Let’s begin at the beginning, with a definition of a blended course…In comparison to a traditional face-to-face course, a blended course is characterized by the fact that a significant amount of the course material has been moved online. Now, the key to this definition is that not only has material been moved online, but the face-to-face seat time has been reduced.So, a blended course is different from a traditional course that uses a website, (also known as a web-enhanced course), because the online work REPLACES time spent in the face-to-face classroom. Because a blended course is partially online and partially face-to-face, it provides instructors and students with “the best of both worlds”, the best of the face-to-face classroom and the best of the online world. Blended programming at UWM offers students an opportunity to take courses in a variety of delivery modes, including f2f, blended, and fully online.
How Online Education is Transforming Colleges and Universities in the US ** Burks Oakley II Research Professor University of Illinois at Springfield (UIS) ** A caution to institutions that are “perfecting the irrelevant”
Know the business you are in Remember Smith-Corona? When the plant closed, the president said, “This (the last typewriter) is the best product we have ever produced. But what we ended up doing was perfecting the irrelevant.” Notice the carbon paper!
Are we ready for the future? The Internet is now used by 1.7 billion people (25% of the world’s population). More than 160 million people every month are logging on to social networking sites such as Facebook and Twitter. There are now over 100 million blogs with more than 100,000 new ones being created every day. EC's Joint Research Centre - Institute for Prospective Technological Studies
US Dept. Education Report 2009 http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech
Online Learning Studies Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Instruction combining online and face-to-face elements had a larger advantage over purely face-to-face instruction than did purely online instruction.
Sloan Consortium Surveys Supported by the Alfred P. Sloan Foundation, the study is based on responses from more than 2,500 colleges and universities.
Online enrollment growth Number of students taking at least one online course
Online mirrors the campus Online Students All Students
Enrollment by institution type Community colleges and master’s (comprehensive) universities lead the way.
Online education is strategically-important to public universities – especially comprehensives.
Effect of economic downturn The economic downturn will increase the demand for online courses.
Sloan-C Quality Framework Emphasis on quality and the five pillars: Access Learning effectiveness Student satisfaction Faculty satisfaction Cost effectiveness Westminster College Fulton, MO
National Survey of Student Engagement Tracking Student Engagement Over Time Indiana University Center for Postsecondary Research http://nsse.iub.edu/NSSE_2009_Results/pdf/NSSE_AR_2009.pdf
NSSE – 2009 Results Course management and interactive technologies were positively related to student engagement, self-reported learning outcomes, and deep approaches to learning. Interactive technologies corresponded most strongly with students’ self-reported gains and the supportive campus environment benchmark.
UIS Online Degrees Undergraduate BA/BS degree completion (last 60 hours) in: Math, Philosophy, Economics, English, History, Liberal Studies, Business Administration, & Computer Science Master’s degrees in: Human Services Administration, Legal Studies, Teacher Leadership, Public Administration, Public Health, Management Information Systems, Computer Science, Environmental Science, & Liberal Studies
UIS Online – Fall 2009 30.9% of credits are generated by online courses At 1,301, the number of online majors increased by 101 from Fall 2008. Online majors make up 26.2% of UIS headcount. 50.4% of UIS students are taking at least one online course, and 30.2% are registered only in online courses 35.7% of online majors have mailing addresses outside Illinois 84.3% of Illinois online majors have mailing addresses outside Sangamon county
Transforming UIS Online majors made up 26.2% of UIS headcount enrollment. Fewer students are coming to campus and needing campus facilities. The financial base of the institution is no longer as heavily regional in nature (online students come from 47 states and 11 foreign countries).
Transforming UIS At 1,301, the number of online majors increased by 101 from Fall 2008 (8.4%). (The UIS census headcount increased by 250 students overall, to 4966.) This has added to the stability and actual growth of tuition revenues as the student base expands. UIS Online is providing ACCESS to quality educational opportunities.
Transforming UIS 30.9% of credits were generated in online courses. Students in online courses pay a fee of $25 per credit hour [students only taking online courses don’t pay the regular campus fees]. This has generated about a million dollars a year in online course fees (to support online programs).
Transforming UIS 50.4% of UIS students took at least one course online. These students are exposed to new and emerging technologies - a value added for employment and for experience. As the recently-released NSSE report suggests, this has also resulted in deeper thinking and greater student engagement - leading to greater student satisfaction.
Transforming UIS 30.2% of all students were registered only in online courses. This reflects greater access and flexibility for nearly a third of the students. Providing increased access to quality education is a critical component of the campus’ strategic plan.
Transforming UIS 35.7% of online majors have mailing addresses outside Illinois. These numbers represent nearly all of the out-of-state students enrolled at UIS. The cultural diversity enhances the environment in UIS classes.
Transforming UIS 84.3% of the Illinois students have mailing addresses outside Sangamon county. UIS is expanding its reach within Illinois – no longer just serving students from central Illinois.
Transforming UIS Students taking both online and on-campus courses take heavier course loads than either the completely online or on campus students, by more than 4 hours at the graduate level. The flexibility enables better time to completion of degrees.
Keys to Online Success Full degree programs available online Faculty-driven initiative; course development support COLRS – constructivist, student-centered pedagogy Tech support Student support – program coordinators, online library, online tutoring Integration of online teaching Faculty experimentation, sharing, & scholarship Technology (online) fee and e-tuition Distributed ownership Programs that meet the needs of adult learners Faculty champion – Ray Schroeder Marketed as part of a larger initiative – U of I Online UIS community emphasis on quality teaching
Faculty Thoughts "I have taught several undergraduate and graduate classes online. My students are from all over Illinois and increasingly from other states. Feedback from students has been very favorable and appreciative, especially from women who are at home raising kids, business people who travel a lot, and those who are busy and trying to juggle jobs, family and school. I am particularly pleased that if a course is well designed, it can actually be a better learning experience (due to student-student and student-teacher interaction) than on-campus classes."David O'Gorman, PhD, Professor, Business Administration
Students are more engaged One of the human services faculty members told me that she is having to re-write all of her exams for her online class. She says that the previous exams were just fine for the face-to-face students, but the online students are thinking more deeply about the subject. They are at a far deeper level, she says, than her on-campus students. The students challenge one another to think more deeply and reflectively in the discussion forums in Blackboard.
Student from S. Carolina As a manager for a state agency, I found leaving work in the middle of the day and traveling to and from the university campus for a course very disrupting to my work schedule. I wanted a “traditional” university that offered the same computer science curriculum online as they offered in their classroom environment.
Student from S. Carolina It was cost prohibitive to attend an out of state university for online coursework and pay two to three times as much per credit hour. With UIS, I finally found a university that understood what I needed and offered it in a format that was complimentary to my career as well as my wallet. I only wish that our own state university had possessed the foresight to offer such a program for those students that don’t fit the traditional mold.
Student from Arkansas As an older student who is involved in a family business, I am not able to attend on-campus classes due to the fact that it is impossible for me to adhere to traditional classroom meeting times. Online is not only the most convenient option for me, it is the only option. Additionally, my choice of UIS was because they were one of the few universities that offered an English degree completely online.
Student from Arkansas As a writer, I knew it was important to my career to obtain an English degree. At first, before I discovered UIS, I was afraid I would have to settle for more of a “generic” degree simply because online English degrees are virtually nonexistent. I am thrilled at the thought of being able to obtain what is considered a “professional” degree online.
Retention in Online Courses Retention in a course is defined as the percentage of students that get a final grade out of the total in the class on day 10 (census). Online course retention averages 94%. On-campus course retention averages 96%. More details at: http://online.uis.edu/info/retention.html
Online Grades An exhaustive study of >40,000 grades in online courses from Fall 2005 through Spring 2007 found that the average grade in online classes is 0.02 points less than in on-campus classes. Data analysis by Bill Bloemer & Vickie Cook (UIS)
2007 Sloan-C Award The Sloan Consortium (Sloan-C) is the premiere organization in the field of online learning – its mission is to promote quality, scale, and breadth. UIS was the recipient of the 2007 Sloan-C award for “Excellence in Institution-Wide Online Teaching & Learning”.
2008 Sloan-C Gomory Award UIS was selected to be one of two recipients of Sloan-C’s 2008 Ralph E. Gomory Award for Quality Online Education. Citation: “For innovative work in using quantitative data in a process of continuous quality improvement to assure excellence in online teaching and learning at UIS.”
University of Central Florida Largest university in Florida and largest undergraduate enrollment among US universities. Third largest university in the US. >40,000 applications/year; enroll more transfer students than any other Florida institution.
University of Central Florida 7 undergraduate programs online 13 graduate programs online 12 graduate certificate programs online 1,022 fully online and 1,000 blended courses offered to date W courses: fully online M courses: blended learning E courses: Web-enhanced No more “face-to-face” courses
Online Registrations 17% of Total SCH n Fully Online Courses Blended Learning Courses n
University of Central Florida Online learning has provided the university with capacity equivalent to $27 million in classroom construction at a time when the state is unable to fund new building construction and demand for access to higher education is peaking.
University of Central Florida Online learning is now the largest component of institutional growth, which is generating new funds in an otherwise down economy. Student course evaluations show that all online modalities are rated excellent at a higher rate than other modalities, including face-to-face instruction.
University of Central Florida Online learning continues to expand educational access throughout central Florida and beyond through a strategic partnership with the university’s regional campus system. The result is “Learning on Demand,” which is changing the institutional access model from capacity driven to demand driven.
Univ. of Southern Maine 3 fully online graduate programs 5 blended undergraduate degree programs (one of which will be a fully online degree completion program next fall) One college’s general education core online. Online & blended students are largely from Portland – Gorham - Lewiston-Auburn area (southern Maine)
Univ. of Southern Maine Number of online & blended courses: Fa 09: 118 (97% increase over Fa08) Su 09: 97 (64% increase over Su08) Sp 09: 106 (58% increase over Sp09) Number of online & blended credit hours: Fa09: 5683 (96% increase over Fa08) Su09: 4568 (56% increase over Su08) Sp09: 4149 (33% increase over Sp08)
Univ. of Southern Maine USM is now better able to serve the access needs of Maine residents since online courses gives access to higher education to place-bound and time-restricted students who otherwise would not have been able to go to campus. Enrollment stabilization at a time of otherwise shrinking enrollments.
Univ. of Southern Maine “The online initiative has created a campus environment more accepting of technology as an enhancement to learning (in both the face-to-face classroom and online) and is thus bringing us into the 21st century.” -- Dr. Robert Hansen Assoc. Provost, USM
Let’s move on to UW-M! The University of Wisconsin at Milwaukee has an emphasis on “blended” learning.
What is Blended? Blended/hybrid courses are courses where a portion of the traditional face-to-face classroom time is replaced by online learning activities. Students spend less time in the classroom and more time working and interacting online, providing greater flexibility regarding when and where coursework can be completed.
Blended Course Description Blended courses are: NOT simply traditional classes with a Web site Not web-enhanced Online time replaces some classroom time NOT traditional “distance education” courses Not entirely online Face-to-face classroom meetings NOT all alike Many different formats and schedules are possible NOT just transferring information to the Web Involves an extensive course redesign
Blended Programs at UWM Blended programs have enabled UW-M to serve a larger population within the greater Milwaukee area.
Online and Blended at UWM 25% enrolled in online/blended
Campus Computing Project Managing Online Education: The 2009 WCET-Campus Computing Project Survey of Online Education (Oct. ‘09) Kenneth C. Green http://www.campuscomputing.net/
Campus Computing Project Online education: Enrollments are up and rising Profits are often uncertain Organizational arrangements are in transition Online students may pay higher fees Campuses have mandatory training for faculty Quality still looms as a large question
Campus Computing Project Top issues confronting online education Responding to rising demand Internal organizational challenges Instructional support for faculty Institutional support for creating online programs Improving student retention in courses & programs Effective assessment Keeping pace with emerging technologies Intense competition for students User support for students Earning a profit on our online ed programs
K-12 is embracing online http://www.eschoolnews.com/resources/learning-without-limits/
NCLC We believe that we got it right with UIS Online. This is leading to the New Century Learning Consortium (NCLC).
NCLC – Our Next Steps Funding from the Alfred P. Sloan Foundation to form a consortium of institutions that want to develop online programs of quality, scale, and breadth – as part of their strategic vision – and do this the “UIS way”. NCLC partner institutions include Univ. of Southern Maine, Cal State East Bay, Oakland Univ., Southern Oregon Univ., Chicago State Univ., and Louisiana Tech University. Kickoff workshop at UIS (July 2008). http://nclc-online.ning.com/