It is worth the trouble to keep programs linked to traditional structures-for reasons of money and for reasons of quality. When campus and online learning are merged there are other sources of revenue beyond tuition dollars, both direct and indirect. For example, after LEEP was established we saw an increase from 3 to 13 principal investigators on grants, with a concomitant increase in indirect cost recovery from grants and support for research assistants.

Integration of on-campus and distance programs, even when it does not increase the revenue stream, can optimize campus resources. First, applying distance learning technologies in on-campus classes changes the use of classroom space. Universities that tape class lectures for students to review at a later time already experience lower and lower attendance at the actual classes. On-campus students appreciate the opportunity to hear the lecture at their convenience. Campuses have begun to think whether they really need to schedule a lecture hall for 1500 students, even when 1500 are enrolled. Campuses may choose to retain face-to-face discussion sections for on-campus students while offering a virtual lecture thereby avoiding some of the frustrations caused by classes with conflicting meeting times.

Just as virtual lectures may help optimize use of space, so combining on-campus and distance students may optimize faculty assignments. Faculty members naturally want to teach in their areas of specialization, but may have only a few on-campus students willing to enroll. Students also may develop specialized interests for which there is no current faculty. Combining on-campus and distance learning expands the pool of students enrolled in specialized classes. It also allows colleges to hire specialized faculty regardless of location, or to collaborate with other institutions to draw on each other's strengths. For our School-working in a rapidly changing field-LEEP has given us the opportunity to expand course offerings significantly. And because revenues are combined we have been able to hire tenure-track faculty in important new areas such as information policy and electronic texts in the humanities.

Leigh S. Estabrook
Professor and former Dean
Graduate School of Library and Information Science
University of Illinois at Urbana-Champagne

In six years, faculty size in the UIUC School of Library and Information Science has almost doubled. Research productivity increased significantly, as did the variety of courses taught. Seven faculty were considered for tenure and all were approved easily at school and campus level. Applications to the program doubled, admissions became more selective and our yield rate increased from 58 to 75 percent. Why is this notable? Because it happened while the School instituted a new online master's level program [LEEP] [1] in which all faculty teach while allowing students in the on-campus and online master's programs to enroll in whatever way is convenient to them.

LEEP Connections Map - click to enlarge

Internet-based online programs clearly change people. Students who might have been excluded from education because of geography, disability or conflicting demands now have access to programs of study. Faculty members engaged in online distance learning are developing innovative courseware and styles of teaching. They can also transform departments.

Combining distance learning with on-campus learning can energize campus-based learning and reduce the isolation of distance learners. When programs are combined we optimize use of space and resources. We exploit more fully the campus investments in information technology as we educate faculty to use new technologies effectively and teach students new ways of using IT. We provide campus experiences for students that better prepare them for the labor market.