United States Distance Learning Association

More documents

Recommendations

Info

Table 5. Solutions to Barriers to Distance Education and Training Technical Expertise, Support, and Infrastructure Barriers Solutions Cases Technical support • Operate or collaborate with learning center • Implement electronic communication tools • Design, develop, and to use an automated instructor controlled system (e.g., Keypads system, One Touch system and the Optel Audio-graphics system) • Provide a backup plan Technical infrastructure • Maintain technical resources • Utilize site coordinators • Upgrade communication infrastructure • Utilize the intranet • Provide tools to trainer and individuals to allow them more choices • Use vendor-produced materials when the internal infrastructure can not keep pace with the demand from employees Technical expertise and staff training Support for course development • Host ongoing training for staff, instructors, instructional designers, and site coordinators • Use trainers and consultants experienced in distance training and education to train your staff • Consider outsourcing • Train faculty concerning DE • Use subject matter experts • Simplify scheduling for multiple time zone • Conduct a field-test before releasing a course 2, 5, 7, 10, 14, 17, 18, 23, 26, 30, 31 3, 4, 6, 15, 16, 17, 19, 20, 24, 26 29, 31, 32 3, 7, 16, 17, 19, 21, 26, 28 2, 4, 5, 11, 17, 24, 26, 28, 29 Administrative Structure Barriers Solutions Cases Organizational structure Financial support and cost reduction Staffing and team building Adopt a centralized structure, or a hub-and-spoke structure, designed to enhance consistency in management of the DE program and training Conduct a cost analysis and provide report or briefings periodically Design and develop a cost-saving, technologically-enhanced classroom, such as an instructor-controlled electronic classroom (e.g., for “lean broadcasting,” the labor costs of instructors may be reduced, and also this may reduce the need for other technical staff) Negotiate with local telephone company to reduce telephone charges • Utilize experienced professionals, including site coordinators • Install the remote control equipment and to provide training, checklists, and backup procedures to site coordinators • Establish a DE team, including outside consultants • In cases involving more than one culture, cross-cultural awareness is needed, and probably in-person meetings are necessary to address communication/cultural problems • Use the defined process for the selection, hiring, and training of instructors depending on the region of the world where staffing is being done 2, 13, 20, 22, 24, 27, 30, 32 2, 3, 7, 17, 20, 21, 24, 27, 29, 31 8, 9, 11, 17, 19, 20, 23, 32 Table continues on next page. Volume 4, Issue 4 Distance Learning 9
Table 5. Continued Administrative Structure (continued) Barriers Solutions Cases Marketing and sustaining the program • Provide constant and similar messages via multiple channels, such as management and team briefings, high quality catalogs, a video of site information and resources • Distribute an organizational newsletter, flyers and wall posters • If special infrastructure is built, remember that planned maintenance and resources are needed to sustain the network over its lifetime • Host an open house for the program • Reassign or reuse existing media where cost effective, rather then installing new systems without considering existing ones Vendor management • Select vendors by using open system and open standard • Evaluate vendor performance regularly. 4, 5, 24, 27 18, 27 Organizational Change Barriers Solutions Cases Organizational support to have a shared vision and infrastructure Organizational learning culture against DE and constructivist learning. Planning and delivering DE programs • Conduct strategic planning and announce the DE policy • Solidify the initiative with management and demonstrate support from corporate executives • Convince and solicit support from the corporate executive through educating them • Have a forum, workshop, or seminar for staff and managers to facilitate their understanding about DE and to hear their expectations about DE • When using teaching methods or styles that have not been used in the organization in the past, provide a “bridge” to the new methods and processes • Articulate the mission of the online distance education program. • Build infrastructure • Provide operating guidelines and standards • Develop templates, processes, and systems to enhance the quality • Pay special attention to realistic expectations for distance education in a non-Western culture 3, 6, 7, 11, 14, 25, 27, 30 3, 10, 14, 15, 16, 19, 23 9, 22, 23, 24, 32 Evaluation/Effectiveness Barriers Solutions Cases Evaluation of courses and programs Assessing and tracking learners’ achievement • Plan the collection of information, feedback, and evaluation before, during and after the program • Host a seminar with students and DE team to get feedback about program 3, 4, 5, 6, 8, 17, 24, 25, 29 • Conduct both formative and summative evaluation 13, 18, 20, 27, 28 Table continues on next page. 10 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 10 and 11: Table 4. Rank Order of the 10 Facto
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
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
Page 60 and 61: APPENDIX B: WIMBA LIVE CLASSROOM IN
Page 62 and 63: Access to College for Nontraditiona
Page 64 and 65:
coast through by quietly sitting in
Page 66 and 67:
institutions. According to Shanika,
Page 68 and 69:
Distance Education at the Universit
Page 70 and 71:
Figure 1. UF/IFAS IT’s relationsh
Page 72 and 73:
Figure 2. IFAS 2005-06 operating bu
Page 74 and 75:
ida Division of Continuing Educatio
Page 76 and 77:
Institute of Food and Agricultural
Page 78 and 79:
Learning Objects What Are They, and
Page 80 and 81:
Table 1. Goals of Learning Object D
Page 82 and 83:
easoning as to how they are built,
Page 84 and 85:
INTERVIEW The Perils and Promise of
Page 86 and 87:
4. Limiting the enrollment in dista
Page 88 and 89:
esponsibility to make sure that thi
Page 90 and 91:
ence since it did not figure in the
Page 92 and 93:
INTERVIEW Here Come the Marines! An
Page 94 and 95:
demonstrate, within a set of proced
Page 96 and 97:
and this is significant, the Corps
Page 98 and 99:
Ends and Means Developing a Digital
Page 100 and 101:
artifacts one wants to include in t
Page 102 and 103:
New Media, New Learning School for
Page 104 and 105:
And Finally … continued from page
show all

United States Distance Learning Association

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?