The CalSouthern Connection - Volume 1, Issue 1

The CalSouthern

Volume 1 Issue 1

CONNECTION An Official Publication of California Southern University

INSIDE

ONLINE EDUCATION

• Tips for Success • The Employers’ Perspective • What the Research Reveals • Exploding Myths and Misconceptions • Real Advice from Real Students and Faculty

GET AHEAD, WITHOUT GOING INTO DEBT. EARN YOUR

BBA, MBA, OR DBA ALL ONLINE.

Sylvain Authier, DBA School of Business

View Dr. Authier discussing his online learning experience at calsouthern.edu/business

Applied Business Degree Programs – Designed for Busy Professionals What’s holding you back from achieving your full potential? Perhaps earning the degree you’ve always dreamed of will give you the edge you’ve been looking for in your life or career.

California Southern University understands the challenges you face as a busy professional, with limited time and resources to accomplish your goals.

CalSouthern offers business degrees with specialized concentrations including International Business, Human Resource Management, Criminal Justice, Accounting, Marketing, Leadership, Financial Management and Project Management.

With exceptional personalized service and one-on-one faculty mentoring, you can earn your accredited undergraduate or graduate business degree without ever driving to a classroom! CalSouthern’s proprietary online learning platform enables you to connect to your course work from anywhere, anytime, and with our affordable tuition you can increase your earning potential, without taking on expensive student loans.

Call today and learn about how CalSouthern’s flexible learning process can help make earning your degree a reality.

Take the first step toward achieving your full potential! Request a university guide and discover the CalSouthern difference.

WATCH, FOLLOW, LIKE:

@ calsouthern

> 1.800.477.2254 > www.calsouthern.edu/business

THE CALSOUTHERN CONNECTION ISSUE 1 VOLUME 1

04 FROM THE EDITOR Online Higher Education: A Closer Look 05 GETTING VALUE FOR YOUR EDUCATION DOLLAR Quality Doesn’t Have to Come at an Exorbitant Price 07 DIALOGUE: THE CALSOUTHERN INTERVIEW Keys to Online Learning Success: A Conversation with Dr. Lewis Sanborne 11 THE REALITIES OF ONLINE HIGHER EDUCATION Part One: The Learners’ Perspective 16 THE DIRTY (HALF) DOZEN Exploding Six Myths About Online Education 18 THE REALITIES OF ONLINE HIGHER EDUCATION Part Two: The Faculty Perspective 21 LASTING IMAGES Dr. Kirsteen Moore, 2011 CalSouthern Commencement Speaker

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FROM THE EDITOR

THE PREMIERE ISSUE OF THE CALSOUTHERN CONNECTION FOCUSES ON DISPELLING SOME OF THE MYTHS AND MISUNDERSTANDINGS ABOUT ONLINE UNIVERSITIES, AND ON ACCURATELY CONVEYING THE REALITIES OF ONLINE EDUCATION TODAY, AS PRACTICED BY ETHICAL, HIGH-QUALITY INSTITUTIONS.

Online Higher Education: A Closer Look

By Tom Dellner

Welcome to the premiere issue of The CalSouthern Connection, the official publication of California Southern University. During my career as an editor and writer, I’ve been associated with dozens of magazines, covering topics ranging from music and pop culture, to travel, advertising, health and fitness, golf, e-commerce, mobile marketing, and international business. While I’ve greatly enjoyed all these experiences, this project has me particularly excited. Why? The message is so critically important.

It’s no understatement to say that Americans are facing a crisis in higher education. Never before has a college degree been so important. A recently released Department of Labor study indicates that, in the current economic downturn, those with college degrees are faring far better than the population at large. The unemployment rate for college grads is less than half the overall rate; those with master’s and doctoral degrees fare even better. Another study—this one from the Census Bureau—reveals that education level has a far greater impact on one’s career earnings than other factors such as race or gender. The variation in annual earnings between America’s least educated and those with a doctoral degree? A whopping $72,000! Annually. (By way of comparison, that’s five times more than the variation in annual earnings between genders, which stands at $12,618.)

However, despite these figures that show the critical importance of post-secondary education, America has surrendered its position as a global leader in higher education—at least in terms of producing graduates. With a 40-percent college participation rate, America now ranks 12th out of the 36 nations ranked in a recent study by the Organization for Economic Cooperation and Development. The national average student debt balance is now $24,000 (according to the Project on Student Debt), but the anecdotal reports are far more grim, with thousands of students graduating with more than $100,000 in debt. The student loan default rate is the highest it’s been in 20 years, and for every student that defaults, two more fall behind in their payments, according to the Institute for Higher Education Policy.

And yet, maddeningly, tuition at traditional universities continues to soar.

We think online institutions like CalSouthern offer a way out from between this rock and hard place. The tuition is affordable and the quality of the curriculum and faculty is high. There’s a steadfast commitment to student support and individualized instruction.

However, many misconceptions about online higher education persist, and not all online institutions are created equal. Some engage in unethical business practices; others offer degree programs of questionable quality. Those choosing to pursue an online degree need to do their research and ask the right questions.

That’s why the premiere issue of The CalSouthern Connection focuses on dispelling some of the myths and misunderstandings about online universities, and on accurately conveying the realities of online education today, as practiced by ethical, high-quality institutions.

We hope you enjoy the issue, and that it serves as a helpful resource as you work toward your personal, professional, and educational goals.

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GETTING VALUE FOR YOUR EDUCATION DOLLAR

By Dr. Donald Hecht, Founder and President Emeritus of California Southern University

CALSOUTHERN HAS OFFERED DEGREE PROGRAMS OF THE HIGHEST QUALITY FOR A REASONABLE TUITION SINCE THE INCEPTION OF OUR UNIVERSITY MORE THAN 33 YEARS AGO.

tuition per year. Master’s degrees range between $50,000 and $100,000 in total tuition, while doctorates start at approximately $75,000—and often are far more expensive. Most law degrees are upward of $100,000 in total tuition cost.

One of the Great Falsehoods that we in distance education frequently encounter is the myth that a quality higher education comes only at an exorbitantly high financial cost. For years, skeptics have questioned how California Southern University can offer its online degree programs at a fraction of the tuition charged by traditional on-campus schools. These folks equate quality with cost and, by extension, assume that a low tuition portends low quality.

And remember, the above tuition costs do not include living expenses, travel to attend classes on campus, or the time lost when you aren’t able to get into required courses. To account for these costs, add another 30 percent to the tuition and you’ll begin to appreciate just how expensive—and exclusive, with only the rich affording the price tag—campus-based education has become.

Let me correct this misconception. CalSouthern has offered degree programs of the highest quality for a reasonable tuition since the inception of our university more than 33 years ago.

CalSouthern’s accredited, online degree programs offer a far more economical alternative. Our undergraduate tuition is just $6,000 per year (24 credits). The master’s degree programs are affordable, as well—for example, the MBA program costs less than $12,000 in total tuition. CalSouthern’s law program is just $295 per credit. Our doctoral degrees cost less than $20,000 in total tuition. Price is clearly one benefit at CalSouthern.

Here’s how we do it: CalSouthern’s degree programs are 100-percent online, so our operating costs are lower than those associated with on-campus education of comparable quality. We don’t have a large campus, with scores of buildings to maintain or vast grounds to tend to. We don’t have tens of thousands of students to physically accommodate, under-utilized classrooms and laboratories, a campus security force, parking structures, or costly sports teams.

Nor do we have overpaid, tenured faculty who work eight hours a week, 32 weeks a year. These all represent expenses that are passed along by on-ground colleges to their students in the form of high tuition.

Another is quality. CalSouthern is accredited by the Accrediting Commission of the Distance Education and Training Council.

The Accrediting Commission is listed by the U.S. Department of Education as a nationally recognized accrediting agency and is a recognized member of the Council for Higher Education Accreditation.

For example, at most exclusive, private, non-profit, campusbased universities, tuition ranges from $700 per credit to more than $2,000 per credit. Some private schools are so expensive, they won’t even list their tuition cost by credit or course, and instead list only total yearly cost. At these colleges, an undergraduate degree often costs $40,000 or more in

We’ve been designated as a military-friendly school and are authorized to accept military tuition assistance and VA benefits so that service men and women—and veterans—from all branches of the U.S. Military can attend CalSouthern.

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Getting Value For Your Education Dollar

CALSOUTHERN WAS FOUNDED IN 1978 AS A PIONEER IN DISTANCE LEARNING, AND HAS DEVELOPED A LEADING, PROPRIETARY ONLINE LEARNING PLATFORM.

CalSouthern was founded in 1978 as a pioneer in distance learning, and has developed a leading, proprietary online learning platform. While traditional schools initially scorned online education, they are now falling over each other in a rush to “go online.” The skeptic in me wonders if they are motivated by the proven effectiveness and efficiency of the online platform—or by an opportunity to reduce their costs while continuing to charge exorbitant tuition.

We also value our learners’ well being. CalSouthern, by our own choice, has kept our tuition low so our students don’t have to depend on governmental financial aid, perhaps borrowing tens of thousands of dollars (or more), and finding themselves facing life-long debt (and the back-breaking cost of the interest required to service that debt) in order to pay the high cost of traditional education. For more than three decades, we have maintained a successful pay-as-you-learn policy than makes it sensible and affordable to attend CalSouthern.

Regardless, the campus-based universities are now in a position of playing catch-up to the institutions that have been refining the online learning methodology for years.

CalSouthern delivers convenient monthly course starts, with most degrees offering eight-week courses that allow you to progress quickly through your program. You’ll benefit from faculty who are gifted educators as well as leaders in their fields, and who will mentor you via one-on-one, personalized instruction. Perhaps most important, you’ll be supported by a CalSouthern community that measures its performance by your satisfaction and success.

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DIALOGUE: THE CALSOUTHERN INTERVIEW Keys To Online Learning Success: A Conversation With Dr. Lewis Sanborne

By Tom Dellner

By almost every conceivable measure, online higher education continues to grow.

According to the latest annual Sloan Survey of Online Learning—the leading barometer of online learning in the United States, conducted by the esteemed Sloan Consortium—online higher education is growing at 21 percent, far exceeding the two-percent growth of the overall higher education population.

The factors most often cited for the rapid growth of distance learning are its convenience, flexibility, and affordability. But not to be discounted is the mounting research establishing that online learning is a remarkably effective learning methodology. In fact, according to a 2009 report issued by the U.S. Department of Education, students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction.

Online education is far more relational than most people anticipate. Just because it’s distant, it doesn’t mean it’s impersonal or mechanical. I frequently hear faculty talk about getting to know students meaningfully on a personal level in an online environment.

Dr. Lewis Sanborne

However, as anyone familiar with online higher education knows, it’s anything but an easy path to a degree. To learn more about the characteristics and study techniques of successful online learners—and to dispel some of the myths and misconceptions about online learning—we sat down with Dr. Lewis Sanborne, a leading authority on student success in both online and traditional learning environments.

Dr. Sanborne, who earned his PhD in higher education administration from Illinois State University, is an executive consultant with Noel-Levitz, an organization that has helped institutions of higher learning enhance student retention, satisfaction, and success for almost four decades. He’s a member of the National Academic Advising Association and the Council for Adult and Experiential Learning and has advised a wide range of colleges and universities in a career that has spanned more than 20 years.

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Dialogue: The CalSouthern Interview

California Southern University: What are some of the

These are key essential starting points, especially for students who will be studying in the online environment.

common personality traits you’ve observed in successful online students?

CalSouthern: Noel-Levitz, the acclaimed higher-education

Dr. Lewis Sanborne: Self-discipline is certainly at the top

consulting firm you’re associated with, recently published a paper underscoring how critical student satisfaction is to their ultimate success. Could you elaborate?

of the list. If you can’t manage your own time, set your own priorities, and commit to a regular study schedule (even if you have to do 20 minutes here, a half hour there), you’ll likely struggle.

Sanborne: Sure. Research indicates that the more satisfied students are, the more persistent and stable they are in their studies and—ultimately—the more likely they are to succeed.

One of the key components of student satisfaction is what I like to call “alignment”—whether the students’ expectations are in line with the reality of the education experience once they’re enrolled in an institution.

Motivation is also essential, and very different from selfdiscipline even though the two terms are sometimes used interchangeably. You can be extremely self-disciplined, but if you don’t want it—really want it—the first time that something gets in the way, you’re going to step aside and take a term off, and the next thing you know you’ve dropped off the program. You need motivation to tough out difficult situations.

Reflecting on my own experience as an adult student working on a doctoral program, I noticed several colleagues who didn’t have that unwavering desire to earn their degree, and they all eventually dropped out of the program at various points.

It starts with marketing: are the promises made by the institution honest and sincere? Equally important, do these promises resonate as much with the faculty and staff as they do with the students, so that everyone is on the same page with respect to what the expectations are?

CalSouthern: What about working students? In your experience, have you noticed any common characteristics that contribute to these students’ success in the online environment?

Another element of alignment—from the student’s perspective—is whether the program actually does for him or her what the student wants and expects. In other words, do the outcomes of the degree programs align with what the student expects his or her professional preparation outcomes to be?

Sanborne: It’s not a personal trait or characteristic, but with regards to students balancing their education and professional lives, I’d like to emphasize the importance of support. You need the support from those around you, whether it’s a spouse, significant other, children, co-workers, or a boss. I was taking an online statistics course and was very fortunate to have a boss that agreed to let me close my door for two hours on Wednesday afternoons so that I could complete weekly online quizzes. That flexibility on my boss’s part was crucial to my success in that class; having a supportive environment is mission-critical.

CalSouthern: If alignment is so crucial, what are some factors that lead to misalignment? What can a prospective student do to ensure that he or she is a good fit for a particular institution?

Sanborne: Adult students sometimes procrastinate when identifying which online degree program is the best fit for them.

Often, instead of doing their research up front, they’ll enroll at the last minute on the recommendation of a friend. Ideally, I would like to see a sufficient time and a sufficient program plan in place between application time and the start of the first course—whether there are monthly or rolling course starts—to allow the new student to become properly oriented and to make sure that their expectations are appropriate for the degree program and the institution that they’re attending.

I also think it’s important that adult students are resourceful in both carving out their study time and also in dealing with common scenarios that could interfere with that study time. For example, perhaps you have a plan A for dealing with transporting your kids to and from day care. I think it’s also important to have a plan B, as well. I consult with a number of two-year institutions, and I’ve seen many cases where a student disappears the first time their car breaks down or a child gets sick—and they don’t come back. Even though you might be taking courses from your computer at home, it’s still a good idea to have plans—and contingency plans—in place in advance so that these common inconveniences don’t derail your degree program.

And, of course, students need to do their up-front research.

There are many places you can go online to read reviews and see what people are saying about an institution. Even better, perhaps they can speak with current and former students.

Checking to make sure the institution is accredited is hugely important, as well. In addition, if you’re an employed student and you’re looking for a degree program to help you advance within your current organization, make sure that your employer will accept the credential or the degree.

Also, students should exercise a certain amount of patience and make sure that their personal stuff is in order prior to enrolling.

For example, the student’s significant other or children need to be at a stage where they will allow the student sufficient time at the computer, or where they’ll be fine with the student coming home late from work because they’ve gotten permission to study at the office after work hours—whatever the case may be.

CalSouthern: We’ve talked about personal traits and characteristics of successful online learners—are there any studying or learning techniques that are critical to student success?

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Dialogue: The CalSouthern Interview

Sanborne: I think it’s critical that you are an active learner, with active-learning strategies in place. Related to this is the ability to self-assess your learning (which can be a huge ask for many people). You need to know how you learn best and if the material isn’t being fed to you in that way, you either need to adapt your learning style or develop strategies that allow you to work in your comfort zone.

To give an example on a smaller level, you may be reading material and get to the bottom of the page or screen and it’s time to turn the page or scroll down, but you have no idea what you’ve just read (we’ve all done that). You need to be able to monitor your learning so that you recognize this and either go back and read it again, or maybe take a break, turn off the radio—whatever you need to do to re-focus. It’s not how long you spend studying, it’s how effective the time you spend studying is. You need to actively monitor your learning and make sure that those hours that you devote to study are effective and efficient.

Know how you like to process information and find ways to make that work for you. For example, if you’re a kinesthetic learner, maybe you can read your e-book or listen to your podcast while you’re on the treadmill so that you get that physical motion.

CalSouthern: Much is made of these individual learning styles. Do you put much stock in this, or do you find it to be a bit overblown?

Sanborne: It may be overblown—slightly. Research indicates that about 70 percent of adults are capable of adjusting their learning styles and can be effective learners in visual, auditory, or kinesthetic educational settings. That study also found that 10 percent can’t learn, period, and that 20 percent can only be effective if the teaching method is in alignment with their preferred learning modality. So, I suppose that you might have a slightly higher likelihood of success in the online environment if you are comfortable with text-based learning, but that doesn’t mean that you won’t be successful if you aren’t.

Also, perhaps because it’s an online environment, students don’t realize how regularly they need to plug in and connect with the material. When you make the commitment to take an online class, you should be making a commitment to be a student in an intentional, constant way. The very best students are those who are thinking all the time about what they’re reading, the dialogue they’re having with instructors or other students, and how it all connects. They’re thinking about it in the car, in the shower. You can’t segment it so that you’re only plugged into your program on Tuesday evenings or for 30 minutes prior to an online quiz or lecture. Students that distinguish themselves to online faculty are those who have a regular, visible presence in the virtual classroom space.

In my opinion, the benefit of the conversation about learning styles is getting students to think about it early in their education experience. I think it’s probably more important that they think about how they learn, about how they can study more effectively, than what their preferred learning style actually is. It’s the process and awareness that’s critical and what gets students to think about applying active-learning strategies to their studies, which ultimately leads to success.

CalSouthern: Do you perceive any commonly held misconceptions about what it takes to succeed in an online degree program, or about online education in general?

CalSouthern: Are there any mistakes or bad habits that, in your experience, you see online learners fall prey to, and which reduce their chances for success?

Sanborne: There’s something of a two-sided misconception regarding technical skills and their impact on online learning success. On one side is the faulty notion that one needs to be a computer whiz to do well at an online institution. The flip side to this—and equally false—is the belief that if you have computer skills, you’ll automatically be successful.

Sanborne: I would put procrastination at the top of the list. Whether the program is self-paced, synchronous, or asynchronous, students sometimes think that they can wait until the last minute, only to realize how much work is involved in learning the material or producing a paper.

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Dialogue: The CalSouthern Interview

THERE ARE PLENTY OF INSTITUTIONS THAT OFFER BOTH ONLINE AND FACE-TO-FACE COURSES WITH THE SAME EXAMINATIONS, AND STUDENTS IN THE ONLINE COURSES OFTEN OUTPERFORM THOSE IN THE TRADITIONAL CLASSROOM SETTING.

With well designed online classes, especially if they’re preceded by well designed orientation programs, the student’s technical proficiency shouldn’t have an impact either way on their ultimate success in the online environment.

Another even more widely held misconception is that online learning is easier and requires far less of a time commitment than traditional classroom learning. I’ve never read any studies that do anything but refute this. The rule of thumb I use is to plan to devote at least 10 hours per week to an online class. It may take more; it may take less, depending on the student, the material, and the course structure. Be prepared to add more time if necessary.

have a good team of instructional designers, web developers, and faculty who are all contributing to the design of an effective online course, I think you’re much more likely to have clear learning outcomes, as opposed to a traditional face-to-face course that “Dr. Jones” has put together, perhaps on the fly.

Also, online education is far more relational than most people anticipate. Just because it’s distant, it doesn’t mean it’s impersonal or mechanical. I frequently hear faculty talk about getting to know students meaningfully on a personal level in an online environment. This is something that all students need to realize and think about intentionally: the online faculty and support providers—at least at the best online institutions—are there to help you holistically, and not just to get you to finish a certain number of modules by a particular date.

CalSouthern: Do you foresee any exciting developments for online education in the future?

Sanborne: I think we’ll see online education—partly because it’s under more scrutiny than traditional, brick-and-mortar education—drive improvements in higher education in general.

As I mentioned above, I think we’re going to see improvements in our ability to define and then measure student learning outcomes.

CalSouthern: Do you have any thoughts regarding the efficacy of online higher education?

I think we’re also going to get better at alternative learning assessments that allow us to give more credit for prior learning, whether it’s traditional or not. Again, this will be driven by online universities that have so many adult learners with various life experiences, and military service men and women looking for credit for prior learning.

Sanborne: There are plenty of institutions that offer both online and face-to-face courses with the same examinations, and students in the online courses often outperform those in the traditional classroom setting. I have little doubt that the online learning medium can be extremely effective.

Also, we’re seeing online institutions leading the way regarding certain improvements to higher education. For example, higher education in general does a shoddy job of measuring learning outcomes, partly because we don’t do a good enough job defining the desired learning outcome before the course ever starts. The exceptions to this general rule often occur in the online environment, where you have to design the entire course before the first day—everything has to be there. And if you

I would hope that we start moving away from the credit as the coin of the realm, so that we’re not always equating credits with seat time in a class. Again, online is helping to push us in this direction. If we’re able to do a better job of measuring student knowledge and ability at exit versus at entrance, then we can begin to offer credit by examination or for training received outside the classroom environment.

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THE REALITIES OF ONLINE HIGHER EDUCATION Part One: The Learners’ Perspective

By Tom Dellner

“ The thought that someone needs to physically stand in front of you and lecture for you to learn is just ridiculous, and it’s certainly not the way of the future. In many ways, it’s not even the way of the past: Abraham Lincoln did just fine.”

As online higher education continues to grow and gain acceptance across the country and around the world, questions—and misconceptions—remain. How does the faculty‑student relationship compare to that found in the traditional university setting? Is the learning methodology effective? Is the coursework rigorous? Is it relevant to today’s workplace? Are students adequately supported as they work through their degree programs?

We sat down with four recent graduates from California Southern University—two from the School of Business, two from the School of Behavioral Sciences—for a candid and wide-ranging discussion addressing these, and other important issues regarding online education generally, and CalSouthern specifically.

— Julie myers, PsyD Elkhatib: I did my research and asked questions. I spoke with the dean of the School of Business on multiple occasions. I was impressed with the business faculty. Most not only have doctoral degrees, but also are leaders in the field, as well, and fully immersed in the business world. This was very attractive to me. I wanted more than simply learning from a textbook.

I wanted feedback and input on real-case scenarios; it was important to me for my education to include both traditional coursework and real-world experience.

CalSouthern: Why did you choose to pursue your degree online?

Julie Myers, PsyD: I had been through two doctoral programs, earned my teaching credential, received an addiction treatment certification—I’ve been to so many classes and, frankly, wasted so much time driving to and from campus, waiting for professors, and listening to other students pontificate in class. Then there’s the sometimes-toxic culture that exists in traditional graduate schools, with students trying to impress or intimidate you with their intelligence—behaviors that you would expect people to grow out of after high school, but which still can be pervasive. I was ready to be finished with that nonsense and to focus strictly on learning, learning at my own pace, and not wasting time.

Taylor: I had a number of friends who helped me research the School of Behavioral Sciences. They found that it had a strong reputation among online schools and that the degree would qualify me to sit for the licensure exam in my state.

CalSouthern: What are some of the most significant benefits of online higher education?

“Coach” Mara Leigh Taylor, PsyD: Getting my PsyD would

Benjamin Valdez, DBA: For me, one of the best aspects was the education model. Much of the learning is research- and writing-based. You learn to research, interpret, synthesize and then apply information, and in the business world, that’s everything. There’s very little memorizing to regurgitate and then forget, which I have found can happen in some traditional programs. I firmly believe that the skills required and enhanced by this model more closely track the skills demanded from the business world.

CalSouthern: Why did you ultimately decide upon

Also, I like the way the courses and programs are laid out. Each assignment builds on the previous one throughout a course, just as each course builds upon the previous as you progress through your program. It’s all there for you to see and for you to track your progress. It really adds context to your education; you gain an understanding of how it all integrates together, and this is something I think is lacking in many traditional schools.

Bashar Elkhatib, DBA: I work full time, have a family, and

travel. Going to a brick-and-mortar school and attending classes—whether during the day or at night—simply wasn’t a viable option for me. Committing to a regular classroom schedule would have been more than an inconvenience; it would have been an impossibility. not have been possible had I not been able to do it on my terms and on my schedule. I simply did not fit into a formal, structured academic environment. I have a life; I have a child; I have a non-profit; I have a house that needs to be paid for.

There wasn’t a chance on earth that I could have done it if I had to sit in a classroom as most traditional institutions require.

CalSouthern?

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The Realities of Online Higher Education

Elkhatib: The first thing that comes to mind is probably the

Elkhatib: There is opportunity for student interaction, but it is,

most obvious: the flexibility, being able to login at any time day or night to work, submit assignments or review graded work, or to post comments to other students. I once had to travel overseas to visit my parents for two weeks and found it easy to keep up with my program—everything I needed was available to me with a laptop and Internet connection.

of course, virtual. Some students, I know from my experience teaching, like to work with others in groups. Perhaps they like the social element or require encouragement, constant feedback, or a support group. For me, this was not critical, but I imagine it might be for others.

Valdez: You need to be responsible and resourceful. You have to recognize and be honest with yourself when you are not grasping an aspect of the material, and then you need to proactively reach out to your instructor to ask a question or request additional assistance.

The other thing that stands out to me is something that might be counter-intuitive: the access I had to my professors. I know that many people would assume that this is a downside to online higher education, and perhaps at some schools, it is. But I had the email addresses of my professors, their cell phone numbers, and many were available on the weekends. With some, I would chat via instant messaging. People assume that there is less communication with faculty in an online education environment, but I certainly don’t remember having this sort of communication access to my professors at the brick-and-mortar institutions I have attended.

CalSouthern: Did you find your academic program to be rigorous?

Myers: In many ways, it mirrored my experience at traditional

universities in that if you wanted a good grade, the work was quite rigorous. You could also take it easier, but your grade would reflect it. That online students don’t receive a quality education is a horrible misconception, from my experience.

The textbooks and other resources are often the same as in traditional programs, and you have to establish that you’ve learned the material. The thought that someone needs to physically stand in front of you and lecture for you to learn is just ridiculous, and it’s certainly not the way of the future. In many ways, it’s not even the way of the past: Abraham Lincoln did just fine.

Taylor: Whenever I got discouraged, I would go to the “Degree

Plan” section of the learners website. Seeing your progress right in front of you and having access to all the information was very comforting to me. You get visibility of the big picture and the pot of gold at the end. It’s very transparent, it’s all there, and it’s available at any time. It’s so nice to have control over your program and to be able to chart your progress.

Myers: Being able to work at my own pace with no wasted time was critical for me. The program isn’t easy; in fact, it’s lots of work. But all the time, all the effort you put into it brings you that much closer to your degree. I found that to be gratifying.

Valdez: One of the biggest misconceptions about online

education is that it is an easy path to a degree. I have found it to be at least as challenging—and often more so—than a traditional ground-based or even a hybrid education model because it requires discipline and self-motivation. And some people have an idea that the coursework itself is somehow substandard. The textbooks are often, in fact, the same as those used in traditional schools.

CalSouthern: Conversely, what are a few of the challenges associated with online education?

Taylor: People procrastinate, and as a busy adult deciding where to devote your time, the squeaky wheel gets the grease.

Online education—as opposed to job or family—is never the squeaky wheel. You need to dig deep and be very disciplined.

BASHAR ELKHATIB, DBA is a Technical Program Manager with one of the Fortune 500’s most innovative technology companies. Elkhatib is an accomplished program manager and business/technical analyst with more than 16 years’ experience managing technical projects related to IT systems, training, development, quality analysis, collaboration, security, and design and installation systems. He has multiple certifications, including ITIL, PMP, and Lean Six Sigma.

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The holder of a BS and two master’s degrees, Elkhatib attained his DBA from CalSouthern to complement his IT skills with key business knowledge relevant to his industry. He is currently contemplating pursuing a second doctorate degree, in education. “ With online education, at least at CalSouthern, the school will not impose on your personal space outside of your studies. But in my experience, the door is open and there are opportunities to be more engaged with the university if you express an interest.”

— Bashar Elkhatib, DBA

The Realities of Online Higher Education

CalSouthern: How were you able to manage your schedule to devote sufficient time to your coursework?

Taylor: I suppose it would’ve been nice to have met more of the

Taylor: You just have to find the will and the discipline. I approached it in two ways. I would calendar the time—maybe two hours—as a daily or regular activity, whether it was the first thing in the morning or the last thing I did at night. Essentially, I created a classroom-like schedule for myself. Also, I would take advantage of larger blocks of time when it was available, often on holidays or the weekends. This enabled me to successfully complete the more demanding assignments that were not—for me, at least—best approached with an hour-at-a-time approach on a daily or nightly basis.

Elkhatib: Great question. I had a wonderful experience with the school and remain connected to it. I am one of those students that prefers to feel a connection with the school and to develop relationships with faculty, fellow students, and the administration. I actually reached out to the dean and told him that I would like to be more engaged with the school if any opportunities were available. He allowed me to be part of the university’s student advisory committee, helping to represent the student body in meetings with the president, deans and other administrators. And I also had the honor of speaking at the university’s commencement ceremony in 2009.

faculty face to face and known them on a more intimate level.

Elkhatib: You need to be committed, consistent, and organized with your tasks.

With online education, at least at CalSouthern, the school will not impose on your personal space outside of your studies. But in my experience, the door is open and there are opportunities to be more engaged with the university if you express an interest.

I’m one of those people that, if I have the time and a quiet environment, I can very easily work five or six productive hours continuously. But I can’t be thinking of family or work—I have to be focused. So I would work late on Friday or Saturday nights, or I would get up very early on Saturdays. I would sequester myself in my office and go through everything required for that specific assignment. Or, if had a hard time motivating myself, I would go to the library. We have a wonderful local library and it, of course, has Internet connections. The key is time management—getting those hours and creating the environment that allows you to make those hours count.

CalSouthern: Was your online education relevant to your interests and/or your career?

Taylor: I have a very specialized, unique area of interest: changing our penal system in the United States, focusing on restorative justice and inmate self-education. I often was given the flexibility to focus elements of my work—and certainly my doctoral project—on this topic. In most cases, I wasn’t forced to digest material or perform activities that meant little to my career. Almost everything I did enhanced my ability to become an authority in the field that I have chosen. I think this is a true rarity in education.

CalSouthern: Did you feel sufficiently connected to

the university?

Myers: For my needs, I was able to develop satisfactory

Myers: Absolutely. I got my license on the first try and was

relationships with faculty, staff, and other students. I wasn’t looking to graduate school to develop a second family or a large network of friends, and I am not the type of person that needs constant support and encouragement. For these people, online education might not be the optimal environment.

able to open up a private practice. Now I’m on to a master’s in psychopharmacology which will allow me to write prescriptions in certain states. The program and degree did everything for me I hoped it would.

DR. JULIE MYERS is a licensed clinical psychologist who specializes in teaching self-regulatory strategies for coping with addictive behaviors and substance use, procrastination, mood disorders (including bipolar disorder), panic, phobia, attention, and sleep problems in adults, adolescents, and children. As an experienced psychologist in San Diego, CA, she is dedicated to empowering individuals and families to regain control over their lives. Dr. Myers uses a cognitive-behavioral and positive psychology approach, adding biofeedback, neurofeedback, exposure therapy, breathretraining, and psychopharmacology consultation as needed.

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Dr. Myers is Board Certified in Biofeedback (BCIA), a Master Addiction Counselor (NAADAC), has earned a California Teaching Credential, and is completing a master’s degree in Clinical Psychopharmacology. She is the Volunteer Advisor for SMART Recovery San Diego and serves on the Continuing Education Committee of the San Diego Psychological Association. Dr. Myers served as a staff psychologist at a comprehensive, non-12-step addiction treatment center.

In San Diego, Dr. Myers serves clients in need of alcohol treatment as well as other addictive behaviors.

The Realities of Online Higher Education

CalSouthern: Was the technology associated with the online

Valdez: As a hiring manager, I would know that the person with the online degree would be resourceful and a self-starter, which are qualities I would want. However, I certainly would not discount a degree from a traditional school.

learning platform sufficient? Were you able to get the support you required if you needed help?

Elkhatib: I was impressed with CalSouthern’s learning management system. And, in addition to the course materials, exams, etc., there are numerous other resources available to you.

For example, if you were struggling with APA format, there was a guide and examples for you. There was an online library with vast databases of case studies, articles, whitepapers—everything you might need to conduct research. And there was a staff librarian available to help you. Sure, all this is available in a traditional setting, but here it was right there at your fingertips in your user interface. The support model was strong, too. I found IT responsive and committed, and you can contact them via phone, email, or chat. In addition, the entire school has an open-door policy. You can speak directly with the president, the deans, or the registrar’s office. I’ve had experience with other online schools and can tell you firsthand that this doesn’t always happen.

CalSouthern: What are some of your strongest memories of your experience at CalSouthern?

Valdez: For me, they all involve the process of completing my doctoral project. Friends and associates had told me horror stories about doctoral project committees and the defense of the project. But my committee chair was terrific. I met every Friday for one to two hours with her, and occasionally on Saturdays, as well. She put so much effort and so much of her time into guiding and encouraging me through the process.

Other members of the committee were extremely helpful in honing my writing. I wasn’t out there by myself. I had people to support me the whole way.

Taylor: I remember all the little milestones along the way.

Completing projects or courses and watching the grades appear as you progress through your degree plan is extremely satisfying.

Myers: The learning platform enabled the learning process, provided the necessary resources, and never got in the way.

CalSouthern: If you were in a hiring position, would you consider an applicant with an online degree? Would you perceive him/her differently if the degree was from a traditional university?

Myers: I have very pleasant memories about the graduation ceremony the university held. Other fond memories are of interactions with some of my best professors, like Dr. Caroll Ryan, who is now the university president.

Myers: I would focus on the applicants’ skills and wouldn’t favor one over the other. But I would know that the candidate with the online degree would be a self-driven learner, which is a great asset for any employer. I do suppose there might be situations that I might place more weight on the traditional degree, though. If I were hiring someone to write papers for leading journals, for example, I understand that a degree from a prestigious school might be more valued in those circles. But in other circumstances, I would just look to their skill sets.

Elkhatib: I remember long, late nights, or waking up early on Saturday mornings so that I could get my studying done and then spend the rest of the day with my family. These might sound like bad memories, but they aren’t. Anything worthwhile you need to work for, and there’s great satisfaction in meeting a significant goal.

“COACH” MARA LEIGH TAYLOR is a living example of a perfect dichotomy. On any day of the week you will find Dr. Taylor in the homes or offices of the world’s most affluent individuals who seek her help building lifestrategies and recovery plans. When not tending to the needs of the uber-wealthy, she can be found sitting behind bars among a group of death row inmates, sharing her unique techniques for change with the most hardened criminals in our country. “If my techniques can work with seasoned criminals who are repeat offenders, and individuals who have a tendency to buy their way out of responsibility, why not bring that information to the general public?” asks Coach Taylor.

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Expanding her success as a private life coach for the affluent, Coach Taylor began working with criminals and convicts in 2002 after a tour of federal corrections institution at Terminal Island in San Pedro, California.

In 2005, she founded the California-based non-profit Getting Out by Going In to serve the 2.3 million incarcerated men, women, and children in the United States. “GOGI,” as the program is affectionately called by the inmates, has quickly become the leader in inmate self-corrective education, with more than 10,000 letters received by the volunteer GOGI staff in the Long Beach, CA mailroom.

The Realities of Online Higher Education

“Friends and associates who had gone to other schools told me horror stories about the doctoral project process. But my committee chair was terrific. I met every Friday for one to two hours with her, and occasionally on Saturdays, as well. She put so much effort and so much of her time into guiding and encouraging me through the process. Other members of the committee were extremely helpful, too.

I wasn’t out there by myself. I had people to support me the whole way.”

— Benjamin Valdez, DBA

Valdez: I am very pleased and would recommend—and have recommended—CalSouthern to others.

Elkhatib: I’m quite satisfied. It’s a great way to stay competitive in your field in a tough economic environment, enter a new field, or develop a back-up plan to an existing career. Also, I am glad my kids saw how hard I worked to attain a higher degree.

I hope they’ve gained an appreciation for the importance of education, and how it doesn’t end once you’ve graduated from high school or college and settle into a job.

CalSouthern: Overall, are you satisfied with your experience

in online education and at CalSouthern specifically? Would you recommend it to others?

Taylor: Oh, yes. It allowed me to polish the stone of my previous education with an advanced degree and program that was, in many respects, closely tailored to my area of interest. It’s increased my confidence level in my area of expertise. I would recommend it to anyone who finds themselves stagnated in their lives or careers. It’s a wonderful way to push the envelope of your creativity and potential.

Myers: I am quite satisfied; the experience did everything for me I had hoped it would. And I would definitely recommend it to any learner who has the requisite level of maturity and self motivation.

BENJAMIN VALDEZ is the Business Department Chairman for the Community College of Aurora, which has campuses in Aurora and Denver, CO, as well as online programs. In his current position, he is responsible for the quality and development of the college’s business program. This includes working with local high schools to expand the new concurrent enrollment program whereby high school students take college courses while in high school and earn college credit.

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Prior to his current position, Valdez was the Chief Executive Officer and District Superintendent for Life Skills Charter High School. As the CEO, he oversaw 13 high schools located in Arizona, Colorado, and New Mexico with a total enrollment of more than 8,000 students. Valdez worked with Life Skills for close to a decade, where he also served as a high school principal.

THE DIRTY (HALF) DOZEN Exploding Six Myths About Online Education

By Tom Dellner

CalSouthern is accredited by the Accrediting Commission of the Distance Education and Training Council (DETC), which has been recognized by the USDOE as a reputable and reliable accrediting body since 1959.

As might be expected in any groundbreaking field, a number of misconceptions have arisen regarding online higher education. Unfortunately, they do a great disservice to current and prospective students, alumni, hiring managers, and many others, all in addition to the institutions themselves.

The DETC continually surveys its member institutions and their graduates to assess, among other things, the transferability and acceptance of a DETC-accredited degree. According to a recent (2010) survey of graduates of DETC-accredited institutions, of those graduates who sought to have their degree accepted by other academic institutions, approximately three in four were successful in transferring credits, dispelling the misconception that DETC degrees and credits cannot be transferred. And, according to Michael Lambert, the Executive Director of the DETC, this is a percentage that is trending upward.

Below, we de-bunk some of the most pervasive and pernicious myths associated with online education and distance learning.

Myth #1: Online higher education is less effective than that offered by traditional, brick-and-mortar universities, and offers an easy path to a degree.

Reality: No and no. Regarding the efficacy of the online model, a recent U.S. Department of Education Report (“Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies”) states that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-toface instruction.

Myth #3: Online education is mechanical and impersonal. Once you’re enrolled, you’re on your own.

Dr. Lewis Sanborne, a noted higher education expert who has consulted with online and traditional universities for more than 20 years, observes that “there are plenty of institutions that offer both online and face-to-face courses with the same examinations, and students in the online courses often outperform those in the traditional classroom setting. I have little doubt that the online learning medium can be extremely effective.”

Reality: As Dr. Sanborne notes, “The online learning environment is far more relational than most people expect.

Just because it’s distant, it doesn’t mean it’s impersonal. I frequently hear faculty talk about getting to know students meaningfully on a personal level in an online environment. This is something that all students need to realize and think about intentionally: the online faculty and support providers—at least at the best online institutions—are there to help you holistically, and not just to get you to finish a certain number of modules by a particular date.”

And while online education does offer affordability, convenience, flexibility, and scores of other benefits, it is definitely not easy or unchallenging. CalSouthern’s degree programs are academically rigorous. Although many students find that they are able to work more efficiently via the online platform, if you are unable to commit to a regular, consistent study schedule, you’ll likely struggle in your degree program— online or off.

At CalSouthern, our faculty doesn’t lecture to you. They mentor you on a one-on-one basis, guiding you through courses that have been designed and reviewed by teams of subject matter experts. Our mentors—who are not only instructors, but who are also leading practitioners in their fields—help you apply the concepts you learn to real-world scenarios that relate to your personal experiences and goals. It makes the material come to life, it makes it relevant, and it helps to make the concepts stick.

Myth #2: You can’t transfer credits or degrees from an online institution.

In addition, the moment you enroll at CalSouthern, you become a member of an entire community of support, comprised of faculty, fellow students and alumni, academic advisors, deans, and an entire university staff that judges its performance by your success.

Reality: This is an issue that underscores the importance of attending a university that is accredited by an accrediting body recognized by the U.S. Department of Education (USDOE).

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The Dirty (Half) Dozen

Myth #4: You need to have technical expertise in order to succeed in online education.

the moment you enroll at CalSouthern, you become a member of an entire community of support, comprised of faculty, fellow students and alumni, academic advisors, deans, and an entire university staff

Reality: Nothing could be further from the truth. CalSouthern’s online learning platform is designed to be intuitive and userfriendly—your level of technical proficiency will have no impact on your ultimate success in your degree program. Essentially, if you can attach a document to an email or post to a discussion board, you have all the required technical skills. And if you don’t, CalSouthern has a technical support team standing by to give you all the help you need, when you need it, via phone, email, chat, or video.

For its part, CalSouthern has taken a firm stand against such practices. In fact, we’ve chosen not to participate in federal financial aid programs, believing that they load students with too much debt and contribute to inflated tuition costs.

CalSouthern offers an alternative: affordable tuition, coupled with no-interest payment options, in addition to a policy that locks in your tuition rate so that you can rest assured that your tuition will never increase as long as you maintain continuous enrollment.

Myth #6: Employers don’t value online higher education.

Reality: This simply isn’t true—and the data backs this up. Just last year, the DETC conducted a survey of DETC graduates’ work supervisors. It found that 85 percent of the supervisors believed that the graduate performed better on the job as a result of earning their DETC-accredited online degree. Ninetytwo percent said they were favorably inclined toward hiring or supervising other employees who earned degrees via distance education, while 94 percent stated that they would encourage others—subordinates or colleagues—to enroll in accredited distance-education degree programs in order to enhance their competence on the job. Another 93 percent of the supervisors found that the DETC-school graduate compared favorably in terms of knowledge, skills, and attitude with other individuals they know or supervised who have earned comparable degrees from an “on-the-ground” college.

Myth #5: Online universities push students into maximizing federal financial aid, and enroll unqualified, underprepared students just to profit from the federal aid money.

Reality: There have been several instances of unscrupulous schools who have engaged in these and other unethical practices—they have been well documented in the media.

However, no DETC-accredited school has ever been associated with any of these scandals. In fact, according to the 2010 DETC survey, 98 percent of graduates said that they received appropriate and accurate information about the school’s policies, procedures, costs, support services, etc., and 94 percent were so satisfied that they would recommend their degree program to a friend.

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THE REALITIES OF ONLINE HIGHER EDUCATION Part Two: The Faculty Perspective

By Tom Dellner

delivery method that I believe is superior, in many ways.

In Part One of this two-part exploration of the realities of online learning, we interviewed four recent graduates of California Southern University to gauge their opinions on a variety of critical issues relating to online higher education. In Part Two, we delve into faculty members’ perspectives on topics ranging from the challenges and advantages of the online learning environment, to characteristics shared by the most successful students (as well as common mistakes that plague otherwise successful learners), tips for optimizing the student-instructor relationship, and the future of online education, among other subjects.

CalSouthern: Another common misconception we frequently hear is that online education is somehow impersonal or mechanical, when we know that, to the contrary, it is very relational. Can you comment in this regard?

Dr. Nicole Johnson-Nguyen, CalSouthern School of Behavioral Sciences: At CalSouthern, we’re called “faculty mentors” for a reason. We’re not just here to answer questions about the specific coursework. We’re available to answer questions about the field in general, to provide feedback to help students shape their career aspirations, or simply to offer advice on how to best succeed in their degree plan.

We spoke with three professors (or faculty mentors, as they are known at CalSouthern)—one from CalSouthern’s School of Business and two from the School of Behavioral Sciences. They were extremely candid and engaging, shedding light on issues of critical importance to current and prospective students alike.

Dr. Denny: As I mentor students, I learn about their personal interests and experiences and they learn about mine. It’s what happens when you work on a one-on-one basis. It’s an interpersonal connection that, in my opinion, happens far too rarely in the traditional education setting. In some cases, I’ve gotten to know students’ specialties and been so impressed with their work that I’ve even referred clients to them.

CalSouthern: Numerous misconceptions exist about online higher education. Are there any that you find particularly troubling or problematic?

Dr. Barbara Denny, CalSouthern School of Behavioral Sciences: In my opinion, the most troubling misconception is the

CalSouthern: How might learners or faculty mentors best

misguided belief that online programs are inherently inferior to those offered by traditional schools. I have a unique perspective on this, having been with CalSouthern since its inception and having helped develop the School of Behavioral Sciences. We carefully researched the programs of some of the nation’s most respected schools of psychology. We incorporated the best of the books and materials. We recruited some of the finest faculty. The material is essentially the same. It’s simply a different delivery method—a

optimize the student-faculty relationship?

Dr. Johnson-Nguyen: I think it pays for both learners and mentors to be extremely careful with their written communication which can sometimes be misinterpreted, or have its nuance lost. I try to personalize my communication and feedback as much as possible, and offer as much detail as

DR. BARBARA DENNY has been associated with California Southern University since its inception more than 33 years ago, and she is one of the founders and architects of CalSouthern’s School of Behavioral Sciences. A licensed marriage and family therapist and licensed clinical social worker, Dr. Denny has a thriving private practice in Orange County, California.

She specializes in relationship issues, eating disorders, and job stress, and employs clinical hypnosis techniques for stress management, pain control, sleep disorders, and habit modification.

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“I think a great advantage lies in how nimble online universities like CalSouthern can be.

Without the burden of a large beaurocracy, we’re able to quickly refine courses or add new courses to reflect changes in the field.”

— Dr. Barbara Denny

The Realities of Online Higher Education

whether it’s a health issue, a job issue, or an ability issue, and take the necessary steps to turn the situation around.

I can. I find that the more I share with learners, and the more I show that I am providing personalized feedback, the more they tend to open up with me. Also, I make it a practice to check in with any student that I don’t hear from in awhile, to proactively address any problems that might be arising.

CalSouthern: Conversely, are there certain advantages online education offers over the traditional classroom setting?

Dr. Mike Ewald, CalSouthern School of Business: I always send out a detailed welcome letter at the start of a class so that learners can get to know me, my interests, my expertise, and my experience. I strongly encourage learners to respond with a similar letter, letting me know what their interests and career goals are, what they hope to get out of the class, etc.

The more I know, the more I am able to leverage the one-onone relationship. I don’t want to simply evaluate a paper; I want to evaluate a paper for a particular student. I’ll tailor my feedback for each student, whether she’s a 25-year-old, hoping to rise to a management position in a telecommunications company, or a middle-aged man who wants to retire and begin teaching at a community college.

Dr. Denny: There are many. For example, the online environment provides a very safe, relaxed platform that allows for all students—importantly, even introverts—to interact with faculty in a meaningful way. Also, as alluded to earlier, the one-on-one relationship allows mentors to customize feedback according to a learner’s particular interests. I currently have a student in my Crisis Intervention course who wants to work with the military on post-traumatic stress disorder and other common mental health issues affecting service members. I am able to gear many of his assignments and special projects toward this area of interest. Finally, I think a great advantage lies in how nimble online universities like CalSouthern can be. Without the burden of a large beaurocracy, we’re able to quickly refine courses or add new courses to reflect changes in the field.

CalSouthern: What are a few challenges presented by the

Dr. Johnson-Nguyen: Much is made of the flexibility of the

online environment?

online environment—you can study as your schedule allows.

But this is more than just a mere convenience; it allows learners to do their work at the time and in the setting that works best for them. As a result, they’re able to be more engaged with the material and study more effectively and efficiently.

Dr. Denny: Probably the most significant challenge to me is not being able to read facial expressions or body language to determine when a learner is challenged by a particular concept or is otherwise struggling. Unless they share that information— or it becomes evident in their work—I have no way of knowing.

However, CalSouthern is excellent at sharing information so that if a faculty mentor, advisor, or other staff member senses any sort of problem, we’re able to reach out to that learner and help them get back on track.

Also, in addition to the one-on-one, personalized mentoring, learners are able to learn from other students. The online learning platform enables debates and discussions with fellow learners, many of whom are professionals in the field and can offer their expertise to help a learner better grasp a concept, complementing the mentor’s efforts.

Dr. Ewald: Online students tend to have busy personal and professional lives. Because of this, they need to work out a schedule and stay on that schedule—from day one of the class.

If a learner gets to week three or four and has produced little or no work, that student is likely to be lost unless the university staff and the mentor intervene with special care and assistance.

A true partnership between the university, the faculty mentor, and the learner is required. If this partnership is in place and a student starts to struggle, we can reach out to determine

CalSouthern: Can you identify some common traits, characteristics, or habits of your best students? Conversely, are there mistakes you frequently see made that set back potentially successful learners?

Dr. Denny: So often, the difference comes down to organization and time management. I frequently tell learners

DR. NICOLE JOHNSON-NGUYEN is a clinical psychologist, licensed since 2004. She has worked in an array of clinical settings, including community mental health clinics, foster family agencies, group/private practice, private schools, and the adolescent unit of a psychiatric hospital. She has conducted both individual and group-therapy sessions,

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treating children, adolescents, adults, and families. She currently has a private practice and offers supervision and guidance to behavioral consultants who provide services to adults with mental and physical challenges. She is also a faculty mentor in CalSouthern’s School of Behavioral Sciences.

The Realities of Online Higher Education

“I don’t want to simply eVALUATE a paper; I want to eVALUATE a paper for a particular student. I’ll tailor my feedback for each student, whether she’s a 25-year-old, hoping to rise to a management position in a telecommunications company, or a middle-aged man who wants to retire and begin teaching at a community college.”

–Dr. Mike Ewald

to imagine the time they would be devoting to a traditional program on a weekly basis: the time in class, the time driving to and from, the study time outside of class. Carve out the same amount of time for your online program and then schedule your study time accordingly—and stick to that schedule. Also, if you have a spouse and/or family, you’ll need their support.

Have a frank discussion and re-allocate responsibilities, remembering that since you are adding the study time to your weekly schedule, you may have to delegate or minimize other responsibilities to accommodate it.

Dr. Ewald: As I noted earlier, developing a schedule at the very beginning of the class so that you can hit the ground running is extremely important. As for common mistakes, failing to properly reference the work of others, not taking the time to carefully proofread or edit written material, and not becoming comfortable with APA (American Psychological Association) Style—which is required by many online universities, including CalSouthern—are some that come to mind.

Dr. Ewald: Some satisfying moments are tangible, like hearing about a student achieving a promotion because of earning his or her degree. Others are intangible, like simply seeing a student reach a goal they once thought was unattainable. Both are equally satisfying, as is watching a student discover a love for learning and then deciding to use their degree as a stepping stone to even higher academic achievement.

CalSouthern: Looking out three to five years, what do you envision for the future of online higher education?

Dr. Ewald: We’re seeing Americans continue to work more and more hours and taking on more and more responsibilities in both their professional and personal lives. Online education—as practiced by leading institutions like CalSouthern—is the only option that accommodates this cultural trend: the innovative delivery system gives potential students an affordable, flexible alternative that doesn’t sacrifice educational quality.

Dr. Denny: There are so many examples. One of my favorites is helping learners who—because of geographic isolation, financial issues, work and family obligations, or any of a number of other reasons—would have had no opportunity to achieve their academic goals except through online education. It’s a wonderful feeling and a testament to this learning methodology.

CalSouthern: What are some of the most satisfying moments you’ve experienced in online education?

Dr. Johnson-Nguyen: I enjoy the feedback I get from learners who were initially skeptical. Maybe they were skeptical about the effectiveness of online learning; often they were skeptical of their own abilities. But when these students realize that they had more ability within themselves than they ever dreamed, or that they learned more than they ever imagined via an online program, it’s extremely satisfying.

DR. MIKE EWALD has spent his career on the cutting edge of education with a continuous focus on how to blend innovation and education for the benefit of global learners. During his career, Dr. Ewald has been able to integrate innovation, technology, and cutting-edge teaching techniques to synergistically provide education to learners through consortiums with other institutions. Dr. Ewald has a long and varied career in business and industry, and is a nationally recognized leader in the development of performance contracting.

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In addition to teaching a variety of business courses, Dr. Ewald works with Peregrine Academic Services to enhance the business programs of higher learning institutions and assist these schools in maintaining accreditation requirements. He is a longtime faculty mentor in CalSouthern’s School of Business.

Lasting Images

There are many universities we could have chosen, but we picked California Southern University, and what an amazing choice we all made….

I want to thank the administration at CalSouthern for selecting the very best in their respective fields to act as mentors to us. As I’m sure is the case in the School of Business and the School of Law, the mentors in the School of Behavioral Sciences really are the leading experts in my field of study. All of my mentors are actively practicing, publishing, and contributing to the field of psychology. And, as a result, I know that I have received a professionally relevant degree….

I’m excited to see what we do with our education, and I’ll take great pleasure in monitoring the careers of my fellow CalSouthern alumni, from every field of study.

– From the commencement address given by 2011 CalSouthern PsyD graduate, Dr. Kirsteen Moore, August 6, 2011

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PRESORTED STANDARD US POSTAGE PAID ANAHEIM,CA PERMIT NO. 514

930 Roosevelt, Irvine, California 92620 www.calsouthern.edu/content

Instead of driving to a campus and sitting in lecture halls, spend more time doing the things you love.

You can earn your degree all on line, from anywhere, anytime, with affordable tuition and a f1exible schedule that works for you and your family.

Visit calsouthern.edu or call 800.477.2254 to learn more.

Accreditation

Schools, Degrees and Certificates

California Southern University is accredited by the WASC Senior College and University Commission, 985 Atlantic Avenue, #100, Alameda, CA 94501, (510) 748-9001. www.wascsenior.org.

Business AALS, BBA, BSAT, MBA, DBA, Certificates Behavioral Sciences BA, MS, MA, PsyD, Certificates Law MSL, JD Law Enforcement and Public Safety BSLE, MSLEEL

Interested in contributing to future issues of The CalSouthern Connection?

California Southern University invites current students, alumni, and faculty to participate editorially in The CalSouthern Connection. Whether you wish to submit an article for publication or want to inform the editorial staff of a topic you would like to see us cover, we want to hear from you. Email the editor at editor@calsouthern.edu or call (714)Â 882-7861 or (800) 477-2254, ext. 4261.