The Other 85 Percent

National Survey of Student Engagement Demonstrates Effectiveness of Online Learning

January 26, 2009 | Filed under: Capella, Capella University, Mike Offerman, The Other 85 Percent, Transparency by Design, academics, college, college degree, continuing education, distance learning, elearning, higher education, online education, online learning, online university

A recent article claims that the current report of the National Survey of Student Engagement (NSSE) “challenges online learning assumptions.” But this is not the first time that NSSE has documented that students in online programs report that they are very engaged in their learning, more so than their counterparts who participate in face-to-face programs.

I really like the quote from Alexander McCormick, who is the NSSE director and professor of education at Indiana University: “Critics of distance education assume that face-to-face classes have inherent advantages as learning environments. But these results indicate that those who teach classes online may be making special efforts to engage their students.” Absolutely correct. McCormick goes on to say “It may also be the case that online classes appeal to students who are more academically motivated and self-directed.” Consider that comment in combination with a quote from Bob Gonyea of the Center for Postsecondary Research, “I believe one part of the explanation is that online learners tend to be older students who are somewhat more motivated and responsible in getting things done. . .I also think that people who teach online classes don’t take engagement for granted. They have to structure assignments that get students connected.”

Wow! This is why I really love being at an adult online university. Now I don’t want to get too big a head and start feeling sorry for my colleagues who work at face-to-face, campus-based universities. But, it certainly is a joy to work in an environment where we truly have faculty who love to teach adults; adult students who are motivated, responsible and desire to be engaged; and where there are conscious efforts made to engage those students.

I recall a couple of years ago as we were planning Transparency by Design, and we decided to include NSSE data in our reports. NSSE had not previously reported online versus face-to-face data and there was some nervousness. But, when the data came out there was elation. This inspires me that the more we can learn about what results we are actually producing, the better we can make higher education and the higher education experience for learners of all ages. While NSSE data is favorable to online learning, there may well be metrics that will not be so favorable. But we need to identify, measure, and be transparent about those metrics if we are serious educators. If we find we are not doing well, we need to figure out how to fix what we are doing. Too much time is spent fearing what data might tell us and how it might be used. More time needs to be spent in sorting out what is essential to successful higher education, how to measure it, actually measuring it, and then sharing what we learn.

I recognize that not everyone may agree with me. Please see http://www.insidehighered.com/news/2008/12/04/humanities or http://www.insidehighered.com/news/2008/12/04/assessment to see some alternative perspectives.

Your thoughts? Feel free to leave a comment.

Mike