The purpose of this quantitative study was to identify the perceptions of community college faculty to barriers to teaching online. This study examined faculty barriers toward teaching online at predominantly White community colleges (PWCCs) and predominantly Black community colleges (PBCCs) in the United States. The researcher also investigated faculty characteristics associated with those perceived barriers. The independent variables for this study are comprised of the demographic characteristics of the faculty (age, years of tenure, number of courses taught online, rank and years of teaching). The dependent variables were identified as Muilenburg and Berge's (2001) four constructs (organizational change; technical expertise, support, and infrastructure; faculty compensation and time; and technology threats). Muilenburg and Berge's (2001) constructs served as a framework for this study. The target population for this study was permanent full-time faculty members employed at two PWCCs and two PBCCs in the United States. Descriptive statistics were used to examine the demographic characteristics. Inferential statistics utilized were one-way analysis of variance (ANOVA) and linear regression analyses. A one-way ANOVA was performed to evaluate whether faculty at PWCCs and PBCCs perceived each of the four constructs as barriers. Multivariate regressions were performed to evaluate whether the four barrier constructs relate to faculty age, years of tenure, number of courses taught online, rank and years of teaching. A model to predict online teaching was also conducted utilizing independent samples t-tests and binary logistic regressions. Independent samples t-tests were calculated to determine if faculty who taught online versus those who did not teach online differed in their perceptions of the four barriers and the demographic characteristics.
Technical Expertise, Support, and Infrastructure; Organizational Change; Technology Threats; and Faculty Compensation and Time were all perceived as barriers of some form by faculty at both PWCCs and PBCCs. Perceptions of Organizational Change; Technical Expertise, Support, and Infrastructure; and Technology Threats were more of a barrier for faculty at PBCCs than for faculty at PWCCs. The results led the researcher to conclude that faculty perceptions of barriers to online teaching exist, and they are different at PWCCs and PBCCs.
|Commitee:||Gillett-Karam, Rosemary, Spaid, Robin|
|School:||Morgan State University|
|Department:||Community College Leadership|
|School Location:||United States -- Maryland|
|Source:||DAI-A 80/07(E), Dissertation Abstracts International|
|Subjects:||Community college education, Ethnic studies, Educational technology|
|Keywords:||Faculty characteristics, Full-time faculty members, Multivariate regressions|
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