Thomas Edison State College: 5 critical steps to a highly effective online offering

Manuel Rivera
Adjust the
text size

Thomas Edison


Trenton, NJ, United States

Matthew Cooper, Associate Provost, Center for Learning and Technology and August “Chip” Stoll, Associate Director, MIS, Thomas Edison State College in New Jersey (USA) speak about their strategies employed build a successful online offering.

Thomas Edison State College (TESC),  founded in 1972, is one of New Jersey’s 11 public higher education institutions. With a student population ranging from 30 to 55 years of age, it is one of the first schools in the United States designed specifically for adults.

To meet their students’ growing demands for greater, high-quality, effective use of technology to enhance learning, TESC began to develop a centralized approach to online course design. They followed the following five steps to success.

Step one: One common, consistent learning experience. 

The Center for Learning and Technology became responsible for developing courses for all the various colleges within the institution. Their goal was to guarantee a consistent learning experience across courses in order to minimize the learning curve and ensure all students had an equal opportunity for success. In turn, they standardized on the Moodlerooms elearning platform and added plugins and tools such as: Questionmark Perception, Campus Pack and Kaltura. Once these solutions were in place, Stoll and Cooper felt that this combination of high-quality, integrated technical solutions created a foundation that would enable a level playing field between both onsite and online education.

Step two: A team approach to course content. 

Creating online content and determining which technologies would best enhance learning requires a strong team. TESC ‘s course development team is comprised of an assessment developer, an instructor technologist, an instructional designer, the content creators and the subject matter expert – usually the professor – who determines the content to be included in each course, “This team approach makes us unique – to be able to provide a much more consistent online learning experience,” states Cooper

Step three: Curriculum mapping. 

Course objectives must be considered from the outset of course development and design. They must be aligned and mapped through the course’s development in order to ensure all objectives are accounted for and to make certain students are clear on how they will be assessed.

Step four: Ensure content is engaging.

Generating engaging content encourages class participation. “Technology should encourage participation…the inclusion of simulations, special projects, videos and so on…that keeps the student passionate and continuously engaged,” shares Cooper.

Step five: Learner analytics. 

Critical to TESC’s success and one of its greatest differentiators is their collection and analysis of the student data. “Moodlerooms has tools that help collect and analyze a lot of data throughout the course in terms of student assessment and attendance,” explained Cooper. TESC uses this data to measure their performance and also identify students with problems early enough to be able to intervene and help them.

*August “Chip” Stoll – Associate Director, MIS / Matthew Cooper – Associate Provost, Learning and Technology

*Photo by: Alejandra Franco

End of Comments