Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
2. “Books,” ….“will soon be obsolete in the
public schools. Scholars will be instructed
through the eye. It is possible to teach every
branch of human knowledge with the motion
picture. Our school system will be completely
changed inside of ten years.”
Published in The New York Dramatic Mirror in July 1913
Thomas Edison - Inventor
2
5. FUNDING SHIFTS
Source: Canadian Federation of students
http://cfs-fcee.ca/wp-content/uploads/sites/2/2013/11/Fact-Sheet-Funding-2013-11-En.pdf 5
6. STUDENT LOAN GROWTH - US
The Economist: A lagging model, America’s higher-education system is no longer delivering all it should, Mar 28th 2015 6
7. REQUIREMENT FOR EDUCATION
Industry High-Skill
Research and Development 72.0
Education 68.3
Computer and Related Activities 65.7
Publishing 49.3
Aircraft and Spacecraft 43.7
Electrical and Optical Equipment 42.8
Post and Telecommunications 38.2
Motor Vehicles 22.1
Transport and Storage 18.1
Metals 14.3
Textiles 11.6
Construction 11.2
Table 4.1 The Percentage of High-Skill Workers by Industry, 2005
7
8. PRIVATE RETURN ON EDUCATION - US
Source: US Bureau of Labour Statistics, Current Population Survey
8
9. PRIVATE RETURN ON EDUCATION - CANADA
Professional Undergraduate Degree Earnings Premium
Engineering 117%
Computer Sciences 86%
Commerce 74%
Nursing 71%
Architecture 65%
Occupational or Physical Therapist 60%
Pharmacist 58%
Education/Teacher 53%
Standard Undergraduate Degrees Earnings Premium
Social sciences 38%
Life sciences 37%
Humanities 23%
Fine & Applied Arts -12%
Source: Mark Swartz, Highest Paying University Degrees in Canada. http://career-advice.monster.ca/career-development/education-
training/highest-paying-degrees-in-canada-ca/article.aspx
9
10. WHAT IS EDTECH
“the study and ethical practice of facilitating
learning and improving performance by
creating, using and managing appropriate
technological processes and resources.”
Source: Richey, R.C. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends. 52(1) 24-25 10
11. WHAT IS ELEARNING?
“e-Learning can be defined as 'learning
facilitated and supported through the use of
information and communications
technology”.
Source: http://www.jisc.ac.uk/elearning Retrieved 2014-1-16
11
13. Scope of e-Learning
What is the “e” in “eLearning”? and how do you strategically manage it? http://www.stccg.com/what-is-the-e-in-elearning-
and-how-do-you-strategically-manage-it/ , Accessed October 2014.
13
16. STUDENTS’ OPINION
Source: Ignite 2014 : Ideas for Post-Secondary Education http://ignitealberta.ca/ Accessed June 2014
First Second Third
Quality 45% 49%
Access and Cost 53% 44%
Technology 1% 7% 91%
16
17. Evaluation of Evidence-Based Practices in Online Learning
A Meta-Analysis and Review of Online Learning Studies
STUDENTS
• Online performed modestly better on average
• Across all content and learner types
• Blended is better than either
• Collaborative or instructor led is better
• Online method had no affect
• Elements quizzes or videos had no impact
• Online can be enhanced through learner control and
prompted reflection
U.S. Department of Education, 2010
17
18. PERCEPTION OF BENEFIT
Source: Eden Dahlstrom, D. Christopher Brooks, and Jacqueline Bichsel. The Current Ecosystem of Learning Management Systems in Higher
Education: Student, Faculty, and IT Perspectives. Research report Louisville, CO: ECAR, September 2014. http://www.educause.edu/ecar
Accessed June 2015
18
20. FACULTY PERCEPTION OF ONLINE
2807
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015. 20
21. FACULTY PERCEPTION OF E-LEARNING
• 64 % - more effort to teach
• 85+% - more effort to create a course
• 80+% - online is inferior outcomes (never taught online)
• 80+% - recommended online (taught online)
• Barriers
– Effort required
– Lack of institutional support
– Incentives
• Faculty motivation
– Professional Development
– Student choice and access
Source: Online Learning as a Strategic Asset Vol. 2 APLU, 2009
10,700
21
22. Faculty Perception
22
Source: Carl Straumsheim , hOnline Ed Skepticism and Self-Sufficiency: Survey of Faculty on Technology, Inside Higher Ed,
www.insidehighered.com/news/survey/onlineedskepticismandselfsufficiencysurveyfacultyviewstechnology Accessed June 2015
23. 23
Source: Carl Straumsheim , hOnline Ed Skepticism and Self-Sufficiency: Survey of Faculty on Technology, Inside Higher Ed,
www.insidehighered.com/news/survey/onlineedskepticismandselfsufficiencysurveyfacultyviewstechnology Accessed June 2015
Faculty Perception
24. 24
Source: Carl Straumsheim , hOnline Ed Skepticism and Self-Sufficiency: Survey of Faculty on Technology, Inside Higher Ed,
www.insidehighered.com/news/survey/onlineedskepticismandselfsufficiencysurveyfacultyviewstechnology Accessed June 2015
Faculty Perception
25. CHALLENGES – INSTITUTIONAL ADOPTION
Source: Hannah Forsyth, Jenny Pizzica, Ruth Laxton & Mary Jane Mahony
Faculty of Education and Social Work , University of Sydney , Australia. Published online: 04 Jan 2010. 25
26. MOOC
MOOCS ARE A SUSTAINABLE METHOD FOR OFFERING COURSES
2012 2013 2014
Agree 28.3% 23.2% 16.3%
Neutral 45.4% 38.3% 32.9%
Disagree 26.2% 38.5% 50.8%
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015.
MOOCS ARE IMPORTANT FOR INSTITUTIONS TO LEARN ABOUT ONLINE PEDAGOGY
2012 2013 2014
Agree 49.8% 44.0% 27.9%
Neutral 31.7% 28.8% 34.9%
Disagree 18.5% 27.2% 37.3%
26
27. MOOC
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015. 27
28. Open Educational Resources
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015. 28
29. ONLINE AS STRATEGY
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015. 29
30. Cultural Norms
• Technology Disrupts the relationships between
students and teachers. It moves from teacher centric
to a broader technology afforded enablement. The
teacher is no longer the chief protagonist
• This may be a reason the hybrid model is accepted, it
still keeps the teacher’s central role
• The adoption of EdTech is not just about teacher’s
ability to use technology
30
32. GARTNER TOP TEN 2015 TRENDS
Business Trends
1. Student Success
2. Reinventing Credits
3. Global Competition for Students
4. (Re)Thinking Business Models
5. Retreating Political Responsibility
6. Outcome-based Learning
7. Learning Analytics
8. Data-driven Decisions
9. Consumerized Expectations
10.E-research
Strategic Technologies
1. Adaptive Learning Platforms
2. (Adaptive) E-textbooks
3. CRM (Enroll., Ret., Alumni)
4. Big Data
5. Sourcing Strategies (Cloud)
6. Exostructure
7. Open Microcredentials
8. Digital Assessment
9. Mobile
10.Social Learning
Source: Gartner Top 10 Strategic Technologies Impacting Education in 2015
Published: 26 November 2014
32
33. Eden Dahlstrom, D. Christopher Brooks, and Jacqueline Bichsel. The Current Ecosystem of Learning Management Systems in HigherEducation:
Student, Faculty, and IT Perspectives. Research report. Accessed June 2015
33
34. SERVICE PROVISION
Bichsel, Jacqueine, The State of E-Learning in Higher Education: An Eye toward growth and Increased Access (Research Report),
ECAR, 2013. http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf , Accessed June 2015
34
40. FUTURE FACTORS - ACADEMIC
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES,
Babson Survey Research Group and Quahog Research Group, LLC. February 2015.
40
41. “The future is already here – it's just
not evenly distributed.”
― William Gibson Author
41
43. EDTECH GROWTH - CASE STUDY
Source: E-Learning Market Trends & Forecast 2014 - 2016 Report 2, A report by Docebo | March 2014, www.docebo.com, Accessed June 2015
43
44. EDTECH FUTURE FACTORS - TRAINING
Source: E-Learning Market Trends & Forecast 2014 - 2016 Report 2, A report by Docebo | March 2014, www.docebo.com, Accessed June 2015
44
48. Source: Eden Dahlstrom, D. Christopher Brooks, and Jacqueline Bichsel. The Current Ecosystem of Learning Management Systems in Higher Education: Student,
Faculty, and IT Perspectives. Research report Louisville, CO: ECAR, September 2014. http://www.educause.edu/ecar , Accessed June 2015
ELEARNING ECOSYSTEM
48
49. COST OF EDUCATION
Figure 2.4 The Real Price of Higher Education Compared to the Real Price
of the Services of Physicians, Dentists, and Lawyers, (1970=1)
49
50. ONLINE AS STRATEGY
Source: I. Elaine Allen, Ph.D., Jeff Seaman, Ph.D. GRADE LEVEL, TRACKING ONLINE EDUCATION IN THE UNITED STATES, Babson Survey Research Group and
Quahog Research Group, LLC. February 2015. 50
51. RESOURCE GAP
Bichsel, Jacqueine, The State of E-Learning in Higher Education: An Eye toward growth and Increased Access (Research Report),
ECAR, 2013. http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf , Accessed June 2015
51
52. EDTECH GROWTH
Source: E-Learning Market Trends & Forecast 2014 - 2016 Report 2, A report by Docebo | March 2014, www.docebo.com, Accessed June 2015
52
Editor's Notes
Source: US Bureau of Labour Statistics, Current Population Survey, Retrieved 2014-3-05, http://www.bls.gov/emp/ep_chart_001.htm
Studies put the IRR to a university education at 20% a 4:1 return on each invested dollar
(UK) Parents are struggling to reconcile conflicting views about the value of higher education for their children: more than half believe that fees of up to £9,000 a year represent poor value for money, yet a majority still regard a traditional university education as the best route to a chosen career, according to a YouGov poll.
The survey of parents across all social backgrounds of secondary school-age pupils in England and Wales, commissioned by the Guardian, shows that only 14% think tuition fees offer a good deal, while almost 60% think degrees aren't worth the money.
It also suggests that parents are now open to cheaper alternatives to the conventional full-time university route: a majority (57%) said internet-based courses in which students watch lectures online are a good idea, and almost half were positive about apprenticeships.
The poll also highlights the continuing social divide that determines whether a young person goes to university. Eight out of 10 families with an annual income of more than £50,000 expect their child to apply to university, but that falls to 56% where parents have an income below £20,000. The "hereditary" element to higher education persists: three-quarters of graduate parents think their children will apply, but only 46% of those who left school at 16 see their children at university....
Two-thirds of the 1,100 parents with a child aged 11 to 17 ranked a course delivered traditionally on-site at a university as a good route into a preferred job – placing a full-time degree well above other options such as an apprenticeship, online degree or vocational qualification. Support was not only about pragmatism: even more parents (69%) told pollsters they thought university should be valued for its own sake and not only as a route to a job. (YEAH!)
http://www.theguardian.com/politics/2014/mar/04/michael-gove-education-secretary-child-state-secondary-school
It can cover a spectrum of activities from the use of technology to support learning as part of a ‘blended’ approach (a combination of traditional and e-learning approaches), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element.”
Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education, 2010
A meta-analysis of 50 study effects, 43 of which were drawn from research with older learners, found that:
Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction.
Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.
Effect sizes were larger for studies in which the online instruction was collaborative or instructor-directed than in those studies where online learners worked independently
Most of the variations in the way in which different studies implemented online learning did not affect student learning outcomes significantly.
The effectiveness of online learning is apparent across different content and learner types.
Elements such as video or online quizzes do not appear to influence the amount that students learn in online classes.
Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.
Jeff Seaman, Ph.D. Co-Director, Babson Survey Research Group Babson College
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voice: Views and Experiences with Online Learning 2009 Retrieved 2014-3-5 http://www.aplu.org/page.aspx?pid=1593#Online
This two-volume report, Online Learning as a Strategic Asset, contains the results of 231 interviews conducted with administrators, faculty, and students at 45 public institutions across the country and more than 10,700 responses from faculty across the spectrum of teaching positions – tenure/non-tenure track; full- and part-time; and both those who have and those who have not taught online. The report was underwritten by a grant from the Alfred P. Sloan Foundation.
STATUS OF MOOC OFFERINGS – 2012, 2013, AND 2014
2012 2013 2014
Have a MOOC 2.6% 5.0% 8.0%
Planning a MOOC 9.4% 9.3% 5.6%
STATUS OF MOOC OFFERINGS – 2012, 2013, AND 2014
2012 2013 2014
No Plans 33.7% 33.0% 46.5%
Not Decided 54.2% 52.7% 39.9%
PRIMARY OBJECTIVE FOR YOUR INSTITUTION'S MOOC – 2013
2013 2014
Generate Income .4% 3.8%
Explore Cost Reductions 2.0% 2.4%
Supplement On-campus 3.6% 4.9%
Reach New Students 5.8% 4.8%
Flexible Learning Opportunities 17.2% 13.5%
Innovative Pedagogy 18.0% 18.7%
Drive Student Recruitment 20.0% 17.8%
Increase Institution Visibility 27.2% 26.6%
MOOCS ARE A SUSTAINABLE METHOD FOR OFFERING COURSES –2012, 2013 AND 2014
2012 2013 2014
Disagree 26.2% 38.5% 50.8%
Neutral 45.4% 38.3% 32.9%
Agree 28.3% 23.2% 16.3%
MOOCS ARE IMPORTANT FOR INSTITUTIONS TO LEARN ABOUT ONLINE PEDAGOGY –
2012, 2013 AND 2014
2012 2013 2014
Agree 49.8% 44.0% 27.9%
Neutral 31.7% 28.8% 34.9%
Disagree 18.5% 27.2% 37.3%
The universe of active, degree-granting higher education institutions that are
open to the public contains 4,891 institutions; a total of 2,807 survey responses
were included in the analysis, representing 57.4% of the sample universe.
Because non-responding institutions are predominately those with the smallest
enrollments, the institutions included in the analysis represent 78.7% percent of
higher education enrollments. The 2013 responses were merged with the data
from the previous survey years (994 responses in 2003, 1,170 in 2004, 1,025 in
2005, 2,251 in 2006, 2,504 in 2007, 2,577 in 2008, 2,590 in 2009, 2,583 in 2010,
2,512 in 2011 2,820 in 2012, and 2,831 in 2013) for examination of changes over
time.
Exostructure strategy means acquiring the critical capability of interoperability as a deliberate
strategy to leverage the increasing numbers of partnerships, tools and services in the education
ecosystem.
Bichsel, Jacqueine, The State of E-Learning in Higher Education: An Eye toward growth and Increased Access (Research Report), Louisville, Co: EDUCAUSE Center for Analytics and Research, June 2013 available from http://www.educuse.edu/ecar
Digital Reference-ware is digital video, text, or audio reference content that includes
academic content, "how to" content, technical reference, scientific abstracts, medical
research, and market research content. Digital audiobooks, eBooks, eTextbooks, video Ambient Insight's 2012 Global Analysis of Learning Technology Investment Patterns
For more information about this research, email: info@ambientinsight.com 9
course, and online technical manuals are common formats. The three top-funded Digital
Reference-ware companies funded in 2012 were Echo360 (a lecture capture company),
the Wikimedia Foundation, and Chegg, who garnered $31 million, $28 million, and $25
million, respectively