{ UC Berkeley’s Perspective on Online Education Scott Shireman COO, Berkeley Resource Center for Online Education COO, UC Berkeley Extension

Berkeley’s Experience with Online 1988 UC Extension offers Berkeley’s 1 st online course 2006 Undergraduate online courses offering during summer semester 2012 School of Public Health launches Berkeley’s 1 st online master’s degree 2013 Berkeley Resource Center for Online Education (BRCOE) created as central campus unit Last ten years: Over 80,000 “for-credit” online enrollments Over 500,000 MOOC enrollments

What does BRCOE do? BUILD online courses and programs SUPPORT students and instructors MARKET programs and attract qualified applicants

BRCOE is also an investment engine  Work with departments and schools to develop online strategy  Evaluate online program ideas for school readiness and market demand  Cover program startup costs (up to 100%) in return for share of future revenues

What have we learned?

MOOCs are not a panacea 50,000 “registered” 25,000 watch ≥1 lecture 10,000 submit ≥1 HW 3,500 “passed” Less than 10%!

MOOCs are not a panacea Only 24% of students are “non-traditional”

MOOCs are not a panacea + SIGNFICANT Faculty Time and Energy!

Demand for top tier degree programs is large! Would you seek more information about the described degree?

... and students are willing to pay a premium

Technology is no longer a barrier 61 Online Courses Developed in Lines of code written

Cost of equipment in this room: <$3,000

Online requires new approaches to recruiting Prospective students contacted via phone are 3X+ as likely to start an application. …and nearly 6X as likely to submit.

Mission and revenue are not exclusive Mission Enhancing Online Professional Masters Degrees, e.g. MPH or MBA MOOCs Online/Hybrid Executive and Corporate Education Hybrid International Programs Technology Enhanced Education in Undergraduate Programs Revenue Generating

 MOOCs are not a panacea  Demand for top-tier online degree programs is large  Technology is no longer a barrier  Student recruiting demands are greater  Mission and revenue are not exclusive Summary

 Learning Analytics  Can we identify at-risk students and intervene before its too late?  Can we use data to drive continuous improvement of course materials over time?  Adaptive/Personalized Learning  Can we radically improve the textbook / independent study portion of our courses?  Can we significantly improve outcomes in “self-paced” courses?  “Long tail” Degree Programs w/ shared electives  Can we leverage existing investments and better serve students? Future Directions

{ Questions & Input