TY - JOUR
T1 - Overcoming Faculty Avoidance of Online Education: From Resistance to Support to Active Participation
AU - Mitchell, Lorianne D.
AU - Parlamis, Jennifer D.
AU - Claiborne, Sarah A.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous improvement in technology for the delivery of online courses, and (d) the increase in demand for online courses by both traditional and nontraditional students. However, the proliferation of online education has not been enthusiastically supported by all constituents of higher education. Specifically, some faculty members remain resistant to the shift to online course delivery. This article applies the Transtheoretical Model of Change to the process of gaining faculty support for, and involvement in, online learning. After briefly reviewing current issues in online education and making a case for its adoption, we describe sources of faculty resistance and offer recommendations for interventions that may be applied to transforming faculty resistance to support and eventually to active participation.
AB - The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous improvement in technology for the delivery of online courses, and (d) the increase in demand for online courses by both traditional and nontraditional students. However, the proliferation of online education has not been enthusiastically supported by all constituents of higher education. Specifically, some faculty members remain resistant to the shift to online course delivery. This article applies the Transtheoretical Model of Change to the process of gaining faculty support for, and involvement in, online learning. After briefly reviewing current issues in online education and making a case for its adoption, we describe sources of faculty resistance and offer recommendations for interventions that may be applied to transforming faculty resistance to support and eventually to active participation.
KW - TTM
KW - change readiness
KW - faculty
KW - online education
KW - transtheoretical model of change
UR - https://dc.etsu.edu/etsu-works/8298
UR - https://doi.org/10.1177/1052562914547964
U2 - 10.1177/1052562914547964
DO - 10.1177/1052562914547964
M3 - Article
VL - 39
JO - Journal of Management Education
JF - Journal of Management Education
ER -