Tag Archives: Sloan Consortium

New Sloan-C Study: Over 6.7 million Students Learning Online

Most institutions remain undecided about MOOCs

Changing Course
Credit: Sloan-C

The 2012 Survey of Online Learning conducted by the Babson Survey Research Group reveals the number of students taking at least one online course has now surpassed 6.7 million. Higher education adoption of Massive Open Online Courses remains low, with most institutions still on the sidelines.

“The rate of growth in online enrolments remains extremely robust, even as overall higher education enrolments have shown a decline,” said study co-author Jeff Seaman, Co-Director of the Babson Survey Research Group. “Institutional opinions on MOOCs are mixed,” added co-author I. Elaine Allen. “Some praise them for their ability to learn about online pedagogy and attract new students, but concerns remain about whether they are a sustainable method for offering courses.”

Todd Hitchcock, Senior Vice President of Online Solutions, Pearson Learning Solutions, stated, “Learning is no longer limited to four walls – learning can happen anywhere – and it already is happening everywhere, everyday. The growth of online learning underscores this need for quality, flexible education programs that meet the demands of our 21st-century workforce.”

Frank Mayadas, Senior Advisor to the Alfred P. Sloan Foundation and founding President of the Sloan Consortium noted “As in past years, the survey demonstrates the continuing robust growth in a wide range of institutions. It underscores the importance of online learning in higher education in the U.S. What a remarkable ten year period the survey has captured.”

Key report findings include:

  • Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year.
  • Thirty-two percent of higher education students now take at least one course online.
  • Only 2.6 percent of higher education institutions currently have a MOOC (Massive Open Online Course), another 9.4 percent report MOOCs are in the planning stages.
  • Academic leaders remain unconvinced that MOOCs represent a sustainable method for offering online courses, but do believe they provide an important means for institutions to learn about online pedagogy.
  • Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face classes.
  • The proportion of chief academic officers who believe their faculty accept the value and legitimacy of online education has not increased – it now stands at only 30.2 percent.
  • The proportion of chief academic leaders who say online learning is critical to their long-term strategy is at a new high of 69.1 percent.
  • The perception of a majority of chief academic officers at all types of institutions is lower retention rates for online courses remain a barrier to the growth of online instruction.

The tenth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States. Based on responses from over 2,800 academic leaders, the complete survey report, “Changing Course: Ten Years of Tracking Online Education in the United States” is available at

http://sloanconsortium.org/publications/survey/changing_course_2012

The Journal of Asynchronous Learning Networks (JALN) | The Sloan Consortium

As online education becomes pervasive, emerging research guides rapidly developing practice in online teaching and learning. The new issue of the Sloan Consortium’s (Sloan-C’s) Journal of Asynchronous Learning Networks, Volume 16.1, focuses on factors that increase student and faculty success online. Contributors to the January issue include faculty researchers from Cabrini College, Drexel University, the Pennsylvania State University, Rowan University, Texas Tech University, the University of Memphis and hundreds of institutions that have contributed to Sloan-C’s collection of effective practices.

The Journal of Asynchronous Learning Networks (JALN) | The Sloan Consortium.

The Institute for Emerging Leadership in Online Learning | The Sloan Consortium

Online: July 16–27 and September 17–October 5
On-site: August 6–9
State College, Pennsylvania

Institute Overview
The Institute for Emerging Leadership in Online Learning (IELOL) is a unique blended-learning leadership development program sponsored by Penn State and the Sloan Consortium. Go to IELOL website

This institute is designed to serve the leadership development needs of professionals in the rapidly expanding field of online learning.

IELOL is a four-step leadership development program. The program begins with a two-week IELOL online experience (July 16–27) designed to identify and focus attention on key leadership challenges at the participants’ organizations. The second step is an on-site immersive experience at Penn State (August 6–9) that enables the IELOL participant to develop specific leadership skills, styles, networks, and strategies for the emerging leader. A three-week online follow-up program (September 17–October 5) provides senior-level mentoring and consulting for the participants as they apply the newly-acquired skills and concepts in their local settings. The program culminates with a pre-conference workshop (October 10–12) at the annual Sloan Consortium ALN conference in Orlando.

This is the fourth year for the program. We now have nearly 100 alums who continue to network and use the skills they developed in the institute. We have received many enthusiastic testimonials, and some excellent feedback that continues to help shape the program.

via The Institute for Emerging Leadership in Online Learning | The Sloan Consortium.