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There seems to be agreement about Early Warning Systems, which are reportedly in use at the institutions of 89% of responding faculty. Early Warning Systems are believed by 81% of faculty to assist in students learning gains.

There is less agreement on other points. For example, while 36% of academic technology administrators but few faculty (9%) strongly agree that online courses can achieve equivalent outcomes of in-person courses. The top three factors indicating quality online education were those that provided meaningful interaction between students and instructors (80% of faculty; 89% of administrators); be offered by an accredited institution (78% vs 84%); and independently certified for quality (50% vs 68%).

Half (51%) of all faculty respondents believe that the introduction of more active learning is an important reason for converting traditional face to face courses to blended or hybrid courses. Yet, more than 8 in 10 instructors say they have converted a traditional course to a hybrid course which resulted in decreased time for interaction between students and instructors.

The annual Inside Higher Ed’s annual technology survey yields many important insights. One possible conclusion is that professional development might well address effective ways to engage and support the interaction of students and instructors; and provide team-teaching opportunities to interested faculty who have not yet taught (2 in 3 professors) or taken an online class themselves (32% of faculty).

Reference

Jaschik, S., & Lederman, D. (Eds). (2014). The 2014 Inside Higher Ed Survey of Faculty Attitudes on Technology. Washington, DC: Gallup, Inc.

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