The demand for online courses among students is on the rise, as revealed by a recent survey of colleges’ chief learning officers. The ninth annual “Changing Landscape of Online Education” (CHLOE) report indicates 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. Seven in 10 respondents reported actively negotiating or resolving tensions between online initiatives and the institution’s mission and culture. Roughly half of the institutions are currently addressing a lack of faculty or administrative buy-in to online initiatives, with concerns over faculty autonomy being a significant issue. About 42 percent of respondents stated they are currently addressing concerns with faculty autonomy, particularly related to creating online course materials and teaching online courses.
Bethany Simunich, vice president of innovation and research at Quality Matters, highlighted some of the tensions that have arisen among faculty members. Faculty members are expressing concerns about additional compensation for developing online courses and the potential impact on their job security and professional identity if subject matter experts are brought in to design courses at a cost savings.
The report, conducted by Quality Matters, Eduventures Research, and Educause, also shed light on the state of online and hybrid learning in higher education. It revealed that institutions are increasingly incorporating online programming into their institutional strategies. Approximately one-third of colleges with a mix of online and on-campus students have fully integrated online learning into their strategy, with public two-year institutions leading the way in this regard.
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 has raised questions about leveraging online technology to pass on cost savings to students, especially in light of the financial pressures facing higher education.
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 is driven by the need to reach new students and address potential enrollment declines in the coming years. Online offerings are seen as facilitating outreach to students within and beyond their region, with a focus on adult undergraduates and traditional aged, on-campus students.
As the report nears its 10th year, the sector anticipates a potential peak in online course enrollment, influenced by economic factors. The future of online education may be shaped by the post-COVID landscape and the broader economic conditions, which could impact the sustainability and growth of online learning initiatives in higher education.
