Moore and Kearsley emphasize the significance of the complexity associated with the implementation of distance learning classes and integrated distance programs. The process involves and requires top management strategy, support, and follow-through. Any distance learning initiative will involve an array of logistic and administrative issues that must be addressed in a completely new context and implemented in an unfamiliar learning environment. Budget allocation becomes a major issue as technological advancements continue at a rapid pace and it becomes difficult to measure cost effectiveness. Planning for distance learning programs become crucial because so many areas of the educational process are impacted. Policies are important in order to reduce chaos and provide some structure and stability to the overall process. Standards of quality for those providing instruction as well as those receiving instruction are necessary.
There are many examples today of institutions that have laid the groundwork in many of these administrative decision areas. Every institution has a unique set of variables they bring to the development process. Lessons learned from early initiatives are useful for those who follow in similar situations. Distance education institutions are approaching these management, planning, budgeting, scheduling, and policy issues in a variety of ways depending on the strategic goals and educational objectives of the particular institution. In this context, I reviewed several distance education initiatives in order to evaluate the approach institutions are taking in regard to some of these management issues. I selected two initiatives that are very different in nature and will be discussed below. In addition, I reviewed the Western Interstate Commission of Higher Education (WICHE) and the Western Governor's University (WGU).
The first initiative was a community college system consisting of ten community colleges that make up the Maricopa Community College System. Their distance learning initiative is named the Maricopa Center for Learning and Instruction (MCLI). The MCLI is located at http://www.mcli.dist.maricopa.edu and is described as an environment for continuous learning, experimentation, and change. It is funded through local and state resources allocated to the community college systems and other private funds. The center is centrally administered but draws on resources through a cooperative effort among the member schools.
The second site of interest but very different in nature is the Penn State Distance Education Program located at http://www.cde.psu.edu/DE/IL/programs.htm. This is an institution-wide program whose role is to extend the university throughout the state, nation, and world. A separate department of distance education was established to administer and coordinate these initiatives across the institution. Budget allocations, staffing, and policy decisions are coordinated through the university wide strategic plan. Currently four associate degrees can be earned through distance education. One degree has been initiated as a joint venture with the University of Iowa.
The Western Interstate Commission of Higher Education (WICHE) located at http://www.wiche.edu sponsors a distance learning initiative to "broker" educational resources of western colleges and universities. The goal is to make higher education more affordable and available in rural areas of the west. WICHE works in conjunction with the Western Cooperative for Educational Telecommunications. The goal is to initiate the sharing of telecommunication resources across state lines to facilitate the development of distance education degree / certificate programs to reach non-traditional students. Some unique program initiatives include student exchange programs, leadership initiatives in the areas of educational technology, policy exchange initiatives to support collaboration and resource sharing, doctoral scholars program for minority students, and a mental health program. Students who reside in western states not served by a dental school may participate in a program sponsored by WICHE that certifies students in their state of residence.
Basic funding of operations is provided by the member states. Special projects receive special corporate, foundation, government, or grant funds. Each state elects commissioners to a governing board to provide governance, oversight, and policy and program guidance to WICHE staff, located in Boulder, Colorado.
One of the largest cooperative distance education programs was started by the Western Governors University (WGU) located at http://www.wgu.edu. This initiative represents an effort to bring about fundamental reform in the way higher education is conceived and delivered in the United States. The goal is to obliterate the distinction between training and education and to replace the traditional grades and class hours with testing and other formal educational methodologies.
Although the university opened its doors later than its scheduled date for implementation, the project got off the ground with two degrees and certificate programs. Additional programs are scheduled for 1999 that will be provided through existing programs at cooperative schools. The objective is to use the influence of this university to encourage higher standards and a shift to certification in some areas.
The conception and planning for this university began in June 1995. In the fall of 1995, a team was appointed to create a design plan for the university and an implementation plan through which it could be established and financed. A planning document was available in February of 1996 that included a vision statement and goals. Each governor also appointed representatives to a WGA Regional Advisory Group to participate in this planning process.
The WGU was built to reach students who do not live near their college of choice and to address the needs of those not as financially capable of receiving the education they desire. The overall vision is to serve the needs of today's Information Age citizens.
The staffing plan for the university includes both academic and administrative appointments. The CEO is the top position in the corporation similar to that of any other corporate entity. Other administrative positions will be staffed as appropriate and necessary. Several academic positions will be staffed at the onset of operations. These positions will include a Chief Academic Officer and several Associate Academic Officers. Program Councils will be established to oversee each credential or set of credentials offered by WGU. An Assessment Council will oversee the credential process. A Chief Assessment Officer will staff the assessments council and oversee its process. Advisors / mentors will provide advisement and academic counseling services to students enrolled in WGU programs. A central location for staff has been proposed.
Budgeting matters were also very important in the development and planning process. Significant financial resources were required for start-up operations. Catalog development, fully integrated and functioning management systems, and other areas of operations were necessary and in need of resources before the doors could be opened and students served. Funding came from state contributions, corporate donations, foundation grants as well as investment funds that require a revenue generating return.
Scheduling of classes takes place through a virtual catalog that links learners with providers of technology-based products in the form of courses. Many courses are self-paced and do not require the same level of detail in scheduling as traditional courses. Accreditation and course credit problems are being overcome through a new philosophy and mindset based on competency-based education. Courses that are already set up to receive credit from other schools will not change. In many of the courses students will be evaluated through skills-based standardized competency exams. How the student learns the material, however, is irrelevant. Class hours become less important and experience and self taught knowledge will play a role in the evaluation process.
The WGU is a clear example of the future of education. Technology allows us to do things not before possible. Business no longer has a choice regarding its involvement in education. We are seeing trends emerge in which businesses are recognizing opportunities for investing in what has traditionally been the exclusive territory of educational institutions. We are seeing the beginning of a turning point in American education. The future will not be the same as the past.