 Online education has grown in popularity and reports in the United States and Canada position online education as an important element in the long-term strategy of universities and colleges. If teaching online is becoming a key part of instructional roles, understanding what faculty think about online education is important. In order to understand how faculty opinions around the quality of online education have changed over time, we explored the survey of faculty attitudes on technology. This survey is conducted annually by Inside Higher Ed, an education media group that reports on trends in higher education. This survey has been conducted every year since 2013 and asks a number of questions that relate specifically to the quality of online education. Two of the most important responsibilities for faculty members are meeting student learning outcomes and making sure that they are providing high quality teaching. When faculty were asked whether or not they believe that online education can meet student learning outcomes, as well as face-to-face instruction can, it appears that faculty aren't quite convinced that this is the case. Over half of faculty disagreed with this statement. We are seeing a shift over time, though, with increasing percentages of faculty agreeing that online courses can achieve learning outcomes that are similar to those in face-to-face courses. Faculty beliefs around the quality of online courses are improving with time, but this change is happening at a very modest pace. The surveys also ask questions about aspects of teaching and learning in online education. Faculty were asked if online education was better, the same, or of lesser quality than face-to-face education. Even though results fluctuate from year to year, the percentage of faculty who believe online education is of similar quality to face-to-face education is rising. There were two areas where faculty believe online education didn't quite match face-to-face teaching. Those areas were the following, meeting learning objectives and interacting with students during class. On the other hand, in other areas, results showed that faculty believe online learning really excels. The majority of faculty thought online learning was the same or better than face-to-face learning when grading and communicating grades, communicating with the college or university, and the ability for faculty to reach exceptional students. These are just a few of the areas where faculty responded more positively over time. What do these findings mean for faculty, universities, and students? Faculty perceptions about online education seem to be slowly improving. We don't know if this is due to increased faculty exposure to online education or increased quality over time, but it seems that faculty are becoming more confident in the quality of online education. We have a lot more to do if we want to understand why faculty feel this way. We need to conduct research which will help us understand what guides faculty perceptions of quality and what institutions can do to improve quality. There's plenty of room for growth here. Thanks a lot for tuning in. If you liked this research short, please share it with your friends, colleagues, and students.