online learning: are we there yet? (170398867)
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Online Learning:
Are We There Yet?
September 10, 2013
Dr. Jeff Seaman – Babson Survey Research Group
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Crossroads
§ Ten years of mostly positive news from
tracking the growth of online learning in US
higher education.§ Pervasive, strategic, meeting the needs of
students
§ Significant challenges remain – call to
action for the online learning community
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That Warm Fuzzy FeelingWhereAreWe?
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The Enrollment Picture
0
2,000,000
4,000,000
6,000,000
8,000,000
10,000,000
12,000,000
14,000,000
16,000,000
18,000,000
20,000,00022,000,000
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Online Enrollment
Overall Enrollment
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Online Accounts for One-Half of All
Enrollment Growth
§ Assume new students taking a combination of onlineand face-to-face courses have no impact.
§ Count ONLY new students taking ALL courses online.
§ Time period: Fall 2003 to Fall 2010§ 1,513,103 Increase in number of students taking all
courses online
§ Compared to an increase of 3,029,430 in overall
enrollments§ Online-only students represent 49.9% of all new
enrollments
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Online is Everywhere
0%
10%
20%
30%
40%
50%
60%70%
80%
90%
100%
Under 1500 1500 - 2999 3000 - 7499 7500 - 14999 15000+
Online Offerings by Overall Enrollment
Courses and full programs Courses only
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Poll:
§ What is the state of online at your institution?
§ A) No online
§ B) Online courses, but no fully onlineprograms
§ C) At least one fully online program
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Online Critical to Long-term Strategy
0%
10%
20%
30%
40%
50%
60%
70%
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2009
Fall
2010
Fall
2011
Disagree
Neutral
Agree
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Student Satisfaction
Perceptions of Student Satisfaction in Online and
Face-to-face Courses
Online Superior
Online Somewhat Superior
About the same
Face-to-Face SomewhatSuperior
Face-to-Face Superior
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Flexibility of Online is Key
Scheduling Flexibility for Students
Online Superior
Online Somewhat
Superior
About the same
Face-to-Face SomewhatSuperior
Face-to-Face Superior
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Why Faculty Teach Online
0% 20% 40% 60%
Because I am required to
For pedagogical advantages
To earn additional income
It is the wave of the future
For personal and professional growth
It is the best way to reach particular students
Online courses meet student needs for flexible access
Important Very Important
NASULGC-Sloan National Commission on Online Learning
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Concern About Interactions
0% 20% 40% 60% 80% 100%
Ability of students to work
at their own pace
Student-to-student
interactions
Face-to-Face Superior Face-to-Face Somewhat Superior
About the same Online Somewhat Superior
Online Superior
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Access Issues Drive Online
Online education is strategically important for my institution to:
Not Important
SomewhatImportant Important Very Important
Increase student access 1.4% 8.2% 28.8% 61.6%
Attract students from
outside the traditional
service area
5.5% 6.9% 30.9% 56.7%
Grow continuing and/or
professional education4.1% 8.2% 32.9% 54.8%
Increase rate of degree
completion5.0% 22.4% 38.8% 33.8%
Thetoptworeasonsforintroducing
onlineeduca4onarerelatedto
studentaccessandexpanding
servicearea
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Online Taught by All Types of Faculty
§ Faculty involvement spans the entire range: full-
time and part-time faculty, those at every stage of
their career, and those with and without tenure.
0% 5% 10% 15% 20% 25% 30% 35% 40%
PartTime
FullTime
Tenured
Tenuretrack,nottenured
Nottenuretrack
Humani@esandArts
Mathema@cs+ComputerScience
NaturalSciences
Professions,AppliedSciences
SocialSciences
S t a t u s
T e n u r e
D i s c i p l i n e
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The Good News…
§ Consistent growth in enrollments§ Online is major factor in overall enrollment increases
§ Online offerings at all types and sizes of institutions
§ Faculty of all types and disciplines teach online
§ Institutions see online as strategic
§ Access issues are drivers
§ Students are satisfied
§ Flexibility for students is key
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Questions?
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The NOT so warm and fuzzy… Where Are We?
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The Implementation “Gap”
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2010 2011 2010 2011 2010 2011
Public Private nonprofit Private for-profit
Online Education is Critical to the Long-term Strategy of my
Institution
Not in plan
In plan
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Gap: Presidents and Chancellors
NASULGC-Sloan National Commission on Online Learning
0
10
20
30
40
50
60
70
80
90
LandGrant Tribal HistoricallyBlack
NotinPlan
InPlan
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Poll:
§ What is the state of online planning at your institution?
§ A) Online is NOT a critical part of institution’s strategy
§ B) Online is part of long term strategy – andwell-represented in plans.
§ C) Online is part of long term strategy – but
not well-represented in plans.§ D) Other – Don’t Know
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Questions?
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Faculty and Chief Academic Officers Differ
0% 10% 20% 30% 40% 50% 60%
Incen@vesfordeliveringonlinecourses
Incen@vesfordevelopingonline
courses
Recogni@ononlineinfacultytenureandpromo@on
Ins@tu@onalpolicyonintellectual
property
Supportforonlinestudents
Facultysupportforonlinedevelopment
Facultysupportforonlinedelivery
Technologicalinfrastructure
Percentra4ngtheirins4tu4onAboveAverage
CAO
Faculty
2
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Pushing Too Hard?
24
2
0% 5% 10% 15% 20% 25% 30%
Administrators
Faculty
My Institution is Pushing Too Much Instruction Online
Strongly Agree Agree
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It’s the Administrators’ Fault
25
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Faculty
Administrator
ThoughtsontheGrowthofOnlineEduca4on
MoreFearthanExcitement MoreExcitementthanFear
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A Difference of Opinion
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Faculty Concern on For-Profits
27
StronglyDisagree Disagree
Neutral
Agree StronglyAgree
ConcernsAbouttheQualityofOnlineInstruc4onOfferedby
For-ProfitIns4tu4ons-Faculty
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Harder to evaluate?
§ 82% of institutions say it is no harder toevaluate online courses
0
10
20
30
4050
60
70
80
90
100
Doctoral/Research Masters Baccalaureate Associates Specialized
NotHardertoEvaluateOnline
29
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But Assessment Remains an Issue
29
29
0% 10% 20% 30% 40% 50% 60%
Online Instruction
In-Person Instruction
My Institution Has Good Tools in Place to Assess the Quality of…
Strongly Agree Agree
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Poll:
§ What is the state of assessment at your institution?§ A) Assessment is good for both online and face-to-
face.
§ B) Assessment is good for face-to-face, lacking for
online.§ C) Assessment is good for online, lacking for face-to-
face.
§ C) Assessment is lacking for both online and face-to-
face.§ D) Other – Don’t Know
31
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Assessment, Differing Views
31
31
0% 10% 20% 30% 40% 50% 60%
Administrators
Faculty
My Institution Has Good Tools in Place to Assess the Quality of Online
Instruction
Strongly Agree Agree
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Faculty don’t accept online
§ Majority of institutions say their faculty do not acceptonline
§ No improvement over time:
0%
5%
10%
15%
20%
25%
30%
35%
40%
Fall2002 Fall2004 Fall2005 Fall2006 Fall2007 Fall2009 Fall2011
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Faculty Accept Online?
0%
10%
20%
30%
40%
50%
60%
70%
Privatefor-profit Privatenonprofit Public
FacultyatMySchoolAccepttheValueandLegi4macyof
OnlineEduca4on
Agree Neutral Disagree
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Takes more faculty effort
§ Nearly 64% of faculty said it takes “somewhatmore” or “a lot more” effort to teach onlinecompared to a face-to-face.
§ Over 85% of the faculty with online coursedevelopment experience said it takes“somewhat more” or “a lot more” effort.
§ 32% of institutions think that more time and
effort is a significant barrier to wide adoption of online
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Barriers for Faculty to Teach Online
0% 10% 20% 30% 40% 50% 60% 70%
Lackofacceptancebypoten@al
employers
Lowerreten@onrates
Doesnotcounttowardtenureand
promo@on
Studentsneedmorediscipline
Addi@onalefforttodeliveronline
courses
Inadequatecompensa@on
Addi@onalefforttodeveloponlinecourses
Important VeryImportant
NASULGC-Sloan National Commission on Online Learning
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Students need more discipline
Students Need More Discipline toSucceed in an Online Course
No Online Have Online
Percent Agreeing: 54.4% 70.0%
• 64% of institutions believe that this represents asignificant barrier to wide adoption of online
• The more experience you have with online, the stronger
you believe this:
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Online Learning Outcomes Compared to
Face-to-face
The same
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2003 2004 2006 2009 2010 2011
Learning Outcomes in Online Education Compared to Face-to-
face: 2003 - 2011
Superior
Somewhat superior
Same
Somewhat inferior
Inferior
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0%
10%
20%
30%
40%
50%
60%
70%
Superiortoface-
to-face
Somewhat
superiortoface-
to-face
Sameasface-to-
face
Somewhat
inferiortoface-
to-face
Inferiortoface-
to-face
LearningOutcomesinOnlineEduca4onComparedtoFace-to-
facebyOnlineOfferings
Noofferings Coursesonly Coursesandfullprograms
Those with Online Believe
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Differing Views
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Academic Technology Administrator
Chief Academic Officer
Faculty
Learning Outcomes for Online Education as Compared to Face-to-face
Instruction
Inferior Somewhat inferior Same Somewhat superior Superior
1
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Familiarity Helps
41
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Do Not Teach Online
Teach Online
Learning Outcomes for Online Education as Compared to Face-to-face
Instruction by Online Teaching
Inferior Somewhat inferior Same Somewhat superior Superior
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Familiarity Breeds Comfort
42
0% 10% 20% 30% 40% 50% 60% 70%
Neither
TeachBlended
TeachOnline
TeachOnline+Blended
MoreExcitementthanFearaboutGrowthofOnline
Educa4on-Faculty
3
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The Silver Lining: Quality Concerns – but…
430% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Online Inferior
The Same
Online Superior
Recommended an Online Course to a Student or Advisee - Faculty at
Institutions with Online Offerings
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Why Online Teaching Matters
44
0% 10% 20% 30% 40% 50% 60% 70%
No
TeachOnline
OnlineEduca4oncanbeasEffec4veinHelpingStudentsLearn
asIn-PersonInstruc4onbyOnlineTeaching-Faculty
StronglyAgree Agree
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Poll:
§ What is the biggest issue facing online?§ A) Faculty acceptance
§ B) Quality concerns
§ C) Retention issues§ D) Time and effort to develop and teach
§ E) Other – Don’t Know
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What Next?
§ Senior Administrators: Close theImplementation Gap.
§ Many faculty see online as a “necessaryevil”.
§ You will not address the issue of facultyacceptance until there are changes in theperceptions of quality.
§ You can’t address quality perceptions untilfaculty believe that there are goodassessment tools.
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Questions?