Second, cost to students was reported as a major barrier, and was a particular concern of faculty members at two-year public colleges.
Third, the overall efficacy of digital courseware programs was a major concern for adoption, as listed by 26 percent of faculty respondents.
Due to these major barriers noted, the survey found that only 15 percent of faculty respondents are incentivized to use digital courseware.
Other barriers were “Lack of alignment with my philosophy of instructional design,” “Reduced control over course content and student experience,” and “Resistance to shift in instructional method,” with 71 percent of faculty respondents indicating a preference for developing their own curriculum over using any third-party content.
“These results are a microcosm of the larger disconnect between campuses and companies serving the postsecondary market,” said Gates Bryant, partner at Tyton. “The continued pursuit of increasing efficacy and delivering successful student outcomes is critical to the evolution of digital courseware, but it is also evident that faculty members want tools that are easier to implement and customize. The channels of communication between faculty members, administrators, and suppliers should be open and clear; this is the most effective way to develop courseware tools and resources that better meet the needs of stakeholders in the classroom.”
Not always a priority
According to the survey, the majority of respondents also reported that their institutions prioritize research in their field over spending time on innovating with digital courseware in the classroom.
“Faculty members and administrators walk a tight rope balancing research and instruction,” said Adam Newman, co-founder and managing partner at Tyton.
“Research is critical to advancing one’s career in academia so investment in new technologies for teaching and learning is often considered too high a cost for faculty members to consider. It is up to institutions to consider how current policies and established paths for long-term career development impact instruction in the classroom. Creating institutional conditions where faculty members can successfully implement digital courseware is critical to accelerating adoption.”
Although changes must be made by both suppliers and institutions, the study outlines specific steps to support faculty satisfaction with, and adoption of, digital courseware: Suppliers need to focus on the experiences of faculty users by simplifying product adoption and implementation, easing technical integration with institutional systems, and offering robust training that includes tools for instruction and time-saving best practices.
Additionally, administrators of institutions need to take the time to evaluate the conditions that support, or detract from, faculty incentive in using digital courseware, notes the report.
According to Tyton, “the following publications in this research series – to be published across the next two months – will explore the state of the courseware market, provide insight into courseware adoption decisions at institutions, and discuss the potential for redefining the category with the goal of delivering personalized learning at scale.”
For a free download of the full report on “Faculty Perspectives on Courseware,” click here.
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