A couple of weeks ago, I was a presenter at the CAEL 2009 International Conference. CAEL (The Council for Adult and Experiential Learning) is by definition broadly interested in assessing and serving adult learners in a variety of programs; nevertheless, I was struck by how few workshops offered anything geared toward online learning.

This isn’t a small matter. Each keynote speaker I heard addressed the importance of serving the underserved, of finding ways to identify, assess, and recruit adult populations who would benefit from increased access to adult and/or continuing education. There’s tremendous opportunity for institutional growth, they declared, and there’s a moral obligation and societal responsibility to do so. However, most presenters were thinking of these efforts as they pertain to on-ground, classroom-based models. Online learning–if mentioned at all–seemed to be regarded as an add-on option of dubious value to traditional academic delivery.

This kind of perspective has to change if there’s any hope of bringing significantly more adults into our community of learners. Do those who sit on marketing and enrollment committees really want to exclude everyone who might benefit from and contribute to a university learning community but for their inability to be physically present in a traditional classroom? Wouldn’t it be better to design and build a scalable online program that could reach and serve adults regardless of their geographic location? Wouldn’t it be better to spend marketing dollars to identify and attract adult learners to an online program, adults who because of family, work, or other obligations will never step foot in another traditional classroom but who could and would take courses online if given the opportunity? Social media marketing is also a highly cost-effective way to expand your reach. You can visit this website to increase your chances of attracting organic engagement. 

I hear all the time that we must not cannibalize our on-ground programs, as if access to education were a kind of zero-sum game. News flash: a single parent facing a long after-work commute in rush-hour traffic to attend even a suburban-campus night class will almost never occupy a seat in your classroom unless he or she has exceptional resolve and resources. That same person could and would complete a degree online if it’s made available, attractive, and affordable.  My evidence of this is anecdotal, but I’m convinced it would be affirmed by some targeted marketing research. Of course, that would take institutional vision and commitment. And a change of perspective, looking out and away from the classroom to where new opportunity awaits.