The State of Online & Distance Education Trends, Challenges, and Opportunities

Transcription

1 April 1, 2015 The State of Online & Distance Education Trends, Challenges, and Opportunities Lynette Krenelka, Director of Extended Learning Joan Hawthorne, Director of Assessment & Regional Accreditation Suzanne Anderson, University Registrar Anne Kelsch, Director of Instructional Development Lori Swinney, Director of the Center for Instructional & Learning Technologies In collaboration with the Senate Online and Distance Education Committee

2 UND ONLINE & DISTANCE EDUCATION PROGRAMS AND STUDENTS Lynette Krenelka, Director of Extended Learning

3 National Trend: Growth in Online & Distance Education Fall 2012 Fall 2013 % Change/ Difference National Enrollment 21,137,343 20,375, % Exclusively Distance 2,653,426 2,659, % % of Enrollment 12.55% 13.05%.5 Source: Poulin, R. & Straut, T.T. (2015).

4 National Trend: Growth in Online & Distance Education Online education still growing 3.7% For-profit, 4 year down 8.7% Public, 4 year up 7.2% Private, non-profit, 4 year up 12.7% Source: Allen & Seaman, (2015).

5 UND Online & Distance Education 2 Undergraduate Certificate Programs histotechnician and medical lab science 12 Bachelor s Degree Programs engineering, communication, general studies, nursing, psychology, social science, medical lab science 24 Master s Degree Programs applied economics, aviation, education, forensic psychology, nursing, nutrition, social work, space studies 16 Graduate Certificate Programs nursing, health administration, instructional design & technology, social entrepreneurship, policy analysis 5 Doctoral Degree Programs educational leadership, nursing, higher ed, teaching & learning, aerospace sciences

6 UND Undergraduate Student Enrollment

7 UND Distance Undergraduate Student Demographics Fall 2014: 1,705 Distance Only Undergraduate Students Status Total Percentage Full-Time % Part-Time 1, % Gender Total Percentage Men 1, % Women % Unspecified 1.06% Academics Average Enrolled Credits 6.6 Average Cumulative Grade Point 3.02 Age Total Percentage Under % % % NA % Average Age Residency Total Percentage North Dakota 500 (incl. Military) 29.3% Minnesota % Other % Source: University of North Dakota Office of Institutional Research (2015).

8 Full-Time Traditional Undergraduate Students Taking Online Courses Fall 2014 Standing Students Enrolled in Online Courses % of Students/ Standing Online Courses Mean Online Courses Student Credit Hours Mean Student Credit Hours Freshman 1, % Sophomore 2, % , Junior 1, % , Senior 2, % , Total 8,756 1, % 1, , Excludes exclusively online and part time students. Source: University of North Dakota Office of Institutional Research (2015).

9 Online Courses Online Courses Taken by Bachelor Degree Recipients Degree Year Graduates (unduplicated) Mean Number of Online Courses Taken Mean Number of Online Credit Hours Taken , , , Reviewing end-of-term coursework beginning in fall 2005 through last term of degree year. Only counts first (Bachelors) degree earned within year; excludes withdrawn courses; includes courses where grades were not yet recorded (incompletes or not reported) and grades of F and U Source: University of North Dakota Office of Institutional Research (2015).

10 UND Graduate Student Enrollment 100% Percentage of Graduate Distance Students Increasing Distance Only Graduate Students 50% % 37.85% 41.86% 43.34% 45.71% 47.52% Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014

11 UND Distance Graduate Student Demographics Fall 2014: 1,362 Distance Only Graduate Students Status Total Percentage Full-Time % Part-Time 1, % Gender Total Percentage Women % Men % Academics Average Enrolled Credits 5.6 Average Cumulative Grade Point 3.78 Age Total Percentage Under % % % Average Age Residency Total Percentage North Dakota % (incl. Military) Minnesota 122 9% Other Source: University of North Dakota Office of Institutional Research (2015).

12 Factors Influencing Online & Distance Education Affordability Anytime, anywhere Innovative ways to connect with students Summer semester, Study abroad Graduation High schools requiring 1 online course Be Strategic Extended Learning market research, EAB

13 STUDENT LEARNING & ACCOUNTABILITY IN ONLINE & DISTANCE COURSES Joan Hawthorne, Director of Assessment & Regional Accreditation

14 Attention to learning outcomes as a moral imperative

15 Attention to outcomes as a practical imperative. The institution uses information on student retention, persistence, and completion.

16 Equivalency of learning outcomes - equally imperative. program quality and learning goals are consistent across all modes of delivery

17 An area for improvement? more clearly differentiate the demonstration of student learning in programs that are offered both on campus and on-line to insure the achievement of student learning outcomes is the same.

18 WHAT ANALYTICS TELL US ABOUT OUR ONLINE STUDENTS Suzanne Anderson, University Registrar

19 PAR: Predictive Analytics Reporting What is PAR? What does PAR do? Success factors Benchmarking

20 PAR Data and Student Success Risk Factors Retention Obstacle courses Benchmarks

21 UND PAR Data PAR Data Collection UND Risk Factors Benchmarking

22 Interventions Student Success Center Starfish Early projects

23 Holistic Academic Pilot Targeted groups Vision

24 GOOD PEDAGOGICAL PRACTICES IN ONLINE TEACHING & LEARNING Anne Kelsch, Director of Instructional Development

25 pedagogical considerations who are the teachers? faculty experience traditional practice

26 pedagogical considerations who are the teachers? faculty experience traditional practice who are the learners? access preparedness diversity experience

27 pedagogical considerations advantages: flexibility, convenience, efficiency

28 pedagogical considerations advantages: flexibility, convenience, efficiency If done well enhance student-to-student & faculty-tostudent interaction enable student-centered teaching approaches effective evaluation/assessment methods multiple approaches/resources

29 pedagogical considerations faculty realities

30 pedagogical considerations faculty realities necessary to do it well investment of time comfort level with use of technology re-envisioning course goals & assessments intentionality

31 SUPPORTS FOR FACULTY WHO TEACH ONLINE COURSES Lori Swinney, Director, Center for Instructional & Learning Technologies

32 Instructional Designer Support Four Instructional Designers available One-on-one support for faculty Teaching and learning methods Student engagement strategies Integration of instructional technology tools

33 Course Design & Delivery Online, hybrid, & on-ground course design Individual meetings throughout the design & delivery process

34 Evaluation Tools Online Course Evaluation Rubric Online Teaching Certificate non-credit, in development

35 Student & Staff Support Collaborative Providing just-in-time answers for students online and on campus

36 Questions? Please Complete Question Cards Available on Each Table For additional information and resources about online and distance education trends, challenges, and opportunities, please check out our website (noted on the info sheet)

37 References Allen, I.E., & Seaman, J. (2015). Grade level: Tracking online learning in the United States. Wellesley MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved February 5, 2015 from Poulin, R. & Straut, T.T. (2015). IPEDS Fall 2013: Higher ed sectors vary greatly in distance ed enrollments. March 5, University of North Dakota Office of Institutional Research. (2015). Student Profile of Graduate Distance-Only Students. Retrieved from distance.pdf. University of North Dakota Office of Institutional Research. (2015). Student Profile of Undergraduate Distance-Only Students. Retrieved from distance.pdf.