Answer

Abstract

The move by many organizations to embrace online education has been associated with many significant challenges, which hinder the development of this form of learning. Some of the key issues that hinder the advancement of online learning are policy, education effectiveness, big data, policy, and model. The RLM (Robust Learning Model) offers a suitable solution to these challenges by promoting students’ experience in four dimensions that include student-to-community, student-to-student, student-to-teacher, student-to-technology, and student-to-material. The RLM mod places the learning pedagogy onto long-term maintenance pattern, integrates various learning resources and ensures that students adapt to the services offered at the institution, and helps students attain their academic goals as desired.  Implementation of this model is affordable as it required approximately 2.5  million dollars, which can be recovered within the second year of course offering. The implementation of this model has been successful in many institutions such as the Trident University International, which managed to generate a revenue of 270 million within nine years. As such, the management of Dallas College cannot overlook its implementation.

Incorporation of the Robust Learning Model into the System of Dallas College

The move towards online learning has not been void of challenges/issues/problems, and the growth as well as the expansion of online learning has been associated with significant concern and debate from scholars and researchers in this filed.  A general focus on the literature shows several problems and issues that should be addressed to ensure the success of online learning. According to Neumann & Neumann (2010), key discussion is deeply rooted on the issues of online education quality and online learning effectiveness in relation to the technology application as an instructive tool. Moreover, the effectiveness debate in online learning has been associated with other issues ranging from technological challenges to institutional problems. According to Campus et al (2009), the key issues hindering the growth and advancement of online education are education effectiveness, big data, policy, and model.

Learning Effectiveness

According to Lin (2013), the effectiveness associated with technological changes cannot be witnessed unless it is comes with major organizational and structural changes within education. As such, the major concern of this statement is the effectiveness of online learning in enhancing education.  Lin (2013) points out that the effectiveness of online learning is dependent on factors like the mode of delivery and academic level. Considering the debate/discussion, the general perception seems to embrace the fact that online learning is effective as conventional on-campus learning, if not better (Lin, 2013).

Big Data

Currently, cloud computing and big data are the two terms that happens to be popular among many individuals.  It can be argued that cloud computing is a networked machine. Considering the aspect of big data3, data collection for each student transaction would be done in a course, particularly when the course was delivered/offered online. Every learner’s entry on a discussion, course assignment, and interaction could also be recorded, thereby yielding several transactions per learner per course.

According to Lin (2013), the “BI-business intelligence” software or the data mining software can establish the process of decision by converting/transforming data into actionable insight that targets some issues and respond to certain problems (Lin, 2013). The major examples of “BI” are often witnessed when firms such as Netflix or amazon.com examine consumers web site traffic purchase, visits, or patterns of search to determine the consumers that are less or more likely to purchase certain commodities (books, movie etc.). Using these data, firms send notifications to consumers of novel products as they become ready for sale or available. In institutions of higher learning such as Dallas College, similar applications are employed in assessing and addressing the learning outcomes of students. 

Policy

Williams (2006) define policy as a written plan or course of action such as a regulation, rule, or procedure, which is embraced to enhance the development of a program or certain agenda in action/progress. Policies can be likened to traffic rules or laws of navigation. They offer structure to unstructured events and act as a natural step within the adoption of a technology or innovation. According to Williams (2006), the key indicator/signal that online learning is shifting to the mainstream is the heightened discussion of the need for regulations to govern its effective growth.

Model

According to Lin (2013), since late 1990s and early 2000s, a novel advancement generally termed online education emerged, altering the manner in which faculty educate and students learn. Millions of learners are pursuing their education online, and entire colleges or higher learning institutions have offering their programs online have been established. Academic administration and planning, which in the former years has happened away from classes, can now be incorporated into instructional activities. Williams (2006) assert that the RLM (Robust Learning Model) can fill the gaps existing in online education, particularly on issues such as administration and planning. This framework has been implemented successfully in many high learning institutions with a structure of administration for online college offering doctoral, masters, and undergraduate degrees completely/entirely online.

Considering the above issues, it can be argued that many institutions of learning such as Dallas College are experiencing significant challenges managing and administrating their online education. Education rules that offer direction and guidance to the systems of education should take into consideration the choice of online delivery of hybrid and instruction on top of the conventional campus learning environment. The solution to the challenges lies in the implementation of the RLM.

How to Implement/Start the RLM and the Costs Associated with it

Implementing or starting the RLM is not a laborious task and is associated with limited costs. This model brings together non-academic and academic functions. The RLM is a multi-dimensional framework that is founded on the concept/principle that successful educational outcomes are dependent on several factors employed together within a holistic approach. The implementation or starting of this model calls for the integration the information technology system, multi-dimensional student services focusing on learning and learners, elaborate faculty deployment strategy/plan with specific qualifications and roles, and rapidity of feedback criteria for attending to students’ questions and offering feedback on learners’ assignments (Yoram & Edith, 2015). Advanced indicators of learning effectiveness and institutional performance should also be integrated into the system.   The overall investment needed to accomplish this goal (i.e. successful implementation of the RLM) is approximately 2.5 million, which will be regained within the second year of course offerings.

Benefits Associated with Implementing the RLM to Dallas College

Implementing the RLM will benefit Dallas College in several ways. The RLM will contribute significantly to streamlining and structuring of the institution’s learning organization and operations. The RLM primarily consists of six specific elements arranged in a form of flowchart, starting with the unique pedagogy and proceeding through to the effectiveness of learning. For learners to become highly involved in their education and take enough time to be better learners, shifting into a different educational paradigm is essential (Lin, 2013). Williams (2006) adds that is vital to establish an educational setting that enables learners to explore and involve in multiple levels of education. Creating this form of learner engagement within the online world requires that learners should possess five highly interactive experiences. These experiences are student-to-community, student-to-student, student-to-teacher, student-to-technology, and student-to-material. When an online class/program is able to establish this form of learning setting, learners will have one of the appealing and memorable events of their learning experience. RLM establishes this form of learning setting by having learners do some of form of inquiry-based, problem-based, or project-based learning. These forms of learning are not secluded classroom encounters but cross-curricular ones. For instance, the work might be established using a thematic arrangement that is structured and designed by the teaching staff and permits learners to work toward establishing their activities and projects.

Williams (2006) assert sthat integrating the real-world activities, resources, and online encounters are some of the worthwhile lessons learners can do. All learners, whether low level or high-achieving, can master principal interactive fundamentals when given the opportunity. Having cross-curricular themes enables younger learners to work through a variety of educational projects. RLM also serves as a significant component of distance learning as it asks learners to perform real-world activities/tasks to master the content in a more fully manner. When learners must emotionally, physically, and mentally touch the resource, they learn the primary skill they need to have as they progress in their real-world and academic future. When learners must employ their academic disciplines in performing their tasks and yield a product, which has to be perceived, reviewed, and rationalized, they are compelled to learn various skills that can be employed in later stages of life. According to Lin (2013), when a school is established on these sound educational precepts, it often possesses robust learning communities within the online world. RLM offers a form of learning where many learners, educators, and administrators are not used to, and challenges the conventional drill-and-kill mentality of learning.

Lin (2013) argues that although the RLM was founded on various educational concepts, it was not grounded directly in any specific organizational framework. It serves as a unique pedagogy of leaning effectiveness and organizational effectiveness for technology students. The RLM can be mapped onto several organizational effectiveness frameworks. On the contrary, the most significant approach is to apply the types of one of the former multi-functional systems frameworks such as the “General Theory of Action.” Williams (2006) points out that this framework has offered a range of organizational frameworks, but its original nature expresses a simple, but effective identification of four primary tasks that should be performed by social systems at all levels. These tasks/activities are in turn narrowed down to two principal category dimensions, which are external/internal locus of action and long-term/short-term time horizon. In the real sense, the two fundamental dimensions of RLM are time and space. As such, implementing or adopting this model will ensure that students at Dallas deliver their learning objectives at the required level ad time. Lin (2013) asserts that that the RLM framework is effective in delving four sets of learning activities that include goal attainment, adaptation, latent pattern maintenance, and integration.  In the virtual sense, all social system or organizational tasks can be categorized under one of these four categories. In relation to this, organizational behavior can be studies in an effective manner when the RLM is implemented at Dallas College.  This accomplishment is made possible by the fact the four elements operate in support of one another, and are equally pressing and valid within an online learning institution or any organization. Moreover, the RLM stresses the need for organizations to address various external and internal demands of learning.  For various socio-cultural reasons, the focus on internal needs, as opposed to exclusively focusing on the creation of outputs for society, is always perceived as incorrect. As such, at least a half of the activities that are performed in organizations are somehow perceived as having lower social priority. In this manner, many organizations are ashamed of their activities as well as what they have to do. The RLM offers organizations a way of seeing that their maintenance tasks are legitimate/valid, and provided they do not consume all organizational time, they need to be celebrated as outputs. Thus, the RLM will benefit Dallas College by focusing on four principal areas. It will place the learning pedagogy onto long-term maintenance pattern. It will also integrate various learning resources and ensure that students adapt to the services offered at the institution. As a result, students will manage to attain their academic goals as desired.

Institutions that Have Benefited from Implementing the RLM

Yoram & Edith (2015) argue that the RLM happens to be one of the characteristic features associated with the Trident University International’s pedagogy since the early years. Originally developed by Dr. Yoram Neumann in the late years of 1990s, this framework has served to streamline or structure several aspects of the institution’s organization and operations.

When the RLM had been successfully implemented at Trident University International, the institutions attained a break-even point in 2001 (i.e. by its third year of operation). The funding of this project was approximately 2.7 million, which was below the projected amount of 3.5 million dollars (Yoram & Edith, 2015). The implementation of this model was accompanied by a significant growth in total enrollment from 16 headcount within the first year to 1,357 headcount within the third year (i.e. 2001) (Yoram & Edith, 2015). Between 2002 and 2004, the university generated a total revenue of 55 million dollars, which came from tuition and associated fees with an incorporated EBITDA (i.e. the earnings before interest, tax, depreciation, and amortization) of approximately 30 million dollars (Yoram & Edith, 2015). The aggregated EBITDA margin experienced for the three years (i.e. 2002, 2003, and 2004) was a significant 54%. The total enrollment grew from approximately 3,082 headcounts to 5,187 headcounts within the three years (Yoram & Edith, 2015). Between 2005 and 2007, the university managed to generate combined revenue of approximately 99.2 million dollars with an aggregated EBITDA of 51.4 million dollars (Yoram & Edith, 2015). The aggregated EBITDA margin exceeded 50% (i.e. the actual margin was 52%) (Yoram & Edith, 2015). Within the same period (i.e. between 2005 and 2007), there was an incre4ase in headcount enrollment from 5,701 to 7,391 (Yoram & Edith, 2015).

Considering these statistics, it can be argued that the enrollment and financial indicators associated with the Trident University International were compelling. The university sprang from virtually no learners, within nine years, to 7,391 students in 2007. The institution just began with an initial funding of approximately 3 million dollars, but generated an amount that exceeded 80 million dollars in terms of net earnings (i.e. from an impressive revenue of approximately 155 million dollars). For several years, the funds produced from the online segment allowed the university to support other activities and invest in novel initiatives (Yoram & Edith, 2015).

Yoram & Edith (2015) point out that toward the end of 2006, the university’s Board of Trustees had commenced considering the sale of the institution, which was by then known as TUI (Tuoro University International). This strategic choice was attributed to various reasons. First, TUI lacked a sizeable endowment and the university’s monetization was a means of getting to this point. Second, TUI established a good name for itself within Osteopathic medicine and it needed to include an allopathic school to reinforce that medicinal partnership. Third, the climate of finance for M&A (mergers and acquisitions) was extremely conducive. As such, TUI was a highly valued commodity and generated/yielded several competitive requests from financial buyers. According to Yoram and Edith (2015), despite the institution’s lack of enthusiasm to embrace a for-profit setting, it became apparent to the organization that the financial purchasers made their bids dependent on top/senior executives’ continuation with novel for-profit arrangement. In 2007, Summit Partners endorsed an agreement to purchase the institution’s assets for a cash price amounting to 190 million dollars. This transaction attained its closure on October 31, 2007.  As a result, the novel entity was branded TUI University, and later rebranded Trident University International.

In conclusion, it can be noted that the RLM was of significance success to the Trident University International. This successes was manifested in tow principal ways. First, the division was accredited separately by the WASC commission and advanced to a stage of PhD that it did not provide before. Second,  within nine years, the institution managed to generate approximately 270 million dollars. Dallas can manage to take its level to this level or even higher level by implementing the RLM into its system. As such, the management of Dallas College should consider embracing this model, which carries a significant promise for the institution’s academic objectives.

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