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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
- Addressing Faculty Concerns About Distance Learning
January 1, 2005
Despite the rapid growth of distance learning programs, faculty are often resistant to moving their courses into a distance learning format. This article synthesizes the common sources of concern a…
- Altering Time and Space through Network Technologies to Enhance Learning
January 1, 1996
Networking technologies offer a better learning environment for students while providing opportunities for reducing the cost of the learning process. A key outcome of advances in networking, the I…
- An Interview with Lucinda Roy
January 1, 1998
Lucinda Roy, Alumni Distinguished Professor of English at Virginia Tech, spoke to CAUSE/EFFECT Editor James Roche about her experience teaching online courses through the university's three-ye…
- Clearing Up Some Myths About MOOCs
June 11, 2013
Blogger Cathy Davidson decide to wade through myths about MOOCs by teaching one in Winter/Spring of 2014. Blogger Cathy Davidson decide to…
- Distance Learning: The Shift to Interactivity
January 1, 1997
This paper, #17 in the CAUSE Professional Paper Series, was designed to help higher education institutions confront the distance learning challenge. The authors offer a primer on distance learning,…
- ELI Innovations & Implementations â€“ Online@UCF
January 1, 2005
The University of Central Florida's Online@UCF initiative serves tens of thousands of students across Florida and engages 75 percent of UCF faculty. It offers 15 online degree programs, 10 onl…
- 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…
- 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…
- Faculty and Administrators Collaborating for E-Learning Courseware
January 1, 2005
Faculty and Administrators Collaborating for E-Learning Courseware Faculty incentives, clear ownership and usage rights, and adequate funding will encourage faculty to explore technology for t…
- Faculty Use of Course Management Systems
May 20, 2003
Abstract Faculty Use of Course Management Systems is a study of how faculty members use course management systems for teaching. More than 730 faculty and instructional staff throughout t…