Success in transitioning to a hybrid/online mode of instruction requires a willingness to experiment with various methods and tools to maximize teaching and learning opportunities. The process of finding the best pedagogical practices given one’s discipline, interests, and values takes time. Reviewing the differences between expectations and experiences that faculty reported in the surveys offers some insights.
The data in the graph suggests that faculty believed their experiences met their expectations in terms of learning goals and meaningful interactions with students; however, faculty did not feel that expectations for their hybrid/online classes were met in the categories of rewarding teaching and learning opportunities and effective and realistic assessment plans. This data, like the other results from this survey, can be interpreted in a number of ways.
High faculty expectations for rewarding teaching and learning opportunities may reflect the ambitious plans with which many faculty begin each semester; the drop in agreement in this category may reflect an inevitable self-critique at the close of the term.
Likewise, the assessment of student work is one of the areas which requires some adjustment from the traditional face-to-face course model. Faculty may have felt overconfident in their assessment plans at the beginning of the semester, which does not necessarily mean that the assessments were ineffective. It would be helpful for the CTL to gather more information about faculty’s assessment practices in hybrid/online classes and develop a handbook for all faculty based on these experiences. Moreover, whether the drop in satisfaction demonstrates reflective criticism or actual disappointment, it indicates that even faculty who are experienced in teaching hybrid/online courses would benefit from faculty development. The CTL will focus more on assessment strategies for hybrid/online classes in upcoming seminars and brainstorm about ways to reach faculty already teaching hybrid/online classes.
While a small percentage of faculty seemed to be disillusioned with their initial hybrid/online teaching experience, others found it successful. For example, in short, open-ended responses to the question “Is there anything else you would like us to know about your experience teaching a hybrid/online course at Baruch this semester?” some faculty reported that they desired more face-to-face interactions with students, but many reported that the online dialogue in their hybrid/online courses strengthened the course and noted that students received more individualized attention than in a traditional face-to-face format.
As with all of the survey data, faculty disillusionment and satisfaction could be explained by various factors. One such explanation for the differing experiences in hybrid/online courses may lie in the technologies faculty members chose to deliver their hybrid/online course.
Faculty used various technologies to facilitate their hybrid/online courses and many used more than one. The majority of faculty used Blackboard (89%). Many used Blogs@Baruch (32%), open-source or web-based applications (32%), or other technologies (30%) such as Camtasia, classroom clickers, and YouTube. Faculty members also used library technologies and e-reserves (24%), Vocat (19%), a publisher website (19%), and McGraw Hill’s ‘Connect’ (11%).
Faculty teaching within a hybrid/online format have concerns that the technology will not function properly and that the necessary technical support will not be available. While 71% of faculty reported that they felt comfortable with the technology they planned to use in their hybrid/online course, in January only 42% of faculty believed that there was sufficient technical resources and support on campus. In May, however, 61% of faculty members felt they received satisfactory technical support from Baruch and 83% reported feeling comfortable with the technology used in their course. While the outcomes exceeded the expectations in terms of technology and support, it will be increasingly important to continue to improve both the technology available as well as the technical support as the number of hybrid/online courses grows.
Conclusions
In the May survey, only three faculty members responded with reasons why they would not want to teach a hybrid again. The reasons given were as follows:
- it was too hard,
- students were not engaged,
- the shift is motivated by economic rather than educational concerns, and
- the experience and content delivery is difficult and limits the ability to develop a rapport with students.
Overall, the faculty response to Baruch’s Spring 2015 hybrid/online classes was very positive. In the January survey, 87% answered that Baruch should continue to expand its hybrid/online course offerings. And in the May survey, 87% said they would want to teach a hybrid/online course again at Baruch. The convenience of a flexible time and location and the flexibility of pedagogical option were the most regularly cited reasons for why faculty would want to teach another online/hybrid class. Faculty also noted that:
- students in their hybrid/online classes were more engaged and productive,
- students were more responsible for course material and thus learned more, and
- there was greater overall participation online.
Moving forward, the CTL plans to continue working on ways to improve the hybrid/online course experience for faculty. This may include providing increased access to trainings, resources, technology, and support and by continuing to gather information about how to best design and implement hybrid/online courses.