Moving towards a 'Tipping Point' in Online Learning: University of Illinois/Springfield; Lesley University; University of Maryland University College Claudine SchWeber Friday, November 10, 2006 Ray Schroeder Maureen Yoder

'Tipping Point’ and Online Learning Tipping Point:... when “the beliefs and energies of a critical mass of people are engaged, conversion to a new idea [spreads]…bringing about fundamental change…” Tipping Point Indicators, Implications, Consequences Changing Attitudes, Growing Acceptance, Critical Mass Online growth: Statistics, Patterns

Tipping Point: description, indicators, implications tipping point: small changes replicate  ‘critical mass’(CrM) CrM+1=alteration of equilibrium  tips the system % X (Online enrollments, virus) can tip the system causing an epidemic

Indicators for Higher Ed Online enrollments Faculty involvement Infrastructure (LMS, technical support, e-library resources, student services, etc.)

Implications 1) All three indicators must move in same direction: upwards, or else disastrous consequences 2) Online path should be a decision, not a surprise…or else, unprepared and out of control –Identify ‘educational tipping point’, and plan accordingly 3) leadership for such a change required: develop strategies; marshall support; focus resources; deal with resistance; or else..

Online growth: Statistics, Patterns

Online Enrollment data % online ( of total enrollments ) Year UIS13.8%19%24%26.5% Lesley %7.3%8.8% UMUC71%74%78%81%

Steady Growth Pattern at UIS

UIS Online Faculty All new faculty hires are required to either have taught online previously or express an interest in teaching online Faculty members have established a “Community of Practice in E-Learning” = UIS COPE-L The UIS Provost reported that four out of five faculty members applying for tenure have publications related to their online teaching

Changing Attitudes, Growing Acceptance, Critical Mass Lesley University School of Education Graduate School of Arts & Social Sciences Lesley College (undergraduate) Art Institute of Boston at Lesley

Faculty A: Early adopters enthusiastic / risk taking / learn from mistakes / mentor others Faculty C: Reluctant adopters skepticism / resistance / more resistance / mandatory involvement / guarded acceptance Faculty B: Later adopters early skepticism / resistance / small steps / growing acceptance / tentative enthusiasm

Concern about suitability of content and academic integrity 1995 “My course just wouldn’t work in an online format.”

“I’m not good with technology. I’m just not a ‘techie’ ”. Concerns about technology skills 1996

“I’m two years away from retirement and, at this point, I don’t want to take on anything new.” Concern about the unknown 1997

Taking small steps: an administrative expectation “The Dean asked us to put our syllabi on the Web. I did, but I’m not ready for the fancier stuff.” 1998

“I can see providing resources for the students electronically but I can’t imagine presenting my materials or having a discussion on the Web site.” Seeing the value of content online 1999

“I could probably do it if someone were sitting right next to me, helping me with the technology.” Reaching out for help 2000

A turning point: Positive feedback from students “My students loved it that they could just click on a link and read the required article.” 2001

“The online discussion was in-depth and full of references. Every student participated. I actually worked better than the sometimes rushed discussions we have face to face.” Seeing advantages 2002

“Once I figured out how to update the Web site, it became routine and easy.” Technology training + ongoing support = confidence + progress 2003

The Skeptic Turned Believer “I realize now that an online collaboration is much more convenient for my students and results in more interaction and consensus building. Also, there is a paper trail.” 2004

“I can show you what I did in my class that may be relevant to yours.” Subject specific peer mentors 2005

“I love the convenience & flexibility of teaching online, working from home or away, and setting my own hours.” The Doubter Turned Cheerleader 2006

Institutional Support Technical: resources, assistance, troubleshooting Administrative: Institutional commitment Acknowledgement of faculty needs Willingness to provide release time & other support Academic: mentors, models, means

Faculty Involvement Increasing Year UIS ( # students) # of faculty (4,760) Lesley (# students) “ (12,344) UMUC ( # students) “ (83,850)

Infrastructure Support Technology: Learning management system; IT help 24/7 or ? ; in-house or out-sourced? Student services (advising, registration, financial aid/ bill payment; course plans) Library-information resources: databases; e- books; help Faculty development

Tipping point: ‘moment when ideas, trends, and social behaviors cross a critical threshold and ‘take’, causing a tidal wave of far reaching effect.”

Claudine SchWeber Ray Schroeder Maureen Yoder The End