BARRIERS OF DISTANCE EDUCATION AS PERCEIVED BY ADMINISTRATORS

Abstract

The purpose of this study was to determine barriers, as perceived by administrators, that impacted distance education at a rural and urban community college in North Carolina. Both institutions were identified by the United States Census Bureau as being persistently poor. This study examined administrators' perception and definition of quality distance education, how distance education was initially deployed across the institution, and any newly formed barriers to distance education that arise as online education continues to grow. The study used a single case study design to interview participants across two institutions analyze documents, and conduct informal observations. The study also incorporated a theoretical framework that examined change and resistance to change theories. In doing this, change at each institution was correlated with the theory, in addition to previous research that has been implemented on distance education, to assist with providing a sound basis for the study. Results of this study indicate the administrators were aware of barriers at their respective institutions, such as faculty professional development and technology quality and access. One institution took a rationalized approach to synchronize assignments to enhance the quality of instruction offered online, while the other institution focused on more of a free system in which trainings and resources were offered by individual needs of students, faculty and administrators. The results further revealed that both institutions and administrators were no longer resistant to the change that distance education involved, but that they were assessing the change and how to make improvements.