Lesson 3 - Implementing Online Learning

As the move to blended, hybrid and online learning increases so does the demand for these support units, to such an extent that one university I know well now has over 60 support staff and a budget of over $12 million a year for its central Centre for Teaching, Learning and Technology, plus several ‘satellite’ units in the larger faculties. At the other end, a small elementary school will be lucky to have one teacher with some training in maintaining the computers and the Internet added to their responsibilities. However, many school systems also have a central educational technology unit that can provide support to individual teachers and schools within the system.

Institutions are already spending a good deal to support just the fully online courses or programs. We have good models here based on instructional designers and media specialists working in a team with instructors in developing fully online courses. This way, the special design requirements for students studying off campus can be met.

However, at the moment, fully online courses constitute somewhere around 10-15 percentage of all the credit-based teaching in North American universities. What happens when we go to 85 percentage or more of the teaching being blended? The current learning technology support model just won’t be able to handle this expansion, certainly not at the rate that it is being predicted. However, without a design strategy for blended learning, and adequate support for faculty and instructors, it is almost certain that the quality will be poor, and it is certain that all the potential benefits of blended learning for transforming the quality of teaching will not be achieved.

Trying to extend the support the system from fully online to blended courses and programs will ultimately be unsustainable. Although support units will be essential to get blended learning successfully started, teaching activities must be economically sustainable, which means faculty and instructors will eventually need to become able to design and manage blended learning effectively without continuous and ongoing support from instructional designers and media producers. This will require a huge training and retraining effort for instructors.