Survey: Blended Learning on the Rise
Most faculty in our second annual Teaching with Technology Survey said they employ a mix of online and face-to-face instruction, and many are using the flipped model in their courses.
In a nationwide survey on the use of technology for teaching and learning, an increasing number of higher education faculty members said they employ a mix of online and face-to-face learning in their courses. A full 73 percent of respondents said they use the blended model — that’s up from 71 percent in 2016. And while 15 percent of faculty are still teaching exclusively face-to-face, 12 percent have gone fully online (an increase from 10 percent teaching online in 2016).
Those findings came out of Campus Technology‘s 2017 Teaching with Technology Survey, in which we asked faculty to dish on their approach to teaching, use of technology, views of the future and more.
Diving deeper into the topic, we asked faculty both about the extent of their use of blended learning and about their plans for exploring that mode in the future. Seventy-six percent of respondents said all or some of their classes are blended (a notch up from 75 percent last year), while 9 percent plan to use the blended model in the next year or are considering the option.
One faculty member in West Virginia brought up a particular issue that could discourage some from moving to blended or online instruction: cheating. “The biggest challenge I see to technology in the classroom, especially with online classes, is the verification of the identity of the individual doing the work. In my online classes — and even the on-campus classes — cheating has become increasingly found among students.”
In a related question, we asked faculty if they are flipping their classrooms — having students review recorded lectures or course content on their own and using class time for hands-on, active learning activities. Sixty-one percent of respondents said all or some of their classes are flipped (up from 55 percent in 2016). Twenty-four percent plan to use the flipped model in the next year or are exploring the idea.
A faculty member in Connecticut pointed to the flipped model as a way to make learning more engaging: “Technologies that will improve learning will engage students in doing more thinking. So much of what we see now is making learning more convenient, but not really increasing student engagement in and responsibility for their own learning. Flipped classroom models are moving in the right direction, asking students to engage with course content in creative and productive ways.”
The full results of the Teaching with Technology Survey appear in the July digital issueof Campus Technology. Highlights from the survey will also be posted on this site over the coming months. You can check back for ongoing coverage in our Research section.