2013 06 13 (uc3m) emadrid rcohen 2u not a mooc other way go on line

1. 11
21st Century
Online Learning
eMadrid
13 June 2013
Rob Cohen, Chief Operating Officer
2U, Inc.

2. 2
First Day of School

3. 3
Preeminent Programs--Delivered Online

4. 4
GRADUATE
4
UNDERGRADUATE

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48.80%
53.50%
56.00%
58.40% 59.10% 58% 59.20%
63.10%
65.50%
69.10%
38.10%
33.70%
30.90%
27.40% 27.40% 27% 25.90% 24.60%
21% 19.70%
13.10% 12.90% 13.10% 14.20% 13.50% 15% 14.90%
12.30% 13.50%
11.20%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
2002 2003 2004 2005 2006 2007 2009 2010 2011 2012
Percent of University Chief
Academic Leader
Respondants
Online Education is Critical to the Long-Term Strategy of my
Institution
Agree Neutral Disagree
Source: BABSON Survey Research Group / Sloan-C, 2013

6. 6 We Want You!

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2U-University Roles
7
Funding
Online
Curriculum
Development
Technology
Platform
Recruiting
Admissions &
Financial Aid
Faculty
Student
Support
2U University Joint

8. 8
Far more than just a Learning
Management System,
the 2U Virtual Campus represents
the single hub for students’
asynchronous study, live class
sessions, and dynamic social tools
that create a rich, online student
community.
2U Virtual Campus

9. 9

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Lead Professor
Section
Leader
Section
Leader

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This meta-analysis excludes videoconferencing or any sort of
live instruction from its definition of “online instruction.”
Instruction conducted
entirely online is as
effective as classroom
instruction but no better.
Blends of online and face-to-
face instruction, on average,
had stronger learning
outcomes than did face-to-
face instruction alone.
SOURCE: US Department of Education, 2010

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An analysis of more than 28,000 student records showed
that among online students, the most statistically significant
of 34 criteria in predicting re-enrollment (both related
directly to social presence) were:
• Online or web-based communication is an excellent
medium for social interaction
• I was able to form distinct impressions of some course
participants.
Boston, et al. (2009)

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Students whose academic programs included integrated field placement
(“work integrated learning”) showed a greater ability to develop pathways
to meet goals, greater confidence to attain those goals, and improved test
anxiety relative to their non-placement peers. (Purdie, 2011)
87%
89%
88%
89%
88%
85%
0% 25% 50% 75% 100%
[Field]work had a positive impact on critical and analytical thinking,
problem solving, and decision making skills.
[Field]work provided a better appreciation of concepts learned in
the classroom and their application in the real world.
[Field]work improved knowledge and technical skills in areas
related to my field of study.
[Field]work provided a better understanding of general workplace
culture, norms and behavior.
[Field]work improved interpersonal skills (e.g., teamwork,
communication, conflict resolution and similar skills).
[Field]work gave me a better idea of what to do with my life.
% of fieldwork students who
Agree/Strongly Agree
(Kramer, 2011)

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62.87%
60.99%
28.75%
9.96%
4.41%
2.72%
2.46%
2.05%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Logged in During Week 1
Watched at Least One Video
Took Any Quiz
Scored >0 on Both Week 1 Quizzes
Scored >0 on Either Week 4 Quiz
Attempted Final Exam
Earned a Certificate
Earned a Distinction Certificate
Percent of Registered Students
Duke Bioelectricity (Coursera)

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79%
93%
82%
91%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Education
Social Work
Nursing
Business
Average Percent of Course Activities Completed
2U Programs

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81.03%
88.91%
93.40%
99.61%
85.92%
80.82%
85.25%
82.70%
99.21%
83.32%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Education
Social Work
Nursing
Business
All Programs
Percent of Students who Started First Term Classes
2U Programs
Began Term 2 Remain Enrolled or Graduated

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A higher percentage of
online students walk in
USC/Rossier graduation
than on-campus students.
And more than 90% of them
are employed within nine
months of graduation, even
in a difficult marketplace for
new teachers.

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“I feel an even greater sense
of intellectual intimacy with
my online students than I do
with their on-campus
counterparts.”
– USC Faculty Member

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 NPS Measurement represents an extremely high bar
 >0 is Good
 >50 is Outstanding
Our net promoter scores indicate high levels
of satisfaction

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0
10
20
30
40
50
60
70
80
90
MAT MSW MSN MBA
Q4 - Student and Faculty Net Promoter Scores
Student Faculty

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