Asu open courses for credit
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This document provides enrollment data for several online courses offered through Coursera over the past 6 months. It shows the number of students enrolled, number of active students, student demographics like age and country of origin, and completion rates. Upcoming courses in English Composition and College Algebra are also mentioned. The data demonstrates strong enrollment across many countries for these Massive Open Online Courses.
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Asu open courses for credit
- 5. Try before you buy…
- 6. Cost…ROI… What’s really in it for us?
- 7. Astronomy 4500 active during the course 27 6 460% have higher education credentials median age 418 Canada 277 Brazil 327 Spain 260 Mexico 314 China 1,705 India 260 Australia 454 UK 3,736 US August 20 through October 9 (7.5 weeks) 706 completed with 68% or higher 172 Credit-Eligible ID Verified Students 15,000 enrolled 167 Countries
- 8. Human Origins 2700 active during the course 31 6 3 65% have higher education credentials median age 278 Canada 180 Brazil 188 Spain 139 China 434 India 198 Australia 361 UK 2783 US October 14 to Dec 4 (7.5 weeks) 610 completed with 70% or higher 120 Credit-Eligible ID Verified Students 160 Germany 8600 enrolled 154 Countries
- 9. Western Civilization 3424 active during the course 33 7 3 70% have higher education credentials median age 333 Canada 229 Brazil 241 Spain 236 China 291 India 213 Australia 426 UK 3008 US October 14 to Dec 4 (7.5 weeks) 538 completed with 70% or higher 117 Credit-Eligible ID Verified Students 190 France 9500 enrolled 152 Countries
- 10. Astronomy 2720 active during the course 27 5456% have higher education credentials median age 241 Canada 177 Brazil 327 Spain 137 Mexico 115 China 714 India 183 Australia 353 UK 2287 US Current opened Jan 11, 2016 (8 weeks) 122 ID Verified Students142 Germany 7600 enrolled 145 Countries
- 11. Intro to Health and Wellness 4894 active during the course 32 7 2 73% have higher education credentials median age 609 Canada 297 Brazil 302 Spain 940 India 359 Australia 518 UK 3857 US 200 Credit-Eligible ID Verified Students293 Germany 16,000 enrolledCurrent opened Jan 11, 2016 (8 weeks) 328 Mexico 185 Countries
- 12. Technological Systems 4500 active during the course 28 6 3 69% have higher education credentials median age 118 Canada 137 Brazil 108 Mexico 395 India 92 Australia 142 UK 964 US Current opened Jan 11, 2016 (8 weeks) 112 ID Verified Students94 Germany 5100 enrolled 155 Countries
- 13. Talkback to Online and On Ground Course Design and Teaching
- 14. 6 months - 6 courses - 60,000+ enrolled Coming Up - English Composition - 20,000 College Algebra - 8,000
Editor's Notes
- ASU edX partnership - what does that mean for us?
- Liftoff for our partnership and announcement was April, 2015. By August 20th our first course, Introduction to Solar Systems Astronomy launched. So you can imagine the best representation of urgency for our instructional design and media development team is the fire underneath the rocket.
- So why this partnership, why now, why MOOCs for credit? We took a look at our success in building fully online degree programs, we current have 20,000 fully online students with 70+ undergraduate and graduate degree programs that students can choose to pursue. We want to build that program significantly. However, what got us here, may not get us where we want to go…What needs to change? What can we explore? For us, the development of open courses for credit is absolutely an experiment - we are trying to determine if this is an alternative accreditation model that U.S. and international students might want.
- One of the really amazing things about open education is that a lot of stakeholders benefit. These courses are open enrollment on edX…so millions of edX users can take them if they desire. As an institution with the opportunity to share teaching openly on edX, we’re finding that both Arizona State University and edX brands are strengthened. Faculty members gain exposure to a global audience. This expands their perspectives on their discipline and research through an extremely diverse teaching context. Open has been well received by students so far and we have enjoyed interacting and learning with them. Credit ready students can also benefit…Here’s what I mean by a credit ready student…
- Students can take these courses all the way through, then take them again if needed to determine if they have the learning readiness to pass. The first decision point about money is whether or not they will be ID Verified students. That fee is currently set a $49. If students pass the course (with a grade of C, or 70% or higher) they have the option to purchase the course for credit, currently $600 USD per course. They don’t have to decide that until they know whether they’ve passed the course. They have up to a year after they take the course to purchase the credit. Is that something students want? We’re finding out that it is.
- This experiment has the potential for a large triple bottom line, for us and edX. Triple bottom line in a higher education context may include the people that benefit - there is a clear social element, sharing learning experiences at no cost, bringing thousands of students in 150+ countries together in the same learning shell, encouraging them to engage in dialogue and teach each other, while at the same time building a business model for those that want credit; There is an environmental benefit, building digital education at large scale may reduce reliance on buildings and transportation and the requirement for students, faculty members and support staff to be in a specific places at a specific times. There is a clear economic benefit, cost-effective methods of higher education attracting large numbers of credit ready students, raising the bar on education levels that may support community and economic development globally, certainly the OECD has some data on this. The cost model allows us to recoup design and delivery costs and continue to build programs and courses that attract students to our institution for degree completion if they wish. Students and parents may benefit economically from lower cost first-year options in the U.S. market. Options that are transferable to other institutions. International students considering study in the U.S. may wish to take advantage of the Global Freshman Academy, and we feel these are the strategic keys to win-win higher education scenarios for diverse stakeholders.
- In our first GFA course, Introduction to Solar Systems Astronomy, the median age is lower than traditional MOOCs, with approximately 3500 secondary students registered. Although 60% of participants have some level of higher education, there are a large number of credit-eligible learners. There are over 160 countries represented, again a very global audience.
- In the current run of the Astronomy course there are fewer engaged students (but it is a second run. Interesting that the median age has stayed the same.
- There a return on investment I want to add…There are a lot of ways that the research and development of open courses at scale are generating conversations about what we’re doing online and what we’re doing on ground in our institution wide teaching and learning. Use of open educational resources, issues of accessibility and inclusive design, how to ensure that our massive scale courses are engaging, serving the needs of global learners, taking advantage of interactive assessments?
- How can these credits be used to help a students achieve their higher education goals at places other than Arizona State University? What are the pathways we’re willing to create to move a student from Global Freshman Academy general education credits into our degree programs? How do we find and inform credit ready learners about our courses? How do we do this in a way that does not conflict with our traditional marketing and admissions processes? How do we serve a truly global audience with first-year university courses that might benefit them?