Journal of Applied Learning Technology
Online program administrators in higher education face a difficult task in convincing faculty to adopt the role of an online teacher. Studies have discovered several issues within the realm of online teaching that are discouraging to potential adopters and prevent many of them from desiring to be involved in online education. On a positive note, research has uncovered several encouraging factors that could motivate faculty to participate. Administrators need to be informed of the negative and positive aspects that cause faculty to either “buy-in” or “opt-out.” Becoming aware of these issues enables online program leaders to develop better faculty recruitment strategies. The factors negatively impacting faculty are referred to as complexities and the positive aspects are identified as motivators.
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Ragsdale, S. (2011). The Complex and Motivating Factors that Affect Faculty Adoption of Online Teaching. Journal of Applied Learning Technology, 1 (1), 6-9. Retrieved from https://scholarworks.harding.edu/computer-science-facpub/10