Thoughts to share? The Online Journal of Distance Learning Administration is a peer-reviewed electronic journal offered free each quarter over the World Wide Web. The journal welcomes manuscripts based on original work of practioners and researchers with specific focus or implications for the management of distance education programs. Click here to access our readership stats.
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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. 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
Mrs. Laurie G. Hillstock
Virginia Tech
Dr. Genell Hooper Harris
Southern Utah University
Dr. Cher C. Hendricks
University of West Georgia
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
Dr. Marc D. Miller
Augusta State University
Dr. Nancy Griffin Mims, Ed.D. University of West Georgia
Dr. Abbot L. Packard
University of West Georgia
Dr. Angie Parker
Northcentral University
Dr. Shawn M. Quilter
Eastern Michigan University
Dr. M. D. Roblyer
University of Tennessee-Chattanooga
Dr. Michael Rogers
Advanced Learning Technologies,
Board of Regents
University System of Georgia
Dr. Timothy W. Seid
Earlham School of Religion
Dr. LeAnn McKinzie Thomason Brownsville, Texas
Dr. Thomas J. Tobin
DeVry University
Dr. Joann Kroll Wheeler
The George Bush School of Government and Public Service – Texas A&M University
Past OJDLA Editors
Dr. Stephen J. Anspacher
The New School
Janet Gubbins
University of West Georgia
Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.
Dr. Kathleen A. Kraus
State University of New York at New Paltz
Dr. Dwight Laws
Brigham Young University
Dr. George E. Marsh II
The University of Alabama
Mr. Bob Reese, Reese Consulting Associates, Inc.
Dr. Barbara L. Watkins
University of Kansas
Current Issue
How Institutionalized is Distance Learning? A Study of Institutional Role, Locale and Academic Level
Anthony Piña
by Anthony Piña
The purpose of this study was to determine areas of
strengths and weaknesses in the institutionalization of distance learning at
colleges and universities. To accomplish this goal, 30 factors found to
influence the institutionalization of innovations were identified from the
literature of several area. These factors were rated by distance
learning professionals on how successfully each of the individual factors was
being implemented at their respective institutions. Results were analyzed and
compared according to institutional role (distance learning administrators or
distance learning faculty), academic level of the institution (associate,
masters or doctorate) and institutional locale (rural, suburban or urban).
Exploratory Study of the Relationship between Self-Directed Learning and Academic Performance in a Web-Based Learning Environment
Chou
Chen
by Pao-Nan Chou
Wei-Fan Chen
Through literature review, this paper examines six empirical studies. Three cases are from the United States and the other three are from studies conducted in Asian. The purpose of this study is to identify whether or not self-directed learning is a key factor leading to successful academic performance in web-based learning environments. The in-depth analysis and discussion of each study finds that the effect of self-directed learning on academic success in web-based environments is divergent among six case studies. Follow-up studies should exclude potential problems identified in this paper.
Assessment in Online Distance Education: A Comparison of Three Online Programs at a University
Kim
Smith
by Nari Kim
Matthew J. Smith
Kyungeun Maeng
The purpose of this study was to investigate whether or not the principles of assessment in online education are reflected in the assessment activities used by the developers and administrators of actual online distance courses. Three online distance education programs provided at a large mid-west university were analyzed; the School of Continuing Studies – undergraduate distance program, the School of Business – distance MBA program, and the School of Education – distance graduate program. The results of the study showed that the assessment activities of online distance courses do not strictly follow the principles suggested in the literature.
Financial Bottom Line: Estimating the Cost of Turnover and Attrition for Online Faculty and Adjuncts
Betts
Sikorski
by Kristen S. Betts
Bernadine Sikorski
Turnover and attrition of online faculty and adjunct faculty is a reality. While there are no reported national statistics or data on annual turnover/ attrition for online faculty/adjunct, the overall costs of recruiting, training, and replacing faculty/adjunct can be staggering. Moreover, the short and long term effects of online faculty/adjunct who are not properly trained through recruitment and retention plans can result in faculty/adjunct attrition, student attrition, low graduation rates, legal action, and negatively affect the reputation of an institution. Therefore, online programs administrators must be cognizant of “costs” associated with faculty/adjunct turnover/attrition and understand the inherent importance of recruitment, retention and incentive plans related to program sustainability.
Traditional and Non-traditional Students in the same Classroom? Additional Challenges of the Distance Education Environment
Skopek
Schuhmann
by Tracy A. Skopek
Robert A. Schuhmann
The new reality of higher education contains a fundamental shift in student demographics. More non-traditional students are seeking educational opportunities and traditional students are seeking out and expecting alternative modes of curriculum delivery. Students, especially older, non-traditional ones seek course delivery through distance education formats such as online or videoconferencing that meet the needs of their lifestyle that includes career, family and other responsibilities. As a result, Universities are moving to meet the needs of this growing contingency of new atypical student populations.
Student Interaction Experiences in Distance Learning Courses:
A Phenomenological Study
Sunny (lu) Liu
by Sunny (Lu) Liu
This paper focuses on one of the most significant challenges in distance learning, the student-to-student interaction issue, by studying the interaction experiences of a group of students who have had a distance education experience. It addresses questions such as the current status of student interactions, the students' perceptions of such interactions, and the pattern emerged from such interaction behaviors. Using a phenomenological method, this study found out that the student interaction phenomenon in distance education was intertwined with many factors and themes. In order to foster an interactive learning community and encourage student interactions, all of the administrators, faculty, and staff in a distance education program need to collaborate with each other at an institutional level.
From the Editor
We dedicate this issue of the OJDLA to the memory of our dear friend, mentor, and colleague, Dr. Richard "Dwight" Laws, who passed away on March 10, 2008, following a courageous battle with cancer. Dwight served on our OJDLA board for several years, was among our most loved regular attendees of our DLA Conference, and was the first recipient of our Wagner Leadership Award for Distance Learning. Dwight was a most exceptional person whose very presence in a room was calming and awe-inspiring, and made you feel as though you were with a very wise, wonderful, and generous grandpa. In fact, he had nine children, 36 grandchildren, and two great-grand children. In the photo (right), he is at our 2004 DLA Conference holding my own child, Christopher, who was immediately mesmerized by him and did not want him to put him down. Although he leaves a remarkable and inspiring legacy in his work with distance education, it was his humble stewardship and genuine interest in and love for fellow humans that touched the lives of thousands and made him so unforgettable. Dwight was the the Director of Independent Study at Brigham Young University, where he had been employed since 1984. According to his family he showed a "lion's dedication" to teaching children proper principles in living and tried to set an example of how to truly care for others. He is also survived by his wife of 26 years, Linda Heurkens Laws.
dear friend, mentor, and colleague, Dr. Richard "Dwight" Laws, who passed away on March 10, 2008, following a courageous battle with cancer. Dwight served on our OJDLA board for several years, was among our most loved regular attendees of our DLA Conference, and was the first recipient of our Wagner Leadership Award for Distance Learning. Dwight was a most exceptional person whose very presence in a room was calming and awe-inspiring, and made you feel as though you were with a very wise, wonderful, and generous grandpa. In fact, he had nine children, 36 grandchildren, and two great-grand children. In the photo (right), he is at our 2004 DLA Conference holding my own child, Christopher, who was immediately mesmerized by him and did not want him to put him down. Although he leaves a remarkable and inspiring legacy in his work with distance education, it was his humble stewardship and genuine interest in and love for fellow humans that touched the lives of thousands and made him so unforgettable. Dwight was the the Director of Independent Study at Brigham Young University, where he had been employed since 1984. According to his family he showed a "lion's dedication" to teaching children proper principles in living and tried to set an example of how to truly care for others. He is also survived by his wife of 26 years, Linda Heurkens Laws. 
We will truly, truly miss our friend.