NASULGC-Sloan National Commission on Online Learning This survey was conducted by the NASULGC-Sloan National Commission on Online Learning, with the support of Alfred P. Sloan Foundation, as part of the first crosssectional examination of faculty experiences, attitudes, and beliefs towards online learning ever used in the United States. Overview п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ п‚ћ Terminology Background & Methodology Demographics Participants in Online Learning Effort Required What Faculty LIKE Greatest Barriers What Faculty DISLIKE Institutional Support Other Considerations Terminology Regular faculty вЂ“ tenured or tenure-track faculty teaching on- or off-campus, fulltime or part-time п‚ћ Temporary faculty вЂ“ all other full-time or part-time on-campus faculty teaching courses for CMU п‚ћ Adjunct faculty вЂ“ all other full-time or part-time off-campus faculty teaching courses for CMU п‚ћ Background & Methodology п‚ћ 54 questions in original survey п‚— CMU omitted 11 for regular faculty (43); added 5 for temporary/adjunct faculty (59) п‚ћ 552 total faculty participated п‚— 33% overall response rate (invited 1650) п‚— 174 regular faculty of 625 п‚— 378 temp/adjunct faculty of 1025 п‚ћ Administered February 13 вЂ“ March 3 Background & Methodology Faculty Classification 250 200 Count 150 100 50 0 Off-campus Adjunct On-campus Temporary Both Temporary & Adjunct Regular Faculty Demographics 40% Female, 59% Male п‚ћ 44% Full-time, 53% Part-time п‚ћ 128 tenured, 40 tenure-track, 383 neither п‚ћ Years Teaching п‚ћ п‚— More than 20 (35%) п‚— Less than 1 (3%) Most faculty surveyed teach face-to-face undergraduate or graduate students, mainly п‚ћ Demographics 1% 3% Total Years Teaching 13% 35% 10% 13% 8% 17% None Less than 1 1 to 3 4 to 5 6 to 9 10 to 15 16 to 20 More than 20 Demographics п‚ћ 77% of temp/adjunct faculty have taught for another university п‚— Of these, 47% have taught for another university online Number of credit hours currently being taught by temp/adjuncts varies (see chart) п‚ћ 90 80 70 60 50 40 30 20 10 0 Faculty and Online Learning вЂњFaculty attitudes are critical to the success of any online learning program.вЂќ п‚ћ Most faculty have never taken, taught, converted, or developed an online course п‚ћ Faculty and Online Teaching 400 350 300 250 200 150 100 50 0 350 300 250 200 150 100 50 0 None 1 2 3 4 5 6 or more Number of Courses Taken Online Number of Courses Taught Online None 1 2 3 4 5 6 or more Number of Courses Converted to Online Number of Courses Developed from Scratch Faculty Experience with Online Learning 400 350 300 250 Never Currently 200 Within Past Year 2 to 3 Years Ago 150 4 to 5 Years Ago Over 5 Years Ago 100 50 0 Took an Online Converted an Developed on Taught an Course Online Course Online Course Online Course Effort Required п‚ћ What was your experience with the level of effort required for developing (or teaching) an online course compared to a face-to-face alternative? Developing (teaching) an online course from scratch... 70 60 50 40 Develop Taught 30 20 10 0 Is a lot less effort Is somewhat Is about the Is somewhat Is a lot more less effort same level of more effort effort effort What Faculty LIKE Online education reaches students not served by face-to-face programs (80%) п‚ћ Online education is critical to the long-term strategy of my school (61%) п‚ћ Top Motivators for Online Learning: п‚ћ п‚— Online courses meet student needs for flexible access (73%) п‚— It is the best way to reach particular students (64%) What Faculty LIKE п‚ћ Open-ended responses п‚— Student Convenience & Access (39%) вЂњI enjoy interacting with students at times that are convenient for the students. It is always interesting to post a message at midnight and receive a response by a student within a few minutes.вЂќ вЂњIt offers students flexibility. Consumer-oriented.вЂќ п‚— Instructor Convenience (26%) вЂњI can be flexible in my time and teach in several states at once.вЂќ вЂњLess travel. Do not have to find care for my school aged children when teaching.вЂќ Greatest Barriers Faculty at my school accept the value and legitimacy of online education (38% agree, 28% disagree) п‚ћ In your judgment, learning outcomes in online education are currentlyвЂ¦ п‚ћ 250 200 150 100 50 0 Inferior Somewhat The Same Somewhat Inferior Superior Superior Greatest Barriers Students need more discipline to succeed in online courses (64%) п‚ћ Temp/Adjuncts Only п‚ћ п‚— Inadequate compensation for development and/or delivery (56%) п‚— Additional faculty effort required to develop online courses (55%) What Faculty DISLIKE п‚ћ Open-ended responses п‚— Disconnection/Lack of Student Engagement (21%) вЂњImpossible to actually gauge student retention of material, interest level, engagement level, etc.вЂќ вЂњNo student/instructor face to face interaction. No group interaction. I do not consider вЂ�discussion groupsвЂ™ interaction of the type necessary for a college education.вЂќ п‚— Requires More Work to be Successful (9%) вЂњMost schools require 4-5 days of participation from instructors in one class.вЂќ вЂњA lot of extra work for faculty with little or no tangible reward or credit in terms of reduced load, real salary, or counting towards tenure.вЂќ Institutional Support п‚ћ п‚ћ п‚ћ п‚ћ Tech infrastructure (47% above, 12% below) Faculty training and support for development (42% above, 20% below) Faculty training and support for delivery (43% above, 20% below) Support for students (39% above, 15% below) Institutional Support Institutional policy on intellectual property that adequately protects faculty (34% above, 15% below) п‚ћ Provides sufficient incentives for developing (24% above, 32% below) п‚ћ Provides sufficient incentives for delivering (25% above, 32% below) п‚ћ Recognition of online instruction for faculty tenure and promotion (21% above, 27% below) п‚ћ CMU vs. National Results CMU is more motivated by these two factors CMU Results Online courses meet student needs for flexible access It is the best way to reach particular students For personal and professional growth It is the wave of the future For pedagogical advantages Important Very Important Because I am required to 0% 10% 20% 30% 40% 50% 60% 70% 80% http://www.sloanconsortium.org/publications/survey/nasulgc_prelim CMU vs National Results What was your experience with the level of effort required to teach an online course compared to a face-to-face course? Is a lot less effort Is somewhat less effort Is about the same level of effort Is somewhat more effort Is a lot more effort What was your experience with the level of effort required to develop an online course from scratch compared to a face-to-face course? Is a lot less effort Is somewhat less effort Is about the same level of effort Is somewhat more effort Is a lot more effort Total Sample (National) 2.5% 10.2% 23.2% 33.1% 31.1% Total Sample (National) .7% 1.0% 13.1% 30.8% 54.4% Total Sample (CMU) .7% 2.2% 19.4% 38.8% 38.8% Total Sample (CMU) 1.7% 10.6% 29.6% 34.6% 23.5% Online Student Satisfaction Survey п‚ћ п‚ћ п‚ћ п‚ћ October 2007 374 responses (18.7% response rate) 20 questions Why online is better than face-to-face: п‚— Convenience (time, attire, scheduling) п‚— Issue of distance from a CMU location п‚— Employment (time conflicts, flexibility) п‚ћ п‚ћ п‚ћ 96% claim their experience with an online course provided what they were looking for 94% would recommend online courses or programs offered by CMU to a friend 93% were pleased with the availability of his/her instructor(s) and/or advisor(s).