Abstract
The study’s purpose was to examine attitudes and perceptions of full-time faculty within colleges and universities that segregate or integrate the online modality. In examining the faculty attitudes, this research provided an understanding about how structure of an online strategy within an institution may affect the perceptions or support of faculty with the purpose of adding to the body of literature regarding possible pathways forward in executing new modalities of educational delivery. The study used a qualitative phenomenological method utilizing personal interviews to determine common themes of perception of online education when integrated with the full-time faculty or as a distinct division operating within its own structure, separate from the full-time faculty. The research suggested disconnectedness, a feeling of confusion around where to obtain resources, concern over quality and the faculty experience in the online modality, and isolation from other colleagues, all of which drove challenges of perceptions towards the online modality. The findings of the study reinforced to leaders the importance of inclusion through a framework of learning communities allowing faculty to feel empowered to shape the future of the institution rather than disempowering and creating a culture of disengagement among the very faculty who can lead the institution towards innovation of modality and greater financial sustainability.