Faculty attitudes in the College of Arts and Sciences were the most unchanged, perhaps because distance education is least utilized there. The greatest factors contributing to a positive change in attitude appear to be the availability of WebCT and increased familiarity with distance learning. Other factors included improved training and facilities, feedback from students, and enjoyment of flexibility. The greatest factors contributing to a negative change in attitude appear to be poor performance of technology, large classes, too much pressure to teach via distance, and negative experiences of other faculty. Other conclusions were developed as a result of the study.
Distance education is of great interest to faculty at the university.
This can be established from the high survey return rate and the number of written comments provided by the respondents. Those who have previously taught via distance will continue or increase their participation if their intrinsic needs are met. Those who have not previously taught via distance will not significantly increase their participation unless some of the inhibiting factors are diminished or removed. Address and diminish inhibiting factors that deter faculty from teaching via distance, and stress and expand the intrinsic benefits. Increase marketing efforts to make faculty aware of the benefits of distance teaching and to increase overall familiarity with distance education.