Searching for "distance education"

online ed enrollment

Digital Learning Compass: The Distance Education Enrollment Report 2017

https://onlinelearningconsortium.org/read/digital-learning-compass-distance-education-enrollment-report-2017

In higher education, 29.7% of all students are taking at least one distance course.
The total distance enrollments are composed of 14.3% of students (2,902,756)
taking exclusively distance courses and 15.4% (3,119,349) who are taking a
combination of distance and non-distance courses. The vast majority (4,999,112,
or 83.0%) of distance students are studying at the undergraduate level.

Almost half of the distance education students are concentrated in just five percent of the institutions, while the top 47 institutions, only 1.0% of the total, enroll 23.0% (1,385,307) of all distance students.

The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by almost one million (931,317) between 2012 and 2015. The largest declines came at for-profit institutions, which saw a 31.4% drop, followed by 2-year public institutions, which saw a 10.4% decrease.

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2019 Online Education Trends Report

https://www.bestcolleges.com/perspectives/annual-trends-in-online-education/

69% of online students identified employment as their primary goal for entering a program. 17% are grad students.
Seventy percent of administrators said they launch new programs with enrollment growth in mind, while meeting marketing and recruitment goals was their top concern.

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2018 Student Guide to Online Education

https://www.bestcolleges.com/perspectives/annual-student-guide-to-online-education/

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2017 Online Education Trends Report

2017 Online Education Trends Report

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Inside Higher Ed’s Survey of Faculty Attitudes on Technology

https://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology

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more on distance education in this IMS blog
https://blog.stcloudstate.edu/ims?s=distance+education

students belonging to online community

Faculty searching for survey[s] reflecting students’ feelings about the level of belonging to online community.

https://www.edweek.org/ew/articles/2017/06/21/belonging-at-school-starts-with-teachers.html

http://jolt.merlot.org/vol7no2/young_0611.pdf

Drouin, M., & Vartanian, L. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses.(Survey). Quarterly Review of Distance Education11(3).

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa284222166&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

Keengwe, J., & Wilsey, B. (2012). Online graduate students’ perceptions of face-to-face classroom instruction.(Report). International Journal of Information and Communication Technology Education8(3), 45–54. https://doi.org/10.4018/jicte.2012070106

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa294896344&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

Singh, A., & Srivastava, S. (2014). Development and Validation of Student Engagement Scale in the Indian Context. Global Business Review15(3), 505–515. https://doi.org/10.1177/0972150914535137

https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=sage_s10_1177_0972150914535137&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

social presence in online learning

We invite you to an upcoming session in the 2017-18 CIDER Sessions series on Wednesday, May 2, 2018. This free, online session will feature David Mykota from the University of Saskatchewan.
 Title: Social Presence in Online Learning: A Scoping Study
This presentation reports the findings of a scoping review of the construct social presence. The methodology follows the design for scoping reviews as advocated by Arksey and O’Malley (2005).

A scoping study is desirable because by synthesizing the research literature the opportunity to identify practical guidelines for the development of social presence is facilitated. A two-stage screening process resulted in 105 studies identified for inclusion with data extracted using a standardized form. A descriptive numerical analysis and qualitative content analysis for those studies included was undertaken. Results from the manuscripts, screened for inclusion and synthesized from the data extracted in the scoping review, provide strategies for the structuring of social presence; the potential benefits of effective affective communication in an online environ; and an overview of the evolution of the construct social presence. Future research that links both the theoretical and empirical frameworks that validate social presence across a variety of online and e-learning environs is recommended so that best practices for excellence in higher education can continue to be made possible.

When: Wednesday, May 2, 2018 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:
http://cider.athabascau.ca

Pre-configuration:
Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.

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CIDER sessions are brought to you by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.

Our mailing address is:

Athabasca University

International Review of Research in Open and Distributed Learning (IRRODL)
1200, 10011 – 109 Street

Edmonton, AB T5J 3S8

Canada

Add us to your address book

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more on distance ed theories in this IMS blog:
https://blog.stcloudstate.edu/ims/2018/04/26/distance-education-theories/

faculty training for online teaching

he EDUCAUSE Blended and Online Learning Constituent Group Listserv

Quick poll – do you require your faculty to be trained how to teach online before they are allowed to teach an online course at your institution?

Kristen Brown, Assistant Director, UofL Online

YES. Our faculty are required to complete two classes. One on using the LMS and the other is a 5-week moderated course called Teaching Online. Both courses are offered online.

Linda C. Morosko, MA   Director, eStarkState Division of Student Success

Chad Maxson, EdD │  Dean of Online Learning, Olivet Nazarene University │ Center for Teaching and Learning One University Avenue │ Bourbonnais, IL  60914

Gina Okun Assistant Dean, Online Berkeley College 64 East Midland Avenue, Suite 2 Paramus, NJ 07652

The online academic program director (i.e. MBA, M.Ed.) and I meet with each new instructor to go materials that cover providing instructor presence and best practices in general. I also ask that they sign something that lists 14 online teaching practices we expect as an institution. They also have to complete some LMS training so that they can post announcements, participate in discussions, and manage their gradebook.

We are currently designing a more formal 6 hour online training that is required.

Course design is separate and that’s a 16 week process with our designers.

Tex Brieger  Director of Distance Education (814) 871-7134

Absolutely.  Also, we give them a stipend to attend the training and develop and online course.

Linda S. Futch, Ed.D. Department Head, Course Design and Development Center for Distributed Learning University of Central Florida

I think the bigger need is for ongoing training for recertification to teach online as technology and online pedagogical models evolve over time.

Kelvin Kelvin Bentley <timelord33@GMAIL.COM>

At Suffolk yes, we do.  Over time that went from essentially “how to make the LMS work” to a Faculty Academy where faculty spend an entire semester working as a cohort to examine online pedagogy and best practices.  The latter works much better for sound course development.

Doug Kahn College Assistant Dean for IT Operations Suffolk County Community College 533 College Road Selden, NY 11784

I can’t speak of other accrediting bodies, but SACS-COC is fairly clear in its documentation that faculty should be adequately trained before teaching online. Prior to my arrival at U of R in 2015, I worked for 20 years at E. Carolina U. which has a large assortment of online programs and courses. I assisted in the process of designing several online training modules that were to serve as “basic training” (with assessments) for online instructors…directly due to needing to meet accreditation guidelines. As part of documentation for reaffirmation/reaccreditation, had to provide documentation showing that faculty had successfully completed the training. I believe it is required to complete every three years.

Michael Dixon, Assistant Director Center for Teaching, Learning & Technology University of Richmond


I wish we did, but we do not.  We run up against contract issues with.  Certainly, this could be changed with institutional will but would require a shift in how our agreements with the faculty union.

TRAVIS FREEMAN, MFA  EDUCATIONAL DEVELOPER FACULTY AND CURRICULUM DEVELOPMENT CENTRE (FCDC) Office Location: 113 McCaul St, Room 501 T 416 977 6000 x3358 E tfreeman@ocadu.ca

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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

social media elearning

Mnkandla, Ernest, and Ansie Minnaar. 2017. “The Use of Social Media in E-Learning: A Metasynthesis.” The International Review of Research in Open and Distributed Learning 18 (5). http://www.irrodl.org/index.php/irrodl/article/view/3014.
This research represents a conceptual framework designed to explain the adoption of social media into e-learning by using online collaborative learning (OCL) in higher education. Social media in e-learning signals the end of distance education in higher education.
The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.
The major paradigms underlying the theoretical frameworks that were investigated were included in social learning theory, social interactivity theory, constructionism and social constructivism, and online collaborative learning theory (Harasim, 2012). Collaboration and social constructivism were the main theoretical frameworks guiding the use of social media in e-learning in higher education that point towards a more integrative (collaborative) and co-constructivism peer supportive approach to learning in the digital age.
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more on social media in IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education

proctoring online learning

Nobody’s Watching: Proctoring in Online Learning

There is no single best way to handle proctoring for digital courses, as this community college system pilot discovered.

By Dian Schaffhauser  07/26/17

https://campustechnology.com/articles/2017/07/26/nobodys-watching-proctoring-in-online-learning.aspx

The Higher Education Opportunity Act of 2008 lays out the rule: An institution offering “distance education” needs to have processes in place for verifying student identity to ensure that the student who registers for a class is the “same student who participates in and completes the program and receives the academic credit.”

OLC (Online Learning Consortium) Innovate conference and shared the solution: a combination of the use of an automated proctoring application and the creation of a network of colleges across the state that would provide no-cost proctoring on their campuses for students attending any of the member schools.

put together an online proctoring working group with “lots of faculty representation,” said Hadsell, which “paid off in the long run.” Other participants included people from testing centers and learning centers. Proctorio, the proctoring solution eventually recommended by the working group, is a web service that can be deployed through Canvas and installed by students with one click

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more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor

online learning predictions

Stunning market data predicts the future of online learning

Cloud services, compatible LMS will be critical to online learning classes and courses.
By Meris Stansbury June 26th, 2017

https://www.ecampusnews.com/featured/featured-on-ecampus-news/market-future-online-learning/

Digital Learning Compass: Distance Education Enrollment Report 2017,” find that thirty percent of all students in higher education are now taking at least one online course. Those online learners are split almost evenly between students who are exclusively online (14 percent) and those who take some courses in person (16 percent). [Read the full story here “6 million students? Must-know facts about online enrollment.”]

e “6 million students? Must-know facts about online enrollment.”]

  • The numbers reveal a year-to-year online enrollment increase of 226,375 distance education students–a 3.9 percent increase, up over rates recorded the previous two years. More than 6 million students are now online learners, according to the report.
  • More than one in four students (29.7 percent) now take at least one distance education course (a total of 6,022,105 students).
  • Graduate students are twice as likely to take all of their courses online (26 percent) as undergraduate students (12 percent).
  • The number of students studying on a campus has dropped by almost 1 million (931,317) between 2012 and 2015.
  • The majority of “exclusively distance” students live in the same state as their institution (55 percent), while 42 percent are studying online at an out-of-state institution.
  • Public institutions educate the largest proportion of online students (67.8 percent), though more online learners in private institutions attend nonprofit schools than for-profits, according to the data.

And according to LMS provider Docebo, the 2016 world-wide revenue for self-paced online learning products and services (in US$ millions) exceeded $23 million in North America, beating out Europe and even Asia by a large margin.

Going corporate: According to the latest market study by Technavio, the size of the global corporate online learning market is predicted to reach an approximate amount of USD 31 billion in revenue by the end of 2020.

An important component: Within online learning, the LMS market is expected to grow at an incredible rate—a CAGR of 24 percent by 2020.

The biggest growth: Within online learning, the cloud is also growing at a tremendous rate. IT spending is steadily shifting from traditional IT offerings to cloud services, and the aggregate amount of cloud is expected to go from $111 billion in 2016 to $216 billion in 2020.

learning online

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

instructional design librarian

Conversations With Blended Librarians: The Evolving Instructional Design Librarian now available

Published on

Joelle Pitts is an Instructional Design Librarian and Associate Professor at Kansas State University Libraries. She is responsible for the creation and maintenance of web-based learning objects and environments aimed at improving the information literacy of the Kansas State University community. She leads the New Literacies Alliance, an inter-institutional information literacy consortium. Her research interests include distance education and e-learning theory and design, library user experience (UX), as well as the design and implementation of games-based learning environments.

The view the recorded session visit http://blendedlibrarian.learningtimes.net/

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more on blended librarian in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+librarian

biometric authentication online ed

Wiklund, M., Mozelius, P., Westing, T., & Norberg, L. (2016). Biometric Belt and Braces for Authentication in Distance Education. Retrieved from https://www.researchgate.net/publication/309548915_Biometric_Belt_and_Braces_for_Authentication_in_Distance_Education
Abstract
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
  • Challenge Questions: with questions based on third ‐ party data ƒ
  • Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification ƒ
  • Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors ƒ
  • Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam

An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.

  • Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment ƒ
  • Term papers or essays analysed by the course instructors ƒ
  • Individual or group assignments posted in digital drop ‐ boxes ƒ
  • Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)

Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.

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more on identification in this IMS blog
https://blog.stcloudstate.edu/ims?s=identification

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more on proctoring and detecting cheating:

http://www.wgu.edu/blogpost/innocent-red-flags-caught-by-online-exam-proctors

voices from the other side:
http://infoproc.blogspot.com/2013/04/how-to-cheat-online-exam-proctoring.html

https://campustechnology.com/articles/2016/04/06/how-students-try-to-bamboozle-online-proctors.aspx

http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses

Game-Based Learning GBL

GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E-LEARNING STRATEGY INPROGRAMMING EDUCATION

Marie Olsson and Peter Mozeliu
authors have been subject matter experts and content developers as well as teachers and facilitators.

A clear trend at universities in the 21st century has been the transformation of traditional face-to-face rostrum teaching to blended learning or pure distance education in virtual learning environments (Graham, 2006; Lim & Morris, 2009; Park & Choi, 2009).

GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E- LEARNING STRATEGY IN PROGRAMMING EDUCATION. Available from: https://www.researchgate.net/publication/304490353_GAME-BASED_LEARNING_AND_GAME_CONSTRUCTION_AS_AN_E-_LEARNING_STRATEGY_IN_PROGRAMMING_EDUCATION [accessed Jun 28, 2016].

more on GBL in this blog:

https://blog.stcloudstate.edu/ims?s=game-based+learning

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