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                      <TD width=3D"55%"><B><FONT size=3D2 =
face=3DArial>MERLOT=20
                        Journal of Online Learning and =
Teaching</FONT></B></TD>
                      <TD width=3D"45%">
                        <DIV align=3Dright><FONT size=3D2 =
face=3DArial><B>Vol. 5, No.=20
                        1, March 2009</B> =
</FONT></DIV></TD></TR></TBODY></TABLE>
                  <HR>

                  <TABLE border=3D0 width=3D"100%">
                    <TBODY>
                    <TR>
                      <TD width=3D"100%"></FONT>
                        <DIV align=3Dcenter>
                        <P class=3Dstyle5><BR>Perceptions of Distance =
Learning=20
                        Among Faculty of a College of Education=20
                        <BR><BR></P></DIV>
                        <DIV align=3Dcenter>
                        <CENTER>
                        <TABLE style=3D"BORDER-COLLAPSE: collapse" =
border=3D0=20
                        cellSpacing=3D0 borderColor=3D#111111 =
cellPadding=3D0=20
                        width=3D"100%">
                          <TBODY>
                          <TR>
                            <TD width=3D"100%">
                              <P align=3Dcenter><STRONG><SPAN=20
                              class=3Dstyle4><BR>Shirley J.=20
                              Mills<BR></SPAN></STRONG><SPAN=20
                              class=3Dstyle4>Assistant Professor<BR><A=20
                              =
href=3D"mailto:millssj@utpa.edu">millssj@utpa.edu</A></SPAN></P>
                              <P class=3Dstyle4 =
align=3Dcenter><STRONG>&nbsp;Martha=20
                              Jeanne Yanes</STRONG><BR>Associate =
Professor<BR><A=20
                              =
href=3D"mailto:yanesm@utpa.edu">yanesm@utpa.edu</A></P>
                              <P class=3Dstyle4 =
align=3Dcenter><STRONG>Cindy M.=20
                              Casebeer</STRONG><BR>Assistant =
Professor<BR><A=20
                              =
href=3D"mailto:ccasebeer@utpa.edu">ccasebeer@utpa.edu</A></P>
                              <P class=3Dstyle4 align=3Dcenter>The =
University of=20
                              Texas-Pan American<BR>Edinburg, TX 78539=20
                              USA<BR>&nbsp;=20
                        </P></TD></TR></TBODY></TABLE></CENTER></DIV>
                        <DIV align=3Dcenter>
                        <CENTER>
                        <TABLE style=3D"BORDER-COLLAPSE: collapse" =
border=3D0=20
                        cellSpacing=3D0 borderColor=3D#111111 =
cellPadding=3D0=20
                        width=3D"100%">
                          <TBODY>
                          <TR>
                            <TD width=3D"100%">
                              <TABLE border=3D0 width=3D"75%" =
align=3Dcenter>
                                <TBODY>
                                <TR>
                                <TD>
                                <P class=3Dstyle6=20
align=3Dcenter><BR>Abstract<BR></P>
                                <P class=3Dstyle4 =
align=3Djustify>Students and=20
                                employers laud distance education for =
its=20
                                usefulness in overcoming obstacles like =
location=20
                                and family and work schedules. College =
and=20
                                university administrators hail its cost=20
                                effectiveness and its usefulness in =
facilitating=20
                                enrollment increases. However, faculty =
members=20
                                do not necessarily share this =
enthusiasm. Since=20
                                the role of faculty members is crucial =
to the=20
                                successful implementation of any =
education=20
                                program, it is important to understand =
why=20
                                faculty members may be reluctant to =
embrace the=20
                                non-traditional modes of course delivery =

                                standard to distance education. In order =
to=20
                                better understand this dynamic, a =
qualitative=20
                                study was conducted among faculty of a =
College=20
                                of Education at a public regional =
university=20
                                located in south Texas to ascertain =
faculty=20
                                perception of value and viability of =
distance=20
                                education in their context. The results =
of this=20
                                study indicate that faculty members =
studied do=20
                                not uniformly recognize or embrace the =
use of=20
                                distance education. These findings are =
discussed=20
                                and recommendations for this College of=20
                                Education are derived from the=20
                                =
analysis.<BR><BR><STRONG>Keywords</STRONG> :=20
                                Faculty beliefs, higher education, =
technology,=20
                                barriers, distance education=20
                                </P></TD></TR></TBODY></TABLE>
                              <P=20
                        =
align=3Dcenter></P></TD></TR></TBODY></TABLE></CENTER></DIV>
                        <DIV align=3Dleft><FONT face=3D"Arial;font-size: =
12.0pt">
                        <TABLE style=3D"BORDER-COLLAPSE: collapse" =
border=3D0=20
                        cellSpacing=3D0 borderColor=3D#111111 =
cellPadding=3D0=20
                        width=3D"100%">
                          <TBODY>
                          <TR>
                            <TD width=3D"100%">
                              <P align=3Dcenter><BR><SPAN =
class=3Dstyle9>=93The world=20
                              we have created is a product of our =
thinking; it=20
                              cannot be changed without changing our =
thinking.=94=20
                              </SPAN></P>
                              <P class=3Dstyle4 align=3Dcenter>-Albert =
Einstein-=20
</P>
                              <P align=3Djustify><STRONG><SPAN=20
                              class=3Dstyle4><BR>Introduction =
</SPAN></STRONG></P>
                              <P class=3Dstyle4 align=3Djustify>Higher =
education is=20
                              facing significant institutional =
challenges=20
                              created by new and emerging technologies =
(Jaffee,=20
                              1998). Specifically, digital technology =
has=20
                              provided new and flexible means of course =
delivery=20
                              and instructional strategies that were =
largely=20
                              unavailable just a few years ago. One of =
the areas=20
                              of greatest interest to universities is =
the=20
                              potential of distance learning to meet the =
needs=20
                              of changing student demographics and the =
potential=20
                              for expanding enrollments (Magiuka, Shi, =
&amp;=20
                              Bonk, 2005). It is assumed that =
institutions of=20
                              higher education are not only attuned to =
change=20
                              but positioned for leadership in the =
change=20
                              process. It appears that higher education=20
                              faculties are responding slowly, or even=20
                              resisting, the non-traditional =
instructional=20
                              models innate to distance education. To =
better=20
                              understand the dynamics of this faculty=20
                              disassociation from distance education as =
a viable=20
                              means of instructional delivery, a =
qualitative=20
                              study was conducted among faculty of a =
College of=20
                              Education to ascertain faculty perception =
of value=20
                              and viability of distance education. . =
</P>
                              <P align=3Djustify><SPAN=20
                              class=3Dstyle4><STRONG>Literature Survey=20
                              </STRONG></SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>The term =
distance=20
                              learning is used in the context of the =
definition=20
                              accepted by the United States Distance =
Learning=20
                              Association (USDLA): "The acquisition of =
knowledge=20
                              and skills through mediated information =
and=20
                              instruction, encompassing all technologies =
and=20
                              other forms of learning at a distance." =
For the=20
                              purpose of this study, the focus is on=20
                              computer-mediated online learning. =
Distance=20
                              education is a viable way to teach =
virtually any=20
                              instructional content (Simonson, =
Schlosser, &amp;=20
                              Hanson, 1999). Since the early 1900s, =
technology=20
                              (with the use of audiovisual analog =
devices such=20
                              as films, slides, radio, tape recordings, =
etc.)=20
                              has been a part of academic practice =
(Reiser,=20
                              1987). Furthermore, the emergence of =
digital=20
                              technologies contributed significantly to =
expand=20
                              delivery mechanisms and interactive =
processes for=20
                              distance learning. Additionally, students =
come to=20
                              school with ever increasing levels of =
comfort with=20
                              the use of technology. In fact, many =
expect to use=20
                              technology to assist in learning. Students =
expect=20
                              institutions of higher education to keep =
pace with=20
                              their skills and interests. According to =
Jaffee=20
                              (1998), organizational theories inform the =
use of=20
                              technology to meet the demands of =
institutional=20
                              change; one would expect organizations of =
higher=20
                              education to be able to adapt and meet the =
demands=20
                              of this changing environment. Because of =
their=20
                              rich history and uniquely recognized =
intellectual=20
                              leadership, society looks to institutions =
of=20
                              higher education to set the pace for =
educational=20
                              innovations. </P>
                              <P class=3Dstyle4 align=3Djustify>In =
reality, higher=20
                              education is mired in longstanding =
traditions and=20
                              modes of operation that make it difficult =
to enact=20
                              change (Jaffee, 1998). In general, =
organizations=20
                              become highly resistant to external =
pressures to=20
                              transform practices and procedures. =
Moreover,=20
                              according to Blin and Munro (2008), higher =

                              education may be especially prone to =
resistance=20
                              since approximately 95% of the academic =
staff=20
                              believe or perceive that the traditional =
lecture=20
                              model is the most effective means to =
produce=20
                              student learning outcomes. The classroom =
may be=20
                              regarded as a sacred institution with =
symbolic (or=20
                              mythical) meaning for faculty and =
administrators,=20
                              who may only be accustomed to learning in =
the=20
                              traditional (face-to-face) format (Blin =
&amp;=20
                              Munro, 2008; Jaffee, 1998). Based on =
Margaret=20
                              Wheatley=92s research on organizational =
change,=20
                              Jaffee (1998) posited that =93the greater =
the degree=20
                              to which a particular organizational =
practice=20
                              defines and reinforces one=92s core =
professional=20
                              identity, the greater will be the =
opposition and=20
                              resistance to alternative practices and =
routines=94=20
                              (p. 27). Face-to-face (i.e., traditional)=20
                              classroom interactions may be particularly =
strong=20
                              in helping to build and maintain an =
instructor=92s=20
                              sense of identity as a content-area =
expert. This=20
                              traditional format seems to meet the needs =
of=20
                              faculty rather than the evolving needs of =
the=20
                              students. </P>
                              <P class=3Dstyle4 align=3Djustify>It is =
commonly=20
                              assumed that to transition to distance =
education,=20
                              it is only necessary to familiarize =
faculty=20
                              members with effective distance education =
programs=20
                              and to assist them in realizing that =
distance=20
                              education is a viable means of =
instruction.=20
                              Faculty members can learn to be effective=20
                              facilitators in distance education, making =
their=20
                              instructional efforts widely available to =
an=20
                              ever-expanding audience. This, alone, =
should help=20
                              to meet the professional identity needs of =
faculty=20
                              members (Jaffee, 1998). </P>
                              <H2 class=3Dstyle4 align=3Djustify>Methods =
</H2>
                              <P align=3Djustify><SPAN =
class=3Dstyle4>Noting that=20
                              faculty professional identity needs are an =

                              essential part of substantive change, this =
study=20
                              was conducted to assess faculty=92s =
current=20
                              perceptions of distance education and =
whether this=20
                              College of Education is ready to embrace =
the=20
                              changes necessary to facilitate online =
learning. A=20
                              deductive qualitative approach =
incorporating=20
                              grounded theory method was used in this =
study.=20
                              This approach is based on a process that=20
                              provisionally identifies the boundaries of =

                              collection and analysis (Miles &amp; =
Huberman,=20
                              1994). The research questions =
operationalize the=20
                              conceptual framework. In the grounded =
theory=20
                              method, like all qualitative research, =
emphasis is=20
                              placed on data analysis throughout the =
data=20
                              collection process. The researchers =
designed a=20
                              structure based on a conceptual framework=20
                              developed by Miles and Huberman (1994) to =
depict=20
                              the areas of inquiry interest, variables =
and key=20
                              concepts to be studied (Figure 1). =
</SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>This =
framework is a=20
                              useful tool to assist clear identification =
of=20
                              variables that influence the use, or =
non-use, of=20
                              distance education among higher education =
faculty.=20
                              Using this paradigm, the researchers =
initiated a=20
                              study among university faculty in a =
College of=20
                              Education in a regional state university =
in south=20
                              Texas. </P>
                              <P class=3Dstyle4 align=3Djustify>A survey =
instrument=20
                              was designed to include two sections: 1)=20
                              demographic variables regarding age, =
gender, years=20
                              teaching, faculty rank, and technology =
competence,=20
                              and 2) five open-ended questions to gather =
data=20
                              about faculty perceptions and beliefs =
concerning=20
                              online learning. The questions =
were:<BR></P>
                              <DIV align=3Djustify>
                              <UL>
                                <LI class=3Dstyle4>What are your =
perceptions of=20
                                the use of technology in higher =
education?=20
                                <LI class=3Dstyle4>What is your =
perception of=20
                                distance education?=20
                                <LI class=3Dstyle4>What barriers would =
you=20
                                anticipate you might experience if you =
taught a=20
                                distance class?=20
                                <LI class=3Dstyle4>What elements would =
influence=20
                                your decision to design and teach an =
online=20
                                class?=20
                                <LI class=3Dstyle4>What significant =
differences do=20
                                you perceive between distance education =
and on=20
                                campus education classes? =
</LI></UL></DIV>
                              <UL></UL>
                              <P><BR><IMG=20
                              =
src=3D"http://jolt.merlot.org/vol5no1/images/mills_fig1.gif"=20
                              width=3D409 height=3D290></P>
                              <P align=3Djustify><EM><BR></EM><SPAN=20
                              class=3Dstyle4>Figure 1. Conceptual =
Framework for=20
                              Antecedents and Consequences of Study =
</SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>The =
survey was made=20
                              available online on a secure server system =

                              maintained in the College=92s technology =
center with=20
                              the approval of the University=92s =
Institutional=20
                              Review Board. An e-mail invitation to =
participate=20
                              with directions about how to access the =
URL=20
                              address for the survey was sent to all =
teaching=20
                              faculty in the College of Education. The =
survey=20
                              was left open for a period of two weeks =
and three=20
                              reminders were sent during that time =
period to=20
                              optimize the response rate. At the =
conclusion of=20
                              this time period, data were downloaded and =

                              analyzed, using Atlas.ti. Based on the =
guiding=20
                              conceptual framework, codes were developed =
by the=20
                              researchers as they analyzed key words in =
the=20
                              data. The narrative data was coded =
independently=20
                              by the researchers. The research team then =
met to=20
                              compare the individual codes and developed =
themes=20
                              based on coding families. </P>
                              <P align=3Djustify><SPAN=20
                              class=3Dstyle4><STRONG>Results =
</STRONG></SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>All =
faculty members=20
                              of the College of Education were included =
in the=20
                              invitation to participate. Of a total of =
84=20
                              possible participants, 22 accessed the =
instrument=20
                              and completed the demographics section of =
the=20
                              survey. Figure 2 below shows a breakdown =
by=20
                              academic rank of the 22 faculty members =
who=20
                              participated. </P>
                              <P class=3Dstyle4 =
align=3Djustify>Researchers chose=20
                              this multiple case sampling approach in =
the belief=20
                              that by looking at a range of similar and =
diverse=20
                              faculty characteristics including rank, we =
could=20
                              develop theories about obstacles and =
benefits of=20
                              using distance education by higher =
education=20
                              faculty (Miles &amp; Huberman, 1994). =
There were=20
                              84 possible participants; 22 individuals =
completed=20
                              the demographic section of the survey, 7=20
                              respondents did not complete section two, =
which=20
                              included the five open-ended questions, =
and 15=20
                              respondents completed the entire =
instrument,=20
                              section one and section two,. The sample =
included=20
                              9 male and13 female respondents. </P>
                              <P><IMG=20
                              =
src=3D"http://jolt.merlot.org/vol5no1/images/mills_fig2.gif"=20
                              width=3D482 height=3D289></P>
                              <P align=3Djustify><SPAN =
class=3Dstyle4>Figure=20
                              2<EM>.</EM> Academic Rank of Participants=20
                              </SPAN></P>
                              <P class=3Dstyle4 align=3Djustify><SPAN=20
                              class=3Dstyle4>Since technological =
innovations have=20
                              occurred rapidly in recent years, =
researchers=20
                              considered age as a potential affective =
variable=20
                              (Figure 3). Another varia</SPAN>ble =
measured was=20
                              the number of years of experience in =
higher=20
                              education (Figure 4). </P>
                              <P><IMG=20
                              =
src=3D"http://jolt.merlot.org/vol5no1/images/mills_fig3.gif"=20
                              width=3D462 height=3D265></P>
                              <P align=3Djustify><A =
name=3D_Toc206059687><SPAN=20
                              class=3Dstyle4>Figure 3. Age of=20
                              Participants</SPAN></A></P>
                              <P class=3Dstyle4 align=3Djustify>Data =
were analyzed=20
                              using Strauss and Corbin=92s (1990) =
qualitative=20
                              research method known as grounded theory. =
A=20
                              grounded theory is one that is derived =
from the=20
                              study of the phenomenon it represents. It =
is=20
                              discovered, developed and provisionally =
verified=20
                              through systematic data collection and =
analysis of=20
                              data pertaining to that phenomenon =
(Strauss &amp;=20
                              Corbin, 1990, p. 23). Employing Atlas.ti =
software,=20
                              three researchers individually coded and=20
                              categorized data from survey responses so =
that a=20
                              grounded theory emerged from these data. =
This=20
                              approach to triangulation was an effort to =

                              corroborate coding accuracy (Creswell, =
2007). The=20
                              researchers coded all data independently =
and then=20
                              compared code and theme identifications to =
achieve=20
                              intercoder agreement (Creswell, 2007). =
This=20
                              assisted =93movement away from the data to =
abstract=20
                              thinking, then in returning the data to =
ground=20
                              these abstractions in reality=94 (Strauss =
&amp;=20
                              Corbin 1990, p. 199). </P>
                              <P><IMG=20
                              =
src=3D"http://jolt.merlot.org/vol5no1/images/mills_fig4.gif"=20
                              width=3D458 height=3D284></P>
                              <P class=3Dstyle4>Figure 4. Years of =
Experience in=20
                              Higher Education </P>
                              <P class=3Dstyle4 =
align=3Djustify><STRONG>Discussion=20
                              </STRONG></P>
                              <P class=3Dstyle4 align=3Djustify>Five =
major themes=20
                              emerged from this coding process: =
<EM>Significance=20
                              of Distance Education, Technology =
Competence,=20
                              Administrative Support, Barriers, </EM>and =
<EM>Low=20
                              ResponseRate</EM> was identified and =
interpreted=20
                              as a separate theme. </P>
                              <P align=3Djustify><SPAN=20
                              class=3Dstyle4><EM>Significance of =
Distance=20
                              Education</EM> All fifteen respondents who =

                              completed the entire survey (Sections 1 =
&amp; 2)=20
                              indicated that they felt the use of =
technology was=20
                              important in higher education. Issues that =
emerged=20
                              as very important were the ability to =
compete with=20
                              other institutions and the need for =
increasing=20
                              student enrollments. Responses included:=20
                              </SPAN></P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify>=93We =
must get out=20
                                programs online if we are to compete.=94 =
</P>
                                <P class=3Dstyle4 align=3Djustify>=93We =
need distance=20
                                education if we are going to remain=20
                                competitive.=94 </P>
                                <P class=3Dstyle4 =
align=3Djustify>=93Distance=20
                                education can assist to expand graduate=20
                                enrollment.=94 </P>
                                <P class=3Dstyle4 align=3Djustify><SPAN=20
                                class=3Dstyle4>=93I think distance =
education is=20
                                important, particularly for students who =
cannot=20
                                easily commute to a university. I also =
think=20
                                distance education can be useful for =
teachers=20
                                serving students with low-incidence=20
                                exceptionalities (such as, visual =
impairments=20
                                and hearing impairments) for which there =
may be=20
                                only one </SPAN>or two regional =
universities=20
                                offering courses.=94 </P></BLOCKQUOTE>
                              <P class=3Dstyle4 align=3Djustify>Other =
respondents=20
                              indicated that it was important to use =
technology=20
                              in teacher preparation classes, especially =
given=20
                              the expanding use of technology in K-12 =
school=20
                              settings. One respondent stated, =93The =
use of=20
                              technology is imperative; it facilitates =
learning=20
                              processes and thinking skills when used=20
                              appropriately. It also can make life =
easier by=20
                              organizing and archiving important =
information=20
                              related to class work.=94 </P>
                              <P class=3Dstyle4 align=3Djustify>Faculty =
members also=20
                              expressed that distance education would =
assist=20
                              students in this region who fit a =
non-traditional=20
                              student profile. The demographics for this =
College=20
                              of Education (a Hispanic Serving =
Institution)=20
                              indicated that most students have outside=20
                              employment and share responsibilities for =
both=20
                              nuclear and extended family structures, =
placing=20
                              substantial expectations on students for=20
                              participation in child rearing and support =
for=20
                              aging parents. One respondent stated, =
=93=85[M]ost of=20
                              our students are working and have =
families. We can=20
                              be more efficient by offering distance =
classes to=20
                              many of our students.=94 Another faculty =
member=20
                              responded, =93=85I believe there are =
possibilities for=20
                              some superior outcomes in distance =
education=20
                              application, i.e. increased enrollment at =
the=20
                              graduate level, computer supported =
collaborative=20
                              learning, etc.=94 Respondents openly =
acknowledge the=20
                              significance of technology and distance =
education,=20
                              their sentiments were well summarized by =
one=20
                              participant=92s response, =93=85 it is a =
growing field=20
                              that needs to be brought into our =
university.=94=20
</P>
                              <P align=3Djustify><SPAN=20
                              class=3Dstyle4><EM>Administrative =
Support</EM> While=20
                              respondents seemed to support the use of=20
                              technology but they expressed concern =
about having=20
                              sufficient support systems. Though the =
university=20
                              studied has a full department supporting =
distance=20
                              education, respondents still perceived =
scarce=20
                              resources to support technology and =
indicated a=20
                              lack of awareness of university =
involvement in=20
                              distance education. One participant =
stated, =93Our=20
                              department is light years behind in the=20
                              development and use of Blackboard =
providing=20
                              distance education opportunities for =
students in=20
                              this area.=94 Another respondent did not =
seem to=20
                              realize that the university has online =
degree=20
                              programs, one of which resides in the =
College of=20
                              Education studied. That respondent stated, =
=93I=20
                              think it is something good that our =
university has=20
                              to develop. We do not have any distance =
programs.=94=20
                              </SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>Faculty =
members also=20
                              indicated concerns regarding a possible =
increase=20
                              in class preparation time as well as =
extended=20
                              office hours. One faculty member noted, =
=93=85 it=20
                              [distance education] requires acquiring =
new skills=20
                              and more preparation for class than =
traditional=20
                              formats in which they can rely on their =
already=20
                              developed content expertise.=94 Issues =
about extra=20
                              reimbursement given for developing an =
online=20
                              course due to the extra time to complete =
the task=20
                              were also noted. Faculty members expressed =
unease=20
                              about the time involved to develop an =
online=20
                              course. Most respondents mentioned release =
time=20
                              and extra training as requirements for =
developing=20
                              an online course. One respondent =
commented, =93To=20
                              put together a quality course is quite=20
                              challenging. Putting a course online =
presents many=20
                              additional challenges, all of which would =
require=20
                              appropriate amounts of time, support and=20
                              training.=94 </P>
                              <P class=3Dstyle4 align=3Djustify>Another =
issue that=20
                              surfaced was how faculty workload might be =

                              impacted by online teaching, which was =
perceived=20
                              as more time consuming. One participant =
stated, =93I=20
                              would need release time to develop course=20
                              materials and greater weight for teaching =
an=20
                              online course in teaching loads.=94 </P>
                              <P class=3Dstyle4 align=3Djustify>Other =
respondents=20
                              indicated that they believed distance =
education is=20
                              not used because the College of Education =
does not=20
                              support it. The following statements of=20
                              frustration demonstrate a lack of trust in =
the=20
                              perceived response of the College to the =
use of=20
                              technology as a venue of educating =
students: </P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify>=93I =
believe our=20
                                administration has no sense of it and =
has made=20
                                no consideration for class preparation, =
and for=20
                                other related issues, such as office =
hours and=20
                                time involved.=94 </P>
                                <P class=3Dstyle4 align=3Djustify>=93My =
decision would=20
                                be based on having support from the =
College of=20
                                Education, and overall support.=94 </P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
don't feel that=20
                                technology use is supported by the =
College of=20
                                Education.=94 </P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
do not feel=20
                                supported here within the department.=94 =
</P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
would think any=20
                                type of barriers would come from the =
College of=20
                                Education. They do not appear to be =
receptive to=20
                                an integration of technology; either =
completely=20
                                online or a hybrid approach.=94 =
</P></BLOCKQUOTE>
                              <P class=3Dstyle4 align=3Djustify>This =
distrust in=20
                              administrative support for distance =
education=20
                              extended to topics of technical support =
and=20
                              included concerns about having good =
technical=20
                              assistance and creative technicians who =
are=20
                              knowledgeable about distance learning =
delivery=20
                              platforms. Respondents indicated they =
could not=20
                              imagine how to =93create meaningful =
exercises that=20
                              really help students learn the =
material.=94 In=20
                              general respondents believed there is no=20
                              significant administrative support for =
distance=20
                              learning within the College and its =
departments.=20
                              Whether these perceptions are true or not, =
it is=20
                              important information for the =
administrative=20
                              offices of the College. </P>
                              <P align=3Djustify><SPAN =
class=3Dstyle4><EM>Technology=20
                              Competence</EM> Concern about personal =
technical=20
                              competence was an important theme among=20
                              respondents. Almost all of the respondents =
noted=20
                              their own personal limitation with the use =
of=20
                              technology as illustrated in the following =

                              comments: </SPAN></P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify>=93An =
important=20
                                barrier would be my own limitations of =
the use=20
                                of technology.=94<BR><BR>=93A barrier =
for me as the=20
                                instructor would be a lack of knowledge =
about=20
                                some of the possible technologies =
involved.=94=20
</P>
                                <P class=3Dstyle4 =
align=3Djustify>=93Many of my=20
                                students would also struggle with it. A =
lot of=20
                                them have trouble with Blackboard, so =
we=92d need=20
                                to have a great deal of training up=20
                              front.=94</P></BLOCKQUOTE>
                              <P class=3Dstyle4 align=3Djustify>Another =
indicator of=20
                              the lack of personal skill with technology =
was the=20
                              low number of respondents who initiated =
the online=20
                              survey and the even lower number of =
respondents=20
                              who actually completed the survey. </P>
                              <P align=3Djustify><SPAN=20
                              class=3Dstyle4><EM>Barriers</EM> The =
category,=20
                              Barriers, was comprised of participant =
responses=20
                              that indicated obstacles to them with =
regard to=20
                              teaching online classes. Several sub =
themes=20
                              emerged in this category. The lack of =
trust in=20
                              non-traditional approaches to course =
delivery=20
                              seemed to be the most important. Even =
though many=20
                              studies have been completed that indicate =
that=20
                              there is no significant difference in =
learning=20
                              outcomes between distance and traditional =
courses,=20
                              faculty continue to hold the =
misperceptions that=20
                              distance courses are inferior. One faculty =
member=20
                              stated, =93I have some concerns about its =
[distance=20
                              education] effectiveness in teaching =
certain=20
                              concepts.=94 The following statements =
clearly=20
                              indicate the idea that an instructional =
paradigm=20
                              change would be very difficult for =
respondents:=20
                              </SPAN></P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify>=93I =
have a strong=20
                                feeling that distance education courses =
are not=20
                                as good as campus education courses. =
Logically,=20
                                I know this isn=92t necessarily true and =
I try not=20
                                to let myself be lead by my emotions. =
But it=92s=20
                                definitely something I=92d work against =
if I=20
                                decided to teach an online course!=94=20
                              </P></BLOCKQUOTE>
                              <P class=3Dstyle4 align=3Djustify>In =
addition to=20
                              concerns about the effectiveness of =
distance=20
                              education, faculty also expressed concerns =
about=20
                              legal issues related to copyrighted =
materials,=20
                              integrity of exams, and server security as =

                              indicated by these statements: </P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 =
align=3Djustify>=93Also, I think it=20
                                would be difficult to obtain necessary=20
                                permission to post copyrighted =
materials.=94 </P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
think it would=20
                                be difficult to ensure that the student =
who=20
                                takes an exam is really the student =
signed up=20
                                for the class.=94 </P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
have concerns=20
                                about the quality of instruction in =
distance=20
                                classes.=94 </P>
                                <P class=3Dstyle4 =
align=3Djustify>=93=85lack of=20
                                infrastructure for computer and server =
support=20
                                (and) lack of assistance with uploading =
large=20
                                files, such as video to the =
server=85these are=20
                                specific areas that I have struggled =
with in my=20
                                own attempts to use distance=20
                              learning.=94</P></BLOCKQUOTE>
                              <P class=3Dstyle4 align=3Djustify>Another =
issue for=20
                              respondents was the fear that by not =
having=20
                              students in front of them, they would not =
be able=20
                              to teach the course effectively. There =
were a=20
                              significant number of responses relating =
to issues=20
                              surrounding face-to-face interaction with=20
                              students. The idea of physical proximity =
to ones=92=20
                              students appeared as an accepted requisite =
need=20
                              for learning to occur as demonstrated in =
the=20
                              following statements: </P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify>=93A =
significant=20
                                difference would be felt in the ability =
to touch=20
                                or hug a student that may be =
experiencing=20
                                difficulties.=94 </P>
                                <P class=3Dstyle4 =
align=3Djustify>=93Lack of in-person=20
                                dialogue in distance ed=85 Not being =
able to look=20
                                in my students' eyes=85=94 </P>
                                <P class=3Dstyle4 =
align=3Djustify>=93Distance learning=20
                                works best when the instructor is able =
to appear=20
                                in person periodically at each site.=94 =
</P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
still like to=20
                                see my students face-to-face so that I =
can read=20
                                their body language, etc. to know if =
they need=20
                                additional help, etc. Unfortunately, I =
do not=20
                                think technology can completely replace =
the=20
                                face-to-face element of instruction.=94=20
                              </P></BLOCKQUOTE>
                              <P class=3Dstyle4 =
align=3Djustify>Respondents seemed=20
                              to believe that teaching and learning were =

                              dependent upon being able to see students =
and for=20
                              students to see them, as indicated by the=20
                              following statements:</P>
                              <BLOCKQUOTE>
                                <P class=3Dstyle4 align=3Djustify><SPAN=20
                                class=3Dstyle4>=93[W]e would have =
limited ability to=20
                                interact face-to-face with our students. =
We=20
                                would face challenges in reading body =
language,=20
                                voice inflections, etc. in trying to =
determine=20
                                if a student does or does not need =
additional=20
                                help.=94 </SPAN></P>
                                <P class=3Dstyle4 align=3Djustify>=93I =
feel that as an=20
                                educator I must have one on one contact =
with=20
                                students. I feel that distance takes =
away from=20
                                the personal touch that I feel is =
necessary for=20
                                best content delivery.=94 =
</P></BLOCKQUOTE>
                              <P class=3Dstyle4 =
align=3Djustify>Interestingly, one=20
                              respondent placed this need for =
face-to-face=20
                              contact in a cultural context stating that =

                              distance education might not be =
appropriate for=20
                              Hispanic populations due to the perceived =
need for=20
                              close physical proximity to achieve =
effective=20
                              communication. Clearly, the lack of =
confidence in=20
                              technology supported education was =
perceived as a=20
                              detriment to teaching distance education =
courses.=20
                              </P>
                              <P class=3Dstyle4 align=3Djustify>Lack of =
direct=20
                              personal experience with technology was =
another=20
                              important issue for faculty members. One=20
                              respondent stated, =93I=92ve never =
experienced a good=20
                              distance education course myself, so I =
don=92t have=20
                              any personal experience with how it would =
work,=20
                              and I certainly wouldn=92t know how to put =
a good=20
                              distance education course together.=94 =
Lack of=20
                              personal experience with distance =
education=20
                              appeared to create resistance to the =
alternative=20
                              delivery modes of distance education. </P>
                              <P class=3Dstyle4 align=3Djustify>Fear of =
the use of=20
                              technology also emerged as an important =
barrier as=20
                              stated by one respondent, =93There=92s a =
lack of=20
                              knowledge about how technology can =
transform=20
                              teaching. Some faculty are scared by it, =
some=20
                              don=92t have time to learn about it, some =
just don=92t=20
                              see the importance.=94 Fear of integrating =

                              technology in an expert manner into =
coursework=20
                              seemed to indicate respondents=92 lack of =
confidence=20
                              in their knowledge and ability in use of=20
                              technology. Respondents also expressed =
discomfort=20
                              with the idea of students knowing more =
about uses=20
                              of technology than they do. </P>
                              <P align=3Djustify><SPAN =
class=3Dstyle4><EM>Low=20
                              Response Rate</EM> Given the size of the =
target=20
                              population (84), the number of attempted =
surveys=20
                              (22) represents only 18% of the total. =
There are=20
                              several interpretations possible for the =
low=20
                              response rate. It may indicate a lack of =
technical=20
                              skill since the survey was administered =
online; it=20
                              may indicate a lack of interest in =
distance=20
                              education; or, it may indicate that a =
large number=20
                              of the population do not use e-mail and =
therefore=20
                              were not aware of the survey invitation.=20
                              </SPAN></P>
                              <P class=3Dstyle4 align=3Djustify>The =
sample in this=20
                              study was very small and may not represent =
the=20
                              beliefs and perceptions of the broader =
audience.=20
                              However, the sample was well distributed =
across=20
                              the academic ranks and respondents =
represented all=20
                              of the departments in this College of =
Education.=20
                              </P>
                              <P class=3Dstyle4 =
align=3Djustify><STRONG>Conclusions=20
                              </STRONG></P>
                              <P class=3Dstyle4 align=3Djustify>This =
study was=20
                              initiated in a College of Education (COE) =
in a=20
                              south Texas university. An open-ended =
survey=20
                              questionnaire was made available online to =
84 COE=20
                              faculty members representing all academic =
ranks to=20
                              answer the following research questions: =
</P>
                              <DIV align=3Djustify>
                              <UL>
                                <LI class=3Dstyle4>What is your =
perception of the=20
                                use of technology in higher education?=20
                                <LI class=3Dstyle4>What is your =
perception of=20
                                distance education?=20
                                <LI class=3Dstyle4>What barriers would =
you=20
                                anticipate you might experience if you =
taught a=20
                                distance class?=20
                                <LI class=3Dstyle4>What elements would =
influence=20
                                your decision to design and teach an =
online=20
                                class?=20
                                <LI class=3Dstyle4>What significant =
differences do=20
                                you perceive between distance education =
and on=20
                                campus education classes? =
</LI></UL></DIV>
                              <P class=3Dstyle4 align=3Djustify>While =
the target=20
                              population was 84, only 22 (26%) =
individuals=20
                              responded to the survey, and out of that =
22 only=20
                              15 (18%) actually completed the full =
survey and=20
                              the five open-ended questions. This low =
response=20
                              rate is one of the most significant =
findings.=20
                              After the initial low response, =
researchers=20
                              followed with three more invitations to=20
                              participate in the survey with no increase =
in=20
                              responses. Several assumptions may be =
drawn from=20
                              this low response outcome. It could =
indicate a=20
                              relationship between the level of interest =
in=20
                              distance learning and the low response =
rate. It=20
                              could indicate that the target audience =
lacks the=20
                              technical skills to feel comfortable with =
online=20
                              survey responses. Another more dramatic=20
                              interpretation is that this target =
audience was=20
                              unaware of the survey due to a =
disassociation with=20
                              technology-based communication. Given this =

                              assumption, this particular sample group =
may be=20
                              more disinclined to believe in the =
viability of=20
                              distance learning as compared to a broader =
group=20
                              of main-stream university educators. </P>
                              <P class=3Dstyle4 align=3Djustify>In this =
context, a=20
                              striking dichotomy emerged in that those =
who did=20
                              respond all indicated that distance =
education was=20
                              important to maintaining student =
enrollment at a=20
                              competitive level yet they all felt =
uncomfortable=20
                              and distrustful with the concept of =
distance=20
                              education. While many participants claimed =
that=20
                              they used their computers for e-mail, =
developing=20
                              PowerPoint presentations, writing =
articles, and=20
                              searching the Internet, they could not =
envision=20
                              using their computers to educate students =
outside=20
                              of the face-to-face classroom setting. =
These=20
                              faculty members are capable experts within =
their=20
                              content areas but their self-defined lack =
of=20
                              technology expertise impairs their =
confidence in=20
                              use of technology as a tool for teaching =
and=20
                              learning. </P>
                              <P class=3Dstyle4 align=3Djustify>In =
addition,=20
                              respondents were hampered with the belief =
that=20
                              students may not have the technical skills =
for a=20
                              complete online course, or that students =
may lack=20
                              resources to own a home computer or have =
access to=20
                              a computer at the university or city =
library. This=20
                              misperception represents another =
disassociation=20
                              with the reality of the inestimable use of =

                              technology by today=92s students clearly =
evident in=20
                              the university environment where the study =
took=20
                              place. With availability of multiple =
computer=20
                              labs, wireless networks, readily available =
mobile=20
                              lab equipment and the fact that most =
students=20
                              report to classes with a laptop as =
standard=20
                              equipment, it would seem difficult to =
conclude=20
                              that students lack technical skill or =
resources.=20
                              </P>
                              <P class=3Dstyle4 =
align=3Djustify>Respondents also=20
                              indicated little awareness of existing =
support for=20
                              distance learning within the university=20
                              infrastructure. Some respondents did not =
even=20
                              realize that the university had a complete =
unit to=20
                              serve distance education needs and were =
unaware=20
                              that COE has one of its Master=92s =
programs=20
                              completely online. This is even stronger =
evidence=20
                              of the sample groups=92 disassociation =
with=20
                              actuality especially given that the unit =
to serve=20
                              distance educations needs is located in =
the same=20
                              building where the majority of COE faculty =
is=20
                              housed. </P>
                              <P class=3Dstyle4 align=3Djustify>Many =
respondents=20
                              expressed lack of confidence in =
administrative=20
                              support for distance learning. Respondents =

                              indicated concerns about increased class=20
                              preparation time, extended office hours =
and the=20
                              acquisition of new technological skills to =
develop=20
                              online courses. The belief that technology =

                              competence can hinder the learning process =
is an=20
                              important consideration for the college. =
While the=20
                              administration may believe that they are=20
                              supporting distance education; the current =
message=20
                              may not have sufficient substance to =
inform and=20
                              convince faculty of the administrative =
willingness=20
                              to support distance education endeavors. =
</P>
                              <P class=3Dstyle4 align=3Djustify>Personal =
lack of=20
                              technology competence was a strong theme. =
Most=20
                              respondents indicated that their own skill =

                              limitations would be a barrier to creating =
a=20
                              distance education course. As Jaffee =
(1998)=20
                              posited, the identity and professional =
self-esteem=20
                              of faculty members is threatened when =
alternative=20
                              practices deviate from the traditional=20
                              methodologies that have formed their =
beliefs about=20
                              how they should interact with students. =
They do=20
                              not want students to see their =
indecisiveness and=20
                              inexperience with technology believing =
that they=20
                              will lose status with their students. </P>
                              <P class=3Dstyle4 =
align=3Djustify>Additionally, an=20
                              interesting issue emerged with regard to =
the=20
                              learning process itself. Based in the =
traditional=20
                              paradigm of teaching and learning where =
the=20
                              faculty member plays the central role in=20
                              disseminating information, the idea that =
students=20
                              could learn without their physical =
presence was=20
                              beyond their comfort level. Changing the=20
                              professorial role from central to =
facilitator was=20
                              perceived as a threatening change. </P>
                              <P class=3Dstyle4 align=3Djustify>Given =
the array of=20
                              misperceptions about distance education,=20
                              availability of technology and technical =
support,=20
                              it appears that these respondents do not =
know what=20
                              they don=92t know. Expressed fears were =
based upon=20
                              inaccurate and incorrect perceptions of =
technology=20
                              and institutional support. In fact =
technological=20
                              advances and this university=91s =
established=20
                              infrastructure have solved many of the =
issues and=20
                              concerns expressed by the respondents. =
Copyright=20
                              issues and test taking have been improved =
greatly=20
                              since the beginnings of distance =
education. In=20
                              addition, this university has provided a=20
                              centralized entity to assist all faculty =
members=20
                              with the development of distance education =
courses=20
                              but respondents seemed to be unaware of =
its=20
                              existence or distrust the capabilities of =
this=20
                              organization. </P>
                              <P class=3Dstyle4 align=3Djustify>Given =
the noted=20
                              faculty disassociations with the actual =
state of=20
                              technology use and technical support for =
distance=20
                              education in the environment where the =
study took=20
                              place, there appears to be an urgent need =
for=20
                              leadership and better communication if =
change is=20
                              desired. The necessary first step for =
faculty=20
                              members is to learn more about the =
realities of=20
                              teaching and learning in distance =
education,=20
                              rather than relying on weak or inaccurate=20
                              perceptions. </P>
                              <P class=3Dstyle4 =
align=3Djustify>Additionally, the=20
                              College administration should assure =
faculty=20
                              members that administrative and technical =
support=20
                              for distance education is available.=20
                              Administration should clearly communicate=20
                              recognition that distance education is a =
viable=20
                              means to teaching and learning. The =
authors feel=20
                              that without overt administrative =
statements=20
                              directed toward this sample population,=20
                              departments will have little reason to =
provide=20
                              resources and time allocation for the =
development=20
                              of online classes, leaving faculty members =
with=20
                              little reason to associate with the =
adoption of=20
                              online learning. Reassurances that entry =
into=20
                              distance education is supported with =
resources and=20
                              expertise is critical to the success of =
this=20
                              college in developing distance education =
programs=20
                              in order to keep pace with main-stream =
higher=20
                              education. </P>
                              <H1 class=3Dstyle4>References </H1>
                              <P><SPAN class=3Dstyle4>Blin, F., &amp; =
Munro, M.=20
                              (2008). Why hasn=92t technology disrupted =
academics=92=20
                              teaching practices? Understanding =
resistance to=20
                              change through the lens of activity =
theory.=20
                              <EM>Computers and Education, 50</EM>, =
475-490.=20
                              </SPAN></P>
                              <P class=3Dstyle4>Creswell, J. W. (2007).=20
                              <EM>Qualitative inquiry and research =
design:=20
                              Choosing among five approaches </EM>(2 nd =
ed.).=20
                              Thousand Oaks, CA: SAGE. </P>
                              <P class=3Dstyle4>Hurt, J. (2008). The =
advantages=20
                              and disadvantages of teaching and learning =

                              on-line. <EM>The Delta Kappa Gamma =
Bulletin,=20
                              74</EM>(4), 5-11. </P>
                              <P><SPAN class=3Dstyle4>Jaffee, D. (1998). =

                              Institutional resistance to asynchronous =
learning=20
                              networks. <EM>Journal of Asynchronous =
Online=20
                              Learning, 2</EM>(2), 21-32. </SPAN></P>
                              <P class=3Dstyle4>Magiuka, R. J., Shi, M., =
&amp;=20
                              Bonk, C. J. (2005). Critical design and=20
                              administrative issues in online education. =

                              <EM>Online Journal of Distance Learning=20
                              Administration, 8</EM>(4), Retrieved from =
<A=20
                              =
href=3D"http://www.westga.edu/~distance/ojdla/winter84/magjuka84.htm">htt=
p://www.westga.edu/~distance/ojdla/winter84/magjuka84.htm</A></P>
                              <P class=3Dstyle4>Maguire, L. L. (2005). =
Literature=20
                              review=97Faculty participation in online =
distance=20
                              education: Barriers and motivators. =
<EM>Online=20
                              Journal of Distance Learning =
Administration,=20
                              8</EM>(1). Retrieved from <A=20
                              =
href=3D"http://www.westga.edu/~distance/ojdla/spring81/maguire81.htm">htt=
p://www.westga.edu/~distance/ojdla/spring81/maguire81.htm</A></P>
                              <P class=3Dstyle4>Miles, M. B., &amp; =
Huberman, A.=20
                              M. (1994). <EM>Qualitative data analysis: =
An=20
                              expanded sourcebook</EM> (2 nd ed.) =
Thousand Oaks,=20
                              CA: SAGE. </P>
                              <P class=3Dstyle4>Reiser, R. A. (1987).=20
                              Instructional technology: A history. In R. =
M.=20
                              Gagne (Ed.), <EM>Instructional technology: =

                              Foundations</EM>. Hillsdale, NJ: Lawrence =
Erlbaum=20
                              Associates. </P>
                              <P class=3Dstyle4>Simonson, M., Schlosser, =
C., &amp;=20
                              Hanson, D. (1999). Theory and distance =
education:=20
                              A new discussion. <EM>The American Journal =
of=20
                              Distance Education, 13</EM>(1), 60-75. =
</P>
                              <P class=3Dstyle4>United States Distance =
Learning=20
                              Association (2008). Research, statistics =
and=20
                              distance learning resources. Retrieved =
from <A=20
                              =
href=3D"http://www.usdla.org/html/aboutUs/researchInfo.htm">http://www.us=
dla.org/html/aboutUs/researchInfo.htm</A><BR><BR></P></TD></TR></TBODY></=
TABLE></FONT></DIV>
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i2.src=3D_ugifpath2+"?"+"utmwv=3D"+_uwv+s+"&utmac=3D"+_uacct+"&utmcc=3D"+=
_uGCS();=0A=
  i2.onload=3Dfunction() { _uVoid(); }=0A=
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 return;=0A=
}=0A=
function _uVoid() { return; }=0A=
function _uCInfo() {=0A=
 if (!_ucto || _ucto=3D=3D"") { _ucto=3D"15768000"; }=0A=
 if (!_uVG()) return;=0A=
 var =
c=3D"",t=3D"-",t2=3D"-",t3=3D"-",o=3D0,cs=3D0,cn=3D0,i=3D0,z=3D"-",s=3D""=
;=0A=
 if (_uanchor && _udlh && _udlh!=3D"") s=3D_udlh+"&";=0A=
 s+=3D_udl.search;=0A=
 var x=3Dnew Date(_udt.getTime()+(_ucto*1000));=0A=
 var dc=3D_ubd.cookie;=0A=
 x=3D" expires=3D"+x.toGMTString()+";";=0A=
 if (_ulink && !_ubl) {=0A=
  z=3D_uUES(_uGC(s,"__utmz=3D","&"));=0A=
  if (z!=3D"-" && z.indexOf(";")=3D=3D-1) { =
_ubd.cookie=3D"__utmz=3D"+z+"; path=3D"+_utcp+";"+x+_udo; return ""; }=0A=
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 z=3Ddc.indexOf("__utmz=3D"+_udh+".");=0A=
 if (z>-1) { z=3D_uGC(dc,"__utmz=3D"+_udh+".",";"); }=0A=
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 t=3D_uGC(s,_ucid+"=3D","&");=0A=
 t2=3D_uGC(s,_ucsr+"=3D","&");=0A=
 t3=3D_uGC(s,"gclid=3D","&");=0A=
 if ((t!=3D"-" && t!=3D"") || (t2!=3D"-" && t2!=3D"") || (t3!=3D"-" && =
t3!=3D"")) {=0A=
  if (t!=3D"-" && t!=3D"") c+=3D"utmcid=3D"+_uEC(t);=0A=
  if (t2!=3D"-" && t2!=3D"") { if (c !=3D "") c+=3D"|"; =
c+=3D"utmcsr=3D"+_uEC(t2); }=0A=
  if (t3!=3D"-" && t3!=3D"") { if (c !=3D "") c+=3D"|"; =
c+=3D"utmgclid=3D"+_uEC(t3); }=0A=
  t=3D_uGC(s,_uccn+"=3D","&");=0A=
  if (t!=3D"-" && t!=3D"") c+=3D"|utmccn=3D"+_uEC(t);=0A=
  else c+=3D"|utmccn=3D(not+set)";=0A=
  t=3D_uGC(s,_ucmd+"=3D","&");=0A=
  if (t!=3D"-" && t!=3D"") c+=3D"|utmcmd=3D"+_uEC(t);=0A=
  else  c+=3D"|utmcmd=3D(not+set)";=0A=
  t=3D_uGC(s,_uctr+"=3D","&");=0A=
  if (t!=3D"-" && t!=3D"") c+=3D"|utmctr=3D"+_uEC(t);=0A=
  else { t=3D_uOrg(1); if (t!=3D"-" && t!=3D"") =
c+=3D"|utmctr=3D"+_uEC(t); }=0A=
  t=3D_uGC(s,_ucct+"=3D","&");=0A=
  if (t!=3D"-" && t!=3D"") c+=3D"|utmcct=3D"+_uEC(t);=0A=
  t=3D_uGC(s,_ucno+"=3D","&");=0A=
  if (t=3D=3D"1") o=3D1;=0A=
  if (z!=3D"-" && o=3D=3D1) return "";=0A=
 }=0A=
 if (c=3D=3D"-" || c=3D=3D"") { c=3D_uOrg(); if (z!=3D"-" && =
_ufno=3D=3D1)  return ""; }=0A=
 if (c=3D=3D"-" || c=3D=3D"") { if (_ufns=3D=3D1)  c=3D_uRef(); if =
(z!=3D"-" && _ufno=3D=3D1)  return ""; }=0A=
 if (c=3D=3D"-" || c=3D=3D"") {=0A=
  if (z=3D=3D"-" && _ufns=3D=3D1) { =
c=3D"utmccn=3D(direct)|utmcsr=3D(direct)|utmcmd=3D(none)"; }=0A=
  if (c=3D=3D"-" || c=3D=3D"") return "";=0A=
 }=0A=
 if (z!=3D"-") {=0A=
  i=3Dz.indexOf(".");=0A=
  if (i>-1) i=3Dz.indexOf(".",i+1);=0A=
  if (i>-1) i=3Dz.indexOf(".",i+1);=0A=
  if (i>-1) i=3Dz.indexOf(".",i+1);=0A=
  t=3Dz.substring(i+1,z.length);=0A=
  if (t.toLowerCase()=3D=3Dc.toLowerCase()) cs=3D1;=0A=
  t=3Dz.substring(0,i);=0A=
  if ((i=3Dt.lastIndexOf(".")) > -1) {=0A=
   t=3Dt.substring(i+1,t.length);=0A=
   cn=3D(t*1);=0A=
  }=0A=
 }=0A=
 if (cs=3D=3D0 || _ufns=3D=3D1) {=0A=
  t=3D_uGC(dc,"__utma=3D"+_udh+".",";");=0A=
  if ((i=3Dt.lastIndexOf(".")) > 9) {=0A=
   _uns=3Dt.substring(i+1,t.length);=0A=
   _uns=3D(_uns*1);=0A=
  }=0A=
  cn++;=0A=
  if (_uns=3D=3D0) _uns=3D1;=0A=
  _ubd.cookie=3D"__utmz=3D"+_udh+"."+_ust+"."+_uns+"."+cn+"."+c+"; =
path=3D"+_utcp+"; "+x+_udo;=0A=
 }=0A=
 if (cs=3D=3D0 || _ufns=3D=3D1) return "&utmcn=3D1";=0A=
 else return "&utmcr=3D1";=0A=
}=0A=
function _uRef() {=0A=
 if (_ur=3D=3D"0" || _ur=3D=3D"" || _ur=3D=3D"-") return "";=0A=
 var i=3D0,h,k,n;=0A=
 if ((i=3D_ur.indexOf("://"))<0 || _uGCse()) return "";=0A=
 h=3D_ur.substring(i+3,_ur.length);=0A=
 if (h.indexOf("/") > -1) {=0A=
  k=3Dh.substring(h.indexOf("/"),h.length);=0A=
  if (k.indexOf("?") > -1) k=3Dk.substring(0,k.indexOf("?"));=0A=
  h=3Dh.substring(0,h.indexOf("/"));=0A=
 }=0A=
 h=3Dh.toLowerCase();=0A=
 n=3Dh;=0A=
 if ((i=3Dn.indexOf(":")) > -1) n=3Dn.substring(0,i);=0A=
 for (var ii=3D0;ii<_uRno.length;ii++) {=0A=
  if ((i=3Dn.indexOf(_uRno[ii].toLowerCase())) > -1 && =
n.length=3D=3D(i+_uRno[ii].length)) { _ufno=3D1; break; }=0A=
 }=0A=
 if (h.indexOf("www.")=3D=3D0) h=3Dh.substring(4,h.length);=0A=
 return =
"utmccn=3D(referral)|utmcsr=3D"+_uEC(h)+"|"+"utmcct=3D"+_uEC(k)+"|utmcmd=3D=
referral";=0A=
}=0A=
function _uOrg(t) {=0A=
 if (_ur=3D=3D"0" || _ur=3D=3D"" || _ur=3D=3D"-") return "";=0A=
 var i=3D0,h,k;=0A=
 if ((i=3D_ur.indexOf("://"))<0 || _uGCse()) return "";=0A=
 h=3D_ur.substring(i+3,_ur.length);=0A=
 if (h.indexOf("/") > -1) {=0A=
  h=3Dh.substring(0,h.indexOf("/"));=0A=
 }=0A=
 for (var ii=3D0;ii<_uOsr.length;ii++) {=0A=
  if (h.toLowerCase().indexOf(_uOsr[ii].toLowerCase()) > -1) {=0A=
   if ((i=3D_ur.indexOf("?"+_uOkw[ii]+"=3D")) > -1 || =
(i=3D_ur.indexOf("&"+_uOkw[ii]+"=3D")) > -1) {=0A=
    k=3D_ur.substring(i+_uOkw[ii].length+2,_ur.length);=0A=
    if ((i=3Dk.indexOf("&")) > -1) k=3Dk.substring(0,i);=0A=
    for (var yy=3D0;yy<_uOno.length;yy++) {=0A=
     if (_uOno[yy].toLowerCase()=3D=3Dk.toLowerCase()) { _ufno=3D1; =
break; }=0A=
    }=0A=
    if (t) return _uEC(k);=0A=
    else return =
"utmccn=3D(organic)|utmcsr=3D"+_uEC(_uOsr[ii])+"|"+"utmctr=3D"+_uEC(k)+"|=
utmcmd=3Dorganic";=0A=
   }=0A=
  }=0A=
 }=0A=
 return "";=0A=
}=0A=
function _uGCse() {=0A=
 var h,p;=0A=
 h=3Dp=3D_ur.split("://")[1];=0A=
 if(h.indexOf("/")>-1) {=0A=
  h=3Dh.split("/")[0];=0A=
  p=3Dp.substring(p.indexOf("/")+1,p.length);=0A=
 }=0A=
 if(p.indexOf("?")>-1) {=0A=
  p=3Dp.split("?")[0];=0A=
 }=0A=
 if(h.toLowerCase().indexOf("google")>-1) {=0A=
  if(_ur.indexOf("?q=3D")>-1 || _ur.indexOf("&q=3D")>-1) {=0A=
   if (p.toLowerCase().indexOf("cse")>-1) {=0A=
    return true;=0A=
   }=0A=
  }=0A=
 }=0A=
}=0A=
function _uBInfo() {=0A=
 var sr=3D"-",sc=3D"-",ul=3D"-",fl=3D"-",cs=3D"-",je=3D1;=0A=
 var n=3Dnavigator;=0A=
 if (self.screen) {=0A=
  sr=3Dscreen.width+"x"+screen.height;=0A=
  sc=3Dscreen.colorDepth+"-bit";=0A=
 } else if (self.java) {=0A=
  var j=3Djava.awt.Toolkit.getDefaultToolkit();=0A=
  var s=3Dj.getScreenSize();=0A=
  sr=3Ds.width+"x"+s.height;=0A=
 }=0A=
 if (n.language) { ul=3Dn.language.toLowerCase(); }=0A=
 else if (n.browserLanguage) { ul=3Dn.browserLanguage.toLowerCase(); }=0A=
 je=3Dn.javaEnabled()?1:0;=0A=
 if (_uflash) fl=3D_uFlash();=0A=
 if (_ubd.characterSet) cs=3D_uES(_ubd.characterSet);=0A=
 else if (_ubd.charset) cs=3D_uES(_ubd.charset);=0A=
 return =
"&utmcs=3D"+cs+"&utmsr=3D"+sr+"&utmsc=3D"+sc+"&utmul=3D"+ul+"&utmje=3D"+j=
e+"&utmfl=3D"+fl;=0A=
}=0A=
function __utmSetTrans() {=0A=
 var e;=0A=
 if (_ubd.getElementById) e=3D_ubd.getElementById("utmtrans");=0A=
 else if (_ubd.utmform && _ubd.utmform.utmtrans) =
e=3D_ubd.utmform.utmtrans;=0A=
 if (!e) return;=0A=
 var l=3De.value.split("UTM:");=0A=
 var i,i2,c;=0A=
 if (_userv=3D=3D0 || _userv=3D=3D2) i=3Dnew Array();=0A=
 if (_userv=3D=3D1 || _userv=3D=3D2) { i2=3Dnew Array(); c=3D_uGCS(); }=0A=
=0A=
 for (var ii=3D0;ii<l.length;ii++) {=0A=
  l[ii]=3D_uTrim(l[ii]);=0A=
  if (l[ii].charAt(0)!=3D'T' && l[ii].charAt(0)!=3D'I') continue;=0A=
  var r=3DMath.round(Math.random()*2147483647);=0A=
  if (!_utsp || _utsp=3D=3D"") _utsp=3D"|";=0A=
  var f=3Dl[ii].split(_utsp),s=3D"";=0A=
  if (f[0].charAt(0)=3D=3D'T') {=0A=
   s=3D"&utmt=3Dtran"+"&utmn=3D"+r;=0A=
   f[1]=3D_uTrim(f[1]); if(f[1]&&f[1]!=3D"") =
s+=3D"&utmtid=3D"+_uES(f[1]);=0A=
   f[2]=3D_uTrim(f[2]); if(f[2]&&f[2]!=3D"") =
s+=3D"&utmtst=3D"+_uES(f[2]);=0A=
   f[3]=3D_uTrim(f[3]); if(f[3]&&f[3]!=3D"") =
s+=3D"&utmtto=3D"+_uES(f[3]);=0A=
   f[4]=3D_uTrim(f[4]); if(f[4]&&f[4]!=3D"") =
s+=3D"&utmttx=3D"+_uES(f[4]);=0A=
   f[5]=3D_uTrim(f[5]); if(f[5]&&f[5]!=3D"") =
s+=3D"&utmtsp=3D"+_uES(f[5]);=0A=
   f[6]=3D_uTrim(f[6]); if(f[6]&&f[6]!=3D"") =
s+=3D"&utmtci=3D"+_uES(f[6]);=0A=
   f[7]=3D_uTrim(f[7]); if(f[7]&&f[7]!=3D"") =
s+=3D"&utmtrg=3D"+_uES(f[7]);=0A=
   f[8]=3D_uTrim(f[8]); if(f[8]&&f[8]!=3D"") =
s+=3D"&utmtco=3D"+_uES(f[8]);=0A=
  } else {=0A=
   s=3D"&utmt=3Ditem"+"&utmn=3D"+r;=0A=
   f[1]=3D_uTrim(f[1]); if(f[1]&&f[1]!=3D"") =
s+=3D"&utmtid=3D"+_uES(f[1]);=0A=
   f[2]=3D_uTrim(f[2]); if(f[2]&&f[2]!=3D"") =
s+=3D"&utmipc=3D"+_uES(f[2]);=0A=
   f[3]=3D_uTrim(f[3]); if(f[3]&&f[3]!=3D"") =
s+=3D"&utmipn=3D"+_uES(f[3]);=0A=
   f[4]=3D_uTrim(f[4]); if(f[4]&&f[4]!=3D"") =
s+=3D"&utmiva=3D"+_uES(f[4]);=0A=
   f[5]=3D_uTrim(f[5]); if(f[5]&&f[5]!=3D"") =
s+=3D"&utmipr=3D"+_uES(f[5]);=0A=
   f[6]=3D_uTrim(f[6]); if(f[6]&&f[6]!=3D"") =
s+=3D"&utmiqt=3D"+_uES(f[6]);=0A=
  }=0A=
  if (_udl.hostname && _udl.hostname!=3D"") =
s+=3D"&utmhn=3D"+_uES(_udl.hostname);=0A=
  if (_usample && _usample !=3D 100) s+=3D"&utmsp=3D"+_uES(_usample);=0A=
=0A=
  if ((_userv=3D=3D0 || _userv=3D=3D2) && _uSP()) {=0A=
   i[ii]=3Dnew Image(1,1);=0A=
   i[ii].src=3D_ugifpath+"?"+"utmwv=3D"+_uwv+s;=0A=
   i[ii].onload=3Dfunction() { _uVoid(); }=0A=
  }=0A=
  if ((_userv=3D=3D1 || _userv=3D=3D2) && _uSP()) {=0A=
   i2[ii]=3Dnew Image(1,1);=0A=
   =
i2[ii].src=3D_ugifpath2+"?"+"utmwv=3D"+_uwv+s+"&utmac=3D"+_uacct+"&utmcc=3D=
"+c;=0A=
   i2[ii].onload=3Dfunction() { _uVoid(); }=0A=
  }=0A=
 }=0A=
 return;=0A=
}=0A=
function _uFlash() {=0A=
 var f=3D"-",n=3Dnavigator;=0A=
 if (n.plugins && n.plugins.length) {=0A=
  for (var ii=3D0;ii<n.plugins.length;ii++) {=0A=
   if (n.plugins[ii].name.indexOf('Shockwave Flash')!=3D-1) {=0A=
    f=3Dn.plugins[ii].description.split('Shockwave Flash ')[1];=0A=
    break;=0A=
   }=0A=
  }=0A=
 } else {=0A=
  var fl;=0A=
  try {=0A=
   fl =3D new ActiveXObject("ShockwaveFlash.ShockwaveFlash.7");=0A=
   f =3D fl.GetVariable("$version");=0A=
  } catch(e) {}=0A=
  if (f =3D=3D "-") {=0A=
   try {=0A=
    fl =3D new ActiveXObject("ShockwaveFlash.ShockwaveFlash.6");=0A=
    f =3D "WIN 6,0,21,0";=0A=
    fl.AllowScriptAccess =3D "always";=0A=
    f =3D fl.GetVariable("$version");=0A=
   } catch(e) {}=0A=
  }=0A=
  if (f =3D=3D "-") {=0A=
   try {=0A=
    fl =3D new ActiveXObject("ShockwaveFlash.ShockwaveFlash");=0A=
    f =3D fl.GetVariable("$version");=0A=
   } catch(e) {}=0A=
  }=0A=
  if (f !=3D "-") {=0A=
   f =3D f.split(" ")[1].split(",");=0A=
   f =3D f[0] + "." + f[1] + " r" + f[2];=0A=
  }=0A=
 }=0A=
 return f;=0A=
}=0A=
function __utmLinkerUrl(l,h) {=0A=
 var p,k,a=3D"-",b=3D"-",c=3D"-",x=3D"-",z=3D"-",v=3D"-";=0A=
 var dc=3D_ubd.cookie;=0A=
 var iq =3D l.indexOf("?");=0A=
 var ih =3D l.indexOf("#");=0A=
 var url=3Dl;=0A=
 if (dc) {=0A=
  a=3D_uES(_uGC(dc,"__utma=3D"+_udh+".",";"));=0A=
  b=3D_uES(_uGC(dc,"__utmb=3D"+_udh,";"));=0A=
  c=3D_uES(_uGC(dc,"__utmc=3D"+_udh,";"));=0A=
  x=3D_uES(_uGC(dc,"__utmx=3D"+_udh,";"));=0A=
  z=3D_uES(_uGC(dc,"__utmz=3D"+_udh+".",";"));=0A=
  v=3D_uES(_uGC(dc,"__utmv=3D"+_udh+".",";"));=0A=
  k=3D(_uHash(a+b+c+x+z+v)*1)+(_udh*1);=0A=
  =
p=3D"__utma=3D"+a+"&__utmb=3D"+b+"&__utmc=3D"+c+"&__utmx=3D"+x+"&__utmz=3D=
"+z+"&__utmv=3D"+v+"&__utmk=3D"+k;=0A=
 }=0A=
 if (p) {=0A=
  if (h && ih>-1) return;=0A=
  if (h) { url=3Dl+"#"+p; }=0A=
  else {=0A=
   if (iq=3D=3D-1 && ih=3D=3D-1) url=3Dl+"?"+p;=0A=
   else if (ih=3D=3D-1) url=3Dl+"&"+p;=0A=
   else if (iq=3D=3D-1) url=3Dl.substring(0,ih-1)+"?"+p+l.substring(ih);=0A=
   else url=3Dl.substring(0,ih-1)+"&"+p+l.substring(ih);=0A=
  }=0A=
 }=0A=
 return url;=0A=
}=0A=
function __utmLinker(l,h) {=0A=
 if (!_ulink || !l || l=3D=3D"") return;=0A=
 _udl.href=3D__utmLinkerUrl(l,h);=0A=
}=0A=
function __utmLinkPost(f,h) {=0A=
 if (!_ulink || !f || !f.action) return;=0A=
 f.action=3D__utmLinkerUrl(f.action, h);=0A=
 return;=0A=
}=0A=
function __utmSetVar(v) {=0A=
 if (!v || v=3D=3D"") return;=0A=
 if (!_udo || _udo =3D=3D "") {=0A=
  _udh=3D_uDomain();=0A=
  if (_udn && _udn!=3D"") { _udo=3D" domain=3D"+_udn+";"; }=0A=
 }=0A=
 if (!_uVG()) return;=0A=
 var r=3DMath.round(Math.random() * 2147483647);=0A=
 _ubd.cookie=3D"__utmv=3D"+_udh+"."+_uES(v)+"; path=3D"+_utcp+"; =
expires=3D"+_uNx()+";"+_udo;=0A=
 var s=3D"&utmt=3Dvar&utmn=3D"+r;=0A=
 if (_usample && _usample !=3D 100) s+=3D"&utmsp=3D"+_uES(_usample);=0A=
 if ((_userv=3D=3D0 || _userv=3D=3D2) && _uSP()) {=0A=
  var i=3Dnew Image(1,1);=0A=
  i.src=3D_ugifpath+"?"+"utmwv=3D"+_uwv+s;=0A=
  i.onload=3Dfunction() { _uVoid(); }=0A=
 }=0A=
 if ((_userv=3D=3D1 || _userv=3D=3D2) && _uSP()) {=0A=
  var i2=3Dnew Image(1,1);=0A=
  =
i2.src=3D_ugifpath2+"?"+"utmwv=3D"+_uwv+s+"&utmac=3D"+_uacct+"&utmcc=3D"+=
_uGCS();=0A=
  i2.onload=3Dfunction() { _uVoid(); }=0A=
 }=0A=
}=0A=
function _uGCS() {=0A=
 var t,c=3D"",dc=3D_ubd.cookie;=0A=
 if ((t=3D_uGC(dc,"__utma=3D"+_udh+".",";"))!=3D"-") =
c+=3D_uES("__utma=3D"+t+";+");=0A=
 if ((t=3D_uGC(dc,"__utmx=3D"+_udh,";"))!=3D"-") =
c+=3D_uES("__utmx=3D"+t+";+");=0A=
 if ((t=3D_uGC(dc,"__utmz=3D"+_udh+".",";"))!=3D"-") =
c+=3D_uES("__utmz=3D"+t+";+");=0A=
 if ((t=3D_uGC(dc,"__utmv=3D"+_udh+".",";"))!=3D"-") =
c+=3D_uES("__utmv=3D"+t+";");=0A=
 if (c.charAt(c.length-1)=3D=3D"+") c=3Dc.substring(0,c.length-1);=0A=
 return c;=0A=
}=0A=
function _uGC(l,n,s) {=0A=
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function _uDomain() {=0A=
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}=0A=
function _uHash(d) {=0A=
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}=0A=
function _uFixA(c,s,t) {=0A=
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function _uTrim(s) {=0A=
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(s.charAt(s.length-1)=3D=3D'\n') || (s.charAt(s.length-1)=3D=3D'\r')) =
s=3Ds.substring(0,s.length-1);=0A=
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}=0A=
function _uEC(s) {=0A=
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}=0A=
function __utmVisitorCode(f) {=0A=
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"";  =0A=
 if ((i=3Da.indexOf(".",i2+1))>0) t=3Da.substring(i2+1,i); else return =
"";  =0A=
 if (f) {=0A=
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  var c=3Dnew =
Array('A','B','C','D','E','F','G','H','J','K','L','M','N','P','R','S','T'=
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c[r>>28&m]+c[r>>23&m]+c[r>>18&m]+c[r>>13&m]+"-"+c[r>>8&m]+c[r>>3&m]+c[((r=
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}=0A=
function _uIN(n) {=0A=
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function _uES(s,u) {=0A=
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}=0A=
function _uUES(s) {=0A=
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function _uVG() {=0A=
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}=0A=
function _uSP() {=0A=
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function urchinPathCopy(p){=0A=
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}=0A=
function _uCO() {=0A=
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sc.src=3D'https://'+d+'/analytics/reporting/overlay_js?gaso=3D'+_utk+'&'+=
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function _uGT() {=0A=
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var _utk=3D_uGT();=0A=
if (_utk && _utk!=3D"" && _utk.length>10 && _utk.indexOf("=3D")=3D=3D-1) =
{=0A=
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}=0A=
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function _uNx() {=0A=
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}=0A=

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