online learning as astrategic asset

Online Learning as aOnline Learning as aStrategic AssetStrategic Asset

Presented by thePresented by theAPLU-Sloan National Commission APLU-Sloan National Commission

on Online Learningon Online Learning

August 26, 2009August 26, 2009

Technical Difficulties

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Call Chrisann Bramwell @

202-478-6088

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

Presenters

Bob Samors, Assoc. Vice President, APLU Project Director, Online Commission

Sally McCarthy, Consultant

APLU-Sloan Online Commission Jeff Seaman, Co-Director

Babson Survey Research Group Bruce Magid, Dean

Intl. Business School, Brandeis University

Co-chair, Online Commission


Discussants

Bruce Chaloux, President

Sloan Consortium Sam Smith, President Emeritus

Washington State University


Setting the Stage

Bob Samors, APLUProject Director, Online Commission



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

27 dialogue events:27 dialogue events:– 850 participants; 300+ CEOs850 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, PhD

ConsultantAPLU-Sloan National Commission

on 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

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 Engage senior leadership


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

Jeff Seaman, Co-directorJeff Seaman, Co-directorBabson Survey Research GroupBabson Survey Research Group


Faculty SurveyBackground

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

69 campuses69 campuses Comparable questions to Sloan-C Annual Comparable questions to Sloan-C Annual

Survey of chief academic officersSurvey of chief academic officers


Faculty SurveyFaculty SurveyMethodologyMethodology

Invitations delivered via email with link to Invitations delivered via email with link to online survey formonline survey form

Most institutions also sent a single Most institutions also sent a single reminder messagereminder message

11,000+ opened survey11,000+ opened survey 10,700+ complete responses10,700+ complete responses 21,000+ open-ended text responses21,000+ open-ended text responses


Faculty SurveyFaculty SurveyParticipating CampusesParticipating Campuses

All publicAll public Research/Doctoral, Masters, AssociatesResearch/Doctoral, Masters, Associates Land Grants, HBCUs, State Universities, Land Grants, HBCUs, State Universities,

othersothers Faculty: 60 to 3,500+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 and Develops Online?Who Teaches and Develops Online?

Taught and Developed

Online

All Faculty

Taught Online

Developed Online


Who teaches online?Who teaches online?


It Takes More EffortIt Takes More Effort


Why Faculty Teach OnlineWhy Faculty Teach Online


BarriersBarriers


Faculty Institutional RatingsFaculty Institutional Ratings


Learning OutcomesLearning Outcomes


Recommend Online?Recommend Online?


Benchmarking StudyConclusions

Bruce Magid, Dean

International Business School, Brandeis University

Co-Chair, 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]


Additional Slides


Overall Institutional RatingsOverall Institutional Ratings


Rating faculty training and support for online Rating faculty training and support for online course deliverycourse delivery


Recommend Online?Recommend Online?


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