Perceptions of Higher Education Online Learning Faculty in Lebanon

Perceptions of Higher Education Online Learning Faculty in Lebanon by Noha Hamie Haidar MA, Davenport University, 2007 BS, Lebanese University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Management and Decisions Sciences Walden University December 2014 Abstract The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for this study explored the attitudes of the faculty toward applying online learning and the extentThe purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for this study explored the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including fulltime instructors and administration (n = 25). Data analysis was guided by the lens of Kanter’s theoretical approach, which focused on the ADKAR model for adopting change in faculty’s awareness, desire, knowledge, ability, and reinforcement. Key findings indicated negative faculty impressions concerning online learning authority over technology use, culture, and changes such as increased enrollment and different teaching styles. Despite these findings, opportunity for the adoption of online learning was identified. Faculty indicated positive elements, such as the competitive advantage to be the first online institution in the Lebanese Market and higher student enrollment. These results may encourage AUL’s faculty to adopt online learning and to follow the educational development steps taken worldwide. This study contributes to social change by expanding the ability of AUL and Lebanese students to compete globally. Perceptions of Higher Education Online Learning Faculty in Lebanon by Noha Hamie Haidar MA, Davenport University, 2007 BS, Lebanese University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Management and Decisions Sciences Walden University December 2014 Dedication I dedicate my dissertation to my family. A special feeling of gratitude to my parents, Adib and Fariha Hamieh. I do appreciate all that you have done for me. I will never be able to return a piece of your kindness and love. Hope I made you proud. I do dedicate my work to my little family my husband Ahmad Haidar, my kids Noor Ali and Batoul. We have been together through it all and “we made it”. A special thanks to my brother Hussein and sister Oula, for bringing joy into my heart, for having such a beautiful boy “Baby Ali”. I would like to thank my sister Becky Haidar for her great support. Acknowledgments I would like to thank family and friends. A special thank you to my Committee members: Dr. Howard Schechter, Dr. Joseph Barbeau, Dr. Kathleen Barclay and Kelly Chermack. A special Thanks to Dr. Lyn Walden and Dr. Ahmad Khan. I also would like to thank Dr. Wael Hamza and AUL administration. I would not have done it without you.