No. Have you taken an online education course yourself?
No. Are members of your family (spouse, siblings, children,
grandchildren) taking online courses this year?
a scale of (0) most disagreement , to (5) neutral, to (10) most
agreement, please indicate how strongly you share a view that
traditional colleges and universities serve a different purpose and
need not fear competition from online institutions.
On a scale of (0) most disagreement , to (5) neutral, to (10) most
agreement, please indicate how strongly you share a view that online
education will revolutionize education.
On a scale of (0) most disagreement, to (5) neutral, to (10) most
agreement, please indicate how strongly you share a view that
Minnesota should establish a state-run public online university.
Bert Press (no) (no)
(5) (2) (0)
Dewayne Dill (yes)
(yes) (2.5) (5) (0)
Question 3: There is considerable overlap
between online and traditional institutions. However, they do differ
in significant ways, so each over time will concede market share to
students in their sweet spot.
Question 4: Revolutionize is too
strong a word. People will continue to learn through a variety of
Question 5: Education will
eventually be free. There is no point in having states compete.
Carol Becker (yes)
(yes) (0) (10) (10)
Question 5: I think that all
schools are going to need to offer their content on-line. I think that
on-line learning provides such an improvement for the student in terms
of time and convenience that bricks and mortar schools will have a
hard time competing. Also, the cost of education continues to
increase. Fewer students can afford to go to school full time and take
on huge debt loads that don't pay off from a cost-benefit perspective.
More students will need to work full time and go to school, which
makes on-line courses even more attractive. A lot of bricks and mortar
schools are in denial about how much of a radical shift this is in
Fred Senn (yes) (no)
(0) (10) (5)
I think "Blended"
higher ed is inevitable if not already an unrecognized reality.
Mike Weber (no) (yes)
(2.5) (7.5) (7.5)
this interview has changed my mind on this question.
Question 5: Our university system
needs to utilize the technology infrastructure all ready in place then
determine which courses are most suitable for on-line credit. Online
courses they do offer must give credits that are universally
transferable to all other schools within our state system.
Jenny Dauk (no) (no)
(7.5) (5) (2.5)
Question 5: Some of the arguments for
on-line learning are hard to accept. Clinefelter sited biases against
gender and race go away. Probably this would be better addressed face
to face in a classroom rather than hiding behind a computer screen.
The argument that students can learn at their own pace is
facetious...there are still mandatory time lines that need to be
adhered to. Honestly it scares me to think that education is promoting
a society that doesn't directly interact with each other. Maybe more
attention should be paid to the study that suggested that hybrid
courses elicit more participation. I don't believe you can leave out
the social, face-to-face component of learning and expect great
Peter Hennessey (no)(yes)
(5) (2.5) (2.5)
This is a difficult area to comment on. The bottom line is that
learning takes place in an individual's head -- not in a classroom,
not on campus, not on line -- and whether any learning takes place is
totally up to the individual student. Some respond to the personal
interaction between the student and the teacher and a lab partner.
Some need to go off line and study (books, notes, web sites, etc.) or
do the lab work by themselves. You can't just say, choose one or the
other. It greatly depends on the subject matter, too.
On-line is just another form, just another
resource, like live lectures, taped lectures, computer-aided ed,
correspondence courses, labs and libraries.
The other problem is accreditation; how do we make sure a school is
actually offering quality material presented by quality teachers? This
is a problem whether the school is public or private, for profit or
not, campus or on-line.
The last problem is whether the State has any business subsidizing or
actually running schools, campus or on- line.
Salisbury (no) (no) (2.5) (7.5) (5)
Alan Miller (no)
(yes) (1) (1) (0)
Donald H. Anderson
(no) (no) (4) (7) (8)
Kent Eklund (no)
(yes) (3) (7) (3)
On-line will continue
to be another niche in higher education. The existing higher education
institutions are already adapting to on-line education -- I don't
think another university is needed for on-line education.
(no) (no) (5) (7) (8)
Charles Lutz (no)
(no) (5) (5) (7)
Carolyn Ring (no)
(yes) (8) (8) (5)
Paul Hauge (no) (yes)
(6) (7) (3)
Tom Swain (no) (no)
(3) (6) (5)
Dennis Fink (no) (no)
(9) (8) (5)
There are two questions in Question 3 and the two do not necessarily
share a common answer. Traditional College Campus Life creates its own
unique educational experience separate from the classroom. That is
not available online but may not be necessary for non-traditional
students. I think the threat here is how will the definition of a
non-traditional student change as online course work becomes more
Tom Spitznagle (yes)
(no) (5) (8) (4)
Best left to the private sector as opposed to each state setting up an
online U since private sector can benefit from economies of scale and
the competition would help ensure a strong product. If individual
states do this there would be a lot of redundancy and government
costs. Could be offset by new revenues though. The market will
Anonymous (no) (no)
(7.5) (7.5) (5)
John Sievert (no)
(yes) (2.5) (7.5) (10)
I'd see this as a way to offer CIS
courses (College in the Schools) to outstate and schools that are not
in proximity to a state university. For example, my children go to
Stillwater schools. I know of several kids that take a foreign
language not offered at ISD834 schools at the University
(specifically, Chinese). In order to do this because of reasons of
proximity, these children essentially wind up taking an entire college
curriculum that the district pays for (i.e. expensive). Conversely,
students that could take such courses also don't because of proximity.
Now apply these same constraints to someone in farm country in so. MN.
They are considerably at a deficit to get such advance learning and
training because of their location. The #1 issue in our quality of
life depends on a highly educated work force. We can't afford to lose
a single gifted student or have them not operate at peak performance
because of issues like proximity and accessibility. The internet and
on line education could be a fundamental way of leveling this. As
well, consider ISD834 schools again. Our German and French programs
are suffering dwindling enrollment. That is a capability that ISD834
need not lose. However, if ISD834 could offer on line courses in these
subject to other schools in the state that would permit the resource
to be paid for and to be productive/cost effective. This is a subject
I'm passionate about and could talk/write on for hours. I'd recommend
that the Clay Christensen book "Disrupting Class" be studied in the
context of this talk.
Ellen Brown (no)
(yes) (0) (10) (5)
Question 1: Would like to but I
don't have the discipline to schedule the time to do so like I would
if I were going to a traditional class.
Question 2: One niece is working on a
degree from U of Phoenix.
Question 3: I do think they serve a
somewhat different purpose but am not sure that is appreciated by the
'customer' and thus they should definitely fear the competition.
Question 5: Interesting idea. I think
I would prefer this being one of the MnSCU schools than a stand-alone.
Robert J. Brown (no)
(yes) (2.5) (7.5) (5)
Question 3: The competition is good -
it should force the traditional schools to be more effective and
Question 5: I think most of the
existing schools are doing more on line or in the mixed-mode delivery
system. We already have too many institutions in the state and
creating the bureaucracy for another on is not the best idea.
Anonymous (yes) (yes)
(7.5) (7.5) (10)
Ken Smart (no)(no)
(5) (7.5) (5)
Question 5: I am not sure this is
even relevant. If government run online universities do not
materialize, I think private companies will fill the gap. If Minnesota
creates an online university, would it charge in state and out state
tuition? And does it matter? Also, would an online university require
a taxpayer subsidy? Lots of questions. I agree that if Minnesota chose
to create an online university, it could be a formidable competitor
with strong brand power.
Mina Harrigan (no)
(no) (2.5) (7.5) (2.5)
Question 3: Competition for
traditional universities is not a negative thing---although they
probably perceive it that way.
Question 5: I agree that the state
should be in this business. But we don't need a completely separate
entity from the current system.
Glenn Dorfman (no)
(no) (2.5) (7.5) (5)
Question 3: f convenience, cost and
getting a degree are most important to an individual student, than
on-line education is a real threat to more traditional colleges and
universities. If getting a well-rounded liberal arts education and
learning the social skills of early adulthood are important than
traditional colleges and universities may be a better choice.
Question 4: It will have significant
impacts on education both positive and negative.
Question 5: The state needs to decide
which of the services it provides is most important, of highest
priority to its future and fund them fully. This thinking requires the
political will to shut down less important public services in order to
fully fund the priorities without new money. Additionally, if the
private sector is responding to the public demand for on-line
education, I see no need for the state to duplicate these efforts.
David Broden (no)
(no) (0) (10) (10)
Question 3: All education types must
adapt to change and the on-line capability must be a core to that
change for all colleges and universities. Sharing of resources will
become more and more critical and useful to obtain the need scope and
content of each course.
Question 4: On-Line will
revolutionize education but will only be a component of the
revolution. Like most change agent innovations it is important not to
lock into one technique only a balance of new with the old and
openness or further new must be well integrated to achieve the
continuing quality and capability of all education systems.
Question 5: The key word here is a
state run public on line vs. a component of existing structure--this
needs to be well examined and addressed. The public should not fear
the independent systems whether private, for profit or whatever. Just
plain old competition is really the need. The state of Mn governing
boards for both the U and MnScu must address how to do this--both do
not need independent on-line and thus a great opportunity to
coordinate and perhaps even provide framework for K-12 on-line.
Al Quie (no) (no) (3)
David Thul (yes) (no)
(10) (10) (10)
Question 3: Online colleges fulfill a
need, but cannot compete with the total education experience that a
bricks and mortar college can offer.
Question 5: Even for a traditional
college student, many courses could be offered online. A state run
online college that could work with and collaborate with the rest of
the state colleges could be very beneficial to students and to the
Dale Fairbanks (yes)
(no) (10) (10) (2.5)
Bill Kuisle (no) (yes
(1) (5) (0)
(no) (yes) (0) (8) (5)
argues for UMN which carries cachet into the on-line marketplace....I
have little confidence UMN can pull this off....I might suggest the
legislature be asked to create a chartered university with a President
and board chair appointed by the Governor with consent of Senate and
they select additional directors - one from each congressional
district and seven additional, serving two, three-year terms blah blah
Shirley Heaton (no)
(no) (5)(10) (1)
Let's face it. We're moving into a new age in educating ourselves,
off-springs and everyone else, so I say let's just relax and get on
with the program ahead of us.