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Scoop.it!
A new survey echoes previous online learning reports, but also highlights some important disconnects and areas for improvement among programs. 
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Colleges incorporate online education using a variety of approaches. For some, there is little oversight applied to course design. At other institutions, instructors manage pre-written courses and serve primarily in a grading role. As online education expands, institutions must develop policies that balance the demands of academic freedom and student-centered design, the latter of which is valued by accreditors. Limited elements of standardization, including course design templates and grading rubrics, can help institutions demonstrate consistency and quality while preserving faculty academic freedom in course content.
EDTECH@UTRGV's insight:
I understand both sides of the argument. My question is, should traditional face-to-face courses be required to undergo the same level of scrutiny as their online counterparts?
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When an eLearning course is underperforming, there are a number of elements that could be going wrong. Learn quick and easy tips to fix them!
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Gone are the days of just putting content on a web page and calling it “training.” Today’s learners expect much, much more.
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Before starting to plan your next training program, take some time to conduct an analysis first. You must always ask these important questions before doing anything else.
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Most higher education institutions developing online courses and programs have it all wrong. Every day, we speak to universities that are looking to launch new online-learning initiatives, and many of these conversations start with the same question: “How do we put these courses online?” By asking a few initial questions of our own, we’ve found that most institutions tend to anchor their thinking to their existing on-campus courses. This approach is limiting at best, and a recipe for mediocrity in many cases. Instead of thinking about your new online initiative—whether it’s a single course or an entire degree program—as a generic rework of your on-campus courses, we recommend thinking of it as an entirely new educational experience.
EDTECH@UTRGV's insight:
The pedagogies for delivering traditional courses and online courses are very different. It would be a mistake to attempt to facilitate an online course the same way one might facilitate a traditional course.
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People over 25 or those with children are enrolling in college classes — so many that nearly 74 percent of American undergraduate students are "nontraditional." They're compelled by a recession that especially hurt less-educated employees, along with the worry that advancing technology could leave them without a job.
EDTECH@UTRGV's insight:
The roles for non-traditional and traditional college students are flipping as older students become more common in college classes.
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There are several elements to consider when designing mobile learning. This guide gives useful tips and advice that you can apply to your design.
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"The most obvious benefit of eLearning is that it is a great way for organizations to save on the cost of training. But the paybacks are far beyond just cost and there is so much more that can be achieved through eLearning with the right focus."
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From
edscoop
The National Education Policy Center finds enrollment in virtual and blended learning schools is on the rise, but says a better model needs to be in place.
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From
neilpatel
"Driving traffic and converting that traffic into leads is tough. Brand-awareness ads on Facebook are great as a first step in the process. But what’s your next step? Typical lead magnets like e-books and whitepapers aren’t performing as well anymore. Why? They aren’t interactive or engaging."
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