The Babson Survey Research Group, an organization that tracks online enrollment, notes that between 2012 and 2016 the percent of online enrollment in universities increased 17.2 percent while overall enrollment decreased.
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.
Challenges and Issues: A Conversation Regarding Micro-Credentials
Alternative Credentials are important to the future of understanding cradle-to-career opportunities in Professional Education. Institutions interested in considering the use of micro-credentialing face many challenges and issues. This session will be presented from the perspective of panelists who are dealing with the issues and challenges of alternative credentials. The panelists will suggest pathways for institutions to consider as they work toward cradle-to-career opportunities.
Janet Staker Woemer, University of Wisconsin
Linda Kingston, Winona State University
Patricia Cook, University of Arizona
Asim Ali, Auburn University
Jacqui Williams, University of Melbourne
Moderator: Ray Schroeder, University of Illinois Springfield
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.
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.
Creating an online discussion space, often referred to as a backchannel, is one of the ways that nearly all teachers can create more opportunities for students to interact with them and their classmates.
Backchannel Chat is a service through which you can create an online discussion space for your students. In your Backchannel Chat discussion rooms you can post comments and questions for your students to respond to. Your students can respond in real-time. Students can ask you and their classmates questions within the confines of your Backchannel Chat room. The free version of Backchannel Chat limits you to 30 participants at a time.