Feed Editor (Unlicensed) Monday, 15 September 2008 00:00:00 -0400 Welcome to the University of West Georgia Online Journal of Distance Administration news feed. Here you can find a variety of articles and news pertaining to OJDLA. http://www.westga.edu/~distance/ojdla http://blogs.law.harvard.edu/tech/rss
Here is a letter from our editor

I can’t believe it has been 10 years since our first issue of the OJDLA went online. I think it would have almost slipped my mind except that Dr. Scott Howell provided us with a wonderful tribute in his research, published in this issue. As I look back over the years, the areas of interest have certainly evolved, as our distance programs have matured beyond the start-up, how-do-we-do-x era. While still overwhelmed with the volume and complexity of managing a growing online program, I am more encouraged than ever by greater student and faculty buy-in, and tremendous improvement in course quality. As distance learning administrators, your expertise and vision is needed more now than ever before, as rising gas prices, enrollments beyond physical seat capacity, and other factors have moved online learning to mainstream, front and center. I wish to sincerely thank our readers, contributors, and review board for your incredible support and encouragement over these 10 years.

Peace to all, Melanie N. Clay, Ph.D.

September 15, 2008]]> Monday, 15 September 2008 00:00:00 -0400 http://www.westga.edu/~distance/ojdla/
by Michael Hall

Two common web-based surveys, "Is Online Learning Right for Me?’"and "What Technical Skills Do I Need?", were combined into a single survey instrument and given to 228 on-campus and 83 distance education students. The students were enrolled in four different classes (business, computer information services, criminal justice, and early childhood development) on three different regional campuses of a mid-western community college. Multiple regression equations were developed with the survey scores and the type of class to determine the extent to which the survey scores predicted final semester grade percentages. Although distance education students scored significantly higher on the survey instruments than on-campus students, the survey scores explained only 8% of the observed variance in their final grade percentage. The course in which they enrolled (business, computer information services, criminal justice, and early childhood development) explained most of the variance in final grade percentage. There was no significant difference in survey scores between students that withdrew from their classes and those that remained to receive a final semester grade. Recommendations for further research are suggested.]]>http://www.westga.edu/~distance/ojdla/fall113/hall113.htmlMonday, 15 September 2008 00:00:00 -0400
by Yurui Zhen, Abigail Garthwait and Phillip Pratt

This study identified the important factors influencing faculty members’ decision to use or not to use any form of online course management applications (OCMA) in higher education. A polynomial logistic analysis led to a statistical-artifact hypothesis: factors did exist that correlated faculty members’ technology adoption decisions. Motivational factors such as Self-efficacy or Philosophy had a strong impact on the probability of using OCMA relative to the reference category of the non-use of OCMA; Teaching experience or Peer-pressure or Class-innovation had no impact; Time was shown not to be a factor. Additionally, this study suggested specific ways in which administrators might play an important role in supporting faculty members’ decisions toward online education. This study was guided by four research questions. It examined six hypothesized independent factors. A random sample of four hundred teaching faculty members in the University of Maine was invited to participate via print surveys.]]>http://www.westga.edu/~distance/ojdla/fall113/zhen113.htmlMonday, 15 September 2008 00:00:00 -0400
by: Leon Guendoo

Those with online PhD’s stand a better chance of being hired by a community college than by other colleges or universities when seeking a faculty position. In a 2007 study, administrators of some of the largest community colleges in the United States indicated that they were receptive to hiring applicants with online doctorates for teaching positions once the candidate possessed the “total package elements,” namely teaching experience, publications, presentations, and demonstrated professional service. The investigation of the community college perspective on possible institutional bias surrounding the online doctorate was prompted by an earlier study which concluded that those applying for faculty positions in higher education institutions would have only a slim chance of obtaining employment if they had earned their doctorate solely online. Despite concerns about accreditation, face-to-face interaction, academic experience, mentoring, faculty preparation, and diploma mills, the group community college administrators in this Delphi study overwhelmingly confirmed that they did not view the online doctoral credential as a disadvantage to the candidate in a hiring situation.]]> Monday, 15 September 2008 00:00:00 -0400 http://www.westga.edu/~distance/ojdla/fall113/guendoo113.html
by Jeffrey Hovermill and Terry Crites

This article details the development of new courses and programs offered through a university distance learning initiative. These innovative courses build on national research and policy recommendations regarding the mathematical education of teachers. Course material, course evaluation, and student interview data are presented to shed light on two important themes: (a) How teacher content and pedagogical knowledge can be developed within courses and across a degree program and (b) how these teacher education goals can be met via distance learning. Students (classroom teachers) reported that the integration of content and pedagogy was a valuable feature of the program. Overall, students thought the program helped them be more effective teachers and would recommend the program to others. They especially appreciated the flexibility and convenience the distance programs provide.]]> Monday, 15 September 2008 00:00:00 -0400 http://www.westga.edu/~distance/ojdla/fall113/hovermill113.html
by Julie Hite, Steven Hite, Scott Howell, and Lenae Crandall

Happy 10th birthday to the Online Journal of Distance Learning Administration! Who would have ever imagined that this online journal situated on the Web site of a smaller university in Carrollton, Georgia, U.S.A., (population about 20,000 and listed in 2002 as one of the 50 best small southern towns in the United States), and without the financial backing of a large national association, would emerge 10 years later as one of the field’s premier journals? Not even the founding editor, Dr. Melanie Clay, quite envisioned the number of contributors and readers who would seek out her journal from all over the world to entrust their academic knowledge and to read the latest “practical distance education management ideas as well as more theoretical works” (Clay, 2008). Dr. Clay briefly recounted how the journal originated and later surpassed her own expectations.

Most of what I learned about leading a distance program came as a result of visiting and talking to others at other colleges and universities, or simply by trial-and-error. So, one day, in the summer of 1998, I was discussing this with Janet Gubbins, who is now the assistant director of distance learning here, and within about 30 minutes’ time we decided to create an online journal relating to the issues that we faced every day. . . . We were simply looking to promote a formal exchange of ideas and research in this area, and had no idea whatsoever that the journal would become so widely read and cited. So I would say that our expectations were very much exceeded. (M. Clay, personal communication, August 4, 2008).]]> Monday, 15 September 2008 00:00:00 -0400 http://www.westga.edu/~distance/ojdla/fall113/hite113.html