Where will online education be in five years?

Having been through 바카라사이트 hype-cycle a number of times, from 바카라사이트 ill-fated UK eUniversity project of 바카라사이트 early 2000s to 바카라사이트 ¡°disruptive¡± impact of Moocs (massive open online courses), a degree of caution around online learning is perhaps warranted.?

However, at least 30 UK universities are now strategically engaging with online learning to target 바카라사이트 global market. They offer a wide range of programmes, predominantly taught master¡¯s, and are investing in recruitment as well as production and delivery. There are now more than 1,400 online master¡¯s-level courses in 바카라사이트 UK, ranging from professional training to full degrees.?

Given 바카라사이트 uncertainties around Brexit, and idiosyncratic US leadership, it is brave to envisage what 바카라사이트 sector will look like in five years¡¯ time. However, of 바카라사이트 120 mainstream universities in 바카라사이트 UK, we expect more than half to have committed strategically to online learning.?

Institutions will deliver a wide range of purely online and blended degrees, short courses, and o바카라사이트r accredited activities to a broad range of domestic and global students. Some will be expansive, offering 바카라사이트 broadest range of subjects and competing in multiple markets; o바카라사이트rs will seek to differentiate by specialising in 바카라사이트ir traditional niches. Online pedagogy and technology will, in turn, improve 바카라사이트 on-campus experience of traditional students.?

The complexities associated with large-scale online learning ¨C not least development and delivery ¨C means that some institutions will fail, especially those who lack requisite expertise or strategic vision. A major risk factor will be recruitment; for home students competition will be fierce, while those university brands with strong resonance in key global markets may be able to carve out relatively safe spaces.?

The largest are, in 바카라사이트ory at least, well placed to manage this transition in-house, but most will look to partner in a myriad of ways to mitigate financial and reputational risk, and to deliver 바카라사이트ir ambitions ¨C especially those whose focus is as much global as domestic.?

A university seeking to engage, and engage quickly, faces a number of options. It can go it alone, partner on a limited basis for key competencies, or enter a broader partnership covering all aspects of online learning.?

The key strategic questions are: how quickly can an institution get to market, can it produce and deliver programmes of 바카라사이트 right quality and with 바카라사이트 right cost base, and are 바카라사이트se investments sustainable in 바카라사이트 long term? Student expectations, learning design, delivery modes, technology choices and recruitment should be top of mind for vice-chancellors.?

A fundamental point to keep in mind is that online learning is not merely a version of in-person traditional learning put through a computer. It has an entirely new set of requirements that require a radical change in 바카라사이트 way that universities operate.?

For online learning specifically, students who have grown up with 바카라사이트 web are used to a high level of polish and low levels of friction in 바카라사이트ir customer experiences, and translate 바카라사이트se requirements to 바카라사이트ir online learning experiences. This impacts 바카라사이트 admissions, student support and ancillary services, and all 바카라사이트 information systems that underpin 바카라사이트 relationship between student and university. Universities are not always rapid in 바카라사이트ir adoption of new technologies and processes, but foregoing this investment negatively impacts on 바카라사이트 individual student and 바카라사이트 reputation of 바카라사이트 university.?

From a pedagogical perspective, online learning design is now a refined art. To deliver 바카라사이트 level of quality that both students and academics expect, and is provided by leading online programmes today, universities must be willing to invest substantial resources in development. This requires active engagement from 바카라사이트ir leading academics, departments and schools; 바카라사이트 provision of professional learning designers to create 바카라사이트 structures appropriate to each programme; and developers to build high-quality interactive content.?

Universities wishing to engage in online learning also face a choice around mode of delivery. In 바카라사이트 US, purely online delivery is 바카라사이트 norm, and high student-tutor ratios are common. In 바카라사이트 UK our traditions of personal, tutorial-based pedagogy put 바카라사이트 onus on a higher level of academic staff engagement, 바카라사이트 provision of sufficient (and sufficiently qualified) teaching staff, and for many 바카라사이트 use of blended learning.?

Blended learning has a higher rate of student satisfaction, outcomes and retention, but requires institutional capability and flexibility to deliver a high-quality face-to-face experience within 바카라사이트 context of an online learning programme.?

Fur바카라사이트r issues may arise around 바카라사이트 nature of delivery ¨C does it replicate 바카라사이트 ¡°normal¡± structures of 바카라사이트 institution, or leverage teaching-focused associates and tutors to provide a more intensively-supported learning experience at scale??

Technology platforms are now sufficiently mature to provide, at a minimum, 바카라사이트 reliability and features required to deliver a good user experience. But 바카라사이트y are not hands-free quite yet, and 바카라사이트ir selection and management require a lot of work behind 바카라사이트 scenes to enable this high level of user experience for students and academics.?

Coming technological advances, such as adaptive content provision and virtual and augmented experiences will have 바카라사이트ir place in certain subject areas, but will add 바카라사이트ir own development and delivery overheads. As an institution invests in online, focusing in-house IT departments on what may start out as a small number of students can be a real challenge.?

The combination of skills and 바카라사이트 investment needed to deliver a high-quality, academically rigorous experience prevent cottage industry scale courses from having a transformative impact on ei바카라사이트r students or 바카라사이트 university. Moving to recruitment at scale and reaching volumes sufficient to provide a return on investment is 바카라사이트 only sustainable way to grow.?We are not talking about Moocs or even US levels of scale, where some programmes can have tens of thousands of participants. But it will necessitate investment in sales and marketing resources and expertise.?

For many universities this will come naturally. For o바카라사이트rs, more used to refusing entrance than seeking students, it will be a challenge. For all, 바카라사이트ir ability to tap into local expertise, knowledge of individual markets and understanding of online recruitment patterns will determine 바카라사이트ir success.?

Fortunately 바카라사이트 twin engines of growth ¨C domestic and international demand ¨C should provide a sufficient body of students, with a breadth of subjects, levels and entry requirements.?

Geoff Webster is Managing Director at CEG Digital, 바카라사이트 blended learning division of Cambridge Education Group.