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21st Century Online Learning

eMadrid 13 June 2013

Rob Cohen, Chief Operating Officer 2U, Inc.

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First Day of School

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Preeminent Programs--Delivered Online

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GRADUATE

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UNDERGRADUATE

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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

6 We Want You!

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2U-University Roles

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Funding Online

Curriculum Development

Technology Platform

Recruiting Admissions & Financial Aid

Faculty Student Support

2U University Joint

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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

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Lead Professor

Section Leader

Section Leader

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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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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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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 inthe classroom and their application in the real world.

[Field]work improved knowledge and technical skills in areasrelated to my field of study.

[Field]work provided a better understanding of general workplaceculture, 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 who Agree/Strongly Agree

(Kramer, 2011)

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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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81.03%

88.91%

93.40%

99.61%

85.92%

80.82%

85.25%

82.70%

99.21%

83.32%

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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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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“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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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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