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Addressing Faculty Concerns about Distance Learning
ARTICLE

Online Journal of Distance Learning Administration Volume 8, Number 4, ISSN 1556-3847

Abstract

Despite the rapid growth of distance learning programs, faculty are often resistant to moving their courses into a distance learning format. This article synthesizes the common sources of concern among resistant faculty as identified in the literature, the mechanisms to bridge those concerns, and evaluates the effectiveness of the administrative solutions for faculty support that have sought to address them.

Citation

McLean, J. (2005). Addressing Faculty Concerns about Distance Learning. Online Journal of Distance Learning Administration, 8(4),. Retrieved July 6, 2022 from .

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