One of your assignments within DEPM622 is to keep a learning journal during the course. (More information about the learning journal assignment can be found in the DEPM622 Assignments conference (insert link here).) By the end of Module 1, we would like you to complete the following activities, as well as reflect on the following questions and post your responses to your learning journal:
Module 1 Reflections
Module 1 Reflections
- Choose a business trend in distance education / e-learning and describe the trend in your learning journal.
I chose the business trend in distance education of Web 2.0. In the class, we are instructed to Tweet articles every week on the trend using Twitter. This week I tweeted an article with the title Web 2.0 and Higher Education. Web 2.0 technologies are valuable resources that can enhance learning through increasing interactions with instructors and classmates. “Students not only access the web in order to obtain certain information, but they are also able to create collective knowledge through social interaction” (Campion, Nalda, & Rivilla, 2012, p. 1). Social networks such as Facebook and Twitter are the most used type of web 2.0 technologies (Campion, Nalda, & Rivilla, 2012).
- Reflect on this business trend in your learning journal and tweet articles about it (one per week) in the class Twitter account: https://twitter.com/DEPM622, @DEPM622. (For more information about using Twitter, see the Writing Coach Q&A . You will be asked to report on and reflect on the trend throughout the next 12 weeks of the course.
The idea I identified for a business case is a financial literacy unit of a financial aid department of a university. The reason for this choice is that many students need to be aware of the economics involved with postsecondary education and life after college. The unit would provide information pertaining to many areas of personal finance such as student loans, banking, credit cards, savings, investments and debt. Key stakeholders are those within the university such as the Provost, financial aid director, counselors, and the entire financial aid department. Customers would be enrolled students, their parents, and university employees. They want or need these services in order to maintain or get control over their financial lives. Finances is involved with every decision an adult makes and being educated in the topic could potentially save you thousands of dollars over your working life from learning to not go into debt and learning about needs versus wants.
- During Module 1, you are asked to identify and describe an idea for a business case. What products/services will you offer? Who are your key stakeholders? Who is your customer(s) and why does s/he need or want what you are "selling"?
- Review the objectives for this module, listed below. Have these objectives been achieved? If so, in what ways have they been achieved? Which objectives have not been reached?
- Describe the scope of the distance education industry within the knowledge economy
- Recognize the power of language in shaping perception and attitudes and the polarization that exists in considering education as a business
- Analyze the role of distance education in creating viable communities and the investment opportunity for governments
- Map the industry by applying value chain analysis to identify key stakeholders, products, suppliers and customers in analyzing market segmentation
- Develop business profiles as part of an environmental scan
Almost all objectives have been met through discussion threads posted within the class. After doing the readings and various other works, I have learned that distance education is rising as the demand for access to college is increasing as populations rise. Education is a business in that it provides a service, charges a price and continues to increase services in order to stay competitive. As we are now in an Information Age society, many more people are going to college and using web-based technologies in order to have flexibility in learning and maintain earning power in a 21st century economy. The perception and attitude form people when considering education as a business is mixed. Many feel the cost of attendance is not justified while many educators thin that education is not a business at all.
Governments are heavily involved with schools as federal student loans are funded to financial aid departments and allow governments to increase revenue by charging interest. I also completed a mapping analysis by applying a value chain to identify key stakeholders, products and suppliers in numerous businesses such as online and corporate universities such as Walden University and The Walt Disney Company.
Thanks,
Miriam Niblack
References
Campion, R. S., Nalda, F. N., & Rivilla, A. M. (2012). Web 2.0 and higher education: Its educational use in the university environment. European Journal of Open, Distance and E-Learning, (2). Retrieved http://www.eurodl.org.
Module 2 Reflections
As we reach the end of Module 2, please take a moment to complete the following within your reflective learning journal:
As we reach the end of Module 2, please take a moment to complete the following within your reflective learning journal:
- Report on the business trend you are following this semester. How is it developing? What kinds of changes, if any, are emerging? Remember to tweet one article a week about the business trend in the class Twitter account,
- In the first few weeks of the course, we have considered the ways in which DE could be considered a business, and whether students should be considered as customers. After reflecting on the discussions thus far, how have your ideas about DE as a business and/or students as customers been influenced? What---or even who---influenced your ideas the most?
- As with Module 1, review the objectives for the module and consider the following questions: Have the objectives been achieved? What's been missing for you?
I am following the business trend of Social Media and Web
2.0 tools. As there has been a paradigm shift in the last twenty years, which
is flexibility in learning (Kesim and Agaoglu, 2007). I have found an extensive
list of scholarly peer-reviewed articles on this topic. Consistently, authors
are discussing how web technologies have evolved from Web 1.0 to Web 2.0. This
shift has changed how institutions and organizations are being structured,
resulting from the impact of a global economy and emerging technology (Kesim
& Agaoglu, 2007). The global demand for education and worldwide social concerns
are challenges that society try to meet. Web 2.0 tools have provided an
effective means to allow participants to have access to a plethora of content
and information that can be used I everyday life.
In the first few weeks of the course, we have considered the ways in which DE could be considered a business, and whether students should be considered as customers. After reflecting on the discussions thus far, how have your ideas about DE as a business and/or students as customers been influenced? What---or even who---influenced your ideas the most?
My ideas about DE as a business and/or students as a customer been influenced from the discussions as I have learned that students are more similar to customers than I thought. Students do get assistance from guidance counselors and faculty when choosing courses, completing assignments, and navigating financial aid. I definitely feel that DE institutions are businesses and confirmed my opinion after doing some of the required readings. According to Sirvanci (1996), "businesses do not restrict the purchase of their products and services" (para. 7). Although DE universities do have restrictions on admissions and programs, institutions do offer numerous programs and services and generally do not restrict the amount of student loans you receive or where you obtain loans from. As universities do give many course options and charge for this service being provided, I would consider this a business like any other.
In the first few weeks of the course, we have considered the ways in which DE could be considered a business, and whether students should be considered as customers. After reflecting on the discussions thus far, how have your ideas about DE as a business and/or students as customers been influenced? What---or even who---influenced your ideas the most?
My ideas about DE as a business and/or students as a customer been influenced from the discussions as I have learned that students are more similar to customers than I thought. Students do get assistance from guidance counselors and faculty when choosing courses, completing assignments, and navigating financial aid. I definitely feel that DE institutions are businesses and confirmed my opinion after doing some of the required readings. According to Sirvanci (1996), "businesses do not restrict the purchase of their products and services" (para. 7). Although DE universities do have restrictions on admissions and programs, institutions do offer numerous programs and services and generally do not restrict the amount of student loans you receive or where you obtain loans from. As universities do give many course options and charge for this service being provided, I would consider this a business like any other.
After
doing the readings and completing the discussion threads, I feel that all
objectives have been met. I am able to analyze key drivers for the growth of education and training markets in local
and global contexts, understand the learner as customer and markets that
influence this industry, analyze business and emerging models in distance
education, and analyze the constraints of organizational design and structure
of traditional providers in responding to fast growth.
Thank you,
Miriam Niblack
Kesim, E., & Agaoglu, E. (2007). A paradigm shift in distance education: Web 2.0 and social software. Turkish Online Journal of Distance Education, 8, 66–75 Retrieved from http://tojde.anadolu.edu.tr/
Sirvanci, M. (1996). Are students the true customers of higher education? Quality Progress, 29(10), 99. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.proquest.com/docview/214734003?accountid=14580
Miriam Niblack
Kesim, E., & Agaoglu, E. (2007). A paradigm shift in distance education: Web 2.0 and social software. Turkish Online Journal of Distance Education, 8, 66–75 Retrieved from http://tojde.anadolu.edu.tr/
Sirvanci, M. (1996). Are students the true customers of higher education? Quality Progress, 29(10), 99. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.proquest.com/docview/214734003?accountid=14580
Module 3 Reflections
For your Module 3 reflections, please respond to the following questions within your reflective learning journal:
For your Module 3 reflections, please respond to the following questions within your reflective learning journal:
- What is the status of the business trend you have been following on Twitter? Have there been any changes? New developments?
The business trend status is discussing how online learning is continuing to develop through use of online education tolls to help facilitate learning and encourage student collaboration. Process-oriented guided inquiry learning (POGIL) teaching methodology is used to teach large lectures and tutorials in order to promote team building, group work and interaction (Trevathan, & Myers, 2013). Use of Web 2.0 tools such as blogs and wiki’s incorporate connection and sharing with little technical expertise required of user’s that is great for completing group work. Future work in promoting student-centric community and learning engagement involve use of Skype and Wimba that spark peer interaction and feedback (Trevathan & Myers, 2013). - Reflect upon your understanding of distance education and e-learning as a business. Do you still consider DE, or education in general, to be a business (or not)? What specifically has influenced your understanding of DE as a business?
Yes, I still consider DE a business as I think of students as customers which is the same as for a business. Schools aim to market and advertise to students in order for them to pay for a service which is an education. According to Pitman (2000), “To treat the student as a customer requires a perception of quality of service not just on academic or teaching criteria, but also on the extent to which the student enjoys campus life,” (para. 7). Respondents’ perception was that their primary customer base was the same as one might expect in private, retail service organizations (Pitman, 2000). - Elevator pitch is a common phrase used within sales and marketing to refer to a high level sales pitch that is made to customers in order to convince them to make a purchase. Elevator pitches are usually around 4-5 sentences and cover the most important selling points or arguments, and they are called elevator pitches because many business "sales pitches" occur during brief encounters (such as an elevator) when you have a window of opportunity to sell your ideas to a decision-maker. In your case, imagine you have just boarded the elevator with your primary stakeholder---the one who will decide if and how your business case will move forward. What would you tell this stakeholder about your case? Practice writing an elevator pitch that will convince your primary stakeholder to buy your business case, and post the elevator pitch to your journal.
My Pitch
There is an apparent need for financial literacy as the savings rate in America is near zero, student loan debt has reached 1 trillion, home foreclosures are in the thousands and college tuition is outpacing inflation. Credit card companies are making billions of dollars while credit card and student loan debt are causing students to delay marriage, start families and buy homes. These financial crises are spinning out of control and causing the economy to stifle as the next generation’s buying power is decreasing and spending is down as wages have stagnated. Inflation is going up along with the cost of medical care and housing. If we can create a financial program, at the college level for students, parents and staff we could turn this around and teach them to grow wealth by building assets instead of losing wealth by teaching them to invest in the asset of an education that is affordable. - Again, consider the objectives defined for this module. Have they been met? If not, where are there shortcomings?
Yes, I feel that all defined objectives have been met as I am able to identify the opportunities and threats that are changing the identities of post-secondary education, describe the factors in the external environment that have led to the emergence of the private sector and the impact of managerial change and accountability on the workload, work styles, as well as identity of academic staff and educational developers. I am able to discuss and argue for the impact of financing approaches on the growth of the DE and online learning industry in different countries. In addition, I am able to appreciate the scope of the consultancy process, the diversity of business models and the scale of the consultancy service worldwide after doing the readings and completing the discussion modules.
Thank you,
Miriam Niblack
Pitman, T. (2000). Perceptions of academcs and students as customers: A survey of administrative staff in higher education. Journal of Higher Education Policy and Management, 22(2). Retrieved from http://www.academia.edu/3253151/Perceptions_of_Academics_and_Students_as_Customers_a_survey_of_administrative_staff_in_higher_education
_survey_of_administrative_staff_in_higher_education
Trevathan, J. & Myers, T. (2013). Toward online delivery of process-oriented guided inquiry learning techniques in informtion technology. Journal of Learning Design, 6(2). Retrieved from http://files.eric.ed.gov/fulltext/EJ1018585.pdf
Module 4 Reflections
Here are the Module 4 questions for reflection:
Here are the Module 4 questions for reflection:
- Go back to the business trend that you have been following this semester on Twitter. How has this trend evolved and changed over time?
The DE Trend of social media has only expanded in use over time. There has been rapid growth of social networking tools for social, entertainment, and recreational purposes (Poellhuber & Anderson, 2011). Educators have come to realize the potential these tools offer in being able to assist in social integration that is required of retaining DE students (Poellhuber & Anderson, 2011). “For example, Facebook is now the second most frequented site (just after Google) in North America (as cited by Alexa, 2011) and claims over 750 million members (as cited by Facebook, 2011),” (Poellhuber & Anderson 2011, p. 103). Therefore, the use of social software such as blogs, wikis, and Twitter can allow for schools to find communities of students to recruit and retain with the support of collaborative learning where the instructor facilitates discussions and this trend is growing in use among educators and scholars alike. - How did this module's readings and discussions influence the development of your business case? Do you see opportunities for collaborations and partnerships in the future, either short-term or long-term?
The discussions for managing risk, off-shoring, and partnerships gave me an inside look at how consortia work and that creating partnerships is harder than it sounds. My business case understands the importance and value in establishing partnerships but that starting small and building would ultimately be a way to go. After learning that many initiatives failed, even after spending millions of dollars and enormous amounts of time it seemed to be a better move to see how my program could turn a profit that would persuade stakeholders to give us a chance for possible expansion in the future. We are focusing our efforts on short-term goals such as managing startup costs including personnel and seeing if the program is sustainable for the long-term to even consider alliances down the line. - We are nearing the end of DEPM622---only three weeks left. Take a moment and assess your understanding of the business of DE. On a scale from 1 to 10 (1=not confident at all and 10=extremely confident), how would you rank your confidence in understanding the course material? How does that compare with your confidence at the start of class? What has influenced your understanding of the business of DE the most and why?
On a scale of 1 to 10, I would rank my understanding as a 9. As I always feel there is more to learn, which a lifelong process is. However, in terms of this course, I feel confident that I have learned and understand the course material from doing the readings and completing assignments A1-A4. From the start of the class I was skeptical that I would be able to really understand and effectively complete a business case. Once I was able to research the topic and what a business case was I was able to apply what I learned. I also feel the objectives have been met that were set by this course. I feel what most influenced my understanding was doing the readings for all the Modules 1-4. Particularly, the shift in global higher education and how the for-profit and private sectors are delivering education that can be very expensive. In addition, doing the value chain analysis, Mapping the industry and SWOT analysis gave me a great understanding and insight of what e-learning ventures are and how they operate. - Listed below are the objectives for Module 4. Were they achieved? (The last objective we will be engaging in during the last week of class.)
- Evaluate the role of partnerships in distance education businesses and their effective management
- Identify the diversity of political, economic and cultural factors behind the growth of off-shore campuses and the sustaining role played by DE and e-learning business models
- Describe the roles and responsibilities of educational managers and leaders undertaking global ventures
- Explain the role of social media and publishing companies in building the knowledge economy and their impact on the education industry
- Present their views on future trends in consumer demand based on their environmental scans and individualized market research
I feel that the objectives for Module 4 were achieved as I am able to understand the role of partnerships and the factors behind the growth of off-shore campuses. However, there are many challenges and a lot of risk in venturing beyond borders with DE such as quality assurance, language and cultural barriers, and teaching in a transnational environment. There are universities struggling with maintaining their brands right here in the United States such as ITT Technical Institute, Western Internal and Phoenix Universities. Let alone trying to get and keep an access on providing education internationally. I have also seen how social media and publishing giants like Pearson are changing the education sector by offering their own programs and learning environments separate from higher education institutions. I think the future trends will continue to head more toward flexible and affordable learning that is convenient because the demand will rise as classrooms fill up, costs rise, and those who ate geographically or economically challenged will create a need that many institutions will be glad to meet.
Module 5 Reflections
In this last week, we would like you reflect on your own personal progress since starting out in DEPM622. You should post these in your learning journal, and if you would like, you may also share them here with the class.
Questions for Reflection:
In this last week, we would like you reflect on your own personal progress since starting out in DEPM622. You should post these in your learning journal, and if you would like, you may also share them here with the class.
Questions for Reflection:
- Look back at your initial posts regarding your expectations for this course in the MDE Business Center - Introductions. Has the course met your initial expectations of what you hoped to gain from the class? If so, how? And, if not, what was missing?
My expectations were to learn about how DE is evolving. To see if HE is really keeping up with the demand for education, and to be able to apply what I learn in a real world setting. I feel that the course has met these expectations and more. I now know what e-learning ventures and what they are doing to change learning environments in the educational, health, and corporate sectors. I know how to evaluate businesses and can use SWOT analysis as a way to understand what can be derived from these organizations or when staring one and I can apply this information within my own life. - Now take a look at the course outcomes in the DEPM622 Syllabus. Have course outcomes been met? If so, in what way? If not, which objectives were not met?
I feel that after doing the readings and completing assignments A1-A4 and Modules 1-4 that all 12 course objectives were met. As I am able to describe the scope of the distance education industry within the knowledge economy, analyze the key drivers for the growth of education and training markets in both local and global contexts and the investment opportunity for governments, higher education institutions, healthcare providers, the military, and K-12. In addition, I can distinguish learner markets and apply value chain analysis to identify key stakeholders, products, suppliers and customers which influence the viability of businesses in this industry. I can also analyze the constraints of organizational design and structure in responding to fast growth and evaluate the role of partnerships in distance education businesses; the components of a business model; trade policies; and business practices. I have also consistently contributed critically to all discussion topics on the future of the industry and trends in consumer demand. - Tell us about your experience in DEPM622 this semester. What did you enjoy the most? What did you enjoy least? Where do you see room for improvement? Are there topics that you would add to the course? Or topics that you would not include?
My experience in DEPM 622 this semester was very good. I worked very hard and learned about numerous topics in regards to DE and business practices in a global context. I was particularly interested in learning about the costs associated with DE as I have read that it can lower the costs for providing higher education but now I understand how expenses are calculated. HE is continuing to expand opportunities to provide interactive and collaborative learning environments to students that can accommodate the amount of learners entering universities and meet their demands.
I least enjoyed tweeting the articles as I had so much work to do in the course that this became more of a chore than a fun learning activity. It was also very isolating as it did not involve the rest of the class. It may have been better to post a few articles then have a discussion thread where class members could comment on them.
I enjoyed doing the Mapping the industry and SWOT analysis the most as I like to evaluate subjects and appropriate behaviors once knowing what I stand to gain or lose from doing an activity. This is another way of doing a pro/con list and I always get excited to learn what are the best courses of action as then I can plan and then execute what will work best for me. I do not feel that there are any topics to add to the course as it was very thorough is providing an understanding of e-learning ventures, how distance education is growing in local and international markets and its scope within a global economy. I did not feel that was much need for improvement as this course was very demanding, met objectives, and provided a plethora of information and activities in regards to trends in DE and its future growth.
References
Poellhuber, B., & Anderson, T. (2011). Distance students’ readiness for social media and collaboration. International Review of ResearchiIn Open and Distance Learning, 12(6), 102-125. Retrieved from www.irrodl.org
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