Developing Brand Identity for e-Learning Programs through Online Human Touch
1. Don’t Waste A Crisis:
Developing Brand Identity for eLearning Programs
through Online Human Touch
Dr. Kristen Betts Drexel University
November 9, 2009
2. Presenter
Dr. Kristen Betts
• Associate Clinic Professor, Drexel University
• Online education research – 15 years
• Teaching online - started in 1998
• Research focus:
Online and blended/hybrid programs design
Recruitment, development, and retention
Learning simulation and work-integrated learning
Online Human Touch (students, faculty)
Online First-Year Experience
kbetts@drexel.edu
3. Nat’l Data Projections (1)
eLearning Enrollments
Economic Factors Demographic Factors
• State Funding • National Shifts
• Financial Aid (population, location)
• Endowments/Fundraising • Aging Population
(e.g., operating budget, low • Diversity
endowments)
• Need for Degrees
• Construction, Maintenance,
Deferred Maintenance • Increasing and decreasing
number of high school
• Technology graduates
Note: 10.2% unemployment
(1 in 10 not working in USA – 26 yr high)
4. Nat’l Data Projections (2)
● Nearly12 million post-secondary students take some or all
of their classes online now
● More
than 22 million students will take some or all of their
classes online in the next five years ~ Ambient Insight 2009
5.
6. Nat’l Data Projections (3)
“Severe economic pressures have created
a defining moment for colleges and
universities, which must fundamentally
reinvent themselves to survive.”
E. Gordon Gee,
Ohio State University,
ACE, Feb. 2009
7. Nat’l Data Projections (4)
“Times are tough, very tough.
It is time for some straight talk, starting
with the realization that organizations that
can't or won't adapt will fail.”
Peter Facione, 2009
Association of American Colleges and Universities
9. Brand (1)
• AMA defines a brand as “a name, term, sign, symbol or
design, or combination of them intended to identify the
goods and services of one seller or group of sellers and
differentiate them from those of other sellers.”
• “To succeed in branding you must understand the
needs and wants of your customers and prospects.
You do this by integrating your brand strategies
through your company at every point of public contact.
• Your brand resides within the hearts and minds of
customers, clients, and prospects. It is the sum total of
their experiences and perceptions, some of which you
can influence, and some that you cannot.” (Lake, n.d.)
10. Brand (2)
The Ritz-Carlton Hotel is a place where the Our Starbucks mission is to
genuine care and comfort of our guests is inspire and nurture the human
our highest mission. We pledge to provide spirit— one person, one cup,
the finest personal service and facilities for and one neighborhood at a time.
our guests who will always enjoy a warm,
relaxed, yet refined ambience. The Ritz-
Carlton experience enlivens the senses,
instills well-being, and fulfills even the
unexpressed wishes and needs of
our guests.
11. Brand (3)
• Personalized experience
(e.g. individual/human touch, room, embroidered robes, skim chai latte-180
degrees w/energy, etc.)
• Personalized communication
(e.g. greeting, your name, etc.)
• Know what to expect
(e.g. layout, employees, options, etc.)
• Sense of community
(e.g. locations, relationships, events, music, furniture, etc.)
• Hearts and minds = Lifelong loyalty
(e.g. services, products, signs/logos, cobalt water glasses, etc.)
13. Online Human Touch (1)
The OHT concept asserts:
students more likely to persist online if engaged in / outside
of their courses and educational experience is personalized
community development is critical to engagement - promote
and support academic and social community development
personalized communication creates a supportive, nurturing,
and respectful learning environment
WIL applied to online instruction/programming increases
course engagement = meaningful involvement, increases the
value of program increasing student engagement / retention
14. Online Human Touch (2)
The OHT concept builds upon five areas of research:
1. Student Engagement
(Astin, 1984; Chickering Gamson, 1987; Tinto, 1975, 1993)
2. Community Development
(Johnson, 2001; Palloff Pratt, 1999; Stanford-Bowers, 2008)
3. Personalized Communication
(Faharani, 2003; Kruger, Epley, Parker Ng, 2003; Mehrabian, 1971)
4. Work-Integrated Learning
(Boud, 1991; Kolb Fry, 1975; Milne, 2007)
5. Data Driven Decision-Making
(Cranton Legge, 1978; Scriven, 1967)
16. Online Human Touch (4)
MSHE Program
• 26 students/cohort to 200+ – fall05 to fall 09
• 83% retention over 3 years; 4% stayed at Drexel
• Age range 22 to 65+ years old (mix all generations)
• Over 30 states and five countries – multiple time zones
• Entry to senior level administrators; transition into HE
• Surge in 40 years old and older – retooling/rewiring
• Graduate co-op for online students
• Need + Niche + Brand = Sustainability
(PA, nationally, and internationally)
17. 10 OHT Brand Strategies (1)
1. Be mission focused; know the Why Drexel? and differential
2. Develop quality products and services
(need/niche, courses, programs, certification, etc.)
3. Know your market
(demographics, trends, etc.)
4. Personalize communication and the experience
(point of first contact; faculty, staff, support services; using names; text
comments; etc.)
5. Integrate engagement strategies and community building into
courses and programming
(Online Human Touch; experience, connectivity, affinity;
academic and social, +1)
18. 10 OHT Brand Strategies (2)
6. Meet and exceed expectations
(marketing = experience; application/actualization)
7. Define expectations and provide ongoing training for faculty
and staff (recruitment, policies, guidelines, retention)
8. Bring the campus to students - increase Return on Personal
Investment-RoPI (social presence - student services, convocation/
graduation, events, alumni, etc.)
9. Lead through innovation - stay one step ahead
(learning simulation, quinary career development model, co-op, etc.)
10. Lead and learn through formative and summative data-DDDM
(identify best clients, at-risk clients, trends, beta tests;
lead through publishing, presenting, etc.)
19. MSHE Data (1)
1. Student Engagement
Question: As an online student in the MSHE Program how
connected do you feel to the following constituent groups?
2009 Student Survey: 186 students/114 respondents
(62% response rate)
20. MSHE Data (2)
2. Community Development
Question: As an online student how engaged are you with the
following course activities?
22. MSHE Data (4)
4. Work-Integrated Learning
42%
45%
40%
35%
30% 24%
24%
22%
25%
19%
20%
15% 11%
10%
5%
0%
Asked to lead Asked to lead Asked to serve Asked to be a Been Received an
a project on a committte a committee speaker promoted award
23. MSHE Data (5)
5. Data Driven Decision-Making
Question: How does the academic quality of the online MSHE
courses compare to on-campus programs you have attended?
43%
Higher academic quality
Same academic quality 50%
Less academic quality 7%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
24. MSHE Data (6)
Personalize the Experience
(Very Important/Important - bringing Drexel community to online students)
• 89% faculty use your name in email
• 83% faculty use your name in Discussion Boards
• 83% have photo of faculty in course
• 70% faculty use video option with “live classroom”
• 91% reminders upcoming assignments (airlines, hotels, etc.)
Define Expectations (Very Important/Important)
• 78% Online First-Year Experience to student engagement
• 68% Online First-Year Experience to student retention
• 61% Online First-Year Experience should be required
25. MSHE Data (7)
Develop Quality of Products/Services
(Important/Very Important to overall MSHE experience)
• 99% academic rigor of courses
• 99% quality of instruction in courses
• 99% academic support from faculty
• 96% quality of academic advising
• 95% accessibility of academic advisor
Meet and Exceed Expectations
• 91% very satisfied/satisfied with the MSHE Program
• 97% recommend MSHE Program to indiv to advance HE career
• 91% recommend to indivs seeking to transition into HE
