In the fall of 2012 universities and colleges in Ontario submitted mandate statements to the Government of Ontario for review. While each statement is different, there was one consistent theme: a growing strategic commitment to seeing online learning as a central component of institutional strategy. Rather than being a marginal activity, online learning is seen as a critical feature for the future of the institution. Eighteen of the 21 universities and 21 of the 24 colleges see online learning in this way.<\/p>\n
This mirrors developments in the United States. In 2012, 69% of academic leaders of US public and private post-secondary institutions saw online learning as mission critical for their organizations, \u00a0a significant rise on previous year\u2019s reviews (it was 50% in 2009[2]). Given that online registrations<\/p>\n
are growing at an annual rate of 10% and conventional registrations at between 1 and 2%, this is not surprising. Over six and a half million US college and university students take one or more online course as part of their program of studies each year.<\/p>\n
Given the growing strategic importance of online learning, how can strategic intent be converted into action? More specifically, what roles can each category of influencer play in a college or university to make online learning truly successful?<\/p>\n
These are important questions. While students show an increased satisfaction with online learning \u2013 it secures a satisfaction level in excess of that shown for face to face learning – only 30.2% of chief academic officers in the US believe that faculty accept the value and legitimacy of online education – a rate which is lower than recorded in 2004.<\/p>\n
Read more in the PDF.<\/p>\n","protected":false},"excerpt":{"rendered":"
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