Clinefelter, D. L., & Aslanian, C. B. (2015). Online college students 2015: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.
This is an interesting report based on a survey of 1,500 individuals nationwide (USA) who were:
- at least 18 years of age;
- had a minimum of a high school degree or equivalent;
- and were recently enrolled, currently enrolled or planning to enroll in the next 12 months in either a fully online undergraduate or graduate degree program or a fully online certificate or licensure program.
This is a very brief summary of a 53 page report packed with data, which I strongly recommend reading in full, especially if you are involved with marketing or planning online programs or courses, but here is a brief tasting menu:
1. Competition for online students is increasing
Data from the National Student Clearinghouse Research Center (2015) show that college enrollments [in the USA] declined by close to 2%, yielding 18.6 million college students today. About 5.5 million of these students are studying partially or fully online. At the same time, competition for these online students is increasing. Between 2012 and 2013, 421 institutions launched online programs for the first time, an increase of 23% to 2,250 institutions.
2. The main motivation for online students is to improve their work prospects
Roughly 75% of online students seek further education to change careers, get a job, earn a promotion or keep up to date with their skills…..Colleges that want to excel in attracting prospective online students must prepare them for and connect them to the world of work.
3. As competition for students stiffens, online students expect policies and processes tailored to their needs
For example, the amount of transfer credit accepted has consistently been ranked one of the top 10 factors in selecting an institution.
4. In online education, everything is local
Half of online students live within 50 miles of their campus, and 65% live within 100 miles….It is critical that institutions have a strong local brand so that they are at the top of students’ minds when they begin to search for a program of study.
5. Affordability is a critical variable
Forty-five percent of respondents to the 2015 survey reported that they selected the most inexpensive institution. … Thus, it is not surprising that among 23 potential marketing messages, the most appealing were “Affordable tuition” and “Free textbooks.”
6. We could do better
21% reported “Inconsistent/poor contact and communication with instructors,” and 17% reported “Inconsistent/poor quality of instruction. ” More contact with regular faculty was requested, especially as advisors.
7. Blended learning is an option – for some
About half of the respondents indicated they would attend a hybrid or low-residency option if their program was not available fully online. But 30% said they would not attend if their program was not available online.
8. The program or major drives the selection process.
60% indicated they selected their program of study first and then considered institutions.
9. Online students are diverse
Online students have a wide range of needs and backgrounds. Even the age factor is changing, with more and more students under 25 years of age choosing to study online for their undergraduate degrees.
10. Cost matters
Undergraduates reported paying $345 per credit, and graduate students reported paying $615 per credit, on average (equivalent to around $25,000 for a full degree). Applicants need clear and easily accessible information about the costs of studying online and the financial aid rules regarding online students.
As I said, this is just a taste of an information-packed report, which is useful not only to those marketing programs to students, but also for convincing faculty of the importance of online learning.
But remember: this is a study of online students in the USA. There may be problems in generalising too much to other jurisdictions.