Running head: JOURNAL ENTRY MODULE 2

Journal Entry Module 2

Laura Howard
University of Maryland University College
https://lhowarddepm622.weebly.com/

Business Trend

The business trend that I have been following is the issue of increased competition in

academia, due to the advancements of technology. Module 2 has continued to illustrate some

more examples of this trend in some the assigned readings. Keegan, Lossenko, Mázár,

Fernández Michels, Flate Paulsen, Rekkedal, Atle Toska, and Zarka’s, (2007) article explains

that an e-learning venture failure could occur when developing and offering course programs

that are already established between a partnership or close source of funding. Keegan et al.

(2007) explains example case study failures that “the case studies present many instances of

failed e-learning initiatives competing with other established institutions for the market, or

even competing with their own sponsoring institutions for students” (p. 96).

A current example of this can also happen at the dual mode institution where I work

when deciding whether to offer a course or program. The institution needs to be mindful to
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check and make sure that the same or similar course/programs are not already established in

another department. This is a business skill that may be challenging because if there is a

similar or same credit course already being offered, we need to develop how can we make the

one we want to offer different or complimentary, so that we do not compete with the credit

course or program. However, the institution does offer credit, non-credit share courses, where

the same course is offered for both credit and non-credit. The benefits with taking it as non-

credit vs. credit in this situation are that the non-credit class should be offered at a slightly

lower cost and could be preferred over taking it as credit for recreational/information purposes

and without the concern of a credit grade.

The competition concept is also relevant to my current position as a Program

Coordinator by understanding the there are other external institutions that may offer similar or

the same programs in the surrounding area. Since the other institutions are still in the same

state area, we have to be cautious that we are not marketing outside of the county, since the

surrounding counties may have their own community colleges. The business skill challenge

with this is strategizing how we can increase our growth and retention in the institution’s area

so not to lose students to other surrounding community colleges that may offer the same or

similar programs.

Media

How to Build and Grow a Global E-Learning Business (Scitent, 2016): This is a short

video that encompasses the important aspects of how to conduct a successful e-learning
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business. The business that this video discusses is for a CPR e-learning course example

(Scitent, 2016): https://www.youtube.com/watch?v=ifJb0VF0lVk

Successful strategies should incorporate and utilize strategies and tools that facilitate

extended enterprise (business that is being offered externally), a compatible LMS and

distributive technology, support services, proficient accounting and financial resources and

utilizing marketing strategies that are relevant to a global market (Scitent, 2016).

DE as Business

Distance Education as a business is still very reflective in my thought perspective.

Perkinson (2006) brings up a good point about this by stating “public universities will

continue to commercialize and seek to fledge off selected academic operations in to new

business entities” (p. 25). Keegan’s et al. (2007) article influenced my perspective about this

topic the most through the presentation of examples on how e-learning initiatives need to

integrate appropriate and practical business aspects if they want to be successful. Many

institutions failed because they did not implement business strategies (Keegan et al., 2007).

Keegan et al. also (2007) explains that the institution needs to conduct itself as an institution

and a company.

Module 1 Objectives

The 1st objective is “analyze the key drivers for the growth of education and training

markets in both local and global contexts” (University of Maryland University College, 2019,

Module 2: Meeting the Demand-Opportunities for Business Growth in Distance Education

section, para. 4). This objective has been achieved because I have learned that the key drivers
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are the increased access advantages due to technology, the demand for a knowledge economy

and the competition in the global and local markets.

The 2nd objective is “contribute to both sides of the debate on the learner as customer

(University of Maryland University College, 2019, Module 2: Meeting the Demand-

Opportunities for Business Growth in Distance Education section, para. 4). This objective has

been achieved because the learner can be seen as a customer from a business perspective

(Guilbault, 2017). However, there must be appropriate balance concerning this because the

learner is not the same as a retail customer that controls customer satisfaction (Sirvanci, 1996).

The 3rd objective is “distinguish individual and organizational learner markets and the

design of blended learning products to integrate with corporate development and knowledge

management. (University of Maryland University College, 2019, Module 2: Meeting the

Demand-Opportunities for Business Growth in Distance Education section, para. 4). This

objective has been achieved because I have learned that there is a difference between student

type e-learning and work-related e-training. Keegan et al. (2007) explains that workers only want

to take training if there is an incentive such as increased pay, certification and/or job security.

The 4th objective is “analyze the basic components of a business model and explain

the diversity of models emerging in distance education and training” (University of Maryland

University College, 2019, Module 2: Meeting the Demand-Opportunities for Business Growth in

Distance Education section, para. 4). This objective was achieved because I have learned from

Magda and Aslanian’s (2018) video how a good e-learning business model can be developed

that incorporates mobile-friendly technology and that offering courses that are practical in length
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are more ideal for success because students want to take classes and achieve them faster.

Offering competency-based programs may also be an ideal option (Magda & Aslanian, 2018).

The 5th objective is “explain the factors that influence the viability of businesses in

this industry” (University of Maryland University College, 2019, Module 2: Meeting the

Demand-Opportunities for Business Growth in Distance Education section, para. 4). This

objective has been achieved because I have learned that the factors that influence the viability

of a business are conducting market research, planning financial accountabilities, course

selection and accreditation and having effective partnerships and management of business and

educational activities (Keegan et al., 2007).

The 6th objective is “analyze the constraints of organizational design and structure of

traditional provider in responding to fast growth” (University of Maryland University College,

2019, Module 2: Meeting the Demand-Opportunities for Business Growth in Distance Education

section, para. 4). This objective has been achieved because Keegan et al. (2007) explained in the

case study article that one reason why e-learning initiatives may have fail is because the

leadership and/or employees were not proficient or knowledgeable enough to understand e-

learning aspects, including development timing.

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References

Guilbault, M. (2017). Students as customers in higher education: The (controversial debate

needs to end. Journal of Retailing and Consumer Services, 40, 295-298. Retrieved

from https://ac-els-cdn-com.ezproxy.umuc.edu/S0969698917301303/1-s2.0-

S0969698917301303-main.pdf?_tid=5ac50b77-42cf-4bf8-8165-

96264fc24a9f&acdnat=1552767947_b77c537035a6d0842c54b2a980dc4859

Keegan, D., Lossenko, J., Mázár, I., Fernández Michels, P., Flate Paulsen, M., Rekkedal, T.,

Atle Toska, J., & Zarka, D. (2007). E-learning initiatives that did not reach targeted

goals, Megatrends Project. Retrieved from https://issuu.com/mfpaulsen/docs/book3

Magda, A.J., & Aslanian, C.B. (2018). Online college students 2018: Comprehensive data on

demands and preferences. Louisville, KY: The Learning House, Inc. Retrieved from

https://www.learninghouse.com/knowledge-center/webinars/ocs2018-webinar/#cta-

button

Perkinson, R. (2006). Seizing the opportunity for innovation and international

responsibility. International Higher Education. Notes of the Plenary Speech to Global

Educational Conference, Edinburgh. Retrieved

from https://learn.umuc.edu/d2l/le/content/354229/viewContent/14866845/View

Scitent, Inc. (2016, May 27). How to build and grow a global elearning business [Video file].

Retrieved from https://www.youtube.com/watch?v=ifJb0VF0lVk

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Sirvanci, M. (1996). Are students the true customers of higher education? Quality Progress,

29(10), 99-102. Retrieved from

https://search-proquest-com.ezproxy.umuc.edu/docview/214734003

University of Maryland University College. (2019). DEPM 622 9040 Business of distance

education & e-learning (2192) DEPM-622 [Course syllabus]. DEPM 622-9040, Spring

2019, [Business of distance education & e-learning (2192) DEPM-622]. Master of

Distance Education and E-learning, University of Maryland University College,

Retrieved from

https://learn.umuc.edu/d2l/le/content/354229/viewContent/14382250/View