If you are in the process of deciding which online school to attend, how will you make the final decision? Especially when more than one school offers the degree program you are interested in pursuing. It is a challenge for students to make a decision based upon a school they may never physically attend. This is also a challenge for online schools as they must be able to connect with potential students in a manner that demonstrates their commitment to providing effective educational opportunities. It is a perceptual process and schools rely upon a strong marketing message to get your attention, create interest, and ultimately lead to your contact with an enrollment advisor.

When making a decision about what school to attend, look beyond their marketing message and attempt to evaluate what this prospective school is likely to do to support your academic experience once you are enrolled. I’ll review the marketing strategies utilized by three of the largest online schools and provide suggestions for how you can evaluate any school’s potential to meet what’s been promised within their messages.

Marketing Strategies

It’s important to understand the purpose of a marketing strategy. The goal of a successful campaign is not just to communicate a message and sell you something; rather it’s about communicating the value of a product or service. For online schools, the products are their degree programs and the services offered include student support. Institutions use these methods to inform you about the school and explain how these programs are of benefit to you, your academic goals, and the experience you are likely to have as a student.

Even though it may seem that selling is the driving force behind a business' marketing strategy – it is more about shaping your perceptions as a potential new student. A challenge for any marketing strategy is that perceptions may not always be real or apply to everyone as you create a perception based upon your interpretation of the message, which is influenced by prior experiences.  For example, if you have purchased goods or services online – without the benefit of being able to visit the company’s store – and you had a positive experience, you are likely to have a positive perception about the company and the process of ecommerce.

It is very likely that an online school you may be considering will not have a physical location in your city; therefore, it becomes important for the school to advertise to their target students. This is another reason why a school must establish a strong academic reputation as the school’s name becomes a marketable brand. If there are negative reports about the school, the brand is at stake. How much do online schools spend on advertising to promote their brand and the degree programs? While data for many schools is not readily available, it is estimated that the University of Phoenix spends an average of 100 million dollars annually on advertising.

Here are marketing examples from three online schools reviewed for this post.

University of Phoenix: When you visit their website you’ll notice that the photos are inclusive of a diverse ages and ethnicities. Their message indicates: Committed to student success for over 30 years. As champions for the working learner, our degree programs are built around your goals. You'll get the accredited education you deserve and the support you need. This message is directed towards your needs and suggests that their strength based upon experience – although, doesn’t everyone expect to receive an accredited education?

Kaplan University: In response to questions raised about student loans and the cost of online degree programs, Kaplan University has implemented a program as described in the following statement from their website: At Kaplan University, we are committed to your education, your goals—you. That's why we've introduced the Kaplan CommitmentSM. We believe you should have the opportunity to experience Kaplan University for an introductory period with no tuition obligation. It's part of our core principles that ground us, guide us, and ensure our dedication to helping you succeed. This is heavily promoted on their website so you will “take a chance” and “try out” their school. It’s also linked to their “core principles” that you hope are related to your principles.

Ashford University: Ashford takes a slightly different approach with their website and utilizes a series of statements and images. Their messages include: You’ll love what you’ll learn. A tradition of 21st century thinking. Ideas expand when shared. Defining the modern college experience. The photos utilized represent diverse ethnicities; however, it appears to be targeted to a younger demographic than the other two websites reviewed.

Conveying the Message

As you look at the school’s website, you can begin to assess the purpose of the marketing message further by reviewing the school’s mission statement. A mission statement is a foundation of guiding principles that represents what the school stands for – or how they develop marketing messages and translate their mission into educational programs.
 
University of Phoenix: Their mission statement indicates that the University of Phoenix provides access to higher education opportunities that enable students to develop knowledge and skills necessary to achieve their professional goals, improve the productivity of their organizations and provide leadership and service to their communities.

The important question for you to ask is how will they provide support for you to accomplish these goals? Their website discusses degree programs, experience of its faculty members, and more importantly, the student resources that are provided. One of those resources includes writing services and the University of Phoenix Center for Writing Excellence (CWE) aims to help students with that intimidating aspect of their studies.

Kaplan University: Their mission statement takes a slightly different approach: At Kaplan Higher Education, we believe that every person with talent, regardless of age or circumstance, deserves the chance to develop it. That’s why our schools provide a variety of academic opportunities—from certificates and diplomas to graduate and professional degrees, including a juris doctor degree. Kaplan Higher Education serves more than 78,000 students through online, campus, and blended learning, giving you the opportunity to experience the power of higher education on your terms.

The choice of wording is interesting – what type of talent do you need? What if your talent is limited and that’s why you have decided to pursue a degree program now? As you explore their website you’ll find an indication of student support, from academic advising to student clubs and organizations, to 24/7 Technical Support and the unique resources of our Academic Success Center. We even offer a comprehensive array of career services such as resume writing and job search and interview skills.

Ashford University: Their statement indicates that the mission of Ashford University® is to provide accessible, affordable, innovative, high-quality learning opportunities and degree programs that meet the diverse needs of individuals pursuing integrity in their lives, professions, and communities.

As you can see from this description, each university has a unique view of what they want to provide students. Ashford talks about “pursuing integrity” and you have to wonder how that’s related to obtaining a degree. Isn’t every student concerned with integrity? And how about the integrity of the school, doesn’t that matter as well? When you explore their website further you’ll find that there is information provided about meeting your needs, including the online library and career services that are offered to students.

Evaluating a Potential School

You are taking a big step in your life when you decide to pursue a degree and there are many online schools that offer various programs and choices for your academic goals. This is a decision that should not be taken lightly because of the investment of time and finances you will be required to make. As you explore your options be sure to look beyond the marketing messages and consider the school’s primary educational purpose. From that point, review the website and talk to an advisor about elements that make up a successful academic program, including: 
•    Accreditation: Is this school accredited?
•    Quality: Does the school list any quality measures, such as the Quality Matters (QM) certification?
•    Faculty: Does the school list any information about the faculty members, including their background and experience?
•    Student Services: What does the school offer to support your progress, such as writing services?
•    Tech Support: You have an ability to access your classes virtually any time of day. Is tech support readily available?

What matters to you when you are making a decision about which online school to attend? Share your feedback via Twitter @DrBruceJ.

By Dr. Bruce Johnson

Photo © Tetra Images/Corbis
 

One of the challenges you’ll face as a student is finding the right type of research for your written assignments. What is the phrase the “right type of research?” It is an indication that you will need resources that are acceptable for an academic environment, which are credible and scholarly – written by an author with established credentials for an academic audience. If you rely on a search engine, the task of finding the right research can be much more difficult as a lot of information retrieved is written for a general audience and/or written from a journalistic perspective.

Many instructors will also require you to find sources for your assignments that have been peer-reviewed, to ensure you are finding sources that support the development of a well-researched assignment. Peer-reviewed sources are most often found in journal articles that are not easily accessible through a traditional public library or online search. The good news for online students is that most schools provide access to numerous library databases, which makes finding these sources much easier because you have access to them virtually any time of the day.

Scholarly Journal Article

As a student you’ll find it helpful for the development of your school work if you understand the purpose of a scholarly journal. Peer review is typically part of the process of approving articles for publication in academic journals. What the reviewers do when reviewing an article is to investigate and challenge the author’s major assumptions and conclusions. Once the article is published you know that it has been reviewed for accuracy, credibility, and validity; and it has been accepted as information that is relevant to the field.

It is important to point out that a scholarly journal article is different from an article that appears in a professional or trade journal. Here are the key differences:
•    A professional or trade journal presents articles that are written for an industry- specific audience. The article may not be peer-reviewed.
•    A scholarly journal contains articles that are written for an academic audience, by subject matter experts who have strong credentials and expertise in the subject field, and the articles are always peer-reviewed.  

What also makes a scholarly journal article a valuable resource for your assignments is that it includes a list of sources, which means it is more than an opinion piece – it has been well documented and the analysis provided is supported with current research in the field.  

Taking the Mystery Out of Research Studies

Students who are just beginning their degree programs often think of research from the perspective they had when they were in high school. Research meant collecting or gathering information and then reporting it in a summary format. Academic research, specifically research that is found within scholarly journals, follows a formal process known as the scientific method of research, which consists of the following steps:

•    Abstract: This is a brief, general overview of the research study and the best place to start when you first review the article. You can save a lot of time by reading this summary because you’ll have a good idea of its relevance to your assignment.
•    Problem statement: The research problem is the specific concern or topic of interest to the researcher and establishes the direction of the study. If this topic is related to your assignment then the study and concluding results will help to inform your paper.
•    Research questions: Once the researcher has determined a specific problem or issue to investigate, he or she will either develop a hypothesis (prediction of the outcome of the study) or a set of research questions (that will be answered by the study).  
•    Background check or literature review: Before the researcher begins the study, he or she needs to justify why the study should be conducted. The researcher will be looking for a “gap” in the research that has already been conducted. A “gap” means that there isn’t an immediate answer to the research question because there hasn’t been a prior study that addresses it. The sources used for the background review may include credible and scholarly articles, authoritative internet sources, and other written documents by experts in the field.
•    Research design: The design is the actual method of collecting and analyzing data. There are three basic designs: qualitative, quantitative, and mixed methods – which includes qualitative and quantitative research methods.
•    Conclusions: This section summarizes the entire research study and discusses the overall findings – indicating whether or not the research questions have been answered. The intended result is that new information will be made available to other researchers and students like you who need to find out more about the problems that were investigated.
•    Recommendations: Quite often a research study will result in more questions than answers, and the researcher will recommend additional studies that should take place.

Once you take the mystery out of reading a research study, you’ll find that the article provides a wealth of information for your academic work – specifically the literature review, conclusion, and references sections. You’ll find current thinking and knowledge contained within the article about the subject, along with a list of sources that you can search for in the online library.

Finding Peer Reviewed Articles

When you access an online library database, the quickest way to find peer reviewed journal articles is to utilize the advanced search tab. Most databases will provide a peer-reviewed option you can select and once selected; your search results list will include peer-reviewed articles. If you are not certain about a particular source, visit the journal website to determine if it is a scholarly, peer-reviewed journal. If you are still uncertain, contact your instructor or librarian for assistance.

Why It Matters

The purpose of learning involves more than reading the textbook and acquiring information about a topic. You are also utilizing cognitive skills such as critical thinking and examining subjects from a perspective of logic and reasoning. When you write a paper you need information that is credible and grounded in research so that you develop new perspectives about the subject that are based upon current evidence in the field. As a student, you are expected to do more than report facts, it is expected that you will acquire knowledge and develop your own ideas and reach your own conclusions about the subject matter. Finding and utilizing peer-reviewed articles will help you meet this goal and lead to well-developed and well thought out written responses.

Are you familiar with the peer-reviewed process and its value to your academic work? Share your feedback via Twitter @DrBruceJ.

By Dr. Bruce Johnson

Photo © Klaus Tiedge/Corbis

1. Incorporating babies into the classroom

   Infants, come to find out, can be useful for reasons other than producing poo and barf seemingly on command. Toronto-based Roots of Empathy and similar organizations have started introducing babies into classroom settings with the hopes of encouraging students to build compassion. And so far, it's actually yielded results — participants tend to loosen up and pay closer attention to lessons and each other, lessening bullying instances in the process.

2. Comic books

   The U.S. Department of Health and Human Services' Stop Bullying initiative printed up comic books to distribute to kids with the hopes of shedding light on a serious issue. Other schools have run with the concept by asking students to write and draw scenes or stories of their own. Visualizing the realities makes it easier for younger kids to recognize the problem and either intervene or fetch a caring adult.

3. Film

   Similar to the comic book example, some schools have opted to show movies such as The Bullying Project and foster discussions between students, faculty, staff, and parents about the roots and solutions. More resourceful institutions might want to challenge kids — especially teens — to shoot short films of their own. Doing so will not only help bring forward real experiences and perceptions, but offer a sort of creative solace to bullying victims as well.

4. Have students teach one another

   If babies are unavailable, try establishing (monitored!) programs where students sit down with one another and simply talk. Areas with very diverse demographics could especially benefit from such exchanges, because cultural misunderstandings and stereotypes do often feed into bullying situations. In addition, this structure can also be adapted into a peer counseling service, nurturing a sense of connection and community dissuading brutality.

5. Bulletin boards

   Younger children with a preference for bright colors and engaging visuals might benefit greatly from learning about the bullying problem via bulletin boards. Kits are available through various vendors, or teachers can put their design skills to good use with something more original. Involving the students themselves in the creation process will only add to the education factor, encouraging them to speak up while speaking out.

6. Apps

   iPhone users suffering beneath a bully's grip now have the free A Thin Line app at their disposal — and those who do not own the smartphone enjoy the same perks on the accompanying website. MTV sponsors this digital discussion by allowing kids and teens to share their own experiences with unwanted advances and harassment. For the adults, they post numerous resources and questions to help them combat the serious issue at the authority level.

7. Puppet shows

   Pacer's KIDS AGAINST BULLYING program hosts puppet shows in schools as a means of teaching the younger set why bullying is unacceptable. Schools without the funding or resources to bring the initiative to their students can stage their very own performances using what's on hand — or task students with writing their own. Beyond puppetry, the same concept also works when presented as a skit or short play.

8. Peer intervention

   Training students to serve as peer counselors and advocates bridges gaps with the faculty and promotes greater understanding in the classroom. Pacer and other anti-bullying organizations burst with excellent suggestions about the best ways to nurture leadership and empathy skills needed to reach out the bullies and the bullied alike. After all, as the next innovation reveals, sometimes the perpetrators need intervention for more than just their behavior problems.

9. Therapy

   Many — not all — bullies lash out at their peers because of issues at home or within themselves, and the most effective schools realize they need as much (if not more) counseling than their victims. In Charleston, a partnership between Alice Birney Middle School and Medical University of South Carolina has started providing various psychological services for ill-behaved kids. When combined with a rigorous education regimen, their bullying rate decreased as more and more students received the mental help needed to be a more productive citizen.

10. Coordinating with sexual assault awareness, prevention, and crisis organizations

    Another fruitful partnership that quelled the bullying issue understandably involves anti-violence shelters and schools themselves. In Austin, SafePlace, which serves as a shelter for victims of rape, sexual assault, and domestic abuse, and a half-dozen public elementary schools teamed up for a CDC- and University of Texas-sponsored program dubbed Expect Respect. Unlike many other initiatives, it focuses on bullying in its myriad forms, comparing and contrasting instances on and off campus.

11. Adult intervention

    No matter how many peers end up with counseling and advocacy training, it's up to adults to properly discipline kids who bully. Any school hoping to curb instances of harassment, even assault, must absolutely ensure that parents, faculty, and staff all understand the signs of a perpetrator and a victim as well as proper intervention techniques. They also must make sure to always be available when witnesses and the bullied both need immediate assistance.

12. Involve students in policymaking

    In order to ensure the best possible peer and adult intervention strategies, the best place to turn for advice is the student body itself. Not only will this foster a closer school community by making kids feel appreciated and important, it also means updated information regarding their most pressing concerns. Adults are always inevitably a step or two behind youth culture; putting forth the effort to "get it" will make a world of difference.

13. "Character education"

    The best educations blend the usual academic subjects with lessons in displaying a strong ethical fiber. Unfortunately, that's not found in many schools. Your Environment Inc., one of many programs addressing this disparity, succeeded by incorporating parents and the surrounding community into the mix. Bullying impacts far, far more than just the kids involved, so making sure the neighborhood understands the details ensures a safer space.

14. Encouraging journal keeping

    Asking students to regularly journal their thoughts and experiences will not make bullying disappear, but it can supplement other activities quite adroitly. Ones not meant for peer editing or sharing will especially grant them a relatively comfortable venue through which they can channel their anxieties. Accomplishing this, however, requires a comfortable classroom where students know they might express themselves without negative repercussions.

15. Partnering with popular entertainment

    Since so many education experts and parents point their fingers at violence on television as one of the many pop culture phenomena responsible for bullying, it seems almost counterintuitive that they'd voluntarily pair off with an organization they often decry. Creative Coalition, National Education Association, and Health Information hooked up with World Wrestling Entertainment for the Be a STAR program, meant to encourage positivity in the classroom and beyond. Developers believe that delineating between the real and the staged will provide a better point of reference for students hoping to use fists over discussions when solving differences.

16. Implementing arts programs

    Not only are creative pursuits excellent strategies for preventing bullying from the top down, it also empowers students to feel more confident and expressive — tools needed to combat verbal, physical, and sexual violence. In Montgomery County, Maryland, in-school and after-school arts programs are intended to nurture positive traits and, in turn, healthier, happier campuses. Because they launched in the 2011-2012 school year, the actual results have yet to start trickling their way through.

17. Assemblies

    Old-fashioned, yes, but still an effective strategy for facilitating discussions about bullying and other serious campus issues. Depending on their needs and resources, schools can either bring in outside presenters or stage their own addressing specific student needs. Just make sure programming doesn't talk down to kids or focus more on "edginess" over education.

18. Mentoring younger students

    Middle schoolers, for better or worse, do look up to high schoolers for advice and insight about trends and attitudes. Some districts have taken advantage of this natural phenomenon by asking older kids to either mentor or produce materials (such as PSAs) for their eventual successors. Instead of turning toward outside sources, they reinforce their own communities by addressing specific problems and channeling any unique cultural quirks.

19. Music

    Start teaching students about the dangers of bullying earlier through catchy tunes, such as this Pacer Center album with contributions by Blue October and other musicians and poets. Music serves as an excellent mnemonic when learning about the alphabet, shapes, numbers, and other subjects, so it makes perfect sense that elementary school students could soak up social lessons the exact same way. Consider this or other compilations or stoke creativity by challenging kids to pen their own jaunty songs about how to not be horrible to one another.

20. Empathy education

    The whole "babies in the classroom" strategy is only one element in a broader movement toward "empathy education." Similar to character education, these lessons emphasize compassion with the goal of lessening bullying through love and mutual understanding. Such teachings either happen in the classroom, through special sessions, or via after-school programs.

When you decide to start an online degree program you have probably considered the school and assessed the potential for receiving a quality education. Next, you sign up for classes based upon your degree program, or they may be assigned for you based upon the system that’s in place with your school. What’s interesting is that many online schools do not allow students to choose their instructors, and you may not find out who the instructor will be until the class starts.

For traditional colleges, students often are given this choice (if there are multiple instructors teaching the course) and over time they will choose instructors based upon student rankings, word of mouth, prior experience and their perceived overall quality of instruction. As an online student you have to completely rely upon the school to determine if the instructor has adequate experience, education, and knowledge to facilitate the class – and it is assumed the school has determined the best fit for the instructor and the course.

If you look at most online school websites you may find a few of the faculty profiles featured; however, I have not found a school that lists or describes all faculty members – and for some larger schools this may not be realistic, especially given the size of the adjunct pool. Here is an example of how online instructors are frequently introduced with online school websites: Our faculty sets us apart because they have advanced degrees and work experience in the field they teach. Their professional and academic expertise gives you insight and skills needed in real world work environments.

Is there a benefit to having a choice of instructors for online courses? As an online instructor, with an insider's view of how courses are often assigned in large online schools, here are some of the things you should consider:
•    How would you respond if you could review a list of the instructors’ qualifications prior to the start of class?
•    Would you be able to determine which instructor would best facilitate the course and help meet your academic needs?

How Would You Respond?

For schools that allow students to choose their instructor, the school website typically provides the instructor’s biography or background. That introduction creates an impression based upon your beliefs or interpretation of that bio, from the way it is worded to the perceived tone of the message. Instructors may project an image of working together with you by indicating they will share their knowledge and expertise and/or they may establish themselves as an expert or authority – with the expectation that you will attend class to learn from them. The most important question is whether or not you would be able to accurately match their background to your learning needs if you were given a choice. From my experience, newer online students would not be able to make an accurate assessment or decision.

Instructor Scheduling

The idea of letting online students have a choice certainly has merit. A school could list the instructors’ credentials, background, experience, and work in the subject field (including published work). However, this could pose several challenges for the school, especially if they do not have many instructors to offer for multiple sections of the course. This could create a scheduling issue, requiring schools to develop a large pool of available adjunct instructors. It would be neccessary to have someone available to provide assistance if you could not make a choice and needed further guidance when signing up for a class, which would require advisors to learn about the instructors’ background and experience. 

Why It Matters

Your instructor’s expertise has a direct impact on class discussions, communication, working relationships, and feedback provided for class assignments. When your instructor has significant real-world experience he/she is able to enrich the learning experience by bringing the course materials to life. If an instructor has also had prior online teaching experience they will be familiar with the process of developing meaningful feedback, can effectively guide the learning process, and will address your developmental needs. If you knew that an instructor had significant advanced education, along with online teaching experience, you would likely choose them for your class.  

It’s important to remember is that you ultimately do have choices – whether you learn about your instructors’ background prior to or at the start of class. You make decisions about your involvement in the class based upon your interactions. One method of getting to know more about your instructors and interact with them, especially if you do not know anything about their background prior to starting class, is to look for their online presence with social networking websites such as Twitter and LinkedIn.  

What Can You Do Now?

Students have found a way to voice their compliments and complaints. Two of the websites that allow students to provide ratings for their instructors, and the listings include on-ground and online instructors:

•    Rate My Professors: is described as a database of universities and professors and one of the most extensive on the web. Compared to its competition, Ratemyprofessors.com had many more listings for professors than other professor rating sites. Another report that provides information about the Rate My Professor website indicates that over ten million comments have been posted on the site from students across the United States, Canada and the United Kingdom. Over 6,500 schools are featured on the site as well as over one million professors.
•    Professor Performance: This website is similar in design; however, it offers further protection for the reputation of instructor with the following notation: The system grants higher influence to verified students, thereby reducing the impact from disgruntled students rating multiple times to bring down the GPA of his/her target professor. Also, to give professors a voice, professors can now respond to ratings on an individual basis.

A study was conducted about students’ use (and misuse) of Rate My Professor, “Do More Online Instructional Ratings Lead to Better Prediction of Instructor Quality?” and it concluded that instructors who receive low average online scores are typically rated more frequently. This may suggest that venting one’s frustrations serves as a disproportionate motivation to leave online instructional ratings. What this indicates is that students may intentionally provide a lower rating if they believe they have no other options to express their dissatisfaction, especially if there was a disagreement that was not resolved to their satisfaction.

I don't know how online students would use this information. If you start a class and then discover your instructor’s name is on one of these websites, would you drop the class? Schools utilize an end-of-course evaluation as a means of gauging the quality of learning, students’ expectations, and instructor effectiveness. Perhaps it would be helpful for schools to provide a listing of the instructors’ quality scores, although this is certain to bring about some debate among educators because of the potentially subjective nature of the student surveys. Be certain when you complete the end-of-course survey or evaluations to provide an objective summary so your school can learn about your overall classroom experience, as a means of effective quality control.

Having the option to choose your instructor may not be a realistic expectation for an online school. From the school’s perspective it presents logistical issues, which includes scheduling adjunct instructors. From your perspective as a student, you may not have enough information to assess your learning needs and then match the right instructor to those needs. Based upon my experience, online schools have an extensive recruitment and training process in place for the selection and hiring of instructors. (You can look for this kind of information on your school's/prospective school's website.) When your school makes decisions about instructors for you, those decisions are made with your developmental needs in mind.

Would you like to be able to choose your online instructor? Share your feedback via Twitter @DrBruceJ.

By Dr. Bruce Johnson

Photo © Radius Images/Corbis
 

The online classroom offers a unique learning opportunity because of the diverse nature of students that you are likely to find in your classes. Often when we think about diversity in education it is in terms of race and culture; however, due to the anonymity of the online environment those differences are not readily known. Generational differences are another aspect of diversity in online classes, which can enrich class discussions. 

Online schools are known for attracting non-traditional students because the virtual classroom is available at all hours to those who may not be able to attend regularly scheduled classes at a campus location. This availability also appeals to working adults who are balancing other responsibilities. According to the National Center for Education Statistics report, The Condition of Education 2011 – 49% of students are enrolled part-time, 38% have full-time jobs, and 27% have dependents. The term non-traditional also refers to the varying ages that can be found within an online class – with 34 as the average age of an online student.

The questions that students can consider for this type of diversity in the online classroom include:
•    Do these differences have an impact on how students can relate to each another in the class or does the online environment neutralize differences because students don’t see each other and cannot automatically make visual assessments?
•    Does it influence the instructor’s involvement in the course if they are aware of these differences?
From my experience as a former online student and a current online instructor, students should be aware of the differences only for the purpose of learning how to understand perspectives that are different from their own. 

Generations Defined

You are likely to find varying dates for the four primary categories of generations; however, the following is a list that represents the most common breakdown by year of birth:
•    Traditionalists (born between the years 1925 – 1942)
•    Baby boomers (born between the years 1943 and 1960)
•    Generation X (born between the years 1961 – 1981)
•    Millennials or Generation Y (born between the years 1982 – 2000)

Everybody is a product of the time period they grew up in because they were influenced by major events in society and these occurrences helped to shape their worldview. Researchers at Texas Tech University provide some of the most significant events for each generation:
•    Traditionalists: WW I and WW II, roaring twenties, great depression, Pearl Harbor, Korean war, atomic bomb
•    Baby boomers: civil rights, space race, Vietnam war, energy crisis, Watergate
•    Generation X: Challenger disaster, the fall of the Berlin Wall, Persian Gulf war, AIDS
•    Millennials or Generation Y: World Trade Center and Pentagon attack, Internet access made available, globalization

Generational Differences 

Differences among the generations are also evident in their approach to education and academic achievement. 

1. Baby boomers: What is most significant about this group is that they are now returning to school, especially because of the availability of online degree programs. A report by EDUCAUSE about generational differences finds that Boomers are becoming the new or non-traditional student – and cites the working mom who is balancing other responsibilities as an example of a student you are likely to find in your online class.

2. Generation X characteristics include a sense of being independent, resourceful and self-sufficient, and they are technologically adept, flexible and place an emphasis on work/life balance. This is in contrast to baby boomers, who often experience a steep learning curve when working with new technology.

3. Millennials or Generation Y: According to a study titled Adapting Teaching to the Millennial Generation, millennials have a distinct attitude about achievement. Here are some of the findings of this study:
•    Positive aspects: With educational competitiveness having risen to the top of America’s political agenda during their childhood, standards of excelling drives them.
•    Negative aspects: They are pressured to achieve, which drives them but also pressures them to perform often disregarding ethical behavior.

What this last sentence is referring to is most likely related to the No Child Left Behind Act (NCLB), which was signed by President Bush in 2001. It created a requirement that all K-12 students must be able to pass their state tests by 2013 with further action and sanctions for both students and teachers if these requirements are not met. It places accountability on the schools for specified outcomes, which in turn puts pressure on students to perform and do well on their assessments. This has certainly influenced the millennials’ view of education.

An Instructor’s Perspective

Often with the online classroom (especially within the for-profit industry), the approach to education is one-size-fits all. What I’m referring to are the pre-developed materials, assignments, and learning activities that instructors receive when they begin facilitating a course. Instructors typically have little flexibility with the course design and their individual teaching style comes into play when they provide feedback and or post discussion messages. This leaves instructors with little flexibility to change or adapt the curriculum, if changes are needed as a means of addressing specific generational needs.

Transformational learning can take place in a class where different generations are represented; regardless of the materials of course design. Outside of the classroom adults acquire knowledge informally through social interactions, the media, news sources, etc. – and they develop views and opinions based upon this information. In contrast, the process of formalized education helps them become aware of other views, opinions, beliefs, and alternate ways of thinking. As students consider other perspectives they become transformed and learning occurs. As an instructor, I encourage students to accept these differences and find ways of relating to each other.

Working Together, Overcoming Differences

There are three aspects to take into consideration when working with students who are from a different generation than your own: their values, communication style, and preference for interactions.

1. Values: If you understand what someone else values, you may be able to find a way of relating to them. The following is a list of common values for the three generational types you are likely to encounter in your class:
•    Baby boomers: they are often competitive, hard workers, and prefer teamwork.
•    Generation X: they prefer independence and creativity, seek quality of work life, and need constant feedback.
•    Millennials or Generation Y: their values include money, technology, diversity, and autonomy.

2. Communication Style: According to The Challenge of Teaching Across Generations (Faculty Focus, p. 15), different cultural references and language usage can be obstacles. What this means is that we often make generation-specific references in our communication and we may use language specific to that generation. For example, millennials may utilize the abbreviated text messaging language when posting messages in the classroom. In order to work together, a common language needs to be used.

3. Preferred types of interactions. The following is a list of interactive styles for each generation, as noted by Texas Tech University:
•    Traditionalists prefer individual interactions.
•    Baby Boomers consider themselves team players and enjoy meetings.
•    Generation X have an entrepreneurial spirit and like to network.
•    Millennials or Generation Y are participative in nature.

As you read through the general descriptions, which are generalization and not necessarily indicative of the traits any one member of the generation will have, you may wonder how it is possible that you can know what category other students fall into when you are in an environment that does not all you to visually observe them. When it becomes evident is through the messages that students post – specifically when students provide comments about their age or reluctance to learn new technology.

You are likely to find that students from other generations add depth to class discussions and can expand your perspective of the world. When you do discover differences, develop connections through your academic and professional goals, along with the learning objectives of a particular course. You can look for something in common by asking questions. For example, if you lack of knowledge about a particular computer program, ask a student about it who mentions having a lot of experience with programs. In other words, don’t just state your differences; look for ways to relate with other students. When different generations work together, the learning process can be enriched.

Share your thoughts about generational differences and similarities via Twitter @DrBruceJ.

By Dr. Bruce Johnson

Photo © Chuck Savage/CORBIS

1. Public Speaking for Success by Dale Carnegie

   First published in 1926, this book by Dale Carnegie is one of the most widely-read and well-respected books on public speaking ever written. While updated and revised to meet the needs of modern-day public speakers, the advice at the heart of this book stands as true today as it did when it was written, more than 85 years ago.

2. The Art of Public Speaking with Connect Lucas by Stephen E. Lucas

   Often used in communications and speaking courses in college, this textbook can help anyone looking to hone their skills. Readers will find explanations of contemporary theory as well as ways these theories and ideas can be applied in real life.

3. Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion by Jay Heinrichs

   A big part of speaking in any situation is being able to sway your listeners toward your point of view. In this book, you'll learn about the strategies employed by some of the world's most renowned speakers (Cicero and Winston Churchill, to name a couple), as well as a wealth of modern techniques you can apply to be a more persuasive speaker.

4. An Actor Prepares by Constantin Stanislavski

   A book on acting to help you with public speaking? It makes more sense than you might think. After all, no one has to do more public speaking than actors. Crack this book to learn the methods Stanislavski uses not only to act but also to emote, communicate, and be engaging on the stage and off.

5. Confessions of a Public Speaker by Scott Berkun:

   Professional speaker Scott Berkun shares his techniques for great public speaking in this must-read book, offering practical advice, engaging stories, and even a few tales of public speaking gone wrong.

6. Enchantment: The Art of Changing Hearts, Minds, and Actions by Guy Kawasaki

   The best speakers know how to enchant their audiences, and in this book by business guru Guy Kawasaki you'll learn what ingredients go into creating the perfect recipe for maximum enchantment.

7. Present Your Way to the Top by David J. Dempsey

   Much of the public speaking done in the working world takes the form of presentations, but creating a great, interesting presentation can be immensely difficult. Through the lessons in this book, you'll learn ways to create memorable presentations that may just help you stand out from your peers and move up the corporate ladder (or just score an A in your class).

8. So What? How to Really Communicate What Matters to Your Audience by Mark Magnacca

   You don't have to be in sales to take away some great communication lessons from this book. It'll show you how to make people really get what you're trying to say and hopefully convince them to care about it as much as you do.

9. Made to Stick: Why Some Ideas Survive and Others Die by Chip Heath and Dan Heath

   The best ideas in the world may fall by the wayside if you don't know how to communicate them well to others. In this book, the Heath brothers share lessons on how to make your ideas "stick" by using better communication methods and techniques.

10. World Class Speaking: The Ultimate Guide to Presenting, Marketing and Profiting Like a Champion by Craig Valentine, Mitch Meyerson and Patricia Fripp

    Offering advice on both business and public speaking, this book can help you build your speaking skills, become a better presenter, and maybe even turn both of those skills into a profitable business venture.

11. Influence: The Psychology of Persuasion by Robert B. Caldini

    This book by Robert Caldini is another amazing read on persuasion, but it takes a slightly different angle. Caldini explains the psychology behind persuasive speech, information you can use when trying to tailor your own approach to public speaking.

12. The 7 Principles of Public Speaking: Proven Methods from a PR Professional by Richard Zeoli

    Taking you through some of the fundamental principles of good public speaking, Zeoli's book aims to help you build your confidence as a speaker and maybe, just maybe, even look forward to public speaking and presenting.

13. In The SpotLight, Overcome Your Fear of Public Speaking and Performing by Janet E. Esposito

    It's incredibly common to have a fear of public speaking, but while it may be common that doesn't mean it's something you just have to live with. Find amazing lessons and advice in this book that will help you overcome your fear (or at least control it) so you can be a more confident speaker in any situation.

The use of technology to enable the learning process already seems cutting edge; however, what makes online education even more exciting is that advances are continually being made that may improve the online learning experience. Some of the latest technological trends have already been implemented and are evident in many schools – while other potential new technological tools are still under development.

The 2011 Horizon Report pinpointed six trends that are likely to have the most impact for online courses over the next five years. These include e-textbooks, mobile learning, augmented reality, game-based learning, gesture-based computing, and learning analytics. The Horizon Report is a collaboration between The New Media Consortium and the EDUCASUSE Learning Initiative. Both organizations research and study the use of technology and its application for learning.

E-Textbooks

The Horizon Report presents an important point about the use of e-textbooks: What makes electronic books a potentially transformative technology is the new kinds of reading experiences that they make possible. Publishers are beginning to explore richly visual interfaces that include multimedia and collaborative elements. This is a reminder that the implementation of e-textbooks should be done to improve the students’ experience. It’s not about the books or the technology – it’s about addressing and supporting the many ways in which students learn.

An example of a new development with the use of e-textbooks is the eText Pilot Trial Pack that is being implemented within five universities (University of California, Berkeley; Cornell University; University of Minnesota; University of Virginia; and the University of Wisconsin) during the spring 2012 semester. This e-textbook program is the result of a collaboration between Internet2 (a group of 221 colleges and universities) McGraw-Hill (a textbook publisher) and Courseload software (that provides a reader and annotation platform).

These educational institutions can negotiate volume discounts for the e-textbooks and through the schools' Courseload software students can access their eTexts on any HTML5-capable tablet, smartphone, or computer. The phrase HTML-5 refers to a pending update for the World Wide Web and the purpose is to improve multimedia applications and redesign the web for a much broader range of devices, particularly mobile devices.

There are challenges for e-textbooks that may influence students’ decision to use this format. One concern is that many textbooks are in a PDF or portable document format, which can be difficult to read – especially if the device utilized has a small screen size. In addition, while e-textbooks are often less expensive than buying the new, print version of the textbook, it may not be less than purchasing a used book version.
 
M-Learning

M-learning or mobile learning, which is also referred to as “learning on the go” is an ongoing development because of the growth of mobile devices, such as smartphones, iPhones, iPads, and Android devices. The sales of mobile devices are expected to increase from 300 million units in 2010 to 650 million units in 2012. As noted in the 2011 Horizon Report: The sheer power of these devices is what makes them interesting, and that power derives from their ubiquity, their portability, the wide range of things that can be done with them, and their ability to access the Internet nearly anywhere. Along with the growth of these devices is the associated growth of their applications. It is reported that app downloads totaled 29 billion in 2011, up from 9 billion in 2010.

Internet usage on mobile devices is also projected to grow and it is estimated that by 2015, 80% of all Internet usage will be done from mobile devices. Mobile Internet access provides a means of helping students find ways to collaborate outside of the classroom. There is Google Docs, which allows students to collaborate on written projects by accessing documents from multiple locations and different (asynchronous) times. Another example is an app called ShowMe that has been developed for iPad that creates a whiteboard on the device. You can record a video and narrate what you are doing on the whiteboard. Once it is finished the file is uploaded to the ShowMe website where a link is provided to the user that can be shared with others.

Augmented Reality

As defined by the 2011 Horizon Report, augmented reality (AR) refers to the addition of a computer-assisted contextual layer of information over the real world, creating a reality that is enhanced or augmented. Augmented Reality is a process of adding virtual imagery to live action. It will be interesting to see how this can be added as a learning activity for online courses. For some online schools, simulated scenarios are being incorporated into the course materials as a means of stimulating students’ interest.   

Another version is called ARIS, or Augmented Reality and Interactive Storytelling, which provides a capability to link text, images, video, or audio to a physical location, making the real world into a map of virtual characters and objects that people can navigate with iPhones, iPads, or iPod Touches. One practical application for online courses is to use augmented reality learning with textbooks, which would allow the pages to be manipulated and brought to life through enhanced imagery. This could be a very effective method of generating interest and enhancing reading comprehension.

Game-Based Learning

Another method of engaging online students is through the use of games. The 2011 Horizon Report suggests that alternate reality games (ARGs), in which players find clues and solve puzzles in experiences that blur the boundary between the game and real life, offer a clear example in which course content and game play can overlap. What may be of greater benefit for online students is the use of educational gaming apps that would allow students to obtain additional insights and perspectives about the course topics. Game-based learning could add an element of fun to online classes, especially for students that enjoy this type of interaction.

Gesture Based Computing

Gesture-based computing is believed to be on the verge of making a notable presence in the marketplace and it is estimated that a significant portion of the population will purchase a gesture based computing device by 2015. An example of this type of device is Microsoft Surface and the name comes from surface computing. Microsoft envisions the coffee-table machine as the first of many such devices. Because this product is still in the developmental stage it is not immediately known how it could be utilized in an online classroom environment. Its true potential may not be known until this has been fully developed and entered into the market.

Learning Analytics

Karen Cator, the United States Department of Education's director of technology defined learning analytics as a product or program that adapts to the learners, or products that are returning to the learner the next thing based on data and analysis of that data. According to the 2011 Horizon Report the larger promise of learning analytics, however, is that when correctly applied and interpreted, it will enable faculty to more precisely identify student learning needs and tailor instruction appropriately. The present models being developed provide real-time feedback about students’ progress, as a means of allowing the instructor and/or the school to take immediate and corrective action.

Here are three examples of learning analytic programs that have been developed or are under development:
-Purdue University's Course Signals utilizes data-mining to predict at-risk students.
-The University of Maryland, Baltimore County (UMBC) has implemented a "Check My Activity" (CMA) tool that allows students to track their class activity and grade point averages.
 -The Predictive Analytics Reporting (PAR) Framework project plans to gather student data from over 400,000 student records to establish parameters of student success and persistence, as a means of establishing risk factors for students. Six institutions are participating in this project and include American Public University System and the University of Phoenix.

Overall, there are exciting new tech trends emerging and while some of these trends may sound futuristic; they will enable online learning to be cutting-edge and exciting. Cost will most likely be a consideration for online schools, especially for-profit institutions that are experiencing enrollment fluctuations, when decisions are made about the purchase and use of new technologies.

One aspect of online education that can never be replaced with technology is human interaction. Technology has the potential to help improve students’ engagement and interest in the course; however, new enhancements need to remain student-focused, with the goal of helping students meet their learning objectives. The new Horizon Report comes out soon and I’m looking forward to comparing the annual lists of emerging technologies.

Share your thoughts about technology trends via Twitter @DrBruceJ.

By Dr. Bruce Johnson

Photo © Tom Grill/Corbis