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

2. 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, Babson Survey Research Group.

3. 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, Babson Survey Research Group.

4. 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, Babson Survey Research Group.

5. 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

6. 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%)

7. 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.

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

9. 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.

10. 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.

11. 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.

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

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

14. *
* 0%

15. Online Pedagogical Techniques8%
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.

16. 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%

17. *
Several techniques are believed by faculty and/or students to be effective but are being used sparingly
* 0%

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

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

20. 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.

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

22. 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…

23. 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?