6. stating the state of e-learning: today and into the future
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6. Stating the State of E-Learning: Today and Into the Future. Curt Bonk, Ph.D., [email protected] Indiana University and CourseShare.com http://CourseShare.com http://php.indiana.edu/~cjbonk. What is happening in higher education?. - PowerPoint PPT PresentationTRANSCRIPT
6. Stating the State of E-Learning: Today and Into the Future
Curt Bonk, Ph.D., [email protected] University and CourseShare.com
http://CourseShare.com
http://php.indiana.edu/~cjbonk
What is happening in higher education?
http://courseshare.com/Reports.php or http://PublicationShare.com
Sample of Other Recent Surveys
1. A Survey of Traditional and Distance Learning Higher Education Members, 2000, The National Education Association.
2. Quality on the Line: Benchmarks for Success in Internet-Based Distance Education, 2000, Report from Institute for Higher Education Policy; sponsored by NEA and Blackboard.
3. Surveying the Digital Future, 2000, 2001, UCLA.4. Distance Education at Postsecondary Institutions:
1997-98, published in 1999, National Center for Educational Statistics.
A Vision of E-learning for America’s Workforce
Report of the Commission on Technology and Adult Learning, (2001, June)
• A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002” (only 58% did in 1998) (US Dept of Education report, 2000)
• The percentage of post-secondary students enrolled in distance ed is expected to triple from just 5 percent in 1998 to 15 percent in 2002.
Survey Finds Concern on Administrative Computing
Chronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young
“Campus-technology leaders say they worry more about administrative-computing systems than about anything else related to their jobs.”
(survey by Educause—an academic-technology consortium)
Survey #1: 222 College Faculty(Early Adopters of the Web)
Survey Limitations
• Sample pool Web savvy
• The Web is changing rapidly
• Lengthy survey
• Some were administrators
• Does not address all issues
Higher Education Fantasies
• Faculty just need a bit more training.
• Young faculty will jump on this.
• Pedagogical tools exist to TEACH online.
• Faculty will flock to sophisticated tech.
• Faculty are loyal.
• Web instruction is an either/or decision.
Figure 3. Size of Respondent Institutions
20%
26%
54%
Less than 3,000 students
3,000 - 9,999 students
More than 10,000students
N = 218
Figure 7. Rank of Respondents
60%17%
8%
5%
10% Professor or AssocProfessor
Assistant Professor
Adjunct Professor
Lecturer
Other (e.g., adminplus faculty)
Figure 8. Educational Attainment of Respondents
2%
22%
6%
70%
Baccalaureate
Masters
ABD
Doctoral
Respondent's Age
7%
44%47%
2%
20-35
36-50
51-65
66+
N=218
How Old Are Early Web Adopters?
Why Post to MERLOT or WLH*
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Requir
ed
Marke
t Self
Cours
e Sha
ring
Impo
rtant
Share
The
ories
or S
trate
gies
Expe
rimen
t
Grow
th Fun
Other
ReasonsN = 211 (*Note: Categories are not mutually exclusive.)
Nu
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er
of
Re
sp
on
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nts
Why post to MERLOT.org or the WLH?
Internet Access
• 78 percent had Internet access in their current or most recent classroom.
• 93 percent had computer lab accessibility.
• 97 percent had home access.– Note: This is more than double the 47 percent
of Americans who are users of the Internet at home as reported in a recent UCLA study (The UCLA Internet Report, 2000).
Study Says Net Users are Stressed, but Not Depressed, Los Angeles Times.
New study: More time online…• Extroverts = better mood, less lonelier, & higher self-esteem.• Introverts = the lonlier, more unhappy, used Net more for
entertainment not social contact.
“The previously reported negative outcomes associated with the Internet had all but disappeared…except for the association with increased stress”
Are you a Web Hog???
(do you hog the modem pool?)
Any Online Teaching Experiences?
Figure 18. Online Teaching Experiences
None24%
Partially Online39%
Completely Online19%
Partially and Completely
18%
Figure 19. Degree of Comfort with Web Skills
0% 20% 40% 60% 80% 100%
HTML
Chat
File Attachments
Online Discussion
Courseware
Percent of Respondents
Low Medium High
Online Courses are the Property of an Institution, Not an Instructor (N= 215)
Strongly Disagree
34%
Disagree29%
Unsure21%
Agree12%
Strongly Agree4%
Who Owns Online Courses?
Is Teaching Online Time-Consuming?
Figure 20. Teaching Online Courses is More Time-Consuming than Teaching Traditional Courses
Agree41%
Strongly Disagree
2%Unsure
10%
Disagree6%
Strongly Agree41%
Figure 23. Primary Insitutional Motives for Developing Online Education
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Str
ongl
yD
isag
ree
Dis
agre
e
Uns
ure
Agr
ee
Str
ongl
yA
greeP
erce
nt
of
Res
po
nd
ents
Profit
Learning
Access
Figure 15. Comfortable with Degrees Earned Entirely Online
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Str
ongl
yD
isag
ree
Dis
agre
e
Uns
ure
Agr
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Str
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greeP
erce
nt
of
Res
po
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ents
Bachelor's
Master's
Doctoral
Courseware Systems
• 83 percent were provided a Web-based platform or courseware system
• 22 percent more than one.
• 27 of those making a decision had more than one.
• 10 percent had access to three courseware systems or conferencing tools.
Courseware Features Like with Current Tool
• Comprehensive, consistent, customizable• Ease of use, flexible, reliable• Data and course security• Detailed statistics on bulletin board use• Good online help• Internal e-mail systems, drop boxes, chats• Posting of tasks & due dates on Web• Randomized test banks
What Percent of Time Teach Online?
Figure 21. Percent of Instructional Time Spent Teaching Online During the Next Decade
0
20
40
60
80
1 Year 2 Years 5 Years 10 Years
Time Teaching Online
Pe
rce
nt
of
Re
sp
on
de
nts
0%
1-25%
25-50%
51-75%
76-100%
Freelance or Adjunct Web-Based Teaching
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Past Experience Interest in Next 5 Years
Pe
rce
nt
of
Re
sp
on
de
nts
Yes
No
Interested in Freelance Instruction?
Any Obstacles to Teaching Online?
Figure 32. Major Obstacles to Use of the Web in Teaching
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Obstacles
Per
cen
t o
f R
esp
on
den
ts
Problems FacedAdministrative:• “Lack of admin vision.”
• “Lack of incentive from admin and the fact that they do not understand the time needed.”
• “Lack of system support.”
• “Little recognition that this is valuable.”
• “Rapacious U intellectual property policy.”
• “Unclear univ. policies concerning int property.”
Pedagogical:• “Difficulty in performing
lab experiments online.”• “Lack of appropriate
models for pedagogy.”
Time-related:• “More ideas than time to
implement.” • “Not enough time to
correct online assign.”• “People need sleep; Web
spins forever.”
Figure 35. Supports Needed for Web-Based Teaching By Institution Type
020406080
100
Per
cen
t o
f R
esp
on
den
ts
Private Public
Does technical support vary by size??
Figure 33. Perceived Lack of Support for Technical Problems and Courseware Development by Institutional
Size
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under 3,000 3,000-9,999 10,000 or more
Per
cen
t o
f R
esp
on
den
ts
Institutional Size
Figure 26. Organizational Level of Instructional Technology Decisions Related to Web-Based
Teaching by Size of Institution
01020304050607080
Per
cen
t o
f R
esp
on
den
ts
under 3,000
3,000-9,999
10,000 or more
Figure 17. Suggested Instructor Compensation for Teaching Online
05
10152025303540
Stip
ends
Cou
rse
Roy
altie
s
Sal
ary
Rec
ogni
tion
Rel
ease
Tim
e
Oth
er
No
Add
'lC
ompe
nsat
ion
Compensation
Per
cen
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f R
esp
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den
ts
Online Technology Pushes Pedagogy to the ForefrontFrank Newman & Jamie Scurry, Chronicle of
Higher Education, July 13, 2001, B7.
“Many faculty members are still concerned whether the technology is simple and reliable enough to use for more-sophisticated learning tasks. Increasingly, however, better software is emerging that engages students in more effective learning.”
What Instructional Activities are Needed?
Figure 30. Online Instructional Activities
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ScientificSimulations
Data Analysis Lab Performance Critical andCreative Thinking
Per
cen
t o
f R
esp
on
den
ts
Actual Use High Usefulness
Figure 36. Important Features of Free Course-Sharing Community
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Sto
ryte
lling
New
slet
ters
Rec
ogni
tion
Cla
ssM
anag
emen
tT
ips Exp
ert
Adv
ice
Ans
wer
s to
Teac
hing
Pro
blem
s
Ped
agog
ical
Idea
s
Per
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f R
esp
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ts
General Recommendations
1. Develop Instructor Training Programs
2. Foster Instructor Recognition and Support
3. Create Instructor & Resource Sharing Tools
4. Develop Online Learning Policies
5. Conduct Online Learning Research
6. Form Online Learning Dev Partnerships
7. Create/Test Online Learning Pedagogy
Survey #2: 201 Trainers, Instructors, Managers, Instructional Designers,
CEOs, CLOs, etc.
More Survey Limitations
• Low Response Rate
• Web Interested Sample
• Broad Backgrounds
• Lengthy Survey
• Tech Limitations
Figure 38. Instructional Strategies Perceived as Fairly Equally Supported by Online and Traditional Classroom Environments
0
10
20
30
40
50
60
70
80
Exploration StudentGenerated
Content
Case-Based GuildedLearning
PBL Modeling
Per
cen
t o
f R
esp
on
den
ts
Online
Traditional
Equal
Figure 39. Instructional Strategies Perceived as Better Supported by Online than Traditional Classroom
Environments
0
10
20
30
40
50
60
Group ProbSolving &
Collab
SocraticQuestioning
Role Play &Simulations
Discussion Coaching orMentoring
Lecturing
Pe
rce
nt
of
Re
sp
on
de
nts
Online
Traditional
Equal
Figure 40. Important Characteristics of Web-Based Learning
0 20 40 60 80 100
Relevant Materials
ResponsiveFeedback
Goal-Driven
Personal Growth
Choice/Flexibility
Interactive/Collab.
Variety/Novelty
Curiosity/Fun
Percent of Respondents
Figure 41. Activities Learners Would Deem Highly Engaging and Useful
0 10 20 30 40 50 60 70
Cases or Job Reflections
Brainstorming
Group Projects/Teams
Electronic Guests/Mentoring
Students Leading Discussion
Symposia/Panels
Voting/Polling
E-mail Pals/Peer Review
Percent of Respondents
Figure 35. Instructor Tools with High Growth Potential
0 5 10 15 20 25 30 35
Trainer TaskCollaboration
Critical/CreativeThinking
Feedback andAnnotations
Demonstrations
Trainer Profiles
Percent of Respondents Indicating High Usefulness for a ParticularTool or Resource But Not Currently Using It
So what happens to the
University???
Note: any predictions are bound to be too conservative!!!
Universities Replaced? No...
• Most distance lrng is mixed--Web & Live
• Brick and mortar needs to be used
• Online learning only approximates live lrng
• Expanding birth rate = need for more educ.
• Web learning is for select reasons
• Most colleges will find their niche
• Socialization argument– (the 18-20 year old need to party hardy)
Universities Replaced--Yes!
• Web has more potential for active lrng.
• Tchg/lrng expectations are changing fast!
• Expanding birth rate– Payoffs from experiments in 3rd world countries.
• Web courses can be repurposed/reused.
• Web learning will increase in stability
• Real chance to overthrow the system!!!
• Who needs more football and drinking?
Forces Acting Against Replacement
• Yes, radical change, but room for both• High actual costs of online learning• Difficult to be animated on the Web• Hard to measure benefits• Tenure & hard to change practices,
procedures, expectations• Institutional Politics• Eye damage reports due to overexposure
How are costs calculated in online programs???
Forces In Favor of Replacement• States not funding as highly as before
• Wireless technology; add’l emerging tech
• Global economy and marketplace
• Commercialization of best lrng products
• Innovative faculty; stalling universities
• Demand for learning/just in time info
• Lots of wasted space in university offices
Faculty Member in 2020
• Track 1: Technical Specialist• Track 2: Personal Guide• Track 3: Online Facilitator• Track 4: Course Developer• Track 5: Course or Program Manager• Track 6: Work for Hire Online Lecturer• Track 7: High School Teacher• Track 8: Unemployed
Student Differences in 2020• Live Longer• More Educated
– Multiple Degrees– Accustomed to Multiple Learning Formats– Design own programs and courses
• Specialists AND Generalists• Courses/Degrees for unknown
occupations• Expect to Take Courses Where Live• Cyber-students (various digital aids attached to appendages)
Typical Technology in 2020
• Global Chat, Interplanetary Chat– Guest Lectures from Mars, Space Shuttle, Moon
• Global Instructors (with online skill ratings)
• Intelligent Tutors, Butlers, and Agents• E-Course Generators and Object Sharing• Lifetime Cyberlearning Stats & Educ
Genealogies• Language Translation Tools• Online Essay Plagiarism Check & Scoring
Possible Roles of University in 2020
• Meeting place (degrees conferred, picnics, etc.)
• Certificate grantor• Online tech support desk• Matchmaking: pair students with instructors &
other students for counseling/mentoring• Research online learning communities• Outward bound-like experiences (tours and
experiences of what universities used to be like)
Possible Scenarios by Year 2020
• Virtual U’s and Traditional U’s Coexist
• Traditional Univ’s buy stake in Virtual U’s
• Traditional Univ’s form Consortia
• Some Trad U’s Move Ahead, Some Don’t
• Other Technology arise well beyond Web
• Large Virtual U’s Buy Competing Traditional U’s and shut them down
What Uses for Old Institutions of Higher Learning???
• Museums
• Historical Monuments
• Bomb Shelters
• Resorts and Apartment Complexes
• Nostalgic Retirement Homes
• Green Space
• Prisons
Final Advice• Use blended or flexible approaches.
• Distribute success stories.
• Read published reports.
• Negotiate partnerships.
• Find ways to share resources.
• Help build better e-learning tools.
• Try things out & let me know what works.
So, any questions about the state of things?