tance education required additional preparation and changes in style and strategy. Faculty members were most negative about teacher-student interactions which they felt did not have the kind of personal contact needed for effective learning.
Gross (1997) examined faculty perceptions of distance eduction as used at Wisconsin's Northcentral Technical College. According to Gross, it was determined that even though the college has been offering some form of distance education for years (satellite classes began in 1989), some faculty remained very resistant to distance education. In a review of their concerns, it was found that those most resistance to distance education were worried about the increased workload it can represent, pay issues, authorship issues, technical and clerical support, problems in engaging students, loss of faculty autonomy, and threatened job security.
In a review of the study's findings, Gross (1997) felt that faculty had not considered one of the changes associated with distance learning that they might be most threatened by. Regardi
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