Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic

2022 ◽  
pp. 105256292110672
Author(s):  
Raj Echambadi ◽  
Arshad Saiyed ◽  
Norma I. Scagnoli ◽  
Madhu Viswanathan
Keyword(s):  
Online Learning ◽  
Graduate Program ◽  
Disruptive Innovation ◽  
Educational Strategies ◽  
Retrospective Case ◽  
Early Implementation ◽  
Business Program ◽  
Learning Programs ◽  
Changing Roles ◽  
And Performance

How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.

Creating an Early Model of Teaching at The New School

2018 ◽  
pp. 1713-1742
Author(s):  
Carol Kahan Kennedy ◽  
Tina Yagjian
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Early Model ◽  
New School ◽  
Learning Programs ◽  
Urban Educators ◽  
Integrate Technology ◽  
Learning With Technology

In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.

Creating an Early Model of Teaching at The New School

2015 ◽  
pp. 15-43
Author(s):  
Carol Kahan Kennedy ◽  
Tina Yagjian
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Early Model ◽  
New School ◽  
Learning Programs ◽  
Urban Educators ◽  
Integrate Technology ◽  
Learning With Technology

In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

scholarly journals Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

2016 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Lung-Yu Li ◽  
Long-Yuan Lee
Keyword(s):  
Online Learning ◽  
Computer Literacy ◽  
Online Courses ◽  
The Body ◽  
Education Management ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Significant Difference ◽  
Learning Programs ◽  
Managerial Implications

<p>The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.</p>

Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hung Jen Kuo ◽  
Jina Chun ◽  
Gloria Lee ◽  
Sarah Curtiss
Keyword(s):  
Online Learning ◽  
Community Involvement ◽  
Independent Living ◽  
Design Methodology ◽  
Autistic Children ◽  
Content Type ◽  
Synchronous Mode ◽  
Learning Programs ◽  
The Usa ◽  
Living Skills

PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.

scholarly journals EXPERIMENTING PARTICIPATIVE E-LEARNING IN NON-FORMAL ADULT EDUCATION: THE ESCALADE PROJECT

2016 ◽  
Vol 4 ◽  
pp. 144
Author(s):  
Luis Ochoa Siguencia ◽  
Gilberto Marzano ◽  
Renata Ochoa-Daderska
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Educational Needs ◽  
European Countries ◽  
Research Approach ◽  
Educational Strategies ◽  
Learning Programs ◽  
E Learning ◽  
Funded Project

This paper presents the research approach designed for  EScAlADE, an EU funded project that sees the participation of five European countries and focuses on adult participative e-learning. EScAlADE aims at investigating about the educational needs of adults (range: 50-65 years) involved in e-learning programs. This paper reports on the projects methodology and on the necessity of educational strategies able to provide adult trainees with the skills required by the labor market.

scholarly journals Pedati Model Online Learning in University

2021 ◽  
Vol 5 (4) ◽  
pp. 663
Author(s):  
I Gede Astawan ◽  
I Wayan Widiana ◽  
Muh Arafik
Keyword(s):  
Online Learning ◽  
Evaluation Model ◽  
Product Evaluation ◽  
Learning Activities ◽  
Research Model ◽  
Research Subjects ◽  
Input Process ◽  
The World ◽  
Learning Programs ◽  
Model Context

Since the COVID-19 pandemic hit the world, various changes have occurred in the world of education. Teachers are required to be able to develop online learning so that learning activities can run smoothly. The purpose of this study was to analyze the effectiveness of online learning in universities. The research subjects were lecturers totalling 22 people. The research object includes the effectiveness of online learning programs in terms of context, input, process, and product. The approach used in this study is evaluative. The research model design used is the CIPP evaluation model (Context, Input, Process and Product Evaluation Model). The data were analyzed descriptively by calculating the percentage. Next, the data were analyzed by the T-Score formula. The level of effectiveness of online learning was analyzed through the quadrant of the "Glickman" model. The results of data analysis showed that online learning in PGSD, in terms of context, descriptively classified as very good, with an effectiveness percentage of 18.18%. Online learning at PGSD Undiksha in terms of input, descriptively is very good, with an effectiveness percentage of 0%. In terms of process, online learning at PGSD Undiksha is descriptively classified as very good, with an effectiveness percentage of -9.09%. In terms of products, online learning at PGSD Undiksha descriptively is classified as very good, with an effectiveness percentage of 18.18%. It can be concluded that the online learning that has been held is excellent and effective.

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

2016 ◽  
Vol 45 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Florence Martin ◽  
Abdou Ndoye ◽  
Patricia Wilkins
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Descriptive Data ◽  
Quality Matters ◽  
Frequency Of Use ◽  
And Performance ◽  
Enhance Student Learning

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and performance and analyzed to identify patterns and trends on how students interact with online course components based on the Quality Matters standards. Major findings of this article provide a framework and guidance for instructors on how data might be collected and analyzed to improve online learning effectiveness.

scholarly journals A snapshot of online learners: e-Readiness, e-Satisfaction and expectations

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Hale Ilgaz ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Qualitative Data ◽  
Learning Experience ◽  
Online Learners ◽  
Satisfaction Scale ◽  
Online Programs ◽  
Program Administrators ◽  
Learning Programs ◽  
E Learning

The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators.

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