Notes from The Legacy of MOOCs: The Parthenon Group Report


Haven Ladd and Liz Daiber provided research insights into the role of online learning in higher education. A few of his key points include:

  1. Online Learning Enrollments, for-profits at 818K enrollments, and traditional 280K enrollment (2011)
  2. 3% growth in online enrollments from 2002-2011
  3. Major growth occur in traditional higher education 29% online as compared to 1% of growth in traditional on-ground
  4. Less than 25% of traditional schools (mostly with less than 12K students) were not online
  5. Most online in traditional online grew out of a historical program in distance education
  6. MOOC Disruption–began in earnest in 2011-2013 we’ve seen vast experimentation with MOOCs. Has lead to discussion of online learning and new models
  7. Why MOOCs?  and why now?  Traditional model under pressure from various forces (pricing, skills development, etc…)
  8. Growth in cost of college increased 4% over household income at 1% since 1987–not a sustainable model
  9. Lots of experimentation without accountability
  10. 9.7 Million MOOC registrations uptake since 2010
  11. Latent demand in marketplace is beginning to taper off
  12. MOOCs are “burning out” due to erosion of “massive” due to so many players entering the field
  13. What define “massive?” started as 150K now down to 500 per course
  14. New “traditional” requires all higher education to be involved online!
  15. MOOCs are not to be the disruptions but will change the landscape
  16. Students may select their skill sets and participate in learning experiences where they gain these skills
  17. MOOC providers are beginning to shift to the credentialling of skill/sets
  18. Future of Online:  increased competition–in the future 100% of schools will be online
  19. Program level differentiation is paramount and challenging
  20. Online learning becomes core to the strategic plans for schools
  21. Organizing to achieve the scale need for successful online offerings will challenge the decentralized structures of schools
  22. How much centralization and non-centralized model–where’s the balance?
  23. Schools cite inter-related goals for online:  Expand Access, Enhance Societal Impact, Drive Sustainability, Improve Student Experience
  24.  It all starts with student segmentation! Understanding and addressing unique needs of each segment: The coming of age students, Career starters, researchers, Academically curious, Career Accelerators, Job Jumpers

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