Neuroimaging research has transformed understanding of how the brain responds to instructional methods, with active instruction demonstrating exceptional learner benefits. This is valuable information for educators across learning formats in higher education, including in-person, hybrid, and online classrooms. Calibrating pedagogical practices to facilitate active learning in online classrooms is critical for faculty in these environments, as data reflects higher utilization of online classrooms each year. Motivations and challenges to pedagogical innovation vary across different situations and learning contexts. Considering that active instruction is currently underutilized, it is critical that institutions of higher education (IHEs) understand the factors that influence adoption of active instructional strategies in online classrooms to allow for the creation and implementation of meaningful pedagogical supports, based on specific challenges and needs experienced by subsets of faculty. The purpose of this quantitative correlational study was to explore factors associated with faculty adoption of active instructional strategies in online classrooms. Rogers' "Diffusion of Innovations Theory" was used as the theoretical framework for this study, providing the structure for examination of three research questions: a) What factors contribute to faculty adoption or non-adoption of active instructional strategies in online classrooms? b) Is there a significant relationship between faculty development supports and meaningful innovation and adoption of active instructional strategies in online classrooms? c) Is there a significant relationship between faculty characteristics and their perceptions of using active instructional strategies in online classrooms? A total of 107 participants completed the online survey at one urban university using an adapted version of the "Innovation-Decision Process Indicator" instrument. Quantitative analyses demonstrated that several demographic characteristics were associated with an increased adopter stage and favorable perceptions relative to the described pedagogical innovation, including non-tenure track status, identification as female, experience with the innovative instructional strategies, and preferred faculty development format. Given these findings, recommendations for IHEs include the creation of supports, including time/workload accommodations, consultation and curricular development programs, and prioritization to specific groups, based on need. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]