tag:blogger.com,1999:blog-25073359534954851752024-03-12T19:26:43.077-05:00Presentation to IBHE Faculty Advisory CouncilA presentation blog for Burks Oakley's presentation to the IBHE Faculty Advisory Council on 18 March 2011. Note that the title of each posting is a hyperlink.Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-2507335953495485175.post-37994035148297747432011-03-15T18:00:00.002-05:002011-03-16T16:18:58.242-05:00Overview of Online and Blended Learning<span style="font-family:verdana;">In my introduction, I want to focus on <span style="font-weight: bold;">how online and blended learning is becoming part of the mainstream of higher education in the United States</span></span><span style="font-weight: bold;font-family:verdana;" ></span><span style="font-family:verdana;">.</span><br /><br /><span style="font-family:verdana;">This is a so-called </span><span style="font-weight: bold;font-family:verdana;" >presentation blog</span><span style="font-family:verdana;">, and each blog posting deals with a separate topic that I would like to cover. Note that anyone can post a comment on any of the individual blog postings.</span><br /><br /><span style="font-family:verdana;">My goal is to help the members of the <a href="http://www.ibhe-fac.org/">IBHE Faculty Advisory Council </a>understand the impact of online education, as well as the current status of online education at colleges and universities throughout the nation.<br /></span>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-34612390885356298982011-03-15T17:45:00.004-05:002011-03-16T18:18:55.954-05:00My Background in Higher EducationI love teaching in a classroom setting! I received the Luckman Distinguished Undergraduate Teaching Award from the University of Illinois at Urbana-Champaign in 1993.<br /><br />But many students can't get to a campus for a four-year residential experience. To that end, I moved into the new field of online learning in 1994 with the goal of developing and delivering complete online degree programs that would give any motivated learner <span style="font-weight: bold;">ACCESS </span>to quality education and the ability to earn a college degree.<br /><br />I directed the <a href="http://www.online.uillinois.edu/">University of Illinois Online</a> initiative for 10 years, developing online programs at UIC, UIS, and UIUC. I helped to found the <a href="http://www.ion.uillinois.edu/">Illinois Online Network</a> (ION) and the <a href="http://www.ivc.uillinois.edu/">Illinois Virtual Campus</a> (IVC).<br /><br />And I have been a member of the Board of Directors of the <a href="http://sloanconsortium.org/">Sloan Consortium</a> (Sloan-C) since its inception more than a decade ago. Sloan-C is a professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education.Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-36668201230278049062011-03-15T17:30:00.008-05:002011-03-17T15:55:13.094-05:00Online Students I Have Encountered at UISHere are some examples of online students that I have encountered at UIS:<br /><ul><li>Julie C. - court reporter in Saginaw, MI</li><li>Erik B. - jet pilot, father of four, flies charter flights to resorts in North America<br /></li><li>Leigh G. - single mother from rural New Albany, MS, working as a paralegal<br /></li><li>Nick B. - high tech worker from Manhattan Beach, CA</li><li>Susan W. - adult student in LaSalle, Illinois, recovering from chemotherapy</li><li>Debbie P. - single mother, my secretary in the Univ. of Illinois system office in Urbana, using a tuition waiver to complete her BA degree<br /></li></ul>My online class this semester has 25 students - 5 are varsity athletes living on the UIS campus whose busy schedules (practice, games/meets) prevents them from taking all their classes on the campus.<br /><br />Online classes and degree programs give these students the <span style="font-weight: bold;">ACCESS </span>to education that they need.<br /><br />And seeing these students graduate makes all this worthwhile. Here are some photos from the <a href="http://news.uis.edu/2009/05/online-graduates-celebrate-achievements.html">May 2009 brunch that the alumni association hosts for online graduates</a>:<br /><br /><a href="http://www.flickr.com/photos/24827819@N02/sets/72157618290210653/with/3540730494/">http://www.flickr.com/photos/24827819@N02/sets/72157618290210653/with/3540730494/</a>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-66029148468756011222011-03-15T17:15:00.004-05:002011-03-17T14:59:21.055-05:00Non-Traditional Students are in the MajorityIn a 1996 study, the National Center for Education Statistics (NCES) included anyone who satisfies at least one of the following as a non-traditional student:<br /><ul><li>Delays enrollment (does not enter postsecondary education in the same calendar year that he or she finished high school);</li><li>Attends part time for at least part of the academic year;</li><li>Works full time (35 hours or more per week) while enrolled;</li><li>Is considered financially independent for purposes of determining eligibility for financial aid;</li><li>Has dependents other than a spouse (usually children, but sometimes others);</li><li>Is a single parent (either not married or married but separated and has dependents); </li><li>Does not have a high school diploma (completed high school with a GED or other high school completion certificate or did not finish high school).</li></ul>By this standard, the NCES determined that 73% of all undergraduates in 1999-2000 could be considered non-traditional, therefore comprising the vast majority of total undergraduate students in the United States, and representing the newly "typical" undergraduate.Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-22574525639065299752011-03-15T17:00:00.003-05:002011-03-16T18:26:15.830-05:00Sloan Survey of Online LearningEighth annual survey - <strong></strong><strong><a href="http://sloanconsortium.org/publications/survey/class_differences">Class Differences: Online Education in the United States, 2010</a><br /><br /></strong>The eighth annual Sloan Survey of Online Learning reveals that online enrollment grew by nearly one million students over a year earlier.<br /><br />Using results from more than 2,500 colleges and universities nationwide, the report finds approximately 5.6 million students were enrolled in at least one online course in fall 2009.<br /><br />Other findings:<br /><ul><li>The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population.</li><li>Three-quarters of institutions report that the economic downturn has increased demand for online courses and programs.</li><li>Nearly thirty percent of all college and university students now take at least one course online.</li><li>Over three-quarters of academic leaders at public institutions report that online is as good as or better than face-to-face instruction.</li><li>Chief Academic Officers say that online education is critical to their long-term strategy (63%).<br /></li></ul>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-49731426961960594222011-03-15T16:45:00.000-05:002011-03-16T17:19:58.319-05:00Important Studies on Online Learning<a href="http://nsse.iub.edu/NSSE_2008_Results/">The 2008 National Survey of Student Engagement</a> (NSSE)<span><br /></span><ul><li><span>Students taking most of their classes online report more deep approaches to learning in their classes, relative to classroom based learners. Furthermore, a larger share of online learners reported very often participating in intellectually challenging course activities.</span></li></ul>US Department of Education - 2009 Report - <a href="http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf">Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies</a><br /><ul><li><span>Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.</span><br /></li><li><span>Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. </span></li></ul><a href="http://nsse.iub.edu/NSSE_2009_Results/pdf/NSSE_AR_2009.pdf">The 2009 National Survey of Student Engagement</a> (NSSE)<br /><ul><li><span>Course management and interactive technologies were positively related to student engagement, self-reported learning outcomes, and deep approaches to learning.</span></li></ul>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-88358772508511533792011-03-15T16:15:00.003-05:002011-03-16T18:33:27.179-05:00Blended LearningEnrollments in blended (also called hybrid) courses and programs has grown significantly in the past few years. The Sloan-C definition of blended learning at the course level is:<br /><br />"Blended courses integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner, where a portion of face-to-face time is replaced by online learning activities."<br /><br />Institutions with major blended learning programs include UIC, <a href="http://www4.uwm.edu/ltc/hybrid/">UW-Milwaukee</a>, and the Univ. of Central Florida. Institutions have many reasons for offering blended courses and programs - optimizing access, learning, convenience, flexibility, and resources. <br /><br /><span style="font-size:100%;">Sloan-C Blended Learning Conference & Workshop<br /></span><span style="font-size:100%;"><strong style="font-weight: normal;">March 28-29, 2011<br /></strong><strong style="font-weight: normal;">Oak Brook Hills Marriott Resort - Oak Brook, IL</strong></span><br /><a href="http://sloanconsortium.org/blended">http://sloanconsortium.org/blended</a><br /><br /><a href="http://sloanconsortium.org/blended"><img style="width: 584px; height: 82px;" src="http://sloanconsortium.org/sites/all/themes/blended/images/blended_header.jpg" /></a>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-87345994525254262732011-03-15T16:00:00.006-05:002011-03-17T16:00:13.446-05:00Integration of Online Learning into the MainstreamOne of my favorite sayings is that at some time in the near future, we will drop the "e" in "e-Learning" - it just will become <span style="font-weight: bold;">Learning</span>. We will see the same faculty teaching students with the same qualifications a mix of online and blended plus classroom courses.<br /><br />This is all about options - give students the option to learn on-campus, online, and blended; to match student learning styles and life circumstances with institutional offerings to maximize student learning, and to provide maximal <span style="font-weight: bold;">ACCESS </span>to higher education.<br /><br />Prof. Gary Miller, Penn State: "Today, online learning is moving distance education into the mainstream, blurring distinctions between on-campus and off-campus instruction as higher education transforms itself to respond to the forces for changes that are being wrought by the Information Revolution." (<a href="http://garyemiller.blogspot.com/2010/05/collaboration-versus-competition-trends.html">ref.</a>)<br /><br />Examples of online moving into the mainstream (and typically out of continuing education units) - University of Nebraska, Illinois State University, Southern Illinois University Carbondale - all in the past year have moved or are moving it into the mainstream. The University of Minnesota is now in the process of developing system-wide policies and plans to move online programs into the mainstream.Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-79050788706007990892011-03-15T15:30:00.005-05:002011-03-17T05:02:28.309-05:00Need for Faculty Development ProgramsThe integrated model used so successfully at UIS and at other institutions points to the need for rigorous, thorough faculty development programs. Here is a short listing of programs that I recommend:<br /><ul><li><a href="http://sloanconsortium.org/2011workshops">Sloan-C Online Workshops</a> - <a href="http://sloanconsortium.org/certificate">Sloan-C Certificate Program</a></li><li><a href="http://uiscopel.ning.com/">UIS Community of Practice for E-Learning (COPE-L)</a></li><li><a href="http://www.uis.edu/colrs/">UIS Center for Online Learning, Research, and Service (COLRS)</a></li><li><a href="http://nclc-online.ning.com/">New Century Learning Consortium (NCLC)</a></li><li><a href="http://www.ion.uillinois.edu/">Illinois Online Network (ION)</a></li></ul>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0tag:blogger.com,1999:blog-2507335953495485175.post-26077056062882407562011-03-15T14:30:00.004-05:002011-03-17T08:36:10.175-05:00Online Learning in Illinois<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://edocs.uis.edu/boakl1/www/images/IVC_logo.JPG"><img style="cursor: pointer; width: 102px; height: 129px;" src="https://edocs.uis.edu/boakl1/www/images/IVC_logo.JPG" alt="" border="0" /></a><br /><br />Since its inception in 1998, the Illinois Virtual Campus (IVC) has tracked online enrollments at colleges and universities in Illinois. Just last week, the IVC issued its <a href="http://www.ivc.uillinois.edu/pubs/enrollPDF/Fall10.pdf">report with data from the Fall 2010 semester</a>.<br /><br /><span style="font-weight: bold;">Online Course Enrollments</span><br /><br />Illinois colleges and universities reported offering 10,734 online course sections that generated 254,200 enrollments during the Fall 2010 term. This is an increase of 1,348 online course sections (14%) and 33,420 enrollments (15%) respectively from the 9,386 online course sections and 220,780 enrollments reported for the Fall 2009 term.<br /><br /><a href="https://edocs.uis.edu/boakl1/www/images/IVC_online_enrollments_Fa10.JPG"><img style="width: 475px; height: 270px;" src="https://edocs.uis.edu/boakl1/www/images/IVC_online_enrollments_Fa10.JPG" alt="growth chart" /></a><br /><br />The IVC tracks online enrollments by sector and by student residency. The Fall 2010 residency data show a remarkable difference by sector:<br /><br /><a href="https://edocs.uis.edu/boakl1/www/images/IVC_online_enrollments_by_residency_Fa10.JPG"><img style="width: 475px; height: 270px;" src="https://edocs.uis.edu/boakl1/www/images/IVC_online_enrollments_by_residency_Fa10.JPG" alt="residency chart" /></a><br /><br />Finally, it is apparent that for more and more colleges and universities in Illinois, the term "distance education" really refers to online education:<br /><br /><a href="https://edocs.uis.edu/boakl1/www/images/IVC_DistanceEducationMode_Fa10.JPG"><img style="width: 475px; height: 270px;" src="https://edocs.uis.edu/boakl1/www/images/IVC_DistanceEducationMode_Fa10.JPG" alt="delivery mode" /></a>Burkshttp://www.blogger.com/profile/07180218935207736606noreply@blogger.com0