Doug Wainwright
The Business of Distance Training: A First Step Toward a Profitable Product
OMDE670
Fall Semester
December 4, 2009

Abstract

During the past decade, ABC Corporation has managed a successful network equipment certification program that provides synchronous training events representing several manufacturers’ brands.  The primary customer is government personnel and the success of this program is measured through the percentage of students that pass the manufacturers’ certification examinations.  At this time, ABC Corporation has committed the resources to build a prototype training event in order to understand the risks and rewards of converting a successful synchronous certification training program into an asynchronous online course.  The reason for this business decision is because there are potential profits in expanding the current synchronous network training program to include online e-learning training events.  

Contents
Introduction…………………………………………………………………..4
Course Development…………………………………………………………7
	Instructional Design Model for Distance Training………………….7
	Design and Development…………………………………………….8
	Implementation………………………………………………………9
	Monthly Recurring Costs…………………………………………..11
	Remote Access Lab…………………………………………………13
Empirical Data Examination..………………………………………………13
	No Significant Difference…………………………………………..14
	Formative Assessment……………………………………………...15
	Summative Assessment…………………………………………….19
Profit or Loss Estimate……………………………………………………..21
	Cost-Benefit Analysis……………………………………………...22
	Return On Investment………………………………………………25
	Strengths Weaknesses Opportunities Threats……………………...26
Conclusions…………………………………………………………………27

Introduction 
	The ABC Corporation is one of the leading government contractors in the United States.  In performing contractual business with the government, corporations understand that the requirements of a contract provide detailed labor types and job descriptions in order to complete a task.  A majority of these tasks are highly customized requiring skill sets that are literally rare or exclusive to the government.  As a result of this knowledge, it is also understood that each contract vehicle provides an opportunity for additional work, which is defined after the initial task is underway.  Ad-hoc work is very profitable; however it requires significant effort to propose, validate, plan, implement, and maintain.  The reason for this trend involves government and corporate employees performing the requirements of the contract and their situational awareness regarding gaps in the processes set in place to complete the task.  A situation is then created where the theory, presented within the proposal, meets the reality of personnel, processes, and problem solving in order to complete the task.  
	Opportunities associated with this type of situation have occurred within the corporate training department.  ABC Corporation currently has a synchronous program that trains government workers and contractors on network services and equipment that span across numerous task orders.  The training department personnel and processes currently develop learning material, participate in new business proposal efforts, and thrive as a cost center responsible for generating revenue.  
	As revenue generating business group, the strategic goals of the training department consist of expanding the reach of the current training program beyond the existing student customer base and into the commercial arena.  The reason for this decision is because the network services and equipment training is manufacturer specific, which results in a worldwide customer base.  In order to maximize this opportunity, the establishment of an online e-learning program should be investigated as a potential source of revenue.  Given this reasoning, the next step is to develop a strategic plan.  Kilfoil (2003), illustrates that strategic planning is an association that links the current situation of an organization with its future ambitions through the investigation and interpretation of trends within the business arena (p, 3).  With this as a foundation for a strategic plan, the ABC Corporation training department believes that it can successfully and profitably convert an existing synchronous certification training course into an asynchronous online e-learning event through course development, empirical data examination, and cost benefit analysis.  The conclusions, based upon the evidence, will determine whether an online e-learning program initiative may proceed.  
	The development methodology approach of this prototype project is what Moonen (2002) considers as a technological and educational point of view (p. 156).  The process of course development will involve the leverage of an existing labor pool and cost structure that is currently providing these e-learning services within the corporate computer based training (CBT) program.  In addition, Moonen (2002) indicates that digital computing has forced fundamental changes in design and development methodologies, which highlights one of the primary features of this e-learning event (p. 154).  In response to this, an online lab is offered where the student is interacting real-time with actual routers in a global network.  
	The empirical data collected through the first year of the project will provide a foundation of evidence to be used in determining whether to begin an e-learning training program.  The decision to begin must also understand the sustainability of an e-learning program because a profit must be realized on a long term basis.  This paper must first address the no significant difference phenomenon.  The phenomenon is a comparison of educational effectiveness between traditional synchronous and online asynchronous instructional delivery methods; however, as Simonson (2003) indicates, quality questions arise when technology and educational delivery methods are combined (p. vii).  Also, the approach toward empirical data collection will encompass the subjects of course evaluation student perception goals assessment in an attempt to define and measure the learning objectives.  In measuring the learning objectives, this paper will use the advice of Morrison, Ross, & Kemp (2007) regarding the use of multiple data sources as a way to provide the most information about student perception and success (p. 243).  
Profit and loss calculations will be used to review the probability of sustained success for the prototype training event.  This will be accomplished through a cost benefit analysis and an estimated Return on Investment (ROI) and ultimately applied toward the final decision regarding an online e-learning program.  As Cohen and Nachmias (2009) indicate, stakeholders must fully evaluate the initial and ongoing costs of e-learning development, and online instruction in order to make “informed decisions” regarding the effectiveness of the technology.  
In summary, Morrison, Ross, & Kemp (2007) illustrate an important line of reasoning when they conclude that, within an educational program, the measurement of success can only be determined as a lagging indicator because analysis “requires attention to important outcomes beyond the results of written and performance tests” (p.330).  This is the reason for the initial e-training event to be an online version of the most profitable and analyzed course in the corporate synchronous program.  Conclusions and recommendations provide baseline analysis of the prototype program after one year from initiation of a production online course.  This allocates time for the collection of data from course development, empirical data, and the profit or loss estimates for final analysis and recommendations for further action. If this prototype e-learning course is successful, it will provide the foundation for the establishment of a entire online learning program.  
Course development
	According to Schreiber (1998), ABC Corporation is at the highest level of maturity as an organization providing distance education and training (p. 4).  The corporation achieves this high standard as e-learning has a high visibility across the organization with internal CBT courses and a partnership with a prominent online degree program that caters to undergraduate and graduate students.  The importance of course development will require all of the technological resources available to the organization.  The tasks involved with the instructional design model that will perform the process of translating the current synchronous course into an asynchronous online event, software implementation via corporate CBT web portal, and development of an online lab for a router equipment simulator.  
In order to establish an instructional guideline, a systems approach has been selected as the method of developing the online course.  Schreiber (1998) correctly indicates that the Instructional Systems Development (ISD) approach toward design is improved and enhanced by the technological delivery method (p. 4).  Course development will begin with the instructional design of the online learning event using what Schreiber (1998) calls the Instructional Design Model for Distance Training (IDM-DT) (p. 43).  The IDM-DT approach is described by Schreiber (1998) as a design method “that tailors the primary processes of analysis, design, development, implementation, and evaluation to providing successful business-driven distance and distributed learning.” (p. 41).  Berge and Giles (2008) support the use of this method as a structure to build a distance training program that focuses on using technology to provide measurable results applied toward strategic business goals (pp. 49-50).  
It must be understood that the ABC Corporation prototype distance training project is attempting to fulfill strategic business goals that go beyond the traditional use of the IDM-DT.  The traditional viewpoint of the IDM-DT method of implementing and maintaining distance training is directed at internal institutional development.  On the other hand, this project is attempting to create a revenue generating product, which includes development and service to customers outside of the corporation.  This means that the quality and performance outcomes must indicate that a return on investment is attainable.  As a result, estimates for labor and total costs will provide a baseline for a cost benefit analysis and ROI.  
According to Schreiber (1998), the IDM-DT method specifies eight steps toward the implementation of distance training; however, because of the current situation regarding distance training at ABC Corporation, this paper will concentrate on incorporating e-learning material for asynchronous delivery of instruction, execute initial product launch, and evaluate collected empirical data regarding the course.  Initially, the design and development of the prototype course will utilize the existing corporate CBT resources including the Learning Management System (LMS).  The process of course development will involve the leverage of the existing labor pool and cost structure that is currently providing these e-learning services within the corporate Computer Based Training (CBT) program.  Moonen (2002) supports this assertion by illustrating that using an LMS with web-based material allows the instructor to focus on the content and interaction rather than the overall design because the software application performs this basic functionality of page setup and layout (p. 162).  
	Labor and cost estimates are based upon a firm fixed price for five internal ABC Corporation LMS programmers and CBT course designers.  The current estimated design and development plan calls for a total of 200 hours of work for five employees.  Table 1 indicates the labor costs.  
Table 1

	The next step in course development is the process of implementation.  Since the existing e-learning program is fully integrated within the organization, the corporate LMS and CBT support an internal student audience with access, platform, and delivery support.  Utilization of the resources available to these e-learning entities allows for the expansion of course access to a wider student audience because demand for this specific type of network router training currently exists on a worldwide scale.  In addition, demand for training and education has increased as a result of a recent downturn in worldwide economy and presents a situation that Moore and Kearsley (2005) correctly describe as an individual need to reach “effective employability” status in the information technology industry (p. 290).  The implementation process will focus on the activity of what Berge and Giles (2008) describe as customizing the learning information to meet the learner requirements (p. 51).  Although they approach this type of implementation as a corporate entity providing e-learning for internal employees, the same strategy may apply in a for-profit distance training initiative.  The views of Schreiber (1998), within the IDM-DT approach, LMS and CBT resources can deliver distance training to a wide audience (p. 60).  In addition, Schreiber (1998) indicates that the implementation process must use technology in order to address the “human factor” that ultimately delivers a positive learning experience (p. 61).  Given the available status of the corporate CBT and LMS systems and resources the implementation issues of interaction and access in addition to the associated costs and labor will be discussed.  
	The corporate CBT and LMS resources consist of a development and technical staff that designs course content and maintains a software and hardware delivery platform.  This existing resource will provide the online learning material and present content to the user through the corporate Internet portal.  The benefits associated with these services include course design and development, delivery of the e-learning event, technology maintenance, continuous access, and technical support; however, this does not address the fundamental requirement of student-student and student-instructor interaction in an asynchronous learning environment.  Student-student interaction is easily facilitated through the LMS, but it must also be encouraged through what Wozniak (2007) suggests as group collaborative knowledge building exercises (p. 209).  Group exercises are inherent to the training curricula in the face-to-face version of the course and are included within the online event.  In order to facilitate student-student and student-instructor interaction, the current staff of instructors would provide the interaction necessary to support the distance learner.  At this time the instructors of the traditional face-to-face network engineering course also work as customer support technicians on a continuous 24 hour service desk.  The instructor staff can provide online, real-time assistance to students 24 hours a day, seven days a week through the LMS web portal live chat function.  Given the instruction, online live chat, and email customer service experience of the staff, the only difference between the online and traditional student-instructor contact would be the transition from speaking to writing while interacting.  This statement is supported by the fact that the faculty currently performs the instructional duties of the synchronous course in addition to online chat and email the customer support services.  The primary position of the instructors is in the customer service arena where the ABC Corporation help desk is staffed on twenty-four hours a day for the entire year.  Instructors rotate synchronous teaching time with their duties on the service desk.  The service desk duties include live online chat and email support within the software trouble ticketing systems requires professional, courteous, and responsive written communications between the support staff and the customer.  On the other hand, as a quality control measure, the instructor staff will be formally trained to provide meaningful and substantive feedback to the student population.  This training will be provided by the LMS and CBT developers and instructors on a recurring basis.  
Labor and cost estimates are based upon a monthly recurring cost (MRC) for the Internet access portal and LMS CBT services of $500.00.  In addition, the labor costs for instructor services include a firm fixed price of $60.00 per hour for internal corporate instructors for 750 hours to cover 24 hour a day, seven day a week service coverage.  The following table illustrates the total implementation costs on a monthly recurring basis.
Table 2

	The final process in building the prototype e-learning event is the development of a remote access lab.  The remote access lab is an attempt to bring added value to the student through the strategy that Morrison, Ross, & Kemp (2007) describe as a constructing a “cognitive map” that shows relationships between gained and new knowledge (p. 154).  The remote access lab is an Internet accessed, global network simulator using actual network routers and switches.  The Command Line Interface (CLI) of an actual network router Operating System (OS) is accessed by the student.  Each student is responsible for one router and one switch within the network.  All exercises are practical applications of the knowledge gained through the online learning coursework.  Students are responsible for correctly navigating through exercises in the lab work and must successfully configure their networks to establish connectivity in the larger enterprise network.  Each student domain is integral to the connectivity and functionality of the whole network.  An individual router and switch is unable to connect the network until each is correctly configured.  This avoids the problem encountered by Reuter (2009) where student-student collaboration allowed individual students to complete the exercises without retention (p.160).  Retention is reinforced through the repetitive process of building various lab network scenarios from the original router and switch domains.  In addition, further learning occurs through the lab simulator when the instructor introduces faults into the network architecture.  The student is forced to apply skills learned within the CBT course to isolate and recreate the problem in order to solve it.  
	In addition, the remote access lab exists as a separate entity from the LMS portal to the CBT, and is accessed via a link within the LMS web portal.  Separate facilities are required because the network simulator is available online in the same form as the traditional face-to-face course.  An equipment cabinet houses the lab hardware and network access cabling located on site with the instructor staff.  The reason for this strategy is to subject the online asynchronous students to the same environment as that experienced by the synchronous course.  Elliot and Kukula (2007) note that the educational outcomes between synchronous and asynchronous students were evenly balanced when delivered on an equal basis (p. 38).  Elliot and Kukula (2007) go on to highlight that substantial differences in outcomes occurred when lab exercises did not translate well into an online version.  Reuter (2009) supports this assertion in a two year test involving online and campus based students where no differences were recorded in lab grades (p. 157).   
Labor and cost estimates are based upon the equipment and maintenance fees.  The equipment currently exists as a backup system for the traditional course.  A rental fee of $500.00 per scheduled class date will allow continuous virtual access for students.  The following table indicates the costs associated lab equipment rental on a per scheduled class basis.
Table 3

Empirical data examination
	In an effort to measure quality, the next major process of implementing this prototype training event is to collect and evaluate student, instructor, and other observable educational outcomes.  Since this prototype training event is projected to operate for a minimum of two years, the amount of empirical data gathered within that time should provide enough information to understand the viability of creating a sustainable distance training program.  Evaluation of the empirical data collected through the first year will establish a foundation of evidence to be used in determining if the prototype training event is a worthwhile venture.  There is support for this approach, as Schreiber (1998) concludes; the last step of the IDM-DT process provides a framework for evaluation through the use of formative and summative analysis (pp. 64-65).  Schreiber (1998) defines formative analysis as ongoing evaluation that addresses the fundamental aspects involving the student and instructor and their perceptions regarding the design and delivery of distance training (p. 64).  Also, Schreiber (1998) describes the summative review as an evaluation of data accumulated over time (p. 65).  This paper will begin with the discussion of the no significant difference phenomena because the prototype distance training event is to be developed as an online version of the original synchronous course.  A formative assessment will then illustrate the student and instructor course critiques and the ongoing status of the online training event.  The summative examination will review the information included on course critique forms that will be used to investigate the student and instructor perceptions of the online course upon completion as a quantitative analysis taken over time.  
The no significant difference debate centers on comparisons and contrasts of quality educational outcomes between the synchronous and asynchronous instructional models.  Simonson (2003) supports the no significant difference debate because distance education and training is consistent with traditional educational methods through students, instructors, and their interaction (p. vii).  In order to ultimately implement a distance training program, it is important that the corporation maintain a measureable similarity in quality between the synchronous and asynchronous learning events.  The no significant difference debate consistently indicates that the online e-learning outcomes are equivalent to face-to-face instruction and is a major reason the corporation has invested in this venture.  This topic has been the subject of much debate regarding the positive and negative opinions from educators; however a majority of results have recorded equivalent or better educational outcomes.  Joy and Garcia (2005) argue that the body of evidence is disproportionately in favor of those sympathetic to the distance learning arena (p. 33).  Joy and Garcia (2005) go on to cite several studies and experiments that focus on technical issues such as design flaws, learner control, and achievement.  On the other hand, Joy and Garcia (2005) also conclude that true comparison data will probably never be accurately measured because the scientific method, including a control group, is not likely to provide irrefutable evidence for either side of the debate.  This, in addition to the fact that corporate e-learning resources are already available, is part of the reason why the ABC Corporation has taken the risk of an investment in distance training.  Given the data and opinions on the subject of no significant difference, as well as the experience with the synchronous version of this course, the emphasis on educational outcomes will drive the decisions to continue offering the prototype online event as a viable alternative to the traditional course.  This translates into a comparison between the two course offerings that use the same quizzes, tests, and lab objectives as graded assignments.  Zhao, Lei, Lai, and Tan (2005) support this assessment as an effective measurement of the no significant difference issue because the same criteria are used in an unbiased set of results (pp. 1844-1845).  Additionally, the research from Zhao et al. (2005) indicates that the major difference between studies is in the amount interaction (p. 1861).  The Zhao et al. (2005) study found that more interaction between student-student and student-instructor led to outcomes that support the e-learning side of the argument (p. 1861).  In the corporate prototype project, this is where the main difference in the traditional training course and the online learning event.  Therefore, since this issue has been addressed earlier, in order to provide the maximum amount of student exposure to interaction, instructors will constantly be available online for twenty-four hours a day every day.  This approach is also supported by Zhao et al. (2005) illustrates that technology has played a role in this finding because distance students and teachers have matured along with the technological support systems (p. 1865).  
Another way toward a practical application of the no significant difference parallel is in the use of the online version of the training lab.  This is noteworthy as this course is a network engineering class, which is traditionally difficult to teach in any synchronous or asynchronous classroom.  Bourne, Harris, and Mayadas (2005) illustrate this difficulty through acknowledgement of constantly changing learning material and content regarding online engineering courses (p. 16).  ABC Corporation will attempt to overcome the problems associated with maintaining and updating online engineering courses through the design and development of course content as well as the remote access lab.  Bourne et al. (2005) confirm that this is a valid approach because remote access labs use actual equipment in real-world scenarios that put together knowledge gained from class and applying it in order to reinforce new skill sets (p. 32).  Further, Bourne et al. (2005) also indicate that the remote access lab is a trend that will increase the opportunities and possibilities of online engineering in the future (p. 36).  As a result, the ABC Corporation feels that the issues associated with hosting an online engineering program can be overcome through continuously available interaction with instructors and the remote access lab.   
Information gathered due to the no significant difference discussion will provide the data necessary to provide data for the formative assessment of the prototype training event.  Schreiber (1998) indicates that a formative analysis is an adaptive process to continually improve design and development based upon the perceptions of the students and instructors (p. 65).  As noted by Reeves (2005), there is still much to learn about online instruction and assessment as well as the correct configuration of technological presentation and instructional material (p. 300).  It is for this reason that the formative assessment will attempt to analyze and improve ongoing technological operations and educational development based upon information gathered from instructors and students.  The formative assessment will use this information to isolate and correct issues recorded on the course critique as a guide to continually adjust to implement valid student and instructor suggestions.  Bonk and Wisher (2000) illustrate that online learning needs effective surveys in order to affect viability in the educational arena (p. 40).  The student course critique will attempt to highlight and isolate any quality issues through the use of the directed questions relating to the online experience.  The student course critique is highlighted in the following example. 
Table 4
E-Learning Student Course Critique	
COURSE NAME:	Implementing and Operating Cisco Enterprise Networks	
DATES:		
INSTRUCTOR:		
LOCATION:	Online	
Circle the number which most accurately rates the course and the materials: (1 = lowest, 5 = highest)	
The Course	The course was well organized	1   2   3   4  5	
	The course significantly enhanced my knowledge of the products	1   2   3   4  5	
	The session flowed in a smooth logical manner	1   2   3   4  5	
	Overall, the training course was valuable and worthwhile	1   2   3   4  5	
Material	The right topics were covered	1   2   3   4  5	
	The material was at the right technical depth to meet course objectives	1   2   3   4  5	
	The material was easy to understand	1   2   3   4  5	
Instructor	The instructor effectively stressed key points to ensure student understanding	1   2   3   4  5	
	The instructor was knowledgeable of the subject	1   2   3   4  5	
	The instructor presented the material clearly	1   2   3   4  5	
	The instructor clarified difficult points with examples	1   2   3   4  5	
	The instructor was enthusiastic	1   2   3   4  5	
	The instructor encouraged interaction	1   2   3   4  5	
	The instructor managed time effectively	1   2   3   4  5	
Environment	The online training lab was configured correctly and conducive to training	1   2   3   4  5	
	There was proper and sufficient equipment	1   2   3   4  5	
	The equipment operated efficiently	1   2   3   4  5	
	The hands-on and troubleshooting exercises were effective and useful	1   2   3   4  5	
	There was enough time allotted for hands-on and troubleshooting exercises	1   2   3   4  5	
In your opinion the time allocated for this course was:
□ Too Long            Explain:
□ Too Short
□ Just Right	
Did the course live up to your expectations?

□ Yes                  Explain:
□ No	
Which part of the course did you find most relevant and useful?

	
Which part of the course did you find least relevant and useful?

	
Please add any additional comments or feedback you may have about the course, i.e. How could we make it better?

	

The instructor critique is illustrated in table 5.
Table 5
E-Learning Instructor Course Critique:	
COURSE #:		
COURSE NAME:	Implementing and Operating Cisco Enterprise Networks	
DATES:		
INSTRUCTOR:		
LOCATION:	Online	
What is your overall opinion of the online instructing with this course?		
Were the LMS and CBT web portals easy to work with?		
What is your general consensus regarding student interaction?		
What do you like about the current LMS and CBT systems?		
What would you like to see changed with the current LMS and CBT systems?		

Each critique will be used in a monthly meeting of LMS and CBT design and development team, instructors, and program managers.  These meetings will assess the ongoing formative aspects of the critique that contribute to the individual learning and teaching experience with the responsibility to quickly adapt the e-learning experience to their needs. Change requests for engineering or development issues will be discussed and action items initiated.   For example, the student critique rated questions can quickly focus positive or negative feedback specifically on the course, learning material, instructor, and online environment.  Issues such as time constraints, functionality, and online navigation are addressed.  The rated questions segment the topics to either the LMS and CBT or the instructor, so an ongoing analysis can identify and modify application software or instructional presentation.  The written questions for the student and instructor course critiques allow for a formative assessment in the overall focus of the operational issues of the course such as relevance, expectations, and quality modifications.   
	In analyzing the assessment, Zhao et al. (2005) correctly indicate that the opinion of a student can be extremely different than their final grade (p. 1845).  It is for this reason that a summative analysis will also use the course critique to make an overall assessment of the accumulated data.  Schreiber (1998) describes the summative assessment as a tool to determine the “overall strengths and weaknesses” of the course with data collected over a predetermined period of time (p. 64).  In this case the prototype project will be subject to monthly and yearly reviews to evaluate and track trends in performance.  As an additional evidential measurement in learning outcomes, the summative data about the manufacturer certification exam pass or fail rate will provide a precise gauge in performance of the online students.  Compiling the manufacturer certification exam results will provide a solid foundation of data to compare asynchronous and synchronous learning outcomes.
Beginning with the first monthly meeting, the rated questions will be compiled to show the average scale across the student body.  These will be compiled as the months accumulate and assessed on a quarterly and yearly basis.  The following table is an example of the compiled data from the rated questions from the beta course results.  The beta class is comprised of ABC Corporation service desk personnel.  
Table 6.

	In addition to the formative and summative evaluations, a post assessment comparison is available regarding the percentage of students passing the manufacturers certification exam.  The pass or fail rate is measured on a first and second attempt basis.   The first attempt is the noteworthy number as it is the percentage that bolsters the institutional reputation and attracts students.  The range of comparable institutions providing this training for the same manufacturer is between 75% and 85% success rate for the first attempt after taking the training.  The second attempt is the success rate for students taking the exam after failing the first try.  The success range for second attempts typically fluctuates between 81% and 87%.  The ultimate goal of this prototype training event is to keep the success rate for first and second attempts within the previously listed ranges.  The reason for this is because the percentage of successful students is a worldwide recognized and established baseline that qualifies as an unbiased indicator of the success of a program.  Tables 7 and 8 show the pass and fail rate for the beta class.
Table 7.

Table 8.

This measurement also qualifies as what Morrison, Ross, & Kemp (2007) describe as “important outcomes beyond the results of written and performance tests” that are included with the course. (p. 330).  This prototype online training event must meet these standards in order to determine whether the project grows into an e-learning program  
Profit or loss estimate
	Similar to the quality measurement assessment, the financial status of this prototype project is to be reviewed on a monthly basis with yearly evaluations for two years.  A cost-benefit analysis will present the data to project a future ROI.  Schreiber (1998), indicates that the cost-benefit analysis should include actual “hard dollar savings and strategic benefits” within the assessment; however, ABC Corporation is approaching this project as a profit generating venture and needs to measure the monetary expenses and possible revenue (p. 47).  Therefore, the cost-benefit analysis will use Schreiber’s (1998) advice to include operational expenses and link them to the projected financial results of the business objectives (p. 47).  The information extracted from the cost-benefit analysis will be used to compile a detailed report on Strengths, Weaknesses, Opportunities, and Threats (SWOT).  The SWOT analysis will be used in conjunction with the empirical data and cost-benefit analysis to determine if the prototype project is successful.  
	One of the unique parts of this prototype project is that the user interface is comprised of a CBT and a remote access lab, each of which is accessible through a single web server interface.  Osiakwan and Wright (2001) indicate that remote access training is more expensive and profitable than CBT; however, a combination of each is easily funded as long as the network and software design resources currently exist within an organization.  According to Rumble (2003) this classifies the ABC Corporation as having a “Class IV” distance education system which is characteristic of an organization with an existing online e-learning program (p. 703).  Further Rumble (2003) identifies operational expenses as the driving costs that include development, implementation and labor (pp. 709-710).  These operational expenses have been classified into raw figures of fixed costs variables as illustrated in Table 9.
Table 9.

These figures have been refined into a monthly estimated recurring charge for the first year of operation.  The Table 10 indicates the estimated MRC for the first year.
Table 10

The tuition costs have been calculated as the same price as the traditional synchronous course.  The reason for this number is because the online version of this course has inherent savings already factored into the tuition such as travel, hotel, and meals.  ABC Corporation believes that the price is adding value to the product as an online version that requires students with a personal computer with a network interface card, Internet access, and the determination to learn the material. Although it is understood that all classes will never be completely and continually filled to capacity, the maximum monthly revenue is illustrated in order to understand the potential impact of current conditions as well as those associated with product expansion.  With the goal of filling each scheduled class to the full number of students, the maximum monthly income available can be calculated as in Table 11.
Table 11.

Since it is not reasonable to expect that the maximum number of students in each scheduled class will be attained throughout the year, it is estimated that a 25% contraction from the maximum number of students will provide a fair minimum financial goal for the prototype online training event.  Table 12 illustrates the estimated monthly revenue goal.   
Table 12.

Given the foundation of estimated costs and income, it is now time to link them to the projected financial results of the business objectives.  In this project, the determination to proceed will be established after providing a cost-benefit analysis that measures a monthly and yearly ROI estimate.  The estimated ROI is comprised of monthly recurring costs and enrollment income.  The ROI recorded results will be maintained on a monthly basis and reviewed yearly for two years.  The following tables use the estimated monthly revenue and costs to provide a yearly financial goal and a ROI.  Refer to the following tables for a yearly estimated ROI.
Table 13.

Table 14.

Table 15.

Given the ROI figures, a SWOT assessment will also be provided on a monthly and yearly basis in order to supplement the empirical and cost data.  During the two year trial for this prototype project, it is critical that the online learning outcomes are correctly measured.  According to Strother (2002) it is difficult to correctly measure e-learning effectiveness because the large numbers of variables involved make inadequate revenue forecasts (p. 10).  
The reason for the SWOT is to estimate a positive or negative effect regarding the instructor and student as well as the profitability of the e-learning event.  The SWOT assessment will provide a monthly snapshot of internal and external issues that affect the sustainability of the prototype project.  This assertion is defended by Berge and Giles (2008) who indicate that the SWOT analysis is an integral part of a long-term strategy for an e-learning program because the technology is supported and the results will identify action items and the responsible corporate organization or employee (p. 45).  Since the financial goals are to produce revenue and contribute positive results toward the overall strategic plan of creating a distance training program, the SWOT assessment will begin during the first monthly meeting with results to be recorded at the second meeting.  The reason for this delay is for all participants to have some time to evaluate the SWOT and apply the data and responsibility in a meaningful way.  An example of the SWOT evaluation form is provided in Table 16.
Table 16.

The SWOT assessment is an exercise in discussion and writing.  As Kilfoil (2003) indicates, it is traditionally segmented into “internal strengths and weaknesses and external opportunities and threats”; however, given this particular case each SWOT topic is segmented into internal and external analysis (p. 18).  This decision was made because of the dynamic of the government contracting business.  For example, there are numerous internal opportunities for this course from employees as well as task order requirements for this brand of network equipment.  In addition, external weaknesses occur in areas such as quality perception or access.  This detailed type of SWOT assessment will ultimately strengthen the course and provide a solid quality process for other online course events.
Conclusions
	In conclusion as a leader in the government contracting arena, ABC Corporation is experienced in providing highly specialized task assignments and position descriptions for numerous proposal efforts and labor categories.  Regardless of the amount of preparation that is expended in a proposal effort, once the people and tools are applying the labor descriptions to the actual processes there are always gaps in responsibility that must be addressed through the contract vehicle for additional labor categories.  These gaps provide opportunities to add value to the customer and the corporate bottom line if they are handled as opportunities rather than obstacles.  
	ABC Corporation has identified a possible revenue generating program that would take a current government synchronous course offering and convert it to an online e-training event that is open to anyone.  The reason for performing this task is because the course appeals to and has a valid market presence with the general public as a training course on brand name network routers and switches.  The ultimate strategy emerging from the exercise of planning, implementing, and maintaining this prototype e-training event is to grow it enough to create a new business program based upon distance learning.  If all goes well, distance training will become a revenue generating program that is responsible for employees and shareholder value to the corporation.  
	Given the overall strategy of creating a new program, the tactics will involve using existing online e-training resources, empirical data collection, and a cost-benefit analysis.  Taking advantage of existing resources allows for the conversion of a current synchronous course offering into an online e-training event.  This also includes existing experienced labor in design and development for LMS and CBT delivery of training.  In addition, empirical data will be collected and examined to understand the ongoing operational issues that will need constant attention from operational, maintenance, and instructor inputs.  Further, profit and loss calculations will indicate the sustainability of the training event with an estimated ROI for monthly and yearly financial goals.  This information will also add to the SWOT assessment that will reinforce the quality and maintainability of the event as well as provide value to the analysis for creating a sustainable e-training program.  The ABC Corporation believes that the model presented in this paper will provide for the solid foundation of a strategic plan to implement and maintain a successful and profitable online e-training program.  

References

Berge, Z.L., Giles, L. (2008, July-September). Implementing and sustaining e-learning in the	workplace. International Journal of Web-Based Learning and Teaching Technologies,	3(3), Retrieved October 12, 2009, from http://www.infosci-	journals.com/downloadPDF/pdf/ITJ4364_V5X89NQH66.pdf

Bonk, C.J., & Wisher, R.A. (2000). Applying collaborative and e-learning tools to military	distance learning: A research framework (Technical Report 1107). Alexandria, VA: U.S. 	Army Research Institute for the Behavioral and Social Sciences. Retrieved October 29, 	2009, from 	http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.118.9874&rep=rep1&type=pdf

Bourne, J., Harris, D., & Mayadas F. (2005). Online engineering education: Learning	anywhere, anytime. Journal of Engineering Education 94 (1), 131-146. Retrieved	November 24, 2009, from 	http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.106.9910&rep1&type=		pdf

Cohen, A., & Nachmias, R. (2009, October, 6). Implementing a cost effectiveness	analyzer for	web-supported academic instruction: A campus wide analysis.	European Journal of	Open, Distance and E-Learning, 3, Article 369. Retrieved	October 17, 2009, from	http://www.eurodl.org/?p=current&article=369

Elliot, S. J., & Kukula, E. P. (2007). The challenges associated with laboratory-based distance	education. Educause Quarterly 30 (1): 37-42. Retrieved October 15, 2009. From	http://net.educause.edu/ir/library/pdf/EQM0715.pdf

Joy, E.H., & Garcia, F.E. (2005, June). Measuring learning effectiveness: A new look at no	significant-difference findings. Journal of Asynchronous Learning Networks 4	(1) 33	39. Retrieved November 22, 2009, from	http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.2513&rep=rep1&	type=pdf

Kilfoil, W. (2003). Strategic planning in distance education. Distance Education and	Training Council (DETC). Retrieved October 10, 2009, from	http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_	nfpb=true&_&ERICExtSearch_SearchValue_0=ED499117&ERICExtSearch_S	earchType_0=no&accno=ED499117

Moonen, J. (2002). Design Methodology. In H. H. Adelsberger & B. Collis & J. M.	Pawlowski (Eds.), Handbook on Information Technologies for Education and	Training (pp. 154 180). Berlin, Heidelberg, New York: Springer.

Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. (2nd ed.). Belmont	CA: Thomson Wadsworth.

Morrison, G.R., Ross, S.M., & Kemp, J.E., (2007). Designing effective instruction (5th	ed.).	USA: John Wiley & Sons, Inc. 

Osiakwan, C., & Wright, D. (2001). Distance training for operating equipment: A cost-benefit	and return-on-investment analysis. The American Journal of Distance Education, 15(1).	Retrieved November 3, 2009, from	http://www.erlbaum.com/ME2/dirmod.asp?sid=28807ECF50FE49F0837125BE640E681	F&nm=Journals&type=eCommerce&mod=CommerceJournals&mid=B7D79E2F39304	DB3A6A67FAE5C6F9AF7&tier=3&id=64852FEF77474D3797622F3FFA9D8791&ite	mid=0892-3647

Reeves, T.C. (2005). No significant differences revisited: A historical perspective on the research	informing contemporary online learning. In G. Kearsley (Ed.), Online learning: Personal	reflections on the transformation of education (pp. 299-308). Englewood Cliffs, NJ:	Educational Technology Publications.  

Reuter, R. (2009, July 23). Online versus in the classroom: Student success in a hands-on lab	class. American Journal of Distance Education, 23,. Retrieved September 27, 2009, from	http://pdfserve.informaworld.com.ezproxy.umuc.edu/863668_731231120_914116721.p	df

Rumble, G. (2003). Modeling the costs and economics of distance education. In M.G. Moore &	W.G. Anderson (Eds.), Handbook of distance education (pp. 703-716). Mahwah, NJ:	Lawrence Erlbaum Associates. Retrieved November 22, 2009, from	http://www.uady.mx/~contador/CIP/articulos/libros_online/educacion/Lawrence	Erlbaum2003HandbookOfDistanceEducation.pdf

Simonson, M. (2003). In case you’re asked: The effectiveness of distance education. The	Quarterly Review of Distance Education, 3(4), vii-ix. Retrieved October 11, 2009,	from	http://www.nova.edu/~simsmich/pdf/qrde/in_case.pdf

Schreiber, D.A. (1998). Organizational technology and its impact on distance training. In D. A.	Schreiber & Z. L. Berge (Eds.), Distance training - how innovative organizations are	using technology to maximize learning and meet business objectives (pp. 3-18). San	Francisco: Jossey-Bass Inc.

Schreiber, D. A. (1998). Instructional design of distance training. In D. A. Schreiber & Z. L.	Berge (Eds.), Distance training - how innovative organizations are using technology to	maximize learning and meet business objectives (pp. 37-65). San Francisco: Jossey-Bass	Inc.

Strother, J. (2002). An assessment of the effectiveness of e-learning in corporate training	programs. International Review of Research in Open and Distance Learning, 3(1).	Retrieved November 2, 2009, from http://www.irrodl.org/content/v3.1/strother.html

Wozniak, H. (2007). Empowering learners to interact effectively in asynchronous discussion	activities. In M. Bullen, & D.P. Janes (Eds.), Making the transition to e-learning:	Strategies and issues (pp. 209-228). Hershey, Pennsylvania: Information Science	Publishing

Zhao, Y., Lei, J., Lai, B.Y.C., & Tan H.S. (2005). What makes the difference? A practical	analysis of research on the effectiveness of distance education. Teachers College Record,	107, 1836-1884 Retrieved November 24, 2009, from	http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.111.5100&rep=rep1&	type=pdf