Faculty Attitudes Toward Online Learning: Failures and Successes

• In Event: Roundtable Session 31
  In Roundtable Session: Online Teaching and Learning SIG Roundtable Session 3

Abstract

Faculty attitudes about online learning have become a topic of considerable national investigation with consistently negative results reported. This descriptive study reviews some of these results to frame a follow up investigation in which it is hypothesized that context can predict variability in attitudes. A replication of a recent national study of faculty attitudes is presented documenting such systemic variation. Results are interpreted to consider alternative explanations for the more positive attitudes toward online learning outcomes among respondents in the replication study. It is concluded that, just as variability in outcomes characterizes decades of research in distance and online education, faculty attitudes about online education also vary with context and may be amenable to change.

Authors

• Peter Shea, University at Albany - SUNY

• Temi Bidjerano, Furman University

• Jason Vickers, University at Albany - SUNY