Online Learning Update

By Don Seiffert, Boston Business Journal

The University of Massachusetts has named the former president of Pearson North America to head up its online course offerings. Don Kilburn has been named CEO of UMassOnline, a venture that was launched in 2001. Last year UMassOnline had 75,565 students enrolled, up 7 percent from the previous year, and revenues of more than $100 million for the first time. Online enrollment at UMass has risen 39 percent in the past five years, as revenues have grown 47 percent in the same time. Kilburn, 61, has been president of North America at London-based Pearson plc since January 2014, according to Bloomberg. While Pearson North America has its headquarters in New York City, Kilburn lived in Massachusetts.

https://www.bizjournals.com/boston/news/2017/11/27/umass-names-former-pearson-executive-to-oversee.html

By: Eileen F. Schiffer, Faculty Focus

Trends toward increased enrollment of non-traditional students are expected to continue (Stringer, 2015). Discussions about nontraditional college students often highlight some of the challenges our adult students face, such as balancing work, family, and school commitments, overcoming previous academic patterns that no longer serve them, and adapting to new approaches to learning (such as online classes.) The flip side, though, is that many non-traditional students bring a wealth of personal and professional experience to their pursuit of a new degree, which serves to the benefit their academic cohort (Stringer, 2015). Many non-traditional adult students are “career enhancers” (Pelletier, 2010) By 2021, it’s expected that nearly 7 million postsecondary students will be attending part time, and enrollment of students over age 35 will increase 25%. The total number of master’s degrees awarded is projected to increase 34% and doctoral degrees are expected to increase by 24% (Hussar & Bailey, 2013).

https://www.facultyfocus.com/articles/teaching-and-learning/teaching-adult-students-considerable-professional-expertise/

by Cait Etherington, eLearning Inside

As reported in this year’s ECAR Study of Undergraduate Students and Information Technology, for four years running, the number of students preferring a blended learning environment that includes “some to mostly online components” has increased while students preferring a face-to-face only learning environment has continued to decline. With student demand growing, in 2018, it seems likely that both colleges and universities will continue to scale up their online offerings.

https://news.elearninginside.com/elearning-will-grow-higher-ed-2018/

by Boston Globe Editorial

Digital learning is often seen a complement to sit-in-the-classroom colleges courses, but at a recent conference at MIT, experts convincingly portrayed innovative online offerings as a key tool for helping those of modest means move up the economic ladder.  College degrees pay off. But low-income students often face family, financial, or work constraints that keep them from pursuing higher education full-time or even on a regular nights-and-weekend basis. Citing the fact that 36 million Americans have some college but no degree, keynote speaker Ted Mitchell, president of the American Council on Education and a former federal undersecretary of education, said the American higher education system is “leaving too many students along the side of the road.”

https://www.bostonglobe.com/opinion/editorials/2017/11/27/online-learning-can-ease-economic-inequality/Z4TYVHIX6GuSR7pYjEopnK/story.html

by Pat Donachie, Education Dive

Some future teachers are using augmented and virtual reality programs to gain classroom experience before they ever lead an actual class, according to University Business. The programs, increasingly in use at institutions throughout the country, offer future teachers the opportunity to fail and learn from mistakes in a “low-stakes” setting, according to Penn State Ed Tech Services Director Kyle Bowen. The virtual classroom students have individualized personalities and react to the instruction of the student in the VR space, and supporters say programs say they can be amended to accommodate for changes in student age, background and subject matter.

https://www.educationdive.com/news/teacher-ed-programs-turn-to-virtual-reality/511608/

by Matthew Lynch, Tech Edvocate

Is your teaching about to be disrupted? The answer is yes, it definitely is! But in a good way. The emergence of artificial intelligence (AI) technology is transforming every aspect of education, from curriculum development all the way to assessment. Do you want to bring some of these cutting-edge advances to your own classroom, but you’re not sure how to do it? Linked below are eight AI tools and apps that are well worth the necessary learning curve.

http://www.thetechedvocate.org/8-must-artificial-intelligence-apps-tools/

By Cait Etherington, eLearning Inside

While the majority of faculty surveyed by Inside Higher Ed indicate that they have never taught an online course for credit, the survey suggests that this may soon change. Currently, “Forty-two percent of professors say they have taught an online course, and 36 percent have taught a blended or hybrid course,” but “A year ago, 39 percent reported teaching an online course, and in 2013, 30 percent did.” Other key findings concerned support, with the report finding that “Slightly less than half of faculty members say they have received professional development to help design or revise an online or blended course. About one in four say they have worked with instructional designers to create or revise in-person or online courses.” While online teaching is on the rise, the report did find that skepticism remains high.

Faculty Attitudes About Online Learning Are Changing…Slowly

by Mark Muro, Sifan Liu, Jacob Whiton, Siddharth Kulkarni, Brookings

In remaking the U.S. economy and the world of work. The “digitalization of everything” has at once increased the potential of individuals, firms, and society while also contributing to a series of troublesome impacts and inequalities, such as worker pay disparities across many demographics, and the divergence of metropolitan economic outcomes. In light of that, this report presents a detailed analysis of changes in the digital content of 545 occupations covering 90 percent of the U.S. workforce in all industries since 2001. The analysis categorizes U.S. occupations into jobs that require high, medium or low digital skills and tracks the impacts of rapid change.

https://www.brookings.edu/research/digitalization-and-the-american-workforce/

BY RYAN EASH, eCampus News

The higher education landscape is shifting and institutions are facing a decline in overall enrollment. Rather than opting for a traditional classroom experience, students today have come to expect greater flexibility in deciding when, where and how to learn. In fact, it is predicted that by 2019 at least 50 percent of all classes will be delivered online and that percentage will only continue to increase. To adjust to student expectations and keep enrollment up, higher education institutions must offer online courses or blended classrooms to compete with other colleges that already have those options. Using technology in the classroom is beneficial as it can serve as a solution for meeting students’ expectations while also keeping enrollment up. For example, instructors can use technology to engage with students through visual communications and learning.

6 reasons why course visuals are a must for today’s college students

BY LAURA ASCIONE, eCampus News

A previous Barnes and Noble College study of nearly 800 non-traditional students as a whole revealed that nearly twice as many non-traditional students are at risk of dropping out when compared to traditional peers. The report notes that the number of non-traditional students is projected to increase more than twice as fast as traditional students from 2012 to 2022, according to the CLASP Center for Postsecondary and Economic Success. And because non-traditional students are among the fastest-growing student groups, this means schools face retention challenges. Only 37 percent of at-risk students said they feel confident they will accomplish their educational goals, and 33 percent of those at risk participate in extra-curricular activities, compared to 62 percent of non-traditional students who are not at risk of not graduating.

https://www.ecampusnews.com/campus-administration/strategies-non-traditional-student/

by Jonathan Symcox, Business Cloud
Organisations are looking for ways to maximise the effectiveness of their training while reducing costs. Samantha Caine, client services director at Business Linked Teams, says e-learning can help firms address the challenge of rolling out desired behaviours and skillsets consistently across global workforces. “Organisations need an approach that can overcome language barriers and cultural differences and help them deliver their global business objectives,” she told BusinessCloud. “It’s possible to train sales teams and future leaders of global organisations with e-learning and the rationale for pursuing this path is clear.

http://www.businesscloud.co.uk/news/is-e-learning-replacing-face-to-face-training

by Marco De Novellis, Business Because

Now, more than ever, it’s about having a presence online, and making sure you’re getting your personal brand out there in whatever way you can. Writing articles, sharing content, networking, contributing to communities—all that can elevate your digital footprint and make you look like an expert in your field. As we’re moving into a multigenerational workforce—with millennials in the mix—we’re finding that mindset is becoming as important as skillset. Business school and MBA degrees give you that business mindset.

https://www.businessbecause.com/news/inside-view-top-jobs/4922/technology-changing-learning-business-schools-adapt

By Tina Nazerian, EdSurge

Instructors should make sure students have the opportunity to build their own learning experiences, New Mexico State University Professor Julia Parra argues. She said that one of the ways she implements active participation is through participatory course design in some of her courses, where students take part in brainstorming what the course will look like. She takes the approach of co-designing. After Parra has combined her learning goals and objectives with that of her students, she gives it back to them, and asks them for their ideas for the activities and resources that they could do in the course and assessments. In the end she builds the final syllabus based on their suggestions.

https://www.edsurge.com/news/2017-11-22-how-professors-can-bring-culturally-responsive-teaching-to-online-courses

By Cait Etherington, eLearning Inside

There were no major surprises in Educause’s 2017 ECAR Study of Undergraduate Students and Information Technology. For four years running, the number of students preferring a blended learning environment that includes “some to mostly online components” has increased and those preferring a face-to-face only learning environment has continued to decline. The report did find, however, that tablets, which were gaining popularity a few years ago, are now on their way out as a device of preference. While by no means the final word on campus-based technology, the annual survey is one of the most comprehensive surveys on educational technologies and offers valuable insights into trends and best practices.

https://news.elearninginside.com/new-study-finds-undergraduates-crave-online-learning/

By Henry Kronk, eLearning Inside

Dhawal Shah is the creator of Class-Central.com, the definitive resource on massive online open courses, or MOOCs. He was one of the 160,000 learners who enrolled in former Stanford professor Sebastian Thrun’s artificial intelligence course back in 2011. Since, MOOCs, and the market they have created, have evolved into several new species altogether. I spoke with Shah over the phone to discuss how MOOCs have transformed, what students can take away, what professors can offer, and how they can be improved.

https://news.elearninginside.com/moocs-learners-perspective-conversation-dhawal-shah-founder-class-central-com/

by WUFT

Tammy Aagard, the associate vice president for enrollment management said the displaced students’ program allows those affected by the hurricanes to take as many online classes as they want from a selected list through UF in spring 2018 and summer 2018 without having to pay tuition and fees. These courses will count toward students’ degrees as long as they are compatible with their school’s requirements. UF requires that students prove they attended one of the 19 partnered institutions for students to enroll and receive credit. This is not the first time that a program like this is being offered to students. After Hurricane Katrina ripped through New Orleans in 2005, universities came together and accepted students from the schools located there.

https://www.wuft.org/news/2017/11/21/uf-provides-opportunity-to-students-displaced-by-hurricanes/

By Tech. Sgt. Ryan Crane,  AFNS

Keesler Air Force Base’s 336th Training Squadron has begun developing multiple initiatives aimed at improving the learning experience of Airmen who are fresh out of basic military training. Air Education and Training Command’s Continuum of Learning initiative is a shift to better focus how Airmen learn by integrating education, training and experience in ways that allow them to learn anytime, anywhere throughout their careers. The end goal of the continuum is to create a culture of life-long learners. “What this does, is transform our industrial-age pipeline production system into a modern-age, learner-centric model,” said Lt. Gen. Darryl Roberson, AETC commander. According to Rick Harmon, 336th TRS communications and information flight chief, the squadron is laying the foundation for innovative ways of conducting modulated training that is current and relative at any stage in their career.

http://www.af.mil/News/Article-Display/Article/1377370/continuum-of-learning-creating-life-long-learners/

By Martin Slagter, MLive

Online degrees offered by Eastern Michigan University with marketing help from an out-of-state private firm are drawing criticism from faculty members who believe the program could reduce the quality of education students receive. Leaders of unions representing faculty and full-time and part-time lecturers at EMU announced a print and advertising campaign Wednesday, Nov. 15, calling for a temporary halt to the new marketing partnership with Texas-based firm Academic Partnerships. The unions also created an online petition calling for the university to send its contract with the firm to EMU faculty for a thorough review.

http://www.mlive.com/news/ann-arbor/index.ssf/2017/11/emu_faculty_critical_of_new_on.html

By Henry Kronk, eLearning Inside

The University of Colorado is currently in the midst of an effort to bring more of their courses online. A team of administrators is hoping to make it easier for professors to teach online classes and even offer some degrees for remote students. Last week, the CU Board of Regents and University Affairs cast their support behind the plan and have greenlighted the necessary funds. It will cost an estimated $20 million and entirely replace the existing online system. It’s going to require completely revamping several aspects of CU’s digital infrastructure, including student registration, admissions, and financial aid.

https://news.elearninginside.com/university-colorado-set-overhaul-online-programs/

by University of Wyoming

Leigh A. Hall, Wyoming Excellence in Higher Education Endowed Chair Professor in Literacy Education at the University of Wyoming, shared her advice on how to build relationships with students and help them overcome the feeling of isolation in an online learning environment with Inside Higher Ed. “If we want online learning to be truly interactive, then part of our job as teachers is to foster communities where students can become connected,” she explains.

http://www.uwyo.edu/uw/news/2017/11/uw-endowed-professor-shares-online-teaching-advice-with-inside-higher-ed.html

By Robert Ubell, EdSurge

One strategy for these colleges to avoid extinction is to diversify—to avoid a precarious reliance on residential students. And one way to do that is by adding online programs to the mix. The challenge for many small colleges is that they see online courses as at odds with their very identity. After all, these institutions embrace intimacy as central to their mission, with close, mentoring relationships between faculty and students, and deep, comradely connections among students—essential ingredients of highly engaged learning. For many, online fails to meet these crucial education ambitions. Instead, they reject virtual instruction as alienated learning, with isolated faculty and students coldly facing inert computer screens—not one another.

https://www.edsurge.com/news/2017-11-21-how-online-can-save-small-private-colleges-from-going-under