news (external)

By Amy Ahearn, EdSurge

At Acumen, where I design online courses, we’ve also been offering selective cohort-based programs for the past year that achieve completion rates of 85 percent. That’s a far cry from five years ago, when only 5 percent of the students were finishing the MOOCs I was designing. How have instructional designers collectively moved the needle so dramatically on completion rates? Unsurprisingly, some of the biggest drivers of these improved metrics include making people pay for online programs, increasing the selectivity of courses, and adding program managers and teaching assistants to follow up with learners. However, there are other meaningful interventions that help more students stick with online educational experiences. Here are seven practices for moving completion rates for online courses from 5 to 85 percent:

https://www.edsurge.com/news/2019-06-06-moving-from-5-to-85-completion-rates-for-online-courses

 

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Henry Kronk, eLearning Inside
Education Dive has been tracking college closures since 2016. Due largely to regulatory pressure, college closures have far and away been led by the for-profit sector. The publication reports that over 100 for-profits closed between 2016 and 2018, while 30 non-profits have shut their doors. In December, however, Fitch Ratings projected these closures to increase in 2019.

https://news.elearninginside.com/public-universities-bank-on-distance-learning-and-emerging-markets-to-offset-enrollment-declines/

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James Paterson, Education Dive
More than half (53%) of college students enrolled online are doing so to change careers, while 18% are preparing for their first professional job, according to an annual survey from online program manager Learning House and Aslanian Market Research. The large majority (84%) of current and past students said their online programs were worth the cost, and 81% of online students said they felt confident they would graduate with the knowledge and skills needed in the job market. Nearly half (47%) of current students said they’d like to return to their alma mater to take additional courses. From 2014 to 2019, the share of undergraduates indicating their online courses were “better” than in-person classes fell from 50% to 39%, while the percentage who indicated they were “about the same” rose from 41% to 50%. More graduate students (52%) ranked online courses as better than in-person classes in 2019 than did in 2014 (43%).

https://www.educationdive.com/news/more-than-half-of-online-learners-want-to-change-careers/556307/

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Mark Lieberman, Inside Higher Ed

How much students should pay for online programs varies widely from institution to institution.  We’re not breaking any revelatory news in saying that college and university pricing is … less than straightforward. But it can be instructive to examine how institutions make decisions about pricing. Luke Dowden arrived at Alamo last year after eight years at the University of Louisiana at Lafayette. There, his bosses expected his online programs to be self-supporting, and cost and price were aggressively monitored. At Alamo, he has pushed to establish a financial model that will inform further pricing decisions.

https://www.insidehighered.com/digital-learning/article/2019/06/05/pricing-online-programs-involves-decisions-around-competition

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By David Galt, EHS Daily Advisor
Do you believe the best employee learning occurs while on the job and within the context of the work? There are well-tested steps to follow for rolling out a training solution for a large, mobile workforce. Courtney Cordova, Director of Change Enablement at Whole Foods Market, presented 5 Steps to Implementing a Modern Mobile Learning Solution Across a Distributed Workforce and discussed how she implemented a form of mobile learning at the 2019 ATD International Conference and Exposition in Washington, DC.

https://ehsdailyadvisor.blr.com/2019/06/is-your-workforce-large-mobile-and-in-need-of-safety-training-online-learning-could-help/

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BY LEO GIOSUÈ, Jerusalem Post

The traditional methods of imparting knowledge to other people are becoming less and less dominant, with the emphasis instead being on online platforms and social media to deliver the necessary information required for learners to succeed. If the education system wants to maintain high demand and a steady influx of learners, they need to change their methods to suit the new landscape. Some areas have chosen to introduce continuous learning into the digital world via the use of tools like micro-credentials. These types of courses and development seminars provide short, concentrated bursts of information and knowledge, which is potentially more suitable for the modern audience.

https://www.jpost.com/Special-Content/Continuous-Learning-in-Higher-Education-A-Closer-Look-591554

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By Dian Schaffhauser, Campus Technology
In a survey of 1,500 students who are seriously considering, currently enrolled in or recently graduated from a fully online program, most (86 percent) considered the value of their degree equal to or greater than the cost they paid to take it. Among those who have attended face-to-face and online courses, the majority (85 percent) said that online learning is as good as or better than attending courses on campus. In fact, two-thirds of online college students (67 percent) reported that they’d achieved the original goal that motivated them to enroll in their program; graduate students were more likely than undergraduates to feel that way (76 percent vs. 62 percent).

https://campustechnology.com/articles/2018/06/18/most-students-say-online-learning-is-as-good-or-better-than-face-to-face.aspx

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By Dian Schaffhauser, Campus Technology
In spite of the notion that students could conceivably take online courses from an institution anywhere in the world, two-thirds stick close to home — choosing a college or university within 50 miles of where they live. In fact, 44 percent selected a school within 25 miles of their homes. And the share of students enrolling in a school more than 100 miles from home fell from 37 percent in 2014 to 15 percent in 2019.

https://campustechnology.com/articles/2019/06/04/survey-students-choosing-online-programs-closer-to-home.aspx

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By Jason Yan, Daily Pennsylvanian
Wharton professors will teach ‘fintech’ — a cross between finance and technology — to students around the world in a new online program. Wharton Online released the fintech specialization on Coursera, an online learning platform, on May 30. The program, titled “Fintech: Foundations and Applications of Financial Technology,” contains four courses and covers subjects from cryptocurrency and blockchain to crowdfunding and robo-advising. The courses will each cost a monthly fee of $79 and will be taught by Wharton finance and Penn Law professors.

https://www.thedp.com/article/2019/06/penn-wharton-fintech-finance-online-tech

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Related Articles

Across the Globe: Connected Care, Big Data, Interoperability.

Nurs Educ Perspect. 2016 Sep/Oct;37(5):302-303

Authors: Skiba DJ

PMID: 27740571 [PubMed - indexed for MEDLINE]

Related Articles

Psychiatric Aeromedical Evacuations of Deployed Active Duty U.S. Military Personnel During Operations Enduring Freedom, Iraqi Freedom, and New Dawn.

Mil Med. 2018 11 01;183(11-12):e649-e658

Authors: Peterson AL, Hale WJ, Baker MT, Cigrang JA, Moore BA, Straud CL, Dukes SF, Young-McCaughan S, Gardner CL, Arant-Daigle D, Pugh MJ, Williams Christians I, Mintz J, STRONG STAR Consortium

Abstract
Introduction: The primary objective of this study was to describe the demographic, clinical, and attrition characteristics of active duty U.S. military service members who were aeromedically evacuated from Iraq and Afghanistan theaters with a psychiatric condition as the primary diagnosis. The study links the U.S. Transportation Command Regulating and Command and Control Evacuation System (TRAC2ES) data with the Defense Manpower Data Center (DMDC) to conduct an examination of the long-term occupational impact of psychiatric aeromedical evacuations on military separations and discharges.
Materials and Methods: Retrospective analyses were conducted on the demographic, clinical, and attrition information of active duty service members (N = 7,023) who received a psychiatric aeromedical evacuation from Iraq or Afghanistan between 2001 and 2013 using TRAC2ES data. Additionally, TRAC2ES database was compared with DMDC data to analyze personal and service demographics, aeromedical evacuation information, and reasons for military separation with the entire 2013 active duty force. Chi-square tests of independence and standardized residuals were used to identify cells with observed frequencies or proportions significantly different than expected by chance. Additionally, OR were calculated to provide context about the nature of any significant relationships.
Results: Compared with the active duty comparison sample, those with a psychiatric aeromedical evacuation tended to be younger, female, white, divorced or widowed, and less educated. They were also more likely to be junior enlisted service members in the Army serving in a Combat Arms military occupational specialty. The primary psychiatric conditions related to the aeromedical evacuation were depressive disorders (25%), adjustment disorders (18%), post-traumatic stress disorder (9%), bipolar disorders (6%), and anxiety disorders (6%). Approximately, 3% were evacuated for suicidal ideation and associated behaviors. Individuals who received a psychiatric aeromedical evacuation were almost four times as likely (53%) to have been subsequently separated from active duty at the time of the data analysis compared with other active duty service members (14%). The current study also found that peaks in the number of aeromedical evacuations coincided with significant combat operational events. These peaks almost always preceded or followed a significant operational event. An unexpected finding of the present study was that movement classification code was not predictive of subsequent reasons for separation from the military. Thus, the degree of clinical supervision and restraint of a service member during psychiatric aeromedical evacuation from deployment proved to be unrelated to subsequent service outcome.
Conclusions: Psychiatric conditions are one of the leading reasons for the aeromedical evacuation of active duty military personnel from the military combat theater. For many active duty military personnel, a psychiatric aeromedical evacuation from a combat theater is the start of a military career-ending event that results in separation from active duty. This finding has important clinical and operational implications for the evaluation and treatment of psychiatric conditions during military deployments. Whenever possible, deployed military behavioral health providers should attempt to treat psychiatric patients in theater to help them remain in theater to complete their operational deployments. Improved understanding of the factors related to psychiatric aeromedical evacuations will provide important clinical and policy implications for future conflicts.

PMID: 30124915 [PubMed - indexed for MEDLINE]

Evangeline J. Tsibris Cummings and Vincent J. Del Casino Jr., Inside Higher Ed

Building and managing their own online programs helps institutions transform themselves and prepare for the future, Vin Del Casino and Evie Cummings argue. To survive and prosper in this moment of massive change in higher education and the noise of “mega-universities” and to lead higher education into its next quarter century, it will take great courage, clarity of vision and purpose, and the empowerment and high expectations for impact among our faculty and staff. We must be mindful that while it requires leadership at your university, building an effective and integrated online experience also demands partnership with external stakeholders — state officials, university boards and accrediting agencies — whose focus on student completion and success must be geared toward the long game of a sustainable future.

https://www.insidehighered.com/digital-learning/views/2019/06/05/universities-can-go-online-without-corporate-partner-even-age

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Edward J. Maloney and Joshua Kim, Inside Higher Ed

The answer always depends on the individual asking, but anyone who claims that there is a single route to a career in digital learning has not spent much time with leaders in the profession. A strength of the field is the range of diverse perspectives and training that practitioners bring to the work. Whatever one’s educational background, and independent of the decision to study for a Ph.D., there are a number of areas that everyone working in digital learning should know. These are subjects that neither of us learned anything about in our own traditional Ph.D. programs, but they have proven vital navigating our careers in higher education digital learning.

https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/4-things-every-digital-learning-leader-should-know

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by AARON CANTÚ, The Hechinger Report

Across the country, many universities are seeing increases in Latinx populations. Between 2000 and 2015, the number of Latinx college students more than doubled, to 3 million. Their share of overall college enrollment rose between 1996 and 2016 from 8 to 19 percent, according to the U.S. Census Bureau. In response, some universities are starting to cater to their growing Latinx populations. They’re adding more faculty who reflect the school’s increasing diversity, introducing cultural programming and establishing counseling and mentoring programs to help Latinx students overcome stubborn academic resource gaps.

https://hechingerreport.org/universities-try-to-catch-up-to-their-growing-latinx-populations/

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Ausgewählte Informationen zum Tag des Schlafes am 21.06.2019

Ausgewählte Informationen zum Deutschen Lebensmittel-Allergietag am 21.06.2019

Ausgewählte Informationen zum Tag des Sonnenschutzes am 21.06.2019

Tiernan Ray, ZD Net
The “Era of neural disinformation” is upon us, a future in which machines can generate fake news articles in enormous volume that humans will get suckered into believing is real.  The only hope for society lies with … another machine.  Researchers at Allen Institute and the Paul Allen School of Computer Science and Engineering at the University of Washington have tuned the “GPT-2” neural network to create “Grover,” a program that both creates convincing fake articles but also is able to detect those fakes, pointing to a way to combat propaganda.

https://www.zdnet.com/article/to-catch-a-fake-machine-learning-sniffs-out-its-own-machine-written-propaganda/

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MIKE COLAGROSSI, Big Think

Nontraditional education options are on the rise.  U.S. college enrollment has declined for the eighth consecutive year.  A recent survey found that a majority of freelancers found skills training to be more important than having a degree. It’s becoming harder for universities to keep up with a rapidly changing workforce.  It should come as no surprise to mostly anyone who is paying attention, that we’re in a seriously fast moving and complex technology-driven economy. One of the likes we’ve never seen before and one that’s only going to get wilder.

https://bigthink.com/personal-growth/skills-degrees

 

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Allana Akhtar and Andy Kiersz, Business Insider

College is more expensive than ever, leading many business leaders and experts to offer ways to get good jobs without needing a degree. Yet college graduates still earn more than non-college graduates in every state in the US, according to data from the 2017 American Consumer Survey. Here’s how much more college graduates make in every state.

https://www.businessinsider.com/how-much-more-college-graduates-earn-than-non-graduates-in-every-state-2019-5

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