Online education arguably came of age in the last year, with the explosion of massive open online courses driving the public’s (and politicians’) interest in digitally delivered courses and contributing to the perception that they represent not only higher education’s future, but its present.
Faculty members, by and large, still aren’t buying — and they are particularly skeptical about the value of MOOCs, Inside Higher Ed’s new Survey of Faculty Attitudes on Technology suggests.
The survey of 2,251 professors, which, like Inside Higher Ed’s other surveys, was conducted by Gallup, finds significant skepticism among faculty members about the quality of online learning, with only one in five of them agreeing that online courses can achieve learning outcomes equivalent to those of in-person courses, and majorities considering online learning to be of lower quality than in-person courses on several key measures (but not in terms of delivering content to meet learning objectives).
Read the full article & download the full report @ Inside Higher Ed.
Michael Sauers is the Director of Logan Library in Logan, UT. Prior to this he was one of the founding staff and Technology Manager for Do Space in Omaha, NE. After earning his MLS in 1995 from the University at Albany's School of Information Science and Policy Michael spent his first 20 years as a librarian training other librarians in technology along with time as a public library trustee, a bookstore manager for a library friends group, a reference librarian, a technology consultant, and a bookseller. He has written dozens of articles for various journals and magazines and has published 14 books ranging from library technology, blogging, Web design, and an index to a popular horror magazine. In his spare time, he blogs at TravelinLibrarian.info, runs The Collector's Guide to Dean Koontz website at CollectingKoontz.com, takes many, many photos, and typically reads more than 100 books a year.
Unless otherwise stated, all opinions are my own and are not to be considered those of the City of Logan, UT.
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Online education arguably came of age in the last year, with the explosion of massive open online courses driving the public’s (and politicians’) interest in digitally delivered courses and contributing to the perception that they represent not only higher education’s future, but its present.
