Distance Learning Administration 2009
June 21-24, 2009
The King and Prince Resort
St. Simons Island, Georgia

Distance Education
Certificate Program
Registration begins in September.
Online program begins
 January, 2009

Distance Education
Certified Trainer Program
Registration begins October, 2008.
The online program begins
January 26, 2009

Advanced Technologies for Distance Education Certificate Program

Thanks to the
University of West Georgia
for providing this webspace

Editor-in-Chief
Dr. Melanie Clay
University of West Georgia

Executive Editor
Dr. Donald Wagner
University of West Georgia

Managing Editor
Ms. Alicia Williams
University of West Georgia

Production Editor
Ms. Stacey Rowland
University of West Georgia

Editorial Board
Dr. Mac Adkins
Troy University

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

Mr. R. Thomas Berner
Pennsylvania State University

Dr. Kris Biesinger
Board of Regents of the University System of Georgia

Dr. Beverly L. Bower
Florida State University

Ms. Diane M. Burnette
University of Georgia

Dr. W. Dean Care
University of Manitoba

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Mr. Ken Corley
Auburn University

Dr. Micheal Crafton
University of West Georgia

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Ms. Beth Evans
College Library of the City University of New York

Dr. Catherine L. Finnegan Advanced Learning Technologies,
Board of Regents of the University System of Georgia

Dr. Larry V. Flegle
Kaplan University

Mrs. Laurie G. Hillstock
Virginia Tech

Dr. Genell Hooper Harris
Southern Utah University

Dr. Scott L. Howell
Brigham Young University

Dr. Thomas J. Hynes
University of West Georgia

Dr. Nataliya V. Ivankova
University of Alabama at Birmingham

Dr. Sallie J. Johnson
USAF Air University, Air Command and Staff College

Dr. Harold J. Kearsley
Norwich University

Dr. John J. Ketterer
Jacksonville State University

Dr. James W. King
University of Nebraska-Lincoln

Dr. Sally Kuhlenschmidt
Western Kentucky University

Ms. Elizabeth D. Larzelere
New York Chiropractic College

Dr. Andrew Leavitt
University of West Georgia

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Jennifer McLean
Pennsylvania College of Technology

COL Philip A. McNair (USA, ret.) American Public University System

Dr. Paul F. Merrill
Brigham Young University

Informal Faculty Mentoring as a Component of Learning to Teach Online: An Exploratory Study

by Debbie Thompson

Distance education has become an important instructional method for institutes of higher learning over the last decade. According to the National Center for Education Statistics (NCES, 2003) , during the 2000-2001 academic year, 56 percent of all 2- and 4-year institutions offered distance education courses, and this represents an increase of approximately 34 percent over a three-year period. According to the report, ninety percent of all institutions that offered distance education courses used asynchronous Internet courses as their primary technology for instructional delivery. Faculty development programs have become essential to prepare faculty to teach in the online environment. Institutions often provide training for their faculty by way of faculty development.

Multimedia Presentation Software Solutions for Internet-Based Courses

Pace	Kelley

by Larry A. Pace
& Frances A. Kelley

The authors discuss multimedia presentation software ( MPS ) solutions in the context of the growth of Internet-based courses. Representative solutions for creating multimedia course lectures at the desktop and enterprise levels are described and evaluated. The authors suggest criteria to assist in the selection, implementation, and administration of MPS solutions to maximize accessibility and student learning while minimizing expense.

by Elizabeth Osika


Each year, the number of institutions offering distance learning courses continues to grow significantly (Green, 2002; National Center for Educational Statistics, 2003; Wagner, 2000). Broskoske and Harvey (2000) explained that “many institutions begin a distance education initiative encouraged by the potential benefits, influenced by their competition, and prompted by fear of not being involved in distance education” (p. 37). These are just some of the reasons the percentage of higher education institutions offering distance learning programs exceeded 56% (n = 2,320) in 2000-01 (NCES, 2003).

The Evolution of Peer Driven Training for Teaching Online Courses

by Peter J. Shapiro

Online courses at Bergen Community College (BCC) began in the late 1990's with an imperative from the college President to develop online courses. Senior faculty members who dared to experiment with this new mode of teaching had to learn how to design a course and how to use WebCT, a new course management system, on their own. As these faculty leaders (and those that followed) learned the painful lessons through trial and error, it became obvious that something more was necessary.

by Lisa Marie Portugal

This paper discusses the enormous impact distance learning has had on traditional higher education and addresses emerging leadership roles. The writer will address and discuss qualities that are necessary for leaders and the success of their distance education initiatives. Topics discussed include critical issues relating to the evolution and continuation of distance learning programs such as globalization, consistent lack of federal and state educational funding, a growing student population, and the emergence of the Internet.

Donnelly	Berge

by Kimberley M. Donnelly
& Zane L. Berge

Podcasting and podcatching provide trainers and teachers with powerful, personal tools for delivering exactly the right content to learners at teachable moments—anytime, anywhere. The strength of podcasting lies in the potency of voice communication, which cuts through the dense text of the Internet and offers a human connection during distance training. In addition, podcasting offers the ability for learners to multitask and to time-shift content.

Mariasingam	Hanna

by Michael A. Mariasingam
& Donald E. Hanna

The number of online degree programs offered by universities, both within the United States and in other countries around the globe, has expanded remarkably from the year 2000 to 2005. Recent research [ Pond (2002), Twigg, (2001), Swail and Kampits (2001), Nielson (1997)] indicates that this rapid expansion has superceded our understanding of how to plan, organize, and evaluate these programs effectively.

by Stephanie Scheer & Elizabeth Fanning

Scheer	Fanning

The University of Virginia's School of Continuing and Professional Studies (SCPS), serves a broad, ethnically diverse and talented community of over 15,000 adult students each year. The SCPS mission is to facilitate lifetime learning by providing educational opportunities of the highest quality so that learners can achieve their personal and professional goals. This mission will be accomplished by developing and delivering University educational programs of the highest quality at times and in places consistent with the needs and interests of our learners.