Current state of online education in the US: Opportunities and challenges

Transcription

1 Current state of online education in the US: Opportunities and challenges M A R C H 1, V E R S I O N 2. 0 D R A F T A C A D E M I C P L A N N I N G, P R O G R A M S, & C O O R D I N A T I O N U N I V E R S I T Y O F C A L I F O R N I A, O F F I C E O F T H E P R E S I D E N T

2 Contents 1. Online education in US higher education: An overview 2. Possible benefits, advantages, and opportunities 3. What types of universities and colleges are doing online education 4. How are universities integrating technology in instruction? 5. Why are universities and colleges turning to fully online education? 6. What kinds of courses and degrees are being made available online? 7. What approaches do universities and colleges adopt to online education? 8. What do faculty think? 9. What organizational and funding models are universities and colleges adopting? 10. Are there any system models? 2

3 1. Online education in US higher education: an overview 3

4 Online learning can be as effective as face to face A systematic analysis conducted by the U.S. Department of Education of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning in K 12, post secondary, and professional education. An analysis of the studies that: (a) contrasted an online to a face to face condition, (b) measured student learning outcomes, (c) employed rigorous research design, and (d) provided adequate information to calculate an effect size, produced 51 independent effects (44 of which were based on research with students beyond K 12) that could be subjected to meta analysis. The meta analysis found that, on average, students in online learning conditions performed better than those receiving face to face instruction. 4 Source: based practices/finalreport.pdf Evaluation of Evidence Based Practices in Online Learning. US Department of Education, 2009.

5 Online enrollments in US higher education continue to grow at 10% plus percent per year US Higher Education Online Enrollments, Total online enrollments (in millions) Source: c.org, Learning on demand. Online Education in the United States, 2008

6 Online teaching no confined to only a small number of faculty in US higher education Based on a 2008 survey of 30,000 faculty at 69 APLU universities representing a range of missions (and yielding a 22.3% response rate) 6 a third of faculty have taught an online course a quarter were teaching an online course when responding to survey Source: Online Learning as a Strategic Asset, Volume II, 2009

7 Online education will not: replace face to face learning make faculty irrelevant dilute the integrity and quality of the host institution s academic offerings whether delivered in person or online 7 And online courses need not require more faculty time than face to face instruction

8 2. Possible benefits, advantages, and opportunities 8 A S E V I D E N C E D I N U N I V E R S I T I E S A N D C O L L E G E S I N V O L V E D I N O N L I N E E D U C A T I O N

9 Online courses can Extending Access give enrolled students access to skills they need to succeed (developmental education) credits they need to graduate give non enrolled students access to courses they need for academic preparation transferable credit / degree completion Online degrees can increase enrollment of eligible students and extend access to higher education 9

10 Realizing specific benefits for faculty 10 Managing the teaching workload (particularly in skills based, foundational, and developmental courses) Increasing graduate student support (through opportunities for GSIs in online instruction) Advancing research into education, pedagogy, and information science

11 Realizing specific benefits for students 11 Flexible (anywhere, anytime) and part time access to university education / instruction Opportunities for continuous review of course material Greater access to scarce, non local, or impacted courses

12 Financial advantages Increasing revenues with tuition paid by students taking fully online degrees/courses Reducing cost of instruction Reducing cost to students resulting from improved time to degree Realizing revenues as a supplier [publisher] of courses to other institutions 12

13 3. What types of universities and colleges are doing online education? 13

14 All types of colleges and universities offer online education Public Private Non profit For profit Small, Medium, Large institutions Four year Universities Two year Colleges 14

15 The number includes the likes of: 15 Carnegie Mellon University MIT UCLA UC Irvine Purdue Penn State

16 Online Education is viewed as critical component of long term planning by many university leaders in all sectors 16 Source: c.org, Staying the Course

17 4. How are universities integrating technology in instruction? 17

18 Non instructional uses 18 Making course syllabuses and/or course content available online student ease of access and administrative efficiency (ubiquitous) In support of open public access to learning materials (MIT, participants in the broader open courseware initiative) Recording lecturers and seminars for review by students registered in the course by students enrolled in the university by anyone with an Internet connection

19 Instructional uses Web facilitated course uses web based technology to facilitate what is essentially a face to face course. May use a course management system (CMS) or web pages to post the syllabus and assignments Hybrid course blends online and face to face delivery. Substantial proportion of the content (30 79%) is delivered online, typically uses online discussions, and typically has a reduced number of face to face meetings Fully online course most or all of the content (80%+) is delivered online. Typically have no face to face meetings 19 Some universities are creating or publishing online courses for use by third party institutions Definitions adopted from Staying the Course, c.org

20 This report focuses on fully online courses 20

21 4. What kinds of courses and degrees are being made available online? 21

22 Courses in all disciplines are offered online 22 Source: c.org, Staying the Course

23 Source: c.org, Staying the Course

24 Courses at all levels are offered online 24 Adult, continuing, and professional education, certification Online Masters degree in areas where skilled professionals in high demand Education, business administration, engineering, nursing, health administration, law Baccalaureate Degree completion in areas where skilled professionals in high demand RSN BSN conversion Full baccalaureate degrees Open enrollment by for profits (Phoenix, Cappella) Open enrollment by not for profits (Open University, Coastline Community College) Selective enrollment by not for profits (Penn State, UMUC) Courses bearing credit for a university degree Typically leveraging content developed for one or more of the above Courses preparing students for admissions to a university degree academic preparation, foundational/remedial

25 Online courses are offered in response to unmet student demand 25 Typically for degrees (and degree completion) in subjects that are popular with students and/or that recruit to occupations where skilled professionals are in high demand

26 Education Education Leadership Curriculum Instruction Counselling Teaching Special Education for Masters degrees Business Business Administration Business Administration in Hospitality Management Business Administration in Educational Management Finance Healthcare Science of Nursing Administration Science of Nursing Education Science of Nursing Nurse Practitioner Psychology 26 Source: Courtesy of market research provided by Higher Education Holdings and Colloquy360

27 for Bachelor degrees and degree completion 1. Business Administration and Management 2. Marketing 3. Nursing 4. Early Childhood Education and Teaching 5. K 12 Education 6. Accounting 7. Criminal Justice 8. Psychology 9. English Language and Literature 10. Political Science and Government 11. History 12. Communications 13. Computer and Information Technology 14. Mechanical Engineering 27 Source: Courtesy of market research provided by Higher Education Holdings and Colloquy360

28 for Associate degrees Business Business Administration Management Accounting Communications Paralegal Studies Social and Protective Services Human Services Corrections Education Associate in Early Child Care and Development Healthcare Health Information Technology Science and Technology Information Technology Computer Programming Computer Networking Computer Support Web Design 28 Source: Courtesy of market research provided by Higher Education Holdings and Colloquy360

29 At UC there is specific additional demand... 29

30 to increase access to impacted courses that enrolled students need to graduate 30 Commonly impacted courses include: In the lower division American Studies, Anthropology, Biology, Calculus, Chemistry, Communications, Earth Sciences, Economics, History, Math including Preparatory Math, Philosophy, Physics, Physiology, Politics, Psychology, Sociology, Statistics In the upper division Biology, Business, Chemistry, Economics, Psychology, Statistics Writing and composition courses Lower Division (entry level writing); Upper Division (business writing, science writing) Source: Survey of impacted courses conducted Fall 2009, UC

31 and to courses that are commonly required for graduation It should come as no surprise that the most common single course across all the UC campuses is Freshman Composition which is required of all incoming Freshman. The next most common type of course is Calculus which comes in two basic flavors the short course for health and social sciences and the long course for physical science and engineering. Almost 30,000 students are taking the long course Calculus each year and another 19,000 are taking the short course. Other very common courses, each taken by more than 10,000 students each year are: General Chemistry Introductory Psychology Statistics Biology Principles of Microeconomics 31

32 especially in the most popular majors In , fully 44% of UC s 42,605 undergraduate degrees were awarded in just eight fields: Biological Sciences 3,908 Psychology 3,357 Economics 3,312 Political Science 2,035 Sociology 1,930 English 1,611 History 1, Chemistry & Biochemistry 1,224

33 Survey of Students 33 A survey of approximately 3,000 UC and UC eligible students found that: 33.6% had taken at least one online course before 80% were somewhat interested (23%) or very interested (57%) in taking online UC courses for credit towards an on campus degree Over half said they were somewhat interested (34%) or very interested (21%) in a fully online UC degree 92% said that they were more likely to enroll in an online course for credit towards an on campus UC degree than they were to enroll in a fully online UC degree Students cited convenience factors (learn anytime, learn anywhere, self paced courses that fit their schedule) as the most important advantages to online education. The appeal of campus based social and cultural experiences and face to face interactions are the most cited reasons for not enroll in an online program. Online survey was conducted in January 2010

34 5. What approaches do universities and colleges adopt? 34

35 to course approval (quality control) 35 Faculty senate approval is the norm, but University and college senates have adopted different approaches to online Some (Penn State) have a single uniform approval process that does not distinguish mode of delivery (online vs onthe ground) Some (CMU) give automatic approval to online versions of existing approved courses grandfathered in Some (University of Illinois) have established separate senate committees to focus specifically on approval of online courses Source: APPC interviews, conducted fall 2009

36 to assessment Technology driven (e.g. keystroke monitoring and video cameras) Shift from high stakes testing to multiple low stakes assessments Use of collaborative projects Proctored examinations Automated and in person stylistic analysis 36 Source: APPC interviews, conducted fall 2009

37 ...to ownership of the intellectual property in the online courses 37 Intellectual property is owned by the university/college Online courses are produced as works for hire Intellectual property is shared between the university/college and the course creator The Sloan Consortium indicates that shared or joint ownership is an emerging preference Courses created in either intellectual property regimes can be (and are) made available with Open Access licenses Source: APPC interviews, conducted fall 2009; Staying the Course, c.org

38 to start up funding Pay as you go (UMUC, OU) Grant funding From University general funds (UMass Online) From external agencies (MIT, UW, CMU) Loan funding From University general funds (University of Illinois) 38 Revenue sharing relationship with service provider / partner (University of Cincinnati, CSUMB) Source: APPC interviews, conducted fall 2009

39 6. What do faculty think? 39

40 about the value and legitimacy of online learning 40 Less than a third of chief academic officers believe that their faculty accept the value and legitimacy of online education (20% of chief academic officers at doctoral/research institutions ) and has changed little in the period Source: c.org, Learning on demand. Online Education in the United States, 2008

41 about learning effectiveness and value to students of online courses 80% of faculty who have taught an online course have recommended online courses to their students 56% of all faculty have done so 41 The majority of faculty who have taught or developed an online course believe that the learning outcomes for online are as good or better than face to face instruction 80% of faculty who have not taught or delivered an online course believe learning outcomes for online are inferior or somewhat inferior to those for face to face Source: Online Learning as a Strategic Asset, Volume II 2009

42 about effort required 42 Effort to Develop Effort to Teach 0% 20% 40% 60% 80% 100% Percentage of respondents A lot less Somewhat less About the same Somewhat more A lot more Source: Online Learning as a Strategic Asset, Webinar 2009

43 about the barriers to teaching online Additional effort to develop online courses 43 Inadequate compensation Additional effort to deliver online courses Students need more discipline Does not count toward tenure and promotion Lower retention rates Lack of acceptance by potential employers 0% 10% 20% 30% 40% 50% 60% 70% Important Very Important Source: Online Learning as a Strategic Asset, Webinar 2009

44 Perspective of UC faculty echoes that of the broader community 44

45 UC faculty concerns include A separate online or virtual campus Academic quality / learning effectiveness Student support Faculty support Faculty workload Technology support Support for cross campus instruction 45 Source: UC faculty focus groups, conducted summer fall, 2009

46 UC faculty also perceive potential benefits 46 for faculty Freeing up time to do research Reducing demand for instruction in developmental / foundational Engagement with students at higher (conceptual/educational) level Managing increased student faculty ratio Opportunity for research on pedagogy Do things that can t be done in the classroom (engage students who are difficult to engage in the classroom ) Source: UC faculty focus groups, conducted summer fall, 2009

47 UC faculty also perceive potential benefits 47 for students Course choice (e.g., as extended through cross campus courses) Improved time to degree Opportunities inherent in social networking technologies that build communities among students and faculty Adding an online component to campus courses can make courses better and improve communication with students Source: UC faculty focus groups, conducted summer fall, 2009

48 UC faculty also perceive potential benefits for workload and other efficiencies Reduces unnecessary redundancy in teaching foundational courses Opportunities to align foundational courses around a systemwide common standard or curriculum design Lower unit cost of instruction for large, high enrollment lower division courses Overcomes restraints on classrooms and calendars Use of common courses or course materials systemwide 48 Source: UC faculty focus groups, conducted summer fall, 2009

49 7. What organizational and funding models are being adopted by universities and colleges? 49

50 There are four generic approaches 1. Individual faculty efforts 2. Supported by dedicated online learning, or educational technology units 3. Supported by extension programs 4. Supported by third party service providers 50 Source: APPC interviews, conducted fall 2009

51 Common Characteristics Each model has specific strengths and weaknesses, and associated success stories Models are implemented in a manner that ensures institution retains responsibility over all key aspects of the enterprise (eligibility, admissions, course and degree approval, recruitment, retention, faculty deployment, fees and tuition policy, student policy, student services, student financial aid, etc.) Faculty and Senate have the same control over online courses as over traditional face to face courses 51

52 Faculty Individual faculty efforts do course design and development and arrange/ supply technology support arrange instruction arrange hosting services for online courses arrange for any student and/or tech support 52

53 Individual faculty efforts: Strengths and weaknesses 53 Strengths Fosters innovation, develops and extends faculty and student experience Surfaces new practices, some of which will emerge ultimately as standard or even good practice Weaknesses Difficult to sustain the effort financially or beyond the interest of the individual faculty Difficult to scale Development of multiple, noninteroperable approaches and course materials, and heterogeneous demands on institutional IT infrastructure Doesn t grow institutional capacity

54 Individual faculty efforts: Success stories 54

55 Efforts supported by educational technology units The ETU supports faculty and/or academic departments with course design and development expertise including use of best practices, and providing / arranging for technology support provides support (training) for faculty in online instruction arranges for hosting services for online courses arranges for any student and/or tech support gathers and evaluates information about learning effectiveness supports or acts as an innovator in online instruction Funded centrally as instructional support, as a re charge and/or with external grants 55

56 Efforts supported by ETUs: Strengths and weaknesses 56 Strengths Individual faculty led online course development initiatives; support for faculty led innovation Support for learning effectiveness assessment Incorporates best practices in course design; utilizes existing modules/tools Simply funded (e.g. via recharge or central subsidy) Weaknesses Limited / no experience with full degree programs at the masters, BA, or AA levels Limited or no business support Difficult to scale Difficult to sustain financially

57 Efforts Supported by ETU Success Story from Carnegie Mellon 57 CMU s Open Learning Initiative (OLI) brings together software engineers, cognitive scientists, humancomputer interaction experts, assessment specialists and other experts to help faculty develop online courses The OLI manages the entire course development and implementation process Assessment is imbedded throughout courses to provide faculty, students, and developers with continuous feedback The OLI becomes a hub for expertise and best practices for online instruction and education

58 Efforts supported by university extensions Extensions supports faculty and/or academic departments with market research, business planning student recruitment, enrollment advising support course design and development expertise incorporating best practices, and providing / arranging for technology support arranging for / providing hosting services for online courses arranging and where appropriate paying for instructors, providing support (training) for faculty / instructors in online instruction arranging for / providing any student retention and/or 24x7 tech support gathering and evaluating information about learning effectiveness managing student billing, registration, and information services supporting campus, departmental, or faculty based innovation in online instruction, and/or acting as an innovator in online instruction Funded as a re charge, on the basis of student fees (e.g. as a revenue sharing arrangement), and/or with external grants 58

59 Partnership with university extension: Strengths and weaknesses Strengths Selected Master s and certification programs for new students Individual courses for existing (enrolled) students Incorporates best practices in course design; utilizes existing modules/tools; supports learning effectiveness assessment Builds capacity inside the university Regional orientation of marketing All revenues accrue to the university 59 Weaknesses Limited experience with full degree programs at the masters, BA, or AA levels Scale of effort and time to market constrained by existing local capacity Regional orientation of marketing Start up costs must be met from existing university funds and/or grants and loans

60 Partnership with University Extension: Success story from Penn State 60 PSU World Campus operates similar to our Extension programs and targets adult distance learners PSU s E Learning Cooperative, aimed at undergraduates, shares resources with the World Campus: market research, learning management system, tech services, faculty, course catalogue, etc. Admissions and requirements for World Campus and PSU students are the same Common protocol for course development to ensure quality control World campus offers a shared library of learning objects that can be used in course development (e.g., animated circulatory system)

61 Efforts supported by third party service providers Service providers support academic departments or the campus with market research, business planning student recruitment, enrollment advising support course design and development expertise incorporating best practices, and providing / arranging for technology support arranging for / providing hosting services for online courses arranging and where appropriate paying for instructors, providing support (training) for faculty / instructors in online instruction arranging and paying for student mentor / coaches arranging for / providing any student retention and/or 24x7 tech support gathering and evaluating information about learning effectiveness managing student billing, registration, and information services supporting campus, departmental, or faculty based innovation in online instruction, and/or acting as an innovator in online instruction providing all up front investment (start up) costs 61 Funded on a revenue sharing basis (where start up costs are supplied by third party service) or on a fee for service basis

62 Revenue sharing partnership with service provider: Strengths and weaknesses 62 Strengths Building new revenues/enrollments particularly in Masters degree and Bachelor degree completion programs in highdemand areas Weaknesses Limited experience with AA and BA degrees Economics may not work as well delivering online courses to enrolled students Market research leverages breadth of experience, extant data; marketing on national / international scale Incorporates best practices in course design; utilizes existing modules/tools; supports learning effectiveness assessment Scaleable technology; rapid time to market No start up cost to the university May result in limited institutional capacity development Revenues shared with service provider

63 Economics of Online Learning Example: Master s Degree in a Public Safety Discipline; Mass Market Total Active Students New Studetns FA01 WT02 SP02 SU02 FA02 WT03 SP03 SU03 FA03 WT04 SP04 SU04 FA04 WT05 SP05 SU05 FA05 WS06 SP06 SU06 FA06 WS07 SP07 SU07 FA07 WS08 SP08 SU08 FA08 WS09 SP09 SU09 FA09 WS10 Revenue $400,000 $1,200,000 $2,800,000 $4,200,000 $4,800,000 $4,800,000 $5,800,000 $6,800,000 Source: Courtesy of Compass Knowledge Group

64 Economics of Online Learning Example: Master s Degree in the Education Discipline; Mass Market Total Active Students New Students Revenue $300,000 $2,500,000 $4,800,000 Source: Courtesy of Compass Knowledge Group

65 Economics of Online Learning 65 Example: Bachelor s Completion Degree in Health Care Discipline; Niche Market Total Active Students New Students Revenue $400,000 $2,600,000 $4,700,000 $4,500,000 $4,100,000 $4,200,000 Source: Courtesy of Compass Knowledge Group

66 Are there any system models? 66

67 Yes, four 67 Single systemwide provider, offers courses in which campuses buy seats (Penn State) The utility service, partners with faculty/academic departments to create and deliver the online courses they need/want (Texas Telecampus, Illinois e learning initiative) Utility service and retailer acts as a coordinator/facilitator, presenting collectivity of a system s distributed courses as a virtual uniform set of offerings for the purposes of student recruitment; encourages cross fertilization amongst distributed efforts (UMass online) Virtual campus online programs consolidated in a separate entity (UMUC, Illinois Global Campus) Source: APPC interviews, conducted fall 2009