Factors Which Influence Faculty Attitudes and Perceptions of Distance Education in Analytical Subject Areas

• Main Author: Sumrall, Jeffrey G.
• Other Authors: Joachim Singelmann
• Format: Others
• Language: en
• Published: LSU 2002
• Subjects: Vocational Education
• Online Access: http://etd.lsu.edu/docs/available/etd-0416102-142714/

This study focuses on current faculty attitudes and perceptions of distance education. A thorough review of literature indicates that faculty members are critical elements of distance education delivery and that certain factors (tenure, departmental incentives, gender, age) influence faculty participation. The main hypothesis being investigated is whether or not the analytical nature of the course is in fact the prime indicator in faculty participation. Faculty members from three randomly chosen SREB member institutions were surveyed. The purpose for choosing SREB member institutions for the population was for generalizing the findings to higher education institutions throughout the Southeastern United States. The findings suggest that lack of fit with university missions and goals, lack of incentives, and concerns about course quality were the primary obstacles for faculty participation in distance education. The analytical nature of the course proved to be statistically significant for Course Related factors but not for Institutional Related factors, in decision whether or not to participate in distance education .