It is (More) About the Students: Faculty Motivations and Concerns Regarding Teaching Online.

H. David Hunt, Kim Davies, Deborah Richardson, Georgina Hammock, Maureen Akins, Laura Russ

Research output: Contribution to journalArticlepeer-review


There is increasing interest, if not demand, from universities and students for faculty to teach using online technologies. However, many faculty members are reluctant to teach online. In this paper, we examine data collected from a broad range of faculty (part-time, tenure track, new and more experienced, in education, business, and liberal arts) to explore the relationship between faculty attitudes, experiences, self-perceived preparedness, and concerns about teaching online courses. In particular, we examine whether faculty who have taught online courses, feel more prepared and more motivated to teach online and have more positive attitudes about online teaching than those who have not taught online. Our findings indicate that while there are a number of concerns about teaching online among the faculty we surveyed, concerns about students are among the most important. We end with some policy and procedural implications for why faculty may or may not use new technologies to teach.
Original languageEnglish (US)
Pages (from-to)62-71
Number of pages10
JournalOnline Journal of Distance Learning Administration
Issue number2
StatePublished - Jun 1 2014


  • Teaching
  • Online education
  • Distance education
  • School camps
  • Business education


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