IDEAL - Adults and distance learning – the potential for higher education
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Webinar about the Impact of Distance Education on Adult Learning The current distance education landscape in Europe Student motivations and barriers to entering distance higher education The offer and demand in distance higher education Policies aimed at increasing adult participation in distance education
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IDEAL - Adults and distance learning – the potential for higher education
- 1. Adults and Distance Learning The Potential for Higher Education
- 2. STATEOFAFFAIRS approximately 3 million students are enrolled in distance teaching universities in Europe (IDEAL - Distance education offer of European higher education institutions) 29%of the adult population in OECD countries in Europe have completed tertiary education (OECD) 2
- 4. IDEALGOALS http://idealproject.eu/ Offer insights on the needs of adult learners to both policy makers and distance education providers; Strengthen the social dimension of higher education by better meeting the needs of adult learners; Increase the participation of adult learners in higher education through distance education. 4
- 5. IDEALSTUDIES http://idealproject.eu/ 5 Study 1: European distance education offer Study 2: Enrolled distance education students Study 3: Potential distance education students
- 6. INCREASING PARTICIPATION IN DISTANCE HIGHER EDUCATION Target group BarriersMotivation 6
- 10. DISTANCE EDUCATION OFFER IN EUROPE 10 Source: Distance Education in European Higher Education -The Offer Portal information: 1,700 distance learning programmes and courses within Europe
- 11. DEMANDAND OFFER IN DISTANCE EDUCATION 11 0% 5% 10% 15% 20% 25% 30% 35% Offer and interest of different disciplines in distance learning Offer Interest Source: Upcoming research report Data based on DistanceLearningPortal.com – 9 million page views and 750,000 log information about student browsing behavior and offered programmes.
- 12. DISTANCE EDUCATION OFFER 12 50% 21% 9% 20% Yes, mainly face-to-face education but in addition some DE Yes, distance education and face-to- face education Yes, distance education only No, no distance learning offered Source: Distance Education in European Higher Education -The Offer Survey – 167 leaders of Higher Education institutions
- 13. DISTANCE EDUCATION NEXT 5YEARS 13 Source: Distance Education in European Higher Education -The Offer Survey – 167 leaders of Higher Education institutions
- 14. THE DISTANCE EDUCATION STUDENT PROFILE Potential Students Older than traditional students Working (51.75%) Have a higher education degree 83.41% bachelor degree 31.66% master’s degree Enrolled Students Older than traditional students Working (70%) Have a higher education degree 30.65% bachelor degree 11.29% a master’s degree 14 Source: Upcoming report Survey – 427 potential students (DistanceLearningPortal.com visitors) Source: Social profile of adults enrolled in distance education Survey – 1,773 students enrolled in distance education programmes (survey sent via HEIs and IDEAL mailing list)
- 15. MOTIVATIONTO ENTER DISTANCE EDUCATION 15 Source: Upcoming research report Survey – 427 potential students (DistanceLearningPortal.com visitors)
- 16. BARRIERSTO ENTER DISTANCE EDUCATION 16 Source: Upcoming research report Survey – 427 potential students (DistanceLearningPortal.com visitors)
- 17. FUTURE DEVELOPMENTS IN DISTANCE EDUCATION POLICY Finland –no separate open or distance teaching universities Greece –mentioned with “Education and Lifelong Learning” policy Hungary – no DE on Master level; no laws mentioning e- learning UK – laws that indirectly influence DE (QA framework) 17
- 18. FUTURE DEVELOPMENTS IN DISTANCE EDUCATION RECOGNITIONOF PRIOR LEARNING Finland – status of degree student can be obtained after pursuing courses in open university Germany – highest degree from the school system, or degree from vocational sector; recognition of degree from vocational training Greece – graduation from secondary education; no systematic procedure for recognition of prior learning or work experience Hungary – school leaving examination certificate and enough entry points; no alternative admission; no systematic procedure for recognition of prior learning or work experience UK – “access diplomas” programmes; recognition of credit transfer from equivalent level of study elsewhere; accreditation of (prior) experiential learning 18
- 19. FUTURE DEVELOPMENTS IN DISTANCE EDUCATION TEACHER RECRUITMENT ANDSUPPORT Implement teaching methods appropriate for the needs of adult learners in higher education Shift towards student-centered teaching modes that support adult learner’s autonomy and self-direction (especially with regards to putting theoretical knowledge into practice) Continuous teacher support for Distance HE students and empathetic dialogue 19
- 20. FUTURE DEVELOPMENTS IN DISTANCE EDUCATION FUNDING Lack of core grant funding for distance HE students One of the biggest barrier to Distance HE Good examples Open University of Catalonia (SP) Open University of Cyprus (CYP) HellenicOpen University (GR) InternationalTelematic University (IT) University of Latvia 20
- 21. FUTUREACTIONS Respond to a wide range of different needs of enrolled and potential distance education students Increase flexibility of the distance education offer Remove regulative barriers and develop standard procedures on RPL Inform adult learners of access to alternatives Improve funding methods and financial support for HE for adults internationally Facilitate learning for adult students in distance HE 21
- 22. MAJOR CHALLENGES FOR DISTANCE EDUCATION Concrete national policy framework Recognition of prior learning and alternative access routes Targeted support to teachers by their university 22
- 23. MAJOR CHALLENGES FOR DISTANCE EDUCATION Counselling and support to learners (incl. ICT support and interaction opportunities) Alternative funding opportunities Transparency of information to potential students 23
- 24. MEETUS IN PERSON July 4, 2015 – ECE 2015 Brighton, UK 24 October 29 & 30 , 2015 – EADTU 2015 Hagen, Germany
- 25. 25 GET INTOUCH Carmen Neghina – Education Intelligence Specialist (StudyPortals) Carmen@studyportals.com Angela Owusu-Boampong - Programme Specialist (UNESCO Institute for Lifelong Learning) A.Owusu-Boampong@unesco.org
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- Good afternoon everyone and thank you for joining today’s webinar on adults and distance learning. Our goal today is to provide a better understanding of the state of distance learning within Europe, and how we can increase the participation of adults in higher education via distance learning. My name is Carmen and I will be presenting the main findings of our research on the topic, after which my colleague Angela from the UNESCO Institute for lifelong learning will take over and present the different in more detail the different policies within Europe concerning distance education and discuss the challenges faced in this area. At the end of this presentation, we would also like to have a lively discussion with our audience members from around the world, and listen to your stories, answer questions, and openly debate how we can allow more adults access to higher education via distance learning options. You are also invited to ask questions during the presentation, and Luuk – our moderator – can forward them to the presenters.
- Let’s start by discussing a bit the state of affairs in distance learning and adult learning. We estimate that there are approximately 3 million students enrolled in distance teaching universities within Europe. And, according to the latest OECD statistic, approximately 29% of adults within Europe have completed a tertiary education. Our goal is of course to raise that number.
- In order to do so, the UNESCO institute for lifelong learning, the international council for open and distance education and studyportals have joined forces under the ideal task force.
- Our goal is to ..
- In order to do so, we have devised three studies looking at ..
- We strongly believe that in order to understand this issue better, we need to get a clearer idea about the target group, as well as their motivations and barriers.
- A lot of the data was collected via the DLP, operated by Studyportals. The portal offers visitors interested in distance learning the chance to browse through all the program available and search for one meeting their interest. Within Europe, the distancelearningportal offered approximately 3000 programs in 2013, and has an average of 200,000 visitors. When students come to the website, they can search for a specific program. For instance, my search for business and marketing resulted in the following page.
- On the search results page, visitors can see different programs matching their interest, and can filter them according to the type of study (blended or online), type of degree, country, language of instruction, or tuition.
- When they click on a specific page, they get a detailed description of the program, as well as information about the form, estimated length, estimated tuition, language of instruction, information about accreditation and entry requrements and so forth.
- To get a better idea about the distance learning programmes currently being offered in Europe, we put this map together. These are the European programmes listed on DistanceLEarningPortal. 1,700 of them to be more precise, with UK offering most of these programmes, and the rest being distributed.
- Access to the portal also allowed us to compare the offer and interest per discipline. More precisely, we looked at 9 million page views of visitor statistics, to see what disciplines they’re interested in, and compared it to the general distribution of programmes within Europe. That allows us to for instance say that the offer of applied sciences programmes and social sciences is currently higher than the interest in them/ At the opposite end, the interest in business and economics programs and engineering and technology is higher than the current offer, and would be an interesting avenue for growth in the future.
- We also decided to carry out a survey to see what types of education is currently being offered. Since we were mostly interested in distance learning, the results are biased towards institutions offering this form of programes (80%) This survey is more important in that we wanted to know if our belief that distance education and adults in distance education will rise will be confirmed by the leaders of higher education institutions, The survey was carried out from 27th April to 25th March. 2014. The instrument was a standardized questionnaire covering aspects like number, types and levels of programs offered; drivers for distance education, target groups and student support; future expectations for distance education. Questionnaire was sent to 4000 higher education institutions based in Europe, addressed to the heads of the institutions. We had 167 valid responses, but 33 of the responding institutions do not offer any distance education. In the end we had 134 respondents for analysis. This data does not claim to be representative. UK Bias: the data set is biased towards the UK and English-taught programmes in general. That must be kept in mind! Countries of origin of institutions providing distance education (35 in total): Armenia, Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Ireland, Italy, Kazakhstan, Latvia, Lithuania, Luxembourg, Macedonia, Netherlands, Norway, Poland, Portugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, Ukraine, United Kingdom. Programme data: In June 2014 the Distance Learning Portal contained information on almost 3000 programs and courses delivered at distance. The information available include basic information about the programme like types of degree, discipline, access, organization of the program, tuition fees and support offered.
- What they said was actually very encouraging, in that 167 of them thought that indeed adult enrollemnts in distance education will rise to some extent within the next 5 years, and 15% actually believed it will be a sharp rise.
- Now, who are these students we talk so much about? The profile of enrolled students we uncovered in a survey of 1773 students shows that they are ofcourse older than traditional students, mostly working next to their studies, and already mostly have a degree, so are continuing to learn towards a second degree. We asked similar questions to the visitors on DLP. Com to see if they are similar in profile, and while the 427 potential students we surveyed had slightly differnet profiles, we can observe similar characteristics.
- Why are potential students interested in a distance learning program? Mostly because it is easier to combine with a job, allows them to study at their own pace, without leaving their home, and to combine it with family duties.
- What barriers do they face when entering distance education? Their most important barrier was funding, that over half of the respondnets mentioned as important, followed by time, the recognition of prior qualifications, distance education and technology, and the program language. I will now ask my colleague, angela to take over and discuss the future developmetns in distance education.