Addressing Faculty Concerns about Distance Learning

Despite the rapid growth of distance learning programs, faculty are often resistant to moving their courses into a distance learning format. This article synthesizes the common sources of concern among resistant faculty as identified in the literature, the mechanisms to bridge those concerns, and evaluates the effectiveness of the administrative solutions for faculty support that have sought to address them. Introduction Universities around the world have made significant investments in educational technologies. Though the number of faculty adopting these technologies has been increasing, there remains a large number who express reluctance to adopt them (Jacobsen, 1998). Universities are currently in a position where there is inconsistent adoption of educational technology, and many are searching for ways to promote its use for instruction. Technology holds great potential for enhancing teaching, but faculty must be willing and prepared to use it. This paper proposes an approach to faculty development for technology integration, relying upon conceptual frameworks provided by: • Rogers (1995) theory on the diffusion of innovations, • Hall and Hord's (1987) concerns theory, and • Kotter's (1996) theory of barriers to empowerment. The effective application of these models holds exciting possibilities for faculty developers and faculty alike. The integration of these theories into faculty development activities provides a holistic framework for technology integration. What Limits Technology Integration Many studies have been conducted examining the reasons for faculty resistance to technology integration, and many solutions have been offered. Though reasons vary, certain themes emerge including factors as fundamental as the necessity of practical scheduling for training, to successfully negotiating more pervasive cultural and administrative support issues. Failure to Address Practical Considerations