by Rekha Kalle, Regional Officer and Educational Adviser, USEFI, Mumbai, India
The ECA funded PAL program, organized by College Board, comprised of an excellent on-line self-directed orientation, post-arrival orientation and seminar/workshops, individual project phase, and lastly the debriefing, PAL/Alumni meeting and PAL/REAC summit at the annual NAFSA conference in Seattle. My guiding force right through the program was Debbie Hefferon who served as the Consultant to the College Board.
The individual PAL project phase comprised of meetings at Distance Education and Training Council (DETC) - a national accrediting agency, North Central Association–The Higher Learning Commission (NCA-HLC) a regional accrediting agency and the Office of Post-Secondary Education, U.S. Department of Education. In addition, visits to universities offering distance education such as University of Maryland University College, Penn State University, Illinois Institute of Technology, DePaul University and Cardean University gave me a sense of the wide range and diversity offered in these respective schools. In addition, I visited Blackboard Inc. whose e-learning software solutions are being used by over 2000 institutions in 35 countries and Smarthinking.Com, a provider of academic support services via online teaching. The only regret that I have is not being able to meet Dr. Michael Moore, the guru of distance education who was traveling around the time I visited Penn State University.
The debriefing component of the program during the NAFSA conference week was very informal. The PAL group met over lunch. Each of us was asked to share highlights of our visits. For me, the visit to Penn State University was an exhilarating experience. The PAL/Alumni meet and PAL/REAC summit were convened to review the first three years of the PAL program; recommend guidelines for future programs through feedback from alumni and the current PAL group and discuss effective ways to integrate PAL alumni into the EducationUSA professional network.
What’s unique about the PAL program is the opportunity it gives senior advisers to pursue individual research on a topic of interest and build upon existing skills to enhance our growth as leaders in the profession of advising. My chosen topic was “Bridging Distances through Distance Learning programs offered overseas by U.S. institutions.” While I am not to be considered an expert on the topic of “Distance Education” this practical exposure has equipped me with a certain level of expertise to help students and advisers understand the intricacies of distance education. One of the things that I did when I got back to work was to refer to the distance education guides by Bear’s and Peterson’s just to see the measure of influence this program on my understanding of the subject and I must acknowledge that its impact has been tremendous.
Learning outcomes below are based on feedback and insights provided by officials who I’m extremely grateful to.
PAL topic: Bridging Distances through Distance Learning programs offered overseas by U.S. institutions
Those who question the quality and the effectiveness of distance education vis-à-vis face-to-face education or believe that it is a watered down version of the traditional classroom education need to look closely at U.S. universities imparting quality programs to dispel this notion. Good and bad programs in distance education co-exist even in the “brick and mortar” education. Of the five institutions I visited, four (University of Maryland University College, Penn State University, Illinois Institute of Technology and DePaul University) could be considered “quality” programs. Each school had its own strengths and seemed unique and successful within their own environment but of these, Penn State and University of Maryland University College scored undoubtedly as outstanding schools in the field of distance education. With the mushrooming of for-profit providers of distance education, virtual universities and “online trainer schools” becoming more and more visible, one needs to cautiously sieve through the numerous choices available. Perhaps a follow-up PAL program would be required to understand the impact and relevance of online degrees and courses offered by these schools especially in the context of its value internationally.
Guidelines to determine quality in a distance education program:
Accreditation of distance education programs:
Consider regionally accredited schools offering distance education in the best
interests of students as not all degrees offered by Distance Education and Training
Council (DETC) approved schools are accepted by regionally accredited universities.
The general sore point being that DETC’s accreditation process is not
as rigorous as that of the regional accrediting agencies. Its accreditation
is perceived to be a stepping-stone towards regional accreditation. The discord
between DETC and North Central Association – the Higher Learning Commission
(NCA-HLC) was evident right through the conversations I had with the respective
Executive Directors, Dr. Lambert and Dr. Crow. The upcoming “Reauthorization
of the Higher Education Act” next year hopefully, may help in resolving
these differences to enhance student mobility across institutions. The statement
of commitment by the Regional Accrediting Commissions for the evaluation of
electronically offered degree and certificate programs and best practices are
found on NCA’s website: www.hlcommission.org. Students and advisers should
look up the CHEA website www.chea.org for the list of regionally and nationally
accredited schools.
Institutional commitment:
Review the vision, mission, goals and objectives of the school under consideration.
Look into the program’s history and track record in the field of distance
education. School offering distance education should be accountable to their
program and student outcomes.
Strong student support systems:
Check whether the U.S. institution offering distance education programs provide
an effective 24/7 web-based student support system with online help desk services
available round the clock. A school committed to offering excellence in its
delivery systems would invest in a sound framework of academic and administrative
support. Students require access to electronic research materials, online articles,
library resources etc. The website should offer a live demo of one of their
courses with an online orientation to new incoming students.
Trained faculty:
Teaching adults is a unique technique. Faculty can make or break a course in
distance education. The importance of an effective delivery system created to
best motivate and meet the needs of the students, in terms of both, content
and preferred learning styles is critical to the success of online learning.
Humanizing the course with emphasis on the learner and not the delivery system
is an important characteristic of teaching styles in distance education. Therefore,
programs need to be delivered by faculty trained and certified in the use of
technology.
No compromise in quality:
The level of achievement expected of students of distance education vis-à-vis
traditional face-to-face programs should be the same. Ideally, a quality distance
education program will mirror traditional degree programs offered by the same
school in that students meet the same curriculum requirements though courses
design specific to online delivery. Quality programs do not compromise on their
admission requirements and standards of selection in a distance education program.
Course content, texts, assignments and class participation would be comparable
with period evaluation of classes.
Transparency:
Websites of distance education programs should provide information on the admissions
requirements, course details, FAQs and specifying hardware and software requirements.
Some provide a demo of an online course while some post Consumer Information
Disclosures. In addition, students should seek feedback from enrolled students
by asking the following questions:
• Is the classroom environment conducive to student learning?
• What is the quality of interaction between the student and faculty (course
instructor)?
• What is the level of student achievement?
• What is the level of consumer satisfaction?
• Is the technology user-friendly?
Class Size:
Choose a small class size of around 20 students to enhance interaction e.g.
University of Phoenix has a class size of 50 students as compared to 20 students
at Penn State.
Financial aid or scholarship opportunities for international students:
All four schools that I visited had no scholarships
to offer international students. Corporate sponsorships are common since most
students are working professionals. The cost of education for international
students would cover tuition and fees only, thus reducing the cost considerably
e.g.
• The Master’s degree programs offered in India by Illinois Institute
of Technology cost $10,000 for a two-year program
• At Penn State, all students pay only the in-state tuition as opposed
to paying the out-of-state tuition at other state schools.
• UMUC suggested that partnerships with a quality institution overseas
could subsidize the cost of education for international students.
• The cost of education at DETC-approved schools is much lower (as low
as $6000 for an entire program).
Basic technical specifications and equipment
required:
Distance education in the U.S. has come a long way from correspondence, home
study/independent programs to radio and television broadcasts, interactive teleconferencing/video
conferencing to computer and web-based, online learning.
The use of computers is an integral part of many distance education programs these days. Each school will specify their minimum technology and course-specific software requirements but in general a student would need a high speed computer running a compatible Web browser, email account, high speed internet connection, a sound card with speakers or headphones, CD-Rom drive, regularly updated virus protection software, a high resolution monitor, and printer. Once admitted and registered, students get an access account for using online resources, such as Internet newsgroups, mailings lists, and programming languages.
Who opts for Distance Education in the
U.S?
Mainly adults from the age group of 24 - 50 years and above, enroll in online
courses or distance education programs to develop or upgrade skills and knowledge
for better employment purposes or seek college credit courses. Some take non-credit
courses while some intend to complete their degree. In other cases, dynamics
of certain professions or working environments prohibit the person from accessing
traditional programs, which is when distance education helps bridge the gap.
International students, besides reviewing their own reasons for considering
distance education from the U.S. should also consider their level of preparedness
based on the characteristics listed below and think deeply about the relevance
and value of the credential and program in their country. In short, distance
education is not meant for everyone.
Important characteristics of students in distance education:
Students need to acquire a certain level of
technological fluency for active participation in an asynchronous learning environment
through computer-based class discussion, study groups, online database searches,
course evaluations and other online activities.
• Online learning requires the student to possess strong English reading
and writing skills. Students need to write extensively because nearly all communication
is written. They need to also read extensively, analyze and apply theories,
concepts and frameworks within their own disciplines.
• Students should be comfortable in the use of technology and be ready
to learn competencies in the use of commonly used software programs.
• Self-disciplined work habits, effective time-management and good study
skills and the ability to work both alone and collaboratively are important.
• Students need to adhere to assignment deadlines and exam schedules.
• Staying motivated and committed throughout the program is an integral
part of achieving success.
• Students are expected to be active participants online. They are encouraged
to log in frequently to check on fresh updates in their online classroom.
• Students should be honest and maintain academic integrity
Some causes for dissatisfaction in distance
education:
• Inability to work independently
• Lack of confidence
• Inability to handle technology
• Poor quality of delivery methods
• Unrealistic expectations from students
• Misperception that distance education courses are easier than face-to-face
education
• No face-to-face interaction
Examination and security:
Academic dishonesty is a major concern in distance education and a complex issue
to handle in an online learning environment. Proponents of distance education
would like to believe that there are ways of detecting inconsistencies by trained
and experienced faculty who are generally familiar with their student’s
abilities and learning/writing styles. Varied methods are employed to maintain
checks and tighten security, but gauging whether the student giving the exam
is the same person who took the course or whether the person taking the courses
is a bonafide student can be a challenge in distance education. Plagiarism prevention
and detection software such as Turnitin are used. Proctored exams continue to
be conducted at approved locations of U.S. schools. A lot has been written on
how to overcome or minimize this problem. Students basically need to adhere
to a code of conduct to uphold the integrity of the program just as they would
for traditional face-to-face education.
Concluding thoughts :
Can Distance Education prove to be effective
for international students?
Students should be advised to consider the merits of this degree in their country.
Would this program make a difference to their professional growth? Does it meet
their objectives?
Supporters of distance education in the U.S. would like to believe that when teaching styles, curriculum and technologies are tailored to suit specific instructional tasks and learning styles of students, then student-to-student interaction, student-faculty interaction and feedback is enhanced, all of which contribute to the efficiency of the program.
Given a choice, I would imagine students to choose the traditional form of education. It’s hard to imagine that distance education would ever replace the “brick and mortar” classroom but for international students who aspire to study in the U.S. but can’t travel for whatever reasons, distance education, especially those offered by quality institutions in the U.S. could serve as an effective option.
Other NAFSA activities:
OSEAS leadership meeting:
I attended the last OSEAS leadership meeting as regional representative after
having served in this capacity since 2001. At the meeting, the U.S. based OSEAS
coordinator and the coordinator based outside the U.S. reported on the NAFSA
restructuring process and its implications for OSEAS. OSEAS is now a part of
the Knowledge Community called Recruitment, Advising and Preparations (RAP).
The NAFSA website has a new component called the “Expertise Profile: Get
In It” for the purpose of identifying potential leaders or committee or
team members within NAFSA members based on certain skills and strengths. This
year OSEAS was able to garner travel funds for 19 overseas advisers of which
14 were first-timers.
Recruitment, Advising and Preparations (RAP)
related meetings:
After rotating off as the OSEAS regional representative for South Asia I am
now serving on the Knowledge Community: RAP Professional Development Training
Subcommittee. At the subcommittee meeting, we discussed training needs for the
different knowledge communities and brainstormed on future workshops. My suggestion
of redesigning the workshop on “F-1 visa for beginners” to suit
a mixed audience which would involve OSEAS for the first time was well taken.
As a pilot project, the subcommittee has recommended the inclusion of the session
in the regional NAFSA conference for the USBT group.
FCS breakfast meet with REACs and educational
advisers:
The general concern revolved around the erosion of the student market in terms
of its mobility caused by confluences like visa denials and misperception of
the U.S being unwelcoming to international students. Citing a good example of
the close working relationship between the FCS and EducationUSA advisers in
Mexico, Phil Ives urged all agencies of the U.S. Department to support each
other and work closely towards the same goal of promoting U.S. higher education
rather than creating barriers on the lines of “this is my turf and this
is yours.”
The ECA update:
ECA’s Branch Chief, Phil Ives conveyed the possibility of receiving a
substantial increase in its FY06 budget for outreach purposes. Considering the
decline in F-1 visa from the year 2001, he conveyed the need to conduct more
outreach to non-conventional locations and sites where American Corners are
located. He cited USEFI’s example of outreach programs conducted in collaboration
with the Consulate. ECA proposes to evaluate EducationUSA centers on the basis
of the number of international students in the U.S. it served. He urged EducationUSA
advisers to consider participation in other conferences such as the NAGAP, OACAC,
AACRAO. USBT/PAL alumni can avail of funds for specific projects as and when
announced by ECA
Study Illinois luncheon meet: I was introduced to the office bearers of the Study Illinois group, a very energetic group who are very committed to hosting EducationUSA advisers on their campuses. They are also interested in hosting the film crew as and when the undergraduate video film project takes off.
Other sessions and activities attended:
• India’s policies for promoting International Education: Inviting
Global Community
• Influencing international student mobility: Regional Educational Advising
Trends
• Shaping up a changing world: Higher education in Sri Lanka and Pakistan
• OSEAS Country Fair
Acknowledgements:
I am ever grateful to USEFI for nominating me and acknowledging my professional achievements; ECA for funding the PAL program and my participation in the NAFSA conference which I optimized upon as a fertile ground for networking; College Board and Debbie Hefferon for organizing and tailoring the program to my preferences. I also cherished the unforgettable opportunity of viewing the award-winning play “Big River: The adventures of Huckleberry Finn” at the Ford’s Theatre. My heartfelt thanks go to Amy Lezberg for being such a wonderful mentor and REAC Kathleen Alam for her continued encouragement and support.
Websites of organizations visited during the PAL program:
Distance Education and Training Council
North Central Association - The Higher Learning Commission (NCA-HLC)
Office of Postsecondary Education, U.S. Department of Education
University of Maryland University College (UMUC)
Penn State University, University Park Campus :American Center for the Study of Distance Education (ACSDE) and World Campus
DePaul University: School of Computer Science, Telecommunications and Information Systems (CTI), and School for New Learning (SNL), Center for Distance Education
Illinois Institute of Technology (IIT)
Cardean University: (DETC approved)
Other suggested websites:
www.uwex.edu/disted/home.html
http://www.deresource.org
www.uidaho.edu/evo/distglan.html
www.educationindex.com/distance
www.ajde.com
www.ed.psu.edu/acsde/readings/read.html
www.sloan-c.org
Suggested References:
Distance Education: A Systems View by Michael Moore and Greg Kearsley
Contemporary Issues in Distance Education by Michael Moore
The Distance Learner’s guide by George P. Connick, Editor published by
Prentice Hall.
Distance Education, A consumer’s guide: What Distance Learners Need to
Know published by WICHE