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Journal Entry 2

Laura Howard

University of Maryland University College

University of Maryland University Colleges Unit 2: Planning and Managing Student

Support Systems (n.d.b.) has provided plentiful sources of information on various topics

involved with distance education environments, challenges and solutions. Thankfully, I have

really realized the value in copying and referencing the reading source information that I

gathered as suggested by University of Maryland University College (n.d.a.) in the course

content. It has helped me to determine the second assignment topic and helped me reflect back

on developing the topics included in this journal log. This second journal log will include

reflections on items that I found intriguing and a lingering question as requested for the

University of Maryland University Colleges Unit 2: Planning and Managing Student Support

Systems (n.d.b.) log content. Hopefully the content presented will display what I have learned

after reading the required resources.

Focusing on three topics that I learned about in the University of Maryland University

Colleges Unit 2: Planning and Managing Student Support Systems (n.d.b.) are from the

Batalla-Busquets & Pacheco-Bernal (2013) and Hoey, McCracken, Gehrett, and Snoeyink (2014)

articles. The first item revealed is from the Batalla-Busquets & Pacheco-Bernal (2013) article in

referring to Zhang and Nunamakers 2003 statement (as cited in Batalla-Busquets & Pacheco-

Bernal, 2013), that in a short amount of years time, the skills and knowledge that workers
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possess now will be outdated, but utilizing the aspects of technology should allow for

companies/businesses to keep their employees capabilities current. This may seem to be a little

exaggerating, but in thinking about the pace of technology changes, it is probably a fairly

accurate situation. The level of technology change can bring some anxiety, but there should be

some relief in the fact that educational opportunities are available and trying to keep up.

This next two items, just like the first item, are not surprising and perhaps I have seen

these mentioned elsewhere, but it has heightened my awareness on the reality of the educational

market. Hoey, McCracken, Gehrett, and Snoeyink (2014) state that, Delivering cost-effective

online education in a competitive marketplace where the for-profit and large universities

dominate is a challenge for smaller private institutions (Hoey, McCracken, Gehrett & Snoeyink,

2014, Abstract section, para. 3). This statement is analytic because I can visualize how it could

be challenging for the smaller institutions. The same concern would probably be experienced by

any small business, in that fact that they need to find ways to survive.

The next statement that was also brought to my attention from Hoey, McCracken,

Gehrett, and Snoeyinks (2014) is, Unequivocally, institutions with a longer history of offering

online programs tended to have higher enrollment in online programs, and more online programs

available (2014, Impact of Time section, para. 4). I think this is a good example of the

realization on the current circumstance for many institutions. I do not remember thinking about

what is referenced in the Hoey, McCracken, Gehrett, and Snoeyinks (2014) statement before,

but I would think that the ultimate goal for institutions or organizations is to strive for higher

enrollment and more course offerings. Ultimately though, it does not necessarily mean that the

institution is seeking best quality measurements or standards.

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There are two items that I found interesting, but again not surprising. Looking for new

ways to evaluate and assess good quality aspects on distance education may prompt some

inventive methods. One way as Hardy and Meyer-Griffith (2012) suggest was to use secret

shoppers. Hardy and Meyer-Griffith (2012) stated, Secret shoppers are an excellent source of

assessment, as this allows for very specific areas of concern to be assessed in a somewhat

controlled environment (2012, p. 9). I am familiar with the term secret shoppers in a retail

environment, but not for educational purposes. I think it could work as long as the secret shopper

is completely unbiased and that this practice is not a security concern. This has heightened my

awareness to think if this has already happened where I worked and has prompted me to be

mindful of this while I am at work. Also, this reminds me about all the social media reviews that

are available now through a number of resources, that anyone can access and use.

The second item that intrigued my interest was on referring to Sheltons (2010) quote

about using the word quality. Shelton (2010) stated that, Interestingly, many institutions

advertise using the word quality with online education programs because they believe it

creates public interest and market advantage (2010, p. 37). The reason why I selected this

statement from Shelton (2010) is because it helps put into perspective the underlying reasons

why educational institutions are offering distance education. There may now be more of an

analytic thought process in thinking about the motives from the institution (or other type of

organization) and if they are reliable in the fact that they want to offer students the opportunity

for an excellent and/or accredited education or purely for financial gain. Referring back to what I

originally mentioned, is that Sheltons (2010) statement is not surprising, but now that it has been

stated, hopefully it should help bring awareness to the type of activity that is/can happen in

modern distance education.

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Reflecting back on the group work I have experienced in the University of Maryland

University Colleges Unit 2: Planning and Managing Student Support Systems (n.d.b.), I

wonder if I am getting better or worse at the group dynamic. I have worked in groups multiple

times throughout my experience at University of Maryland University College and have a

different experience each time. Although I prefer to do group work online rather than in person, I

am curious to know if there is more or less value in having multiple or less group members. I

would prefer a smaller group because in my mind it is easier for me to manage mentally, but I do

wonder if that is better for me to learn or not. I can say that it is challenging for me, especially

with this University of Maryland University Colleges Unit 2: Planning and Managing Student

Support Systems (n.d.b.) group work assignment. I want to be guiding and as efficient as

possible, but group work can be challenging for me in respect to making sure that I am providing

what is required and being able to display my ability to be a contributive group member.

Concluding on the University of Maryland University Colleges Unit 2: Planning and

Managing Student Support Systems (n.d.b.), I have had more experience with time

management, discipline, group activity and focus on writing skills. All four are challenging for

me, but rewarding when I apply them to coursework. Again, I am grateful that I started

referencing any items throughout the reading, as suggested from the University of Maryland

University College (n.d.a.) course content, to refer back to because it helped tremendously with

the second assignment and this journal log. The group work activity was good for me to

experience since it is not always something I am comfortable with and helped me to become

aware of new technology tools available. I hope that the knowledge that I have acquired from

University of Maryland University Colleges Unit 2: Planning and Managing Student Support

Systems (n.d.b.) should help me to become a better employee and distance education student.
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References

Batalla-Busquets & Pacheco-Bernal (2013). On-the-job e-learning: Workers attitudes and

perceptions. The International Review of Research in Open and Distance Learning,

14(1), 40-64. doi: 10.19173/irrodl.v14i1.1304 Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410929/View

Hardy, K., & Meyer-Griffith, K. (2012). Meeting accreditation requirements: Are you serving

distance learners? Journal of Asynchronous Learning Networks, 16(5), 7-18. doi:

10.24059/olj.v16i5.286 Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410952/View

Hoey. R., McCracken, F., Gehrett, M., & Snoeyink, R. (2014). Evaluating the impact of the

administrator and administrative structure of online programs at nonprofit private

colleges. Online Journal of Distance Learning Administration, XVII(III). Retrieved from

http://www.westga.edu/~distance/ojdla/fall173/hoey_mccracken_gehrett_snoeyink173.ht

ml

Shelton, K. (2010). A quality scorecard for the administration of online education programs: A

delphi study. Journal of Asynchronous Learning Networks, 14(4), 36-62. doi:

10.24059/olj.v14i4.163 Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410971/View

University of Maryland University College. (n.d.a.). Please read carefully: Course overview

[Online course content]. OMDE 608-9040, Spring 2017, [Learner Support in Distance

Education and Training (2172)]. Master of Distance Education and E-learning, University

of Maryland University College, Retrieved from

https://learn.umuc.edu/d2l/le/content/202629/viewContent/8410818/View
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University of Maryland University College. (n.d.b.). Unit 2: Planning and managing student

support systems. Retrieved from https://learn.umuc.edu/d2l/le/content/202629/Home