Examining the Relationship between Roger's Theory of Diffusion and the Slow Development of Online Learning

The purpose of this study is to explore the slow development of online learning initiatives at Historically Black Colleges and Universities (HBCUs). Specifically, the research has investigated the relationship between academic and executive-level administrators in a four-year private university and Roger's Theory of Diffusion as it relates to their establishing quality distance education courses and programs. A list of 13 possible interviewees was developed. This list included only those who had direct experience and a leadership role in the college during the time this study was conducted. A total of 11 administrators agreed to participate in face-to-face interviews which lasted approximately 45 minutes each.;The findings show a strong connection between (1) administrators' knowledge and experiences with online education and Roger's Innovation Concept, (2) the primary drawbacks and roadblocks toward increasing online education programming and Roger's Nature of the Social System, (3) the prevailing attitudes toward online education among administrators and Roger's Communication Channels, and (4) the knowledge of competing postsecondary institutions with regard to online education programming among administrators' and Roger's Innovation Concept. Furthermore, this study identified the degree to which particular concerns were perceived to be present at HBCUs. This study provides a base of knowledge as it relates to the higher education administrators and their knowledge of the growth of distance education in historically black colleges and universities.