Day: November 27, 2018

The Changing Landscape of Online Education Report meets eLearning at GVSU


Quality Matters and Eduventures has recently released a report with a variety of perspectives on the changing Thelandscape of online education.

The following charts are from “The Changing Landscape of Online Education (CHLOE)” report and connections to GVSU are highlighted in each section.

See also:

  • “eLearning Team Supports Online Learning Growth at GVSU” – In the Fall 2018 semester, student enrollment in online/hybrid courses has risen to 5,318 which represents a +15% growth, as overall enrollments fell by -1.5%.  17% of all students at GVSU are taking at least 1 online or hybrid course.

The LMS is King

In the following chart, the top 5 technologies have risen to the top as the most important to online learning.

#1 – Learning management system
Blackboard is the university’s enterprise LMS at GVSU.

#2 – Anti-plagiarism
SafeAssign is available in Blackboard at GVSU to assist faculty with plagiarism checking of student assignments.

#3 – Audio/video conferencing
Blackboard Collaborate Ultra is GVSU’s enterprise instructional video conferencing system, available to all faculty and students.

#4 – Lecture/video capture and management
Panopto is GVSU’s enterprise video management solution.

#5 – Online assessment and proctoring
Tools like Respondus LockDown Browser and Respondus Monitor are increasing in use in higher ed.


Learning Analytics is the Next Big Bet

In the following chart, the top 5 emerging technologies have risen to the top as the most important to online learning.

#1 – Adaptive learning
Technologies such as SmartSparrow and Realizeit provide unique learning experiences that are individual and personalized.

#2 – Learning analytics
A growing field of connecting “big data” to actionable efforts, tools like Blackboard Predict bring intelligence to identifying and intervening with students “at risk”.

#3 – Student support dashboards
Focusing on the needs of online learners is key to supporting their retention and success.

#4 – Simulations/game-based
Providing game-based learning experiences and simulations enable active learning in distance education courses.

#5 – Virtual/augmented reality
New immersive technologies such as virtual and augmented reality provide opportunities to engage with content. The Atomic Object Technology Showcase at GVSU allows faculty and students to explore innovative technologies such as AR, VR, 3D printing, and more!


Asynchronous Discussions Today; Simulations Tomorrow

In the following chart, the top 5 pedagogical techniques are highlighted.

#1 – Asynchronous discussions
#2 – Group projects/activities
#3 – Problem-based learning
#4 – Quizzes
#5 – Research projects

At GVSU, the use of open educational resources (OER) is growing.  In fact, there has been an estimated savings of $480,000+ from the adoption of OpenStax textbooks.  Badging and micro-credentials continues to be offered to faculty for professional development, along with a growing use of badges for credit and non-credit.


Online Learning is Growing

  • Fully online undergraduate students as a percent of total enrollment = 12.5%
  • Fully online graduate students as a percent of total enrollment = 27.5%


Instructional Designers Help Build Better Courses

At GVSU, the eLearning and Emerging Technologies team of instructional designers make up the IDeL group. Their mission is to “to develop confident and competent faculty, prepared to teach in blended and fully online learning environments, who are able to integrate technology in a way that is learner-centered and pedagogically sound.”

Based on the CHLOE report, instructional designers encourage faculty to include more:

  • student-to-student interaction in the course design
  • consistent use of online tools



Learn more about “The Changing Landscape of Online Education (CHLOE)

A Survey of Faculty Attitudes on Technology via Inside Higher Ed meets eLearning at GVSU

Inside Higher Ed recently released a report based on a survey of faculty attitudes on technology.


Here are a few noteworthy highlights:

  • 75% of faculty support increased use of educational technologies
  • More than two-thirds (70%) support increased use of open  educational resources (OER).
  • 25% of professors said they had worked with an instructional designer on online or blended course, and 45% said they had received professional development about course design
  • Instructors who had taught online were likelier than their peers (44% versus 9%) to say they had worked with a designer.
    • The eLearning and Emerging Technologies team at GVSU provides faculty with instructional design through the IDeL team.
  • Challenges to online effectiveness include: concerns for “at risk” students learning online, maintaining academic integrity, and engaging students in rigor.

…professors who have taught online view online more favorably

  • 44% of college faculty members having taught at least 1 online course
    • At GVSU, 288 faculty are teaching online or hybrid courses per year.


  • 75% of instructors who’ve taught online said doing so helped “develop pedagogical skills and practices that have improved” their teaching:
    • Think more critically about ways to engage students with content (68%)
    • Make better use of multimedia content such as video and audio (65%)
    • Use LMS better (61%)
    • Experiment more and make changes to try to improve their students’ learning  experiences (60%)
  • Accessibility
    • 2 of 3 professors say their institution offers training in making course materials compliant with ADA


Learn more about the Inside Higher Ed “A Survey of Faculty Attitudes on Technology