Faculty Attitudes toward Online Learning: OpenSUNY Results

ID: 49392 Type: Full Paper: Conceptual & Empirical Study
  1. Peter Shea, University at Albany, State University of New York, United States

Thursday, June 30 10:30 AM-11:00 AM Location: Junior Ballroom B

No presider for this session.

Abstract: Faculty attitudes about online learning have become a topic of considerable national investigation with consistently negative results reported (e.g. Allen & Seaman, 2015; Jaschik, & Lederman, 2014). This descriptive study reviews some of these results to frame a follow up investigation of more than 400 faculty in SUNY in which it was hypothesized that context can predict variability in attitudes. This replication of a recent national study of faculty attitudes documents such systemic variation. For example, SUNY faculty were 3 times as likely than national respondents to endorse statements reflecting equivalence of outcomes in online and classroom teaching. Results are interpreted to explain the more positive attitudes toward online learning outcomes found among respondents in the replication study. It is concluded that faculty attitudes about online education vary with context and are amenable to systemic change. We conclude with recommendations for theory and practice.


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