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Faculty Attitudes Toward Online and Blended Learning

#Twitter: 
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Presenter(s)
Peter Shea (University at Albany, USA)
Jason Vickers (University at Albany, USA)
Session Information
October 15, 2015 - 1:30pm
Track: 
Faculty and Professional Development & Support
Major Emphasis of Presentation: 
Research Study
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Northern Hemisphere E3
Session Duration: 
45 Minutes
Session: 
Concurrent Session 7
Abstract

This paper, a replication study of a recent national survey, explore faculty attitudes about online and blended learning.

Extended Abstract

Faculty Attitudes toward Online and Blended Learning
Dr. Jason Vickers
Dr. Peter Shea
University at Albany, State University of New York

A recent national survey (Jaschik & Lederman, 2014) of faculty attitudes toward online and blended learning concluded that even experienced online instructors had negative attitudes about online learning outcomes. Close examination of the sample in that study reveals that typical respondents might not be representative of online faculty across higher education. The potential for such response bias was a motivating factor for conducting the present study.
This replication study used a different sample to examine questions about online learning quality, goals, organizational structures, supports, and economics. The sample for this research draws from the integrated Open SUNY system of online education in which thousands of faculty have experienced an extensive faculty development program, common student support system, and robust course design approaches. The Open SUNY Program, developed over the course of more than two decades, has been acknowledged as a model for online program administration, faculty support, and research with national recognition from the Sloan Consortium (now OLC), EDUCAUSE, and the United States Distance Learning Association.
A guiding hypothesis in the current study was that a positive culture of online education may shape faculty attitudes about the efficacy of online learning. In the previous study by Jaschik and Lederman (2014) it was reported that few faculty members (9 percent) strongly agree that online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses. In the current study, initial results from more than 170 respondents indicate that a majority of faculty (51%) strongly agreed that online learning outcomes are at least equivalent to classroom outcomes, with more than 70% expressing some level of agreement (agree/strongly agree). An even higher percentage of experienced online instructors agreed or strongly agreed with this statement (over 73%). This session will examine these and other radically different results from these two surveys and provide an alternative perspective on contemporary faculty attitudes about online education.

Jaschik, S. & Lederman, D. (2014). Faculty attitudes on technology. Inside Higher Education. Downloaded from https://www.insidehighered.com/news/survey/online-ed-skepticism-and-self..., May 11, 2015.