Power,+M+2011

=Opening the floodgates: Synchronous-based Online Learning in a Dual- Mode University=

Michael Power Department of Teaching & Learning, Laval University, Canada michael.power@fse.ulaval.ca Ed-Media Proceedings, 2011



This paper presents the development of the Blended Online Learning Design network (www.bold-research.org) within the context of Québec’s largest dual-mode university (DMU), Laval University (Canada). As one model among concurrent models currently being implemented in some Canadian universities, BOLD is positioned as a compromise design model which maximises the benefits of some of the components of competing models (such as online learning and blended learning) while minimising some of their limits, specifically at the graduate-studies level. This contribution is hence both a critique of some of the negative aspects of initiatives undertaken by some North American universities to increase access to higher education, to maintain quality and to expand cost-effectiveness as well as a recognition of some of their positive aspects in ‘opening the floodgates’ of online learning, all being seen as key to future developments in higher learning (HE).
 * Abstract**

Small numbers of faculty engaged in online learning (Internet-based asychronous). Still many doubts about its quality (from faculty), concerns about up-front costs (administration), IPR (faculty and admin), high levels of isolation and attrition rates among students. Blended learning increasingly popular in traditional universities - largely admin driven often devoid of faculty or student support.
 * Summary**

Faculty want to deliver a quality teaching experience within a manageable workload. Students increasingly expect collaborative and community-based learning. Admin sets limits on time and money that can be invested and deal with IPR. BOLD deals with these issues and has been used to solve one distinct goal - increasing outreach in graduate studies.

Daniel's iron triangle - increasing access, improving quality and lowering cost. Can do any two but never all three. Power each stakeholder is concerned with a different aspect (students - access, faculty - quality, admin - cost) Must be alignment of 3 competing priorities. BOLD can be a solution - fully online synchronous and asynchronous

Accessibility - student attendance entirely online. Admin - can offer programs not available locally Quality - more engaging and rewarding for faculty. More dialogue. Less front-end design. Better time/workload management. Costs - no substantial investment or costly incentives. Reduces IPR issues