In the techno-savvy world of today, talk of computer-mediated distance learning and full-fledged online universities has turned the traditional model of higher education completely on its head.

“Given the current pace of change, colleges and universities may be virtually unrecognizable in the future,” argues James J. Duderstadt in the Chronicle of Higher Education.

“The University of California at Los Angeles and The Pennsylvania State University as well as newly emerging universities such as the University of Phoenix are already on their way to becoming ‘knowledge servers’ linked into a vast information network, providing their services to whoever might request them,” he added.

Such discussions of technology-enhanced learning have also become commonplace at Wittenberg, particularly in the School of Community Education (SCE), which offered its first for-credit web-enhanced course this semester.

Titled “Dynamics of Organizational Leadership” and taught by Scott Graham, director of the Leadership Education for Adults program, the pilot course stands to serve as a model for providing distance education at Wittenberg and within other liberal arts environments as well.

“I’m excited but cautious,” Graham said. “We’re really benchmarking and looking at what other colleges are doing. We’re trying to find the right fit for Wittenberg.”

Initial findings suggest that a flexible combination of class time and online instruction provides an optimum balance for adult students at Wittenberg.

“Adults have different needs in attending college classes,” Graham explained. “They want to know how long it will take to complete the degree, if the school has a schedule they can work their life around, and, most importantly, if the program is relevant to their goals.”

Also, while the convenience of the distance mode appeals to those needs, adults also want the experiences offered in a classroom setting, Graham added.

Eight adult students and one traditional student are currently enrolled in the 15-week course, but they meet only for four weekends (Friday night and Saturdays) during that time.

The students spend the remainder of the course time online preparing papers, communicating on case studies and discussing various assignments with Graham and with each other on both an online discussion board and through e-mail.

“This kind of course fits into their lives better than a traditional schedule,” Graham noted. “For example, one of the students had a four-week mission in India, but she e-mailed her work when she could.

She was also on the discussion board while in India, so everyone could read her thoughts on the assignments.”

To access the course, each student is given a password. The course runs on software called Blackboard, which is compatible with any computer system.

The SCE uses space Wittenberg has leased through the Blackboard firm, but Graham is responsible for placing all the materials online and making sure the students get the personal touch so important to a Wittenberg education.

In addition, to ensure that no problems occurred throughout the duration of the course, Graham asked the Computing Solutions Center to help the students with their passwords and any computer-related kinks during the first weeks of class.

“I’m always concerned about delivery of the materials, as well as the quality of the learning,” he said.

Results from a study on quality measures in Internet-based distance learning, sponsored by the National Education Association and Blackboard Inc., reflect Graham’s concerns.

Of the 24 benchmarks found in the study, the reliability of the technology delivery system was among them.

“Technology-enhanced learning offers a lot of opportunities, but I temper that excitement with realism and a concern for quality,” Graham said, noting that statistics show between a 50 and 80 percent drop-out rate for distance-learning courses.

“We’re seeking to do it right and to ensure that the Wittenberg value and feel are there regardless of how, when and where our students learn.”

Early student response has been extremely positive. “The feedback to date has been, ‘Please offer more courses this way,’” Graham said.

Options currently under consideration include faculty members teaching their favorite courses online, and selected alumni teaching non-credit courses from their homes.

“The Wittenberg faculty and staff have been supportive and open to going in this direction,” Graham said. “The power and the possibilities are amazing.”

—Karen Gerboth ’93