Challenges & Opportunities in Adopting Online Learning Platforms

Transcription

1 Challenges & Opportunities in Adopting Online Learning Platforms UC Berkeley-Harvard-MIT-Stanford Online Learning Summit Saturday, March 8, 2014 Ellen Junn, Provost & VPAA CSU Dominguez Hills,

2 Why are you here? Online learning at your institution? New Development?

3 1950s: CBS-NYU Sunrise Semester (Comparative Lit at 6 am, 177=credit, 120,00=NC) 1960s: U. IL--PLATO (Programmed Logic for Automated Teaching Operations) 1969: DOD commissions ARPANET or the Internet 1989: University of Phoenix (est. 1976), private, for-profit; now ~300,000 online students; $1.3 B=2011; 16% grad rate (vs. 55% nationally); in 2012 closed over 50% or 115 campuses 1991: World Wide Web created 1995+: LMS available (e.g. WebCT, BlackBoard, Norway 87) 1998: Western Gov. Univ. (WGI), competency, 35,000 stds, 50 degrees, $5, : MIT OpenCourseWare & Carnegie Mellon Online Learning Initiative 2011: Declines in student enrollment for many for-profit online degree companies (Apollo, DeVry, Capella, Corninthian, Kaplan) e.g., K.C. Green,

4 Online Education Today? Sloan Consortium Report 2011 Over 6.7 million students in US were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year (before MOOCs). 32% higher education students now take at least one course online.

5 Perceived Benefits of Online/Hybrid Learning Among AASCU Instit. CAOs (1) 87% = Increased student access (2) 77% = Attracted students from outside the traditional service area (3) 58% = Provided pedagogical improvements (4) 57% = Increased enrollment (4) 57% = Increased revenue => Iron Triangle of access, cost, quality (5) 50% = Grown continuing and/or professional education (6) 47% = Enhanced value of college/university brand (7) 45% = Shifted enrollment from on ground to online (8) 33% = Increased rate of degree completion (9) 29% = Strengthened academic continuity in case of disaster (10) 26% = Increased strategic partnerships with other institutions (11) 25% = Increased the diversity of student body (12) 21% = Optimized physical plant utilization (12) 21% = Improved student retention (13) 18% = Improved enrollment management responsiveness (14) 15% = Reduced or contained costs (15) 10% = Increased faculty recruitment and retention (16) 8% = Enhanced alumni and donor outreach (2013)

6 Higher Education 2011 Presidential Survey (956 US campuses) -- 78% agreed/strongly agreed that launching and expanding online courses and programs provides a way to serve more learners -- 69% agreed/strongly agreed that online programs can increase revenues. -- findings highest among Presidents at community colleges, then public institutions, then independent colleges. Sloan-C Report 2013 Percentage of academic leaders who view the learning outcomes for online instruction as the same of better than face-to-face instruction: 2003 = 57% 2012 = 77% 2013 = 74% The proportion of academic leaders who believe the learning outcomes for online education are inferior to those of face-to-face instruction went from 23% last year to 26% this year. Academic leaders at institutions with online offerings remain positive about the relative learning outcomes for online courses; all of the decrease can be attributed to leaders at institutions without online offerings becoming more negative.

7 Top 15 Online Degree Programs Source: Online College Students 2013 Undergraduate Graduate Business Administration/Management 1 1 Accounting 2 3 Information Technology 3 2 Criminal Justice/Law Enforcement 4 -- Business: Finance 5 4 Psychology: General 6 13 Graphic Design 7 -- Healthcare Administration 7 6 Nursing 9 9 Computer Science Education: Early Childhood Education Medical Coding/Billing/Administration Computer and Information Systems Security Law/Paralegal Studies Human Resources Business Information Systems Education: Leadership and Administration -- 7 Education: Other -- 5 Psychology: Clinical Theology/Religious Studies -- 7 Social Work Business: International -- 14

8 Grade Change: Tracking Online Education in the US Babson Research Survey Group, Jan 2014 * When this report series began in 2002, Carnegie classified BA institutions were the most negative and had less online offerings; AA institutions were the most positive and had the largest proportion of online offerings. Institutions reporting online education is not critical to their longterm strategy has dropped to a new low of 9.7%. The number of HE students taking at least one online course increased by over 411,000 to a new total of 7.1 million (33.5%) or 5.5 M (Dept of Ed). But the online enrollment growth rate of 6.1% is the lowest recorded in this report series. The proportion of higher education students taking at least one online course is at an all-time high of 33.5%. * Data collected from Babson and the College Board of 4,726 institutions; a total of 2,831 responses were included in the analysis, representing 59.9% of the sample universe, or 81.0% of higher education enrollments.

9 Online Institutions...

10 Just When You Least Expect It

11 Harvard 1636 MIT 1861 Stanford 1885

12 The term, MOOC allegedly first appeared in Inside Higher Ed in December 2011, in reference to a course offered by a Stanford University professor. The New York Times declared 2012 to be the Year of the MOOC.

13 MOOCs: edx: Harvard-MIT (Anant Agrawal), $60M, Dec partners, over +24 courses, +2 M students Udacity: Former Stanford (Sebastian Thrun), Feb $15.3 M, +20 courses 1 M students Coursera: Stanford (Daphne Koller, Andrew Ng) April 2012, +33 universities, +423 courses, +4.6 M student from 196 countries

14 TESTING MOOCs with real students at a state university...

15 San José State University Oldest public university in West over 150 yrs 30,448 students (Fall 2012: African Amer=3%, Asian Amer=33%, Hispanic=21%, Native Amer=0.1%, White=26%, International=7%) 154 degrees (83=undergrad,70=MA,1=doctorate) Ranks 8 th in West for Master s, USN&WR Ranks 2 nd top College of Engineering, USN&WR

16 SJSU Case Study Lessons 1. Launched the 1st university MOOC pilot, Coupled with a grand vision 3. Sought national press coverage 4. Disseminated data 5. Coped with intense media interpretation 6. Next steps?

17 (1) SJSU & MIT edx Collaboration FALL 2012 BLENDED Electrical Engineering 98: Circuits and Electronics Course (6 online components = short videos, quizzes, virtual lab, tutorials, textbook, virtual office hours) Anant Agrawl, President edx Lt. Governor Gavin Newsome President Mo Qayoumi

18 Results (in red) Mean=50%, STD=23% N=50 Traditional courses: 59% passed Blended edx course:"!91% passed" Mean=62%, STD=20%N=78 NEW: SJSU-edX Center for Excellence in Adaptive and Online Learning 12 other CSUs July 2013 Expand to other edx courses Publish/disseminate data Mean=45%, STD=19% N=75

19 (2) SJSU & Udacity Collaboration Inquiry-based, problem-solving, active learning ONLINE pedagogy Spring 2013: 1. Remedial Math 2. Introduction to Algebra 3. Introduction to Statistics Summer 2013 (added 2 new courses): 4. Introduction to Psychology 5. Introduction to Computer Programming Governor Gavin Jerry Brown President Mo Qayoumi With support from: Gates Foundation & National Science Foundation President Qayoumi, Provost Junn, Marc Andreessen, Sebastian Thrun

20 SJSU Plus with Udacity College credit MOOC pilot - Remedial Math - College Algebra - Intro Statistics - Summer 2013: + Intro Psych; +Intro Comp Sci Assess student/faculty outcomes (NSF funding); n=100= 50 SJSU +50 non-sjsu Underserved student focus Human contact enhancements Affordable cost ($150/course) Abundant Media Attention: NYT, Chronicle, WSJ, CNN Films, etc

21 MEDIA FRENZY!!

22 Major Players in the MOOC Universe Chronicle of Higher Education April 29, /29/2013

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24 Leaked SJSU+ Outcomes & Caveats Results: Table below represents students who earned a C or better. Spring Pilot 2013 SJSU On-Campus (based on past 6 semesters) Entry Level Math 23.8% 45.5% College Algebra 25.4% 64.7% Elementary Statistics 50.5% 76.3% CAVEAT: The Spring 2013 pilot intentionally sought out disadvantaged student groups (e.g., remedial, econ. disadv. high school students).

25 NSF-Funded Report

26 More Media Frenzy

27 Elementary Statistics Outcomes & Caveats Results: Table below represents students who earned a C or better. Spring Pilot 2013 Summer Pilot 2013 SJSU On-Campus (based on past 6 semesters) 50.5% 83.0% 76.3% College Algebra 25.4% 72.6% 64.7% Entry Level Math 23.8% 29.8% 45.5% General Psychology Intro to Programming not offered 67.3% 83.0% not offered 70.4% 67.6%

28 2.6% = MOOC; 9.4%=planning Acad leaders unconvinced that MOOCs are sustainable 77% CAOs rate online learning as same or superior to those in face-toface. Only 30.2% CAOs believe their faculty accept the value and legitimacy of online education (lower than 2004). 69.1% CAOs say that online learning is critical to their long-term strategy is at a new high.

29 Getting Back to Student Learning

30 Evolution of Skills... From writing, to typing, to word processing, ask yourself, what technology skills should all undergraduates possess in today s world?

31 Today s Student Technology Skills?? Some US states are now mandating at least one online course in HIGH SCHOOL: Alabama, Florida, Michigan, Virginia; discussions in Georgia, Idaho, others.

32 What Does This Mean for Your Institution?

33 Purpose & Overall Considerations 1. Fundamental focus regarding the purpose in aligning with institutional mission (undergrad, grad, alumni). 2. Continuum à F2F, blended, online, 3. Focus on student learning and assessment of evidence of learning. 4. Critical importance of stakeholder buy-in especially faculty support. 5. Clarity on the business plan and many infrastructure details.

34 Business Plan 1. Financial sustainability considerations 2. Extended Education vs. state-side 3. Legal issues Accessibility and 508 compliance FERPA regulations 3. Intellectual property (IP) Faculty created= faculty owned Jointly created= joint owned/ determined Technical Issues 1. LMS integration/ registration/ payment

35 Faculty Considerations 1. Faculty good will & interest in innovation!! 2. Robust training and compensation of faculty (i.e., stipends, professional development funds, assigned time for creating and teaching online/hybrid). 3. Clear process for regular campus/faculty communication, consultation, approvals. 4. Careful identification of courses and/or degrees, certificates, badges. 5. Process for equitable identification and selection of faculty and training.

36 Key Considerations Assessment and Evaluation 1. Apriori assessment and evaluation both internal and external. 2. Seek external funding for assessment validation. 3. Focus on LMS intensive student learning analytics and dashboards. 4. Collect quantitative and qualitative data (learning outcomes, satisfaction, experiences). 5. Collect data from students and faculty.

37 Key Considerations Marketing, Communications & Media 1. Proactive campus communications plan Faculty, Dept, College, Senate, unions Involve campus M&C division asap 2. Robust marketing plan (matriculated and non-matriculated students) 3. Managing press conferences and media relations

38 Gartner s Emerging Technologies Hype Cycle (2014)

39 What is Learning? Learning is much more than accessing content. In the 21st century, learning is a complex blend of skills, competencies, and the will to continue learning throughout life. These skills and competencies include the ability to think critically and solve complex problems, work collaboratively, communicate effectively, and pursue self-directed learning or metacognition. Diana Oblinger, Educause

40 MORAL: Human learning is a complex social enterprise Motivation for knowledge acquisition Creation of knowledge Dissemination of knowledge Application of knowledge Replete with meaning

41 The Good News... Irony: Ivy virtual classroom legitimized a focus on teaching and learning, across all sectors of higher education (elite, public, private, forprofit). Opened new avenues to consider the value and utility of online learning environments for professional development, alumni and life-long learning. Promotes healthy innovation and alternative new possibilities for higher education.

42 Online learning today this is not your father s oldsmobile Students as naïve digital natives. Powerful next generation online tools and applications (e.g., high-touch interactive synchronous/asynchronous video streaming), adaptive learning, data analytics. Ample research on effective teaching and evidence of enhanced student learning using technology (SLOAN-C, QM, AACU LO rubrics). Putting the power and innovation of research on human learning in the hands of faculty and others. INVEST in FACULTY DEVELOPMENT, instructional design and assessment.

43 Final Words of Advice...

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45 Thank You! Ellen Junn Provost & Vice President, Academic Affairs California State University, Dominguez Hills