eLearning is the fastest-growing mode of instruction in our system, with enrollments growing 20-35 percent per year for the past five years. Today, more than 130,600 students learn in online and hybrid (mixed online and in-person) courses. Colleges currently offer more than 17,500 online and hybrid classes, and more than one third of our faculty now teach online. Students can earn degrees completely online at 27 of our colleges in more than 100 different degree and certificate programs.
By 2020, we anticipate all students will take courses with online components and all students will use online student services for registration, course selection and business functions. In fact, student demand for online classes and services now outstrips our ability to provide them, making it harder for colleges to attract, retain and succeed with place-bound students and busy, working parents.
Technology-driven changes in the way students learn are requiring faculty to develop new skills and become guides who help students integrate knowledge across disciplines and teach them how to gather and assess information. A global explosion of online learning resources now allows faculty to borrow, remix and share “open source” curricula and free online textbooks. This is both a wonderful opportunity and a daunting challenge. To keep pace with the evolution of online learning, we need a significant increase in faculty professional development, and new recognition and rewards for faculty leaders, innovators and early adopters.
Build a 21st century learning infrastructure. The community and technical college system will expand online learning and other technology-based services to reduce the capital and maintenance costs of additional buildings and classrooms. Colleges need the technology investments outlined in the Board’s recent Strategic Technology Plan, including campus-wide wireless web access and expanded eLearning and online student services. This will reduce – but not eliminate – the need for energy-efficient buildings with smart classrooms and new, web-based communications infrastructure.
As new population centers emerge around the state, new college locations will be established based on evidence of where people are underserved, and where there are growing populations within commute distance. Where new locations are needed, leased facilities will test student demand. Online delivery and collaboration with neighboring colleges will avoid unnecessary duplication, and new locations will be operated by existing college districts to keep overhead low.
Promote the adoption of web-based and mobile technology tools for eLearning and online student services. Student demand for eLearning and online student services has outstripped the community and technical college system’s ability to provide them. The system’s Strategic Technology Plan calls for centrally purchased services so that all colleges will have the capacity to offer “anywhere, anytime” learning and student services. Central purchasing and deployment of these services will be less costly, more efficient, and provide greater consistency and ease of use for students. The system will develop strategies to ensure that all students – especially low-income students – have access to the technology they need. Last year, nearly 40 percent of our graduates took at least 15 credits through eLearning. Modest projections show it will grow to all students by 2030.
The community and technical college system will deploy an online Open Course Library that supports the 80 most commonly enrolled courses. This web-based repository of course content, learning resources and open textbooks will improve the quality and consistency of teaching and learning and can substantially reduce textbook costs for students. It will be faculty-driven, shared by all colleges and faculty, and designed to provide all colleges with an opportunity to participate in its creation and evolution.