EXAMINING THE RELATIONSHIP BETWEEN ADMINISTRATIVE AND FACULTY LEADERSHIP IN THE DEVELOPMENT AND SUSTAINABILITY OF E-LEARNING PROGRAMS AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

Abstract

As e-learning continues to evolve and become a mainstream offering in higher education, colleges and universities are faced with growing online enrollments and student demand for access to courses and programs delivered in an e-learning environment. In 2019, approximately one out of three students in the United States enrolled in at least one e-learning course. Higher education leaders at Historically Black Colleges and Universities (HBCUs) are driven to identify processes and models to support and sustain e-learning initiatives. planning process be inclusive of institutional stakeholders. The study substantiates the importance of faculty buy-in and participation in the planning and deployment of e-learning. Results from the study suggest implications and recommendations for leadership at HBCUs to understand, address, and support critical operational areas in order to build, enhance, scale, and sustain e-learning programs. Study findings contribute to the literature on e-learning implementation at HBCUs, specifically the role of faculty in the planning process. Finally, it is recommended that further research be conducted on the practicality of unifying e-learning operations under the direction of a leadership position responsible for championing e-learning across the institution.