The challenges of online learning for the public university
I recently attended a higher education conference where the head of a large state university system talked candidly about the impact of online education on public universities and public research universities, in particular. It was a frank and thoughtful assessment of the issues confronting these institutions.
Hopefully I can do some justice to the concepts covered by this presenter. He asserted that research universities exist to produce revenue in order to buy quality in the form of the best research faculty. Conflict occurs between the various missions of the research university, in part, because colleges and universities must operate within the expectations of the marketplace, and that marketplace operates within a rigid paradigm about what constitutes a college education. The paradigm is based on the concept best represented by the liberal arts college where young people go to live while they complete a bachelor’s degree in four years time.
I might note that he was very critical of completion or graduation rates, which he described as “silly” and that capture only a small subset of the contemporary student body. The rates are tightly tied to the rigid paradigm and measure only those students who actually stay at the college they first enrolled at and study full-time until they either quit or finish.
He talked about the brand value of a traditional public institution and said that it is an aggregation of two different products: education and context. That brand value for a campus-based institution is about more than learning or learning outcomes. It is also about the context within which the student lives and studies and involves the social networking that occurs when students live in the campus community. That “growing up” and making new friends and networking with people in a professional area are tied up in the brand. He asserts that distance education has disaggregated these two products, delivering learning without the context. It is his belief that one of the problems facing public institutions is that the public expects there to be some connection between the cost to educate and the price charged to students. But, much of the cost is driven by non-learning, context components of the aggregated product: education and context. That context involves large new buildings with lots of esthetic appeal that often results in wasted space. There were other examples provided. But, the challenge that he described is that these institutions need to produce revenue. They recognize there is a demand for online learning but it is difficult to figure out how to capitalize on a brand that mixes learning with the feel of the campus, the context. When so much of current brand value is tied up in the aggregation of these two different products how do you eliminate one product and sustain brand value for the remaining product? Will simple delivery of learning hold up when separated from the context? Will such delivery, if successful, raise questions about the real value of context and undercut the university’s ability to seek revenues tied to the current brand? In other words, can they really sustain both an aggregated product offering and differentiate it from a disaggregated learning product offering? So far, the betting is on being very conservative and cautious about embracing change that could threaten their brand.
I certainly understand and empathize with the institutions that face this challenge. But, at the same time, I question what this means for those students who don’t fit the “rigid paradigm,” the other 85% who must work and study part-time. It seems to mean that any changes in the traditional public colleges and universities will continue to be slow in coming. And, it seems to indicate that there is a continuing need for institutions committed to serving the majority of students who don’t fit the paradigm – adult-serving colleges and universities.
Do the challenges as outlined above seem realistic? Does my conclusion that this demands specialized institutions make sense? Please post your comments and ideas.
Mike
Share This10 Responses to “The challenges of online learning for the public university”
Ameenah McCann Says:
Can we marry the two? In some ways we can but the context of brick and mortar schools will always outweigh the overall experience of distance learning. I went to a traditional university for undergrad; however, I find this (distance learning)style of learning fits my current lifestyle. Ten years ago, the traditional setting was appropriate for me because I was fresh out of high school and ready to go. Therefore, I went.
A shift is definitely needed in today’s higher education system because we have a different way of communicating. While I support distance learning I think the non-learning/contextual environment of brick and mortar schools holds an experience that is invaluable.
Carmen! Says:
I understand the head of education for Sen. Obama is Daniel Grey. Is it a negative to inform him of the basis served by provision of higher education to adult learners? As well, can a proposal or suggestion to the purpose served be identified to Mr. Grey and Sen. Obama? Possibly neither of them realize the importance attached to this level of learners.
Though most students are employed, there is still the small percentage that have held little or no jobs for years and possess the determination to still gain the highest level of education, since knowledge is beneficial to all learners. For example, some health issues accompany inactivity to learn in later and even elder years. The more a learner does to sharpen their mind the better the contribution from experience of life by these learners.
Carmen!
Mike Offerman Says:
Thanks for this post and suggestion to contact Mr. Grey and Senator Obama to advocate on behalf of higher education for adults. The same might be done with Senator McCain.
Mike
Rebecca Mott Says:
This just confirms what I believe is the “non-value” of traditional universities for me. As a working professional, I already have an extended web of social networks and professional working relationships. The value that traditional settings propose to has no value for me as a student. I want to actually learn material within the context of my current work situation. The question for the 85% is: how does the traditional context address what is becoming the norm (i.e. working professionals pursuing education part-time).
Mike Offerman Says:
Rebecca, thanks for your comment. It is important to have your perspective, the perspective of the “working professional pursuing education part-time.”
Mike
Traditional University Senior Administrator Says:
Mike
I think you’re being overly generous to your colleague from the public university. The ‘context’ of learning (and growing up, which seems to be also implied) can be a number of things, including a job or even family life (i.e. the lives of the other 85%). As is often the case, the arguments made by and for traditional universities are circular. The traditional university ‘context’ is accidental, often insignificant and not surprisingly, something a student can only get a traditional university. They then try to define it as a ‘requirement’. There is nothing natural or superior about the traditional university context. (In fact there is a great deal of evidence to suggest that the context / lifestyle of traditional universities (heavy drinking, sleeping till noon) is a negative, even destructive influence on the development of young men and women. ) It’s time we begin to imagine new, alternative ‘contexts’ in which to frame higher education.
Mike Offerman Says:
Thanks, Traditional University Senior Administrator.
You points are well stated. I certainly agree that we need to imagine new, alternative ‘contexts’ in which to frame higher education.
Mike
Richard Castrillon Says:
I for one could never be working on an MS degree if it were not for schools like Capella. I fit the other 85%. To those in traditional college who say my education is not as good as theirs I will tell you that’s so wrong, in fact schools like Capella are harder as who need to have great self discipline to complete the work.
Charlie Says:
This was fascinating to read. I agree with a lot of it. I went to a smallish state college for undergrad, and almost returned for graduate work, as the school has an excellent reputation.
But, I decided the online advantages were too much to ignore for me, given my situation, which is, to put it politely, quite “fluid” at the moment. I actually rather like the online learning and look forward to finishing my degree, which will probably be another 18-24 months.
The college experience was a mixed bag for me. I made some really good friends, who I’m still friends with, and will be for quite some time, but because I was a commuter, I think I missed out on some of the fun stuff; something I do regret some.
As a 30-something, if I returned to college now, I’d feel a little out of sorts, even though my school always had a large number of older students.
I think that colleges need to find a better way to balance everyone’s needs. The younger kids should be able to have fun and enjoy themselves, and the older students should be treated with more respect. As an aside, at least at my school, a lot of the older and younger students co-mingled, joined groups together, served on student government and were really good friends. My place may have been a bit weird in that respect, but it kept life interesting and enjoyable.
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Welcome to The Other 85 Percent. So what does "the other 85 percent" refer to? Research has shown that only about 15 percent of higher education students still fit the traditional definition of young adults age 18 to 22 who live on campus and go to school full time. more
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Diane Sykes Says:
Hi Mike:
I agree that we are on the cusp of a paradigm shift in learning institutions. However, not only do the institutions fail in addressing this shift in their branding, the educational system (in the sense of valuing potential faculty who can address this shift) fails as well. More institutions are looking for professionals who can also teach. But until the workplace and the antiquated educational institutions come together to address the non-traditional student’s needs, the problem will continue. How do they marry the two? There are ways, but they have to think out of the box. Diane
June 18th, 2008 at 7:13 pm