online learning as a strategic asset: aplu-sloan national commission on online learning benchmarking...

Online Learning as aOnline Learning as aStrategic Asset:Strategic Asset:

APLU-Sloan National Commission on APLU-Sloan National Commission on Online Learning Benchmarking StudyOnline Learning Benchmarking Study

Bob Samors, Association of Public andBob Samors, Association of Public andLand-grant UniversitiesLand-grant Universities

Sally McCarthy, APLU-Sloan National Sally McCarthy, APLU-Sloan National Commission on Online LearningCommission on Online Learning

Jeff Seaman, Babson Survey Research GroupJeff Seaman, Babson Survey Research Group

EDUCAUSE Live!EDUCAUSE Live!December 1, 2009December 1, 2009

Setting the Stage

Bob Samors, APLUProject Director, APLU-Sloan National

Commission on Online Learning

APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning


APLU InitiativeAPLU Initiativein Online Learningin Online Learning

Grant from Sloan Foundation to Grant from Sloan Foundation to create a cadre Presidents and Chancellors create a cadre Presidents and Chancellors knowledgeable about the strategic value of onlineknowledgeable about the strategic value of online

Established APLU-Sloan National Commission on Online LearningEstablished APLU-Sloan National Commission on Online Learning(Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and (Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and other senior administrators)other senior administrators)

Commission Strategies:Commission Strategies:– understand the knowledge base and experience of Presidents/Chancellors re: understand the knowledge base and experience of Presidents/Chancellors re:

online learningonline learning– target the key priorities and concerns of senior leadershiptarget the key priorities and concerns of senior leadership– determine the potential of online learning to serve as a strategic tool to address determine the potential of online learning to serve as a strategic tool to address

those issuesthose issues– develop strategies/resources that could assist Presidents and Chancellors in develop strategies/resources that could assist Presidents and Chancellors in

overcoming barriers limiting the strategic utilization of online learningovercoming barriers limiting the strategic utilization of online learning



Surveys:Surveys:– APLU Presidents and ChancellorsAPLU Presidents and Chancellors– Tribal Colleges and Universities PresidentsTribal Colleges and Universities Presidents– NAFEO Presidents and ChancellorsNAFEO Presidents and Chancellors

29 dialogue events:29 dialogue events:– 1000+ participants; 300+ CEOs1000+ participants; 300+ CEOs


Survey Findings:Survey Findings:Is Is therethere a disconnect? a disconnect?

Strategic Importance of Online LearningStrategic Importance of Online Learning

– critical to long-term strategy of institutioncritical to long-term strategy of institution APLU- 68% AIHEC – 62% NAFEO – 84%APLU- 68% AIHEC – 62% NAFEO – 84%

– represented in institution's strategic planrepresented in institution's strategic plan APLU- 41% AIHEC – 27% NAFEO – 52%APLU- 41% AIHEC – 27% NAFEO – 52%

– notnot critical to long term strategy critical to long term strategy APLU- 4% AIHEC – 15% NAFEO – 7%APLU- 4% AIHEC – 15% NAFEO – 7%

Benchmarking Study – Part IInstitutional Interviews

Sally McCarthy, PhDConsultant

APLU-Sloan National Commissionon Online Learning


Institutional InterviewsBackground

Designed to acquire a better understanding of the key factors contributing to successful, strategic online learning initiatives

Invited 95 APLU members; anticipated 15-18 participants; 47 campuses volunteered

final cohort – 45 institutions (wide range) 1M+ students; 100,000+ online enrollments


Institutional InterviewsAreas of Inquiry

Faculty Incentives

Student Life Cycle

Senior Administration

Academic Quality and Effectiveness

Administrative and Financial Models

Technology


Institutional InterviewsMethodology

Cohorts of approximately six institutions in each area of inquiry

Interviewed 4-8 personnel per campus identified by institutional contact

Conducted 231 interviews (7/08-1/09) Interviewees:

– Chief Executive Officers/Governing Board members– Senior Academic Administrators– Senior Non-Academic Administrators– Online Administrators– Faculty and Online Students


Institutional InterviewsKey Observations

Engage senior leadership Integrate online into institutional planning,

academic structure Review and assess routinely over time Develop reliable financing mechanisms Develop adequate and consistent

resources for both faculty and students


Benchmarking Study - Part II Benchmarking Study - Part II Faculty SurveyFaculty Survey

Jeff Seaman, Co-DirectorJeff Seaman, Co-DirectorBabson SurveyBabson SurveyResearch GroupResearch Group


Faculty Survey

First cross-institutional survey of faculty First cross-institutional survey of faculty attitudes toward onlineattitudes toward online

69 campuses, 10,700+ responses69 campuses, 10,700+ responses Same questions as Sloan-C Annual SurveySame questions as Sloan-C Annual Survey Sample: All public, Faculty: 60 to 3,500+Sample: All public, Faculty: 60 to 3,500+ Represent 900,000+ enrollmentsRepresent 900,000+ enrollments Online enrollments: zero to 10,000+Online enrollments: zero to 10,000+


Who teaches online?Who teaches online?


Why Faculty Teach OnlineWhy Faculty Teach Online


It Takes More EffortIt Takes More Effort


BarriersBarriers


Faculty Institutional RatingsFaculty Institutional Ratings


Large Differences in Campus RatingsLarge Differences in Campus Ratings


Learning OutcomesLearning Outcomes


Recommend Online?Recommend Online?


Next StepsNext Steps


More detail on learning outcomes versus recommendations

What constitutes good faculty support? What incentives work? Expand to more campuses:

Interested in participating Survey all faculty; receive report comparing campus

to national results Modest fee

Benchmarking StudyConclusions

Bob Samors, APLUProject Director, APLU-Sloan National

Commission on Online Learning


Benchmarking Study ResultsThe Challenges

Online takes more faculty time and effort Institutional incentives are not viewed as

good motivators Concerns persist about quality of learning

outcomes


Benchmarking Study ResultsThe Opportunities

Everyone teaches – stereotypes are not correct

Faculty are motivated by student needs Faculty recommend online Faculty with online experience are more

positive


Benchmarking Study ResultsImperatives for Campus Leaders

Administrators need to know who is teaching online and why

Campus leaders need to develop creative ways to recognize and reward faculty

Faculty and administrators need to resolve issues around perceptions of quality

Online initiatives must be routinely reviewed and assessed to identify and address needs and opportunities as they arise


Questions and Discussion


Thank you!

For more information, please contact:

Bob SamorsAPLU

[email protected]

Jeff SeamanBabson Survey Research [email protected]


Online Learning Reportswww.aplu.org (Major Initiatives)

online learning as a strategic asset: aplu-sloan national commission on online learning benchmarking...

Documents

online learningsetting

online learningchart11

online learningsurveys

online learningtarget

potential of online

sloan foundation

online learningjeff

online learningjack