Other

Mobile learning, Informal learning Other Usage: Current and Past

Most teens who use cellphones do it to learn new things.

Sample Size:
1,058 parents and 743 teens

Teen mobile use for informal learning

Resource: 
 
Publication Year: 
2019
Trends: 
   
Settings: 
 
Category of Information: 
 
Sample size: 
1,058 parents and 743 teens
Sample description: 
Graphs: 

Content: 

Most teens who use cellphones do it to learn new things.

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Educational video Other Usage: Current and Past

The majority of institutions are using publicly-available sites such as YouTube or Vimeo to host at least part of their video. Such sites are easy, familiar, convenient, and free, On the other hand, they pose a number of concerns regarding security, privacy, accessibility, control, and branding. So it’s unsurprising that many of them use additional methods—only 17% rely on these sites alone.

Choosing a video platform that is integrated into the school’s Learning Management System (LMS) is popular, with over half of respondents choosing this option. More than a third like to use the video tools built into their LMS, but only 12% try to make do with just those tools.

Slightly over a third have their own standalone video portal.

The biggest takeaway is that most schools are choosing hybrid approaches, using multiple ways to manage their video content.

Sample Size:
More than 1500 educational professionals, staff, and students from around the world
Sample Description:

More than 1500 educational professionals, staff, and students from around the world.

Video platforms

Resource: 
 
Publication Year: 
2018
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
More than 1500 educational professionals, staff, and students from around the world
Sample description: 
Graphs: 

Content: 

The majority of institutions are using publicly-available sites such as YouTube or Vimeo to host at least part of their video. Such sites are easy, familiar, convenient, and free, On the other hand, they pose a number of concerns regarding security, privacy, accessibility, control, and branding. So it’s unsurprising that many of them use additional methods—only 17% rely on these sites alone.

Choosing a video platform that is integrated into the school’s Learning Management System (LMS) is popular, with over half of respondents choosing this option. More than a third like to use the video tools built into their LMS, but only 12% try to make do with just those tools.

Slightly over a third have their own standalone video portal.

The biggest takeaway is that most schools are choosing hybrid approaches, using multiple ways to manage their video content.

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Educational video Other Usage: Current and Past

Video is immensely popular for teaching and learning uses, especially showing video in the classroom (which 82% of respondents report). Additionally, more than two thirds of the surveyed institutions use video for supplementary material (74%), student assignments (69%), and lecture capture (68%).

Campus events (such as performances, athletics, ceremonies, and VIP visits) are also becoming a major use for video, with over half reporting that they record campus events for on demand (57%) and live viewing (51%).

More than half (57%) also use video for externally facing purposes, including marketing, communications, admissions, alumni relations, and other similar uses.
While using video for feedback is still relatively early in the adoption process, its usage is growing.

 

Over the past two years, there were two big gains in which video use cases higher education institutions employ. (Note: to compare against previous years, we are isolating for just higher education.) Lecture capture is the biggest gain, leaping up by 21% since 2016. Clearly lecture capture has gained steam over the last two years.

Interestingly, “Internal organization usage (e.g., internal collaboration, training employees, IT support and FAQs, etc.)” also showed an increase by 20%. Apparently more institutions are using video to help their staff stay organized and informed.

Flipped classrooms is less dramatic, but has shown slow and steady gains since we first started the survey in 2014, progressing from 51% to 60% in 2018.
Otherwise, most use cases changed only slightly. (For example, respondents reporting video shown in the classroom decreased by 1% while supplemental materials increased by 1%.) The average overall change was a 3% increase. Only “Video shown in the classroom,” “Recording campus events for on-demand viewing,” and “Teaching skills by recording students practicing in class” decreased, and each of them only by 1%, which could easily be considered within the margin of error.

Sample Size:
More than 1500 educational professionals, staff, and students from around the world
Sample Description:

More than 1500 educational professionals, staff, and students from around the world.

How video is being used and change in use over time

Resource: 
 
Publication Year: 
2018
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
More than 1500 educational professionals, staff, and students from around the world
Sample description: 
Graphs: 


Content: 

Video is immensely popular for teaching and learning uses, especially showing video in the classroom (which 82% of respondents report). Additionally, more than two thirds of the surveyed institutions use video for supplementary material (74%), student assignments (69%), and lecture capture (68%).

Campus events (such as performances, athletics, ceremonies, and VIP visits) are also becoming a major use for video, with over half reporting that they record campus events for on demand (57%) and live viewing (51%).

More than half (57%) also use video for externally facing purposes, including marketing, communications, admissions, alumni relations, and other similar uses.
While using video for feedback is still relatively early in the adoption process, its usage is growing.

 

Over the past two years, there were two big gains in which video use cases higher education institutions employ. (Note: to compare against previous years, we are isolating for just higher education.) Lecture capture is the biggest gain, leaping up by 21% since 2016. Clearly lecture capture has gained steam over the last two years.

Interestingly, “Internal organization usage (e.g., internal collaboration, training employees, IT support and FAQs, etc.)” also showed an increase by 20%. Apparently more institutions are using video to help their staff stay organized and informed.

Flipped classrooms is less dramatic, but has shown slow and steady gains since we first started the survey in 2014, progressing from 51% to 60% in 2018.
Otherwise, most use cases changed only slightly. (For example, respondents reporting video shown in the classroom decreased by 1% while supplemental materials increased by 1%.) The average overall change was a 3% increase. Only “Video shown in the classroom,” “Recording campus events for on-demand viewing,” and “Teaching skills by recording students practicing in class” decreased, and each of them only by 1%, which could easily be considered within the margin of error.

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Social media, Mobile learning, Learning analytics / Data mining, Online learning Other Attitudes/Benefits/Challenges

“Social learning,” as it is often considered to be, is nothing entirely new. Though many new modalities of social learning have emerged in recent years, in many ways it has been around for a long time. But if social learning has long been present, why has the focus on it increased recently? Some believe the answer is related to the fact technology is now mature enough to address the most common concerns regarding social learning in the workplace, such as tracking, recognition, and security.

Additionally, as more Gen Y (millennial) workers enter the workplace, the needs and demands for a more social learning experience will increase exponentially, as such tools and modalities have been a part of this generation’s DNA. Social learning technologies have a huge impact on several enterprise core processes, from recruiting to training and developing talent. And there’s more: results are quickly measurable because social technologies have a direct and obvious effect on performance. The route from social learning to informal learning is very short.

Sample Size:
302

Top 5 Learning Technology Priorities

Resource: 
 
Publication Year: 
2017
Trends: 
       
Settings: 
 
Category of Information: 
 
Sample size: 
302
Sample description: 
Graphs: 

Content: 

“Social learning,” as it is often considered to be, is nothing entirely new. Though many new modalities of social learning have emerged in recent years, in many ways it has been around for a long time. But if social learning has long been present, why has the focus on it increased recently? Some believe the answer is related to the fact technology is now mature enough to address the most common concerns regarding social learning in the workplace, such as tracking, recognition, and security.

Additionally, as more Gen Y (millennial) workers enter the workplace, the needs and demands for a more social learning experience will increase exponentially, as such tools and modalities have been a part of this generation’s DNA. Social learning technologies have a huge impact on several enterprise core processes, from recruiting to training and developing talent. And there’s more: results are quickly measurable because social technologies have a direct and obvious effect on performance. The route from social learning to informal learning is very short.

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Online learning, Digital Learning Technologies, Mobile learning, Microlearning, AR / VR, Social media Other Attitudes/Benefits/Challenges
Sample Size:
49 of the world's leading eLearning experts

Top 9 eLearning Trends of 2017 from 49 Experts

Resource: 
 
Publication Year: 
2017
Trends: 
           
Settings: 
 
Category of Information: 
 
Sample size: 
49 of the world's leading eLearning experts
Sample description: 
Graphs: 

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Mobile learning, Microlearning, Educational video, AR / VR, Social media, Educational Games / Gamification, Other trends Other Attitudes/Benefits/Challenges
Sample Size:
49

9 Top eLearning Trends of 2017 from 49 Experts

Resource: 
 
Publication Year: 
2017
Trends: 
             
Settings: 
 
Category of Information: 
 
Sample size: 
49
Sample description: 
Graphs: 

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Online learning, Educational video, Mobile learning, Educational Games / Gamification, Social media, Microlearning, AR / VR Other Attitudes/Benefits/Challenges
Sample Size:
n=150
Sample Description:

To gather our data, we sent a short survey to BLP clients and other learning professionals who subscribe to our various newsletters. The survey was open from 1/18/17 to 2/2/17 and had 150 responses.

What learning trend(s) or new training delivery method(s) are you most excited about for 2017?

Resource: 
 
Publication Year: 
2017
Trends: 
             
Settings: 
 
Category of Information: 
 
Sample size: 
n=150
Sample description: 
Graphs: 

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Online learning, Educational video, Performance support / improvement, Educational Games / Gamification, Mobile learning Other Usage: Anticipated
Sample Size:
n=150
Sample Description:

To gather our data, we sent a short survey to BLP clients and other learning professionals who subscribe to our various newsletters. The survey was open from 1/18/17 to 2/2/17 and had 150 responses.

What methods will you (or your organization) use to deliver training in 2017?

Resource: 
 
Publication Year: 
2017
Trends: 
         
Settings: 
 
Category of Information: 
 
Sample size: 
n=150
Sample description: 
Graphs: 

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MOOCs Other Attitudes/Benefits/Challenges

Our users are interested in MOOCs for both personal and professional reasons. The most common reason our survey respondents gave for taking MOOCs was for personal interest (80% of respondents). The next most common reasons for taking MOOCs were to learn skills for a current job (52% of respondents) and to prepare for a new career (49%).

Sample Description:

Earlier this year, Class Central conducted the first survey of our users. We wanted to find out more about who you are, why you’re interested in MOOCs, and what value you have found in free courses. We didn’t require our respondents to have registered for, paid for, or completed a MOOC. […] We received nearly 2,500 responses to the survey.

 

How Do You Decide Which MOOCs to Take?

Resource: 
 
Publication Year: 
2017
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
Sample description: 
Graphs: 



Content: 

Our users are interested in MOOCs for both personal and professional reasons. The most common reason our survey respondents gave for taking MOOCs was for personal interest (80% of respondents). The next most common reasons for taking MOOCs were to learn skills for a current job (52% of respondents) and to prepare for a new career (49%).

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MOOCs Other Attitudes/Benefits/Challenges

Although most survey respondents expressed both an interest in and a familiarity with MOOCs, many (57%) were unable to identify tangible benefits of free and low-cost university courses. Among those who did find MOOCs beneficial, the most common benefit users reported was improved performance at a current job (257 respondents). Others said that their MOOC coursework had helped them get a new job (194 respondents) or earn a promotion (58 respondents).

More than half of users (51%) reported that they are not very willing to pay for a MOOC certificate, though close to half of users were at least somewhat willing to pay.

Most respondents (85%) thought that employers find at least some value in MOOC certificates, with 28% believing that employers find MOOC certificates highly or very highly valuable.

Sample Description:

Earlier this year, Class Central conducted the first survey of our users. We wanted to find out more about who you are, why you’re interested in MOOCs, and what value you have found in free courses. We didn’t require our respondents to have registered for, paid for, or completed a MOOC. […] We received nearly 2,500 responses to the survey.

 

Benefits and Values of MOOCs

Resource: 
 
Publication Year: 
2017
Trends: 
 
Settings: 
 
Category of Information: 
 
Sample size: 
Sample description: 
Graphs: 


Content: 

Although most survey respondents expressed both an interest in and a familiarity with MOOCs, many (57%) were unable to identify tangible benefits of free and low-cost university courses. Among those who did find MOOCs beneficial, the most common benefit users reported was improved performance at a current job (257 respondents). Others said that their MOOC coursework had helped them get a new job (194 respondents) or earn a promotion (58 respondents).

More than half of users (51%) reported that they are not very willing to pay for a MOOC certificate, though close to half of users were at least somewhat willing to pay.

Most respondents (85%) thought that employers find at least some value in MOOC certificates, with 28% believing that employers find MOOC certificates highly or very highly valuable.

Page: 
0

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