Over the past five or six years, as I walked the halls or stepped into the faculty mailroom, copy room, and faculty/staff lounge at the community college where I teach, I have been struck by the noticeable absence of faculty. And I don’t mean part-time faculty, who -- despite making up nearly 70 percent of all community college faculty -- have always been nearly invisible on campus.
I mean full-time faculty. Simply stated, they’re just not around as much anymore.
What’s changed? The growing number of full-time faculty teaching courses offered entirely online.
At my college, several faculty teach entirely online and, other than professional development days, are rarely on campus. More typical is the full-time faculty member who now teaches one, two or three courses of his or her five-course teaching load online. (I myself don’t teach online, for reasons I’ll explain later.) While not completely absent from campus, these faculty aren’t nearly as present as they were when I began teaching 28 years ago.
The connection between teaching online and being off-campus hit home when I asked a friend who teaches full time and entirely online at a community college in Illinois about a department colleague. He replied he hadn’t seen his colleague in a year and thought perhaps he was on medical leave. It turned out that the colleague wasn’t on medical leave, but rather was teaching entirely online. The two never saw each other and were now more like independent contractors than department colleagues.
Whether community college faculty is teaching online effectively and students are learning remains open to debate. In its “Research Overview: What We Know About Online Course Outcomes,” the Community College Research Center reports that ”online course taking was... negatively associated with course persistence and completion”; and that “lower performing students” — the very type of students enrolling in community colleges — fared worse in online courses as compared to face-to-face courses. Faculty who teach online at my college report similar findings.
But it’s not higher attrition rates that worry me about teaching online. What worries me, and what’s not open to debate, is the dwindling presence of faculty on campus, which is particularly troubling for community college students, who now have even fewer opportunities to interact with faculty and students inside and outside the classroom.
Why does faculty presence on campus matter?
Community colleges are typically commuter schools. Students arrive on campus, attend classes (often scheduled two days a week), and leave. Yet research on community college students finds that student engagement with faculty and fellow students inside and outside the classroom is crucial to student retention and academic success. The 2008 Community College Survey of Student Engagement found that “[d]ata consistently show that students are more engaged in the classroom than anywhere else” (my emphasis).
According to Kay McClenney, director of the Center for Community College Student Engagement, “[r]esearch shows that the more actively engaged students are — with college faculty and staff, with other students, and with the subject matter they study — the more likely they are to learn, to stick with their studies, and to attain their academic goals.” The Pearson Foundation’s 2010 Community College Survey found that “[t]wo-thirds of students believe that in order to succeed in community college, it is extremely or very important to have access to academic advisors and to establish relationships with professors.”
It’s not surprising, then, to learn that community colleges that rely heavily on part-time faculty have higher attrition rates and lower graduation rates — part-time faculty have (even) fewer opportunities to engage with students. In short, student engagement with other students and faculty on a community college campus promotes retention and academic success.
One of my students described the importance of classroom-based interaction in a course evaluation. “My mindset was that it was just going to be another English class, and I was not going to try my hardest or get much out of it. I was taking it as a class that I needed to get out of the way for my program of interest. As time went on I realized how into teaching you were and that the people in the classroom really wanted to learn and to get something out of the class. I then decided that maybe I should apply myself and that was the best choice I made the whole semester.”
It’s highly unlikely this student would have had a similar realization in an online course that offered no face-to-face interaction.
When I reflect on my undergraduate education, face-to-face interaction with faculty had profound effects. I can’t imagine James Woodress, my American literature professor, having such a powerful and positive influence on my life, if, as a student at the University of California at Davis, I hadn’t taken his English courses in a classroom, and if I hadn’t gotten to know him inside and outside the classroom. I have watched the poet Gary Snyder on YouTube, and as good and as interesting as that is, it doesn’t compare to the experience of being in a classroom with him.
Community college students often state they take courses online for the sake of convenience and/or because of a harried life -- two reasons accepted without debate -- in order to get done with school as quickly as possible. The course becomes merely an obstacle on the path to accumulating credits.
And community colleges -- driven by convenience, economics, and, ironically enough, the completion agenda -- are quick to respond to “customer demand” by offering more and more online courses.
But instead of promoting an online model of education, community colleges should be doing more to keep faculty and students on campus and to foster a classroom and campus-based culture built upon a sense of academic engagement and community. That may sound outdated and unfashionable, but it’s a model of education that, as research supports, actually increases community college students’ chances of being academically successful.
I will never teach online. As Parker Palmer writes in The Courage to Teach, “I have no wish to learn distanced methods of teaching simply to satisfy students who do not want to relate to me: teaching from afar would violate my own identity and integrity and only worsen the situation.”
I want to be part of an academic community and to teach in a classroom with students whom I get to know so that (as has happened in the past month) when I walk into my local pet store I know the cashier, a current student; or into the pharmacy and I know the tech, a former student; or attend a local concert and I know the musicians, most of whom are former students. I smile every time my wife tells me “we can’t go anywhere without bumping into one of your students.”
To engender that sense of community requires being present on campus and interacting face to face with my students. That’s not possible with the invisible lives of the online world.
Keith Kroll is an instructor in the English department at Kalamazoo Valley Community College.
Submitted by Andrew Ng on January 24, 2013 - 3:05am
Educators create online courses for the same reasons that they became teachers to begin with: to educate students, broaden their awareness of the world and thereby improve the students’ lives. And with massive open online courses (MOOCs), educators can now reach many more students at a time. But MOOCs offer many other benefits to the education community, including providing valuable lessons to the instructors who teach them.
Online courses inherently allow students to create their own pathways through the material, which forces educators to think about the content in new ways. And MOOCs offer professors fresh opportunities to observe how their peers teach, learn from one another’s successes and failures and swap tactics to keep students engaged. This is, in turn, makes them better teachers.
MOOCs are still the wild west of higher education, and there is no “one size fits all” approach to building one. At Coursera, we’ve been working with educators as they experiment with designing courses for this new format, and for a student body of unprecedented proportions. (For example, Duke University’s Think Again: How to Reason and Argue by Walter Sinnott-Armstrong and Ram Neta has more than 180,000 enrolled students.) We’re reimagining many aspects of what it means to teach a course, ranging from lecture delivery, to assignments, to strategies for engaging the online community of students.
While there are many resources for teachers to learn from when approaching online education, we’ve become aware that there is still a need for a central space for professors to share successful practices, ask each other questions, and showcase examples of what’s worked and what hasn’t in their online classes. Recently, we launched a course called Teaching a MOOC, open to all of the professors on the Coursera platform (we’ll be launching a free, public version soon). It functions like any of the courses we offer, including video lectures that offer guidelines for developing an online course for the first time, discussion forums and a gallery where professors can see examples from other classes. And that’s just the tip of the iceberg.
An educator who’s been teaching in a traditional classroom format faces many challenges and unknowns when creating an online course. The lecture creation process is different. The peer-graded homework is different. The process for managing your “classroom” is different. Even the copyright law requirements are different. Jeremy Adelman, a Princeton University professor who teaches A History of the World Since 1300, explains, “When you lecture into a recording box, it’s different from lecturing to students in person. I have a teaching style that relies on energy from students, and I had to figure out strategies that would transcend [that style] for my class on Coursera.”
Adelman discovered that in putting his course online, he became more focused on what students are experiencing, even though he wasn’t in direct contact with them. “When I lectured, I had to ask myself at all times ‘What is it that I want my students to learn?’ In the old-fashioned lecture hall I was an entertainer, more self-focused rather than teaching-focused, but I was not conscious of this dynamic until I put a course online for the first time,” he says. “For me, the lectures alone were a source of continuous learning and adaptation.”
Throughout the entire MOOC creation process, educators must constantly be student-focused, figuring out what is the most useful content for their students to experience next. With no admissions office, online students are vastly more diverse than the students in a typical college classroom. They vary in educational background, learning ability, and culture. Students are also at different points in their life, and range from teenagers to working professionals to retirees, and may have different learning goals. Educators have to make classes accessible without underestimating student ability.
Stanford professor Scott Klemmer was pleasantly surprised by his experience teaching a Human-Computer Interaction course. His class was the first to use peer grading (in fact, he worked with Daphne Koller and me to design Coursera’s current peer assessment system). After using self-assessment for six years in his class at Stanford, he thought there was “no way” that he could expect students to handle self- and peer-assessment online.
“But it worked amazingly well,” Klemmer explains. “When we surveyed students at the end of class, one of the things they rated highest, in terms of what taught them the most, was the act of assessing peers -- they found it extremely valuable. I put a huge amount of time into designing course materials based on rubrics and assessment techniques that I taught in my Stanford class on campus; I had no idea what it would mean to translate that into the online world.”
There has always been a tendency in distance education to focus on the physical barriers -- the distance between the professors and the students, and between the students themselves. Many people, including those in academia, believe there to be a broadcast quality to online lectures, with one person delivering lectures to students behind screens, where they can’t engage directly with the professor. They wonder, “If the professors don’t see their students, how can it be teaching?”
But through today's technological advancements, online courses are very much alive. They are part of an ecosystem that, if nurtured through community discussion forums, meetups, e-mails, and social media (like Google+ hangouts), can flourish and grow. This allows each class’s community to take on a life of its own, with a distinct culture that’s defined at least as much by the students as the instructor, and which even skillful instructors can only guide, but not control. Nearly every instructor that I’ve spoken to has been surprised by the deep desire of students to connect with each other as well as with the teaching staff and professor.
University of Michigan professor Eric S. Rabkin found his experience teaching Fantasy and Science Fiction: The Human Mind, Our Modern World incredibly enriching. “I had not anticipated the kindness and excitement I see in this large body of participants. Despite the potential for impersonality, I have received emails of thanks, of enthusiasm, of discovery. I have replied to some of those and some of my replies have been re-posted to the forums by the recipients. The community knows I care and, at first astonishingly to me, cares back. They care enough not only to spend time with each other but to share their experiences, some even through blogs of their own, with the wider world,” he says. “Amazingly, this feels somehow like a family. Not like a nuclear family, but like a suddenly discovered distant city brimming with eager cousins one had never known before.”
“I have been [teaching] the same way for years -- for decades and decades -- without being mindful of the changes in technology, the changes in our students. Online courses blow up the old conventions. But I think it will take us a while to figure out what works and what doesn’t work,” says Princeton professor Jeremy Adelman.
University of Pennsylvania professor Al Filreis, who teaches Modern & Contemporary American Poetry, says that teaching online has given him his “most extraordinary pedagogical experience” in 30 years of teaching. “The course is rigorous and fast-paced, and the material is difficult, but the spirit of curiosity and investigation among the students produced very good results,” he says. “Several eminent poetry critics joined the course to rate the quality of the students' critical writing and came away very impressed -- and surprised. We discovered that a qualitative, interactive humanities course can indeed work in the MOOC format."
With MOOCs, there is so much more potential for educators to go into each other’s classrooms and share resources with their peers. We’re seeing this happen more and more, especially when it comes to professors adapting online course structures from other professors.
“Online education means that I have shared more stories with fellow professors about teaching than I had in the eight years I’ve spent teaching on campus,” says Stanford professor Scott Klemmer.
We might not have an answer to the question “What defines a high-impact MOOC?” just yet, but universities and professors who have taken the plunge are constantly learning and growing from their experiences. And what we’re seeing emerge from the trenches is an exciting new breed of education.
Andrew Ng is a co-founder of Coursera and a computer science faculty member at Stanford University. He is also director of the Stanford Artificial Intelligence Lab, the main AI research organization at Stanford. In 2011, he led the development of Stanford University's main MOOC platform, and also taught an online machine learning class that was offered to over 100,000 students, leading to the founding of Coursera. Ng's goal is to give everyone in the world access to a high quality education, for free. His Twitter handle is @AndrewYNg.