Spring 2007 - Volume 10 Issue 1
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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 practitioners 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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Events & Learning

Distance Learning Administration 2018
June 24-27, 2018
Jekyll Island Club Hotel in Jekyll Island, Georgia

Conference on Meaningful Living and Learning in a Digital World
February 5-7, 2018
Savannah, Georgia

Distance Education
Certificate Program

Registration Begins
Fall 2017
Program Begins
January 22, 2018
Graduation
June 2018

Distance Education
Certified Trainer Program

Registration Begins
Summer 2017
Program Begins
September 25, 2017
Graduation
December 2017

Advanced Technologies for Distance Education Certificate Program
Registration Begins
Fall 2017
Program Begins
January 22, 2018
Graduation
May 2018

Intro to Social Media Marketing Certificate Program
Registration Begins
Fall 2017
Online Program Begins
January 22, 2017
Graduation
March 2018

Thanks to the
University of West Georgia
for providing this webspace

Editorial Board

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

Managing Editor
Ms. Kendall Dickey
University of West Georgia


Associate Editor
Ms. Julie Stone Ingle
University of West Georgia


Editorial Board
Dr. Mac Adkins
Troy University

 

Christopher L. A. Ahlstrom
Towson University

David Babb
University of North Georgia

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

Mr. R. Thomas Berner
Pennsylvania State University

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

Dr. Beverly L. Bower
University of North Texas

Ms. Diane M. Burnette
University of Georgia


Erik Burns
University of Wisconsin-Madison

Dr. W. Dean Care
Brandon University

Dr. Jason G. Caudill
King University


Yong Chen
Old Dominion University

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Bradly Corlett
AliveTek


Dr. Ken Corley
Appalachian State University

Dr. Micheal Crafton
University of West Georgia

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Pamala Dixon
University of West Georgia

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

Jan Flegle
American Public University System

Dr. Larry V. Flegle
American Military University

Tanacha Gaines
University of West Georgia

Dr. Cher C. Hendricks
University of West Georgia


Dr. Katy Herbold
Southern Utah University

Mrs. Laurie G. Hillstock
Virginia Tech

Dr. Cathy Hochanadel
Kaplan University

Dr. Genell Hooper Harris
Centenary College of Louisiana

Dr. Scott L. Howell
Brigham Young University

Dr. Jason B. Huett
University of West Georgia

Dr. Thomas J. Hynes
Clayton State University

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

Irene Kokkala
University of North Georgia

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. Andrew Leavitt
University of North Georgia

 

Dr. Lauryl A. Lefebvre

University of Phoenix


Ms. Nancy Lee
University of Nevada

Dr. Elke M. Leeds
Kennesaw State University

 

Dr. Amanda E. Major
University of Central Florida

Christopher Mathews-Smith M.A.
Emory University

Dr. Jennifer McLean
Pennsylvania College of Technology

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

Dr. Marc D. Miller
Augusta State University

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

Dr. Mary Jo Muratore
University of Missouri - Columbia

Anna Obedkova
University of Texas of Arlington

Dr. Abbot L. Packard
University of West Georgia

Dr. Angie Parker
Northcentral University

Dr. Shawn M. Quilter
Eastern Michigan University

Dr. Ravic P. Ringlaben
University of West Georgia

Dr. Michael Rogers
Advanced Learning Technologies,
Board of Regents of the
University System of Georgia

 

Dr. Beth Rene Roepnack
University of West Georgia Associate Director of Online Faculty Development
University of West Georgia


Dr. Peter J. Shapiro
Director of Creative Learning Services
Florida State College at Jacksonville

Dr. LeAnn McKinzie Thomason
Brownsville, Texas

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

Dr. Thomas J. Tobin
Author and Speaker

Dr. Joann Kroll Wheeler
Texas A & M 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

Janet Gubbins
University of West Georgia

Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.

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

Dr. Nataliya V. Ivankova
University of Alabama at Birmingham

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

 

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Paul F. Merrill
Brigham Young University

Mr. Bob Reese
Reese Consulting Associates, Inc.

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

Mr. Timothy W. Seid
Earlham School of Religion

Dr. Barbara L. Watkins
University of Kansas

Spring 2007 - Volume 10 Issue 1

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.

 

Leadership Influence on Corporate Change Involving Distance Training
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.

 

Establishing a Mentoring Plan for Improving Retention in

Online Graduate Degree Programs

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.

 

Institutional Factors Affecting Students' Intentions to Withdraw From Distance Learning Programs in the Kingdom of Saudi Arabia the Case of the Arab Open University (AOU)
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

 

Master Online Teacher Competencies

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.

 

From the Editor

When I began working as a distance learning administrator 11 years ago, I had virtually no experience in this area. At the time, there wasn't a certificate program or a graduate course available that addressed the issues that I would face (yes, times have certainly changed). Much of what I learned in those early days came from conversations, both planned and unplanned, that I had with others in the field at other institutions, as well as distance teaching faculty at our university. This type of learning is really mentoring, and it's far, far more common (especially informally) than we often realize. In this issue Lynn Akin and Janet Hilbun share their experiences with a formal mentoring program among instructors teaching online courses. Janet Truluck presents another face of mentoring in her article about how a student mentoring program can help online retention. Of course, both of the articles address planned efforts. But think about how many times a day we casually share information in the hallway, by phone, or email that adds slowly but surely adds to our knowledge bank. As I write this, I can see the blooming of the Bradford Pear trees outside heralding the beginning of spring here in Georgia. For us, this means that the next few weeks will be spent busily scurrying to make last minute preparations for our DLA Conference in June. Join us there if you can - I'd love to have some informal learning conversations with you!

Melanie N. Clay, Ph.D.
March 15, 2007

To be notified of future publications contact the UWG Distance & Distributed Education Center

Last modified: March 15, 2017