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In this paper, the authors compare business school administrators' and faculty perceptions of online learning. Specifically, a survey was given to a random sample of 1,000 business school administrators throughout the United States. A slightly modified survey, tailored to business school faculty, was mailed to a random sample of 1,175 business faculty members throughout the United States. Comparison of the results from each group showed significant differences between the administrators' and faculty perceptions of online learning on eight of eighteen statements. Since many universities are still deciding the extent of their offerings of such courses, this information may be helpful to university administrators in deciding which types of courses at their universities might be offered online. Faculty who are considering teaching one or more online courses may find the results of this study helpful in structuring these online offerings. Administrators need to be aware of the perceptions, concerns, and indeed, the anxieties of both their peers and faculty in order to enhance the likelihood that online courses will be viewed as valuable, and valued, by both constituencies. If administrators can effectively communicate the benefits perceived by their peers and faculty, while belaying the concerns of these groups, then the probability of a successful outcome will be enhanced. Online learning may not be for everyone - including both administrators and faculty - but a clearer grasp of administrator and faculty perceptions may go a long way in contributing to making the online experience a positive one for all who pursue it. [PUBLICATION ABSTRACT]

INTRODUCTION

The technological infrastructure needed to address the growing interest in online education is readily available, thus making the availability of online courses both economical and practical (Totaro et al., 2005). This study compares business school administrators' perceptions of online learning and business faculty perceptions of online learning and administrator's perceptions of online learning. Business school administrators and business faculty are from various disciplines, such as accounting, economics, finance, management, management information systems, and marketing.

MOTIVATION FOR STUDY

Prior research has focused separately on student attitudes (Tanner, Noser, and Langford, 2003; Tanner et al., 2004-1, 2004-2; Tanner et al., 2006), faculty attitudes (Totaro et al., 2005), and administrator attitudes (Tanner et al., 2008). Commitment by administrators and faculty is essential to the success of online learning; thus, the present study attempts to bridge the two by comparing attitudes about and perceptions of online learning between administrators and faculty.

METHODOLOGY

A questionnaire was developed to determine the attitudes of business school administrators toward online courses. This questionnaire was very similar to those given to students (Tanner, Noser, and Langford, 2003; Tanner, Noser, Fuselier, and Totaro, 2004-1; Tanner, Noser, Fuselier, and Totaro, 2004-2) and faculty (Totaro, Tanner, Noser, Fitzgerald, and Birch, 2005). The only modifications made were to tailor some of the questions to administrators and faculty. The questionnaire was then given to a simple random sample of one thousand (1,000) business school administrators throughout the United States. In addition to demographic questions on gender, academic rank, current administrative position held, academic experience (both in teaching and as administrators), tenure status, and whether or not the administrator had ever taught an online course, as well as the academic area in which the class was taught, and the maximum enrollment in online classes at their institutions. Additionally, there were also eighteen (18) Likert-type questions concerning online courses and related statements with which the administrators could express various levels of agreement or disagreement (l=Strongly Agree; 2=Agree; 3=Neither Agree nor Disagree; 4=Disagree; 5=Strongly Disagree). Usable questionnaires were returned by 152 respondents, representing a response rate of more than 15 percent, which is within the acceptable response rate, according to a widely-cited source on survey research (Alreck and Settle, 2004).

In order to also assess the perceptions of business faculty toward online courses, the above-mentioned instrument, tailored for faculty, was given to a random sample of 1,175 faculty members throughout the United States (approximately an equal number in each of the following areas: accounting, economics, finance, management, management information systems, and marketing). Usable questionnaires were returned by 204 respondents, again within the acceptable response rate mentioned above.

RESULTS

In order to assess differences in perceptions of online courses by the administrators and faculty respondents, significance tests were performed, and the results are shown in Table 1. As the table shows, significant differences between the perceptions of administrators and faculty members were found on eight of the eighteen statements. The faculty exhibited a significantly higher level of agreement with the statement that the interaction and/or lectures are greater in a regular classroom than in an online setting. Faculty also felt more strongly than administrators that face-to-face interaction between students and their instructor outside the classroom is important for college classes. Additionally, faculty more strongly disagreed that the lack of a required classroom in an online course appealed to them, and with the statement that as many online classes as possible should be offered in the future.

Faculty respondents also showed a greater level of agreement when asked if they would miss the face-to-face interaction with students in online classes. Additionally, when asked if the lack of face-to-face, student-to-student interaction associated with online classes would hinder the learning experience, faculty respondents again showed a significantly stronger level of agreement. Faculty also agreed more strongly that online tests are more difficult to administer, and that online courses require students to teach themselves more than in a traditional class.

Both groups exhibited about the same level of agreement that the flexible class times in an online class is an advantage for the student and for the faculty. They also agreed that quantitative courses in online settings are among the most difficult for college students, but both were almost neutral as to whether or not more non-quantitative business courses should be offered online.

Both groups had about the same level of agreement that online course formats allow students to study at their own pace, and that online courses appeal to many students because such courses have no required, official classroom setting. Both groups also agreed that the textbook is more important in an online class than in a traditional class, and that online courses require more self-discipline by students than traditional courses.

With respect to disagreement, both groups disagreed that online tests are more difficult for students. Lastly, both groups exhibited the same level of slight disagreement with the statement that the technology required for an online class adds to the educational value of the online experience, administrators being essentially neutral on this issue.