Rigor: R.A. Distance Education vs. R.A. Brick & Mortar

First...hello to all members of the forum.

I have been a long time lurker and have found this forum an invaluable source of knowledge. However, recently there has been much discussion on the topic of perceived “rigor” in comparison with what have been coined “Brick and Mortar” institutions. This perception of what possibly may be considered as “second-class” status has given me great pause for consideration, and has led to my decision to eventually seek graduate or post-graduate studies (on-campus) at a more traditional institution. I do concede that there is a strong contingent of less-than-superior programs and schools, but it concerns me that many (people) may lump them all into one category.

I am enrolled in an untraditional degree program via WGU’s Teacher’s College, and find the program in many ways more “rigorous” than the several old and reputable, Strictly “Brick and Mortar,” Regionally Accredited institutions I have attended many years ago. I have often heard on this forum that there is rarely a post from any WGU students and would like to offer some of my personal views and experiences. I am not familiar with the process of other RA-DL schools, but in my experience the process at my own is (I believe to be by design) self-weeding in some aspects, as well as having high standards.

When I transferred in, I had many credits from both B&M (RA) Schools and (transcripts) a DETC School, all with high marks, and all showing exemplary completion of semesters or programs. I additionally had extensive experience and knowledge in subjects, certifications, experience and even licensure in a few. Yet none of it was found to be applicable due to strict criteria to ensure the adherence to federal & state standards and licensure requirements. They (WGU’s Faculty) were and are very adamant that all students demonstrate full competency in each area (domain) and subscribe to the philosophy that if you “really know your stuff, you’ll have no problem proving it by consistently scoring well continually assessments and proctored examinations.

I started my program over a year ago and am a fan of WGU ever since. Originally I started with a complacent attitude thinking I’d sail through the program as I have done in everything intellectually and academically in my life. What I accomplished was very little (busy caught up in issues in life’s circumstances) and was in danger of not meeting satisfactory academic progress when I realized (nearly too late) that I needed to make my studies my main priority, second only to health (I’m disabled) and my children. I now dedicate every minute I can find to study, (often at the cost of lost sleep, and the exclusion of entertainment or any ancillary, unnecessary activity). This is not necessary or imperative to complete the program, but it is (for myself) necessary in order to meet my personal goals in relation to time-to-completion.

In my opinion, the program is definitely of high-quality, rigorous and “do-able”. However the WGU BAIS program (I am not as familiar with their other programs) is not a program to be lightly undertaken. There is a definite required amount of dedication involved. I do see what seems to be an attrition rate (not aware of any exact figures) of students who enroll, then either don’t, can’t or are unprepared for a program that (speaking for myself) requires dedication, a serious effort, self sufficiency and competency. There are as well those that simply are unprepared for such a unique structure of independent guided learning and assessment. But for those who are serious it is (again, in my opinion) a worthwhile experience.

The system has many different kinds of assessment to ensure a broad spectrum measure of competency evaluation. I’m sure there are a few who are able to pass some parts without significant new learning in certain areas, yet as a whole, I read about, and experience, far more who devote a significant amount of labor, study and practice in order to pass assessments. The assessments are continually being re-developed and seem to be getting harder, yet more concisely written and clearly outlined with each successive version. It seems to be a common occurrence for students to have assessments sent-back, or failed and additional work, further study, or retaking the competency assessment or performance task because a work/examination simply did not meet minimum standards or the objectives and guidelines of the assessment. A “B” or better is the standard and in performance tasks grades higher than 3.0 are not doled-out lightly. I have had tasks I spent all week working on and, months studying for that were sent back with honest yet favorable critique & comments about the work, but told that it did not meet one or another of the requirements, which are laid out in the rubric.

Study for assessments with WGU is partly independent and partly guided. Your mentor works with you closely when needed and there is more and more a constantly monitored and moderated exchange of information via chat and posts. There is required material (unless your convinced your degree of expertise in the subject is sufficient to pass the assessments) and much recommended material, and in my belief extensive reading and work is almost a given in order to pass. Basically, you are given clear guidelines of what you are expected to know and demonstrate by more than one method, and suggested methods and material for preparation that have been effective in learning the material and teaching the skills that lead to demonstrated outcomes. Sometimes that means taking several classes or courses at a number of partner institutions or universities, sometimes it means reading a few books cover to cover and doing the workbooks until you feel ready, and sometimes it means a light refresher and working through the performance tasks till then sitting for the assessment.

To understand the system I’ll give you an idea of my experience. There are many performance tasks to a competency area (similar to one or more classes in a subject) and proctored exams to an area, also the domains have a domain exam as well, and finally a portfolio, capstone project, seminar and student teaching element or internship. Often students will work through months of coursework to prepare for the exams and the performance tasks.

Example:

When I was studying for the three, lower division, Lang. & Comp. competencies (Objective Comp., Perf. Task Comp. & Exam Comp.) the method I used was to spend a great deal of time pouring over books, write practice essays till I started having (lol) dreams about writing essays, then work through or sit for the assessments. Books I’ve personally found helpful, and studied (some read cover to cover, some skimmed or searched for needed information) include; Webster’s New World – Student Writing Handbook (4th Ed., Sharon Sorenson), Grammar in use – Reference and Practice for Intermediate Students of English (Cambridge University Press), Advanced English Practice (3rd Ed., B. D. Graver, Oxford Univ. Press), Patterns for College Writing – A Rhetorical Reader and Guide (7th Ed., Kirszner & Mandell), A Guide to Writing Research Papers (McGraw-Hill).

When studying for the Math Competencies I used; The Thinkwell.com material, the downloaded study guide, Cliffs-Quick-Review (Statistics), Mastering Technical Mathematics (Norman H. Crowhurst), Barron’s “The Easy Way” Series Algebra & Trig. (Trig wasn’t required, but I intend to go for a graduate and post grad degree and feel I should know it).

To study for the Science Competencies I used the Thinkwell.com (Science) material; Cell Biology and Genetics (Starr and Taggart), Cliffs-Quick-Review (Physics), as well as various library books and web sites.

Material I am currently studying include: Public School Law (Allyn & Bacon), Educational Psychology – Theory and Practice (Robert E. Slavin), Developing Teacher Competencies (Prentice-Hall), Educational Research – An Introduction (4th Ed., Borg & Gall), How to Write & Publish a Scientific Paper (4th Ed. Robert A. Day), Various Teachscape.com material, etc.

Now I have not managed to completely absorb, or even finish reading all the material listed here, as well as the myriad of other material and sources from which I have gained knowledge. Nor am I saying that it is the best, superior, or only way to study for WGU or any other school. Also many of my classmates use different methods, books and material as well as bring with them significant knowledge in areas which others, such as myself, need to study diligently to equal. I have studied, worked through and retained a great deal and do not consider my education, albeit obtained via distance education, inferior to more traditional programs. I live very close to a large and well respected state university (yes, with famous college sports teams) and know many people who attend. My ex-girlfriend is a cum-laude grad from a large college in Texas, and the thing they are all constantly commenting about, is the fact that I am “always busy studying”, and telling me “why don’t you take a break”.

[Post Part 1]

 

Post Part 2

I do not want to leave the impression that I am disparaging their school or education, but if all DL, especially the more experimental or progressive programs, such as my own, are truly inferior to their B&M education, even in perception, then why would I not have a greater degree of free-time than they? When I lived with my now ex-girlfriend during her senior year, she maintained a very high GPA, yet didn’t put in nearly the hours or effort that I do. I sat (occasionally) in on her classes and found (most of) them quite interesting, well taught, but not by any means harder or more comprehensive. She comes over often and keeps me company while I study or work on a performance task, and said herself that “I didn’t have to do this much work at____ to pass.” I hear it so often that I’ve seriously considered enrolling for my graduate studies in the very same University which she had previously attended not primarily for the education, but also for the name recognition, reputation and (my perception) that “academically” it might be less rigorous (due to less intensive study by being distributed over a longer time-span) even though less convenient as well. I will admit that I have completed ½ of my degree program in slightly less than a year, which outwardly might seem less-than-adequate or substandard. But I would also like to add that I believe my progress is the current school record, or nearly so. The program seems to be geared to be taken over the course of 4-5 years if started from ground zero, and without significant competency in the subjects. Consequently, I work very hard to achieve this rate of progress. I can be found off and on thought the day studying as opportunity presents time here and there. At night, I start studying from the moment my daughter is picked up by her mother, till I’m either too burnt out, or I’m too sleepy to continue. My reasoning is that I am disabled and have been most of my life. I consider this my best opportunity to follow a dream, and provide a better life for myself and my children.

I want it known that I am not saying my own school or program is the most rigorous. I am just very territorial and proud of my school, and it bothers me when it appears that all distance-learning institutions are lumped together as a third or fourth tier alternative to traditional higher education. I apologies if I’ve possibly offended anyone, broken any forum rules by my presentation of this post, or otherwise presented anything I’ve said in a negative light, or in an inappropriate manner. But…again, everyone please try to judge an institution based on the merits of their graduates, and knowledge of the program itself, not on a category.

Thank you for reading. Any constructive comment, advise or critique is welcomed.

 

Hi Intro,

Interesting post and thanks for sharing your experiences with us. They truly help to fight some of the bias and misperceptions about rigor in this forum.

Like everywhere, there are good and not so good DL programs out there from DL schools and not. Unfortunately, the author of the rigor threads lumps them in one big group and paints them all with the same brush regardless of their curriculums, individual student experiences, professional accreditations that some are pursuing (Capella, CIIS) and other factors. Basically they make some good points but completely take them out of context so they can go with "my school is better than yours" issue. The author and his supporter IMO simply want to find ways to put their alma matters in a higher light than those of others. Most of the time there are more objective posts about the strengths and weaknesses of many of the popular DL schools/programs and there are schools that are, like you said, very demanding and require a lot of commitment. And for the most time DL students will be the first to post their individual experiences with these schools (good or bad) so you get a good idea of what they offer.

I have close connections with many of the faculty in the psychology department from my old alma matter, USF, and most tend to agree that if you are getting what you want from your education and it is accreditted then you are fine. There are some snobs out there, but chances are much higher than not that most people are not going to care about the medium of your degree as long as it is valid (ex. night school, DL or on-campus).

Good luck,
-S