Steven Farney

Date Approved

5-9-2011

Embargo Period

3-3-2020

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

Sosa, Horacio

Subject(s)

Education, Higher--Web-based instruction; Universities and colleges--Faculty

Disciplines

Higher Education Administration

Abstract

The Internet has become a popular vehicle for the delivery of programs and courses among institutions of higher education. Nevertheless, it appears that many faculty members are still resistant to engage in online delivery based on biases and preconceptions rather than facts. The purpose of this action research project was to learn positive and negative views of faculty at Rowan University regarding online delivery of courses in an attempt to increase their participation in this mode of delivery. Additionally the researcher sought to explore if faculty concerns about online education could be addressed, clarified, or dispelled. The research was conducted using a mixed methodology approach within the overarching framework of transcendental phenomenology to guide the process. Data was gathered using quantitative surveys, qualitative focus groups, and mixed methods surveys. The findings of the research showed that, in general, faculty are reluctant to engage in online delivery primarily because of lack of time and limited knowledge of the institution's rationale and its ultimate goals. In addition, it is shown that there are several other factors that, if strategically implemented, could facilitate faculty adoption of online education, among them: a better knowledge of technology, reasonable time for proper course development, appropriate compensation, better communication between faculty and administration about the processes involved, and access to more information on the pedagogy of online education.

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