CHLOE 3 Breaks New Ground in Identifying Five Institutional Models of Online Learning While Providing a More Complete Picture of Key Strategic and Operational Initiatives

March 26, 2019 – BOSTON, MA

In its third year, the Changing Landscape of Online Education (CHLOE) Survey — a survey of Chief Online Officers (COOs) — experienced significant growth, with 280 U.S. colleges and universities responding, including public, private and for-profit institutions. That represents a 54% increase from CHLOE 2.

The results — now available in the report CHLOE 3: Behind the Numbers — reflect the strategic and operational evolution of online learning and provide important insight into online learning trends and developments, including the emergence of five institutional models of online learning.

“The developing picture of online learning models is a significant new finding,” said Ron Legon, QM Executive Director Emeritus and co-lead of the CHLOE project. “These models — such as enterprise schools and community colleges — represent clusters of institutions based on shared characteristics, including online enrollment, institutional type, online management, pedagogy, and outcomes. These models are important because they help define the scope of what is typical — and what is possible — for similar institutions and may provide those institutions with a benchmark for their own practices, policies and strategies”

According to Richard Garrett, Chief Research Officer for Eduventures® Research, a division of ACT | NRCCUA, and co-lead of the project, “CHLOE 3 also goes behind the online learning label to explore the nature of a typical course. We found a striking association between the required involvement of instructional designers or design teams and diversified online student interaction. Other things being equal, a systematic approach to online course design means a better student experience.”

Additional key findings include:

• Online Growth — In an otherwise weak enrollment environment, online keeps growing. Median online enrollment growth among CHLOE 3 respondents was 10% between Spring 2017 and 2018.
• Councils and Committees — The emergence of online-focused committees and councils in all sectors of online learning.
• Neglect of Blended — Despite evidence of student demand for blended options, CHLOE 3 respondents reported that blended course enrollment growth is less prevalent than for fully online courses, and median growth rates are lower.
• Alternatives — A significant interest in alternative models and credentials, but a lack of investment.

“This year’s report reflects the continued evolution of online learning from a tool for access and scale, toward a strategy to improve outcomes and equity at scale,” shared Whitney Kilgore, Chief Academic Officer at iDesign, CHLOE 3’s platinum sponsor.

Additional CHLOE 3 content includes:

• A summary of Eric Fredericksen’s work in identifying the background, characteristics, and organizational placement of online learning leaders. Eric is the Associate Vice President for Online Learning at the University of Rochester.
• Quotes from COOs on several contentious issues, including online governance and the role of instructional designers in online course development.

This report was made possible through the partnership of QM and Eduventures Research — a division of ACT® | NRCCUA® — and the support of sponsors iDesign, ExtensionEngine and Instructional Connections. To download the report, visit the Quality Matters website or the Eduventures Research website.

The co-authors of the report, Ron Legon for Quality Matters and Richard Garrett for Eduventures Research, are available for comment:

Ron Legon, Ph.D., Executive Director Emeritus, Quality Matters (rlegon@qualitymatters.org; 312.545.2325)

Richard Garrett, Eduventures Chief Research Officer, ACT | NRCCUA (rgarrett@eduventures.com; 617.704.8481)

About Quality Matters

Quality Matters (QM) is the global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. When you see QM Certification Marks on courses or programs, it means they have met QM Course Design Standards or QM Program Review Criteria in a rigorous review process.