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analysis_and_review_of_canada_distance_education_2015_en_f.pdf
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ONLINE AND DISTANCE EDUCATION CAPACITY
OF CANADIAN UNIVERSITIES
ANALYSIS AND REVIEW
Produced for Global Affairs Canada
Care of Mr. Paul Bailey, Deputy Director, Edu-‐Canada
December 4, 2015
December 4, 2015
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ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
Execu)ve summary
In the first decade of the 21st century, many researchers
observed a worldwide acceleraWon in the use of digital learning
soluWons, with many territories showing more than 30%
growth. The goal of this study is to invesWgate how Canadian
universiWes were using online/distance learning. A 14-‐page
quesWonnaire was sent to 93 universiWes across Canada to
gather data on six aspects of this pracWce. Seventy-‐three
responses were obtained from targeted insWtuWons (78.49% of
total sample).
From the data gathered, we have IdenWfied the following key
elements:
• Currently, 93.15% of Canadian universiWes offer online
courses and programs.
• More than 12,728 online courses are offered (an average of
196.03 online courses per insWtuWon).
• More than 809 online programs are offered (an average of
12.31 online programs per insWtuWon).
• More than 361,000 students (about 29% of the Canadian
university student populaWon) took online courses during
the 2014-‐2015 academic year.
• The online/distance offering is currently 8.32% of the total
university course offering.
• About 1,000 courses have been added every year for the past
three years.
• It is esWmated that 1,100 to 1,400 new online courses will be
added in the coming year, increasing the share of online/
distance courses offered.
• With an esWmated growth rate of about 8.75% for the
2015-‐2016 academic year, the Canadian online learning offering
is fairly close to the worldwide average aggregate growth rate
for online learning adopWon.
• Only 12.33% of the Canadian universiWes surveyed menWoned
that they currently use some kind of aggregaWng organizaWon to
market or distribute their online courses.
• 34% of respondents did not specifically track whether
internaWonal students used online courses, and only 28.77%
used online learning as a strategic tool to recruit internaWonal
students.
Canada cannot be considered a leader in this field, as more than 20
countries invest about twice as much each year in their accredited
online learning offering. Even if there are a few afempts at
organizing the online/distance learning offering in Canada through
some type of aggregaWng organizaWon, this phenomenon seems to
be fairly new and not yet well structured.
ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
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Table of contents
Chapter 1 – Research Goals, Research Team
5
Chapter 2 – Methodology
10
Chapter 3 – ParWcipants
13
Chapter 4 – Data SegmentaWon
17
Chapter 5 – Results of the Study
19
5.1. DescripWon of the online/distance learning offering
20
5.2. Strategic use of online/distance learning by the insWtuWon
33
5.3. Development and delivery of online/distance learning
36
5.4. Technological choices made by the insWtuWon
40
5.5. Financial implicaWons of online/distance learning
44
5.6. Planned development of the online/distance learning offering
47
Chapter 6 – Discussion, LimitaWons, Conclusion
51
AddiWonal raw data
56
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ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
CHAPTER 1
RESEARCH GOALS
RESEARCH TEAM
Brainstorm
ConceptualizaWon
Proposal
Revisions
Introduc)on
In the first decade of the 21st century, many researchers
observed a worldwide acceleraWon in the use of digital
learning soluWons (UNESCO, 2013; ASTD, 2012; Adkins,
2011). The number of educaWonal insWtuWons using online
learning and the number of students taking credited online
courses has steadily grown over the past nine years, with
some years even reaching double-‐digit growth in many
territories (Allen & Seaman, 2014). A 2011 analysis from the
Babson Research Group showed that more than 2,500
United States universiWes and educaWonal insWtuWons were
offering online courses. According to a 2011 review of the
digital learning market (Adkins, 2011), the online learning
market was largely composed of corporate ventures and
developing economies. This has changed, as the market is
now one of rapid adopWon in all segments. The largest
growth is sWll in developing economies (like India and China)
in the higher educaWon segment, but the demand for
specialized skills has also grown significantly:
• At the University of Phoenix, over 300,000 students were
enrolled in online classes in 2014 (Apollo Group, 2015).
Even if we consider the end of its U.S. military training
contract and a financial scandal that had a major impact
on enrollment, the University of Phoenix remains the
largest post-‐secondary insWtuWon in the U.S.
• According to the European AssociaWon of Distance
Teaching UniversiWes, over 500 European
insWtuWons provide short courses or enWre
programs at a distance. Student enrollment in
online courses increased by 15-‐20% in 2012, making
online educaWon a serious alternaWve in Europe.
• The number of U.S. students enrolling in credited
online classes and programs has increased five
Wmes more than the general enrollment of degree-‐
granWng post-‐secondary insWtuWons. More than
33% of U.S. students enrolled in online learning
courses or programs in 2012 (Babson Research
Group, 2014).
• The Indira Gandhi NaWonal Open University (IGNOU)
has dramaWcally increased enrollment in the past
five years. In 2015, IGNOU served over 4.5 million
students online (over 3.1 million in India and 1.4
million in 40 other countries). IGNOU is currently
the largest online/distance educaWon insWtuWon in
the world.
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ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
In his analysis of the worldwide market for self-‐paced e-‐
learning, Adkins (2013) reported that the countries with the
highest growth rates for digital learning were Vietnam,
Malaysia, Romania, Azerbaijan, Thailand, Kenya, Slovakia,
the Philippines, India and China. They were all above 30%,
which is four Wmes the worldwide aggregate growth rate for
online learning adopWon. During the same period, there
were 17 countries with growth rates above 15%: Indonesia,
Nigeria, Qatar, Oman, Poland, Russia, Tunisia, the Czech
Republic, Tanzania, Brazil, Colombia, Bolivia, Hungary,
CroaWa, Bulgaria, Georgia and Ukraine.
Even if there is worldwide growth in the adopWon of digital
learning soluWons, the growth is more important in regions
that do not have sufficient “brick and mortar” infrastructure
to meet their demand in educaWon (UNESCO, 2012).
The goal of this research is to invesWgate Canada’s use
of and capacity in digital and online educaWon.
In this expanding segment of the educaWon market, it
is difficult to esWmate where the Canadian offering
stands, as there has been no systemaWc review or
analysis covering the Canadian offering. There are a
few anecdotal studies about the online ventures of
some Canadian post-‐secondary insWtuWons, but no real
research looking into the general Canadian offering in
online/distance educaWon and the potenWal strategies
used by Canadian insWtuWons. This could become an
important issue for the posiWoning of Canadian
educaWon as insWtuWons focus on the lucraWve
internaWonal student market.
Claude Martel, PhD
Project Leader
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ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
Research team
Dr. Claude Martel, PhD
Claude is the project leader for this study. He holds a PhD
in EducaWonal Technology and has over 25 years of
experience in the fields of educaWon, training, public
relaWons and the implementaWon of curng-‐edge
technology. He is currently a professor in the Department
of EducaWonal Technology at Concordia University.
Claude has also held senior management roles (director,
VP and chief learning officer) in large organizaWons like
BigKnowledge, Telus, Hydro-‐Québec and Praf & Whitney
Canada. He acted as program manager for ICAO and ACI
(Airports Council InternaWonal), where he developed and
managed the first global accreditaWon management
program for airport managers (www.iap.aero).
In addiWon, he is recognized as a world-‐class consultant,
manager and educator. He has managed over 60 projects
and implemented educaWonal technology soluWons in over
30 large organizaWons and agencies internaWonally.
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ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
Dr. Daniel Dupont, PhD
Jocelyne Bédard, MA
Daniel is a former professor at Université de Montréal. He
possesses a wealth of experience in change management, and
in implemenWng and managing training/educaWon soluWons
aimed at improving performance. As a well-‐established
execuWve, pracWWoner and educator in the Canadian training/
educaWon community, he has been at the forefront of the
development of human performance technology in large
naWonal organizaWons and mulWple educaWonal insWtuWons.
Jocelyne is a recent graduate of the master’s
program in EducaWonal Technology at
Concordia University. She is an experienced
project manager, e-‐communicaWons specialist
and designer.
Daniel’s areas of experWse are organizaWonal architecture,
competency development, program design and development,
training and management needs assessment, opWmizing
learning through innovaWon, and determining performance
indicators, measures and ROI, as well as guiding senior
management in idenWfying the integraWon elements of
company-‐wide learning systems.
Jocelyne is a proponent of collaboraWve
pracWces, accessibility, usability and
sustainability. Areas of experWse include e-‐
communicaWons, graphic design, web design
and development, instrucWonal design,
educaWonal technology, human performance
technology, e-‐learning, mentoring/coaching,
business process improvement and lean
leadership.
9
ANALYSIS AND REVIEW OF THE DISTANCE EDUCATION / ONLINE CAPACITY OF CANADIAN UNIVERSITIES. Global Affairs Canada and EduConsillium © 2015
CHAPTER 2
METHODOLOGY
This chapter explains the research methods used in
conducWng the study:
• ProducWon of the quesWonnaire
• First contact and idenWficaWon of key resource
persons
• Data-‐gathering approach and follow-‐ups
• Data compilaWon
Methodology
This study was a fairly straighuorward venture and
aimed to create a baseline study that will provide a
first portrait of the Canadian online learning offering
in Canadian universiWes. The results of this study will
help track the progress of our insWtuWons against
other countries in the online/distance educaWon
market.
First contact and idenPficaPon of key resource persons
One of the key objecWves of this study was to gather
general informaWon about the state of online/distance
learning in Canadian universiWes.
• The person(s) in charge of online or distance learning
at the insWtuWon.
ProducPon of the quesPonnaire
The research team produced a quesWonnaire that
would serve to gather data related to the main
variable, with the intent of providing baseline
informaWon for future comparaWve studies. The goal
was to gather a broad range of informaWon about the
online/distance offering. A first drav of the
quesWonnaire was created in early June 2015 and
revised by the staff of Global Affairs Canada later that
month.
A preliminary list of 106 insWtuWons was produced. All
insWtuWons were contacted by phone to idenWfy:
• Whether they delivered university-‐level courses and
programs (bachelor, master or PhD);
Following this invesWgaWon, 13 insWtuWons were removed,
as they offered no university-‐level courses or programs.
So the final sample for the study was composed of 93
universiWes.
Data-‐gathering approach and follow-‐ups
To obtain informaWon from the 93 insWtuWons selected, …
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