Learning on Demand: Online Education in the United States, 2009

Autor/inn/en	Allen, I. Elaine; Seaman, Jeff
Institution	Sloan Consortium
Titel	Learning on Demand: Online Education in the United States, 2009
Quelle	(2010), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9345-0509-0
Schlagwörter	Quantitative Daten; Electronic Learning; Higher Education; Online Courses; Teaching Methods; Annual Reports; Student Participation; Enrollment Rate; Economic Impact; Strategic Planning; Teacher Attitudes; Program Attitudes; Faculty Development; Institutional Characteristics; Institutional Research; Enrollment Trends; College Outcomes Assessment; College Planning; Educational Research; School Surveys; Intermode Differences; Educational Demand; Distance Education; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Annual report; Tätigkeitsbericht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ökonomische Determinanten; Strategy; Planning; Strategie; Planung; Lehrerverhalten; Institutionelle Forschung; Studienplanung; Bildungsforschung; Pädagogische Forschung; Bildungsanforderung; Bildungsnachfrage; Distance study; Distance learning; Fernunterricht; USA
Abstract	"Learning on Demand: Online Education in the United States, 2009" represents the seventh annual report on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,500 colleges and universities, the report addresses the following key questions: (1) How Many Students are Learning Online?; (2) What is the Impact of the Economy on Online Education?; (3) What Contingency Plans do Institutions Have for H1N1?; (4) Is Online Learning Strategic?; (5) Has Faculty Acceptance of Online Increased?; and (6) Do Faculty Receiving Training for Teaching Online? The survey analysis is based on a comprehensive sample of active, degree-granting institutions of higher education in the United States that are open to the public. Findings reveal that online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing. Academic leaders at all types of institutions report increased demand for face-to-face and online courses, with those at public institutions seeing the largest impact. In all cases the demand for online offerings is greater than that for the corresponding face-to-face offerings. Proponents of online learning have long posited that moving face-to-face classes online could become an important component of academic continuity planning. A potential H1N1 pandemic is such an event that might trigger such planning. This year's results show a very small increase from the previous year and begin to signal that a plateau may have been reached by institutions believing that online is critical to their long-term strategy. While the number of programs and courses online continue to grow, the acceptance of this learning modality by faculty has been relatively constant since first measured in 2002. There is no single approach being taken by institutions in providing training for their teaching faculty. Most institutions use a combination of mentoring and training options. Additional tables are appended. [For the previous report, "Staying the Course: Online Education in the United States, 2008," see ED529698.] (ERIC).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 781-583-7561; Fax: 888-898-6209; e-mail: info@sloanconsortium.org; Web site: http://sloanconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10