1. Online Graduate Education Group 4: Alicia Kehn, Rebecca Marcum, Nicole Fearnbach, Greg Mason, Jana Clinton

2. Traditional Education vs Online Education "For-profit educational services, capitalizing off of instructional training. Bankrolling tutelage on a gravy train. Go ahead and sneer; cringe and shudder-get it out of your system. Oh the horror, running a profitable business that includes many of the facets of a traditional higher education." -Quote from Swanson in Featherstone, 2007 - Traditional schools = brick-and-mortar institutions that offer classes face-to-face - “Growing by Degrees” (2005): 65% traditional universities offer graduate courses online - Today: 70% traditional schools say that ⅓ of their enrollment comes from online classes - What is the perception of online education from online graduate students? - motivation?: 81% said financial, 80% said flexibility, 74% said ability to complete work at home - demanding?: 77% said “much more” or “slightly more” demanding than traditional courses - recommend online education?: 77% said yes, 9% said no, 14% neutral Advantages ● Helps ○ Working adults ○ Military ○ Graduate students can gain brand recognition, without re-location ● Convenient and flexible Disadvantages ● Only benefits the self-directed learner ● Cost (to the student) ● Quality of Faculty ● No guidance/mentoring ○ increased interaction? ■ with instructors: 77% said no ■ with peers: 72% said no

3. Online Graduate Program Offerings By level of degree: 1. Masters6,150 (69.5%) 2. Certificate 1,876 (21.2%) 3. Doctorate 827 (9.3%) The Top 5 Online M.Ed. Programs (from US News & World Report) 1. Northern Illinois University 2. Indiana University - Bloomington 3. Central Michigan University University of Houston 5. St. John’s University Based on scores for Student engagement (35%) Student services and technology (20%) Faculty credentials and training (15%) Admissions selectivity (15%) Peer reputation (15%)

4. Supporting “Disruptive Change” - Institutional Policies for Instructional Faculty in Graduate-Level Online Environments Q1: What incentives exist for faculty to engage in teaching online? A1: Faculty paid extra (82%) Considered part of regular teaching load (82%) Department gets share of revenue (63%) Release Time to develop online courses (41%) Q2: How else is this engagement supported? A2: Training/Development Workshops (94%) Instructional Designer Assistance (84%) Conference Funding (63%) Software and/or equipment upgrades (54%) Q3: How are intellectual property rights treated? A3: Campus-wide policy on I.P. (71%) In these cases: Joint Ownership (41%) Institutional Ownership (36%) Faculty Ownership (10%) (13% reported ‘Other’ arrangement) ***Full-time faculty rated online coursework as less important to the institution than top/senior administrators did...why? Hoyt, J. E. & Oviatt, D. (2013)

5. The Role of MOOCs in Graduate Education “Higher education is in a ‘period of great experimentation’ in the field of online learning” - Stanford President John Hennessy said at the How Technology Impacts the Pedagogy and Economics of Residential Higher Education summit How Technology Impacts the Pedagogy and Economics of Residential Higher Education “Colleges and universities will be taking a more scientific approach to online learning than in the past, relying on their schools of education to measure student learning and to provide feedback.” ”Massive open online courses (MOOCs) – as well as video conferencing – present a great opportunity to provide something of real value in professional education and to generate enough income to cover their cost” - Hennessy ”Stanford fosters collaboration with other universities by sharing course material, data-driven research... It also makes courses available to lifelong learners everywhere through Stanford Online.” Stanford Online. ”What's fascinating to me is that over the past year," since MOOCs began being taught, "I've had more conversations with colleagues here about teaching than during the previous nine years." - Scott Klemmer, Stanford Assoc. Professor of Comp. Sci. Renata S. Engel, Associate Dean for Academic Programs and Professor in Penn State’s College of Engineering, will assume the role of associate vice provost for Online Programs, effective June 1, 2014 ”Engel will help advance new online undergraduate and graduate offerings, including non-credit programs and Massive Open Online Courses (MOOCs), to students across the country and around the world.” ”Among the considerations discussed were the ongoing accreditation of MOOCs, their integration into formal degree courses, how this challenges the original ideal of widening access through free courses, and how MOOC methods will impact on pedagogy.” - Senate House, University of London

6. References -Allen, I. E., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. The Sloan Consortium. Retrieved from http://sloanconsortium.org/publications/survey/growing_by_degrees_2005 http://sloanconsortium.org/publications/survey/growing_by_degrees_2005 -Braun, T. (2008). Making a choice: The perceptions and attitudes of online graduate students. Journal of Technology and Teacher Education, 16(1), 63-92. Chesapeake, VA: SITE. Retrieved from http://www.editlib.org/INDEX.CFM?fuseaction=Reader.ViewAbstract&paper_id=21874http://www.editlib.org/INDEX.CFM?fuseaction=Reader.ViewAbstract&paper_id=21874 -Canchola, Y. N. (2011). How for-profit colleges fail their graduate students. The Chronicle of Higher Education. Retrieved from https://chronicle.com/article/How-For-Profit-Colleges-Fail/129619/ -Carey, K. (2013). The brave new world of college branding. The Chronicle of Higher Education. Retrieved from https://chronicle.com/article/The-Brave-New-World-of-College/138107/ -Featherstone, A. M., & Brummett, L. M. (2007). Using distance education in graduate programs. Journal of Agricultural and Applied Economics, 39(2), 285-299. Retrieved from http://search.proquest.com/docview/227959811?accountid=13158 http://search.proquest.com/docview/227959811?accountid=13158 -GradSchools.com (2014). Online Degree Programs and Schools. Retrieved from http://www.gradschools.com/programs/online-programshttp://www.gradschools.com/programs/online-programs -Hoyt, J. E. & Oviatt, D. (2013) Governance, faculty incentives, and course ownership in online education at doctorate-granting universities. American Journal of Distance Education, 27:3, 165-178. -McCay, R. F. (2013, May 31). Teaching online yields lessons about learning, stanford scholars say. Retrieved from http://online.stanford.edu/news/2013/05/31/teaching-online-yields-lessons-about-learning-stanford-scholars-say -Sullivan, K. (2014, March 11). Great experimentation' predicted for online learning. Retrieved from https://ed.stanford.edu/news/great-experimentation-predicted-online-learning -Taylor, L. Y. (2003). Online education. San Antonio Business Journal, 17(39), 25. Retrieved from http://search.proquest.com/docview/226004158?accountid=13158 - US News & World Report (2014). Best Online Graduate Programs Rankings. Retrieved from http://www.usnews.com/education/online-education/education/rankings