1. Opening the Floodgates: Synchronous-based Online Learningin a Dual-Mode University Dr. Michael Power Laval University Quebec City, CANADA

2. Opening the floodgates Photo: emilylhauserinmyhead.wordpress.com

3. A worldwide problem Why open the floodgates?

4. A worldwide problem Why open the floodgates? an educational CRISIS islooming

5. www.obhe.ac.uk Transnational education

6. http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf @ Don Olcott CE OBHE

7. D. Olcott DEMAND THE GAP SUPPLY http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf Don Olcott CE OBHE

8. TeacherEducation(09-10) “It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.

9. Healthcare Training

10. BusinessEducation

12. www.irrodl.org

13. Online Learning, a paradox easyvectors.com mset.rst2.edu

14. Online Learning, a paradox OL, widely accessible and cutting-edge On the one hand mset.rst2.edu

15. Online Learning, a paradox BUT, the actual number of regular facultyinvolved is small. On the other hand easyvectors.com

16. Online Learning, a paradox Growing recognition for OL, On the one hand mset.rst2.edu

17. Online Learning, a paradox BUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation. On the other hand easyvectors.com

18. Online Learning, a paradox Administrators typically champion OL, On the one hand mset.rst2.edu

19. Online Learning, a paradox But are often unable/unwilling to marshal the necessary resources required to produce high-quality courses. On the other hand easyvectors.com

20. Online Learning, a paradox OL, paradoxically, is booming and busting, simultaneously. easyvectors.com mset.rst2.edu

21. Online Learning, a paradox Supply is expanding yet not meeting demand for sustainable online learning. easyvectors.com mset.rst2.edu

22. So whatis SUSTAINABLE online learning?

23. Daniel’s “Iron Triangle” ACCESS QUALITY Sir John Daniel termed the three variable- based triangle effect, the IRON TRIANGLE Current State COST Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

24. Optimizing Higher Education ACCESS ACCESS QUALITY QUALITY Desired State Current State COST COST Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

25. D. Olcott DEMAND Still not closed THE GAP SUPPLY Distance educationneverwentmainstream (Moore & Kearlsey, 2005) http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf Don Olcott CE OBHE

26. ACCESSIBILITY COST- EFFECTIVENESS QUALITY Power, 2010

27. ACCESSIBILITY STUDENTS Main priority Main priority main priorities FACULTY ADMIN COST- EFFECTIVENESS QUALITY Main priority Power & Morven-Gould, 2011

28. STUDENTS FACULTY ADMIN Key to sustainable OL: balancing stakeholder PRIORITIES Power & Morven-Gould, 2011

29. How have we donethus far? 29

30. 30 Closing the GAP From the 13th century © M. Power 2008

31. Closing the GAP From the 13th century up untilWWII guardian.co.uk Olson, 1974; Greenberg, 1997

32. Closing the GAP From the 13th century up untilWWII WhatGap? brockport.edu guardian.co.uk ELITIST SYSTEM Olson, 1974; Greenberg, 1997

33. Closing the GAP From the 13th century Up untilWWII brockport.edu guardian.co.uk ELITIST SYSTEM -GI BILL, 1945-46 -Economic BOOM -DemographicBOOM -here come the babyboomers… 1960s Olson, 1974; Greenberg, 1997 instruct.westvalley.edu

34. 34 Closing the GAP DEMOCRATISATION Lewis, 1996 Perkin, 1991 http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

35. Closing the GAP DEMOCRATISATION PROBLEMS 1. TOO MANY STUDENTS 2. UNIVERSITY SYSTEM TOO CENTRALISED Lewis, 1996 Perkin, 1991 http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

36. Closing the GAP DEMOCRATISATION PROBLEM: 1. TOO MANY STUDENTS SOLUTION 1. OPEN MORE UNIVERSITIES http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg © M. Power 2008

37. Closing the GAP DEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTS SOLUTION 1. OPEN MORE UNIVERSITIES -NEW universities -Satellite campuses http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg © M. Power 2008

38. Closing the GAP DEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTS 2. UNIS TOO CENTRALISED SOLUTION 1. OPEN MORE UNIVERSITIES 2. DECENTRALISE UNIS -Nouvelles universités -Campus satellites http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg © M. Power 2008

39. 2. DECENTRALISATION STRATEGIES Whatdecentralisationstrategieshave been implemented? Have theyprovensustainable? Whatdecentralisationstrategieshave been implemented? APPROX. 1 Since Antiquity Logistics-basedStrategy Since 1850s 2 1ère Technology-basedStrategy 1 3 Since 1970s Technology-basedStrategy 2 4 Since 1995 Technology-basedStrategy 3 CombinedLogistics & Technology-basedStrategy 5 Since 2000 6 Since 2005 Technology-basedStrategy 4 http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ Power (in press)

41. SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/ http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press) Power,Dallaire, Dionne& Théberge, 1994

42. Strategiesused and resultsobtained 1 Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)

44. SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/ http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press) Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

47. Discomfort (faculty)

48. Basicallyunsustainable on any large scale, long term http://www.sodahead.com/fun/cars-what-era-is-your-favourite/ http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press) Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

51. Discomfort (faculty)

52. Basicallyunsustainable on any large scale, long term Basicallyprovenunsustainable http://www.sodahead.com/fun/cars-what-era-is-your-favourite/ http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press) Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994

53. 45 2 Strategiesused and resultsobtained Technology-basedStrategy1: Distance Education Since1850s Since 1969 University-of-London dipity.com ADVANTAGE: + ACCESSIBLE DISADVANTAGES: STUDENT ISOLATION LOCK-STEP DESIGN DE has « NOT GONE MAINSTREAM ». Perry, 1977 Moore & Kearsley, 2005 © M. Power 2008

54. 46 2 Strategiesused and resultsobtained Technology-basedStrategy1: Distance Education Since1850s Since 1969 University-of-London dipity.com Basicallyprovenunsustainable on any large scale ADVANTAGE: + ACCESSIBLE DISADVANTAGES: STUDENT ISOLATION LOCK-STEP DESIGN DE has « NOT GONE MAINSTREAM ». Perry, 1977 Moore & Kearsley, 2005 © M. Power 2008

55. 47 Strategiesused and resultsobtained 3 Technology-basedStrategy 2: VC 1980s ISDN Tele- presence Videoconferencing ADVANTAGE: + ACCESSIBLE random-apples.net http://tinyurl.com/6ffwdq Field, 1997; Lee, Driscoll & Nelson, 2004 Power (in press) © M. Power 2008

56. 48 Strategiesused and resultsobtained 3 Technology-basedStrategy 2: VC 1980s ISDN Tele- presence Videoconferencing DISADVANTAGES :lack of … -QUALITY (soundqualityproblems) -TECHNICAL ROBUSTNESS (frequentdisconnections) -COST-EFFECTIVENESS (equipmentpurchase, ongoingconnectioncosts) ADVANTAGE: + ACCESSIBLE random-apples.net http://tinyurl.com/6ffwdq Field, 1997; Lee, Driscoll & Nelson, 2004 © M. Power 2008

57. 49 Strategiesused and resultsobtained 3 Technology-basedStrategy 2: VC 1980s ISDN Tele- presence Videoconferencing Basicallyproventechnologically and logisticallyunsustainable DISADVANTAGES :lack of … -QUALITY (soundqualityproblems) -TECHNICAL ROBUSTNESS (frequentdisconnections) -COST-EFFECTIVENESS (equipmentpurchase, ongoingconnectioncosts) ADVANTAGE: + ACCESSIBLE random-apples.net http://tinyurl.com/6ffwdq Field, 1997; Lee, Driscoll & Nelson, 2004 © M. Power 2008

58. 50 Strategiesused and resultsobtained 4 Technology-basedStrategy3: OL ONLINE COURSES (ASYNCHRONOUS MODE) AVANTAGES : Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Approx. 50% of all courses at Laval Univ. enter asynchronous comms exclusively Power (in press) Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

59. 51 Strategiesused and resultsobtained 4 Technology-basedStrategy 3: OL ONLINE COURSES (ASYNCHRONOUS MODE) AVANTAGES : ADVANTAGES : Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Faculty - GREATER FLEXIBILITY - SOME TASK DELEGATION 2) Students - GREATER FLEXIBILITY - GREATER ACCESSIBILITY Administrators - FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTS Approx. 50% of all courses at Laval Univ. enter asynchronous comms exclusively Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010 Power (in press)

60. 52 Strategiesused and resultsobtained 4 Technology-basedStrategy 3: OL ONLINE COURSES (ASYNCHRONOUS MODE) AVANTAGES : DISADVANTAGES: Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT CoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation Approx. 50% of all courses at Laval Univ. asynchronous comms exclusively Power (in press) Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

61. Are core faculty involved? “…mostly an adjunct phenomenon”(Sammons and Ruth, 2007) Nowhere to beseen http://www.e4innovation.com/

62. Are core faculty involved? “…mostly an adjunct phenomenon” (Sammons and Ruth, 2007) WHY? I haven’tgot time. Myresearchis more important. What’s in it for me? Whereismyreward? I don’t have the skills to do this’ and ‘I don’tbelieve in this, itwon’twork’.(Conole, 2009). Nowhere to beseen http://www.e4innovation.com/

63. Whyaren’ttheyinvolved? “Part of the explanation for the limited use of online teaching and learning is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004). ‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004 “So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007 http://tinyurl.com/4mkvbt

64. 56 Strategiesused and resultsobtained 4 Technology-basedStrategy 3: OL ONLINE COURSES (ASYNCHRONOUS MODE) AVANTAGES : DISADVANTAGES: Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT CoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation 2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/ autonomy to succeed in studies Administrators - current OL, costly to implement - monopolises scarcehumanresources Approx. 50% of all courses at Laval Univ. asynchronous comms exclusively Power (in press) Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

65. 57 Strategiesused and resultsobtained 4 Technology-basedStrategy 3: OL ONLINE COURSES (ASYNCHRONOUS MODE) AVANTAGES : DISADVANTAGES: Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT CoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation 2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/ autonomy to succeed in studies Administrators - OL, costly to implement - monopolises scarcehumanresources Approx. 50% of all courses at Laval Univ. How sustainableis the current(asynchronous) model of OL? More data required. asynchronous comms exclusively Power (in press) Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005

66. Strategiesused and resultsobtained 5 Combinedlogistical- & technological- basedStrategy: BL Blendedlearning On campus Online (asynch) LMS (ENA) Laval University back n’ forth Variousapproaches US Department of Education Garrison & Vaughan, 2008 Power (in press)

67. Strategiesused and resultsobtained 5 Combinedlogistical- & technological- basedStrategy: BL Blendedlearning Combined F2F / virtual On campus Online (asynch) LMS (ENA) Laval University Does BL respond to the needs of the distance (off-campus) learner? enter ADVANTAGES : mainly COST- EFFECTIVENESS (lesscrowding; increase in enrolmentcapacity); reportedlysame QUALITY. DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learnersipso facto excluded. back n’ forth Variousapproaches US Department of Education Garrison & Vaughan, 2008 Power (in press)

68. Strategiesused and resultsobtained 6 TechnologicalStrategy 4: BOLD BlendedOnline Learning Design Asynchronous Synchronous 100% online Combined synch / asynch LMS (ENA) Laval University enter cam.k12.il.us Variouscombinations Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)

69. Strategiesused and resultsobtained 6 TechnologicalStrategy 4: BOLD BlendedOnline Learning Design Asynchronous Synchronous 100% online Combined synch / asynch LMS (ENA) Laval University enter DISADVANTAGES : COURSES IDEALLY RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time) ADVANTAGES:SAME QUALITY (didacticrelationshippreserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS cam.k12.il.us Variouscombinations Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)

70. 62 BLENDED ONLINE LEARNING DESIGN the 2 university traditions meet + SYNCHRONOUS ASYNCHRONOUS LMS Laval University ORAL tradition WRITTEN tradition BLENDED ONLINE LEARNING DESIGN © M. Power 2008

71. Elluminate WebCT or LMS-Laval SYNCHRONOUS ASYNCHRONOUS Virtual Classroom+ a basic Website caméra Web © M. Power 2008

72. 64 The GRADUATE WEBINAR EMPHASIS ON THE SYNCHRONOUS PROCESS RATHER THAN ON THE ASYNCHRONOUS PRODUCT FACE-TO-FACE Continuity of pratice* ORAL TRANSMISSION VIRTUAL FACE-TO-FACE VIRTUAL FACE-TO-FACE *Power, 2008 http://tinyurl.com/6ffwd---cam.k12.il.us -dreamstime.com

73. Strategiesused and resultsobtained 6 TechnologicalStrategy 3: BOLD BlendedOnline Learning Design Asynchronous Synchronous ? enter IS THIS A SUSTAINABLE SOLUTION? MORE DATA REQUIRED cam.k12.il.us Variouscombinations Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)

74. GRADUATE STUDIES booleanblackbelt.com

75. AligningResearchCenters and Graduate Programs http://sites.google.com/site/changchienlily/BlankWorldMap.gif

77. Graduate students/professionals, already in the workplace;

78. Small numbers involved(maximum 25 per class), spread out across Québec, Canada and even around the world;

79. Usually highly motivated and autonomous;

80. Accustomed to learning via technology & networkingbooleanblackbelt.com

81. www.bold-research.org

82. ENGLISH-language network BOLD International Research Network www.bold-research.org Dual-mode universities Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

83. FRENCH-language network E-learning intégral (synchrone et asynchrone) www.bold-research.org Universités bimodales Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

84. SPANISH-language network Red de investigación hispanófono - design de enviros de aprendizaje en línea en modo integral www.bold-research.org Universidades bimodales Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

85. ARAB-LANUAGE NETWORK شبكة البحث حول تصميم البرامج التربوية فيبيئةالتعلم الإلكترونيالمدمج (المتزامن و غير المتزامن) الأعضاء المحتملۅن في الشبكة Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques www.bold-research.org BOLD الشبكة الدولية للبحوث

86. BOLD Research and Researchers Distance Education/ Online Learning/ Blended Learning Instructional Design & Technology BOLD GRADUATE STUDIES FACULTY DEVELOPMENT ARE YOU A BOLD RESEARCHER?

88. Power, M. (2008). The emergence of blended online learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htmmichael.power@fse.ulaval.ca

89. end