Why are there so few fully online BA/BS programs in traditional “arts and sciences” disciplines?

Abstract

Although online learning in American higher education is growing rapidly, online degree and certificate programs are usually either general or career-oriented. Notably lacking are fully online bachelor degree programs in the traditional liberal`a rts and sciences'' disciplines; a recent research inquiry found only a very few such programs are currently available. The availability of fully online degree programs is important for providing maximum access to education for geographically dispersed, highly mobile, and other learners. Available programs in liberal arts disciplines may also be an indicator of online learning as a well-regarded degree pathway. There may be several possible explanations for the current lack of these programs, such as lack of market demand, logistical obstacles, and greater focus on blended learning delivery approaches. Despite current obstacles, rising demand for online courses, increased partnership ventures, and other factors suggest an emerging market which will result in greater future availability for such programs.

Holistic design of online degree programmes in higher education – a case study from Finland

“…The design of ODPs can benefit from the research done in the field of distance education, as methods of distance instruction and learning can be relevant to fully online education, where, for example, the target group, infrastructure or delivery modes can be similar, as identified by Sener (2002). Saba (2016) suggests that HE institutions can use technology by designing curricula and programmes that utilise theories of distance education and provide learners with flexible choices, autonomy and structure in a supportive community of instructors and peers.…”

“…In this paper, an ODP refers to a degree programme that is completed online; has interactive elements, synchronous online meetings and guided study (Joshi et al, 2018); and where students have online access to all services and support provided by the education organisation (Sener, 2002(Sener, , 2015. An applied HE organisation in this study refers to HE-level educational institution where students can obtain university-level degrees in applied sciences.…”

Methodical aspects of usage of blended learning in studying the course «Methodology and Distance Learning Technologies» in institute of higher education

“…Використання комбінованого навчання у навчальному процесі вивчається і досліджується багатьма вітчизняними та закордонними вченими та методистами, такими як Т. І. Коваль [4], В. М. Кухаренко [5], О. Ф. Мусійовська [8], К. Проктер [1], А. М. Стрюк [12], Ю. В. Триус [14], Н. В. Рашевська [9], С. О. Семеріков [10], Дж. Сенер [2], А. Хейнце [1] та ін.…”

“…Дж. Сенер [2] відзначає, що найбільш чітко риси комбінованого навчання виявляються, якщо частка відвідувань університету студентами знаходиться в діапазоні від 20 % до 80 %. Таке співвідношення аудиторної та позааудиторної роботи добре узгоджується з дослідженнями В. М. Кухаренка [5], який вказує, що при комбінованому навчанні від 30 % до 80 % навчального матеріалу має поставлятися засобами електронного навчання.…”