- have a bad impression of online courses.
- think they are already doing blended learning when they put their syllabus online and accept assignments by e-mail.
- think their status and identity depend on their having superior knowledge and cannot see themselves as teachers and learners at the same time.
- have not developed their facilitation and interaction abilities.
- don't have experience using most of the Web 2.0 tools.
- know less about technology than their students and don't like to appear foolish or ignorant in front of others.
- don't have a felt need to change their teaching.
- have opinions about Wikipedia that give them a reason not to want to participate in online activities.
For change to occur, I think approaches need to:
be tailored to the faculty member's discipline,
use concrete examples from actual courses,
simplify materials beyond what most people with experience can imagine.
We'll get farther in changing behavior if we can show how Web2.0 meets a need that faculty feel. E.g., I want my students to
- be more involved and motivated,
- be able to reason better,
- have exposure to lab equipment we can't afford, and/or
- see the connections between class learning and their other experiences.