The Future of E-Learning and How The University of Macau Can Lead The Way
Professor John V. Dempsey, University of South Alabama, Mobile, Alabama, USAThe Future of E-Learning and How The University of Macau Can Lead The Way
Who am I?Brendas spouseDirector of Innovation in Learning Center
USA Online Universitys online campus Faculty DevelopmentE-learning and course redesign initiatives
Professor of Instructional Design and DevelopmentFormer Fulbright Scholar in Malaysia
Happy to be here!2
What am I going to discuss?E-Learning formats and their effectivenessTrends and demographics in US e-LearningTrends and demographics in Asian e-LearningCase: How we increased quality and reduced costs at my universityChanging face of public university educationHow the University of Macau could lead the wayOther questions?
3E-Learning formats and their effectivenessE-Learning IsE-learning comprises all forms of electronically supported learning and teaching. (Wikipedia)
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Synchronous ContinuumAsynchronousSynchronous
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+ Self-paced formatsOnline activities and learning7
E-Learning Formats at UniversitiesWeb-enhanced Less than 5% online or out of classBlended (hybrid)5-85% online or out of classOnline 85-100% online or out of class8
Current Best EvidenceUSDOE meta-analysis*
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 relative to purely face-to-face instruction than did purely online instruction.
*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2010. 1,100 empirical studies of online learning, 46 of which "provided sufficient data to compute or estimate 51 independent effect sizes,"9Trends and demographics in US e-LearningUS Trends
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US Trends
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US Trends
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US Trends
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15Bottom line:
BIG format shift. Great demand for non-traditional formats
Trends and demographics in Asian e-LearningCurrent State of e-learning in AsiaAverage growth rate in e-learning is 28.4%
Australia South Korea Japan High useSingaporeIndiaChina MalaysiaThailand
Sri LankaIndonesia Mid use PhilippinesPakistanNepalVietnam Low useCambodiaLaosBhutan
17Current trends for e-Learning in AsiaIndonesia strictly controls the quality of academic distance learning content. It is difficult for foreign companies to enter into their domestic market.
China has a strict system to approve e-learning programs. No foreign countries are allowed to tender for government contracts.
18 Current trends for e-Learning in AsiaSouth Korea intends to use e-learning solutions to train all primary and secondary school students.
Thailand has plans to provide all students with tablets by 2012.
China aims to have over 200 million students online by 2020
19China: Online learners in millions20
E-Learning in ChinaPrivate K-12 - Edu.china.com and Yuloo.com
ChinaEdu Corporation 165,000 students in online degree programs
Corporate training China-training.comEnterprise Learning Center Xuexugang.comChinaonlineedu.com
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E-Learning in ChinaUniversity - Chinese Learning Net & Renmin Univ
Open University of China (Central Radio and TV U) 68 online colleges 140 majors in 10 areas 2,027 off-campus learning centers Total enrollment of 1.4 million
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Languages of e-Learning courses33% English
16% Chinese
7% Japanese
3% Korean
3% Arabic
38% Other 23Opportunity?Case: How we increased quality and reduced costs at my universityInstitutional Backdrop
Financial crisisDecreasing state support Increasing demand for flexible learning opportunitiesLMS decisionBetter technology options
Administrative Initiative:Critical support--by Senior VP (Provost)Strong buy-in from DeansInvolved faculty leadership
Course Redesign InitiativeFirst Round
37 faculty Proposals respond to SVPAAs call
Up to 18,000 annual course enrollments affected long term
25 pilots started fall 2010 semesterCollegeProposalsCourseEnrollmentsA&S2012,220CESP61,946CIS21,887COE4445MCOB51,4183717,91626
WhyRedesign?modernize systemsurban universityeconomic pressures27
Course Redesign Initiative
Principles:Improve QualityIncrease Cost Efficiency28Research SupportUSDOE meta-analysis*
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 relative to purely face-to-face instruction than did purely online instruction.
*Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009. 1,100 empirical studies of online learning, 46 of which "provided sufficient data to compute or estimate 51 independent effect sizes,"29Redesign RFPsDescription of specific innovationInstructional efficiency goals as measured by instructional salary/credit hour productionRationale for choosing the innovationCosts associated with implementationTime frame for piloting redesign
Faculty ProposalRedesign RFPsEvaluation plan to demonstrate improved quality and cost efficienciesSources of baseline informationBaseline instructional costsHow active learning resultsHow student learning is measured
Proposal ReviewContd31Six Models of Course Redesign(based on NCAT) The Supplemental ModelThe Replacement ModelThe Emporium ModelThe Fully Online ModelThe Buffet Model
Linked Workshop Model
Math Emporium Lab at Univ. of South Alabama
Course Redesign Initiative
FocusHigh enrollment courseseLearningusually blended format
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Scope
U. South Alabama37 redesign proposals (first round)affecting estimated 4,400 undergrads
34Type of RedesignQuality and Cost EfficienciesCreative eLearning technologies lecture captureinteractive instructional materials from publishersonline tutoringguided examplesteam case studies expert guests
36Quality and Cost EfficienciesActive on-campus learning sessionsStructured team-based problemsCases and inquiry learning scenariosOral and project presentationsLarge group content reviewStrategic quizzing; practice testsCritiques and discussion
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How have we supported?Professional DevelopmentNCAT and Sloan-C Conferences and workshops - 3 groups of facultyInnovation in Learning Center workshopsILC Redesign websiteEvaluation assistanceRedesign Academy (3 days w/ honorarium)Redesign Faculty Get-Togethers38How have we supported?Direct SupportNew Institutional tools (iTunesU, Camtasia Relay, Kaltura, Big blue Button)
Personal Tools (laptops, software)
E-Learning Assistant Program
ILC staff shooting video of blended course activities39
How have we supported?Peer ModelingSome eLeader program topics:Creating screencasts for Political ScienceUsing online debates in Community Health coursesAssessment--matching Engineering outcomes iTunes U in Real Estate coursesUsing Wikis in Library SciencePresentation skills for video in Nursing coursesPreparing student review podcasts om BusinessVirtual Engineering chalkboard
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How did we measure?Cost IndicatorsComparison of Methods
Institutional Personnel cost per Student% Change in personnel cost per studentCourse enrollmentReduction in part-time instructors and GAsCourse SpecificReassign faculty assignments Time for research and grant-seeking
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How did we measure?Quality MetricsComparison of Methods
Institutional Student Success ratesD/Fs,WDs
Course SpecificCommon Final ExamsCommon Content Items Selected from ExamsPre- and Post-testsStudent Work Using Common Rubrics42Personnel Costs fall 2010RedesignComparison% Change Course enrollment33003916Full-time instructors2954Part-time instructors2038GAs (teaching only)01Avg FT instructor cost per student$87.17$123.85-28.8%Avg PT instructor cost per student
$15.53$25.05-38.0%Total Personnel cost per student incl. GAs support personnel$125$152-22.3%
Personnel Costs Spring 2011RedesignComparison% Change Course enrollment3,1503,296Full-time instructors2538Part-time instructors2431GAs (teaching only)01Avg FT instructor cost per student$78.21$108.83-28.2%Avg PT instructor cost per student
$16.73$22.43-25.4%Total Personnel cost per student incl. GAs support personnel$110.28$133.35-17.3%Fall 2010 Grade ComparisonsRedesignComparisonFrequencyPercentFrequencyPercentSuccess Rate2,07863.02,64067.4D/F Rate83025.288622.6WD Rate38911.839010.0Incompletes30.100.0Total Students3,300100.03,916100.0Spring 2011 Grade ComparisonsRedesignComparisonFrequencyPercentFrequencyPercentSuccess Rate2,00863.7222867.6D/F Rate73923.571621.7WD Rate40212.835210.7Incompletes10.100.0Total Students3,150100.03,296100.0Continue Formative FocusWorking with administrators and faculty to improve or restructure course redesign
Alert chairs and deans to problems
Discuss course redesign changes with Depts.
Ongoing reports to VP
47Formative FocusIdentify most effective and efficient coursesDetermine commonalities that resulted in successStructureActivitiesCourse formatsTargeted faculty trainingStudent support from faculty members
USA Redesign AcademySome Improvements
Initial student orientation help create structure
Changing from online to more structured blended format for 100-level courses
Evaluate savings in classroom use
Student Orientation Video prepared by the USA Innovation in Learning Center. Student Success Rates first year (2010-11 academic year)On average (all courses) :Success rates were highest for blended and online courses versus the traditional or web-enhanced course format. Withdrawal rates were lowest for blended courses and highest for online courses.Class sizes were largest for the blended format; smallest in the traditional format.
50The changing face of public universitiesExploding Global MrketStudents in tertiary education worldwide increased from 28 in 1970 to 165 million in 2010almost 600% more students.Academic degree standards and quality assurance standards becoming more compatible (e.g., Bologna Accord)Alliances among universities to spread out costs (e.g., software services) and inter-institutional exchanges.
52Limited transmission learningWhat usually occurs in university classrooms will move from presenting to managing interactions:
Between students and instructorBetween students and studentsBetween students and learning technologies
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Open Educational Resources (OER)Complete Lectures and MaterialsEdx (Harvard & MIT)Peer-to-Peer UniversityStanford Project
RepositoriesMerlotEdReNeMultimedia University (Malaysialocal to University and partners)Khan Academy
54More Collaborative Learning
55Particularly structured approaches like Team-Based Learning (TBL)E-PublishingE-textbooksEstablished publishersUniversity facultyConsortium faculty56
How the University of Macau could lead the wayWhat it takes to get it goingInstitutional administrative support - KEYPlanning maintaining standardsIntense redesign initiativeInstructional designFaculty developmentStudent developmentMonitoring & Evaluation
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Some logisticsMake sure you have a clear business case Using resources (time, human talent, space, money) strategically IS critical to any institutionUse Data to guide decisions Published external research, institutional research and evaluation systems, analysis of market, timely opportunities, Engage early with all relevant stakeholdersInstitutional change is political and personalFocus on integration, open standards and build upon existing communities of practice For content (collaborative institutional partnerships, learning repositories, open educational resources, open-source software communities)
59Concentrate on opportunity & innovationOpportunityBilingual faculty
Limited summer courses
Working professionals need educational upgrades
Innovation PossibilityBilingual courses
Online and blended
Flexible formats for busy professionals60Mobile Learning PossibilitiesJust a fewElectronic textbooksPodcastsVirtual field guidesMobile data collectionNew content creationMobile computing labs
Use Technology for Transmission
62Why is the classroom lecture the best format to transmit information?
Introduce topicIllustrate procedureProvide guidanceScenes from an instructional podcast Use evangelists and early adopters to inform the process
Just wanted to let you know--well be in your living room soon..
Weve been asked to transport among you for 2 reasonsWhat UM can doValue change and innovationDon't reinvent wheelLook for best practicesVisit other placesBring in a few consultantsPick and choose and get the best fit for UMUM can lead the way in developing e-Learning for the region
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Thank you65
Questions? 66
