Formerly slide 18 Nearly one-quarter of all faculty responding (23.6 percent) were teaching at least one online course at the time of the survey. Over one-third (34.4 percent) of faculty have taught online.
Formerly Slide 30 – Benchmarking Study Results: The Opportunities However, the study revealed some very good – and at times surprising – news Stereotypes about who teaches online are not correct - faculty at all stages of tenure track, both full- and part-time, and at every stage of their career are teaching online. And at more than one-third, the rate of faculty participation in online is quite robust. Faculty teach online for student-centered reasons – which is reinforced by the extraordinary rates at which they recommend online to their students and advisees – even if the faculty have never “touched” online. Finally, the data indicates that engagement in online learning generates more positive attitudes toward the medium. The question becomes, how do we increase faculty engagement in online?
Formerly Slide 31– Imperatives for Campus Leaders The two elements of the Benchmarking Study have identified several areas where there appear to be “disconnects” between the perceptions of administrators and the views of the faculty. The data indicates that there are three primary areas that present opportunities for campus leaders to take action: 1. Administrators need to develop a clear and accurate picture of who is – or could be - teaching online at their institutions – and tailor their messages and support services accordingly. 2. Campus leaders and administrators need to develop creative approaches to incentives that recognize and reward the time and effort faculty invest in developing and teaching online courses. 3. Campus leaders, administrators and faculty need – and have the opportunity to – address the “perceptions” of quality of online learning outcomes. There must be a robust dialogue on campus and across the higher education community to identify the reasons why this attitude exists, and what strategies can be developed – collectively – to address those specific concerns. Perhaps there are tools and strategies being developed in regarding face-to-face learning outcomes that could be adapted to online learning. 4. Online learning is still a young and evolving segment of higher education. New opportunities and challenges arise regardless of how new or mature a program. This requires a special level of diligence and attention from all quarter of the institution to ensure that the campus online initiative continues to meet the needs of students and serve the strategic goals and missions of the institution.
Formerly slide 13
Note: 90% revenues remain on campus to fund campus and faculty developments
Benchmarking Study Part One: Institutional Interview Results One of the most common themes we heard across several different areas of inquiry was the essential role of senior administrators in creating the proper environment for online learning programs to succeed; Many institutional interviewees reported that at their institutions, the organizational environment was “readied” for success because: The institution had integrated online learning into the strategic planning process; The institution—as a part of the planning process and in recognition of curriculum being a core faculty responsibility—had structured its online learning programs within academic affairs; and Senior leadership—Presidents and Chief Academic Officers—had articulated the role of online learning as part of the institution’s way of doing business, really as a part of the fabric of the institution’s teaching and learning. Participants also viewed this communication imperative not necessarily as a directive, but rather as an articulation of a vision or strategy that was related directly to the institutional mission and purpose. Another common theme emerged regarding the adequate support and resources for faculty teaching online. More specifically, participants noted that: Senior administrators – Presidents and Chancellors and/or Provosts – must provide adequate resources to support the vision, and generally make it as easy as possible for faculty to engage in the design and delivery of online courses and programs since it takes extensive time and effort; Campuses lag in their efforts to develop consistent policies regarding incentives for faculty participation, whether these policies are financial (direct monetary compensation) or non-financial (promotion and tenure, release time, intellectual property).
Online enrollment increased from 0.5m in 2002 to 1.8m in 2007, 30.4% CAGR; 13% projected CAGR through 2013 Online education spend will grow from $12 Bn to $26 Bn over the next 5 years; Compares to ~1% annual growth of overall education spend
The Ascendance of the For-Profit University: The for-profit universities have played a growing role in the higher educational landscape for the past 10 years, and have made significant inroads into online learning. According to a 2007 report of the National Center for Education Statistics (NCES), there were 4,314 accredited degree-granting institutions in the United States and an additional 2,222 non-degree granting institutions that are under state control. Of the degree granting institutions, 1,688 are public and 2,626 are private. During the 10 years spanning from 1996-1997 to 2006-2007 the total number of accredited degree granting institutions grew approximately 7.5%, but there was a significant disparity within growth categories. The number of public institutions decreased slightly, while private institutions increased by almost 14%. Within the private sector though, the number of accredited non-profit institutions decreased by more than 3%, while accredited private for-profit institutions grew by over 60%. Please see Table 1 for details. This trend is interesting because it represents shifting market pressures. Private, for-profit institutions account for all of the institutional growth across the sector. The ascendance of for-profit post secondary education in the United States has been coupled with demands for increased accountability and transparency. 2007 Digest of Educational Statistics: http://nces.ed.gov/programs/digest/d07/tables/dt07_255.asp
Social and Mobile Learning: Web 2.0 enable tools allow enhanced opportunity for collaborative authoring and for personal publishing. Social software coupled with mobile learning and geo-tagging enhances the flexibility associated with online learning, while opening opportunities for infusing virtual space with coherent elements of the physical world. Personal Learning Environments: There is a notable trend toward the use of small, flexible and inexpensive learning tools that are becoming available to teachers and learners over the coming years. Learning is a very personal activity. We all learn differently, have different motivations, desired outcomes, standards for success, and capacity. Until recently, most of us were forced to engage in rather standardized forms of education “delivery,” during which the learner’s role was principally that of a consumer. New technologies and approaches to education will help transform the role of the learner from passive recipient and consumer into co-creator, which is increasingly what our economy demands and what our learners expect. Open Access and Open Educational Resources: The groundbreaking work by the Creative Commons, WikiEducator, and other open access projects has liberated the potential for the creation, distribution, and modification of quality educational resources. The nature of online learning and its reliance on digital media lends itself to the use of open resources and exploring the potential economic advantages to alternative licensing, distribution, and management of intellectual assets.
Distance Learning: A Strategic Tool for University Growth and Community Economic Development Jack M. Wilson, Ph.D. President, University of Massachusetts May 3, 2010
While most faculty use online technology to support their teaching, too few institutions systemically and institutionally support a portfolio of programs that can be completed at online and at a distance
However, for many institutions, distance and online learning is becoming an indispensible part of their strategic plans
A tool that can reach diverse communities of learners in an efficient, sustainable way
Providing additional financial resources to institutions.
Survey revealed that President’s know that distance learning needs to part of the strategic plan, however, they were not well equipped by past experience to understand how these programs, once considered peripheral, could become an integral tool of their institutions strategic plans .
Another striking finding from the surveys of campus leaders was the presence of a “disconnect” or gap between a recognition by campus leaders of the strategic value of online learning and the strategic utilization of online.
This gap exists even at a time when online enrollments have grown an average of almost 20% per year over the past six years.
Who Teaches and Develops Online? Taught and Developed Online All Faculty Taught Online 34.4% Developed Online
Mission: The University’s mission is to provide an affordable and accessible education of high quality and to conduct programs of research and public service that advance knowledge and improve the lives of the people of the Commonwealth, the nation and the world.
Positioning Statement: “The Commonwealth’s public research university needs to be world-class for our students and our state to be competitive in the global economy. The path to social and economic development in Massachusetts and its diverse regions goes through the University of Massachusetts .”
Brings together the best traditions of high-quality education with the opportunities that technology provides, and student focused programming, under a well established, quality university brand.
Allocation of responsibility for academic and instructional quality to those parts of the university that embody the traditions of academic excellence, rigor, and integrity .
Complemented by creating capacity through UMassOnline to meet the changing needs of a dynamic economy, globalizing society, and increasingly networked community of students and instructors (learners and faculty).
Students: is the ability to transcend the traditional boundaries of campus and provide access to quality programming, interaction with global peers and faculty which enriches their classroom experience
UMass: is that it meets the demands of a evolving student population and market, provides the support and services for adult learners as well as faculty and realizes revenues for the University to invest back into campus developments.
UMassOnline offers strong resources, support and infrastructure to make online as easy as possible for faculty and students
Sound business models to provide incentives to faculty, departments and deans
Robust, user friendly infrastructure that incorporates and accommodates system/campus needs to scale
Aggressive brand and market development
Focus on students’ needs
New technologies and approaches to education will help transform the role of the learner from passive recipient and consumer into co-creator, which is increasingly what our economy demands and what our learners expect.
UMass awarded a $124,200 grant to develop 10 PSM degrees, combining interdisciplinary academics, industry experience, and practical business and communications skills vital to the Massachusetts innovation economy.
Plans call for significant portion of PSM courses to be offered primarily through UMassOnline to provide blended experience.
Life sciences indentified as one of the fastest growing high-potential sectors of the Massachusetts economy.
UMass produces more life sciences undergraduates than any other Massachusetts institution.
Grant funding has been applied to the Online “Plus” courses, and UMassOnline has committed $100,000 to support additional course design and development through contestable funding for the campuses.
Example 2: Professional Science Master (PSM) Grant
Web 2.0 enable tools allow enhanced opportunity for collaborative authoring and for personal publishing. Social software coupled with mobile learning and geo-tagging enhances the flexibility associated with online learning, while opening opportunities for infusing virtual space with coherent elements of the physical world.
Personal Learning Environments:
There is a notable trend toward the use of small, flexible and inexpensive learning tools that are becoming available to teachers and learners over the coming years. Learning is a very personal activity. We all learn differently, have different motivations, desired outcomes, standards for success, and capacity. Until recently, most of us were forced to engage in rather standardized forms of education “delivery,” during which the learner’s role was principally that of a consumer. New technologies and approaches to education will help transform the role of the learner from passive recipient and consumer into co-creator, which is increasingly what our economy demands and what our learners expect.
Open Access and Open Educational Resources:
Creative Commons, WikiEducator, and other open access projects
Enabled the creation, distribution, and modification of quality educational resources.
online learning &digital media =>open resources & advantages to alternative licensing, distribution, and management of intellectual assets.