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• W223874816 abstract "As part of its graduate curriculum, Marywood College offers degrees in Instructional Technology and Communication Arts. In 1995, the college investigated the possibility of offering both programs' courses on an online basis. While the college has an established off-campus degree program, graduate course distribution through an online system was a new venture. Numerous questions were raised, and in fact, a few are still under discussion at the time of this writing. Using Marywood as an example, this article describes some of the issues surrounding the establishment of an online curriculum. It may also provide information to other institutions that are considering the launching of a similar venture. * Why Online? A key question in the creation of an online program is why should it be used for distance education? There are other options, ranging from print to CD-ROMs to compressed video. The answer is two-fold. An online system can support, as will be described, a set of rich educational tools. It can also be cost-effective and reach a national and, possibly, an international student body (user base). Like any other information delivery vehicle, though, its selection should be based on a needs analysis. For example, compressed video is the distribution medium of choice for certain educational tasks since it can closely simulate an on-site classroom experience. But, its use is currently limited to institutions with the proper equipment. Transmission and hardware costs can also be high, and compatibility issues between different manufacturers' equipment still abound. In contrast, an online system's transmission and hardware requirements are reduced to a conventional telephone line, a personal computer, a modem and readily available software. These factors, when combined with the ubiquitous nature of the personal computer, can make an online system a cost-effective and widely accessible distance education option. * Establishment Phase Once the decision to launch an online program is made, the next step is the program's placement. Should it be administratively housed in an existing department or in a new department? In Marywood's case, a distance education office, as part of a broader off-campus degree program (OCDP), already exists. Consequently, the decision was made to use the OCDP in consultation with the graduate school as the program's administrative base. The reasons for this decision, which may also hold true for institutions with similar administrative set-ups; are as follows. 1. Unlike most academic departments, our OCDP has an established distance education record, albeit through other media (e.g., print-based). Consequently, since an online system can be viewed as another mechanism to deliver distance education, it may be more efficient and cost-effective to draw on the OCDP's experience rather than designating a new department to handle this operation. 2. The typical academic department does not have the expertise, resources or time to administer an online program in addition to its on-campus program. 3. From a marketing perspective, the OCDP can make all materials, ranging from manuals that may accompany a course to promotional brochures, uniform in appearance. Thus, an institution's identifying look is maintained regardless of the number of participating departments. 4. The OCDP can help ensure that all delivered materials meet the institution's academic standards. 5. The OCDP can serve as an information clearinghouse. New information can be readily exchanged across the campus, and when questions arise, a campus-wide forum can be created. * Academic Issues The development of an online program will raise a number of academic issues. For courses slated for the program, these include: * Is a student's educational experience comparable to that of a traditional student? …" @default.
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• W223874816 title "Establishing an Online Educational Program" @default.
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