Grade change: Tracking online education in the United States
| Published | January 2014 |
| Periodical | Pages 1-45 |
| Publisher | Babson Survey Research Group |
| Country | United States, North America |
ABSTRACT
Grade Change: Tracking Online Education in the United States is the eleventh annual report on the state of online learning among higher education institutions in the United States. The study is
aimed at answering some of the fundamental questions about the nature and extent of online
education. Based on responses from over 2,800 colleges and universities, the report addresses
the following key issues:
• Is Online Learning Strategic?
• Are Learning Outcomes in Online Comparable to Face-to-Face?
• How Many Students are Learning Online?
• Do Students Require More Discipline to Complete Online Courses?
• Is Retention of Students Harder in Online Courses?
• What is the Future of Online Learning?
• Who offers Massive Open Online Courses (MOOCs)?
• What are the Objectives for MOOCs?
• What Role do MOOCs play for Higher Education Institutions?
The survey analysis is based on a comprehensive sample of active, degree-granting institutions of
higher education in the United States.
| Keywords | MOOC · OER research · OER survey |
| Refereed | Does not apply |
| Rights | Copyright ©2014 by by Babson Survey Research Group and Quahog Research Group, LLC All rights reserved. Published 2014 |
| URL | http://www.onlinelearningsurvey.com/reports/gradechange.pdf |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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