This Is How to Convince Your Faculty to Embrace Online Learning in One Year

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As a higher education executive, one of the greatest challenges you may face today is convincing faculty to embrace online learning. While many institutions have made strides, others still need help with resistance from faculty who are either uncomfortable with the technology or uncertain about its long-term value.

The reality is that online learning is no longer an option but a necessity. The future of education will be increasingly hybrid, with institutions that need to adapt at risk of being left behind. So how do you convince your faculty to accept online learning and fully embrace it within a year?

Here’s a step-by-step roadmap for making this vision a reality.

1. Start with Clear and Compelling Communication

The first step is to make a compelling case for online learning rooted in data, strategic goals, and the future needs of your students. Many faculty members resist change because they don’t see how it aligns with the institution’s mission or their role in fulfilling it. When framing your communication, emphasize the following:

• The market demand: Share data about the growing demand for online education and your institution’s potential to reach new, diverse student populations. You can also share success stories from other institutions that have effectively implemented online learning, demonstrating its feasibility and benefits.

• Student expectations: Highlight surveys showing that students increasingly expect flexible learning options, especially as more non-traditional learners seek degrees while juggling work and family commitments.

• Institutional resilience: Position online learning as a critical component of institutional agility. It’s about future-proofing the university, ensuring it can pivot in times of crisis, like the COVID-19 pandemic, or changes in market conditions.

Make these points a regular part of internal communications, including town halls, department meetings, and newsletters. Faculty need to understand that this isn’t just a trend—it’s a strategic necessity.

2. Create Faculty-Led Committees on Online Learning

Resistance often softens when faculty feel they have ownership of the process. Establish faculty-led committees dedicated to online learning. These committees can address concerns, brainstorm solutions, and champion the cause within their departments. Ensure that these committees are composed of diverse faculty voices, including both advocates for and skeptics of online learning.

Crucially, empower these committees to shape the direction of the institution's online learning strategy. This empowerment will make faculty feel valued and integral to the decision-making process. If they feel they have a hand in designing and refining online courses, they’re far more likely to embrace the transition.

3. Invest in Professional Development and Technology

Faculty may resist online learning simply because they don’t feel prepared to teach effectively in a virtual environment. Address this by investing in robust professional development. Ensure that faculty have access to high-quality training that addresses the technical aspects of online teaching and pedagogical best practices for engaging students remotely.

Technology is another area where upfront investment pays off. Ensure that faculty have access to the right tools to teach online effectively. This includes a reliable Learning Management System (LMS), user-friendly video conferencing software, and access to instructional design experts who can help them adapt their courses to an online format.

4. Celebrate Early Adopters and Success Stories

Within the first few months, you’ll likely have some faculty members who quickly embrace online teaching and see positive results. Amplify their success. Share case studies within the institution that highlight the benefits of online learning—from increased student engagement to flexible teaching schedules that benefit both students and professors.

Celebrate these early adopters publicly. Recognize them in newsletters, faculty meetings, and on your institution’s website. Creating a culture that rewards innovation will incentivize others to follow and make them feel recognized and appreciated for their efforts.

5. Pilot Programs and Phased Rollouts

Rather than mandating a wholesale shift to online learning, consider starting with pilot programs. Select a few departments or programs where online learning will likely be most successful and support those faculty members in building exemplary online courses. These pilot programs will provide valuable insights into what works and what doesn’t and give you tangible success stories to share with more reluctant departments.

You can then roll out online learning more broadly, leveraging the learnings from your pilots to address concerns and improve course design across the institution.

6. Address Concerns and Misconceptions Head-On

Faculty who are reluctant to embrace online learning often have genuine concerns, whether about the quality of education, the technology involved, or the impact on their workload. Hold listening sessions where faculty can voice their concerns and ensure that these sessions result in actionable steps to address the issues raised.

It’s also important to debunk common misconceptions. For instance, some faculty may believe that online learning diminishes the quality of education. Share data and research showing that, when done well, online courses can be as effective as face-to-face courses, if not more so, in certain contexts.

7. Create an Incentive Structure

Change is often more palatable when there’s a tangible benefit involved. Consider creating an incentive structure for faculty who engage with online learning. This could include stipends for course development, reduced teaching loads for those converting their courses to online formats, or professional recognition through awards and promotions.

By aligning personal incentives with institutional goals, you make the transition to online learning not just a requirement but a desirable path forward for faculty members.

8. Set a Firm but Fair Timeline

Finally, it’s essential to set a clear timeline for full implementation. While faculty should feel supported and encouraged, they also need to understand that this transition is not optional. Set a one-year goal for most courses to be available online or in a hybrid format, and ensure that this deadline is communicated clearly from the start.

At the same time, support systems should be in place to help faculty meet this goal. Whether it’s through additional training, technology upgrades, or instructional design support, the message should be: "We’re here to help you succeed."

Conclusion

Convincing faculty to embrace online learning within a year is a challenge, but it’s not impossible. By communicating the necessity of online education, involving faculty in the decision-making process, providing the right support and incentives, and celebrating early successes, you can drive a successful transition that positions your institution for long-term growth and innovation.

As a higher education leader, your role is to ensure that your faculty sees online learning not as a burden but as an exciting opportunity to expand your institution's reach and impact. When framed this way, the shift to online education becomes not just a strategic priority but a shared vision for the future.