This is the first CHLOE Survey of chief online officers at community colleges, four-year public, and four-year private, nonprofit colleges and universities. CHLOE focuses on the management of online education as it becomes a mainstream activity in a growing number of U.S. institutions. Concerns about achieving stability and reliability are overtaking earlier-stage innovation as online learning moves from an experimental phase to an established institutional function.
At many institutions, management of online-related activities and responsibilities is being consolidated under the leadership of a single institutional officer, whom we designate as the chief online officer. Support functions are typically centralized while academic planning and curriculum remain decentralized. In larger online programs the tendency toward centralization of functions is greater. As a group, four-year, public institutions show the widest internal variation or inconsistency in policy.