Credibility of Online Learning Video Presentation

Annotated References

Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.

            Presents the research findings on the state of online learning in the United States.  This was the tenth year this research has been conducted.  Surveyed items include the growth in online education, perceptions and acceptance of online learning by faculty, as well as the effectiveness of online education in comparison to traditional educational settings.  Statistical graphs portray the changes occurred during the varying time frames.

Raj, S., & Al-Alawheh, M. (2010). A Perspective on Online Degrees Vs. Face-to-Face in the Academic Field Proceedings of the Fifth Conference of Learning International Networks Consortium. Cambridge, MA; LINC.

            Described the perspectives of employers in regards to the acceptability of online distant education programs of online doctoral degrees.  Delivers insight into the minds of hiring officials from multiple fields depicting the uncertainties surrounding online graduate degree programs.  Suggests new approaches to instructional design for online courses could improve these perceptions.

Richardson, J. (2010). Online Credentials: A State of Wariness. School Administrator, 67(8), 18-22.

            Discusses the skepticisms found in personnel directors towards individuals with a graduate degree that was primarily obtained online.  School districts are noted as being reluctant to hire administrators without a traditional education.  Research suggests that individuals with a degree obtained online are viewed as under qualified to potential employers.

Shelton, K. (2011). A Review of Paradigms for Evaluating the Quality of Online Education Programs. Online Journal of Distance Learning Administration, Volume IV, Spring 2011(Number I).

Sinow, R. &.-B. (2012). The Value and Acceptability of an Online Degree in Hiring Gatekeepers’ choice for Employment in the Multimedia Production Industry. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1918-1927). Chesapeake: AACE.

            Describes the acceptability of online degrees in the multimedia production industry.  Studies show that individuals with experience in online learning are more likely to accept online degrees.  Hiring personnel from technology-based fields find online degrees more credible than that of management fields.  Limitations to peer interaction is viewed as a weakness of online education.  General acceptance of online degree programs rises.

Udegbe, I. (2012, March). Attitudes of Prospective Human Resource Personnel towards Distance Learning Degrees. Online Journal of Distance Learning Administration, XV(1).

            Discusses the attitudes of human resource personnel towards obtaining online degrees.  The majority of those surveyed believed traditional campus-based universities provided a more rigorous experience.  Nearly 43% of respondents stated that they would not hire someone with an online degree.  Overall, only a third of employers surveys had favorable attitudes towards online learning.

Vukelic, B. &. (2011). Employers' evaluation of online education. Annals Of DAAAM & Proceedings, 1471-1472.

            Research studies conducted in Austria discovered employers held negative opinion towards applicants with online degrees.  90% stated that online degrees did not provide adequate skills and/or knowledge for successful potential employees.  It was noted that often it is difficult to differentiate between degrees obtained online and degrees earned from a traditional academic setting.

Zain-Ul-Abdin, K. &. (2010). The acceptability of online degrees in teacher training and hiring. Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 995-1000). Chesapeake, VA: AACE.

            Provides research findings on high school principals’ acceptance of potential teachers with licensure degrees obtained online.  Findings showed that 95% of those surveyed would not hire a teacher with an online degree.  Meanwhile, 99% stated they would choose an applicant with a traditional education over one with an online degree.  The participants’ reasoning was that online programs could not provide adequate socialization required of effective teachers.

Additional Resources

Todd Oppenheimer clips retrieved from YouTube: 

http://www.youtube.com/watch?v=rYPLM4PoZSU&feature=share&list=PLDNCUyHEfxsAG3Wg9HDiEnvFbMIWGKlqm

Images retrieved from:

www.openculture.com 

www.123rf.com

www.franklin.edu

www.onlineuniversities.com

www.geteducated.com

Module 3 Storyboard

The Credibility of Online Learning
Introduction to Dr. Kaye Shelton

Narration	Visual
Introduction to online learning
Growth of online learning	Graph of expansion
Public’s perception	Image(s) of individuals
Introduce Kaye Shelton	Picture of Kaye Shelton
Online Credentials: A State of Wariness	Human Resources
Kaye Shelton’s work	http://www.westga.edu/~distance/ojdla/spring141/shelton141.html
Research findings by Monica Jeancola	Data
Do online degrees meet the needs of employers?
Best Practices	Video on tips for students and employers
GetEducatedDotCom	Video Clip from GetEducatedDotCom
Diploma Mills	Signs to spot them
Accreditation	Images of nationally or regionally accreditation
Sloan-C Quality Scorecard	Different indicators from score card
Student perspective	Video clips of students describing their satisfaction with online degree/traditional degree.
Conclusion	Future of online universities

 Blog replies to:

Lori Dodd
LeAnn Morris
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Karen Wagoner
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Global Diversity in Distance Education

George Siemens believes that there is a growing acceptance of distance education throughout the corporate and educational worlds.  I agree that distance education is going to continue to grow at an insurmountable pace due to the benefits provided by distance education.  Increase in global diversity, communication, and collaborative interaction are the main reasons Siemens’s believes distance education is going to continue to evolve and become more and more acceptable (Laureate Education Inc., 2008).

The element of global diversity will be my main focus throughout this post.  Whether you’re an entrepreneur trying to break through into the global market or on Wall Street trying to make investments in the global economy, global diversity is a skill that will be needed throughout all fields in the workforce.  Global diversity will no longer be an optional addition to highlight your resume.  It will be a required prerequisite.  Alphonse Badoma discusses in his blog how distance education gives the education field a medium to overcome issues in regards to diversity.  In addition, Teri Page (2012) states in her blog that “online programs are preparing students for the corporate world by giving students experiences in working with other student across the world.”

Distance education allows students to work with peers and colleagues from around the globe.  Prior to enrolling in an online degree program, the only global interaction I in education was through a foreign exchange student a friend hosted while in high school.  While working on my master’s degree, I took several courses online with students from different countries.  Interacting with them enhanced my personal learning as well as gave me insight to how education is expanding throughout the world.  Had I attended a traditional university to further my education, my peers would have been limited to others who were geographically and culturally equivalent to me.

Technological advances have provided us with a multitude of tools to interact with peers globally.  Discussion boards, blogs, and chat rooms have been around for a while and allow for basic interactions.  However, technologies such as Skype and wikis allow more personal interactions as well as collaboration from across oceans. With the constant evolution of technology, it is impossible to imagine the capabilities of distance education of the future.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author

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The Next Generation of Distance Education

In my limited experience, I have found that society often looks down at online learning.  I have heard individuals make comments about how it is better to attend a traditional classroom setting as opposed to an online setting despite better accreditation.  The evolution of distance education will have to negate these beliefs in order for society to completely adopt this innovation.  Often, these comments are uttered from the same mouths that say, “If it was good enough 20 years ago, it’s good enough now.”

Moller, Foshay, Huett, and Coleman (2008) believe that the evolution of distance education needs to occur within instructional design.  I strongly agree with this belief.  Teacher preparation programs prepare educators to enter a traditional classroom.  While technology has become a big emphasis in this, online learning has not.  Many teachers are not prepared to enter such an environment as online learning.  Many of the tactics used within a classroom setting are nonexistent in an online setting.   Therefore, just as traditional systems have instructional specialists constantly staying abreast best practices in the classroom, distance education needs its own experts in instructional design.

In addition to discriminating between the instructional approaches of traditional vs. online classrooms, the individual students need to be considered as well.  Moller, Foshay, and Coleman (2008) state that “the personal and psychological characteristics of successful online learners include autonomy, metacognition, self-regulatory skills, positive self-efficacy, motivation, and internal locus of control.”  A world where every student encompasses these skills exists in fairytales.  We accept the differences among students in a traditional classroom, so why should we assume these differences disappear when entering a learning environment with even larger boundaries?

Simonson (2000) argues that the Equivalency Theory should be used in regards to online learning.  I believe this is accurate as well.  While the learning outcomes should remain the same for both environments, the roads to meet those are different (Simonson, 2008).  Just as students have different learning styles, different learning environments require different means.  Like a traditional classroom, distance education settings must evolve the meet the ever-changing state of society.  Distance education provides a medium to meet many of the needs that are missing in a face-to-face setting.  However, the needs to maximize learning must be met.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. 

 Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34.

Simonson, M. (Presenter). (2008). Distance education: the next generation. [Vodcast]. Laureate Education, Inc.

Blog replies to:

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