United States Distance Learning Association

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Table 5. Continued Social Interaction and Quality Barriers Solutions Cases Lack of learner interaction and communication • to encourage learners’ participation and increase the interactions among learners, it often helps for instructors and instructional designers to participate with learners in their social and task interactions, and to elicit feedback from learners • For an IVT class, to include off air group activities and to design a viewer response system to increase interactions • Humanize relationships; show that people care • Consider offering courses for faculty and students in which the goals are for participants to adjust from classroombased to distance learning 5, 7, 8, 9, 20, 23, 24 Student Support Services Barriers Solutions Cases Student advice; library access; administrative assistance • Staff the distance program with liaisons between the students and the organization • Design a web page to provide information regarding registration, admission, class information, help desk tips, etc. • Purchase database systems for communication use and for online library 2, 5, 17, 18, 24, 31 Threatened by Technology Barriers Solutions Cases Adapting existing instructors and reducing their fear over DE • Consider having the existing instructors teach the converted courses • Consider creating a position that functions to ease others through the distance learning changes and is a combination of project manager, salesperson, instructor, and developer. It may serve as a good opportunity for instructors to learn other functions and ultimately improves teamwork with others. • Develop train-the-trainer session specifically for learning how to use DE tools • Consider including noncomputer activities such as paperbase note taking. For the learners or instructors who have a fear of using technology, this familiar activity helps them to “learn content (how to use a DE tools),” with their more comfortable learning method • Consider how to use visual aids and simple games for teaching courseware. Employees often are not experience in using the system that will be used for their learning. So, the first job should be to familiarize them with these systems. 2, 7, 11 Table continues on next page. Volume 4, Issue 4 Distance Learning 11
Table 5. Continued Faculty Compensation and Time Barriers Solutions Cases Instructors are resistant to DE • Develop incentives and rewards for faculty participating in the DE program • Create a detailed instructor guide • Develop train-the-trainer session • Conduct detailed evaluation feedback with participants 1, 9 Access Barriers Solutions Cases Reducing users' technical problems regarding access to courses • Select the simplest courseware to meet the course goals • Work with the best hardware vendors • Provide access both with internet connection to the server and via direct dial to the server 2, 4 Note: There were no cases examined that mentioned legal issues as a barrier. gram management, change management, and strategic planning. As upper management realizes that global competition is marked by organizations with a competent workforce, it becomes imperative to encourage continuous learning. The concepts of “just in time,” “just enough,” and “just for me” are driving the use of different methods of instructional design, teaching, and training for the first time. The changes in the workplace affect the expectations, roles, and responsibilities of instructors, students, and managers as the organization builds capacity for technologically enhanced learning of missioncritical problems. Training and education, including that which is done at a distance, will continue to become more problemand case-based, collaborative, effective, and exciting. REFERENCES Bachman, K. (2000, March). Corporate e-learning: Exploring a new frontier. San Francisco: WR Hambrecht. Retrieved September 3, 2007, from http://www.spectrainteractive.com/ pdfs/CorporateELearingHamrecht.pdf BECTA. (2005, January). Research into the use of ICT and e-learning for work-based learning in the skills sector. Final report. Retrieved September 14, 2007, from http://www.becta.org.uk/ page_documents/research/ wbl_final_report.pdf Benninck, R. (2004). Implementing elearning from the corporate perspective. Retrieved September 3, 2007, from http://knowledgetree.flexiblelearning.net.au/edition05/download/Bennink.pdf Berge, Z. L. (1996). Changing roles in higher education: Reflecting on technology. Collaborative Communications Review (pp. 43-53). McLean, VA: International Teleconferencing Association. Berge, Z. L. (2001a). A framework for sustaining distance training. In Z. L. Berge (Ed.), Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise (pp.13-30). San Francisco: Jossey-Bass. Berge, Z. L. (Ed.) (2001b). Sustaining distance training: Integrating learning technologies into the fabric of the enterprise. San Francisco: Jossey-Bass. Berge, Z. L. (2002). Obstacles to distance training and education in corporate organizations. The Journal of Workplace Learning, 14(5), 182-189. Berge, Z. L. (2004). Complexity and confusion in distance education. Distance Learning, 1(2), 1- 6. Berge, Z. L., & Smith, D. (2000). Implementing corporate distance training using change management, strategic planning, and project 12 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 14 and 15: Table 5. Solutions to Barriers to D
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
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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
Page 100 and 101:
artifacts one wants to include in t
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New Media, New Learning School for
Page 104 and 105:
And Finally … continued from page
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United States Distance Learning Association

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