摘要：Technology and distance education are on the rise in community colleges, 4-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomenon occurring in Historically Black Colleges and Universities (HBCU) today is distance education. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online. This phenomenological research paper presents the results of 12 lived the experience of higher education faculty members at a HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom.
