Publication Date

Spring 2017

Document Type


Degree Name

Doctor of Education



First Advisor

Stephen H. Wagner, Ph.D.

Second Advisor

David Green

Third Advisor

Rupert M. Evans, Ph.D.


Higher education is experiencing a decline in institutional resources, a change in student demographics, and a shift in teacher-to-student-centered learning. The impact of technology on faculty roles and the paradigm shift from the industrial age to the technological age has had a major influence on faculty and online teaching. This quantitative study was based on faculty technology experience, faculty’s attitude toward online teaching, the perceived quality of online teaching, and the institutional challenges; and how they impact faculty teaching modalities. It examined the training and support institutions provide to faculty as higher education becomes increasingly dependent on online teaching. Specifically, contrasting three levels of technology experience: digital immigrants, digital moderates, and digital natives; and pockets of resistance in delivering online teaching modalities in the 21st Century. Exploration of faculty technological self-efficacy was also analyzed based on faculty’s perceptions, experience, and technology usage in the classroom and online teaching.