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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
- 2014 Student and Faculty Technology Research Studies
October 30, 2014
EDUCAUSE Technology Research in the Academic Community This research can catalyze conversations among IT professionals about how to better serve their constituents; among institutional leaders…
- Collaborative Faculty E-Textbook Authoring for Mastery Learning
January 27, 2014
Key Takeaways When the textbook changed for a language course at the University of Southern California, instructors piloted creating a new textbook themselves, starting wit…
- Personalized Learning Using Continuously Adaptive Technology
November 7, 2013
A session at the ELI Online Fall Focus Session 2013
NOTE: The times listed are in EASTERN TIME. Personalized learning at ASU utilizes a continuously adaptive, technology-based system in which course content is delivered to students according to…
- If I Had a Million Dollars
March 20, 2012
This ECAR Research Bulletin focuses on EDUCAUSE Core Data Service (CDS) survey results related to a somewhat lighthearted but insightful hypothetical question about how two constituent groups mig…
- Twitter in Higher Education 2010: Usage Habits and Trends of Todayâ€™s College Faculty
October 5, 2010
The 2010 Faculty Focus survey of nearly 1,400 higher education professionals found that more than a third (35.2 percent) of the 1,372 respondents who completed the survey in July-August 2010 …
- 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…
- Spotlight On Identity Management: The Evolving Definition of "Student": Identity Management at Duke University
April 18, 2008
The meaning of "student" is evolving at Duke University in response to many institutional and faculty outreach efforts. This trend is mirrored at many of Dukeâ€™s peer institutions…
- Doing What I Donâ€™t Know How to Do
February 13, 2008
Viewpoint Doing What I Don't Know How to Do Â© 2008 R. Martin Reardon. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3…
- Design and Development of a Faculty Technology Practices Directory
November 20, 2007
Design and Development of a Faculty Technology Practices Directory A dynamic information base aids research into existing technology practices among faculty and fosters partnerships By Ke…
- Wikis and Podcasts and Blogs! Oh, My! What Is a Faculty Member Supposed to Do?
August 29, 2007
Ã‚Â© 2007 Patricia McGee and Veronica Diaz. The text of this article is licensed under the Creative Commons Attribution-NonCommercial 3.0 License ( http://creativecommons.org/licenses/by-nc…