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Faculty Resistance to Change: An Examination of Motivators and Barriers to Teaching Online in Higher Education

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  • Erin Gratz

    (University of La Verne, La Verne, USA)

  • Lisa Looney

    (University of La Verne, La Verne, USA)

Abstract

This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included financial incentives, increased flexibility, and keeping current with various modes of delivery. Reported barriers were positively correlated with faculty's resistance to change, demonstrating that faculty who were reluctant to change their routines, had negative reactions to the presence of change, and saw short-term change as inconvenient were more likely to see barriers to teaching online. Faculty rank was related to certain study variables. Implications for these findings are discussed.

Suggested Citation

  • Erin Gratz & Lisa Looney, 2020. "Faculty Resistance to Change: An Examination of Motivators and Barriers to Teaching Online in Higher Education," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 10(1), pages 1-14, January.
    • Handle: RePEc:igg:jopcd0:v:10:y:2020:i:1:p:1-14
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    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJOPCD.2020010101
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    Cited by:

    1. Marvin C. Lofranco, 2023. "Pandemic School Frontliners: Experiences of College Teachers in the New Normal Educational Setting," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(3), pages 1286-1295, March.
    2. Tsun-Yu Huang & Wen-Kuo Chen & Venkateswarlu Nalluri & Thao-Trang Huynh-Cam, 2022. "Evaluating E-Teaching Adoption Criteria for Indian Educational Organizations Using Fuzzy Delphi-TOPSIS Approach," Mathematics, MDPI, vol. 10(13), pages 1-18, June.

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