close

Вход

Забыли?

вход по аккаунту

?

Faculty perceptions of online learning

код для вставкиСкачать
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 – tenured or tenure-track
faculty teaching on- or off-campus, fulltime or part-time
 Temporary faculty – all other full-time or
part-time on-campus faculty teaching
courses for CMU
 Adjunct faculty – 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 – 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
“Faculty attitudes are critical to the
success of any online learning program.”
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%)
“I 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.”
“It offers students flexibility. Consumer-oriented.”
п‚— Instructor Convenience (26%)
“I can be flexible in my time and teach in several states at
once.”
“Less travel. Do not have to find care for my school aged
children when teaching.”
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 currently…
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%)
“Impossible to actually gauge student retention of material,
interest level, engagement level, etc.”
“No student/instructor face to face interaction. No group
interaction. I do not consider �discussion groups’ interaction of
the type necessary for a college education.”
п‚— Requires More Work to be Successful (9%)
“Most schools require 4-5 days of participation from
instructors in one class.”
“A 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.”
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).
Документ
Категория
Презентации
Просмотров
4
Размер файла
1 098 Кб
Теги
1/--страниц
Пожаловаться на содержимое документа