Distance Education in the US Disruptions, Innovations or Both?
DISTANCE EDUCATION ACCREDITING COMMISSION “15 years from now half of US universities may be in bankruptcy.” --Clayton Christensen, author of The Innovator’s Dilemma (2011)
DISTANCE EDUCATION ACCREDITING COMMISSION Radical innovation's emergence • Emergence of MOOCs: tsunami effect on US college campuses • No longer a dichotomy of traditional versus online • Educational technology is fully integrated in innovative education courses to create multiple delivery models • Quality, access, affordability and personalized learning are the hallmarks of effective distance education integration • Growing momentum of non-institutional (school-as-a-service) providers of distance education as outsourced partners • What does this landscape look like?
Integrated Educational Delivery Models A Descriptive View, www.educause.edu/ero
Timeline: Online Delivery Models Ad Hoc Courses and Programs Fully Online Programs School-as-a-Service Competency Based Blended / Hybrid & Flipped Classrooms Connectivist MOOC Open Source
DISTANCE EDUCATION ACCREDITING COMMISSION Ad Hoc Courses and Programs • Individual faculty or department driven • Not typically grounded in institutional policy and strategy • Faculty exploration of new mediums to meet specific needs of curriculum or program content • Not the primary source of growth in online – highly individualized
DISTANCE EDUCATION ACCREDITING COMMISSION Fully Online Programs and Institutions • Biggest driver of growth in distance education • Instructional design teams (multimedia experts, quality assurance experts, instructional designers) work with faculty to design the program • Once designed – most often replicated and delivered by instructors who were not part of the design team • The majority of large scale for-profit institutions use this approach (i.e. University of Phoenix, Capella) • In the non-profit or public sector, online divisions operate individually • Rio Salado College • University of Maryland University College • Colorado Community College Online
DISTANCE EDUCATION ACCREDITING COMMISSION Non-Institutional Providers • External company providing online content, curriculum or even student services • Provide curriculum direct to learner • Are not in any “institutional” category – can operate independent of state or federal requirements • Very effective at delivering courses at very low cost • Some courses are awarded college credit by third party credit recommendation services
DISTANCE EDUCATION ACCREDITING COMMISSION Competency based
DISTANCE EDUCATION ACCREDITING COMMISSION Competence, or excellence?
Estimated number of students in US taking at least one Distance Education Course US Department of Education – IPEDS Database
Distance education enrollment in the U.S. across the sectors of higher education US Department of Education – IPEDS Database
Distance Education Institutions in the US with Significant Enrollment US Department of Education – IPEDS Database