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2. A Little Context… Online learning is not new…its just moving into the mainstream of higher education…and the MOOC mania has moved it into mainstream media.

3. Oklahoma Higher Education Televised Instruction System

4. From the Fall 2003 to Fall 2010 3,029,430 Increase in overall enrollments in higher education. 1,513,103 Increase in number of students taking all courses online. Online represents 49.9% of all new enrollments. Of the 1 million plus faculty nationwide, 378,000 teach online courses. 575,000 teach either online or a blend of online and face-to-face instruction. A Few National Statistics about Online Learning…

5. 3,800 of approximately 4,400 higher education institutions have some form of online offerings. 1,200 have course-only offerings – not full online degree programs. 2,600 offer full online degree programs. A Few National Statistics about Online Learning…

6. In 2002 –Approximately 17.5 million total postsecondary students –Approximately 1.6 million students in online courses –Approximately 9% of students enrolled in online courses In 2011 –Approximately 20.5 million total postsecondary students –Approximately 6.7 million students in online courses –Approximately 33% of students enrolled in online courses A Few National Statistics about Online Learning…

7. Overall Enrollment A Few National Statistics about Online Learning…

8. Oklahoma Online Statistics In the 2012-2013 Academic Year Online Courses –143 degree programs of studies offered system-wide public institutions. –5,772 college courses available system-wide. –7,300+ sections of online courses Enrollment –109,480 students enrolled in 253,821 online courses. –739,855 student credit hours generated toward degree completion.

9. What are MOOCs? By Definition: MOOCs are an online course aimed at large-scale interactive participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for the students, professors, and teaching assistants.

10. Why the Recent Hype? MOOCs…Massive Open Online Courses have stoked the hysteria and debate –Serving huge numbers of students –For Free –For College Credit –Provided by world-class faculty at prestige institutions.

11. What is the Reality about MOOCs… Experimental Large numbers of enrollments but few completers. Only approximately 10 percent complete the courses. No business model. (but several being considered) Utilize existing faculty from participating colleges and universities. Some innovative instructional strategies are being deployed.

12. Seems to work well for students who are highly motivated. Those with previous higher education experience. Value as continuing education is the ability to update and refresh knowledge and skills. Typically courses do not lead to a certificate or college degree credit. Challenge to define what students actually learn in order to quantify the desired outcome. What is the Reality about MOOCs…

13. Where are MOOCs Going? Implications for Traditional Colleges and Universities Will impact how we think about instruction and delivery on our campuses, but will not be the demise of our traditional college campuses. The role of the professor will change but they will remain the key to all instruction. Change student engagement with faculty. Foster reduction in time to degree. Refocus attention on competency and less on seat time in the classroom

14. Online Education Task Force Created in the Fall of 2012 as a result of the: Exponential growth of online education Emergence of new methods of delivery Potential to increase student accessibility Potential to reduce costs to students Members of the Task Force Chairman John Massey, Regents Toney Stricklin, Jody Parker and Dr. Ron White along with Presidents, Faculty and Staff.

15. Policy Audit Subcommittee –Review policies and eliminate hindrances –Admission –Tuition and fees –Course load limits –Intellectual Property Online Education Task Force

16. E-Core Subcommittee –Learning Management Systems – Blackboard, Desire to Learn, eCampus, Moodle, Instructure Canvas. –Course Design – Quality Matters-type rubric –Course Content and Quality. –Assessment – Academic Integrity. –Faculty Development and Training. Online Education Task Force

17. Courses and programs housed on the Electronic Campus of SREB. Each course must be certified as meeting EC standards for content, quality and delivery. Site is searchable. Publicize link to SREB website. Online Education Task Force

18. Online delivery is here to stay. The future of MOOCs, SPOCs, SMOCs, etc. is unknown but they have changed the way we think about the delivery of education. We must take advantage of the technologies and new learning tools being developed for new and not so new methods of delivery. We must continually pursue ways to provide high quality and affordable education. Online Education Task Force

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