Online Learning as a Strategic Asset: APLU-Sloan National Commission on Online Learning Benchmarking Study Bob Samors, Association of Public and Land-grant Universities Sally McCarthy, APLU-Sloan National Commission on Online Learning Jeff Seaman, Babson Survey Research Group 15 th Annual Sloan-C Conference October 2009

Setting the Stage Bob Samors, APLU Project Director, Online Commission APLU-Sloan National Commission on Online Learning

Bob Samors, APLU

Project Director, Online Commission

APLU Initiative in Online Learning Grant from Sloan Foundation to create a cadre Presidents and Chancellors knowledgeable about the strategic value of online Established APLU-Sloan National Commission on Online Learning (Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and other senior administrators) Commission Strategies: understand the knowledge base and experience of Presidents/Chancellors re: online learning target the key priorities and concerns of senior leadership determine the potential of online learning to serve as a strategic tool to address those issues develop strategies/resources that could assist Presidents and Chancellors in overcoming barriers limiting the strategic utilization of online learning APLU-Sloan National Commission on Online Learning

Grant from Sloan Foundation to create a cadre Presidents and Chancellors knowledgeable about the strategic value of online

Established APLU-Sloan National Commission on Online Learning

(Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and other senior administrators)

Commission Strategies:

understand the knowledge base and experience of Presidents/Chancellors re: online learning

target the key priorities and concerns of senior leadership

determine the potential of online learning to serve as a strategic tool to address those issues

develop strategies/resources that could assist Presidents and Chancellors in overcoming barriers limiting the strategic utilization of online learning

APLU-Sloan National Commission on Online Learning Surveys: APLU Presidents and Chancellors Tribal Colleges and Universities Presidents NAFEO Presidents and Chancellors 28 dialogue events: 950 participants; 300+ CEOs APLU-Sloan National Commission on Online Learning

Surveys:

APLU Presidents and Chancellors

Tribal Colleges and Universities Presidents

NAFEO Presidents and Chancellors

28 dialogue events:

950 participants; 300+ CEOs

Survey Findings: Is there a disconnect? Strategic Importance of Online Learning critical to long-term strategy of institution APLU- 68% AIHEC – 62% NAFEO – 84% represented in institution's strategic plan APLU- 41% AIHEC – 27% NAFEO – 52% not critical to long term strategy APLU- 4% AIHEC – 15% NAFEO – 7% APLU-Sloan National Commission on Online Learning

Strategic Importance of Online Learning

critical to long-term strategy of institution APLU- 68% AIHEC – 62% NAFEO – 84%

represented in institution's strategic plan APLU- 41% AIHEC – 27% NAFEO – 52%

not critical to long term strategy APLU- 4% AIHEC – 15% NAFEO – 7%

Benchmarking Study – Part I Institutional Interviews Sally McCarthy, PhD Consultant APLU-Sloan National Commission on Online Learning APLU-Sloan National Commission on Online Learning

Sally McCarthy, PhD

Consultant

APLU-Sloan National Commission

on Online Learning

Institutional Interviews Background Designed to acquire a better understanding of the key factors contributing to successful, strategic online learning initiatives Invited 95 APLU members; anticipated 15-18 participants; 47 campuses volunteered final cohort – 45 institutions (wide range) 1M+ students; 100,000+ online enrollments APLU-Sloan National Commission on Online Learning

Designed to acquire a better understanding of the key factors contributing to successful, strategic online learning initiatives

Invited 95 APLU members; anticipated 15-18 participants; 47 campuses volunteered

final cohort – 45 institutions (wide range)

1M+ students; 100,000+ online enrollments

Institutional Interviews Areas of Inquiry Faculty Incentives Student Life Cycle Senior Administration Academic Quality and Effectiveness Administrative and Financial Models Technology APLU-Sloan National Commission on Online Learning

Faculty Incentives

Student Life Cycle

Senior Administration

Academic Quality and Effectiveness

Administrative and Financial Models

Technology

Institutional Interviews Methodology Cohorts of approximately six institutions in each area of inquiry Interviewed 4-8 personnel per campus identified by institutional contact Conducted 231 interviews (7/08-1/09) Interviewees: Chief Executive Officers/Governing Board members Senior Academic Administrators Senior Non-Academic Administrators Online Administrators Faculty and Online Students APLU-Sloan National Commission on Online Learning

Cohorts of approximately six institutions in each area of inquiry

Interviewed 4-8 personnel per campus identified by institutional contact

Conducted 231 interviews (7/08-1/09)

Interviewees:

Chief Executive Officers/Governing Board members

Senior Academic Administrators

Senior Non-Academic Administrators

Online Administrators

Faculty and Online Students

Institutional Interviews Key Observations Integrate online into institutional planning, academic structure Review and assess routinely over time Develop reliable financing mechanisms Develop adequate and consistent resources for both faculty and students Engage senior leadership APLU-Sloan National Commission on Online Learning

Integrate online into institutional planning, academic structure

Review and assess routinely over time

Develop reliable financing mechanisms

Develop adequate and consistent resources for both faculty and students

Engage senior leadership

Benchmarking Study - Part II Faculty Survey Jeff Seaman, Co-director Babson Survey Research Group APLU-Sloan National Commission on Online Learning

Faculty Survey First cross-institutional survey of faculty attitudes toward online 69 campuses, 10,700+ responses Same questions as Sloan-C Annual Survey Sample: All public, Faculty: 60 to 3,500+ Represent 900,000+ enrollments Online enrollments: zero to 10,000+ APLU-Sloan National Commission on Online Learning

First cross-institutional survey of faculty attitudes toward online

69 campuses, 10,700+ responses

Same questions as Sloan-C Annual Survey

Sample: All public, Faculty: 60 to 3,500+

Represent 900,000+ enrollments

Online enrollments: zero to 10,000+

Who teaches online? APLU-Sloan National Commission on Online Learning

Who Teaches and Develops Online? Taught and Developed Online All Faculty Taught Online Developed Online APLU-Sloan National Commission on Online Learning

Why Faculty Teach Online APLU-Sloan National Commission on Online Learning

It Takes More Effort APLU-Sloan National Commission on Online Learning

Barriers APLU-Sloan National Commission on Online Learning

Faculty Institutional Ratings APLU-Sloan National Commission on Online Learning

Rating faculty training and support for online course delivery APLU-Sloan National Commission on Online Learning

Learning Outcomes APLU-Sloan National Commission on Online Learning

Recommend Online? APLU-Sloan National Commission on Online Learning

Recommend Online? APLU-Sloan National Commission on Online Learning

Next Steps APLU-Sloan National Commission on Online Learning Expand study to more campuses Explore 21,000 free-text responses More detail on learning outcomes versus recommendations What constitutes good faculty support?

Expand study to more campuses

Explore 21,000 free-text responses

More detail on learning outcomes versus recommendations

What constitutes good faculty support?

Benchmarking Study Conclusions Bob Samors, APLU Project Director, Online Commission APLU-Sloan National Commission on Online Learning

Bob Samors, APLU

Project Director, Online Commission

Benchmarking Study Results The Challenges Online takes more faculty time and effort Institutional incentives are not viewed as good motivators Concerns persist about quality of learning outcomes APLU-Sloan National Commission on Online Learning

Online takes more faculty time and effort

Institutional incentives are not viewed as good motivators

Concerns persist about quality of learning outcomes

Benchmarking Study Results The Opportunities Everyone teaches – stereotypes are not correct Faculty are motivated by student needs Faculty recommend online Faculty with online experience are more positive APLU-Sloan National Commission on Online Learning

Everyone teaches – stereotypes are not correct

Faculty are motivated by student needs

Faculty recommend online

Faculty with online experience are more positive

Benchmarking Study Results Imperatives for Campus Leaders Administrators need to know who is teaching online and why Campus leaders need to develop creative ways to recognize and reward faculty Faculty and administrators need to resolve issues around perceptions of quality Online initiatives must be routinely reviewed and assessed to identify and address needs and opportunities as they arise APLU-Sloan National Commission on Online Learning

Administrators need to know who is teaching online and why

Campus leaders need to develop creative ways to recognize and reward faculty

Faculty and administrators need to resolve issues around perceptions of quality

Online initiatives must be routinely reviewed and assessed to identify and address needs and opportunities as they arise

Questions and Discussion APLU-Sloan National Commission on Online Learning

Thank you! For more information, please contact: Bob Samors APLU [email_address] Jeff Seaman Babson Survey Research Group [email_address] APLU-Sloan National Commission on Online Learning

For more information, please contact:

Bob Samors

APLU

[email_address]

Jeff Seaman

Babson Survey Research Group

[email_address]

Online Learning Reports www.aplu.org (Major Initiatives)