The CHLOE (Changing Landscape of Online Education) reports offer vital insights into the evolving world of online learning in higher education. Their latest edition, CHLOE 9, provides a comprehensive look at institutions' strategies, challenges and innovations in online education.
Titled "Strategy Shift: Institutions Respond to Sustained Online Demand," CHLOE 9 draws insights from chief online learning officers (COLOs). The report explores the sharp increase in student preference for online and hybrid learning in the post-pandemic educational landscape.
This article examines the findings of CHLOE 9 and institutions' ongoing efforts to expand online learning in response to growing student demand.
The Rise of Online Education
The rise of online education in the post-pandemic landscape has been driven by an uptick in student preferences for online options. The report found that roughly 75% of COLOs reported campus-based students sought out more online courses. Additionally, 60% of COLOs reported that online classes reach maximum capacity faster than traditional in-person courses.
The favorability and flexibility of online courses have led online enrollment rates to far surpass those of in-person classes. According to CHLOE 9, this trend is universal among both public and private institutions. As educational preferences change, institutions are set to shift online education to become a central pillar in their long-term strategies.
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Institutional Strategies and Priorities
As colleges and universities continue to respond to the growing demand for online learning, the CHLOE 9 report highlights the shift in institutional strategies and priorities. A key finding shows that a third of institutions have fully integrated online learning into their long-term growth plans.
Across the board, institutions are expanding their online education offerings. They have focused efforts on both online non-degree and certification programs as well as developing online versions of existing degree programs. This move allows for greater accessibility and flexibility for both traditional and adult learners.
According to the CHLOE 9 report, a key strategy for nearly 70% of COLOs is creating online courses for preexisting on-campus courses. Additionally, the report states that institutions are exploring hybrid learning models. Institutions and students alike are drawn to the hybrid model to meet the increasing popularity of online learning and the flexibility it provides, mixed with hands-on learning.
Financial Benefits and Challenges
Findings from the CHLOE 9 report show that online programs are seen as revenue generators. Supporting this sentiment, 52% of COLOs indicated that online programs are now generating net revenue for their institutions. These findings have increased compared to past years, reflecting the post-pandemic shift in attitude toward online learning.
While online learning presents numerous financial benefits, there are still challenges with launching online programs. A notable challenge many institutions face is the lack of initial capital to fully develop and launch online programs. This issue can be especially challenging for smaller or under-resourced institutions.
Challenges to Scaling Online Learning
Scaling online learning presents several significant challenges. One at the forefront is faculty resistance. As the CHLOE 9 report notes, many COLOs reported tensions among faculty over issues such as academic autonomy, workload concerns and notions regarding the academic integrity of online learning.
Additionally, regulatory concerns present another serious challenge to scaling online learning. On the front lines lie complex issues surrounding online program management companies and third-party services. Many academic institutions leverage OPMs and TPS to assist in their online programs, providing services such as marketing, design and administration.
The U.S. Department of Education has raised concerns about the revenue-sharing model between institutions and OPMs and TPS. Critics have raised concerns over recruitment tactics and tuition. However, as Evidence In Motion’s (EIM) CEO notes in a recent op-ed, it’s important not to paint the industry with a broad brush.
While there are concerns around OPMs and TPS, it's important to note that the CHLOE 9 report found few COLOs expressed real concern over OPM and TPS regulations. According to the report, about 15% of institutions currently work with an OPM.
The Future of Online Education
The future of online education is poised for significant change, particularly with advances in technology, especially artificial intelligence (AI). AI is already transforming course design, personalized learning and administrative functions.
The report finds that AI usage is spreading throughout higher education institutions, with one-third of COLOs reporting their institutions have already integrated AI.
While AI presents great technological advantages, concerns are growing over its responsible and ethical use, especially in educational partnerships. The CHLOE 9 report emphasizes the importance of choosing educational partners that align with an institution's ethical standards for AI usage.
Embracing Innovation: Navigating the Future of Online Education
The CHLOE 9 report shows the education landscape is trending toward an online revolution with sustained demand for remote learning. Institutions are shifting growth strategies to focus more on providing students with online and hybrid education opportunities, catering to student demand and generating revenue.
In this era of evolution, EIM offers innovative education solutions designed to meet these evolving needs. EIM's focus on cutting-edge, evidence-based practice helps university partners stay at the forefront of educational innovation.
EIM works closely with university partners to align with their mission and academic standards. It also provides partners with tools and expertise to offer high-quality, flexible education that meets the demands of today's learners.
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