Factors related to instructors' willingness to participate in distance education

The authors identifed elements of instruction formats that distinguish distance education (DE) methods from traditional face-to-face (FF) instruction with respect to instructors' experiences and opinions. Most hypotheses were supported. Instructors (N = 26) from a southeastern university rated FF more favorably in terms of (a) their comfort and ability to interact with students, (b) students' opportunity to interact and participate in class discussions, and (c) instruction accommodating different learning styles. The authors found no difference between instructors' mean opinions of DE and FF for interaction with students on assignments, contact with students outside class, instructors' promptness of feedback delivery, or effect of motivation on student success. Instructors' willingness to participate in DE was a function of their perception of the adequacy of training for DE and recognition received. Instructors' willingness was not related to effort and time needed to develop course materials for DE. Knowledge of experiences and opinions affecting instructors' willingness to participate in DE can help universities create or maintain DE programs.