The Issues That Arise
After reviewing the stakeholders most commonly identified by three experts in the field of online education, I find that each can present serious barriers to the online program development process. Technical Trainers, or Faculty, might feel threatened when starting discussions. Information Technology and Technical Support groups may not be equipped to deliver the infrastructure or tools needed for online content. The Education Program Manager, or Distance Education Leader, might lack important skills to take an online program from development, implementation, and management phases. Let's take a look at these in turn and how we might overcome the barriers.
In a class discussion, I admitted that I might not like the idea of launching an online program. Why? Because I identify with a key stakeholder, the Technical Trainer. According to Jaffee (1998), online learning programs "shift a considerable amount of power, authority, and control from the faculty to the students...many faculty may have a vested interest in preserving and defending the classroom institution." Realizing that I am the first and only trainer and curriculum developer at my company, I could see the possibility of feeling threatened by a shift in power and control. Even my synchronous virtual sessions allow me the authority to control when student learning begins, ends, what they learn, and how they learn it. As the Western Cooperative for Educational Telecommunications (2001) suggests:
It is recognized that traditional faculty roles may be unbundled and/or supplemented as electronically offered programs are developed and presented, but the substance of the program, including its presentation, management, and assessment are the responsibility of people with appropriate academic qualifications.
Perhaps this best practice will secure instructors' faith and understanding in these changes occurring in their profession.
Instructors might feel threatened because of the technical skills required to facilitate an online course. Algaze (2014) illustrates this issue very well when describing his role in online program support and the challenges he faces in two audio responses:
In a class discussion, I admitted that I might not like the idea of launching an online program. Why? Because I identify with a key stakeholder, the Technical Trainer. According to Jaffee (1998), online learning programs "shift a considerable amount of power, authority, and control from the faculty to the students...many faculty may have a vested interest in preserving and defending the classroom institution." Realizing that I am the first and only trainer and curriculum developer at my company, I could see the possibility of feeling threatened by a shift in power and control. Even my synchronous virtual sessions allow me the authority to control when student learning begins, ends, what they learn, and how they learn it. As the Western Cooperative for Educational Telecommunications (2001) suggests:
It is recognized that traditional faculty roles may be unbundled and/or supplemented as electronically offered programs are developed and presented, but the substance of the program, including its presentation, management, and assessment are the responsibility of people with appropriate academic qualifications.
Perhaps this best practice will secure instructors' faith and understanding in these changes occurring in their profession.
Instructors might feel threatened because of the technical skills required to facilitate an online course. Algaze (2014) illustrates this issue very well when describing his role in online program support and the challenges he faces in two audio responses:
louis_role_issues.mp3 | |
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louis_stakeholders_part_2.mp3 | |
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Even in my personal experience that Algaze alludes to in the interview, some faculty at the Naval Postgraduate School expressed that they were not Web Developers; they should not be expected to educate the students AND figure out how the technology works. In an interview of Andrea Murphy (2014), a California State University, East bay alum, a question about what technological improvements in program delivery intrigue her was posed. She responded:
I think that continually changing technology has resulted in both improvements and challenges to online program design and delivery. I have noticed that many publishers now provide course management systems to go with their textbooks, and while most CMS’s seem to be more 'user friendly', both instructors and students may need to learn and adjust to multiple systems.
How has she tried to overcome some of these issues?
The adoption of ed tech is a slow and ongoing process. K-12 teachers need ongoing support, refreshers, quick answers/solutions. This is why we have created a mentor teacher program and a Train the Trainer program. These people are trained to train on Bookshare and to offer the local/on the ground/in person support. Online training is a good start, but it doesn’t end there!
Online learning programs presents many technological challenges to stakeholders and the institution should provide instructors' "the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management" (Western Cooperative for Educational Telecommunications, 2001).
The Information Technology department is key in delivering the online environment that students and trainers of a program depend on, and they can present their own set of issues. Algaze (2014) gives his insights on what technology groups are most concerned about at an academic institution:
I think that continually changing technology has resulted in both improvements and challenges to online program design and delivery. I have noticed that many publishers now provide course management systems to go with their textbooks, and while most CMS’s seem to be more 'user friendly', both instructors and students may need to learn and adjust to multiple systems.
How has she tried to overcome some of these issues?
The adoption of ed tech is a slow and ongoing process. K-12 teachers need ongoing support, refreshers, quick answers/solutions. This is why we have created a mentor teacher program and a Train the Trainer program. These people are trained to train on Bookshare and to offer the local/on the ground/in person support. Online training is a good start, but it doesn’t end there!
Online learning programs presents many technological challenges to stakeholders and the institution should provide instructors' "the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management" (Western Cooperative for Educational Telecommunications, 2001).
The Information Technology department is key in delivering the online environment that students and trainers of a program depend on, and they can present their own set of issues. Algaze (2014) gives his insights on what technology groups are most concerned about at an academic institution:
louis_stakeholder_barriers.mp3 | |
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Computer network security is a growing issue in the online environment and it is possible that an online learning tool, or system, could be a threat to an organization. Therefore, the Information Technology department would have to work with the Distance Education Leader to find workarounds or new tools altogether. This leads to loosing more time and possibly money. As Algaze (2014) says, it is best to work with open standards when and where ever possible. Berge & Wasyluk (2007) state that an Educational Program Leaders most important relationship to maintain is one with the IT department because they not only provide technology infrastructure, "but also technology development resources, advice, consultation, technology execution, and strategic future planning".
The Education Program Manager or Distance Education Leader is likely going to spearhead the development, implementation, and management of an on-line program, but they are stakeholders, too. What if they do not have the skills to succeed? They will likely loose other stakeholder buy-in, hold up the process, waste time and money, trying to create an online program. Algaze (2014) describes the capabilities of a good Project Manager (Education Program Manager):
The Education Program Manager or Distance Education Leader is likely going to spearhead the development, implementation, and management of an on-line program, but they are stakeholders, too. What if they do not have the skills to succeed? They will likely loose other stakeholder buy-in, hold up the process, waste time and money, trying to create an online program. Algaze (2014) describes the capabilities of a good Project Manager (Education Program Manager):
louis_too_many_on_team.mp3 | |
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A good Program Manager can identify who should be on the development team, when they should be involved, and be able to manage need-to-haves vs. nice-to-haves. It is important to find a leader with "vision, purpose, the drive
to succeed, the ability to motivate others, solutions-orientation, and
risk-taking...organizations
require additional characteristics and skills, which can be categorized in
terms of vision, relationship-building, and operational discipline" (Berge & Wasyluk, 2007).