For Academic Year 2016-17 at UIS, 39.2% of students took only online courses, 20.0% of students took only on-campus courses, and 40.8% of students mixed online and on-campuses courses.
The trend in course enrollments patterns over the last decade show decreasing numbers of students choosing only on-campus courses, while students choosing online only and mixed formats remains balanced.
Fast Facts: AY 2016-17
- 2,253 online majors
- 37.8% of graduate students are online
- 31.5% of undergraduate students are online
- 46.4% of credits at UIS were generated in online courses
- 80.0% of UIS students took at least one online course
Where do online students live?
- 48 states (not South Dakota or Vermont) plus DC, Puerto Rico & Northern Mariana Islands
- 1 Canadian Province (Ontario)
- 13 foreign countries in total
- 39.8% of students are from outside of Illinois
- 78 of 102 Illinois counties
- 87.4% of Illinois students are from outside of Sangamon County
- 81.7% of Illinois students are from outside of Sangamon County & its 8 contiguous counties
The Illinois counties that are home to the most online students are:
- Cook (20.9%)
- Sangamon (12.6%)
- Champaign (10.2%)
- Lake (7.1%)
- Dupage (4.4%)
- Peoria (4.1%)
- McLean (3.2%)
- Tazewell (2.9%)
- Will (2.5%)
- Kane (2.3%)
A more Accessible Future
Over the last year, COLRS has organized three campus-wide accessibility events. COLRS brought two accessibility and universal design for learning experts to UIS. For the third, we recruited two faculty who had successfully updated their courses for accessibility to share their best tips with the campus.
In December, Marc Thompson from the Center for Innovation in Teaching and Learning at the Urbana-Champaign campus presented to the Computer Science faculty on methods to make their highly technical content more accessible to students.
In March, Jessica Phillips from Ohio State presented at a Community of Practice for E-Learning event. Jessica explained the legal requirements and put a human face on accessibility movement. She focused on quick steps to take to make any course more accessible.
Michele Gribbins organized an April Faculty Development workshop featuring two UIS faculty members -- Brytton Bjorngaard and Layne Morsch. In "Making Digital Content Accessible," they offered timely "how-to" tips on topics ranging from providing alt-tags for images to captioning videos to addressing color vision deficiencies.
COLRS partnered with faculty in the College of Education and Human Services and the College of Public Affairs and Administration to set up Blackboard Outcomes for select programs and courses. Once the goals are uploaded to Blackboard, faculty may align their content and assessments to run reports.
Light Board Videos
In the Light Board video studio, faculty are able to create micro-lectures for their courses.
From the instructor’s point of view, they’re writing on a surface analogous to a chalkboard while facing a camera. From the student’s point of view, the instructor is making eye contact while speaking with them while writing in midair.
Green Screen & Shaky Hand Videos
The green screen studio can help faculty appear anywhere -- from the inside of a CPU to the middle of the Emiquon field station, all while comfortably in the COLRS video studio. Once the faculty has recorded their lecture, COLRS staff drop images or video behind the professor to support the lecture content.
The shaky hand format allows faculty to demonstrate models, draw graphs, or solve math problems. Students see the instructor's handout moving objects and hear their voice. It's a quick and effective format to resolve muddiest points.
Dr. Harshavardhan Bapat, Associate Professor in Chemistry, is investigating the usage of adaptive learning software in Chemistry courses. He plans to assess the effectiveness of adaptive learning software as related to competency-based learning, using its data analytics features, and in-class assessment of student learning.
Dr. Anne-Marie Hanson, Assistant Professor in Environmental Studies, is investigating the quality and effectiveness of using online coursework in helping students gain practical skills for environmental careers. She is also researching the use of online resources for digital storytelling of place-based environmental issues.
Ranjan Karri, Associate Professor in Management, is researching the impact of blended environments for undergraduate and graduate learning. He aims to develop a theoretical model to describe the relationship between student characteristics, delivery mode, and effectiveness.
2016-2018 Faculty Fellows
Dr. Cheng-Chia (Brian) Chen, Assistant Professor of Public Health, will explore the application of educational technologies in online/blended teaching and learning environments. He will research the use of online debate and its impact on student satisfaction, as well as the effectiveness of gamification in the context of learning and student performance.
Dr. Scott Day, Professor and Chair of Educational Leadership, will investigate design-based approaches to improving online courses using peer review and analytics, from incremental course changes, developing communities of inquiry in online courses, and pedagogical approaches to massive open online courses.
Dr. Kristin Osiecki, Assistant Professor of Public Health, will investigate the use of app-based resources for learning and the impact they have on student performance and interaction. In addition, she plans to develop eText resources for the Introduction to Environmental and Occupational Health Course.
Dr. Carolee Rigsbee, Assistant Professor of Management, will be undergoing the Quality Matters quality assurance process for her online courses in the College of Business and Management. As part of this process, she will quantify the benefits of a Quality Matters assessment for instructors and students. In addition, she will research change management in online teaching and learning to identify potential best practices.
Student Technology, Arts & Research Symposium
For STARS 2017, Michele Gribbins worked with the technology group to support, record, and facilitate the Skype sessions and make sure they went smoothly.
Tammy Craig worked on the website, supported the field trip to Therkildsen Field Station/Emiquon. She organized the registration table and distributed the promotion materials. Tammy assisted with outreach to employers and UIS alumni. She also worked with the UIS Office of Admissions to give prospective students -- from both high schools and community colleges -- a campus tour.
Service in Professional Organizations
Online Learning Consortium
Vickie Cook serves as a reviewer for the Online Learning Journal, a premiere journal for the field of online teaching and learning.
University Professional and Continuing Education Association
Michele Gribbins serves as a track chair for the national UPCEA conference.
Illinois Council on Continuing Higher Education
Michele Gribbins serves as treasurer for the organization. John Freml serves as webmaster.
Emily Boles serves on the steering committee for the annual conference. In 2017, she also served as co-chair for the Exhibitors and Sponsors Committee.
Illinois Association of Community Action Agencies (IACAA)
Vickie Cook and Ray Schroeder provided training in online learning and assisted the organization in writing a grant application.
Grant Work for Community Oriented Policing Policing Services (COPS)
During Spring 2017, COLRS staff worked with staff from the UIC Center for Public Safety and Justice to adapt their courses to an online format for the Office of Community Oriented Policing Services (COPS Office) in the U.S. Department of Justice.
The team adapted courses that promote community policing and procedural justice in U.S. communities, including Coffee with a Cop, Recruiting and Hiring, and Community Connections.
National Distance Learning Week
For National Distance Learning Week, COLRS shared facts about online learning at UIS with the campus community, including a series of mini-infographics and video stories of UIS students.