Abstract
Faculty perceptions about interaction, instruction, and use of technology factors related to graduate-level online courses were explored using data from a brief, 10-item Online Graduate Distance Education survey administered to U.S. higher education faculty with online teaching experience in 2002 (N = 23), 2007 (N = 27), and 2016 (N = 22). Descriptive and ANOVA procedures were used to compare group differences. The 2016 faculty group had significantly lower importance ratings for interaction and instruction items compared to the 2002 and 2007 groups. The 2002 faculty group had significantly higher ratings for technology use factors compared to the 2007 group.