university of california extension online: from concept … · university of california extension...

JALN Volume 2, Issue 2 - September 1998

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University of California Extension Online:From Concept to RealityMary Beth Almeda, DirectorCenter for Media and Independent LearningUniversity of California Extension2000 Center Street, Suite 400Berkeley, CA 94704Phone (510) 642-7343FAX (510) 643-9271E-mail: [email protected]

ABSTRACTUniversity of California Extension’s online program is distinguished among online programs by itsbroad curriculum and its offering of certificate programs and course sequences designed for adultstudents seeking professional and academic study. The courses are designed for a national audienceand are currently being offered largely via America Online; an Internet site was launched in March1998. The courses feature "asynchronicity" of instruction, allowing students and instructors flexibilityin their choices of when and where to participate, and interactivity through various program featuresthat will be described. In this model, the instructor role has become that of tutor-facilitator rather thanlecturer, which has implications for course design and for instructor selection and training.

This paper describes UC Extension’s online program features as well as issues related to marketing,instructional design, and support services. It includes a discussion of training issues unique to onlinecourses, early evaluation data, and student and instructor responses to the program.

KEYWORDSAsynchronous learning networks, Computer-mediated instruction, Continuing education, Distanceeducation, Virtual University

I. INTRODUCTION

Lifelong learning and distance education have their roots in the history of the development of highereducation in the United States [1]. University extension programs began in the late 1800s as a meansof extending universities to the general populace, and distance learning was an early deliverymechanism for reaching this audience.

A century later, lifelong learning has become an imperative in today’s society. A 1995 study ofworking adults in 48 states by the Social and Economic Sciences Research Center at Washington StateUniversity found that 81% of those surveyed think that getting additional education is important forthem to be successful [2]. Seventy-two percent think that, given the realities of the lives of workingadults, distance education methods offer an important means of meeting their needs for continuingeducation [2]. Many adults already hold college degrees and need highly focused, specializedinstruction that enhances their work skills and knowledge.

University of California Extension has over a century of experience designing and offering relevant,high-quality continuing education both in classroom and independent learning formats. Its experience


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in creating certificate programs--post-baccalaureate training that responds to adults’ needs for highlyfocused, current knowledge that is applicable on the job--is extensive. Developing an online programhas been a logical step in fulfilling our goals of reaching students where they are and using technologyin program delivery.

Through its statewide Center for Media and Independent Learning (CMIL), University of CaliforniaExtension launched its online course program on America Online (AOL) on January 22, 1996. Withfunding from the Alfred P. Sloan Foundation, CMIL developed a nine-course online CertificateProgram in Hazardous Materials Management. CMIL then tested student interest in sixteen additionalcourses in a variety of other subject areas.

The Sloan Foundation awarded a second grant in June 1996 for the development of another 100courses over the next two years. This grant is being implemented by UC Berkeley Extension incollaboration with CMIL. Berkeley Extension and CMIL have further committed to develop anadditional 50 courses at the end of the grant period, so that 175 courses will be offered online by late1999.

This collaboration blends UC Berkeley Extension’s extensive curriculum design and programdevelopment resources with CMIL’s experience and expertise in distance education. UC BerkeleyExtension offers more than 30 professional certificate programs and 3,000 courses each year, loggingmore than 70,000 registrations [3]. The Center for Media and Independent Learning, a statewideprogram of University of California Extension, has offered independent learning, or correspondence,courses--increasingly with electronic options such as email and fax delivery--for more than 80 years[4]. CMIL has extensive distance education course development and publishing expertise, as well asthe infrastructure for supporting distance students and instructors.

Currently 59 courses have been developed in subjects ranging from Critical Thinking to SystemsAnalysis and Design to Environmental Issues. Among these courses are two professional certificateprograms: the Certificate Program in Computer Information Systems as well as the previously-developed Hazardous Materials Management Certificate Program. Four to six new courses are slatedto open monthly. To date, more than 1,400 students have enrolled.

II. PROVIDING MORE OPTIONS TO STUDENTS

From the early stages of the development of the online program, students have praised the flexibilityof studying online and have asked for more courses in this format. One student commented on "...theability to get a recognized education in my main field of interest, without having to travel to an actualcollege." Others select online courses because of family obligations, job pressures or travel, physicallimitations, or lack of local educational institutions.

Because of our positive experiences in the early stages of developing an online program, we set outto rapidly expand the program so that we could offer a large and broadly diversified curriculum. It wasour sense that it is important to build a critical mass of courses for a broad national adult studentpopulation, in order to have a significant presence in this rapidly developing field. In addition, sucha broad-scale project serves as a "testbed" to learn how the process of course development, design ofmeaningful learning activities, selection of appropriate software tools, and instructor training mightvary among courses.

It was also our goal to move online course development into the mainstream of program development


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at UC Berkeley Extension, so that when curriculum specialists design a curriculum, they consideronline program delivery as well as more traditional formats such as classroom instruction. The projecthas provided an opportunity for CMIL and UC Berkeley Extension to cooperate programmatically incombining program resources to offer new curricula, and to make additional delivery options availableto students. Now, students often can choose to take a course in any of three formats: classroom,independent learning, or online. This makes a reality Frank Mayadas’ prediction that "...a multiplicityof approaches is likely to co-exist in the future [5]."

We have learned a great deal in the project already, and expect to learn much more as we build theprogram. For example, we expect to use new developments in technology to create innovative waysof teaching. We also are conducting market research and developing new marketing strategies topromote online curricula and courses, and to reach prospective online students. Throughout thedevelopment process, evaluation is a key activity. In fact, we are continuously conducting formativeevaluations of the program and refining and changing our processes in response to what we learn.

III. CURRICULUM SELECTION

In our strategy to diversify our course offerings and build critical mass in the program, we are selectingprograms that have already been successful in the classroom. We also wish to provide courses in abroad range of subject areas--reflective of the scope of our traditional classroom and independentlearning programs. Thus, a variety of certificate programs and shorter curricula have been identified,as well as a number of general education courses of interest to degree seekers.

Currently 59 courses are offered, including two professional certificate programs: ComputerInformation Systems and Hazardous Materials Management. Among those now offered or scheduledto open in the next few months are the first courses in a variety of curricula in such fields astelecommunications engineering, project management, education, creative writing, and businesswriting. Additional course sequences will be added as we build the program over the next two years.

Also key to a program’s selection is the identification of experienced instructors who are interested inusing technology in their courses. In our early feedback from instructors, they have indicated severalreasons for participating in the project: interest in students, interest in their subject, and affiliation withthe University of California. They also see participation as an opportunity for professionaldevelopment for themselves: "Just being on the forefront of change has a lot of appeal."

IV. WHAT IS AN ONLINE COURSE?

The primary objectives of UC’s online format are communication, interaction, and access to resources.Our online courses require individual study and one-on-one interaction with the course instructor andonline contact with other students. They may also require online group activities. In addition tosubmitting course assignments to the instructor, the student participates in class discussions and otheronline activities designed especially for the course. The student is required to demonstrate mastery ofthe course material through original work on course assignments and projects and, in most courses,by sitting for a proctored final examination.

A. Course FeaturesThrough the opening screens in our online program area, we are attempting to build a sense of


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community among all online students. Our goal is to provide a dynamic opening screen that engagesstudents and prospective students in our program in a general way, providing information, interestingactivities, and resources. These objectives are accomplished through various online program features[6].

Course message board: A non-real-time message board devoted to course discussion and groupactivities. This provides an opportunity for the student to discuss course materials, share information,and collaborate with other students and the instructor.

Electronic mail: The student submits assignments and sends questions via email to the instructor whoworks individually with each student throughout the course. The student can also "converse"individually with other students in the course and conduct research or collaborate on group projectswith others as part of course activities.

Online resources: A variety of course-specific materials (text and software) may be posted online forstudent use. Links to relevant web sites are also incorporated into these materials, and the students usethe Internet to conduct research for assignments, projects, and research papers.

Chat rooms: Real-time chat rooms are available for scheduled instructor office hours, classdiscussions, student collaborative work, and special events.

Course materials: These include an online syllabus with links to related study resources; lecture notes,which may be online or printed; textbooks; and supplementary materials such as videotapes, software,or other learning aids. Course materials that are not posted online are shipped to the student when heor she enrolls.

B. The Course ProcessStudents begin by reading the introduction and course overview in the course syllabus which givesthem the "blueprint" for the course. They then begin their studies with the first unit, reading theinstructor’s commentary, texts, supplementary readings, and exploring internet resources. They submithomework assignments to the instructor for evaluation and feedback; they engage in discussions onthe message board; they may conduct research and develop projects and papers, often concurrent withother coursework and produced by the end of the course; and in most courses take a proctored finalexamination at the end of their study. During the course the instructor may offer office hours for real-time discussions with a student or a group of students.

The instructional process is designed to be both highly interactive and personal. Since studentscommunicate one on one with their instructors, instructors to some extent serve as their tutors, a muchmore intimate process than is often experienced in classroom instruction. Additionally, studentsinteract with one another and with the instructor in the message boards. Here instructors haveopportunities to provide information, facilitate students' collaborative work, and identify resources forstudy. Adult students also bring a rich variety of experiences to a course. Thus, the role of theinstructor in online courses is that of a tutor-facilitator, rather than one of lecturer.

These course elements allow students to study when and where they choose and also allow instructorsto engage in the instructional process at their convenience. Thus, the online program provides"education on demand" via asynchronous instruction--giving students flexibility that allows them tofit coursework among other demands on their time.


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V. SELECTING A SERVICE PROVIDER

A. Selecting America OnlineAt the outset of our project, we selected America Online (AOL) as the service provider for UCExtension Online. Because of the rapidity of technological change, we opted to focus our attentionsinitially on the curricular and program support components of an online program. This required thatwe find an appropriate existing delivery system to provide connectivity for our students andinstructors.

AOL was a strong candidate for a number of reasons. Their interface is intuitive and easy to use. Thesystem runs on all major hardware platforms and is available nationwide (and beyond). They providetechnical support to users via an 800 number. Users have Internet access, and we can also providecourse-specific software and services. We also have found that AOL subscribers are demographicallysimilar to Extension students in their educational levels, income, and age.

Because AOL is market-driven, they are incorporating new technologies such as streaming audio,Java, and streaming video as the installed user base acquires equipment sophisticated enough to accessthem.

Linking with AOL also gives us access to their subscribers, now 12 million--an important way for usto leverage our modest marketing dollars in reaching a national audience. Those subscribers interestedin education and learning are directed to the UC Extension Online program area (keyword: ucaol)through the "Research and Learn" channel, one of 21 channels on one of AOL’s main screens. Thus,those AOL users interested in education have a straightforward way to reach our program site that isnot so easily managed on the open Internet.

While AOL has had periods of technical difficulties (as do all ISPs from time to time), they appearto have had a negligible impact on our students and instructors. When surveyed, 83% of studentsreported that the technology was very easy or easy to use; only 10% found the technology difficult touse, and none reported it very difficult. We might conclude that those who found the system difficultmay have been reacting to delays in accessing AOL, although it may also relate to students’ familiaritywith technology.

B. Launching an Internet SiteWith our program infrastructure and basic processes in place, in March 1998 we built our own Internetprogram site [7] with essentially the same online features as the America Online program site. The siteserves as a delivery mechanism primarily for courses designed for Internet-proficient audiences, forexample, engineering and computer sciences. We also envision the site being particularly appropriatefor delivering regional programming such as curricula and courses designed for State of Californialicensure or credentialing requirements; four courses for teachers will be offered in the latter half of1998. Additionally, the option of delivering courses directly on the Internet opens internationalmarkets that currently have limited connection to AOL.

VI. MARKETING THE ONLINE PROGRAM

A. Defining What an Online Course IsPerhaps the biggest challenge for all of us involved in developing online programs is providing to


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prospective students a clear understanding of the nature, features, and content of our online programs.Because online courses and curricula are relatively new on the scene, and there is considerable varietyin the format, length, breadth, and quality of programs offered, it is especially important to adequatelyexplain what a UC Extension Online course is.

Our goals in our marketing and informational materials are twofold: to build an understanding of thedelivery mode--the course structure and the richness of the study experience--and to allay concernsabout using technology. In order to meet these goals, we have employed a variety of approaches: wedeveloped an eight-minute videotape that explains the features of our program and its benefits; ourredesigned AOL site and our new Internet site feature a "Take a Tour" option that allows prospectivestudents to sample the various course elements; and we provide extensive information about eachcourse in our online course catalog. This includes the usual print catalog course description, a moredetailed and extensive course outline, and information about the instructor. Additionally, weperiodically hold live online chats with instructors or CMIL staff to discuss particular course contentas well as program features.

B. Who is Our Audience?UC Extension’s audience is largely college-educated working adults who are seeking professionaldevelopment, career change, or personal enrichment. Online students tend to be people who cannotattend regularly scheduled classes because of work or travel schedules, family commitments, or apreference to study at times and places of their own choosing. As we gather more information, it willbe interesting to compare our traditional audiences with the online audience to determine whatdifferences emerge.

More than 1,400 students have enrolled since the program’s launch in January 1996. Currently, abouttwo-thirds of the students enrolled in UC Extension Online are from California, with the remainingstudents from 46 states, the District of Columbia, Guam, and other countries such as Russia, Mexico,Japan, and Canada. The number of students in a course can range from one or two, to more than fifty.

Early in the project, we cross-checked 400 online enrollments against CMIL’s independent learningstudent database. Of students enrolled, 106 previously were independent learning students, or about25%. Thus, early indications are that we are reaching largely a new audience in the online program.We also want to ascertain how many online students have been Extension classroom students in thepast; however, these comparisons may not reflect students moving from one learning approach toanother. Rather, it may be that students are taking more courses as a result of having additional studyoptions available to them. These options may meet their need for particular content (at a particulartime) or their need for flexible study at a given point in their lives and careers.


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Figure 1. University of California Online Enrollment Distribution

VII. INSTRUCTIONAL DESIGN

A. Curriculum DesignEach certificate program has been designed in consultation with an advisory board comprising thevarious stakeholders in that particular subject area. For example, when we developed the nationalCertificate Program in Hazardous Materials Management, we convened an advisory board ofrepresentatives from industry, the military, and regulatory agencies, University of California facultyin related subject areas, and University Extension curriculum specialists who had designed similarcurricula for local offering. We engaged them in discussions about how the curriculum should beadapted for national delivery and discussed related issues such as prospective audiences and ways toreach them.

The curricula and the individual courses that comprise them are reviewed by the University ofCalifornia, Berkeley. Courses and instructors must be approved by both the appropriate academicdepartment and the Academic Senate Committee on Courses. Because online courses are a newformat, the Committee on Courses has requested--and we have provided--extensive backgroundinformation on research about the efficacy of distance education and the particulars of our program.Each online course submitted for approval must specify in detail how various online features are usedin that particular course; in addition, the Committee wishes to review our evaluation of the courses,student learning, and other factors on an ongoing basis. Additionally, curricula are also reviewed--firstby University Extension’s Academic Policy Committee and then by the relevant campus academicdepartment.

B. Course Design and Development1. Team ApproachWe use a team approach in course design and development because over the years we have found thisto be a particularly effective way to design and develop courses for distance delivery. This approachis supported by Michael Moore: "There is...a direct relationship between the quality of the [distance


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education] program and the quality of the design process...Distance education can only be designedand delivered with the highest quality by teams of specialists" [8]. Team members include thecurriculum developer, the course author, an instructional designer, a course editor, and a technical staffperson. The team approach becomes even more critical when technological delivery is added into themix: not only do technical staff get involved in course development at an early stage, it is also essentialthat course authors understand how the online features can be used effectively in the learning activitiesof the courses.

This latter point is particularly critical and has important pedagogical implications: in our experience,if a course author is willing to use technology but has little experience doing so, he or she can haveconsiderable difficulty developing meaningful learning activities using online course features. Aninstructional designer well-versed in the capabilities of the online features can provide valuableassistance to the course author in designing an online course that takes optimum advantage of thevarious online program elements.

2. Course RedesignBased on early feedback from students and instructors, and from our own observations and goals forthe project, we have already redesigned our courses to more thoroughly integrate online activities inthe course structure. Similar experiences have also been reported by other ALN programs: we foundlimited group interactions taking place in the absence of requiring such interaction as a part of thestudents’ course grades. Thus, we are incorporating discussion activities directly into the course designand making such activity part of the course grade. In the redesigned courses, students now access anonline syllabus which describes in relatively telegraphic fashion the various steps they need to taketo complete each course segment. Lecture notes now are separated from the syllabus and are linkedin from the software library for the course.

3. Asynchronous and Cohort ModelsWhile we continue to offer the majority of courses in a fully asynchronous format, some curriculumspecialists and instructors have wanted to offer courses in a cohort model, where students must enrollby a particular date and complete within a specified, short time frame. In order to test the efficacy ofthe model, we are developing a few courses in this format. At the outset, there are certain advantagesto this arrangement. It allows us to have a more substantial number of students engaged in the coursein a given time period which can allow more synchronized group activities and give us a larger"critical mass" to engage in discussion. There may also be benefits in pacing students, such asimproved completion rates. Instructors are not required to make an open-ended teaching commitmentin this format.

Asynchronous courses require more students to be enrolled in order to sustain robust groupinteractions since the students can be at different points in the course at the same time. This modelrequires different sorts of group exercises, ones that do not require the students to be at the same placein the course at the same time. Moore and Kearsley note that learner-learner interactions are arelatively new element in distance education [9], and so we must think in new ways about the courseinteractions we wish students to engage in. These group interactions can take the form of informaldiscussions, topical or other structured discussions, building projects or papers online, peer editing,brainstorming, and case study analysis, for example. Of course, some of these same activities canoccur in cohort courses as well, but in addition, in cohort courses small groups can form at thebeginning of the course and continue as a team throughout. Asynchronous courses can alsoincorporate small group work, but the groups have to be formed for each separate exercise, as studentsreach that point in the course. The key is using creativity and variety in structuring meaningful groupactivities.


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There are also drawbacks to the cohort model. Because of the up-front course development necessaryfor program delivery, it may be difficult to recoup the investment in a course that is offered only at afew scheduled times and draws fewer students than is possible with ongoing, asynchronous delivery.Instructor retention may prove to be problematic, given the periodic nature of the course. This couldresult in the need to identify replacement instructors on a more frequent basis which, in ourexperience, also often leads to course revision as the replacement instructor modifies the course tomatch his or her preferences; such modification has associated costs.

Another question to which an answer is not clear is how, or if, the cohort model will affect enrollmentin the course: will more students be compelled to enroll because of the deadline, or will restrictionson registration hinder enrollment over time? Our experience to date indicates that effective marketingapproaches for the two formats differ considerably.

It is also possible that interest in the cohort model is in some instances an attempt to mimic theclassroom in online courses rather than take advantage of the unique features of asynchronous onlineinstruction; this may be the case when instructors are not conversant with technology and do not fullyunderstand online course features and capabilities. So that the use of the cohort model is indeed tiedto pedagogically sound objectives, we engage the course authors in discussions with the instructionaldesigners at the very early stages of course development. As with television courses before them,online programs will suffer to the extent that classroom instruction is simply "ported" to the onlineenvironment. It is critical to take advantage of the technology and develop new and differentinteractions and learning activities.

4. What’s Possible Versus What’s PracticalSelection of the format of course elements is driven by our goal of making courses widely accessiblenationally and serving our students well. A critical element is providing instruction in formats thatstudents can access with the equipment they have available. Thus, we currently provide video materialon videotapes rather than via streaming video online due to bandwidth considerations. Given the rapidevolution of technology, however, we constantly reevaluate these decisions and will change the modeof delivery of particular course elements as appropriate.

VIII. TECHNOLOGICAL SUPPORT

A. AOL Interface DesignThe design of an engaging and informative online program area is key to the success of UC ExtensionOnline. To this end, we have redesigned our AOL program area to be more dynamic and interestingto browsers, and to be more functional and intuitive to students. In addition to making our screensappealing graphically, we have designed a variety of screen elements whose content will changefrequently. Our Internet site has similar functionality.

1. Features Accessible to the PublicThe program’s main screen (See Figure 2) is accessible to anyone who browses AOL (keyword:ucaol).


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Figure 2. The Program’s Main Screen.

Course Catalog. The world icon next to this selection on the main screen revolves, to catch thebrowser’s eye. The online catalog features extensive information about each course--the typical coursedescription found in our print promotions, a more detailed course outline, and information about theinstructor--much more than we could provide in a print catalog due to the mailing and printing costs.

Take a Tour. As mentioned previously, one challenge is illustrating for prospective students what thefeatures of our online courses are and how the courses work. The "Take a Tour" feature allowsbrowsers to gain a fuller understanding of UC Extension’s online courses [6].

UC Gazette. Designed to be an online newspaper or magazine, the "UC Gazette" features articlesabout courses and instructors; other interesting information about the program, Extension, and theUniversity; and student work. In a special area called "Features," we post special announcements,surveys, and other noteworthy information. Our goal is to change publicly accessible contentsufficiently often so that browsers will want to return to the site regularly.

What’s New. Here we highlight new courses, upcoming live chats, and other noteworthy Extensionand University events.

Public Library. This is a resource area available to all browsers which includes materials and Internetsites selected for various courses. Prospective students who browse a particular article or Internetreference are reminded of the course or courses to which those materials are pertinent.

Orientation. This is an area of general information about our program, including FAQs and programpolicies. Prospective students can also query staff directly from this area with questions.

Registration. Students can enroll directly from this site. They complete an online enrollment form,providing their credit card information via AOL’s secure system, and receive confirmation from ouroffice within 24 hours.

2. Features for Enrolled StudentsClassrooms. One of our goals is to have a project that is scalable. By developing a common structurefor courses, we can more quickly and efficiently develop courses, and students know what to expectin each course in our program.


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Upon enrollment, students are given access to their classroom. Each course has an opening screen (seeFigure 3); immediately under the course name is dynamic text that can be changed as needed.

Figure 3. Opening Screen for a Course.

The course syllabus is posted online, linking to materials in the "Resources" area. Resources includethe course lecture notes and can also include materials and software specifically provided for thecourse, as well as relevant Web links. The Message Board is the site of most class discussion, in anasynchronous format. The Chat button allows for instructor office hours as well as providing theopportunity for students to interact in real time among themselves for small group projects. Studentscan also send email to their instructor directly from this screen.

B. Internet Site DesignWhile visually somewhat different, the same course features are found on our new Internet site. Theinterface design is crisper and bolder than AOL’s design to ensure that the page loads quickly; our goalof an easy-to-use interface remained paramount in the design of the new site.

1. Main ScreenAll the areas on the opening screen (see Figure 4) are accessible by anyone logging onto our site,with the exception of the password-protected classrooms. Students are able to enroll directly via asecure online enrollment form.

Figure 4. Opening Screen for the Internet Site.


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2. Internet ClassroomAgain, the Internet classroom has many of the same features as the AOL classroom, with messageboard, email, and chat features in the top navigation bar and resources linked into the course syllabuswhich appears on the left side of the screen. On this site, however, we structure the course contentsomewhat differently, incorporating the class notes into the body of the course unit rather than linkingto it and dividing the notes into manageable chunks for ease of reading online. Other course resourcessuch as Internet resources and other class materials are linked at appropriate point

IX. INSTRUCTOR TRAINING AND SUPPORT

Critical to the success of our program is identifying and developing effective online instructors. Wetherefore have employed a variety of techniques to provide support and guidance to instructors as theyprepare to teach online.

Figure 5. Instructor Introduction Page

A. Orientation SessionsWe have conducted a number of group orientation sessions for University Extension curriculumspecialists and instructors. While group sessions are useful in providing general information anddemonstrations, it is our experience that individual instructors have widely varying needs based ontheir experience with technology and their personal learning styles. Thus, we also have providedextensive individual training as needed.

B. Hands-on TrainingWe also have provided technical training in both group and individual formats. Again, individualattention appears to be needed to assist instructors in becoming conversant with the program featuresand processes. Because there is no uniformity among instructors with regard to equipment andsoftware, a variety of unique technical problems can occur. Often questions arise as instructors beginto actually teach online; for example, receiving and sending files has been troublesome for someinstructors and students while others have no difficulties.


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C. Message BoardOn our AOL site, we provide an online asynchronous message board for instructors so they can shareinformation and discuss common problems. We also provide information and suggestions. This is alsoa way for us to model discussion activities for new instructors, so they can see the possibilities forgroup interaction in their courses.

D. Instructor CompensationInstructors are paid to develop the course and to develop message board threads and design messageboard activities. Instructors are then paid separately for teaching the course. They receive a set feewhen each student begins his or her studies in recognition of the additional workload required forinformal email interaction and participation in the message boards. Then they are paid for theevaluation of assignments and examinations, as the work is done.

X. SUPPORT SERVICES

A. StudentsStudents studying at a distance need access to knowledgeable staff who can answer a variety ofquestions, some related to the course they’re taking and others related to broader administrative oracademic issues. Often in a classroom setting, the instructor supplies much of this support; however,at a distance, instructors are more focused on course content rather than administrative details. It istherefore important that program staff provide information, respond to questions, and provide thepersonalization needed to ensure that students feel a part of an academic process.

Providing information and assisting students in course selection is the beginning point of our contactwith prospective students. It is critical that correct information be given in a timely, helpful manner.In order to respond efficiently to students’ questions online, we have developed template responsesto frequently-asked questions which we can call up and tailor to the individual inquiry. This allowsus to respond to online questions within 24 hours of receipt. Staff are engaged with studentsthroughout their studies: they respond to questions and resolve problems, monitor the frequency andnature of instructor feedback, schedule proctored final examinations, and help with technicalquestions.

In order to provide effective support services to online students, we have expanded and adapted ourexisting independent learning support infrastructure. Customer services staff now respond to ouronline students in addition to our more than 3,000 independent learning students. Twelve staffmembers provide information, advising, registration, fulfillment, records management, and coursesupport services. In addition, it is critical that all departmental units, from course design to technicalservices to customer service, communicate in order to ensure that we provide the best possible serviceto students. As seasoned distance education administrators have noted, "The complexity of most[distance education] operations requires effective, ongoing communication among the various sectionsof the department if student needs are to be met," [10].

B. InstructorsInstructors also require support as they work with students at a distance. They copy our office on emailresponses to students so that we can track course activity and resolve problems. We work withinstructors to arrange substitutes when they plan to be unavailable (for vacations, illnesses, and thelike) and to notify students of any special situations that arise. If they have technical problems orquestions, we respond. Our overarching goal is to aid instructors in providing a meaningful learning


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experience to our students.

XI. EVALUATION

Our formative evaluation has already resulted in changes in our course design and constantly informsour program’s development (for example, the AOL screen redesign). Comprehensive surveys of ourstudents and instructors are ongoing, and we continue to assess our course design, processes, andsystems for improvement.

A. Student Evaluations and FeedbackWe have also queried students about a variety of factors as the program has evolved. Early evaluationdata follows and is based on two surveys; one of 60 responses to 142 surveys distributed in 1996 and1997 (Survey 1), and the second a survey of 76 students who had completed significant courseworkand to which 31 students responded, completed in Summer 1997 (Survey 2). The survey used in thelatter evaluation [11] currently is being distributed to students who have enrolled since that time, andthe results will be discussed at the ALN conference this November.

1. Motivation factors.In both surveys, course content was the primary motivating factor in students’ selection of courses. Theuse of technology, program format, and the University of California’s reputation appear to besignificant secondary factors in decision-making while recommendations from colleagues orsupervisors do not appear to be relevant.

Survey 1(allowed only one top

choice)

Survey 2(allowed more thanone choice as most

important)

Course Content 48% 55%

Program Format 17% 34%

UC Reputation 7% 38%

Uses Technology 21% 29%

Recommended 3% 14%

Table 1. Comparison of Motivation Factors

2. Experience with computers.When we began the project, the proportion of students describing themselves as novices was 18%, ascompared to only 5% in 1997. Those students who consider themselves somewhat experienced withcomputers has grown, to 50% as compared with 36% in the early stages of the project. The "veryexperienced" category has stayed the same, 45%. This may very well reflect the general trend ofincreased computer use, so that our students are gaining more experience with computers over time.


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Survey 1 Survey 2

Novice 18% 5%

Some Experience 36% 50%

Expert 45% 45%

Table 2. Comparison of Experience with Computers

3. Preferred communication method.Students overwhelmingly prefer communicating electronically. Telephone is the next most preferredmethod; however, it is a distant second, followed by fax and mail communication.

Survey 1 Survey 2

Telephone 10% 19%

Fax 6% 13%

Electronic Mail 77% 77%

Mail 7% 10%

Table 3. Comparison of Preferred Communication Method

4. Student feedback.Students find the asynchronous online course format exciting and note that it accommodates their busyschedules and their need for flexible study options. In Survey 2, almost two-thirds (63%) reported thatthey felt the use of technology enhanced the course, while 33% felt technology had no effect on thecourse. Only one student (3%) felt technology detracted from the course.

Early surveys indicated that students preferred more intense online interaction than they experiencedin our early course model. We have addressed that concern in the redesigned course structure whichmore thoroughly integrates online activities throughout the course. We found limited groupinteractions taking place in the absence of requiring such interaction as a part of the students’ coursegrades; similar experiences have also been reported by other online programs.

Other factors may relate to the low group interaction observed in the early stages of the project. Fromour instructor evaluation (see B. Instructors Feedback below), it is clear that, despite our extensiveefforts to train them in using technology, some instructors’ lack of familiarity and proficiency with theonline medium may be impeding robust online interactions. We expect improvement with the redesignof the original courses and implementation of the new design model for new courses, and asinstructors gain online experience; however, instructors’ lack of technical skill (and possiblyinexperience with distance learning generally) may have been a contributing factor to the lack of groupinteraction in the early stages of this project.

It is also possible that there simply will be limits on how much time both students and instructors canmake available to participate in group activities, particularly any activities not specifically requiredand graded.

Since our students and instructors are typically working adults, they have many demands on their timeand may have constraints on the level of activity in which they are willing to engage.


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Students have indicated that they are meeting life goals like degree completion, professionaldevelopment, or career change. They are very satisfied with the program: 90% of students reportedthat they would take another class and would recommend the program to others.

When we asked students about their preference of course formats, the responses predictably indicateda preference for online study. However, the responses to the remaining choices were unusually evenlydistributed, and when we remove online courses from the selection, the remaining choices are notablyevenly preferred. This finding bears out the hypothesis that students choose various study formats astheir circumstances require; thus, students who are predisposed to lifelong learning will availthemselves of various formats at different points in their lives and careers.

Highest preferences Preferences excludingonline option

Online courses 28%

Live interactive video conferences 12% 17%

Videotaped non-live courses 10% 19%

Independent learning courses 16% 17%

Classroom courses, > 2 weeks 15% 21%

Short courses, < 2 weeks 19% 26%

Table 4. Student Learning Preferences

B. Instructor FeedbackWhen asked what their expectations are for the online experience, instructors have indicated that theyexpect to see enhanced interaction in the courses and faster turnaround time in these interactions. Theyalso find the student-student and group interaction capabilities to be an important program feature, andfeel that the variety and extent of online resources that can be made available will enrich their courses.Their motivations for participating in the program are an interest in their subject, an interest instudents, and an interest in technology. Instructors see participation in online course development asan opportunity for professional development themselves. Subsequent interviews have underscoredthese early expectations and provided more information based on experience with online instruction.

When we queried instructors about the workload of teaching online courses, the majority rated theworkload for teaching online courses to be heavier than for classroom courses. Yet we receivedvariable feedback on this point: some instructors indicated that the work was neither easier nor hard,but simply different and initially more challenging. Others felt that the workload is both more and less;while some aspects are much faster due to word processing features, other aspects are more laborintensive. Most reported that the learning curve for effectively participating as an online instructor issignificant.

It is clear from the instructor feedback we have received that ongoing instructor development, usingall mechanisms available to us, is paramount. It appears that the major constraints to instructors beingeffective and more extensively exploiting online resources are lack of time to explore and lack offamiliarity with how best to incorporate the resources with course objectives. It is important to notethat this early feedback came from instructors who worked with the first iteration of our course design;


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our current course design has addressed the issue of more effective incorporation of online resources.We can address the latter issue of lack of familiarity as we work with instructors in the course designand revision processes and as we help them gain online experience; however, addressing the firstpoint—that of the time it takes to scale the “learning curve”—is beyond our control. Clearlyinstructors have self-selected to participate in the project on the basis of their interest in learning aboutusing technology in instruction and for reasons of professional development; however, as they actuallyexperience the reality of the time commitment that requires, some instructors may opt out ofparticipation. Our challenge is to capitalize on instructors’ interest in learning to use technology andsupport them while they expend the effort necessary to become proficient in online teaching.

Despite the inevitable technical challenges, and with the support of the UC Extension Online staff,instructors who participated in the interviews are overwhelmingly in favor of online instruction, andenthusiastic about being part of this initiative.

XII. CHALLENGES

A. Helping Students Get Started and Stay MotivatedOne of the challenges identified in the early stages of the online project is that of aiding students inbeginning their studies and motivating them to complete the courses. This has implications for coursedesign and technical interface design, that is, ensuring that course materials are clear and the coursestructure is easy to navigate. Additionally, it has implications for instructional techniques as well asstudent support services.

In June 1997, we reviewed the records of 514 students whose enrollments were active. We found nosignificant difference between the status of online and independent learning students: in each group,almost half were in progress and the other half had not yet begun (“nonstarts”). We then examinedhow long the nonstarts had been enrolled, in order to better interpret the nonstart data. We found thatonline nonstarts were split almost half and half between those enrolled for more than six months andthose enrolled for less than six months. Traditional independent learning nonstarts, on the other hand,showed about one-third enrolled for more than six months and two-thirds enrolled for a shorter time.It therefore appears that independent learning students engage more quickly in their courses; thus,additional factors may be affecting online students’ willingness or ability to engage in study—an arearequiring further research.

OnlineStudents

% of TotalOnline

Students

IndependentLearningStudents

% of Total ILStudents

Totals % ofTotal

In Progress 122 51.0% 145 52.7% 267 51.9%

Nonstarts:

> 6 months 64 26.8% 48 17.5% 112 21.8%

< 6 months 53 22.2% 82 29.8% 135 26.3%

Total nonstarts 117 49.0% 130 47.3% 247 48.1%

TOTALS 239 275 514

Table 5. Comparison of Online and Independent Learning Students


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To learn more about the reasons for their noncompletion, we conducted a telephone survey of a smallrandom sample (n=12) of students in online and independent learning courses whose enrollmentsterminated. All twelve students reported professional and personal reasons for not completing theircoursework; in addition, one reported technical problems and two cited problems with their courses. Thisis consistent with earlier information gathered regarding why students were not engaging promptly incoursework. In our earlier survey, we asked for feedback regarding why students had not yet begun, wherethat was the case, and most frequently got responses that indicated difficulties in fitting coursework intotheir schedules. One student said, "You know, life gets in the way sometimes." The tendency to postponework on assignments and other forms of online participation also has been reported by other onlineprograms [12].

Notably, nine of the twelve students surveyed indicated interest in taking another course and willingnessto recommend the courses to friends, further corroborating the idea that they do not consider their inabilityto complete their coursework to be related to the courses themselves. This group categorized themselvesas "somewhat proficient" with computers; there are fewer power users in this group, perhaps indicatinga lower level of computer skill. In other factors related to computer use, such as amount of time loggedon, this group responds similarly to the students actively engaged in their studies. One interestingdifference emerges: while these students show interest in a variety of course formats, as did students inour more extensive survey, the online students show a clear preference for studying online. Furtherresearch is needed to see if these preliminary findings persist.

This data has implications for strategies we might employ to aid students in beginning their studies. Wehave instituted periodic communication with students to build a sense of community and provide studytips and other encouragements. We continue to examine and refine our course materials and processes toensure that obstacles to student progress are removed. We are adding an academic specialist to overseecourse instruction, monitoring students’ progress and coaching instructors in optimal use of onlineinstructional techniques. Effective August 1, 1998, we are reducing the enrollment period for onlinecourses to six months rather than twelve. Our expectation is that the shorter enrollment period willencourage online students to pace themselves more carefully.

Other factors that may relate to student progress are student learning styles, the active nature of the onlinelearning process, and student goals. Picciano cites maturity and academic preparedness as desirableattributes of online students [13].

B. Finding and Keeping InstructorsCritical to the success of the program is identifying, training, coaching, and supporting instructors whorespond effectively to the online environment. In addition to course content expertise, instructors need tobe willing to learn to use appropriate technology, explore online resources, engage in an ongoinginstructional program, and work with students individually as well as in group activities. In some instances,instructors who are excellent in the classroom do not make the transition to online instruction well; anyof the elements noted above may pose difficulties. Effective instructor selection is critical, becauseconsiderable time is invested in both the online course development process and in assisting the instructorto develop the requisite technological skills.

Because the program is online, however, we are not limited to recruiting instructors from the immediateregion. We can search worldwide for instructors with the appropriate background and experience toparticipate in the program.


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C. Effective MarketingPlanning and conducting an effective national (and eventually international) marketing campaign of a newprogram requires considerable staff and financial resources. While linking with the largest commercialonline service provider, AOL, gives the program visibility nationally, it is only one part of an effectivepromotional effort. Program marketing efforts to date have included press releases, direct mail, andadvertisements in magazines and newspapers as well as electronic marketing: a Web site, onlineadvertising, links to search engines and newsgroups, and AOL promotion.

The most successful promotional efforts thus far have been AOL promotion and coverage in the UCBerkeley Extension print catalog. Our news releases also receive good exposure in print, radio, and eventelevision.

Direct mail promotion has only been successful if mailed to a very targeted market. In our case, the mailinglists that brought in the best results were of those individuals who had already inquired about the onlineprogram. Print ads appear to be successful only if in a very targeted publication, such as a distance learningguide.

Our focus for the immediate future is to maintain our visibility on AOL, and to begin to advertise on theInternet as well. We are also increasing our visibility in all of our print catalogs. We plan to establish anelectronic mailing list, to keep our current and potential students actively informed of events, upcomingnew courses, and other information.

D. Developing Models of Cost EffectivenessOur goal is to sustain the online program, including revising and maintaining existing courses, developingnew courses, and funding program marketing and support from the income generated by the programenrollment fees. This will require streamlining processes and effecting economies of scale as the programgrows.

We currently are budgeting $20,000 per course. However, the per-course development cost is extremelyvariable depending upon the scope of the course; the amount of instructional design, writing, and editingrequired; the technological features incorporated; the abilities of the instructor in writing appropriatecourse notes, identifying Web resources, and developing other course features such as message boardthreads; and the extent of coordination of team members.

XIII. CONCLUSIONS

We join our ALN colleagues in charting new territories with online program development. UC ExtensionOnline’s goal is to reach 5,000 enrollments by the end of the millennium in at least 175 courses and todevelop a self-sustaining program that provides high quality learning experiences for our students. Weexpect to learn much from both our successes and our mistakes along the way. This paper is an attemptto share with the wider ALN community some of the early observations and experiences we have had. Welook forward to learning from others and to sharing additional information as our program evolves.

ACKNOWLEDGMENTS

UC Extension’s online project has been substantially supported by the Alfred P. Sloan Foundation. Weextend special thanks to Dr. Frank Mayadas for his support and encouragement.


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REFERENCES

1. Watkins, B. L., The Road to University Extension, in Watkins, B. L. and Wright, S. J., eds., The Foundationsof American Distance Education: A Century of Collegiate Correspondence Study, Dubuque, Iowa,Kendall/Hunt Publishing Co., 2, 1991.

2. Christenson, J., Dillman, D., Salant, P. And Warner, P., What the Public Wants from Higher Education:Workforce Implications from a 1995 National Survey, Social and Economic Sciences Research Center,Washington State University, Pullman, Washington, Technical Report #95-52.

3. UC Berkeley Extension Home Page, http://www.unex.berkeley.edu:4243/4. UC Extension, Center for Media and Independent Learning Home Page,

http://www-cmil.unex.berkeley.edu/5. Mayadas, F., Asynchronous Learning Networks: A Sloan Foundation Perspective, Journal of Asynchronous

Learning Networks, 1, 11, 1997.6. Take a Tour, http://www-cmil.unex.berkeley.edu/online/tat/7. UC Extension Online Home Page, http://learn.berkeley.edu/8. Moore, M., Quality in Distance Education: Four Cases, The American Journal of Distance Education, 11, 6,

1997.9. Moore, M. G., and Kearsley, G., Distance Education: A Systems View, Wadsworth Publishing Co., 131,

1996.10. Malan, R. F., Rigby, D. S., and Glines, L. J., Support Services for the Independent Study Student, in Watkins,

B. L. and Wright, S. J., eds., The Foundations of American Distance Education: A Century of CollegiateCorrespondence Study, Dubuque, Iowa, Kendall/Hunt Publishing Co., 168, 1991.

11. Online Student Survey, http://www-cmil.unex.berkeley.edu/survey.html12. Hiltz, S. R., The Virtual Classroom: Learning Without Limits via Computer Networks, Norwood, NJ: Ablex

Publishing Corp., 171, 1994.13. Picciano, A. G., Developing an Asynchronous Course Model at a Large, Urban University, Journal of

Asynchronous Learning Networks, 2, 11, 1998.

ABOUT THE AUTHOR

Mary Beth Almeda is Director of University of California Extension’s Center for Media and IndependentLearning in Berkeley. She has twenty years of experience in the field of distance education. Ms. Almedahasbeen a leader in UC Extension’s movement into the online arena. She has had a major role in shaping theonline program and overseeing its development since its inception. In addition to the online program, shesets strategic directions, develops new program directions, and manages the design, production,implementation, and marketing of some 200 independent learning courses and the acquisition, sales, andrental of more than3,000 media titles.

A graduate of Duke University where she received her Bachelors’ and Masters’ degrees, Ms. Almeda wasPresident of the American Association for Collegiate Independent Study in 1996 and also has heldleadership positions in UCEA’s Division of Independent Study which honored her with its highestindividual award, the Gayle B. Childs Award, in 1993.

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