Online Learning at Private Colleges and Universities November 5, 2013 LearningHouse.com (502) 589-9878
Advisory Council Gregg Cox, Vice President for Academic Affairs, Lynn University Michael Fischer, Provost and Vice President for Academic Affairs, St. Bonaventure University Harold V. Hartley III, Senior Vice President, Council of Independent Colleges Christopher L. Holoman, Provost and Vice President for Academic Affairs, Hilbert College Donald B. Taylor, Provost and Vice President for Academic Affairs, Benedictine University (IL)
Online Enrollment Not Online 55% Enrolled Fully Online 14% At Least One Online Class 45% 21,000,000 (100%) Total Students Enrolled in Undergraduate/Graduate Education 9,000,000 (45%) Enrolled in at Least One Online Course* 3,000,000 (14%) Enrolled Fully Online *Source: re:fuel College Explorer
Type of Institution Breakdown OCS 2013 EW44
Slide 4 EW44 {Design: Please insert chart from page 3 of CIC report. Also, please put Source: Online College Students, 2013} Emily Wheeler, 2013-10-31
The Great Online Student Market Rush 2000-2010
The Great Online Student Market Rush 2010-2020
Experience How many online programs are offered?
Public Universities Lead in Offering Online Programs No online programs 18% 48% 1 to 4 fully online programs 34% 37% 5 or more fully online programs 15% 48% 0% 10% 20% 30% 40% 50% 60% CIC AASCU
Slide 8 EW4 Center numbers in cell Emily Wheeler, 2013-10-29
Online Programs Increase With Size Size of Institution No Fully Online Programs 1 to 4 Fully Online Programs 5 or More Fully Online Programs Small (Fewer than 750 students) 56% 41% 3% Medium (750 to 1,499) 51 36 13 Large (1,500 to 2,250) 44 40 16 Very Large (Greater than 2,250) 44 32 24 Total 48 37 15
Infrastructure How are institutions organized to deliver online programs?
Online Program Growth Linked to Administrative Structure No Online Programs 1 to 4 Fully Online Programs 5 or More Fully Online Programs Have a central administrative unit for online Have a senior administrator in charge of online 39% 84% 46% 39% 81% 55%
EW45 Progression of Online Programming Isolationist Beginner Start Up Developer Builde r Integrator Blended Sum Gen 1-2 3-4 5+ Most Ed Faculty Faculty Chair/ Pres/ Pres+ Exec Team Dean VPAA VPAA LMS LMS/ Helpdesk Designers 24/7 Hiring Train. Norm None None Guidelines Standards Master Crse Master Crse
Slide 12 EW45 Design: Can you please insert the chart from page 31 of CIC? Emily Wheeler, 2013-10-31
Finances How is online delivery affecting finances?
Traditional Budgets for Innovative Offerings
Online Charges the Same or Lower Online Tuition Charge Technology Fee
Tuition for Online Courses by Online Experience 90% 80% 70% 60% 50% 40% 30% 20% No OL Programs 1 to 4 OL Programs 5+ OL Programs Total 10% 0% Higher than the residential rate The same as the residential rate Lower than the residential rate
Online Revenue
Impact How is online shaping institutions?
Barriers Experienced Barriers with Online Courses Experienced at Any Point Still Experienc e Overcame Did Not Experience Greater faculty time and effort is required to teach online A lack of acceptance of online instruction by faculty Students need more discipline to succeed 86% 59% 27% 14% 86 58 28 15 80 69 11 20
Faculty Acceptance by Online Experience 80% 70% 60% 50% 40% 30% 20% No OL Programs 1 to 4 OL Programs 5+ OL Programs Total 10% 0% Did Not Experience Are Still Experiencing Overcame
Outcomes Strategic Outcome Percent Increased student access 74% Increased enrollment 60 Increased revenue 59 Attracted students from outside the traditional service area 57 Growth continuing and/or professional education 49 Provided pedagogic improvements 46 Enhanced value of university brand 40
Outcomes by Level of Online Experience No OL Programs 1 to 4 OL Programs 5+ OL Programs Total Increased student access 60% 82% 88% 75% Attracted students from outside the traditional service area 29 70 85 57 Increased enrollment 36 70 85 60 Increased revenue 36 70 82 59 Growth continuing and/or professional education 32 56 71 50 Enhanced value of university brand 17 53 59 40
Impact to On-ground Introduced new pedagogy or technology in on-ground courses Percent 74% Increased revenue 60 Attracted traditional students from onground to online courses Increased ability to conduct more course sections 59 57 Faculty are becoming entrepreneurial 49 Introduced new pedagogy or technology in on-ground courses 46
Programs What programs are offered?
Field of Study Field of Study Undergraduate Graduate Not Online at Either Level Business 63% 61% 34% Health professions 54 38 53 Social sciences 16 3 88 Psychology/counseling 38 11 71 STEM 6 6 92 Computer science 18 7 87 Education 16 60 48 Liberal arts/humanities 18 11 83 Criminal justice/paralegal studies 38 13 72
Top 15 Undergraduate Degree Programs: 2012-2013 OCS 2013 Degree Program 2012 2013 Business Administration/Management 17.1% 17.9% Accounting 5.1 6.5 Information Technology 4.6 4.4 Criminal Justice/Law Enforcement 3.0 4.3 Business: Finance 4.9 4.0 Psychology: General 3.5 3.9 Graphic Design 0.7 3.7 Healthcare: Administration 3.3 3.7 Nursing 3.7 3.3 Computer Science 3.0 3.2 Education: Early Childhood Education 2.1 3.1 Medical Coding/Billing/Administration 1.4 3.1 Computer and Information Systems Security 3.2 2.9 Law/Paralegal Studies 2.6 1.8 Human Resources 0.7 1.7
Term Length 10% 11% 8% 44% 28%
EW39 Restrictions on Residential Enrollment in Online Courses
Slide 28 EW39 Please add the pie chart from page 23 of the AASCU report. Put them side by side and label one "CIC" and one "AASCU" Emily Wheeler, 2013-10-31
Restrictions on Residential Enrollment in Online Courses by Experience 80% 70% 60% 50% 40% 30% 20% No OL Programs 1 to 4 OL Programs 5+ OL Programs Total 10% 0% No Yes, with Restrictions Yes, without Restrictions
Marketing How are online students attracted?
Using Online to Stretch the Footprint Strategically Market Degrees Nationally Internationally
Location OCS 2013 *Source: Online College Students 2013
On the Horizon What are future plans for online learning?
The Future of Online: What Insitutions Currently Do Currently Do Percent Credit for examination 61% Credit for prior learning 55 Support services for online students 52 Hybrid graduate programs 49
The Future of Online: What Institutions Plan to Do Programmatic Additions in Next Two Years Percent Increase international student enrollment 52% Hybrid graduate programs 33 Cohort-based programs online 32 Fully online certificates 31
EW41 The Future of Online: What Institutions Are Not Planning to Do No Plans to Do Percent MOOCs 85% Granting credit for MOOCs 81 Using MOOC content in regular classes 66 Accept American Council on Education (ACE) credit recommendations for non-college education 57
Slide 36 EW41 This should be the chart from page 28 of CIC Emily Wheeler, 2013-10-29
The Role CIC Can Play Knowledge of comparable institutions strategic use of online learning Monitoring of state and federal licensing and regulatory requirements for online education Opportunities for executive-level sharing of models and experiences Training in how to grow and develop online programs Availability of leaders in the field to advise in strategic planning for online education Information resources applicable to strategic use of online education by my institution Percent Reported Leadership training 47 89 89 78 68 60 58
Recommendations Hire an online leader and appropriate staff Educate and incentivize faculty to teach online Revise policies and procedures to accommodate online faculty Use good accounting and budgeting practices Expand offerings Save national and international marketing dollars for niche programs Accept all legitimate credit Invest in outcomes Synthesize online and on-ground processes for a consistent student experience
References The data referenced in this presentation can be EW43 accessed from two reports. Online College Students 2013: Comprehensive Data on Demand and Preferences Online Learning at Private Colleges and Universities: A Survey of Chief Academic Officers www.learninghouse.com/ocs2013-report www.learninghouse.com/cic2013-report
Slide 39 EW43 {Design: Please put thumbnails of the cover of OCS 2013 and the CIC report side by side. Underneath each, put the title and the following information: Online College Students 2013: Comprehensive Data on Demands and Preferences www.learninghouse.com/ocs2013-report Online Learning at Private Colleges and Universities: A Survey of Chief Academic Officers www.learninghouse.com/cic2013-report} Emily Wheeler, 2013-10-31