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Nicole L. Weber; Kristen Gay – Online Learning Consortium, 2024
As the higher education landscape undergoes rapid transformation, educators continue to seek best practices for creating quality digital, blended, and online learning experiences. However, disparate definitions of quality and differing instructor and student preferences complicate this work. This report addresses the pressing need to bridge the…
Descriptors: Higher Education, Educational Change, Student Attitudes, In Person Learning
Means, Tawnya; Raymond-Hagen, Linda; Swindell, Andrew; Shellgren, Maddie; Gay, Kristen; Taylor, Deborah L.; Barrie, Elizabeth; Vick, Matt; Culver, Jennifer; White, Jessica; Gering, Carol; Herron, Josh; Lashley, Jonathan – Online Learning Consortium, 2023
The 2022 Online Learning Consortium (OLC) Blended Learning Symposium was a response to the events of the past decade, such as an absence of a concerted blended learning program, the pandemic, flagging student interest in higher education, technology's explosive development, and pressures to reconsider what constitutes a responsive and effective…
Descriptors: Blended Learning, Teaching Methods, Consortia, Conferences (Gatherings)
Loepp, Eric; Hinz, Will – Online Learning Consortium, 2023
In January 2021, Eric Loepp, a faculty member in the department of political science at the University of Wisconsin-Whitewater, and Will Hinz, a member of the student government, administered a survey to students in order to answer big questions surrounding higher education during the fall 2020 semester. Like other institutions, theirs was working…
Descriptors: Teacher Student Relationship, Student Experience, Student Satisfaction, Learner Engagement
Bouchey, Bettyjo, Ed.; Gratz, Erin, Ed.; Kurland, Shelley, Ed. – Online Learning Consortium, 2023
"From Grassroots to the Highly-Orchestrated: Online Leaders Share Their Stories of the Evolving Online Organizational Landscape in Higher Ed" aims to illuminate the organizational structures and leadership strategies of online education units at higher education institutions through Chief Online Officer's first-person stories, practices,…
Descriptors: Higher Education, Electronic Learning, Distance Education, Leaders
Bartosek, Michele; Ford, Cristi; Gay, Kristen; McGuire, Abby; Swindell, Andrew; Thomas, Minzi A.; Weber, Nicole – Online Learning Consortium, 2023
Recent research describes a gap between the workforce skills employers need and the skills college graduates bring to the workforce. Making strides toward closing the workforce skills gap means that institutions, employers, and students must work together to cultivate a shared understanding of how strategic collaboration and communication are…
Descriptors: Job Skills, Communication Skills, College Graduates, Education Work Relationship
Bartosek, Michele; Ford, Cristi; Gay, Kristen; McGuire, Abby; Swindell, Andrew; Thomas, Minzi A.; Weber, Nicole – Online Learning Consortium, 2023
This yearlong qualitative research project examined the perspectives, experiences, and expertise of academic leaders, program directors, and faculty in tying learning outcomes to workforce skills at a variety of public and private two-year and four-year institutions across the United States. This research centered on students' workforce skills…
Descriptors: Job Skills, Communication Skills, College Graduates, Education Work Relationship
Swindell, Andrew; McGurk, Shannon; McGuire, Abby – Online Learning Consortium, 2022
This brief presents original research that explored the value and future use of online tools for science teaching, like at-home lab kits. Data collection took place in May 2022 during which time five virtual focus groups on various STEM subjects (Biology, Physics and Engineering, Anatomy and Physiology, Environmental Science, and Chemistry) were…
Descriptors: STEM Education, Science Education, Higher Education, Educational Quality
Shellgren, Madeline; Gunder, Angela; Lashley, Jonathan – Online Learning Consortium, 2021
The "OLC Framework for Storying Digital Learning Change Work" provides an open resource for educators using narrative and storytelling to map the United Nations Sustainable Development Goals (SDGs) to online, blended, and digital learning. The OLC Framework for Storying Digital Learning Change Work (p. 5) provides users the ability to…
Descriptors: Guidelines, Educational Change, Story Telling, Open Educational Resources
Gunder, Angela; Vignare, Karen; Adams, Susan; McGuire, Abby; Rafferty, Jennifer Paloma – Online Learning Consortium, 2021
High-quality digital learning experiences are built on the foundational principles of providing equitable, inclusive, accessible learning environments for all students. In addition, high-quality digital learning experiences are well-organized and thoughtfully designed. These experiences rely on instructional design principles and strategies to…
Descriptors: Electronic Learning, Learning Experience, College Instruction, Minority Group Students
O'Keefe, Lynette; Gunder, Angela; Long, Kim Cliett – Online Learning Consortium, 2021
On May 14th and 15th, 2020, the historically Black colleges and universities (HBCU) Action Nation Town Hall, co-hosted by United States Distance Learning Association, the Online Learning Consortium, National Coalition of 100 Black Women, and Tennessee State University, brought together many esteemed panels of experts that came together to share…
Descriptors: Black Colleges, COVID-19, Pandemics, College Students
O'Keefe, Lynette; Dellinger, Justin T.; Mathes, Jennifer; Holland, T. L.; Knott, J. – Online Learning Consortium, 2020
With the COVID-19 pandemic disrupting education across the globe in early 2020, many educators found themselves rapidly transitioning to remote learning without the appropriate knowledge, skills or resources. For many higher education students, this resulted in less than optimal learning experiences. To ensure that high quality online learning is…
Descriptors: COVID-19, Pandemics, Distance Education, Online Courses
Online Learning Consortium, 2019
States have always had the ability to regulate institutions conducting instruction or other postsecondary activities in their states. In Fall 2010, a Federal regulation was first released tying institutional and student eligibility for Title IV Federal Financial aid to an institution complying with State laws. Colleges and universities were to be…
Descriptors: Federal Regulation, State Regulation, Educational Legislation, Compliance (Legal)
Online Learning Consortium, 2019
Although the nature of higher education and the students we serve have drastically changed since the passage of the 1965 Higher Education Act, little has changed regarding the award and disbursement of financial aid. In 1965, the typical college student was likely between 18 and 21 years old, living on campus, and a full-time student. In contrast,…
Descriptors: College Students, Student Financial Aid, Educational Legislation, Federal Legislation
Online Learning Consortium, 2019
Regular and substantive interaction (RSI) between instructors and students is a core component distinguishing distance education from correspondence education. In contrast to correspondence education where students are not in regular and substantive interaction with instructors, distance education is eligible for Title IV financial aid because of…
Descriptors: Interaction, Teacher Student Relationship, Distance Education, Student Financial Aid
Online Learning Consortium, 2019
Current Title IV financial aid eligibility is limited to students enrolled in eligible programs as defined in 34 C.F.R. §668.8. Historically, eligibility requirements revolved around several factors including whether the programs were tied to a credential, the length of the program, and whether a student made satisfactory academic progress (SAP).…
Descriptors: Competency Based Education, College Students, Student Financial Aid, Student Loan Programs
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