Distance Learning Administration Conference
 Jekyll Island, Georgia 
July 24-27, 2022

Meaningful Living and Learning in a Digital World
TBA 2023

Thanks to the
University of West Georgia
for providing this webspace

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

Managing Editor
Ms. Rebecca Smith
University of West Georgia & USG eCampus

Associate Editor
Ms. Julie Stone Ingle
University of West Georgia & USG eCampus

Editorial Board
Dr. Mac Adkins
SmarterServices

Christopher L. A. Ahlstrom
University of Maryland Global Campus

David Babb
University of North Georgia

Mr. R. Thomas Berner
Pennsylvania State University

Dr. Diane M. Burnette
Retired - South Carolina State University

Dr. Jason G. Caudill
King University

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Lt(N) Bradly Corlett
Canadian Armed Forces

Dr. Ken Corley
Appalachian State University

Dr. Micheal Crafton
University of North Georgia

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Ms. Beth Evans
Brooklyn College

Janet Gubbins
University of West Georgia

Dr. Cher C. Hendricks
The University of Akron

Dr. Scott L. Howell
Brigham Young University

Dr. Jason B. Huett
University of West Georgia

Dr. Thomas J. Hynes
Retired - Clayton State University

Dr. Tressa Kelly
University of West Georgia

Dr. Irene Kokkala
University of North Georgia

Dr. Sarah Kuck

Albany State University

Dr. Andrew Leavitt
University of Wisconsin Oshkosh

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

Dr. Anna Obedkova
Towson University

Dr. Abbot L. Packard
University of West Georgia

Dr. Anthony Piña
Illinois State University

Dr. Michael Rogers
University of North Georgia

Dr. Beth Rene Roepnack
University of West Georgia, USG eCampus Senior

Dr. Peter J. Shapiro
Florida State College at Jacksonville

Melanie Shaw
Northcentral University

Dr. Thomas J. Tobin
University of Wisconsin-Madison

Randal H. Wilson, Ph.D., Ed.D.
Murray State University


Past OJDLA Editors

Dr. Stephen J. Anspacher
The New School

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

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

Erik Burns
University of Wisconsin-Madison

Dr. Beverly L. Bower
University of North Texas

Dr. W. Dean Care
Brandon University

Dr. Jeanne Catanzaro
Washburn University

Yong Chen
Old Dominion University

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. R.-L. Etienne Barnett University of Atlanta (US) Centre National de la Recherche Scientifique (France)

Dr. Catherine L. Finnegan
Board of Regents of the University System of Georgia

Dr. Larry V. Flegle
American Military University

Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.

Rayma Harchar, Ed. D.
University of Louisiana at Lafayette

Dr. Katy Herbold
Southern Utah University

Mrs. Laurie G. Hillstock
Virginia Tech

Dr. Cathy Hochanadel
Purdue University Global

Dr. Genell Hooper Harris
Centenary College of Louisiana

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

James Kinneer
Indiana University of Pennsylvania

Dr. Kathleen A. Kraus
State University of New York at New Paltz

Olabisi Kuboni (retired)
The University of West Indies

Dr. Sally Kuhlenschmidt
Western Kentucky University

Ms. Elizabeth D. Larzelere M.S.
New York Chiropractic College

Melissa Layne
American Public University System

Dr. Dwight Laws
Brigham Young University

Ms. Nancy Lee
University of Nevada

Dr. Elke M. Leeds
Western Governors University

Dr. Lauryl A. Lefebvre

University of Phoenix

Dr. Amanda E. Major
University of Central Florida

Christopher Mathews-Smith M.A.
Emory University

Dr. George E. Marsh II
The University of Alabama

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Jennifer McLean
Pennsylvania College of Technology

Dr. Paul F. Merrill
Brigham Young University

Dr. Marc D. Miller
Henderson State University

Dr. Nancy Griffin Mims, Ed.D.
University of West Georgia

Dr. Mary Jo Muratore
University of Missouri - Columbia

Dr. Angie Parker
Northcentral University

Dr. Shawn M. Quilter
Eastern Michigan University

Mr. Bob Reese
Reese Consulting Associates, Inc.

Dr. Ravic P. Ringlaben
University of West Georgia

Dr. M. D. Roblyer
University of Tennessee-Chattanooga

Mr. Timothy W. Seid
Earlham School of Religion

Angela Solic
Rush University

Dr. LeAnn McKinzie Thomason
Brownsville, Texas

Mitzi P. Trahan, Ph.D.
University of Louisiana at Lafayette

Dr. Barbara L. Watkins
University of Kansas

Dr. Joann Kroll Wheeler
Texas A & M University

E-mentoring in Three Voices

Lynn Akin	Janet Hilbun

by Lynn Akin
     Janet Hilbun
     
This research shares the experiences of two colleagues who engaged in an e-mentoring relationship for a period of one academic term. Their candid and reflective comments are interspersed among the voices of the best practices literature.

Upgrading or Replacing Your Learning Management System: Implications for Student Support

Donna Petherbridge	Diane Chapman

by Donna Petherbridge
     Diane Chapman

Changing your Learning Management System (LMS) presents challenges not only to instructional faculty, but also to the students who depend on these systems to completely deliver or support their courses. In assessing the transition for students experiencing an upgrade in the campus LMS, a number of findings have real implications for developing a strategy to support the needs of students undergoing the transition. This paper discusses selected student assessment components of an LMS implementation, and the implications of the findings for student support.

Zane L. Berge

by Olga Wasyluk
     Zane L. Berge

Corporate learning leaders require a unique set of skills to sustain learning programs within their organizations. Leaders must have well-planned strategies and clear direction for learning initiatives. They must understand their organization as well as their learners, and be able to skillfully deploy appropriate learning technologies. A network of relationships must be built and nurtured by corporate learning leaders to promote and sustain their programs. Leaders must adhere to well-defined procedural standards related to programs, budgets and change management. They must understand changing trends in leadership paradigms across organizational cultures. Effective corporate learning leaders must skillfully combine relationships, process, and support while continually transforming their organizations and expanding learning initiatives. initiatives.

Open Access Learning Environments

by Kenneth Mentor

Educational institutions are increasingly adopting “closed” learning environments that hide learning materials in password-protected areas. While this may be a logical solution to a range of problems, much is lost in this mode of course delivery. Although there are logical reasons for moving toward closed environments, we may be erring too far on the side of caution. Educators and administrators are encouraged to consider the advantages of alternative models that respect the need for privacy while opening learning opportunities to a wider population.

by Janet Truluck

As online distance education courses continue to increase in popularity for graduate programs it is becoming evident that retention issues are much greater in this format than in traditional face to face classes. Maintaining contact with students and overcoming feelings of isolation can be a major challenge for instructors and program coordinators. This paper describes an e-mentoring plan established for students in a Master's of Adult Education degree program with the purpose of maintaining enrollment while supporting students throughout their experience. The steps of the plan are described along with the rationale for each.

Manal Ibrahim	Kami S.P. Rwegasira

by Manal Ibrahim
     Kami S.P. Rwegasira
     Ahmed Taher

This paper focuses on the relationship between institutional factors and the intention of undergraduate students to withdraw from or complete their distance education courses in the Arab Open University (AOU). The model was examine on a pilot sample of 127 students and then re-examined on the field study of 587 students. Mixed paradigms were selected, the quantitative approach was, the dominant technique, using factor analysis followed by discriminant analysis. The qualitative approach used content analysis for the in-depth interviews and open ended questions to explore the problem details. This study seems to suggest that, the intention to stay in the Arab Open University (AOU) distance learning (DL) programs depends critically on the quality of instructors and the variety of technology used to support and deliver these (DL) programs

by Virgil E. Varvel Jr.

Online education continues to flourish across the globe. As we pass from the early adopter phase into acceptance by the masses, the number of instructors taking part in online education grows. Although qualified in their field, many instructors have no education in the methods of instruction or facilitation. Those that have such training often do not have any additional training or experience specifically in the field of distance or online education. But what should such training consist of, and what additional faculties of an individual help one to be a proficient online educator? Furthermore, once a listing of such skills or competencies has been developed, how can or should they be assessed and when should such an assessment occur? This paper discusses the process of constructing a competency document for online instructors.