Perceptions of Higher Education Faculty Members on the Value of Distance Education

Abstract

Perceptual differences among higher education faculty members regarding distance education were examined. It is noteworthy that only the perceptions were measured rather than actual learning outcomes and quality of distance education. The results suggested those faculty members with experience responded favorably to questions about distance education, while those without experience were less receptive. This research could be used by the administration of institutions of higher learning exploring the possibility of adding distance education. Distance education is a dynamic area; the results of this study of higher education faculty members’ perceptions may impact the higher education culture. Further research is needed to compare learning outcomes for distance and traditional college and university courses.

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