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Online Enrollment Up 17%

January 27, 2010

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Fall 2008 online enrollments were up 17 percent from a year before, with about 4.6 million students taking at least one class online, according to the 2009 Sloan Survey of Online Learning.

With all higher education enrollments increasing only by 1.2 percent for the same time period, the share of students taking at least one course online reached 25.3 percent. As recently as fall 2002, not even 10 percent of students were taking at least one course online. The data reflect nearly 4,500 colleges and universities, with information gathered by the Babson Survey Research Group and by the College Board, and supported by the Alfred P. Sloan Foundation.

While the trends outlined in the survey are clearly positive for advocates of online learning, they also point to lingering challenges. A survey of chief academic officers indicated the growth in online enrollments has not been matched by consistent training programs so faculty members can learn how to teach virtually, and that many of these officers doubt that their faculties truly respect online learning.

The doubts appear to be greatest at private nonprofit institutions and least in for-profit higher education. (While this survey relied on chief academic officers to evaluate faculty attitudes, other surveys -- that have asked professors directly -- have found faculty doubts about online education, especially about whether institutions are serious about providing support for those engaged in it.)

Here are the numbers on enrollment growth, with online enrollment referring to every student who takes at least one course online.

Growing Online Enrollments, Fall 2002 to Fall 2008

Year Online Enrollment % Increase From Previous Year Online Enrollment
as % of Total Enrollment
2002 1,602,970 n/a 9.6%
2003 1,971,397 23.0% 11.7%
2004 2,329,783 18.2% 13.5%
2005 3,180,050 36.5% 18.2%
2006 3,488,381 9.7% 19.6%
2007 3,938,111 12.9% 21.9%
2008 4,606,353 16.9% 25.3%

Despite that growth, the study also found that there is no assurance that faculty members are being trained to teach online.

In the survey of chief academic officers, they were asked (for the first time in the Sloan study) whether they provide training to those teaching online, and 19 percent said that they do not provide any training. Of the remaining institutions, many provide training in multiple forms, including internal training courses (at 65 percent of institutions) and informal mentoring (at 59 percent).

The chief academic officers were also asked whether their faculty accept "the value and legitimacy" of online education, and the results suggest something short of a strong endorsement of virtual learning. In the fall of 2009, only 30.9 percent of chief academic officers said that their faculty members do have such respect for online learning, while 51.8 percent were neutral and 17.3 percent disagreed. When asked two years earlier, a larger share of the chief academic officers (33.5 percent) agreed that their faculty members accepted online learning and a smaller share (14.6 percent) disagreed.

The Sloan report asks of this drop: "Does this recent drop indicate that the upward pressure to offer more online courses and programs that these institutions are experiencing is leading to increased ‘push back’ among their faculty? Future studies will need to track these results, paying particular attention to any possible relationship of perceived faculty acceptance to the rate of growth of online offerings at the institution."

The overall numbers of chief academic officers who believe their faculty endorse online learning would be lower if it were not for community colleges and for-profit higher education.

Percentage of Chief Academic Officers Reporting Their Faculty Accept 'Value and Legitimacy' of Online Learning

By Control  
--Public 35.7%
--Private nonprofit 19.2%
--For-profit 44.9%
By Sector  
--Doctoral 20.0%
--Master's 20.2%
--Baccalaureate 11.1%
--Associate 44.4%
--Specialized 25.7%
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Comments on Online Enrollment Up 17%

  • Training Teachers to Teach?
  • Posted by Don Langenberg , Chancellor Emeritus at University System of Maryland on January 27, 2010 at 10:45am EST
  • Training teachers to teach online? What a novel idea! In my personal experience during a long career in academe, I recall no instances in which I was offered systematic substantive training in how to teach well in the classroom or lab. It was always "Just go into the lab or the lecture hall and do it!" I suspect my experience was typical. There are institutions (like the University of Maryland University College) which do provide explicit training in online teaching. I think it would be good if we paid more attention to training our faculties in both online and traditional classroom teaching.

  • On-line for on-line
  • Posted by Richard Rice , Professor History at UTC on January 27, 2010 at 11:45am EST
  • How about on-line training for future on-line teachers? If the system works, then we should have well-trained and effective teachers. Right?

    Maybe I am missing something here, but didn't many universities jump on board this IT bandwagon a decade ago, only to lose a lot of money and time when enough students did not show up? Or is there better IT or on-line pedagogy out there today?

    I have only experienced short (one-day or less) on-line training, and found it about as interactive as reading a book off-line. But then I am not an administrator of on-line learning.

  • online classes rock
  • Posted by Ozias Washington , Student at Liberty University on January 27, 2010 at 1:15pm EST
  • I have had the opprotuninty to take online classes for the past two years. I have found the process to be both rewarding and frustrating. Pursuing my Masters of Divinity has been rewarding in the fact that I can continue my full-time responsibilities while gaining a degree. However, I must admitt you must be a self-motivated and a self-started to reap your rewards. The professors are very encouraging and the staff of the university are most helpful when you call with questions.

    On the other hand, I have found it difficult to find people in my area to disscuss what I am learning in class(online). Although there are disscussion boards, I find it more helpful for me to talk with someone face to face.

    Overall, online education is a great tool for many whom is wanting to pursue a higher education. And I agree with the other comments....there is always room for improvment on both sides of the field.

  • Posted on January 27, 2010 at 3:45pm EST
  • Don:

    One important difference between online and in-person instruction is that most of us have taken some in-person courses in our lifetime. Whether we ever had formal training in it, at least we've seen it done.

    When someone who's never taken an online course is asked to teach one for the first time, some sort of training is extremely helpful.

  • Online
  • Posted by V. E. McLure , Professor/Department of English on January 27, 2010 at 4:15pm EST
  • As someone who has taught online courses for more than 5 years, I have some observations to make. First, online is very different from face-to-face. The actual delivery requires a great deal more preparation, at least for me, than face-to-face because I have to try to anticipate both questions and problems. Also, every single item for my class is produced by me. So, if I want information presented, I have to type it out and make sure it is both visually and verbally clear. Second, the person who teaches online must learn to deliver material visually and also learn whatever classroom management system is being used. This is incredibly time consuming. And, the last time I went through so-called training, the materials sent by the company were so poor it was a complete waste of time. So, we all pretty much ended up teaching ourselves the new system.

    One of the huge myths about on-line teaching is that it is less time-consuming. It isn't. I spend at least 3-4 times more time on online classes than I do with face-to-face. And, it sometimes seems like I am never away from them. Email follows me everywhere! Online students can be very demanding (until they are taught that we are not online 24/7) and they want answers to questions immediately. Also, if there is a problem with hyperlinks, etc. on a weekend, you have to solve the problem then, not wait until Monday morning. Many of my colleagues also seem to think that once a class is online, all I have to do is sit back and watch it run itself. Hardly. If the class is going to be successful, then there has to be communication between the students. So, there are discussions to set up and check on (and in my case, grade), papers, quizzes, etc. No online class which is worth anything "runs itself."

    Do I enjoy teaching online? Yes. Will I keep doing it? Probably. Do I wish I had institutional support? Absolutely. The only support I get is administrators thinking that because there are no desks they can increase my numbers, but not my pay. After all, why can't I have 70 students in a freshman comp class? Oh, and teach 4 sections with 70 students in them. After all, it's "only" online. Until we can get past that attitude, online teaching will continue to suffer when it should thrive. Is it for everyone? No. However, it is a viable way to teach and it should be both respected and inproved.

  • On Line Teaching
  • Posted by Catherine Ruggieri , Professor at Professional Studies, St. John's U., New York on January 27, 2010 at 5:30pm EST
  • I agree with Professor McLure's comments on the amount of time we invest in our on line courses. Additionally, every term every item (assignments, tests, etc.) needs to be new. I have taught on line since 2002. Although it takes a lot of more time, it also involves lots of interaction with students, all the students, practically every day. On line encourages this while in a typical on campus class of 40 - 100, this amount of interaction would be difficult to manage at best. I think the best educational program is probably a combination of on line and on campus.