Many institutions have adopted best practices in the design of online education programs. However, the literature indicates that there is a need for continued research in the area of evaluating and examining online faculty satisfaction levels and self-perceived barriers in relation to online education. This study extended research conducted by Lloyd et al. (2012) and investigated faculty perceived (interpersonal, institutional, training/technology, and cost/benefit) barriers to online education. Statistical analysis revealed three major items: (1) faculty continues to experience barriers to online education; (2) faculty is receiving training and guidance in order to become more comfortable, and knowledgeable in online settings; and, (3) as faculty online experience increases, the perceived barriers decrease. Additionally, faculty provided detailed comments validating ongoing interpersonal, institutional, training/technology, and cost/benefit analysis barriers in online education. Higher education’s online programs will benefit from intense professional development, training, as well as, open conversations including focus groups, composed of administration, faculty, and students.
