6.1 Evaluation of an online technology leadership master's program  (Page 4/16)

Online learners. Higher education professionals at Noel-Levitz, Inc. (2008) reported in the National Online Learners Priorities Report that students continued to seek online learning options as a flexible way to meet program requirements while balancing work and home commitments. To meet this demand, serving these students became a priority for colleges and universities. According to Granger and Benke (1998), the majority of distance learners were adults beyond the traditional age of undergraduate students. They returned to education for a particular reason: to qualify for promotion, to prepare for a new job, because their employer expects it, or as a personal goal. These learners were goal oriented, (obtaining their degree or certificate), task-oriented, had busy lives already, and their education competed with jobs, childcare, household responsibilities, etc. Granger and Benke (1998) reported that the distance learners brought specific skills, such as critical reading and thinking, and prior knowledge to the educational experience. The researchers also identified the learners as actively engaged and self-motivated. Noel-Levitz, Inc. (2008) identified additional factors that influence learners’ decisions to enroll in online programs. These factors included: convenience, work schedule, reputation of institution, cost and future employment opportunities. When summarizing the findings from the National Survey of Student Engagement (Wasley, 2006), found that online distance education students who engaged in academically rigorous and relevant activities reported that they had positive educational experiences while interacting with both instructors and classmates.

Online learning in K-12. Since its original 2007 study of online learning in K-12, Picciano&Seaman (2009) reported a 47% increase in the number of K-12 students enrolled in online courses. After replicating their 2007 study, Sloan Consortium (2009) noted support for the prediction that online enrollment in K-12 could reach close to 6 million students by 2016. According to Christensen (2008), delivery of online instruction could be the catalyst necessary for essential educational transformation.

According to Watson, Murin, Vashaw, Gemin and Rapp (2011), online teaching required a different skill set that must be identified and developed. During the initial stage of online learning, professional development was provided by the school due to a lack of other opportunities. However, that trend was beginning to change and professional development options were available for beginning, intermediate, and advanced online teachers. A small number of university teacher preparation programs were beginning to develop certificate programs in online teaching and other continuing education options that addressed instructional design, use of technology in online teaching and learning, building online communities, and promoting synchronous and asynchronous interaction. In addition, an internship or practicum was offered to support course work. However, these programs were the exception, and most teacher preparation programs did not focus on online learning.