The 2013 Inside Higher Ed Survey of

Conducted by Gallup SCOTT JASCHIK & DOUG LEDERMAN

EDITORS, INSIDE HIGHER ED

Faculty Attitudes on Technology

INSIDE HIGHER ED

Deltak, McGraw-Hill Higher Education, Pearson and Sonic Foundry

SUPPORT FOR THIS PROJECT PROVIDED BY

2013 Survey of Faculty Attitudes on Technology

insidehighered.com

Innovators in online education for 17 years

Named a Big Three online learning leader by Eduventures.

Since 1996, Deltak has collaborated with top universities and faculty to build, grow and support online degree programs. With our extensive breadth and depth of the online learning market, our customized solutions include: Market strategy and program selection Student recruitment and retention Marketing Faculty support Contact us today to learn more about the Deltak difference. Online course development, methodology and resources Operational management

DELTAK-INNOVATION.COM 877.308.9956

THE 2013 INSIDE HIGHER ED SURVEY OF FACuLty Attitudes on teChnoLogy

A study by Inside Higher Ed and Gallup Inside Higher Ed 1015 18th Street NW, Suite 1100 Washington, DC 20036 t 202.659.9208

Gallup 901 F Street, NW Washington, DC 20004 t 202.715.3030

CoPyright Inc. No changes may be made to this document without the express written permission of Gallup, Inc. respective owners. This document contains proprietary research, copyrighted materials, and literary property of Gallup,

Gallup and Gallup University are trademarks of Gallup, Inc. All other trademarks are property of their

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Higher education institutions are responding to the demand for online learning by investing in online and blended learning programs that lead to improved learning outcomes, while meeting students needs.From course development grounded in solid learning design, faculty development, recruitment and retention services, to learning technologies and data and analytics, institutions turn to Pearson to help them drive student achievement in the digital classroom and beyond.

P OW E R I N G ONLINE

D I G I TA L CONTENT

DATA & A N A LY T I C S

pearsononlinelearning.com

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

P e a r s o n , 2 013 . A l l r i g h t s r e s e r v e d .

@pearsonls

TABLe of Contents
Foreword Snapshot of Findings Summary Infographic Methodology Detailed Findings Online Education Quality Massive Open Online Courses (MOOCs) Experiences in Online Learning Use of Technology Institution and Program Demographics 6 6 7 8 8 8 20 23 28 33

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

FOREWORD
Inside Higher Eds second annual survey of college and university faculty members and campus leaders in educational technology aims to understand how these groups perceive and pursue online learning and other emerging opportunities for delivering course content.
Some of the questions addressed in the study are: Can online courses achieve learning outcomes that are equivalent to inperson courses? What do professors and administrators see as the most important indicators of quality in online education? How does the quality of online courses compare with the quality of inperson courses? What do faculty and technology officers make of MOOCs (massive open online courses), and how do they perceive media coverage of the phenomenon? To what extent have faculty members taught online, hybrid, and face-to-face courses, and for those who have not taught online, why is that? How do faculty members use learning management systems (LMS), lecture capture, and other forms of educational technology?

SNAPSHOT OF FINDINGS
Few faculty members (7 percent) strongly agree that online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses. Educational technology administrators are more likely (27 percent) to strongly agree with this statement. Most faculty members (85 percent) say the quality of online courses is lower than that of in-person courses with respect to the interaction with students during class, and 78 percent said the same about online courses ability to reach at risk students. Professors were evenly divided on online courses comparative effectiveness in delivering content to meet expected learning objectives. Asked to rate factors that contribute to quality in online education, whether an online program is offered by an accredited institution tops the list for faculty members (73 percent), and about 6 in 10 say that whether an online program is offered by an institution that also offers in-person instruction is a very important indicator of quality. Only 45 percent say it is very important that the online education is offered for credit, and about 3 in 10 say it is very important whether the offering institution is nonprofit. Technology administrators are far likelier to associate quality with academic credit, with 63 percent citing that as a very important indicator of quality in online education. 62 percent of faculty members strongly agree that institutions should start MOOCs only with faculty approval; nearly as many (59 percent) strongly agree that MOOCs should be evaluated by accrediting agencies. 5 percent of faculty say they have never taught a face-to-face course; 4 in 10 (39 percent) have taught a blended or hybrid course. Of faculty who have never taught an online course, 30 percent say the main reason they havent is because theyve never been asked. Just 9 percent of technology officers strongly agree that their institution rewards teaching with technology in tenure and promotion decisions; 11 percent of faculty strongly agree.

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

E W PH VI RA TO G K VE IC TI CL AC R TE IN

2013 FACULTY SURVEY SUMMARY INFOGRAPHIC

FACULTY FACULTY FULL-TIME FACULTY PART-TIME

IC

MASSIVE OPEN ONLINE COURSES OFFERED BY ELITE COLLEGES ARE BETTER THAN OTHER FORMS OF ONLINE LEARNING.

27% 29% 24%

26% 26% 23%

27% 27% 28%

15%14% 20%

4% 4% 5%

STRONGLY DISAGREE

STRONGLY AGREE

INSTITUTIONS SHOULD NOT OFFER MOOCS FOR WHICH THEY THEMSELVES WOULD NOT AWARD CREDIT.

10% 9% 9%

11% 11% 10%

13% 12% 15%

20% 19% 24%

47%

49%

41%

STRONGLY DISAGREE

STRONGLY AGREE

MOOCS CAN HELP ACCOMMODATE FOR THE LACK OF SPACE AT SOME PUBLIC INSTITUTIONS.

14% 16% 10%

17% 17%14%

29% 29% 26%

29% 28% 35%

11%10% 14%

STRONGLY DISAGREE

STRONGLY AGREE

INSTITUTIONS SHOULD ONLY START MOOCS WITH FACULTY APPROVAL.

4% 3% 5%

4% 4% 7%

10% 9% 13%

20%20% 23%

62%

64%

53%

STRONGLY DISAGREE

STRONGLY AGREE

MOOCS COULD LOWER THE COST OF HIGHER EDUCATION FOR STUDENTS/FAMILIES

13% 14% 7%

12% 13% 8%

28% 28% 28%

30% 29% 33%

18%16% 24%

STRONGLY DISAGREE

STRONGLY AGREE

ONLINE COURSES AT MY INSTITUTION CAN ACHIEVE STUDENT LEARNING OUTCOMES AT LEAST EQUIVALENT TO THOSE OF IN-PERSON COURSES.
ALL FACULTY TAUGHT ONLINE COURSE NEVER TAUGHT ONLINE COURSE

28% 12% 36%

22% 16% 25%

23% 24% 23%

15% 24%11%

11% 23% 6%

STRONGLY DISAGREE

STRONGLY AGREE
DESIGNED BY LAUREN ROUPPAS

METHODOLOGY
The following report presents findings from a quantitative survey research study Gallup conducted on behalf of Inside Higher Ed.
The overall objective of the study was to learn the practices and perceptions of college and university faculty members and campus administrators who oversee educational technology regarding online learning and other emerging opportunities in higher education for delivering course content and material for students. To achieve these objectives, Gallup collected 2,251 Web surveys from faculty members and 248 surveys from campus administrators who oversee academic technology. Most faculty respondents (1,499) reported they work full time for their institution; 452 reported they are employed part time. Faculty and technology officers from across public, private, and for-profit sectors were included in the sample, though few from for-profit institutions are represented in the results. Specialty colleges, namely Bible colleges and seminaries with a Carnegie Code classification of 24, and institutions with enrollment <500 were excluded from the sample. Gallup education researchers and consultants developed the questionnaire in collaboration with Scott Jaschik and Doug Lederman from Inside Higher Ed. Gallup conducted the surveys in English from Tuesday, June 18 through Tuesday, July 9, 2013. Participants were contacted via e-mail. E-mail reminders were sent to reach respondents who had not yet participated throughout the survey period. Data are not statistically adjusted (weighted). For faculty survey results, based on the sample size of 2,251 total respondents, one can say with 95 percent confidence that the margin of error attributable to sampling error is 2.1 percentage points. For subgroups within this population, due to smaller sample sizes, the margin of error is greater. For technology officer results, based on the sample size of 248 respondents, one can say with 95 percent confidence that the margin of error attributable to sampling error is 6.2. In addition to sampling error, question wording and practical difficulties in conducting surveys can introduce error or bias into the findings of opinion polls. The following paper presents key findings of the survey. In some cases, reported frequencies may not add up to 100 percent due to rounding or the exclusion of Dont know and Refused results.

DETAILED FINDINGS
ONLINE EDUCATION QUALITY
Faculty members and technology officers were asked to reflect on the quality of online education. Just 7 percent of professors strongly agree that online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses at any institution. Academic technology administrators are more likely to strongly agree (27 percent). A slightly greater proportion of faculty members (11 percent) strongly agree that online courses can achieve learning outcomes that are equivalent to those of in-person courses at their own institution; 39

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

percent of technology officers strongly agree with this statement. Faculty were no more likely to strongly agree that equivalent learning outcomes for online courses could be achieved in their

own department (10 percent) or in the classes that they themselves teach (12 percent). As seen in Table 2 on the next page, faculty who say they have never taught

an online course are less likely than peers who have to say learning outcomes equivalent to in-person courses could be achieved in any of the four settings proposed.

TABLe 1
Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statement. Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses in the following settings: ALL FaCULTY Total N At any institution %5 Strongly agree %4 %3 %2 %1 Strongly disagree At my institution %5 Strongly agree %4 %3 %2 %1 Strongly disagree In my department or discipline* %5 Strongly agree %4 %3 %2 %1 Strongly disagree In the classes that I teach* %5 Strongly agree %4 %3 %2 %1 Strongly disagree *Asked only of faculty. 12 13 13 22 40 12 12 13 20 42 14 17 14 22 33 9 10 12 21 48 15 15 14 22 35 N/A N/A N/A N/A N/A 10 14 17 26 34 9 13 17 25 35 12 17 19 26 27 7 12 15 26 40 12 15 19 26 28 N/A N/A N/A N/A N/A 11 15 23 22 28 10 14 22 22 31 13 19 27 23 18 9 11 20 23 36 13 19 24 21 23 39 25 21 9 6 7 14 32 27 21 6 13 31 27 23 7 18 32 27 15 5 12 28 29 27 7 17 34 25 17 27 32 28 8 5 2,251 FULL-TIME FaCULTY 1,499 PaRT-TIME FaCULTY 452 TENURED FaCULTY 898 NON- TENURED FaCULTY 889 TECHNOLOGY ADMINISTRaTORS 248

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

TABLe 2
Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statement. Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses in the following settings: ALL FaCULTY Total N At any institution %5 Strongly agree %4 %3 %2 %1 Strongly disagree At MY institution %5 Strongly agree %4 %3 %2 %1 Strongly disagree In my department or discipline %5 Strongly agree %4 %3 %2 %1 Strongly disagree In the classes that I teach %5 Strongly agree %4 %3 %2 %1 Strongly disagree 12 13 13 22 40 31 25 15 15 14 4 8 12 23 53 10 14 17 26 34 24 26 19 17 13 4 9 17 28 43 11 15 23 22 28 23 24 24 16 12 6 11 23 25 36 7 14 32 27 21 13 20 30 23 14 3 12 32 28 25 2,251 TaUGHT ONLINE COURSE 604 NEVER TaUGHT ONLINE COURSE 1,417

Asked to rate a series of possible indicators of quality in online education, faculty members emphasized external validation and (such as accreditation and independent certification)

expressed a lack of confidence in online-only institutions. Technology administrators placed especially heavy emphasis on whether the courses were offered for academic credit.

As seen in Table 3 on page 13, 73 percent of instructors said that the fact that an online course is offered by an accredited institution was a very important indicator of quality, more than

10

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

selected any other factor. Next was that a course has been independently certified for quality (66 percent very important), then that the course is offered by an institution that also offers in-person instruction (59 percent). Four other factors that a course is offered by a college with a strong reputation for in-person instruction (48 percent), that the course is offered by an institution with significant experience with online education (46 percent), that the same faculty teach both the online and in-person versions of the course (46 percent), and that the course leads to academic credit (45 percent) were closely clustered. Far fewer faculty members about 3 in 10 said that whether a course was sponsored by a nonprofit institution was very important to its quality, and fewest of all (10 percent) said that they viewed it as an indicator of quality if a course was offered by an institution that operates only online. Academic technology administrators were much more likely than their faculty counterparts to associate academic credit with quality, with 64 percent citing that as a very important indicator of quality. That was one of just three of the 10 possible factors that technology administrators were more likely than

their faculty counterparts to consider a marker of quality. For instance, only 18 percent of them viewed a courses nonprofit pedigree as indicative of quality, and only 29 percent of them perceived the fact that an online offering came from an institution with a strong

very important that an online degree/ certificate program is offered by an institution with significant experience with online education, while 42 percent of men say it is very important. More than four in 10 (41 percent) respondents under 50 years of age say it is very important that an online degree/ certificate program is offered by an institution with significant experience with online education, while 50 percent of respondents over 50 years of age say so. As seen in Table 4 on page 14, more faculty members (45 percent) who have taught an online course versus those who have not (31 percent) say offering the online course as part of a degree or certificate program is a very important indicator of a quality online education. Of faculty who have taught an online course, 58 percent say having an online course that leads to academic credit is very important to to quality, compared to 39 percent of those who have never taught an online course. And 57 percent of faculty who have taught an online course, versus 40 percent of those who have not, say that having the online degree/certification program offered by an institution with significant online education experience is very important to quality.

Duke Photography

reputation for in-person instruction as ensuring its quality, compared to 48 percent of instructors. Some differences appeared by gender and age. More than half of female faculty members (52 percent) say it is

11

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

A New Approach. Innovative Solutions for the Future of Learning.

Student success, teaching excellence, affordability, and an effective digital transformation paththese four principles build the foundation of our learning solutions. At McGraw-Hill Learning Solutions, we start with youyour needs, your goalsto create a tailored digital learning experience that is easy to use and yields measurable success. Partner with one of the most trusted names in education and open the door to new worlds of learning opportunities for the 21st Century student. Lets rethink learning together. McGraw-Hill Learning Solutions, a division of McGraw-Hill Higher Education learningsolutions.mhhe.com

TABLe 3
In your opinion, how important are the following indicators of a QUALITY online education? ALL FaCULTY FULL-TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON- TENURED FaCULTY TECHNOLOGY ADMINISTRaTORS

Online course is offered as part of a degree or certificate program. %4 Very important %3 %2 %1 Not at all important Online course leads to academic credit. %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important 45 32 13 10 73 18 5 4 43 32 14 11 74 18 5 4 49 31 14 5 74 17 6 3 41 31 14 13 72 19 5 5 46 33 13 8 75 18 5 2 64 25 9 2 83 14 2 1 36 35 17 12 35 34 17 14 38 38 18 6 33 32 18 17 37 38 16 9 52 32 11 5

Online course is offered by an accredited institution.

Online course is offered by an institution that also offers in-person instruction. %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important 59 24 11 5 10 10 28 52 30 28 20 22 46 38 10 6 58 26 10 6 9 8 27 56 33 28 18 21 43 39 12 7 62 21 13 4 13 14 34 40 21 30 25 24 54 34 8 4 57 26 10 7 9 6 23 61 35 28 16 21 41 39 12 8 60 24 12 4 11 12 32 45 28 28 22 21 48 38 9 5 32 37 21 10 5 9 38 48 18 27 25 30 51 42 6 0

Online course is offered by an institution that only provides online instruction.

Online course is offered by a nonprofit institution.

Online degree/certificate program is offered by an institution with significant experience with online education.

13

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 3 (continued)
aLL FaCULTY %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important 48 33 13 7 66 22 7 4 46 32 15 7 fULL-TIME faCULTY 48 33 12 7 65 22 8 5 46 32 15 7 paRT-TIME faCULTY 46 32 17 5 71 20 6 3 48 33 12 7 TENURED FaCULTY 50 31 11 8 66 22 7 6 45 32 14 9 NON-TENURED faCULTY 46 34 15 5 67 22 7 4 47 33 14 6 TECHNOLOGY aDMINISTRaTORS 28 41 23 7 53 37 9 1 27 35 24 14 Online degree/certificate program is offered by an institution with a strong reputation for in-person instruction.

Online course/program has been independently certified for quality.

Same faculty teach both the online and in-person course/program.

TABLe 4
In your opinion, how important are the following indicators of a QUALITY online education? ALL FaCULTY Online course is offered as part of a degree or certificate program. %4 Very important %3 %2 %1 Not at all important Online course leads to academic credit. %4 Very important %3 %2 %1 Not at all important Online course is offered by an accredited institution. %4 Very Imporant %3 %2 %1 Not at all important 73 18 5 4 82 13 4 2 70 20 6 4 45 32 13 10 58 28 8 6 39 33 16 12 36 35 17 12 45 35 11 9 31 35 19 14 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

14

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 4 (continued)
aLL FaCULTY Online course is offered by an institution that also offers in-person instruction. %4 Very important %3 %2 %1 Not at all important %4 Very Imporant %3 %2 %1 Not at all important Online course is offered by a nonprofit institution. %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important %4 Very important %3 %2 %1 Not at all important Same faculty teach both the online and in-person course/program. %4 Very important %3 %2 %1 Not at all important 46 32 15 7 48 29 15 7 45 33 15 7 30 28 20 22 46 38 10 6 48 33 13 7 66 22 7 4 27 28 22 23 57 34 6 3 45 34 15 6 64 24 9 3 32 28 19 21 40 39 13 8 48 32 12 7 68 21 7 5 59 24 28 52 10 10 28 52 57 25 33 45 11 11 33 45 60 24 27 56 9 9 27 56 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

Online course is offered by an institution that only provides online instruction.

Online degree/certificate program is offered by an institution with significant experience with online education.

Online degree/certificate program is offered by an institution with a strong reputation for in-person instruction.

Online course/program has been independently certified for quality.

15

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

The Future of Video in Education

By Sean Brown
Is the knowledge shared in your classroom important? Your students think so, and you should, too. Student demand for academic video is growing at an astronomical rate, and universities large and small are evaluating how best to harness the power of video to increase student success and classroom efficiency. So whats the best way to capture and archive the knowledge shared before it disappears forever? The campuses that are wired for video are the classrooms of the future. Take Eastern New Mexico University (ENMU), for instance. ENMU is the third largest university in the state, covering a particularly large geographical area. The dean sought to make education accessible to the regions traditional, non-traditional and dual enrollment students (high school students taking college courses). So she turned to webcasting to start a ipped instruction pilot, create hybrid classes, branch out into asynchronous distance learning, help high school students earn college credits and even record special events, provide professional development online and connect alumni. To top it off, the university did all of this successfully in less than 12 months and is pioneering some of the most advanced and state-of-the-art e-learning programs around. Video-based online learning is becoming a standard offering in higher ed. Embracing lecture capture benets both faculty and students. This new student-driven demand is putting academic video at the top of institutions technology planning initiatives, and more and more faculty members are realizing the power of lecture capture to broaden reach and meet individual student needs. But it hasnt always been that way. But the attitude toward academic video from faculty members is changing. They are embracing the shift in pedagogy, seeing it as a tool that enhances learning, not forcing them into new ways of teaching.
Sean Brown is Vice President of Sonic Foundry, the maker of the webcasting platform Mediasite. He has 23 years of product management and education business development experience at IBM, Apple and Oracle and is the past president and board member of the Hopkins Foundation for Innovation in Education. ENMU uses Mediasite for their lecture capture initiatives.

Watch the webinar

sonicfoundry.com/futureofvideo

More and more faculty members are realizing the power of lecture capture to broaden reach and meet individual student needs.
Like any new initiative, generally speaking, there will be some reluctance and fear from those involved. The faculty are in front of the classroom. Their faces, their reputations are on the line. It can be scary facing a camera and a remote audience that spans time and distance when youre accustomed to facing students in the classroom.

Liven up learning
Create blended and classroom education environments that spark interactivity among faculty and students and energize the learning experience from lecture capture, to flipped classrooms, to campus video management. With all the tools you need in a single platform, Mediasite makes it possible to capture video everywhere, share it anywhere and organize it all together.

877.783.7987 | sonicfoundry.com
2013 Sonic Foundry, Inc. All rights reserved.

Faculty and technology officers were asked to compare the quality of online courses for credit to inperson courses in seven different areas. While academic technology officers are generally more likely than faculty to say online courses are of better quality they said that online courses are of either the same quality or better in five of the seven areas -- neither group had a majority say online courses are of better quality in any of the seven areas. As seen in Table 5 on the next page, 85 percent of faculty members said that online courses were of lower quality than in-person courses with respect to interaction with students during class, 78 percent rated them lower on the ability to reach at risk students, and two-thirds (67 percent) scored them lower on the ability to answer students questions. Two-thirds of faculty members rated online courses as being of the same (56
iStock.com/bo1982

ability to deliver content to meet learning objectives (17 percent vs. 10 percent), interaction with students outside of class (36 vs. 22 percent), and grading and communicating faculty about grading academic (26 vs. 4 percent). But like their colleagues, technology administrators

percent) or better (10 percent) quality as in-person courses in grading and communicating about grading, and 58 percent deemed them equivalent or better in communication with the college about logistical issues. On the ability to deliver the necessary content to meet learning objectives, the faculty was split down the middle, with 50 percent deeming online courses of lower quality and the rest equivalent to or better than in-person courses. More technology administrators said online courses were of better quality than in-person courses than said the reverse in three areas: the

expressed skepticism about the quality of online courses in terms

of reaching at-risk students, with just 16 percent viewing them as of better quality compared to 53 percent who deemed them of lower quality in that regard. As was true in other areas, faculty members who have taught online took a more positive view about the quality of online courses than did their peers who have not taught online, as seen in Table 6. But even those who have taught online did not see digital courses as of better quality than in-person courses in terms of interaction with students during or outside of class, or in the ability to reach at-risk students.

17

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

TABLe 5
Please indicate whether you think the QUALITY of online courses for credit are generally better than, the same as, or are generally of lower quality than most in-person courses in the following ways. BY SECTOR aLL FaCULTY %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Ability to answer student questions. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Interaction with students during class. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Interaction with students outside of class. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Grading and communicating about grading. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Ability to reach at risk students. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course
18 INSIDE HIGHER ED

fULL-TIME faCULTY 3 45 52

paRT-TIME faCULTY 7 48 45

TENURED FaCULTY 2 43 55

NON-TENURED faCULTY 5 49 45

TECHNOLOGY aDMINISTRaTORS 17 73 10

Ability to deliver the necessary content to meet learning objectives. 4 46 50

6 28 67

5 28 67

7 30 63

4 24 72

7 31 63

18 59 22

3 12 85

3 11 86

4 14 82

2 10 88

4 13 83

10 35 54

11 27 62

11 26 63

12 32 56

8 24 68

13 30 57

36 42 22

10 56 35

9 54 37

13 60 27

7 51 42

12 60 28

26 70 4

Communication with the college about logistical and other issues. 6 52 43 5 50 44 8 56 36 4 47 49 7 56 37 12 66 23

6 16 78

6 14 80

8 22 70

5 13 82

7 18 75

16 31 53

2013 Survey of Faculty Attitudes on Technology

TABLe 6
Please indicate whether you think the QUALITY of online courses for credit are generally better than, the same as, or are generally of lower quality than most in-person courses in the following ways. ALL FaCULTY Ability to deliver the necessary content to meet learning objectives. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course Ability to answer student questions. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course Interaction with students during class. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course Interaction with students outside of class. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course Grading and communicating about grading. %Better quality than in-person course %Same quality as in-person course %Lower quality than in-person course Communication with the college about logistical and other issues. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course Ability to reach at risk students. %Better quality than in-person course %Same quality as in- person course %Lower quality than in-person course 6 16 78 8 25 67 6 11 83 6 52 43 8 60 31 4 47 48 10 56 35 17 62 21 6 53 41 11 27 62 17 31 52 8 26 66 3 12 85 6 23 71 1 7 91 6 28 67 12 43 45 3 21 76 4 46 50 7 57 35 2 41 57 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

19

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

MASSIVE OPEN ONLINE COURSES (MOOCS)

About 9 in 10 faculty members and technology officers indicate their institution does not currently offer MOOCs. As se Of these, just about 2 in 10 say they are planning to offer them.
MOOCs aLL FaCULTY fULL-TIME faCULTY paRT-TIME faCULTY TENURED FaCULTY NON-TENURED faCULTY TECHNOLOGY aDMINISTRaTORS

Twice as many (22 percent) technology officers as faculty members (11 percent) say they have taken a MOOC as a student. Eighty-five percent of faculty members

say they have not ever recommended that a student take a MOOC; the number is smaller (82 percent) for those professors who have taught an online course.

TABLe 7

Does your institution currently offer massive open online courses massive open online courses (MOOCs)? %Yes %No %Yes %No Have you ever taken a MOOC as a student? %Yes %No %Yes %No *Asked only of faculty. 11 89 15 85 11 89 14 86 10 90 19 81 9 91 15 85 13 87 16 84 22 78 N/A N/A 14 86 17 83 12 88 16 84 19 81 26 74 12 88 18 82 15 85 17 83 5 95 19 81

Is your institution currently planning to offer massive open online courses massive open online courses (MOOCs)?

Have you ever recommended that a student take a MOOC?*

The majority, over 7 in 10, of faculty members and technology officers say that recent news coverage about MOOCs

has overstated their value. Just 2 in 10 from each group say the media has fairly depicted the value, and marginal

numbers of faculty and technology say the media has understated the value of MOOCs in recent coverage.

TABLe 8
In your opinion, has recent news coverage about massive open online courses (MOOCs) overstated the value of these courses, understated the value, or has recent news coverage fairly depicted the value of these courses? aLL FaCULTY %Overstated the value %Understated the value %Fairly depicted the value 76 4 20 fULL-TIME faCULTY 79 3 18 paRT-TIME faCULTY 67 7 26 TENURED FaCULTY 81 2 17 NON-TENURED faCULTY 72 6 22 TECHNOLOGY aDMINISTRaTORS 71 6 23

20

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

About one in 10 professors and technology officers strongly agree that MOOCs have great potential to positively affect higher education. Few faculty, 4 percent, strongly agree that MOOCs at elite institutions are better than other forms of online learning; likewise, few technology officers (4 percent) strongly agree with this statement. Few faculty members (6 percent) and technology leaders (7 percent) strongly agree institutions should offer credit

for MOOCs. Nearly half (47 percent) of faculty strongly agree that institutions should not offer MOOCs for which they themselves would not award credit. Just 11 percent strongly agree that MOOCs help with issues of enrollment capacity on campuses, and even fewer strongly agree that they can serve students at all ability levels. Half of faculty members strongly disagree that low completion rates (5 to 10 percent) for MOOCs are acceptable

and nearly as many (46 percent) strongly disagree that MOOCs make them excited about the future of academe. Six in 10 (59 percent) faculty members and 40 percent of technology officers strongly agree that MOOCs should be evaluated by accrediting agencies. Roughly 6 in 10 professors strongly agree that institutions should start MOOCs only with faculty approval. Just 25 percent of technology officers say the same.

TABLe 9
Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statements. aLL FaCULTY %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree 8 19 33 22 18 4 15 27 26 27 6 16 30 25 24 fULL-TIME faCULTY 7 17 33 23 20 4 14 27 26 29 5 13 28 27 27 paRT-TIME faCULTY 11 25 33 18 13 5 20 28 23 24 10 24 36 16 15 TENURED FaCULTY 6 16 31 24 22 4 14 27 26 30 3 13 27 28 29 NON-TENURED faCULTY 10 21 36 19 15 4 17 29 26 24 8 18 32 22 20 TECHNOLOGY aDMINISTRaTORS 9 27 44 15 4 4 6 24 34 33 7 23 36 24 11

MOOCs have great potential to make a positive impact on higher education.

MOOCs offered by elite colleges are better than other forms of online learning.

Higher education should award credit for MOOCs.

21

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 9 (continued)
aLL FaCULTY %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree 47 20 13 11 10 11 29 29 17 14 6 13 19 26 36 3 7 15 25 49 4 9 20 20 46 59 22 10 4 6 FULL-TIME FaCULTY 49 19 12 11 9 10 28 29 17 16 5 11 18 28 38 4 7 15 24 50 4 8 19 21 49 60 21 9 4 6 PaRT-TIME FaCULTY 41 24 15 10 9 14 35 26 14 10 9 19 22 20 30 3 7 13 29 47 7 15 23 18 37 57 23 10 3 7 TENURED FaCULTY 52 17 11 11 10 9 27 31 18 16 3 11 18 27 40 3 7 13 23 53 3 7 16 20 54 61 20 9 3 7 NON-TENURED FaCULTY 44 23 14 10 9 13 32 28 15 13 8 14 20 26 32 4 7 16 27 46 5 12 23 21 39 56 24 9 4 6 TECHNOLOGY ADMINISTRaTORS 33 32 17 11 8 11 33 30 19 8 6 14 17 32 31 6 12 19 33 31 7 20 30 22 22 40 31 17 7 5 Institutions should not offer MOOCS for which they themselves would not award credit.

MOOCs can help accommodate for the lack of space at some public institutions.

MOOCs can serve students of all ability levels.

Course completion rates of 5 to 10 percent are acceptable for MOOCs.

MOOCs make me excited about the future of academia.

MOOCs should be evaluated by accrediting agencies.

22

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 9 (continued)
aLL FaCULTY Institutions should only start MOOCs with faculty approval. %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree 62 20 10 4 4 18 30 28 12 13 64 20 9 4 3 16 29 28 13 14 53 23 13 7 5 24 33 28 8 7 69 17 8 3 3 14 28 28 14 16 55 24 12 5 4 20 32 29 10 9 25 23 28 13 10 21 32 27 12 9 fULL-TIME faCULTY paRT-TIME faCULTY TENURED FaCULTY NON-TENURED faCULTY TECHNOLOGY aDMINSTRaTORS

MOOCs could lower the cost of higher education for students/families.

EXPERIENCES IN ONLINE LEARNING

Faculty and technology officers were asked to report on their experiences with online learning. About half of technology officers say they have taken an online course for credit, whereas
Online CourseOnline Course aLL FaCULTY %Yes %No 29 71 fULL-TIME faCULTY 26 74 paRT-TIME faCULTY 37 63 TENURED FaCULTY 19 81 NON-TENURED faCULTY 36 64 TECHNOLOGY aDMINISTRaTORS 51 49

just 29 percent of faculty say the same. However, of faculty members who have taught an online course, 49 percent have taken an online course as a student for credit.

Thirty percent of faculty members responding to survey say they have taught an online course, and more, 39 percent, report they have taught a blended or hybrid course.

TABLe 10

Have you ever taken any online course as a student for credit?

TABLe 11
Online Course aLL FaCULTY Have you ever taken any online course as a student for credit? %Yes %No 29 71 49 51 20 80 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

23

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

TABLe 12
As you know, an online course has virtually all of the course content delivered online via the Web. There are typically no in-person meetings. aLL FaCULTY Have you ever taught an online course for credit?* %Yes %No *Asked only of faculty. 30 70 30 70 32 68 27 73 32 68 fULL-TIME faCULTY paRT-TIME faCULTY TENURED FaCULTY NON-TENURED faCULTY

Of those who have never taught an online course, 30 percent say the main reason they havent is because theyve

never been asked to teach one, as seen in Table 13. About one in four of those faculty

members who have never taught an online course say they are not interested in teaching one.

TABLe 13
Which of the following is the MAIN reason why you have not taught an online course for credit?* aLL FaCULTY %Never asked %Not interested %Online courses do not have strong educational value %No training opportunities available to teach online courses %Institution does not offer appropriate pay for teaching online courses %Concerns about intellectual property %Another reason *Asked only of faculty who have never taught an online course for credit. 30 24 17 3 4 2 20 fULL-TIME faCULTY 25 26 19 2 5 3 22 paRT-TIME faCULTY 46 21 11 3 3 0 16 TENURED FaCULTY 18 29 21 2 5 3 22 NON-TENURED faCULTY 41 19 14 2 4 2 18

TABLe 14
As you may know, a blended or hybrid course has a significant amount of content delivered online, resulting in a reduction of the number of in-person meetings. aLL FaCULTY Have you ever taught a blended or hybrid course?* %Yes %No *Asked only of faculty. 39 61 39 61 38 62 39 61 38 62 fULL-TIME faCULTY paRT-TIME faCULTY TENURED FaCULTY NON-TENURED faCULTY

24

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Perhaps not surprisingly, most of the faculty members responding to

the survey (95 percent) say they have taught a face-to-face course, and just 5

percent say they have never taught such a course.

TABLe 15
As you know, face-to-face courses have only in-person meetings. These courses may use a learning management system or host Web pages for posting course information and assignments. aLL FaCULTY Have you ever taught a face-to-face course?* %Yes %No *Asked only of faculty. 95 5 96 4 94 6 96 4 96 4 FULL-TIME FaCULTY paRT-TIME faCULTY TENURED faCULTY NON-TENURED faCULTY

Generally,

faculty

members

and

contributions

to

digital

pedagogy.

is fairly compensated. Of faculty who have taught an online course, they are somewhat more likely to rate support for online instruction more favorably in the areas explored than those responding faculty who have never taught an online course.

technology officers alike are lukewarm about the support their institutions provide for online learning. Just 11 percent of faculty and 15 percent of responding technology leaders say their institution appropriately rewards

Similar numbers strongly agree that their institution rewards teaching with technology in tenure and promotion decisions. Just 15 percent of faculty and 20 percent of technology officers strongly agree that online instruction

TABLe 16
Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statements about your institutions support for online learning. ALL FaCULTY Total N %5 Strongly agree %4 %3 %2 %1 Strongly disagree 2,251 11 25 27 21 16 FULL-TIME FaCULTY 1,499 11 26 25 22 16 PaRT-TIME FaCULTY 452 13 23 34 15 16 TENURED FaCULTY 898 9 24 26 22 19 NON- TENURED FaCULTY 889 12 25 29 20 14 TECHNOLOGY ADMINISTRaTORS 248 13 21 32 22 12

Appropriately rewards contributions made to digital pedagogy.

25

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 16 (continued)
ALL FaCULTY Compensates fairly for online instruction. %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 4 %5 Strongly agree %4 %3 %2 %1 Strongly disagree 15 25 21 20 18 11 25 26 19 20 16 21 23 20 20 12 20 19 22 28 22 25 20 17 16 17 24 20 19 19 15 26 20 21 18 11 26 26 19 19 15 21 23 21 20 11 20 19 22 27 21 25 20 18 17 17 24 20 20 19 16 24 24 17 19 11 21 28 18 22 19 23 25 17 16 15 20 16 20 29 27 26 20 13 14 19 24 24 13 19 13 24 18 24 22 10 28 24 19 18 13 21 24 21 22 9 19 18 23 31 18 24 21 18 19 15 24 20 21 20 16 26 24 17 16 10 23 28 19 20 19 21 24 19 17 13 21 21 20 25 25 26 19 16 14 20 24 22 16 18 20 29 28 16 6 9 15 33 25 18 18 24 28 21 10 18 24 25 23 10 30 32 16 18 4 18 27 18 26 11 FULL-TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON- TENURED FaCULTY TECHNOLOGY ADMINISTRaTORS

Rewards teaching with technology (in-person or online) in tenure and promotion decisions.

Strong policies to protect intellectual property rights for digital work.

Compensates fairly for the development of an online course.

Adequate technical support for teaching online courses.

Adequate technical support for the use of lecture capture.

26

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 16 (continued)
ALL FaCULTY %5 Strongly agree %4 %3 %2 %1 Strongly disagree *Asked only of faculty. 11 17 19 24 30 FULL-TIME FaCULTY 11 16 18 24 31 PaRT-TIME FaCULTY 12 22 21 24 22 TENURED FaCULTY 8 15 18 24 35 NON- TENURED FaCULTY 13 18 21 23 25 TECHNOLOGY ADMINISTRaTORS N/A N/A N/A N/A N/A

Acknowledges time demands for online courses for work load.*

TABLe 17
Using a five-point scale, where 5 means strongly agree and 1 means strongly disagree, please indicate your level of agreement with the following statements about your institutions support for online learning. ALL FaCULTY Appropriately rewards contributions made to digital pedagogy. %5 Strongly agree %4 %3 %2 %1 Strongly disagree Compensates fairly for online instruction. %5 Strongly agree %4 %3 %2 %1 Strongly disagree %5 Strongly agree %4 %3 %2 %1 Strongly disagree Strong policies to protect intellectual property rights for digital work. %5 Strongly agree %4 %3 %2 %1 Strongly disagree 16 21 23 20 20 16 20 23 21 21 16 22 24 20 19 15 25 21 20 18 11 25 26 19 20 18 29 18 19 16 13 20 27 18 22 13 23 24 21 20 9 28 25 20 18 11 25 27 21 16 14 28 24 19 16 9 24 29 22 16 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

Rewards teaching with technology (in-person or online) in tenure and promotion decisions.

27

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 17 (continued)
ALL FaCULTY Compensates fairly for the development of an online course. %5 Strongly agree %4 %3 %2 %1 Strongly disagree Adequate technical support for teaching online courses. %5 Strongly agree %4 %3 %2 %1 Strongly disagree Adequate technical support for the use of lecture capture. %5 Strongly agree %4 %3 %2 %1 Strongly disagree Acknowledges time demands for online courses for workload. %5 Strongly agree %4 %3 %2 %1 Strongly disagree 11 17 19 24 30 13 18 17 23 30 9 16 20 24 30 17 24 20 19 19 20 23 21 18 19 16 25 20 19 20 22 25 20 17 16 28 26 19 14 12 18 24 20 19 19 12 20 19 22 28 13 22 19 18 29 11 19 19 24 27 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

USE OF TECHNOLOGY
Lecture capture is the process of recording lectures and embedding those videos in the curriculum for reference by students later. Just 19 percent of faculty say they have used this method. Just 17 percent of instructors strongly agree that lecture capture has great potential to make a positive impact on higher education but half of all instructors agree or strongly agree. About two-thirds of academic technology administrators, meanwhile, agree or strongly agree.

28

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

TABLe 18
As you may know, lecture capture is the process of recording lectures and embedding them in the curriculum so that the videos may be watched later. ALL FaCULTY Do you currently use lecture capture in your courses?* %Yes %No %5 Strongly agree %4 %3 %2 %1 Strongly disagree *Asked only of faculty. 19 81 17 33 31 12 7 19 81 16 31 32 13 7 18 82 20 38 26 11 5 17 83 13 30 35 14 8 22 78 19 36 28 10 6 N/A N/A 24 45 21 8 1 FULL-TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON- TENURED FaCULTY TECHNOLOGY ADMINISTRaTORS

Lecture capture has great potential to make a positive impact on higher education.

One-third

of

responding

faculty

higher education positively. Six in 10 (61 percent) agree or strongly agree, and only 12 percent disagree. Technology officers are even more

convinced of the potential of adaptive learning, with half strongly agreeing it has great potential and a full 84 percent agreeing or strongly agreeing.

members say they have used adaptive learning, and 20 percent of all faculty say it has great potential to impact

TABLe 19
Adaptive learning is an instructional approach in which data-driven tools can help professors mold coursework around individual students abilities. ALL FaCULTY Have you ever used adaptive learning?* %Yes %No %5 Strongly agree %4 %3 %2 %1 Strongly disagree *Asked only of faculty. 33 67 20 41 27 7 5 32 68 19 41 27 8 5 38 62 25 40 27 5 3 30 70 17 39 31 8 5 36 64 22 44 24 6 4 N/A N/A 49 35 13 2 0 FULL-TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON- TENURED FaCULTY TECHNOLOGY ADMINISTRaTORS

Adaptive learning has great potential to make a positive impact on higher education.

29

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

The last set of questions sought to gauge how faculty members are utilizing their institutions learning management system, the technology used to deliver online (and some aspects of in-person) courses. Faculty report that they use their institutions system learning most management to post the (LMS)

in-four say they always use the system to track student attendance, though this percentage is higher for those who say they have taught an online course with 42 percent of these faculty saying they always use it for this purpose. At this time, just 11 percent of faculty responding say they always use the LMS to integrate lecture capture. Half of faculty (53 percent) say they always use it to communicate with students and over one-third (36 percent) say

they always use it to provide books or materials. Nearly half of male faculty (48 percent) say they always use LMS to communicate with students and 59 percent of female faculty say they always use it for this purpose. The responses indicate that the LMS on many campuses is being used for basic purposes, but not as much for some of its more complex offerings, such as identifying students who need academic help.

syllabus for students with 76 percent of responding faculty saying they always use the LMS for this purpose. Just one-

TABLe 20
How often have you used your institutions Learning Management System (e.g., Blackboard, Moodle, Open Class, Desire2Learn, etc.) to engage in the following activities?* aLL FaCULTY Share syllabus information with students %4 Always %3 Usually %2 Sometimes %1 Never Track student attendance %4 Always %3 Usually %2 Sometimes %1 Never Record grades %4 Always %3 Usually %2 Sometimes %1 Never 53 13 12 22 50 14 12 24 62 11 10 17 42 15 14 28 60 12 10 18 24 10 16 50 21 10 16 53 34 11 16 39 17 9 16 57 28 10 16 46 76 10 8 7 77 10 7 6 71 11 10 7 72 11 9 7 80 9 6 6 FULL- TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON-TENURED FaCULTY

30

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

Table 20 (continued)
aLL FaCULTY Provide eTextbooks and related material %4 Always %3 Usually %2 Sometimes %1 Never Integrate lecture capture %4 Always %3 Usually %2 Sometimes %1 Never Communicate with students %4 Always %3 Usually %2 Sometimes %1 Never Identify students who may need extra help %4 Always %3 Usually %2 Sometimes %1 Never *Asked of faculty only. 24 15 27 34 22 15 28 35 32 16 22 29 19 15 28 38 27 15 25 32 53 21 16 9 52 22 17 9 58 18 14 9 49 24 17 10 57 18 16 9 11 7 13 69 10 7 13 70 12 9 13 66 8 7 13 73 14 8 13 65 36 22 22 19 36 23 23 17 38 18 19 25 33 23 24 20 41 22 20 17 FaCULTY FULL- TIME FaCULTY PaRT-TIME FaCULTY TENURED FaCULTY NON-TENURED

31

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

TABLe 21
How often have you used your institutions Learning Management System (e.g., Blackboard, Moodle, Open Class, Desire2Learn, etc.) to engage in the following activities? ALL FaCULTY Provide eTextbooks and related material %4 Always %3 Usually %2 Sometimes %1 Never Integrate lecture capture %4 Always %3 Usually %2 Sometimes %1 Never Communicate with students %4 Always %3 Usually %2 Sometimes %1 Never Identify students who may need extra help %4 Always %3 Usually %2 Sometimes %1 Never 24 15 27 34 39 22 25 14 17 12 27 43 53 21 16 9 69 18 11 3 46 23 19 12 11 7 13 69 19 11 20 50 7 6 10 77 36 22 22 19 45 22 21 13 33 22 23 22 TaUGHT ONLINE COURSE NEVER TaUGHT ONLINE COURSE

32

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

INSTITUTION AND PERSONAL DEMOGRAPHICS

WHaT IS YOUR aGE? Under 30 30 to 39 40 to 49 50 to 59 60 to 69 70 and older WHaT IS YOUR GENDER? Male Female HOw MaNY YEaRS HaVE YOU SERVED aS a faCULTY MEMbER aT THIS INSTITUTION?* Less than 6 months 6 months to less than 3 years 3 years to less than 5 years 5 years to less than 10 years 10 or more years *Asked only of faculty WHaT IS YOUR CURRENT TENURE STaTUS?* Tenured Tenure track Not tenured Not tenure track *Asked only of faculty. OVERaLL pERCENT 50 13 8 29 OVERaLL pERCENT 2 16 23 30 24 5 OVERaLL pERCENT 55 45 OVERaLL pERCENT 1 11 12 24 52

33

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

INSTITUTION AND PERSONAL DEMOGRAPHICS (continued)

WHICH Of THE fOLLOwING DISCIpLINES DO YOU aSSOCIaTE YOURSELf wITH?* Humanities Social Sciences Engineering Computer and Information Sciences Physical Sciences Biological Sciences Professional Schools Another field *Asked only of faculty. DO YOU wORK paRT-TIME OR fULL-TIME aT YOUR INSTITUTION?* Part-time Full-time *Asked only of faculty. WHaT TYpE Of ONLINE COURSES aND DEGREE pROGRaMS DOES YOUR INSTITUTION OffER? SELECT aLL THaT appLY.* Some online courses (no complete online degree programs) Online degree programs Some blended or hybrid courses Degree programs consisting of all blended or hybrid courses *Asked only of technology officers. WHaT TYpE Of HIGHER EDUCaTION INSTITUTION DO YOU wORK fOR? Public (four year) Private (four year) Community college Private (two year) For-profit institution OVERaLL pERCENT 26 52 20 1 2 OVERaLL pERCENT 23 77 OVERaLL pERCENT 28 19 3 5 8 8 13 17

OVERaLL pERCENT 23 27 3,636 13

34

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology

ABout INSiDE HiGhER ED

Founded in 2004, Inside Higher Ed is the online source for news, opinion, and jobs for all of higher education. Inside Higher Ed provides what higher education professionals need to thrive in their jobs or to find better ones: breaking news and feature stories, provocative daily commentary, areas for comment on every article, practical career columns, and a powerful suite of tools that keep academic professionals well-informed about issues and employment opportunities and that help colleges identify and hire talented personnel. For more information, visit: http://www.insidehighered.com.

ABout GALLuP
visionary research on what people around the world think and feel is the cornerstone of the organization. Gallup employs many of the worlds leading scientists in education, management, economics, psychology, and sociology, and Gallups consultants assist leaders in identifying and monitoring behavioral economic indicators worldwide. Gallup consultants help organizations maximize their growth and achieve objectives by improving employee productivity, incorporating development and coursework, and providing strategic advisory services. With more than 40 years of experience in the field of education, Gallup also provides consulting services that improve schools, campuses, and nonprofit organizations. Gallups 2,000 professionals deliver services at client organizations, through the Internet, at Gallup University campuses, and in 40 offices around the world. For more information, visit http://www.gallup.com or http://www.gallup.com/consulting/education.aspx. Gallup has studied human nature and behavior for more than 70 years. Gallups reputation for delivering relevant, timely, and

35

INSIDE HIGHER ED

2013 Survey of Faculty Attitudes on Technology