My DLA Forecast for 2009

As we say goodbye to an unforgettable year, here's what I think is in store for 2009, at least in the world of online learning:

• A greater emphasis on the financial benefits of distance learning. Higher ed administrators who were previously lukewarm about DL will work on number crunching to see exactly how online learning lowers the instructional cost per student.



• Organizational structures will continue to evolve with DL departments increasingly aligned with academics rather than IT groups.



• eLearning will make its formal entrance into the mainstream with its appearance on the mission statements of more and more traditional institutions.



• Dramatically increased use of social networking tools (like Facebook) in online learning - for both instruction and support. Facebook will "age" a bit as more and more faculty and over 30 folks hop on for DL purposes and then get a little addicted themselves.



• Less one-on-one support for faculty as resources get further stretched (more courses but little or no new staff). The bad news is we'll see more group training sessions, but the savvy administrators will develop better, easy-to-use (and locate) online tutorials as well as mentoring programs.



• Big emphasis on green. Although gas prices are lower, the Summer of '08 is not forgotten. Online learning provides the obvious answer here. We'll slowly see more telecommuting of DL faculty and staff as well. Lots and lots and lots more online meetings.



• More streamlined approaches to quality, evaluation, and retention. More software entries such as that offered by Starfish Retention Solutions that will help us become accountable in a systematic way.



• Increased development and marketing of online courses and programs to the Hispanic community as well as those who support this population, such as teachers and healthcare providers.

Test Proctoring: Time to Ditch the Paper and the Pencils

Amazingly, a very significant portion of proctored testing of online students is still conducted via paper and pencil. Not only is this a less secure way of test delivery, but is enormously expensive in terms of mailing and labor to and from the testing sites and instructors. For years, we've had built-in testing tools in our CMSs, including Blackboard and WebCT. These tools also allow us to lock the test, enabling only the proctor to open it with a provided password. I think that there are two main reasons why some of us are stuck. First of all, many university testing centers simply don't have enough computers (in their testing centers) to test dozens of students at one time (such as during midterms). Another reason - plain old resistance to change. The entire process of testing and mailing is historically so cumbersome that once we have a system underway (even a greatly flawed one), any attempt to suggest obvious and available improvements is met with fear and panic. For those still wondering if the change is worth the initial invesment, let's review the benefits of using online testing in the proctored environment:

• no mailing costs


• significantly lower labor costs


• no printing costs


• instant grading (for objective tests)


• earth-friendly


• ability to randomize questions through test bank

Miracle Grow for Your Online Programs

• This list may seem a bit elementary, but amazingly, one or more is often overlooked or disregarded. Here are five ways to jumpstart your stabilized growth.

1. Only hire faculty (and chairs and deans) who are willing and eager to teach online.

2. Make online learning growth part of the university strategic plan (money and resources should follow).

3. Focus on degree programs, not individual courses.

4. Include credit for online teaching in the tenure and promotion process.

5. Develop a planning committee made up of high-level players - deans, associate deans, directors.
Photo by FreePhotosBank.com