1. Anthony G. Picciano CUNY Graduate Center and Hunter College The 4th Wave: The Online Learning Landscape November 2014

2. 2 Presentation Outline .The Evolution of Online Learning .The 1st Wave 1990s .The 2nd Wave Early 2000s to 2008 .The 3rd Wave 2008 to 2013 .The 4th Wave 2014 -> .Questions 3. 3 The 1st Wave 1990s Technology Slow-speed Internet Model Pedagogical Asynchronous Learning Network (ALN)/Largely Text-Based Key Players Mostly Public Universities, Community Colleges, and For-Profit Colleges with already established distance learning programs (i.e., UMUC, Penn State World Campus, SUNY Empire State, APUS) Funding I. Alfred P. Sloan Foundation (1992) - Anytime, Anyplace Learning Program. Proceeds to award $72 million over twenty years for online and blended learning development in American public and non-profit colleges and universities. II. For-profit universities (U. of Phoenix) invest tens of millions of dollars in online learning development. .Enrollment 100,000s of students enrolled each year in for-credit courses 1 million in 2000. .Concerns Neil Postman (The End of Education); David Noble (Digital Diploma Mills), 4. 4 The 2nd Wave Early 2000s to 2008 Technology High-Speed Internet (Cable modems, DSL) Model Pedagogical - Blended Learning /Social and Multi-Media/Open Resources Evolve Key Players Mainstream Public Higher Education, Tuition-driven Non-Profits, For-Profits Funding Universities, States, Foundations Venture Capitalists in For-Profit Sector .Enrollment Millions of students enrolled each year in for-credit courses 5 million by 2008. .Concerns For-Profit Colleges and Universities Scale Up/Issues of Federal Financial Aid 5. 5 The 3rd Wave 2008 to 2013 Technology High-Speed Internet Mobile Computing Model MOOC Access/Cost Benefit Model/Social and Multi-Media Infused/Open Source Expands Key Players Non-Profit Private Universities (Stanford, M.I.T., Harvard)- Funding Venture Capital -> MOOC Providers (Udacity, Coursera. edX) .Enrollment Millions of students enrolled each year in credit and non-credit bearing courses. 7 million students enrolled in fully online for-credit courses in 2012. Several million more in blended and non-credit courses. .Concern MOOCs Create Media Frenzy/Online Learning Overhyped as a Silver Bullet 6. 6 The 4thWave 2014 -> Technology Super High-Speed Internet Mobile Computing/Tablets Model Reconciliation of the 2nd Wave Pedagogical/Blended Learning & 3rd Wave Access/MOOC Models PLUS I. Learning Analytics II. Adaptive Learning/Differentiated Instruction III. Competency-Based Instruction (Western Governors University/Southern New Hampshire Model) IV. Social Media Fuels Collaboration IV. Open Sources/Learning Objects V. Gaming/MUVE Key Players All of Higher Education Funding Universities, Venture Capitalists, MOOC Providers, States .Enrollment Millions of students enrolled each year in credit and non-credit bearing courses. 8 million students enrolled in fully online for-credit courses in 2014. By 2017-18, 50% of all students will likely be taking at least one online course per year. 7. 7 Theme for the 4th Wave - One Size Will Not Fit All! Different strokes for different folks. Different types of schools will approach Online and Blended Learning and MOOC technology differently. Different programs/disciplines/faculty will approach Online and Blended Learning and MOOC technology differently. Different students will approach Online and Blended Learning and MOOC technology differently. 8. 8 Concerns in the 4th Wave - Government Intervention and Oversight (Federal and State) Corporations/Corporate-Affiliated Foundations Influence Funding Venture Capitalists Global Enterprises The Disruptors 9. 9 Challenge to Faculty during the 4th Wave The Chronicle of Higher Education in a survey of college presidents (N=349) focused on the future of innovation in higher education. (2014) Direction: Two-thirds of presidents of public institutions think that higher education is headed in the right direction, as do well over half of their private campus peers. Modality: An overwhelming majority of presidentsthree quarters at private institutions and even more at public campusesthink that blended courses that contain both face-to-face and online components will have a positive impact on higher education Focus: Presidents say that when it comes to innovation in higher education, reformers pay too much attention to cutting costs and not enough to changing the model of teaching and learning. Change drivers: Two-thirds of public-institution presidents think that politicians are the most influential drivers of change in higher education and half of private-campus presidents agree with that assessment. The presidents on both types of campuses believe strongly that faculty should be the number one drivers of change. 10. 10 Questions to consider? Has online education really changed the education landscape or is it just another modality? In the next decade do you think we will redefine what higher education means, as colleges offer more open courseware? Much has been written of the benefits of blended courses but blended courses are fewest in number (at least at CUNY) - why do you think this is the case? 11. 11 Visit me at: anthonypicciano.com http://apicciano.commons.gc.cuny.edu/