Perceptions of Online Education Rachel Shane and Michael Braun University of Kentucky

Students Learning Online Over 6.1 million students were taking at least one online course during the fall 2010 term An increase of 560,000 students over the number reported the previous year. 10% growth rate for online enrollments is the second lowest since 2002. Source: Allen, I. Elaine and Jeff Seaman. Going the Distance: Online Education in the United States, 2011 . Babson Survey Research Group.

Students Learning Online 10% growth rate for online enrollments far exceeds the less than 1% growth of the overall higher education student population. Source: Allen, I. Elaine and Jeff Seaman. Going the Distance: Online Education in the United States, 2011 . Babson Survey Research Group.

Students Learning Online 10% growth rate for online enrollments far exceeds the less than 1% growth of the overall higher education student population. Source: Allen, I. Elaine and Jeff Seaman. Going the Distance: Online Education in the United States, 2011 . Babson Survey Research Group.

This Research Considered perceptions of online education compared to traditional face-to-face education from arts administration faculty and students Online survey conducted between May 18 – May 26 Respondents were faculty and students from AAAE institutions

Survey Respondents Faculty Students 19 respondents 56 respondents 10 public institutions; 9 private, non-profit Most faculty respondents (15) had not taught an online class in the last year All faculty responses were gathered 56 respondents 4 public institutions; 3 private, non-profit 76% of student respondents had taken at least one class entirely online Responses on coursework were not gathered from those who had not Traditional – course where no online technology was used. All content was delivered in writing or orally. 10 (53%) Web Facilitated – course that uses web-based technology to facilitate what is essentially a face-to-face course. May use a course management system (e.g. Blackboard, Moodle) or web pages to post the syllabus and/or assignments. 13 (68%) Blended/Hybrid – course that blends online and face-to-face delivery. A substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings.4 (21%) Online – A course where most or all of the content is delivered online. Typically has no face-to-face meetings. 4 (21%)

Supports different learning styles The vast majority of respondents (66% faculty and 65% students) felt that the traditional classroom is better at addressing different learning styles.

Communication between faculty and students Communication in online classes is a major area of concern for both faculty and students.

Presentation of course material Most students find the presentation of course material the same or better online (54%) while 67% of faculty believe it is better face-to-face.

Ability of students to work at their own pace Both faculty (73%) and students (74%) indicate that online classes allow students to better work at their own pace.

Interactions between students Nearly ¾ of faculty think that student interaction is better in the face-to-face classroom but almost half of students think online is the same or better.

Flexibility of student scheduling Faculty and students agree that online courses allow for much for flexibility for students.

Online Pedagogical Techniques What is being used What do faculty and students think is working

* * 0%

Online Pedagogical Techniques 8% 29% 50% Half of the faculty respondents are using objective tests or quizzes, yet students indicated this was the least effective assessment mechanism for aiding in their learning. Only 29% of faculty thought that it was an effective assessment mechanism.

Online Pedagogical Techniques Nearly all (92%) faculty respondents indicated that they utilize discussion forums, yet only 46% of students and 57% of faculty found it effective. 46% 57% 92%

* Several techniques are believed by faculty and/or students to be effective but are being used sparingly * 0%

In Their Own Words What are faculty and students saying about online education

Responses to the prompt “I think online education is…”

I think online education is… Students Faculty inevitable. rigorous and lonely. great! a great tool and needs further development. beneficial for those looking to add education to their professional life. I never felt slighted by taking courses online versus on ground. I was engaged and challenged through this type of education. a dangerous fad, if viewed as a substitute for - rather than a supplement to - face to face contact. …inferior to traditional face-to-face courses… more accessible than face-to-face education.

Faculty and students both said… Online education is the future.

Concerns Expressed Faculty Students Not a substitute for traditional face-to-face education; can complement but not replace The complexity and nuances of the arts and arts admin are lost online Universities not providing appropriate resources – financial and technological Cheating and authenticity of work Faculty are not available or responsive enough Faculty are not adept at using the technology Concepts can be more difficult to understand Can feel lonely; too self-directed Collected and analyzed through open-ended questions: Faculty: Are you personally interested in developing courses online? Why or why not? Faculty and Students: I think online education is…

Questions for Online Development and Teaching How can we make help build community for our online classrooms and students? Are there technologies that will aid us in better teaching complex topics online? How can we make discussion and communication more effective online? Can different pedagogical techniques be utilized in online classes in order to address different learning styles, improve communications?