ED-MEDIA 1999 Proceedings Book - Association for the ...

The research highlighted the importance of peer influence in a faculty member’s decision to
instruct or not instruct at a distance. More than half (52 percent) of the faculty who intended to instruct
at a distance reported they felt their peers thought they should be involved in distance instruction.
Only 3 percent of those who did not intend to instruct thought their peers believed they should teach a
course using distance technology. Approximately 79 percent of faculty who intended to instruct at a
distance reported that faculty members they respected were involved in instruction via distance
learning. Only 31 percent of those with no intention to instruct at a distance reported respected faculty
members involved in distance instruction.
While the faculty sensed strong university support for distance learning, the role of the
department chair appeared to play a significant role in how strongly the administration’s goals for
distance learning are implemented. Over 79 percent of faculty who intended to instruct via distance
learning believed their chair supported distance learning instruction while only 45 percent of faculty
who did not intend to instruct via distance learning believed their chair supported distance learning
efforts.
Exposure to distance learning seemed to reduce faculty anxiety. Faculty with distance
instruction experience expressed fewer reservations regarding distance learning and were more positive
about its benefits. While 65 percent of faculty with previous distance instruction experience thought
distance courses maintained academic rigor, only 26 percent of those with no distance experience
expressed confidence in the academic rigor of distance courses. Only 20 percent of those with no
distance experience were comfortable with their ability to interact at a distance; 67 percent of those
with distance experience were confident of their ability to interact.
Other factors appear to influence a faculty member's intention to instruct via distance
learning technology. Gender and tenure status were statistically significant. Female faculty members
were more likely to have a greater degree of confidence in distance learning instruction, know a
respected faculty member involved with distance instruction, feel peer pressure to instruct at a distance
and consider themselves risk takers. Tenure track and non-tenured track faculty expressed similar
indicators regarding distance instruction. Age was not a statistically significant indicator.
Faculty responding to the survey confirmed concerns expressed in the literature regarding
distance learning. Worry over interaction, heavier workload, the need for new instructional skills, lack
of technical support, and professional concerns were expressed. Forty percent of those who intended
to instruct distance learning classes agreed that technology may be used to replace faculty; 44.2 percent
of those who do not intend to instruct distance courses agreed.
The research concluded that university administration can support faculty efforts in distance
learning instruction by providing release time to compensate for the heavy time commitment distance
learning courses appear to require. Evaluation for tenure and promotion should be adjusted to reward
faculty efforts in this area. Other support services popular with the survey respondents include salary
enhancements, adequate computer systems, student assistants and technical support. Administrative
officials may want to create opportunities to spotlight successful distance instruction and support
mentoring efforts in an attempt to allay faculty concerns.
Recommendations for further research included the suggestion to further explore the
interaction of gender, age and tenure status in determining a faculty member’s intention to instruct a
distance learning course. Although this research was not designed to explore such issues, there were
intriguing hints that gender may be a stronger determinant of a faculty member’s intention to instruct
distance courses than age or tenure status. It is also possible that there was not enough diversity in the
respondents’ demographics and further research may lead to greater insight.
References
Ajzen, I. (1989). Attitude Structure and Behavior. In A. R. Pratkanis, S. J. Breckler and A. G.
Greenwald (Ed.), Attitude Structure and Function (pp. 241-274). Hillsdale, NJ: Lawrence Erlbaum
Associates
Freberg, L., Floyd, B. & Marr, K. . (1995). Faculty attitudes toward distance education. Journal on
Excellence in College Teaching, 6(2), 145-159.