United States Distance Learning Association
United States Distance Learning Association
United States Distance Learning Association
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Table 5.<br />
Continued<br />
Faculty Compensation and Time<br />
Barriers Solutions Cases<br />
Instructors are resistant to<br />
DE<br />
• Develop incentives and rewards for faculty participating in<br />
the DE program<br />
• Create a detailed instructor guide<br />
• Develop train-the-trainer session<br />
• Conduct detailed evaluation feedback with participants<br />
1, 9<br />
Access<br />
Barriers Solutions Cases<br />
Reducing users' technical<br />
problems regarding access<br />
to courses<br />
• Select the simplest courseware to meet the course goals<br />
• Work with the best hardware vendors<br />
• Provide access both with internet connection to the server<br />
and via direct dial to the server<br />
2, 4<br />
Note:<br />
There were no cases examined that mentioned legal issues as a barrier.<br />
gram management, change management,<br />
and strategic planning.<br />
As upper management realizes that global<br />
competition is marked by organizations<br />
with a competent workforce, it becomes<br />
imperative to encourage continuous learning.<br />
The concepts of “just in time,” “just<br />
enough,” and “just for me” are driving the<br />
use of different methods of instructional<br />
design, teaching, and training for the first<br />
time. The changes in the workplace affect<br />
the expectations, roles, and responsibilities<br />
of instructors, students, and managers as<br />
the organization builds capacity for technologically<br />
enhanced learning of missioncritical<br />
problems. Training and education,<br />
including that which is done at a distance,<br />
will continue to become more problemand<br />
case-based, collaborative, effective,<br />
and exciting.<br />
REFERENCES<br />
Bachman, K. (2000, March). Corporate e-learning:<br />
Exploring a new frontier. San Francisco: WR<br />
Hambrecht. Retrieved September 3, 2007,<br />
from http://www.spectrainteractive.com/<br />
pdfs/CorporateELearingHamrecht.pdf<br />
BECTA. (2005, January). Research into the use of<br />
ICT and e-learning for work-based learning in the<br />
skills sector. Final report. Retrieved September<br />
14, 2007, from http://www.becta.org.uk/<br />
page_documents/research/<br />
wbl_final_report.pdf<br />
Benninck, R. (2004). Implementing elearning from<br />
the corporate perspective. Retrieved September<br />
3, 2007, from http://knowledgetree.flexiblelearning.net.au/edition05/download/Bennink.pdf<br />
Berge, Z. L. (1996). Changing roles in higher<br />
education: Reflecting on technology. Collaborative<br />
Communications Review (pp. 43-53).<br />
McLean, VA: International Teleconferencing<br />
<strong>Association</strong>.<br />
Berge, Z. L. (2001a). A framework for sustaining<br />
distance training. In Z. L. Berge (Ed.), Sustaining<br />
<strong>Distance</strong> Training: Integrating <strong>Learning</strong><br />
Technologies into the Fabric of the Enterprise<br />
(pp.13-30). San Francisco: Jossey-Bass.<br />
Berge, Z. L. (Ed.) (2001b). Sustaining distance<br />
training: Integrating learning technologies into<br />
the fabric of the enterprise. San Francisco: Jossey-Bass.<br />
Berge, Z. L. (2002). Obstacles to distance training<br />
and education in corporate organizations.<br />
The Journal of Workplace <strong>Learning</strong>, 14(5),<br />
182-189.<br />
Berge, Z. L. (2004). Complexity and confusion in<br />
distance education. <strong>Distance</strong> <strong>Learning</strong>, 1(2), 1-<br />
6.<br />
Berge, Z. L., & Smith, D. (2000). Implementing<br />
corporate distance training using change<br />
management, strategic planning, and project<br />
12 <strong>Distance</strong> <strong>Learning</strong> Volume 4, Issue 4