United States Distance Learning Association

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management. In L. Lau (Ed.) Distance learning technologies: Issues, trends and opportunities (pp. 39-51). Hershey, PA: Idea Group. Brown, L., Murphy, E., & Wade, V. (2006). Corporate elearning: Human resource development implications for large and small organizations. Human Resource Development International, 9(3), 415-427. Bunn, M. D. (2001). Timeless and timely issues in distance education planning. The American Journal of Distance Education, 15(1), 55-68. Cho, S. K. & Berge, Z. L. (2002, January). Overcoming barriers to distance training and education. USDLA Journal, 16(1). Retrieved February 18, 2005, from http:// www.usdla.org/html/journal/JAN02_Issue/ article01.html Clay, M. (1999, December). Faculty attitudes toward distance education at the State University of West Georgia. University of West Georgia Distance Learning Report. Retrieved December 7, 2007, from http://www.westga .edu/~distance/attitudes.html Collis, B. (2005, September). Barriers to growth in the use of learning technology in the voluntary sector. Wales Council for voluntary Action. Retrieved September 2, 2007, from http:// www.elwa.ac.uk/elwaweb/doc_bin/ Research%20Reports/ 091105_barriers_to_growth_learning_techno logy_voluntary_sector.pdf Crow, G. B., & Rariden, R. L. (1993). Advancing the academic information infrastructure. Journal of Research on Computing in Education, 25(4), 464-473. Dobbins, B. W., & Berge, Z. L. (2006). Support for distance education and training. Distance Learning (USDLA), 3(1), 1-9. Espinoza, S., Whatley, S. & Cartwright, C. (1996). Online courses—The 5 w’s and the 2 perspectives. In B. Robin, D. Price, J. Willis, & D. A. Willis, (Eds.), Technology and teacher education annual (pp. 752-755). Charlottesville, VA: AACE. Grant, M. (2005, June). Five key barriers facing organizations in elearning. White paper. eLearn Campus Corporation. Retrieved September 3, 2007, from http://www.elearncam- pus.com/NewsFiles/Uploads/7_eLC-wp- Barriers.pdf HighTop Company. (2007, June 7). Did you know. Retrieved September 5, 2007, from http://www.hightopco.com/didyouknow .html International Data Corporation Asia/Pacific. (2001, December 5). IDC says Asia/Pacific corporate eLearning adoption hampered by user resistance. Press Release. Retrieved September 2, 2007, from http://www.idc.com.sg/ Press/2001/AP-PR-eLearning.htm Kaye, T., & Rumble, G. (1991). Open universities: A comparative approach. Prospects, 21(2), 214-226. Kearney, S., & Ottley, S. (2002). E-learning within large corporates: The use of, and attitudes to, e- learning among large employers and their employees. London: Ufi/Learndirect. Retrieved September 2, 2007, from http:// www.ufi.com/home/section5/7_research/ elearnlargecorps.pdf Keast, D. A. (1997). Toward an effective model for implementing distance education programs. The American Journal of Distance Education, 15(2), 7-22. Kirby, E. (1999). Building interaction in online and distance education courses. Society for Information Technology and Teacher Education annual-1999 (pp. 199-201). Charlottesville, VA: Association for the Advancement of Computing in Education. Lewis, J. H., & Romiszowski, A. (1996). Networking and the learning organization: Networking issues and scenarios for the 21st century. Journal of Instructional Science and Technology, 1(4). Retrieved December 7, 2007, from http://www.usq.edu.au/electpub/e-jist/ docs/old/vol1no4/abstract.htm#section1 Levine, A., & Sun, J. C. (2003). Barriers to distance education. Washington, DC: American Council on Education/Educause. Retrieved September 3, 2007, from http://www.acenet.edu/ bookstore/pdf/distributed-learning/distributed-learning-06.pdf Maguire, L. L. (2005). Literature review—faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration, 8(1). Retrieved September 3, 2007, from http:// www.westga.edu/%7Edistance/ojdla/ spring81/maguire81.htm Maor, D., & Volet, S. (2007). Engagement in professional online learning: A situative analysis of media professionals who did not make it. International Journal on e-learning, 6(1), 95-117. 13 Distance Learning Volume 4, Issue 4
McKenzie, B. K., Mims, N., Bennett, E., & Waugh, M. (2000, Winter). Needs, concerns and practices of online instructors. Online Journal of Distance Learning Administration, 3(3). Retrieved December 7, 2007, from http:/ /www.westga.edu/~distance/ojdla/fall33/ mckenzie33.html Moe, M. T., Bailey, K., & Lau, R. (1999, April 9). The book of knowledge: Investing in the growing education and training industry. Report #1268. Merrill Lynch & Co., Global Securities Research & Economics Group, Global Fundamental Equity Research Department. Moore, M. (1994). Tips for the manager setting up a distance education program. The American Journal of Distance Education, 8(3), 1-5. Moore, M. (1997). Quality in distance education: Four cases. The American Journal of Distance Education, 11(3), 1-7. Muilenburg, L. Y., & Berge, Z. L. (2001). Barriers to distance education: A factor-analytic study. The American Journal of Distance Education, 15(2), 7-24. Murray, D. (2001). e-Learning for the workplace: Creating Canada’s lifelong learners. Conference Board of Canada. Retrieved September 3, 2007, from http://www.hrsdc.gc.ca/en/hip/ lld/olt/Skills_Development/OLTResearch/ learn_e.pdf Olcott, D., & Wright, S. J. (1995). An institutional support framework for increasing faculty participation in postsecondary distance education. The American Journal of Distance Education, 9(3), 5-17 Pan, A. C. (1998). Optimize the web for better instruction. Society for Information Technology and Teacher Education annual (pp. 146-149). Charlottesville, VA: AACE. Rockwell, S. K., Scheuer, J., Fritz, S. J., & Marx, D. B. (1999). Incentives and obstacles influencing higher education faculty and administrators to teach via distance. Online Journal of Distance Learning Administration, 2(4). Retrieved December 7, 2007, from http:// www.westga.edu/~distance/rockwell2 4 .html Schreiber, D.A., & Berge, Z. L. (Eds.). (1998). Distance training: How innovative organizations are using technology to maximize learning and meet business objectives. San Francisco: Jossey-Bass. Sherritt, C. A. (1992). Forum: The hidden agendas of distance education. Journal of Adult Education, 21(2), 31-35. Shklanka, O. (1990). Off-campus library services—A literature review. Research in Distance Education, 2(4), 2-11. Shrivastava, P., & Souder, W.E. (1987). The strategic management of technological innovations: A review and a model. Journal of Management Studies, 24(1), 25-40. Spodick, E. F. (1995). The evolution of distance learning. Retrieved December 7, 2007, from http://sqzm14.ust.hk/distance/distance-6 .html Stockeband, W., & Althoff, C. (1997). Graduate degrees: The time is now, the place is anywhere. Society for Information Technology and Teacher Education annual, 1997 (pp. 163-165). Charlottesville, VA: AACE. APPENDIX A Administrative Structure: Managing distance learning programs through most existing organizational structures can be problematic. Partnerships among different units within an organization or among different organizations require agreements about fiscal issues such as costs, tuition and fees, and distribution of revenue, as well as course scheduling and the issuance of credits. Organizational Change: Most organizations are resistant to change. Without a shared vision for distance learning, explicated in a strategic plan, and key players within the organization who are knowledgeable and supportive of distance learning, implementing a distance learning program can be a slow and difficult process. Technical Expertise, Support, and Infrastructure: It is difficult to keep up with the fast pace of technological change. Many instructors lack the knowledge and skills to design and teach distance learning courses, yet their organizations do not provide a support staff to assist them to develop distance learning course materials, or to provide distance learning training. The technology-enhanced classrooms or laboratories and the infrastructure required to use them may not be available. Social Interaction and Quality: Participants in distance learning courses can feel isolated due to lack of person-to-person contact. Both faculty and students are sometimes uncomfortable with the use of studentcentered and collaborative learning activities because they change the traditional social structure of the classroom. There are concerns about the quality of distance learning courses, programs and student learning. Testing and assessment of student outcomes is also a concern. Faculty Compensation and Time: As the saying goes … “Time is money.” Distance learning courses require a greater time commitment, so additional faculty 14 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 16 and 17: Table 5. Continued Social Interacti
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
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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
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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
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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
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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
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