Alliance for Higher Education Competitiveness
 |
|
|
|
Internet-supported Learning Study
| Section VII: Motivations for Moving Online | |||||||||
| Read the paper: What's Next in Learning Technology in Higher Education? | |||||||||
|
Why did the successful institutions in this study move online? Although there were a variety of reasons as illustrated in the profiles in the previous section, the short answer is a desire to increase service to students in a way that is consistent with their needs and the mission of the institution. Figure 3 shows the responses to the question of consistency of the e-Learning initiative with mission from the respondent’s view of senior executive perceptions. The most prevalent mission drivers in order of explicit mention were:
|
 |
||||||||
|
|
|||||||||
| As shown in figure 4, the primary student focus for the online initiatives were degree-seeking adult learners. The responses indicated that the top three student needs being addressed through Internet-supported learning are flexibility, convenience, and access. The forth most important student need being addressed by Internet-supported learning is improving academic performance. |  |
||||||||
|
|
|||||||||
|
An important finding of the study was that three of the top four factors that had the strongest correlation with perceived success were also strong motivators to take action. These were:
The conclusion is that most of these successful institutions had strong and compelling motivators for implementing and succeeding in Internet-supported learning driven by the intersection of their mission and the desire to provide better service to students. |
|||||||||
|
|||||||||
|
|
|||||||||
|
|||||||||
