLD) Research Network (http://www.bold-research.org). The purpose of this network is to design, develop, implement, monitor and validate new e-learning models aimed at facilitating the adoption of technology by an increasing number of faculty teaching in graduate studies.

Within the theoretical framework of the Community of Inquiry concept (Garrison, Anderson & Archer, 2000), this emerging world-wide network introduces the concept of Blended Online Learning Design (Power, 2008a; Power, 2008b) which may be the next evolutionary step in e-learning. Seen as an extension of blended learning (i.e., on campus instruction supported by web-based resources), blended online learning is defined as a combined asynchronous-mode learning environment (i.e., a web-based course) and synchronous-mode learning environment (i.e., a course offered in real-time via a “virtual classroom”), resulting in a completely online learning environment. Implementing a combination of technologies used for blended learning and online learning, the Community of Inquiry conceptual framework has been applied to expand graduate studies in higher education. Blended online learning designed-courses combine an asynchronous learning management system (LMS) environment and a synchronous, desktop conferencing (SDC) learning environment, the resulting “blend” of learning environments representing a completely online, course delivery system which is posited will, when compared to existing asynchronous online course delivery environments, a) lower upfront design-related faculty workload, b) reduce learner isolation through real-time dialog and co-construction team activities and, ultimately, c) increase university outreach via borderless education. Furthermore, it is posited that this specific combination of technologies, approach and methodology will provide graduate students and faculty with the required tools to experience the graduate seminar online. This research is deemed critical to the training of highly-qualified personnel in the increasingly competitive arena of university services within a burgeoning knowledge society.

Shea et al. (2005) and Twigg (2003) indicate that faculty have specific needs that, to be met, require adapting online learning to pre-existing practices. The blended online learning environment allows faculty a sense of ‘continuity of practice’ (Power, 2008b) via live conversation with learners (Ng, 2007). In Figure 1, blended online learning is set amidst other forms of instruction such as classical on-campus, professor-led instruction, asynchronous online instruction, LMS and/or tutor-led instruction, blended learning uniting on-campus and online activities and, finally, blended online learning which provides learners with a combined synchronous- and asynchronous-based learning environment with advanced knowledge-sharing and creation tools and implementing real-time dialogue, instantaneous feedback, shared viewing and on-screen collaborative work as well as completely networked and borderless 24/7 access to human and documentary online resources (Goodyear, 2001; Hamilton & Cherniavsky, 2006; Sauvé, Villardier, Probst, Kaufman, Boyd, Sanchez & Power, 2006).

With regard to student needs and the isolation factor, research in the last decade shows that for an OL environment to be effective, it must accommodate the “growing role of dialogue” (Moore & Kearsley, 2004, p. 101). This is a departure of sorts from Moore’s earlier position when he posited that structure and dialogue were equally important in encouraging learner autonomy (Moore, 1993). This heightened focus on dialogue is directly linked to results from instructional design studies indicating significant improvements in learning through the use of environments that support spontaneous dialogue and negotiation of meaning (Jonassen, Peck & Wilson, 1999; Duffy, Jonassen & Bednar, 1996; Merrill & Wilson, 2005). Concomitantly, Anderson (2008) is suggesting lower levels of course planning and higher levels of in-class dialogue, thereby bypassing the “monolithic package” (p. 346) approach to course design. This is especially relevant in graduate studies where lock-step design (Udumaa & Morrison, 2007) is fundamentally incompatible with more autonomous scientific inquiry.

Figure 1: The position of Blended Online Learning among other forms of instruction

Fundamental to recognizing the value of real-time dialog in OL is Wenger’s community of practice concept which situates learning as an essentially social process in which shared practice becomes the basis for subsequent theoretical development (Lave & Wenger, 1996; Wenger, 1998). A further development of this theory, especially relevant to graduate studies, is seen in the community of inquiry (CoI) framework (Lipman, 2003; Garrison, Anderson & Archer, 2000) whereby various ‘presences’ mingle to form a learning whole. In this study, researchers use CoI-inspired tools to analyze the product of primarily synchronous-based, oral exchanges via synchronous desktop conferencing. Further to these concepts, the associated concept of blended learning (Bonk & Graham, 2006; Garrison & Anderson, 2003; Garrison & Vaughan, 2008) contributes to researchers’ understanding of how to enhance the quality of learning through a mixture of on-campus and online activities and resources.

"Finally, administration-based concerns over this lack of university outreach and its impact on accessibility to higher education coupled with growing pressure from students for more flexible learning opportunities have created both internal and external stresses on the system (Duderstadt, Atkins & Van Houweling, 2002; Katz & Associates [sic], 1999; Nair, 2006). Interestingly, Dooley and Murphrey (2000) report that “administrators perceived the greatest threat stemming from competition from private and public institutions” all the while contending that “collaboration with public and private institutions was indicated as an opportunity”. Moreover, the current trend of growing educational demand in general coupled with the increased number of learners “may overwhelm traditional delivery methods" (Orr, Williams & Pennington, 2009: 258)".

Research Questions

This study examined the following research questions at two Canadian universities:

• What are the advantages and disadvantages of a BOLD-based format?
• What kind of training and support is required to help faculty transition their graduate course to this delivery format?
• What are the recommendations for improving graduate courses delivered in a BOLD format?

Methodology

The methodology in this study was based on the emerging design research approach (Jonassen, Cernusca & Ionas, 2007; Sandoval & Bell, 2004). Design research, by focussing not only on design products generated during online course design but on the entire design process through to delivery and ongoing, follow-up assessment, necessarily encompasses a larger reality, thereby contributing greatly to theory-building (Brown, Collins, & Duguid, 1989; Jonassen et al., 2007). As a result, design research often involves intensive in-the-field, observation-based, iterative data collection (Cobb, Confey, diSessa, Lehrer & Schauble, 2003; Joseph, 2004), as was the case in this study. Furthermore, a multiple case study technique compatible with a design research strategy (Stake, 1995; Yin, 1994; Creswell, 1997) was adopted in order to document the object of the study and describe its parameters.

The 2008-2009 two-university, studies implemented such a design research methodology in six case studies, three at each university. The participant sample included a) 3 faculty members at each university (N = 6), each developing their own blended online learning-designed course; b) students enrolled in the six courses (N = 18 at University X, N = 16 at University Y) c) 3 administrators at each institution (N = 6) d) the instructional designers directly involved and responsible for these courses (N = 4 at University X, N = 3 at University Y).

Semi-structured interviews were conducted among faculty, administrators and instructional designers with questions addressing on-campus seminar design and delivery, virtual classroom seminar delivery, transition issues and recommendations. The student population data collection was accomplished by means of an online questionnaire (i.e., Survey Monkey). A preliminary thematic data analysis (Boyle, 1994) of responses to the four principal research questions was then undertaken with the results reported in the following section.

These studies met with each university’s Ethics Board guidelines and received approval to proceed.

Results

With regard to the first research question, the advantages and disadvantages of a BOLD delivery format are summarized in Tables 1 and 2) following.

Table 1. Advantages of a BOLD delivery format

Table 2. Disadvantages of a BOLD delivery format

Interviews with faculty and instructional designers at the two universities provided a series of insights about the process of transitioning a graduate course to a BOLD delivery format. This advice is summarized in Table 3.

Table 3. Advice for transitioning a graduate course to a BOLD delivery format

Finally, a series of recommendations for improving graduate courses offered in a BOLD format were provided by faculty, students, administrators and instructional designers at the two study institutions. Table 4 illustrates these recommendations.

Table 4. Recommendations for improving graduate courses offered in a BOLD delivery format

Discussion

Respondents were, for the most part, enthused about the introduction of the virtual classroom. Comments among faculty such as “Mixing the communication technologies create very interesting learning spaces”, (XF2) are representative of discourse among this population. Another faculty member immediately saw the advantage of teaching in this way: “This was one of the most enjoyable courses I have ever given. I don't intend to go back into the classroom” (YF3). Another, when asked how about the difference between teaching on campus and teaching online using the BOLD model simply stated: “…there is no difference whatsoever” (YF4). Students were equally adamant that the BOLD model met their needs: “I can participate in graduate courses from the comfort of my home without the hassle and stress of commuting to campus” (XS2). When queried about the quality of instruction, another stated: “It's the same quality as on campus, face-to-face, or even better,… same group reflection process, more opportunity for conversation, easier to have guest speakers, lots of 'space' for personal expression, ... it saves me time, no driving, fewer expenses, I don't even have to get dressed up or prepare a lunch… ” (YS3). As for the other two groups—the administrators and the instructional designers—overall, there was also marked approval of BOLD courses. One administrator pointed to “…equity of access… the same courses are offered by the same core faculty…” (XA2) as being significant, especially, as mentioned earlier, in light of academic integrity issues raised by Gambescia & Paolucci, 2009. Another focussed on outreach: “We are able to reach students wherever they are, especially at the graduate level…” (YA1). However, another administrator brought context to this discussion: “…it's still too early to say... We're still experimenting with it (the virtual classroom)” (YA3). Finally, with regard to the instructional designers, one assessed the potential of BOLD courses in this way: “There is the potential to create a more active learning environment for all students” (XID1) whereas another emphasized an improvement in student assiduity: “There seems to be lower attrition in a synchronous [classroom-based] course than in an asynchronous [discussion forum-based] course” (YID2). However, one designer expressed a common fear: “I'm worried about lower levels of design… some faculty may just use the virtual classroom for lecturing” (XID3).

Conclusion

Clearly, further research is required to ascertain trends in user practices. However, these studies demonstrate the potential of significantly increasing knowledge about online learning practice, learner needs, faculty practices and university outreach through blended online learning which is significant at a time when online learning is rapidly expanding, often without the support of adequate scientific research. More specifically, this research has contributed to knowledge-building through the study of synchronous-mode implemented learning strategies and technologies in higher education. The study is also contributing to documenting rarely-studied, observation-based faculty and learner interactions in a virtual classroom environment. This study has significant social relevance as it contributes to understanding how increasing levels of equal access to quality higher education may be achieved, both within Canada and around the world. Moreover, it contributes to the field of instructional design and technology through innovative and evidence-based blended online learning design strategies. The results obtained from these studies are also potentially useful to instructional designers and ID researchers worldwide.

Finally, this research is original because it is investigating an emerging online learning model—blended online learning—based on the most advanced educational technologies available to educators today. Furthermore, it represents a departure from the distance education-inspired design model still prevalent in asynchronous-mode, online learning today, proposing instead, an on-campus, faculty practice-inspired design model. Finally, it brings together separate but complementary conceptual frameworks, blended learning, online learning and faculty communities of inquiry.

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Michael Power is Programs Director and assistant professor in educational technology at the Faculty of Education, Laval University (http://www.fse.ulaval.ca/Michael.Power) in Quebec City. He is Founder of the www.bold-research.org research network, Deputy Director and researcher with the GeoEDUC3D project (http://geoeduc3d.scg.ulaval.ca/) and researcher with the Inter-university Learning & Technology Research Center (CIRTA) (http://www.cirta.org/). E-mail: michael.power@fse.ulaval.ca

Norman Vaughan is a professor at Mount Royal College in Calgary, Alberta and is actively engaged with Randy Garrison in ongoing research studies about the development and application of a blended community of inquiry framework in higher education. He is also a member of the Editorial Boards for the Canadian Journal of Learning and Technology (CJLT), International Journal for Mobile and Blended Learning, Journal for Centres of Teaching Excellence and the Journal for Excellence in College Teaching. E-mail: NVaughan@mtroyal.ca