CSM Online Faculty: A Survey of Opinions
Spring 2007 & Spring 2008
(n = 23)
Q#1: "Years teaching online courses"
 1-3 years – 50.1%
 5-8 years – 27.2%
 More than 8 year – 23.1%
Q#2: "Types of training in online coursework design and/or delivery"
% Responding
Self-study
Coaching from CTL staff
On-campus workshops (Center for Teaching and Learning--CTL)
Information training from peer/co-worker
Conference attendance
Online/web Training
Flex-day training
Telecourse Instruction
Graduate-level course work training in distance educational technology
Industry experience
Took online classes at other schools
I am a Software Engineer in my Full time job. I focus on Web programming.
Two-way, interactive TV-based training
Other formal coursework in distance education or educational technology
82.6%
56.5%
43.5%
43.5%
34.8%
30.4%
30.4%
17.4%
8.7%
4.3%
4.3%
4.3%
4.3%
4.3%
Q#3: "Reasons for teaching online coursework"
% Responding
As a convenience to students
To expand student learning opportunities
To increase class enrollment
The challenge or intrigue of new media or technology
The media/technology enhances learning
I can balance a distance learning workload better with other demands
on my time (e.g. children and family, other employment etc.)
More convenient for me
The distance learning mode is more intellectually challenging
No one else would take the assignment
To fit a course into my teaching schedule
Cannot teach 2 courses at the same time in the evening
I teach cross listed courses, so it is a ton more work with no extra pay.
Class would have been cancelled
To reduce my travel time
100.0%
78.3%
56.5%
52.2%
34.8%
34.8%
26.1%
26.1%
21.7%
17.4%
4.3%
4.3%
4.3%
4.3%
Q#4: "Comparison of online instruction to classroom-based instruction"
Comparison Dimension
Comparison Index
Quality of student-student interaction
3.64
Quality of discussion
3.39
Student's ability to complete course
3.35
Overall student learning
2.87
Quality of material comprehension
2.86
Quality of student-faculty interaction
2.83
Ability to deliver course content
2.83
Ability to support necessary instructional strategies
2.82
Student success
2.82
Ability to assess student learning, knowledge and skills
2.70
Quality of student’s assignments and papers
2.65
Effectiveness of self-assessments and practices
2.65
Efficiency of learning
2.59
Student satisfaction
2.50
Comparison Index:
"Based upon a 5 point scale: 1 = Online experience is superior; 5 = Online experience is inferior
The index was computed by multiplying the number of responses assigning a given code (1, 2, 3, 4, or 5)
by the weight assigned to that code and dividing the sum of these products by the total number of
persons responding to each item. "
Q#5: "Do you find you spend more time developing lesson plans for an online course vs. a classroombased course?"
 Yes -- 82.6%
 No -- 17.4%
Q#6: “Developing and teaching an online course for the first time requires the following amount of
work per week”
 Online course slightly lighter – 4.3%
 Cannot quantify – 4.3%
 Depends on course – 4.3%
 6-15 hrs – 17.4%
 16-25 hrs – 43.5%
 25+ hrs – 26.1%
Q#7: "Time spent developing/teaching an online online courses previously taught"
 1-5 hrs – 17.4%
 6-15 hrs – 47.8%
 16-25 hrs – 26.1%
 Online course slightly lighter – 4.3%
 Cannot quantify – 4.3%
Q#8: "Mode of communication with students"
% Responding
E-mail
In person office hour
Telephone (private)
In person (mid-term, final, or other classroom hour)
Online discussion board (asynchronous time--e.g., blog)
Traditional classroom instruction
Online discussion board (synchronous real time--e.g., chat)
Chat room
Mail
List-serve
Online office hours
Fax
In-person orientation
Telephone (conference)
100.0%
82.6%
78.3%
65.2%
60.9%
43.5%
39.1%
34.8%
34.8%
21.7%
8.7%
8.7%
4.3%
4.3%
Q#9: "Compared to classroom-based experiences, how frequently do you typically engage in one-onone communication with your online students?"
 Much more frequently – 65.2%
 About the same – 17.4%
 Much less frequently – 17.4%
Q#10: "Compared to classroom-based experiences, how frequently do you typically engage in TWOWAY INTERACTIVE communication with your online class as a group for a question and answer
discussion?"
 Much more frequently – 30.4%
 About the same – 34.8%
 Much less frequently – 34.8%
Q#11: "What types of materials do you use to support instruction in your online class?"
% Responding
Syllabi I have written
Lessons I have designed
Lessons I have written
Textbooks
Web-based materials/links other than my own website
Materials I have customized for class needs
Study guides
Prepackaged lessons
Course packs
Animations; videos; e-journals.
Web site I designed
95.5%
90.9%
90.9%
86.4%
77.3%
77.3%
31.8%
22.7%
18.2%
4.5%
4.5%
Q#12: "How satisfied are you with the overall reliability of the technology used for your online
instruction?"
 Very Satisfied – 43.5%
 Mostly Satisfied – 26.1%
 Satisfied – 17.4%
 Dissatisfied – 13.0%
Q#13: "Barriers to online education at CSM"
% Responding*
Inadequate faculty compensation for development
Insufficient time for development
Disproportionate amount of work compared to face-to-face
Inadequate technology infrastructure
Resistant faculty
Inefficient or insufficient technical support for students
Inadequate faculty compensation for teaching
Unclear maximum class size
Insufficient pedagogical training
Inefficient or insufficient technical support for faculty
Insufficient number of on-campus instructional technology
development team members
Insufficient technical training
Unresolved copyright/ intellectual property issues
Cost of technology (e.g., software)
* % Indicating "Significant Barrier" or "Somewhat of a Barrier"
86.4%
85.7%
71.4%
68.2%
65.0%
63.6%
63.6%
63.6%
57.1%
54.5%
50.0%
47.6%
42.9%
28.6%
Q#14: "Barriers to student success in online education at CSM"
% Responding*
Lack of student time management skills
Student misconceptions about what it takes to succeed in an online class
Lack of student self-motivation
Inadequate language skills (reading, writing)
Lack of an adequate self-assessment tool to screen out students not ready for online
coursework
Inadequate technology skills
Lack of face-to-face interaction
Lack of computer access at home
Inability of technology to meet students' learning styles
Lack of student orientation to the technologies
Insufficient technical support
Lack of sufficient self-assessment and practice opportunities
Lack of online student services
Class size too large
Lack of computer access at school
* % Indicating "Significant Barrier" or "Somewhat of a Barrier"
Q#15: "Withdrawal rate of students in online classes compared to face-to-face classes?"
 Much higher in online courses – 40.9%
 About the same – 31.8%
 Lower rate in online – 27.3%
100.0%
95.5%
81.8%
77.3%
71.4%
59.1%
57.1%
57.1%
57.1%
52.4%
50.0%
50.0%
38.1%
36.4%
19.0%
Q#16: "Are tests administered to students in a proctored environment?”
 Yes – 41.7%
 No – 41.7%
 No tests given – 16.7%
Q#17: "Who do you believe owns your online course content?"
 The instructor – 50.0%
 The college – 12.5%
 Shared ownership between the instructor and the college – 20.8%
 Not sure – 16.7%
Q#18: "How does online students' performance compare to similar face-to-face courses?"
 Better – 25.0%
 Worse – 8.3%
 About the Same – 58.3%
 Not sure – 8.3%
Q#19: "Have you been compensated differently for teaching an online course than for a comparable oncampus class?"
 Yes – 4.2%
 No – 95.8%
Q#20: "Have you been compensated for developing an online course?"
 Yes – 29.2%
 No – 70.8%
Q#20A: How have you been compensated for developing an online course?
 Release time – 37.5%
 Part of load – 12.5%
 Stipend – 25.0%
 Professional Development project support – 25.0%
Q#21: "Overall, I prefer teaching online vs. classroom-based instruction."
 Yes – 35.0%
 No – 65.0%
Q#22: "Do you feel online instruction should involve at least one face-to-face meeting with the class as
a group?
 Yes – 66.7%
 No – 33.3%
Q#23: "How many years have you been teaching in the community colleges?"
 1 - 2 years – 4.2%
 3 - 5 years – 4.2%
 6 - 8 years – 54.2%
 9 - 11 years – 20.8%
 12+ -- 16.7%
Q#24: "CSM faculty status"
 Full-time – 82.6%
 Adjunct – 17.4