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Online learning environments—on campus or at a distance—and the policy issues that affect them have come to the forefront of higher education. As policy-makers consider how to dramatically increase the percentage of the population with a postsecondary degree or credential within significant, long-term resource constraints, online and blended learning options dominate the discourse. And rapid enrollment growth in e-learning courses and programs signals that students and the public at large also see online and blended options as increasingly attractive.
Recent Publications and Webinars
MOOC Completion and Retention in the Context of Student Intent, EDUCAUSE Review, December 2014. This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.
2014 Student and Faculty Technology Research Studies, ECAR Hub, October 30, 2014. More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work. Faculty recognize that online learning opportunities can promote access to higher education but are more reserved in their expectations for online courses to improve outcomes.
Executive Briefs for Presidents and Senior Executives. The Foundations offer a framework for considering higher education’s most pressing IT challenges as strategically important opportunities for the institution. The Key Questions deepen these perspectives with data and examples. Together, the briefs help guide strategic planning and risk management
- Foundations of Online Learning: Where Digital Living and Education Meet
- Key Questions for Online Learning: Where Digital Living and Education Meet
The State of E-Learning in Higher Education: An Eye Toward Growth and Increased Access, ECAR Hub, June 2013. This ECAR report on e-learning incorporates results from a survey, focus groups, and interviews to provide a description of the current state of e-learning in higher education. In this report are insights into the challenges of e-learning, the concerns about e-learning that remain, the most important factors to consider in selecting e-learning technologies, how accreditors view and approach e-learning, and the specific steps institutions can take to make progress in their e-learning initiatives.
ELI 7 Things You Should Know About MOOCs II, June 2013, This brief describes what a massive open online course (MOOC) is, who in higher education is using it, where this delivery model is going, and why it matters to teaching and learning.
Thinking about Accreditation in a Rapidly Changing World, EDUCAUSE Review, April 2013. Online learning has provided a platform for rethinking delivery models, yet much of accreditation is not designed to account for these new approaches.
The Beginning of Something Big, EDUCAUSE Live! March 2013. This webinar explores "online" learning by asking "What if we used the best technology has to offer?" and "What new models are possible?"
Next Generation Learning: The Pathway to Possibility, NGLC, April 2013. This white paper discusses observations about the innovative approaches used by grantees of Next Generation Learning Challenges (NGLC), The resulting framework was developed with both K–12 and higher education in mind, since NGLC works with both educational systems.
Library Items on this Topic
EDUCAUSE Library Items for E-Learning
- Franklin Central Supervisory Union: Academy 21
November 28, 2012
Students in this rural Vermont high school within the Franklin Central Supervisory Union district are creating instructional content, drafting their own learning plans , determining how to…
- Learning on Demand: Online Education in the United States, 2009
January 27, 2010
The seventh annual Sloan Survey of Online Learning reveals that online enrollment rose by nearly 17 percent from a year earlier. The survey, a collaborative effort between the Babson Survey Rese…
- NASULGC-Sloan National Commission on Online Learning Benchmarking Study: Preliminary Findings
November 9, 2009
The goal of the benchmarking activity is to begin the process of identifying some of the key factors that lead to â€œsuccessfulâ€ online programs at public colleges and universities.Â …
- Online Learning as a Strategic Asset
August 31, 2009
The two-volume report, Online Learning as a Strategic Asset , contains the results of 231 interviews conducted with administrators, faculty, and students at 45 public institutions across t…
- Factors Influencing Faculty Use of Technology in Online Instruction: A Case Study
April 23, 2009
Online education has become a staple of higher education institutions.Â In the latest survey conducted by the Sloan Foundation, it was found that over two-thirds of higher education institutio…
- With Students Flocking Online, Will Faculty Follow?
November 18, 2008
As online coursesâ€™ popularity continues to rise, many administrators are struggling with a steep learning curve, one whose ultimate end point is far from being determined. Questions such a…
- Exploring Burnout among University Online Instructors: An Initial Investigation
October 11, 2007
Burnout has been identified as a significant issue among those in instructional positions. The purpose of the present research was to identify and describe the status of burnout among higher educ…
- Office Hours: Coming to a Computer Near You
September 18, 2007
Harvard University has begun experimenting with virtual office hours this semester. TAs will begin holding real-time, online help sessions for students this week. Using free, Java-based software,…
- Using Needs Assessment as a Holistic Means for Improving Technology Infrastructure
June 20, 2007
This paper describes a four-step needs assessment process that institutions can use to determine the gaps between current and desired states of technology infrastructure, facilitating rapid decis…
- Reflecting, Writing, and Responding: Reasons Students Blog
January 1, 2007
Faculty and students are recognizing blogging's learning potential, including the chance to practice writing, reflect on others' thinking, and respond to critical analyses of one's…