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Objectives and Purposes
The purpose of this study was to ascertain if university faculty in the University of North Carolina System are receiving sufficient training and support in developing an online distance education curriculum. There was also an interest in the types and amount of training the faculty received at various institutions as well as their attitudes toward developing curriculum for online learning.

Significance
The prevalence of online distance education courses requires university faculty to face new challenges and make new decisions in the areas of course management and design, delivery method, student communication media, creation of an engaging learning environment, assessment , and use of new technologies.

Perspective or Theoretical Framework
As students in the doctoral program in Educational Leadership at East Carolina University, the researchers were charged with exploring a current topic in higher education administration. The increase in online learning requires universities to change the way information is distributed to students; therefore, administrators need to be aware of the changes that must occur in the area of faculty development. The faculty must be prepared to create online learning environments and experiences that are meaningful to all students.

Research Methods
An online survey was employed to solicit data from faculty of the schools and departments of education (SCDEs) within the University of North Carolina System who have previously taught online courses. The survey addressed the experience of respondents, types of on and off-campus training offered, topics offered in training, relevancy of offerings, whether or not training was required prior to course delivery, and requested ideas for staff development that were desired but unavailable.

Results or Expectations
The majority of respondents indicated that there was sufficient training for faculty to support the change to online learning. Respondents also indicated that most training was offered on-campus, was predominately related to pedagogical and technical areas, was viewed as relevant and accessible, and participation was voluntary or not required. Faculty attitudes, according to results, were overall positive about the quality and quantity of training for course development and maintenance for online learning environments.

Implications for Practice
Results indicated that many types of training opportunities exist for faculty. Few respondents were required to participate in any training prior to developing their first online course. It was noteworthy that more participants received technical information prior to teaching online than those who received prior Best Practice information. The technical information is essential for the physical construction and placement of the courses to occur, yet the quality of that content could be enhanced if more faculty members had access to pedagogical information related to distance education. Administrators and professional development specialist must consider the content, delivery, and timeliness of training for online instruction and the need for a systematic approach to faculty development for online instruction.