The Typical College Student Is Not Who You Think

As a fight over the future of elite higher education consumes university leaders and politicians, most college students live in a very different world with very different challenges.

Community College

• 43 percent of undergraduates attend community college
• About 75 percent of community college students are enrolled part time

Demographics

• 1.4 million undergraduate students with children are single mothers
• 9 % of US undergraduate population
• 25 percent of all undergraduate students live with their parents
• Only 16 % live on campus

Online Learning

• 10.3 million students take at least some classes online
• 26 percent of students take classes exclusively online
• up from 11% 10 years ago.

Student Debt

• The average student is $19,000 in debt
• Up from $13,000 two decades ago, with adjustments for inflation
• 10.8 million students owe more than $44,000
• Two-thirds of student loan debt belong to women
• Black women have the highest debt load, with an average of $33,000.
• 3 X  the amount  of white men are carrying, and $15,000 more than white women
• About a third of all undergraduate students received a Pell Grant

Success

• 41 million people (12% of the US Population) attended college but never graduated

Blinder, A. (2025, August 25). The Typical College Student is Not Who You Think. The New York Times. https://www.nytimes.com/2025/08/25/us/us-typical-college-student.html?unlocked_article_code=1.g08.-Fff.cnL2cbdddkMB&smid=url-share

Approaching a New Normal? educational Resources in U.S. Higher Education, 2024

The Executive Summary: 

This is the 13th report in a series of surveys tracking curricula discovery, selection, and adoption processes in U.S. higher education. The surveys have tracked the growth of digital materials and OER in higher education classrooms since 2009, providing trends on adoption and sentiments. The results also covered the abrupt transitions to remote teaching and return to in-person instruction during and following the COVID-19 pandemic.

The survey responses for this analysis were collected in April 2024, from a total of 3,447 faculty. The respondents come from all 50 U.S. states, the District of Columbia, and the Virgin Islands.

The key takeaways from this year’s survey are:

• Fully face-to-face courses remained the most common modality in 2024, with three-quarters of faculty teaching at least one such course. That said, it remains below pre-pandemic levels. A smaller portion of faculty (40%) taught at least one course that was fully online.
• Digital options for required textbooks continue to grow. The majority of faculty (78%) have a required textbook for students for their largest enrolled course, and almost all required textbooks (92%) are offered in a digital format. Just 8% of courses only offered a print textbook, down from 12% last year.
• Faculty opinions on print versus digital materials remain conflicted and stable. The majority of faculty (79%) agree digital materials offer students greater flexibility, but a large number of faculty (41%) also agree that print materials are better for student learning. These rates are almost identical to 2022-23 results.
• Faculty awareness for licensing varies by the type of license. Faculty have the highest level of awareness for copyright (96% aware at any level), followed by public domain (90%), and finally Creative Commons (76%), all representing drops in awareness over 2022-23.
• In 2023-24, more than half of faculty (56%) were aware of OER at any level. However, OER awareness dropped 8% compared to 2022-23, to a level seen two years ago, in 2021-22. For the most part, differences were seen evenly across faculty characteristics like teaching modality, discipline, and institution type.
• There was a 3% decline in the rate of use of OER as required materials for 2023-24 compared to 2022-23, paralleling the decrease in OER awareness. Overall, 26% of all faculty reporting that they use OER as a required material in their courses.

Seaman, J.E and Seaman, J (2024). Approaching a New Normal? Educational Resources in U.S. Higher Education, 2024. Bay View Analytics.  https://www.bayviewanalytics.com/reports/oer_2024_new_normal.pdf (retrieved 9/6/2024).

Development and implementation of digital pedagogical support systems in the context of educational equity

 Because of COVID-19, using digital tools in education has become really important, especially in higher-level engineering classes. However, it has been hard to make sure that all students get a fair and equal education when taking online practical courses. To solve this problem, a digital teaching assistant system was created. This system helps teachers and students interact better and makes it easier to show what students have learned. It also has smart features to evaluate how well students are doing in their courses, using a special method that combines different criteria.

The study found that students using this system did better academically than those using other systems. Both teachers and students liked how the system improved communication and provided detailed reports on learning. The system was also better at ensuring fairness in recommending resources, encouraging interaction, and evaluating student achievements. Overall, it helps teachers in higher engineering subjects to improve their teaching plans and support students in learning practical skills, making education more fair for everyone.

blognote: This is fun to read, just because it is so dense.  The above synopsis was derived by copying the abstract into ChatGPT, and tweaking some of the language.

blognote2: the authors created an added value to a CMS that helped with assessment and then noted that good instructional design is needed.  Still a fun read just as a challenge.

Liu, Sf., Li, J., Zhang, Hq. et al. Development and implementation of digital pedagogical support systems in the context of educational equity. Humanit Soc Sci Commun 11, 1084 (2024). https://doi.org/10.1057/s41599-024-03616-y

From Forbes: Research Universities Love Research… Except When It Involves Learning

Admittedly, this is not research, but a feature story about the state of Educational Research about data driven decision making related to acquisition of educational technology.  The buried lead:

"A Columbia Teachers College study from 2019 found fewer than 20% of higher education buyers mention research as a factor in purchasing edtech and concluded that “educational technology decision-makers in higher education rarely use externally-produced, scientifically rigorous research to inform their decisions.” Four years and a pandemic later, little has changed. When a recent survey asked over 300 universities about the most important attributes for making edtech purchasing decisions (I was shown the results on condition of only revealing this much), here’s what mattered, in order of priority:

1. Ease of use
2. Price
3. Features
4. Services
5. Sophistication of AI
6. Evidence of outcomes"

Not a great picture...

Craig, R. (2023, November 27). Research Universities Love Research... Except When It Involves Learning. Forbes. https://www.forbes.com/sites/ryancraig/2023/11/17/research-universities-love-research-except-when-it-involves-learning/?sh=36abaf7555ec

The Future of Data-Driven Student Analytics in Higher Education

A little outside our normal e-learning perspective but a nice overview of where we can place our efforts in a data driven institution...all apply to e-learning as a small aspect of the bigger point.

Bull, K. (2023, March 1). The Future of Data-Driven Student Analytics in Higher Education.  The Evolllution: A modern Campus Illumination.  https://evolllution.com/technology/metrics/the-future-of-data-driven-student-analytics-in-higher-education/

Regular Substantive Interaction: Empire State College

A resource from Empire State College regarding "regular substantive interaction".

The U.S. Department of Education issued Final Rules on Distance Education and Innovation in September 2020, with the rules going into effect on July 1, 2021. The new regulations update the definitions of distance and correspondence education with the intent to provide more clarity on the differences between these two modes of course delivery. The U.S. Department of Education requires that all online courses for which students may use Title IV funds (federal financial aid) include regular and substantive interaction between students and instructors. In short, regular and substantive interaction (RSI) is one of the key elements distinguishing distance education from correspondence education and thus one of the central determinates for students’ ability to use Title IV funds.

Four other critical factors distinguishing distance education from correspondence education are as follows:

• “Distance education should be delivered through an “appropriate” form of online media.
• Distance education must use instructor or instructors that meet accreditor requirements for instruction in the subject matter.
• There should be at least two forms of substantive interaction.
• There must be “scheduled and predictable” opportunities for instructor/student interaction.
• Instructors must be responsive to students’ requests for support” (U.S. Department of Education Issues Final Rules on Distance Education and Innovation | NC-SARA, 2020))

(SUNY Empire State College (n.d.). Background: Definitions of distance education and correspondence courses. Faculty Resources for Online Learning. Retrieved February 28, 2023, from https://www.esc.edu/dlis/design-your-course/regular-and-substantive-interaction/#:~:text=In%20short%2C%20regular%20and%20substantive,to%20use%20Title%20IV%20funds.\)

Accessibility Awareness Twitter Feed

Twitter Stream by @PatrickMGarvin related to Accessibility.  Lots of good tips...high frequency.  Newly created July 2022:

Helping you better understand web accessibility for people with disabilities, whether you're a student, teacher, journalist… whomever!

https://twitter.com/A11yAwareness

Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance

Abstract:

As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment. One area that has received particular attention is that of preventing cheating during unproctored online exams. In this study, we examine students’ behavior during unproctored exams taken in an online introductory biology course. A feature of the learning management platform used for the course gave us the ability to detect cheating behavior involving students leaving the test page and viewing other material on their computers. This allowed us to determine what proportion of students cheated and examine the efficacy of various measures to mitigate cheating. We also explored the relationship between cheating behavior and exam performance. We found that 70% of students were observed cheating, and most of those who cheated did so on the majority of test questions. Appealing to students’ honesty or requiring them to pledge their honesty were found to be ineffective at curbing cheating. However, when students received a warning that we had technology that could detect cheating, coupled with threats of harsh penalties, cheating behavior dropped to 15% of students. Unexpectedly, we did not find evidence that students’ exam performance changed when their cheating behavior changed, indicating that this common form of cheating might not be as effective as students, or their instructors believe it to be.

Pleasants, J., Pleasants, J.M. & B. Pleasants (2022). Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance. Online Learning Journal. (https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2620). Retrieved: 6/14/2022.

Revisiting Camera Use in Live Remote Teaching: Considerations for Learning and Equity

A thoughtful and equitable approach to webcam use allows students and faculty alike to benefit from the sense of presence that webcams can provide during remote instruction while preserving student privacy.

Turner, P. (2022).  Revisiting Camera Use in Live Remote Teaching: Considerations for Learning and Equity. Educause Review. https://er.educause.edu/articles/2022/3/revisiting-camera-use-in-live-remote-teaching-considerations-for-learning-and-equity

Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning

Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning was published by EduCAUSE Review 6 months into the throes of COVID.

It's an interesting article on the various modes of delivery, providing some standard definitions of the different modes, as well as recommendations on implementation.  Very good sources too.

Abstract

As online learning becomes a more common model for higher education courses, institutions and instructors should investigate the benefits of including both synchronous and asynchronous elements in online learning to maximize the benefits of both these environments.

The Horizon Report 2020

The Horizon Report 2020 has been released.  As always there are a number of emerging technologies noted as growing:

• Adaptive Learning
• AI/Machine Learning
• Analytics for Student Success (Things ILCCO talks about)
• Elevation of Instructional Design, Learning Engineering, and UX Design (Things ILCCO Talks about)
• Open Educational Resources (Thins ILCCO talks about)
• XR (AR, VR, MR, Haptic)

Unfortunately, they didn't include the "Fail or Scale" section like they did last year.  The Horizon Reports get a lot of criticism for hyping technology, but then nothing comes of them.  I thought the "Fail or Scale" section last year was a nice way to go back and review in the context of past criticism.

The Landscape of OER Policy and Practice in Texas

In spring 2019, the organization that I lead, the Digital Higher Education Consortium of Texas (DigiTex), commissioned a survey on Open Educational Resource (OER) programs, policies, and practices at colleges and universities in Texas.

Review of Report
Sebesta, J. (2019). The Landscape of OER Policy and Practice in Texas. Retrieved January 23, 2020, from WCET Frontiers: https://wcetfrontiers.org/2019/12/19/the-landscape-of-oer-policy-practice-in-tx/.

Actual Report
DigiTex & Texas Higher Education Coordinating Board (2019). Open Educational Resources (OER) in Texas Higher Education, 2019. Retrieved from Texas Higher Education Coordinating Board Report Center January 23, 2020: http://reportcenter.thecb.state.tx.us/reports/reports-and-studies-non-fiscal/oer-texas/

Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape

This white paper provides an overview of the development and growth of Open Educational Resources (OER) in American higher education, followed by an analysis of the approximately 1,400 responses to a survey on course materials adoption that Choice deployed to faculty and instructors across the United States. It examines faculty behavior for discovering, evaluating, and selecting instructional material, and adds new insights on barriers specific to discovery resources and faculty adoption of OER.

Bell, S. (2018). Course Materials Adoption: A Faculty Survey and Outlook for the OER Landscape [White Paper].Retrieved November 20, 2019, from Choice360.com: http://www.choice360.org/content/2-librarianship/5-whitepaper/bell-white-paper-october-2018/100318_bell_white_paper.pdf.

A Rubric for Evaluating E-Learning Tools in Higher Education

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

Anstey, L. & Watson, G. (2018, September 10). A Rubric for Evaluating E-Learning Tools in Higher Education. Retrieved from https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

ADA Compliance for Online Course Design

Key Takeaways

• Lessons learned from campuses nationwide have informed an approach to compliance with the Americans with Disabilities Act during the process of online course design.
• Providing multiple ways for students to gain knowledge, demonstrate knowledge, and interact goes a long way toward making a course accessible to all students, including those with disabilities.
• Accessibility efforts benefit not only students with disabilities but also students who are English language learners and those working in noisy or quiet environments.

Burgstahler, S. (2017, January 30). ADA Compliance for Online Course Design. Retrieved from https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design

A Human-Centered Approach to Empowering Faculty for Excellence in Online Course Design

By emphasizing interpersonal connection in the design process, instructional designers can foster stronger relationships among students and faculty in digital learning environments.

Wargo, K. (2019, May 8). A Human-Centered Approach to Empowering Faculty for Excellence in Online Course Design. Retrieved from https://er.educause.edu/blogs/2019/5/a-human-centered-approach-to-empowering-faculty-for-excellence-in-online-course-design

Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study

Key Takeaways

• A four-year university-wide study of students' e-textbook practices found that e-textbook use has increased, particularly among younger students.
• The major barriers — including a student preference for print and unfamiliarity with e-textbooks — show signs of being alleviated.
• Other factors related to mobile device access and pedagogically effective e-textbooks show little change over the study period.
• Instructor practices have improved, but there is still room for growth, with implications for focused professional development.

deNoyelles, A. & Raible, J (2017, October 9). Exploring the Use of E-Textbooks in Higher Education: A Multiyear Study. Retrieved from https://er.educause.edu/articles/2017/10/exploring-the-use-of-e-textbooks-in-higher-education-a-multiyear-study

“Does no significant improvement in academic performance justify a $150 textbook?”

Two articles regarding efficacy of OER materials.  The title of this post comes from a quote referenced in the conclusion of the second article.

Efficacy of Open Textbook Adoption on Learning Performanceand Course Withdrawal Rates: A Meta-Analysis

Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = .87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = .005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K–12 education, outside of North America, and that better examine student characteristics, are discussed.

Open educational resources, student efficacy, and userperceptions: a synthesis of research published between 2015 and 2018

Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.

ICCB Reports and Publications

Illinois Community College Board has a web page with all the reports they generate over the course of the year, along with archives of those same reports.  A great place to start looking for data regarding many of the initiatives on which community colleges in the state are focused.  Under Student Reports, you will find:

• Dual Credit
• Dual Credit and Dual Enrollment
• Distance Education
• Fall Enrollment Reports
• Follow-up Study of CTE Program Graduates
• High School to College Success Reports
• Licensure Pass Rates
• Spring Enrollment Reports

Women in Wargaming

We hadn't really had anyone send anything to me, and I was curious if people were even noticing, so I posted this quick unrelated (but interesting) topic to see if anyone noticed.  Some nice perspectives on women in wargaming.

2% is not a big number, and as the one guy said, that's a huge potential for the market, especially when you consider that on a the 2018 survey they found a satisfaction rating of 95% either "ecstatic" or "very satisfied" with their hobby. N= about 8,000.