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As we prepared for the start of fall semester 2024, there was buzz around our campus about administration raising the caps in our condensed 8-week online courses to match the high enrollment caps for our 16 week in person courses. Of course, with the mounting pressure on administration in light of budget shortfalls, lower enrollment and the general panic surrounding the narrative that students (and parents) are finding less value in post-secondary education, it is no surprise that those not teaching in higher education look to increase seats in online classes, rather than increasing the number of faculty to teach high quality online courses. As an educator and instructional designer, I find this problematic. If the focus shifts to quantity over quality, our students will be the ones to lose out, ultimately receiving less educational value for their investment.
It’s important to consider the unique dynamics of each learning environment when discussing whether class caps for online and in-person courses should be the same. Many institutions are looking at increasing the number of online students through a combination of course availability, carousel offering, sequencing, and timing rather than increasing caps in online courses.
It is quite possible to increase the number of seats in a well-designed online class, but for online instructors to build and facilitate student centered courses based on active learning and inclusive pedagogy, there are some important considerations. Given the absence of physical presence, online instructors must rely heavily on digital tools to communicate, facilitate discussions, and assess student progress. Online instructor presence is a key component to student success, retention and feeling supported. With that in mind, here are some best practices and considerations for online pedagogy that may be useful for those at institutions exploring this approach.
The below list is of course, just as important to include for in person classes, but there are additional challenges for online instruction that requires a more concerted effort and time to encourage participation and intervene where necessary to promote student success.
While there might be a temptation to standardize class caps across different delivery modalities for simplicity, the distinct nature of online and in-person learning environments suggests that differentiated class caps might be more effective in ensuring a high-quality educational experience for students in both settings. Before making any decisions, it’s important to review research on faculty responsibilities, burnout, and effective teaching practices at specific educational institutions. Additionally, it’s crucial to adhere to a shared governance model prior to any decisions being made so that faculty and students are part of the decision-making process.
Dr. Samantha Clifford is an instructional designer with Northern Arizona University’s Online Innovative Pedagogies and part time adjunct professor in the Anthropology Department. Dr. Clifford has worked in the areas of faculty professional development, academic student success and in international education. She has over 20 years of experience working with marginalized populations including work with homeless and runaway youth in the US, England, and Australia.
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