United States Distance Learning Association

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compensation, incentives and release time are important issues. Lack of grant monies to fund distance learning start-up and subsequent projects is also a problem. Threatened by Technology: Some people fear that an increase in the use of distance learning technologies may decrease the need for teachers. Feeling intimidated by technology may also threaten an instructor’s sense of competence or authority. Either or both of these psychological factors may lead faculty to feel that their job security is threatened. Legal Issues: The increasing use of particularly the Internet to deliver distance learning raises concerns about copyright, fair use policies, piracy, intellectual property rights, and problems with hackers and viruses. Evaluation/Effectiveness: There is concern over a lack of research supporting the effectiveness of distance education. A lack of effective evaluation methods for distance learning courses and programs is also a concern. Access: Many students lack access or there are concerns over equal access to courses offered via newer technologies such as Web-based instruction. Sometimes instructors also lack access to the necessary equipment and courses. Student Support Services: Provision of student services, such as advisement, library services, admissions and financial aid, at a distance is a critical facet of any distance learning program. There are also concerns about how to monitor the identity of distance learning students. APPENDIX B: CASES ANALYZED Case # a 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Case # b Organization The home improvement industry NYNEX The American Red Cross Biomedical Services The Mortgage Bankers Association of America The California Department of Rehabilitation The Unisys Corporation The Federal Aviation Administration The Department of Health and Human Services Malaysia’s Virtual University The Texas Natural Resource Conservation Commission Columbia/HCA Healthcare Corporation The Columbus Center The IDL Group Inc. H.B. Zachry company Organization 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 The U.S. Navy’s Bureau of Medicine and Surgery The U.S. Army Intelligence Center SBC’s Regional Telecom Training Centers MCI Worldcom The U.S. General Accounting Office Rseau Interaction Network The IRS The UAW-DaimlerChrysler National Training Center First Union Ford Motor Company Dealerships Nortel Networks Cap Gemini Ernst & Young Hewlett-Packard’s Regional Training Center Public Health NYNEX The U.S. Postal Service TeleEducation NB The American Red Cross Source for cases 1-15: Schreiber and Berge (1998). Source for cases 16-32: Berge (2001b). Volume 4, Issue 4 Distance Learning 15
Operational Definition of Building a Quality E-Learning Course and Program Abed H. Almala Many institutions of higher education, educational organizations, the business community, and learners are embracing e-learning for a variety of reasons and needs. These parties refer to key factors such as flexibility, the use of mixed interactive multimedia, Internet research, archiving, electronic networks, telecommunications, and cost to support the idea that e-learning could Abed H. Almala, Campus Dean, Alexandria Campus, Strayer University, 2730 Eisenhower Ave., Alexandria, VA 22314. Telephone: (703) 329-9601. E-mail: AAL@strayer.edu serve as a viable and qualitative learning alternative. Some educators and learners, however, believe that e-learning cannot, and should not, replace classroom instruction, pointing out that the quality of faceto-face education must not be compromised by e-learning. Nevertheless, professional and scholastic individuals with such reservations often recognize that e-learning can be a valuable supplement and effective learning tool for mature and responsible students and should be pursued. Hence, quality of learning is a deciding factor as to whether e-learning should be considered as a total and effective learning environment. Recent educational statistics and forecasts have revealed that e-learning is gaining ground in community colleges and universities nationwide. Investigating and assessing the planning and implementation processes of e-learning courses and programs at these institutions of higher education is necessary to determine the quality of a Web-based learning environment. Quality e-learning is a Web-based learning environment designed, developed, and delivered based on several dynamic principles, such as institutionalsupport, course development, teaching/ learning, course structure, student support, faculty support, and evaluation and assessment (Phipps & Merisotis, 2000). 16 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 18 and 19: management. In L. Lau (Ed.) Distanc
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
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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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