How Online Faculty View Rigor
By Jennifer L. James, MA, PhD
The Context
With the advancement of technology, it is becoming increasingly more common for instructors and professors to teach courses online. As universities continue to transition away from in-person instruction, navigating the changing pedagogies is a critical element for maintaining student engagement with course materials. But what about rigor? How do online faculty perceive rigorous learning experiences within their classrooms? This blog will explore findings from a recent literature review exploring faculty perception toward rigor for teaching, grading, and course management of nontraditional students in online settings.
5 Critical Years of Review Shines Light on Future Online Teaching and Learning
The literature review included 151 scholarly peer-reviewed articles from 2018-2023, from databases including, but not limited to: EBSCOhost, Emerald, Emerald Insight, ERIC, GALE, IGI Global, OPENAire, OVID, ProQuest, Science Direct, and Springer. The literature covered 25+ disciplines and included studies from 22 countries: Austria, Brazil, Canada, Cyprus, Egypt, Germany, Greece, India, Iran, Israel, Kuwait, Lebanon, Nepal, Oman, Pakistan, Saudi Arabia, Sri Lanka, Switzerland, Turkey, United Arab Emirates, United Kingdom, United States, and Zimbabwe.
There was a mixed response regarding the effectiveness and comfort levels of online teaching and learning. However, most faculty agreed that the benefits of online learning were great due to the mode helping to increase access to courses. Also, both faculty who used university-created content and those who designed their own class material, reported that training with online learning platforms will help to maintain rigor in online courses.
Faculty Perception Toward Rigor for Grading
During the period between March 2020 and September 2020, all faculty had to switch to online teaching due to the recommendations in response to the pandemic. However, many faculty members did not fully understand how to effectively engage students in an online setting. As a result, they expressed a need for training to better understand how to achieve rigor in online delivery, especially for non-traditional students. One particular concern that faculty had was ensuring the rigor and security of assessments when in-person protocols could not be followed. They were uncertain about how to maintain the same level of rigor and integrity in an online environment.
Additionally, some faculty members admitted feeling hesitant to detect and report instances of student dishonesty in online assessments. This reluctance stemmed from the time-consuming and emotionally stressful process of preparing evidentiary support. Overall, following the Emergency Remote Teaching (ERT) period, faculty members expressed a desire for training in online delivery and course development to ensure that appropriate levels of rigor are maintained in online education.
Faculty Perception Toward Rigor for Course Management
Faculty members expressed their desire for more training to enhance their skills and confidence in designing and delivering courses. They hoped to improve student engagement, establish stronger connections with their students, and incorporate new teaching methods and technology. However, they acknowledged the challenges they face in engaging students and building meaningful relationships within the classroom. Additionally, they expressed concerns about maintaining high academic standards in online classes and suspect instances of academic dishonesty like cheating and plagiarism. Academic institutions have also recognized the need for better infrastructure and technology support in the United States, as many faculty members lack technological expertise.
Faculty Perception Toward Rigor for Teaching
The findings illuminated the differences in the perception of rigor in online courses compared to on-campus courses. Before the pandemic, online teaching methods were not widely accepted, leading to suspicions about the level of rigor in online instruction. Faculty members were particularly concerned about the risk of dishonesty in remote learning environments. However, researchers believe that engagement from students is a key factor in determining the rigor of a course. Moreover, faculty members expect high-quality work from students as part of maintaining rigor in online courses.
Discussion
Before the pandemic, faculty perceptions towards online teaching were skeptical, with concerns about lack of rigor, chances for dishonesty, and the association of rigor with student engagement. During the pandemic (March 2020-September 2020), all faculty were mandated to teach online, leading to misunderstandings about online pedagogy and student engagement. Faculty expressed the need for training to achieve rigor in online delivery, particularly for non-traditional students, and had concerns about the rigor and security of assessments.
Faculty called for more training in online delivery and course development to maintain appropriate rigor levels post-ERT. Concerns raised included difficulties in student engagement and connection, ensuring academic integrity in an online environment, and confronting inadequate technological infrastructure. Faculty also reported that preparing documentation to combat academic dishonesty was time-consuming and emotionally taxing.
There was a mixed response regarding the effectiveness and comfort levels of online teaching and learning. However, most faculty agreed that the benefits of online learning were great due to the mode helping to increase access to courses. Also, both faculty who used university-created content and those who designed their own class material, reported that training with online learning platforms will help to maintain rigor in online courses.
This literature review significantly contributes to the body of knowledge surrounding the subject of rigor in online education. By shedding light on the nuances and complexities of maintaining educational rigor, it can enable administrators to better understand faculty perceptions and implement efficacious strategies. This review emphasizes the importance of maintaining high-quality standards in online education. Therefore, this review serves to help administrators navigate and enhance the landscape of online education with an informed understanding of faculty's insights on upholding rigor.
Team Members: Dr. Jennifer James, Dr. Olivia Miller, and Dr. Karen Myers
Jennifer L. James, MA, PhD
ABOUT THE AUTHOR
Bio
Dr. James is an English professor, a Researcher, and a Subject Matter Expert. She obtained her Master of Arts Degree at the age of 22 from The University of Arizona in Rhetoric, Composition, and the Teaching of English.
Since then, she has designed and taught developmental, introductory, and advanced writing levels for various universities for over 24 years. She obtained her PhD in Higher Education Administration from the University of Phoenix in 2019 and is currently a mentor for the College of Doctoral Studies Alumni Mentor Program. She is a published scholar, a certified journal reviewer, a guest speaker, a workshop designer, and a faculty mentor. She participates in several special interest group projects in the area of higher education and is currently working on a book and a systematic literature review regarding the rigor of teaching in online educational programs throughout the world.