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Online Learning as aStrategic Asset: APLU-Sloan National Commission on Online Learning Benchmarking StudyBob Samors, Association of Public andLand-grant UniversitiesSally McCarthy, APLU-Sloan National Commission on Online LearningJeff Seaman, Babson Survey Research Group15th Annual Sloan-C ConferenceOctober 2009TRANSCRIPT
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Online Learning as aOnline Learning as aStrategic Asset:Strategic Asset:
APLU-Sloan National Commission on APLU-Sloan National Commission on Online Learning Benchmarking StudyOnline Learning Benchmarking Study
Bob Samors, Association of Public andBob Samors, Association of Public andLand-grant UniversitiesLand-grant Universities
Sally McCarthy, APLU-Sloan National Sally McCarthy, APLU-Sloan National Commission on Online LearningCommission on Online Learning
Jeff Seaman, Babson Survey Research GroupJeff Seaman, Babson Survey Research Group
1515thth Annual Sloan-C Conference Annual Sloan-C Conference
October 2009October 2009
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Setting the Stage
Bob Samors, APLUProject Director, Online Commission
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
APLU InitiativeAPLU Initiativein Online Learningin Online Learning
Grant from Sloan Foundation to Grant from Sloan Foundation to create a cadre Presidents and Chancellors create a cadre Presidents and Chancellors knowledgeable about the strategic value of onlineknowledgeable about the strategic value of online
Established APLU-Sloan National Commission on Online LearningEstablished APLU-Sloan National Commission on Online Learning(Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and (Jack Wilson, President, Univ. of Massachusetts, Chair; 7 Presidents; and other senior administrators)other senior administrators)
Commission Strategies:Commission Strategies:– understand the knowledge base and experience of Presidents/Chancellors re: understand the knowledge base and experience of Presidents/Chancellors re:
online learningonline learning– target the key priorities and concerns of senior leadershiptarget the key priorities and concerns of senior leadership– determine the potential of online learning to serve as a strategic tool to address determine the potential of online learning to serve as a strategic tool to address
those issuesthose issues– develop strategies/resources that could assist Presidents and Chancellors in develop strategies/resources that could assist Presidents and Chancellors in
overcoming barriers limiting the strategic utilization of online learningovercoming barriers limiting the strategic utilization of online learning
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APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
Surveys:Surveys:– APLU Presidents and ChancellorsAPLU Presidents and Chancellors– Tribal Colleges and Universities PresidentsTribal Colleges and Universities Presidents– NAFEO Presidents and ChancellorsNAFEO Presidents and Chancellors
28 dialogue events:28 dialogue events:– 950 participants; 300+ CEOs950 participants; 300+ CEOs
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APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
Survey Findings:Survey Findings:Is Is therethere a disconnect? a disconnect?
Strategic Importance of Online LearningStrategic Importance of Online Learning
– critical to long-term strategy of institutioncritical to long-term strategy of institution APLU- 68% AIHEC – 62% NAFEO – 84%APLU- 68% AIHEC – 62% NAFEO – 84%
– represented in institution's strategic planrepresented in institution's strategic plan APLU- 41% AIHEC – 27% NAFEO – 52%APLU- 41% AIHEC – 27% NAFEO – 52%
– notnot critical to long term strategy critical to long term strategy APLU- 4% AIHEC – 15% NAFEO – 7%APLU- 4% AIHEC – 15% NAFEO – 7%
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Benchmarking Study – Part IInstitutional Interviews
Sally McCarthy, PhD
ConsultantAPLU-Sloan National Commission
on Online Learning
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Institutional InterviewsBackground
Designed to acquire a better understanding of the key factors contributing to successful, strategic online learning initiatives
Invited 95 APLU members; anticipated 15-18 participants; 47 campuses volunteered
final cohort – 45 institutions (wide range) 1M+ students; 100,000+ online enrollments
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Institutional InterviewsAreas of Inquiry
Faculty Incentives
Student Life Cycle
Senior Administration
Academic Quality and Effectiveness
Administrative and Financial Models
Technology
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Institutional InterviewsMethodology
Cohorts of approximately six institutions in each area of inquiry
Interviewed 4-8 personnel per campus identified by institutional contact
Conducted 231 interviews (7/08-1/09) Interviewees:
– Chief Executive Officers/Governing Board members– Senior Academic Administrators– Senior Non-Academic Administrators– Online Administrators– Faculty and Online Students
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Institutional InterviewsKey Observations
Integrate online into institutional planning, academic structure
Review and assess routinely over time Develop reliable financing mechanisms Develop adequate and consistent
resources for both faculty and students Engage senior leadership
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Benchmarking Study - Part II Benchmarking Study - Part II Faculty SurveyFaculty Survey
Jeff Seaman, Co-directorJeff Seaman, Co-directorBabson Survey Research GroupBabson Survey Research Group
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Faculty Survey
First cross-institutional survey of faculty First cross-institutional survey of faculty attitudes toward onlineattitudes toward online
69 campuses, 10,700+ responses69 campuses, 10,700+ responses Same questions as Sloan-C Annual SurveySame questions as Sloan-C Annual Survey Sample: All public, Faculty: 60 to 3,500+Sample: All public, Faculty: 60 to 3,500+ Represent 900,000+ enrollmentsRepresent 900,000+ enrollments Online enrollments: zero to 10,000+Online enrollments: zero to 10,000+
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Who teaches online?Who teaches online?
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Who Teaches and Develops Online?Who Teaches and Develops Online?
Taught and Developed
Online
All Faculty
Taught Online
Developed Online
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Why Faculty Teach OnlineWhy Faculty Teach Online
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It Takes More EffortIt Takes More Effort
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BarriersBarriers
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Faculty Institutional RatingsFaculty Institutional Ratings
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Rating faculty training and support for online Rating faculty training and support for online course deliverycourse delivery
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Learning OutcomesLearning Outcomes
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Recommend Online?Recommend Online?
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Recommend Online?Recommend Online?
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Next StepsNext Steps
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
Expand study to more campuses Explore 21,000 free-text responses More detail on learning outcomes versus
recommendations What constitutes good faculty support?
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Benchmarking StudyConclusions
Bob Samors, APLUProject Director, Online Commission
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Benchmarking Study ResultsThe Challenges
Online takes more faculty time and effort Institutional incentives are not viewed as
good motivators Concerns persist about quality of learning
outcomes
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Benchmarking Study ResultsThe Opportunities
Everyone teaches – stereotypes are not correct
Faculty are motivated by student needs Faculty recommend online Faculty with online experience are more
positive
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Benchmarking Study ResultsImperatives for Campus Leaders
Administrators need to know who is teaching online and why
Campus leaders need to develop creative ways to recognize and reward faculty
Faculty and administrators need to resolve issues around perceptions of quality
Online initiatives must be routinely reviewed and assessed to identify and address needs and opportunities as they arise
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Questions and Discussion
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Thank you!
For more information, please contact:
Bob SamorsAPLU
Jeff SeamanBabson Survey Research Group
APLU-Sloan National Commission APLU-Sloan National Commission on Online Learningon Online Learning
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Online Learning Reportswww.aplu.org (Major Initiatives)