Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Open & Distance Learning
Reflections on Trends
OECD Centre for Educational Research and Innovation (CERI)
and Laureate Int...
Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new compe...
Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new compe...
Perpetual challenges…
• National data on “open” and “distance
learning” remains rare, and therefore little
comparative ana...
Why are US DL specialists loosing share?
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
1,600,000
25 Dist...
Mixed enrollment trends globally- why?
6
From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016)...
Explaining growth and decline…
Reasons for Growth
• Add genuine capacity
• Common, outcomes-based regulation
• Unique pres...
Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new compe...
How to define and report DL outcomes?
0%
60%
40%
0%
20%
80%
0%
30%
70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Detailed Par...
Maybe openness is not the problem?
© IGI Services 2016
10
Source:
Completing
College (NSCH)-
US Fall 2010
cohort (2016)
Much DL exhibits limited innovation
beyond delivery mode
© IGI Services 2016
11
Agenda
• Open/Distance learning as “traditional”
• Where is the value in open/distance learning?
• New openness, new compe...
New Competition…
Top right will drive effectiveness, but
implications for scale and DL? © IGI Services 2016
14
Degrees Degree
Alternatives
...
Summary…
• DL data- inputs, process, outputs- remains
patchy, muted and complex. Second best?
• Much DL fails to innovate ...
Thank youThank you
Richard Garrett
Director, The Observatory on Borderless Higher Education
richard.garrett@obhe.org
obhe....
Upcoming SlideShare
Loading in …5
×

Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

2,588 views

Published on

This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).

Published in: Education
  • Be the first to comment

Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)

  1. 1. Open & Distance Learning Reflections on Trends OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU) International seminar “Opening higher education: what the future might bring” Berlin, Germany, 8-9 December 2016
  2. 2. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 2 © IGI Services 2016 2
  3. 3. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 3 © IGI Services 2016 3
  4. 4. Perpetual challenges… • National data on “open” and “distance learning” remains rare, and therefore little comparative analysis • Limited disaggregation by delivery mode and operational model • Disparities on definition © IGI Services 2016 4
  5. 5. Why are US DL specialists loosing share? 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 1,600,000 25 Distance-Only 4Y HEIs1,841 Other 4Y HEIs with Distance Students 2012 2013 2014 Down about 10% © IGI Services 2016 5 Up over 20% Source: IPEDS and Observatory analysis StudentHeadcount(Fall)-Undergraduate andGraduate Median Enrollment= 11,500 (2014) Median Enrollment= 194 (2014)
  6. 6. Mixed enrollment trends globally- why? 6 From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016) © IGI Services 2016
  7. 7. Explaining growth and decline… Reasons for Growth • Add genuine capacity • Common, outcomes-based regulation • Unique presence/role Reasons for Decline • Conventional HEI competition • Legacy instructional model • Limited case for modality and scale © IGI Services 2016 7
  8. 8. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 8 © IGI Services 2016
  9. 9. How to define and report DL outcomes? 0% 60% 40% 0% 20% 80% 0% 30% 70% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Detailed Partial Little or None Graduation Rates Graduate Employment Productivity © IGI Services 2016 9 Outcomes Reporting- Website assessment of 10 ODL universities globally From “The State of Open Universities in the Commonwealth” report (CoL/OBHE- 2016)
  10. 10. Maybe openness is not the problem? © IGI Services 2016 10 Source: Completing College (NSCH)- US Fall 2010 cohort (2016)
  11. 11. Much DL exhibits limited innovation beyond delivery mode © IGI Services 2016 11
  12. 12. Agenda • Open/Distance learning as “traditional” • Where is the value in open/distance learning? • New openness, new competition 12 © IGI Services 2016
  13. 13. New Competition…
  14. 14. Top right will drive effectiveness, but implications for scale and DL? © IGI Services 2016 14 Degrees Degree Alternatives Explicit Pedagogy & Outcomes Implicit Pedagogy & Outcomes DL/Online HE CBE Free MOOCs Paid MOOCs Traditional HE Bootcamps HEI Certificates Micromasters Circle size= enrollment scale Minerva Georgia Tech CS Master’s
  15. 15. Summary… • DL data- inputs, process, outputs- remains patchy, muted and complex. Second best? • Much DL fails to innovate beyond delivery mode; and makes limited case for scale • DL being “domesticated” by traditional HEIs • New models emphasis pedagogy over delivery mode • Is blended best mix of pedagogy, access and scale? © IGI Services 2016 15
  16. 16. Thank youThank you Richard Garrett Director, The Observatory on Borderless Higher Education richard.garrett@obhe.org obhe.org Chief Research Officer Eduventures rgarrett@eduventures.com eduventures.com

×