Journal of Scholastic Inquiry: Education
Volume 1, Page 135
Popularity of Online Education Because of online education’s popularity, software delivery systems that did not previously exist are now provided for universities (Hyman, 2012). These systems may be referred to as learning system platforms. Most platforms offer professors the ability to add social media site links and other Web-based content to course materials. Each school has a unique way of providing course content. In 2005, the online sector was the fastest growing sector within higher education (Martinez & Martinez, 2007). By 2008, online education continued to grow. Milman (2008) explained that the number of postsecondary students who take online courses is growing at a higher rate than other forms of higher education enrollments. Mayadas, Bourne, and Bacsich (2009) found that nearly 25% of students were enrolled in online courses in 2009. This number continues to rise. There are over 6.7 million students who have taken at least one online course, and 32% of students currently take online courses (Sloan Consortium, 2013). However, popularity does not always mean acceptance. Martinez and Martinez (2007) explained that although online courses are popular, some presidents and provosts have not fully embraced the value of online education. Sloan Consortium (2013) found mixed views on whether the quality of online education compared to the quality of traditional instruction. There has also been concern about how the popularity will affect long-term education. Milman (2008) warned of possible problems with unfettered growth in online education. Nevertheless, there remains an expected continued growth in online education (Mayadas et al., 2009). While online education may not solve all education problems, the online modality may provide some new solutions to old problems. Friedman and Friedman (2011) explained that there has been concern among legislators regarding problems with low-retention rates and an increased length of time whereby students take to complete their undergraduate degree. While these are important issues, the supposition is that attractive learning may lead to higher retention. One way to do this is by offering courses that keep up with modern technology. Friedman and Friedman (2011) found that online learning has been proven effective. Online Professor Responsibilities The job responsibilities of an online instructor may differ from a traditional face-to-face instructor. As technology improves, instructors may be challenged to learn new ways of delivering information. The idea of a traditional classroom is changing. This has led to an increase in the number of faculty who teach online courses (Ali, Hodson-Carlton, Ryan, Flowers & Rose, 2005). With the increase of online teaching positions, it is important for faculty to think about how these changes affect students. “The focus of the research for needs assessment for online education is more prevalent in literature describing the assessment of student needs related to web-based instruction than faculty needs and perceptions” (Ali et al., 2005, p. 32). Online students may have concerns about keeping up with technology, but professors may share