1. The Postmodality Era How “Online Learning” is Becoming “Learning” Thomas B. Cavanagh, Ph.D. Associate Vice President, Distributed Learning University of Central Florida

2. Who is the eLearner?

3. Traditional vs. Non-Traditional NON-TRADITIONAL TRADITIONAL

4. Evolving Student Populations The disappearing “traditional” student Increasingly need non-traditional flexibility Work Greek life Athletics Other co-curricular activities

5. Growth of Online Over 6.1 million students took at least one online course during fall 2010, an increase of 560,000 students over the previous year. 10% growth rate for online enrollments far exceeds 2% growth in the overall higher education student population. 31% of higher education students now take at least one course online. 65% of higher education institutions now say that online learning is a critical part of their long-term strategy. Sloan Consortium, “Going the Distance” (2011)

6. Blurring Boundaries Of the 17.6 million undergraduates currently enrolled in American higher education… only 15% attend four-year institutions and live on campus. 37% are enrolled part time. 32% work full time. Only 36 % of students who are enrolled in four-year institutions actually graduate in four years NCES (2011)

7. “Localness” Sloan Consortium grants Classifying a student as "main campus" or "extended campus" or "distance" becomes meaningless in an environment where students take whatever courses they need in whatever location or modality best suits their requirements at the time. These students are unconcerned with categorical labels—they are concerned with getting the courses they need in the formats that fit their lifestyles, whether they are a working adult or an undergraduate who travels frequently as part of the volleyball team. “…a course is a course…”

8. Levels of Blended Learning Program Level (Localness):  Courses offered completely online  Completely face to face  Main campus / regional campus  Hybrid/mixed format Course Level (Modality)  Temporal / spatial (classroom utilization)  Temporal (reduce large class blocks to decrease fatigue and increase productivity)  Synchronous distance Assignment Level  Group collaboration  Discussions  Enhanced F2F 8

9. System Pressures Postmodality being hastened by intersecting dynamics of student preferences with the desire for efficiency by system and state policy leaders. University System of Maryland requires UGs to complete 12 credits in alternative-learning modes, which include online learning. Texas has proposed a similar rule with a 10 % threshold. MinnSCU system advocates 25 % of all student credits be earned online by 2015.

10. Examples

11. Orlando, FL Metropolitan, suburban university 60,000 students 2 nd largest university in U.S. Carnegie classification: RU/VH Research University: Very High Research Activity 216 degree programs across 11 colleges 11 Campuses throughout Central Florida

13. Online Learning at UCF Fully Online Courses Blended Learning Courses 

14. UCF Fall 2008 Headcount 33,087 65.8% 7,127 14.2% 2,847 5.7% 363 0.7% 923 1.8% 1,436 2.9% 2,046 4.1% 1,301 2.6% 137 0.3% 865 1.7% 111 0.2% “Live” Main Campus Students 43,466 “Live” Rosen Campus Students 2,446 Web Students 11,514 “Live” Regional Students 4,800

15. UCF Fall 2009 Headcount “Live” Regional Students 4,809 Web Students 14,543 “Live” Main Campus Students 45,988 33,988 63.5% 8,593 16.1% 3,637 6.8% 375 0.7% 1,030 1.9% 1,497 2.8% 1,886 3.6% 827 1.6% 697 1.3% 782 1.5% 204 0.4% “Live” Rosen Campus Students 2,531

16. 34,059 60.6% 10,363 18.4% 4,113 7.3% 478 0.9% 1,213 2.1% 1,490 2.7% 2,049 3.6% 758 1.4% 764 1.4% 695 1.2% 234 0.4% UCF Fall 2010 Headcount Web Students 17,172 “Live” Regional Students 5,251 “Live” Rosen Campus Students 2,472 “Live” Main Campus Students 47,926

17. 34,999 59.8% 11,304 19.3% 4,435 7.6% 504 0.9% 1,363 2.3% 1,485 2.5% 1,825 3.1% 802 1.4% 744 1.3% 828 1.4% 209 0.4% “Live” Main Campus Students 49,852 “Live” Rosen Campus Students 2,604 Web Students 18,565 “Live” Regional Students 5,198 UCF Fall 2011 Headcount

18. Regional Campuses

19. Fully OnlineBlended Academic Year SCH% % 2002-0322,801275,7117 2003-0436,840357,6997 2004-0533,690357,1597 2005-0648,008418,8068 2006-0757,393449,9468 2007-0864,8434417,06712 2008-0974,5614610,8477 2009-1088,8345111,3837 2010-11116,5085513,4816 2011-12132,2796014,3477 2011-12 F2F = 26.36% SCH

20. Fall 2010 Total UCF students56,129 Students in Face-to-Face (F2F)49,510 Web OR Blended23,741 F2F + Web12,157 F2F + Blended8,827 F2F + Web OR Blended18,288 F2F + Web + Blended2,696 Web Only4,109 (Summer 2010: 6,459) UCF Postmodalities

21. Learning on Demand

22. 3 campuses (2009-2010) Daytona: 5,100 students Prescott: 1,700 students Worldwide: 27,260 students Aviation/Aerospace focus Worldwide Campus 150 teaching locations in U.S., Canada, Europe, and Middle East Worldwide Online

23. ERAU Postmodalities Classroom Learning: traditional face-to-face instruction in a synchronous, physical location EagleVision Classroom: synchronous web-video conferencing platform that connects multiple physical classrooms into a single live, real-time classroom EagleVision Home: synchronous web-video conferencing platform that connects individual users for live online learning Online Learning: completely online, asynchronous instruction facilitated through a learning management system Blended Program: combines elements of Classroom and Online Learning

24. ERAU Postmodalities 2009–102010–11% Growth Blended Program1,1401,76354.65 Classroom Learning 42,74738,577–9.76 EagleVision Classroom 4,2195,62533.33 EagleVision Home3,0805,87090.58 EagleVision/ Blended Program 9171,38951.47 Online Learning37,60639,4784.98 Total89,70992,7023.34

25. ERAU Postmodality Ethos At Embry-Riddle Aeronautical University—Worldwide, our goal is to give you exactly the education you need, exactly the way you need it. That's why, in addition to offering the industry's most sought after degrees and programs, we offer you more ways to take courses and complete those programs. Each of our learning modalities, while distinct in its delivery and operation, provides the same high-quality information, instruction, and opportunities for interaction with faculty and fellow students. Simply pick the one that fits your learning and lifestyle best, and embark on the road to educational success. http://worldwide.erau.edu/why-worldwide/five-ways-to-learn/index.html

26. 31,000 students Urban location 14 schools and colleges 180 degree programs Carnegie classification: RU/VH Research University: Very High Research Activity

27. UWM Postmodalities Fall 2010Fall 2011 Number of students taking at least one fully online course6,1817,017 Number of students taking exclusively fully online courses1,2991,363 Number of students taking at least one blended course1,9181,783 Number of students taking exclusively blended courses7458 Number of students (unduplicated) taking a blended OR online course 7,7078,329 Number of students taking a combination of face-to-face AND fully online courses 4,8815,654 Number of students taking a combination of face-to-face AND blended courses 1,8441,725

28. UWM Postmodality Ethos UWM offers the opportunity for you to take both online and on-campus courses and programs. It's your option. Some students like entirely online while others choose the combination of both online and in-person courses. Either will provide a quality, student-centered experience. For most students looking to save time and for students who prefer a more flexible learning and study environment, online classes and programs are often a preferred option. http://www4.uwm.edu/future_students/online/faq.cfm

29. Maricopa Community College System Founded in 1978 as a “college without walls” Known for online learning 16 physical locations in Arizona Also reaches incarcerated students

30. Rio Salado Postmodalities ModalityCredit StudentsNoncredit Students Total Blended (Hybrid)51253 In Person14,46328614,749 Independent Study1220 Internet40,48143640,917 Mixed Media1760 Print-Based1,002131,015 Multiple Modalities2,002292,031 Total58,29776659,063

31. Rio Salado Postmodality Ethos Rio Salado College transforms the learning experience through choice, access, and flexibility; customized, high-quality learning design; and personalized service and organizational responsiveness. http://www.riosalado.edu/about/research-planning/culture/Pages/default.aspx

32. K-12 Perspective

33. Stats from iNACOL 48 states, plus Washington, D.C. offer supplemental or full- time online-learning opportunities 75 % of school districts had one or more students enrolled in an online- or blended-learning course. In 2010, over 4 million K–12 students participated in a formal online-learning program. This includes 217,000 students in cyber charter schools. Online-learning enrollments are growing by 46% a year, and the growth rate is accelerating.

34. State Graduation Requirements At least 1 online course Michigan Alabama Florida Idaho (2) Every district in FL (67) must offer a full K-12 online option More than 115,000 took at least one course from FLVS How will we respond when these students reach our institutions and expect this sort of postmodality flexibility?

35. How Can We Prepare? Recognize postmodality student preferences and behaviors and respond with supportive infrastructure. Expand campus information systems to make it easier for students to select and register for online and blended offerings. Reconfigure academic support services, including advising and library assistance to address online, asynchronous learners. Add multimedia and network capability to on-campus classrooms to help bridge the online and on-ground environments for students moving seamlessly between the two.

36. How Can We Prepare? Recognize postmodality student preferences and behaviors and respond with supportive infrastructure. Expand campus technology infrastructure to accommodate more students conducting online coursework from on-campus facilities and using on- campus bandwidth. Develop faculty and course-development services to prepare and support faculty who will also be moving back and forth between modalities just as their students do.

37. Conclusion Going forward, meeting the needs of these students with institutional ecosystems that support, encourage, and enable them to succeed will become key components of college and university strategic plans.

38. For More Information

39. Questions? Thomas B. Cavanagh, Ph.D. Associate Vice President, Distributed Learning University of Central Florida cavanagh@ucf.edu Twitter: @tbcavanagh