Transcript E-Learning in College and Corporate Settings: The Present State and Beyond Curt Bonk, Ph.D., [email protected] Indiana University and CourseShare.com http://CourseShare.com http://php.indiana.edu/~cjbonk.

E-Learning in College and
Corporate Settings:
The Present State and Beyond
Curt Bonk, Ph.D., [email protected]
Indiana University and CourseShare.com
http://CourseShare.com
http://php.indiana.edu/~cjbonk
What is happening in
higher education?
http://courseshare.com/Reports.php
Survey #1: 222 College Faculty
(Early Adopters of the Web)
Survey Finds Concern on
Administrative Computing
Chronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young
“Campus-technology leaders
say they worry more about
administrative-computing
systems than about anything
else related to their jobs.”
(survey by Educause—an academictechnology consortium)
Survey Limitations
•
•
•
•
•
•
•
Sample pool
Dated information
Many were Web savvy
The Web is changing rapidly
Lengthy survey
Some were administrators
Does not address all issues
Figure 1. Description of Sample (N = 222)
40%
MERLOT.org
60%
The World Lecture
Hall
Figure 3. Size of Respondent Institutions
20%
Less than 3,000 students
3,000 - 9,999 students
54%
26%
N = 218
More than 10,000
students
How Old Are Early Web Adopters?
Respondent's Age
2%
7%
20-35
36-50
47%
44%
51-65
66+
N=218
Figure 7. Rank of Respondents
10%
Professor or Assoc
Professor
Assistant Professor
5%
8%
Adjunct Professor
17%
60%
Lecturer
Other (e.g.,
adminof Respondents
Figure 8. Educational
Attainment
plus faculty)
2%
22%
6%
70%
Baccalaureate
Masters
ABD
Doctoral
Why post to MERLOT or the WLH?
Reasons
N = 211 (*Note: Categories are not m utually exclusive.)
O
th
er
Fu
n
th
G
ro
w
Ex
pe
rim
en
t
Co
ur
s
M
ar
ke
tS
e
el
Sh
f
ar
Sh
in
g
ar
Im
e
po
Th
rta
eo
nt
rie
s
or
St
ra
te
gi
es
120
100
80
60
40
20
0
Re
qu
ire
d
Num ber of Respondents
Why Post to MERLOT or WLH*
Internet Access
• 78 percent had Internet access in their
current or most recent classroom.
• 93 percent had computer lab accessibility.
• 97 percent had home access.
– Note: This is more than double the 47 percent
of Americans who are users of the Internet at
home as reported in a recent UCLA study (The
UCLA Internet Report, 2000).
Any Online Teaching Experiences?
Figure 18. Online Teaching Experiences
Partially and
Completely
18%
None
24%
Completely Online
19%
Partially Online
39%
Figure 19. Degree of Comfort with Web Skills
Courseware
Online Discussion
File Attachments
Chat
HTML
0%
20%
40%
60%
80%
Percent of Respondents
Low
Medium
High
100%
Who Owns Online Courses?
Online Courses are the Property of an
Institution, Not an Instructor (N= 215)
Strongly
Agree
Agree 4%
Strongly
12%
Disagree
34%
Unsure
21%
Disagree
29%
Is Teaching Online TimeConsuming?
Figure 20. Teaching Online Courses is More TimeConsuming than Teaching Traditional Courses
Strongly
Disagree
2%
Strongly
Agree
41%
Disagree
6%
Unsure
10%
Agree
41%
50
40
30
20
10
0
Strongly
Agree
Agree
Unsure
Disagree
Bachelor's
Master's
Doctoral
Strongly
Disagree
Percent of Respondents
Figure 15. Comfortable with Degrees Earned
Entirely Online
Course Quality Improved
Online?
• 39 percent unsure;
• 32 percent agree it was improved; and
• 29 percent said no.
No
29%
Unsure
32%
Yes
39%
Yes
Unsure
No
Courseware Systems
• 83 percent were provided a Web-based
platform or courseware system
• 22 percent more than one.
• 27 of those making a decision had more
than one.
• 10 percent had access to three
courseware systems or conferencing tools.
Courseware Features Like with
Current Tool
•
•
•
•
•
•
•
•
Comprehensive, consistent, customizable
Ease of use, flexible, reliable
Data and course security
Detailed statistics on bulletin board use
Good online help
Internal e-mail systems, drop boxes, chats
Posting of tasks & due dates on Web
Randomized test banks
What Percent of Time Teach Online?
Percent of Instructional Time Spent
Teaching Online During the Next Decade
Percent of
Respondents
80
60
40
20
0
1 Year
2 Years 5 Years 10 Years
Time Teaching Online
0%
1-25%
25-50%
51-75%
76-100%
Interested in Freelance Instruction?
Freelance or Adjunct Web-Based Teaching
100%
Percent of Respondents
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
0%
Past Experience
Interest in Next 5 Years
e
W
to
eb
Le
ar
n
W
eb
Obstacles
of
th
e
O
st
r
or
t
er
e
ar
e
up
p
In
t
ic
al
S
ck
Te
ch
n
La
So
ftw
Tr
ai
H
ni
ar
ng
dw
ar
e
O
C
ffi
la
ce
ss
Eq
Ti
ui
m
pm
e
fo
en
rC
t
ou
rs
e
Pr
ep
Ti
m
Percent of Respondents
Any Obstacles to Teaching Online?
Figure 32. Major Obstacles to Use of the Web in
Teaching
70
60
50
40
30
20
10
0
Problems Faced
Administrative:
Pedagogical:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand the
time needed.”
• “Lack of system support.”
• “Little recognition that this
is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear univ. policies
concerning int property.”
• “Difficulty in performing
lab experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
Te
ch
ni
In
ca
st
ru
lS
ct
up
io
po
na
rt
lD
Ti
e
si
m
gn
e
to
er
Le
s
Tr
ar
ai
n
ni
ng
W
eb
to
Us
St
e
W
ud
eb
en
tA
cc
Ch
es
at
s
Ro
O
om
nl
in
He
e
lp
Re
so
ur
Ece
m
ai
s
lC
ha
ng
es
In
Re
st
co
ru
gn
ct
io
itio
na
n
lS
tip
en
Re
ds
le
as
e
Ti
m
e
Percent of Respondents
Supports Needed for Web-Based Teaching By
Institution Type
100
80
60
40
20
0
Private
Public
Any Supports Needed?
Does technical support vary by size??
Percent of Respondents
Perceived Lack of Support for Technical Problems and
Courseware Development by Institutional Size
60
50
40
30
20
10
0
under 3,000
3,000-9,999
Institutional Size
10,000 or more
80
70
60
50
40
30
20
10
0
Le
C
TO
Fa
cu
lty
D
ep
tL
ev
ar
ni
el
ng
C
en
Te
te
ch
r
Su
pp
or
t
in
under 3,000
3,000-9,999
10,000 or more
Ad
m
Percent of Respondents
Figure 26. Organizational Level of Instructional
Technology Decisions Related to Web-Based
Teaching by Size of Institution
Compensation
No Add'l
Compensation
Other
Release Time
Recognition
Salary
Course
Royalties
Stipends
Percent of Respondents
Figure 17. Suggested Instructor Compensation for
Teaching Online
40
35
30
25
20
15
10
5
0
Online Technology Pushes
Pedagogy to the Forefront
Frank Newman & Jamie Scurry, Chronicle of
Higher Education, July 13, 2001, B7.
“Many faculty members are still concerned
whether the technology is simple and
reliable enough to use for moresophisticated learning tasks.
Increasingly, however, better software is
emerging that engages students in more
effective learning.”
Percent of Respondents
Online Instructional Activities
70
60
50
40
30
20
10
0
Scientific
Simulations
Data Analysis
Actual Use
Lab
Performance
Critical and
Creative Thinking
High Usability
What Instructional Activities are Needed?
Pedagogical
Ideas
Answers to
Teaching
Problems
Expert
Advice
Class
Management
Tips
Recognition
Newsletters
Storytelling
Percent of Respondents
Figure 36. Important Features of Free CourseSharing Community
90
80
70
60
50
40
30
20
10
0
General Recommendations
1.
2.
3.
4.
5.
6.
7.
Develop Instructor Training Programs
Foster Instructor Recognition and Support
Create Instructor & Resource Sharing Tools
Develop Online Learning Policies
Conduct Online Learning Research
Form Online Learning Dev Partnerships
Create/Test Online Learning Pedagogy
What about the
corporate world?
http://courseshare.com/Reports.php
Survey #2: 201 Trainers, Instructors,
Managers, Instructional Designers,
CEOs, CLOs, etc.
Figure 1. Respondents' Organizational Roles
Neither a
User or
DecisonUser and
Maker
Decision6%
Maker
57%
User or
Facilitator
17%
DecisionMaker
20%
Figure 2. Size of Respondent Organizations
Percent of Respondents
30
25
20
15
10
5
0
1 to 30
31-100
101 to
500
501 to
1,000
1,001 to
5,000
5,001 to
10,000
Number of Employees
10,001 to More than
100,000 100,001
Figure 12. Methods Used to Deliver Training in
Organization
Other
Paper-Based Correspondence
Videotape
Multimedia
Internet/Intranet
Instructor-Led Classroom
0
20
40
60
80
100
120
100
90
80
70
60
50
40
30
20
10
0
Agree/Strongly Agree
Unsure
t
en
ria
l
er
nm
us
t
tio
n
In
d
G
ov
th
ea
l
H
Ed
uc
a
Se
r
vic
es
Te
ch
In
fo
ra
/I n
su
Se
rv
ic
es
C
on
s
ul
t in
nc
e
g
Disagree/Strongly
Disagree
Fi
n
Figure 15. Commitment to Web Learning by Industry Type
100
90
80
70
60
50
40
30
20
10
0
Agree/Strongly Agree
Unsure
es
rv
ic
t
lth
Se
nm
en
ea
H
G
ov
er
us
ng
C
on
su
lti
Te
fo
In
uc
Ed
In
d
ch
n
at
io
su
In
s/
ce
rv
i
Se
n
Fi
tri
al
Disagree/Strongly
Disagree
r
Percent of Respondents
Percent of Respondents
Figure 14. Interest in Web Learning by Industry Type
In
c
LM
S
in
ills
ce
ss
Sk
Ac
Jo
b
Ke
ep
p
U
In
te
ra
Le
ct
ar
iv
ne
ity
rS
at
is
O
fa
nl
ct
in
io
e
n
Te
ch
Su
Im
pp
pr
or
ov
t
ed
Le
Em
ar
ni
pl
ng
oy
ee
R
et
en
tio
n
di
za
tio
n
Pe
rf
Pr
og
re
ss
th
ro
w
St
an
da
r
Tr
ac
k
G
Le
ar
ni
ng
Percent of Respondents
Figure 17. Reasons Interested in Web-Based
Learning
100
90
80
70
60
50
40
30
20
10
0
pu
te
rA
pp
s/
So
ar
e
ftw
Te
ch
ni
ca
l
Jo
b
C
R
om
el
at
m
ed
un
ic
at
Sy
io
n
st
Sk
em
ills
s/
Pr
og
ra
m
m
in
g
M
an
ag
em
en
t
Pe
rs
C
on
us
al
to
m
er
Se
rv
ic
Sa
e
le
s/
M
ar
ke
tin
Ex
g
ec
Ed
uc
at
io
n
om
C
Perncent of Respondents
Figure 20. Types of Training Respondent Organizations
Offer Online
70
60
50
40
30
20
10
0
Percent of Respondents
Figure 24. Aspects of Web-Based Training
Outsourced
80
70
60
50
40
30
20
10
0
Content
Delivery System
Training
Implementation
Evaluation
Current Courseware System
•
•
•
•
•
“Slow development time.”
“Not interactive.”
“Low interactivity, boring.”
“…lack of bookmarking, tracking, eval…”
“XYZ is powerful and intuitive. It is not
always reliable.”
• “It is comprehensive, scalable, and intuitive.”
• “From a cost posture, they are, quite simply,
unbeatable.”
Percent of Respondents
Figure 26. How Respondent Organizations Measure
Success of Web-Based Learning
90
80
70
60
50
40
30
20
10
0
Learner satisfaction
Change in
knowledge, skill,
atttitude
Job performance
Kirkpatrick's Evaluation Level
ROI
How are costs calculated in
online programs???
Percent of Respondents
Figure 27. Organizational Ownership of Online
Courses and Materials
100
90
80
70
60
50
40
30
20
10
0
Agree/Totally Agree
Unsure
Disagree/Strongly
Disagree
Clear Guidelines
Property of
Organization
Figure 28. Organizational Interest in Knowledge
Objects
Strongly
Agree
25%
Strongly
Disagree
3%
Disagree
11%
Unsure
17%
Agree
44%
Figure 38. Instructional Strategies Perceived as Equally
Supported by Online and Traditional Classroom
Environments
Percent of Respondents
80
70
60
50
40
30
20
10
0
Exploration
Student
Generated
Content
Case-Based
Guilded
Learning
PBL
Modeling
Online
Traditional
Equal
Figure 39. Degree to Which Instructional Strategies are
Supported by Different Environments
Percent of Respondents
60
50
40
30
20
10
0
Group/Collab Socratic Q'ing
Role Play &
Sims
Dicsussion
Coach or
Mentor
Lecturing
Online
Traditional
Equal
Figure 41. Activities Learners Would Deem Highly
Engaging and Useful
Ice Breakers/Social
Display Products
Article Discussion/Critique
Role Play/Debates
E-mail Pals/Peer Review
Voting/Polling
Symposia/Panels
Students Leading Discussion
Electronic Guests/Mentoring
Group Projects/Teams
Brainstorming
Cases or Job Reflections
0
10
20
30
40
50
Percent of Respondents
60
70
Figure 35. Instructor Tools with High Growth Potential
Trainer Profiles
Demonstrations
Feedback and
Annotations
Critical/Creative
Thinking
Trainer Task
Collaboration
0
5
10
15
20
25
30
Difference Between Perceived High Usefulness and Actual Use
35
Figure 31. Class Tools with Growth Potential
Databases
Cases or Problems
File Up/Download
Quizzes/Tests
Courseware
Course Evaluations
0
5
10
15
20
25
What are the Obstacles
and Supports in Online
Training
Environment???
Figure 45. Cultural and Organizational Reasons
Limiting the Adoption of Web-Based Learning
Learner Time
Instructor Delivery Time
Lack Time to Learn
Lack of Interest
Lack W eb Training
Difficult to Measure ROI
Lack of Org Support
Cultural Resistance
Instructor Prep Time
Perceived High Cost
0
10
20
30
40
Percent of Respondents
50
Sample Reasons for Obstacles
• “Skepticism on the benefits within the
Healthcare environment.”
• “Ignorance about the advantages of using the
Internet to save money.”
• “Generation gap and bias against anything not
face to face.”
• “Poor support from IT managers to support
organizational goals.”
• “Lack of foresight in the industry/no ability to
see the big pic!”
Figure 46. Technological Reasons Limiting the
Adoption of Web-Based Learning
Software
Lack Interactivity
Classroom Resources
Lack of Standards
Hardware
Firewalls
Tech Support
Bandwidth
0
10
20
30
Percent of Respondents
40
50
Figure 49. Location Where Learners Access WebBased Training
Other
Road
Home
Office
0
10
20
30
40
50
Percent of Respondents
60
70
80
Percent of Respodents
Figure 52. Number of Languages Respondent
Organizations Currently Offer Web-Based Courses
45
40
35
30
25
20
15
10
5
0
1
2
3
4 to 6
7 to 10
Number of Languages
10+
NA
Lack of Motivation or Incentive to Complete!!!
Higher Ed Study
Corporate Study
• 29% using blended
approach had more than
10% attrition
• 44% of totally online had >
10% attrition
• 2% of blended > 50%
attrition
• 10% of online > 50%
atttition
• 55% did not track or did not
know their completion rates
• Of those that did, 22%
reported completion rates
of less than a fourth of
students.
• Nearly half reported less
than 50% completion rates
• Only 2% reported 100%
completion.
Percent of Respondents
Figure 53. Learner Completion Rate in Web-Based
Courses
25
20
15
10
5
0
0-25% 26-50% 50-59% 60-69% 70-79% 80-89% 90-99%
Learner Completion Rate
99100%
Figure 54. Reasons Learners Fail to Complete WebBased Courses
Costs
Poorly designed instruction
Lack of incentives
Time
0
10
20
30
40
Percent of Respondents
50
Figure 55. Incentives for Successful Completion of WebBased Learning
Promotion
Salary
Inc Job Security
Awarding Credits to Degree
Public Recognition
Inc Job Responsibility
None
0
10
20
30
40
Percent of Respondents
50
60
Figure 42. Percent of Instructional Time spent
training via the Web in the next decade
100%
80%
76-100%
51-75%
26-50%
1-25%
0%
60%
40%
20%
0%
1 Year
2
Years
5
Years
10
Years
Figure 56. Important Features of a Free CourseSharing Resource Community
Pre-Rated Web Resources
Pedagogical Ideas
Stories of instructional experiences
Answ ers to Teaching Problems
Courses, Catalogs, Products
Web Resource Sharing Tools
Expert Advice
Professional Links
Articles and New sletters
0
10
20
30
40
50
60
Percent of Respondents
70
80
Figure 57. Web-Based Services, Resources, and
Information Useful to Trainers
Online Mentoring/Tutoring
Online Course Listings
Online Workshop/Institutes
Electronic Papers
Online Library/Research
Online Teaching Help
Trial or Demo Softw are
Simulations/Experiments
Survey and Evaluation Tools
Online Course Design
0
20
40
60
Percent of Respondents
80
100
Future Trends
• Recognized Online Certificates
• Instructor/Trainer Portals
• Online Train the Trainer Fed
Funding
• Instructor and Trainer Conferences
• Freelance Instructor Exchanges
• Global Online Instructor Ratings
The future of e-learning is learner-centric
(Adler & Rae, Jan., 2002, e-learning mag)
• Imagine that in the future you will have
your own personalized learning
environment that reflects your individual
style and learning needs, and is instantly
available. Not only will it be your one
point of learning entry for everything you
need to learn, but it will continue to learn
as you learn and modify its behavior
based on interacting with you over time.
New Survey: Future of E-Learning
and HRD
Future of E-Learning Survey
• Instructor-Led #1 in next 24 months,
Internet/Intranet #2, Multimedia #3
• Most use Web as supplement to instructor-led
• All Technology:
–
–
–
–
–
–
1. Knowledge management tools
2. Wireless Technology,
3. Reusable Learning Objects,
4. Peer-to-Peer Collaboration,
5. Mentoring,
6. Language Support
• Want White Papers on Course Design/Dev.
Skills
Your Appropriate
Organization
will Teach
Using
E-Learning
Most
Training
Methods
for
Your
E-Learning
Area
of
Most
Growth
in
Nextin
Importance
of
Web-Based
Surveying
Percent
of
Organizations
that
Have
a24
of
Online
Training
in
AspectPercent
of
E-Learning
that
Your
Organization
Technologies
ininthe
Next
Months
Organization
Next
24 24
Months
Months
of Respondents
NumberNumber
of Respondents
Ve
ry
Im
po
rta
nt
the Next
Strategic
Plan
for
E-Learning
Organization
inMonths
24
will
Focus
on
in24
Next
24Months
Months
None of These
None/Other
12 Evaluation of E- 5%
None/Other
10
Sync Instructor-Led
Computer
Systems
10
5%
Learning
Sales/Marketing
Personal Online
8 Coaching
E-Learning
8
15%
Personal
Development
6 Technology
Problem-Based
Learning
Customer Product
Testing
No4
Async
Instructor-Led
30%
6 2
Communication
Executive EdOther
Mentoring
Yes
Im
po
r
Content
0 E-Learning 5 5
10
10
25%
Services
Number
Respondents
0-20
21-40
41-60
61-80
20%
Number
of of
Respondents
0
Ve
ry
0
Creation of
55%
Content
55%
Un
im
po
rta
nt
2
Instructor-Led
Computer Applications
Delivery of
po
rta
nt
Self-Paced
Job-Related
SkillsLearning
Dev
Un
im
4
ta
nt
Team-Based/Peer
Collab
Technical
Su
re
0
No
t
45%
Customer Service
E-Learning
Content
45%
15
15
81-100
So, any questions about
the state of things?