Open  SUNY  Online  Teaching  Ambassadors  Recogni9on  and  Panel  

 The  Forma9on  of  Faculty  A@tudes  

Toward  Online  Learning  

Panel  Par9cipants  Moderator:  Peter  Shea,  University  at  Albany    Panelists:  •  Dr.  Joanne  Souza,  Director,  Biology  Online,  Lecturer,  Stony  Brook,  Department  of  Biochemistry  &  Cell  Biology  

•  Dr.  Alisia  Grace  Chase,  Historian  of  Art  and  Visual  Culture,  SUNY  Brockport,  Department  of  Art  

•  Dr.  Kathleen  D.  Borbee,  Associate  Professor,  Business  Administra9on  &  Economics,  Monroe  Community  College  

Quick  Research  Study  

•  Ques9on  1:  By  a  show  of  hands  how  many  of  you  are  faculty?  

Quick  Research  Study  

•  Ques9on  2:  By  a  show  of  hands,  do  you  accept  the  value  and  legi9macy  of  online  learning?  

Overview    

•  Faculty  a@tudes  about  online  learning  maXer  •  Students  need  online  opportunity  •  Nega9ve  a@tudes  limit  growth  and  access  •  Understanding  the  forma9on  of  faculty  a@tudes  is  crucial  

What  do  we  know  about  faculty  a@tudes?  

•  What  do  we  know?  •  Na9onal  Surveys  by  Babson  Survey  Research  Group  

•  Na9onal  Surveys  by  Gallup  and  Inside  Higher  Educa9on  

Babson  Survey  Research  Group  

•  More  than  a  decade  of  research  by  the  Babson  Survey  Research  Group  indicates  that  college  leaders  do  not  feel  that  their  faculty  accept  the  value  and  legi9macy  of  online  learning.          

•  Repeated  surveys  of  Chief  Academic  Officers  by  Allen  and  Seaman  indicate  that  that  less  than  a  third  of  faculty  are  favorably  disposed  toward  online  learning.    

•  What  about  faculty  themselves?  

IHE  Survey  Results  Only  5%  of  inexperienced    US  faculty  strongly  agree  that  online  is  as  good  as  f2f      

Seems  like  something  is  wrong…  

•  Is  online  learning  inherently  inferior?  •  What  is  the  evidence?  

Only  5%  of  inexperienced    US  faculty  strongly  agree  that  online  is  as  good  as  f2f      

Meta-­‐analy9c  evidence  

•  Bernard  et  al.  (2014)  summarized  15  meta-­‐analyses    

•  All  15  studies  agree  distance  educa9on  and  online  learning  are  at  least  equivalent  to  classroom  instruc9on  (NSD)  

•  Newer  studies  indicate  online  students  may  outperform  classroom  students  

Faculty  a@tudes  

•  Do  a  majority  of  faculty  really  feel  that  online  learning  is  inferior?  

•  Look  at  these  numbers  again…  

First…sort  of  hidden  disclaimer…  

None  of  these  surveys  are  representa9ve  beyond  the  respondents…i.e.    not  to  US  faculty    

Try  it  –  you’ll  like  it…maybe  

About  41%  of  experienced  online    Instructors  agree  that  online    outcomes  are  equivalent…  

A  minority  of  online  instructors  (30%)  express  disagreement…the  rest  are  ambivalent…  

Results  from  2014  Survey  of  faculty  a@tudes  

Inexperienced  v  Experienced  

0  

10  

20  

30  

40  

50  

60  

%5  Strongly  agree   4%   3%   2%   %1  Strongly  disagree  

Outcomes  are  Equivalent  Between  Online  and  Ff2  in  Courses  I  Teach  

Taught  Online  Course   Never  Taught  Online  Course  

Results  from  2015  Survey  of  faculty  a@tudes  

SUNY  Faculty  are  More  Posi9ve  

OL  student  learning  outcomes  that  are  at  least  equivalent…  

5  Strongly  agree   4   3   2   1  Strongly  disagree  

IHE  In  the  classes  that  I  teach   29%   27%   17%   14%   14%  

SUNY  In  the  classes  that  I  teach   57%   19%   15%   8%   5%  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

In  the  classes  I  teach  

Experienced  Online  Faculty  Only  

Approximately  76%  of  SUNY  faculty  surveyed  agreed  that  online  and  f2f  are  equivalent  

Only  13%  experienced  SUNY  faculty  disagreed  that  online  and  f2f  are  equivalent  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

5  Strongly  agree  

4   3   2   1  Strongly  disagree  

IHE  Survey  In  the  classes  that  I  teach  

SUNY  In  the  classes  that  I  teach  

Inexperienced  Faculty  Na9onally  v.  SUNY  

OL  student  learning  outcomes  that  are  at  least  equivalent…  

Inexperienced  faculty  na9onally  are  most  in  doubt  about  equivalence  of  online  educa9on  for  their  own  teaching  

In  the  classes  I  teach  

Current  Research:  Four  Quadrant  Model  

Experienced  with  Online  Teaching  

Inexperienced  with  Online  Teaching    

Posi9ve  A@tudes  About  Online  Teaching    

                                                     X  

Nega9ve  A@tudes  About  Online  Teaching    

What  kinds  of  experiences  lead  to  a@tudes  in  these  four  quadrants?  What  does  this  tell  us  about  faculty  issues  with  online  educa9on  generally?  What  are  implica9ons  for  theory  and  prac9ce?  

Issues  and  Ques9ons  for  Panelists  

•  How  did  you  come  to  teach  online?  •  Were  you  influenced  by  colleagues?  How?  •  Did  you  receive  any  kind  of  support  from  your  campus  or  from  SLN/OpenSUNY?      

•  How  did  that  influence  your  a@tudes  toward  online  learning?  

Issues  and  Ques9ons  for  Panelists  

•  What  courses  do  you  teach  and  do  you  believe  outcomes  are  equivalent  between  online  and  classroom  courses  you  have  taught?    

•  Why  or  why  not?    

Issues  and  Ques9ons  

•  A  theme  that  emerges  from  IHE  surveys  –  interac9on  with  students  is  cri9cal  to  quality  outcomes  but  not  really  possible  online.    

•  Do  you  feel  this  is  true  in  your  courses?  •  How  do  you  ensure  there  is  significant  interac9on:  

•  Student-­‐student  •  Student-­‐instructor  •  Student-­‐content  

Issues  and  Ques9ons  

•  Do  you  have  any  advice  for  faculty  who  are  considering  teaching  online?  

Issues  and  Ques9ons  for  Panelists  

•  For  profit  online  ins9tu9ons  have  long  suffered  from  reputa9onal  issues.    Many  are  scaling  back  and  some  are  even  closing  in  light  of  these  issues.  

•  Were  you  aware  of  these  issues?    •  Did  that  ever  concern  you  when  you  thought  about  online  teaching?  Why  or  why  not?