United States Distance Learning Association

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tional delivery. The knowledge that other institutions are taking similar steps reduces anxiety for administrators who make the decisions to adopt the technology. In addition, faculty who are the early adopters can look to their colleagues at other institutions for guidance. CONCLUSION AND RECOMMENDATIONS The selection of educational technology for a campus is not always systematic and may be tied to the particular idiosyncratic likes and dislikes of the technology manager. A systematic approach based on the principles of diffusion would mitigate this problem. In this case, the implementation of Live Classroom may have been more effective with the use of Rogers’ (1995) diffusion theory as a framework. Innovators who bring in new technologies may gravitate to those they know will participate willingly in the initiative. However, these early adopters may not have the interpersonal networks or the acknowledged position of expertise in the social system to support effective communication for the diffusion process. It is important to distinguish early adopters who can facilitate the diffusion process from those who would not be as effective. In addition to their perceived leadership role, those targeted to pilot the technology should be selected based on their compatibility with how the technology will be used. Too often, faculty are selected based on their technological ability. A faculty member could be very technologically savvy but favor face-to-face interaction with students over online environments. In this case, it would be wise to give a considerable weight in the selection decision to those faculty who have favorable attitudes to enabling virtual environments. Emphasis should be placed on the support and training that will be provided for both faculty and students who will be using this platform. The complexity of the technology needs to be minimized in relation to its relative advantage. It is important to allow faculty time to experiment with the technology and evaluate its use in their teaching practice. They need the flexibility to opt out at any point in the semester. Communication channels should be used strategically with a combination of interpersonal networks and mass media channels. Although diffusion is initially driven by opinion leaders and early adopters, it can be further facilitated by promotion through internal mass media channels (i.e., campus faculty e-mail). In addition, a good marketing strategy would capitalize on the leadership of other institutions in regard to this particular technology. Many faculty may have colleagues at other institutions that are using this technology and could provide them with advice on their experiences. Diffusion theory offers a broad framework that can be applied in the field of education. It is wise for decision makers to look to the theory for guidance when considering the adoption of an emerging technology. APPENDIX A: TECHNICAL FEATURES AND REQUIREMENTS OF WIMBA LIVE CLASSROOM For Wimba to work efficiently follow the instructions below. 1. Test Your System It is recommended to perform a diagnostic check on your computer prior to using Wimba for the first time. This diagnostic check will verify that your computer has the correct version of Java, and that the Wimba tools work. Ensure that your pop-up blockers are disabled. Most popular browsers like Firefox and Internet Explorer have built in pop-up blockers. For more information on pop-up blockers please go to the following link: http:// Volume 4, Issue 4 Distance Learning 53
cdl.utpa.edu/Home/ Student_Resources/index.cfmfuseaction=webctreqs 2. Operating System and Browser Requirements WINDOWS 98SE, ME, 2000, XP Home, and Professional Edition & Mac OS X The following browsers are supported on PC systems: • Internet Explorer 5.0, 5.5 and 6.0 • Netscape 7.0+ • Mozilla 1.4+ • Firefox 1.0+ The following browsers are supported for the MAC OS X environment: • MS IE 5.1 or above • Netscape 6.2, 7.0 and 7.1 • Safari 1.2 or above 3. Audio Requirements The Wimba system does require the use of a microphone/headset. A recommended microphone is a headset style microphone. Some relatively inexpensive (under $20) headset microphones are available at retail stores. Your computer usually has color coded plugs for connecting microphones/headset. The speakers or headphones are green and microphones are pink. The plugs are usually located in the back of the computer. 4. Software Requirements The Wimba audio components require Sun Java to operate. Follow the instructions below. 1) Installing Sun Java Download and install the Java plug-in at: http://cdl.utpa.edu/Home/Student_ Resources/index.cfmfuseaction= webctreqs Click run in the popup window. 2) After downloading Sun Java onto your system, you need to select Sun Java as the default applet for your computer by doing the following: • Launch your Internet Explorer Browser • Select Tools and then Internet Options from the Tools Pull Down Menu • Select Advanced from the Internet Options Dialog Box • Check the box under Java (Sun) heading (“Use JRE 1.5.0_06 for (requires restart)”) 5. Now click on the following link to configure your computer for Horizon Wimba. • Voice/Audio Checker: http:// utpavt.horizonwimba.com/utpavt/ diagnostic/main If you are experiencing any technical problems using Wimba please contact: Center for Learning, Teaching & Technology Help Desk Monday through Friday 8 a.m. to 5 p.m. Phone: (956) 318-5327 Email: cdl@utpa.edu If you need immediate help after 5:00 p.m. you may contact Horizon Wimba Technical Support by e-mail or phone (toll-free in the U.S. and Canada) • technicalsupport@horizonwimba.com • 866.350.4978 54 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 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 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
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