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• W289790845 abstract "ABSTRACT Recent statistics reveal that the number of online courses and degree programs offered by many institutions has significantly increased over the last few years. Despite this growth, factors affecting faculty adoption and satisfaction with online course development and delivery are not well known, in particular across different disciplines. Due to the growing demand for high quality online courses and degree programs, it is important for institutions to identify factors that are likely to contribute to and impede faculty satisfaction with online course development and delivery. The result of our data analysis suggests that the following are among the factors that contribute to faculty adoption of and satisfaction with online course development and delivery: higher number of online courses previously taught, higher rating of the majority of students' technical sophistication, higher quality of education that faculty believe online students receive, and improvement in traditional teaching ability through online teaching. On the other hand, among the factors that impede the adoption of and satisfaction with the online mode of instruction are the amount of time spent on grading and the time spent on technical adjustment. Based on the findings of this study, the paper will suggest an adoption model. INTRODUCTION To meet the educational needs of working individuals with limited available travel time, and for those who live in rural areas and away from campuses, many institutions of higher education are using technology innovations to expand on their Internet-based courses and degree program development and delivery. Yet, some faculty members continue to resist developing and offering online courses. This paper reports findings based on an analysis of data collected from faculty who have and have not taught online courses. The data were collected over the spring and fall 2003 semesters from a campus of a major state university where there has been a high level of faculty involvement in online course development and delivery although the distribution of involvement has admittedly not been uniform across disciplines (Table 1). We will first present a summary of the available literature in this area and then present a brief background about the institution at which this study took place. Next, we present our research method and the results of our data analysis and findings based on a survey instrument used for this study. In the last part of the paper we suggest an adoption model based on our survey results and discuss the implications of our findings. LITERATURE REVIEW Factors that are cited in the literature as the reasons behind the significant growth of Internet-based course and degree program development and delivery include competition for students (Tsichritzis, 1999; Rahm & Reed, 1997), and life long learning and continuous professional education and growth (Confessore, 1999). One can also argue that developing online content and making it available to face-to-face as well as online students may facilitate improving the traditional face-to-face instruction. Numerous studies (Flanagin, 2000; Thong, 1999; Chau & Tam, 1997; Teo, Tan & Buk, 1997; Damanpour, 1991; Tornatzky & Klein, 1982) have tried to identify factors that influence organizations' adoption of innovations in general and information technology in particular. Downs and Mohr (1976) classify factors that influence adoption of innovation as characteristics of organizations, the environment, or the perceived advantages of the innovation. Many institutions of higher education are attempting to assess and ensure quality while coping with the significant growth in the demand for online programming. The Alfred P. Sloan Foundation's Sloan Consortium, known as Sloan-C, about 1997 recognized and publicized its Five Pillars (Mayadas, 1997) for high quality online education: learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness, and access. …" @default.
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• W289790845 date "2005-05-01" @default.
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• W289790845 title "Factors That Promote and Impede Faculty Willingness to Develop and Deliver Internet-Based (Online) Courses: An Adoption Model" @default.
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