Guide to Online Education

Transcription

W
hether you are just starting to think about going back to school or
have already made the decision to return, our comprehensive
Guide to Online Education will help answer your questions
about the vast and, often confusing, world of distance learning and online
education.
As eLearners enters its eighth year of existence, we have compiled our
internal emails, industry research, FAQ’s, personal experiences, and
collective knowledge to create the definitive guide to education online.
© 2007 eLearners.com, LLC. All rights reserved. Guide to Online Education
The content of this guide is furnished for informational use only, is subject to change without notice, and should not be construed as a
commitment by eLearners.com. eLearners.com assumes no responsibility or liability for any errors or inaccuracies that may appear in the
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© eLearners.com, LLC 1999 - 2006
Table of Contents
Chapter 1: Online Education Basics
Going Back To School Online
“You are Ready to Go Back to School If ...” .................................................................6
Five Topics to Discuss With Your Family
Before You Start an Online Degree Program ..............................................................11
Opportunities in Online Education
Introduction ..................................................................................................................15
Online Course ..............................................................................................................19
Blended Learning .........................................................................................................21
Online Certificate Program ..........................................................................................24
Online Degree Program ...............................................................................................26
Online Continuing Education ......................................................................................28
Online Training ............................................................................................................30
Military Online Education ...........................................................................................32
Non-Credit Online Learning .........................................................................................38
Online Education Providers
Comparing the Different Types of Online Education Providers .................................40
Chapter 2: Online Education In-Depth
What the Research Says
Highlights from Current Online Education Research ..................................................45
Online Student Profiles: Undergraduate Learners
Steve, A.A. in General Studies, Saint Petersburg College ...........................................49
Public, 2-year school
Tony, A.S. in Management, Penn Foster College ........................................................53
Private, for-profit, 2-year school
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Carole, B.S. in Business, Kaplan University ...............................................................57
Private, for-profit, 4-year university
Barbara, B.S. in Criminal Justice, Colorado Technical University .............................61
Rosalind, B.S. in Psychology, Liberty University .......................................................65
Private, not-for-profit, 4-year university
Melissa, B.S. in Nursing, University of Michigan-Flint ..............................................68
Public, 4-year university
Online Student Profiles: Graduate Learners
Nichelle, M.B.A., University of Phoenix .....................................................................71
Traci, M.F.A. in Creative Nonfiction, Goucher College .............................................74
Jen, M.S. in Education, Walden University .................................................................77
Scott, M.S. in Education, Walden University ..............................................................81
Terry, M.S. in Information Systems, Regis University ...............................................84
Amanda, Ph.D. in Human Services/Criminal Justice, Capella University ..................87
Cindy, Certificate in Regulatory Affairs, Lehigh University ......................................90
Online Education “How-To” Guides
How to Prepare For Your First Online Course ............................................................92
How to Set Up a Home Office for Online Learning ....................................................95
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How to Write an “A+” Discussion Posting .................................................................99
How to Avoid Plagiarism ...........................................................................................102
How to Effectively Participate in a Live Chat Session ..............................................106
How to Avoid Isolation in Your Online Class ...........................................................109
How to Survive Virtual Group Work .........................................................................112
How to Conduct Online Research ..............................................................................117
Chapter 3: Paying For Online Education
Getting Someone Else To Pay For Your Online Degree
Employer Tuition Assistance for Your Online Degree ..............................................126
Scholarships for Online Education ............................................................................131
Grants for Online Education ......................................................................................134
Loan Forgiveness and Online Education ...................................................................136
Self-Funding Your Online Degree
How to Pay For Your Online Degree Yourself .........................................................138
Borrowing the Money For Your Online Degree ....................................................141
Federal Loans for Online Education ..........................................................................143
Private Loans for Online Education ...........................................................................146
Education Tax Breaks and Online Education .............................................................148
Chapter 4: Online Education Trends
Hot Topics in Online Education
Distance Learning’s Best Kept Secret: CLEP® Tests ................................................150
Blackboard®’s Patent and Its Potential Impact Upon Online Education ...................156
Distance Learning and Accreditation .........................................................................159
Regional vs. National Accreditation ..........................................................................163
What the Future Holds For Online Education
Growth of Online Education Abroad .........................................................................167
Online Learning and K-12 Education ........................................................................169
Online Education and Reusable Learning Objects ....................................................171
Standards of Excellence for Online Education ..........................................................173
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You Are Ready to Go Back To School If ...
I’ve taken some college
classes, but I never
finished. I know I need a
degree and I think it might
be time to go back, but I'm
not sure … Am I ready to
go back to school? Help!
Excerpt from a recent email,
Michael D., eLearners visitor
Ask any parent: August is traditionally thought of as “Back to School” time. Every year,
millions of moms and dads welcome the start of a new school year for their kids by
shopping for new clothes, shoes, and backpacks filled with fresh school supplies. As they
wave good-bye from the bus stop, many think about going back to school themselves.
One of the greatest benefits of online education is that, in most cases, the “Back to
School” mentality holds true all year round. It’s never too late to think about finishing
what you started - or beginning what you never got a chance to start.
You are ready to go back to school if …
You have a clear understanding of what it is you want to
accomplish and know how earning a degree will help you
achieve that goal.
If you know that you can’t qualify for a pay raise or move into a management
role without a bachelor’s degree, going back to school is a smart decision.
However, if you are looking to strengthen specific professional or technical
skills (say, project management skills or learning to program in JavaScript®)
or fill a gap in your knowledge of the fundamentals (e.g. basic accounting
principles), you may not need a credential like a degree.
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Perhaps a single course or set of courses (a certificate program) or even some
non-credit option (a book from Barnes & Noble ® or Amazon.com®) will meet
your needs. Maintain perspective as to how this degree helps you accomplish
your goals.
Remember, if there is any doubt as to why you need this degree, chances are
you won’t be able to see the “big picture” later on down the road and risk the
chance of losing motivation along the way.
Your employer offers tuition reimbursement as an employee
benefit.
According to the United States Bureau of Labor Statistics, more than 50% of
companies with 100 or more employees offer some kind of tuition assistance
as part of their benefits package. For some reason, some companies seem to
want to keep their tuition assistance program a secret, so it’s up to you to find
out if it’s available to you. Factors to consider:

How much they will pay. IRS regulations stipulate that employers
may provide an employee with up to $5,250 per year, tax-free.
Additional compensation will be taxed, so it’s safe to assume your
employer will not exceed that amount, but you never know!

What they will pay for. Does tuition assistance apply to your
application fee or other costs? In addition to tuition and fees, your
company might even pay for textbooks and other related course
materials.

Type of education. Perhaps company policy stipulates that they will
pay 100% of the costs towards a degree or certification, but only 50%
for personal interest courses. Make sure to ask!
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
Type of institution. Typically, employers will verify that the
institution you attend is accredited by an accreditation agency
recognized by the United States Department of Education or the
Council for Higher Education Accreditation (CHEA); these are the
only two organizations authorized to recognize accrediting agencies.

Your grades. Find out how grades may affect your level of coverage.
Your employer may foot 100% of the bill if you get an A, 90% if you
get a B, and so on and so forth. Usually a “C” or better is required to
be eligible for tuition reimbursement.

When they will pay. Determine whether your employer will pay up
front at the start of the semester or if you have to come up with money
for tuition first and then wait to be reimbursed after you have received
your grades.

Field of study. If you work at an advertising agency, it’s highly
doubtful they will pay for a degree in nursing. See what limits there
are in your choice of a major. Most likely, you will have to study
something relevant to your current job or future role.
You have thought about the short- and long-term financial
impact of going back to school to earn your degree.
A college degree doesn’t come cheap. But don’t let the price tag of a college
education stand in your way.
Look at your personal budget and examine how paying for school may affect
you and your family over the next few years. The flip side of this is to also
think about your potential for increased earnings or job opportunities after
you complete your degree. Going back to school is literally an investment in
you.
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You have the support of your loved ones.
Is your family willing (and able) to support your efforts to be a student? To
do your best academically, you need to have the backing of those closest to
you.
Make sure to talk about the impact of your return to school and how things
might be different around the house: increased chores for kids; rotating meal
preparation responsibilities; guaranteed quiet time to study in the evenings,
etc.
You also have your employer’s “buy-in.”
Believe it or not, but you will also want to have backing from your employer
as well. Don’t assume that you are free to use your work laptop to respond
to a discussion question for your class. How will your manager react if you
spend your lunch hour catching up on a paper whose deadline is
approaching?
You understand the necessary time commitment that is
required of you and are ready to make a plan.
The general rule of thumb is that a three credit college course will require,
on average, of ten to twelve hours per week. The hype of “Online education
24/7 - on your time, at your schedule!” is exciting, but you must consider the
actual consequences of squeezing school-related duties into your life.
Will you still have time for a five o’clock racquetball match or your monthly
Book Club get-together? Closely examine your schedule and responsibilities
and identify what you are willing to sacrifice in the short-term to achieve a
long-term goal. You must be ready to give up the occasional episode of
“American Idol®” or idle Saturday mornings in bed.
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You see yourself as being in control of your future.
Do you make things happen, or do things happen to you? There is a
psychological concept describing one’s decision-making ability called
“locus of control”. Students with an internal “locus of control” believe that
their actions (such as studying on a regular basis) result in receiving A’s and
B’s. Students with an external “locus of control” believe that their C’s and
D’s were determined by forces beyond their control (such as an unfair
professor).
If you identify with the former example, and are ready to take responsibility
of your learning, you are making a commitment to success and are ready to
go back to school.
All Accredited Online Degrees
Show me:
Ready to get started? These fully
accredited online colleges and
online universities are committed
to academic excellence and offer
online degrees delivered in a
flexible, convenient format.
Associate’s Degrees
Bachelor’s Degrees
Master’s Degrees
PhD Programs
Certificate Programs
PAGE 10 OF 175
Five Topics to Discuss with Your Family Before You
Start an Online Degree Program
Without the moral support
and day-to-day help of
your spouse and children,
many adult learners are
prone to give up and quit.
It's truly a team effort.
Susan Smith Nash, Ph.D.
Associate Dean, Excelsior College
Having the support of your loved ones in what you do is always good. However, having
your family on board as you embark upon a major life event - like going back to school to
earn your degree - is even more important. Keeping your family in the loop about your
decision to go to (or return to) college is crucial to your success. Says Associate Dean at
Excelsior College, a well-known college for non-traditional (adult) learners, Susan Smith
Nash, Ph.D., “Without the moral support and day-to-day help of your spouse and
children, many adult learners are prone to give up and quit. It’s truly a team effort. “
Be prepared and have a list of talking points for guidance. You’ve done your research and
you’re ready to enroll. Call a family meeting and discuss the following:
Why you are going back to school and why you are doing it
online.
Explain why this is important to you and your reasons for going back to
school: “I want to be able to earn more money”; “It’s time for me to qualify
for a promotion”; “I need to make a career change”; “I’ve always wanted to
finish something I started a long time ago”). Then be sure to emphasize the
ways your degree will benefit the entire family in the long run. Get them
excited about how you envision things to be in the future.
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Explain that an online degree makes sense for you and your
situation.
You chose online learning for a variety of reasons. Distance learning is
flexible, convenient, and proven to be no different than learning done in a
classroom. Despite all the benefits of distance education, anticipate a level of
skepticism. Describe some of your initial concerns about online education
and discuss how you decided on an online degree. Illustrate that you have
conducted careful research into the different educational options available to
you.
Discuss the impact of the cost of your schooling on the
family budget.
Be up front in talking how about you will be paying for your education:
applying for federal financial aid; taking on some credit card debt; having
your employer shoulder the costs of your online degree, etc. Be specific if
there are any personal or familial sacrifices that need to be made. If some
corners are to be cut, be fair and show how everyone will have to contribute.
Remind your family that your education is essentially an investment in
yourself. Will family members have to take on additional tasks around the
house? It’s a good idea to spend a few moments covering household chores
and other responsibilities as well. Outline a plan that everyone can live with.
You have the support of your loved ones.
Is your family willing (and able) to support your efforts to be a student? To
do your best academically, you need to have the backing of those closest to
you.
Make sure to talk about the impact of your return to school and how things
might be different around the house: increased chores for kids; rotating meal
preparation responsibilities; guaranteed quiet time to study in the evenings,
etc.
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You also have your employer’s “buy-in.”
Believe it or not, but you will also want to have backing from your employer
as well. Don’t assume that you are free to use your work laptop to respond to
a discussion question for your class. How will your manager react if you
spend your lunch hour catching up on a paper whose deadline is approaching?
Earning an online degree is very important undertaking, and this talk is meant for you to
express your needs. At the same time, acknowledge that this decision will impact and
affect the family structure. Providing a respectful family forum affords everyone the
chance to voice their thoughts and feelings about topic. A meaningful dialogue with your
family keeps the lines of communication open and gives you the support you need to
begin a successful academic journey.
Show me:
PhD Programs
PAGE 13 OF 175
Types of Online Education
1. Higher education
Online course
Blended learning
Online certificate program
Online degree program
2. Online continuing education
3. Online training
4. Military online education
5. Non-credit online learning
There is more than one way to prepare for the future. In some countries, the educational
fate of a student is essentially decided before puberty. Students are tracked and tested
early in their primary years. By the middle school and high school years, college-bound
students are siphoned off for entry into high schools with an academic focus. The others
are given little choice but to enter an educational system that teaches basic skills for
independent living, and terminates with home economics or vocational instruction. For
them, an associate’s is a two-year terminable degree. The credits cannot later be applied
toward a bachelor’s degree even if the student develops the maturity, motivation, and
intellectual curiosity necessary for the rigors of academic life.
Fortunately, in America, students get a second chance…and usually a third, fourth, and
fifth, too! Students take many paths to college—there is no right one. One size does not
fit all. Some students are home-schooled, some are tutored, some matriculate through the
public education system, some enroll in private schools, some take the requisite four
years to complete high school, some opt to earn their diploma early, some drop out
entirely, some go to night school, and some drop back in and take the high school
equivalency test in lieu of earning a diploma. It is simply never too late.
The same holds true for higher education. Some students adhere to a degree plan
generated with input from their academic advisors, and choose to make steady, regular
progress toward their degrees. Others may choose to reduce their course load, take a
semester off here and there, or change their areas of study. Some may plan to earn an
associate’s degree and later apply those credits to a bachelor’s degree. Indeed, the same
holds true for certificates, which can, at some schools, be applied to a master’s degree.
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Online learning makes education accessible to virtually everyone, at any stage, on the
path to achievement. Students are not bound by physical disabilities, learning disabilities,
poor life choices, geographic limitations, or socioeconomic status. Online learning makes
the playing field about as level as it can get. A student who is determined enough can and
will succeed.
Introduction to Online Education
Opportunities abound. If you have landed on this page, that means you are already
considering an online education experience. Congratulations. You’ve made a smart
move. Enroll and you will be in good company. According to a 2005 survey, “Growing
By Degrees: Online Education in the United States, 2005”, backed by the Alfred P. Sloan
Foundation, online enrollments increased from 1.98 million in 2003 to 2.35 million in
2004. Over 360,000 new students are expected to enroll in online courses each year. They
are unlocking their potential and you can, too!
More and more schools are offering courses online. Some schools offer the opportunity
for students to obtain a certificate or a degree wholly online. Faculty and institutions are
recognizing that not all students fit into the 18-22 year old demographic. The Socratic
method, with one teacher standing in front of a blackboard facing dozens of students, is
now just one way classes are taught. Not the only way. There are mature students with
life experience who have different needs and objectives. Colleges and universities are
tailoring the education experience they provide to these non-traditional students.
There are as many reasons to return to school as there are for leaving. Some people
voluntarily interrupt their education. They decide that upon high school graduation they
are not ready for college. Others defer education out of necessity in order to join the
military, raise a family, or care for a family member. Then there are those who want to
take time to find out their interests, work their way up from an entry-level job, or just get
life experience. Later they find that what interests them requires a degree; or that they
can’t be promoted to more responsibility without a degree, or that their lifestyle demands
a career change and more money. All at once they have to be competitive in the job
market--and in many industries that means having a degree.
eLearners.com can help every step of the way!
PAGE 15 OF 175
Show me:
PhD Programs
PAGE 16 OF 175
Sample Student Profiles
Joe
Joe never liked high school. He enjoyed learning, but didn’t enjoy sitting in a classroom
listening to a teacher. Staring at a blackboard was boring. He liked drawing and sports particularly those that fulfilled his sense of adventure. He wanted to go bungee jumping,
but his friends talked him out of it. Two weeks before graduation he saw a commercial
for the U.S. Army. He thought rappelling down the side of a mountain looked like fun.
He accepted his diploma, shook hands his with his teachers, and never expected to see the
inside of a classroom again. He was off to basic training. Now he has had his fill of being
told what to do. He would like a turn telling others what to do for change. He is
considering a career in law enforcement. He would like to get started before he leaves the
Army. But how can he go to college when he gets transferred every two years?
Jenny
Jenny was a good student. She participated in student government, joined the foreign
language club, and worked part-time at the mall. But her real passion was fashion. She
didn’t figure she would need a college degree to sell clothes. Her boss told her she could
be promoted right after high school graduation. Within two years she was promoted all
the way up to manager. She set a goal to become a buyer, enrolled at the community
college, and began taking classes around her work schedule. Within two years she had a
new job, at a new company, and an associate’s degree. Now she has set her sights on
another promotion, but the job requires a bachelor’s degree. It’s not so easy to attend
classes around her work schedule now. She is a single mom with two kids and a lot of
responsibility. How can she make a better life for her family without sacrificing time with
her children now?
Jim
Jim was college-bound from the time he started kindergarten. His parents had told him
so. After high school graduation he welcomed the opportunity to live away from home.
He made decent grades, pledged a fraternity, worked as a waiter, and dreamed of
becoming a songwriter. After college graduation he took a year off to give his writing a
chance. But he spent more time in cafes all around Europe, than actually working on his
craft. He came home, got his credential, and became a third-grade teacher. His creative,
engaging lessons have made him a legend within the elementary set. He is poised for
great things and would love to remain in the education field. But his wife wants to re-
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model the kitchen. He is considering leaving to pursue a career in sales. Fortunately,
within his school district continuing education is required and rewarded. He needs a
master’s degree. Once he obtains it, he can earn another $500/month. But how can he go
to grad school when he and his wife already juggle two full-time jobs, a mortgage, three
kids and one more on the way?
The Way to Learn in the 21st Century
Today many campuses are digitally unwired. That means students can learn, not only in
the classroom, but anywhere from the quad to the coffee shop. You can literally plunk
down your laptop and upload your lesson.
For Joe ... that means that he has an opportunity to begin his college experience before he
lives the Army as a SOCAD student. It is not a big concern if he is transferred two more
times before he transitions from active duty. Much of his coursework won’t require him
to step inside a classroom.
For Jenny ... it means that she can take advantage of blended learning. It’s a fairly new
concept in education that will allow her to enroll in courses on campus that also have an
online component. Her college schedule will allow her greater flexibility to meet the
needs of her children.
For Jim ... it means that he does not have to resign from a job he loves in order to go to
school full-time. He can earn his master’s degree and still bring home a paycheck. He can
complete all of his course requirements, interface with his professor, and work on his
group projects all online.
Distance education will allow these students and thousands more to achieve their goals.
Distance education is the answer. The question is ...”When are YOU going to start?”
Show me:
PhD Programs
PAGE 18 OF 175
Online Course
An online course is student-centered. Taking a course online is very similar to taking a
course face-to-face in a traditional classroom setting, but with one significant exception.
There is an instructor who is an expert in the subject matter, there is a course plan, or
syllabus, and students are expected to study, participate in discussions, and demonstrate
by examination or written term paper that they have learned the material. However,
students may do all of this without ever entering a classroom.
An online course makes use of emerging technologies and media, such as broadband
Internet, web cameras, live chat, asynchronous message forum, podcasting, and instant
messaging.
Far from being isolating, individual students become a part of a global learning
community. A stay-at-home mother in San Francisco may number among her classmates
a boatswain’s mate stationed in Bah’rain, an advertising executive in Austin, and a nurse
in Newport.
Individual Online Course Taken For Credit
A student may take a course via distance education for credit to fulfill a requirement at
the institution where he or she is seeking a degree.
The course can be taken:
1. at the school in which in which he or she is enrolled or
2. at another regionally accredited college or university
Some students, who are already enrolled in a degree program at a conventional college or
university, can take online courses in addition to their course load, over the summer
break, or during intercession. It can save money, and put students farther ahead on the
road to graduation. Some students elect this option for prerequisites, general education
requirements, or electives.
People who are not currently enrolled at an institution of higher learning, but are
contemplating earning an online degree later, may find that enrolling in an individual, for
credit course is a good first step. Taking one course online can be a good indicator of
PAGE 19 OF 175
success in a degree program. It allows students to gauge the amount of reading that is
required, become familiar with the technology, learn to budget their time, and get a sense
of balancing everyday responsibilities with school.
If the experience is a positive one, a student may be encouraged enough to seek a degree.
In that case it may be possible to apply those credits toward that degree.
Course materials can be delivered to the student via “snail mail” (U.S. postal mail) or
online via the Internet. Students listen to a lecture, read the assigned text, and post
comments to a discussion board that is monitored by the lecturer. Students are then
usually required to respond to at least two other students’ comments. The lecturer often
provides students with links to other resources on the Internet to maximize the learning
experience. Group projects, exams, and term papers can all be submitted without the
student ever leaving home.
Individual Non-Credit Online Course
Just as in a conventional college or university where a student audits a course, a distance
education course can be taken on a noncredit basis. Students are permitted to benefit from
the instruction without the pressure of working toward a grade. Students who wish to
learn a subject for their personal enrichment, or who wish to acquire specific knowledge
for their profession may choose this route.
Show me:
PhD Programs
PAGE 20 OF 175
Blended Learning
Blended learning (or blended education) combines coursework in a traditional classroom
(synchronous) setting with an online (asynchronous) component. Students get the sense
of community with other students, but are allowed to complete a portion of the
coursework independently in a virtual environment.
Virtual learning may take the place of day-long workshops,
symposiums, labs, or even some class meetings.
It is very suitable for those courses that involve structured exercises.
It is particularly convenient for those students who live several hours
from campus, lack transportation, or have difficulty negotiating the
campus due to a physical disability.
Significantly reduces childcare costs; less time on the road means
more time at home.
If Jenny were to take advantage of blended education she could complete many of her
lectures on her own time and make the drive to campus just 2 or 3 times during the
course.
Flexible
Blended education is truly innovative. Courses that take into account attendance several
times a week, as well as class participation, term papers and exams are not ideal for every
type of learner. Mature students with household responsibilities, commuter students, and
students who reside in remote areas have different challenges than traditional, residential
students. Blended education recognizes a student’s commitment to learning the material
and completing a course, without penalizing the student for factors outside his or her
control.
In an age when kindergarteners have access to computer labs, their older siblings are
watching movies on an iPod ® the size of credit cards, and their parents are getting their
headline news from telephones, the education field was ripe for change. A learning
method that relies on a model created centuries ago is not as relevant today as it was even
five years ago.
The traditional blueprint dictates that one professor must stand in front of scores of
students and lecture. Each individual student—regardless of her background, ability and
PAGE 21 OF 175
level of interest in a subject—is expected to be in lock-step with all of the other students
at any given time.
Technology-based education allows a student who may already know the material to skip
ahead and study what is relevant. Students who need more time can pace themselves
accordingly.
We now know that when it comes to education, one size does not fit all. There are almost
as many variations on learning styles as there are students. Enthusiasm and attention have
to be considered. Even a motivated student may “shut down” after a certain period of
time. If you are one of those students, a 50-minute lecture is much more palatable than
one that runs on for two hours. Other students, however, would rather sit through a longer
lecture, if that meant only attending class two days a week instead of three. Until
recently, a student’s only choice was a Tuesday/Thursday or Monday/Wednesday/Friday
schedule.
Even when a professor has a great deal of enthusiasm for the subject matter, some
students may be “underwhelmed” by his lecture. To some, a “talking head” is boring.
Same with black letters scribbled on a whiteboard. Interactive text with colorful graphics,
hyperlinks, pictures, audio and video is simply more interesting.
Research shows that online learning is not just fun, but effective as well. Retention is 3075% higher than with face-to-face teaching. [Dr. Vladimir Uskov, Student-centered
learning in online and blended education on computer information systems, 2003,
Bradley University, Peoria, IL.]
Before you enroll:
1. If possible, find out how other students rated the instructor. How much experience
does that instructor have with teaching online?
2. Ask questions about anything and everything and persist until you get answers.
3. If you are taking any distance education course, find out what to do if you
experience technical problems. Who do you call or email? When are they
available?
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4. How soon can you expect a response from the instructor? Will he or she offer
office hours by phone or instant messaging?
5. Is there an opportunity to complete assignments under supervision by the
instructor or a teaching assistant?
6. How is class participation weighted? Will you be expected to check in daily,
weekly, monthly, or not at all?
If you have to withdraw, what is the refund schedule?
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PAGE 23 OF 175
Online Certificate Program
Fast Fact: 20% of all higher education students now take online
courses and that is a dramatic increase from less than 1% in 1995.
Blended Learning: Education Innovation & Productivity, Karen Vignare, Michigan
State University
Certificate programs generally involve less than 10 courses which are all focused on a
single subject or profession. Certificates can be earned at both the undergraduate and
graduate level.
If you want to increase your marketability and make your resume stand out, you may
seek to demonstrate that you have an in-demand skill set in an area such as Project
Management, for instance. Other fast-growing disciplines such as Human Resource
Management, Digital Marketing and Six Sigma are popular online as well. You will be
able to learn material that you can apply immediately. And measure yourself against your
peers. In-depth coursework with a practical, real-world focus is a significant part of the
curriculum.
After the educational institution confers the certificate, some students choose to sit for an
exam administered by the associated organization of their profession. Certification
requires a prescribed amount of previous work experience, or “contact hours,” in addition
to successful performance on an exam.
For example, a woman who has worked in the human resources field for five years may
decide to enroll in an online certificate program to keep abreast of trends. When she
finishes the course, she will be awarded a certificate stating that she has completed the
course of study. If she wishes to achieve credentialed status, she sits for an exam
administered by the Human Resources Certification Institute or HRCI, the affiliate of the
Society for Human Resources Management (SHRM®). HRCI is the leading,
internationally recognized certifying body for human resources. Successful performance
will allow her to place the initials PHP (Professional in Human Resources) after her
name.
Some schools will allow a student to take coursework toward a certificate and later apply
the credits toward a master’s degree.
PAGE 24 OF 175
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PAGE 25 OF 175
Online Degree Program
On-line education has penetrated colleges and universities to such a degree that it can
now rightly be called mainstream. Once a market dominated by for-profit institutions,
more and more public and private, not-for-profit institutions of higher learning are
increasing their presence.
63% of schools offering undergraduate face-to-face courses also offer
undergraduate courses on-line (1).
Among all schools offering face-to-face Master’s degree programs, 44% also
offer Master’s programs on-line (1).
Among all schools offering face-to-face Business degree programs, 43% also
offer online Business programs (1).
Even the Ivy League has ventured into online education; Harvard offers 100
courses on-line, two certificates which can be completed entirely on-line; and
one master’s degree that completed on-line after a residency period (2).
(1) Sloan Consortium, “Growing by Degrees: Online Education in the United States, 2005.”
(2) Harvard Extension School.
Students can complete their education through a campus-based degree program or
through a virtual university. The former relates to a brick and mortar school that also
offers courses online. (Some truly virtual universities, such as Walden University, Jones
International University and Western Governors University, do not have a physical
campus at all.)
Learners enrolled in an online degree program can enjoy many of the benefits of their
campus counterparts. They can receive academic advising, financial aid, career center
services, and have access to a wealth of resources through the college or university’s
library system.
Many online degree programs have no residence requirement, so students do not have to
relocate or travel to the university. Some institutions even offer virtual commencement
exercises for those graduating from an online degree program.
PAGE 26 OF 175
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PAGE 27 OF 175
Online Continuing Education
With baccalaureate or graduate work years--even decades--behind them, professionals
need to stay abreast of trends, training, and education in their field. In many industries
what was considered cutting-edge 10, or even five, years ago is obsolete today.
(Remember beta, cassette tapes, or telephones with cords? Most computers today aren’t
even configured to accept a floppy disk.) New hardware and software is more efficient,
faster, and easier to use so it naturally supplants its predecessors. And that is just in the
rapidly changing world of technology. However each industry has developments,
improvements, new standards and practices.
Online continuing education provides professionals to learn what they need to stay
credentialed, or at least relevant, in their fields. Nursing, healthcare, mental health, social
work, insurance, engineering, education, IT, and accounting for example, are some fields
which require regular study to stay “in the know”.
A Continuing Education Unit is the recognized means of quantifying professional
coursework and training activities. Issuing CEUs is a method of establishing a record of
training and education to professionals who are required to submit proof of their
continuing education employers or licensing boards.
The International Association for Continuing Education Training (IACET) utilizes the
following formula to compute CEUs:
One (1) IACET CEU is equal to ten (10) contact hours of participation in an organized
continuing education experience under responsible sponsorship, capable direction, and
qualified instruction.
10 hours of instruction = 1 CEU
The same formula is used to calculate the number of CEUs that are awarded for online
learning. Developers of online continuing education estimate the amount of time an
average learner will take to complete the course, and then convert it to CEUs.
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Remember! Check with your specific regulatory board, employer, or agency to confirm
that a course you take from a particular IACET-authorized provider will be accepted.
For more information on pertaining to online continuing education,
please visit http://www.iacet.org/standards/dis_learning.htm.
To view a list of companies, regulatory boards, and organizations that
currently accept the CEU, please visit
http://www.iacet.org/resources/accept_ceu.htm.
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PAGE 29 OF 175
Online Training
Job training delivered online offers flexibility to both employees and employers. The key
benefit of online training is the same as with other forms of distance learning. With
online training, the coursework is self-paced and is available anytime and anyplace.
Businesses are well-acquainted with sales training and customer service training for their
employees. But other types of online training are becoming increasingly accessible and
popular. Ethics, harassment, human resources, diversity, leadership, and management
training are all available as online training courses or programs for companies to offer
their employees online.
In addition, employees who want to further their professional development can select
from a wide variety of training courses and certificates including project management,
JAVA® programming, or Sarbanes-Oxley training.
Corporate Universities
Corporate training used to consist of mandatory attendance in the conference room,
before work or at lunchtime, to listen to a very dry speaker pointing to a PowerPoint®
slide. Workers sipped instant coffee and watched the clock. As companies have had to
become more concerned with employees’ growth and development, all that has begun to
change thanks to online training. Corporate training has even become not only a retention
strategy, but a hot recruitment tool as well.
Corporate universities draw on both internal and external resources to provide skillenhancing programs to acclimate new employees to the company culture, and give more
senior employees a way to stay current in today’s business arena.
Employees are starting to make career choices based upon future marketability, not just
the current compensation package. It is not hard to imagine that a job candidate weighing
two offers from similar companies, would be likely to accept the offer from the company
that has a “university.” The prospect of being able to earn a project management
certificate or Microsoft® certification, on company time, would be enticing indeed.
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Employers benefit because there is a company-wide approach to leadership development
and there is a clear tie-in to performance goals. Employees appreciate acquiring
marketable skills.
Once the universities are established, corporations seek to turn the programs into profit
centers by enrolling vendors and customers.
The free trip to Hawaii to attend a team-building symposium may be a thing of the past
with the adoption of e-learning tools. Dell Learning (1) offers 95% of its courses on-line,
up from 25% in 1996. From New Hire Orientation to the School of Finance, nonclassroom based learning educates employees, corporate leadership and stockholders.
Motorola University (2) began as a means to offer training to its employees internally,
but is now available to the general public. Learners can earn a Six Sigma e-Greenbelt
through the on-line program.
(1) Dell Learning, “Discover Dell Learning.”
(2) Motorola University. http://www.motorola.com/motorolauniversity.jsp.
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PAGE 31 OF 175
Online Education for the Military
One of the benefits of serving in the military is the opportunity to earn money for college.
Ironically, the demands of serving can often negate the ability to actually attend class.
Whether deployed to a foreign land, afloat on a carrier in the middle of the Indian Ocean,
or even stationed at a military base far from
campus, it can be impossible to attend class.
Long work hours, reassignments, and
relocations can make it a challenge for even
those stationed close to a university to attain
their educational goals.
Few things could be more frustrating for a
service member than working tirelessly to fulfill
military duties, mustering the energy to go
straight to class, studying in the wee hours,
preparing for exams amid maneuvers, and then
being relocated before earning enough credits to
graduate!
Enrolling at another university at the next duty
station--only to have to re-take those same courses
because the previous credits did not transfer-- is
worse.
The servicemembers opportunity colleges address that concern. SOC is a consortium of
colleges and universities on, or accessible to, military installations throughout the US and
abroad. They have agreed to accept one another’s credits so that students do not have to
be re-evaluated each time they transfer schools. This means that highly motivated service
members can have the opportunity to complete their degree no matter how many times
the military may relocate them. Their adult family members are eligible, too.
The SOC program allows students to receive credit for what they already know! Learning
from the student’s MOS, military schools, and independent study is evaluated and
awarded credits toward degree completion. Students who work well independently may
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wish to study on their own and take tests for course credit in lieu of enrolling in a class
through CLEP® exams, DDSTs or ECEs.
For more information, select a SOC program specific to your branch of service:
U.S. Army
http://www.soc.aascu.org/socad/Default.html
U.S. Navy
http://www.soc.aascu.org/socnav/Default.html
U.S. Marines Corp
http://www.soc.aascu.org/socmar/Default.html
U.S. Coast Guard
http://www.soc.aascu.org/soccoast/Default.html
U.S. Army National Guard
http://www.soc.aascu.org/socguard/Default.html
Quick Facts
Limited academic residency. SOCAD colleges and universities require no more than
25% of a degree program in residence at the home college, and courses taken from the
college anywhere in the world at any time during study for a degree to count toward
residency.
A formal agreement between college and student. Soldiers are required to have a
Student Agreement (SA) or documented degree map in place by the end of their second
class taken at the home college. The SA or documented degree map lists the classes that
will advance a Soldier toward a degree and includes appropriate credit for any previous
college courses and nontraditional learning, Army Military Occupational Specialties
(MOS), military training courses, and shows results of national examinations).
Credit transfer guarantees. SOCAD colleges and universities guarantee to accept in
transfer courses listed in the transferability tables of the SOCAD-2 and SOCAD-4
Handbooks, which are used as manuals for the SOCAD system by college and military
PAGE 33 OF 175
counselors. Listed courses are transferred among network colleges and universities
without course-by-course prior approval for individual students. SOCAD colleges and
universities also guarantee to accept college-level General Education elective courses in
specified course areas. These guarantees are in effect only when a SOCAD Student
Agreement has been issued and only for transfer back to the home college.
Three program-delivery options. Soldiers can complete degrees at SOCAD colleges
and universities with courses offered in classroom settings, via distance learning, or by
learning assessment. Students can combine these options in completing courses outlined
in their SOCAD Student Agreements.
Completion after military service. Soldiers can complete degrees and
certificates/diplomas after leaving the Army.
Before enrolling in school, make sure to do your research. Ask questions. And don’t be
afraid to negotiate.
Questions to Ask:





Will the school waive the application fee for active duty personnel?
Does the school offer credit for military training?
Does the school accept credit for work experience?
Will the school accept CLEP, DDSTs, ECEs, GRE, or other tests?
Is discounted tuition an option?
DANTES
The U.S. Department of Defense Defense Activity for Nontraditional Education Support
(DANTES) offers a series of equivalency tests. The DANTES Subject Standardized Tests
(DDSTs), originally developed for military personnel, but now available to civilians,
enable students to earn college credit for what they already know. Knowledge gained
from self-study, correspondence courses, or on the job can be applied to further students’
educational goals. If students can demonstrate by exam that they know as much as
someone who has completed an equivalent college course, they are awarded college
PAGE 34 OF 175
credit. For more information, please visit http://www.getcollegecredit.com/ or
http://www.dantes.doded.mil/dantes_web/danteshome.asp?Flag=True.
Free Resource!
Official DANTES Subject Standardized Tests Study Guide
The only official guide to the DANTES Subject Standardized Tests. This official
guide covers 8 tests in business, personal finance, financial accounting, human
resource management, supervision, organizational behavior, business math, and
ethics. Go to: http://www.petersons.com/pdf/free/DSST.pdf (.PDF format)
CLEP®
College-Level Examination Program exams are administered by the College Entrance
Examination Board. The majority of the CLEP® tests are multiple choice, but some are
multiple choice and essay. There are around 30 subject area tests as well as five general
exams: social sciences and history, English composition, humanities, college
mathematics, and natural sciences. CLEP® tests are free for certain military personnel and
qualifying civilians through DANTES. For more information and an eligibility chart, visit
the website at: http://www.collegeboard.com/student/testing/clep/military.html.
Free Resource!
Peterson’s CLEP Success
Get ready for the five CLEP general subject tests–English composition, the
humanities, math, the natural sciences, and social sciences/history. This
comprehensive prep guide provides complete subject review and two full-length
practice tests for each subject. Go to:
http://www.petersons.com/pdf/free/ClepSuccess.pdf (.PDF format)
ECE
Excelsior College Examinations are similar to the CLEP® tests. Students can select from
40 examinations in the arts and sciences, business, nursing, and education. They are also
free for qualifying military and civilian personnel through DANTES. For more
information visit:
PAGE 35 OF 175
https://www.excelsior.edu/pls/portal/url/page/Excelsior_College/Excelsior_College_Exa
minations.
Free Resource!
ECE Examination Guides
http://www.inarng.org/Education/education.htm (scroll to bottom of page)
GRE®
Graduate Record Examinations Subject Tests® are administered by the Educational
Testing Service. Most people are familiar with the GRE® as part of the process for
entrance to graduate school. However, some institutions will award undergraduate credit
to students who earn a good score. Subject tests are offered in eight disciplines:
Biochemistry--cell and molecular biology, biology, chemistry, computer science,
literature in English, Mathematics, Physics, and Psychology. For more information please
visit http://www.gre.org/pbstest.html.
GI Bill
The VA will reimburse you for testing fees for tests to get into school or take courses for
credit.


http://www.gibill.va.gov/pamphlets/testing.htm
https://www.navycollege.navy.mil/about.htm
eArmyU
GoArmyEd is a brand new portal (launched in April 2006) that revolutionizes learning
for active duty army soldiers. Much of the paperwork associated with taking courses is
now automated. Soldiers no longer have to wait for office hours to make an appointment
with an Education Counselor. They can get information on traditional classes, distance
learning, online courses and even request Tuition Assistance anytime, from anywhere.
eArmyU is an e-learning program within GoArmyEd. Soldiers can take courses at 28
regionally accredited colleges and universities through eArmyU to work toward
certificates and degrees.
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Soldiers who take eArmyU courses get these exciting benefits:




Free textbooks
Free internet service provider (ISP) access
All course fees included in the eArmyU tuition
Many students will even qualify for a laptop computer on which to take courses!
Those students will also receive:


Technical support
Virtual program mentors
For more information, visit: http://www.eArmyU.com/.
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PAGE 37 OF 175
Not-for-Credit Online Learning
Those who enjoy learning for learning’s sake, or who would like to learn more about a
hobby or special interest can take classes on line. The cost is nominal or free. The
learning is usually self-paced, but some are instructor-led. And there is no pressure.
Take a course through a junior or community college on-line and you will still receive a
syllabus, a qualified instructor and learning materials—just like
in a for-credit course.The only thing you won’t get are back-toschool jitters.
Without the pressure of cramming for exams or scrambling to
write lengthy term papers, you are free to study and enjoy the
content. Web design, business writing, and grant writing are
classes that offer students the opportunity to enhance their skills
in a non-competitive environment.
Special courses with content geared toward to mature students, retirees, and lifelong
learners are often available as well. Courses and tutorials covering a wide range of topics
from etiquette to financing a car are available at http://www.learnthat.com/.
In order to stay close to customers and generate loyalty, some retailers are offering
courses and reading groups, too. Barnes & Noble University is offers dozens of courses
in Liberal Arts and Life Improvement categories ranging from “Backyard Astronomy” to
“Understanding Islam Today.” Content ranges from the practical “Golf Basics” to the
cerebral “The Brain and How it Works.” Browse the many offerings at
http://university.barnesandnoble.com/.
Learn the basics of investing with tutorials from Bloomberg University, an offering from
the venerable financial markets media content provider. Visit
http://www.bloomberg.com/invest/univ/index.html.
The United States Small Business Administration offers free online courses provided by
Trump University, Maine SBDC, South-West Texas SBDC, and the PA SBDC at
Kutztown University. Students can enroll in courses ranging from “Developing a
PAGE 38 OF 175
Successful Business Plan” to “How to Find Start-up Funding.” To view the full course
catalog, visit http://www.sba.gov/training/courses.html.
As with other areas of distance learning, course content for non-credit classes is being
developed and brought to consumers in record time. Check back often to see if new
providers have been added!
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PAGE 39 OF 175
Types of Online Education Providers
After deciding if you are ready to go back to school and understanding the different types
of online education that are available to you, the next step is to find the school that suits
your needs.
There are literally thousands of colleges and universities out there competing for you. Be
prepared to thoroughly explore your options before you click on that “Apply Now!”
button.
Ultimately, no one can make this decision except for you, but don’t get stressed out. To
make an informed decision, read about the differences that exist with regards to the kinds
of schools that offer online education.
The following are some factors that you will want to consider:
1. Two-Year Colleges vs. Four Year Colleges and
Universities
2. Private Institutions vs. Public Institutions
3. For-Profit Schools vs. Not-for-Profit Schools
1. Two-Year Colleges vs. Four Year Colleges &
Universities
Two-year colleges
(community and junior colleges)
Four-year colleges
and universities
Schools like: Axia College, Iowa Central
College, Indiana Business College, Penn
Foster College
Schools like: Walden University, Capella
University, Strayer University, DeVry
University
In fall 2004, 38% of nearly 18 million
students were enrolled in two-year
community and junior colleges. 51.5% of
all online students are studying at two-year
schools.
40% of all postsecondary educational
institutions in the U.S. are four-year
colleges and universities. 61% of 18 million
students were enrolled in four-year
institutions in the fall semester of 2004.
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Two-year schools offer certificate
programs (less than two years of work),
technical programs (terminal associate
degrees), and transfer programs (the
coursework leading to an AA or AS degree
are usually transferable for credit at a fouryear school.)
Four-year schools offer bachelor’s
degrees (equivalent to about four years of
full-time study), master’s degrees (i.e.
MA, MS, MBA, etc.), doctoral degrees,
and professional degrees (i.e. JD, MD,
DVM, etc.).
Advantages:
Advantages:


Open enrollment policy
Lower cost (as competed to fouryear schools)
 Agreements between four-year
institutions and community colleges
to allow a student receiving a twoyear associate degree to be accepted
with junior status at any four-year
school state-wide.
Good option for:


Greater selection of majors and
classes than are available at a
community college.
 Generally thought to have name
recognition and be considered
more prestigious
 Increased access to faculty
members who are more involved
with research and scholarly
activities.
Good option for:
Students who are unsure of academic
abilities or long-term goals.
 Students very concerned with cost.
 Students pursuing a first degree or
who are interested in updating
existing work skills.

Students who are confident in their
academic abilities and career goals
 Students wishing to enter
professional fields or occupations
in the health sciences, law,
education, engineering or business
which require a more advanced
education.
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2. Private Institutions vs. Public Institutions
Private Institutions
Public Institutions
Schools like: Walden University, Axia
College, University of Phoenix, Post
University, Regis University, Benedictine
University
Schools like: University of Florida,
California University of Pennsylvania,
Boise State University, Thomas Edison
State College, Eastern Kentucky University
Private, for-profit and private, not-forprofit colleges and universities constitute
68% of all postsecondary educational
institutions in the U.S. in 2004-2005.
32% of postsecondary educational
institutions in the U.S. are public
institutions. 70% of undergraduates attend
state or public colleges and universities.
4.6 million students were enrolled in
During the fall of 2004, the majority of
private institutions (75% at private, not-for- students - 13 million - were enrolled in
profits and 25% at private, for-profits.)
public two-year and four-year degreegranting institutions.
Students take an average of 5.3 years to
earn a bachelor’s degree at four-year
private institutions.
Students at four-year, public colleges take
an average of 6.2 years to earn a bachelor’s
degree.
Less expensive than private colleges.
Public schools are government-run.
Because these schools receive a large
proportion of their budgets from state or
local government, they can charge students
who live in that state relatively low tuition.
Out-of-state students usually pay higher
tuition rates.
Generally, tuition is more expensive than
public schools because of a lack of
financial support from state and local
governments. Private institutions depend on
tuition, fees, gifts, corporate contributions,
and endowments. In-state and out-of-state
students are usually charged the same
tuition.
Average total tuition and fees at two-year
public colleges in 2005-06 are $2,191. At
four-year public schools, tuition and fees
are $5,491.
Average total tuition and fees at four-year
private colleges and universities in 2005-06
came to $21,235, 5.9% percent higher than
they were in 2004-05.
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3. For-Profit Schools vs. Not-for-Profit Schools
For-Profit Schools
Not-for-Profit Schools
Schools like: Walden University, Strayer
University, University of Phoenix, Kaplan
University, Capella University
Schools like: Western Governors
University, Saint Leo University, Marist
College, Lehigh University, American
Sentinel University
Private, for-profit schools constitute 39%
of all postsecondary institutions in the U.S.
in 2004-2005.
61% of postsecondary institutions in the
U.S. are either public or private, not-forprofit institutions.
In 2004, slightly less than 7% of 17.7
million college students attended a forprofit school.
The vast majority of students - 93.3% enrolled in degree-granting public or
private, not-for-profit institutions.
For-profit institutions enroll 6.7% of all
postsecondary students; however, they
enroll 16% of all Black students, 14% of
Hispanic students and 4% of Native
American students.
One-third of students enrolled at public and
private, non-profit U.S. institutions are
minority. Forty-eight percent of students
enrolled in for-profits are minority,
compared to
On average, tuition is more expensive than Across the board, tuition is generally
two-year or four-year public institutions,
highest at private, not-for-profit colleges
but less expensive than tuition at private,
and universities.
not-for-profit institutions.
70% of full-time undergraduates attending
private, for-profit institutions receive
federal, state, or institutional grant aid.
82% of full-time undergraduates enrolled at
private, non-profit colleges and universities
receive financial aid.
Of 3,458 nationally accredited institutions,
79% are for-profit schools. 2.6% of all
regionally accredited colleges and
universities are for-profit institutions.
Non-profit colleges and universities make
up 97.4% of 2,963 regionally accredited
institutions in the U.S. Of nationally
accredited institutions, 20.9% are nonprofit.
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Advantages:
Advantages:

Considered flexible and highly
responsive to the needs of adult
learners seeking postsecondary
education
 More focused on job-specific
curriculums
 More likely than non-profit sector
to serve lower-income, minority,
and first-generation college students

Are most likely to be regionally
accredited
 Lack the stigma of over-aggressive
marketing to prospective students
 Generally thought to have name
recognition and be considered more
prestigious
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PAGE 44 OF 175
What The Research Says About Adult Learners and
Online Education
Today’s Typical College Student is No Longer 18-22 Years Old …
Adult students returning to college have steadily increased over the last two decades.
You Are Not Alone!
You’re not the only one thinking about going back to school:
In 2001, 92 million U.S. adults (46%) participated in some kind of
formal adult education in order to keep their skills current,
accommodate new job requirements, earn an advanced degree, or,
simply, to broaden one’s horizons (1).
[(1) Allen, E. I., and Seaman, J. (2005). Entering the Mainstream, The Quality and Extent of Online
Education in the United States, 2003 and 2004.]
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Sound Familiar?
 “Adult learners are likely to be married and have children—especially if they are
age 30 or older. The exception is low-income adult students who are more likely
to be single parents” (2)
 “Adult learners are less likely to apply for aid than traditional-age students, but 85
percent of those who do apply receive assistance.”(2)
[(2) American Council on Education. (2006). Adult Learners in the United States. A National Profile.]
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Demand for Online Education
Adult learners are most likely to be online learners, and public
colleges and universities are the most likely to be offering online
degrees and programs.
 3.2 million students took at least a one online course in the
fall of 2005. This is an 18.2% increase from the 2003-04
school year. (5)
 90.6% of public institutions offer online courses. 46.1% of
public postsecondary schools offer fully online degree
programs, whereas only 46.6% of private, non-profit institutions offered online
courses. (5)
 A majority of Chief Academic Officers (62%) believe that online instruction is
equal to, if not superior to, classroom learning. (5)
[Sloan Consortium. (2006). Making the Grade: Online Education in the United States, 2006]
Acceptability of an Online Degree
Online education is gaining acceptance in the workplace:
An overwhelming majority of employers (86%) are willing to hire a
job applicant who has an online degree.
85% of employers representing a variety of industries across the U.S.
feel that online degrees are more acceptable today than they were five years ago. (6)
When asked if employers had ever encountered job applicants with an online degree, 34%
of respondents said yes. 20% have hired an applicant with a degree earned online. (6)
[(6) Vault.com. (2005). Online Degrees Survey.]
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Effectiveness of Online Education
“Most of these studies conclude that,
regardless of the technology used, distance
learning courses compare favorably with
classroom-based instruction and enjoy high
student satisfaction.” (7)
If you have any lingering doubts in the
effectiveness of technology-delivered
instruction, visit the “The No Significant
Difference Phenomenon” website.
The companion website to the 2001 book by the same name is a compilation of 355
research reports, summaries and papers that show no difference in student academic
achievement when distance learning courses are compared with traditional, on-campus
classes. (8)
[(7) Phipps, R., and Merisotis, J. (1999). What’s the difference? A review of contemporary research on the
effectiveness of distance learning in higher education.]
[(8) Russell, T. (2001). The No Significant Difference Phenomenon.]
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PAGE 48 OF 175
Steve, A.A. in General Studies, St. Petersburg College
Name: Steve
Age: 44
School: St. Petersburg
College
Type: Public, 2-year school
Target: A.A. General
Studies, Early 2007
Reason: Career
development and personal
fulfillment
“I want to finish what I started,” says Steve who
returned to school to complete an associate’s degree he
started more than two decades ago. His path was a
circuitous one. After high school he started a degree in
computer programming at Hillsborough Community
College. But quickly found that he didn’t really need a
college degree to make a living. He wasn’t prompted
to reconsider his education until very recently. He
enrolled at St. Petersburg College on-line, and hopes
to complete his associate’s degree in general studies
early in 2007.
A self-taught programmer, he has come quite far
without a diploma hanging on the wall. “I don’t put a
lot of value in having a degree for the sake of a
degree,” declares the Florida resident.
His mother, who recently retired from a career in teaching that spanned more than 30
years, used to frequently invite her son to speak at career day. He was brought in to
motivate and inspire the non-college bound, and so-called underachievers, in the classes.
“I liked being an example for others.”
Indeed, he was promoted several times, and held management positions in various
industries without the benefit of a degree of any kind. He worked at a bank in a line
position before seeking a promotion. He has been in management ever since. He has
managed a computer retail franchise, a video store, internet operations at the county
government level, and even a McDonald’s®. The level of responsibility in his latest
occupation, combined with shifts in management and the general professional climate of
the new company prompted him to reconsider a college degree.
“I want to increase my value to the company,” he says. Steve made it clear that he did not
have a degree when he was hired into his current position. “The CIO didn’t feel it was
important.” However, he concedes, “In this organization there are those who do value a
PAGE 49 OF 175
degree. [Not having one] won’t be held against you. But a degree gives you an advantage
over another candidate.”
Fortunately his superiors and his staff have been very supportive and encouraging. His
employer is reimbursing tuition costs, but not textbooks. He estimates the total cost of his
degree to be around $3,500 to $4,000.
The responsibilities of running an intranet and networking group within a large credit
union, plus household duties would have made it too difficult to earn a degree at a brick
and mortar university. If distance education had not been available, he says, “I would not
have pursued my degree.”
He has tried hard not to let schoolwork encroach on the time he likes to spend with his
wife and daughters aged 13 and 14. “At first my daughters were concerned that I
wouldn’t have enough time to help them with their schoolwork,” he says. “Now they are
proud of me.”
“I want to set a good example for my children,” he says of the value of formal education.
“Balancing work, family and school” has been his biggest challenge, he states. Everyone
pitches in at home. “My wife maintains the house, my daughters care for the pets, I do all
the grocery shopping.”
He has found it simpler to keep the three areas of his life—work, family, and school-separate. Attempts to combine school and work, or school and family were unsuccessful.
“I’m responsible for hands-on system management of hardware. I have a staff of eight.
We do have a monthly organized meeting, but I try to meet and keep up with status on
everyone’s work on an ongoing basis.” That level of accessibility makes it difficult to
focus on anything other than the job at hand.
“I took a test on-line once,” he recalls. “Once or twice I’ve done work at the office. But I
get interrupted too often.” Now he is limited to occasionally catching up on reading
assignments over the lunch hour. He typically confines his studying to home. “Everyone
in the house has their own laptop,” he reports. Still he chooses to work after the rest of
the family has retired for the evening, or on weekends when everyone else is engaged in
other activities. He is careful not to let his schoolwork intrude too much on family life.
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The flexibility of online learning ranks high on his list of the pros of online learning.
“Being able to access my classes anywhere, any time is the easiest thing about it.”
The only unsatisfactory experience he has had with his online degree program, was the
stark reality of having to drop a class. He had needed a science class with a lab. He
enrolled in Human Anatomy and Physiology.
“I immediately determined it was way over my head,” he says with a chuckle. “I’d
thought if might be tough. But the first assignment was clearly more involved than I
would have the time to fulfill. The textbook was 2 ½ inches thick. I thought, ‘I can do it,
but it’s going to take way too much time.’ “
He later realized that the course was geared toward students seeking a medical degree.
“I hit the withdraw button on the login system…[and] was instantly relieved upon
making that decision.” He was no worse for wear. “It didn’t go on my record and the
tuition was refunded.” He did learn an important lesson though. “Read the fine print,” he
says. “Now I look for the phrase ‘science class for those not pursuing a scientific
degree.’”
Withdrawing from the class did delay his graduation schedule. He couldn’t find another
available class that would fulfill the requirement. He had hoped to be done by the end of
the year, but will need the first term of 2007 to finish.
He’s on a roll now and doesn’t plan any more decades-long detours on his educational
path. After completing his associate’s degree he hopes to start right away on his pursuit
of a bachelor’s degree in business, and after that will consider a master’s degree.
He believes he has the traits of a good e-learner. “I’m internally motivated and I have
good time management skills. It is a comfortable medium for me. I’ve worked in the
online area for 15 years plus.”
Even a public speaking class was not daunting. Many students might have shied away
from an online speech class. He was not intimidated. Early speeches were delivered via
webcam with an audience of 5 other students and the instructor. The biggest project had
to be given in front of a group. He wrote a speech on Central Florida theme parks and
presented it at a Toastmasters Meeting. It was recorded and shipped to the instructor.
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Overall he has been up for the challenges of online learning. He considers his classes at
St. Petersburg more manageable than the two independent study courses he is taking from
LSU: American Government and Algebra. “Working without deadlines is a challenge. I
tend to put that work off a lot,” he admits.
He offers this piece of advice to potential online learners, “try and find out about an
instructor before you enroll in a class. Then use that information.”
“I have avoided certain instructors and sought out certain instructors based upon what
I’ve learned at RateMyProfessor.com.”
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PAGE 52 OF 175
Tony, A.S. in Management, Penn Foster College
Going back to school after you enter the workforce
can help you get ahead. For Tony Ross, that is the
master plan. He’s currently pursuing his Associate of
Science degree in management from Penn Foster
College, based in Scranton, PA.
Name: Tony
Age: 38
School: Penn Foster College
Target: Associate of Science
in Management, 2007
Type: Private, for-profit, 2year school
Reason: Enhance earning
potential and job security
“I decided to go back and finish a degree for
personal satisfaction, to set a good example for my
children, to better protect myself in the future if
corporate downsizing becomes an issue, and to
provide the opportunity for a career change later in
life if that’s the direction I choose to pursue,” says
Ross, 38, the father of three children.
“I was initially enrolled as a Bachelor or Science
student but decided to change my major to
management,” says Ross, a Maryland resident. “I
will still be ultimately pursuing the B.A./B.S. but am currently enrolled at the associate
level.”
Why did you select a degree in Management?
I am studying what I am studying because I can get through it quickly. I have been in the
field of management for 18 years and am studying management because I am already so
familiar with the material…it affords me the ability to complete most courses very
quickly. This is important to me because I ultimately want to earn the B.A. and then the
MBA. The biggest reason is probably to provide academic credentials to my successful
life experience. I also want to be in the best possible position to change careers down the
road and I believe a degree allows me to do that.
When do you expect to finish up your degree? Will you jump right into a Bachelor’s
program?
I hope to finish the A.S. within a year. I will immediately jump into the B.A. I may
switch to Emergency Management because I can finish more quickly.
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Why did you decide to go with distance learning?
I decided on distance learning because I have the option to complete courses quickly in
most cases…I am not limited by a 16-week semester schedule. Distance education also
gives a student a much wider selection of schools to choose from. In a traditional learning
environment a student is limited to only those schools local to him/her. Distance
education gives me the best possible opportunity to complete my degree in the time that I
want, from the school that I want, at the price that I want.
Tell us about your favorite course and why.
To date, my favorite course was a religion class, the Gospel of John. I enjoyed it because
it was so different than the management/marketing/business classes that I typically take.
It offered variety to what I do for a living and was personally satisfying.
How do you manage work, school, and your home life?
This is really tough. I am married, have children, play guitar, have a demanding job, and
am enrolled in distance education. The key for me is to set a schedule but not to make the
schedule so rigid that it’s unrealistic. For example, I work approximately 11 hours a day
including travel time. That only leaves about 4 to 5 hours per evening for other things. I
spend at least 2 hours of that time with my family (dinner, chat, TV, etc.). Then I use the
remaining 2 hours per evening for either school or guitar depending on the day of the
week. Saturdays and Sundays I spend 4 to 5 hours per day with the family, about 3 to 4
hours once per weekend with the guitar, and 3 to 4 hours per day for school.
I end up with about 15 hours per week for school which is typically sufficient. It’s VERY
important to actually carve out designated “study time” no matter how frequently or
infrequently you plan to devote to it. Failure to do that will absolutely result in
procrastination, intentional or unintentional.
Tell us a little about what you do now.
I work as an executive for a property management company. I share the responsibility
with three other top executives for approximately 11,500 multi-family units, a small
commercial portfolio, supervision of seven regional directors and nearly 400 employees,
client relationships (including private investors, owners, and government agencies).
How are you paying for your education?
I’m using personal savings to pay for school.
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What is your biggest challenge as a distance learning student?
Time, Time, Time. There are only so many hours in a day and there are a lot of time
demands. Furthermore, life is unpredictable…real life doesn’t usually work as well as
you plan it on a calendar so it’s easy to get sidetracked.
What is the best thing about distance learning?
The best thing is freedom. Freedom to work study time into a schedule that fits you.
Freedom to choose a program and/or school that is located anywhere in the world.
Freedom to find an affordable program that fits your needs.
And the worst thing?
The worst thing, too, is freedom. The freedom that makes distance study a great option
can also be the very thing that contributes to your failure. With freedom comes the ability
to procrastinate.
What advice or warnings about distance learning that you would offer prospective
distance learning students?
1)
2)
3)
4)
Don’t expect it to be easier than learning in a traditional classroom.
Be realistic about the time you really are able to devote to your studies.
Create a schedule and stick to it as much as possible.
If you are a person that tends to procrastinate, especially when it comes to
doing things that are tedious (some classes will be tedious), choose a school
that operates in an online environment with more frequent interaction between
students and teachers. This environment usually has set time schedules and
deadlines as well which will help the procrastinator.
5)
If you are motivated and organized, pick print courses. You won’t be limited
by a semester schedule.
If you are learning new material and you want to get the most out of the experience,
choose a program that uses an e-classroom or bulletin board. The interaction with others
is very beneficial.
PAGE 55 OF 175
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PAGE 56 OF 175
Carole, B.S. in Business, Kaplan University
Name: Carole
Age: 55
School: Kaplan University
Type: Private, for-profit, 4year university
Target: Bachelor's degree in
Business, Early 2007
Reason:
Personal development
“I race home to do my work,” says Carole, a 55-year
old e-learner. The Florida native has always been an
enthusiastic student. She earned an associate’s
degree in general studies after high school
graduation. She wanted to earn her bachelor’s
degree, but the self-described “renaissance woman”,
had other interests too. She left university one year
shy of completing her bachelor’s degree. After
raising two children, in two foreign countries,
owning two successful businesses, and building two
new careers simultaneously, Carole is finishing what
she started thirty-odd years ago. The single mother is
on track to receive her bachelor’s degree in business
from Kaplan University in early 2007.
She has decided that it is time. Her educational
odyssey began at the University of Florida. “I really
am a Gator,” she confides. But in crisscrossing the United States in between international
moves she took classes at various institutions. Sometimes she took them without credit.
“I was just playing around,” she says of her studies at University of California at Santa
Barbara. Sometimes she enrolled in classes for credit. At Florida Southern University,
she took business courses. She realized she was closest to completing a degree in that
discipline, so she decided to get serious and pursue it.
Her very accomplished daughters, now 26 and 29, are a source of motivation. Her
younger daughter, an attorney, went back to school to earn her L.L.M. after receiving her
J.D. The elder, a CPA, earned an MBA, and is now pursuing a Ph.D. in business at
Temple University.
“Sometimes I think it’s a bit of a competition,” muses their proud mother. “My daughters
keep going, so I keep going.” They did not necessarily understand Carole’s choice in
schools at first, she recalls. “Online?” she says mimicking their incredulity. “They are
university girls,” she says by way of explanation. Now that they see the rigors of Carole’s
coursework, they have begun to comprehend.
PAGE 57 OF 175
“People think it’s easier,” she says of online learning. “But it’s not.”
She is accustomed to doing things in a nontraditional way. She met her first husband in
Florida, and they began to travel. “A lot of our friends were Peace Corps at the time,” she
recalls. They went to Costa Rica to see them. “We visited, liked it, and stayed,” she says
simply. She hired a manager to run the dress shop she had opened in Florida, and the
“stay” ended up lasting seven years. Both of the couple’s daughters were born there.
The family moved back to the States to settle in Sarasota, Florida where Carole and her
husband opened a nursery. After their divorce, the young mother had two children to
raise on her own. She worked and traveled and continued to take classes through it all.
Her second marriage, to an attorney, took her and her children to Mexico City where he
worked for an oil company and then opened his own practice. In the interest of her girls,
she decided to leave. Their health, wellbeing, and education had always been her top
priority.
Her plucky attitude and can-do spirit helped her make the best of the situation. “I kept
going to school. I took the girls with me to classes. We were able to bond, listen to music,
and catch up on the drive to campus.” Her eldest daughter decided to make use of the
time spent accompanying her mother to school. In fact, she graduated from high school
with her A.A.
Though she waited until both girls graduated from high school to focus on completing her
degree, she doesn’t think she ever really put her education on hold. “I don’t think you
ever delay your education,” she affirms. “You learn everywhere. Every little thing you
learn makes you stronger.”
Now Carole is looking forward to her own future. It may include a master’s degree and,
possibly, a doctorate in psychology. The retail sales associate for a tony women’s
clothing line has always had designs on becoming a counselor. But, she reserves the right
to change her mind. She has certainly exercised that right before.
She had applied to a local university and was accepted when a twist of fate caused her to
change her path. In addition to her work in retail at a premiere department store, she is
also a realtor. She happened to be showing houses to two executives who were relocating
to Florida. One of them was a vice president at Kaplan University. He told her about the
PAGE 58 OF 175
school and all it could offer. She went home and researched it further. She immediately
decided it was for her.
Though she was all set to go to the land-based university, “I even had my parking pass,”
she exclaims, she switched gears and took the online route instead. “I applied online. It
was so easy. There was no running around. They did everything for me.” The enrollment
process was complete within days.
Before long she was hooked. “I love being in school, and I love doing it online,” she
enthuses. “I don’t have to drive, find a parking spot, or deal with a bunch of
personalities.” The ease and the relative anonymity appealed to her as well. “I don’t have
to raise my hand. And I can wear whatever I want!”
“I use a lot of what I’ve learned,” she says. “It makes me take a look at the way things are
done. I do a lot of research [at work] for class. I send out questionnaires to management. I
get pretty good response.” She pulls competitive research as well. And she is not shy
about presenting what she feels should be implemented. “I’ll chat with a VP sometimes
about ideas.”
At an age when some women are considering how to scale back and coast into retirement,
Carole is ready to face demands and new challenges. “I am always under the gun,” she
says good-naturedly. “I always have reading to do. I always have homework to do. I
always have a paper due.”
On occasion after a long day of work, she does need a little motivation to tackle her
reading. “I make little rules for myself. I say, ‘you’re going to do homework from 5 to 9.
At 9 o’clock you can have a glass of wine.’ It’s my treat.”
But for the most part, she is excited by the prospect of learning new things and
exchanging ideas. She looks forward to participating in group discussions online and
reads each of the responses carefully. “I watch and listen. I notice who knows what. I can
figure out what age people are,” she says of her unique vantage point. “Everyone comes
from different places. You just add what you know.”
These discussion threads have become a valuable tool. “We all add to each other’s
comments. Sometimes somebody writes something that you disagree with, but
constructive criticism is good. That’s how we learn.”
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“This is so multi-dimensional,” she says of online learning. It is unlike a traditional
setting where there is generally written communication only between the instructor and
an individual student. To her that is the greatest benefit of e-learning. “You can see
everything. You can see what everyone is thinking. You add to a discussion all week with
the instructor guiding it.”
“You can go back and read and re-read it,” she says is another important plus. “The
whole class—word for word.” She can’t say enough good things about the positive
experience she has enjoyed online. It has become another facet of who she is.
A friend called the other day and asked her, ‘Carole when are you going to be done?’
“I told her never,” she says emphatically. “Never, ever.”
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PAGE 60 OF 175
Barbara, B.S. in Criminal Justice, Colorado Technical
University
Barb uses her home computer to shop, e-mail
friends, and sometimes to extract DNA from a
cadaver.
Name: Barbara
Age: 41
School: Colorado Technical
University
Target: B.S. Criminal
Justice, November 2006
Reason: Career change
The 41-year old single mother is pursuing her
second degree on-line. Her first, an A.S. in
Information Technology, laid the groundwork for the
courses she takes in her current discipline. The
hands-on training in biology and forensics, required
to complete her degree in Criminal Justice, is
fulfilled by virtual lab. She is earning her bachelor’s
degree from Colorado Technical University
thousands of miles away from her Florida home. She
hopes to complete her degree by November 2006.
“The hardest thing about going to school on-line is
posting homework on the discussion board twice a
week,” says the busy mother of an 11-year old boy, and two girls aged 14 and 18. She
works nights as a security guard. So she really had to devise a system to stay organized
and stay on task.
“I spend four hours on Saturday doing work for the Monday boards. And I spend four
hours on Wednesday doing the Friday boards.” She was initially discouraged when she
learned that students should budget eight hours a week for each class. But she didn’t turn
away. She decided instead to give it a shot. Now she feels she is turning out quality work
in a fraction of the time because she is so focused and disciplined.
It was that tenacity that led Barb to seek her first degree on-line. The former waitress
almost missed the registration period for Florida Community College. She was in the
process of moving. “By the time I got there, the classes I needed weren’t available.”
However, there was still plenty of room in each of the on-line courses. When she enrolled
there were just a few students. So she went for it. By the time she finished in 2003 the online classes were full, too.
PAGE 61 OF 175
Barb was hooked. “You’re on your own at your own pace,” she concludes is one of the
reasons she enjoys on-line education. “[Going to school on-line] is convenient and
available 24/7.” And far from being isolating, she finds she has a lot of contact with other
students. She feels a part of a greater community. “I have students in my class from
Japan!” Her instructors are also very accessible. Some have even given their personal
phone numbers in addition to their e-mail addresses. She has never hesitated to ask
questions or get help. “They get back to you within 24 hours, via e-mail or phone.”
She is very enthusiastic about pursuing her degree on-line. “I have a great learning
experience to share with anyone who asks.”
A recent diagnosis of melanoma and the subsequent chemotherapy were the only things
that threatened to derail the pursuit of her dream. “I failed two classes. For the first time I
said, ‘I don’t think I can do this,’” she confides. “I never dreamed I would ever say that.”
“Step back, take 10 breaths, and call us in a week,” recommended her advisor, she says.
The short break was enough to renew her resolve. “ I was only four classes away from
getting my degree.” Her instructors understood her challenges and were sympathetic to
her plight. One instructor offered her the opportunity to earn the credits she needed by
assigning an individual project to her; she had already completed her portion of the group
project. She had to retake the other course, accounting, the following term.
Now her goal is within sight. “I’ve overcome numerous barriers to get here,” she says.
“Nothing in the world is going to stop me from getting my education.”
Her determination has made her a leader within her groups. She is often the one who sets
the schedule, divides up the project, and assigns portions to the other students. Then she
is tasked with assembling all the parts into one coherent, finished piece of work.
“It’s hard trying to get schedules coordinated to do a ‘chat,’” she admits. With different
time zones, job responsibilities, and family obligations it can be a challenge for everyone
to get together. Fortunately, Barb has found that many of the students wind up in the
same classes term after term and learn one another’s schedules. They develop a comfort
level and it all works out.
PAGE 62 OF 175
Occasionally there is a new student who doesn’t want to participate. She has had to lay
down the law on more than one occasion. They usually straighten up.
“I tell them that the group project is half the grade for the class,” she explains. “If you
only give half your effort, the rest of us will suffer. We’re giving 100 percent. You need
to give 100 percent.”
Barb is unfazed that some students drop out entirely. “It’s not for everyone,” she
surmises.
Maybe her own experiences make her understanding. She made the decision to leave high
school early. “I dropped out in the tenth grade.” Social problems and the recovery from a
major car accident made attendance untenable for her. She did, however, receive her
diploma. She opted not to attend college right away. “I wanted to relax and do the things
a teenager wants to do.”
Marriage to a military man brought multiple moves and children. But she always knew
she wanted to get an education. Now she is finally a college student—mature and
motivated.
Now she is actually interested in the work; especially the group projects. For one project
the students in her group were tasked with tracking a defendant’s progress through the
juvenile system. Then they had to debate the merits of home detainment, coupled with a
weekly meeting with a probation officer versus incarceration until the age of 18. She
concluded that the former “where the defendant could work in the community and put
back what he destroyed” was the better option.
Just months from graduation, Barb can definitely see the light at the end of the tunnel.
She is already looking into the future. She estimates the cost of earning her degree to be
$25,900. Pell grants, student loans and tuition assistance have helped her shoulder the
cost. She believes it will benefit her. “It will give me the upper advantage to get a higher
paying job with job stability.” Ultimately she would like to work in Homeland Security.
Her online degree has been an investment in herself. It has also been an example to her
children. “I want them to see that if I can do it, they can do it.”
PAGE 63 OF 175
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PAGE 64 OF 175
Rosalind, B.S. in Psychology, Liberty University
Name: Rosalind
Age: 44
School: Liberty University
Type: Private, not-for-profit,
4-year university
Target: B.S. Psychology,
Spring 2009
Reason: Achieve lifelong
goal and set good example
Rosalind is an administrative assistant to a director
of a metro area emergency center. She answers the
phones, greets visitors, makes copies, and sometimes
when she is sure no one is looking…she attends
college thousands of miles away. The busy mother
of five lives in Texas, but is earning her degree from
Liberty University in Lynchburg, Virginia. And
doesn’t have any plans to relocate. She is pursuing
her bachelor’s degree in Psychology via distance
education, the least disruptive means of achieving
her goal. The very last thing Roz would want to do is
disrupt the lives of her husband and their family. If
all goes according to plan, she should graduate in
three years, be on the path to her new career, and no
one will be worse for the wear.
“I’m a mom first,” she declares. “I always put that
before anything.” It has been a challenge to achieve balance between her responsibilities
at home and her schoolwork. To that end, Roz completes almost all of her coursework
outside of the house. “I have no time once I get home. When I get home that time belongs
to the kids.”
With four boys aged 14, 12, 10, and 6, and one little girl who is only 3 years old, there
wouldn’t be much space to study anyway. The four school-aged children have the kitchen
table covered with textbooks, folders, homework and permission slips. Roz has had to
become hyper-organized.
She can’t afford to forget anything. She recently purchased a PDA to keep track of her
own assignments. And she has a bulletin board for each child. On it she pins their school
and activity schedules, important notices, bus schedules, and even lunch money.
Her husband is supportive; he does all of the cooking for the family. However, his
muscular dystrophy limits his ability to participate as much outside of the home. “[It]
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leaves all the driving to me.” With four children at four different schools, extra-curricular
activities, and school functions—that’s a lot of driving.
“I take advantage of every opportunity away from home,” she explains. “I read in waiting
rooms at doctors’ offices, at the dentist, at football practice, wherever I can.” She has a
portable DVD player, and recently purchased a portable VHS so that she can listen to all
of her pre-recorded lectures when she is on the go.
Still, the juggling act seems to get harder, not easier. “Although I took four classes last
semester and am taking three classes this semester, this semester seems harder,” she says.
“Perhaps it is because all the classes started on the same date.” The eight-week course is
already finished. The two others end on October 24. She strategized a way to make the
work more palatable.
The courses are self-paced, so she has a great deal of flexibility. She is going to focus on
Western Humanities throughout the month of September until the required work is done.
Then she will move her focus to Intro to Psychology and have that work completed by
the October due date.
Even when the going gets tough, Roz keeps going. She doesn’t have the luxury of
contemplating how busy she actually is. “I can’t think. I just do. I have to.”
What spurs her on? “Knowing that I have a deadline,” she says. Upon retirement she
would like to teach and then become a school psychologist. I want to be able to work in
one of my children’s schools. “If I want to do anything other than be an aide, I have to
get my degree.”
Last term she had the benefit of all on-line courses. The format worked well for her
mobile lifestyle and she felt more connected to the other students. This term there is no
on-line component. Tests will have to be proctored, by her boss who agreed to be
certified by the university, and snail-mailed to the campus.
It was her boss, in fact, who encouraged her to return to school. The second eldest of six
children, Roz didn’t readily have the opportunity to attend college right after high school.
“My parents put all of us through Catholic school. When I graduated, I had to help out.”
Returning to school was an idea she had been tossing around for some time. She began to
seriously consider it as retirement inched closer. It is just eight years away.
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My boss asked, “Would you rather retire with a degree? Or without?”
She decided that there was no time like the present. Now she already has 12 credit hours
under her belt. It would not have been possible without distance education. “There is a
junior college right down the street from where I live.” It is physically close, true. But
mentally and emotionally it is just too far. “[Enrolling there] would take me away from
my family. And that’s what I don’t want to happen.”
So she continues to work hard and set an example for her children. She is making online
education work for her. And they are impressed. The kids are already asking, “Mom, can
we go to high school that way?”
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PAGE 67 OF 175
Melissa, B.S. in Nursing, University of Michigan-Flint
Name: Melissa
Age: 36
School: University of
Michigan, Flint
Type: Public, 4-year
university
Target: B.S. Nursing,
Fall 2006
Reason: Career
advancement
Three 12-hour shifts a week in a rural hospital ER
tending to car accident victims, dealing with the
occasional farm accident, and nursing patients who
have suffered a heart attack, would be enough to
keep most people busy. Melissa, an RN who lives in
Michigan, is the first to admit it is exhausting. Still
she is committed to furthering her career in nursing;
and that requires more education.
Her coursework at the University of Michigan
involves extensive reading, writing, and clinicals. It
has been a long road for the single mother of two
teenagers who will be awarded her bachelor’s of
science in Nursing this fall. But she has done most of
it without making the two-hour drive to campus.
That is a true blessing to someone who made a lot of
personal sacrifices early in her educational career.
To earn her Licensed Practical Nurse certificate in 1996 she had to drive 60 miles each
way to St. Clair County Community College. On days when there were clinicals two days
in a row, she and another classmate would rent a hotel room and stay over.
“I wanted to go right on for my RN,” she remembers. “But I had to take prerequisites.” It
was three more years before she graduated from the program at St. Clair. She had been
able to attend the satellite campus nearby. “We watched the instructor on television
broadcast from the home campus.” She only had to drive in for practicals.
With today’s highly evolved technology, learning has become more convenient.
“Location doesn’t matter,” she says.
Melissa has taken ‘learning from the comfort of one’s home’ to a new level. “I got Wi-fi
the minute it was available [and] I have a laptop; so I put my feet up on the couch and
work in a recumbent position.” On days when she has three 12-hour shifts back-to-back,
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she doesn’t do a lot of schoolwork. “I check e-mail [and] post on discussion boards for
classes.”
She typically receives the materials for a course beforehand in an online folder containing
the lectures, notes, and assignments in Microsoft Word® or Adobe Acrobat®. “The school
provides us with whatever programs we need to access the material.” Students are
expected to complete the reading, post comments to a discussion board, read all the
responses and reply to two of them.
“I was spending hours and hours on-line,” she says. “Now I don’t read them all.
Sometimes on a thread there’d be hundreds of posts.” Melissa had to look for certain
economies. “Find out who thinks like you do and has interesting thoughts—make sure
you read them the next time,” she recommends. “So you’re not wasting your time on
those who don’t have it together.”
Her rule of thumb when considering how to allocate time is to budget three hours per
week per credit hour. She says that may be underestimated for nursing classes, though. In
electives such as design, philosophy, and English it has been fairly accurate.
“The biggest challenge is balancing time,” she says. “It can be difficult not to put off an
assignment until the last minute. With an active 17-year old son and a 13-year old
daughter who is a “social butterfly,” there are constant demands on her time. Her own
social life factors in, too. She has been dating her steady boyfriend for a long time and
they are discussing plans to marry next summer.
Setting mini goals helps Melissa stay focused and motivated. “I like the fact that I can do
my work on my own time frame, but that there are still due dates and assignments—
unlike independent study or programs where you test out of every course.” She likes the
structure.
When she graduates she plans to continue to work as an ER nurse. She believes the
degree will be invaluable to her in the future. The cost is nevertheless daunting. “I refuse
to add it up,” she quips. When pressed, she estimates that it could be between $12,000
and $14,000 just for her BSN, not including her associate’s degree.
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“Having a BSN will allow me to pursue career opportunities in nursing available only to
those with a BSN or master’s degree such as management, teaching, and other upperlevel jobs,” she says.
She is uncertain whether or not she will participate in the graduation exercises at the
university, but she appreciates having the option. “It may be more important to my family
than it is to me…to see me walk,” she muses. “For that I just may go.”
She looks forward to graduation more for the sense of completion than the pomp and
circumstance. “I want that diploma hanging on my wall,” she declares.
She will be very proud to have it read, “University of Michigan.” The school’s reputation
was important to her. She describes the school’s credentials, the faculty and graduates as
outstanding. “I wanted my diploma to be recognizable to future employers. I wanted
brick and mortar behind it.”
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PAGE 70 OF 175
Nichelle, M.B.A., University of Phoenix
Name: Nichelle
Age: 30-something
School: University of
Phoenix
Type: Private, for-profit,
4-year university
Target: M.B.A., 2001
Reason: Career
advancement
“I was bored at work,” recalls Nichelle. So instead of
raiding the vending machines, forwarding a chain
letter, or playing another round of solitaire, she took to
surfing the Web…for online classes. She wasn’t just
bored. “I needed a challenge,” she readily volunteers.
So she decided to earn an MBA. Her work in client
relations at a global investing company had stagnated.
Many of the duties associated with account
management had been shifted to a business center in
another city. Some of her co-workers had decided to
re-locate, or even transfer out of state. Nichelle, a
homeowner, with ties to the community, a wide circle
of friends, and a close-knit family, decided to remain
where she was in California.
“A friend of mine at work was taking classes and I
thought, ‘if she can do it. I can do it,’” she says.
Nichelle, who is single and child-free, had few hurdles to surmount returning to school.
Attending classes at University of Phoenix fit seamlessly into her lifestyle.
The only obstacle was that she couldn’t take classes fast enough. The former athlete—she
played basketball, soccer, and volleyball throughout her childhood and college years—is
very goal-oriented. Near the end of her degree program she decided she wanted to double
up on courses to finish a little earlier.
“Taking online courses was the only way to achieve my objective,” she says.
Her employer, at the time, offered the benefit of tuition reimbursement up to $5,250 per
year. Taking extra courses required her to come out of pocket. But she felt the investment
was well worth it. (She estimates the total cost of her degree, including tuition, a new
computer, software, textbooks, and supplies like a new financial calculator to be about
$20,000 before reimbursement.)
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She enjoyed the ease and convenience of preparing homework and posting it on-line. As
a self-described “serious multi-tasker” she began to see business travel as an opportunity
to work.
“At the end of an 8 to 5 day you can go on-line and post homework or responses. It was
fantastic,” she enthuses. “My classes included students from around the U.S., so I had
students to ‘chat’ with around the clock!”
“It was a challenge to coordinate the group meetings,” she admits. “Taking into
consideration work schedules, time zones, personal lives…it’s really important to be
honest with yourself and your teammates as to your abilities.” Still it worked. Everyone
delivered. On time. “You play off each other’s strengths,” she concludes.
She found the actual experience of attending class on-line has had an impact on her
career as well. “[I have] improved management skills, refined analytical skills, enhanced
time management skills, and improved communication/presentation skills,” she says.
Nichelle attributes the clarity of her writing directly to her on-line education experience.
She cites the need to write clearly to facilitate the flow of ideas on discussion boards, and
the “many, many PowerPoint® presentations” she has prepared, as exercises that honed
her skills.
At the time she enrolled at University of Phoenix, Nichelle who already held a B.S. in
Finance and Insurance from CSU, Sacramento, didn’t have any career aspirations that
would require an MBA. But since earning her MBA in 2001, she has moved on to a
position with another employer. “Overall the advanced degree has rounded out the rough
edges of my professional look.”
“I wouldn’t have been able to get a promotion at work without the flexibility of online
classes.” Her new position as an auditor/evaluator is more accounting oriented. It requires
that the employee have enough units to qualify to sit for the CPA exam. She was nine
units, or three accounting classes, short. So she took the courses at UCLA, on-line of
course.
“Take advantage of all the technological resources available today,” she advises people
thinking about taking the plunge; she has an almost evangelical enthusiasm for learning.
“Any pursuit of higher education will be worthwhile.” Amen.
PAGE 72 OF 175
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PAGE 73 OF 175
Traci, M.F.A. in Creative Nonfiction, Goucher College
With online learning, you literally can go around the
world and still obtain a degree. That’s why Traci J.
Macnamara enjoys distance learning so much. As a
world traveler, logging in from afar works perfectly
for her.
Name: Traci M.
Age: 31
School: Goucher College
4-year university
Target: M.F.A. in Creative
Nonfiction, 2007
Reason: Pursue dream
career
Traci, 31, is currently stationed at McMurdo Station
in Antarctica, the largest U.S. base for scientific
research. Almost a world away is Goucher College
in Baltimore, MD, where she is a student. Born in
Washington State, she has a B.S. from the University
of Notre Dame, as a pre-professional in premedicine.
“I am able to do my work as a communications
operator at McMurdo Station and write on my days
off and in the evenings,” says Traci, who started
working on her MFA in Creative Writing about two years ago, and expects to finish in
August 2007.
“I work very, very hard while I am here in Antarctica, juggling both work and writing,
but my job allows me to save money so that when my contract is over, I can again focus
fully on my writing. I love being able to travel and work wherever in the world I want to
work, and without this program, I would not be able to do these things,” Macnamara
says.
What about distance learning do you find difficult?
The hardest thing for me about distance education is that I am not great with computers,
and I spend a ton of time writing, so at the end of the day, I don’t like getting into an
online discussion forum. At first, I did not like the discussion format—it seemed artificial
online; I like it better when people can just talk casually and exchange ideas. It’s harder
to do this online, and it’s harder to build a real community. It’s much more work to get to
know each other online, and it takes longer, more effort, too.
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I’m already spending so much time in front of my computer screen writing that it’s hard
to motivate to participate in online discussions. I just don’t feel like an online community
is as good or as productive as a live one.
What is the easiest thing?
The easiest thing about it is that I can do the work wherever I am...on the plane, in a
hotel, outdoors...wherever my computer is, I can be working!
What aspect of distance learning do you like the best?
I like that I have flexibility to do the work within the life that I live. While I have been
working on my MFA, I have worked for 11 months in Antarctica at McMurdo Station. I
have also traveled in New Zealand, Fiji, Hawaii, through the U.S., and lived the summers
in Chamonix, France.
What do you do at McMurdo Station?
At McMurdo, I am currently a “communications operator,” which means that I talk daily
with scientists conducting their research in remote field camps. I monitor HF and VHF
radios, regular telephones, radio telephones, and Iridium (satellite) phones. We
coordinate resupply and equipment requests, and we let the scientists know when planes
or helicopters are coming their way. We are also on standby for any type of emergency
situation, whether it comes from the scientists we work with or from anyone in distress in
the region, whether it be a fishing boat or a tourist vessel or a private expedition.
What has been your favorite course and why?
I am currently doing an online internship...in order to tackle some of my technology
fears, I took on an internship working with an author who has a book upcoming in order
to help create buzz surrounding her book’s launch.
I’m facilitating guest submissions to her website in blog format about the book, and I’m
doing some writing for it. She agreed to teach me how to use blog technology and help
me enough so that I could start my own blog. I’ve gone from having a hard time with my
program’s blackboard technology to being able to create and maintain a blog. It’s called
“Down and Out: Adventures in Literature. Landscape. Life.”
The blog is about books, place, and life along the way. It has come out of my work with
the Goucher College MFA program. I loved how the internship was structured so that I
could work with the author, who is in Seattle, and get something really practical out of it
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that could help my work, too.
Why did you decide to go for your master’s degree?
I wanted to write my first book, so I am getting a MFA in Creative Nonfiction because I
really wanted mentorship through that process. I wanted deadlines and guidance, and I
also wanted to be around other writers who were also going through that process.
Do you plan to advance your career with it?
Yes...I am hopeful that my first published book will come out of the work that I have
done for the past two years in the program, and with the degree, I could also teach
creative writing at a university or do other writing work.
What will your first book be about?
The book will be about the first nine months that I spent at McMurdo Station, Antarctica
as a contract laborer. I did grunt-type work through the summer and winter seasons that
year.
Does your book writing count towards your MFA, or have you not started it yet?
Yes--I am working on the manuscript of my book under the mentorship and direction of
the Goucher College MFA program. So, yes, I’m hoping that the book-length project I’m
working on with the Goucher program will turn into my first published book.
Approximately how much is the total degree costing you, and how are you paying
for it?
Probably around $12,000 a year; I am paying with savings and student loans.
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PAGE 76 OF 175
Jen, M.S. in Education, Walden University
Name: Jen
Age: 36
School: Walden University
4-year university
Target: M.S. Ed. Curriculum,
Instruction and Assessment
Reason: Personal
development and increase
career opportunities
Jennifer had wanted to be a teacher ever since she was
a little girl. She would play “school” on the back
porch. Sometimes her little sister, or neighborhood
children, could be coaxed into playing her pupils for
awhile. She even assigned them homework-- discarded
dittos saved for her by indulgent teachers; but
eventually the children became restless and too unruly.
So mostly her stuffed animals, those trusted friends
who had crisscrossed the United States and the Pacific
Ocean on many military moves, dutifully lined up for
roll call. Jennifer couldn’t wait to take attendance with
a classroom of real children sitting in real seats.
So when she received her bachelor’s degree in 1991,
and teaching credential a year later from CSU,
Sacramento in 1992, she was anxious to get right into
the classroom. It was over a decade before she
returned to the classroom as a student. And this time it was a virtual university; Walden
University has no brick and no mortar presence.
“It took me awhile to come to terms with the fact that I was actually going to enroll,” the
elementary school teacher says candidly. “Online education was still fairly new to the
general public at the time. I had a concern as to how others would view it.”
Her husband, Scott, was a part of the decision-making process. Also a teacher, he had
started to shop around for master’s degree programs over a year earlier. As he
matriculated through the Walden University program, he urged his wife on as well. When
Jennifer finally made the decision to return to school, the entire family, including their
three boys now 9, 6, and 4, was supportive. “My mom almost got teary-eyed because
she’d waited so long for me to go back to school, and she was beginning to fear I
wouldn’t,” recalls Jennifer. “She offered to do anything she could to help. My mother-inlaw was also encouraging.”
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When her husband was taking his courses on-line there wasn’t much of an interruption in
the family’s daily routine. But since Jennifer is the one who usually prepares dinner,
preps school lunches, helps with homework, bathes the children and reads the bedtime
stories--some concessions had to be made. The children had to learn to be more flexible,
and more patient. “They tuned into television more the year I started school,” she
laments. “They had to entertain themselves.”
The coursework was labor-intensive. On a weekly basis, each class involved textbook
reading, viewing of a 30 – 60 minute video lecture, posting comments and replying to
two other classmates on the discussion boards, and submission of a 6 – 8 page paper.
Some professors would “drop in” on the discussions as well. Just as in a traditional
setting, “there are some professors who are truly involved and facilitate, some who are
just lecturers, and some who posted as a matter of formality,” she notes. “Some really
probed and forced us to think about certain issues and directed us to other resources.”
There was no break between classes either. When one term ended, the next began the day
after. Winter break was the only respite. Still, despite the grinding schedule and her
responsibilities as a full-time teacher, she feels her decision was right for her. “I tend to
enjoy working in a solitary fashion,” she says. “In a traditional classroom setting you’re
encouraged, even required, to work in groups. I didn’t want to have to do that for every
single class. Especially in education classes, they want you to experience collaboration
and cooperative grouping.”
In her particular program the group work component was minimal. “One of my issues
with group work is the different work ethics,” says Jennifer. Adding to her concerns are,
“the level of determination…and different levels of effort that people choose to put into
their work.” To her relief there was but one research project that involved partnering.
And she was permitted to pick her own partner, a like-minded individual with a similar
work ethic.
The convenience of attending school within her own home was another factor that
contributed to her positive experience. “I always knew that I wanted to further my
education,” she says. “It was time.” She admits it would have been easier to attend school
prior to having children. She briefly considered pursuing her degree as a young teacher,
and again as a newlywed living in Southern California. “I would’ve had access to a big
name university. UCLA had a prestigious School of Education. But I couldn’t be a full-
PAGE 78 OF 175
time student. It was discouraging.” She also considered some of the other programs in the
area then, but found them lacking in innovation. “And,” she adds, “I wasn’t looking
forward to sitting in L.A. traffic after work.”
“By the time we returned to Northern California, any thoughts of returning to school
were put on hold as we added to our family. As we were having our last child, we started
on the path.”
Pursuing their degrees did call for creativity, stamina, and personal sacrifice. But they
made it work. Her laptop computer was “indispensable.” It gave her the freedom to
weave coursework into the fabric of their daily lives. She took it to soccer practice, tee
ball practice and to capoeira, a Brazilian martial art the family studies. In
between fastening shin guards, lacing cleats, and opening juice boxes, she typed up
homework.
“I even took my laptop on the family vacation to Hawaii,” she remembers fondly. “The
place had wireless access. I packed my videos and was able to do my postings as well as
submit my homework.”
She likens the 18-month degree program to new motherhood. “I studied after hours. It
was almost two years of really late nights. I didn’t go to sleep anytime before midnight,”
she says. “You make it through bleary-eyed, just like with a newborn baby. And a year
and a half later, the baby is sleeping through the night.” And just as with parenthood, she
has found the experience of getting her degree to be rewarding.
“I received affirmation when I would try things that I learned [from the coursework] in
the classroom with positive results,” she says with pride. Her degree is also a tangible
symbol of her inward commitment to being an educator. She realized for the first time
that, “not only did I possess knowledge. I could substantiate what I knew.”
She views education as an investment. She estimates the total cost of her master’s degree
to be about $7,500. “It was manageable, but it was a strain,” she admits. Her employer
did not offer tuition assistance. So she used her credit card to pay the tuition. She and her
husband accrued enough points to redeem for tickets to Hawaii, their annual vacation
destination.
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With the demands of a full-time job, marriage, homeownership, three active children and
two pampered dogs, she had every excuse not to go back to school. But she had quiet
determination.
Some districts offer opportunities for teachers to continue their education. Workshops on
classroom management techniques, differentiating education, and utilizing new software
are provided free. Jennifer had taken advantage of most of those opportunities as they
became available. Though after 12 years in the classroom, she was “hungry for more.”
She felt the workshops tended to target teachers new to the subject matter. “They were
rather rudimentary,” she says. “I had exhausted all of my resources to keep myself
current in my field,” she says. “I had done everything I could with attending seminars,
teaching conferences, doing professional reading on my own, participating in study
groups. I felt ready to take the next step.”
The State of California requires teachers to earn 150 hours of professional development
every five years to maintain their credential. When Jennifer’s credential expires next
year, she can submit her hours from Walden University master’s degree program to fulfill
the professional development requirement.
That degree hangs on the wall in her home office now because her family wanted to
display it. She goes in and out to pay bills, do her lesson-planning and check e-mail
without giving it a second thought. But the learnings benefit her every day.
“I felt that having a master’s degree would create opportunity for me,” she reasons. “The
farther I progressed in my coursework, and the more I made of what I was learning, I
realized it didn’t matter where I had received my degree. I had achieved my goals that I
had set for myself in advancing my education.”
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PAGE 80 OF 175
Scott, M.S. in Education, Walden University
Name: Scott
Age: 36
School: Walden University
Target: M.S. in Education,
Integrating Technology into
the Classroom Curriculum ,
Reason: Job security
More than a decade passed before Scott, a University
of California at Davis graduate, decided to return to
school to pursue his master’s degree. Why the long
wait? “It didn’t exist back then,” he says pointedly.
The degree? The school? Both? Actually, Walden
University, a virtual university that confers degrees
wholly via distance education, has been around since
1970. But the master’s degree in Integrating
Technology into the Classroom Curriculum is quite
new. Most of the programs Scott teaches to his
seventh grade class had not even been invented yet.
Indeed, the Internet itself was still coming into its
own back in 1992. Today, armed with his degree,
Scott is on the cutting edge of a new movement in
education.
“Educators are not known for being early-adopters,”
he says wryly. He recalls a time in the not-so-distant past when even e-mail was not
embraced. “Teachers called the union to ask if they had to check e-mail.” Now it is
universally accepted, he believes. He hopes the same will hold true for integrating
technology in the classroom.
While it is gaining in popularity, he concedes, there aren’t too many people doing it.
“PowerPoint is pretty much the fanciest it gets.” And, there aren’t too many people
teaching the teachers either. “The education technology field is led by few,” says Scott.
To explain the dearth he reasons that, “those leading it are too busy to share and present.
If you take the time to slow down to gather your ‘stuff’ to present, then you are already
becoming obsolete in the classroom.”
He was generally impressed with the talent of his instructors. And they, in turn, were
impressed by his knowledge and enthusiasm. “Some deferred to me with regards to
technology questions. I became a resource for others.”
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Anxious to develop his craft, he had begun to research degree programs in late 2001. He
decided he did not have the time or the patience to pursue a master’s degree in a
conventional setting. Rather than deal with acquiring letters of recommendation, sitting
for entrance exams, and completing mounds of paperwork, not to mention months of
waiting to hear whether or not he had been accepted, Scott opted to pursue his degree
wholly online. He applied to Walden University. He was accepted and enrolled by
January 2002. He was able to implement some of the learnings immediately in his own
classroom.
He especially benefited from the coursework pertaining to the mechanics of captivating
his students. Learning to analyze his audience was key. Studying various methods of
teaching particular kinds of learners, particular kinds of subject matter, is relevant to his
daily work at a suburban junior high school in California.
He is teaching the Microsoft Office® Suite, Dreamweaver®, and Fireworks® to seventh
graders with great success. He also teaches their teachers how to integrate technology
into the curricula. So not only will the 12-year-olds be able to develop a simple web page,
they will be able to deliver a dynamic, engaging history term paper as well.
Scott credits his on-line master’s degree with not only increasing his efficacy in the
classroom, but also making inroads in the education field. “It has topped me out on the
advancement scale and begun to open a few doors in staff development and possible
online teaching myself.”
If distance education had not been available he would likely have enrolled at a traditional
university. But the flexibility of pursuing his degree on-line had surprising benefits. “My
daily routine didn’t change. It was business as usual,” he recalls. “I tried not to affect the
family at all.” He went to work, came home, helped with the children, studied capoeira,
and did household chores. He only did schoolwork after hours. The youngest of his three
sons was still a newborn. “He would wake up in the middle of the night. I was already up.
My wife got more sleep.”
“Watching the videos [lectures] and posting to the discussion boards on time” were his
biggest challenges, Scott notes. “I killed myself with the first course working at it
everyday.” Like many successful on-line students, he later developed some strategies.
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“I am the running back who continually tries to look for the opening to make a
touchdown,” he says. He was always looking for the “most efficient, most expedient”
way to get the work expected of him done.
Here is how he did it. “I checked into the bulletin board every single day. Even if I didn’t
post, I would read. I kept in touch with the discussions…and with others.” He used
downtime at work, leisure, and commute time to think and formulate responses. When it
came time to post, “I didn’t have to think about it, I was already involved.”
He recommends waiting until the second or third day to post. “When I was the first to
post and the first to reply, I didn’t get anything out of it,” he laments.
He concedes that it is a time-consuming exercise--some posts do go on and on. However,
he warns against trying to cut corners by only seeking out like-minded people, or one or
two individuals to whom you can regularly respond. “That just turns into e-mail. You can
miss out on full discussion streams. Read a little of each thread,” he advises. “In later
classes instructors may ask you to refer to other people’s discussions, or even to reference
comments from a previous class.”
Students will not be adequately prepared if they only read the mandatory two posts and
replies, he surmises.
He offers words of wisdom gleaned from his experience preparing a portfolio to graduate.
“Don’t procrastinate. Organize yourself early. If you put it off, you’ll scramble at the
end.”
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PAGE 83 OF 175
Terry, M.S. in Information Systems, Regis University
For Terry P., 44, Illinois, finishing his Master’s
degree was top priority. Fortunately, he did not have
to work full-time and go to school. He was able to
work part-time and focus more on class work.
Name: Terry
Age: 44
School: Regis University
4-year university
Target: Master's in Computer
Information Systems, 2003
Reason: Remain current/upto-date in the industry/field
“I was between jobs when I started school. My
intention was to take about one year off from work
to concentrate full-time on school and then to work
full-time and part-time study,” says Terry.
“However, after one year, finding full-time work
was difficult because of the economy, so I decided to
continue full time with my studies until the degree
was completed.”
Terry received a Master of Science in Information
Systems degree in 2003 from Regis University in
Denver, Colorado. “The freedom from full-time job
responsibilities allowed me to put more time and effort into the coursework,” he says.
He had already gotten his Bachelor’s degree in computer information systems. Then he
started a traditional graduate program in 1993 and was not able to complete it.
“I was interested in completing a graduate degree but wanted some flexibility since my
work involves quite a bit of travel. I didn’t go back to the original program, which was at
a state university,” he says.
Because engineering is a computer-intensive field, having his Bachelor’s degree in the
field was a huge plus for him. But getting the Master’s degree 12 years later in computer
information systems has allowed him to take advantage of better employment
opportunities. He says he has gotten jobs with more responsibility and a pay increase of
about 25 percent along the way. He is currently a systems engineer in the transportation
industry, and his job involves high-level hardware and software design.
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Although he is pleased with where he is education wise, he says he would still like to still
like to go into embedded SW programming.
What was the biggest challenge you faced as a distance learning student?
Getting used to the distance-learning environment was the biggest challenge for me.
Although classmates and professors were available by email, IM, chat, board discussions,
fax, online conferencing, and telephone, it’s quite a change going from a physical
classroom to an online environment.
What is the best thing about distance learning?
Distance learning has allowed me to concentrate on my academics with less distractions
than there would be in a traditional classroom.
And the worst aspect?
The worst part of distance learning, to me, is that there is no personal interaction with
other students and professors.
How did your employer view your online degree?
My employer had a positive reaction to me getting my Master’s degree. I had no issues or
conflicts with work, because I worked only part-time. It would have been more difficult
to balance a full-time job, full-time study, and family responsibilities if I was getting my
Master’s and working at the same time. I was lucky to be able to work part-time while
going to school.
How are you paying for your education and much did it cost you??
My Master’s degree cost approximately $17,000.00. I paid for my education through
personal savings.
Have any advice for people who have to work full-time that are considering getting
their degree at the same time?
I would suggest they do it part-time like I did. This gave me more time to focus on my
schoolwork and take on a larger course load so my time at school would not have to drag
out. I know not everyone can do that, but it was less stressful not having so much
professional work to do on top of school work hours and other personal obligations.
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Would you have done it if you were working full-time?
If I had to work full-time while getting my Master’s degree, I would have still gone for
the degree but lowered my class load. It would have taken longer to graduate that way,
however.
Do you have any advice to share about distance learning?
Yes: distance learning requires just as much, if not more work as a land-based degree
program. Don’t underestimate the work that will be involved when getting a distance
learning degree. It can be just as much work, if not more than going through the
traditional method of brick and mortar schools.
In the future, would you consider online education again or would you go back to
traditional, on-campus experience?
I would consider going through the online education system again. I would do so because
I can choose from a broad range of programs that may not be available from a local
college or university. That’s a huge plus to online learning—you can get programs from
across the globe and not have to travel far to reap the benefits of online education.
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PAGE 86 OF 175
Amanda, Ph.D. in Human Services/Criminal Justice,
Capella University
Name: Amanda
Age: 26
School: Capella University
4-year university
Target: Ph.D. in Human
Services/Criminal Justice,
December 2007
Reason: Open doors in the
future
When faced with what looked like a choice between a
doctoral degree and the love of her life, Amanda
Bergen forged a path that allowed her to have it all.
“My philosophy,” she says, “is that there are very few
situations in life where there are only two choices. The
third and fourth choices are simply options yet to be
considered.” This can-do attitude, and the love and
support of family and friends, have brought Amanda
to where she is today, on the verge of taking her
comprehensive exams in Human Services specializing
in Criminal Justice.
Amanda has been on the fast-track to academic
success her whole life. “I am a life-long learner,” she
says. “I’ve always known that earning a Ph.D. would
be one of my educational and career goals.” Her mom,
who has been a steady supporter both financially and
emotionally, encouraged her to prioritize her education and focus on that before starting a
family.
Her path to an online doctoral program in Human Services-Criminal Justice illustrates her
love of learning and her openness to new things. First, Amanda earned a bachelor’s in
business administration from Georgia State, where she specialized in management. A
management class on white collar crime piqued her interest, leading her to earn a
master’s in Criminal Justice from Armstrong Atlantic State University in Savannah,
Georgia.
At Armstrong Atlantic, Amanda needed to take some classes in public health that were
only offered online. The experience, she says, was “completely different. But I loved it!”
She ended up taking four online classes while earning her master’s degree.
While finishing up her degree, Amanda met her future husband, Christopher. They soon
fell in love and got engaged, but those happy developments led to a dilemma. How could
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she continue her studies and her budding relationship when there were no suitable
doctoral programs within a four-hour drive of Savannah? Her fiancé was willing to move,
but was “quickly climbing the corporate ladder” she says, and moving would not have
been ideal for his career.
Not willing to give up one dream for the other, she brainstormed other options, including
online learning, with the help of family and her fiancé. Those online classes she took
while in her master’s program proved to her that online learning was a viable option. She
says that at the time she thought, “I can do this for my Ph.D. It gave me the confidence.”
While Amanda was exploring the online learning option, she says her brother asked “Will
it say ‘online’ in parentheses after ‘Ph.D.’?” She recounts, “I told him no, a Ph.D. is a
Ph.D. is a Ph.D.” That realization sealed the decision for Amanda.
Today Amanda is pursuing her Ph.D. in Human Services-Criminal Justice at Capella
University. “I felt very at home with Capella University from the first phone call,” she
says.
She has not been disappointed in the quality of the education she has received. “The
caliber of my fellow learners at Capella cannot be exceeded and went beyond my
expectations,” Amanda says. “I have learned at least as much from them as I have from
the coursework itself.” She believes that online learning offers a distinct advantage in that
as a student “you are collaborating with the best minds in the nation and not just your
state or region.”
The courses at Capella are as demanding as they are rewarding. Online classes are
writing-intensive, with usually a weekly deadline for written homework. Amanda warns,
“You must be a prolific writer to do well at online learning. I love writing and have had
no difficulty with the coursework; however, my fellow learners who struggle with writing
have had a more difficult time.” She recommends that prospective students check that
their school has a writing center as Capella does.
In addition to the challenging online classes, Amanda’s degree requires participation in
three residential colloquia during her coursework. These colloquia are held in different
cities throughout the country and provide an opportunity to go to seminar-like classes in
person for one week. For Amanda, it was a chance to get to know the other students in
her research class. “We opted to go to a colloquium together and get that face-to-face
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contact.” She has developed close friendships with some of her fellow students though
they live in other states.
As fun as that aspect of school has been, Amanda readily admits that online learning has
entailed a commitment and drive that might not be paramount in a traditional program.
“There are no acceptable excuses for not getting your work done,” she asserts. “You can
go to school any time of day or night, whether or not you are sick, or if you are on
vacation.” For Amanda, this meant that on her honeymoon in Las Vegas she was
squeezing class work in between casinos and shows. It also meant having to take a
medical leave for one quarter when she cut her cornea so badly she could not drive or
even cry.
But in the end Amanda would say it was all worth it. She has just completed her base
classes for the Ph.D. and is about to take her comprehensive exams. In the spring she
begins writing her dissertation, the final phase of her degree. In addition, she is designing
a new online class in human behavior at Savannah State University that she says will
provide “an enriched learning experience.” Her field of Human Services is all about
“people helping other people,” she says. In keeping with that spirit, she sees her class as
more than just a class, but as “educating a community.”
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PAGE 89 OF 175
Cindy, Certificate in Regulatory Affairs, Lehigh
University
Name: Cynthia
Age: 28
School: Lehigh University
4-year university
Target: Regulatory Affairs
Certificate, December 2006
Reason: Advancement
within current company
She had always had a strong interest in science. In
high school she took Honors Chemistry and dreamed
of donning a white coat and working in a lab. After
earning a B.S. in Chemistry from Rutgers University,
her hard work paid off. Cindy landed a job with a
pharmaceutical company. For two years she quietly
developed and optimized new methods for testing
pills. Testing a drug’s potency and identifying
impurities were new and challenging. At first. But
eventually even liquid chromatography lost its luster.
She had had her fill of analytical development. She
sought a new challenge.
“I thought I’d find it exciting,” she says of her lab
work. “It was routine. And kind of boring.” She
expressed an interest in business development and
marketing. She was promoted from the recesses of the
lab up into a regulatory position--a higher visibility area. It was not until she decided to
move on, that she realized she needed more education.
“It was pretty difficult. I was told that a lot of people applying for the position had a
masters or a certificate in regulatory affairs,” she recalls. “I found it difficult to compete.”
When she was not accepted into the master’s program at her alma mater, it was a
challenge to bounce back and apply to other schools. “I put it off for awhile,” she admits.
She later found that other schools were too expensive and too far away from her job and
life in New Jersey.
She spent the money she had saved for her graduate degree to buy a house with her
husband. “I had pretty much given up,” she says of her plans to return to school. A friend
encouraged her to look into Lehigh University. She did some research and decided to
press on. Cindy confided in her immediate supervisor, who encouraged her to press on.
She was approved for tuition reimbursement and began the process of enrolling to
become an online student.
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“The biggest challenge is not falling behind,” she admits. Her courses have consisted of
26 pre-taped lectures, a midterm and a final exam. “Three courses also had papers with
over-the-phone presentations. One course also had four sets of homework.”
Cindy is accustomed to heavy reading and writing papers. Her current job involves
project management. She is no stranger to time management principals. She stays abreast
of guidances and releases from the FDA. She manages the development process of
products in the pipeline in her company. And she is responsible for compiling 4,000 page
reports 4 to 5 times a year to the FDA for drug approval.
Still, she found herself watching two lectures a night over the summer to try to catch up.
“It is so much easier to put it off,” she says candidly. As she nears completion of her
certificate, she has this advice for fellow e-learners, “Keep on target. Don’t get too far
behind.”
Yet, she is very pleased overall with her online experience. By saving commute time she
is still able to enjoy time with her husband and maintain a normal life. “It’s not too much
of a time commitment. I still walk my dog, grocery shop, cook dinner.”
She estimates the cost of her certificate to be $8,000 which is reimbursed by her
employer. It is a win-win situation. Her employer is investing in her, and as a result she is
better able to do her job.
“I feel that I learned a lot of things that were relevant to my career. The courses definitely
gave me a good general knowledge of regulatory affairs.”
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PAGE 91 OF 175
How to Prepare for Your First Online Course
So you are embarking on a different way of learning – an online course. Good for you!
Don’t be nervous. Just follow these ten steps below to make your transition a little easier.
1. Make sure you have everything you need to start.
Locate the computer requirements document on the school web site. Make sure your
computer fits the requirements and you have the right peripherals (printer, speakers,
microphone, etc) and software (Adobe Acrobat to read .PDF files, Microsoft Word for
writing papers, etc). Once you have those things in place, make sure they all work! (Hint:
most schools provide the software as downloads from their technical support page, so
check that out before you buy software).
2. Set aside some physical space for class.
Set aside some space in your home to keep your school stuff. It is important to have some
organization, even if it’s just two folders – a physical one for important papers and a
folder on your computer where you put all your papers. Put your books, some blank
paper, a pen, and a highlighter all in one place. (Hint: if you are planning to use multiple
computers like one at home and one at work, buy a backpack to keep all you stuff in so it
is portable and handy).
3. Know the school landscape.
Just as if you were walking around a new campus, you will need to “walk” around your
virtual campus to learn where things are. Log into the school website with your assigned
login and password as soon as possible. Click on different links to see what is available
and get a real feel for your school. (Hint: Most schools hide important student
information behind a firewall to protect you, so you will need to have a login and
password to access it.)
4. Visit the bookstore.
Once you’ve logged on, locate the bookstore and order your books for your course(s).
(Hint: Sometimes it takes 10 days to get the book to you, so you want to do this right
away.)
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5. Find the important offices and contact information.
Locate any offices you might need, like the computer help desk, business office, the
advising office, the department teaching your course, and the library. Lucky for you, you
don’t have to learn about the dining halls since your own kitchen will be the dining hall
(and snack bar). Schools vary greatly in how their websites are laid out, but most provide
links, numbers, and e-mails for all the services you will need as an online student. “
(Hint: Knowing where these things are will save you time and effort when you are trying
to get information in a hurry.)
6. Find out where your class is located.
Locate the login and password for your course and the directions for logging in. Most of
the time, your login and password for class will match your login and password for the
school. (Hint: you don’t want to find yourself without this essential information when the
help desk is unavailable and you have your first assignment is due, so make sure you can
log in, even if you can’t access your course right away.)
7. Learn the layout of the classroom.
Check out the course website by logging into your course (or a demo course if your
course is not available) and familiarize yourself with the space. Think of the space as a
classroom. Click on all the links, check out the discussion board, the assignments page,
the e-mail system, and anything else you can access just as if you were checking out the
physical space of a classroom. Every online course is built in a course management
system (WebCT®, Blackboard®, Angel ®, Desire2Learn®, Sakai™, etc. - some schools
have proprietary systems.) It is to your advantage to learn how to navigate the course
before you begin class. (Hint: nothing adds to frustration more than having to learn how
to do something or where to find something when you face a deadline.)
8. Scope out the course.
Find the syllabus and read it. This will give you an idea of what you are going to study,
how much reading there will be, what kind of assignments you will be doing, and
generally acquaint you with the professor’s expectations. (Hint: knowing what to expect
will help keep you focused and not overwhelmed.)
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9. Post your introduction and find a friend.
Most online courses start by having the students write an introduction and posting it on
the discussion or bulletin board. Its get acquainted time, so take advantage of it. Find
someone in the class who you find interesting and send them a private e-mail using their
school e-mail address. Let them know you like their posting and why. Keep it short and
simple. (Hint: having a friend in an online class is important – you can compare notes,
share thoughts and understandings of assignments, and be a little less alone in class.)
10.
Take a deep breath!
The first online learning experience can be a little intimidating for anyone, but once you
get the hang of it, you will do fine. Colleges and universities spend lots of time and
money developing online courses and the web site – much more than they do for
classroom-based courses –just so online students will have a great experience. Remember
to ask questions, enjoy the experience and most of all, remember to relax and breathe!
(Hint: deep breathing is a way to relax your body.)
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PAGE 94 OF 175
How To Set Up a Home Office for Online Learning
A separate space devoted solely to your online
class will help you concentrate and, more
importantly, stay organized.
This area should be designated only for
academic work and test taking. Keep it clutterfree and comfortable. A room designated for
studying will help you focus and stay on task.
These steps will assist you on deciding how to
design and set-up a home office perfect for
online learning!
1. Find some space.
If possible, try to dedicate an entire room to your new library/home office. Consider
creating a dual-purpose room like a guest room/home office or setting a home office in an
unused portion of the house like the attic or basement. Make sure your room has a door
that closes; this will help cut down on noise and interruptions. By identifying a specific
area or room as your home office, it sends a clear message: “When I am in here, it is
because I am studying.”
2. Pick a quiet location.
Road traffic is noisy, so try to pick a room that does not have a window facing a main
thoroughfare. The kitchen is also a hotspot for noise: clanging dishes and pans; cupboards
swinging shut; the refrigerator door being opened and shut. You may not notice small or
repetitive noises now, but when you are reviewing for an exam or drafting a 15-page
paper, these little distractions can have a big impact on your concentration.
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3. Make it comfortable.
Consider your working style: do you want to feel energized and upbeat when you are
studying or would you prefer a feeling of tranquility and reflection? If you want a feeling
of stimulation or activity, paint the walls with warm yellows or chose red drapes for your
window dressing. If you want serenity and calm: soothing, cool blue tones or deep, rich
greens. If you want classic simplicity in your workspace, stick to taupe, grays and even
chocolate-y browns. Do you like to stretch out while you take notes? Add some throw
pillows or a beanbag. Don’t be afraid to add some personality, but make sure that
everything will help you stay productive. Too many pillows and you may find yourself
curled up next to your laptop, asleep!
4. Choose appropriate furnishing and equipment.
To optimize your space, list all the items that must go into your home office. By doing
this, you can plan the best layout for your room. Depending on the size of the space, you
may need to take some measurements to ensure that everything will fit and that you
won’t feel crowded or uncomfortable. Think about what you may need:







A desk and chair
Desktop or laptop computer with an Internet connection (Hint: Don’t place your
computer in an area that receives direct sunlight or gets too warm. Electronics are
temperature-sensitive, so make sure the room receives adequate air circulation
and that the sun can’t damage your equipment.)
Printer, scanner, and/or fax
Shelves for your books, binders, print-outs, and reference materials
Filing cabinet(s)
Floor lamps or desk lamps
A bulletin/memo board to keep track of notes and other bits of information
5. Prevent distractions.
Distractions are plentiful, especially if you are a parent. A message board on the door or
outside of your home office will help with communication (especially with older
children). Signs like “Studying until 7:30,” or “Preparing for exam at 8,” will tell your
spouse or kids what to expect, and prevents any unnecessary questions or interruptions
like, “What are you doing?” or “Are you going to be done soon?”
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6. Keep everything close at hand.
Have enough storage space to keep extras around. Items like: a dictionary or thesaurus,
pens, pencils, notepad paper, printer paper, highlighters, 3-hole punch, stapler, book flags
or sticky notes, etc.
7. Coping with noise.
The perfect room is one that is completely sound-proof, but that would require
renovating! If noise is a problem, consider purchasing a white noise or sound machine for
your home office. These machines produce sounds that drown out other distracting noises
and can help keep you focused when you’re reading, posting to your discussion board,
writing and studying.
8. Maintaining your study space.
A messy area leads to lost materials and misplaced notes. Give everything a designated
area on your desk and shelves; keep your files up-to-date. Remove dirty dishes after
using them so that they don’t pile up and consume precious space on your desk. By
taking a few minutes every day to keep your work are neat and tidy, you can come home
and start your work right away without searching for items or getting distracted by
useless clutter.
9. Use your room for studying. Period.
Avoid the temptation to your home office for other projects. If you enjoy crafting,
building models, knitting or anything else, do not bring them into your work area.
Though these activities are great hobbies and smart stress-relievers, they will lure you
away from your academic goals. Also, try to dissuade your children from using the space.
It is okay to have a place you can call your own!
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10.
Studying in a shared space?
Not everyone has space or an extra room in their home just for their studies. If you are
studying in your living room, den or another shared space, be sure to communicate your
needs to others. Maybe put up a sign that reads, “Quiet, please – Working,” or
“Reserving the Living Room from 8 – 10 tonight.” If you are trying to write a paper in
the kitchen, but you can hear the television in the next room, you may want to purchase
noise-cancelling or noise-reduction headphones or ear plugs.
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PAGE 98 OF 175
How To Write An “A+” Discussion Posting
Whether you are a seasoned distance learner or are taking your very first online class, the
online class discussion (also known as online bulletin board or message forum) is central
to your online learning experience. So, you need to create a posting and you really want
to ace this course. What do you do to make your discussion posting worthy of an “A+”?
Read on and find out.
1. Recognize the purpose of discussion postings.
In the classroom, students and professors hold discussions about the subject matter.
Discussion postings duplicate this interaction when you are online. In the virtual
classroom, you use the keyboard instead of your voice. (Hint: Make sure you keep a
discussion tone about your writing - it’s not another paper.)
2. Prepare yourself.
Before writing a single word, make sure you have prepared yourself by doing any course
work required - reading, assignments, research, etc. (Hint: Reading and reflecting is what
learning is all about and no one wants to read a post that rambles on and doesn’t have a
point, just like no one wants to hear a story like that in class.)
3. Read the discussion posting directions carefully.
What is it you are being asked to comment on? Make sure you know what you are
supposed to write about. Sometimes it is a personal response, sometimes it is a chance to
absorb the material by restating the ideas presented in the reading, and sometimes the
discussion board is a combination of ideas. (Hint: Read all the related discussion
questions before you start the reading and other assignments, that way the topic will be
on your mind when you are studying.)
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4. Think about your point.
What is it you want to say to your fellow classmates and your professor? Try to limit
yourself to the topic and make sure your point is relevant. An “A+” posting will make
that connection between the theories and ideas and real life. (Hint: You can always email
your professor for clarification if you don’t understand something, just do it early enough
to get the post in on time.)
5. Gather your references.
Make sure to cite your references in your posting. Even if it is a discussion posting, not
giving others credit for their work is plagiarism, so cite. Your citation doesn’t have to be
formal, just make sure others can find the information from the citation; give the title,
author, and date. (Hint: Have your references handy when you write your post, so it
doesn’t break your train of thought or slow you down.)
6. Write out your response.
Use the tools in your course management system to write your response, make special
use of the preview tool and the spellchecker. (Hint: If you don’t have those tools or are
uncomfortable using them, use your favorite word-processing software or text editor, like
Microsoft Word, and then copy and paste your posting to the discussion board.)
7. Follow the rules of discussion postings.
If you are supposed to write a response to the question and respond to other postings,
make sure you do that and do it well (see number 8). To select the best posting to respond
to, think about the classroom environment - if somebody said that in class, would you
respond? If so, go for it. If not, move to the next posting. (Hint: Most courses have rules
for discussions in the syllabus or course introduction; make sure to read these before
writing that first post.)
8. Give meaning to your posts.
Don’t ever write only “I agree” or “Good thought” or any other short response to another
posting. Put in details. For example: “I agree with Brian” is way different from “I agree
with Brian. I had a similar experience where Theory XYZ came into play…” and the
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second one will get you a much better grade than the first. (Hint: Remember that it’s OK
to disagree with a classmate’s posting. But be polite if you disagree and make sure you
explain why.)
9. Post on time.
Nothing is worse for a professor than reading through a lively set of discussion postings
and finding the late ones at the bottom. It’s like coming up to the professor after class to
contribute your information. (Hint: If you are asked to post to a question and then
respond to others do the first posting early and the responses towards the end of the time
allotted for the assignment. You will be noticed if you start a good discussion.)
10.
Express some of your “self” in the posting.
Sometimes a quick story makes a better point than a long ramble about the theory.
Applying the class information to real life is what discussions are usually about. Sure,
you took the quiz and know the information, but can you make the connections between
real life and the information? (Hint: If you follow 1-9, you will put some of yourself in
the posting without having to think about it!
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PAGE 101 OF 175
How To Avoid Plagiarism
Simply put, plagiarism is the act
of passing off someone else’s
idea or writing’s as one’s own.
Colleges and universities take
academic dishonesty seriously
and are very hard on students
who commit plagiarism. Some
possible consequences include
receiving a failing grade for an
assignment, failing the entire
course, and even expulsion from
school.
Copyright is the law put in place to prevent plagiarism. When someone copyrights
something, it means they own the rights to copying that something. Many things are
copyrighted - images, articles, books, poetry, and even ideas. But we all know laws are
difficult to interpret without a degree from a law school, so how do you avoid copyright
violations in college?
1. Understand what plagiarism is.
Plagiarism is theft, plain and simple. When someone creates a digital image, a written
work, or gives a speech, they own it. If you use those same words or images and call
them your own, you are stealing it. (Hint: Citing sources is the best way to avoid being
accused of plagiarism.)
2. Learn what plagiarism isn’t.
Plagiarism isn’t using others people’s work to support your ideas, plagiarism is not giving
credit to the original artist. There are some things that are considered common
knowledge, like the United States of America is on the North American continent, but if
it’s not as common as that, you should cite your sources. (Hint: Any support you give for
an idea in a paper should be cited.)
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3. Check out the rules regarding copyright.
Copyright laws protect artists and authors against plagiarism, but the copyright laws have
just changed and higher education is still determining what the change means because
digital media has created a significant impact on using other people’s ideas. Generally
speaking, you need to know to:



Give credit where credit is due
Ask for permission if you use more than 10% of something
Refer people to an item rather than copying it
You can follow the copyright discussions by doing a search on Google.com for
“copyright.” (Hint: Until it’s all resolved, cite your sources.)
4. Learn how to properly cite references.
There are many citation styles - APA, MLA, MLHA, Chicago Manual of Style, Turabian,
etc. Check out which one your college or university, division or school, or your professor,
wants you to use. Purchase the manual for it, and read it. The general idea behind all
citation styles is giving your readers (your professor) the details they need to look up the
source. (Hint: Most styles have templates you can download to help you cite and format
your papers correctly.)
5. Collect your resources.
If you are writing a paper, collect your resources so you can cite them properly. If you
borrowed a book or are writing your paper or doing your project over time, create a
digital file of your resources. Make sure to know which information your citation style
will ask for and if you use quotes, don’t forget the page numbers. (Hint: Generally, you
will need to cite the author, the title, any journal information, the publisher, the date, and
the pages if your source is a quote or from a journal).
6. Learn how to paraphrase.
Ideally your work should be original and you should use reference materials to support
your ideas, so you should paraphrase as much as possible. Paraphrasing takes practice,
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but the basic method is read, think about it, and then restate it in your own words. (Hint:
You should cite anything you paraphrase.)
7. “Over” cite - when in doubt, cite it.
Very few, if any, professors will dock you points on your paper for too many citations. In
fact, most professors would be overjoyed to see citations in a paper. (Hint: If you have
trouble with citations, check out any digital journal article from the library and see how
it’s cited. It may not be the right style, but you can get an idea of how citation is done.)
8. Check out Turnitin.com or some other plagiarism resource.
These helpful websites allow you to submit your paper to be checked for plagiarism for
you before you turn it in to your professor. Many colleges and universities provide
accounts to plagiarism resources to their students, so check out your school’s policy.
(Hint: If words are copied from another source, it’s okay, just make sure you have the
proper citation for it.)
9. Review, review, review.
Once you have written your work or completed your project, set it aside and then review
it to make sure you have cited everything. (Hint: Waiting 24-48 hours can make all the
difference in your paper because you will look at it with fresh eyes and can see your own
errors.)
10.
Take advantage of your professor.
If your professor offers to read your draft and provide comments, make sure to take
advantage of that service. Your professor will note where you need citation if you are
missing any. (Hint: Writing a draft just means you are doing your paper or project early
and it gives you time to make it perfect. A perfect paper gets you closer to an “A.”)
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PAGE 105 OF 175
How To Effectively Participate in a Live Chat Session
Now your professor wants you to attend a live chat session with some of your classmates
- it’s a chance to show your stuff, but how can you be effective?
1. Know the rules of netiquette.
Netiquette is simply respecting other people in the chat room. That means waiting until
others are done “speaking”, using appropriate language, and sticking to the subject.
(Hint: Your school should have chat room rules posted. If you don’t know them, ask
your professor before the chat room starts.)
2. Check out the chat speed beforehand.
If you are on dial-up, it may make the chat room exceedingly slow, which means when
you type in a long sentence, the others in the chat room will be waiting to see what you
are typing. If you are on dial-up and can’t get high speed access, then let the chat room
participants know, type only a few words before sending them, or write your responses in
an editor and copy and paste them into the chat. (Hint: You can have two windows open
at once, just use the minimize button at the top of your internet browser.)
3. Review the materials.
Think of your chat as a classroom debate. If your professor told you there would be a
debate about a topic in class and you had to participate, you would make sure you knew
the topic, right? Well, in a chat room, you need to do the same thing - know your topic.
(Hint: Most professors will post the topic for the chat room beforehand in the
assignments.)
4. Know the chat room signs and symbols.
Some schools, to facilitate a civil conversation, give certain signs and symbols special
meanings. For example an ellipses (…) sometimes is put at the end of a sentence to mean
there is more to come. Find out what the recommended signs and symbols are before the
chat starts. (Hint: If you don’t know the signs and symbols and you type in the middle of
someone else’s thoughts, you will be seen as rude!)
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5. Be patient.
Some people are very slow typists and others have dial up issues. Sometimes it takes a
long time for a thought to get out, so be patient. Let your professor be the gatekeeper for
the discussion. (Hint: If the chat is going really slowly, review your topic notes or have
baroque music playing in the background to keep your mind active and focused.)
6. Read what your professor has to say.
In the beginning of each chat, most professors will go over the rules; let you know the
order of the chat, the time limit for the chat, what’s acceptable in the chat, etc. Pay
attention to these comments. The chat room is a time where the professor sees you
interact with others in real time. You want to make a good impression. One of the
elements of grading a chat room is almost always about following directions. (Hint: A
professor may not state the element of following directions, but it will affect the
subjective part of your grade.)
7. Be on time.
Just be on time for your chat. In fact, be a little early so you can get the feel of the chat
room. If you are going to be late, make sure you let your professor know ahead of time or
see if you can reschedule. When you come to a chat late, it’s like coming to a class late,
everyone, including the professor, notices. (Hint: Most class chats are recorded, so the
professor has the exact time you entered the chat in the transcript!)
8. Have your references on hand.
Make sure you have your paper, your textbooks, and any other documentation readily
available, so you can refer to it to support your ideas or you can check your interpretation
with the other students in the chat room. (Hint: If you want to reference something
specific in a reading you know the whole chat room is using – like the textbook, just refer
to the page; don’t type the whole thing in.)
9. Avoid disruptions during the chat.
A chat room where the professor asks a student a question and gets no response,
especially if the student has been responding quickly, indicates the student isn’t there. It
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gets uncomfortable for everyone, so make sure your chat has your full attention. If given
the option, select a chat time where you know you will not be interrupted, avoid the
temptation to check your e-mail or you’re my space page while in the chat room, and
keep focused. (Hint: If the chat is just not moving fast enough for you, make notes on a
sheet of paper about the ideas you are having during the chat.)
10.
Expect the unexpected.
Even with the best of technology, something can go wrong. You could lose power, others
could lose power, the website could go down, you might have to miss because of
something unexpected at the last minute, etc. If something happens, don’t panic. E-mail
your professor as soon as possible. Be open and honest and ask how you can make up for
your absence. (Hint: If the professor lets you copy the transcript and interject your
comments – don’t destroy the flavor of the chat by over stating your position because you
have time. Just write your comments and ideas exactly as if you had stayed in the chat.
No one likes a show off.)
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PhD Programs
PAGE 108 OF 175
How To Avoid Feeling Isolated in Your Online Course
In a traditional classroom, you meet your
fellow students and faculty and create a real
community; even it’s only for the length of
the class. You notice when your classmates
look upset or even who is there and who is
absent. That’s part of the community; it
makes you feel connected, and it is one of
the more enjoyable aspects of college life.
So how do you get that same feeling in an
online class?
1. Share a little personal information.
It can be about your family (Are you married? Do you have children? Any pets?) and
your life (Think favorite hobbies, professional interests, top 5 movies, etc.) in either your
bio page or the introduction post. If you are able to post a photo, do so. (Hint: Most
course management systems reside behind a firewall so only your classmates, your
professor and some of the administrators have access to this information and they are
required by law to not share personal information, so it’s a safe environment.)
2. Remember that your other classmates are in the same situation.
You are not the only one who feels some sense of isolation. Just like in a classroom,
some people are shy and some are outgoing. It just takes one person to do a little reaching
out to create a community and you can be that person. (Hint: Even if you are a little shy,
you don’t have to speak to get a community started online.)
3. Find a buddy.
In the beginning of class, find someone you’d like to get to know better and start up an
email conversation with them. Its good to have a buddy in the class and it will help
reduce your isolation. Keep your initial e-mail short and let the receiver know in the
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Subject line that you are from the same class. (Hint: If one person does not respond, find
another person to e-mail.
4. Keep active in your class.
Visit your course on a regular basis, just like you were going to class. Keep up on the
discussion postings, turning in your papers on time, and do the readings and activities. It
will make you feel more connected if you are in the environment. (Hint: Make sure to
respond to e-mails as you would like others to respond to yours.)
5. Talk to people outside the virtual classroom about your course.
Let your friends and family know you are taking an online course and share some of the
things you are learning. Sharing will not only help you feel less isolated, it will help you
absorb the information and make your online work more exciting. (Hint: Don’t bore
people with your knowledge, just share a little about what its like for you.)
6. Use the course chat room or instant messaging.
If it’s available, get to know your fellow students in the class chat room or through
instant messaging. Ask your buddy to meet you at a certain time and use that time to
informally discuss the class. Invite others into the conversation by sending an invitation
to all your classmates - some may come and some may not. Your professor may notice
and admire your commitment to the course which could translate into a better grade. If
you have a team assignment, pick the chat room or instant messaging for one of your
meetings. (Hint: Some chat rooms have a record feature and your professor and all your
classmates can read the transcript, so keep your comments positive!)
7. Make the most of any group or team time.
If you are assigned to a team, make time to do your best on the assignment. Even if your
team can only meet for 15 minutes every week during the team project time, do it. You
should use the telephone, instant messaging, or the class chat room for your team time.
Save the discussion board and e-mailing for exchanging files and polishing your group
project. You will get to know your fellow classmates and get a better grade in everyone
gets to know each other, even just a little bit. (Hint: Online courses call instant
messaging, chat rooms, and telephone conversations synchronous, meaning at the same
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time, and call discussion postings and e-mails asynchronous, meaning not at the same
time.)
8. Look for opportunities to meet other online students.
They don’t have to be in the same class or even in the same university because there are
many similarities when taking online classes anywhere. Local public libraries,
community colleges, and other places are good starting points for locating students. If
you are unable to find people in your community, look online or right here in the
eLearners community. Even if you are not interested in replying to a blog or a
commercial chat, you will probably see some of the same experiences you are having
appearing in these places. (Hint: Check to see if your school hosts local meetings or
events and attend them.)
9. Establish a relationship with your professor.
If you are truly interested in the subject you are taking, e-mail your professor some very
well thought out questions about the subject. Most professors will answer and will be
flattered you are thinking about the course beyond the assignments and activities. (Hint:
Online professors can become mentors, reviewers, and references for later projects just
like classroom-based professors.)
10.
Wear your school colors with pride!
Purchase a sweatshirt with your online university’s logo or slap a bumper sticker on your
car. Believe it or not, just associating yourself with a school helps makes you feel a part
of the school and once you feel part of the school, you will feel less isolated. (Hint: Most
online bookstores will sell you logo items right along with your books!)
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PhD Programs
PAGE 111 OF 175
How to Survive Virtual Group Work
Most e-learners have mixed feelings about group work and the activities they’ve had to
do with their classmates.
Perhaps you’ve had the same experience: you loved going to the discussion board and
sharing ideas and discussing the course readings. But, when you had to work with the
same individuals on an online group project, it was another issue altogether.
The typical online group project involves the following steps:
1) The instructor assigns you to a group of three or four other students
2) You are expected to produce a group project together.
3) The project is usually gargantuan, and it requires the creation of a PowerPoint,
text, and other presentation materials.
4) After you read the requirements, you e-mail your group members. No one
responds.
5) You end up doing all the work yourself.
6) You swear that you will never work in an online group again!
Does that sound familiar? How can you succeed?
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Below are a few strategies to help you succeed with group work.
1. Bond with your team-members.
Ask group members to post photos, details about themselves that they’d like to share, and
to start a discussion board or forum in which they discuss current events and items of
interest.
Potential problem: No sense of community. There is a failure to bond, and hence a
failure to thrive. Collaborations with this problem sometimes never get off the ground.
2. Clearly identify the work required.
Determine what the final outcome will look like. Avoid generalities and be specific early
on.
Potential problem: Collaborative papers require “blending” rather than stand-alone
components. The collaboration is expected to produce a paper that flows as though it
were written by a single person. This can pose a monumental, even insurmountable,
challenge because individual voices, writing styles, even format can be completely at
odds. Further problems surface when individual team members resent the way that their
work has been edited.
Solution: Develop structures that allow individuals to insert their own work in sections
clearly identified as pertaining to them. Do not try to blend or mesh the parts.
3. Identify the tasks that you will need to do in order to accomplish
the goal.
Potential problem: Irrelevant activities. Group members may resist doing activities they
perceive to be irrelevant to the overall goal or objective they envisioned when joining the
group. Even those who go ahead and do the activities may feel resentful.
Solution: Let the team members know how their work ties into the final objective (the
project), and how it ties into a larger world as well.
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4. Simplify the tasks and break them up in to individual steps.
Instead of envisioning one large group project, visualize the entire assignment as four or
five smaller projects that will each require just two or three steps, rather than dozens.
Potential problem: The project contains too many steps to reach the final outcome. The
complexity makes it difficult to understand and to delegate work, and to set achievable
goals.
Potential problem: Resentment because of lack of work parity. Group members become
angry because the work load is not evenly distributed. Some team members may be
perceived as slackers or freeloaders, who take credit but refuse to pull their weight. The
converse can also be true. There may be resentment because one team member will
attempt to dominate and not allow individuals to participate in the process. The dominant
person may be perceived as a bully, much to his or her surprise. She thought she was
simply being efficient, proactive, and “Type A.”
Solution: Listen. List the roles and the responsibilities and behaviors expected of each
role. Then, assign tasks to specific team members, and develop a realistic set of due
dates. Make sure that there are clear ways to be in touch with each other if there are
questions.
5. Coordinate time.
Required collaborations do not reflect the real time commitments of the participants, nor
do they reflect schedules or time zone differences.
Solution: Give the group at least a week to do each project, no matter how small. Ask the
individual team members what they are doing to find out and accommodate each other’s
time constraints.
6. Develop a communications plan.
Try to communicate live-time if you can, either with instant messenger, chat, video chat,
or with internet telephony, such as Skype®.
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7. Admit it when there is friction between group members.
Get it out in the open. Then, develop a productive solution.
Potential problem: The way team friction manifests itself can be subtle. Group members
disagree, express frustration, or stop communicating altogether. Some team members are
deliberately obstructive, or criticize work, endlessly debate small points, or refuse to
contribute at all. Instead of working on the problem, the energy of the group is spent in
conflict resolution. Some may drop out. Others find they become passive when they
believe that their input does not matter, and they let the dominant team members do the
work.
Solution: Define the roles as well as the tasks. Provide guidelines for team-member
roles, and describe actions to be taken by each member of the group.
8. Continuously review the tasks and see where you are with the
deadlines.
Potential problem: Tasks are vague, poorly defined. Although the outcome may be
defined and described well, the individual tasks are not clearly defined, nor are they
delegated in an effective manner. Tasks are repeated needlessly, or done with
contradictory results.
Solution: Define and describe the tasks in terms of what needs to be done, how to do it,
and how to present the results.
9. Redefine the outcomes as you go, based on the types of work
coming.
Make adjustments as needed.
Potential problem: No clearly defined goal or outcome. The overall goal or desired
outcome may be imprecisely described or defined. It is important to clearly define the
concrete attributes: length, structure, content, purpose, format, complexity.
Solution: Make sure that the outcome and goals are as clearly defined as possible.
“SMART” goal-setting is ideal: Specific, Measured, Achievable, Reasonable, Time-
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based. Of course, there are downsides to having rigidly defined outcomes. They can
inhibit extremely creative and driven students, and they can result in conformity and
mediocrity.
10.
Build in rewards for working with each other.
Make sure that each person clearly perceives that there exists a clear reward for the effort
expended in the group work.
Competitive rather than collaborative. Group members are caught up in proving that they
are “right” and that the others are not. They do not want to modify any of their work in
order to have it mesh or blend with the others in order to produce a coherent whole.
Solution: Separate the tasks and roles so that there is division of labor, rather than
overlap.
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PhD Programs
PAGE 116 OF 175
How To Conduct Online Research
Electronic resources abound, and they can be of very high
quality. The best way to find peer-reviewed, high-quality
journal articles is to access them through your online
library, or to purchase the articles through an article
provider.
However, there are excellent sources that are both accurate
and of high quality on the web, and they are often free and
not password protected.
Whether you are looking for journal articles, monographs,
factual information, or high-quality publicly available
resources, the same principles apply. Narrow your topic,
make sure your search terms are relevant and focused,
make sure your articles and your topic are in alignment,
examine your sources for bias and distortion, and finally, make sure that your research
provides sufficient support and background for your argument.
Let’s expand the steps and look at them again. It is useful to look at each of the stages
individually and to think about how and why you will be engaged in activities.
1. Define your topic.
Narrow it down, but don’t constrain it too much. Develop a solid thesis statement that
gives you room to develop an argument. This is a great time to do brainstorming.
Clusters, mind maps, concept maps, decision trees, and free-writing are all very effective.
2. Determine what fields of study your research question will
address.
Identifying the fields of study will help you determine which journals and subject or
field-specific databases to search.
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3. Make a list of items that interest you about the topic.
For example, you may be required to write an essay on an aspect of Hamlet in your
English class. At first, you feel overwhelmed. Later, however, you think about the
characters and situations that most interested you and you recall that Ophelia’s speech
and then her subsequent death were interesting to you. You wondered about the
psychological state, and how she was perceived by the others in the play. Does her
situation illustrate something essential about the human condition? You don’t have any
idea, but you’d like to explore it. So, you start by looking into what others have said
about Ophelia in Hamlet. You find that her madness and death reflect and reinforce the
overall themes of death, madness, murder, and betrayal. How does Ophelia’s madness
contrast with Hamlet’s? You start jotting down ideas and key words. These will help you
develop search terms and to focus your search by going to the correct types of journals
and publications.
4. Narrow your topic.
This requires another round of brainstorming, but this time you will be focusing on what
others have written. List terms, ideas, and concepts that occur to you, and then focus on
the subcategories that you find most interesting. Then, use the list to narrow your topic.
Avoid worn-out subjects and ones that are too narrow or too broad.
5. What have others said? What are the debate points?
As you conduct preliminary research in the library, you will find books and articles on
your topic. As you read the material, try to form an idea of what the major issues have
been in the discussions about your topic.
For example, if your topic is on how stem cells could treat Lou Gehrig’s Disease, you
will need to have an idea of who the first people who started researching the topic. You
will also need to identify the sides of the argument. Who is for it? Who is against it?
Why? What are the issues?
Once you have a sense of the main players, you can start to do searches based on author
name as well as key words or topics.
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Ironically, in some cases, you may even have to be aware that the site may not have the
original version of the information you’re citing. They may, in actuality, be borrowing
from another site. This is particularly the case with websites and services that subscribe
to weblogs or where the information is mirrored because they have chosen to pull the
entire article in the feed.
6. Evaluate your material.
How do you determine if a source of information is of high quality? Even if you are
obtaining your data from a library database such as LexisNexis ®, you should be aware
that the articles contained in the newspapers they have in their database could be biased.
If it has advertising or links indicating that the owner is a member of an affiliate program
on it, does such activity automatically make the site untrustworthy? In the past, it might
have been an automatic disqualifier to see links to advertising, sponsors, or affiliate
programs that pay the website owner a few cents for referrals. However, one can not
make such assumptions now. In fact, the presence of affiliate links may indicate that the
website is a labor of love, and that there are no ideological or commercial ties. Further,
the lack of commercial ties may actually be a negative factor because it may mean that
the enterprise is so profitable, or the ideological motivations are so strong that there are
numerous well-endowed backers, or a highly successful business model.
Here are a few considerations as you evaluate your sources.

Refereed journals. This is an academic journal that requires all articles to be
reviewed by experts in the field. They require revisions and will reject articles if
they do not meet standards.
 Books and serial monographs. In this case, it depends on the publisher and
whether or not they evaluate, judge, and critique the material to assure that only
the most reliable are published.
 Series sponsored by an association or reputable group. These are very
common in the humanities, particularly in the hosting of content in the public
domain.
 Wikis and collaborations. Variable quality. They can be extremely good and
reliable, but the quality, quantity, depth, and breadth will be variable, as will be
the scope of the contributions. There can be bias, distortion, or gaps (lacunae) in
information.
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




Weblogs and personal / corporate websites. Some are absolutely brilliant.
Others are dismal. One can use the information, but it must be approached with
care and extreme caution.
Term paper repositories. Needless to say, we have not mentioned
termpapers.com and other places that will sell you a term paper, or will allow you
to share term papers with others. These are not the only unreliable sources of
information in the Internet. It goes without saying that you should not use these,
unless you’re just determined to commit academic misconduct. You could cite
them correctly, but they probably aren’t the best source, unless your paper is
about the traffic in term papers online.
Summaries, overviews, and study guides. I, like everyone else, love Pink
Monkey®. However, I would think twice before actually citing it in a paper. I
think that the best way to use Pink Monkey.com®, Cliff Notes®, Wikipedia®, etc.
is as a point of departure. Use them to gain an appreciation of your subject and to
orient yourself. However, the information can be very imprecise and inaccurate,
particularly in their plot summaries. They leave out details and discussion points
that may be precisely the ones that you need.
Student postings, peer-to-peer downloads of notes, texts, etc. These are
excellent if you’re interested in seeing how students write papers, and they can
serve either as guides or as cautionary tales.
Parody websites. Believe it or not, some students have actually cited information
from parody sites as fact! TheOnion.com® comes to mind. This is a site that
masquerades as a legitimate news site, but is, in fact, pure parody. How can you
tell if a site is a parody, or so biased that the information it contains is unusable?
Compare the information with others. Does it seem outlandish or extremely
biased? Look at least three or four sites.
7. Organize your sources, articles, and notes.
After you have found your articles, be sure to organize them so that you have a sense of
where they will go in your paper. Keep your primary thesis in mind, and the points you
are trying to make and will support with evidence and research findings from your
articles.
This is a good time to return to your outline and to start mapping out where you plan to
use your sources and citations.
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8. Create an annotated bibliography.
As you download and read your articles, you can keep track of them by creating an
“electronic notebook” which would consist of a citation of your sources. Create an entry
for each source. Use the appropriate style (MLA, APA, CBE, Chicago, etc.). After you
have completed that, be sure to write a one-sentence overview / summary of the article
and how it relates to your topic. After you have completed this, you will have, in effect,
an annotated bibliography.
9. Update your outline.
Re-examine your thesis. Look at your argumentation structure. Does each paragraph and
subsection help support your thesis? How does your research fit? Determine where you
have gaps, redundancies, or where your sources take you on a tangent.
10.
Fill in the gaps.
Make a list of the places in your paper where you need additional support for your
argument. Then, after eliminating redundancies, map where you need to fill gaps, and
where your argument needs additional support.
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PhD Programs
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Databases for Individual Use
Some require a subscription, others have free content and pay-per-article sales.
QuestiaSM
http://www.questia.com/
QuestiaSM ’s database contains, according to their website, “the world’s largest
online collection of books and journal articles in the humanities and social
sciences, plus magazine and newspaper articles.” I’ve known quite a few students
who swear by the QuestiaSM , and use it faithfully for their research. I believe that
this is a very good option for undergraduates taking general education courses,
who may not have easy access to a robust online library.
Highbeam®
http://www.highbeam.com/
Highbeam® has some of the same journals and magazines as Questia SM, but there
seems to be somewhat different coverage. There are more magazines and
newspapers, and Highbeam® seems to have fairly good coverage in education,
health and science.
FindArticles™
http://www.findarticles.com/
LookSmart™’s Find Articles is a great database, with quite a few free articles.
The journals include business, humanities, social sciences, health, and science.
Pathfinder.com
http://www.pathfinder.com/
This is the portal for Time®, Discover®, Fortune ®, Sunset®, Parenting®, People®,
TeenPeople®, and more. Unfortunately, one must pay for many of the archived
articles, but it’s a great source, particularly for current events and issues.
Library Databases
These are probably too numerous to list, but I’m going to list ones that are particularly
helpful for students who are seeking peer-reviewed articles and statistics.
Proquest®
http://www.proquest.com/
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With databases of articles tailored to meet the needs of students and faculty at
different levels and institutions, Proquest®’s resources are targeted and easy to
use.
EBSCO Information Services®
http://www.ebsco.com/
Most online libraries subscribe to at least one of the EBSCO® databases. They
have excellent coverage of interdisciplinary journals. While the full-text options
may be a bit limited, the citations, with key words and publication data can help
one obtain the article from other sources.
Ovid®
http://www.ovid.com/
Ovid® has absolutely a dizzying array of databases and information products.
Their medical databases are expensive, but indispensable to many.
LexisNexis®
http://www.lexis-nexis.com/
Best-known for its database on legal publications, LexisNexis® has extensive
holdings in newspapers. It is an excellent source for current information and
syndicated content.
Wilson Web Databases ®
http://www.hwwilson.com/
The old green “Readers’ Guides” are now available at one’s fingertips, and with
full-text versions. The Wilson Web Databases® include journals and publishers
that are not always easy to find, particularly in business and agriculture.






Education Full Text
General Science Full Text
Humanities Full Text
Readers’ Guide Full Text
Social Sciences Full Text
Wilson Business Full Text
JSTOR®: The Scholarly Journal Archive
http://www.jstor.org/
JSTOR® has an amazing collection of humanities and interdisciplinary journals.
Perhaps what is most exciting about this collection is that the older journals are
being digitized and included, which means that there is much less reliance on
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interlibrary loan. An article about JSTOR ® appears here: Bowen, William G. “The
Academic Library in a Digitized, Commercialized Age: Lessons from JSTOR.”
ALA Midwinter Participants’ Meeting (based on Romanes Lecture, delivered at
Oxford University, October 17, 2000). January 14, 2001. Online. Available:
http://www.jstor.org/about/bowen.html.
Emerald® Full-Text
http://www.uwp.edu/departments/library/journals/databases/emerald.htm
This tends to have a business and management orientation. The journals are
excellent, and the interface is easy to use.
Project Muse®
http://muse.jhu.edu/
Originating at Johns Hopkins university libraries, this is one of my favorite databases.
The articles are full-text, and they cover very interesting journals in the humanities.
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PAGE 124 OF 175
Financial Aid for Online Education
Unless you have a rich uncle, paying for your education is
going to require careful thought and a lot of planning.
Very few students can afford to write a check for the full
amount of tuition.
Sixty-three percent of all undergraduates receive some
type of financial aid, according to a 2003-2004 report by the National Center for
Education Statistics.
Federal loans, private loans, grants, scholarships, military tuition assistance and employer
tuition assistance are all possible forms of financial aid to pay for your online degree.
A growing number of people entering, or returning, to school are adult or non-traditional
students. The challenges are different 18 years after high school graduation. By then there
is a lot more to consider than cramming for midterms, nursing a hangover, or dealing
with a sloppy roommate. And flinging burgers or delivering pizzas isn’t likely to bridge
the gap between the amount of money you have and what you owe. Older students tend
to have fulltime jobs, families, household expenses and consumer debt. The question of
how to pay for your education is timeless. There are really only three answers. You can
have someone else pay, pay for it yourself, or borrow the money.
1. Getting Someone Else To Pay For Your Online Degree
2. Paying For Your Online Degree Yourself
3. Borrowing The Money To Pay For Your Online Degree
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PAGE 125 OF 175
Employer Tuition Assistance For Your Online Degree
By far, the best option is to get someone else to pay for your education. Tuition
assistance, or tuition reimbursement, programs vary widely. Generally, the larger the
company, the better the plan. General Electric®, Hewlett Packard®, Dell®, Citigroup®,
and Motorola® have very generous tuition assistance plans.
In an ideal world, the best tuition assistance would:
Provide assistance for undergraduate level work, graduate level work, or
continuing education
Arrange for 100% payment up-front for each course
Cover related expenses like textbooks and materials
Tuition assistance programs are based upon an employer’s objectives for recruiting,
retention, and productivity. The benefits can vary from company to company, and even
within various divisions of the same company. Make an appointment to speak with the
human resources specialist about your employer’s caveats, rules and restrictions. For
some reason, the benefits are often not widely, or enthusiastically, promoted. Unless you
have a very proactive supervisor who truly takes an interest in your professional
development, you may not be encouraged to take advantage of this benefit. Indeed, many
employees toil away in call centers, branch offices, or sales offices for years without even
knowing that a tuition assistance policy exists. According to the International Foundation
of Employee Benefit Plans, less than 15% of eligible employees actually use their tuition
assistance benefits.
Tuition assistance may have been covered in a very general sense in the employee
handbook you were given your first week on the job. Whether you read it then, or filed it
away in your drawer, it is worth taking the time to review it before your meeting with
HR. Still, policies and benefits may have changed. In order to make the best decisions
about your education, you need precise, current information.
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Your employer may require you to:
1. Choose from a select group of colleges or universities
2. Enroll in a course of study that is job-related
3. Pay the tuition yourself and await reimbursement after the successful completion
of the course*
4. Pay any tuition that exceeds an annual cap of $5,250 or less
5. Earn a “C” or better
6. Pay back the tuition if you leave the company
*
Some employers do not reimburse 100% of the tuition. Usually, they do reimburse at
least up to 80%.
If you are fortunate enough to work for a Fortune 500 company with its own online
course offerings, fitness center, and onsite daycare, there is a plan in place already, and
all you have to do is follow it. But 38% of all employees work in firms with 100
employees or less. (Source: Bureau of Labor Statistics.) If your company is so small it
doesn’t even have an HR department, it’s a good bet there is no tuition assistance plan
either.
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What If My Employer Doesn’t Offer Tuition Assistance?
It is always easier to ask for something—more pay, more vacation, more resources—
before you accept a job. You have the leverage to make requests, especially if you are
entertaining other job offers, because the employer knows he or she is competing with
other companies. It costs to recruit an employee; money spent on advertising is just one
part of the equation. Interviewing, training and loss of productivity while the new
employee learns the job are other factors. It is in the employer’s interest to get the firstchoice candidate in quickly and get back to business. If you are a job-seeker, make tuition
assistance a part of your compensation package; ask for it to be included in your offer
letter, and it will save you a hassle later.
Fast Fact: In 2002, 79% of employers reported providing educational
assistance to employees taking college classes. In 2003, 72% of
employers offer undergraduate educational assistance and 69% of
employers offer graduate educational assistance.
Society for Human Resource Management 2003 Benefits Survey
If you are already employed, but there is no tuition assistance policy in place, it could be
because the subject simply has not come up. Be the first to ask. Once it has been
broached, a meaningful dialogue can take place. Even if no substantive policy results,
your efforts to trail blaze will work to the advantage of your current and future coworkers. Like maternity leave and personal leave, education benefits may be handled on
a case-by-case basis at smaller companies.
There is no need to offer up a sob story. Leave your divorce, your kids, your mounting
consumer debt, and your health concerns out of the equation. Present your case in a
professional manner. Contain the matter to your worth as an employee and the merits of
an education.
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6 Tips For Talking To Your Boss About Tuition Assistance
1) Do your research first.
If the company is doing well, and you can show how you have contributed to its success,
your boss will likely be more open to discussing your request.
2) Have a plan in place.
Know which school you wish to attend; the major, or area of continuing education, you
wish to pursue; the exact cost; and the length of time you estimate it will take to complete
your degree.
3) Make an appointment with your boss.
With no human resources specialist to run interference, you’ll have to speak with the boss
directly. Do not try to catch him or her between meetings, or at the close of the day when
everyone is rushing off. If you have a supervisor, and have a good relationship, you may
want to enlist him or her to help in getting the meeting. Keep that person in the loop. Try
not to give the impression that you are jumping the chain of command. If it is feasible,
invite that individual to the meeting as well. It is likely you will have to go through a
secretary or other administrative assistant. Inform that person that the nature of the
meeting pertains to your professional development at the company.
4) Provide a deliverable.
A formal presentation with dimmed lights and a projector is probably not necessary. A
document in memo format should be sufficient. Include the length of time you have
worked at the company, your contributions whether in revenue-generating or cost-cutting
measures, and your responsibilities. It would be helpful to include a brief rationale for
how this expenditure would benefit the company. Attach copies of financial documents
detailing tuition and fees, course outlines you have printed from the website, and contact
information for the school.
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5) Communicate your commitment to the company.
Make your enthusiasm for the company known, indicate that you wish to stay, and assure
your boss that your education will not interfere with your duties.
6) Remind your boss of the bottom line.
Not only is tuition assistance a morale booster and an excellent retention tool, it is
worthwhile from a financial perspective as well. The boss can expense it as a training
cost.
Present your case and wait. Don’t expect an immediate answer. Give your boss the
opportunity to consider all the points. Close the meeting with the understanding that you
will follow up within two weeks. If the answer is “no”, don’t be afraid to ask “why?” It
may be something that you can fix. But don’t hound your boss. Wait until your next
performance review to bring it up again. Cut a deal. Try to make it part of your
compensation package.
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Scholarships for Online Education
A scholarship is a type of financial aid that does not need to be repaid. In other words, it’s
free money to you can use to pay for higher education expenses, such as tuition and fees,
textbooks and supplies, etc. It may be based upon academic merit, financial need, or your
affiliation with a particular group.
When looking for scholarships to apply for, ask yourself:
Who am I (including religious or military affiliation)?
Where do I come from?
Where do I live?
Who do I work for?
What field am I going to study?
Also, when conducting your research into scholarships, don’t overlook the school in
which you intend to enroll. Even if you yourself do not have membership in a club,
fraternal or social organization, you may still get a preferential nod based upon someone
else’s allegiance. If your parent or spouse is a veteran, Elk, Rotarian, history enthusiast,
or has donated to a cause for a number of years, put those on your list and apply.
Application deadlines are crucial. Keep a calendar of upcoming due dates and review it
regularly. Some scholarships require letters of recommendation, or financial
documentation. Make sure to build that turnaround time into your process. Some
scholarships may require you to write an essay. If so, start early. Make sure you pass it
along to someone else you trust for their editing. (Don’t be scared off by the work
involved. There are also many scholarships that involve nothing more than filling out a
form!)
Beware of Scholarship Scams!
Great. So along with the pressure of having to come up with money to pay for school and
searching for scholarships, I have to worry about being scammed? Unfortunately, yes.
The National Association of Student Financial Aid estimates that more than 350,000
people are defrauded by scholarship scams each year, losing some $5 million. Don't be
one of them!
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The Federal Trade Commission's Bureau of Consumer Protection advises students
and their parents to watch for these "tell tale lines:"

"The scholarship is guaranteed or your money back."
No matter how qualified you may be for a scholarship, no one can guarantee it to
you.

"You can't get this information anywhere else."
Nonsense! There are many free scholarship resources - not just online, but also at
your local library or any college career services center, as well.

"I just need your credit card or bank account number to hold this
scholarship."
You would never have to give a credit card or bank account number to have a
scholarship "held" for you.

"We'll do all the work."
No one can "do all the work" for you. Only you can fill out applications for
scholarships and grants in your name.

"The scholarship will cost some money."
Free money shouldn't cost you a penny. Period.

"You've been selected by a 'national foundation' to receive a scholarship" or
"You're a finalist" in a contest you never entered.
Before getting too excited, do some basic fact-checking into whether or not the
foundation or program is legitimate.
Top 4 Scholarships Myths
You may be entitled to free money for college! Don’t rule yourself out. Here are some
common misconceptions of scholarships:
1) “I’m not a full-time freshman.”
Of course you’re not. You have a job and, most likely, a family to raise. There are
scholarships for all levels of study (i.e. two-year school, graduate school) and many do
not make a distinction between full-time and part-time study in awarding funds.
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2) “I’m too old.”
Scholarships are NOT just for high school seniors. Many organizations are particularly
interested in the adult student returning to school. Also, many scholarships do not list a
specific age requirement, therefore, you are just as eligible as anyone else!
3) “I’m not a strong student.” or “My grades weren’t that good.”
Your previous academic record is rarely the only consideration for an award. In fact, 90%
of scholarships are unconcerned with grades.
4) “I earn too much money.”
80% of private-sector (private sector meaning coming from corporations, unions, trust
funds, religious organizations, fraternal organizations, civic clubs, associations, private
philanthropists rather than the federal government) scholarships do NOT require you to
show personal financial records.
Did You Know? Amazingly, of the over $3 billion dollars in private
scholarship money that was available to students in 2003-2004, nearly $100
million dollars went unclaimed.
(Private Scholarships Count: Access to Higher Education and the National Scholarship
Providers Association, May 2005)
That money could be yours, with just a little bit of time and effort. It could be well worth
it!
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PAGE 133 OF 175
Grants for Online Education
According to the College Board®’s latest “Trends in Student Aid” report, in the 2005-06
school year, $134.8 billion in student aid was distributed from federal and state
governments, colleges and universities, and other private funding sources. Grants made
up 44% of all financial aid used by graduate and undergraduate student
A grant is another award that is given to you and does not have to be repaid. They can be
awarded for study in a particular field, conducting certain research, or completion of
work in the arts or letters. They can be from public or private institutions or corporations.
By far, the most common grant is the Federal Pell Grant.
You don’t have to write an essay or get any letters of recommendation. And don’t worry
about your grades or past academic performance. You just have to really need the money.
The Pell Grant is awarded by the U.S. government based solely on financial need,
however, there are other requirements: you must be an undergraduate, working on your
first undergraduate degree, attend a federally approved school and not be incarcerated in
a state or federal prison.
The maximum award amount is $4,050. According to some estimates, the average award
is about $2,400 per year. How much you get depends upon whether you are a full- or
part-time student, how much it costs to attend the school, and whether you are enrolled
for a full academic year or less. You can only get one grant in an award year. And you
can’t get a grant for more than one school at a time. Visit the website and see if you are
eligible.
You may qualify for a grant through the state in which you reside. For a list of state
agencies, go to http://studentaid.ed.gov/students/publications/student_guide/20052006/english/states-numbers.htm and contact them directly.
Also see http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SHE
for more information on each U.S. state’s education programs, colleges and universities,
financial aid assistance programs, grants, scholarships, continuing education programs,
and career opportunities.
PAGE 134 OF 175
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Loan Forgiveness and Online Education
Some professions are in dire need of people to join the field. Education, nursing, law
enforcement, and the military reserves are experiencing shortages. Other professions may
have challenges attracting people only in certain geographic areas. There may be a glut of
nurses in a market like Long Island on the fringes of entertainment-saturated, culture-rich
New York City, but a paucity of nurses in out-of-the-way Alaska or rural Mississippi.
If you agree to work for a certain amount of time in an under-served area, you may be
able to get help with your education expenses. In certain circumstances, the federal
government can cancel your student loan.
Nursing:
U.S. Department of Health and Human Services
http://bhpr.hrsa.gov/nursing/loanrepay.htm
Teaching:
American Federation of Teachers
http://www.aft.org/teachers/jft/loanforgiveness.htm
Law Enforcement:
U.S. Department of Education, Perkins Loan Discharge/Cancellation
http://www.ed.gov/prog_info/SFA/StudentGuide/2002-3/perkins.html
Military/Reserves:
Montgomery GI Bill
http://www.gibill.va.gov/
Troops-to-Teachers
http://www.ed.gov/programs/troops/index.html
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If you are not a professional in one of those fields, but are willing to volunteer your time
you may be eligible to receive some relief or loan deferment through:
AmeriCorps, a program of the Corporation for National and Community Service
http://www.americorps.org/
Peace Corps
http://www.peacecorps.gov/
VISTA, Volunteers in Service to America
http://www.friendsofvista.org/
Other loan forgiveness resources:
Federal Student Loan Repayment Program (.PDF)
http://www.opm.gov/oca/pay/studentloan/html/fy05Report.pdf
Loan Forgiveness Programs at Vault.com
http://www.vault.com/studentloans/articles.jsp?type=3&ch_id=350&article_id=2641317
6&
cat_id=3031&listelement=1
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PAGE 137 OF 175
Paying For Your Online Degree Yourself
Self-funding your education can be a complex process. It may involve re-framing your
expectations in terms of the school you wish to attend, the time it takes to complete your
degree, and the amount of personal sacrifice you and your family willing to take on.
Speak with a tax advisor to discuss the pros and cons and impact on your income tax
before exercising your options.
Personal Savings
If you have been fortunate enough to set aside money that you don’t anticipate
you will need in the immediate future, then writing a check is certainly an
option. Weigh the amount of interest you could be earning, against the amount
of interest you would pay on a loan.
Credit Cards
Applying for a low-interest credit card, or placing some or all of the tuition on
one of your current credit cards is an option. The interest rate may be higher
than a loan. And you don’t receive the tax benefit. But, you may earn cash back,
points in a rewards program, or other incentives that you consider valuable. One
couple placed their tuition for Walden University on a credit card and then used
the points they earned to buy airline tickets to Hawaii.
Borrowing from your retirement plan
Speak with your human resources specialist to determine your options. If you
are not fully vested in your company’s plan, you may not be eligible to use the
funds. Penalties usually apply. Also see
http://www.finaid.org/savings/retirementplans.phtml for more information.
Borrow against your life insurance policy
Whole, or permanent, life insurance accrues a cash value which may be used by
the policyholder. Call your insurance agent about the possibility of borrowing
against your policy. Borrowing against the policy could put your family’s
security in jeopardy, and also expose you to stiff penalties. But it’s still a good
idea to get all the facts.
Home Equity Loan or Home Equity Line of Credit (HELOC)
If you own a home you may be able to borrow against the equity—the
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difference between what you owe on the loan and what the home is worth. Even
if you have only owned the house for a short time, if the home has appreciated
in value you may have more equity than you think. Contact your lender and then
shop around. You will probably incur an origination fee and closing costs, but
you may be able to roll those into the loan.
Loans or gifts from family or friends
Wouldn’t everyone love a rich uncle who is generous, and a little forgetful? Of
course. There would be no complicated application process, no credit check, and
the terms of repayment would be considerably more forgiving than those of a
traditional lender. But borrowing from people you know is tricky. That family
member or friend may feel the need to “remind” you of the help constantly. Or,
he or she may feel that the gift or loan gives license to provide “help” or
“advice” in other areas of your life. Or worse, if that family member or friend
falls on hard times--or the two of you have a falling out--you will feel compelled
to escalate your repayment timetable. In the end, only you can evaluate the
emotional cost of such an arrangement.
Savings Accounts
Initiate a Section 529 education savings plan—for yourself. Many people
already know that they can open an account and name their child as a
beneficiary. But this option is open to adult students, or those who may become
students, as well. Earnings are compounded and are tax free. See
http://www.businessweek.com/bwdaily/dnflash/jun2005/nf2005067_9130_db08
5.htm.
Payment Plans
Tuition payment plans allow you to pay your college tuition in digestible
monthly installments rather than in (gulp!) a lump sum. Expect an enrollment
fee, but no interest charges.

TuitionPay® from Sallie Mae®
http://www.tuitionpay.com/.

Tuition Management Systems
http://www.afford.com/.

FACTS Management Company
http://www.factsmgt.com/FACTS/family.
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PAGE 140 OF 175
Borrowing the Money To Pay For Your Online Degree
Your first step should be to speak with a financial aid advisor at the school where you
intend to apply before you enroll. Ask what sort of financial aid resources are available at
the school or through the school, and which the school accepts. For many students, loans
will be a substantial part of the financial aid package. But it costs money to borrow
money—rising interest rates make a significant impact on the amount your education will
cost you over time. So, in the long run, it pays to borrow just what you need to cover your
tuition and books.
Students who are seeking their degrees online have a distinct advantage over their
counterparts—they only have to pay for their tuition, fees and books; in many cases, even
books are available in electronic format. Online students usually do not have to borrow
money for living expenses as most are already employed. And because the courses are
taken online (on the student’s own time) and not in residence, neither they nor their
spouses have to leave their jobs, relocate, or find new housing. Moreover, online students
are not subject to out-of-state tuition.
Your next step should be to complete a Free Application for Federal Student Aid. You
can complete it online at the Department of Education website or fill out the paper
version and mail it in. In most cases, this one application will be used to determine the
amount you will be awarded for all federal, state, and school programs.
Remember! Complete the FAFSA as soon as possible after January 1, 2007. But,
deadlines for state financial aid and school aid may be earlier, so check with your state
agency and school first
“Funds for college are at historic highs. In 2006 the Department of
Education will make or guarantee more than $60 billion in low-cost student
loans, a $4 billion increase over 2005 levels. Overall, $82 billion in grants,
loans and other assistance are expected to benefit more than 10 million
students - 413,000 more than last year.”
Message from Secretary Margaret Spellings: U.S. Department of Education, Student Aid on
the Web.
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Cost of Attendance - Expected Family Contribution = Financial Need
After you complete your FAFSA, you will receive a Student Aid Report (SAR). Though
funds for higher education are at historic highs, the federal government operates under
the premise that your education should cost you something. That amount is your
Expected Family Contribution (EFC). It is based upon information you reported on the
FAFSA including income, savings, family size, and the number of family members in
college. Schools you listed on your FAFSA also receive this information. The school uses
the EFC to determine your financial need—the difference between the cost of attendance
and your EFC.
You will then receive a Financial Aid Award Letter from the school. This letter details
the financial aid package which represents the total amount of aid—grants, scholarships,
loans, and work-study--for which you are eligible.
(Download your own copy of the U.S. Department of Education’s Funding Education
Beyond High School: The Guide to Federal Student Aid (in .PDF) or go to
http://studentaid.ed.gov/students/publications/
student_guide/2006-2007/english/index.htm to view it online.)
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PAGE 142 OF 175
Federal Loans for Online Education
According to the College Board®’s latest “Trends in Student Aid” report, in the 2005-06
school year, $134.8 billion in student aid was distributed from federal and state
governments, colleges and universities, and other private funding sources. Loans made up
more than half (51%) of the money given to graduate and undergraduate students.
1) PLUS Loans
Short for “Parent Loans for Undergraduate Students.” Before July 1, 2006, these loans
were only available to the parents of dependent students, but now the Graduate PLUS
Loan is available to graduate and professional degree-seeking students who are enrolled
at least half time.
2) Stafford Loans
Federal loans that are available to students to fund undergraduate and graduate education
costs. They can either be need-based (subsidized) or non-need based (unsubsidized.) You
will pay a fee of up to 4% of the loan. Interest, for loans disbursed after July 1, 2006, is
fixed at a rate of 6.8%.

FFELP: Federal Family Loan Education Program wherein Stafford and PLUS
loans are financed by a private lender, such as Sallie Mae, but backed by the
federal government.

Direct Lending: William D. Ford Federal Direct Loan Program, wherein Stafford
and PLUS loans are available directly from the federal government, not through a
commercial lender.
Typically, a college or university participates in the government’s direct-loan plan or
FFELP, but not both.
Federal Subsidized Stafford Loan (Need-Based)
No interest charged while borrower is enrolled in school at least half-time, nor
during grace or deferment periods
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Interest Rate: 6.8% fixed (for loans first disbursed after July 1, 2006)
Fee: up to 4% of the loan (deducted proportionately from each loan
disbursement.)
Note: if you fail to make your scheduled loan payments, you may be charged
collection costs and late fees.
Federal Unsubsidized Stafford Loan (Non-Need Based)
Interest accrues any time; borrower responsible for paying the interest at all times.
Interest Rate: 6.8% fixed (for loans first disbursed after July 1, 2006)
Fee: up to 4% of the loan (deducted proportionately from each loan
disbursement.)
Note: if you fail to make your scheduled loan payments, you may be charged
collection costs and late fees.
Remember! For help in choosing a lender, contact your school. The financial aid office
may have a list of “preferred” lenders. However, keep in mind:
Just because someone is a “preferred” lender doesn’t necessarily
mean they are looking out for your best interests.
You could be at a disadvantage because there are more costeffective funding sources than what’s being recommended to you!
Take time to shop around and get all the information you can.
Question everything and everyone!
3) Perkins Loans
Low-interest loans for “exceptionally” needy students funded by the federal government,
and awarded by the school, that are repayable over a period up to 10 years, depending on
amount owed. They can be used for undergraduate or graduate study and you do not have
to be enrolled full-time to be eligible.
Perkins loans are similar to subsidized Stafford loans. The most notable differences are
no associated fees to take out the loan and you enjoy a longer grace period.
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Eligibility for Federal Loans
The U.S. Department of Education provides detailed information on eligibility, including
special restrictions and provisions for students who have had certain convictions or are
incarcerated, please visit the site for the most current information. Even if you don’t think
you qualify for federal aid, you should still complete the FAFSA as you may qualify for
other assistance.
You must:
Qualify for financial need (except for certain loans.)
Have a high school diploma or a General Education Development (GED)
certificate, pass a test approved by the U.S. Department of Education, meet
other standards your state establishes that the Department approves, or complete
a high school education in a home school setting that is treated as such under
state law.
Be working toward a degree or certificate in an eligible program.
Be a U.S. citizen or eligible non-citizen
Have a valid Social Security Number (unless you’re from the Republic of the
Marshall Islands, the Federated States of Micronesia, or the Republic of Palau).
Register with the Selective Service if required. You can use the paper or
electronic FAFSA to register, you can register at http://www.sss.gov/, or you
can call 1-847-688-6888. (TTY users can call 1-847-688-2567.)
Maintain satisfactory academic progress once in school.
Certify that you are not in default on a federal student loan and do not owe
money on a federal student grant.
Certify that you will use federal student aid only for educational purposes.
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Private Loans for Online Education
If you are short of what you need to pay for your online degree after you have exhausted
all your options at the federal level, you may want to consider a private loan.
Private loans make up about 8% of all student loans and about 10% of all student aid
awarded. Also called alternative or non-federal loans, private loans are those that are not
sponsored by government agencies and provided by banks, non-profit organizations, and
other financial institutions.
Private loans are unsecured - no collateral is required - and eligibility generally depends
on your credit score. Interest rates are typically higher than federal loans, but competitive
when compared to taking on credit card debt. The application process is fast (not tied to
deadlines) it can be completed on-line, and payment is made directly to you.
Although in the academic year 2005–06, federal loan volume equaled nearly $69 billion,
and private loans “only” totaled over $16 billion (College Board®, Trends in Student Aid,
2006), private loans are growing at a much faster rate than federal loans, causing some
concern among higher education and policy groups.
Why? Many believe that with the ever-rising price tag associated with a college
education, as long as students are faced with a gap to bridge between what a school costs
and how much they can afford to pay, private loans serve a great need. Sallie Mae® states
“nearly 80 percent of all schools and college students depend upon the private sector to
help them pay for college.” However, critics of the private loan industry feel that heavy
marketing lures in students who lack awareness about federal loan options that are more
cost-effective, as well as the lack of consumer protections for these loans.
Remember! Before you sign on the dotted line, ask:
What is the interest rate?
How is it calculated?
Do I need a co-signer?
Are there fees?
What will the total cost of the loan be?
PAGE 146 OF 175
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PAGE 147 OF 175
Education Tax Breaks and Online Education
Definition: “A tax credit reduces the amount of income tax you may
have to pay. Unlike a deduction, which reduces the amount of income
subject to tax, a credit directly reduces the tax itself.”
IRS Publication 970 (2005), Tax Benefits for Education
The Internal Revenue Service website is the best resource for questions you may have
regarding your tax burden. You can also contact the IRS by phone to ask a question
related to your individual circumstances.
You may be transferred several times, before you get the right person; but the call is free
and it is worth the wait to get information that affects your future. Be sure to have a pen
and paper ready so that you can copy down the name and identification number of each
person with whom you speak.
Call the IRS toll-free for taxpayer assistance at 800-829-1040. If you don’t mind waiting
in line, you can also ask your question in person at an IRS Taxpayer Assistance Center.
Go to http://www.irs.gov/localcontacts/ to find a Taxpayer Assistance Center near you.
1) Hope Scholarship Credit
Notes the National Association of Student Financial Aid Administrators, “The Hope
Credit is a tax credit, not a scholarship.” If you are eligible, you can claim up to $1,500
for qualified tuition and related educational expenses.
“It’s a non-refundable credit,” Mr. Grech of the IRS Education Credits Department
explains. “You have to owe taxes and file a federal tax return to receive this credit. You
can’t take nothing from nothing.”
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The Hope Scholarship Credit is available:
for two years
until the first two years of postsecondary education at an eligible educational
institution are completed
to students enrolled in a program leading to a degree, certificate, or other
recognized educational credential
to students enrolled at least half time for at least one academic period beginning
during the year
to students without a felony drug conviction on their record
To determine your own eligibility, and to read a strict
definition of qualified education expenses, visit the IRS
website at http://www.irs.gov/.
“Keep looking at our website for updates,” advises Mr.
Grech.
2) Lifetime Learning Credit
The Lifetime Learning Credit is broader in scope and, if you are eligible, you may be able
to claim a credit of up to a maximum of $2,000 for qualified education expenses. The
$2,000 is equal to 20% of the first $10,000 in higher education expenses per family for
the year.
The Lifetime Learning Credit is available:
for all years of postsecondary education and to acquire or improve job skills
if you attend full-time, half-time, or less-than-half-time basis
for an unlimited number of years
for one (or more) educational courses
even to those without a squeaky clean record (i.e. you have been convicted of a
federal or state felony drug offense)
Visit the IRS website at http://www.irs.gov/ and follow the flowchart to determine your
eligibility.
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3) Student Loan Interest Deduction
You may be able to deduct the interest on your federal or private loans.
The maximum deductible interest on a qualified student loan is $2,500. The amount you
are allowed to deduct is based upon your filing status and your MAGI. Visit
http://www.irs.gov/faqs/faq-kw187.html for more information and to determine your
eligibility.
While the IRS website can be intimidating to navigate, “[i]t helps if you know what
you’re looking for,” says Ms. Brown in the Student Loan Interest Deduction department.
“The primary publication is Publication 17, Federal Income Tax Return. Specifically, you
may want to look at 970, Chapter 4 for information about the student loan interest
deduction.” Information about the education credit can also be found in 970.
You can have these forms mailed to you, pick them up at a taxpayer assistance center,
or download them from the website. However, Ms. Brown offers this tip. “Publication
17 is several hundred pages long. Publication 970 is shorter and subject specific.”
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PAGE 150 OF 175
Distance Learning’s Best Kept Secret: CLEP® Tests
Adult and distance learners are usually most concerned about two things: time and
money. They want to earn college-level credit quickly while avoiding student loan debt.
But did you know there is a way of earning enough credit to skip the first two years of
college without taking a single class, and at a fraction of the cost?
Shhhhh ... distance learning’s best kept secret is called CLEP®, or College Level
Examination Program.
Long used by military service members and
college students to rack up quick and cheap
credit, the CLEP® is available to anyone.
The CLEP® is meant to test your current
knowledge and give you college credit for
what you already know, but many distance
learning students now study and cram for
the CLEP®. In fact, there are numerous
books and web sites dedicated to preparing
students for CLEP® exams.
There are 34 different CLEP® exams, all covering material one would normally
encounter in the first two years of a four-year college program. The tests are all worth
lower-level college credit. Nearly 3,000 colleges grant credit based upon CLEP® exam
scores, but their policies can vary. Some schools limit the amount of CLEP® credit they
will accept, while others have no limits on credit-by-exam. Excelsior College, Thomas
Edison State College, and Charter Oak State College are colleges which will allow
students to earn a college degree entirely through testing. Also, not all schools award the
same amount of credit for each CLEP® exam. Be sure to check your college’s policy on
CLEP® before registering for any exam.
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CLEP® Test Basics
The 34 CLEP® exams which are available fall under five
different areas of study:
Composition and Literature
Foreign Languages
History and Social Sciences
Science and Mathematics, and
Business.
There are two types of CLEP® exams:

“General exams” include English Composition (with essay), Humanities,
Mathematics, Natural Science and Social Science and History. These are broad in
scope and cover many different topics within each area. Each of the general
exams is worth six credit hours. Foreign language exams in Spanish, French and
German are worth 12 credits each.

The other exams, known as the “subject exams” are worth 3 credit hours each.
By taking and passing five general exams, one could earn 30 credit hours.
That’s comparable to the credit a full-time student would earn by taking classes
for an entire year!
Advantages of CLEP® Tests
Not only do these exams offer a time savings, but they will save you plenty of tuition
money as well. The cost of taking each exam is currently $60, plus an administrative fee
which runs about $15 to $20 dollars. If you take a subject exam, that’s a little more than
$25 per credit hour. Not bad when you consider the average cost of just tuition at a
private four-year college is $22,218. For the 2006-07 school year, the average tuition at
four-year public colleges and universities is $5,836.
For example, if a student were to begin a degree program at a college or university where
the tuition is $150 per credit hour, the cost of taking the first 30 credits hours, or the first
year of the program, would be $4,500. If the same student were to take and pass the five
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CLEP® general exams for the same 30 credits, the cost would be $400, including the
administrative fees.
The cost savings don’t stop there. If you happen to be in the active-duty military, the
CLEP® tests are free. Certain eligible civilian government employees are also eligible for
the free tests. The Veterans Benefits Improvement Act of 2004 extends those same
benefits to certain military veterans. The law has only recently been implemented. Details
are available on the Veterans Administration web site at
http://www.gibill.va.gov/pamphlets/testing.htm. Other proficiency exams such as the
SAT® and the GMAT® are also covered under the law.
Essentially, military veterans pay the CLEP® test fees, take the test, and are then
reimbursed for the cost of the test by the VA. The veteran will be reimbursed for the cost
of the exam, as well as registration and administrative fees. The VA will not reimburse
for the cost of taking pre-tests, to receive test scores quickly or any other fees not
required to take the tests.
Preparing for a CLEP® Test
If you’re a fan of multiple-choice exams, you’re in luck. Most
CLEP® exams are multiple choice, with the exception of the test
“English Composition with Essay” which, of course, requires a
written essay. Some tests have “fill-in-the-blank” questions.
CLEP® exams can be paper-based tests, but many testing
centers are adopting the electronic version of the exams which
allow you to take them on a computer. You are given a total of
90 minutes to complete the 120-question exams. If you happen
to fail an exam, you must wait six months before you can retake it.
So how do you determine if you’re ready to tackle a CLEP® test? Check out the
descriptions of the exams at
http://www.collegeboard.com/student/testing/clep/exams.html and familiarize yourself
with the topics which will be covered in the exam you are interested in taking. There are
numerous books and websites, including the official CLEP® web site at
http://www.collegeboard.com/, which have practice tests. If you are able to correctly
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answer well over half of the questions on the practice exam, you are ready to take a
CLEP® test.
Free Resource:
Peterson’s CLEP Success
Get ready for the five CLEP general subject tests–English composition, the
humanities, math, the natural sciences, and social sciences/history. This
comprehensive prep guide provides complete subject review and two full-length
practice tests for each subject. Go to:
http://www.petersons.com/pdf/free/ClepSuccess.pdf (.PDF format)
How CLEP® Tests are Scored
At most colleges, the CLEP® exams are recorded on a “pass/fail” basis, but there are
some which do assign a grade to the exam results. You may want to check and see if your
college is one of those which do assign a grade. The grade could come into play if you
plan to pursue graduate studies at another college. Also, each college has its own policy
regarding the acceptance of CLEP® exams for credit, and won’t grant credit for a course
unless a certain score is achieved. The American Council on Education provides credit
recommendations which are followed by many colleges and universities. ACE’s credit
recommendations for CLEP® exams, and the scores required, can be found here:
http://www.collegeboard.com/prod_downloads/highered/clep/CLEP_scores.pdf (.PDF
file).
When you take the exam, you can opt to have your score sent to a college of your choice.
It can either be sent to a college in which you are currently enrolled, or one in which you
intend to enroll. You don’t have to indicate a school, and you can request a copy of your
CLEP® transcripts at a later date. A transcript of your CLEP® scores will be kept for 20
years from the date you take the exam.
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Signing up for a CLEP® Test
If you are confident that you already have the knowledge to
take a certain CLEP® exam, or you have spent some time
studying to take one, the next step is to register to take the
exam. There are more than 1,300 testing centers in the U.S. and
in other countries, usually located on college campuses. You
can find one near you here:
http://apps.collegeboard.com/cbsearch_clep/searchCLEPTestC
enter.jsp.
Some testing centers are only open to students of the college where the center is located.
Other testing centers are “open” centers, and are open to members of the general public.
When you contact the testing center to register for an exam, be sure to ask about
registration policies and fees. Payment must be made by credit card, check or money
order.
With an investment of a little time, effort and money, the completion of your college
degree could be a lot closer than you think!
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PAGE 155 OF 175
Blackboard®’s Patent and Its Potential Impact Upon
Online Education
Simply put, a course management system (CMS) is used by
colleges and universities in order to deliver online education.
This software allows instructors to teach online by giving them
the tools to make course materials like the syllabus, lecture
notes, assignments, tests and quizzes, etc. and tools like
asynchronous discussion boards and live chat available online in
one, easy-to-manage place. Online learners use the CMS to access course information
and materials, submit assignments, check grades, as well as interact with their professor
and fellow classmates by posting messages in the discussion forums and chatting in realtime.
In general, course management systems (also called LMS, short for learning management
systems) may be classified into the following categories:
1. Commercial: Examples include Blackboard®, WebCT®, Desire2Learn®,
eCollege®, Angel®
2. Open-source: Open-source means the source code of the CMS is freely shared so
anyone can use and modify it and does not have licensing restrictions that limit its
modification or redistribution. MoodleTM, SakaiTM and .LRN are examples of
open-source options.
3. “Home-grown”: Some institutions chose to use a combination of a commercial
and a free, open-source product or chosen to develop their own, “in-house” CMS.
Last year, Blackboard® and WebCT® held the top two slots in the commercial CMS
market for U.S. colleges and universities: 51 percent and 32 percent, respectively
(Source: MDR, as cited in eSchool News.) In August 2005, the two companies merged,
causing colleges and universities, as well as some elementary and secondary schools and
corporations, using WebCT® to be concerned about continued support for WebCT®
products.
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Then, in July 2006, the U.S. Patent and Trademark Office
granted Blackboard® a patent for “technology used for internetbased education support systems and methods” and that “patents
corresponding with the U.S. patent have been issued in Australia,
New Zealand and Singapore and are pending in the European
Union, China, Japan, Canada, India, Israel, Mexico, South Korea,
Hong Kong and Brazil.” (Source: Blackboard.com.)
That same day, Blackboard® filed a lawsuit against a Canadian competitor,
Desire2Learn®, claiming patent infringement, seeking an undisclosed amount of damages
and royalty payments.
An oversimplified analogy:
In the soft drink world, Coke® is the market leader, with Pepsi® not far behind at #2.
Together, they account for upwards of 75% of the entire soda industry. Imagine now that
Coca-Cola® buys their biggest rival.
Critics of the merger argue that decreased competition will inevitably lead to increased
costs to customers. Despite reassurances from Coca-Cola® that they will continue to
manufacture these drinks, die-hard Pepsi® drinkers live in fear that they will no longer be
able to enjoy Pepsi® products like Pepsi ®, Mountain Dew®, and Sierra Mist®.
Now pretend that Coca-Cola® is granted a patent for infusing water with carbon dioxide.
Armed with this patent, Coca-Cola® then sues another beverage company, CadburySchweppes®, the creators of Dr. Pepper®, for patent infringement. Other soft drink
makers begin to worry if they’re next …
These recent developments have caused a flurry of concern within higher education, who
are generally unfamiliar with aggressive commercial companies. Schools are scrambling
to understand the issues at hand, which are often seen in the business world, but rarely in
academics. Rightfully so, institutions may face increased costs, which would likely be
passed on students in the form of higher tuition and fees, as well as decreased innovation
in such a monopolized market.
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This move is also widely seen as a threat against the open-source course software
community, who wonder if they may be Blackboard®’s next target of legal action.
An interesting issue that Blackboard®’s patent and subsequent litigation raises is the
problem with the US Patent and Trademark Office. Some have pointed out that the patent
office issues patents without full investigation, lacking the personnel to examine each and
every patent fully, leaving the courts to decide if a patent is valid or not. So perhaps this
suit, which touches so many in education, will cause a change in the way patents are
issued.
If Blackboard® wins their lawsuit and Desire2Learn® loses its countersuit, online students
will see significant changes in e-learning and may have to learn new ways to use
technology to pursue their online education. If Blackboard® withdraws or loses the suit,
then the focus of CMS companies can return to making e-learning tools more robust and
powerful for students and helping faculty provide a superior education over the Internet.
Related Resources:
About Blackboard Patents - Blackboard.com
English Translation of the Blackboard Patent Claims - NoEduPatents.org
The NOSE: Information Technology in Higher Education Blog
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PAGE 158 OF 175
Distance Learning and Accreditation
Will employers value the online degree you have received? Will
you be able to transfer credits from your online course to
another institution? Will the online program you select provide
a rigorous and worthwhile educational experience? A key to
answering these questions is an understanding of accreditation
and the accreditation process. This article will provide you with
the basic information you need to make wise and informed
decisions when selecting an online program or course.
What is accreditation?
Accreditation is simply a validation process by which institutions of higher education are
evaluated against established standards to ensure a high level of educational quality. It is
typically accomplished through a peer-review process in which faculty from accredited
institutions help to conduct evaluations of either new non-accredited institutions or
accredited institutions seeking renewal. The standards used to conduct these evaluations
vary but in general they assess: the institution’s mission, goals and objectives, resources
and resource allocation, student admission requirements, student support services and the
quality of the faculty and educational offerings.
Unlike the practices of most other countries, in the United States accreditation of
institutions of higher education is not conducted by the government. Instead, it is a
voluntary process that is implemented by private nongovernmental accrediting agencies.
At present, there are both regional as well as national agencies involved in the
accreditation process. The only role that the government plays is to evaluate these
accrediting agencies using well developed criteria in order to identify those considered to
be “reliable authorities” on the quality of institutions of higher education.
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Why should I care about accreditation?
Knowing something about a school’s accreditation can tell you a lot about the value of
the degree or course for which you are paying. If you obtain a degree or take a course
from a non-accredited institution you may find that the degree is not recognized by some
employers or that the course credits may not transfer to other institutions. Understanding
accreditation can also help you identify and avoid “diploma mills” (i.e. an unaccredited
institution that grants degrees without ensuring students are properly qualified.)
To begin, it is important to understand that the term
“accredited” is used rather loosely by some institutions
and therefore you have to know what to look for when
checking a school’s accreditation. All institutions of
higher education, online or “brick and mortar,” should
openly provide information on their accreditation to
prospective students. The first thing to pay attention to
are the words used. The documentation should clearly
state that the institution is “accredited” and should list the
accrediting agency. Some unaccredited schools use terms
that give the appearance of accreditation when in fact
none exists. Phrases that you should be wary of include:
“pursuing accreditation”, “chartered”, “licensed or
registered”, “recognized”, “authorized” or “approved.” If
these phrases are used without the term “accreditation”
you should be sure to conduct a more detailed
investigation.
It is also very important to review the qualifications of the accrediting agency which has
evaluated and approved the institution in question. The “American Association of
Accredited Colleges and Universities”, for example, may sound rather official but in
reality this fake organization was invented several years ago by a less than prestigious
college. This example illustrates the point that although, as noted earlier, the U.S.
government via the Department of Education evaluates accrediting agencies, there are
many that are not approved but that still operate, often in less than reputable ways.
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How can you ensure that the accrediting agency is reputable?
Simple, be sure to check whether if it is recognized by the U.S.
Department of Education by visiting their listings of national and
regional accrediting agencies.
Alternatively, you may also check the Council for Higher
Education Accreditation (CHEA). CHEA is a nongovernmental
coordinating agency that recognizes accrediting agencies in the
United States and helps to coordinate policy and research on
accreditation issues. They also maintain a list of national and
regional accrediting agencies that have been evaluated and deemed to meet high quality
standards.
Quick Tip: An easy way to check on any institution’s accreditation is by going to the
CHEA’s institutional database on the Web. By entering the institution’s name or state
you can conduct a search and identify if it is accredited by a recognized and reliable
accrediting agency. They also maintain an international database in case the university or
college you are interested in is located outside the United States.
Are distance learning institutions accredited differently than “brick and mortar”
schools?
The answer is yes and no. Both the regional and national accrediting agencies, that are
responsible for all accreditation including programs offered at a distance, hold distance
learning institutions to the same high standards as other colleges and universities. At the
same time, they have recognized specific standards that are applied to “brick and mortar”
institutions need to be adapted for distance learning to ensure that they continue to
promote high quality education. For example, one of the fundamental distance learning
standards looks at faculty support and whether they have the resources, facilities and
equipment needed to engage in effective instruction at a distance. More on the specifics
of the new standards can be read in the CHEA Monograph Series 2002, number 1,
Accreditation and Assuring Quality in Distance Learning (.PDF format).
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Is accreditation a “cut and dry” issue?
The short answer is no. First, just because an institution is accredited does not mean that
you are guaranteed a high quality education. It simply means that the infrastructure and
educational offerings needed to get a good education are present. What you get from
these resources depends a lot on what you put in.
Second, even if two institutions are accredited they may not allow you to transfer credit
form one to the other. Other factors, such as your GPA, current and past degree
programs, duration of the course, etc. may also factor into your ability to transfer credits.
Is not having accreditation always a bad thing?
No. It is important to stress that just because a school is not accredited it does not mean
that they are inferior or illegal. For example, there are innovative non-traditional schools
that may have not sought accreditation for legitimate reasons. In addition, some types of
institutions that offer only professional training or continuing education may not be
eligible to seek accreditation from the organizations previously mentioned.
As a result, it is likely that your education plans will play a role in how important
accreditation is to you. For example, if you are seeking an MBA from an online
program then you will likely want an accredited university or college. If you are simply
looking to learn word processing then an online “training institute” that is not accredited
might be fine. When making decisions about which online program is best for you, it is
important to not only consider the institution’s accreditation status but your educational
goals and learning needs as well.
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PAGE 162 OF 175
Regional vs. National Accreditation
It should be clear that anyone considering a new
online program should stick exclusively to those
from accredited institutions.
Using unaccredited credentials can be seen by
potential employers and others as fraudulent, and
in some states it can even be against the law. But
it’s not enough just to decide to select only among
accredited institutions, as accreditation in the
United States is a complex issue.
There is national accreditation, regional accreditation, and specialized accreditation.
Confused?
Don’t worry, we’ll cover the basics, list some pros and cons, and soon you’ll have the
information you need to make the decision that’s best for you.
The Basics of Regional and National Accreditation
There are many different legitimate agencies that accredit colleges and universities in the
United States. They can be sorted into two general categories: regional accreditation, the
other is national accreditation.
The six regional accreditors each cover a section of the United States, for example the
New England Association of Schools and Colleges accredits institutions located in the six
states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and
Vermont.
The six regional accreditors are:
Middle State Association of Colleges and Schools (Commission on Higher
Education)
New England Association of Schools and Colleges (Commission on Technical
and Career Institutions and Commission on Institutions of Higher Education)
PAGE 163 OF 175
North Central Association of Colleges and Schools (The Higher Learning
Commission)
Northwest Association of Schools and Colleges
Southern Association of Colleges and Schools (Commission on Colleges)
Western Association of Schools and Colleges (Accrediting Commission for
Community and Junior Colleges and Accrediting Commission for Senior Colleges
and Universities)
National accreditors, such as Accrediting Commission of Career Schools and Colleges
of Technology (ACCSCT), Accrediting Council for Independent Colleges and Schools
(ACICS), and Distance Education and Training Council (DETC), to name a few, are
different in that they accredit schools located within the United States, as well some
schools abroad as well.
While there are many organizations that claim to accredit schools, the only legitimate
accreditation agencies are those recognized by the U.S. Department of Education and/or
Council for Higher Education Accreditation (CHEA). For a detailed list of the accrediting
organizations recognized by the U.S. Department of Education and CHEA, go to
http://www.chea.org/pdf/CHEA_USDE_AllAccred.pdf (.PDF format).
Now, keep in mind that within an institution of higher education, there may also be
accreditation of a particular program of study. This accreditation is called specialized
accreditation.
For example, students studying towards specific professions like medicine, dentistry,
nursing, law, or engineering (to name a few) generally need to graduate from an
accredited program with specialized accreditation from the professional association for
that particular field (i.e. American Medical Association [AMA] for medicine, American
Dental Association [ADA] for dentistry, National Nursing League [NLN] for nursing,
American Bar Association [ABA] for law, Accreditation Board of Engineering and
Technology [ABET] for Engineering) in order to receive a license to practice in the
field.]
Commonalities that Regional and National Accreditors Share
Regional accreditation and national accreditation have a number of important things in
common. Both are a similar voluntary process through which a school undergoes a
PAGE 164 OF 175
lengthy and detailed review of their programs, campuses, and educational delivery
methods by the accrediting agency. All regional and national accreditors are non-profit
organizations. None are government agencies or for-profit companies.
Something else they have in common that is important to many students is that both
schools that are regionally accredited and those that are nationally accredited may be
eligible to offer federal financial aid to their students. Note that this doesn’t mean that
accredited schools automatically participate in Title IV federal student financial
assistance programs, so be sure to ask your admissions counselor.
Differences between Regional and National Accreditation
The first difference between the two types is one of geographic scope. In other words,
like their names suggest, the regional accreditors concentrate on a specific area of the
country, while the national accreditors are available to any interested institution.
Another difference is their history. The regional accreditors started as leagues of
traditional colleges and universities in a specific area. The national accreditors started as
associations of institutions with a common theme, and many served schools that were
initially not colleges and universities at all.
In addition, several of the national accreditors, such as the Association for Biblical
Higher Education, Association of Theological Schools, and Transnational Association of
Christian Colleges and Schools, accredit faith-based schools. This is important, as the
more religious national accreditors are able to appeal to institutions that believe that
accreditation from a secular organization would lead to unacceptable compromises in
their religious teachings.
Issues to Consider
When deciding which type of accreditation is right for you, there are several issues you
may wish to consider.
The main issue is the transferability of credits from one institution to another. While
nationally accredited institutions will usually accept credit from regionally or nationally
accredited institutions, regionally accredited schools often do not accept credit from
nationally accredited institutions.
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This also means that if you hold an Associate’s degree from a nationally accredited
school, you may have to start over if you later decide to pursue a Bachelor’s degree from
a regionally accredited school. Similarly, if you hold a nationally accredited Bachelor’s
degree, you may not be eligible to enter a Master’s program at some regionally accredited
institutions. Considering that state colleges and universities are regionally accredited, and
are an inexpensive local option for many students, this is definitely something to keep in
mind.
Another important issue is cost. There are a few nationally accredited schools that are
extremely inexpensive, and that low tuition rate can be enticing. However, there are also
regionally accredited bargains out there for those who do their research.
The final issue to consider is acceptability by prospective employers. To be frank, most
employers don’t know the difference between the two types of accreditation. Usually,
once they know that your credentials are accredited, they’ll ask no more questions about
it. If there are employers that are particularly appealing to you, or if you hope that your
degree will lead to a promotion at your current job, it would be best to speak with Human
Resources personnel and ask specific questions.
Do What’s Best for You
So there you have it, the differences between regional and national accreditation. While
many people have strong opinions on which is better, remember that nothing is best for
everyone – there’s only the school and program that are best for you. Happy hunting!
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PAGE 166 OF 175
Growth of Online Education Abroad
Online education opportunities are currently available in
countries like Australia, Canada, Europe, and the United
States, where higher education is affordable and the Internet is
readily accessible. There are also many other countries,
however, that do not have the resources to support higher
education and would greatly benefit from accessing existing
e-learning.
Affordability is the biggest barrier for international students
seeking higher educational opportunities. While U.S. students
enjoy a variety of financial aid options, such as savings, loans,
grants, and employment, most international students may not
have all these options available. At public institutions,
international and other non-resident students are usually
subject to a higher tuition rate.
Technological and legal obstacles also are pressing issues for would-be online students.
Some countries use cellular phone technology to support their telecommunications
networks and lack the necessary equipment to provide substantial Internet access. Until
more developmental advances are made in the field of cellular technology, students will
not be able to access the lectures and courses using their wireless networks.
Legal and regulatory issues also prevent international students from accessing e-learning.
Important laws and regulations are not applicable in all regions. For example, copyright
and plagiarism laws protecting authors and writers in the United States may not exist in
other countries, leaving many texts and materials susceptible to copyright infringement
that cannot be prosecuted outside of the United States. Leading educational institutions
do not want to be victimized, but have no established system to investigate international
copyright infringements, ensure international student identification, and enforce entry
requirements for international students. Unclear language or vague, undefined laws need
to be replaced with precise regulations to be agreed upon by both the host country and the
student’s country of residence.
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Fortunately, many distinguished organizations are actively developing processes and
systems to combat these issues to allow students seeking online higher education
internationally.
Related Resources:
Global 2005 from the Educational Policy Institute (.PDF file)
United Nations - Global Higher Education for Sustainability Partnership
United Nations Educational Scientific and Cultural Organization (UNESCO) Higher Education
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PAGE 168 OF 175
Online Learning and K-12 Education
The education reform law, No Child Left Behind Act of 2001 (NCLB), enacted in 2002
by the U.S. federal government, is a landmark initiative to help equalize the education of
children in kindergarten through the 12th grade.
NCLB makes far-reaching changes to the American K-12 education system by tying
federal funding to accountability. It is a very complex system of checks and balances to
assure that all children receive a quality education at a school of their parents’ choice.
Each state must prove that they are improving the performance of every child, including
those from low-income families, students learning English, and those who are disabled.
One of the differentiating issues is
the testing of children across the
nation on specific criteria, such as
all students must read on grade-level
by the third grade.
Since the inception of NCLB, a
tremendous amount of discussion,
debate, and effort has been spent
trying to make it all work. For
parents and educational
professionals interested in making
sure K-12 students receive a quality
education regardless of where they live, the Internet can hold the key.
There is great potential for information-sharing and collaboration via the Internet
between school districts, among teachers, for providers of educational materials, as well
as among students.
The beauty of online education is that learning can occur anywhere, allowing all students
equal access to the best educational experience possible. Standardized lesson plans can be
shared on the Internet across any barrier; time and location are no longer a problem.
PAGE 169 OF 175
The Internet is an extremely cost-effective way for teachers to collaborate with parents
and students, ensuring and maintaining that vital connection between school and home.
Teachers can also pursue continuing education online to improve their teaching skills and
attend “webinars” (web seminars), also providing necessary interaction with professional
peers, without having to travel or waste valuable time from school. For instructors and
teaching professionals, many colleges and universities offer flexible online degree
programs providing the opportunity for skill development and instruction specialization
with having to commute or take time from work. Teachers can also benefit from the
many websites which provide resources for K-12 students, many of which are free.
Related Resources:
No Child Left Behind
elearnspace
eLearnopedia
NASA Quest
Edutopia - The George Lucas Educational Foundation
Global SchoolNet Foundation
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PAGE 170 OF 175
Online Education and Reusable Learning Objects
Before the advent of Internet, knowledge resided in two places: in a book or in the mind.
To learn about a particular subject, your choices were either to read about it or to ask an
expert.
The World Wide Web launched a knowledge revolution. Anyone with Internet access can
upload and share information online with anyone else across the world. With regards to
higher education, the Internet provides an opportunity for professors and instructors to
share information with one another by means of “reusable learning objects”, also
providing students with tangential information not particular to a course.
A simple way to describe reusable
learning objects is to compare
them to Lego® blocks. Instead of
creating
buildings,
reusable
learning objects could
be
assembled to create a single
lesson or an entire online course.
A reusable learning object might
take the form of a:
case study
simulation
photographic slideshow
PowerPoint® presentation
video demonstration
web-based tutorial
written composition, etc.
Essentially, reusable learning objects can be anything teachers create in an electronically
that can be delivered online.
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Of course, this requires some thought about how the learning object should be designed,
presented, and stored. But, that process makes for a better learning tool and the additional
planning helps keep files, folder and information organized.
The teacher (or teachers, if they share) can reuse a learning object in any course. It
provides opportunities for remedial learning and review by students and frees an
instructor from having to reinventing the course over and over. The location of reusable
learning objects can be within school’s intranet or, at the larger, Internet level. There are
already websites that make learning objects freely available to everyone so that they can
be utilized. Reusable learning objects will become more popular in the future as course
designers and instructors increasingly turn to the Internet, as well as books and brains.
Related Resources:
MERLOT - Multimedia Educational Resource for Learning and Online Teaching
Wisconsin Online Resource Center
Maricopa Learning Exchange
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PAGE 172 OF 175
Standards of Excellence for Online Education
Looking ahead to the future, another important issue facing
online education is ensuring the quality of the online
student’s educational experience.
In the United States, educational institutions are given a
“seal of approval”, known as accreditation, after a
undergoing a voluntary peer review process to determine if
minimum criteria are being met. Accreditation verifies that
a school or program offers a quality educational experience.
Outside of the U.S., similar bodies are tasked with ensuring
the educational standards in colleges and universities. These
accreditation organizations have developed a set of
standards that, if followed, provide a measure of excellence.
As online learning challenges the traditional metrics of education, there has been a great
deal of discussion regarding what standards should be established.
Organizations must consider issues such as:
Address how to make education available to those who are disabled
Be able to deal with different copyright laws
Decide how to make education available in various languages
Define how to measure student learning
Define what constitutes a quality education
Establish what constitutes excellent student services
Provide for technical support
Resolve hardware and software compatibility
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There are many ways in which to answer these questions. Once these issues are resolved
and regulated, online learning will need to standardize course excellence. Australia,
Canada, Europe, and the United States all make use of regional or national accreditation
bodies; other nations allow for most colleges and universities to have their own
departments to help determine particular standards. Luckily, new consortiums have
formed to help sort through these issues and provide a set of global standards.
Preliminary reports show a surprisingly close standard of excellence in all participating
countries.
Related Resources:
e-xcellence
IMS Global Learning
CETIS
The Council for Higher Education Accreditation
The Sloan Consortium
Educause
Baldridge National Quality Program
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PAGE 174 OF 175
Thank you for reading our
“Guide to Online Education.”
We’d love to hear from you! Please send any comments or suggestions to
guide@elearners.com. You can discuss anything that you’ve read here with
other prospective students and current online learners in the eLearners
Community (http://community.elearners.com/).
Visit us on the World Wide Web at http://www.elearners.com/ and begin
your search for accredited online education today.
PAGE 175 OF 175

Guide to Online Education

Transcription

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