Busting myths in online education: Faculty examples from the field

Area of Science:

• Education
• Online Learning
• Higher Education Pedagogy

Background:

• The COVID-19 pandemic necessitated a rapid transition to online learning environments.
• This shift highlighted the need to re-evaluate course design, faculty teaching strategies, and student interaction in online settings.
• Misconceptions about online education can hinder faculty adoption and limit its potential.

Purpose of the Study:

• To address common myths and misconceptions in higher education regarding the rapid shift to online teaching and learning.
• To challenge the assumptions that in-person course design is directly transferable online, adult learners do not require an empathetic approach, and online learning is inherently socially isolating.
• To identify and share effective practices for debunking these myths in online education.

Main Methods:

• Utilized an appreciative inquiry framework to examine prevalent myths in online higher education.
• Reviewed relevant literature to contextualize each myth.
• Invited faculty with online teaching experience to share case studies demonstrating how they overcame these challenges.

Main Results:

• Identified three key myths: direct transferability of in-person course design, lack of need for empathy with adult online learners, and the socially isolating nature of online learning.
• Presented case studies from experienced faculty illustrating successful strategies for "busting" these myths.
• Highlighted locally effective practices for replication to foster positive change in online education.

Conclusions:

• The rapid shift to online learning has generated significant misconceptions that require direct attention.
• Faculty experiences and case studies provide valuable insights into overcoming challenges in online course design and delivery.
• Replication of effective, myth-busting practices is crucial for enhancing the quality and acceptance of online education.