eLearning Team Supports Online Learning Growth at GVSU

Online and hybrid learning is growing rapidly at GVSU – and the eLearning team is here to support and equip faculty with instructional design, instructional technology, and digital media development assistance.

See also:

  • “Online Education Ascends” – Number and proportion of college and university students taking classes online grew +6.4% in 2017, as overall enrollments fell by -.4%. A third of all students now take at least one online course. 
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The eLearning and Emerging Technologies team provides support to faculty at GVSU. Pictured left to right: Vince St. Germain, Matt Roberts, Justin Melick, Colleen Cameron, Sherry Barricklow, Kim Kenward, Katie Clark, Glenna Decker, and Eric Kunnen. (Not pictured: Hunter Bridwell)

As part of the Information Technology Department, eLearning and Emerging Technologies provides a wide array of services and resources designed to facilitate the support of faculty teaching hybrid and online classes as well as to assist faculty in delivering innovative classroom based instruction.

The eLearning and Emerging Technologies team is dedicated to supporting facultycontributing to teaching excellence, and enhancing student success through:

WE’RE HERE TO HELP!


A Growing Demand in Online Learning

In the Fall 2018 semester, student enrollment in online/hybrid courses has risen to 5,318 which represents a 15% growth since Fall 2017.  Looking back to the Fall 2017 semester, GVSU offered over 300 online/hybrid courses, (177 unduplicated), representing a one-year increase of 17%  (from Fall 2016), and significantly, a 78% increase in online enrollment since 2013. In fact, as of the Fall 2018 semester, 17% of all students at GVSU are taking at least 1 online or hybrid course, with 12% of all classes now being offered via distance education.

17% of all students at GVSU (5,318 enrollments) are taking at least 1 online or hybrid course.

Additionally, in the summer 2018 semester, online/hybrid courses contributed to a 4% growth in overall enrollment, with 42% of all enrollment offered as distance education. During the summer, there were nearly 4,000 students in total enrollment, which represented a 10% increase in online/hybrid enrollment since the summer 2017 semester.

High Touch and High Tech

On Friday, August 24, 2018, GVSU President Haas provided the campus with an inspiring lecture for the opening semester faculty/staff address. Focusing on the topics of stewardship, leadership, and innovation, the address also highlighted flexible learning options that meet students’ needs, including online learning while also mentioning the importance of high touch practices through high tech methods.

“We must be responsible to the changing needs of our students… on how we deliver education. Online learning and that becomes more vital to our students… we will not lose our high touch practices as we smartly utilize high tech methods.” – President Haas

GVSU 2021 Strategic Connection

Distance education is connected to the following GVSU strategies with special focus on Objectives 3.D.2 and 3.D.3:

Strategic Priority Area 1: Actively engage learners at all levels.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching. Baseline: 89% of faculty indicated either daily or weekly use of Blackboard in their teaching according to a GVSU faculty survey conducted winter 2016.

Objective 1.D.3: At least 60% of faculty members use state-of-the art instructional methods in their teaching. Baseline: 47% of faculty members use state-of-the-art instructional methods in their teaching according to a GVSU faculty survey conducted winter 2016. Additional Information Source: Education Center for Analysis and Research preliminary data is being collected for 2014-15, available June 2015.

 

  • The eLearning team provides support for innovative teaching methods, including the advancement and use of Blackboard.

 

Strategic Priority Area 2: Further develop exceptional personnel.

Institutional outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 2.E.1: At least 75% of faculty and 75% of staff participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions. Baseline for faculty will be determined via Digital Measures in summer 2015. Baseline for Fall 2014 for staff is 50-55%.

 

  • The eLearning Team provides the facilitation and training of faculty through a variety of seminars, including the Foundations of Online and Hybrid Course Development and Delivery course.

 

Strategic Priority 3: Ensure the alignment of institutional structures and functions.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented. Baseline for undergraduate courses for Fall 2014 is 6%.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented. Baseline for graduate courses for Fall 2014 is 25%.

 

  • Key to the advancement of online and hybrid courses, instructional designers in eLearning provide the point of contact for faculty in their work to design distance education courses as well as to facilitate a quality learning experience for students.

 

The eLearning Team is Here to Help!

If you are new to online learning or a seasoned veteran, the eLearning team is here to help! We provide consultations, faculty learning communities, coaching, and guidance to faculty. Please reach out and connect with us today!

WE’RE HERE TO HELP!

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