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FOR IMMEDIATE RELEASE
June 14, 2000

News Release

Confronting the Future of Distance Learning - Placing Quality In Reach

NEA Releases First-Of-Its-Kind Faculty Poll

Washington, D.C. -- The National Education Association (NEA) released today the first-of-its-kind poll of distance learning faculty. The poll taps the perceptions of 400 plus instructors who teach distance learning courses, identifying the strengths and weaknesses of distance teaching and learning.

"For those who continue to divide higher education into 'for' and 'against' distance learning camps -- the Modernizers versus the Luddites -- this poll will be a surprise," said NEA President Bob Chase. "The public debate over the merits of Internet-based distance learning has too often consisted of high-pitched vitriol and hyperbole. From the faculty perspective, this poll makes clear that distance learning can be quality learning."

Three-quarters of the instructors surveyed are positive about distance learning. This optimism is rooted in technology's ability to extend educational opportunities to students who cannot take courses in a traditional, on-site setting. The most significant finding is that quality and access are central considerations that dictate how faculty feel about teaching and learning, regardless of whether the forum is a traditional classroom or an online environment.

Faculty are enthused about new tools to reach and engage students. Those surveyed favored Internet-based distance learning over other mediums such as video-conferencing. "Unlike its predecessor, the correspondence course, web-based distance learning offers far more than a text and a workbook," said Chase. "With increasing bandwidth, the Internet can provide students with a vast array of resources that were previously unthinkable."

The poll also found that faculty's zest for distance learning is tinged with some apprehension about the future. Almost uniformly, distance learning instructors report that preparing and delivering distance learning courses requires significantly more time and effort than traditional classes. Most believe this fact will not be reflected in salary schedules. However, their enthusiasm for offering an education to more students outweighs this concern.

Following is a brief overview of the poll findings:

THE FACULTY.

• *Currently, one in 10 of NEA higher education faculty members have taught a distance learning course in the last five years. NEA higher education faculty at all types of institutions and with all levels of experience are about equally likely to teach distance learning courses. The more senior faculty are as likely to retool for teaching distance learning courses as are recent graduates.
• *Three-quarters hold positive feelings about distance learning, compared to only 14% who hold negative feelings.
• *Faculty believe they will be hurt financially by distance learning; however, the prospect of being able to offer an education to students who could not otherwise enroll in a course outweighs these concerns.

THE COURSES:

• *A significant proportion of distance learning faculty never see their students in a face-to-face setting. Only 30% of web-based faculty and 19% of faculty whose distance learning course is not web-based see their students once a week or more. Almost all (96%) have some type of one-on-one interaction with students through either e-mail, telephone, chat rooms, threaded discussion groups, or face-to-face meetings.
• *Three-fourths of distance learning faculty rate the technical support, library, and lab facilities for their course as excellent or good.
• *More than half of distance learning faculty spend more hours on their distance learning course than traditional classes. In spite of this, 84% do not get a corresponding reduction in workload, and 63% are compensated for their distance learning course as if it were part of their normal course load.
• *Faculty believe web-based courses do a better job of giving students access to information, helping students master the subject matter, and in addressing a variety of learning styles. Faculty believe traditional courses do a better job of strengthening group problem-solving skills, verbal skills, and oral presentations.

THE STUDENTS.

• *NEA faculty teach as many younger students as older students and as many full-time as part-time students.
• *Two-thirds of faculty report that their distance learning course has a limit on the maximum number of students who can enroll. Faculty teaching courses with enrollment limits -- regardless of whether the limit is high or low -- hold more positive feelings about distance learning.

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The National Education Association is the nation’s largest professional employee organization, representing more than 2.7 million elementary and secondary teachers, higher education faculty, education support personnel, school administrators, retired educators, and students preparing to become teachers.