Perceptions of Barriers Concerning Effective Online Teaching and Policies: Florida Community College Faculty

Jennifer Haber · Michael Mills

83 citations0/0 files storedCommunity College Journal of Research and Practice

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Online and Blended Learning Education during COVID-19 pandemic Educational Innovations and Challenges

Abstract

This study's purpose was to examine the perceptions of Florida's full-time community college faculty members who teach by distance learning concerning the ten policy areas set forth by Berge and Muilenburg (Citation2000). Focus group sessions indicated that faculty members felt certain barriers related to their online experiences. Faculty time and compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier while access seemed to cause faculty members the least amount of concern. But factors such as training, size of the institutions, and complexity of the programs seemed to play a role in their perceptions.

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1989Focus Groups: A Practical Guide for Applied Research 1989Focus Groups: A Practical Guide for Applied Research 2006Making the Grade: Online Education in the United States, 2006.1997Barriers to Learning in Distance Education 2005Literature Review--Faculty Participation in Online Distance Education: Barriers and Motivators.1998Barriers To Online Teaching In Post-Secondary Institutions: Can Policy Changes Fix It?2002Overcoming Barriers to Successful Delivery of Distance-Learning Courses 1993Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence

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