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21st Century Online Learning

2U, Inc.16 May 2013

Rob Cohen, Chief Operating OfficerReed Talada, Chief of Staff

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World’s Preeminent Online Programs

3

GRADUATE

3

UNDERGRADUATE

4

5

Roles PARTNER 2U

Faculty ✔

Intellectual Property ✔

Admissions and financial aid ✔

Funding ✔

Course development ✔ ✔

Learning platform ✔

Recruiting and marketing ✔

Student and faculty support ✔

6

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

7

8

9

10

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

1111

Community of Inquiry

FrameworkSOCIAL

PRESENCECOGNITIVE PRESENCE

TEACHING PRESENCE

LEARNING

supporting discourse

setting climate

selecting content

interaction with content

interaction with peers

interaction with faculty

(Swan, 2003 adapted from Rourke, et. al, 2001)

An educational Community of Inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.

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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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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 in the classroom and their application in the real world.

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

[Field]work provided a better understanding of general workplace culture, 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 whoAgree/Strongly Agree

(Kramer, 2011)

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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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16

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21

22

600 people supporting

the experience

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Lead Professor

Section Leader

Section Leader

• Coherent

Curriculum

• Professional

Learning

Communities

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81.03%

88.91%

93.40%

99.61%

85.92%

80.82%

85.25%

82.70%

91.34%

82.98%

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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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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“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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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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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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• Rigorous, for-credit, undergraduate courses • Live, weekly, face-to-face classes• Selective enrollment

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