Changing Course:

TEN YEARS OF TRACKING ONLINE EDUCATION IN THE UNITED STATES

Survey by I. Elaine Allen and Je Seaman, Babson Survey Research Group; based on responses from over 2,800 Chief Academic Ocers (CAOs) and academic leaders Infographic by Pearson Learning Solutions

What are Chief Academic Ocers planning for MOOCs in 2012?

32.7% No plans 55.4% Not decided 12% Have or planning a MOOC

What percent are working with others on a MOOC?

Planning to add a MOOC: 50%
0% 100% 0%

Currently have a MOOC: 37%

100%

Current Academic Leader Opinions of MOOCs

MOOCs Are a Sustainable Method for Oering Courses MOOCs Are Important for Institutions to Learn About Online Pedagogy MOOCs Can be Used to Attract Potential Students MOOCs are Good for Students to Determine if Online Instruction is Appropriate MOOC Instruction Will Not be Accepted in the Workplace Credentials for MOOC completion will cause confusion about higher education degrees

Agree

Neutral

Disagree

28% 49% 44% 51% 19% 55%

45% 32% 35% 31% 45% 26%

27% 19% 22% 19% 36% 19%

Is online learning strategic?

CAOs Perceive Online Education to be Critical to the Long-term Strategy of their Institution
80% 70% 60% 50% 40% 30% 20% 10% 0% 2002 2003 2004 2005 2006 2007 2009 2010 2011 2012

Agree Neutral Disagree

How many students are learning online?

Total and Online Enrollment in Degree-granting Postsecondary Institutions
20

Students (Millions)

15 10 5 Taking at Least One Online Course 0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Total Enrollment

Year after year the number of online enrollments steadily increases its proportion of total enrollments starting at 11.7% in 2003 and increasing to 32% in 2011.

50% 40% 30% 20% 10% 0%

Total and Online Annual Enrollment Growth

Online Enrollment as a Percent of Total Enrollment Annual Growth Rate of Online Enrollment Annual Growth Rate of Total Enrollment

2003

2004

2005

2006

2007

2008

2009

2010

2011

Does it take more faculty time and eort to teach online?

45% of CAOs Agree That is Takes More Faculty Time and Eort to Teach an Online Course Than a Face-to-Face Course
46% Agree Neutral Disagree 10%

45%

Are student learning outcomes comparable?

Academic Leaders Perceptions of Learning Outcomes in Online Education Compared to Face-to-face
2012 2011

77%
Of academic leaders surveyed reported online learning outcomes to be the same, somewhat superior or superior to face-to-face in 2012.

2010 2009 2006 2004 2003 0% 20% Inferior & Somewhat Inferior 40% Same 60% 80% 100%

Superior & Somewhat Superior

Faculty acceptance of online education and the barriers to wide-spread adoption

From 2002 to 2012 academic leaders have reported little change in faculty acceptance of the value and legitimacy of online education.
50% 25% 0% 2002 2004 2005 2006 2007 2009 2011 2012

CAOs heavily weighted the faculty lack of acceptance as a barrier to wide-spread adoption of online education:
7% Not Important 26% Somewhat Important 27% Very Important

Lower retention rates in online courses is seen as a growing barrier to wide-spread adoption:
100% 80% 60% 40% 20%

41% Important

0%

2007

2008

2012

Respondents who rated Very Important or Important

The tenth annual survey, a collaborative eort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States. Based on responses from over 2,800 academic leaders, the complete survey report, Changing Course: Ten Years of Tracking Online Education in the United States is available at http://sloanconsortium.org/publications/survey/changing_course_2012.

Copyright 2013 by Babson Survey Research Group, Pearson and Quahog Research Group, LLC. Permission is hereby granted for all non-commercial use of this infographic provided: Notication is provided to bsrg@babson.edu, and Proper attribution is included. Commercial use may also be granted inquire at bsrg@babson.edu.