Author: Shelly Galliah

Online Learning: Not New, but Definitely Improved

Online Learning Has A Long History

A few weeks ago, this author made a Global Campus Facebook post about one of Michigan Tech’s online programs. Almost immediately, one of my husband’s friends sarcastically piped in: “What is this place? University of P—-ix?” At first, his comment confused me. Surely he knew that Michigan Tech, which began as a brick-and-mortar mining school, is obviously very different from that other for-profit online university. But his words also annoyed me. His tone implied that online learning is new, less credible, and less effective than traditional learning. These claims are all untrue.

Online Learning: From Correspondence Courses to MOOCs

Online learning is definitely not new; it has its roots in early distance education. In fact, you could trace its origins all the way back to 1728 when a struggling teacher, Caleb, offered to teach shorthand to students by exchanging letters. Over 150 years later, in 1892, the University of Chicago offered its first correspondence course. Then came radio-broadcasted, televised, and even phone-based courses. Admittedly, some of these first distance courses were “canned” and quite text-heavy. They involved little creativity, self-pacing, or instructor interaction. These instructor-focused courses had the goal of transmitting as much information as possible.

Both synchronous and asynchronous online learning sped up in the 1990s. Huge players such as Michigan State, CAL-Campus, and the UK’s Open University blazed the way. Michigan Tech also stepped in; its current Online Hybrid Electric Vehicle Engineering Certificate, in fact, is based on a 1990’s distance-learning course initially developed by Tech, General Motors, and AVL. This is just one of the online automotive programs offered by Tech.

Improvements in online learning were enhanced by e-learning and learning management systems, such as Blackboard (1997). WebCT, YouTube, and MOOCS further transformed online education. Theories of online learning and best practices for designing and teaching online courses also improved both teaching and learning experiences. For instance, Michigan Tech’s own William G. Jackson Center for Teaching and Learning offers resources for designing, teaching, and reviewing online courses. Combined, these changes helped to make online education more accessible, interactive, and student-focused.

The Pandemic: Forcing a Shift

The pandemic made universities offer hybrid and online options. Students, teachers, and employers suddenly experienced the benefits of online learning. The result: more visibility and credibility for online courses. According to a recent New America poll, the belief in the quality of online learning actually increased by 16% during the pandemic.

A CNN survey also confirmed that 83 percent of the hiring executives said that an accredited online degree is as credible as one earned through a traditional on-campus program. Michigan Tech, continuously accredited since 1928, and which offers over 40 online certificates and degrees, is obviously a smart choice for your online education. And we’re working hard to develop new online programs, such as the recent TechMBA® and the Public Policy Certificate.

Other Benefits of Online Learning

The reputation of online learning probably suffers from the designs of early distance courses. These mainly consisted of students working through massive mail-ordered materials and contacting their instructors only periodically. Things have definitely changed since then.

That is, research has shown that online learning is as good as and, for some students, better than face-to-face instruction. In a recently published systematic review of thirty-two studies that analyzed both online teaching and learning, the authors found no significant difference in reduced effectiveness for online courses. The study did recognize, though, that for online courses and programs to succeed, courses needed to be well-designed, provide very structured online discussions, and incorporate interactive content and timely instructor feedback.

Others have commended online courses for enhancing learning and retention. The Research Institute of America puts this increase at 25-60% more. Why? For many students, the structure, multimedia content, frequent discussions, and flexibility of online courses maintain their attention. Involved students are then more likely to keep going and not drop their programs. IBM even found that in online courses with multimedia content, students learn five times more material than those in traditional face-to-face classes. There is also the freedom of working at your own pace. That is, for those students who feel bored or rushed in a traditional classroom setting, online courses allow them to move slowly through some challenging materials while skimming easier ones.

Young woman reading a book and taking notes at a desk, in front of a window in an open online setting. This image demonstrates that online learning  can happen anywhere.

We need to bring people to learning rather than learning to people.

Elliot Masie

Rich Classroom Communities, Greener Learning

Online courses also offer the opportunity to learn from students with a plethora of perspectives, interpretations, and solutions. And, from the author’s own research and experience, online courses often have this benefit: richer, more engaging discussions that include more learners, especially those who might not be as vocal in the face-to-face classroom.

And for those concerned about the environment, online learning is also the greener option. According to the Open University, students in online courses “consume 90% less energy and release 85% less CO2” than those in traditional in-person courses.

Time Management is the Key to Success

Despite its various benefits, online learning is not the easier option. Students must work hard, make a plan, and dedicate time to study. They must be self-motivated and organized. They must stay connected with other students and regularly interact with their instructors. Thankfully, Michigan Tech has several resources and even a self-paced course, which can help students tackle the challenges and receive the benefits of online programs.

As someone who has been both a student in and teacher of online courses, I’d advise that earlier guy, as well as others, to give online learning a try. Instead of having something to lose, you have a lot to gain: the flexibility and freedom to work in your own space and at your own pace; and the opportunity to learn what you love while fulfilling personal and professional goals. If you think that online learning is right for you, check out Michigan Tech’s online certificates and degrees.

Michigan Tech and Global Campus: Ready for the Mobility Revolution

Innovative Automotive Research

Investing in Michigan’s Future

Home to almost 1/5 of all American automobile production facilities. Headquarters to 71 of the major automotive suppliers. The largest population of engineers in any state. These are some of the reasons Michigan is a natural for leading the mobility revolution. And Michigan’s combination of facilities and talent is drawing investment, especially in the funding of innovative technologies related to vehicles.

For instance, General Motors pledged a historic 7-billion dollars to create 5,000 jobs. And then Ford joined in with a $2-billion dollar investment. Ford’s commitment will secure Michigan’s internal combustion engine portfolio, support future electric vehicle (EV) manufacturing growth, and grow 3,200 jobs. Michigan lawmakers also created a 1-billion dollar fund to attract Electric Vehicle (EV) technology.

These developments bode well for the automotive industry of the Great Lakes State. And even more so for higher-education institutions that specialize in engineering and STEM, such as Michigan Tech.

Reskilling for the Evolving Automotive Industry

The mobility revolution will require the reskilling of the current automotive workforce. It will also speed up the training of software developers, engineering technicians, electrical and electronics engineers, systems engineers, and first-line supervisors. From the manufacturing floor to the design room to the manager’s office, those in the automotive industry will need additional education. They will need skills in the fundamentals of electrified vehicles, batteries and electric storage, automotive systems, controls, communication networks, signal processing, and cybersecurity.

Michigan Technological University is once again ready to take up the challenge of reskilling the automotive workforce. We were there in the early days (or some might say, “back in the day”). In the early 1970s, ME-EM started developing its world-class expertise in combustion engines. Then, in the mid-1990s, ME-EM faculty also hosted short courses on noise and vibration, both on MTU’s campus and then on-site at Ford. It was about the same time that ME-EM offered some of our university’s earliest distance courses to General Motors (GM).

Since then, Tech has collaborated with the mobility industry, training both its current and future workforce to meet its ever-evolving needs. One example, developed by Michigan Tech, GM, the Michigan Academy of Green Mobility, and AVL, is our 15-credit certificate in hybrid electric drive engineering.

Automotive Programs at Tech and Through Global Campus

Tech also offers a very specific certificate in automotive systems and controls. This certificate prepares graduates with skills in controls, systems engineering, and systems integration. And these are just a few of the innovative online programs offered through the Michigan Tech Global Campus.

The rapidly expanding College of Computing at Michigan Tech (70% growth since 2014!) is also stepping up to the plate. Its versatile programs in computer science, software engineering, cybersecurity, data science, mechatronics, computer network, and system administration are all relevant to the mobility industry. Computing, as we all know, is everywhere.

And then there is Michigan Tech’s impressive Advanced Power Systems (APS) LABS, which offers customizable on-site and online automotive courses, in 35 system and subsystem areas. For several years, APS has supplied the automotive industry with research, resources, outreach services, training, and talent. It exemplifies innovation on wheels. (Stay tuned for a deeper look into APS!)

Wherever the mobility revolution takes us, rest assured that Michigan Tech, Global Campus, and APS LABS will be along for the ride.