{"id":528,"date":"2010-09-30T09:56:56","date_gmt":"2010-09-30T09:56:56","guid":{"rendered":"https:\/\/tallblog.conted.ox.ac.uk\/?p=528"},"modified":"2010-10-12T10:10:06","modified_gmt":"2010-10-12T10:10:06","slug":"product-or-public-good","status":"publish","type":"post","link":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/2010\/09\/30\/product-or-public-good\/","title":{"rendered":"Product or Public Good?"},"content":{"rendered":"

I was delighted to be invited to speak about our Study of Online Learning<\/a> our group authored for the HEFCE Task Force<\/a> at this years ALT-C conference<\/a>. I\u00a0 focused on the issues that I felt arose from the long awaited report which is due to be published shortly.<\/p>\n

<\/embed><\/object><\/p>\n

Or view the talk in the ALT-C youTube channel<\/a><\/em><\/p>\n

The vast majority of online distance offerings are postgraduate \u2018professional\u2019 courses. eg. Masters in Law, Medicine, Business, Engineering etc.<\/strong><\/p>\n

I made it clear in my presentation at ALT-C that I don\u2019t see this as a problem in of itself. The institutions providing these courses have found that the online distance format works well for those in full-time employment and that these types of courses have a ready market. Setting up successful online distance programmes is challenging enough so it make sense to pick the low hanging fruit in terms of potential customers when developing new products.<\/p>\n

Did that last sentence grate a bit? It does for me and not just because of the dubious grammar. As soon as we talk in terms of \u2018customers\u2019 and \u2018product\u2019 I get nervous. There seems to be something inherently at odds with the philosophy of higher education as I understand it when it is couched in economic terminology. This is then compounded by the apparent keenness of the government to involve private partners in the delivery of higher education programmes online with the possibility of giving some companies the right to award degrees directly.<\/p>\n

\"ALT<\/a>

A fortifying cup of tea with some mini-chedders<\/p><\/div>\n

I was at an amusing talk recently given by an American company who claimed that their \u201cfor-profit university was not preoccupied with money\u201d. It\u2019s very easy to sit in a university and poke fun at commercial educational providers, too easy in fact, especially as I\u2019m quite happy to take my salary home each month. I haven\u2019t done an MBA so I\u2019m not an expert but I find it difficult to distinguish the financial approaches of public and private sector bodies sometimes. Universities are diverse businesses and have many money-making activities some of which are funded by the government and some which are straight commercial ventures. I believe that a simplistic argument around \u2018for-profit\u2019 and \u2018not for-profit\u2019 masks the real issue which in the case of online distance learning is to do with diversity.<\/p>\n

Almost every institution in this field whether a university or a big corporate is providing an extremely narrow curriculum because certain courses have a better Return on Investment than others. The problem is not what we are providing online but what we are neglecting to provide. Where are the humanities and liberal arts? Where are the foundation and undergraduate degrees? There are a few examples of these (I cited The Sheffield College<\/a>) but certainly not enough to reflect the character of our face-to-face universities.<\/p>\n

The reason for this lack of diversity in both curriculum and academic levels is because non-STEM, non-Business, non-Postgrad courses have a less reliable income stream. It\u2019s expensive to kick start an online programme. It\u2019s a lot less expensive than building a lecture theatre or a library but because it\u2019s a \u2018new\u2019 mode of delivery it\u2019s assessed outside the economic machinery embedded in our institutions and has to be seen to pay-for-itself. Here is where the financial challenges bite. At ALT-C I made the statement that \u201cUniversities should enrich society not make society rich\u201d. I admit that this becomes increasingly difficult when money is scarce but I feel that it\u2019s important that we retain those aspects of our activity which work towards the public good. A public good which is not predicated on wealth and material growth but on wellbeing<\/a>, one which equips individuals to be more than economic units.<\/p>\n

\"Dave<\/a>

I got quite animated (Image: Creative Commons "Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales" : Mark Gregory of Photoshy.com)<\/p><\/div>\n

This challenge is distinct from abstract notions of \u2018quality\u2019. I can\u2019t honestly say what the standard of teaching and learning is like on the offerings our study discovered but I see no evidence that a lucrative course is destined to be a less \u2018educational\u2019 experience than one that loses money. In many cases I suspect that the quality of online learning is higher than equivalent face-to-face courses because students expect significant amounts of contact when at a distance. In face-to-face teaching scenarios the lecture (a controversial subject this year<\/a>) provides a very efficient sense of contact and notional cohort cohesion. For online this cohesion has to be built by regular feedback, tutor-student contact and peer-to-peer learning. The risk of a lack of social presence in a predominantly text based medium coupled with the influence of the micro-contact culture of the web means that only the online courses with excellent learning design will survive. The mode of delivery inherently demands good pedagogy and active engagement or students simply drop out.<\/p>\n

I think it\u2019s helpful to consider this area in terms of identity because this forces a consideration of values beyond the economic. As it stands the \u2018digital identity\u2019 of online higher education provided by the UK largely looks like a highly academic professional development programme. I must reiterate that I\u2019m not criticising this activity in of itself rather I am holding out hope that future funding models will allow programmes outside this area to move online and better represent the varied and excellent teaching and learning this country is rightly known for.<\/p>\n

If you are keen to discuss the role of technology within\/around higher education in a political context then you might want to consider registering your interest for the proposed \u2018Tech, Power, Education\u2019<\/a> seminar series. <\/em>
\n <\/em><\/p>\n

Slides from the talk:<\/em><\/p>\n

Sailing against the trade winds?<\/a><\/strong><\/embed><\/object><\/p>\n
View more presentations<\/a> from David White<\/a>.<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

A review of my ALT-C presentation around our Study of Online Learning for HEFCE. Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[69,44,7,22,28,38,59,1,40],"tags":[],"class_list":["post-528","post","type-post","status-publish","format-standard","hentry","category-hefce","category-learning-design","category-presentations","category-professional","category-research","category-society-online","category-teaching-and-learning","category-uncategorized","category-video"],"_links":{"self":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/528","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=528"}],"version-history":[{"count":31,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/528\/revisions"}],"predecessor-version":[{"id":567,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/posts\/528\/revisions\/567"}],"wp:attachment":[{"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=528"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/categories?post=528"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tallblog.conted.ox.ac.uk\/index.php\/wp-json\/wp\/v2\/tags?post=528"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}