Faculty Perception of Online Instruction and Student Learning (original) (raw)
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Faculty Perceptions of Online Instruction and Educational Technology in Higher Education
International journal of technology in education and science, 2024
The purpose of this research was to obtain faculty perceptions of online instruction and educational technology in higher education. Data was collected from eight participants through interviews and open-ended questions at a higher education institution. Results showed that faculty consider that online instruction is only possible for certain programs and that it's only for certain student populations. In addition, faculty perceive online learning environments as a repository for class information and serve as a communication medium between instructor and student. Furthermore, faculty believe that there is no substitution for traditional teaching methods regardless of the educational technology available. Theoretical and practical implications of the results are discussed.
Comparing student and faculty perceptions of online and traditional courses
The Internet and Higher Education, 2013
The use of online courses on college campuses has grown substantially in recent years, despite limited information on how these courses are perceived by faculty and students, compared to traditional (classroom) classes. In this study, two separate, but equivalent, surveys were developed to compare the perceptions of faculty and students. Comparisons were made between the perceptions of faculty who have taught the same course using online and traditional formats to the perceptions of students who have taken online and traditional courses using a series of 7-point Likert scales. Both surveys measured: 1) perceptions of online versus traditional courses, 2) perceptions of students who take online courses and students' motivations for taking online courses, 3) perceptions of faculty members who teach online courses; and 4) demographic characteristics. Analysis of data included the comparison of mean values between faculty and students and Pearson correlation analysis to determine relationships between questions. Of the 25 questions investigated in this study, 12 showed significant differences in means between faulty and student perceptions (p b 0.001). Significant findings from this research showed that compared to faculty perceptions, students tend to see online courses as more self-directed and believe that online students must be more willing to teach themselves. Students in online courses feel more disconnected from professors and fellow students than professors believe them to be. In addition, faculty tend to see the role of the professor as more critical to the success of online courses than students do.
A Glance at Institutional Support for Faculty Teaching in an Online Learning Environment
A survey of higher education institutions in a 12-state region investigated how they support faculty with the design and development of web-based classes. The literature on best practices guided the creation of the web-based survey questions, which targeted the chief academic affairs officers on each campus or the appropriate delegate. The study found that institutions offer a variety of support services to online faculty, such as requiring training prior to teaching online and including web-based learning in institutional goals and strategic plans. The next step implied by the study findings is for institutions to look at strategies that influence the desired behavior changes among faculty to use the institutional support mechanisms provided. With continued advances in web-based learning, colleges and universities strive to meet the needs and interests of students, faculty, and staff. New instructional technologies have at least one thing in common: the learning curve associated with users becoming adept. Mastery requires significant time and attention. Providing the best quality experiences in a web-based learning environment, including but not limited to learning, requires attention not only to the best practices and newest technologies but also to how institutions support and prepare faculty to accomplish such tasks. This article reports findings from a recent study we conducted that looked at how institutions support faculty with the design and development of web-based classes. The compiled findings provide some insight as to how institutions view online learning and how they support faculty in preparing to deliver online classes. This information may help individual institutions determine where they stand relative to other institutions and their own goals. Ann Taylor and Carol McQuiggan's 2008 article in EQ identified several of the support mechanisms online faculty desire, such as assistance with "converting course materials for online use" and "facilitating online discussion forums" as well as additional less-formal and self-paced learning materials. 1 Our study's findings touch on some of Taylor and McQuiggan's findings, which we consider variables or factors affecting faculty success in the web-based classroom. A few of the many other factors that can affect the design, development, and success of a web-based course include online learner needs, 2 the nurturing of community, 3 highly interactive environments, 4 and classroom climate. 5 Research Design Our study looked at provisions of institutional support for web-based classes in a major region of the United States. We identified 12 states in the region and from them selected 364 institutions of higher education. The main criterion used in identifying participating institutions was that they, at a minimum, offer bachelor's degrees. For institutions that, according to their Carnegie Classification, had several satellite campuses, we chose to include only the home campus in an effort to be more conservative with the sample and minimize validity issues (avoiding multi-counting under the same institutional profile). Of the initial campuses selected, 98 participated in the survey for a participation rate of 27 percent.
Online Learning
Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These resul...
Student Perceptions of Online Instruction
This study examined student perceptions of online teaching effectiveness in undergraduate courses. End-of course evaluation data were collected from a sample of 2,750 online multisection courses taught within a 12 month period and comparisons were made between highly rated courses (at 4.5 or higher on a 5 point scale) and low rated courses (at 3.0 or lower). There was a significant difference in course evaluations as a function of academic rank, with slightly lower ratings for faculty at lower ranks relative to those at higher ranks. In general, online teaching experience and experience teaching the same course were both weak predictors of course evaluation outcomes. Overall, in highly rated courses instructors were: receptive to questions, responded promptly to emails, provided timely feedback, posted grades in a timely manner, and were perceived as active participants in the online class. Further findings and recommendations to assist faculty in understanding online teaching evalu...
Online Teaching: Perceptions of Faculty at a Research University
2013
This chapter includes a report of a study conducted to investigate the perceptions of faculty teaching online at a doctoral research university in the southeast United States. Research literature regarding faculty satisfaction with online learning is summarized. Quantitative and qualitative methods were used to analyze the results of an online survey administered in the Spring of 2010. Major findings are that faculty enjoy the convenience and flexible scheduling that teaching online offers them and their students but consider teaching online to more labor-intensive compared to teaching face-to-face courses. Faculty expressed the need for reliable and current technology for online teaching, improved technical support and training, and clear institutional policies regarding online teaching and developing online courses. Methods for improving faculty satisfaction with online teaching are suggested, which include collaborat- ing with academic librarians to enhance the online teaching and learning experience.
Perception and Acceptance of Online Education: Do Online Courses Pass the Muster?
This study seeks to evaluate the current state of online educational delivery and assess the perception of the these six issues—quality, rigor, engagement, retention, discussion component, and critical thinking—as well as acceptance of online education courses credits compared to the traditional face-to-face academic model. A survey instrument was distributed to over 500 faculty, university administrators, and students to solicit their feedback towards current practices, attitudes, and beliefs about online courses. This study found that most faculty, administrator, and students perceived online education to be inferior as compared to face-to-face delivery in six different areas. Furthermore, most faculty indicated an acceptance of online course credit for prerequisite traditional face-to-face undergraduate and graduate offerings. However, many faculty reported that online courses should not be replacement for face-to-face in one’s major field of study.
The New Norm: Faculty Perceptions of Condensed Online Learning
American Journal of Distance Education, 2020
Over the past 10 years or so the realm of distance and online education has been expanding rapidly. With the help of the Internet, it has almost eliminated the need for students to be in the same space as their instructors for learning or to be assessed for learning. While the educational landscape continues to be reformed with technology in the United States, there are individuals and institutions engaging in distance learning to better serve a larger population of students. Faculty support is necessary for a successful distance program and it is up to their respective administration and policymakers to make this happen. The purpose of this study was to explore faculty perceptions of online learning in condensed degree programs at a traditional "brick and mortar" campus. It sought to contextualize online learning no longer as the exclusive right of 'virtual universities' but to understand how faculty feel it will continue to influence the future of higher education. The findings of the study indicated that faculty members' perceived online education to be valuable when used to help people that would otherwise not have the ability to receive an education. Also, they agreed that online education would continue to grow as more universities see its value in educating the masses and expanding their brand. Although this study is based on perceptions of current faculty members, the findings also provide ways to support faculty members in the online environment in the condensed format.
Busting myths in online education: Faculty examples from the field
Journal of Clinical and Translational Science, 2021
The shift in learning environments due to the COVID-19 pandemic necessitates a closer look at course design, faculty approaches to teaching, and student interaction, all of which may predict learner achievement and satisfaction. Transitioning to an online environment requires the reinvention, reimagining, and applying of “e-flavors” of general learning theory. With this shift to online learning comes the opportunity for misunderstandings and “myths” to occur, which may stand in the way of faculty embracing online learning and fully realizing its potential. This article seeks to address several myths and misconceptions that have arisen in higher education during the rapid shift to online teaching and learning. While not comprehensive, these myths represent a snapshot of common challenges. These are we can transfer our in-person course design to online; adult learners do not need an empathetic approach; and online teaching and learning is socially isolating. Through an appreciative in...