Up the ante with your students: Bring high-quality online courses to your campus
As institutions look to support the increasing number of non-traditional students, quality online course development is critical to meeting the high expectations of traditional college students as well as the busy lifestyles of non-traditional students. You cannot simply take what is being taught in the classroom and make it accessible online and consider it a well-designed, successful online course. In fact, the task of developing courses that are interactive, engaging and pedagogically sound at scale can be a daunting task for many institutions.
Join Susan Aldridge from Drexel University and Darcy Hardy from Blackboard, Inc. to hear about how Blackboard and Drexel worked together to bring stronger online courses to life. As a result, your institution can expect a stronger online course experience for your students.
Speaker: Susan Aldridge, Drexel University
Speaker: Darcy Hardy, Blackboard Inc.
Thursday, April 23rd, 2:00 PM ET / 11:00 AM PT
To attend this session please go to: https://sas.elluminate.com/m.jnlp?sid=2011010&miuid=B8AC15388E600229F22DCF271750058B
by the Online learning Consortium
An infographic of the report’s findings is available at http://www.onlinelearningsurvey.com/report/2014SurveyInfo.pdf.
Grade Level:Tracking Online Education in the United States is the twelfth annual report on the state of online learning in U.S. higher education. The 2014 Survey of Online Learning conducted by the Babson Survey Research Group and co-sponsored by the Online Learning Consortium (OLC), Pearson and Tyton Partners, reveals the number of higher education students taking at least one distance education course in 2014 is up 3.7 percent from the previous year. While this represents the slowest rate of increase in over a decade, online enrollment growth far exceeded that of overall higher education.
Key report findings include:
- The year-to-year 3.7% increase in the number of distance education students is the lowest recorded over the 13 years of this report series.
- Public and private nonprofit institutions recorded distance enrollment growth, but these were offset by a decrease among for-profit institutions.
- The percent of academic leaders rating the learning outcomes in online education as the same or superior to those in face-to-face remained unchanged at 74.1%.
- The proportion of chief academic leaders reporting online learning is critical to their long-term strategy reached a new high of 70.8%.
- Only 28.0% of academic leaders say that their faculty accept the “value and legitimacy of online education.”
- The adoption of MOOCs (Massive Open Online Course) is reaching a plateau, only 8.0% of higher education institutions currently offer one, another 5.6% report MOOCs are in the planning stages.
- The proportion of academic leaders who believe that MOOCs represent a sustainable method for offering online courses dropped to 16.3%.
Want to talk with a student face to face for a virtual office hour? Need to have a lecture online to make up for a snow closing? Want to have a meeting with your peers on another campus without wasting time in the car traveling? Blackboard Collaborate is here to help you with all of this and more.
Higher education encompasses an ever-expanding continuum of instructional delivery models and systems. One-third of all college students nationally — more than 7.1 million — take at least one online class. At Penn State, where online education has been embedded in the institution since the first World Campus classes were offered in 1998, half of our resident students take at least one course online. The rapid increase of web-enhanced instruction throughout the learning enterprise is increasingly blurring the bifurcation between online and face-to-face instruction, and improving pedagogy and student learning across the university. . .
By Craig Weidemann