Faculty Attitudes Toward Distance Learning
Abstract
The availability of cost-effective, two-way audiovisual communication technology has led to great interest in distance learning programs for higher education. According to research, however, faculty attitudes may act as significant barriers to the implementation of distance learning. The study described in this article sought to determine, within the context of the Theory of Reasoned Action (Fishbein & Ajzen, 1975), faculty attitudes, beliefs, and intentions regarding the use of distance learning technologies. A survey explored differences in attitudes between faculty who expressed strong intent to teach ditance learning courses and faculty who indicated little or no intent to use distance learning. The study provided a much needed assessment of attitutes among faculty who are not already involved in distance education programs.
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