Abstract
For over a decade the annual Babson reports indicated that only about 30% of full-time professors approve of distance learning, and several other more recent reports echo that finding. Since about one third of all college students in the United States are currently taking at least one course at distance, this means that the pool of teaching talent available to them is likely to exclude some of the most significant resources at each institution of higher learning. This paper examines the problem from the perspective of perceived difficulties that inhibit otherwise suitable and acceptable instructors, especially full-time faculty, from greater participation in online courses. These perceived difficulties are: threats to an academic career, confusion about costs and benefits, introduction and proliferation off MOOC's, higher cost of online courses, lower student evaluations and response rates for online teaching, past faculty boycotts and disagreements concerning online teaching, the role of adjuncts versus full-time faculty, and unfavorable comparisons with "successful" on line programs.
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