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Market, Competition, Sustainability
Evolving and sometimes complex, the online learning market asks schools to consider new paradigms, opportunities, and potential partners in their delivery of education and structural and financial models.
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1. When considering online learning and online course offerings, how is your school positioned in your market? Where does your school fit in relation to public, charter, college/university, and for-profit and non-profit organizations’ online course offerings?
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2. How do you communicate the value of 21st Century learning skills, including online learning, to prospective families?
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3. If your school presents itself as college-preparatory, do you need to offer or even require hybrid or fully online courses in order to prepare students for their post-secondary academic experiences?
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4. Would online learning increase your school’s ability to meet the diversity of student needs, passions, and abilities — and enhance your school’s scheduling flexibility and number of course offerings?
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5. How could secondary school, college, university, and/or legislative requirements or regulations impact your school’s online learning initiatives? For example, will your state universities accept all online courses for college entrance?
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6. Can your school’s online course offerings and overall marketability be enhanced through consortia with other schools or organizations?
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7. Are there unique opportunities or possibilities for collaboration that build on your school’s strengths and enhance or expand your students’/families’ experiences?
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8. Are there reasons your school should not use online learning vehicles? Would online offerings support or distract from your unique brand?
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9. Taking into account labor, technology,and other costs — would online courses be a source of revenue or a financial cost to your school?
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10. Would online learning help your school achieve mission-based community and global outreach goals?
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11. Would integration of online courses stabilize your school in times of emergency/school closures?
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12. What policy, personnel, and financial provisions have you made to support technology access both at school and at home? What are implicit and explicit online learning expectations at your school and how are they communicated to prospective and current families? How does your school balance promotion of online learning options with socio-economic realities, including the digital divide?
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13. What provisions have been made to address environmental impacts of computers and other e-waste on campus and in students’ homes?
Chris Bigenho
David Chojnacki, NAIS board member
Dolly Ryan, Director of Technology
Bruce Stewart
Bernadette
Bernadette Roche
there seems to be lots of repetitive questioning here. Perhaps that is for a reason.