Higher education has changed due to COVID-19, new technologies, public funding, and fluctuating enrollments. How can an institution like NIU best provide instructional and technology support and professional development for faculty to effectively teach online, onsite, hybrid, or in a combination of modalities?
The EDUCAUSE 2023 Faculty and Technology Report surveyed 982 faculty members across U.S. public and private institutions to explore some of these questions. They offered insights into faculty’s experience with IT and Technology support and services in higher education.
We read the report, so you don’t have to. Here are some key findings.
1. More than half of the surveyed faculty prefer in-person teaching for better engagement and performance, but 31% aren’t teaching in their preferred mode.
Flexibility, health and safety, accessibility, and equity are essential for faculty and students who prefer online or hybrid teaching. Although the surveyed faculty expressed a willingness to teach in modes that are not their preferred choice to accommodate student needs, the most common effect of this was an increase in stress, a decrease in teaching enjoyment for the faculty, lower engagement, and a decrease in learning for students.
Institutions should be mindful of the negative impacts of limiting faculty’s choice when choosing instructional modalities.
2. Most faculty feel competent about technology use in their teaching but believe engagement, flexibility, student needs, and health and safety–not technology–drive their modality preference.
Faculty generally find technology useful for teaching, enhancing accessibility and flexibility, and streamlining their workload. However, it’s not a factor that influences their preferred teaching modality. Regardless of preferred instructional methods, most faculty widely utilize and appreciate technology in various ways.
Institutions could benefit from learning students’ perceptions of faculty’s technology competency.
3. Most faculty acknowledged the importance of instructional support, but time constraints limit their use.
Institutions should consider these steps to support faculty teaching better:
- Fair incentives for teaching and support for all faculty members, including adjuncts;
- More time for course design and learning new technologies by reducing administrative duties, hiring enough instructors, and limiting meetings;
- Encouragement of discussion and collaboration among faculty;
- Collection and sharing of examples of effective teaching and course design; and
- Clear terminology for instructional modalities, reliable technology, and spaces.
