Professors are skeptical about the quality of online courses, especially MOOCs, according to Inside Higher Ed‘s Survey of Faculty Attitudes on Technology.
Only one in five think “online courses can achieve learning outcomes equivalent to those of in-person courses.” However, professors who’ve taught online (30 percent of respondents) were much likelier to say online courses can be just as effective.
And while even professors who have taught online are about evenly divided on whether online courses generally can produce learning outcomes equivalent to face-to-face classes (33 percent agree, 30 percent are neutral, and 37 percent disagree), instructors with online experience are likelier than not to believe that online courses can deliver equivalent outcomes at their institutions (47 percent agree vs. 28 percent disagree), in their departments (50 percent vs. 30 percent), and in the classes they teach (56 percent vs. 29 percent).
Asked to rate factors that contribute to quality in online education, whether an online program is offered by an accredited institution tops the list for faculty members (73 percent), and about 6 in 10 say that whether an online program is offered by an institution that also offers in-person instruction is a “very important” indicator of quality. Only 45 percent say it is very important that the online education is offered for credit, and about 3 in 10 say it is very important whether the offering institution is nonprofit.
Most professors want to make sure faculty members control decision-making about MOOCs and that accreditors review their quality.
Of professors who’ve never taught an online course, 30 percent say the main reason is because they’ve never been asked.