10 Years of Change: What Publishers Think

What surprises higher education publishers about the past decade of rapidly changing course materials and academic technologies?

That was among the questions posed to panelists in the Thought Leader presentation Course Materials Today and Tomorrow: Views from Publishing Executives held March 4 at CAMEX 2017 (Campus Market Expo) in Salt Lake City, UT. Here are some of their responses:

Tim Stookesberry, senior vice president education, Wiley: “Being in product development for a long time, I did think about what digital was going to mean. I’m surprised most by how digital has changed the distribution network and we’ve had to change accordingly. Students have a lot of choices: the way people buy materials, what they’re looking for. It’s very dynamic.”

Scott Smith, president, Elsevier Education: “Technology simultaneously changes the way the market actually works and how people acquire materials. It’s a completely different environment in which we have to work. There are more links in the chain.”

Kevin Stone, chief sales and marketing officer, Cengage Learning: “In this day and age to be sending cardboard printed access cards with numbers students have to put in is crazy. We need to fix this. I think we can fix it. It’s about access … all about getting materials on day one.”

Peter Cohen, executive vice president, McGraw-Hill Education: “There’s serious empirical data that using adaptive technology improves student achievement, literally hundreds of data. What surprises me is students love print books. There’s a resounding cry to continue to have print resources.”

Tom Malek, vice president and head of channel partnerships, Pearson Education: “Why does it take so long to change? Uber has come and gone in terms of figuring it out. We all serve the industry of higher education. That tends to go quite slowly … tends to put things in the conceptual rather than the real.”

Four Ways to Meet Higher-Ed Challenges

Among the key challenges facing higher education in the U.S. today, said Catharine Bond Hill, managing director at Ithaka S+R, an organization working on economic and technological issues in education, and president emerita of Vassar College, are declining graduation rates, rapidly rising costs, and barriers to would-be enrollees, including lower family incomes.

Speaking at the March 4 Mega Session at CAMEX (Campus Market Expo) in Salt Lake City, Hill outlined four possible recourses to help address these challenges.

The first is to direct more public funding to higher education, although she acknowledged this is unlikely to occur at the state level right now. “Our best hope is we won’t face significant cuts in the coming years,” she said.

Because of state reductions and growing costs, families will be asked to shoulder more of the expense to educate their children and loans will be one of the means they use. Although media coverage has focused on the small percentage of students with unmanageable debt, students who do graduate are typically able to meet their payments. Hill advocated giving more attention to helping students get their degrees, rather than on limiting loan programs.

Hill also suggested reallocating existing higher-ed funding toward improvements in outcomes, to ensure institutions remain focused on access to education, affordability, and student success.

Finally, Hill expressed hope that higher education “will somehow benefit from the technological advances other sectors have experienced.” Some new tech has generated a lot of hype—massive open online courses, for example—that has distracted from conversations over how emerging technologies can be harnessed to improve higher ed.

New Batteries for Higher Ed’s IoT

As more Internet of Things (IoT) connected devices find their way into higher education—whether as aids to student learning or components of campus infrastructure—the need will only increase for advanced batteries to keep them powered round-the-clock.

“Knowledge development, discovery, and sharing are not really on/off tasks that one starts and stops easily and often,” Pedro Ferreira, assistant professor of information systems, Carnegie Mellon University, Pittsburgh, PA, told EdTech: Focus on Higher Education. “We are constantly learning, and we need IoT devices on 24/7 to support that.”

Researchers at the University of California, Irvine, discovered a way to prevent highly conductive but fragile nanowires in lithium-ion batteries from fracturing in the course of repeated charging and discharging, potentially increasing their lifespan significantly.

Many other universities are immersed in researching refinements or replacements for existing batteries. The Pocket-lint site outlined some of the most promising and interesting advances that are either already on the market or could be coming soon to a gadget near you, including:

• The Bioo plant pot that generates a photosynthesis reaction to charge a device.
• Copper-foam batteries that offer faster charging, longer life, smaller size, and lower price—all without any flammable electrolyte.
• A Stanford University-developed aluminum graphite battery that can recharge a smartphone to full in only a minute.
• A waterproof, foldable, paperlike battery that could be used for wearable devices or connected clothing.
• Nanogenerators that can convert ambient noise into electrical current.
• An MIT-created organic flow battery that uses quinone molecules—nearly identical to those found in rhubarb—and would save 97% per kilowatt hour over metal batteries without sacrificing efficiency.

States Boosting Funding, with Caveats

Many states that cut back on higher education funding during the recession are now ready to restore some of those dollars, albeit with strings attached. States are looking for ways to tie funds to student success and affordability.

In Kentucky, the state senate passed a bill to provide $1 billion to public colleges and universities. The amount each school would receive would be based on a variety of performance measures, including:

• 35% on student success metrics such as graduation rates, number of degrees awarded to low-income and minority students, and number of science and math degrees awarded.
• 35% on course-completion statistics.
• 10% on the amount of space devoted to student academics.
• 10% on how much each school spends on instruction and services.
• 10% on full-time enrollment.

In Wisconsin, the governor has proposed giving an extra $140 million to the university system, with $35 million covering the cost of a 5% tuition reduction for students and $43 million contingent on “affordability, workforce readiness, student success, efficiency, and service,” according to the University of Wisconsin. The proposal also calls for allowing students to opt out of paying certain fees that support student organizations. Those amount to about $89 of the total $607 in fees charged annually.

Ohio’s governor has proposed slowly increasing funding to public institutions, but schools would have to submit reports on how they’re cutting costs for students. As part of the plan, colleges and universities would also be expected to provide textbooks as part of tuition with a special fee no higher than $300 per year.

Where Course Materials Go from Here

Digital formats, adaptive learning, access codes, inclusive access, student user analytics, custom products—the world of higher-education course materials has changed a lot in recent years. What’s next?

A panel of publishing representatives will discuss their views on the evolution of course materials and what tomorrow’s textbook is likely to encompass during the Course Materials eXperience track as part of the 2017 Campus Market Expo (CAMEX) in Salt Lake City, UT, March 3-7. CAMEX is produced by NACS.

Just how course materials can best support student success is a critical component of the discussion, not just for colleges and universities, but also for academic publishers that are encountering dwindling revenues due to declining enrollments, faculty adopting open resources, piracy of textbook content, and other factors.

Moderated by Ashley Gordon, academic resource strategic for NACS, the panel will feature Robin Baliszewski, managing director, higher education sales in North America, Pearson Education; Peter Cohen, president, U.S. K-12 and higher education, McGraw-Hill; Scott Smith, president, Elsevier Education; Kevin Stone, chief sales and marketing officer, Cengage Learning; and Tim Stookesberry, senior vice president, education, Wiley.

Also during the Course Materials eXperience, a second panel will discuss the new role of course materials on campus from various perspectives. Moderated by Mark Palmore, senior vice president, sales, Nebraska Book Co., that panel will include Imelda May, digital and course materials manager, Simon Fraser University Bookstores, Burnaby, BC, Canada; Greg Fenton, CEO and co-founder, RedShelf; and Allyson Mower, head of scholarly communication and copyright, University of Utah Marriott Library, Salt Lake City, UT.

MOOC Develops Sense of Touch

A Stanford University professor created a massive open online course (MOOC) that teaches the science of touch, or haptics. Student use a Hapkit to build a programmable device to perform haptic experiments, providing a better understanding of the sense of touch.

“Haptic technology tries to make virtual experiences seem more real in order to improve how people perform tasks or enjoy virtual experiences,” Allison Okamura, an associate professor of mechanical engineering and designer of the course, said in an article for eCampus News.

The Hapkit includes a sensor, motor, and controller board that can be programmed with a personal computer to produce sensations, such as running your hand over a wall or the click of a ballpoint pen. A redesigned version of the Hapkit, which incorporates low-cost electronic components, uses 3-D printing, making it possible for anyone to download the files and print the kits.

“MOOCs are becoming really big, but are often missing that hands-on component,” said Tania Morimoto, a third-year Ph.D. student in mechanical engineering who worked with Okamura on the Hapkit. “Professor Okamura realized that haptics would be a good way to add that element. People learn in different ways, and having something physical can really help them understand.”

Female Faculty Rated Lower by Students

Millions of college students use online sites such as RateMyProfessors to show what they think of their instructors and find out more about certain faculty before enrolling in their courses.

However, a new study of almost eight million online ratings of professors at U.S. universities revealed a troublesome pattern.

“So across all of the disciplines on the site, there’s not one discipline where female professors score higher than male professors,” explained Andrew Rosen, a graduate student at Northwestern University and developer of the computer program used to analyze the ratings. Rosen believes the difference in ratings is evidence of gender bias among students, although he suggests most students aren’t aware they’re rating female instructors lower on average.

The ratings analysis also uncovered signs of other types of bias. Instructors who got high ratings for good looks received higher ratings overall for quality as well. Not surprising, students also gave higher quality ratings to professors whose classes were deemed “easy.”

Science and math instructors also averaged lower ratings than their colleagues in fields such as art and foreign languages. One reason, according to Rosen, might be that faculty in scientific disciplines may have more experience in research, rather than teaching.

Hacking Worries Slow IoT Adoption

The Internet of Things (IoT)—a network of computing devices embedded in everyday objects and connected to the Internet—can encompass everything from vending machines to light posts to entire building automation systems.

And that interconnection is growing, with the number of such devices forecast to surge from 13.5 billion units now to 38.5 billion by 2020. It’s already spreading into schools and across college and university campuses via online portals, digital textbooks, classroom devices, wearables, and other connections. Although such adoption of IoT has been slower at educational institutions than in the consumer market, experts predict that will begin changing this year.

However, one major roadblock to that growth remains the security of IoT devices. A sneak peek Verizon released ahead of its 2017 Data Breach Digest report recounts how one unnamed university was hacked via more than 5,000 connected devices on its campus.

“With a massive campus to monitor and manage, everything from light bulbs to vending machines had been connected to the network for ease of management and improved efficiencies,” the school’s incident officer at the time says in the report preview.

To regain control, the school had to shut down all network access to its IoT segments. “Short-lived as it was,” the incident commander says, “the impact from severing all of our IoT devices from the Internet during that brief period of time was noticeable across the campus.”

The preview identifies the underlying problem as “many IoT manufacturers are primarily designing their devices for functionality; proper security testing often takes a backseat.”

Higher Ed Finds Uses for Beacons

Beacon technology has been adopted by some campus stores because of its potential for proximity marketing. Institutions are starting to find ways to make the technology work in the classroom as well.

Beacons emit short-range Bluetooth signals to mobile apps that allow retailers to deliver location-based content, such as sales and directions to certain merchandise. Colleges and universities have found the technology useful in helping students navigate the campus, tracking attendance, granting access to buildings, and identifying where students are during an emergency.

They are also being used to restrict Wi-Fi access to students’ mobile devices when the professor enters the room.

“Coupled with the growth in use of mobile devices by students and academics, beacons have significant potential to dramatically transform learning by offering new ways to students to interact with their peers and tutors,” researchers from Sheffield Hallam University in England wrote in a Research in LearningTechnology abstract. “The potential benefits of beacons suggest that they are powerful, yet simple, unobtrusive and flexible technology that can be applied to a wide variety of situations within higher education.”

Stories Could Tell How Diplomas Get Jobs

Higher-education professionals believe providing “a well-rounded education” is more important than preparing students for specific careers, while the public at large has the opposite opinion, according to research presented at the recent National Association of Independent Colleges and Universities meeting.

That difference may be causing some families to rethink whether it’s worthwhile to send their kids to college and could have an impact on future enrollment.

In an Inside Higher Ed blog post discussing the presentation, writer Michael Stoner noted that schools actually do incorporate more job-related skills and knowledge in coursework than students and parents might realize, but they often use statistical data to tout the value of study programs and research rather than describing the successes of their alumni and faculty.

“Telling better stories about what colleges and universities do and how they do it will help immensely,” Stoner wrote. He also agreed that institutions need to participate more often in public discussions and debates about the value of higher education.

An Education Dive brief also suggested schools should share more information on the percentage of recent graduates who obtain good jobs in their fields and identify which industries are most likely to hire grads from their programs.

OER by Students for Students

LibreText traces its roots to Delmar Larsen’s frustration that his students had each shelled out $200 for a chemistry textbook that he discovered was riddled with errors. Larsen, an associate professor at the University of California, Davis, didn’t have the funds to assemble a textbook of his own, but what he did have was a valuable creative resource in those students.

Ten years later, the project that began in that class has grown into an extensive library of open course resources, accessible through a Creative Commons license, with much of the content created via crowdsourcing by students, instructors, and topic experts. A dozen subjects are covered, including math, statistics, biology, physics, medicine, and the humanities. Students participate via class assignments to address a specific question or mirror a chapter’s worth of content from an existing resource. Afterward, some continue to contribute as volunteers or paid content developers.

Like a wiki, there is no formal peer-review process for LibreText resources, although certain account-holders can correct errors instantly and anyone else can highlight mistakes through feedback. Larsen noted to EdSurge that even with peer review, traditional textbooks can be full of errors. In print, those persist until the next edition, while most mistakes in the LibreText library can be corrected within a half-hour of being pointed out.

“No textbook or resource is going to be 100% accurate, ever,” an executive of OpenStax, the open course materials provider based at Rice University, told EdSurge. The closest to perfect is content that can be fixed immediately.

In 2014, Larsen conducted an experiment by teaching two chemistry classes, one with a conventional textbook and one with LibreText. At the end of term, the open resource was judged in no way inferior to the traditional content.

MOOCs Can Rely Too Much on Social Media

A recent Australian study found concerns about integrating too much social media into massive open online courses (MOOCs). Carpe Diem, a MOOC offered in 2014, used Facebook and Twitter for online communication and collaboration, but about half of the course participants didn’t use either.

According to the study,  41% refused to use social media because they felt it blurred the line between their social and professional identities. Nearly 50% were also unhappy with the learning management system (LMS) used by the course.

Respondents complained that the social media sites were intimidating to use and created confusion. Some said it took too much time to check into the LMS, Facebook, and Twitter, while others thought it would have worked better if social media worked within the LMS.

Facilitated discussions, work sharing with peers, and networking opportunities were the most-cited benefits of using social media platforms within MOOCs. However, the group that wasn’t as thrilled saw Facebook and Twitter as useless.

“It may be useful to outline in detail to students the contributions that social learning can bring to a MOOC and, indeed, to any online learning environment,” the researchers wrote. “Those who believe that conversations on social media are a waste of time may view things differently if they understand how conversations and knowledge sharing with their peers can support their learning experience.”

Cheating Common in Student Survey Group

An investigative company specializing in background checks detected that academic cheating and unethical acts were surprisingly frequent in a sample group of college students.

Kessler International surveyed 300 students attending public and private colleges and universities, which included online schools. A whopping 86% had cheated at least once in school and 54% even thought “cheating was OK,” a Kessler press release said.

Many admitted to passing someone else’s work off as their own for a class. More than three-quarters had copied “word for word” another person’s homework assignments, according to Kessler, and 79% had plagiarized material from the Internet or another source. Some bought papers and essays online (42%) and 28% had “a service take their online classes for them.”

Why would students do these things? Apparently because they can get away with it. Of those who said they had cheated, 97% bragged they hadn’t ever been caught.

Research on Adaptive Learning in MOOCs

According to a research paper, students taking a HarvardX massive open online course learned more using adaptive assessments than their classmates who didn't have that opportunity. The study focused on the course Super-Earths and Life, which ran in in the current academic year.

The adaptive-learning group was provided interactive content and assistance crafted to suit their individual learning level through TutorGen’s Student Centered Adaptive Learning Engine (SCALE). Assessments were added for both the experimental and control groups to gauge the effect of the adaptive experience on students’ mastery of the material.

The knowledge gain of the students in the experimental group was 19% higher than their peers in the control group. They also moved through the class material more quickly and demonstrated greater persistence in assessments. Despite this, the study found “no statistically significant differences” between the two groups’ course-completion or certification rates.

For-Profit Coding Camps Hurt by 'Bad Actors'

Coding and science boot camps teach in-demand technical skills that are being used by industries desperate for trained employees. A surveyof 2014-16 boot camp graduates found that 80% were satisfied with the training and 63% reported receiving a salary increase of more than $22,000 within six months of completing the course.

While boot camps continue to be popular, last September the founder of online coding camp Devschool disappeared with $100,000 in student tuition. Students who lost money don’t expect to ever see it again, even though they complained to state and federal authorities, forcing the site to shut down.

“For boot camp founders, there is almost no barrier to entry when starting up,” Salvador Rodriguez wrote in an article detailing the fraud for Inc. magazine. “To lure in customers, all that is needed is someone who can teach how to code and is bold enough to promise students a job.”

There are things students can look for to protect themselves when choosing to participate in an accelerated learning program, according to Jim Deters, CEO and co-founder of Galvanize, which has nine campuses around the country offering programming, coding, and data-science courses. The most important is to check with state agencies to see if the boot camp opens its process to review. It should raise a red flag if the provider isn’t working with the state officials.

“Boot camps have a lot of success stories already, but it’s still such early days,” Darrell Silver, co-founder and CEO of online coding camp Thinkful, said in the Inc. article. “For-profit education has left a lot of scars, and it’ll take years for boot camps to remedy that reputation. Bad actors slow us down, so it’s in all of our interests to call them out quickly and fix the situation for students.”

Transfers, Dropouts Don't Feel Ties to School

About 48% of college students indicated mental-health issues such as stress and anxiety were among their biggest challenges during the fall 2016 term. That could be a red flag for higher-education institutions, as students who reported issues with mental health also had problems staying motivated, felt less satisfied with their school, often didn’t feel as if they belonged, and were more likely to consider transferring or even dropping out.

The finding was part of the Student Panel survey conducted in December 2016 by NACS OnCampus Research.

Half of survey respondents pointed to time management as among their biggest challenges last fall. However, for reasons that aren’t entirely clear, time-pressed students were more apt to feel connected to their school and less likely to be thinking about leaving.

Students who took part in at least one school organization or activity also reported feeling a greater sense of belonging to their institution.

More than three-fourths of students said campus activities enabled them to meet new people and 60% made more friends through activities. Almost half rated these activities as very or extremely important.

Apple Joins Partnership on AI

Apple has joined the Partnership on AI to Benefit People and Society as a founding member, taking its place alongside Amazon, Facebook, Google/DeepMind, IBM, and Microsoft. The nonprofit organization, established last fall, is working to advance public understanding of artificial intelligence (AI), develop best practices to deal with the challenges and opportunities presented by the technology, and conduct and openly publish research on it.

Education is one of the major sectors that will feel the impact of advances in artificial intelligence, according to a report released by the White House Office of Science and Technology Policy last October. “An AI-enabled world demands a data-literate citizenry that is able to read, use, interpret, and communicate about data, and participate in policy debates about matters affected by AI,” it said.

Harvard, MIT Share Findings of MOOC Study

A study of massive open online courses (MOOCs) by the Massachusetts Institute of Technology and Harvard University researchers found registration continues to grow. The survey reported that new registrations for MOOCs average more than 1,500 people each day, while the median number of active participants for each course is nearly 8,000.

HarvardX and MITx: Four Years of Open Online Courses noted that 2.4 million unique users participated in one or more MOOCs offered by the two institutions and nearly 250,000 learner certificates were issued over the last four years. It also found that the average number of students enrolled into computer sciences courses is more than 21,000, compared to just over 7,900 for other courses, according to a report in Campus Technology.

At the same time, the study reported a significant drop in MOOC enrollment in 2016. MIT and Harvard University each had about 800,000 participants enrolled in MOOCs in 2015, but last year those numbers fell to 670,000 for MIT courses and 540,000 for HarvardX offerings.

The number of people earning certification also fell to its lowest point in the four years of the study, although the total number of certificates awarded in 2016 was higher than the number presented in the first year of the research. Researchers are concerned that the drop in participation was caused by the decision to not provide free certification for the courses.

“The typical course is smaller than it used to be, but this decrease is also steady and related to the proliferation of courses with more specialized content and smaller audiences,” Andrew Ho, a Harvard researcher who co-authored the study, told TechCrunch. “The MOOC audience continues to grow, but the number of MOOCs is growing faster. An analogy is television viewership numbers, and now we have more ‘channels’ than ever. The question now is how can audiences find the best course for them and on what merits.”

Future LMS Encompasses Multiple Apps

The learning management system (LMS) of the future—possibly the near future—will enable colleges and universities to connect a variety of educational and administrative applications together as needed, much like a set of building blocks. At least that’s the scenario the Educause Learning Initiative (ELI) is working toward.

In a report in Campus Technology, ELI Executive Director Malcolm Brown said his team originally assumed the LMS would still work as a single application, although with greater functionality. They came to realize that institutions needed to be able to tailor their LMS to accommodate the wide array of course activities and the needs of a diverse student body.

“Again, that takes you away from the idea of a single application being able to fit the bill for all comers,” Brown said. “We decided an ‘uber application’ is not going to work.”

One possibility is that the LMS could provide the main interface for students, who would access other applications through it. Or, students could log directly into applications, with the LMS serving as a connection.

The biggest challenge, Brown noted, will be working out open standards to allow systems to plug in multiple applications.

Digital Use Trails Awareness

The vast majority of students, faculty, and administrators say they believe digital course materials will play an important role in meeting systemic challenges faced by higher education, according to the report Digital appetite vs. what’s on the table: Student attitudes toward digital course materials in 2016, derived from a recent Pearson Education survey.

More than 80% of both students and faculty view digital materials and courseware as the future of education. In addition, 78% of faculty realize that digital courseware benefits students and 70% see the migration from print to digital content as important to themselves personally. However, implementation and use has some catching up to do, as only 56% of students and instructors said half or more of their courses had used digital materials in the past six months.

“Educators’ appetites for digital course materials and courseware are growing, the capabilities are available, but the stark reality is that they—and their students—just aren’t biting,” the report said.

Forty-four percent of students said they still prefer to have all their learning materials available in a print format. Almost 60% declared that it’s the learning institution’s responsibility to help them shift from a reliance on print to greater use of digital content.

Some Schools Finding Ways to Manage Fees

While college students have always been quick to complain about textbook prices, the fees added to tuition are rapidly becoming as great a concern. A study from Project Muse found that student fees at a four-year public university averaged more than $1,700 each year, adding an additional 27% to the cost of tuition.

The fees pay for everything from student activities to maintenance. In one case, a school of business even charged a “professional development fee” for a subscription to The Wall Street Journal. That has some students seeing red and a few institutions thinking about other ways to approach the issue.

The University of Dayton, Dayton, OH, has rolled fees into its tuition since 2013, making it possible for students to use their financial aid to cover the bill. The results have been promising. The first class of students eligible for the program is set to graduate this year and the university said they borrowed 15% less to pay for their education. Dropout rates also fell, along with the number of applicants who didn’t show up for their freshman year after receiving their first bill.

Dayton is also saving money. The university no longer sends out up to 40,000 separate bills each year to students for the fees.

“This is very much about building trust,” Jason Reinoehl, vice president for strategic enrollment management at Dayton, said in an article that appeared in The Hechinger Report. “It’s our beacon. I think the whole industry is going to have to do this.”

A Focus on Course Materials Issues, Trends

Since the format and delivery of course materials are evolving faster than almost any other aspects of higher education, course materials specialists at campus bookstores must stay on their toes if they expect to help faculty and students. The first Course Materials eXperience (CM-X) on March 3-5 will give specialists an opportunity to network and learn more about trends and innovative practices involving textbooks and other course content.

To be held in Salt Lake City, UT, in conjunction with NACS’ annual Campus Market Expo (CAMEX) and Conference, the CM-X program will kick off with a discussion of issues surrounding textbook affordability and student access.

The second day of specialized educational sessions will explore inclusive access programs, textbook rentals, how to analyze course materials sales to determine student purchase patterns and cost savings, and advanced strategies in sourcing and dynamic pricing. In addition, a panel of publishing executives will discuss trends emerging now and on the horizon. Over lunch, participants will delve into performance data and talk about what practices work best.

On day three, CM-X moves to the Course Materials Theater on the CAMEX trade-show floor for a series of presentations on new programs and formats now available for textbooks.

Networking events for course materials specialists are also built into the three-day schedule.

For more details on the schedule and registration, go to Course Materials eXperience.

edX Survey Charts MOOC Growth

At the end of last year, Isaac Chuang, senior associate dean of digital learning, professor of electrical engineering and computer science, and professor of physics at MIT, and Andrew Ho, professor of education and chair of the Vice Provost for Advances in Learning Research Committee at Harvard University, released one of the largest surveys of massive open online courses (MOOCs) to date. Their report, HarvardX and MITx: Four Years of Open Online Courses—Fall 2012-Summer 2016, draws on 290 courses, 245,000 certificates (both free and paid), 4.5 million participants, and 2.3 billion events logged online on edX, the MOOC platform established by Harvard and MIT.

The survey revealed that the typical participant in an edX MOOC is a 20something male from outside the U.S., who already has a bachelor’s degree and is taking the course for certification. The number of participants has grown steadily since edX launched in 2012, with more than 1,500 people registering for a course every day.

While the median number of participants in an edX course is about 7,900, only 500 end up becoming certified. The report noted that not all courses offer free certificates and not all participants sign up in pursuit of certification.

The complete report is available on publisher Elsevier's Social Science Research Network site.

Time to Rethink the Lecture

The lecture remains a basic element of many college courses, but research continues to show it’s time for a change. Researchers from the University of British Columbia, Vancouver, Canada, recently found that students taking traditional lecture classes displayed little or no improvement in their problem-solving skills after the first semester of their freshman year.

The results were similar to a 2011 UBC study which showed that student engagement and learning doubled when interactive teaching methods were utilized. Researchers from the University of Washington also released a report in 2014 that found students in lecture classes were 1.5 times more likely to fail than students who took classes with more stimulating instruction.

“There is strong evidence that different methods of teaching can heavily influence the development of problem-solving skills,” Andis Klegeris, associate professor of biology at UBC, told eCampus News. “It does not appear that the traditional, lecture-style of information delivery is well suited to helping students build those skills.”

The latest UBC research involved a test that measured problem-solving skills throughout an undergrad’s educational career. One test was given at the start of the first semester and another at the end.

“As problem-solving is becoming an increasingly sought-after skill, it is likely postsecondary institutions will need to adapt their teaching styles to ensure students are able to better participate in a skill-based economy,” said Heather Hurren, a UBC researcher and manager of academic development at the UBC Centre for Teaching and Learning. “If they haven’t already, professors will need to move from traditional lectures and expectations of memorization to approaches that see small groups of students actively discover knowledge on their own.”

Liberal-Arts Grads More Successful Later

As part of the ongoing debate about affordability, many politicians and policymakers—not to mention parents—are concerned that colleges and universities produce too many students with “soft” learning rather than job-specific “hard” skills. A new study of liberal-arts colleges reveals those grads do just fine in the job market after all, according to a report in Inside Higher Ed.

The study, which was previewed at a recent meeting of presidents of the Council of Independent Colleges, was based on interviews with 500 graduates of liberal-arts programs and 500 graduates from other types of institutions. The grads had been out of school for 10-40 years.

Although a lot of the liberal-arts grads earned less than other majors in their first few working years, it turned out they quickly made up the difference once their careers got going.

“Those who take more than half of their coursework in subjects unrelated to their majors (a characteristic of liberal-arts colleges but not professionally oriented colleges) are 31% to 72% more likely than others to have higher-level positions and to be earning more than $100,000,” the report said.

Perhaps more importantly, the study also found that liberal-arts graduates who engaged in discussions of academic and nonacademic issues during class time and who continued discussions with faculty and fellow students after class were more likely to feel “personally fulfilled” in their lives now and to become leaders, lifelong learners, and community volunteers.

U.K. Detox Camps Help Teens Unplug

After touring secondary schools and surveying students ages 13-18, the founder of a British “digital detox” company said she’ll expand its services this spring to include teenagers.

Tanya Goodin of Time To Log Off found that 29% of the young people she polled said they spend more than eight hours a day online, and more than a third regularly fall asleep at night with their phone or laptop in bed with them.

In the U.S., in response to a December 2016 survey of more than 4,500 college students by NACS’ OnCampus Research, a quarter said they spend two hours every day on social media, 19% said three hours, 14% said four hours, and 9% said five hours. Three percent admitted actually devoting 10 hours every day to social media.

Unlike Internet-addiction treatment centers in China, which are run more like army boot camps, Time To Log Off’s three-day teen retreats in Britain will emphasize team-building and creative activities such as painting, cooking, and photography.

Richard Graham, a London psychiatrist, told The Guardian newspaper that schools should be looking into running their own digital-detox programs, especially close to midterm and final exams. He said what’s needed is a “systemwide approach, with clean times and clean zones where everyone switches off.”

Getting in Front of Tech Needs

The technology research firm Gartner predicts there will be 20 billion devices connected to the Internet by 2020. That bandwidth demand will make it difficult for colleges and universities to find ways to expand their use of technology.

To meet anticipated needs, institutions should be able to provide at least 1GB for each residential student, according to a 2016 study from the Association of College and University Technology Advancement. The study also found that nearly 70% of the universities surveyed were already providing that much bandwidth for their students.

Schools must also accept that students have to be connected in the classroom, which means campuses must be expanding their technology capabilities while setting up guidelines to maintain control of the network. To accomplish this, universities may have to collaborate with local partners to make faster networks available for students and the surrounding community.

“The digital transformation is here to stay,” Ivo Pascucci, an expert on the American telecommunications market, wrote in an article for eCampus News. “It is now up to universities to invest in network infrastructure that scales for the future. IT administrators will need to develop a plan that expects to handle cloud storage, millions of devices, virtual reality, 4K and 8K video, and research initiatives.”

Bulk of Tech Budget to Support Online Classes

Most colleges and universities anticipate a big bump in enrollment for online courses in 2017, according to a University Business survey of campus technology administrators.

About 75% of survey respondents said their institutions expected to enroll more students in online classes in the coming year and 60% forecast their schools will add more options to their online programs. As a result, almost half of the technology administrators are looking to build up the online learning infrastructure this year.

Where will institutions be spending their tech dollars? The largest group of respondents (49%) said they’ll be investing in improving academic technologies, such as lecture capture and audiovisual equipment. Of those, 30% plan to enhance technologies that instructors can access from anywhere on campus, while 29% will be boosting tech equipment within classroom and lab spaces.

In response to some campuses experiencing hacking attempts on their networks, 47% of survey respondents will be increasing network and data security in 2017, a big jump from 28% in last year’s survey. Forty-seven percent also intend to put more budget money into cloud computing and storage, up from 30% the prior year.

As students and staff consume ever-increasing amounts of bandwidth, 45% of campus tech administrators also expect to expand their Internet and Wi-Fi infrastructure.

Taking Back Textbook Sales

There are plenty of reasons for college stores to consider offering a virtual online solution for course materials. The model can reduce costs while providing guaranteed commissions to make up for some of the lost revenue. The newfound space created by the absence of textbooks can also be dedicated to merchandise that produce higher margins.

The Florence O. Wilson Bookstore, The College of Wooster, Wooster, OH, gave the hybrid model a try, but soon discovered that a virtual solution was actually keeping students away. After two semesters, the store decided to offer textbooks again because a branded website with competitive prices simply became another place for Wooster students to search instead of the place to go for course materials.

“College stores have long provided value, serving faculty and students in equal measure with technology, processes, and expertise to support the academic needs of the institution,” Director Kevin Leitner, CCR, wrote in a LinkedIn post. “The hybrid model, while it offers some advantages, puts a college store in danger of disintermediation and irrelevance, the ultimate danger to a college store.”

Editor’s note: The CITE will be on hiatus as the NACS offices and warehouse in in Oberlin, Westlake, and Cincinnati, OH, as well as in California and Washington, D.C., are closed the week of Dec. 26-Jan. 2. Look for the next post to appear on Jan. 4, 2017. From all the staff of NACS Inc., have a safe and happy holiday season.

Job Market May Lure Away Students

Heading into the next decade, colleges and universities may have a tougher time selling prospective students on the need for a bachelor’s degree.

An article in The Sacramento Bee rounded up a lot of evidence that young people are gravitating to jobs that only require an associate degree or less. As the economy slowly warms up, companies are adding more of these higher-paying blue-collar positions—roughly 2.5 million of them, according to USA Today.

More companies are also willing to provide extensive training and apprenticeships to new workers in order to gain the exact skills needed.

Of the 11 most rapidly growing jobs in the U.S. right now, just three mandate an advanced degree. Some fields are expected to explode with new jobs, such as carpentry, which is forecast for 24% growth within six years.

Chatbots in the Classroom

Chatbots are being used in retail and finance to provide answers to common customer-service issues on e-commerce sites. Instructors at the BI Norwegian Business School are working on ways to use the same technology in the classroom.

Not satisfied with the choices in learning management systems, advisor Erik Bøylestad Nilsen and his team worked with the educational technology startup Edtech Foundry to pilot Differ, a solution that uses chatbots to encourage students to interact with course materials. Differ is able to respond to frequently asked questions and urges students to participate in class discussions and forums.

“Students have a lot of the same questions over and over again,” Nilsen said in an article for EdSurge. “They’re looking for the answers to easy administrative questions and they have similar types of questions regarding their subjects each year. Chatbots help get rid of some of the noise. Students are able to get answers as quick as possible and move on.”

Chatbots use data from the courses to learn the answers and spot student behaviors. They can also be used to send direct messages to individual students rather than posting information to the entire class. Students using the tool appear to be more open to talking to chatbots than originally envisioned.

“They’re afraid of being judged,” Nilsen said. “There’s no space where they can ask the silly questions, where they can stay out of the faculty’s loop.”

K-12 Issues May Impact Higher Ed, Too

As the new year approaches, predictions for the state of education in 2017 and beyond are starting to pop up. District Administration magazine asked a number of experts to name those issues in K-12 education that could have the most impact on student outcomes. Their answers might apply to higher education as well.

Using new technologies appropriately topped the list, in particular, a need for education leaders to receive more professional development in understanding how to evaluate and deploy tech tools. School administrators should also act “more like coaches” in utilizing technology.

Another high-impact issue is taking advantage of social media to help teachers connect with each other, share best practices, and provide feedback. Most instructors work in relative isolation and need more interaction with their peers when it comes to teaching. In higher ed, for example, many adjunct instructors don’t even have a permanent office where they might get to know other faculty.

The third issue seen as having the most potential effect on student success is ensuring racial diversity in classrooms. Some are concerned other issues, especially financial matters, have diminished diversity efforts.

Primary Schools Face Phones in Classrooms

Phones, tablets, and other electronic devices have become ubiquitous in high school and higher education. Now, they’re turning up in the hands of elementary school students as well, with one recent study finding that children in the U.S. get their first cellphones at about age 10. That has districts scrambling to devise rules to govern their use.

At some schools, phones can only be used for emergencies. Other districts still ban cellphones in primary schools, with an option for families to seek a waiver if their child needs to have a phone with them at school.

Some educators and parents are concerned about the impact phones could have on the culture of elementary school, including the fact that they might exacerbate divisions between haves and have-nots. There are also issues about access, such as using a district’s network vs. a private provider that might not be set up to filter inappropriate content. The presence of phones in the classroom also adds to teachers’ responsibilities.

“I don’t want to spend my time monitoring inappropriate cellphone usage when I could be using that time for instruction,” an elementary school teacher in Silver Spring, MD, told The Washington Post.

A Different Look at Online Learning

There are plenty of consultants and management providers willing to advise institutions on the best ways to start an online learning program. Those experts are probably wrong, according to Joshua Kim, director of digital learning initiatives at the Dartmouth Center for the Advancement of Learning.

Kim offered some unconventional advice in his recent Insider Higher Ed blog, starting with the notion that online programs should not be considered a revenue source, but that the classes should be able to cover their costs.

He also suggested that online programs need to be created in areas that differentiate the institution from others rather than simply offering courses that are in demand. Small classes featuring personal attention and quality are the best way to begin.

“The reasons that small online programs have a good chance of achieving economic sustainability have to do with the cost structure of online learning,” Kim wrote. “Colleges and universities can add more (tuition-paying) students without large fixed-cost investments. No need to build new classrooms or dorms. Almost all the costs will be variable costs—and therefore can rise with enrollment.”

Finally, Kim said online courses should be about learning for everyone involved.

“Thinking of a new online learning program as a disciplined experiment will open everyone up to a growth and learning mindset,” he wrote. “Failures (and there will be many) will be opportunities to learn and improve.”

Older Students Shorted at Four-Year Schools

Four-year colleges and universities are still focused on course schedules and academic services geared to the traditional 18-24 age group, which often shuts out older students with full-time jobs and kids. Community colleges, however, are doing better at offering more online courses and counseling, evening and weekend classes, and summer terms to provide greater flexibility to students of all ages, according to The Hechinger Report.

In addition, many schools have been forced for budgetary reasons to cut out services such as day-care centers that are disproportionately used by older students.

“We talk about the college-readiness of our students,” said Daniel Greenstein, director of postsecondary success at the Bill & Melinda Gates Foundation. “How student-ready are our colleges?”

Those 25 and older account for 40% of all U.S. undergraduate and graduate students. “These numbers, they surprise many policymakers,” Greenstein said.

On average, older students typically take longer to graduate and a higher percentage of them drop out altogether. Some have a hard time fitting classes into their work schedules or when child care is available. Complicated transfer policies and procedures also make it difficult for these students to continue their education at another school. 

Lulu Dives into Academic Publishing

Self-publishing, print-on-demand, and distribution company Lulu Press Inc. recently entered the educational market with its launch of Glasstree, an online publishing platform for academic and scholarly works.

Characterizing current commercial academic publishing as a broken model, Lulu hopes Glasstree will address “critical pain points” in the market by fostering more transparent pricing, speeding up product time to market, and allowing authors to see up to 70% of the profit from sales of their works.

Glasstree offers a menu of services and tools for authors, including traditional peer review and support for open access to works through a partnership with Creative Commons.

The Use of E-Learning Content is Growing

Flipped and virtual classrooms, along with blended learning, are the driving forces behind the growth of generic e-learning content and courses, which is expected to increase by 8% in each of the next four years.

Other factors in that expected growth are cost savings produced by generic online classes and the proliferation of mobile devices on campus, according to a report from the technology research firm Technavio. Generic e-learning courses are defined as classes prepared according to a standard curriculum and offered by service providers, educational institutions, and experts.

“Generic e-learning courses have been incorporated across all these methods as [they provide] learning opportunities in any kind of learning methods,” wrote the authors of the report. “This enables faculty and corporates to incorporate various hybrid and unique learning and training methods.”

The study found that the flipped classroom model has more than 50% penetration in the United States education market. In addition, the adaptive-content publishing market will produce $1.07 billion in revenue by 2020 and more than 70% of all corporate training is already done online.