How Technology Can Transform Pedagogy (166377510)

7/29/2019 How Technology Can Transform Pedagogy (166377510)

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EDUCAUSE Research in E-Learning

July 31, 2013

Susan Grajek, EDUCAUSE Vice President



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



POLL:

Compared to last year, is there greater interestin elearning on your campus?

Yes

No



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



Who Benefits?



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



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



Benefits of e-learning



Who Benefits?Delivering E-learning Services



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



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.



Everyone needs more staff: 124% more



Some roles are needed more than others

Coursedesigners

Professional

development

staff



Managing e-learning services

Innovative

services:

Least

common

Most likely tobe distributed

(41% vs 24%

of moremainstream

services)



A gap with students

What

students

most want

more of…



A gap with students

Fewest

institutions

provide

Open

educational

resources

Gaming/simul

ations



A gap with students

It is not clear whether

students’

preferencesare understood



Outsourcing e-learning services

Average rate of outsourcing: 29%

Most common for:

E-portfolios

Social networks

Least common for:

Project

management

Technical support



Challenges



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



Mission or resources hold some back

Reasons for not offering online courses



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



Most concerns: Minor to moderateConcerns about e-learning initiatives



Smaller institutions

Smaller institutions

significantly more

concerned

Concerns about e-learning initiatives



Two-year institutions

Two-year institutions

least concerned




Publics and privates

Private institutions

significantly more

concerned thanpublics




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



A MOOC Moment



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



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



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



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



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



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



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



Making Headway with E-learning: A Maturity Model



Seven components of maturity:

Where higher education stands today



Maturity strengths



Maturity strengths



Less progress



Least progress



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



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



Thank you!

[email protected]

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How Technology Can Transform Pedagogy (166377510)