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Strategic Decisions in Digital Learning: Faculty and Institutional Considerations

This program focuses on strategic decisions surrounding digital learning course and program development, addressing both institutional and faculty considerations. It covers key questions such as the rationale for going online, market analysis, resource preparedness, and the importance of faculty development. Effective enrollment generation, handling workload issues, and embracing change management are crucial factors discussed. Case studies from UT Arlington's College of Nursing highlight innovative approaches and successes in navigating the digital landscape, aiming to enhance learning and revenue while meeting educational needs.

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Strategic Decisions in Digital Learning: Faculty and Institutional Considerations

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  1. Strategic Decisions Related to Digital Learning Course/Program Development: Institution and Faculty Considerations

  2. Institutional Considerations • Why are we going online? • Enhance Enrollment/Revenue Generation • Save Shrinking Programs • Brand Promotion • Does it fit our mission?

  3. Institutional Considerations • Are we prepared to provide the necessary resources? • New Faculty • New Staff (e.g., advisors, student support staff, enrollment experts, financial aid, student billing) • Distance Education Experts • Marketing/Recruiting Experts

  4. Institutional Considerations • What do we want to put online? • Where is the market? • Where is our talent? • Where are the willing participants? • Be strategic • Complete Degrees • Large Enrollment Courses • Bottle Neck Courses

  5. Institutional Considerations • How to do it • Go it alone? • Partnerships with others? • Outsource aspects of the process?

  6. “The difficulty lies, not so much in developing new ideas, but in escaping from old ones.”J. M. Kenyes

  7. Institutional Considerations • Don’t Underestimate the importance of change management • This can be extremely “disruptive”

  8. Faculty Considerations • IP issues • Compensation for development and teaching • Who teaches the course? Is it the same as the developer of the course? • Importance of Faculty Development & Support • Importance of Backfill to the department

  9. Faculty Considerations • Workload Issues • In-load or overload? • Opportunities to enhance research • Not tethered to the classroom • Consider alternate work patterns

  10. UT Arlington • AY 2011/2012 • 1332 DE Sections * • 13,290 Students with fully online schedules • 20,755 Students took at least one online course

  11. UT Arlington • www.uta.edu/distance • Complete Degree Programs • Bachelor: • Solo: RN-BSN, BSN • Consortium: CRCJ, University Studies • Master: • Solo: MPA, MSN (Admin), MEd (C&I – Literacy, C&I-Math Ed, C&I-Science Ed, Ed Administration), MSW

  12. UT Arlington Core Courses • 6 Hours of English ENGL 1301, ENGL 1302 • 3 Hours of Literature ENGL 2309, ENGL 2319, ENGL 2329 • 3 Hours of Liberal Arts Elective CRCJ 2334, CTEC 2300, GERM 2313, 2314 SPAN 2313, 2314, FREN 1441, • 6 Hours of US History HIST 1311, HIST 1312 • 6 Hours of Political Science POLS 2311, POLS 2312 Some used for Dual Credit Program • 6 Hours of Mathematics MATH 1302, MATH 1308 • 8 Hours of Lab Science ASTR 1445, ASTR 1446, BIOL 1433, BIOL 1434, GEOL 1425, GEOL 1426 CHEM 1451 • 3 Hours of Social/Cultural Studies ECON 2305, ECON 2306, SOCI 1311 • 3 Hours of Fine Arts ART 1301

  13. UT Arlington • Notable Courses • Intro to Psych (PSYC 1315) • Developmental Psyc (PSYC 3310) • Developmental English and Math • Cell and Molecular Biology (BIOL 1441) • Anatomy and Physiology (BIOL 2457,2458) • Microbiology (BIOL 2460) • Money and Banking (ECON 3303) • Technical Writing (ENGL 2338) • Health Lifestyle (HEED 1340)

  14. Case Study – UT Arlington College of Nursing • Context – State and National Nursing Shortage • 27,000 nurses short in 2010 and predicted to reach 70,600 n 2020 • 8,000 – 12,000 qualified students not admitted • Constraints • Clinical Sites • Budget for expansion • Faculty Shortage

  15. Case Study – UT Arlington College of Nursing • Started with RN-BSN, Later BSN • Innovations • Partnered with a vendor • Partnered with employers of registered nurses • Re-envisioned the curriculum • Prerequisite re-evaluation • Course sequencing reconsideration • Unintended consequence – improvement in F2F program

  16. Case Study – UT Arlington College of Nursing • Innovations • Re-envisioned Instructional Process • Class size • Clinical sites

  17. Case Study – UT Arlington College of Nursing • RN – BSN • 1st Start Date (November 17, 2008): 27 students • 26th Start Date (Jan, 16, 2012): 549 • 38 Month Enrollment Total: 6, 689 • Average graduation time: 16 months • Student, Employer, Faculty Feedback positive • BSN – Allowed us to admit apx. 100 new BSN • NCLEX Pass Rates for F2F and Online the same (94% vs 93.5%) • Additional Benefit: Revenue for the College and University

  18. Questions/Discussion

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