Factors which motivate community college faculty to participate in distance education.

The literature provides strong evidence that faculty are motivated by both intrinsic and extrinsic factors to participate in distance education. Taylor and White (1991); Dillon, Hengst, and Zoller, (1991); Johnson and Silvernail, (1990); Clark, Soliman, and Sungaila, (1985); Betts, (1998) found that most faculty are motivated by the following intrinsic rewards to teach through distance education: (a) the ability to teach students who otherwise may not have access to education; (b) the opportunity to work with more motivated and serious minded students; (c) the flexible work schedu