Faculty don’t dig online learning. So concludes the recently-published Inside Higher Ed article examining faculty attitudes about the quality of online learning. According to the Babson Survey Research Group, which conducted the surveys summarized in the article, a meager 6% of faculty members consider online learning outcomes to be superior to those achieved through face-to-face instruction.
Given the fact that my career depends almost entirely on faculty adoption of digital course materials, this is a troublesome statistic indeed. I suppose I should throw up my hands and move into a field with a more appreciative audience. However, I happen to quite like my job, so before I jump ship, I would like to reexamine the conclusions drawn by the study.
Maybe 6% isn’t so bad after all. Consider for a moment the history of that little device that we have all come to know and love: the iPad. In March of 2010, the world seemed to be humming along just fine. People toted around their behemoth six-pound personal computers, and waved off marketers’ attempts to interest them in the “tablet” models introduced by Microsoft in 2001. Despite bold predictions for immediate adoption, by 2007, only 1.2% of PC sales were from tablets.
Amusing skepticism dominated the press: Wired magazine quoted a reporter as saying, “My PDA annoys the hell out of me, but it fits in my pocket. I suspect the Tablet will annoy me just as much, and will also annoy me further when I have to lug its bulky butt around town.” And then, on April 3, 2010, Apple launched the iPad, and we all got on board.
Progress happens in fits and starts, and it is difficult to predict when the next revolution will occur. Before online learning becomes a truly accepted method of instruction, technology and training will need to make some serious headway. However, considering that only 1.2% of the population was interested in tablets before the iPad, 6% isn’t such a bad start for online learning, right?