IntroductionOnline learning, also known as distance learning or e-learning, has become a new and effective way of receiving education in an environment highly technological (Regan, Evmenova, Baker, Jerome, Spencer, Lawson, & Werner, 2012). Kaymak and Horzum (2013) defined online learning as the use of Internet technology to acquire knowledge and skills through the use of synchronous and asynchronous learning tools. Allen and Seaman (2013) stated that approximately 6.7 million students attending colleges and universities in the United States were successfully enrolled in at least one online course in 2011. There is increased interest in e-learning that continues to grow due to the amplification of online learning. workplace demands and the increasing availability of non-traditional training options and providers (Allen and Seaman, 2008). The implementation of online learning at many universities has proven to be an effective method of course delivery (Regan, Evmenova, Baker, Jerome, Spencer, Lawson, & Werner, 2012). Dickson-Dean, Galyen, and Moore (2011) proposed that online learning can promote successful learning opportunities for students as well as enriching benefits for all education stakeholders. Factors that contribute to the success of online learning include, but are not limited to, flexibility and accessibility, reduced costs, increased retention, and varied learning opportunities (Neely and Tucker, 2010). Online learning and associated technology are increasingly adaptable and can be used to meet the educational needs of all students while providing opportunities for differentiated instruction (Krishnakumar & Kumar, 2011). Online learning provides opportunities for students and instructors to develop their courses to achieve the learning adults desire (McAnally-Salas et al., 2010). The diffusion of innovations provides insight into what motivates the adoption of new innovations (Tabata and Johnsrud, 2008). Technology is a driving force in the diffusion process due to its growth and innovations that lead to its increasing popularity and need (Soffer et al., 2010). The Internet reflects online learning in a convenient and attractive way, which encourages more adults to pursue online learning despite the diffusion process among online teachers (Soffer et al., 2010). Influences, recommendations, and identification of barriers can help increase the diffusion rate of online faculty within online educational opportunities. Instructors must guide, motivate and engage the learner to ensure successful technology integration..