Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

HabitatLearns: Case Study Response

Introduction
Started in 1968, Habitat for Humanity International (HFHI) is a 501(c)(3) nonprofit
organization that supports and advocates for global affordable housing development programs
for low-income families and improving the welfare of others. HabitatLearns, the HFHI selfdirected online distance-learning portal, provides training courses and downloadable resources
targeted at 20 specific topics supporting the HFHI mission. Courses are available 24/7 to the
public, volunteers, and staff.
Currently supporting over 1 million learners a year, HabitatLearns has an immediate need
to evaluate current learner support requirements against the projected increase in HFHI projects,
volunteers, and training demands (HFH, 2014b; HFH, 2014c; HFHI, 2012). Learner support
services provide a learning scaffold that guides the learner along the path to desired learning
outcomes or skill development. Support can come in the form of advice, counseling, assistance
with course registration, or assistance with course-related IT difficulties (Naidu, 2004, p. 109).
This paper serves the recommendation response for the Case Study conducted by Michael
Donoghue, Damita Majette, Brenda Reed, Veronica Reyes, and Kay Venteicher. HabitatLearns:
A Case Study of Habitat for Humanity International (2014) summarizes the effectiveness of
HabitatLearns learner support activities. This recommendation response includes proposed
learner support systems goals, system elements, organization/staffing of services, goal/objective
achievement, evaluation of practice, and rationale for selected choices.

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

Goal of Proposed Changes

The goals of the proposed recommendations are to enhance and improve learner support,
which would increase learner satisfaction. Increased satisfaction would promote development of
learner affinity and/or bond while participating with HabitatLearns and promoting a stronger
orientation to the HFHI mission. The recommendations include increases in:
1. Staffing (i.e., IT assistance).
2. Course advising/counselor assistance.
3. Counseling, teaching, and tutoring resources.
4. Access to training through modification and development of courses.
5. Access to learner records.
6. Resources available to HabitatLearns (Donoghue, Majette, Reed, Reyes, & Venteicher,
2014).
These improvements in support services are necessary to improve learner access and
retention, staff support, and learner satisfaction (Brindley, Walti, & Zawacki-Richter, 2004, p. 11;
LaPadula, 2003, p. 119). In learner-centric environments such as HabitatLearns, Moore (1997)
notes that the need for learner autonomy increases when there is a high degree of transactional
distance due to limited or nonexistent dialogue between the learner and teacher (pp. 24-25).
With HFHI located in all 50 states, U.S. territories, and 100 countries globally, the 2,100 active
affiliate organizations offer a geographical challenge in the teacher-learner transaction (HFH,
2014a; HFH, 2014c)
System Elements

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

Current levels of learner support service include limited IT assistance, limited

advising/counseling services, limited availability of teaching and tutoring resources. These
elements should be increased or added immediately. Implementing an intervention model to the
current system elements would provide for the greater needs of HFHI. It currently provides the
non-academic support necessary for the organization but could realize improvement by further
taking into account the learner needs that account for contextual factors, which should be
considered in such a diverse audience of learners. This learner audience starts with those who
are in need of basic skills and benefit from the HFHI mission and continues through to those who
volunteer or support the HFHI and desire the training to orient themselves to mission (Brindley,
1995, pp. 26-27; Brindley, Walti, & Zawacki-Richter, 2004, p. 12).
HabitatLearns website hosts other training resources through the LINGOs (Learning
NGOs) partnership that organizations share with one another (OConnell, 2013). The library
services offered by HFHI augment both individual and group training services. It provides
additional materials and media sources beyond computer-based training specifically targeted for
different age groups promoting the individual responsibility to society and the HFHI mission
(HFH, 2014a; HFH, 2014c).
Future system elements for development in support of the goals include:
1. Increased course development to expand learners serviced (i.e., training in both
English and Spanish language format, training in hearing-impaired and visually-impaired
format).
2. Increase training resource partners.

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

3. Increase access of training records to local affiliate levels.

4. Standardization between regional and affiliate organizations (i.e., websites, training,
technology).
4. Structure training/courses with clear objectives that follow a discipline or training
track (i.e., lead to goal attainment, certification, professional development, or qualifications of a
position).
The future system elements would further improve the learner support services while
addressing issues of goals and framework for an intervention model. Critical areas such as
congruency between the leaner services and the HFHI mission and culture, consistency in
service, and resource allocation must be addressed when going beyond the administrative core
(Brindley, 1995, p. 28; LaPadula, 2010, pp. 120-121, Thorpe, 2002, pp. 115-116).
Organization and Staffing of Services
HFHI headquarters is in Atlanta, Georgia, and from there 2,100 active affiliate
organizations globally create a need for a decentralized structure. The 2,100 active affiliate
organizations offer a geographical challenge in the teacher-learner transaction (Brindley, 1995, p.
28; HFH, 2014a; HFH, 2014c). While learner services may be unseen or invisible in a
decentralized structure, it is necessary to maintain good practices critical to staff management.
This will necessitate creation of job descriptions, possible additional training for volunteers and
staff, as well as mentoring, supervision, and appraisal of services. Continued training and
teamwork can provide the value-driven management necessary to support the HFHI mission and
learner (Tate, 2004, pp. 206-210).

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

By continuing to increase HabitatLearns offerings, implementation of a decentralized

structure brings access to administrative core offerings at all levels of the organizations.
Volunteer staff within these levels could participate in structured training to better service the
learner. The addition of educational technologies such as CD-ROM, web-based learning and
training, should be supplemented with blended learning sessions where hands-on skills could be
taught to augment the distance education preparing the learner to better support the HFHI
mission (Anderson, 2004, p. 98; Brindley, Walti, & Zawacki-Richter, 2004, pp. 17-18; Thorpe,
2002, p. 115).
Blended training could provide additional skills through workshops sponsored or
conducted by the regional and local affiliate organizations. These workshops could provide the
learner with the hands-on training to learn skills such as handling of tools, safety practices,
construction basics, or working/volunteering at HFHIs ReStore facilities (Anderson, 2004, p.
98; HFHI, 2012; Habitat for Humanity of the Chesapeake, 2013). Continual review at the
regional and affiliate level for necessary training requirements of learners along with a quality
review accomplished annually would ensure sustainability of members to support the HFHI
missions.
Achievement of Goals and Objectives
HFHI operates as a nonprofit organization and relies upon the financial contributions of
individuals and corporations. As the HFHI learning portal, HabitatLearns also relies heavily on
volunteer work for the online distance education program it provides. With only one
instructional designer, this creates a greater need for continued collaboration and partnership

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

with LINGOs (Abernathy, 2011; OConnell, 2013). The HFHI does pay fees through its annual
budget for licensing requirements but does not pass these to the learner. Donations are solicited
through the HabitatLearns homepage, which help defray the costs of maintaining access to the
learners, staff, and volunteers. To provide additional resources, achieve goals, and objectives
outlined previously that are not resourced through volunteers, HabitatLearns could charge a
nominal fee for use to non-volunteers. This could be processed in the same manner as the
current donation link or Donate button. Additional resources could be explored through other
partnerships, as well as the current individual, corporate, and affiliate donors targeted fund
raising activities (HFH: HabitatLearns, n.d.; HFHI, 2012).
Evaluation of Practice and Recommendations
After implementing an intervention model of services to the current systems elements
within HFHI, an evaluation of practices should be conducted of the new HFHI support services
to ensure quality is maintained and services are standardized to the goals and objectives
(Brindley, 2005, pp. 26-27). The quality checks would also ensure that services align with the
goals and objective, which cultivates learner satisfaction with the support services (Brindley,
1995, pp. 27-28; LaPadula, 2003, pp. 127-128). Current data shows HabitatLearns supporting 1
million learners a year. With HFHI projections showing increasing numbers of volunteers for
future projects beyond the current 1 million volunteers, the number for future learners will also
grow. These numbers will also show the effectiveness of support services goals and objectives
implemented (HFH, 2014b; HFHI, 2012; Habitat for Humanity of the Chesapeake, 2013).

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

Decision Rationale
With the projections that HabitatLearns will experience an increase in learner use, the
goals are justified to implement. Increased learner materials and courses supported through staff
in a HFHI in decentralized model will promote regional and affiliate organization contributions
to instructional material in the blended learning environment. This will lessen transactional
distance promoting dialogue between learner and teacher and increase sharing of knowledge
from regional and affiliate subject matter experts (Anderson, 2004, p. 98; HFHI, 2012; Habitat
for Humanity of the Chesapeake, 2013; Moore, 1997, pp. 24-25). Nominal fees charged for
access by non-volunteers through the HabitatLearns website would provide additional resources
to support the goals and objectives beyond staff and volunteer resources (HFH: HabitatLearns,
n.d.; HFHI, 2012). Staff and volunteer job descriptions and training to align individuals with the
new service support framework and continued teamwork and training will provide the valuedriven management to the HFHI mission and learner (Tate, 2004, pp. 206-210).
Conclusion
By implementing these goals to the current service support offered by HFHI,
HabitatLearns will continue to grow learner satisfaction. Those recommendations covered
included:
1. Improved staff services beyond administrative core.
2. Improved advising, counseling, teaching, and tutoring resources.
3. Ongoing training assessments of volunteers and staff.
4. Improved access to learner records.

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

5. Increased resources available to HabitatLearns (Donoghue, Majette, Reed, Reyes, &

Venteicher, 2014).
While the short-term and long-term goals may require additional time and resources, the
benefits of the service support to the learners utilizing the self-directed online distance-learning
portal, HabitatLearns, will provide a solid impact that will continue to support and grow with the
HFHI mission.

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

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https://learn.umuc.edu/d2l/le/12563/discussions/threads/527098/View

Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

10

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Kay Venteicher, Habitat for Humanity International

OMDE 608
Section: 9040
20 April 2014
HabitatLearns: Case Study Response
1,625 words

11

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