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Faculty Adoption Barriers within Online Learning

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According to the Online Learning Survey, there has been an decrease with faculty accepting the legitimacy of online education. A recent study found that 30.2% of faculty accepted the value and legitimacy of online education while 57.2% were neutral. In universities with full online programs, less than a majority of academic officers say their faculty accept online education.

So why the decrease in acceptance?

An overwhelming number of faculty say the biggest concern is the quality (or perhaps, lack of) of learning outcomes for students. It can be difficult, if not impossible, to determine who is behind the computer screen. Another factor is the absence of student-faculty interaction. A quote from this New York Time article, “You don’t just teach students, you have to learn ‘em too.” describes it best. Getting to know students personally in a traditional classroom setting is preferred among professors.

So how can we increase acceptance?

Confirming student identity is a great start. While there is typically only an virtual interaction, reassuring that a student is who they say they are allows faulty the ability to know that while there isn’t control over how a student is learning information online, at least there is validity with the student.

 

 

 

 

Are you a professor, teacher or faculty member? How do you accept online education? How would you like student identification implemented into your courses? 

 


ProctorFree provides cutting-edge exam proctoring services that deter divergent behavior in students and employees. By employing facial recognition technology, and continuous identity verification, ProctorFree ensures the students accessing online content and taking exams are who they’re supposed to be.

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