Tag Archives | Sloan Consortium

Social Discourse is Valuable to Online Grad-Student Experience

By Patricia Campbell, Vice President, Dean of Graduate Studies

American Public University System (APUS) and the Sloan Consortium recently co-sponsored a workshop on online graduate teaching and learning as part of the annual Sloan-C International Conference on Online Learning. Sloan-C is an association of institutions and organizations of higher education with the mission to advance online education and make it more accessible to

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APUS Is First Three-Time Sloan Award Recipient

American Public University System has received a Sloan Consortium (Sloan-C) Effective Practice Award for its “Online Learning Contact Hour Calculator,” an adaptive model for calculating contact hours. This makes us the first three-time winner of the award. The university was recognized today at the annual Sloan-C

International Conference on Online Learning.

More information: APUS Named First Three-Time Recipient of Sloan Consortium Effective Practice Award

From left to right; Provost Dr.

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Online Disruption, MOOC Mania, and Change in Higher Education – How Crazy (or Bad) Will it Get?

(keynote delivered at the Distance Learning Administration Conference on June 5, 2013)

I began writing this speech nearly three months ago.  A week and a half ago, I wrapped it up and thought I had better run through it one last time in case any new educational technology had been released that I needed to discuss today. 

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Changing Course: Ten Years of Tracking Online Education in the United States

For the last ten years The Sloan Consortium has been publishing the results of their annual survey about online learning in the United States.  This year’s edition, “Changing Course: Ten Years of Tracking Online Education in the United States,” contains some noteworthy information.  Published in partnership with Pearson and The Alfred P. Sloan Foundation, this year’s survey focuses a significant amount of attention on MOOCs.

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Social Discourse is Valuable to Online Grad-Student Experience

By Dr. Patricia Campbell, Vice President, Dean of Graduate Studies, American Public University

American Public University System (APUS) and the Sloan Consortium recently co-sponsored a workshop on online graduate teaching and learning as part of the annual Sloan-C International Conference on Online Learning. Sloan-C is an association of institutions and organizations of higher education with the mission to advance online education and make it more accessible to “individuals, institutions, professional societies and the corporate community.”

One of the key discussions during the workshop focused on the changing demographics of the modern graduate student compared to previous generations.

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In the clamor for increasing graduation and persistence rates, are we ignoring the student at risk factors and student characteristics?

In the early days of online education, a commonly discussed phenomenon was the low completion rates of students.  Some chose to explain the departure of students using characteristics such as lack of social integration and academic integration for students matriculating in online programs as identified by Vincent Tinto and others.  As technologies utilized in the classroom improved and subsequently, online teaching techniques, student persistence improved as well, but not close to the levels sustained by some of the best face-to-face programs. 

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APUS Receives 2009 Ralph E. Gomory Award for Quality Online Education

Today, APUS will be awarded the 2009 Ralph E. Gomory Award for Quality Online Education at the Sloan Consortium‘s International Conference on Online Learning in Orlando, Florida.  The Sloan Consortium is a membership organization of approximately 1800 higher education institutions, dedicated to improving online learning.  The Gomory Award has been given annually since 2002 to “an institution that has demonstrated its commitment to assessing and improving the quality of its online education programs through quantitative application of the Sloan-C Quality Pillars.”  Prior to 2002, the award was given but not named in honor of Dr.

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How the “Publish or Perish” Trend in Higher Education Negatively Impacts Undergraduate Students

Earlier in the month, one of my colleagues sent me a link to an article from the Atlanta Journal-Constitution, titled “The Ugly Secret Why Tuition Costs a Fortune.” The article notes that in today’s somewhat unstable economy, the cost of most consumer goods are falling, yet higher education has somehow managed to insulate itself from this fundamental economic trend.

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Staying the Course: Online Education in the United States

The Sloan Consortium and Babson Survey Research Group (an organization based at Babson College in Massachusetts) released their sixth annual report on the state of online higher education last November and I recently revisited the report.  Titled, “Staying the Course: Online Education in the United States,” there are several elements contained therein that I feel are worth noting here.

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Department of Education Study Finds that Online Education is Beneficial to Student Learning

The U.S. Department of Education released the findings of a meta-analysis conducted by its Office of Planning, Evaluation, and Policy Development on Friday that confirm what online educators have known for years: “on average, students in online learning conditions performed better than those receiving face-to-face instruction.” 

Online education has gained tremendous momentum in the last several years. 

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