A summary of how summer online courses are developed at the University of Connecticut, and the value they add to the undergraduate residential experience.
Every year, the university offers 35 to 40 new online courses for its shortened summer session, a popular time for students to earn credits away from campus, Associate Director of UConn eCampus Desmond McCaffrey said.
Wright, Bailey. “Students Favor Summer Online Courses for Convenience.” Daily Campus, 3.2.16.
An updated version of this Education Advisory Board presentation, given to the online/hybrid task force on March 7, 2016.
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This infographic summarizes findings from the EDUCAUSE Center for Research and Analysis’s 2015 Study of Students and Technology and 2015 Study of Faculty and Technology. Custom UO results from these studies are available from Information Services.
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A report on a Gates Foundation-funded effort to encourage technology vendors to prepare to better support the anticipated growth in CBE initiatives.
Institutions should press their vendors to provide demonstrations of their CBE capabilities in real-world scenarios. They should not rely on generalizations or broad assurances about CBE being supportable by features not designed to support competencies as full-fledged entities in the product’s integrated database.
Links to abstracts of studies completed by the CCRC, pertaining to the efficacy of online education and instructional technology. Titles include:
2015 has seen some interesting developments in online learning. Here is a recap of some key trends, as well as critical components for higher education to consider in innovating online learning to improve student success in online programs and courses.
A round-up of studies on the efficacy of online education, with a particular focus on the two-year college:
Students who take online courses at community colleges get good grades in lower percentages, but (and this is a big but) they graduate sooner and in greater percentages.
No Significant Difference is a web site companion for Thomas Russell’s The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education, now in its fifth edition.
In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences in student outcomes based on the mode of education delivery. The significant difference (SD) entries on the website are further classified into three categories.
Visit No Significant Difference!
This visualization was created to accompany the annual report from the Babson Survey Research Group (see previous post).
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The 13th and final comprehensive annual report on online education, put out by the OLC, the Babson Survey Research Group, and others. Full report available for download.
The decision to end the reports in their current form is also based on the maturation of distance education programs in higher education and the growing number of other reports and surveys that have launched since we began this particular effort back in 2003. When more than one-quarter of higher education students are taking a course online, distance education is clearly mainstream.
Allen, I. Elaine, and Jeff Seaman, with Russell Poulin and Terri Taylor Straut. Online Report Card: Tracking Online Education in the United States. February 2016.
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