Factors that influence community college faculty participation in distance education

The purpose of this study is to determine what factors motivate community college faculty to participate in distance education. This study will examine the following factors from the perspective of faculty and division chairs: (1) preference toward synchronous and a-synchronous course delivery; (2) different rewards for distance education faculty; (3) Rewards for faculty who participate in distance education training; (4) Faculty rewards for developing distance education courses; (5) which areas does distance education best compliment, teaching, research or services; (6) which factors motivate faculty to participate in distance education; (7) which factors inhibit faculty from participating in distance education; (8) attitudes toward distance education.; Factors which most strongly motivated faculty who are currently teaching only distance courses to teach courses via distance education were: (1) flexible working conditions; (2) intellectual challenge of distance education; (3) ability to reach new audiences who can't attend campus based classes. Faculty who were teaching a combination of distance and classroom courses were most motivated by the following factors: (1) more flexible working conditions; (2) personal motivation to use technology; (3) opportunity to develop new ideas for courses. The factors that more strongly influenced classroom faculty's faculty to consider participation in distance education included: (1) increase in salary; (2) ability to reach new audiences who can't attend campus-based classes; (3) more flexible working conditions. Division chairs were most motivated to teach via distance education by the following factors: (1) receiving a stipend for distance education participation; (2) Increase in salary; (3) personal motivation to use technology.; The following factors deterred faculty who are currently teaching only distance courses to teach courses via distance education from participating in distance education: (1) Lack of monetary support (i.e. stipend); (2) concern about faculty workload; (3) lack of salary increase. Faculty who taught a combination of distance and classroom courses were most deterred from participating in distance education by the following factors: (1) concern about faculty workload; (2) lack of release time; (3) lack of salary increase. Classroom faculty responded that the following factors most deterred them from participating in distance education: (1) concern about quality of courses; (2) concern about faculty workload; (3) lack of release time. Division chairs responses mirrored those of distance faculty: (1) concern about faculty workload; (2) lack of release time; (3) lack of monetary support (i.e., stipend).; As expected, both groups of distance faculty responded very positively toward distance education, with 86% expressing positive attitudes. Classroom faculty were very divided in their views. (Abstract shortened by UMI.)...