This ‘Need-to-Know’ blog post series features noteworthy stories that speak of need-to-know developments within higher education and K-12 that have the potential to influence, challenge and/or transform traditional education as we know it. Note: This is a re-posting of a blog article published on January 18, 2014.
Cohort Begins in the First-ever Massive Online Degree Program
Georgia Tech in conjunction with Udacity launched its first cohort of 375 students in its MOOC-inspired Masters of Computer Science 100% online degree program. Readers may remember the headlines, a computer science Master’s Degree from Georgia Institute of Technology, offered 100% online for less than $7,000. The program, inspired by MOOCs and with start-up funds from AT&T was voted as a ‘go’ by Georgia Tech faculty last year.
We now have a profile of enrolled students in the first cohort which started this week—there is little diversity; the vast majority are white males, who work and live in the United States. Yet Sebastian Thrun described the cohort in his blog post quite differently, “This is a very big day for us. Udacity’s mission is to democratize higher education. With this program, we are making a top-notch computer science education available to a much broader group of students… I believe this is a watershed moment for students around the world. ” What exactly does Thrun mean by ‘much broader group of students’? Ironically, there is more diversity in Georgia Tech’s on-campus Master’s of Computer Science Program than in this one.
Online Degree Program Applicant Demographics:
- 2,360 applicants: 86% male, 14% female
- 514 applicants from AT&T
- Over 80% resided in the United States: Most represented states: 343 from California and 336 from Georgia
There is a disconnect between the final numbers in the cohort, 375 and what a Udacity spokesperson said this past October, “450 of the applicants will start the program in January, but every qualified applicant will be accepted and may start next summer“.
Final Cohort Student Demographics:
- 375 students: 82 work at AT&T
- 330 or 92% are from the US, in contrast to Georgia Tech’s on-campus comparable program, of which 90% are International
- Average age is thirty-five, eleven years older than the on-campus program
Insights: The demographic profile of the programs’ applicants, and enrolled students are worth examining as stand alone data, and in comparison to Georgia Tech’s traditional degree; it provides a window into the potential and pitfalls associated with offering a fully online, Masters degree offered at a cost that requires considerable scale. In order for the program to be sustainable, it requires 10,000 by the third year. Is this feasible given the student profile where there are so few students from outside of the United States?
- Georgia Tech Launches World’s First Massive Online Degree Program, Georgia Tech College of Computing
- The First Cohort, (2014) Inside Higher Ed
- Who Applied to Georgia Tech’s Master’s Program, (2013), Inside Higher Ed
2) Report Suggests Higher Education and MOOCs like Oil and Water
This week Babson Survey Research Group released its eleventh annual report about the state of online education in the United States, Grade Change, Tracking Online Education in the United States. The report collected data from 2800 colleges and universities in the US and provides a readable summary of critical issues in online education: perceptions of online education, enrolled student data, and online as a strategy. I find the Babson reports helpful in identifying patterns and trends in online education. This is the second year MOOCs data is included, and this year’s data is more telling and potentially helpful for institutions and organizations involved in higher education given the comparison to last year’s numbers . Highlights:
- The top three reasons that institutions site for offering MOOCs
- increase the institution’s visibility: 27.2%
- to drive student recruitment : 20.0 %
- innovative pedagogy: 18.0%
- How well are MOOCs meeting institution’s objectives
- too early to tell: 65.8%
- meeting very few: 1.3 %
- meeting some: 17.2%
- Only 23 percent of academic leaders believe that MOOCs represent a sustainable method for offering online courses.
Insights: It’s apparent that the profile of the typical MOOC student is not the undergraduate student profile—an example is Udacity’s experience with San Jose State University, where Thrun called his course a lousy product [to explain the failure of the program], which isn’t quite accurate. MOOCs [offered through MOOC platforms, i.e. Coursera, Udacity] are not the best vehicles to serve the needs of undergraduate students. Institutions have invested considerable resources in MOOCs, it’s time to move on.
- Grade Change, Tracking Online Education in the United States, The Sloan Consortium
- Clarification: No, there aren’t 7.1 million students in US taking at least one online class, e-literate
3) Students and Technology— It’s Not What You Think
The report by EDUCAUSE about higher education students’ and their technology use as it relates to their education is enlightening. It includes their perceptions, usage patterns and needs when it comes to technology—it’s a must read. The info graphic [below] gives a good summary of the findings. Other highlights:
- Students recognize the value of technology but still need guidance when it comes to using it more effectively for academics
- Students prefer blended learning environments
- Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.
- Students value their privacy, and using technology to connect with them has its limits.
- ECAR Study of Undergraduate Students and Information Technology, 2013, ECAR Research Hub
- Infographic, ‘Students and Technology in 2013’
Insights: Student patterns—their behaviours, and interaction with technology give institutional leaders and educators a glimpse into how to effectively provide support and make education relevant. I wrote a post about this very topic last week.
To keep up with other developments in online learning, you can follow me on Twitter, @onlinelearningi.