StrategicPlanningandSupportofDistanceLearningPrograms

AModeltoCentrallyDevelopandLocallySupport
OnlineandBlendedProgramsatTufts




AReportfromthe
DistanceLearningServiceModelDesignCommittee,2011

PatrickConnell
PaulGiguere
PhilipGay
WendyWilliams
DaraMehta
NicoleSanderson
SusanBrogan
EmmaHeffern

TableofContents:

Introduction............................................................ pg.1
DistanceLearningCoursesDefined.............. pg.2
ReportontheCommitteesResults ............... pg.2
ReportonStakeholdersInput........................ pg.4
DiscussiononaCentralServiceModel........ pg.5
ProposedModel ................................................pg.67
Recommendations ............................................... pg.7
INTRODUCTION

Duringthepast20years,manycollegesanduniversitiesaroundtheworldhaveimplemented
distancelearningcoursesandprogramsinanefforttofulfilltheirmissions,improveteachingand
learningattheirinstitutions,providegreateraccesstoamorediversestudentpopulation,andto
createcapacityforinnovationinteachingandlearning.TuftsUniversityisalreadyamongthese
schools.Tuftsoffersgraduateprogramsthatuseblendedlearningmodalities,makingitfeasiblefor
nontraditionalstudentstoearntheirdegrees 1 .TuftsFriedmanSchoolhassuccessfullylaunched
threeonline,graduatecertificateprogramsthisSeptember 2 .ThePoincareInstituteoffersablended
learningprogramformathematicsteachersworkingintheregion. 3 TuftsSummerSessionpiloted
itsfirstonlinecourseforundergraduatesduringSummerSession2011.Notonlydidthiscourse
receiveexceptionalfeedbackfromTuftsundergraduatestudents,butitalsosawareturnonthe
originalinvestmentduringthefirstyearofoperation 4 .

Despitethesmallandlargesuccesseswehaveexperienced,theUniversityhasyettofullyleverage
theopportunitiesdistancelearningprogramsoffer.Thisisdueinparttothefactthatmostofthe
expertsinthisfieldaredistributedthroughoutTuftsandusuallyexclusivetothosedepartmentsor
projectswhofundthem.Eachoftheprogramsmentionedabovehavetheirownteamofdistance
learning(DL)professionals.Newinitiatives,however,donothaveacentralunittosupporttheir
development,butrelyinsteadontheacquisitionofseedmoneytofundtheirownDLprofessionals.
Withoutsupportandexpertiseinthisfield,facultyanddepartmentsareunabletoimplement
distancelearningcoursesandprogramsontheirown.Thisisnotatechnologyissue.Tuftshas
investedintheappropriatetechnologiesattheenterpriseleveltosupportrobustdistancelearning
initiatives.TheissueisthattheexpertiseneededtodevelopandsupportarigorousDLcourseor
programisusuallyexclusivetotheprogramswhocanfundthesepositionsandnotusuallyavailable
toengageinotherDLeffortsoutsideoftheirschoolordepartment.

Giventhechanginglandscapeofhighereducationtodayandtheeverevolvingroleoftechnologyin
ourteachingandlearningpractice,thetimeisrighttoexploreandarticulateacohesivestrategyfor
distancelearningatTuftsUniversity.Auniversitywidecommitteeofdistancelearningpractitioners
formedinMarch2011todiscussandexploretheideaofacentralservicemodelfordistancelearning
atTufts.

Thiswasthecommitteesguidingquestion:

HowcanTuftsbetterleverageourdistributedexpertiseindistancelearningso
thatnew,highqualitydistancelearningcoursesandprogramscanbe
proposed,developed,andsupportedwithouthugeinvestmentsofresourcesand
withoutdepartmentsorindividualshavingtorecreateand/orduplicate
capacity?

Thispaperisareportonthecommitteesactivities,theresultsofthoseactivities,andadiscussion
abouthowacentralservicemodeltosupportdistancelearningmightfitwithinthecultureand
contextofTufts.

1FletchersGlobalMasterofArtsProgram(GMAP),FriedmansMasterofNutritionScienceandPolicy(MNSP),andtheDental
SchoolsDDEProgram.GMAPrecentlycelebratedits10thanniversary.
2Thecertificateprogramsinclude:NutritionCommunicationforPublicRelationsProfessionals,PositiveDeviance,and

NutritionProgramDesignandDelivery.
3TheGraduateSchoolofArtsandSciencesreceivedamultimilliondollargrantfromtheNationalScienceFoundationto

developablendedonlinecourseforMathematicstargetedtoGrade59teachersinninedistrictsinMassachusetts,New
HampshireandMaine.ThePoincareInstituteisacollaborationwithcurriculumdevelopersfromTERCandthePhysics,
Mathematics,andEducationDepartmentatTufts.
4NUTR101Online,SummerSession2011,sawa53%increaseinenrollmentbasedonaverageenrollmentsfromthepast4

years.

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DistanceLearningCoursesDefined

Distancelearningcoursescantakemanyforms,butforthepurposeofthispaperandwithinthe
contextofTuftsUniversity,weareconsideringthemeitheronlinecoursesorblendedcourses.
Bothformsarealwaysledbyafacultymemberandarenotselfpacedorautomated.Onlinecourses
arethosethatoccurcompletelyonlinewithnoresidencyrequirements.Theycanusesynchronous
orasynchronouscommunicationstrategiestofacilitatelearning.Blendedcoursesarethosethat
combineclassroomtimewithonlineactivitiestobetterintegratelearningthatoccursbothinsideand
outsideoftheclassroom.Forthesakeofdifferentiatingbetweenblendedandwebenhanced
courses,blendedcoursesusuallydorequirelessclasstimesincesomelearningispursuedonline.

TheCurrentDistanceLearningSupportModelatTufts

ManyofthedistancelearningprogramsatTufts,withtheexceptionoftherecentSummerSession
pilot, 5 havetheirownteamofdistancelearning(DL)professionals.Instructionaldesignerswork
withfacultytotransitiontheircoursesandtheirteachingstrategiestotheonlineorblendedmode.
Instructionaltechnologistsimplementandsupportaprogramstechnologyneeds,frommultimedia
developmenttosystemintegrationtotechnicalsupportforstudentsandfaculty.DLadministrators
providehighlevelplanningtointegrateexistingacademicsupportstructuresintoDLprograms,
workwithaccreditingbodies,andensurethehighestqualityinacademicprogramming.

TheseDLprofessionalsaredistributedthroughoutschoolsanddepartmentswithnocentral
oversightorcoordination.Ifanindividualfaculty,program,departmentorschoolwantstoseriously
pursueorexploredistancelearningofferings,andtheydonothavelocalDLcapacity,thentheyreally
havenoplacetogowithinTuftsforthebroadexpertiseandoperationalcapacityrequiredtodevelop
andimplementaprogram.

REPORTONTHECOMMITTEESACTIVITIESANDRESULTS

Thecommitteewascomprisedofthefollowingmembers:

SusanBrogan,CummingsSchool
PatrickConnell,FriedmanSchool
PhilipGay,ArtsandSciences,Dept.ofEducation
PaulGiguere,FriedmanSchool
EmmaHeffern,FletcherSchool
DaraMehta,DentalSchool
NicoleSanderson,FletcherSchool
WendyWilliams,TUSM

TheCommitteemetinApril,2011tobeginadialogueaboutanimprovedservicemodeldesignforDL
asastrategythatmightbenefitourindividualprogramsandtheinstitutionasawhole.This
discussionwaslargelyframedaroundaSWOTanalysis.Wediscussedopportunitiesandbenefits
thatDLcoursesandprogramsprovide.WeidentifiedstrengthsandweaknessesofthecurrentDL
supportmodelatTuftsandweidentifiedopportunitiesthatacentralizedservicemodelmightcreate.
Togainawiderperspective,committeemembersagreeditwouldbeinformativetodiscusssomeof
theseissueswithfaculty,deansandadministratorswithinourrespectiveschools.

ResultsfromtheCommitteesDiscussions

5FriedmanSchooldistancelearningstaffsupportedthedistancelearningaspectsofthecourseincooperationwithSummer
Session.

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WhatopportunitiesandbenefitsdoDLcoursesandprogramsprovide?

BenefitsandOpportunitiesforStudents:
o Flexibleandconvenientoptionsofstudy 6
o Alternativesforcontinuous,uninterruptedstudy(i.e.,summersession,weather,or
ifswineflufearsof2009cametrue.)
o Alternativemodesofinstructionthatsomestudentswouldpreferforsomecourses
BenefitsandOpportunitiesforFaculty:
o Professionaldevelopmentopportunitiesforfaculty(i.e.,opportunitytoworkwith
aninstructionaldesignerwithdesigningtheircourse)
o Potentialforinternationalfaculty,visitingprofessors,researchpartnershipsandco
teachingcoursesacrossinstitutions
o Interdepartmentalcollaboration
BenefitsandOpportunitiesforDepartments,Schools,andtheUniversity:
o ExtendTuftsmissionandreach
o Generaterevenue
o Revenuesharingmodelsdistributerevenuebacktodepartmentsandprograms
forscholarshipsandfuturedevelopment
o Increaseenrollmentinstrugglingprogramsduetoalackofpropinquitytotheareas
fromwhichthestudentscomefrom

WhatthreatsorrisksmightDLcoursesandprogramspresenttotheUniversity?

Physicalcampusesabroad.Therewasdiscussionabouttrendsinthemiddleeastfor
examplewhereAmericanuniversitiesarebuildingphysicalcampusesinpartnershipwith
governmentsabroad.ThecommitteedidnotviewthisasapositivedirectionforDLatTufts.
However,themodelemployedbytheFriedmanSchoolshybridmastersdegreeprogramin
theUnitedArabEmiratesisonethatdoesnotrelyonaphysicalcampuspresenceandmay
beaviablemodelforotherprogramslookingtohaveapresenceabroad.
Poorqualityifnooversightoverdevelopment,implementationandadministration.Other
universitiesstrugglewithteachersuploadingPowerPointfilesandcallingitanonline
course.
Costdifferentialforinternationalstudents
RiskoffreeforallotheruniversitieshaveexperiencedaperiodofDLcourse
developmentthatthenneedstobereignedinforreasonsofqualitycontrol,accreditation,
andstudentsupport.
Misguidedperceptionthatdistanceprogramsareguaranteedrevenuegenerators

WhatarethestrengthsofthecurrentDLmodelatTufts?

Distributed,orlocal,servicesandsupportdedicatedtoaprogram.Facultyinparticular
wouldagreethathavingDLprofessionalswithinthedepartmentorschoolispreferred.
Technologiesbasedonneed.Ifaprogramhaslocalsupportstaff,thentheycanadopt
technologiesasneededtomeettheneedsoffacultyandstudents.
Programadministrationlieswithschoolsanddepartments
DLprogramsandcoursesingeneralencouragefacultytoupdatetheircoursematerials
Transparencyfacultyputthewholecourseonline
PocketsofexpertisearoundDLattheuniversity
Diversetechnologiesandinstructionalmethods

WhataretheweaknessesofthecurrentDLmodelatTufts?

6ResultsfromaSpring2011surveyof87NUTR101studentsshowedthatflexibilityandconvenience(learnonyourown
time)wereperceivedtobethebiggestadvantagestoonlineandblendedcourses.

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Noongoingcapacitytosupport
Nostandardizationorcentralqualityassurance
DLexpertiseisexclusivetoprogramswhofundthesepositions
Staffturnovercanleaveaprogramvulnerable
NocentralunitlookingatlegislationorworrisomeissuesthatwouldaffectDLprograms(i.e.,
stateregulationsorcredithourlegislation)
DuplicationofservicesAddedworkforregistrar,studentservices,Bursarsoffice
Doesnotencourageinnovationinteachingornewprogramimplementationnomoney,no
support

ResultsfromCommitteeMembersDiscussionswithInternalStakeholders

Eachcommitteememberwastaskedwithgoingbacktotheirschoolordepartmentandholdinga
conversationwithatleastonefacultymember,deanorprogramdirectoraboutsomeoftheseissues.
Again,thegoalwastogetabroadperspective,ideallyfromthosenotcurrentlyinvolvedinDL
programs.Severalquestionsweredevelopedtoframethesediscussionsaroundcentralversus
distributedservicemodelsforDLprogramdevelopmentandsupport.Threepredominantthemes
cametothesurfacethroughoutallofthediscussions:

1)Local,ordistributed,supportisidealbutnotpossibleinmostscenarios

Mostpeopleagreed,includingmembersofthecommittee,thatlocalstaffing(thosewhoareapart
ofthedepartmentorschool)isthepreferredwaytodevelopandsupportaDLprogramratherthana
centralunitworkingoutofaparticularcampus.Thegeneralsentimentisthatthelocalsupportstaff
wouldknowthefacultyandstudentsandrelatedservicescouldthenbecomebetterintegratedwith
theschoolsordepartmentsstrategicplanning.However,whenaskediftheirschoolordepartment
wouldbewillingtofundlocalDLprofessionals,mostrespondedwithnoorunlikely.One
respondentsuggestedretrainingexistingstaff.Anotherthoughtwasthataschoolmightbewilling
tofundaposition,butiftherewasacentralsupportmodelorafeefordevelopmentcostcenter,then
itmightmakemoresensefinancially.

2)TherearethreephasesofDLsupportidentifiedasneededatthecentrallevel

I. Phase1:Strategicplanningandconsultationaforwardlookingunitthatknowswhatis
outthereintermsoftechnology,pedagogyandpolicy/regulations.Therewereseveral
commentsaboutthedesireforaunitorpanelofexpertsthatservestheuniversityasaplaceto
getexpertiseonwheretostart,realisticguidanceonbudgets,andmarketinganalysis.Also,
thereweremanycommentsabouttheneedforacentralunittostayuptodateonandshare
knowledgeandbestpracticesinthefield.
II. Phase2:CourseorprogramdevelopmentanddeliveryDuringthedevelopmentphaseofa
distancecourseorprogram,facultyandprogramdirectorsworkverycloselywithan
instructionaldesignerand/orinstructionaltechnologist.Theacademicsupportand
developmentisequallyimportanttothetechnologysupportthatoccursduringtheprogram
developmentphase.Justasadministratorsoftendonotknowwheretobeginwhenthinking
aboutanewDLprogram,facultydonotknowwheretobeginwhendesigninganonlineor
blendedcourse.Itrequiresanewsetofskillsandasignificantchangeinthewaytheyteach.
III. Phase3:MaintenanceandsupportThisisongoingsupport,consultation,andmaintenance
afteraprogramhaslaunched.Respondentsincludedinthisstageinclude:technologysupport,
studentservicessupportforstudentsatadistance(whichissomewhatdifferentthan
traditionalstudentservicesneeds),ongoingtrainingneedsfornewfacultyandTAs,regular
courseimprovementsandmodestredesignefforts,technologyupgrades,andtheideaofa
safetynetaunitwhoisalwaysthereincaseofanemergencyorstaffturnover.

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3)DLprogramsandtheirsupportstructuresshouldbeapartofaschoolsstrategicplanning
andintegratedwithotheracademicprograms.

AllrespondentsagreedthatDLprofessionalsaddcapacitytoadepartmentorschoolandassuch,
theyshouldbeintegratedintoaschoolratherthantreatedseparately,andDLprogramsshouldbea
partofaschoolsstrategicplanning.TheybelievedthatifDLcapacitywereintegratedwiththeir
schools,thentheycouldserveexistingprograms,includingresidentialandcontinuingeducation
coursesandprograms.

DISCUSSIONONACENTRALSERVICEMODELFORDLPROGRAMSATTUFTS

TheUniversityneedstokeepastrategiceyeondistancelearning.Relativelyspeaking,blendedand
onlinecoursesareintheirinfancy.However,DLcoursesandprogramshavebeenwidelyadoptedby
universitiesandareseenasacriticalpartofmanyschoolsstrategicplanning. 7 Theyarealsogaining
abroaderacceptanceandappealwithstudents. 8 Someoneneedstobethinkingstrategicallyabout
howDLcoursesandprogramsmightserveourresidentialstudents.SummerSessionisagood
exampleofhowanonlinecoursecanhelpTuftsstudentscontinuetheirstudyatTuftswhileaway
fromBostonforthesummer.ThereareopportunitieswithDLprograms,buttherearealsorisks.A
centralunitcouldlikelyserveuniversityleaderswhenitcomestoidentifyingtheserisksand
workingatauniversitywideleveltobothensurethatstakeholdersarewellinformedandthatthe
Universityisconsideringtheseopportunitiesandrisksthroughthelensofourinstitutionalmission
andidentity.

ItisclearfromourdiscussionsthatthereisadesiretohaveDLexpertiseembeddedinschoolsand
programssothoseservicescanbecomeintegratedwiththeschoolsactivitiesandapartofthe
strategicplanningprocess.Withthisexpertisecomesthecapacitytoinnovateintheareasof
educationtechnologies,programenhancementandnewprogramdevelopment,offerfaculty
developmentopportunities,andthepotentialtoservequalifiedstudentswhomightnototherwise
attendTufts.Itisequallyclearthatwithoutfundingfromagrantorsomeotherkindofaward,most
schoolsanddepartmentscannothavethislocalDLexpertise,whichisnecessarytogetanew
programofftheground.

Allagreedthatnocentralunitcouldsupportanacademicprogramaswellasthosewhoworkinit.
ThedesireistodeveloplocalstaffingthatcansupportprogramsandschoolsDLinitiativesand
normaloperationswithahighlevelcentralsupportfromTuftsintheareasofstrategicplanning,
consultationandupfrontdevelopment.Phase1and2above(strategicplanninganddevelopment
anddelivery)requiremuchmorecapacityandinvestmentthanPhase3(Ongoingmaintenanceand
support).

HowcanTuftsprovideabridgesothatprogramscanmovefromconceptiontopostdevelopment
withoutneedingtofundtheexpertisethatcouldbemadeavailabletothemfromacentrallevel?The
followingmodelproposesanincubationperiodduringwhichtimeprogramshavecentralsupport
intheformofstrategicconsultinganddevelopmentcapacity.Eventually,whenprogramsreach
sustainability,theycanchoosetohirelocalDLexpertstohelpwithprogrammaintenance,
administrationandongoingsupport,dependingontheirneeds.Theideahereistoreapthebenefits
ofhavinglocalDLexpertise,butnotuntilafterthecostlyphasesofnewprogramdevelopment.Once
aprogramisimplemented,thereismoreclarityonprogrammaticneedsandthereislesscapacity
neededtoprovideongoingmaintenance.

ProposedModel:CentrallyDevelopandLocallySupportOnlineandBlendedPrograms

763%ofreportinginstitutionsfromaSLOANCreportononlinelearningidentifiedonlinelearningasacriticalpartoftheir
longtermstrategicplanning
8Nearly1in3highereducationstudentsnowtakeatleastoneonlinecourseaccordingtothe2010SLOANCReportClass

Differences:OnlineEducationintheUnitedStates

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Thegraphicbelowisavisualrepresentationoftheproposedmodelfollowedbyamoredetailed
description.

ACentrallySupportedIncubationPeriodforPhase1and2

Phase1:StrategicPlanningandConsultation:AcentralunitatTuftsshouldexisttoservethe
universitywithstrategicplanningandconsultationonDLinitiatives.Thiscouldinclude:
Strategicguidancearoundacademicandadministrativesupportfordistancestudents
Budgetandcontractrecommendations
Marketanalysis
CentralmarketingofDLprograms
Grantandproposalwriting
SettingofhighstandardsfornewDLprogramsandindividualcourses
ExpertiseonDLtechnologyandpedagogy
Accreditationplanning(incooperationwiththeProvostsOffice)
AgroupthatstayscurrentonexternalopportunitiesandriskstoDLprograms(i.e.,stateand
federalregulations,accreditation,grantandcollaborationopportunities).
Programevaluation

Programsandschoolswantingtoexploredistancelearningcouldviewthisgroupasthegoto
centralservicefortheirDLquestionsandneeds.Tuftsdeansandexecutivescanrelyonthisgroup
toremaincurrentinthefieldandtomakesensiblerecommendationsfornewDLinitiativesthatare
compatibleandinlinewiththeoverallstrategicvisionforDLatTufts.ExistingDLprogramsthat
alreadyhavelocalDLexpertisecanusethiscentralunitasneeded(i.e.,stopgapduringstaffturn
overtimes),butcanrelyonthemtostaycurrentonexternalthreatstoDLprogramming.

Phase2:DevelopmentandDelivery:Forthoseschoolswishingtomoveaprogramforward,but
whocannotaffordtohirelocalDLexperts,acentralunitshouldbeavailabletothemtomanagethe
coursedevelopmentprocess.Thiscouldinclude:
Instructionaldesign

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 Facultytrainingandsupport
Multimediaproduction
Technologyrecommendationsandimplementation
Qualityassurance
Planningforscale

Onceacourseorprogrammovesintodevelopment,adepartmentorschoolmightchoosetousethe
centralgrouporhirelocalDLprofessionalsdependingontheirbudgetandneeds.Whenusinga
centralgroup,existingmodelsforrevenuesharingand/orcostingoutservices(e.g.costcenter)that
havebeenusedsuccessfullyinsomeschoolsmightbeuseful. 9 Also,acentralDLprofessionalwhois
notnecessarilyworkingelsewhere,butspendingtimeeachweekintheschool,willbetterbeableto
leveragetheirexpertisesotheycanbecomeintegratedintheschoolifthatisdesired.Thisway,the
DLprofessionalcanalsoworkcloselywithfacultyandprogramdirectortoguidepolicyfortheDL
programandbeaconduitforknowledgefromthecentralunittothelocalschool.

ADistributedSupportModelforPhase3

Phase3:OngoingMaintenance:ChoosetostaycentralorgolocalAfterdevelopment,theidealis
tohavelocalDLexpertisesothatthiscapacitycanbecomeintegratedwithintheschoolandbe
includedasapartofstrategicplanning.Thecentralunitcouldeithercontinuetosupportaprogram
orrecommendappropriatestaffinglevelsandneeds.Acentralunitcouldalsotrainexistingstaff
whenappropriate.IfaprogramdecidedtohiretheirownDLstaff,thenthecentralunitwould
alwaysbeavailableasasafetynetandresourceforpoliciesandpotentialriskstoDLprograms.This
isthebestofbothworldsaprogramcanworkwithacentralunitandbenefitfromtheircollective
expertise,butintheendhirethelocalresourcestheyneedtosustaintheprogramandintegrate
serviceswithintheschool.Ifitmademoresensetostickwiththecentralunitforongoing
maintenanceandsupport,thenacentralunitcouldhavethiscapacity.

SUMMARY&RECOMMENDATIONS

Thisreportaddressesstrategicandoperationalissues.Strategicallyspeaking,aforwardlookingunit
whoseexpertiseisindistancelearningcouldservetheUniversityinmanyways,including
identifyingrisks,seekingopportunities,anddrivingnewinitiatives.Operationallyspeaking,acentral
unitcouldprovideservicestodepartments,schools,andtofacultythatwouldenablethemtogetDL
initiativesofftheground.Thecommitteeandthoseweinterviewedalmostunanimouslyagreedthat
adistributedsupportmodelistheideal,butacknowledgedthatthisisnotalwayspossibleduringa
programsconceptionanddevelopmentphase.Theproposedmodelcreatesacentralsupport
structureatallphasesofaDLprogram.Italsoallowsforoptionsandflexibilitybasedonboth
programmaticneedsandthedesiresofaschooltointegrateDLservicesintotheirstrategicplanning.

Recommendationsmovingforward:

ExpandtheSummerSessionOnlinepilotsoTuftsfacultyandstudentscanweighinontheir
experiencesinonlinecoursesandwecanbegintoevaluatetheeffectivenessofDLcoursesat
Tufts
WorkwiththeEPCtoreevaluatetheAS&Epolicythatdisallowstransfercreditsforan
onlinecourse 10
BlendedLearningInitiativetogetmorefacultyinvolvedinDLinamoremeaningfulway

9SummersessionandtheFriedmanSchoolsOfficeofAcademicInitiativesarecurrentlyworkingonacostfordevelopment
modelthatwouldbeusedtoexpandtheSummerSessionOnlinepilot.
10AS&ETransferCreditPoliciesNoonline,correspondence,ordistancelearningcourseswillbetransferredforTufts

credit

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 TuftsDistanceLearningConsortium(TDLC)beginsmeetingwithdeans/programdirectors
tobeginadialogueaboutDLcoursesandprograms,servicesneeded,barriersto
implementationandpossiblesolutions
AUniversitywidecommitteeoffacultyanddeanscomestogethertoarticulateastrategyfor
DLatTufts
Explorebuilding capacity through the existing collaborative of Tufts/BU/Brandeis/BC