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21st Century Online Learning
2U, Inc.16 May 2013
Rob Cohen, Chief Operating OfficerReed Talada, Chief of Staff
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World’s Preeminent Online Programs
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GRADUATE
3
UNDERGRADUATE
4
5
Roles PARTNER 2U
Faculty ✔
Intellectual Property ✔
Admissions and financial aid ✔
Funding ✔
Course development ✔ ✔
Learning platform ✔
Recruiting and marketing ✔
Student and faculty support ✔
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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
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8
9
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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
1111
Community of Inquiry
FrameworkSOCIAL
PRESENCECOGNITIVE PRESENCE
TEACHING PRESENCE
LEARNING
supporting discourse
setting climate
selecting content
interaction with content
interaction with peers
interaction with faculty
(Swan, 2003 adapted from Rourke, et. al, 2001)
An educational Community of Inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.
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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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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 whoAgree/Strongly Agree
(Kramer, 2011)
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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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21
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600 people supporting
the experience
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Lead Professor
Section Leader
Section Leader
• Coherent
Curriculum
• Professional
Learning
Communities
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81.03%
88.91%
93.40%
99.61%
85.92%
80.82%
85.25%
82.70%
91.34%
82.98%
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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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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“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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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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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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• Rigorous, for-credit, undergraduate courses • Live, weekly, face-to-face classes• Selective enrollment
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