At four-year universities, students with high grades often did just as well in an online course, but those with low grades suffered more. Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
The question is whether we should keep expanding online learning, with generous federal subsidies, to the most vulnerable students before colleges have tested and proven they can educate them adequately outside the classroom.
Learning innovation, as conceptualized as an interdisciplinary field, attempts to claim a space at the intersection of design, technology, learning science and analytics — all in the unique context of higher education.
A professional community of practice differs from that of an interdisciplinary academic network. Professional communities of practice are connected through shared professional goals. Where best practices and shared experiences form the basis of membership in professional associations, academic networks are situated within marketplaces for ideas. Academic networks run on the generation of new ideas and scholarly exchange. These two network models are different.
We answer the question we are asked. Asking good questions improves instructor/student communications and designing successful discussions begin by drafting good questions. Many of us are looking for ways to improve online discussion activities: let’s start with the questions we ask. Through a presentation and a facilitated discussion, we will explore how to get the type of responses we are looking for by looking at what makes a question effective.
About the presenter: Treden Wagoner, Instructional Designer, has an MA in Education and over 20 years’ teaching experience. He has specialized in education technology since 2002. As an instructional designer, Treden works with CEHD instructors to develop effective course sites and the integration of technology for teaching and learning. His interest in asking good questions began when he was an art museum educator.
interviewed administrators at systems across the United States for a wide look at how the landscape is shifting.
The University of Missouri System last year signaled plans to increase its total enrollment from 75,000 to 100,000 by 2023. Administrators pointed to online education as a key driver of future growth.
In other ways, the Missouri system’s approach could look similar to Massachusetts’. Administrators in Missouri are pondering the creation of a separate entity within the system that would offer online programs to adult learners.
Senior administrators and board members at Louisiana State University began looking at online education in the early 2010s.
From 2016 to 2018, Sasha Thackaberry served as assistant vice president of academic technology, course production and alternative learning models at Southern New Hampshire University. Louisiana State hired her in February 2018 to lead its online growth; three months later, she was promoted from associate vice provost to vice provost of digital and continuing education.
When Kristina Johnson became chancellor of the State University of New York system in 2017, she challenged administrators to consider a wide range of possibilities for growing online capabilities. According to Tod Laursen, SUNY’s senior vice chancellor and provost, the system has just wrapped up an information-gathering process that will inform a soon-to-be-released request for proposals. Johnson has slated for this fall a major online learning initiative, the details of which are still being ironed out.
Colorado State University Online serves as an online program manager for the state system — distinct from Colorado State University Global, which has a separate faculty and governance structure, and tends to serve adults at an average age in their 30s. CSU Online, by contrast, tends to serve “less seasoned” students between 24 and 34 years old, according to Amy Smith, senior director of CSU Online.
Part 1: March 13, 2019 | 1:00–2:30 p.m. ET
Part 2: March 20, 2019 | 1:00–2:30 p.m. ET
Part 3: March 27, 2019 | 1:00–2:30 p.m. ET
A picture is worth a thousand words, but developing a data picture worth a thousand words involves careful thought and planning. IT leaders are often in need of sharing their story and vision for the future with campus partners and campus leadership. Delivering this message in a compelling way takes a significant amount of thought and planning. This session will take participants through the process of constructing their story, how to (and how not to) incorporate data and anecdotes effectively, how to design clear data visualizations, and how to present their story with confidence.
During this course, participants will:
Develop a story that elicits a specific outcome
Identify and effectively use data elements to support a compelling story
Learn how to tell your story in a clear and effective way
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Leah Lang, Director of Analytics Services, EDUCAUSE
Leah Lang leads EDUCAUSE Analytics Services, a suite of data services, products, and tools that can be used to inform decision-making about IT in higher education. The foundational service in this suite is the EDUCAUSE Core Data Services (CDS), higher education’s comprehensive IT benchmarking data service.
Weakest students more likely to take online college classes but do worse in them
Survey of rigorous academic research on online education finds lower grades and higher drop out rates Column by JILL BARSHAY February 4, 2019
According to the most recent federal statistics from 2016, roughly one out of every three or 6.3 million college students learned online. That number is growing even as fewer people are going to college.
Online degrees are also concentrated among a handful of nonprofit universities. Just three — Western Governors University, Liberty University and Southern New Hampshire University — enroll about a third of all online students at private, nonprofit institutions.
overwhelming research evidence that community college students aren’t faring well in online classes
Another 2017 study of students at a for-profit university which offers both in-person and online classes found that students who took an online class not only got lower grades in that class but also in future classes. Online students were more likely to drop out of college altogether than similar students who attended in-person classes.
There are much stronger results for courses that combine supplemental materials online with traditional, face-to-face instruction. But the authors do not consider this hybrid instruction to be “online” learning.
Gartner predicts that nearly 38 percent of companies will stop providing devices to workers by 2017 — but 20 percent of those BYOD programs will fail because of overly restrictive mobile device management measures. So how can IT pros devise a BYOD strategy that stays afloat? Here are six guidelines to accommodate legitimate IT concerns without sinking a policy’s odds of success:
Look to Existing Policies
Before creating a BYOD policy, take a look at existing HR and legal procedures. Many email, VPN, and remote access security policies can be applied to mobile devices, as well.
Provide Training and Education
Employees are using personal devices at work, whether the company realizes it or not. But that doesn’t mean they are using them correctly. Employees often use file-sharing and other tools of their choosing without IT’s knowledge, which could put sensitive corporate data at risk. Use a BYOD policy to trainemployees how to correctly use their applications
BYOD isn’t limited to smartphones. According to Gartner, a “new norm” is emerging in which employees manage up to four or five devices at work.
Enforce Passwords and Encryption
passwords aren’t foolprool. Data encryption is an additional security measure
Employees often fail to realize that all data on their devices is discoverable, regardless of whether the device is personal or company-owned. The question of who owns what is still a legal gray area, though companies increasingly take the liberty to remote wipe employees’ personal devices once they leave their job. Avoid the guessing game with a clear exit strategy.
Embracing online school requires a new mindset, as well as new criteria for measuring academic success—measures that take into account the nature of teaching and learning online, the types of students online schools serve, and the unique ways in which those students learn.
Teachers interact with students during synchronous learning sessions, and they connect one-on-one through calls, online chats, texts, and interactive whiteboard sessions.
Accountability measures must adapt to and reflect a self-paced, competency-based learning environment. A traditional one-size-fits-all rubric does not translate cleanly with respect to online schools.
This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.