Higher education institutions are responding to the demand for online learning ... members and campus leaders in educati
The 2013 Inside Higher Ed Survey of
Faculty Attitudes on Technology
Conducted by Gallup® SCOTT JASCHIK & DOUG LEDERMAN EDITORS, INSIDE HIGHER ED
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2013 Survey of Faculty Attitudes on Technology
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THE 2013 INSIDE HIGHER ED SURVEY OF Faculty attitudes on technology A study by Inside Higher Ed and Gallup
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2013 Survey of Faculty Attitudes on Technology
Higher education institutions are responding to the demand for online learning by investing in online and blended learning programs that lead to improved learning outcomes, while meeting students’ needs. From course development grounded in solid learning design, faculty development, recruitment and retention services, to learning technologies and data and analytics, institutions turn to Pearson to help them drive student achievement in the digital classroom and beyond.
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2013 Survey of Faculty Attitudes on Technology
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Table of Contents Foreword
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Snapshot of Findings
6
Summary Infographic
7
Methodology
8
Detailed Findings
8
Online Education Quality
8
Massive Open Online Courses (MOOCs)
20
Experiences in Online Learning
23
Use of Technology
28
Institution and Program Demographics
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2013 Survey of Faculty Attitudes on Technology
FOREWORD Inside Higher Ed’s second annual survey of college and university faculty members and campus leaders in educational technology aims to understand how these groups perceive and pursue online learning and other emerging opportunities for delivering course content. Some of the questions addressed in
• How does the quality of online
• To what extent have faculty members
the study are:
courses compare with the quality of in-
taught online, hybrid, and face-to-face
• Can online courses achieve learning
person courses?
courses, and for those who have not
outcomes that are equivalent to in-
• What do faculty and technology
taught online, why is that?
person courses?
officers make of MOOCs (massive
• How do faculty members use learning
• What
do professors and admin-
open online courses), and how do
management systems (LMS), lecture
istrators see as the most important
they perceive media coverage of the
capture, and other forms of educational
indicators of quality in online education?
phenomenon?
technology?
SNAPSHOT OF FINDINGS • Few faculty members (7 percent)
• Asked to rate factors that contribute
• 62
strongly agree that online courses can
to quality in online education, whether
strongly agree that institutions should
achieve student learning outcomes
an online program is offered by an
start MOOCs only with faculty approval;
that are at least equivalent to those
accredited institution tops the list for
nearly as many (59 percent) strongly
of
Educational
faculty members (73 percent), and
agree that MOOCs should be evaluated
technology administrators are more
about 6 in 10 say that whether an online
by accrediting agencies.
likely (27 percent) to strongly agree with
program is offered by an institution
• 5 percent of faculty say they have
this statement.
that also offers in-person instruction is
never taught a face-to-face course; 4 in
• Most faculty members (85 percent)
a “very important” indicator of quality.
10 (39 percent) have taught a blended or
say the quality of online courses is lower
Only 45 percent say it is very important
hybrid course.
than that of in-person courses with
that the online education is offered for
• Of faculty who have never taught an
respect to the interaction with students
credit, and about 3 in 10 say it is very
online course, 30 percent say the main
during class, and 78 percent said the
important whether the offering institution
reason they haven’t is because they’ve
same about online courses’ ability to
is nonprofit.
never been asked.
reach “at risk” students. Professors
• Technology
are
• Just 9 percent of technology officers
were evenly divided on online courses’
far likelier to associate quality with
strongly agree that their institution
comparative effectiveness in delivering
academic credit, with 63 percent citing
rewards teaching with technology in
content to meet expected learning
that as a “very important” indicator of
tenure and promotion decisions; 11
objectives.
quality in online education.
percent of faculty strongly agree.
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in-person
courses.
INSIDE HIGHER ED
administrators
percent
of
faculty
members
2013 Survey of Faculty Attitudes on Technology
E W PH VI RA TO G K VE IC TI CL AC R TE IN
FACULTY
FACULTY FULL-TIME
IC
2013 FACULTY SURVEY SUMMARY INFOGRAPHIC FACULTY PART-TIME
MASSIVE OPEN ONLINE COURSES OFFERED BY ELITE COLLEGES ARE BETTER THAN OTHER FORMS OF ONLINE LEARNING.
27% 29% 24%
26% 26% 23%
STRONGLY DISAGREE
27% 27% 28%
3
2
15%14% 20%
4% 4% 5%
4
STRONGLY AGREE
INSTITUTIONS SHOULD NOT OFFER MOOCS FOR WHICH THEY THEMSELVES WOULD NOT AWARD CREDIT.
10% 9% 9%
STRONGLY DISAGREE
11% 11% 10%
13% 12% 15%
20% 19% 24%
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3
4
47%
49%
41%
STRONGLY AGREE
MOOCS CAN HELP ACCOMMODATE FOR THE LACK OF SPACE AT SOME PUBLIC INSTITUTIONS.
14% 16% 10%
17% 17%14%
29% 29% 26%
STRONGLY DISAGREE
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3
29% 28% 35%
11%10% 14%
4
STRONGLY AGREE
INSTITUTIONS SHOULD ONLY START MOOCS WITH FACULTY APPROVAL.
4% 3% 5%
4% 4% 7%
10% 9% 13%
STRONGLY DISAGREE
2
3
20%20% 23%
62%
4
64%
53%
STRONGLY AGREE
MOOCS COULD LOWER THE COST OF HIGHER EDUCATION FOR STUDENTS/FAMILIES
13% 14% 7%
STRONGLY DISAGREE
12% 13% 8%
28% 28% 28%
30% 29% 33%
18%16% 24%
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3
4
STRONGLY AGREE
ONLINE COURSES AT MY INSTITUTION CAN ACHIEVE STUDENT LEARNING OUTCOMES AT LEAST EQUIVALENT TO THOSE OF IN-PERSON COURSES. ALL FACULTY
28% 12% 36%
STRONGLY DISAGREE
22% 16% 25%
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TAUGHT ONLINE COURSE
NEVER TAUGHT ONLINE COURSE
23% 24% 23%
15% 24%11%
11% 23% 6%
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STRONGLY AGREE DESIGNED BY LAUREN ROUPPAS
METHODOLOGY The following report presents findings from a quantitative survey research study Gallup conducted on behalf of Inside Higher Ed. The overall objective of the study was
are represented in the results. Specialty
percent confidence that the margin of
to learn the practices and perceptions
colleges, namely Bible colleges and
error attributable to sampling error is
of
seminaries
Code
±2.1 percentage points. For subgroups
members and campus administrators
classification of 24, and institutions with
within this population, due to smaller
who oversee educational technology
enrollment