online learning

How to address faculty’s 3 biggest online learning concerns

Online learning programs can leave some faculty feeling uncertain about their place within their institution.

As education becomes more accessible with advanced technology, more and more students are opting to enroll in online schools or take some of their traditional college courses online.

But as this trend grows, institutions are finding it necessary to address faculty concerns and ensure online programs are high-quality and rigorous.

Online and blended learning programs from higher-ed institutions across the nation certainly inspire innovation, but higher-ed administrators must consider faculty point of view amidst these changes, according to Building Trust: How to Address Faculty Concerns about Online Education, a new whitepaper from Wiley Education Services.

Nearly five years ago, 58 percent of professors in a Babson College survey described themselves as having “more fear than excitement” about the growth of online learning; more than 80 percent of academic technology administrators, on the other hand, said they felt more excitement than fear.

The whitepaper aims to help administrators better understand faculty concerns about online learning, and it also offers recommendations to address those concerns.

(Next page: Faculty’s 3 biggest online learning concerns)

Laura Ascione