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Abstract
Faculty competencies required to teach online have been examined in university settings but there is limited research focusing on community colleges. This study examined 101 community college faculty’s perceptions on their preparedness to teach online. An online survey was utilized to collected data on the importance of online competencies and self-efficacy to teach online. Faculty perceptions were examined in four areas of competencies, course design, course communication, time management and technical. This study also explored if there were significant differences on faculty perceptions based on gender, age, years of teaching, years of teaching online, and delivery method and found significant differences based on gender, and delivery method. This research study has implications for faculty who teach online, instructional designers who support faculty to teach online and administrators who support online learning initiatives at the community colleges.