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
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.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
The Internet of Things (IoT), augmented reality, and advancements in online learning have changed the way universities reach prospective students, engage with their current student body, and provide them the resources they need.
Online Learning
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more on disruptive technologies in this IMS blog
https://blog.stcloudstate.edu/ims?s=disruptive+technologies
Study: Online Students Want Interaction, Community
By Rhea Kelly 06/21/17
https://campustechnology.com/articles/2017/06/21/study-online-students-want-interaction-community.aspx
a new report from Learning House and Aslanian Market Research. For the sixth annual “Online College Students 2017: Comprehensive Data on Demands and Preferences” report, researchers polled 1,500 students who are “seriously considering, currently enrolled in or have recently graduated from a fully online program”
a number of recommendations for helping online programs attract students, including:
- Cater to students’ career goals. “Since online students are so career focused, understanding which programs will best educate students for the job market is critical to online program success,” the researchers noted;
- Make sure admissions offices provide fast responses to online students, as well as upfront figures on financial aid and transfer credits; and
- Adapt online access to accommodate mobile technology.
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more on online students in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+students
Dr. Baiyun Chen, OLC Institute faculty for the Blended Learning Mastery Series: Research into Practice, joins us to discuss the future of blended learning in higher education
https://onlinelearningconsortium.org/insights-field-future-blended-learning/?mkt_tok=eyJpIjoiWWpNNU1qYzBaV1kwTnpGaiIsInQiOiJXWGJKc2g5anlpcGpUczhRMjRUUWhBYmk2N25HWjFCRW1RbjdJc2tpNnJ3eEIzREpoT29rZWtPM0ZIOHk5aTJzMDFvODBTNGJLNDJvaFZnVWJUYlVZcE8wU0sySXpRbGpnY0xHWTZCMkhOczNYNmg2TmNna01OZVo3dmFKNmVQZyJ9
The design of blended learning curriculum will be more diversified and personalized with the integration of creative in-class active learning strategies and innovative educational technologies, such as adaptive learning, virtual reality, mobile technologies
Quality assurance is the biggest challenge with implementing blended learning in the higher education environment today. I would propose institutions to adopt evidence-based standards for course evaluations. For instance, the OLC Quality Scorecard for Blended Learning Programs
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more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
What Do We Really Mean When We Say ‘Personalized Learning’?
Personalization is often used in the
ed-tech community to describe a student moving through a prescribed set of activities at his own pace. The only choice a student gets is what box to check on the screen and how quickly to move through the exercises. For many educators that’s not the true meaning of “personalized learning.”
Diana Laufenberg, director of Inquiry Schools and a former teacher at Science Leadership Academy in Philadelphia: personalization only comes when students have authentic choice over how to tackle a problem.
“We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,” Laufenberg said. “Those things never come together as long as that is the overriding moment.”
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more on personalized learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=personalized+learning
Wang, Q., Quek, C., & Hu, H. (2017). Designing and Improving a Blended Synchronous Learning Environment : An Educational Design Research. International Review of Research in Open and Distributed Learning, 18(3), 99-118
http://www.irrodl.org/index.php/irrodl/article/view/3034/4142
Definition: blended synchronous learning has attracted much attention and it is often labelled with synchronous hybrid learning (Cain & Henriksen 2013); synchronous blended learning (Okita, 201 3 ); multi – access learning (Irvine, Code, & Richards, 2013); or simultaneous delivery of course s to on – campus and off – campus students (White et al ., 2010). Adapted from the definition given by Bower , Dalgarno, Kennedy, Lee, and Kenney (2015), blended synchronous learning in this paper is defined as a learning method that enables online students to participate in classroom learning activities simultaneously via comput er – mediated communication technologies such as video conferencing . By following this approach , on – campus students attend F2F le ssons in the physical classroom. M eanwhile, online students who are situated at multiple sites participate in the identical class room learning activities via two – way video conferencing in real time .
With regard to educational benefits , blended synchronous learning can help to establish rich teaching presence, social presence, and cognitive presence ( Garrison, Anderson, & Archer, 200 0 ; Szeto, 2015 ). A BSLE provides a mimic classroom environment (White et al. , 2010) , where teachers ’ direct instruction and facilitation can be easily carried out a nd the teaching presence is hence naturally established.
Blended, Online Learning Innovation Grants Up for Grabs
By Dian Schaffhauser 04/18/17
https://thejournal.com/articles/2017/04/18/blended-online-learning-innovation-grants-up-for-grabs.aspx
Last year, the Foundation for Blended and Online Learning issued grants of up to $10,000 to seven recipients.
“overcome achievement gaps, drive engagement and personalize learning”
The funding, which goes the school, not the individual recipient, is expected to be used for technology, professional development, curriculum and related resources.
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more on blended learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+learning
The Definition Of Blended Learning
January 18, 2013 http://www.teachthought.com/learning/blended-flipped-learning/the-definition-of-blended-learning/
the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.
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more on blended / hybrid learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended
https://blog.stcloudstate.edu/ims?s=blended+learning
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more on blended / hybrid learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended