educause research in e-learning
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EDUCAUSE Research in E-Learning. Susan Grajek, EDUCAUSE Vice President. July 31, 2013. Topics. Interest in e-learning Who benefits? Delivering e-learning services Challenges A MOOC moment Making headway with e-learning. POLL :. - PowerPoint PPT PresentationTRANSCRIPT
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EDUCAUSE Research in E-Learning
July 31, 2013
Susan Grajek, EDUCAUSE Vice President
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Topics 1. Interest in e-learning
2. Who benefits?
3. Delivering e-learning services
4. Challenges
5. A MOOC moment
6. Making headway with e-learning
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POLL:
Compared to last year, is there greater interest in elearning on your campus? Yes No
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Widespread interest in e-learning
More than 80% of institutions offer at least several courses online
Motivations: Serve the “post-
traditional learner” Reduce the cost of a
degree Increase enrollments Improve the quality of
teaching and learning
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Who Benefits?
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The ability for everyone in the class to respond, regardless of how shy they are or how much thought it takes for them to be
able to put their words into coherent messages or whether they have a language challenge.
—Teaching and Learning Director
We’re seeing that our students who
take online courses graduate faster. —
Associate Provost
I've heard so many faculty say, ‘I'm a
better teacher now because I taught
online.’—Instructional Designer
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It's all about access for us. This is a way for us to
disseminate our content to our rural communities, tap
into our international audience, and build
business partnerships. —Teaching and Learning Director
E-learning helps us meet the strategic initiatives of the university in a rapidly growing environment of diminishing resources.—Teaching and Learning
Officer
Music education is a program that’s always
under the gun, and for no other reason than low enrollments. Our e-
learning initiatives have now given them the
money to self-sustain. —Assistant Dean
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Benefits of e-learning
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Who Benefits?Delivering E-learning Services
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How e-learning is managedNo clear model
Doctoral institutions are most likely to have multiple programs managing e-learning
Dedicated e-learning center is an advantage More mature in their e-learning initiatives Twice as likely to consider themselves e-learning leaders or innovators
Central IT is not involved in e-learning in 34% of institutions
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Community colleges are e-learning leaders
Most likely to have a center dedicated to e-learning and
Most likely to offer a significant number of online courses.
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Everyone needs more staff: 124% more
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Some roles are needed more than others
Course designers
Professional development staff
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Managing e-learning services
Innovative services: Least
common Most likely to
be distributed (41% vs 24% of more mainstream services)
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A gap with students
What students most want more of…
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A gap with students
Fewest institutions provide Open
educational resources
Gaming/simulations
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A gap with students
It is not clear whether students’ preferences are understood
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Outsourcing e-learning services
Average rate of outsourcing: 29%
Most common for: E-portfolios Social networks
Least common for: Project
management Technical support
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Challenges
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Some institutions are not offering e-learning
There are still a number of faculty on our campus who question what we are doing to our students. They think that if they are not going to get the campus experience, they aren’t going to get the interaction they used to get
—CIO
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Mission or resources hold some back
Reasons for not offering online courses
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Mission or resources hold some back
Reasons for not offering online courses
We’re a small, traditional, private university. People aren't going to spend the tuition money to come to us online
when they could do it at a state university for a third of the price. But where we've
really tried to gain our foothold is our master's programs, our graduate
programs for our graduates. So someone gets a degree, moves away; well, hey, come back to our online program. You can have a master's degree from [your
alma mater]. —Department Chair
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Most concerns: Minor to moderateConcerns about e-learning initiatives
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Smaller institutions
Smaller institutions significantly more concerned
Concerns about e-learning initiatives
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Two-year institutions
Two-year institutions least concerned
Concerns about e-learning initiatives
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Publics and privates
Private institutions significantly more concerned than publics
Concerns about e-learning initiatives
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Implications of e-learning: Where are we headed?
Outsourcing and shared services Faculty: Will some full-time, tenure-track faculty be based off-
site? Staff: Financial aid, registration, LMS Niche programs, entire degrees
Longer prep time, less last-minute scrambling to pull a course together
On-demand courses Tailoring for specific groups: Military, regional Revised metrics for faculty productivity Need for 24/7 IT support Impact of “free” courses on mission and business model
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A MOOC Moment
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MOOCs vs. Online Learning
Institutions delivering
Undergraduates taking
Institutional leaders' interest
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
MOOCs Online learning
MOOCs may have the headlines, but online learning is much more widespread
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Which institutions offer MOOCs today?
Doctoral institutions
Enrollment over 15,000
Other institutions
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Offering today Future plans to offer
MOOC creation is primarily centered in large doctoral institutions, and likely to remain so.
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Why are institutions choosing whether to offer MOOCs?
Strategy (risk vs. innovation)
Resources Interest
among leadership/faculty
Exploration
To attract new students
Build/maintain institutional reputation
Faculty interest
Leadership interest
For the greater good
As a future revenue source
To showcase faculty
Build/maintain program reputation
Alumni interest
To attract new faculty
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Why institutions offer MOOCs
Unproven business model
No demand
Leaders have no interest
Lack of financial resources
Faculty have no interest
MOOCs are a fad
MOOCs are "not for us"
0% 10% 20% 30% 40% 50% 60%
Why institutions do NOT offer MOOCs
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Which students know about and take MOOCs?
Familiar with
Have taken a MOOC
0% 5% 10% 15% 20% 25% 30% 35%Women Men
Men Private
doctoral Hispanic/
White/other (but Black and Asian students are more familiar)
Over 25 Non-US
Familiar with
Have taken a MOOC
0% 5% 10% 15% 20% 25% 30% 35%Hispanic, White, otherBlack or Asian
Familiar with
Have taken a MOOC
0% 5% 10% 15% 20% 25% 30% 35%25 and under Over 25
Familiar with
Have taken a MOOC
0% 5% 10% 15% 20% 25% 30% 35%All others Private doctoral
Familiar with
Have taken a MOOC
0% 5% 10% 15% 20% 25% 30% 35%US Non-US
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BUT, which students complete MOOCs?
0% 5% 10% 15% 20% 25% 30% 35% 40%Women Men
Women Community
college Black Over 25
(same as take and know)
US and Canada
0% 5% 10% 15% 20% 25% 30% 35% 40%Other Black
0% 5% 10% 15% 20% 25% 30% 35% 40%25 and under Over 25
0% 5% 10% 15% 20% 25% 30% 35% 40%All others Community college
0% 5% 10% 15% 20% 25% 30% 35% 40%US and CanadaOther
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What is the value proposition?
For institutions Exploring the business case Moody Investors Services has designated
them as a “credit positive” Among a select set of institutions that are
offering MOOCs: 45% are discussing possibility of awarding credit 33% are considering monetizing
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What is the value proposition?
For students: What is a badge worth?
0%
20%
40%
60%
USCanadaNon-US
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Making Headway with E-learning: A Maturity Model
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Seven components of maturity:Where higher education stands today
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Maturity strengths
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Maturity strengths
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Less progress
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Least progress
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Why does maturity matter?
Mature institutions Expand technology provisioning and
support to meet the needs of the course and faculty
Have more staff and are more satisfied with e-learning staff levels
Have a dedicated e-learning center
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Why does maturity matter?
Mature institutions select e-learning technologies and services differently. Selection emphasizes:
Ease of use Features Ease of integration Contribution to learning objectives
Less mature institutions place greatest importance on cost
Security Reliability Effectiveness
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