E-Learning at West Virginia University

1. E-Learning atWest Virginia University Sue Day-Perroots, Dean of Extended Learning Cindy Hart, Coordinator for Distance Learning John Oughton, ITRC Coordinator

2. Presentation • Identify progressive nature of internal grants to stimulate increased use of instructional technologies • Examine benchmarks of changing campus culture toward e-learning • Provide E-Learning & Distance Ed Overview • ITRC role and support • Planning for the Future

3. What is E-learning Type of education where students work on their own and communicate with faculty and other students via e-mail, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication.

4. E-Learning Technologies • Higher Education Instructional Television (HEITV)The Higher Education Instructional Television (HEITV) is a collaborative program between PBS Adult Learning Service and ten West Virginia state colleges. • Interactive Video Network (IViN)The IViN (Interactive Video Network) network is an interactive video and audio network connecting West Virginia University’s Morgantown campus with other campuses throughout the state. • Web-assisted courseA course in which the Internet is used to supplement course delivery but not as the primary means of instruction. • Web-based course (Online)An online course is conducted entirely through Internet interactions. Students access course materials, assignments, quizzes and tests through a course management software such as Vista. Tools used in a course might include chat, email, discussion board, whiteboards and video/audio media.

5. Outreach • Distance education evolution • 1970 - Public TV courses • 1988 - satellite – SATNET – 3 courses • 1990s – Internet & Creation of Academic Computing Office • 1998 – Interactive Television Network (IViN) • 2000 – WebCT – CMS • 2004 – Spring 47 online courses • 2004-5 – VISTA Host - S • 2005 – Spring 107 online courses; 32 IViN; 3 HEITV

6. Grant – Getting Started • Target - Large Enrollment Courses • Use Instructional Technology to Address Student Learning, Retention, and Course Management • Address Recognized Faculty Need • Excellent institutional case study • Good institutional citizen with ulterior motives – High demand on =high demand off

7. Invited Courses

8. 2000 Distance Education Initiative • First institutional emphasis on totally online courses for external audience • RFP open to all faculty • Required College match of one-third the grant request. • 15% grant funds held until course delivery • 12 awards made for total of $163,457 • $178,457 matching College funds

9. 2000 D.E. Initiative • Courses included • Business English • Mass Communication • British Literature • American Religious History • Special Education • Modern Physics • Corporate Finance • Statistics • E-Commerce • Engineering 101 • Physical Education Teacher Education – program • General Methods – Biology for Teachers

10. 2001 Entrepreneurial Learning Initiatives • A series of courses for online delivery • Require vested involvement from College • Grant provided “seed” money but also required: • equal matching from College • AND half of seed money to be paid back after launch of courses (83% return)

11. 2001 ELI - cont • 7 projects funded for a total of $567,627 – • $284,061 grant & $283,566 matching

12. 2002 Collaborative Online Degree Programs • Expanded emphasis to online/blended degree, degree completion or certificate programs • Expanded to include faculty at Regional Campuses – to facilitate 2+2 programming • Collaboration required (departments, campuses, HSC, programs) • Matching required at 25% of request • Evidence of program sustainability

13. 2002 COP - cont • 4 Programs funded at $114,432 • AAS in Criminal Justice • Shared Library Resource Courses • MA in Athletic Coaching • Grad Emphasis in Rehabilitation Counseling Delivery began Fall 2004

14. Progression • Grants – • Instructional technology enhancement • Asynchronous course • Series of Online courses • Blended/Online Degree, Degree Completion

15. Technology • BANNER – Web for Students • WebCT 3.0 • BANNER, Campus Pipeline, & WebCT 3.8 integration • Web for Faculty – grades & class lists • VISTA – Host site

16. Evolving E-Learning • Instructional Technology Dialog Forum • Engage in meaningful dialog regarding the direction and measures for quality in teaching and learning through the application of instructional technologies

17. Dialog Questions • Define Instructional Technology and e-learning • IT’s impact on learning • What competencies do students need to be successful in e-learning • How can we prepare faculty • Fiscal and resource challenges • How can WVU create a supportive environment for e-learning • In what ways can WVU stimulate innovation

18. IT Dialog • Projects ~ • Faculty survey available electronically & in paper assessing use of technologies • Identification of competencies required for e-learning & development of those competencies into learning objects for inclusion into University 101 • Research on technology enhanced instructional strategies for large enrollment classes – identify faculty mentors

19. Distance Education Growth from 1998-2004 Student Credit Hours increased 307% - From 3,546 to 14,436 From 10% of Off-campus SCH to 45% Number of Courses increased 546% From 41 to 265 With FERPA – increase in Spring 05 to 800+ requests for “course shells” – primary use to post syllabus, handouts and grades. Evidence of Impact

20. Evidence of Impact - Degrees • Complete Degree Programs • Graduate • Special Education • Occupational Therapy • Rehabilitation Counseling • Physical Education/Teacher Education • Athletic Coaching • Integrated Marketing Communication

21. Evidence of Impact - Courses Minors, AoE’s and Packaged Courses Undergraduate Business Child Development Communication Studies English Entrepreneurship

22. Evidence of Impact – On-campus • Psych 101 – paper to online savings • 1,500 on-campus students per term • Weekly quizzes (4 sheets paper X 15 weeks) • Syllabus online (5 pages of paper) • Exam – (10 page X 4 instances) • Total savings 24 cases of paper or estimate $1,638 (plus staff time, laser cartridges, etc.)

23. Evidence of Impact - cont • Computer Science 101 – On campus • 1,400 students • 3 tests @ 8 pages • 3 quizzes @ 1 page • 8 homework assignments @ 1 page • 8 homework feedback @.5 page • Electronic homework submission 8 @ 2 pages • Total 77,000 pages or 15.5 boxes of paper

24. On going Initiatives • E-Learning Task Force proposed all ug programs have at least one online course (similar to designated “writing” course) • Deployment of all syllabi posted online • Minors available online • WVU serve as VISTA host for Regional Campuses and state virtual learning site • D.Ed & ITRC blend E-Learning efforts

25. E-Learning • Summary • Internal grant support • Large enrollment classes • Asynchronous course development • Development of Online sequence of courses • Development of Online program of study, degree or degree completion • Dialog ↔ Research, projects, presentations

26. E-Learning Evolution • Change Criteria • Institutional investment – mission driven with administrative commitment • Incentives needed to stimulate growth • Engage and support faculty in process • Incorporate and support research efforts • Recognize and share successes

27. E-learning • Continuing progress see: • www.e-learn.wvu.edu • Grant RFPs available at the above website under Faculty Services or directly at: • www.elearn.wvu.edu/FacultyServices/resources.htm#grants • http://vistainfo.wvu.edu