online offerings of mathematics courses: trends, pressures, policies, practices from the...
Post on 25-Dec-2015
213 Views
Preview:
TRANSCRIPT
Online Offerings of Mathematics Courses:
Trends, Pressures, Policies, Practices from the Perspectives of Department Leaders
Alex SmithAMS Workshop for Department Chairs and Leaders
January 14, 2014
University of Wisconsin-Eau Claire
Online Enrollment TrendsChanging Course: Ten Years of Tracking Online Education in the United States
Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Online Enrollment Trends I
From page 16 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Online Enrollment Trends II
From page 18 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Online Enrollment Trends III
From page 19 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Online Enrollment Trends IV
From page 21 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Gallup PollOctober 2013
Lydia Saad, Brandon Busteed, and Mitchell Ogisi
PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money.
However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education.
Gallup PollOctober 2013
Americans’ Views of Online Education
vs. Traditional Classroom-Based Education
Onlinebetter The same
Online worse Net better
% % % Providing a wide range of options for curriculum
33 39 23 +10
Providing good value for the money33 34 27 +6
Providing a format most student can succeed in23 42 30 -7
Providing instruction tailored to each individual23 31 41 -18
Providing high-quality instruction from well-qualified instructors 15 37 43 -28
Providing rigorous testing and grading that can be trusted11 39 45 -34
Providing a degree that will be viewed positively by employers13 33 49 -36
Gallup PollOctober 2013
From what you know, how would you rate the quality of education offered by each of the following?
Excellent Good
Only fair Poor
No opinion
% % % % %Four-year colleges and universities 16 52 22 8 2
Community colleges 13 51 27 6 3Internet-based college programs, in which the courses are conducted entirely online
4 29 34 18 13
Gallup PollOctober 2013
PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money.
However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education.
Gallup PollOctober 2013
PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money.
However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education.
In line with these views, Americans' overall assessment of Internet-based college programs is tepid at best.
Gallup PollOctober 2013
Lydia Saad, Brandon Busteed, and Mitchell Ogisi
“Although online education is in relatively nascent stages of development and acceptance, many Americans already see benefits in the lower cost and diverse coursework it offers. That is powerful. But if leaders in the field want online learning to have equal status with campus-based programs, they need to do more to demonstrate high standards for instruction, testing, and grading. With this, greater public appreciation for the benefits of online learning, and greater employer acceptance of online educational qualifications, will likely follow.”
Association of Public Land-Grant UniversitiesOnline Learning as a Strategic AssetVolume II: The Paradox of Faculty Voices:
Views and Experiences with Online Learning
Results of a National Faculty SurveyPart of the Online Education Benchmarking Survey
APLU Sloan National Commission on Online LearningAugust 2009
How did faculty compare the effectiveness of online teaching to “face-to-face?”
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 29)© August 2009 Association of Public and Land-grant Universities
How did faculty compare the effort required for online teaching to “face-to-face?”
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 26)© August 2009 Association of Public and Land-grant Universities
What motivates faculty to teach online?
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 32)© August 2009 Association of Public and Land-grant Universities
What barriers do faculty cite to teaching more online course?
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 33)© August 2009 Association of Public and Land-grant Universities
Do faculty recommend online courses to their advisees?
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 30)© August 2009 Association of Public and Land-grant Universities
The first paragraph from theConclusions of the APLU study
Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 37)© August 2009 Association of Public and Land-grant Universities
Online Mathematics Courses:How many and what format?
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Percent offering distance learning: 48% 57% 28% 35%
Characterize majority of course instruction: --All instruction with no instructor physically present 68% 61% 77% 72%
--Some instruction with no instructor physically present 32% 39% 23% 28%
From Table SP.10 on page 55 of2010 CBMS Survey of Undergraduate Programs
Who Creates Instructional Materials for Online Mathematics Courses?
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Instructional materials created by: --Faculty 41% 31% 41% 39% -- Commercially produced materials 10% 16% 5% 9%
-- Combination of both 49% 53% 53% 52%
From Table SP.10 on page 55 of2010 CBMS Survey of Undergraduate Programs
What about Exam Proctoring for Online Mathematics Courses?
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
How distance learning students take majority of tests: --Not at a monitored testing site 22% 35% 33% 31%
-- At proctored testing site 52% 32% 37% 40% -- Combination of both 23% 33% 30% 29%
From Table SP.10 on page 55 of2010 CBMS Survey of Undergraduate Programs
Do Departments Allow Online Mathematics Courses to Transfer?
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Give credit for distance learning not offered through department: --Yes 26% 29% 55% 43% -- No 34% 32% 20% 26% -- no department policy 39% 39% 25% 31%
From Table SP.10 on page 55 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Content and Goals
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Content, goals, and objectives same as in non-distance learning 98% 100% 99% 99%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Office Hours
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Instructors hold comparable office hours on campus 62% 73% 59% 63%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Evaluation of Instructors
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Instructors participate in evaluation in the same way 72% 77% 86% 81%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Use of Common Exams
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Same use of common exams as in face-to-face 56% 51% 63% 59%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Course Outlines
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Same course outlines as in face-to-face 95% 100% 97% 97%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Comparison of Practices:Course Projects
Univ(PhD)
Univ(Masters)
College(Bachelors) Total
Some courses offered in both non-distance and distance learning formats: 93% 90% 87% 89%
Of those with courses in both formats, thepercentage where: --Same course projects as in face-to-face 74% 78% 68% 72%
From Table SP.12 on page 57 of2010 CBMS Survey of Undergraduate Programs
Chief Academic Officers:Are Online Courses of Strategic Importance?
From page 16 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Chief Academic Officers:Do Online Courses Require More Faculty
Effort?
From page 23 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Chief Academic Officers:Is Online Education Inferior to
Face-to-face?
From page 24 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Chief Academic Officers:My Faculty Accept the Value of
Online Education
From page 27 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Chief Academic Officers:Lower Retention Rates in
Online Courses are a Barrier to Growth
From page 30 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Chief Academic Officers:Lack of Acceptance by Employers of Online
Courses is a Barrier to Growth
From page 31 of Changing Course: Ten Years of Tracking Online Education in the United StatesCopyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC
Musings on MOOCS: Notices of the AMS January 2014
Petra Bonfert-Taylor (Wesleyan)David Bressoud (Macalaster)
Harvey Diamond (West Virginia)
Exit MOOCs?One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost.
In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms.
But if 2012 was the "Year of the MOOC," as The New York Times , 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding.
Eric Westervelt, NPR (Dec. 31. 2013)
top related