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Assessing the Value of Synchronous Learning

This comprehensive study by Phillip Knutel, Louis Chin, Jim Lee, and MJ Potvin explores the value of synchronous learning in online education. Analyzing current trends, the authors discuss how synchronous formats enhance student engagement and learning outcomes. With a total enrollment of 21 million in U.S. higher education, the research highlights effective strategies to implement synchronous learning and its advantages over asynchronous methods, ultimately aiming to enrich the online learning experience.

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Assessing the Value of Synchronous Learning

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  1. Assessing the Value of Synchronous Learning

    Phillip Knutel, Bentley University Louis Chin, Bentley University Jim Lee, UMass Online (Lowell) MJ Potvin, Suffolk University
  2. Online Learning Context Total enrollment in US higher ed: 21M Students taking at least one online course: 6.7M (32%) Annual online growth rate: 9.3% (lowest in 10 years; was 37% in 2005) = 570K Online “adoption barriers” by chief academic officers: Even at institutions that offer online degrees, only 38% of faculty accept the value and legitimacy of online education 89% (highest ever) consider it “important” or “very important” that students need more discipline to succeed Most faculty say students don’t read assigned material in traditional classes 74% (highest ever) concerned over low retention rates Usually due to lack of engagement with professor and other students 40% concerned over lack of acceptance by employers 2.6% of colleges & universities have a MOOC 9.4% planning one, 55% undecided, 33% no planshttp://www.onlinelearningsurvey.com/reports/changingcourse.pdf
  3. Many Types of Blended & Online, but… “It is very clear to me that the future [of online learning] involves some sort of a hybrid education in which you do in a classroom environment more the apprenticeship style of educating a student, and you can use online for things that can be done easier online. And I believe the future for the campus model is a combination of these two.”-Incoming MIT President Dr. Rafael Reif, May 16, 2012   “The primary reasons why there is a significant trend towards blended learning across the globe is because of its potential to increase learning effectiveness and flexibility for the learner.” http://sloanconsortium.org/conference/2014/blended/welcome
  4. Hybrid approach can offer cost-effective high quality Linking self-paced (asynchronous) material to live e-learning delivery has a profound effect on overall usage and completion rates Can dramatically increase the ROI of self-paced (asynchronous) content Provide an online experience equal in learning & satisfaction of our on-campus students Boston University doctoral student’sdissertationresearch on Bentley’s hybrid program Video
  5. Asynchronous vs. Synchronous Learning Models Studies show no significant difference in the effectiveness of asynchronous versus synchronous learning. 1 While students’ general perceptions were slightly better in the synchronous model, and significantly better in “Clear Delivery” and “Enthusiasm”,retention rates were similar (above 80%). 2 http://www.educause.edu/ero/article/asynchronous-and-synchronous-e-learning http://eric.ed.gov/?id=ED513632
  6. Online Continuum (1) Asynchronous Online (2) Synchronous Online (3) Bentley Hybrid Online correspondence course Can be offered to thousands or hundreds of thousands of students (MIT) Startup and operating costs are possibly in the millions Live, engaging, interactive Ideal for dynamic content Local students cannot attend in traditional campus classroom setting Broad appeal to local, regional, and distance markets - attend online or in person Asynchronous access to materials via Blackboard Profitable once marginal cost of technical assistant is covered
  7. Asynchronous? Can be much more competitive and profitable when: Content is more static than dynamic To recoup investment in materials development Enrollments are very high (hundreds to thousands) Often use lots of adjuncts and Teaching Assistants to engage students Bentley’s Technical Assistants do not teach but manage the technical issues, so faculty can focus on teaching Stanford Researchers, December 2003 How static is content in Bentley’s technology-infused business curriculum? Asynchronous intro courses? Implications for reputation/brand? MOOC dropout rates average 90%+ (95.5% for MIT’s 1st MOOC)
  8. External Validation Bose has visited campus twice to see our state-of-the-art classroom setup, digital processors, and ceiling microphone systems in action “While mixing online instruction with face-to-face time is not exactly new, momentum for hybrid learning has been building ever since a Department of Education meta-study in 2010 quietly announced that traditional education simply doesn't stack up. In that study, online education was determined to be more effective than traditional classrooms--and blended learning topped the lot.” Campus Technology, May 3, 2013
  9. At Bentley, Since 2001, via “Word of Mouth” 20,188 students have enrolled in 696 hybrid and online classes taught by 110 faculty This year 30% of graduate classes were offered in hybrid format 37% of graduate students took at least one hybrid class 39% of students in hybrid classes attended online Growth leveled off since 2008-09 due to gradual elimination of Program Foundationcourses, real estate MS, GS classes for HFID, etc.
  10. Sample of MBA Programs That Also Incorporate Synchronous Collaboration Tools
  11. Quality Assessment Quality indicators at Bentley include: 80% of online students rate their experience 8/10 or higher 100% want more hybrid classes 90% of all students utilize playbacks for learning reinforcement/missed classes Attrition rates no different than on-campus classes Attrition rates for freshmen average 35% for online versus 20% in traditional courses Same Student Evaluations of Teaching (SET) scores
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