1. Date: 11 November 2010
Analysts:
Aleksandra Bielska,
Elizabeth Case,
Sarah Houk,
Michael Zinn
1

2. 2

3. Requirement
 What aspects of computer-mediated
distance education will likely influence R1
institutions during the next 5, 10, 20 years
with specific, but not exclusive, emphasis
on undergraduate education and computer
science?
 As part of this overreaching question, this
study will seek to address key components,
including:
 Enrollment Figures
 Value of Education
 Cost of Education
3

4. 4

5. Overall Key Findings: 5
Years
Price
Convenience
Increasingly diverse student
demographic growth
R1
Institutions
5

6. Overall Key Findings: 10 Years
6
Likely to Cause
Integration of
Technology and
Methodology
Improved Perception and
Acceptance of CMDE Quality

7. Overall Key Findings: 20 Years
7
Education
Traditional
Education
CMDE
=

8. Overall Key Findings
 Questions?
8

9. 9

10. Enrollment: 5 Years
Population
Growth
Recession
Recession
Convenience
10

11. Enrollment: 10 Years
Enrollment
Caps
Teaser/
Online
Courseware
Quality &
AcceptanceConvenience
11

12. Enrollment: 10 Years
12

13. Enrollment: 10 Years
13

14. Free & Low-Priced
Courseware
14
Attract Additional
On Campus
Students

15. Enrollment: 10 Years
15

16. Enrollment: 10 Years
CMDE likely to
increase reach
of R1s
16

17. Enrollment: 20 Years
17

18. Enrollment: 20 Years
18
Cause
Undergraduate
CMDE
Enrollment
Traditional
Undergraduate
Enrollment

19. Enrollment
 Questions?
19

20. 20

21. Value of Education: 5 Years
2010 2015
CMDE Quality
Technological
Improvements
Methodological
Improvements
21

22. Value of Education: 5 Years
2010 2015
CMDE Growth
Questionable
Quality
Administrator
Access to CMDE
Resources and
Guidelines
Standardized
Quality
22

23. Technological
Improvements
Better
Developed
CMDE Programs
Increasingly
Standardized
Accreditation
Increasing
CMDE Quality,
Acceptance,
Access
Increasing
Transferability of
Credits
Online Degrees
Less
Stigmatized
Increasing
CMDE Quality,
Acceptance,
Access
23

24. Value of Education: 20
Years
24
Interactive Teaching
Methods
Incorporation of CM
Teaching in R1 Courses

25. Value of Education: 20
Years
25
Substitution
CMDE Intro Courses Traditional Campus-Based
Intro Courses

26. Value of Education
 Questions?
26

27. 27

28. Cost of Education: 5 & 10 Years
0
5,000
10,000
15,000
20,000
25,000
In-State Public Out-of-State Public University of
Phoenix
Average Undergraduate Tuition 2009-2010
28

29. Cost of Education: 20 Years
2020 2030
CMDE Tuition
Increase in
Competition
Among CMDE
Providers
29

30. Cost of Education: 20 Years
30
R1s
Cost
Enrollment
Computer
Science
Value

31. Cost of Education
 Questions?
31

32. 32

33. Computer Science: 5 & 10
Years
2010 2015 2020
Computer Science Enrollment
Nontraditional
Students,
Increasingly
Women will Enroll
Projected Increase in
Computer Science Job
Market
33

34. Computer Science: 20
Years
34
Virtual Reality Technology
Improvements
CMDE Effectiveness

35. Computer Science: 20
Years
35

36. Computer Science
 Questions?
36

37. Thank You
37

38. Contact Information
Aleksandra Bielska
E-mail: abiels52@gmail.com
Phone number: (814) 403 7494
Elizabeth Case
E-mail: ecase96@gmail.com
Phone number: (814) 602 7288
Sarah Houk
E-mail: shouk97@lakers.mercyhurst.edu
Phone number: (330) 212 6066
Michael Zinn
E-mail: mzinn87@lakers.mercyhurst.edu
Phone number: (216) 244 3400
38

39. 39

40. Georgia Tech Enrollment Trend
Source: http://factbook.gatech.edu/content/enrollment-ten-year-periodcharts
40

41. Georgia Tech Enrollment Trend
41

42. Enrollment: 5 Years
42

43. Overall Key Findings: 5
Years
Highly unlikely any aspect of CMDE
including:
 price
 convenience
 increasingly diverse student
demographic growth
will significantly impact R1s in the next
5 years
43

44. Overall Key Findings: 10 Years
 Increased acceptance and improved
perception of CMDE quality likely due
to:
 Integration of emerging academic
technologies and methodologies
 CMDE likely to support traditional
education through development of
"teaser" online courseware to attract
new students
44

45. Overall Key Findings: 20 Years
 Distinction between traditional
education and CMDE likely to become
increasingly negligible
 Both forms of education will simply be viewed as
education and will be equally credible
 Cost likely to become a more significant
factor that impacts demographics of
traditional enrollment
 Basic core classes increasingly to be completed
via CMDE followed by a transfer to the main
campus
45

46. Overall Key Findings: 20 Years
 Undergraduate CMDE enrollment
unlikely to negatively affect the
traditional undergraduate enrollment
due to:
 The value of social interactions inherent with
on-campus education
 Academic computer science institutions
unlikely to adopt CMDE systems as
readily or as quickly as more traditional
areas of study due to:
 The complex, interactive nature of computer
science instruction
46

47. Enrollment: 10 Years
 Space limitations likely to support
spread of R1 enrollment caps
 Administrators likely to look in new
directions to maintain
university growth
 Likely toward CMDE
development
 Examples: Penn State
and Georgetown Source: http://www.worldcampus.psu.edu/
47

48. Value of Education: 10
Years
 Technological advances, including:
 New network connectivity technologies
 Better developed CMDE programs
 Increased standardization of accreditation will
likely continue, further enhancing the overall
quality, acceptance and access of distance
learning programs, specifically in R1 institutions
 Credits will likely become increasingly
transferable between institutions
 Online degrees will become less
stigmatized making employers more likely
to accept them
48