Study Shows DL Fastest Growing Higher Ed Segment
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Association of Public and Land-grant Universities Report Shows Strong Faculty Engagement in Online Learning
Quote:Unprecedented Study Offers Institutions Guidance for Continued Growth of Online Learning

August 31, 2009 – More than one-third of public university faculty have taught an online course while more than one-half have recommended an online course to students, according to an unprecedented study of administrative and faculty views toward online learning released today by the Association of Public and Land-grant Universities-Sloan National Commission on Online Learning.

In addition, nearly 64 percent of faculty said it takes “somewhat more” or “a lot more” effort to teach online compared to a face-to-face course. However, a large majority of faculty cited student needs as a primary motivator for teaching online, most commonly citing “meet student needs for flexible access” or the “best way to reach particular students” as the reason they choose to teach online courses.

The two-volume report, Online Learning as a Strategic Asset, contains the results of 231 interviews conducted with administrators, faculty, and students at 45 public institutions across the country and more than 10,700 responses from faculty across the spectrum of teaching positions – tenure/non-tenure track; full- and part-time; and both those who have and those who have not taught online.  The report was underwritten by a grant from the Alfred P. Sloan Foundation.

While faculty engagement in online learning is solid, faculty expressed dissatisfaction with the support services provided and the incentives offered by public universities. Faculty ranked seven of eight support dimensions as “below average,” including support for online course development, course delivery, and students; policies on intellectual property; recognition in tenure and promotion; and incentives for developing and delivering online courses. Only technology infrastructure was rated average.  Faculty gave the lowest ranking to their institution’s incentives for developing and for delivering online courses.

“During the past decade, online learning has begun to weave into the fabric of higher education and has become the fastest growing segment,” said Peter McPherson, president of Association of Public and Land-grant Universities (A۰P۰L۰U).  “All indications are that this growth will continue.  The work of the A۰P۰L۰U-Sloan Commission—through this in-depth study—will help inform higher education leaders trying to meet current demand for online learning while preparing for future growth.”

Online enrollment has more than doubled from an estimated 1.6 million students in fall 2002 to 3.94 million students in fall 2007 and grew by 12.9 percent from fall 2006 to fall 2007, according to the annual Sloan Consortium (Sloan-C) survey of online learning.  The Commission believes the leadership of presidents and provosts is one of the key elements to successfully integrating online learning into every campus.

. . .

The two-volume report, Online Learning as a Strategic Asset, can be downloaded as pdf files below:  
Volume I: A Resource for Campus Leaders
Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning
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