Nevertheless, two classes of FDP resistance phenomena were observed. It seems possible that a longer trial of the program might permit development of improved trust levels. The second resistance area indicated both systems and affective issues, and was noted among faculty whose roles in the department were most similar to the provider's. Faculty time commitments with their regularly assigned duties continued to be a factor that limited participation. Several people expressed an interest in acquiring specific new skills, but did not feel justified in adding to their existing workload to do so.
Potential outcomes are increased faculty comfort with use of technology.
Leading to improved effectiveness of online teaching. Critical factors for faculty development programs include assurance of administrative support and recognition, application of principles of adult learning, and positive resolution of affective issues. Some psychosocial status concerns can be alleviated through offering private training in faculty offices. Faculty responses to this program indicate that optimal participation rates might be achieved by offering faculty development services through a team approach. Faculty development programs.