Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019

Authors

DOI:

https://doi.org/10.24059/olj.v26i3.2824

Keywords:

online learning, educational technology, higher education, Survey of Faculty Attitudes on Technology, online learning over time

Abstract

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.




Author Biographies

Nicole Johnson, Royal Roads University

Dr. Nicole Johnson is the Research Director of the Canadian Digital Learning Research Association. She was also part of the research team at Royal Roads University, which explored the nature of academics’ online participation over time. Nicole has a special interest in how and why people pursue learning opportunities (formal, non-formal, and informal) in digital environments to develop competencies.

George Veletsianos, Royal Roads University

Dr. George Veletsianos is the Canada Research Chair in Innovative Learning and Technology and the Commonwealth of Learning Chair in Flexible Learning at Royal Roads University. George’s research aims to understand and improve teaching, learning, and participation in digital learning environments. His research interests center around learners’ and faculty experiences surrounding online learning, flexible learning, networked scholarship, open education, and emerging technopedagogical practices.

Olga Reitzik, Royal Roads University

Olga Belikov is a doctoral candidate at Brigham Young University. She has a background as an instructional designer and educational researcher. Olga was also part of the research team at Royal Roads University which explored the nature of academics’ online participation over time. Her research interests include networked technologies, online participation, open education, open scholarship, and emerging learning technologies.

Charlene VanLeeuwen, Royal Roads University

Dr. Charlene A. VanLeeuwen was a postdoctoral researcher at Royal Roads University and is the Coordinator of the Teaching and Learning Centre at the University of Prince Edward Island. Charlene has a background in qualitative interpretive research methods and employs a broad range of digital education technologies and approaches in her teaching practice. Her research interests revolve around digital learning, faculty development, community-based learning, and international development work in rural Kenya.

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Published

2022-09-01

Issue

Vol. 26 No. 3 (2022)

Section

Section II

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