As defined in the report, digital courseware is “curriculum delivered through purpose-built software to support teaching and learning.” Digital courseware has been touted as a resources that could give educators the opportunity to appeal to implement flexible learning environments–a growing interest from students–by providing effective personalized instruction using mobile, online, and other technology-driven platforms.
Above all, the aim of most digital courseware providers is to improve learning outcomes.
After conducting 2 surveys in July and August of 2014 of 2,700 administrators and faculty members (with support from the Bill and Melinda Gates Foundation), it was revealed that:
- 96 percent of respondents were aware or at least somewhat aware of digital courseware and how it could be used in a class
- 54 percent of faculty respondents used digital courseware during the 2013-2014 academic year
- 52 percent of respondents indicated that they value the potential impact of digital courseware
In addition to the surveys, Tyton Partners also analyzed over 120 courseware products through company surveys, interviews, and secondary research.
Not always smooth sailing
Though the majority of respondents agreed that digital courseware has the potential to improve learning for non-traditional students as well as broaden educational access, many also agreed that uncertainty looms when it comes to widespread adoption.
“I feel pressured to use online instruction in some way at our institution, but I believe it mostly requires an increase in labor for instructors,” stated a full-time tenured faculty survey respondent. “I am not sure of the benefit it actually provides over traditional delivery in my area of teaching.”
Specifically, the survey results uncovered three major barriers to faculty adoption of digital courseware:
The first major barrier, as identified by 40 percent of respondents, is the “additional time required for faculty” to find existing digital courseware that effectively fits course goals, as well as the professional development needed to properly implement the courseware. This was the top obstacle reported by instructors from both public and private four-year institutions.
Noting professional development concerns, the survey also found that while 60 percent of faculty reported that they are encouraged by their institution to use digital courseware, only 30 percent are trained to do so effectively
“I think most faculty at my institution appreciate courseware, but the learning curves are steep and the preparation time is a killer! Once you decide to use courseware, you are in for a long but interesting ‘slog’ to learn a system, to create materials for class, and to keep growing,” reported a full-time tenured faculty member who responded to the survey. “After 12 years and the use of four different packages, I have yet to find a student who thinks it has improved their education in ways other than decreasing the amount of time they have to spend in the library.”
(Next page: Barriers 2-3; how to move past digital courseware obstacles)
- 4 reinvention best practices from across the pond - August 29, 2016
- New tool plays admissions matchmaker - August 15, 2016
- New tech to revolutionize studying abroad education - July 5, 2016