NOTE: The following project plan outline was written as an assignment for my EDLD 5305 - Disruptive Innovation in Education course. It is at this time a proposal; it is not as yet being implemented at Lamar Institute of Technology.
The Computer Networking & Troubleshooting Technology (CNTT) Program at the Lamar Institute of Technology (LIT) is researching a proposal to supplement some of its face-to-face courses with online offerings. There are several reasons why this program improvement should be undertaken. First, the innovative online programs at institutions such as Southern New Hampshire University and Western Governors' University (LeBlanc, 2013) may be similar to and may compete with our program offerings. We need to remain competitive. Second, LIT has a problem with student retention, many times due to students' work schedules. Online courses can remove the dilemma of having to choose between work and school. Although online courses have even lower retention rates than face-to-face courses, proper course design can aid in keeping students in college (Poll, Widen, & Weller, 2014). Faculty responsiveness has also shown to be key to student retention (Norris, 2014.)
Third, we would have the opportunity to expand our dual-enrollment program to more high schools if online courses were available. Finally, mandatory evacuations for hurricane strikes would not affect even face-to-face courses that could be switched over to Blackboard access.
The online and/or hybrid courses would not replace the existing face-to-face courses, but would be alternatives for those students who prefer them or who are unable to attend the entire program of traditional classes. In some cases, such as summer semesters, online courses may also be available when their face-to-face counterparts are not usually offered, dependent on available faculty. Hybrid courses, which are defined as at least 51% face-to-face in format, will be developed when hands-on laboratory work requires attendance on campus for occasional class periods.
The Computer Networking & Troubleshooting Technology (CNTT) Program at the Lamar Institute of Technology (LIT) is researching a proposal to supplement some of its face-to-face courses with online offerings. There are several reasons why this program improvement should be undertaken. First, the innovative online programs at institutions such as Southern New Hampshire University and Western Governors' University (LeBlanc, 2013) may be similar to and may compete with our program offerings. We need to remain competitive. Second, LIT has a problem with student retention, many times due to students' work schedules. Online courses can remove the dilemma of having to choose between work and school. Although online courses have even lower retention rates than face-to-face courses, proper course design can aid in keeping students in college (Poll, Widen, & Weller, 2014). Faculty responsiveness has also shown to be key to student retention (Norris, 2014.)
Third, we would have the opportunity to expand our dual-enrollment program to more high schools if online courses were available. Finally, mandatory evacuations for hurricane strikes would not affect even face-to-face courses that could be switched over to Blackboard access.
The online and/or hybrid courses would not replace the existing face-to-face courses, but would be alternatives for those students who prefer them or who are unable to attend the entire program of traditional classes. In some cases, such as summer semesters, online courses may also be available when their face-to-face counterparts are not usually offered, dependent on available faculty. Hybrid courses, which are defined as at least 51% face-to-face in format, will be developed when hands-on laboratory work requires attendance on campus for occasional class periods.
The
following outlined plan will be re-evaluated formally by the Head of the
Business Technology Department and the Director of the Computer Networking
& Troubleshooting Technology Program each semester.
Current Course Evaluation and Instructor Training: Spring 2016
- Planning meeting with Business Technology Department Head, CNTT Program Director, Distance Education Director, CNTT Instructors to evaluate order of online course preparation, methods for development
- Training for instructors in Panopto to record lectures, stream videos, build YouTube channels
- Certified Online Instructor Training for instructors in Blackboard and to set up Course Tools for communication, collaboration, content delivery, and assessments
- Training for instructors in Program's choice of virtual lab method (TestOut, Wiley, in-house), may vary by subject
- First beta online course developed
- Review and approval by Distance Education Committee
- Course Catalog and Class Schedule include new online course offering for Fall 2016; advisors notified of online course availability
Beta Semester: Fall 2016
- First online course offered in Fall 2016 Course Catalog
- Students advised on special online learning instructions, e.g., minimum computer specifications
- Orientation for Online Classes for students taking online course
- First online course taken by students
- Online course evaluation survey developed (specific to online format)
- Formal evaluation of online course; recommendations and adjustments made; first set of courses chosen for online preparation
- First set of courses prepared for online offering, available in catalog for Spring 2017
First Semester: Spring 2017
- First set of online courses in course catalog
- First set of online courses taken by students
- Evaluation and adjustment processes
- New additional online/hybrid courses made available for Fall 2017
- (Summer offerings of beta online course and first set of online courses as instructors are available)
Future years: Fall 2017 +
Continue introducing
online versions of additional courses as instructors are available, introducing hybrid courses where face-to-face format is not fully required, and re-evaluating all courses and overall program each semester
Update
December 14, 2015:
After receiving helpful peer reviews and invaluable discussions with and input from my Program Director, I have made several adjustments, some major and some minor, to the above project plan outline. Discussions will continue in January of 2016, when the first formal meeting can be scheduled.
If the proposal plan is approved, the rest of the Spring 2016 steps will be followed. If the plan is not approved, pending changes, then the plan will be re-evaluated and edited to meet the requirements of the Department, Program, and Distance Education Committee. If the plan is not approved at all, suggestions for future viability will be requested.
References
If the proposal plan is approved, the rest of the Spring 2016 steps will be followed. If the plan is not approved, pending changes, then the plan will be re-evaluated and edited to meet the requirements of the Department, Program, and Distance Education Committee. If the plan is not approved at all, suggestions for future viability will be requested.
References
LeBlanc, P. (2013).
Disruptive Technologies and Higher Education. Stretching the higher
education dollar: how innovation can improve access, equity, and affordability.
Cambridge, Massachusetts: Harvard Education Press, [2013].
Norris,
T. (2014). The role of technology in student success. Community College
Journal, 85(1), 14-15. Retrieved from http://search.proquest.com.libproxy.lamar.edu/docview/1560745289?accountid=7043
Poll, K., Widen, J., & Weller, S.
(2014). Six Instructional Best Practices for Online Engagement and Retention. Journal
of Online Doctoral Education, 1(1). Retrieved December 11, 2015,
from http://jode.ncu.edu/sites/default/files/sites/all/default/Articles/Six_Instructional_Best_Practices_for_Online_Engagement_and_Retention_Poll_Widen_Weller_2.pdf
