Interrelationships between faculty concerns and faculty development in the design, development, and delivery of online courses in select community colleges in Texas

The purpose of this study was to investigate faculty concerns regarding the design, development, and delivery of online courses and to identify components of faculty development that addresses those concerns. A qualitative research design was implemented. Full-time faculty members at each of three colleges were administered a Stages of Concern Questionnaire (SoCQ), and the researcher held faculty focus group interviews and one-on-one interviews with key administrative personnel. A case analysis for each college was conducted followed by a cross-case analysis of the three institutions studied.;Faculty who develop online courses and those who choose not to develop online courses shared similar concerns related to quality instruction, support accessibility, and administrative responsibilities. Administrative personnel expressed concerns similar to those shared by the faculty. Faculty development for online learning has not effectively assisted in the progression of faculty from concerns related to the mechanics of the course management software to attention on the curriculum and quality learning. Although faculty members are experts in their course material, they need assistance and training in the development and delivery of online courses.;The researcher recommended that colleges involve faculty in the development of a comprehensive faculty development program for online learning based on adult learning principles. Colleges should provide faculty accessibility to instructional designers and support persons on the college campus to assist them whenever needed. Additionally, students should be required to complete an orientation and/or self-assessment prior to enrolling in online courses in order to negate their perception that online courses are easy and to assess their technology skill level. Faculty members consider online courses to be enrollment boosters. Unless addressed, online education will continue to face criticisms. The researcher recommended that colleges implement an online course development timeline that includes a corresponding faculty development program.;Online learning continues to grow in course offerings and enrollments. It also continues to evolve as technology evolves and expands. Educators and administrators must resolve their philosophies regarding online learning and determine to embrace online learning as a viable means of providing a quality means of learning to students in the communities they serve.