national trends & issues in distance education2).pdf · national trends & issues in...
TRANSCRIPT
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National Trends & Issues National Trends & Issues in Distance Education in Distance Education
2010 MCCA Summer Conference Traverse City, Michigan
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Presenting:Fred LokkenChair, Instructional Technology CouncilWashington, DC&Associate Dean, WebCollege & Academic Support Center/
Professor of Political ScienceTruckee Meadows Community CollegeReno, Nevada
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TodayToday’’s topicss topics
National trends in distance education – results of the
2009 annual distance education survey:
Trends in eLearning: Tracking the Impact of
eLearning at Community Colleges
Selected issues
21st Century realities in higher education:
implementing a new paradigm
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2009 Instructional Technology Council (ITC) 2009 Instructional Technology Council (ITC) National Distance Education Survey ResultsNational Distance Education Survey Results
• 6th year of the survey
Focus on community colleges
Intended for administrators
ITC and AACC members
Results distributed to 1200
community college presidents
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Group Response FeedbackGroup Response Feedback
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Group Response Question #1Group Response Question #1
What was the percentage increase for traditional class enrollments at community colleges in 2007/2008, 2008/2009?
A. More than 10%
B. 7%
C. 4%
D. Less than 2%
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Group Response Question #2Group Response Question #2
What was the percentage increase for online classes enrollment at community colleges in 2007/2008 and 2008/2009?
A. More than 10%
B. 7%
C. 4%
D. Less than 2%
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2009 ITC Survey Results2009 ITC Survey Results
• National trends: • ENROLLMENTS INCREASING: online enrollments continue to
increase – and represent the real growth of higher education • traditional enrollments have averaged 1-2% per year
• online enrollments have averaged >12% per year
• ROLE OF COMMUNITY COLLEGES: community colleges lead significantly in the offering of online classes/programs/degrees
• Community colleges represent 40% of the 4 ½ million online enrollments
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2009 ITC Survey Results2009 ITC Survey Results
• Enrollments patterns INCREASING/why• 39% cite typical growth patterns
• 43% cite downturn in the economy
• Direct Report: 73% of online programs report to an academic administrator (VP or dean) – this continues to trend upward from just 50% five years ago
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Group Response Question #3Group Response Question #3
• TRUE/FALSE
As the popularity of “stand-alone” online instruction and degrees has increased, demand for assisted/hybrid sections to support traditional instruction has been decreasing.
TRUE
FALSE
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2009 ITC Survey Results2009 ITC Survey Results
• Trend in hybrid/assisted web offerings INCREASING• 53% cite a continued increase in the number of hybrid
offerings each term
• 77% cite a continued increase in the number of assisted web offerings each term
• Trend in IAV (Interactive Video) offerings DECREASING• 37% report either reducing the number of such offerings OR
deactivating the equipment/never offered
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2009 ITC Survey Results2009 ITC Survey Results
• Trend in ADA (Section 504 or 508 compliance) IMPROVING
• 54% report most/all of online classes are in compliance
• 21% report at least some online classes are in compliance
• Growth in movement towards Universal Design in online course design – potential impact of recent letter from US Department of Justice/Civil Rights Division
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Group Response Question #5Group Response Question #5
• The percentage of respondents that indicate their online classes are equivalent and/or superior to the quality of traditional (face-to-face) classes:
A. 27%
B. 51%
C. 73%
D. 91%
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2009 ITC Survey Results2009 ITC Survey Results
• Trend: 91% report their online classes are equivalent or superior to traditional classes
• 82% report equivalent/9% report superior
• Trend: online programs becoming more common• 75% report offering online degrees (up significantly)
• Trend: more mandatory faculty training • 60% report that training is mandatory (but 35% do
not require training) – >8 hours normal
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2009 ITC Survey Results2009 ITC Survey Results
• Trends with Learning Management Systems • Blackboard/WebCT/Angel = 50% of LMS adoptions – this is
down from a market saturation of Blackboard/WebCT in excess of 90% four years ago!
• Desire2Learn = 8% (increased # of adoptions)
• Moodle = 7% (increased # of adoptions)
• Implications of recent Blackboard purchase of Eluminate and Wimba – signs of “maturing”market/further consolidation of market?
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Group Response Question #4Group Response Question #4
TRUE/FALSE
Online class enrollments must be kept “small” (e.g. 20
students or less) to ensure course quality.
TRUE
FALSE
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2009 ITC Survey Results2009 ITC Survey Results
• There is no clear connection between class size and student learning in online instruction. Survey data confirms that a majority of institutions do not differentiate (same enrollment cap for traditional and online classes)
• BEST PRACTICE: reduce course enrollment for the first semester a new faculty member teaches online
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2009 ITC Survey Results2009 ITC Survey Results
• HEOA compliance (authentication – able to confirm that the student enrolled is the student actually doing the coursework)
• 91% currently authenticate- provide a unique username/password)
• Student demand:• 66% report that student demand exceeds their current class
offerings
• 28% report that the student demand is being met (this is up – suggesting saturation?)
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Challenges facing Distance EducationChallenges facing Distance Education
1. HEOA compliance (pressure to do more/require out-sourced solutions - cost $$$)
- ROLE of ITC in influencing legislation
2. Student financial aid fraud – article in Chroniclehttp://chronicle.com/article/Online-Scheme-Triggers-New-/63532/
Online classes enable looting of student aid $539,000 fraud in Arizona highlights wider problems January 17, 2010
- INSPECTOR GENERAL AND FINANCIAL AID – 50% RULE IN JEOPARDY?
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Challenges Facing Distance EducationChallenges Facing Distance Education
3. Accreditation
- MORE DATA-DRIVEN
- MORE UNCERTAINTY
- INCREASED CONCERNS FOR ACADEMIC INTEGRITY
4. Increased accountability at all levels
- Internal
- External
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21 Century Realities: DE Leadership21 Century Realities: DE Leadership
• DE administrators are “transformational” leaders• A gift for seeing what is really important
• A sense of vision (big picture)
• Provides a vision of what is possible and how to attain it
• Positive expectations about what needs to be done
• Provide ideas that result in a re-thinking of old ways
• Encourage new ways to address problems/overcome barriers
• Ultimately, a change-agent
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2121stst Century Realities: DE LeadershipCentury Realities: DE Leadership
• DE administrators face unique challenges within their organization
• Activities are considered new/not part of existing culture• Need to operate “cross-divisional” rather than act as a silo• Compete for finite budget, space & staff• Senior administrators are normally not familiar with
electronically-mediated instruction• Know what needs to be done but rarely have the authority to
do it• Advocating new ways of teaching, thinking – serve
as a change agent
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2121stst Century Realities: Higher EducationCentury Realities: Higher Education
• Paradigm shift:• State-assisted (no longer state supported)
• Doing more with less (may never return to the staffing strength we had)
• CIP – going, going, gone!
• Increased competition (predictions of Cliff Adelman)
• Increased relevance/necessity of electronically delivered instruction
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2121stst Century Realities: Positioning for the FutureCentury Realities: Positioning for the Future
• Critical time to address current challenges related to online classes:
• Quality• Consistency• Assessment• Retention• Faculty & student preparation• Academic integrity
• Reward: “best tool in the shed” for success
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SummarySummary
• Higher education is currently experiencing an unprecedented paradigm shift as it deals with new realities:
1) the changing student culture
2) technologies – growth in importance of & dealing with ever-changing technologies
3) new realities in funding
4) rise of the for-profits
5) increased accountability
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Questions?
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Thank you!!Thank you!!
Contact Information:
Fred Lokken
(775) 673-7148