How To Select an Online University

People who want higher education but who don`t live near a college or university offering courses they want used to be out of luck. No more. Now it is possible to study almost any subject online. It may require more self-discipline to pursue a degree this way. However, students at online universities can attend classes at their convenience, making it possible to earn a living at the same time as earning a degree.

What to look for?

There are now many online universities. Some online degree programs are offered by traditional universities with campuses, while others only exist in cyberspace. Selecting the right school and being sure your degree will be recognized by potential employers is the first step. How can you tell whether a program is a real educational experience or a diploma mill? Here are some things to find out before signing up.

Look for a university with accreditation from a recognized accrediting organization. This is important because it means the school meets established standards of quality. Well-known universities like the University of Florida, Northwestern, Purdue and Notre Dame are examples of accredited institutions. The U.S. Department of Education recognizes universities accredited by one of the six accrediting bodies. Students who attend accredited universities are usually eligible for federal student loans and the course credits they earn generally transfer to other accredited institutions.

Picking a degree program

To determine if a degree program fits your professional and personal interests, review the curriculum and course descriptions in university web sites and course catalogs. Do they offer courses in subjects of interest to you?

To learn more about whether a program might be good for you, ask about the faculty`s industry experience and the scope and focus of their research. Do they have the appropriate advanced degrees for what they teach? Find out where the professors got their degrees. If all or most of them graduated from the same online university you are considering, this is a red flag, suggesting their academic credentials are weak. A real university will have teachers who have graduated from many different schools.

How students apply what they learn to their fields of expertise and to their communities are also strong indicators of a program`s value. Ask what employers, organizations and professional associations partner with or support the university. Talk to someone at the university and explain your educational goals and career plans. Whether you wish to advance your career, change careers, make a contribution to society or become more expert in your field, be sure the program you choose will get you there. One way to find out is to learn how the university`s alumni are doing. Alumni success or lack of it reflects the quality of a university and its programs. Ask for examples of how alumni are using the knowledge they gained in their professional and personal lives.

If the university accepts everyone who applies and can afford the cost, be suspicious. A real university will require each student to meet appropriate admissions requirements.

Online teaching is different

Make sure any online universities you are considering know how to deliver and support online courses and that you have the technology you need to take them. Do the faculty members know how to guide the classroom experience to ensure learning objectives are achieved? Are your computer and Internet connection up to the task? Assignments are typically posted online and discussions take place as threaded postings. Most online courses require students to log in and contribute to discussions a certain number of times each week. Many courses let you log in any time, anywhere as long as you meet the weekly course requirements.

What type of student support services are available? How responsive are instructors to student inquiries? What opportunities are there to interact with fellow students? This interaction enables students to gain knowledge and understanding from others with a wide variety of geographic, cultural and professional perspectives. The most effective courses, especially for adult learners with years of work experience, are those in which students gain the insights and perspectives of everyone in the class.

Can you afford it?

Though attending an online university allows you to live where you do currently so you won`t pay anything extra for living expenses while you study, there will be charges for books, tuition and fees. Find out what other expenses there will be, if any, to be sure you can afford your studies. Ask if financial aid is available, as some schools offer it to online learners.

Note that tuition and fees at online universities are often higher than what is charged at their campus-based counterparts. However, these schools offer personalized support and a convenient and flexible format geared for the adult learner. If a university`s tuition and fees are significantly less expensive than other online schools, double check on its accreditation to be sure it is legitimate.

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How does the effectiveness of online learning compare with that of face to-face instruction?

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies^[1] released in May 2009, by the U.S. Department of Education, found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.

The meta-analysis of 51 study effects, 44 of which were drawn from research with older learners, found that:

1. Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Learning outcomes for students who engaged in online learning exceeded those of students receiving face-to-face instruction, with an average effect size of +0.24 favoring online conditions.

2. Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. The mean effect size in studies comparing blended with face-to-face instruction was +0.35, p < .001.

3. Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning.

4. Most of the variations in the way in which different studies implemented online learning did not affect student learning outcomes significantly. Analysts examined 13 online learning practices as potential sources of variation in the effectiveness of online learning compared with face-to-face instruction. Of those variables, (a) the use of a blended rather than a purely online approach and (b) the expansion of time on task for online learners were the only statistically significant influences on effectiveness.

The effectiveness of online learning approaches appears quite broad across different content and learner types. Online learning appeared to be an effective option for both undergraduates (mean effect of +0.35, p < .001) and for graduate students and professionals (+0.17, p < .05) in a wide range of academic and professional studies.

^[1] U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009.

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Introduction To Online Learning

Online learning has roots in the institution of distance education, which goes back at least 100 years to the early correspondence courses. With the introduction of the Internet and the World Wide Web, the prospective for getting learner around the world increased to a great extent, and today’s online learning offers rich educational resources in multiple media and the capability to support both real-time and asynchronous communication between instructors and learners as well as among different learners. Institutions of higher education and corporate training were quick to adopt online learning.

Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. Frequently, the focus entails (a) increasing the availability of learning experiences for learners who cannot or choose not to attend traditional face-to-face offerings, (b) assembling and disseminating instructional content more cost-efficiently, or (c) enabling instructors to handle more students while maintaining learning outcome quality that is equivalent to that of comparable face-to-face instruction.

Different technology applications are used to support different models of online learning. One class of online learning models uses asynchronous communication tools (e.g., e-mail, threaded discussion boards, newsgroups) to allow users to contribute at their convenience. Synchronous technologies (e.g., webcasting, chat rooms, desktop audio/video technology) are used to approximate face-to-face teaching strategies such as delivering lectures and holding meetings with groups of students. Earlier online programs tended to implement one model or the other. More recent applications tend to combine multiple forms of synchronous and asynchronous online interactions as well as occasional face-to-face interactions.

In addition, online learning offerings are being designed to enhance the quality of learning experiences and outcomes. One common conjecture is that learning a complex body of knowledge effectively requires a community of learners (Bransford, Brown and Cocking 1999; Riel and Polin 2004; Schwen and Hara 2004; Vrasidas and Glass 2004) and that online technologies can be used to expand and support such communities. Another conjecture is that asynchronous discourse is inherently self-reflective and therefore more conducive to deep learning than is synchronous discourse (Harlen and Doubler 2004; Hiltz and Goldman 2005; Jaffee et al. 2006).

Modern online learning applications take advantage of a wide range of Web resources, including multimedia, Web-based applications, and new collaboration technologies that are a far cry from the televised broadcasts and videoconferencing that characterized earlier generations of distance education. Moreover, interest in hybrid approaches that blend in-class and online activities is increasing. Today`s online learning includes offerings that run the gamut from conventional didactic lectures or textbook-like information delivered over the Web to Internet-based collaborative role-playing in social simulations and highly interactive multiplayer strategy games

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