Status of Online Education in the U.S.: The view of online education as a disruptive force to more traditional forms of education is coming to fruition as blended and fully online methods of delivery move from early adoption to mainstream in U. S. education. This presentation examines the current landscape of online education in the U.S., insights into where we might be headed, and practical solutions as we face the inevitable dynamic and personalized future of education.
Increase productivity through innovation. The need to do more with less Fewer scholarships, more student debt Explain how in the US higher ed is not free. For some based on need or merit, but the vast majority of students finance their education through student loans. Increasing options for affordable education. Not only value in the market for a degree but also the ability combine credits from various learning institutions/formats for degrees and certificates.
Increase productivity through innovation http://www.whitehouse.gov/issues/education/reform Explain the public ed in the US is not the top down system found in Poland. Policy decisions are largely left to the states and local governments. However, federal assistance is often tied to federal policy initiatives. If states want money, they must engage in the programs promoted by the feds. So for example, NCLB
Add 200k to 1.8 million (these are full time virtual enrollments not included in the survey) Definition of online learning – offered over the Internet – not Interactive TV, televised courses, etc. According to the Sloan Report – Online learning is distributed as follows – 69% 9-12, 17% 6-8, 14% K-5 Over 6 million students are now enrolled in full-time courses at colleges and universities – this does not include blended content that supports face-to-face courses – 10 – 20 % yearly increase Keep in mind that this 2 million number is out of a nationwide 49 million public school students – we are early – this is still developing. The Sloan group is predicting 5-6 million online enrollments by 2016 – this would mean that over 10% of students nationally would be taking an online course Think about your class, your school or your district – how does this align with what you are doing? Online Learning will disrupt traditional educational systems by the year 2019 Higher Ed: Revenue growth is increasingly cannibalistic and comes from reduced enrollment in traditional classes rather than new student enrollment. Source: Primary Research Group 2012-13 Edition of The Survey of Distance Learning Programs in Higher Education
State authorizations University of Phoenix attained a peak enrollment of almost 600,000 students in 2010, a 30-percent enrollment drop in 2011 was attributed to operational changes amid criticism of high debt loads and low job prospects for university students.  These changes included allowing students to try classes before officially enrolling and recruiter training programs that are designed to improve student retention and completion rates For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. The large national chains in the study are American Public Education, Apollo Group, Bridgepoint Education, Capella Education, Career Education, Corinthian Colleges, DeVry Inc., Education Management, Grand Canyon Education, ITT Educational Services, Lincoln Education, Strayer Education, and Universal Technical Institute. http://conversableeconomist.blogspot.com/2012/02/for-profit-higher-education.html As the authors point out, the time since 2000 is "a period when enrollment in the for-profit sector tripled while enrollment for the rest of higher education increased by just 22 percent. The solid dark line shows that the fraction of fall enrollments accounted for by the for-profits increased from 4.3 percent in 2000 to 10.7 percent in 2009." They point out that "almost 90 percent of the increase in for-profit enrollments during the last decade occurred because of the expansion of for-profit chains," where a "chain" is defined as an institution that operates across states or has more than five branches within a state." Along with the flexibility to expand enrollments, for-profit higher education has shown considerable flexibility in teaching groups not well-served by traditional higher education. "African Americans account for 13 percent of all students in higher education, but they are 22 percent of those in the for-profit sector. Hispanics are 11.5 percent of all students but are 15 percent of those in the for-profit sector. Women are 65 percent of those in the for-profit sector. For-profit students are older: about 65 percent are 25 years and older, whereas just 31 percent of those at four-year public colleges are, and 40 percent of those at two-year colleges are." In addition, for-profits are typically non-selective institutions, requiring only a high school diploma or a GED certificate.
Niche program Globally aggregated demand
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Preservice competencies to transformative practices: Performance-Based Assessment for Pre-Service as a Bridge to Online Endorsement All teachers prepared to facilitate a hybrid instruction model and to have an understanding of best practices in instructional technology Performance-Based Assessment for Online Teachers
Tell them how you’re going to bore them Bore them Tell them how you bored them
"Students are getting a fairly distant education even in a face-to-face setting." 2) Misunderstanding about what online learning is 3) Misrepresentation about what online learning is – has to do with economics and culture. http://www.educationnews.org/online-schools/downside-of-online-education-too-rarely-discussed/
Transcript of "Status of Online Education in the U.S."