Introduction:

This analysis and comparison of rationales for eLearning will involve the University of Cincinnati (UC) and the British Columbia Institute of Technology (BCIT). An eLearning strategic plan outlines an institution’s goals and strategies for implementing and expanding eLearning. It should include an analysis of the current state of eLearning, a vision of what the future of eLearning should look like, and specific and measurable goals to help the institution achieve that vision. During the COVID-19 pandemic, there has been an increased focus on eLearning and the technologies that enable it. Although these eLearning strategic plans were put into place before and early in the pandemic, it is reasonable to assume that institutions will have an increased focus on eLearning since then as it was essential during the COVID-19 pandemic.

University of Cincinnati – eLearning Strategic Plan:

UC was founded in 1819 and takes pride in the creation of the cooperative education program in 1906 (University of Cincinnati, 2023). The institution offers 426 different degree programs, includes 118 online program options, and is the home of approximately 48,000 students and over 6,000 faculty members (University of Cincinnati, 2023).

The UC eLearning Strategic Plan that is being analyzed is dated for 2017-2020. The university’s overall vision is to be “inclusive, flexible, engaging, transformative: learning for everyone” (University of Cincinnati eLearning Strategic Plan 2017-2020, 2017, p.5). To follow this vision, their eLearning Strategic Plan focuses on four main areas, and each has six strategies (University of Cincinnati eLearning Strategic Plan 2017-2020, 2017, p.7). The specific areas include:

  1. Student & Faculty Experience
  2. Foundations of eLearning
  3. Building Community
  4. eLearning Ecosystem

BCIT – eLearning Strategic Plan:

            BCIT was founded in 1964 and is seen as a leader in educating the workforce in British Columbia and around the globe (BCIT, 2023). The institution places a heavy focus on experience-based learning in programs such as trade & apprenticeship, health science, and media/technology. As of 2020-21, BCIT offers over 300 different degree programs, including 129 online programs, and has over 45,000 students enrolled and over 2,700 faculty (BCIT Quick Facts 2021, 2021). As BCIT is a school focused on technology, students expect for the institution to be on the cutting edge of educational technology.

BCIT’s eLearning Strategic Plan focuses on the creation of “personalized, accessible, and flexible programs that prepare students to learn and work in a globally networked, digital environment” (BCIT e-Learning Strategy 2020-2022, 2020, p. 2). Specifically, the plan focuses on six guiding principles that will help the institution stay on track to achieve their strategic goals (BCIT e-Learning Strategy 2020-2022, 2020, p. 9). The six guiding principles include:

  1. Educational Quality
  2. Flexibility/Accessibility
  3. Financial Stability
  4. Collaboration and Sharing
  5. Faculty and Student Support
  6. Innovation and Excellence

Analysis & Comparison:

The reasoning for selecting these two institutions is because both place a heavy focus on cooperative education. UC prides itself in being the founder of cooperative education, which allows for education to take place in workplace environments (University of Cincinnati, 2023). BCIT is known for focusing on education through hands-on experiences in trades, health care, and technology (BCIT, 2023). Both institutions overall values are the same in this regard, and therefore should make an excellent and meaningful comparison.

UC defines eLearning as various possibilities including face-to-face, flipped, hybrid, blended, and fully online learning, which all employ technology (University of Cincinnati eLearning Strategic Plan 2017-2020, 2017, p.5). The institution’s strategic plan for eLearning seems reactionary as this goal was set “as a response to technology’s impact on and the potential to transform education” (University of Cincinnati eLearning Strategic Plan 2017-2020, 2017, p.4). The eLearning strategic plan is quite wide in scope, which makes sense when considering that this document only contains phase one of their three-stage plan. BCIT states that eLearning is a key role in their mission to educate and train students for the future (BCIT e-Learning Strategy 2020-2022, 2020). BCIT defines eLearning as an adaptive approach to teaching that encourages increased experiential, social, and connected learning practices which push the learning boundaries beyond the classroom (BCIT e-Learning Strategy 2020-2022, 2020). This aligns with flipped, hybrid, blended, and fully online learning.

Looking deeper, Bates & Sangrà (2011) focus on five rationales for eLearning which therefore should be considered in any eLearning Strategic Plan. These rationales include enhancing the quality of teaching and learning, accommodating to the learning style of millennials, increasing access to learning opportunities and flexibility for students, developing the skills and competencies needed in the twenty-first century, and improving cost-effectiveness (Bates & Sangrà, 2011). Using these rationales as an analysis and comparison tool for both institutions, it is evident that some of these rationales are present in the strategic plans.

UC’s eLearning Strategic Plan incorporates the above rationales, but clearly focuses on some more than others. The main rationale for their focus on eLearning is flexibility and access for the UC community to learn and grow (University of Cincinnati eLearning Strategic Plan 2017-2020, 2017). This rationale was picked by the UC community through a survey, with the other primary rationale being that eLearning aligns with 21st-century classrooms. The inclusion of student involvement in UC’s eLearning Strategic Plan showcases a heavy focus on accommodating to the learning style of millennials and increasing access to learning opportunities and flexibility for students.

BCIT’s eLearning Strategic Plan also incorporates the above rationales, but in a more equal manner. The institution’s guiding principles all align with Bates & Sangrà’s five rationales, and the institution provides good justification for its reasoning. Their main rationale for their focus on eLearning is to “meet the diverse needs of students and employers” (BCIT e-Learning Strategy 2020-2022, 2020, p. 2). This closely aligns with the rationale of developing the skills and competencies needed in the twenty-first century (Bates & Sangrà, 2011).

Sinclair et al. (2006) explain how eLearning should focus on creating a “culture of collaboration” (p. 5). The rationale for the decisions in each eLearning plan should then play a role in creating this culture. UC’s rationale of improving accessibility and flexibility for their community to grow will directly create a culture of collaboration. Furthermore, UC made the choice to involve student responses as the basis for their plan which further shows a culture of collaboration between the university and its students. BCIT places an emphasis on collaboration and sharing as a rationale for eLearning as they push for an “infrastructure that allows for sharing of e-learning resources as well as collaborative teaching and learning” (BCIT e-Learning Strategy 2020-2022, 2020, p. 13). By empowering educators and students to share resources through these tools, they are creating a collaborative culture.

Comparing the plans of UC and BCIT, the overall rationale behind BCIT’s plan is more evident and explained. The rationale used that eLearning would drive educational transformation, help expand their reach, and foster growth, creativity, and innovation are simply more justifiable than the reactionary nature of UC’s plan. Furthermore, BCIT’s plan seems to be tailored for the institution with very specific reasons given in the action plan. Looking closely at UC’s plan, there are many mentions of strategic partnerships and specific companies/platforms which will be used to assist in the eLearning plan. This is an area of concern as it could be the source of a hidden agenda for the institution. Specifically, certain aspects of the UC eLearning Strategic Plan could be influenced by these partnerships, which makes it difficult to assess if the plan is solely for the benefit of the institution or other third parties.

Conclusion:

The University of Cincinnati (UC) and the British Columbia Institute of Technology (BCIT) provide rationales for their focus on eLearning in their respective strategic plans. UC’s eLearning Strategic Plan has a focus on increasing flexibility and access, which is a justifiable reason to focus on eLearning. However, their plan is filled with strategic partnerships which could have an influence on the true rationale for their focus on eLearning. BCIT’s eLearning Strategic Plan showcases specific rationales for focusing on eLearning, including the need to ensure that they meet the growing needs of its current students, potential students, and employers around the world. Bates & Sangrà (2011) stress the importance of using technology to improve cost-effectiveness by increasing the ability for students to gain the knowledge needed in today’s world while finding ways to allow educators to work more effectively and efficiently. BCIT’s eLearning Strategic Plan takes all these aspects into account by focusing on what the institution does well and how it can better itself. In conclusion, BCIT’s eLearning Strategic Plan is more genuine and comprehensive when compared to UC’s eLearning Strategic Plan.

References

Bates, A. W. & Sangrà, A. (2011). Chapter 1: The challenge of change. In Managing technology in higher education: Strategies for transforming teaching and learning (pp. 1-24). Jossey-Bass.

BCIT. (2023). Home. Retrieved January 27, 2023, from https://www.bcit.ca/

BCIT e-Learning Strategy 2020-2022. (2020). British Columbia Institute of Technology. https://www.bcit.ca/files/ltc/pdf/2020-bcit-e-learning-strategy.pdf

BCIT Quick Facts 2021. (2021). British Columbia Institute of Technology. https://www.bcit.ca/files/ir/pdf/quick_facts_2021.pdf

Sinclair, G., McClaren, M., & Griffin, M.J. (2006). e-Learning and beyond.

University of Cincinnati. (2023, January 23). About. Retrieved January 27, 2023, from https://www.uc.edu/about.html

University of Cincinnati eLearning Strategic Plan 2017-2020. (2017). University of Cincinnati. https://www.uc.edu/content/dam/uc/provost/docs/priorities/elearning/eL-Strategic-Plan-FINAL-1.25.17.pdf