United States Distance Learning Association

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Table 4. Rank Order of the 10 Factors at Each Stage of (Corporate) Organizational Maturity Organizational Stage Predistance T & E 1 2 3 4 • Lack tech expertise • Organizational Change • evaluation • Social interaction • Access • Student support services • Faculty comp/ time • Legal issues • Threatened by tech • Admin structure • Organizational change • Lack tech expertise • Access • Evaluation • Social interaction • Faculty comp/ time • Student support services • Threatened by tech • Legal issues • Admin structure • Organizational change • Lack tech expertise • Social interaction • Evaluation • Access • Faculty comp/ time • Threatened by tech • Student support services • Legal issues • Admin structure • Lack tech expertise • Organizational change • Evaluation • Social interaction • Faculty comp/ time • Access • Threatened by tech • Legal issues • Student support services • Admin structure • Evaluation • Organizational change • Faculty comp/ time • Social interaction • Access • Threatened by tech • Lack tech expertise • Student support services • Legal issues • Admin structure management needs and makes recommendations regarding the organization and management of distance learning among the workforce. • Stage 3: The organization has established a distance learning policy, procedures are in place and planning occurs. This means that a stable and predictable process is in place to facilitate the identification and selection of content and of technology to deliver distance training. • Stage 4: Distance training and education has been institutionalized in the organization as characterized by policy, communication, and practice that are aligned so that business objectives are being addressed. The business unit has established a distance education identity and conducts systematic assessment of distance training events from an organizational perspective. Distance education is used here to indicate what the organization and instructors do, while distance learning indicates what the learner does. Of course, these stages represent points along a continuum; the capability stages an organization moves through are neither linear nor discrete. While it is convenient to describe an organization as generally being at a particular stage, this does not mean the absence of elements of earlier stages, nor does it mean that all units within the organization are at that same stage. BARRIERS TO CORPORATE E-LEARNING Impediments to teaching, instructing, learning, and training at a distance can be situational, epistemological, philosophical, psychological, pedagogical, technical, social, and/or cultural (e.g., Espinoza et. al., 1996; Kaye & Rumble, 1991; Lewis & Romiszowski, 1996; Sherritt, 1992; Shklanaka, 1990; Spodick, 1995). They include such things as: content quality, intellectual property rights, instructors’ workloads, costs, lack of time to plan and deliver an online course, lack of knowledge and policies that impede development, inadequate pay and incentives for delivering an online class, and dozens more (BECTA, 2005; Clay, 1999; Collis, 2005; Grant, 2005; International Data Corporation Asia/Pacific, 2001; Kirby, 1999; Volume 4, Issue 4 Distance Learning 5
Organization's Stage vs. Mean Score for Barriers 2.50 2.45 Means 2.40 2.35 2.30 2.25 2.20 2.15 Mean Barrier Organizational Stage of Capability Figure 1. Mean scores at each level of organizational capability for the 64 barriers. Levine & Sun, 2002; Maguire, 2005; McKenzie, Mims, Bennett, & Waugh, 2000; Pan, 1998; Rockwell, Scheuer, Fritz, & Marx, 1999; Stockeband & Althoff, 1997). A review of literature, experience, and conversations with other experienced distance educators indicated that simply identifying a laundry list of problems faced by persons wanting to implement distance training and education is not especially useful. What we have found is that different organizations (or business units within large organizations), are at different stages or levels of maturity regarding the capabilities that each has for conducting distance education (Berge, 2001b, 2002; Schreiber & Berge, 1998). Based on survey responses, a subsequent factor analysis (Muilenburg & Berge, 2001) clustered barriers to online learning into the following 10 factors: administrative organizational change, lack of technical expertise and support, evaluation, social interaction and quality concerns, access, faculty compensation and time, threatened by technology, student support services, legal issues, and administrative structure (see Appendix A for a description of each factor). DIFFERENT STAGES, DIFFERENT BARRIERS We have found that there is a relationship between an organization’s level of capability in distance education/training and the perceived barriers to it reported by respondents. As organizations became more capable and better equipped to conduct education/training at a distance, the mean score for all barriers at each of the five stages of organizational capability decreases (see Figure 1). Said differently, corporate respondents to our survey perceive fewer or lessintense barriers in organizations that have more capabilities for delivering distance education. The overall level of barriers is higher for the novice compared to someone more expert and compared to someone who works in an organization with more maturity in distance education and training (Maor & Volet, 2007; Muilenburg & Berge, 2001). Certainly, this makes sense. Managers and persons charged with 6 Distance Learning Volume 4, Issue 4
Page 2 and 3: DISTANCE LEARNING FEATURED ARTICLES
Page 4 and 5: DISTANCE LEARNING MAGAZINE SPONSORE
Page 6 and 7: SPOTLIGHT ARTICLE Barriers and the
Page 8 and 9: THE EMERGENCE OF A NEW ECONOMY A de
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
Page 14 and 15: Table 5. Solutions to Barriers to D
Page 16 and 17: Table 5. Continued Social Interacti
Page 18 and 19: management. In L. Lau (Ed.) Distanc
Page 20 and 21: compensation, incentives and releas
Page 22 and 23: Pedagogy --Course Development --Cou
Page 24 and 25: Quality in Distance Education A Tri
Page 26 and 27: ability to understand and apply tec
Page 28 and 29: CONSTITUENCIES IN DISTANCE EDUCATIO
Page 30 and 31: control and responsibility for the
Page 32 and 33: Kirtley, K. E. (2002). A study of s
Page 34 and 35: Distance Education in the Public Hi
Page 36 and 37: distance education courses and Inte
Page 38 and 39: need, in a distance education class
Page 40 and 41: Using IT-Based Distance Education f
Page 42 and 43: to participate and share and exchan
Page 44 and 45: to a teacher and get to get filled
Page 46 and 47: Online High School Courses Preventi
Page 48 and 49: students. Fourth, a program that in
Page 50 and 51: independently (November, 2001). Thi
Page 52 and 53: tion. Both classes had a 100% compl
Page 54 and 55: that allow instructors and students
Page 56 and 57: own graduate experience as being fa
Page 58 and 59: tional delivery. The knowledge that
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APPENDIX B: WIMBA LIVE CLASSROOM IN
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Access to College for Nontraditiona
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coast through by quietly sitting in
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institutions. According to Shanika,
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Distance Education at the Universit
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Figure 1. UF/IFAS IT’s relationsh
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Figure 2. IFAS 2005-06 operating bu
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ida Division of Continuing Educatio
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Institute of Food and Agricultural
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Learning Objects What Are They, and
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Table 1. Goals of Learning Object D
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easoning as to how they are built,
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INTERVIEW The Perils and Promise of
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4. Limiting the enrollment in dista
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esponsibility to make sure that thi
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ence since it did not figure in the
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INTERVIEW Here Come the Marines! An
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demonstrate, within a set of proced
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and this is significant, the Corps
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Ends and Means Developing a Digital
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artifacts one wants to include in t
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New Media, New Learning School for
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And Finally … continued from page
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United States Distance Learning Association

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