2013 Survey of Faculty Attitudes on Technology

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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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D I G I TA L CONTENT

DATA & A N A LY T I C S

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© P e a r s o n , 2 013 . A l l r i g h t s r e s e r v e d .

2013 Survey of Faculty Attitudes on Technology

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Table of Contents Foreword

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Snapshot of Findings

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Summary Infographic

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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

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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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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