The State of E learning in HE 2013 from Educause
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This document summarizes the state of e-learning in higher education. It finds that while most institutions are interested in e-learning, not all are prepared to develop or expand their online offerings. It also discusses the benefits of e-learning for flexibility, teaching, and learning. While online course offerings are growing, some institutions still lack resources or see online learning as not fitting their mission. The document concludes that e-learning initiatives face challenges regarding faculty skepticism, financial models, and ensuring academic quality, but that these challenges can be addressed through strategic planning and investment.
The State of E learning in HE 2013 from Educause
- 1. The State of E-Learning in Higher Ed Jacqueline Bichsel, ECAR
- 2. EVERYBODY’S Interested in E-Learning Whether they are prepared to develop or expand it is another story.
- 3. Benefits of E-learning for Institutions
- 4. Benefits for Faculty & Students Flexibility Improved & revitalized teaching Enhanced learning experience Improved time to degree
- 6. Primary reasons for not offering online courses
- 7. Which institutions are offering MOOCs?
- 8. Management of E-Learning Services
- 13. Most Important Factors in the Selection of E-Learning Technologies and Solutions Reliability Security of student data Ease of use for faculty and students Effectiveness Contribution to learning objectives Ease of integration Cost Specific features/functionality
- 15. Many View E-Learning as Disruptive May be what is needed to overturn former business models and serve posttraditional learners In higher ed fashion, this will likely be a gradual disruption
- 16. Financial Challenges Danger of e-learning being viewed as a cash cow Pushing enrollment limits may hinder pedagogy Blurring line between nonprofit and for-profit Technology and fees New business models Who gets the money?
- 17. Cultural Challenges Faculty skepticism and reluctance to participate are still viewed as barriers. Some faculty still question the quality of online courses. Some do not want to take the time to learn new technology. Important to address faculty skepticism (and reasons for it) before embarking on or expanding e-learning initiatives.
- 18. Quantitative Challenges E-learning initiatives facilitate large data collection. Enables analytics to inform teaching, learning, and strategic initiatives. Can provide interventions and increase retention.
- 19. Qualitative Challenges New business models Still emerging Need to consider mission and market May need to consider partnering/outsourcing for some e-learning services No single model emerges as the best model
- 20. Accreditation Concerns Standards for quality and learning outcomes do not vary with delivery method. Accreditors do not scrutinize online courses with a different lens. Onus is on the institution to provide evidence that these courses meet the same standards as F2F.
- 22. Synergy of E-Learning Systems
- 23. Priority Placed on E-Learning
- 24. Readiness
- 25. Ongoing Technology Evaluation and Training
- 29. Links ECAR E-Learning Report, Maturity Index, Case Study, Campus Profiles: http://www.educause.edu/library/resources/state-elearning-higher-education-eye-toward-growth-andincreased-access Analytics Report, Maturity Index, Videos: http://www.educause.edu/library/resources/2012-ecarstudy-analytics-higher-education