The demand for online courses among students is at an all-time high, according to a recent survey of colleges‘ chief learning officers. The ninth annual „Changing Landscape of Online Education“ (CHLOE) report reveals that roughly three-quarters of the chief learning officers polled reported an increasing demand for online options from campus-based students, with 60 percent noting that online sections typically fill first. Additionally, nearly half of the 324 online learning leaders surveyed stated that online program enrollment is outpacing enrollment growth in on-campus programs at their institutions.
However, this surge in demand for online courses has brought about tensions between faculty and administrators. The report highlights that seven in 10 respondents are actively negotiating or have previously resolved tensions between online initiatives and the institution’s mission and culture. About 42 percent of respondents are currently addressing concerns with faculty autonomy, particularly regarding the creation of online course materials and teaching online courses.
One of the key issues causing tension among faculty is the fear of losing control over course design and delivery. Bethany Simunich, vice president of innovation and research at Quality Matters, notes that faculty members are concerned about additional compensation for designing online courses and the potential impact on their job security and identity if subject matter experts are brought in to design courses at a cost savings.
The report also sheds light on the challenges faced by institutions in integrating online programming into their institutional strategies. While a significant number of colleges have fully incorporated online learning into their strategies, others are still examining how online goals will be reflected in their overall strategy. Public two-year institutions are leading the way in integrating online programs institution-wide, while private four-year institutions are lagging behind in this aspect.
Despite the growing demand for online courses, tuition costs for online programs have remained relatively stagnant. Most institutions charge a uniform tuition regardless of modality, with only 15 percent charging less for online delivery and 13 percent charging more. This lack of flexibility in pricing raises questions about leveraging online technology to pass on cost savings to students, especially in the current economic climate.
In response to the demand for online courses, institutions are prioritizing the introduction of online versions of on-campus courses and the development of new online degree programs and nondegree offerings. This shift towards online learning is driven by the need to reach new students and facilitate outreach within and beyond their regions. Institutions are primarily focused on serving adult undergraduates through online courses, with a significant emphasis on certificate programs and microcredentials.
As the report nears its 10th year, experts predict a potential peak in online course enrollment, largely influenced by the economy. The sector may experience another boom in online course enrollment if the economy enters a recession, but if the economy remains stable, institutions may need to reassess the effectiveness of their online offerings. Overall, the tensions between faculty autonomy, budget challenges, and institutional strategies highlight the complex landscape of online education in higher education today.