Amy Attended the County\'s Administrator Forum, it

¶ … Amy attended the county's administrator forum, it became clear that the rumor mill about the "Good Ole' Boys" network was not exaggerated. Sitting across the table from fifteen district superintendents, not one in the bunch was a woman. There was only one other woman in assembled group, who like Amy held a lower position on her district's administrative team. Just as Amy had done her entire career, she made the decision not to let the statistics change her course and she was more determined than ever to proceed and succeed.

During the next few months Amy began researching her situation, and after reading several articles about women in upper-management, she became keenly aware that a doctoral degree will help level the playing field for women like her who want to reach the higher levels of administration in the K-12 education arena. She enjoyed her job as a district curriculum developer, and adequately met the responsibilities of the job description; however, she was interested in broadening her administrative skills and reaching the top.

Like so many other school administrators, Amy was "baptized by fire," and developed management and leadership skills on the job. The culture of her district is rather isolationist and mentoring is not practiced; besides which, she intimidates other administrators with her wild ideas and constant questioning. Just a few years back when the Internet was first becoming a popular phenomenon, as a teacher Amy was an early adopter at her school. She used the World-Wide-Web with her students and often made assignments that involved the use of email and discussion groups for researching classroom curriculum. Seen as an up-and-comer, Amy was recruited to share her talents with others in the district. To supplement the leadership skills she learned from peers, she attended workshops through professional organizations, district sponsored administrative training, and courses at a local private university; all leading to a preliminary administrative credential. All these efforts helped to advance Amy within the administrative ranks of her district; however, it's clear that an advanced degree will make her more marketable.

As we have seen, career advancement is Amy's focus right now, although, it is a challenge for her to balance responsibilities and emotions that extend beyond the workplace. Married now for twenty-two years, Amy lives with her husband and a seventeen-year-old daughter; her other daughter recently married and lives nearby with a husband and Amy's first grandchild. Living in rural Northern California is an added challenge -- the nearest small city is sixty miles down a windy two-lane road. Harsh winters can make accessing resources difficult. Realizing that a doctoral program would take a tremendous commitment, Amy feels lucky to have the support of her husband and is happy that her family has matured; nevertheless, her job and family requires her attention -- not to mention a desire to spend time with her new grandson. Time and energy commitments are major factors to be considered when exploring doctoral programs that can help Amy achieve her dreams.

Reminded that a friend from college was now involved in the Doctoral Program in Education Management at University of La Verne (ULV), Amy learned that this program caters to the practicing administrator who wants to gain an advanced degree and continue working. "They meld management theory and my daily duties as a principal into assignments that are so practical; I love it!" No stranger to technology, Amy was encouraged to learn that ULV's doctoral program now offers a track that uses online technologies to make learning engaging and efficient.

Amy, though based on facts, is a fictitious character developed to illustrate a typical candidate for doctoral programs like the University of La Verne's. Lee Murphy, of Marketing News describes the number of institutions coming online as a tidal wave. Data indicates that the number of schools offering online courses has doubled in the last year and that student enrollment in these programs shows a ten-fold increase over that of the traditional on-campus program (Murphy 2000). There are advantages to online delivery of graduate level programs, but for those institutions without the resources or expertise to make it happen, technology has not even begun to deliver on its promise, and people like our character Amy must ask the questions, "What about me? What about the things I already know and can do? Where will I spend my time and energy?"

For the growing numbers colleges and universities joining the online education community, curriculum access through technology is just the beginning. Now there are tougher questions: "We're online, webbed, and communicating; now what?" "What does 'effective integration of learning technology' really mean?" And as candidates enter programs with advanced skills, how can programs like La Verne's achieve measurable results in a competency-based system? The question, "How are we using the technology?" demands a real answer.

Moving into the online environment and with a primary focus on the application of management theory to the practices and processes of administrating education institutions, the University of La Verne Doctoral Program in Education Management faces new design challenges. How do they address the unique needs of the adult learner in an online environment? How can the program deliver its education management theory courses in a competency-based model online and still retain the high-touch program that sets them apart from the competition? What assessments will guide the competency-based a program?

College-based distance learning is something that has been gaining speed since the technological explosion began. The ability to take classes online and to attend through the use of chat rooms, email, web sites and other avenues is something that has steadily growing for the last 20 years. The ability to teach online takes many avenues. Students can go to a web site and download material, homework assignments or tests. They can upload the work through the same web site and then receive their grades through the web site. In addition the student can be instructed to go to a chat room at specificed times to take part in class room styled instruction, and the chat room offers the chance to ask questions and to interact with other students. Students can also be taught through the use of email. The assignments can be sent through email and they can be instructed through email as well. In addition there can be interaction with other online students through a loop system in email.

There are many positive aspects to online learning as well as many positive reasons to take part in an online education. Distance, time constraints and a preference for more self-driven study are all valid and acceptable reasons for using online courses. In more recent history the use of online courses for graduate work has been examined. Generally online courses for undergraduate work have been an accepted method of instruction for many years. It has commonly been accepted however, that once one moves into the graduate school requirements there is a need for them to attend classes on campus. This can interfere with many people's desire to pursue their graduate degrees. Many otherwise bright and competent people have been stunted in their professional career growth because of the inability to advance their educational level. Women in particular are often stopped from climbing the corporate ladder. Saddled with working to support the family, and taking care of that family, many women are squeezed out of the upper management positions because they do not have advanced degrees. Providing a method to obtain credits in graduate work online would serve to allow females to complete their masters and advance their careers.

The demographics on college campuses have changed dramatically. In 1997, the most recent statistics available, 42% of all students in college were "nontraditional students," according to the National Center for Education Statistics (NCES). In 1973, nontraditional students only made up 12%. Nontraditional students, who are also referred to as adult, re-entry or returning students, are defined as anyone who is 25 years of age or older, married, a parent, or has been out of school for at least three years. These students, increasing in number every semester, are changing the way courses are being offered at community colleges and universities nationwide."

The age of the college student is advancing each year according to studies. The current average age of students at one university surveyed is 25 or older. This leads to the fact that many people are returning to achieve higher education degrees after being out in the world for a number of years. This statistic further cements the idea that people are tied to families and jobs in addition to trying to attend school while raising families and work at the same time. All of this points to a defined need for graduate coursework being offered online. "Nontraditional students typically have to maintain full-time employment, a family and other responsibilities of adult life. Colleges must consider these needs in order to successfully maintain this ever- growing demographic group of students."

The need for graduate degree courses online is becoming more pronounced as people are affected by the current economic slump. Those who have lost jobs believe a higher degree will help them get back in the market, and those who have jobs believe a masters degree will protect them in the future. In addition as adults move through their careers they develop an interest in promotions and advances requiring master level degrees, but they do not always have the freedom to attend courses.

Many of our students are going back to school to improve themselves or for a love of learning," said Murphy. "Most come back for reasons related to their careers -- they want a promotion or a career change."

Distance learning classes have grown at an exceptional rate since 1996, when they were first offered. Currently, there are at least three million distant learners nationwide, attending one of the 54, 000 online-education offered in 1998. Forty-four percent of higher- education institutions are offering distance learning classes, up from 33% in 1995, according to NCES."

Part of the reason that distance learning for graduate programs has been slow in development is the mindset of the educational institutes that distance learning cannot fully educate the student and that they will not do as well as traditional students will do. Recent research has indicated that distance learners do as well or better than traditional in class students do. "Distance learners do as well or better in their courses than traditional students, and surprisingly, interact with the instructor more than their campus-based contemporaries, according to a study done by the U.S. Office of Technology Assessment.

We only allow highly motivated, screened students to attend distance learning classes and they generally are adults," said Gersten. "That is why we have such a high success rate."

This study is going to measure the success of a graduate program being developed for distance, or online learners. It will use a case study to perform its analysis and it will be comprehensive in nature.

Literature Study

As many college classes have found their way onto the Internet to enhance their curricula, several universities also have begun offering entire courses, and even degree programs online. Using virtual bulletin boards and email, most universities offering the new programs are gearing their efforts toward working adults who could not otherwise pursue degrees in higher education."

Recently Stanford began a masters in Engineering program that can be obtained online. The research is in and so far the program seems to be measuring some levels of success. According to the Stanford officials charged with the program the students will receive the same level of education that they would get if they attended the classes in person.

According to John Hennessy, dean of Stanford's School of Engineering, in a July announcement, "We are going to give the people in the industry the same courses as if they were on campus."

One of the differences the online program has from the in person program is the length of time required. The on campus degree program can be completed in one year while the online program requires the students to spread it over three to four years. The program offers almost identical courses according to those charged with its implementation.

Instead of attending lectures and labs like other students, they began on a self-paced track-based using materials provided through the World Wide Web. In exchange for class participation and standard office hours, students would email the professor for assistance and meet weekly with a graduate-level teaching assistant."

One distance learning institution is exclusively for distance education. The University of Phoenix is designed for adult distance learners. One of their requirements is that the students be more than 23 years old. Another requirement is that the students have full time jobs. These requirements are to insure that the students are mature enough and driven enough to complete the course work through a distance learning program.

I don't think that the online aspect affects the quality at all," said Shafer, 39. There's no schmoozing at the campus pub, of course -- but, he says, "If the student is involved on a daily basis, it actually is an effective way to develop a dialogue among people."

As the concept of distance learning for graduate students takes hold many of the nation's finest institutions are giving it a whirl. Harvard University has pondered the ability to deliver gradate course work through online classes and has decided it is worth the effort.

Harvard's foray into distance learning, which began in fall 1997 with one course taught by the Faculty of Arts and Sciences' Extension School, has grown to a collection of dozens of online courses offered at a majority of the University's 11 schools.

But before such growth leads to students earning degrees through online coursework, University President Lawrence H. Summers will establish a committee of professors to consider if the meaning of a Harvard degree depends on physical presence in Harvard's classrooms."

The Problem

Some argue that teaching adults requires different methods than those used for teaching children. Though not the first to use the term andragogy (aner-meaning "man', agogos-meaning "leading"), Malcolm Knowles popularized it by describing a new set of assumptions about adult learners, and in contrast to children and pedagogy. Self-concept, experience, readiness to learn, orientation to learning, and motivation to learn were the focus of the contrasted differences for the adult learner (Smith 2001). Knowles is not without his critics (Burge 1988).

After an extensive self-examination and analysis of feedback; and at the advent of it's online delivery of course curriculum, University of La Verne's Doctoral Program in Education Management is seeking answers to important questions. The program needs to be individualized for students; to account for what students already know and can do. The current management theme courses need to be transformed to a competency-based model, and optimized for delivery in an online environment.

Launching a graduate web-based program however presents troubles that are not evident in the lower academic classes. One of the problems with web-based learning is that there has to be a way to know the student has completed the needed objectives to achieve and have earned the class credit.

The University of Dallas Graduate School of Management (UD), located in Irving, Texas, and Pace University's School of Computer Science and Information Systems (Pace), located in New York City and White Plains, New York, have joined forces as institutional Internet partners. Pace University's School of Computer Science and Information Systems has been offering graduate degrees in computer science, information systems, and telecommunications since 1983. A variety of distance learning methods have been used during the years."

The development of a graduate online program requires criteria that will help insure that the students gain the objectives to obtain the credits as well as provide the students with a support system in case the have a problem.

One recent study determined the following as necessary criteria for a graduate level online education program:

Select as course developer an experienced classroom professor who has taught the class before;

Contract for this service separately from the teaching agreement; and Arrange for the developer to teach the course for (at least) the first time it would be offered on the Internet.

The students who utilize online graduate programs are students who are self-motivated and driven to further their education in spite of obstacles their individual lives are placing in their path. There was a recent case study involving a graduate online program that included 30 students. The program was found at that time to be successful in its delivery.

The Internet-delivered courses are intended for these audiences:

find the online mode a convenience, travel a great deal and cannot make it to weekly classes, or transfer to another city before completing their degree.

Potential students with Internet connectivity anywhere in the world. "

One model for graduate level distance learning uses the latest technology to provide the students with the most comprehensive educational courses possible. The model uses simulated lecture classes to deliver the courses required to complete the graduate requirements. The lectures are placed on a web site and the students go to the site, read the lectures and do the coursework required. The model believes it simulates a traditional classroom in enough ways that the students can do the credits and receive their graduate degree without attending the traditional classes.

Following are some criteria for a well-conducted online graduate-level seminar:

Credentialed mentors guide small groups of students. The seminar leader must have the academic qualifications necessary to anticipate group discussion, and the small-group discussion skills to guide it without chilling the free flow of thought.

Students participate with a high degree of involvement after individual interaction with course material. The difference between a graduate seminar and a dormitory bull session is that participants in the former have individually interacted with material before gathering to share opinions.

Discussions are moderated. As the mentor guides a discussion, there is an agenda: to ensure that all course objectives are met and that all participants have equal opportunities to benefit from the discussion."

CHAPTER III

PROJECT DESIGN

Introduction

This chapter describes the research methods used, the purpose of the study, the research questions, kind of design, the sample and population, the instrumentation, the data collection procedure, and the analysis of the data.

Purpose of the Study

The goal of the project is to assist faculty of the University of La Verne Doctoral Program in Education Management in developing a foundation for transforming their current management theme courses to a competency-based model for online delivery.