Cognitive Dissonance Theory and Distance Education: Faculty Perceptions on the Efficacy of and Resistance to Distance Education
C. Matt Graham, Nory Jones

Abstract
This paper explores current perceptions of distance education among faculty members in a state flagship university. We theorize that cognitive dissonance theory is at play in scenarios where faculty have had either a positive or negative experience with distance education and that experience determines faculty perceptions about distance education. A survey was distributed among all 600+ faculty members with a response rate of 115. Results were primarily consistent with prior studies showing a mix of attitudes towards the quality of the distance education experience, and the requirement for administrative and technology support. Resistance stemming from workload issues, pedagogical issues and quality remain high in this survey.

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