“Like Having a Tiger by the Tail”: A Qualitative Analysis of the Provision of Online Education in Higher Education

Abstract

Background/Context Online education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning. Purpose/Objective/Research Question/Focus of Study This study explores how leading universities reconcile financial and quality considerations when offering online education. Research Design Drawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs. Findings/Results The central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education. Conclusions/Recommendations We offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.

The Role and Influence of Exclusively Online Degree Programs in Higher Education

“…In a qualitative study, Su and Waugh (2018) reported that the work requirements for an exclusively online degree program exceeded students' expectations, providing further evidence that students may underestimate the academic challenges associated with online learning (Bork & Ruks-Ahidiana, 2013). Additional qualitative research revealed that student engagement and faculty-student interactions are strong predictors of academic success in exclusively online programs and should be a critical goal in developing any exclusively online degree program (Ortagus & Derreth, 2020).…”

Quality Indicators and Models for Online Learning Quality Assurance in Higher Education

“…In higher educational institutions, a paragon shift is taking place during Covid-19 that mainly concerns how higher education institutions can approach customized and interactive online learning with learning as the primary concentration. Changes in pedagogical and didactic methods that concentrate on the learner and where course content could be accessed through transparency, collaborative learning, and networking are urgently needed in the Covid-19 conditions (Ortagus and Derreth, 2020).…”

Development and Implementation of a Fully Online Introductory Data Analysis Course to Better Prepare Students for the Public Health Workforce

“…In recent years, online courses have become increasingly popular, and due to COVID-19, the need for quality online courses has never been greater. Ortagus and Derreth (2020, p. 1) found that the proportion of college students enrolled in at least one fully online course has increased from 5.9% in 2000 to 42.9% in 2016. Mincey (2015, p. 48) discussed the need for resources that detail how to develop online course offerings for public health education.…”