Institutions Force Faculty Into Heavy Online Teaching Loads They Know Fail — With No Way to Maintain Engagement or Accountability

Summary

Teaching-focused faculty (e.g., community college instructors carrying 6–7 courses) are being pushed into predominantly online teaching because institutions cite 'student need/preference' and enrollment economics — even when instructors know the format produces dramatically less learning for their subject. In online sections, students are disengaged, dishonest, and unwilling to take responsibility; the 'good' students are increasingly rare and even they participate less than before. Faculty report spending half their days being lied to and talked down to, losing the satisfaction that in-person teaching used to provide, and questioning whether they can last even one more year. No existing tool or institutional policy helps translate genuine in-person engagement and accountability into the online/hybrid environment, and faculty have no recourse to limit online loads or verify real participation. This is a severe, worsening, high-volume problem directly at the intersection of digital/hybrid engagement, administrative burden, and instructor burnout — with clear willingness to pay for online engagement/accountability solutions from institutions and faculty.