The Demand Gap for Online Learning: Latest Trends from the Speak Up Research

© Project Tomorrow 2011

Welcome to

The Demand Gap for Online Learning:

Latest Trends from the Speak Up Research

Julie Evans

Project Tomorrow

[email protected]


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Today’s Discussion: The Big Questions

• What is the vision of today’s students for online learning?

How do they define the “value proposition?”

• How does this student vision compare with the educators’

realities? What is the vision for online professional

development?

• What challenges or obstacles do educators face in

implementing online learning? What benefits are already

being realized? What is holding back greater adoption?


• Annual national research project

� Online surveys + focus groups

� Open for all K-12 schools and schools of education

� Institutions receive free report with their own data

• Collect ideas ↔ Stimulate conversations

� K-12 Students, Teachers, Parents, Administrators

• Inform policies & programs

� Analysis and reporting

� Services to help transform teaching and learning

Speak Up National Research Project


Speak Up is facilitated annually

by Project Tomorrow

(formerly known as NetDay)

Project Tomorrow

(www.tomorrow.org)

is the leading education nonprofit

organization dedicated to the

empowerment of student voices in

education.


• Empowering authentic voices – since 2003:

� 1.9 million K-12 students

� 180,000 teachers and librarians

� 124,000 parents

� 15,500 school and district leaders

� 30,000 K-12 schools – from all 50 states, DC,

American military base schools, Canada, Mexico, Australia, int’l schools . . .

Speak Up National Research Project

2.2 million respondents


� Learning & Teaching with Technology

� 21st Century Skills: Digital Citizenship

� Science and Math Instruction / STEM Career Interests

� Professional Development / Teacher Preparation

� Internet Safety

� Administrators’ Challenges

� Emerging Technologies in the Classroom

� Online Learning, Mobile Devices, Digital Content

� Educational Games, Web 2.0 tools and

applications

� Designing the 21st Century School

Speak Up survey question themes


Saluting our Speak Up Sponsors:


And the 75+ other national education and business associations & nonprofit groups that promote Speak Up to

their stakeholders, members & affiliates.

Thank you to our K-12 National Champion Outreach Partners:


� K-12 Students 294,399

� Teachers 35,525

� Librarians 2,135

� Parents (in English & Spanish) 42,267

� School/District Administrators 3,578

� Technology Leaders 1,391

� Schools / Districts 6,541 / 1,340

Participating States for Student Surveys: 48 states

Top 12 (# of participants):

TX, CA, AL, AZ, FL, NC, IL, MD, IN, NV, PA, WI

National Speak Up 2010 Participation: 379,355


About our K-12 Schools:

– 34% urban, 29% suburban, 37% rural

– 51% Title 1 eligible – indicating community

poverty

– 34% majority-minority student population




Release of national findings:

Student & Parent Data: April 1

Educator Data: early May

Stay tuned to all Speak Up announcements:

www.tomorrow.org

SpeakUpEd – Twitter and Facebook


Key Findings: Speak Up 2003 – 2010

� Students function as a “Digital Advance Team”

� Students regularly adopt and adapt emerging technologies

for learning

� Students’ frustrations with the unsophisticated use of

technologies within education

� Lack of relevancy in education exacerbated

� Persistent digital disconnect between students and adults

� Emergence of the new Free Agent Learner!


What can the Speak Up

findings tell us about the

future of learning?


Increasingly, students’ aspirations around

the use of emerging technologies within

education is a reflection of their desired

vision for learning in general.

What can the Speak Up data tell us about the

future of learning?


Result:

A new uniquely “student vision” for leveraging emerging technologies to drive achievement and educational productivity


Creating Our Future: Students Speak Up about their Vision for 21st Century Learning

Three Essential Elements

Social–based learning

Students want to leverage emerging communications and collaboration tools to create personal networks of experts




Un-tethered learning

Students envision technology-enabled learning that transcends classroom walls




Digitally-rich learning

Students see the use of relevancy-based digital tools, content and resources as key to education productivity




Un–tethered learning

Digitally–rich learning

Online learning addresses all 3 essential elements!


Activities, Attitudes & Aspirations

Disconnects & Differences

Trends & Leverage Points

Speak Up 2009 Data Results + Preliminary Speak Up 2010 Data Results

Focus on Online Learning


Learning in the 21st Century:

2010 Trends Update

A special collaboration with Blackboard, Inc.

Download report at:

http://www.tomorrow.org/speakup/learning21Report_2010_Update.html


Who is learning online?

Growth in student experiences with academic online learning

0% 5% 10% 15% 20% 25% 30% 35%

2008

2009

2010

Students Gr 9-12

Students Gr 6-8

Includes:

• Online class taught by a teacher

• Self-study online class

• Blended class environment


Productivity

Class schedule – better fit (54%)

Earn college credit (53%)

Get extra help (38%)

Review materials as needed (38%)

Learning

In control of my learning (52%)

Work at own pace (49%)

Improve my tech skills (36%)

The student value proposition on online learning



Do you know someone who has taken an

online class?

�Yes: 65% of high school students

�Yes: 53% of middle school students



Do you know someone who has taken an

online class?

�Yes: 65% of high school students

�Yes: 53% of middle school students

1/3 of parents have taken an online

class for work or personal reasons


Students face obstacles with online learning

If you have not taken an online class, why not?

“I don’t know about the classes offered at my school” (34%)

“My school does not offer online classes” (29%)

“I don’t know how to sign up for online classes” (24%)

“I don’t know how to find information about online classes”

(23%)


Who is your primary audience for online

classes in your district?

1. Teachers (53%)

2. Students (40%)

3. Administrators (36%)

Administrators Speak Up about online learning


How is online learning implemented?

Administrators: Types of Online Learning Provided to Students

0% 5% 10% 15% 20% 25% 30%

100% class - our teachers

100% class - other teachers

Blended class

Self directed class

2010

2009


Priorities for online learning

What are the top 5 priorities you are

addressing with online classes for students?

1. Keep students engaged in school

2. Offer academic remediation

3. Increase graduation rates

4. Offer scheduling alternatives

5. Provide programs for at risk students/credit

recovery students


What is holding back greater adoption?

Administrators identify barriers to providing online classes, besides funding & digital equity.

20%

13%

16%

16%

19%

19%

20%

24%

26%

30%

0% 5% 10% 15% 20% 25% 30% 35%

Teacher compensation

Teachers are reluctant to teach online

classes

Lack expertise to create online classes

Teachers not comfortable with tools

Teachers not comfortable teaching online

Principals District Administrato rs


Closing the demand gap

Teachers value online learning for their own professional development.

� 27% have participated in a 100% online pd class or

workshop

� 21% have participated in a blended online class

� 34% would like their district to offer more online pd

� 26% say that online is their preferred method

for professional development


How would you like your district to use technology to create a PLC?

1. Provide tools so I can collaborate with other

teachers at my school (41%)

2. Provide online courses (40%)

3. Partner with higher ed to provide graduate level

courses (40%)

4. Provide centralized repository of teaching

resources (39%)

5. Provide easy access to student data (26%)


Closing the demand gap

Pre-service teachers also value online learning.

� 52% have taken an online class as part of their teacher

preparation program

� 38% have had experience with an online professional

learning community

� 44% believe that a learning management system is a good tool for increasing student achievement

� 21% support online classes as part of the ultimate

school


Closing the demand gap: challenges

� Only 10% of teachers are leveraging online classes to enhance student achievement

� Only 28% of teachers are interested in teaching an online class

� Only 4% of aspiring teachers are learning how to teach in an online environment


What would motivate you to teach an online class?

Top responses:

� Flexibility with work conditions

� Increased compensation

� Provide me with necessary technology

� Ability to work with motivated students

� Provide curriculum


What would motivate you to teach an online class?

Not as highly ranked (under 17%):

� Teaching at risk or gifted students

� Increased prestige or recognition

� Ability to create my own course

� Having first hand experience by taking an

online course




Un–tethered learning

Digitally–rich learning

How well are we addressing this vision?


Imagine you are designing the ultimate school.

Which technology tools and services would have the greatest positive impact

on learning?


Imagine you are designing the ultimate school.

Which technology tools and services would have the greatest positive impact

on learning?

Are we all on the same page?


Ultimate School: Are we on the same page?

Ultimate School: Elements of Social Based Learning

0% 10% 20% 30% 40% 50% 60% 70%

Collaboration tools

Communications

tools

Admin

Parents

Students


Ultimate School: Elements of Un-tethered Learning

0% 10% 20% 30% 40% 50% 60% 70%

Internet access

Laptops

Mobile devices

Online classes Admin

Parents

Students



Ultimate School: Digitally Rich Learning Environments

0% 10% 20% 30% 40% 50% 60% 70%

Digital media tools

Games

Online textbooks

E-portfolios

Admin

Parents

Students



• Continuing “digital disconnects”

• Spectrum of digital native-ness

• Multiple “computers” in the backpack

• Adaptation trumps adoption

• Anytime, anyplace, anywhere, any pace

learning

• Developing personal expert networks

Key trends we are watching:


• Self directed learning for student & teacher

• Everyone is a content developer

• Make it relevant to me!

• Blurring of informal & formal learning lines

• Beyond engagement: it’s really about

productivity!

• “Long tail” of training & education

Key trends we are watching:


Recommendations from the K-12 “Digital Advance Team”

Learning that is

• Enabled

• Engaging

• Empowered


Want more Speak Up at FETC?

Taking It Mobile: Success Stories from the New Frontier of Un-tethered LearningWednesday, Feb 2, 2011Room S320AB

The Student Point of View on Online Learning: Are we listening?Wednesday, Feb 2, 20114:35 pmAventa Learning / K12 Exhibit Booth #1215

A New Vision for 21st Century Learning: Students Speak Up about Emerging TechnologiesThursday, Feb 3, 2011Room 320EF

Next Generation of LearnersThursday, Feb 3, 2011Room S210C


• National Speak Up Findings

• Presentations, podcasts and webinars

• Evaluation services

• Reports and white papers

Want more Speak Up after FETC?

www.tomorrow.org


The Future of Learning?

What do K-12 education leaders say schools will look like in 2019?


A vision for education in 2019

“School will become a 24 hour around the clock opportunity

with students logging into school from “home.” The role of the

teacher will be to lead and assist students in “discovering”

the uses for the technology and information. Every student

from Pre-K through twelfth grade will have access to learning

through the most advanced IT devices available. Learning will

occur online at least 80% of the time. School buildings will

be open on evenings and Saturdays for remediation, recreation

and community activities for the purpose of socialization.”

Principal from Michigan


Thank you. Let’s continue this conversation.

Julie EvansProject Tomorrow

[email protected] x15

Copyright Project Tomorrow 2010. This work is the intellectual property of the author. Permission is granted

for this material to be shared for non-commercial, educational purposes,

provided that this copyright statement appears on the reproduced

materials and notice is given that the copying is by permission of the

author. To disseminate otherwise or to republish requires written permission from the author.


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