Abstract
Despite significant increases in the growth of online education, a review of research reveals few studies of faculty perceptions of the use of technology in classrooms in higher education. Research can explore and illuminate how to bridge the gap between faculty perceptions and institutional goals and objectives for online programs. The study at hand presents the views of full-time and adjunct faculty across the colleges, both on- and off-campus, and the online community, at the University of La Verne, a private Tier II doctoral degree-granting institution located in Southern California. Keywords: information technology, higher education, instructional technology