As many educators recognize, hybrid and online courses are increasing in higher learning institutions. Yet in spite of this, lack of encouragement among some professors and administrators for this type of instruction means the supply is not necessarily keeping up with the demand. Some colleges are reluctant to increase the number of online and hybrid courses because of misconceptions about their utility.
Why such restrictions and, in many cases, lack of support for this type of instruction? In discussing this with some college faculty, there seem to be three dominant misconceptions about online or hybrid instruction.
Although for some professors there may be some truth in these statements, they can be addressed with adequate preparation.