Comparative Study of Perceived Barriers to Faculty Participation in Distance Education at a Four-Year University

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Bailey, Elizabeth, Comparative study of perceived barriers to faculty participation in distance education at a four-year university. Doctor of Philosophy (Education), December 2015, 103 pp., 21 tables, references. The purpose of this Bailey study was to identify perceived barriers of faculty participation in distance education courses in a four-year university and identify the differences in perceived barriers between the Hebert 2003 study and this Bailey study. The literature review covers numerous studies and articles written within the last 10 years that are related to a variety of barriers perceived by faculty and administrators. There were no statistically significant relationships found ... continued below

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Bailey, Elizabeth May 2016.

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  • Bailey, Elizabeth

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Bailey, Elizabeth, Comparative study of perceived barriers to faculty participation in distance education at a four-year university. Doctor of Philosophy (Education), December 2015, 103 pp., 21 tables, references.
The purpose of this Bailey study was to identify perceived barriers of faculty participation in distance education courses in a four-year university and identify the differences in perceived barriers between the Hebert 2003 study and this Bailey study. The literature review covers numerous studies and articles written within the last 10 years that are related to a variety of barriers perceived by faculty and administrators.
There were no statistically significant relationships found between faculty demographics including gender, age, position at the university, tenure status, and number of years faculty have taught in post-secondary education. There were no statistically significant relationships found between the top administrator-ranked motivators and corresponding faculty-ranked motivators, nor between the top administrator-ranked inhibitors and the corresponding faculty-ranked inhibitors. Out of the top four non-participating, faculty-ranked barriers, three were found to have statistically significant relationships with the corresponding administrator-ranked barriers. Statistically significant relationships were found between the faculty-ranked motivators and corresponding administrator identified motivators and between the top ranked barriers identified by non-participating faculty and administrators in Hebert’s study compared to non-participating faculty-ranked and administrator-ranked barriers identified in this study.

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  • May 2016

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  • June 28, 2016, 4:28 p.m.

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  • Sept. 6, 2016, 2:15 p.m.

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Bailey, Elizabeth. Comparative Study of Perceived Barriers to Faculty Participation in Distance Education at a Four-Year University, dissertation, May 2016; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc849738/: accessed November 21, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .