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Bavarian Virtual University: Exploring the Use of Tutored Online Courses

This presentation explores why the Bavarian Virtual University has not engaged in MOOCs (Massive Open Online Courses) and discusses the aims, principles, and success factors of the university. It also highlights the contextual factors that influence its decision-making process. The presentation provides key facts and figures about the Bavarian Virtual University and its courses, including the types of courses offered, student enrollment, and user satisfaction. Furthermore, it examines the key success factors for students, teachers, universities, and society in utilizing tutored online courses. The presentation concludes by discussing the potential benefits of MOOCs for higher education institutions.

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Bavarian Virtual University: Exploring the Use of Tutored Online Courses

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  1. Beyond MOOCsInter-University UseofTutoredOnline Courses Paul Rühl, Managing Director, Bavarian Virtual University From Books to MOOCs?AcademiaEuropaeaand Wenner-GrenFoundations Conference Stockholm, 21 – 23 May 2015

  2. Question WhydoestheBavarian Virtual University not engage in MOOCs? Or do we?

  3. BVU coursesand MOOCs

  4. PresentationStructure • Aimsandtasksofthe BVU • Key factsandfigures • Principlesandsuccessfactors • The BVU and MOOCs

  5. Aimsandtasksofthe BV Key factsandfigures Principlesandsuccessfactors The BVU and MOOCs

  6. ContextualFactors • Face tofaceeducationeasilyavailable, but • Growingnumbersofnon-traditionalstudents • Openingofuniversitiestonewtargetgroups • Growingneedforflexiblestudies (time andplace) • Strainedpublicbudgets

  7. A networkformedby all theuniversitiesand theuniversitiesofappliedsciences in Bavaria (not an independentuniversity!) In operationsince May 2000 In 2014 identifiedby European Union DG Education and Culture asoneofthemostinteresting innovative approaches in highereducation (cf. http://eprints.lse.ac.uk/55819/) The Bavarian Virtual University (vhb = Virtuelle Hochschule Bayern)

  8. Member Universities 9 stateuniversities 17 stateuniversitiesofappliedsciences 4 furtheruniversities Bavaria: - populationappr. 12.5 mio. - appr. 360,000 students

  9. The Aimsof BVU • Tocomplementtheprogrammesofthe traditional universities, not toreplacethem • Nocompletedegrees / study programmes, but singlecourseswithcreditpoints • Supportingmemberuniversities • - in educatinggrowingnumbersofstudentswhilestatefundingdoes not growproportionally • - in providingbetterservicesto non-traditional • students

  10. Aimsandtasksofthe BVU Key factsandfigures Principlesandsuccessfactors The BVU and MOOCs

  11. Courses Typesofcourses: - lecture + tutorial - virtualseminarwithstudentcollaboration andtutorialguidance - exceptionally: self-instructionenvironmentwith optional tutoring Coursesoffer 3 to 6 creditpoints (ECTS)

  12. Courses • • Summer term 2015: nearly 400 different courses • Currentlyabout 100 newcoursesarebeingdeveloped • • Annual callsfor additional proposals • • All courses must beasinteractiveaspossible • • All coursesarecompletelyonline; • final examinationoftenface-to-face

  13. Figuresfor theacademicyear 2014 / 2015 • 745 coursesconducted • approx. 150,000 enrolments • bynearly • 50,000 individual students

  14. Courses in operation

  15. Student enrolment

  16. Students taking part in BVU courses

  17. BVU Users as percentage of Bavarian students

  18. Aimsandtasksofthe BVU Key factsandfigures Principlesandsuccessfactors The BVU and MOOCs

  19. Key SuccessFactors - Students • Flexibility(thereforeprioritygivento • asynchronousformsofcommunication) • Noextra feesforBavarianstudents • Interaction withteachers/ tutorsandotherstudents • Addedvalue: developing „e-learningliteracy“ withinthe traditional curriculum→ enhancingemployability

  20. Key SuccessFactors - Teachers • • Financial supportforcoursedevelopmentandmaintenance (online tutorsandnecessaryimprovements) • Larger varietyofpedagogicalpossibilities • Wider rangeofteaching • Community building

  21. Key SuccessFactors –Universities • Enhancingofteachingcapacities • Programme developmentandcoursefundingstrictlytothedemandofthememberuniversities • Decisionsmadebyelectedrepresentativesofmemberuniversities • Transparencyin all decisions, especiallyfunding • Establishingcommonqualitystandards; strictqualitymanagement (peerevaluationofteaching)

  22. Fundingof e-tutoringforstudents trainingof e-tutors updatesofcontentandtechnology introductoryseminarsfor e-teachingnewcomers evaluationprocedures (including p2p) Investment in Quality

  23. Key SuccessFactors – Society andthe State • High quality education • in a cost-effective way • Synergy through statewide cooperation in teaching: • Drawing upon the expertise and competence of the member universities, using their infrastructure as much as possible • → Support by government, esp. by Ministry of Education

  24. Aimsandtasksofthe BVU Key factsandfigures Principlesandsuccessfactors The BVU and MOOCs

  25. Looking back …

  26. The BVU and MOOCs • $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ • In thebeginning, oneofthemaindriverstocreate MOOCs appearedtobe • studentdebt • $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £ $ £

  27. The BVU and MOOCs „Average Grad's Loan Jumps To $27,000” (http://www.forbes.com/sites/halahtouryalai/2013/01/29/more-evidence-on-the-student-debt-crisis-average-grads-loan-jumps-to-27000/) “…graduates must now repay an average of £26,000” (http://www.guardian.co.uk/commentisfree/2012/jul/03/absurd-student-debt-has-ended-inclusion)

  28. The BVU and MOOCs A different pointofview: British university and scienceminister David WilletsatGoing Global in Dubai, 5 March, 2013: „…highereducationinstitutionsshouldconsiderhowmoocscouldbeharnessedtoboosttheirphysicalintake.“ (Times Higher Education, 7-13 March, 2013, p. 8)

  29. The BVU and MOOCs Main motive for Bavarian / German universities to offer MOOCs: Boosting international visibility of the individual university

  30. The BVU and MOOCs Back to the initial question: Are BVU courses MOOCs?

  31. BVU coursesand MOOCs

  32. Conclusion BVU’s target group: undergraduate students BVU puts interaction first and accepts the fundamental role of the teacher / tutor for the success of education (cf. John Hattie) MOOCsbest suited for professional development (cf. Diana Laurillard)

  33. Conclusion Perhaps the most important effect of MOOCs: Web-beased learning and web-based teaching are back on the agenda Cooperationamong universities in web-based teaching should be put on the agenda – especially in state funded HE systems. Cooperation makes online teaching much more affordable and much more feasible

  34. Thankyouforyourattention Yourquestionsaremostwelcome Pleasetake a leaflet Contact:paul.ruehl@vhb.org

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