Institutional Culture and Faculty Perceptions of Online Learning

Technological advances are challenging universities to explore alternative teaching paradigms to allow students an opportunity to learn in virtual environments. Particularly, healthcare higher education in disciplines such as chiropractic medicine offers minimal online education, with a limited presence in online learning innovation. The purpose of this research study was to examine the relationship between institutional culture and faculty perceptions of online learning in chiropractic higher education. This research study is significant as it sought to inform chiropractic higher education leadership of their institutional culture and its influence on faculty perceptions of online learning during planning and implementation of strategic and innovative initiatives. To best meet the requirements of program accreditation agencies, inform leadership, and enhance future faculty and students online experiences, this research study examined the relationships between these constructs.