The DOI matches its Crossref record; 16 of the 19 references it cites were found in a registry or an index.
Understanding Faculty Attitudes about Distance Education: The Importance of Excitement and Fear
Open accessAbstract
The purpose of the present study is to further understand faculty attitudes about distance education by exploring the psychological processes through which these attitudes are influenced. We explored the following research question: Do feelings of excitement versus fear mediate and/or moderate the relationship between online teaching experience and various faculty attitudes about online education? Survey data from 152 part- and full-time faculty from a midsize public university in the Mid-Atlantic region of the United States was utilized. Multiple regression analyses revealed that excitement versus fear mediates the relationship between online teaching experience and all of our outcome variables, and that excitement versus fear moderates the relationship between online teaching experience and the extent to which faculty feel that their institution is pushing too much instruction online. Our results demonstrate the importance of excitement versus fear in explaining why some faculty have negative rather than positive attitudes about distance education. Our results suggest that university administrators may find it helpful to implement policies and practices that instill a sense of excitement about distance education in all faculty.
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“And yet, instructors' trust and distrust can significantly influence their decisions to adopt GenAI, how they use it in their teaching, and their overall attitudes and practices, which in turn shape students' perceptions and trust in GenAI [19, 36, 50, 68, 73, 90].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [19]
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Cites
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“To test whether or not feelings of excitement versus fear mediated the relationship between online teaching experience and our three outcome variables, multiple regression analyses were conducted using the three-step method suggested by Baron and Kenny (1986), which is outlined below.”
MethodGrowing by Degrees: Online Education in the United States, 2005.
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Ulmer, L. W., Watson, L. W., & Derby, D. C. (2007) · Quarterly review of distance education · doi:10.1108/qrde-02-2007-0007 · Cited by 89 · cited 1×
“Ulmer et al. (2007) showed interesting findings regarding faculty perceptions of online education.”
BackgroundFactors Affecting Faculty Members’ Decision to Teach or Not to Teach Online in Higher Education
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“On the one hand, distance education is growing (Lokken & Mullins, 2014; Magiuka et al., 2005; Shea, 2007; U.S. Department of Education, 2006), and some faculty are optimistic about this development (Rudestam, 2004).”
BackgroundInfluentialIt is (more) about the students: Faculty motivations and concerns regarding teaching online
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“On the other hand, some faculty are resistant (Allen & Seaman, 2012; Murphy et al., 2007).”
BackgroundThe Present and Future of Distance Learning
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USING FOCUS GROUPS TO STUDY ALN FACULTY MOTIVATION
Hiltz, S. R., Shea, P., & Kim, E. (2010) · Online Learning · doi:10.24059/olj.v14i1.1635 · Cited by 10
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Cited by
Hong, W. C. H. (2023) · Journal of Educational Technology and Innovation · doi:10.61414/jeti.v5i1.103 · Cited by 328
“As an example, prior to COVID, most educators never imagined having the need to convene classes online, even less likely to prefer it (Bunk et al., 2015).”
BackgroundExamining the Effect of Proctoring on Online Test Scores.
Alessio, H., Malay, N. J., Maurer, K., Bailer, A., & Rubin, B. (2017) · Online Learning · doi:10.24059/olj.v21i1.885 · Cited by 146
Lyu, W., Zhang, S., Chung, T., Sun, Y., & Zhang, Y. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100383 · Cited by 68
“And yet, instructors’ trust and distrust can significantly influence their decisions to adopt GenAI, how they use it in their teaching, and their overall attitudes and practices, which in turn shape students’ perceptions and trust in GenAI [19, 36, 50, 68, 73, 90].”
Kono, K. G., & Taylor, S. (2021) · Online Learning · doi:10.24059/olj.v25i1.2484 · Cited by 31
“Recognizing this fact, some faculty have resisted the move to online learning due to concerns that student equity or engagement will suffer (Wingo et al., 2017), or that they cannot afford the time required to design and teach an online course that sustains equity and engagement (Bunk et al., 2015).”
BackgroundRacovita-Szilagyi, L., Muñoz, D. C., & Diaconu, M. (2018) · European Journal of Social Work · doi:10.1080/13691457.2018.1461066 · Cited by 27
“…online courses, having less pedagogical knowledge required to effectively provide students with a well-rounded educational experience, and perceived institutional pressure to increase online educational offerings (Bunk, Li, Smidt, Bidetti, & Malize, 2015; Seirup et al., 2016; Smidt et al., 2014).”
Background
Metadata
- Authors
- Bunk, J., Li, R., Smidt, E., Bidetti, C., & Malize, B.
- Affiliations
- West Chester University (US)
- ORCID
- Li, Rui
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 2015-07-30
- Volume
- 19
- Issue
- 4
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W2139518031
- Cited by
- 28
- References
- 19
- Citations by year
- 2025: 3 · 2024: 3 · 2023: 4 · 2022: 3 · 2021: 7 · 2020: 3 · 2018: 2 · 2017: 2 · 2015: 1
- FWCI
- 8.34
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Online Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Digital Transformation of Higher Education
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- faculty attitudes, distance education, online teaching experience, excitement, fear, mediation, moderation, online instruction, university administrators, university faculty
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