Abstract
To find a lasting solution to the issue of low student registrations in remote areas for technical programs, a team of researchers experimented with the concept of Networking Colleges. This concept consists in networking remote colleges using ITC for distance collaboration and the sharing of expertise and resources among teachers. The CBAM (Concern Based Adoption Model) model was used to account for the adoption of distance collaboration by the teachers involved, using a mixed strategy based on questionnaires and interviews. Results show that only a limited number of teachers did reach the advanced stages of distance collaboration. They tend to confirm the characteristics of the first stages of the CBAM model, and show that the main factors to consider are technological factors, factors relating to teaching administration, as well as pedagogical, individual, socio-affective and group factors.
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