Faculty-Perceived Barriers of Online Education

At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most prevalent barriers to online instruction for the faculty group surveyed. In addition, these findings may identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instruction for faculty development. A number of novel and important differences were found in the perceived barriers that exist between faculty groups on four constructs identified through an exploratory factor analysis. The factors found were: (1) interpersonal barriers; (2) institutional barriers; (3) training and technology barriers; and (4) cost/benefit analysis barriers. The results of this study may be of use to other institutions as they develop online instruction training programs.

Provided ByMERLOT, JOLT Journal of Online Learning and Teaching. Michelle Byrne, North Georgia College & State University; Tami McCoy, Children's Healthcare of Atlanta at Scottish Rite; Steven Lloyd, North Georgia College & State University.
Type of providerPrivate provider-International initiative
Provided athttps://www.merlot.org/merlot/viewMaterial.htm?id=761509
Learning opportunity typeOER
Home pagehttps://www.merlot.org/merlot/viewMaterial.htm?id=761509
Admission procedureOpen to all
Price detailsFor free
Type of credentialNone

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