access and student success in large online programs matt leavy – president, ecollege

Access and Student Access and Student Success in Large Success in Large Online ProgramsOnline ProgramsMatt Leavy – President,

eCollege

Representative clientsRepresentative clients

Higher Education K-12

400,000

800,000

1,200,000

1,600,000

2,000,000

2,400,000

2,800,000

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008F

Evolution of Online Program Evolution of Online Program FocusFocus

Basic Functionality

Turn-key solution

Service & Reliability

Authoring & Content Management

Data Analytics

Outcomes Management

Interoperability

eCollege Enrollments Pedagogy, Teaching Resources,

Learning Styles

Pedagogy, Teaching Resources,

Learning Styles

The Promise of Online The Promise of Online Education TodayEducation Today

1. Access for new populations of learners2. Improved learning & Improved Completion3. Evidence of learning = accountability movement

Why Have Online?Increase Student Access 76%Increase Rate of Degree Completion 44%Provide Pedagogic Improvements 39%Enhance Value of College/University Brand 39%

Allen and Seaman, Online Nation, Five Years of Growth in Online Learning

Institutions "Fully Engaged" In Online Learning

AccessAccess

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No HS Diploma

Single Parent

Has Dependents

Works Full Time

Delayed Enrollment

Attends Part-Time

Financially Independent

Possesses Any Non-Traditional

Characteristic

Source: The Condition of Education, 2002, NCES, DOE

Access for Non-Traditional Access for Non-Traditional LearnersLearners

Percent of Undergrad Students with Non-Traditional Characteristics

Market Drivers – Online GrowthMarket Drivers – Online Growth

Forecasted Post-Secondard Student Growth

3.8 3.7

4.1 4.1

7.90%10.80%

20.00%

33.30%30.80%

19 and Under 20 and 21 22 to 24 25 to 29 30-34 35+

10.00%

20.00%

30.00%

40.00%

1995 2005 (projected) 2015 (projected) Growth 2005-2015

Bulk of Projected Student Growth Are Ages 22 - 34

NCES, “Projections of Education Statistics to 2015”, 9/14/2006

Access for Under-Prepared Access for Under-Prepared LearnersLearners

In the United States:– Only 70% of students graduate from high school

on time– 34% graduate ready for college– 33% of those who make it to college must take

remedial courses

Alliance for Excellent Education

SuccessSuccess

Meet ClaudiaMeet Claudia

Taking classes in the Fall

Didn’t have a great high school experience

Has a full-time jobOlder than she looks

Meet ClaudiaMeet Claudia

Unsure of how online works

Motivated to tryHas Questions…

How Long will I Need to Spend?How Long will I Need to Spend?

* Based on Census Enrollment

5.5 6.5 7.5 8.5 9.5 10.5 11.5 12.5 13.5 14.5 15.5 16.5 17.5

Avg.= 11.67

Avg. = 83.55%

MTHPHL

ZOO Goal = 90%

How will I be successful?How will I be successful?

We focus on three levers through which we can help institutions improve student success in an online environment:

1. Online learning applications that assess student progress and personalize remediation through graded homework exercises.

2. Analysis of activity data, help desk interactions and instructor indications to identify students who display characteristics of struggling.

3. Continuous improvement to online pedagogy in the course design, construction and facilitation.

Claudia never was very good at Claudia never was very good at math…math…

She doesn’t learn very well from a textbook

– Actually, she never opened the textbooks

How will she learn online?

Lot’s of other students like Claudia use Lot’s of other students like Claudia use MyMathLabMyMathLab

Traditional

Success rate – University of Alabama, TuscaloosaSuccess rate – University of Alabama, Tuscaloosa

Traditional

Success rate – Onondaga CC, New YorkSuccess rate – Onondaga CC, New York

Traditional

Success rate – Youngstown State University, OhioSuccess rate – Youngstown State University, Ohio

Traditional

Success rate – DeVry / Miramar CampusSuccess rate – DeVry / Miramar Campus

Claudia has a bad day…Claudia has a bad day…

Her computer breaksHer apartment has termites

She has to find a new place to live asap!

Notify Administrators Email sent to

instructor Auto-generated

email sent to Claudia

2006 Fall Week 1 Activity – Completed 2006 Fall Week 1 Activity – Completed vs. Dropped Studentvs. Dropped Student

2.93.3

2.52.8

1.4 1.3

1.3 1.2 1.2 1.21.5

Business CompScience

English HealthSciences

Math Psych Science Soc

CompletedAvg. = 3.1

DroppedAvg. = 1.3

Avg. Student Activity/Section by Department (hrs)

Completed Student at Add/Drop Dropped Student at Add/Drop

Claudia is back in business!Claudia is back in business!

Back in the course, she becomes engaged in learning

She develops a sense of community with her instructor and colleagues

She connects with interactive content

Interactive ContentInteractive Content

Case Studies & SimulationsCase Studies & Simulations

Claudia has some trouble in the Claudia has some trouble in the classclass

Claudia gets frustrated

Claudia “goes” to her instructor’s office hours

The instructor notes in the system that she is having trouble…

• Not understanding course material • Stopped participating

• Not completing assignments • Low exam and/or quiz scores

• Low grade • Other

ICCOC Identification Criteria After Term Start

Iowa Community College Online Consortium

Claudia Completes Her CourseClaudia Completes Her Course

Program Program ImprovementImprovement

Claudia’s ProgramClaudia’s Program

There are many reasons that schools want to know how they are doing and how they are improving over time.– Educational mission– Accreditation– Legislative lobby

Challenges around externally imposed standards.– Skepticism around our ability to assess learning,

particularly in critical thinking disciplines Collegiate Learning Assessment, community assessment?

Emphasis around flexible tools for internally developed standards in post-secondary.– Outcomes managers– Portfolios– Program analytics

Learning Outcome ManagerLearning Outcome Manager

LearningOutcomeManager

Course ContentGrades

InstitutionOutcomes& Rubrics

A Comprehensive Toolset that Provides an Evidence-based Approach to Measuring Student Achievement of Outcomes

Presentation Assessment

Accreditation Quality

Tagging Repository

University Mission

Program Goals & Outcomes Specialization Goals & Outcomes

Course Outcomes / Objectives

Are Aligned With …

Criteria

Rubrics

Leads To…

Score / Benchmark / Adjust Instruction

Leads To…

Learning Outcomes ManagerLearning Outcomes Manager

ePortfolio: StudentsePortfolio: Students

0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000

2006 Completion Rates vs. Enrollments 2006 Completion Rates vs. Enrollments - Department- Department

Avg. SectionCompletionRate = 77%

Department Term Start Enrollments

Business

Median DeptEnrollments = 767

OtherPsychology

English

Sociology

Health Sciences

Mathematics

Science

Computer Science

History

Biology

Humanities

Economics

Speech

Criminal Justice

Accounting

SocialScience

Philosophy

Literature

ConclusionConclusion

The extension of access offered by online programs brings into the educational system learners with previously unmet needs.– Convenience– Personalized support

The current frontier in large online programs is in the capture and use of data on teaching and learning activity and outcomes.

Data is being employed to improve student success through personalized learning and program improvement.

Online pedagogy innovation is validated by data.

FINFIN

mattl@ecollege.com

access and student success in large online programs matt leavy – president, ecollege

claudia slide

success slide

course slide

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ecollege slide

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