An investigation into factors influencing faculty behavior concerning distance learning instruction using the theory of planned behavior

This study investigated the affects of faculty attitudes on their intention to instruct courses using distance learning technology. A quantitative and qualitative study was conducted using the methodology established under the Theory of Planned Behavior to determine if the theory would predict a faculty member's intention to instruct a course using distance learning technology.; Approximately 600 faculty, representing all ten universities of the State University System, were surveyed as to their intentions to instruct a course using distance learning technology. The survey explored their attitudes regarding certain issues concerning distance learning, their perceptions as to what their peers believe regarding distance learning, and their feelings as to whether they would be successful at distance learning instruction. Qualitative interviews were conducted to further explore the survey results.; Findings revealed that the Theory of Planned Behavior could correctly predict a faculty member's intention to instruct a distance learning course 83 percent of the time. Additionally, such factors as previous distance instructional experience, gender, and tenure status were statistically significant in determining whether a faculty member intended to instruct a course using distance learning technology. Peer attitudes and departmental chairs also played significant roles in determining a faculty member's intention to participate in distance learning. Age was not statistically significant.; Recommendations for future research were suggested in the following areas: the role of the chair in determining positive/negative attitudes toward distance learning; further investigation into the effect of gender on distance learning instruction; and, the effect of peer pressure in determining a faculty member's attitudes toward distance learning instruction.