When it comes to gaining a higher education, online opportunities are quickly becoming one of the most popular options around. If it’s not the user friendly features of online learning, then it’s the cost effective aspects that appeal to the average working adult. This is the person who is greatly interested in the benefits that come from a higher education, just not the rigid schedules and the pricey tuitions that tend to go with it. The benefits of online learning go beyond time and cost to offer a sense of accomplishment once the new Associate’s, Bachelor’s or Master’s degree is in hand.

With technology consistently changing the shape of the landscape of nearly everything, the history of e-Learning has evolved and continues to evolve into great legitimacy in the world of education. While conventional classrooms still have their place, the virtual classroom is seeing more and more students each year. With the accreditation of online schools offering not only a number of degrees and qualifications, the opportunity for financial aid also makes online venues even more attractive. For some, there is just no beating the practical experience one receives in online degree programs. This is especially true when career advancement hangs in the balance.

Whether opting for a particular qualification or needing to get a general education online, prospective students will find just the right courses they need in almost every subject. For some, online education can offer a chance to either broaden horizons or narrow down career options. Selecting a variety of subjects can help define a career path when a student finds they gravitate more toward certain subjects more than others. Often, online credits are considered transferable and can help in achieving one’s degree.

It is doubtful that distance learning could have ever reached the level of effectiveness that it has without the help of the internet. Though this type of learning has been in place for a great number of years, it is the information superhighway that has changed the face of education from a distance forever. Where students waited weeks and months for correspondence from distant universities, one now merely needs to take a few seconds to log on to their virtual campus to get assignments. The virtual learning environment provides not only learning tools but collaborative software featuring such options as chat, discussion boards and even audio-conferencing. This can make long distance learning seem like anything but.

The advent of computer-based testing allows for students to gauge their skills and focus attention right where they need it. This leads to another bonus in the world of online education in the form of handy online tutoring. Students will find that supplemental learning options are readily available to those who may need the extra help from time to time. Many have come to realize that the only way to get around the frustration that sometimes comes with learning new skills is understanding the material better.

Most online programs generally consist of CBT (computer-based training), WBT (web-based training), interactive media, educational animation and a whole slew of other types of educational technology. Rapidly improving technology continues to develop these features at every turn, making online learning more and more efficient. Learning management software allows students to take control of their education and organize it right down to the specifics of career planning using ePortflios.

Of all the things the internet has proven itself to be useful for, online and distance learning continue to make their appearance at the very top of the list. The ability to cut across the distances in the blink of an eye and share common information also crosses the borders of the amazing. Every new technological enhancement ensures there will be no stopping the world of continuing education.

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When the world was introduced to online learning, education saw several changes that were for the better. A wider range, more students which, in turn, meant less people who were illiterate, and an overall cheaper, better educational system.

Online learning is indeed all it is made out to be, as the many graduates from online colleges will attest to. The tools used to give this form of education its extra edge are numerous, ranging from computers to PDAs and occasionally more sophisticated technologies. Of those, virtual learning environments most resemble a classroom.

When the teacher and students don’t communicate face to face, it becomes harder to keep track of each student’s progress. In addition to that, in online learning education there is no limit as to how many students can attend one class at a time, and a teacher is often faced with hundreds of exam papers. Virtual learning environments are software systems that help in management and course administration and enables both teachers and students to keep track of their progress through the click of a button.

These systems run on servers and can look like internet pages, making them easy to access and navigate. Within the system you will find forums, discussion groups, online chat rooms, templates for content pages, as well as assignments and quizzes that can be downloaded or answered on the pages themselves.

The way this system operates is simple in theory. Teachers will fill in the existing templates and release them so the students can use them. The released pages are usually course material, quizzes or assignments. If the document needs to be resubmitted with modifications, the teacher can set up a submission form through which students can upload the required documents.

None of this needs any knowledge of computer languages, which is part of what makes this system so desirable. All one needs is a basic knowledge of how to operate computers, which is not such a rarity in this day and age, when the Internet motivates nearly everyone to learn how to use computers, if only for the sake of communicating with friends and loved ones in other parts of the world.

Universities that offer online lessons have started to incorporate virtual environments in their systems for numerous reasons. It economizes the time of the teaching staff and reduces confusion and clutter that may result otherwise. Students are comfortable with the system as well and can go there for information rather than getting frustrated over fruitless searches.

Overall, the advantages of online learning education are numerous, and the disadvantages little to none. And since the field of computer software is always in development, whatever disadvantages there may be will, eventually, be erased completely.

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More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. “Typical distance learners are those who don’t have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class” (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for flexibility of study schedules for non traditional students; however, this places a greater responsibility on the student. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty
assuming responsibilities required by the online paradigm.

Millions of students use e-learning solutions in over 140 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix University amongst the hundreds of schools and colleges.

Studies have shown student retention to be up to 250% better with online learning than with classroom courses. Several recent ones have helped frame the debate. The Sloan Consortium published a widely distributed report titled “Growing by Degrees: Online Education in the United States in 2005″ that examined the growing prevalence of online education across U.S. institutions.

In addition, a study conducted by the Boston-based consulting firm Eduventures found that, while about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. Ironically, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.

But what actually drives quality? A March 2006 report released by the U.S. Department of Education’s Office of Postsecondary Education identifies six quality indicators: mission, curriculum and instruction, faculty support, student and academic services, planning for sustainability and growth, and evaluation and assessment.

The debate rages on while the Pros and Cons of Online Adult Education for today’s international students are constantly analyzed to determine if this type of education platform can deliver predictable and measurable results.

The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by offering many other “value added”, cost reducing benefits to students. Online pupils can apply for scholarships available to students of excellence and other financial aid programs like the Parent Loan for Undergraduate Students (PLUS), with attractive interest rates. They also provide convenient payment facilities, on line banking, Western Union Quick Collect, bank cards and a student who is granted a loan can start repaying it after two months if they have a corporate guarantor.

Pros of Online Education:

The key advantages of the online education experience are briefly explained below:

1. Cheaper: Online courses may be more affordable than those offered at colleges or trade schools. You may also save on transportation costs like gas, bus passes, and parking permits because you don’t need to commute to school and there are no housing or meals plans to worry about since you do not need to live on or near a college campus. Housing expenses and other costs associated with living expenses are usually the most expensive aspects of a college education, so by taking an online course you could save quite a bit of money.

The best part of online education is the absence of travel and immigration problems. Some students may prefer not to pursue traditional on campus education, as it involves traveling to attend lectures. With online education, an applicant does not need to travel. Courses simply require accessing the internet in order to begin the learning process.

2. More Convenient: By taking courses online, you’re able to decide when you study and for how long. You are also able to schedule your studying around your work or social schedule.

Since you’re not bound to a classroom, you may do your work wherever you have access to a computer and the internet. You’ll be able to set your own pace and decide exactly how fast you want to go over the material.

Take online courses when you need them, not based on some college’s annual or semester schedule. You can learn when you need it (Just-In-Time) A course is as close as a computer with an Internet connection.

3. Flexibility: with no set class times, you decide when to complete your assignments and readings. You set the pace. In some programs, you can even design your own degree plan. The online students can carry out their private or official work, along with the online education. As it provides the convenience of time flexibility, a student can login and logout as per his desire whereas, the traditional education do not provide such flexibility in learning.

Flexibility of online education allows the student control over their studies. They can allot more time in the topics, which they feel comparatively hard and vice versa. The speed of learning depends solely upon the students.

4. Technology: With the help of the scientific technology, students can do their online education at any place. The only mandatory pre-requisite is the availability of computer along with an internet amenity. Side benefits include the learning new technologies and technical skills

5. Availability: distance-learning opportunities have exploded over the past few years, with many accredited and reputable programs.

6. Accessibility: with an online course, you can work on the course just about anywhere you have computer access. Your learning options are not constrained by your geographic location. The new virtual classrooms have created a myriad of learning opportunities for global learning and education center. On line education is a new era experience adapting to the needs of the world citizen.

7. Self-Directed: you set your own pace and schedule, so you control the learning environment.

8. Time Spent in Classroom: now you can take a course on just about any subject without ever having to be in, or travel to, a classroom so you have very little wasted time. Note, however, that some distance-education programs still do have an in-class component and normally to receive a fully accredited US university degree an international student must spend one or two semesters on campus.

9. High Quality Dialog: Within an online asynchronous discussion structure, the learner is able to carefully reflect on each comment from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise loose the chance to contribute to the discussion.

10. Student Centered: Within an online discussion, the individual student responds to the course material (lectures and course books, for example) and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns and situations resulting in several smaller conversations taking place simultaneously within the group. While students are expected to read all of their classmates’ contributions, they will become actively engaged only in those parts of the dialog most relevant to their needs. In this way, students take control of their own learning experience and tailor the class discussions to meet their own specific needs. Ideally, students make their own individual contributions to the course while at the same time take away a unique mix of information directly relevant to their needs.

11. Level Playing Field: In the online environment learners retain a considerable level of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race and gender are largely absent. Instead, the focus of attention is clearly on the content of the discussion and the individual’s ability to respond and contribute thoughtfully and intelligently to the material at hand.

On line adult education can be more effective and better for certain types of learners (shy, introverted, reflective, language challenged, those that need more time). Distance education courses are often better for people who learn through visual cues and experiential exercises.

12. Synergy: The online format allows for a high level of dynamic interaction between the instructor and students and among the students themselves. Resources and ideas are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on the work of others. The synergy that exists in the student-centred virtual classroom is one of the unique and vital traits that the online learning format posses..

13. Access to Resources: It is easy to include distinguished guest experts or students from other institutions in an online class as well as allow students to access resources and information anywhere in the world. An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material in the global classroom.

14. Creative Teaching: The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their on ground teaching. However, many classes still exist which are based on boring lectures and rote memorization of material. The nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience. The occasion of a shift in technology creates the hope that those who move into the new technology will also leave behind bad habits as they adopt this new paradigm of teaching. As educators redesign their course materials to fit the online format, they must reflect on their course objectives and teaching style and find that many of the qualities that make a successful online facilitator are also tremendously effective in the traditional classroom as well.

Cons of Online Education:

Briefly explained are some factors that could negatively affect your success with distance learning courses:

1. The Technology:

a. Equity and Accessibility to Technology: Before any online program can hope to succeed, it must have students who are able to access the online learning environment. Lack of access, whether it be for economical or logistics reasons, will exclude otherwise eligible students from the course. This is a significant issue in rural and lower socioeconomic neighborhoods and educating the underserved peoples of the world. Furthermore, speaking from an administrative point of view, if students cannot afford the technology the institution employs, they are lost as customers. As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Internet access poses a significant cost to the user. Some users pay a fixed monthly rate for their Internet connection, while others are charged for the time they spend online. If the participants’ time online is limited by the amount of Internet access they can afford, then instruction and participation in the online program will not be equitable for all students in the course. This is a limitation of online programs that rely on Internet access. Equity of access to learners of all backgrounds and parts of society

b. Requires New Skills/Technologies: if you’re not computer-savvy or are afraid of change or new technologies, then online education will probably not work for you. The online students are required to learn new skills, such as researching and reviewing the internet. For the online students, they need to learn the techniques of navigation on an online library for necessary information. Technical training and support of learners and instructors

c. Computer Literacy: Both students and facilitators must possess a minimum level of computer knowledge in order to function successfully in an online environment. For example, they must be able to use a variety of search engines and be comfortable navigating on the World Wide Web, as well as be familiar with Newsgroups, FTP procedures and email. If they do not possess these technology tools, they will not succeed in an online program; a student or faculty member who cannot function on the system will drag the entire program down.

d. Limitations of Technology: User friendly and reliable technology is critical to a successful online program. However, even the most sophisticated technology is not 100% reliable. Unfortunately, it is not a question of if the equipment used in an online program will fail, but when. When everything is running smoothly, technology is intended to be low profile and is used as a tool in the learning process. However, breakdowns can occur at any point along the system, for example, the server which hosts the program could crash and cut all participants off from the class; a participant may access the class through a networked computer which could go down; individual PCs can have numerous problems which could limit students’ access; finally, the Internet connection could fail, or the institution hosting the connection could become bogged down with users and either slow down, or fail all together. In situations like these, the technology is neither seamless nor reliable and it can detract from the learning experience.

2. The Institution: Many online education facilities are relatively new with many courses and hence, lack in modern instructors for instructing the new curriculum. Estimates show that there is still a need for an increase of more 50% of qualified instructors for online education.

b. The Administration and Faculty: Some environments are disruptive to the successful implementation of an online program. Administrators and/or faculty members who are uncomfortable with change and working with technology or feel that online programs cannot offer quality education often inhibit the process of implementation. These people represent a considerable weakness in an online program because they can hinder its success.

3. The Facilitator :Lack of Essential Online Qualities: Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered. An online program will be weakened if its facilitators are not adequately prepared to function in the virtual classroom.

4. Perceptions/Reputation: while slowly changing as more and more mainstream colleges and universities embrace distance learning, there still is a stigma attached to distance education to the student’s interaction in the online education. Some of the students believe that, there are few opportunities with regards to face-to-face interactions and feedbacks.

5. No Instructor Face Time: If your learning style is one where you like personalized attention from your teachers, then online education will probably not work for you.

6. Little Support: students are expected to find their own resources for completing assignments and exams, which is empowering for some, but daunting for others.

There is little support and limited guidelines provided in online education system. Online students are required to search as per their own imaginations for completing exams and assignments.

7. Lacking Social Interaction: while you often interact with classmates via email, chat rooms, or discussion groups, there are no parties or off line get-togethers.
If you enjoy meeting new people and learn better while you’re interacting with other people, you may want to reconsider online education.

8. No Campus Atmosphere: part of the traditional college experience, of course, is the beauty of the campus, the college spirit, but you have none of that with distance-education courses.

Since you’re not on campus or in classes, you may lack opportunities to meet other students. You will not have many opportunities to interact face-to-face with your professors, so they may not have a real sense of who you are as a person.

9. Making Time: if you are a procrastinator or one of those people who always needs an extra push to complete work, you may have a hard time making time for your online classes. On line learning requires new skills and responsibilities from learners

10. Academic honesty of online students: requires a new mindset to online assessment. Most education experts agree that rote memory testing is not the best measure of learning in any environment and new measurement and evaluation tools are evolving.

11. Types and effectiveness of assessments: The importance of outcomes in online learning cannot be over emphasized. Does the program have measurable results? Are students learning what you say they should be learning? Then there are institutional outputs: course completion rates, job placement rates (if that’s the goal of the institution), graduation rates, student success on third-party tests, and student satisfaction scores.

These factors, both the pros and cons, contribute greatly to making an informed decision about the direction of your career path and how you are going to accomplish your goals: on line, in the classroom or a combination of both.

Institutions and companies that use continuing education to meet their needs also face similar decisions. Institutions that deliver online education are confronted with a series of challenges, including the search for good faculty, use of technology, and provision of adequate student services.

The Sloan Consortium report “Growing by Degrees: Online Education in the United States in 2005″ found that 64 percent of chief academic officers and faculty believe that it takes more discipline for a student to succeed in an online course than it does in a face-to-face course.

More and more major business and industry is turning to on line continuing education as a viable and cost effective resource for training its personnel. Hilton Hotel has 380 hotels worldwide and is represented in 66 countries.

When you weigh the benefits and advantages of on line adult continuing education the cost of study and flexibility of scheduling tip the scales of programs like the Enoch Olinga College, Capella and Phoenix University’s distance learning program on line adult continuing education is becoming a world wide respected form of education.

However, as with any situation, there are both pros and cons with the concept of online education and the benefits of the virtual or global classroom. You may want to evaluate both before you decide on an online education program. By examining the advantages and disadvantages, you will be able to make a more informed decision. But, at the end of the day, online learning is independent learning. A lot of structure has been put into online programs, but it still comes down to a learner sitting in front of a computer by him or herself. The knowledge you receive or the benefits it will generate either in development of self esteem or increasing earning capacity will depend sole upon you the student.

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Virtual Classroom

We mean by Virtual Classroom a learning environment that is created in the virtual space. The main objective of this classroom is to improve access to advanced educational experiences by allowing its students as well as instructors for participating in remote learning communities by using personal computers. It also improves the quality and effectiveness of education with the computer for supporting a collaborative learning process.

Hypertext Courses

We can use structural course material as in a conventional distance education program. However, all the course material is provided electronically and we can view it with a browser. Hypertext courses include hypertext connect text, multimedia parts and exercises in a meaningful way.

Video-based Courses

Video-based courses are as similar as classroom courses with a lecturer speaking and PowerPoint slides or online examples that are used for illustration. In these courses, there is a usage of video-streaming technologies where students watch the video with the help of freeware or plug-ins such as Windows Media Player, Real Player etc.

Animated Courses

The best way of making content and its appearance more interesting is enriching text-oriented or audio-based course material by animations. We can create animations by using Macromedia Flash or other similar technologies. By using these animations, we can understand key concepts and they also allow us for better retention of learning.

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Virtual schools started appearing in the late 1990s and are currently available in several states across the country – including California. According to A National Primer on K-12 Online Learning from the North American Council for Online Learning (April 2007), at the end of 2006, 25 states offered state-led online learning programs, and 18 states were home to 147 virtual charter schools serving over 65,000 students.

Yet, despite the steady growth in interest and enrollment, many people don’t understand how virtual schools work or the numerous benefits they provide – to both students and our education system.

Virtual learning enables school districts to deliver a flexible educational option via the Internet and allows educators to address the specific gifts or challenges of the individual student. Virtual students have notable educational support as they learn from home with parents or caregivers while working with teachers over the Web. Virtual schools typically provide a print-rich curriculum that combines textbooks and hands-on materials along with technology tools.

But what does all that really mean? The benefits of virtual education come in many forms. For the student, “wearing your pajamas to class” may be one of them, but it’s far from the defining characteristic. Above all, students are offered high-quality, highly accountable, individualized learning. Teachers, parents and students work together to plan the educational path that is right for the student. Does the student require additional work in Algebra? Are they interested in learning Chinese? Do they want to focus on one subject for several days? These are the types of questions and options virtual learning affords. With virtual learning, the actual school work and education are the main focus, while the time and place it gets done is secondary.

As a result, virtual schools attract all types of students, resulting in a diverse and unique student body. A typical virtual class may include students who are far ahead of their peers in a traditional setting, as well as those who are behind or require additional assistance in certain areas. Or, students who need a rigorous, yet flexible learning schedule to accommodate a sports or acting career. It also brings together students from different towns. Yet these students are learning together, from each other, and sharing on many levels.

While many parents worry about the social implications of having their children enrolled in a virtual school, many of the schools take this into account and make it easy for the kids to interact with their peers. Some virtual schools provide planned field trips where students can interact with one another in person, and online bulletin boards where kids can talk about the latest Harry Potter movie or meet a new friend with similar interests from another state.

The dedication to your child’s education is also paramount to succeeding in a virtual learning environment. Parents or caregivers directly contribute to and participate in the student’s day-to-day education process while lessons can be delivered when and where it works best for both. For example, Carissa Lim is currently enrolled in a virtual school program and is taught by her mother, Nancy Lim. Carissa is also a gymnast who spends a great deal of time practicing and competing in her sport – a traditional school schedule and environment was challenging and did not support her lifestyle The virtual learning model offers families like the Lims an alternative to public school education with a flexible schedule while still providing an enriched and challenging curriculum.

“My daughter needs an outlet for her athletic passion and personality and she just wasn’t happy in a traditional public school,” said Nancy Lim, a virtual school parent. “Virtual learning allows us to advance in subjects she is interested in and allows her to pursue gymnastics at the same time – I couldn’t ask for a better arrangement.”

Parents of students in virtual schools consistently give high remarks on their children’s education. For families who find that traditional schools are not providing the individualized attention they want, virtual schools continue to provide a highly effective and successful alternative.

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However, the internet may not be a panacea. The internet goes beyond technology into social interaction. Organizations face a dilemma of encouraging successful interactions and community building online. Statistics suggest almost ten million people work in virtual offices and that 40 percent of large organizations have policies on telecommuting. Yet, Carpenter (1998), cited above, says virtual employment equals only seven to ten percent of the work force.

Why hasn’t the virtual office flourished? Sociologists suggest it is the need for informal interaction – office banter. Organizations are stubborn to accept virtual teams believing team projects work best carried out over conference tables and virtual workers can only participate in individual assignments. Still other organizations believe virtual workers do not receive adequate supervision. However, is the problem supervision or trust?

Kohrell (2005), an adjunct professor at Bellevue University, is president of Technology As Promised. He is a specialist in developing virtual teams and addresses developing trust on virtual teams. He explains virtual trust in simple terms. Virtual trust is getting on an airplane, not knowing the air traffic controllers, yet trusting they are doing their jobs correctly. He explains building virtual trust through communication – frequently, with integrity, with certainty and predictability.

Other data, taken with Kohrell’s, also supports the economics of the virtual office. Verma (2005) offers some information that shows senior executives from Europe, Asia, and the Unites States report cost savings (69 percent) and increased productivity (64 percent) when using telecommuting. Verma cites comments of Joe Roitz, AT&T. Roitz said, “Telework alone generates over $150 million annually in productivity increases, real estate savings, and enhanced retention for AT&T.” These statistics suggest business recognize change and develop strategies for successful change.

Tucker, Kao, and Verma (2005) write there are trends in employment that organizations cannot ignore. One point they make is the work force globally is getting smaller. They also recognize that cultural norms are different now, more loose. Adding to the mix is more freedom for people to move globally. They point out there are personnel trends that organizations can count on
1. Smaller and less sufficiently skilled

2. Increasingly global

3. Highly virtual

4. Vastly diverse, and

5. Autonomous and empowered

They conclude that leadership focus within these trends “demand a new generation of talent management.” This new talent management has to take some strategic steps to manage the new work force in future oriented organizations. Those steps are:

1. Predictive Workforce Monitoring and Strategic Talent Decision Making

2. Flexible and Anticipatory Talent Sourcing

3. Customized and Personalized Rewards and Communications

4. Distributed and Influential Leadership

5. Unified and Compassionate Cultures

Computer-mediated Communication (CMC)

It is important to discuss CMC as virtual workers depend on – rely on – computer-mediated communication. Jones (1998) cites Patton (1986) in discussion about highway building as a means to connect people to one another. Patton observed that highways have not connected us rather increased our sense of separateness. Cities are divided, neighborhoods split, city intimacy destroyed. From this negative view, Jones concludes the internet may actually do what highways failed to do
Computer-mediated communication, it seams, will do by way of electronic pathways what cement roads were unable to do, namely, connect us rather than atomize us, put us at the controls of a “vehicle” and yet not detach us from the rest of the world. (pg. 3)

CMC offers new realms for social scientists to study. Traditionally, social scientists observed communities within certain identified boundary. However, new cyber societies exist without bounds and determination of membership in cyber society does not satisfy traditional categories given community.

Education in Cyber Society

What does this mean in terms of education? The United States Department of Education (US-DOE) provides a look into higher education statistics for twelve months 2000 to 2001. US-DOE figures from that period show 56 percent (2320) post-secondary two- and four-year schools had online courses. Another twelve percent desire to go online within the next three years. Finally, 31 percent said they would not go online. Clearly, two-thirds of colleges and universities have or want online educational opportunities for students. What does this mean for faculty? The following paragraph addresses that question.

The Higher Learning Commission accredits Bellevue University in Nebraska. It has an online presence offering 17 undergraduate degree completion programs online and 7 graduate degree programs online. The College of Professional Studies (CPS) of Bellevue University administers all of the undergraduate degree programs. CPS administers three of the seven graduate degrees, MBA and Master of Arts in Management reside in the College of Business, and MS Computer Information Systems and MS Management of Information Systems reside in the College of Information Technology. Although the College of Arts and Sciences administers no online degrees, it does administer several course clusters and individual online courses. Therefore, Bellevue University is an example of an institution highly oriented to the online student.

Online, mostly adult learner, students equal approximately 40 percent of the University population. Bellevue University also has both traditional four-year campus students and non-traditional in class adult learners making up the rest of the University student population. A boast made during the 2004/2005 academic year was that Bellevue University has students in all 24 time zones around the world and the North and South Poles.

CPS accounts for the largest number of faculty members. Of CPS faculty, about 150 are adjunct and one-third of those are faculty members at distant locations teaching online (information provided the Assistant College Administrator).

However, this is not unique to Bellevue University. A web search of colleges with online offerings returns dozens of institutions. Narrowing a web search to fully accredited schools with online offerings returns numerous hits. Well known in the online arena are University of Phoenix, Capella, Nova Southeastern, and Walden. Among these, University of Phoenix is very aggressive in both student and faculty recruitment. It is not unusual for students to transfer between online schools searching for lower tuition rates and/or more liberal credit transfer policies. In addition, it is likely an adjunct professor may instruct in multiple universities.
Online Faculty Interviews

Of the about 50 online distant faculty members at Bellevue University, five responded to invitations for phone or email interviews. Another interview with an online adjunct that lives in the Omaha metro area serves to validate other faculty comments. One distant faculty member does teach at two other institutions, one online, and one face to face. Finally, I will submit personal observations, my experiences, as an online adjunct, face-to-face instructor and one that taught in multiple institutions.

All those interviewed were unanimous in answering why they are adjunct college professors, they like teaching. The responses varied from “I like sharing what I’ve learned,” to “It is fun to see, through their postings, how they (students) grow and change over the year period of a degree program.” To follow up, they answered teaching online is new to them, an interesting way to link students, and a way to connect people geographically separate for a common goal (education).

One interviewee, a medical doctor in Indiana teaches healthcare administration at Bellevue University to “stay connected with nurses and other medical administrators. A hard lesson for doctors to learn is they don’t run anything.” In addition to teaching at Bellevue University, he developed a course adopted into the Master of Healthcare Administration in CPS. He shared that he also is a mentor for third and fourth year medical residents working to pass their medical boards. He does not teach in this role, rather facilitates medical residents’ leaning and board preparation. He related that this role requires developing a trust and trusting relationship between him and his mentored doctor. He said he always begins the mentoring relationship in a face-to-face environment before moving it to telephone or email. He told that teaching online and handling student problems and misunderstandings is much less trying than mentoring new doctors.

The local interview, conducted in person, was with the executive assistant to the university president. He used to teach in the classroom; however, schedule demands took him out of class. Teaching online lets him keep his connection to students while maintaining a busy travel schedule.

When asked why they applied to teach at Bellevue University, the answers ranged widely. One instructor, an Army retired Chief Warrant Officer, began teaching a year after graduating with a master degree from Bellevue. The university approached him rather than him initiating an application. Another, now teaching at the Atlanta campus of the University of Georgia, and previously at the U.S. Air Force Academy, applied to Bellevue because of the University’s close ties to military students. One respondent is an empty nester, disabled from her nursing profession, and wanted to stay active pre-retirement. There was not a consistent answer to this question except when tying it to their enjoyment of teaching.

All those interviewed are online instructors, therefore, virtual to their students. All reported using email and telephone as primary communication devices with their students. Additionally, they all use the Bellevue University Cyberactive® learning environment powered by Blackboard to conduct classes. They reported highs of 40 percent and lows of ten percent use of email for student communication. All reported using the telephone to contact students; however, telephone use was a low five to ten percent. Low telephone use is not unexpected considering the worldwide locations of BU students.

Probing deeper, email use is actually higher from instructor to student. Within the Cyberactice® environment there is a tab titled “Communication.” Within this link is an option to send an email to all or select users. All adjuncts confirmed this option is the choice they use to send messages to individuals, select groups, or an entire class. When probed, instructors agreed they use this email option regularly. After another query into percentage of communication by email using the Cyberactive® email option, instructors replied their email communication is higher, up to 50 percent. It is important to clarify that instructors did not directly associate email in the Cyberactive® environment with other email engines.

There were very broad concerns expressed by the interviewees and all were technical, from needing more technical support to wanting less technical support. This question needed more clarification. The respondents confirmed their meaning of technical support as surrounding the electronic classroom. Although all online instructors must complete the Online Facilitators Course, four of the five realized their attention to it was not the best possible. Challenged for why the four did not participate more in the facilitator course, they admitted to “filling a square” to teach online. All replied there are times when they all call or email the Cyberactive® Help Desk for assistance.

Another unanimous concern was how well prepared students are to enter an electronic classroom. Each respondent related at least one story of a student ill prepared to study online. Instructor receives a profile of each student in class, therefore a follow up question on student age suggested age was less a concern than students’ career and regular use of computers for email, topic research, and understanding of inter- versus intra-net.
Feeling as Part of a Team

The adjuncts all feel they are part of a work team. Specifically, they felt part of their work team, part of the Cyberactive® classroom group, but not closely connected to the University. The reason given is distance from the physical location – Bellevue, Nebraska. They did report steps taken by the College of Professional Studies as helping them become more connected. One example they all like is the weekly email of the campus bulletin, another is periodic email messages of faculty development seminars. Faculty development seminars are now video taped, converted to digital media, and available in streaming video online or DVD format mailed.

Supporting some of the research reported earlier, the respondents felt disconnected from the University and more connected if they could make trips to the campus, meet with program directors, deans, and fellow faculty members. Clarifying this point, they did not feel under supervised, rather did not feel a personal (personally) connected. An expectation was that those now adjuncts who were Bellevue University students would feel more connected. While the former students felt more connected, they too did not feel a close bond.

The discussion moved to questions of leadership. Specifically asked was how well do they know (know of) the University leadership team. All knew names and positions of the president, provost, deans, and program directors. They did not know any of the names associated with positions of senior administrative people and senior people outside their particular college. Asked if they knew any names of board members, each knew U.S. Senator Chuck Hagel is a board member. Others knew names of benefactors thinking they were board members.

Tying the interviews together, the discussion turned to specifics of communication. The focus at this stage was the level of interdepartmental communication compared to intradepartmental communication. Those interviewed commented that intradepartmental communication was good. Adjuncts knew, through email and/or telephone communication, their program director, some or all the department faculty. All reported a lack of knowledge outside their program area. An adjunct in healthcare administration is unlikely to cross-communicate with faculty from management or leadership. An instructor in business administration will not know anyone teaching in human resources or security management. Distant adjuncts in the College of Professional Studies seem isolated from faculty members of other colleges. Generally, faculty members in one college do not teach in other colleges.

The interviewees made recommendations to improve communication ranging from more email communication to making trips to the campus to meet the staff. Trips to campus from distant locations seemed impractical from a cost aspect because such a trip would not be at university expense. Asked how to improve electronic communication, all agreed more is better. Citing an example of missed opportunity, they said the university produces a faculty roster and places it on the server “shared drive.” However, distant locations do not have access to the internal system.
Personal Experience

Stated early in this paper, I am an online adjunct but live in the community the university calls home. This gives me a different perspective because I can personally interact with instructors from different colleges and programs. After five years in administration as a graduate enrollment counselor, I developed personal networks with many senior program directors and deans. For nearly the same period, I was an adjunct, first in the College of Arts and Sciences and now in CPS. I taught Organizational Communication in a face-to-face classroom and Leadership online.

Validating the interviewees’ comments, communication to adjuncts has been limited. One limiting factor was the capability of the university email server to support several hundred email addresses. This problem is resolved with the installation of a new larger email server. Another limiting factor was not all adjuncts had a “(name) @” university email address. An initiative of the Quality Council was requiring all adjuncts have an internal email address and remote access to the email server. This initiative is now complete with separate distributions for “all campus,” “all adjuncts,” and “all (college specific) adjuncts.”

An advantage to being an online adjunct in the same community where the university is located is proximity. With proximity, there is access to many in leadership positions and interaction with peers. A closer connection with faculty peers allows a support system to develop face-to-face that a distant adjunct cannot as easily develop. Proximity allows faster communication and reaction to communication. Closeness permits attendance to faculty development live rather than streaming video or DVD.

While the advantages of proximity seem favorable, there are some downsides. There are greater expectations that a local adjunct spends time on campus when there primary job allows. The faculty resource center offers an adjunct an office environment where one can have the office time expected. College meeting attendance by local adjuncts is not mandated; however, it is more favorable to attend. Those operating at a distance desire to attend meetings and cannot have it.
Conclusion

The interview process with adjunct instructors working at a distance offer supporting data to the statistics reported earlier in this paper. The adjuncts interviewed are part time virtual employees who feel less a part of the University team than someone local. They reported incomplete communication with and knowledge of many key leadership people.

Communication seems the center of disconnect. The Academic Quality Improvement Process also recognized this problem and implemented institutional change to tie all members to campus life. Although more effort is underway for broader communication, distant employees do not have access to local systems through remote means.

Considering these elements and considering the U. S. Department of Education’s statistics, online education is likely to flourish. Bellevue University attracts students from around the world with many of them earning degrees online from their home countries.

Despite the drawbacks, virtual professors as virtual team members are successful at Bellevue University because of the expressed desire to teach and watch their students grow and learn. The professionalism and expertise these professors exhibit in the online community of students supports the data from industry executives indicating improved productivity and cost savings.

Pfeffer (1998) identifies the use of sub-contractors in the work force. Adjuncts are sub-contractors. The adjuncts serve in non-traditional ways contrary to how professors previously served. It is apparent that education is no different from other industries using virtual workers. Virtual workers, like temporary workers, feel less connected – not given the same level of training.

In interview, establishing trust was critical to two adjuncts. In-person trust is much easier to develop than in virtual relationships. Bell (2002) says trust is a leap of faith and places trust below truth, “… caringly frank and compassionately straightforward… in pursuit of clean communication” (pg. 9).

An indirect conclusion from the interviews highlights that mentoring a virtual adjunct may help develop a sense of team participation through greater knowledge and understanding of the institutions vision and values. By developing greater emersion into the vision and values of the system, adjuncts may want to be more aware of those people filling leadership roles. Successful virtual workers need the same assistance and opportunity for growth as the worker inside the brick and mortar institution.

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