The study looks closely at how 21 institutions of higher education design their online courses, blended learning courses and MOOCs. Participants include McGill, the University of Rochester, the Royal Institute of Technology, UCLA, Southern Illinois University, the University of Alabama, the University of Advancing Technology, the University of Manchester, State University of New York at Brockport, Victoria University of Wellington, the University of North Carolina Greensboro, the University of Glasgow and lots of others. The 76-page report gives detailed data on how colleges are the use of classroom video, social media, “flipped” classrooms, short and frequent spot quizzes, peer mentors and other strategies to fortify their online courses and MOOCs. It also provides data on the kinds and types of MOOCs in development, the timetable for their development, and how they’re viewed by their institutional creators. As an example, are MOOCs viewed as loss leading “feeders” to the colleges’ traditional or distance education programs. The study gives hard data on the size of beef up staffs for MOOC and online course development and at assessment strategies for MOOCs and more traditional online and blended learning courses. The report helps its readers to reply to questions such as: what kinds of cloud products and services and software tools are colleges the use of to build online courses and MOOCs? What are their budgets? If they’re developing MOOCs What’s the intended audience? What’s the role of taped classroom lectures? Of social media? How are colleges trying to conquer the inherent inefficiencies of traditional college education?
Survey of Online and MOOC Course Design Plans & Practices