YOUR CLASS IS IN SESSION, NOW WHAT! THE CHALLENGES OF GOING ON-LINE Developments in Business Simulation & Experiential Learning, Volume 27, 2000 YOUR CLASS IS IN SESSION, NOW WHAT! THE CHALLENGES OF GOING ON-LINE Patricia Sanders, Cygnus International ABSTRACT This presentation will take the form of a “hands- on” workshop designed to assist faculty members who wish to deliver a course on-line. It will offer a model that was used to develop on-line courses and present tips on what worked well and what did not. INTRODUCTION On-line education quickly is moving from fad to mainstream status as a result of accommodating technology and the continuing growth in the adult learning market. A report prepared by Pricewaterhouse-Coopers suggests that software will serve about 50 percent of the total student enrollment in community colleges and about 35 percent in four-year institutions. At Teikyo Post University, which has quickly become the on- line leader in Connecticut, on-line enrollments grew from 75 registrations in 1998 when on-line courses were first offered to over 400 in the 1998/99 academic year, and over 1,000 on-line registrations are projected for the 1999/2000 academic year. In addition, the University now has three complete degree programs on-line with a fourth due on-line in January 2000. The University also offers extensive faculty development seminars and programs to support faculty transition to one-line delivery. THE ON-LINE EDUCATION REVOLUTION About three years ago, a very distinguished college president commented that there would be a “shakeout” in higher education similar to that which had occurred in the corporate and health care sectors. At that time, he clearly believed the shakeout would be related to the rising costs and the growing “commercialism” of higher education. That shakeout is occurring, however, it is related not directly to financial considerations but rather to technology- supported distance education. An emerging body of literature discussing the merits or lack thereof of on-line education is now taking shape and this is appropriate (Phipps & Merisotis, 1999). Distance education is being viewed not only as a means of increasing access to postsecondary education, but as an opportunity to hasten the overall pace of reform in higher education (Gladieux & Swail, 1999). And, a recent article in The Chronicle of Higher Education (April 9, 1999) noted that “for an industry that barely existed three years ago, the level of activity is dizzying.” On-line education is here to stay, at least to the near and not-so- near future. GOING ON-LINE This presentation will not focus on the arguments and counter-arguments relative to the efficiency, effectiveness or efficacy of on-line instruction. Rather, it will take the form of a workshop wherein I will present “hands-on” information on how to take a class on-line and the challenges therein. I agreed to teach a course online for several reasons. First, I am intellectually curious and always have been challenged by new developments. Second, I was hired as a consultant to prepare the licensing application for the four on-line degree programs being offered by Teikyo Post University through the Connecticut Distance Learning Consortium. I believed very pragmatically that teaching a course on-line would better prepare me for that task. Third, I believe on-line delivery will 217 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 dominate American high education well into the next millennium and I want to be part of that revolution—but not consumed by it. Finally, I wanted some protection from becoming a pedagogic dinosaur. Once the decision was made, I started my preparation by researching the literature. While I found much editorializing about the advantages and disadvantages of on- line instruction, the literature was sparse in information on “how to” actually organize and deliver an on-line course. This is not surprising, however, since on-line instruction is an emerging field and most of the actual development is still at the collegial level. More specifically, this presentation will focus on: • Deciding what course to begin teaching on-line. • The instructional development process and searching for a model. • Design principles and content issues. • Searching for resources and collegial support. • Developing threaded discussions. • Encouraging student interaction on-line. • Encouraging student to student inter- actions on-line. • Creating and evaluating virtual teams. • Monitoring faculty/student interaction. • Monitoring group discussions, projects, and presentations. • Evaluating student performance. • Reflection - What I did wrong. • Reflection - What I did right. • Ethical considerations. This presentation will also include a demonstration of the course I developed for on- line delivery: Entrepreneurship, Creativity and Innovation. The course was offered by Teikyo Post University in Waterbury, CT and through the Connecticut Distance Learning Consortium. DEVELOPMENT MODEL While one must start with a totally different mindset in developing an on-line course, some of the general design models and principles overlap. I used a model that I have used previously in developing courses for traditional classroom delivery, which is cyclical in nature with stages as follows: • Design • Deliver • Assess • Revise A discussion of this model will focus on design and delivery principles and how these vary or are similar to traditional classroom course development and delivery. REFERENCES Chronicle of Higher Education. April 9, 1999. The Marketing Intensifies in Distance Learning. Gladieux, L., and Swail, W.S. 1999. The Virtual University and Educational Opportunity: Issues of Equity and Access for the Next Generation. Policy Perspectives. Washington, DC: The College Board. Phipps, R., and Merisotis, J. 1999. Assuring Quality in Distance Learning: A Preliminary Review. A report prepared for the Council of Higher Education Accreditation. Washington, DC: The Institute for Higher Education Policy. 218 Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation