Linda Scharp

Aime, thanks for sharing how a school can balance overall policies and allow instructors to maintain academic integrity.

Hi, Steve, I concede your point about lean and mean creating fewer "problems," but I wonder if limiting delivery of multimedia is really giving the students the most robust learning experience? Making sure images, video, and other learning objects have a purpose and are not added just because one can is sensible.

Hi,Tia, Y our school's system for creating hybrid courses is one I had not heard of before. I can see how this level of flexibility could help keep students engaged. Is keeping track of attendance and participation a problem?

Hi, Pamela, I find it interesting that the admissions people "knew" who could/should take an online course. Long hours worked to accommodate students seems to be the norm as students almost treat forums as email or Twitter on terms os wanting an immediate response. Striking a balance is a challenge.

Hi Greta, increased enrollments are great until a school runs out of space and resources. Good luck. Let me know if you have questions and thanks for taking the course. Linda

Paula, the direct connection and attention to the job market must make your school very attractive to students. Online courses are ideal for upgrading skill and knowledge sets.

Hi, Celeste, How did you decide which courses to offer face to face and which to offer online? It sounds as if your school is trying to meet the competitive challenge. Let me know if you have questions.

Peter, and others who have mentioned market competition, I agree with you that staying competitive is an important reason--balancing competitive edge with best practices is also important. Four-year institutions have discovered that they are "cannibalizing" some of their on-ground student enrollments. I'm not sure if enough research has been done to prove the significance of that--perhaps it allows traditional students the opportunity to a) take more courses, especially if two required courses are offered at the same time, or b) progress toward graduation more quickly.

I think that most of you have hit upon the theme of the lesson. I will include more on the convenience factor when I revise. As many have said, scheduling "academic life" into "real life" is an important consideration (although I always question that wording in that academic life is not "unreal." :) ). The motivating factor of "just-in-time" learning and being "ready" when students want/need/desire to learn is key.

It has been my experience that online programs try to reach introductory course level students--those who might be the most vulnerable to time and focus constraints. Lately, I have seen some schools either 1) require an online orientation course, or 2) direct online courses to students with more established study skills--from sophomores through graduate level. Whatever can be done to debunk the illusion that online is "easier," will help. Some schools choose to include suggestions for "time on task" for activities.