Issues with Online Education: Canada

Executive Summary

The main purpose of online education in Canada is to balance the ever increasing demand of astronomical cost of post-secondary education and other factors; for instance, distance and time. It is good to note that, education in this country is directed by the provinces, which in any case do not have sufficient resources to promote bursary programs for all. This is based on the knowledge that the job market demands the development of competent skills, which lower institutions cannot facilitate. Also, the traditional program of Full-Time-Students is significantly loosing clout in aspect of quality, mobility and cost. Therefore, online education offers a Full-time-student equivalent program, one that can enable students to compete equally in exams, projects, and job market with the full time student. Furthermore, there is a close consideration of the role played by social, economic and political changes in shaping the destiny of education in Canada. This is in consideration that the Canada relies significantly on global economy in export and import relations. To this effect, the aftermath of the 2008 to 2009 economic downturn did have a significant impact on the general performance of the education sector. The households’ income that is directed to education was substantively reduced. As an alternative, online education provides a much cheaper and competitive framework. Furthermore, in this era of technological advancement, one must consider various traits before they can they attend the school. One should seek an institution that provides flexible learning programs that allow students to nurture their creativity and foster future accomplishments.

This analysis will attempt to examine the issues related to online education in the country. The paper will provide statistical information justifying that online education in Canada is a vital strategy compared to the full-time traditional learning methodology. For clarity, the paper will first present the nature of internet consumption in Canada. This point will argue that online education has the ability to grow since at one point online education has affected a household directly. The second part will examine an overview of the online education program. The third section will examine the growth of online courses in the last decade. This section will as well examine the registration statistics of online programs. This section will as well examine the change in technology in online education. The last section accesses the merits and issues associated with online education. This section will also be categorical in providing the relevant recommendations to respond to issues related to online education.

 

Canadian Internet Usage (Presentation of how online education has gained clout)

Socioeconomic characteristic	Education Users	Other Users	Non Users
Average age	34	45	58
	Percent
Sex (% Male)	50	49	49
Marital status (% Married)	43	62	55
Education (% university degree)	33	26	7
Labor force (% employed)	77	74	43
Family type (% children less than age 18)	45	41	21
Location (% urban)	83	78	69
Household income greater than $80,000	43	39	13

Source: McKeown, & Underhill (December 1^st, 2008).

2- Overview of online Education during the past years. Which will include:
a. when the online education started in Canada?

Online education began on the West Coast (British Columbia)

This system of learning was later repatriated to the prairies regions courtesy (Albert, Saskatchewan and Manitoba), and further to the east regions of Atlantic Provinces courtesy of New Brunswick, Labrador, Nova Scotia and Newfoundland.

Online education is a result of desire to focus on the ever rising number of challenges.

Core challenges include;

• Challenging weather conditions
• A large number of diverse groups (Aboriginal, Hispanics and Immigrants)
• Geographically expansive areas.

Inhibitors and Facilitators Bates (2012)

• Strong history of public engagement and public institutions (Education and Health sanitation)
• The private sector is substantial in providing services in meeting government coast to coast services

(IDEA GROUP 2009, p. 1081)

Strongholds

• A vibrant technology sector improving appropriate technologies
• Moral and financial support offered by the government, provinces and other departments
• Commitment directed by the education sector through the Canadian Council of Ministers of Education (CMEC)

Challenges

• Meeting demand against cost through improvising effective use of scarce resources
• Astronomical investment costs constraining general costs
• Inadequate collaboration from some sectors of the general economy as well as some provinces (Constrained National strategy)
• Poor coordination of stakeholders

The changes in the number of online courses at universities in Canada during the last decade

There are six academic institutions offering significant online learning. These are the Athabasca University in Alberta, Centre college de formation a distance, Memorial University (Newfoundland and Labrador) Royal Roads University (British Columbia) TELUQ (QUEBEC) Thompson Rivers University (British Columbia)

University	Annual Registration	Online Education (Courses)
Athabasca University	42,000	750
Centre college de formation	14,000	380
Memorial University	19,000	400
Royal Roads University	17,000	352
TELUQ	18,000	400
Thompson Rivers University	21,000	590
University of British Columbia	4,000	120
Simon Fraser	12,000	220
British Columbia Institute of Technology	16,000	300

Source (Hardy, strange, 2010, p. 222).

Increase in the number of courses

 

Source: McKeown, & Underhill (December 1^st, 2008).

This is attributed to the increased investment in online education.

• The derived results is based on the preference that students are always restless
• Also, online courses grows with the number of growing courses in the mainstream curriculum
• Increases in the number of courses can as well be associated by the expansion in the general technology sector; which in this case act as a facilitator (Hardy, strange, 2010, p. 222).

 

1. C. The changes in the number of students who take online courses in the last decade

 

Source: McKeown, & Underhill (December 1^st, 2008).

• Growth has been attributed by desire to enjoy lucrative courses from distant university
• Students also prefer online education because of the ability to combine economic activities and studying
• Students also prefer online education because of minimized cost; for instance, accommodation
• The authorities prefer to invest in online education because of the associated profits returns; for instance, it is possible for one facilitator to service thousands of children.

1. the changes in the technology that used in the online education “statistics, percentages, graphs or charts”

Timeline: 1980s- Guelph developed the Cosy software that facilitated discussion forums

1990- First Class was developed by SoftArc in Toronto a predecessor of learning          management systems

1995: Murray Goldberg of the university of British Columbia pioneered the Blackboard Inc.

1997-University of Alberta developed a range of software for online language teaching and developed the synchronous web conference

 

Market Share of technology providers 2006 – 2010

Source: Campus Computing Survey, 2010

Source: McKeown, & Underhill (December 1^st, 2008).

• Change in technology is attributed to the ever increasing research
• Also, change in technology is associated to the increased profit based in online education
• Further, change in technology can be related to the improvement of government policy

Nature of Online Education

Discussion questions

• What should be done to improve online education?

Online education in Canada seems to be most advanced. However, taking into consideration that Canada has substantial demands in education, it is coherent develop a platform that meets demands sufficiently. The Aggregate Improvement theory seeks into the substantial contribution of all stakeholders. In any case, all faculties should dedicate sufficient resources in research.

• What is the contemporary learning infrastructure available in Canada? And does the infrastructure meet acute learning demands?

Online learning infrastructure in Canada has had significant improvement in infrastructure, especially in matters related to Information Technology. The General Standards theory will guide the implementation of even technology in all campuses enrolling online programs.

• Should there be a policy change or improvement of the overall program?

It is appropriate to establish proper policy measures. The theory of Collective Responsibility will require the formulation of unilateral policies by all provinces. In this case, policies will be sponsored by the national government and participants will be stakeholder involved in online education.

• Does online education meet Job market demands?

Online education has been facing constant criticism in regard of quality. Questions have been directed to examine whether students in online are accustomed to the normal classroom advantages. However, as a regard, this research establishes the theory of Affirmative Responsibility. This technology seeks to explain to the job market to learn to appreciate the quality of online education by being considered as potential future stakeholders.

• Should faculties harmonize course standards?

It is integral to contemplate that online education has similar or even better standards than the contemporary learning in the classroom. So to it, there is a necessity to establish standards, which are unilateral and meet national and provincial requirements. This research document suggests the application of Complementary regular theory. This theory attempts to establish disinterested standards to be applied by all faculties.

Advantage of Online Education

• Online education is flexible both to students and facilitators
• Learners have a greater ability to integrate peer-peer learning methodology
• Online teaching and learning can be conducted on a 24 hours 365 basis
• Online education facilitate students and teachers all over the world to share diverse information
• Online education enables students to develop self discipline/ self- management traits
• Online education as well, facilitates various institutions to share information; therefore, improving the quality of education.

(Criscito, 2002, p. 2-3)

Current issues in online education

• Students are challenged with disparity in the level of information technology
• Also, diverse regions have valiant access to the level of technology
• Difficulty in program adoption. This is grounded on the internal or external factor; for instance, bureaucracy
• Difficulty in tracking quality; which is later impacted on the general quality of learning.
• Pedagogical problems; online programs in Canada are constrained in harmonizing expectations of facilitators
• Policy failures; this is partially related to Assessment 2020: Which focuses on proposition for assessment reform on higher education. In this case, students fails to develop self capacity
• Online education in Canada is also challenged by the constant changes in technology. Faculties often find old technologies which were expensive to install or declared redundant
• Pressure to expand the profit base impacts on quality
• Predisposition against online degrees (Anderson, 2008).

Recommendation to Resolve Online Education Problems

• Legitimize the program by formulating more challenging and pragmatic situations.

 

Based on the theories established in this report, it is coherent to enroll a national government sponsored program to manage online education. So to it, theory number four Affirmative responsibility will seek to integrate the active participation of corporate in sponsoring and improving online education.

 

• Developing a combative policy to minimize profit driven agendas as well as, harmonizing different institution expectations.

 

The theories established in this report looks broadly on the aspect of stakeholder commitment in making online a parallel program from normal curriculum. As a result, the quality of education can be categorically established if all faculties agree on a harmonization program. This harmonization program is integral to ensure that various faculties adapt policies measures in respect to the national organization standards.

 

• Empowering the infrastructure by use of infrastructure bonds

 

For collective improvement of online education, it is necessary to improve the infrastructure promptly. This can be achieved by enrolling infrastructure bonds. Primarily, infrastructure bonds call for the combined funding mechanism from different stakeholders. These are; the government, the faculties, technology developers and the student body.

 

• Expand the online program development fund to a tune of $ 9 million

 

To achieve the above recommendations, funding is very vital. Essentially, stakeholders and facilitators will need to establish the required funding tune. Funds will be channeled towards bettering the general policy. Secondly, funds will also be directed towards improvement of the infrastructure. Thirdly, funds will be applied to rejuvenate the quality of courses offered. Essentially, funds can be applied to improve joint programs in demanding courses a close example being nursing program, which requires simulation.

 

References

 

Bates, T. (2012). The status of online learning in Canada in 2012. Retrieved February 04^th, 2014

from http://www.tonybates.ca/2012/06/12/the-status-of-online-learning-in-canada-in-

2012/

Campus Computing Survey (2010).  The 2010 National Survey of Information Technology in U.S. Higher Education., 1, 1-65.

Criscito, P. (2002). Barron’s Guide to Distance Learning: Degrees, Certificates, Courses. Barron Education Series.

Hardy, D. Strange, C. (2010). Achieving Student Success: Effective Student Services in Canadian Higher Education. McGill-Queen’s MQUP.

IDEA GROUP. (2009). Encyclopedia of Distance Learning. IDEA GROUP Inc.

Harry, K. (2003). Higher Education Through Open and Distance Learning. Taylor & Francis.

Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press,

McKeown, L., Underhill, C. (December 1^st, 2008). Learning online: Factors associated with use

of the Internet for education purposes. Retrieved February 10^th, 2014 from

http://www.statcan.gc.ca/pub/81-004-x/2007004/10375-eng.htm

Appendix

YouTube Link

Barrysampson. (2013). The Benefits of Elearning, Retrieved February 04^th, 2014

http://www.youtube.com/watch?v=1w5Lj2YlU7M&list=PLABC14C3C8FD4FC8A

 

 

 

Last Completed Projects