Online education in a community college: Individual, group, and organizational perceptions of change

Community colleges are the largest providers of online courses and degree programs. As state funding for community colleges continues to decrease, many colleges will turn to online education to generate revenue and to increase access to students. Creating or expanding an online education program requires changes that affect an entire college, including its culture, structure, and mission. This study investigated individual, sub-group, and the organizational perceptions of changes that occurred in relation to online education. A single-site, multi-level case study was conducted at Leading Edge Community College. Data were gathered through observation, document analysis, and in-depth interviews with 24 members of the college (14 administrators, eight faculty, two staff). Results presented a portrait of transformational, systemic change. Structural changes were evidenced across the college, impacting nearly every facet of its operation. Change on a deeper level was reflected by changes in attitude toward teaching, learning, technology, the role of the community college, and the expansion of community. This research concluded that the new world college may function as an extension of the college mission rather than simply a response to external stimuli; tying change to college mission helped it to succeed; and the shift to online education supported the notion of shifting faculty roles and focus to student learning.