Pioneering Past and Bright of Impactful Research and Scholarly Achievements

“EXCELLENCE THROUGH KNOWLEDGE” P A G E 100 Activating Faculty Interest in Online Teaching: A Jamaican Perspective The adoption of distance learning modalities has been a challenging and a markedly incremental process within the University of Technology, Jamaica (UTech, Jamaica). In furtherance of this goal, the university adopted the use of Distance Learning Liaisons in each faculty/college as change agents to spur the process. Distance learning at UTech, Jamaica is centrally coordinated through the Office of Distance Learning (ODL). UTech, Jamaica consists of five faculties and three colleges. In 2010, Distance Learning (DL) Liaison Officers were appointed in each faculty/college by their respective Deans. Persons were chosen from those who had embraced distance learning and were considered ‘distance learning champions’ within their respective faculties/colleges. These officers were given the responsibility of bridging the gap between their respective faculties/colleges, the ODL and any other distance learning-related activity. In the College of Health Sciences (COHS), the key issues that were encountered by the COHS Liaison Officer during a three-year process were levels of staff interest in developing modules online, concerns about intellectual property, and technical and attitudinal challenges encountered in establishing one blended online degree. Across the university, DL Liaison Officers were met with fierce resistance in the initial two years. Over time, there was improvement to varying degrees throughout the university. In aiding the process, strategies and support structures were developed and implemented to encourage staff involvement in online/blended modalities, thereby improving the capacity of the COHS to operate and compete in a globalised tertiary environment and enhancing its prospects for improved financial returns. UTech, Jamaica determined that online/blended modalities were the most feasible way to expand the reach of the University and expand its student numbers. The physical space of the university’s campus is constrained and recruiting students for face-to- face instruction therefore had limitations. Failure to build a culture accepting of online/blended modalities would stymie the university’s plans for expansion with profitability. This paper describes the experience of the DL Liaison Officer for the College of Health Sciences at UTech, Jamaica. It gives an account of some of the challenges of implementing online learning and the lessons learnt, in the context of a developing country. More importantly, it describes strategies developed and piloted over a three-year period (2010-2013) that led to modest achievements. The findings should be instructive for emerging universities in small developing states. Christine Fray-Aiken and Ellen Campbell-Grizzle College of Health Science Editor’s Note: This research was published in ISEA • Volume 43, Number 3, 2015