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EDUCAUSE Research in E-Learning
July 31, 2013
Susan Grajek, EDUCAUSE Vice President
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Topics1. 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 interestin 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 theclass 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 whetherthey 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
Coursedesigners
Professional
development
staff
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Managing e-learning services
Innovative
services:
Least
common
Most likely tobe distributed
(41% vs 24%
of moremainstream
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/simul
ations
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A gap with students
It is not clear whether
students’
preferencesare 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, privateuniversity. 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 someonegets 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 thanpublics
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
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Institutions delivering
Undergraduates taking
Institutional leaders' interest
MOOCs Online learning
MOOCs may have the headlines, but online
learning is much more widespread
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Which institutions offer MOOCs today?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Doctoral institutions
Enrollment over 15,000
Other institutions
Offering today Future plans to offer
MOOC creation is primarily centered in
large doctoral institutions, and likely to
remain so.
Wh i i i h i h h
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Why are institutions choosing whether
to offer MOOCs?
Strategy(risk vs.
innovation)
Resources
Interestamong
leadership/f
aculty0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
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
Why institutions offer MOOCs
0% 10% 20% 30% 40% 50% 60%
Unproven business model
No demand
Leaders have no interest
Lack of financial resources
Faculty have no interest
MOOCs are a fadMOOCs are "not for us"
Why institutions do NOT offer MOOCs
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Which students know about and take MOOCs?
0% 5% 10% 15% 20% 25% 30% 35%
Familiar with
Have taken a MOOC
Women Men
Men
Private
doctoral
Hispanic/Whit
e/other (but
Black and
Asian
students are
more familiar)
Over 25
Non-US
0% 5% 10% 15% 20% 25% 30% 35%
Familiar with
Have taken a MOOC
Hispanic, White, other
0% 5% 10% 15% 20% 25% 30% 35%
Familiar with
Have taken a MOOC
25 and under Over 25
0% 5% 10% 15% 20% 25% 30% 35%
Familiar with
Have taken a MOOC
All others Private doctoral
0% 5% 10% 15% 20% 25% 30% 35%
Familiar with
Have taken a MOOC
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 Canada
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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%
10%
20%
30%
40%
50%
60%
Received a digital
badge for completing
a MOOC
Would use a badge in
a job application
US
Canada
Non-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-learningtechnologies 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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Thank you!