IDs, Faculty, and Administrators of AACSB-accredited Online MBA Programs Sought for Online Quality Assurance Study

I’m passing along the following request from a doctoral student at Boise State University who is seeking instructional designers, faculty, and administrators of online MBA programs accredited by The Association to Advance Collegiate Schools of Business (AACSB). For more information or to participate in this study, please follow-up with Glori Hinck at

AACSBI am completing my EdD through Boise State University. For my dissertation I am studying quality assurance in online MBA programs. I am currently seeking an expert panel for a Delphi study that will start in the next 1-2 weeks. This study will involve three online surveys, each taking approximately 15-20 minutes to complete. I am recruiting for three groups of experts:

  • Instructional designers with at least 5 years of experience in online learning currently working in an AACSB-accredited online MBA program.
  • Faculty with at least 5 years of experience teaching in an AACSB-accredited online MBA program.
  • Administrators with at least 5 years of experience at the program director level or above in an AACSB-accredited online MBA program.

If you know any instructional designers, faculty or administrators that meet the criteria above and would be willing to participate, please consider forwarding my request to them. I greatly appreciate any assistance you can provide!

Thank you for your time,

Profile of an Online College Student


Courtesy EdTechTimes

Keeping Pace with Online and Blended Learning: A Guide to Policy and Practice 2012

Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice (2012) is the latest in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. Highlights from this year’s report include:

  • Blended learning continues to be an important story in K-12 online learning (and is reflected in our report title for the first time this year). Once-fully online schools are adapting to student demand for in-person services, school districts are responding to student desire for flexibility, and full-time blended schools (typically charters) are opening around the country.
  • 275,000 students were enrolled in fully online K-12 programs around the country in school year 2011-12. As of fall 2012, 31 states allow multi-district fully online schools.
  • State virtual schools reported 619,847 course enrollments (one student enrolled in one semester-long course) in school year 2011-12, an increase of 16%. State virtual schools continue to bifurcate into two groups: those that are well-supported and growing (Florida Virtual School reported 303,329 course enrollments) and those that are not well-supported and shrinking or closing (Tennessee and Kentucky both closed state virtual schools in the last year).
  • Keeping Pace 2011 included a Planning for Quality section that offered guidance to leaders who are starting and growing online and blended programs. Keeping Pace 2012 offers three possible timelines as a companion to that guide.

The complete report can be downloaded from

Online Instructor Performance Expectations

Lawrence C. Ragan, Director of Faculty Development for Penn State’s World Campus, discusses their online instructor performance expectations. In this short video clip he shares the following general guidelines for PSU’s online faculty for teaching an online course:

  1. Show up and teach
  2. Monitor the learning experience for the students
  3. Develop regular patterns of communications
  4. Communicate to the learners if there are changes or adjustments to the activities or flow of the course
  5. Respond to learner inquiries within 24 hours (12 hours if possible)
  6. Be very concise and clear in feedback
  7. Submit assignment and exam grades promptly (24-48 hours for assignments)
  8. Communicate to learners when they can expect feedback from you
  9. Use communication tools from within the learning management system
  10. Ensure a quality learning experience by correcting errors in course materials as soon as possible
  11. Have a good relationship with your institutional support services
  12. Have ready and reliable access to your online course

What additional performance recommendations would you recommend for online faculty? Leave a comment with your suggestions!

Strategies for Managing the Online Workload

One of the foremost concerns of online instructors is that teaching online requires more time than the traditional face-to-face classroom setting. The Strategies for Managing the Online Workload (SMOW) video podcast offers a collection of short descriptions, tips, techniques, and methods developed and used by experienced online educators to manage their time more effectively in the online teaching environment. *Note – The free iTunes software is required in order to download and view the video podcast episodes.

Here’s a video introduction to the podcast by Larry Regan, Director of Instructional Design and Development, Penn State University World Campus:

Additional contributions to this collection are welcomed. If you have an idea of how to save time when teaching online, contact Larry Ragan at Penn State University at for additional information on how to add your idea to this collection.