The Chronicle in Higher Education had an interesting article in its 2/19/2009 issue entitled: Skidmore May End Online-Education Program. For online education, it is important to consider: infrastructure needed to support wireless capabilities (hot spots inside and outside of the classroom); and, the growing interest and support of online distance learning by academic leaders. The cost of manpower, infrastructure, and equipment must be strategically considered. During these difficult times, what happens to important programs that are common for some universities and new for others?
Data supports that during financial hardtimes, people turn to education to improve their chances to advance their careers. According to a 2008 survey produced by the Sloan Consortium -http://sloanconsortium.org/publications/survey/pdf/staying_the_course.pdf , online registration is increasing - especially amongst adults (high cost of fuel, work, family and time constraints). The Sloan survey also reports that as of fall 2007, 3.9 million students were taking at least one online course - a 12% increase from the previous year (p. 1, I. Elaine Allen & Jeff Seamna, Staying the Course - Online Education in the United States, 2008). With such important data supporting online education, why would schools such as Skidmore find the need to cut these classes? What about the institutes who are considering online courses? What considerations do they need to make? What type of leadership will they need to display to motivate faculty who are faced with no pay increases, larger teaching loads, limited resources and suffering infrastructure? Leadership in these situations can take several modes and is dependent upon support from within sub-groups (i.e. faculty and students).
Within the College of Science (COS) there is low support for online education. The time to organize and to implement online courses is time-consuming and has little to no financial reward (a motivator for faculty facing no pay increases for two years). Logistics are not in place to support these programs, and confidence is lacking in the infrastructure to support the courses. Yet the Dean of COS has a vision to create a learning community; therefore, departments have been directed to find ways to collaborate and to bring online courses to students of the College. As Skidmore has learned, with additional institutes offering online learning, competition increases and can be a threat to existing online program they have. The College of Science must face the reality of competition for online learning. A careful balance is required to be successful and to maintain a competitve edge.
GMU and its colleges needs to finds a way achieve a balanced distance learning program to accommodate its students and to be competive. Path-Goal Theory seems most appropriate, especially in the case of the College of Science (COS). The leadership initially needs to directive. Expectations and time lines have been given to certain departments to come up with online learning modules. Clear and direct communication is required. At the same time, the leadership must demonstrate support in helping faculty achieve his goal. Times are difficult and yes, faculty are being asked (told) to do more with less. Meetings and appointments are taking place to hear complaints and concerns. Ways to collaborate are being discussed to hopefully help with the planning process. Supportive style is effective when work being required is structured yet unsatisfying.
Participative leadership is also required. Department chairs must work closely with faculty to help guide them through the process. The College deans must work closely with department chairs as well. Another consideration, as suggested by Path-Goal Theory, is the behaviour of subordinate. Subordinates' behaviour dictate leaders' behaviour. Department chairs in COS tend to desire more control therefore, it is important for the Dean to provide participative leadership. The "subordinates" need to feel some control over their work and the new realm of online education - an ambiguous task for some.
Skidmore and the College of Science both face the challenges of providing innovative ways to teach their students and to maintain competition. The Path-Goal Theory appears to be an effective leadership style that is required. The approach of the theory is very practical-minded and goal oriented. Especially important to the leadership provided under this theory, is the behaviour and treatment of subordinates. Frustration, apprehension and lack of motivation may be impacting the behaviour of those tasked with online education programming. A strong leader, specific goals and flexibility in leadership style is necessary along the path to achieving a goal....creating online learning, or doing away with it all together.
The article link is: http://chronicle.com/wiredcampus/article/3622/skidmore-may-end-online-education-program
The site for Skidmore's University Without Walls http://www.skidmore.edu/uww/
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2 comments:
I liked the issue you brought to the table. I have experienced many problems with distance learning in the schools that I teach at. Although I know it to be a valuable resource to many students, I also see the problems that the colleges that you mention are going through.
I agree that many of the obsticals are financial, but I don't think that is the main problem. I have noticed a problem with the ability to train competent instructors in the use of new technologies.
In many of these technical courses, the use of distance learning can be second nature, however other disciplines are encouraged to move toward such techniques, but aren't trained sufficently in how to use the media and what it is capable of. Also, more efforts need to go to the useability of such software to aid those that aren't as computer literate.
This course is a perfect example of a creative use of existing media for distance learning. Though that is the case, I am unsure how the university would respond as we are utilizing a tool that is outside of the jurisdiction of the college. That being the case, would there be ways to utilize these free online tools to teach classes with very little cost involvement?
I think some creative problem solving in tough bugetary times is what is needed, so I agree that Path-goal would work well.
Hmmm. Wonder if students expect more quality, return on investment, interaction, etc., derived from a classroom experience. My decision to attend Mason was because I wanted the experience of a classroom and meet fellow students involved in the real world of Higher Education.
I speculate Skidmore’s online program may have suffered a continuing audience because of online for-profit programs that may also have lower standards. Why would a school that had a program for all this time be in retreat?
Online courses are great resources to supplement a classroom program but I have personal problems with an entire program taught online. The instructor, guest speakers, our talks before and after class really are hard for me to appreciate solely by an online experience. This Blog is a nice way to stay connected and exchange ideas with one another during the week but for me it does not compare with our time together. Even if we have a small room with no windows.
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