web 2.0 in higher education

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is Transforming Colleges and Universities in the US ** Burks Oakley II Research Professor University of Illinois at Springfield (UIS) ** A caution to institutions that are “perfecting the irrelevant”

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Oakley's presentation on 30 November 2009 at Louisiana Tech University.

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Page 1: Web 2.0 in Higher Education

How Online Education is Transforming Colleges and

Universities in the US **

Burks Oakley IIResearch ProfessorUniversity of Illinois at Springfield (UIS)

** A caution to institutions that are “perfecting the irrelevant”

Page 2: Web 2.0 in Higher Education

Know the business you are in

Remember Smith-Corona? When the plant closed, the president said, “This (the last typewriter) is the best product we have ever produced. But what we ended up doing was perfecting the irrelevant.”

Notice the carbon paper!

Page 3: Web 2.0 in Higher Education

Are we ready for the future?

Page 4: Web 2.0 in Higher Education

Are we ready for the future?

The Internet is now used by 1.7 billion people (25% of the world’s population).

More than 160 million people every month are logging on to social networking sites such as Facebook and Twitter.

There are now over 100 million blogs with more than 100,000 new ones being created every day.

EC's Joint Research Centre - Institute for Prospective Technological Studies

Page 5: Web 2.0 in Higher Education

US Dept. Education Report

http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech

2009

Page 6: Web 2.0 in Higher Education

Online Learning Studies

Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.

Instruction combining online and face-to-face elements had a larger advantage over purely face-to-face instruction than did purely online instruction.

Page 7: Web 2.0 in Higher Education

Sloan Consortium Surveys

Supported by the Alfred P. Sloan Foundation, the study is based on responses from more than 2,500 colleges and universities.

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Online enrollment growth

Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 20070

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

4,000,000

Number of students taking at least one online course

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Online mirrors the campus

Undergraduate

Graduate

Other Credit

Online Students

Undergraduate

Graduate

Other Credit

All Students

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Enrollment by institution type

Community colleges and master’s (comprehensive) universities lead the way.

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Strategic importance

Online education is strategically-important to public universities – especially comprehensives.

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Effect of economic downturn

The economic downturn will increase the demand for online courses.

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Sloan-C Quality Framework

Emphasis on quality and the five pillars:– Access– Learning effectiveness– Student satisfaction– Faculty satisfaction– Cost effectiveness

Westminster CollegeFulton, MO

Page 14: Web 2.0 in Higher Education

http://nsse.iub.edu/NSSE_2009_Results/pdf/NSSE_AR_2009.pdf

National Survey of Student Engagement

Tracking Student Engagement Over Time

Indiana University Center for Postsecondary Research

Page 15: Web 2.0 in Higher Education

NSSE – 2009 Results

Course management and interactive technologies were positively related to student engagement, self-reported learning outcomes, and deep approaches to learning.

Interactive technologies corresponded most strongly with students’ self-reported gains and the supportive campus environment benchmark.

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Univ. of Illinois at Springfield

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A Vibrant Campus at UIS

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The UIS Colonnade

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UIS Online Enrollment Growth

Includes enrollment in fully online courses andblended courses (50%-less classroom time)

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© NY Times

Google Revenue Growth

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UIS Online Degrees

Undergraduate BA/BS degree completion (last 60 hours) in:– Math, Philosophy, Economics, English,

History, Liberal Studies, Business Administration, & Computer Science

Master’s degrees in:– Human Services Administration, Legal

Studies, Teacher Leadership, Public Administration, Public Health, Management Information Systems, Computer Science, Environmental Science, & Liberal Studies

Page 22: Web 2.0 in Higher Education

UIS Online – Fall 2009 30.9% of credits are generated by online courses

At 1,301, the number of online majors increased

by 101 from Fall 2008. Online majors make up 26.2% of UIS headcount. 50.4% of UIS students are taking at least one

online course, and 30.2% are registered only in online courses

35.7% of online majors have mailing addresses outside Illinois

84.3% of Illinois online majors have mailing addresses outside Sangamon county

Page 23: Web 2.0 in Higher Education

Transforming UIS

Online majors made up 26.2% of UIS headcount enrollment.

Fewer students are coming to campus and needing campus facilities.

The financial base of the institution is no longer as heavily regional in nature (online students come from 47 states and 11 foreign countries).

Page 24: Web 2.0 in Higher Education

Transforming UIS

At 1,301, the number of online majors increased by 101 from Fall 2008 (8.4%). (The UIS census headcount increased by 250 students overall, to 4966.)

This has added to the stability and actual growth of tuition revenues as the student base expands.

UIS Online is providing ACCESS to quality educational opportunities.

Page 25: Web 2.0 in Higher Education

Transforming UIS

30.9% of credits were generated in online courses.

Students in online courses pay a fee of $25 per credit hour [students only taking online courses don’t pay the regular campus fees].

This has generated about a million dollars a year in online course fees (to support online programs).

Page 26: Web 2.0 in Higher Education

Transforming UIS

50.4% of UIS students took at least one course online.

These students are exposed to new and emerging technologies - a value added for employment and for experience.

As the recently-released NSSE report suggests, this has also resulted in deeper thinking and greater student engagement - leading to greater student satisfaction.

Page 27: Web 2.0 in Higher Education

Transforming UIS

30.2% of all students were registered only in online courses. This reflects greater access and flexibility for nearly a third of the students.

Providing increased access to quality education is a critical component of the campus’ strategic plan.

Page 28: Web 2.0 in Higher Education

Transforming UIS

35.7% of online majors have mailing addresses outside Illinois.

These numbers represent nearly all of the out-of-state students enrolled at UIS.

The cultural diversity enhances the environment in UIS classes.

Page 29: Web 2.0 in Higher Education

Transforming UIS

84.3% of the Illinois students have mailing addresses outside Sangamon county.

UIS is expanding its reach within Illinois – no longer just serving students from central Illinois.

Page 30: Web 2.0 in Higher Education

Transforming UIS

Students taking both online and on-campus courses take heavier course loads than either the completely online or on campus students, by more than 4 hours at the graduate level.

The flexibility enables better time to completion of degrees.

Page 31: Web 2.0 in Higher Education

Keys to Online Success1. Full degree programs available online2. Faculty-driven initiative; course development support3. COLRS – constructivist, student-centered pedagogy4. Tech support5. Student support – program coordinators, online

library, online tutoring6. Integration of online teaching7. Faculty experimentation, sharing, & scholarship8. Technology (online) fee and e-tuition9. Distributed ownership10. Programs that meet the needs of adult learners11. Faculty champion – Ray Schroeder12. Marketed as part of a larger initiative – U of I Online13. UIS community emphasis on quality teaching

Page 32: Web 2.0 in Higher Education

Faculty Thoughts "I have taught several undergraduate and graduate

classes online. My students are from all over Illinois and increasingly from other states. Feedback from students has been very favorable and appreciative, especially from women who are at home raising kids, business people who travel a lot, and those who are busy and trying to juggle jobs, family and school. I am particularly pleased that if a course is well designed, it can actually be a better learning experience (due to student-student and student-teacher interaction) than on-campus classes."David O'Gorman, PhD, Professor, Business Administration

Page 33: Web 2.0 in Higher Education

Students are more engaged

One of the human services faculty members told me that she is having to re-write all of her exams for her online class.

She says that the previous exams were just fine for the face-to-face students, but the online students are thinking more deeply about the subject. They are at a far deeper level, she says, than her on-campus students.

The students challenge one another to think more deeply and reflectively in the discussion forums in Blackboard.

Page 34: Web 2.0 in Higher Education

Student from S. Carolina

As a manager for a state agency, I found leaving work in the middle of the day and traveling to and from the university campus for a course very disrupting to my work schedule.

I wanted a “traditional” university that offered the same computer science curriculum online as they offered in their classroom environment.

Page 35: Web 2.0 in Higher Education

Student from S. Carolina

It was cost prohibitive to attend an out of state university for online coursework and pay two to three times as much per credit hour.

With UIS, I finally found a university that understood what I needed and offered it in a format that was complimentary to my career as well as my wallet.

I only wish that our own state university had possessed the foresight to offer such a program for those students that don’t fit the traditional mold.

Page 36: Web 2.0 in Higher Education

Student from Arkansas

As an older student who is involved in a family business, I am not able to attend on-campus classes due to the fact that it is impossible for me to adhere to traditional classroom meeting times.

Online is not only the most convenient option for me, it is the only option.

Additionally, my choice of UIS was because they were one of the few universities that offered an English degree completely online.

Page 37: Web 2.0 in Higher Education

Student from Arkansas

As a writer, I knew it was important to my career to obtain an English degree.

At first, before I discovered UIS, I was afraid I would have to settle for more of a “generic” degree simply because online English degrees are virtually nonexistent.

I am thrilled at the thought of being able to obtain what is considered a “professional” degree online.

Page 38: Web 2.0 in Higher Education

Retention in Online Courses

Retention in a course is defined as the percentage of students that get a final grade out of the total in the class on day 10 (census).

Online course retention averages 94%. On-campus course retention averages 96%.

More details at: http://online.uis.edu/info/retention.html

Page 39: Web 2.0 in Higher Education

Online Grades

An exhaustive study of >40,000 grades in online courses from Fall 2005 through Spring 2007 found that the average grade in online classes is 0.02 points less than in on-campus classes.

Data analysis by Bill Bloemer & Vickie Cook (UIS)

Page 40: Web 2.0 in Higher Education

Student Persistence

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Student Persistence

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2007 Sloan-C Award

The Sloan Consortium (Sloan-C) is the premiere organization in the field of online learning – its mission is to promote quality, scale, and breadth.

UIS was the recipient of the 2007 Sloan-C award for “Excellence in Institution-Wide Online Teaching & Learning”.

Page 43: Web 2.0 in Higher Education
Page 44: Web 2.0 in Higher Education

2008 Sloan-C Gomory Award

UIS was selected to be one of two recipients of Sloan-C’s 2008 Ralph E. Gomory Award for Quality Online Education.

Citation: “For innovative work in using quantitative data in a process of continuous quality improvement to assure excellence in online teaching and learning at UIS.”

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2008 Sloan-C Gomory Award

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Let’s move on to UCF!

Page 47: Web 2.0 in Higher Education

University of Central Florida Largest university in Florida and largest

undergraduate enrollment among US universities.

Third largest university in the US. >40,000 applications/year; enroll more

transfer students than any other Florida institution.

Page 48: Web 2.0 in Higher Education

University of Central Florida 7 undergraduate programs online 13 graduate programs online 12 graduate certificate programs online 1,022 fully online and 1,000 blended

courses offered to date W courses: fully online M courses: blended learning E courses: Web-enhanced No more “face-to-face” courses

Page 49: Web 2.0 in Higher Education

Online Registrations

96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-090

10000

20000

30000

40000

50000

60000

645 15383096

56688710

1277815828

21950

29194

38139

42393

46326

53070

47297771

1050513640

16781 1678119535

2506421552

n n

Fully Online Courses

Blended Learning Courses

17% of Total SCH

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University of Central Florida

Online learning has provided the university with capacity equivalent to $27 million in classroom construction at a time when the state is unable to fund new building construction and demand for access to higher education is peaking.

Page 51: Web 2.0 in Higher Education

University of Central Florida Online learning is now the largest

component of institutional growth, which is generating new funds in an otherwise down economy.

Student course evaluations show that all online modalities are rated excellent at a higher rate than other modalities, including face-to-face instruction.

Page 52: Web 2.0 in Higher Education

University of Central Florida Online learning continues to expand

educational access throughout central Florida and beyond through a strategic partnership with the university’s regional campus system.

The result is “Learning on Demand,” which is changing the institutional access model from capacity driven to demand driven.

Page 53: Web 2.0 in Higher Education

Let’s move on to USM!

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Univ. of Southern Maine

3 fully online graduate programs 5 blended undergraduate degree

programs (one of which will be a fully online degree completion program next fall)

One college’s general education core online.

Online & blended students are largely from Portland – Gorham - Lewiston-Auburn area (southern Maine)

Page 55: Web 2.0 in Higher Education

Univ. of Southern Maine

Number of online & blended courses:–Fa 09: 118 (97% increase over Fa08)–Su 09: 97 (64% increase over Su08)–Sp 09: 106 (58% increase over Sp09)

Number of online & blended credit hours:–Fa09: 5683 (96% increase over Fa08)–Su09: 4568 (56% increase over Su08)–Sp09: 4149 (33% increase over Sp08)

Page 56: Web 2.0 in Higher Education

Univ. of Southern Maine

USM is now better able to serve the access needs of Maine residents since online courses gives access to higher education to place-bound and time-restricted students who otherwise would not have been able to go to campus.

Enrollment stabilization at a time of otherwise shrinking enrollments.

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Univ. of Southern Maine

“The online initiative has created a campus environment more accepting of technology as an enhancement to learning (in both the face-to-face classroom and online) and is thus bringing us into the 21st century.”

-- Dr. Robert Hansen Assoc. Provost, USM

Page 58: Web 2.0 in Higher Education

Let’s move on to UW-M!

The University of Wisconsin at Milwaukee has an emphasis on “blended” learning.

Page 59: Web 2.0 in Higher Education

What is Blended?

Blended/hybrid courses are courses where a portion of the traditional face-to-face classroom time is replaced by online learning activities.

Students spend less time in the classroom and more time working and interacting online, providing greater flexibility regarding when and where coursework can be completed.

Page 60: Web 2.0 in Higher Education

Blended Course Description Blended courses are:

– NOT simply traditional classes with a Web site• Not web-enhanced• Online time replaces some classroom time

– NOT traditional “distance education” courses• Not entirely online• Face-to-face classroom meetings

– NOT all alike• Many different formats and schedules are

possible– NOT just transferring information to the Web

• Involves an extensive course redesign

Page 61: Web 2.0 in Higher Education

Blended Programs at UWM

Blended programs have enabled UW-M to serve a larger population within the greater Milwaukee area.

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Online and Blended at UWM

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3,844

1,089

1,887

649

0 1,000 2,000 3,000 4,000 5,000

Online

Blended

Blended and Online Courses Enrollmentsfrom Fall 2008 to Fall 2009

Fall 2009 Fall 2008

5,731

Online and Blended at UWM

Page 64: Web 2.0 in Higher Education

25% enrolled in online/blended

Online and Blended at UWM

Page 65: Web 2.0 in Higher Education

Campus Computing Project

Managing Online Education: The 2009 WCET-Campus Computing Project Survey of Online Education (Oct. ‘09)

Kenneth C. Green http://www.campuscomputing.net/

Page 66: Web 2.0 in Higher Education

Campus Computing Project

Online education:– Enrollments are up and rising– Profits are often uncertain– Organizational arrangements are in

transition– Online students may pay higher fees– Campuses have mandatory training for

faculty– Quality still looms as a large question

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Campus Computing Project

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Campus Computing Project

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Campus Computing Project

Top issues confronting online education– Responding to rising demand– Internal organizational challenges– Instructional support for faculty– Institutional support for creating online programs– Improving student retention in courses & programs– Effective assessment– Keeping pace with emerging technologies– Intense competition for students– User support for students– Earning a profit on our online ed programs

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K-12 is embracing online

http://www.eschoolnews.com/resources/learning-without-limits/

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NCLC We believe that we got it right with UIS

Online. This is leading to the New Century Learning Consortium (NCLC).

Page 72: Web 2.0 in Higher Education

NCLC – Our Next Steps

Funding from the Alfred P. Sloan Foundation to form a consortium of institutions that want to develop online programs of quality, scale, and breadth – as part of their strategic vision – and do this the “UIS way”.

NCLC partner institutions include Univ. of Southern Maine, Cal State East Bay, Oakland Univ., Southern Oregon Univ., Chicago State Univ., and Louisiana Tech University.

Kickoff workshop at UIS (July 2008). http://nclc-online.ning.com/

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NCLC Summer Workshop

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NCLC Summer Workshop

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UIS Colonnade

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How Online Education is Transforming Colleges and

Universities in the US

Burks Oakley II

http://www.burksoakley.com/

http://twitter.com/burkso2

[email protected]