SPED 525 Course Proposal: From face-to-face to online delivery

SPED 525 Course Proposal: From face-to-face to online delivery OMDE 606: Costs & Economics of Distance Education & E-Learning Miranda Abadir Fam, Elowin Gluch Harper, Shannon C. Keegan, Cynthia P. Lyons, Francesco Marinucci, Christina M. Martin University of Maryland University College April 12, 2012

SPED 525 Course Proposal: From face-to-face to online delivery

SPED 525 Course Proposal: From face-to-face to online delivery

Introduction The study group has designed an online course to aid Special Education teachers in meeting the new standards and use of technology in their classrooms in primary and secondary schools. The design team is made up of a diverse group of 6 people, all who have different strengths and expertise in specific areas, which has led to the design of a quality course. Collaboratively, we worked together on the idea, the choice of the course/program, and other project details, however each member has agreed to participate and focus on the following areas: Written: Christina Martin and Shannon Keegan Excel: Cynthia Lyons and Francesco Marinucci Power Point Presentation: Elowin Gluch Harper and Miranda Abadir Fam The Need for the Project Special Education students have to take standardized tests; such as, the A.C.T. (American College Testing) and other E.O.C. (End of Course) assessments. This course is used to instruct Special Educators on how to integrate successful testing strategies into their curriculum. The model course is from Towson Universitys Masters in Special Education program, SPED 525Formal Tests and Measurements for Students with Disabilities. Masters programs at Towson University are unique programs in which courses are offered in the traditional face-to-face setting. The option of offering master programs at a distance is likely to broaden student learning and expand educational opportunities beyond traditional settings. Distance learning courses allow students to interact in an online setting while blending in certain aspects from face-to-face courses (Delaney, n.d.). The proposal to develop an

SPED 525 Course Proposal: From face-to-face to online delivery

online course format under the M.Ed. and M.A.T. programs at Towson University entails converting the SPED 525 course from a face-to-face learning format into an online/distance learning format. Many students, institutions, and faculty members are beginning to recognize the benefits of online learning. Converting SPED 525 into an online course offers several advantages to students, faculty/staff, and the institution. Online learning courses attempt to combine the best elements of the traditional face-to-face instruction with the best aspects of distance education (Delaney, n.d., p. 2). To improve student learning it is crucial to offer an effective learning environment by promoting motivation and interaction through dialogue and participation. Several other advantages of teaching online include (Landau, 2001): Travel time to and from campus is eliminated. Teachers and students have the ability to complete coursework at a location of their choice. Instructors have the ability to structure the course materials in a way that makes it easier for the course to be taught in future semesters. There is a written record of what occurs in the course. Students can engage in peer dialogue online. Students and instructors can ask and answer questions at any given time. The internet is a resourceful tool and provides ample resources to students. The course is accessible to a broader selection of students. Students from different locations have the ability to enroll in the course and access the course materials. An online format affords students and instructors flexibility in deciding how to allocate their time.

SPED 525 Course Proposal: From face-to-face to online delivery

Stakeholders A major factor to consider when developing an online course is its impact on the stakeholders of the course namely the institution, the students and the faculty/staff. Listed below is a brief explanation of how SPED 525 will impact each stakeholder. Institution: The institution will benefit because the online format of SPED 525 is likely to attract a diverse range of students including those students that do not have the ability to commute to and from campus and those located in other states. Additionally, expanding a traditional course to an online course can be used as a means to lower and/or maintain current tuition costs. By increasing the number of online students overtime will lead to increased rates of enrollment and, as a result, an increase in revenue. Instructor/Faculty/Staff: A beneficial factor for the instructor is an improved student learning experience. Online courses promote an asynchronous learning environment with advantages that students tend to comprehend the course material faster and are able to integrate learning amongst one another. Students have more time to elaborate their answers and have the ability to log in within the allotted time frame to post responses, assignments and participate in discussions. Developing an online course allows instructors to develop and use the same course materials each semester with minimal efforts to change the entire format from each semester. Additionally, many subject matter experts prefer to teach online as it allows more flexibility in their allotted schedules. Students: Through the development of an online course, Towson University can offer more courses in a shorter time frame. Instead of the traditional 16 week course, students can complete the same course in 8 weeks online. Also, students can take courses on a quarterly/continuous basis, having no lapse time in between courses, which will allow them to obtain their degree

SPED 525 Course Proposal: From face-to-face to online delivery

faster. This will allow students extreme flexibility when structuring their personal and professional lives by accomplishing their coursework at a time of their convenience as the course will be asynchronous (sessions not occurring in real time). This permits students to perform at their greatest potential and also to practice time management, technological and written communication skills that can be used inside and outside of the classroom (Lehmen, 2010). Course Design SPED 525: Formal Tests and Measurements for Students with Disabilities (K-12) As a traditional face-to-face course, SPED 525 is currently offered once per year in the spring semester. With the online version of SPED 525 students can enroll in the course during any given semester. This course will allow students to gain insight into the various types of tests and measurements formulated for youth with disabilities. The course specifically focuses on youth in grades K through twelve and does not divulge statistical data on older students with disabilities. All coursework will be completed in electronic format. Students will be required to purchase textbooks and additional readings in electronic format will be assigned and made available to supplement the text and class discussion. Students must log in on a regular basis to ensure they are following the course schedule and syllabus. A member of the faculty will guide the learning process through discussion questions, power point handouts, lecture notes, videos and other relevant media presentations, assignments, tests/quizzes in the online module. Interaction among students and with faculty is ensured via instant message, email, discussion boards, and class chat rooms. Students are expected to complete all assigned tasks in a timely fashion while individually pacing themselves.

SPED 525 Course Proposal: From face-to-face to online delivery

Course Goals: Upon completion of this course, the student will have acquired knowledge and skills related to: (a) Council for Exceptional Children (CEC) 2009, What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators, 6th ed., and (b) Interstate New Teacher Assessment and Support Consortium (INTASC) (Jackman, p. 2). Resources for the project To develop a quality course, and teach it effectively, a number of resources are necessary. A key resource is a tenured/tenure-track faculty member, who is an expert in this content. In addition to the faculty member interacting with students, a graduate assistant will also be available to offer student support. The course materials that are necessary for each student will be a syllabus, a textbook and 10 online study guides. Students will also be provided with subscriptions to professional journals and interactive online tools related to special education. A full list of ingredients and their cost per unit is available in the spreadsheet document. Transition from the model course to a full online program Upon a successful implementation with the model course, SPEC 525-Formal Tests and Measurements for Students with Disabilities, from Towson Universitys Master in Special Education program, the stage is set to move the program online. Except for the final class, all of the courses can be transitioned into an online format. The final class, SPED 741, is a six credit internship which requires placement in a special education setting. Education is a practical discipline and the internship and hands on experience are necessary. Internships and practical experience are also typically required for state teaching certifications. We expect to be able to offer 83.3% of this 36 credit master program online, based on the model course.

SPED 525 Course Proposal: From face-to-face to online delivery

For consistency throughout the program, keeping a similar course format that the students would be familiar with would be very beneficial. The students would appreciate the familiarity of a common format, and instructors would be able to step into multiple courses if necessary. The same methodology, basic outline, course needs and resources can be applied to the other courses in the program. Depending on the course content, there may be differences in texts and study guides, and course design. However, we do expect that some resources may be shared between multiple courses in the program, which can help reduce costs in the future. Overview and Summary of the Financial Plan The fixed costs consist of course overheads, development costs, instructional aid costs and maintenance costs. Variable costs include all student support costs and the income portion includes tuition and fees which are charged per credit point. The financial plan has a timeline of 5 years, which fits a typical student matriculation cycle of taking two courses per academic year. A few of the costs that we felt should be highlighted and explained: 1. The faculty member responsible for the direct instruction of a course section will be paid a flat rate plus 33% benefits. 2. Administrative support is provided in the form of a graduate assistant. The graduate assistant will be responsible for covering up to two sections of the course, and is paid a flat rate based on the approved graduate assistant stipend and tuition benefits. 3. A student in this program should expect to pay $1386 for one course. The entire 36 credit program will cost a student $16,632.

SPED 525 Course Proposal: From face-to-face to online delivery

4. The annualization rate is 6%, a conservative rate, based on the current status of the economy and market. Based on the calculations, we expect to see a profit of $3,837.70 by year 3 with a breakeven point of 230 students. The tuition rate of $337 per credit is based on Towson Universitys current graduate in state tuition rate. The costs for instructors, teaching assistants, authoring and design, testing and other various rates are based on the group members conversations with faculty and other colleagues in the distance and online education field. We also have group members who work at higher education institutions, such as Towson University and UMBC, who have access to current costs and payment rates for faculty and staff in online education settings. Conclusion

Distance learning is the fastest growing segment of higher education due to the technological advances that have changed the role of teaching and learning styles. Educators now use various tools to deliver a course with the same course goals and objectives in different formats. The widespread developments of the Internet and the increased accessibility to the WWW have played a major role in changing the fundamental principles of teaching and learning. Many universities are expanding their degree programs by including an online learning format with overall goals of increasing enrollment and revenues. The conversion of the traditional SPED 525 course of the Master in Special Education program is a further step to expand Towson Universitys offer of online education. The new format of this course is only one way to implement change amongst educators. Online education offers a way to scale up operations to meet increased demands at a marginal cost that is lower than that which would be
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SPED 525 Course Proposal: From face-to-face to online delivery

necessary to add physical infrastructure (Lehmen, 2010, p.1). As indicated above, Towson University and all universities can benefit from the development of an online course. Online courses are proven to be successful and hold great merit. Perhaps other universities will participate in our proposal of converting a course into the online learning format.

SPED 525 Course Proposal: From face-to-face to online delivery

References Delaney, S. (n.d.). Converting a Face-to-Face Course to a Hybrid Course. Retrieved from http://flightline.highline.edu/id/online/converting.to.hybrid.pdf Jackman, L. A. (2012). SPED 525.001 & 525.621 Formal Tests & Measurements for Students with Disabilities: K 12 Spring 2012. Document posted in Towson University SPED 525 classroom. Landau, V. (2001). Developing an Effective Online Course: Faculty Manual for the Web Based Course. Retrieved from http://defiant.corban.edu/jjohnson/Pages/Teaching/fac_manual.pdf Lehmen, G.V., (2010, March 3). As Good as Classroom Lessons. The New York Times: The Opinion Pages. Retrieved from http://roomfordebate.blogs.nytimes.com/2010/03/03/college-degrees-without-going-toclass/

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