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

Editor-in-Chief
Dr. Melanie Clay
University of West Georgia
Melly's DLA Blog

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

Administrators' Attitudes Toward Web-based Instruction Across the UT System

Olson	Hale

by James N. Olson
     Douglas F. Hale
     
Academic administrators play a critical role in supporting and otherwise encouraging faculty to participate in web-based learning.  In the fall of 2000, administrators at five academic institutions in the University of Texas System were surveyed concerning their attitudes on web-based learning. Administrators were defined as Chairs, Deans, and Vice Presidents for Academic Affairs/Provosts of academic units. In fall 2006 the survey was repeated at the same academic institutions who participated in the first survey in order to determine what changes have occurred. Overall the administrator’s perceptions are positively inclined toward Web-based instruction. They believe that high quality learning can take place in Web-based courses and they are interested in increasing Web-based instruction. The majority of administrators agreed that students were genuinely interested in Web-based courses, and they almost unanimously agreed that Web-based instruction can overcome students’ traveling and scheduling barriers. On the other hand, administrators were concerned about the amount of time Web-based courses demand of faculty, as well as issues of academic dishonesty and students’ self-discipline. Suggestions for the future were offered.

Advising Practices of Undergraduate Online Students in Private Higher Education

Miller & Morris

by Adam Morris
     Michael Miller

Many private colleges have begun offer courses or programs in technologically-mediated formats, specifically utilizing online or internet based programs.  These programs provide opportunity and access to unique student populations, and the personal relationship element of private colleges is often challenged in these distributed programs.  This challenge is particularly acute in advising relationships.  Subsequently, the current study was designed to explore the use of advising best practices by private colleges’ online programs.  As an exploratory study, baseline data were collected through a literature-based, researcher-developed survey instrument.  With a 40% response rate to the survey, data suggested that many programs are not intentional in their construction of advising protocols to serve online students.

Paton	Rose

by Lucy Barnard
     Valerie Paton
     Kristyn Rose

An increasing number of students are choosing online education programs to complete their higher education. Research concludes that student satisfaction and retention are related to program completion. Furthermore, research indicates that physical distance alone does not influence student satisfaction and retention. In this study, we examined those factors associated with student perceptions of online course communications and collaboration at a large, public university located in the southwestern United States. Results indicate that academic program characteristics and whether a student would recommend their program are associated with differences in perception of online course communications and collaboration.

Tankersley	Burnham

by William Tankersley
     James Burnham

Interest in distance education, particularly online education, is increasing in public school districts throughout the United States.  In an effort to aid those who are involved in the planning and administration of K-12 distance education programs in Georgia, the authors sought to gather and report baseline data on the current utilization of distance education courses in Georgia’s K-12 public school districts, and to determine the perceived barriers to the implementation and expansion of distance education programs in Georgia.  The authors’ findings indicated that K-12 distance education enrollments in Georgia have increased over the past five school years, and asynchronous Internet-based courses are the primary course delivery model that exists.  In addition, the authors found that costs and/or funding issues were the most frequently chosen barriers to the implementation and expansion of distance education courses.

by Ravisha Mathur
     Lisa Oliver

Building a dynamic international distance education program can be a complex operation. The purpose of this paper is to discuss a model for global learning that utilizes a blended learning approach. This paper will describe how a blended learning approach was implemented in an international instructional technology Master’s program to the benefit of both universities and countries involved. The discussion will focus on a specific framework for developing an international, blended learning program with special consideration of cultural differences in language, teaching philosophy, and education.