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Open Access Knowledge and Scholarship

Culminating Project Title

Reluctance Toward Online Teaching

Date of Award


Culminating Project Type


Degree Name

Higher Education Administration: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

Michael Mills

Second Advisor

Steven McCullar

Third Advisor

Kelly Crue

Fourth Advisor

Timothy Baker

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Online, faculty, teaching, motivation


Online education has become a staple in the American higher education system. A shortage of qualified and motivated online instructors exists as online learning demand increases. The purpose of this qualitative study was to identify why faculty members are not motivated to teach online courses. This study sought to answer the following three questions: (1) Why are faculty members not participating in online instruction? (2) What incentives, if any, are likely to motivate non-participating instructors to adopt online instruction? and (3) What are the differences in perceptions regarding online instruction between faculty members who had been asked or had an opportunity to teach online and refused and faculty members who had tried online instruction and no longer teach online? Using a basic qualitative research design, I interviewed 20 unlimited, full-time faculty members of community and technical colleges who had been asked or had the opportunity to teach online and refused or who had tried teaching online and discontinued doing so. Through these interviews, I gained valuable insight into elements that hinder the motivation of community and technical college faculty members for teaching online. I further identified some factors that may motivate faculty members to embrace online instruction.



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