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 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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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. Dawn Senfeld
University of West Georgia
Associate Editor Ms. Robin Stewart
University of West Georgia
Editorial Board
Dr. Mac Adkins
Troy University
David Babb
Georgia Perimeter College Online
Dr. R.-L. Etienne Barnett
University Provost and Executive Vice President
University of Atlanta
Dr. Michael Beaudoin
University of New England
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
Erik Burns
The College of St. Scholastica
Dr. W. Dean Care
University of Manitoba
Dr. Jason G. Caudill
Carson-Newman College
Mr. Matthew N. Clay
University of West Georgia
Dr. Sherry A. Clouser
University of Georgia
Dr. Ken Corley
Appalachian State University
Dr. Micheal Crafton
Clayton State University
Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey
Dr. Robert N. Diotalevi
Florida Gulf Coast University
Bruce Doney
Mercer 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
American Military University
Tanacha Gaines
University of West Georgia
Dr. Katy Herbold
Southern Utah University
Mrs. Laurie G. Hillstock
Virginia Tech
Mrs. Cathy Hochanadel
Kaplan University
Dr. Genell Hooper Harris
Southern Utah University
Dr. Scott L. Howell
Brigham Young University
Dr. Jason B. Huett
University of West Georgia
Dr. Thomas J. Hynes
Clayton State University
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 M.S.
New York Chiropractic College
Dr. Andrew Leavitt
North Georgia College & State University
Ms. Nancy Lee
University of Nevada
Dr. Elke M. Leeds
Kennesaw State University
Christopher Mathews-Smith M.A.
Georgia Perimeter College Online
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. 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 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. Ravic P. Ringlaben
University of West Georgia
Dr. Michael Rogers
Advanced Learning Technologies,
Board of Regents of the
University System of 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
DeVry University
Dr. Joann Kroll Wheeler
Texas A & M University
Past OJDLA Editors
Dr. Stephen J. Anspacher
The New School
Ms. Diane M. Burnette
University of Georgia
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.
Dr. Cher C. Hendricks
University of West Georgia
Rayma Harchar, Ed. D.
University of Louisiana at Lafayette
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. Paul F. Merrill
Brigham Young University
Mr. Bob Reese
Reese Consulting Associates, Inc.
Mr. Timothy W. Seid
Earlham School of Religion
Dr. Barbara L. Watkins
University of Kansas
Current Issue
Comprehensive Assessment of Student Retention in Online
Learning Environments
Angela Gibson, Wallace Boston, Phil Ice
by Angela Gibson
Wallace Boston
Phil Ice
As the growth of online programs continues to rapidly accelerate, concern over the retention of the online learner is increasing. Educational administrators at institutions offering online courses, those fully online or brick and mortars, are eager to promote student achievement. Retention is critically important, not just for student success, but also for the success of these institutions of higher education. Models for understanding student persistence in the face-to-face environment are well established; however, many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between student demographics and interactions, and retention at a large online university. Analysis of data, which included an n of 20,569, provides an illustration of the importance of transfer credit and the consistency of activity in predicting continued enrollment.
A Review of Paradigms for Evaluating the Quality of Online
Education Programs
Kaye Shelton
by Kaye Shelton
As the demands for public accountability increase for higher education, institutions must demonstrate quality within programs and processes, including those provided through online education. While quality may be elusive to specifically quantify, there have been several recommendations for identifying and defining quality online education that address common areas of program development and administration. This paper explores and compares 13 recommendations and paradigms found in the literature for identifying and evaluating the quality of online education programs in higher education.
The Role of Online Learning in the Emergency Plans of Flagship Institutions
Katrina Meyer
Jeffery Wilson
by Katrina Meyer
Jeffery Wilson
The study researched the websites of the 50 state flagship higher education institutions to investigate whether and how online or distance learning were included in the institutions’ emergency plans as solutions to emergencies such as H1N1. All 50 institutions had identical directions to students and staff on how to handle the H1N1 flu, but two-thirds (n=34) did not include any reference to online learning as a way to continue coursework. One-third (n=16) did include suggestions to faculty to find alternative ways of delivering courses, using technology or specific tools to do so, but only one of these institutions actually mentioned online learning.
The Leadership Roles of Distance Learning Administrators (DLAs) in Increasing Educational Value and Quality Perceptions
Donovan McFarlane
by Donovan McFarlane
This paper examines the leadership roles of distance learning administrators (DLAs) in light of the demand and need for value and quality in educational distance learning programs and schools. The author explores the development of distance learning using available and emerging technologies in relation to increased demand for education, training, skills, and certification in the global school economy of the 21st century. The paper brings to light the challenge that the value and quality debate poses as competition among colleges and universities increases and the labor market demands more talented knowledge workers in a space where competition affects professional prospects and graduate success. After examining the development and problems and challenges of distance education, the author looks at the critical leadership roles of distance learning administrators (DLAs) using ideals of leadership effectiveness as communicated by a survey of the literature. Using Mintzberg’s theory of informational, interpersonal, and decisional managerial roles and activities, the author identifies the activities across which distance learning administrators could display exemplary leadership functions through sharing their vision, modeling the way, challenging the process, enabling others to act and encouraging and motivating the development and delivery of value and quality teaching and learning practices to capitalize on core and distinct competencies to build lasting competitive advantage.
Perceived Attributes Predict Course Management System Adopter Status
Gayla Keesee
MaryFriend Shepard
by Gayla Keesee
MaryFriend Shepard
This quantitative, nonexperimental study utilized Rogers’s diffusion of innovation theory as the theoretical base to determine instructors’ perceptions of the attributes (relative advantage, compatibility, complexity, trialability, observability) of the course management system used in order to predict adopter status. The study used a convenience sample of 137 full-time faculty members at five Historically Black Colleges and Universities in two southeastern states. Logistic regression was used to predict group membership (i.e., adopter status) and to provide information about the relationship and strengths among the variables. The findings of this study provided evidence that faculty in the different adopter categories have different perceptions related to adoption and use of the CMS which can be used to predict adopter status. Identifying faculty attitudes can be used to properly design changes in related programs that will lead to a broader base of users.
Certification in Distance Learning for Online Instructors: Exploration of the Creation of an Organic Model for a Research-Based State Institution
Lee Graham
Lisa Thomas
by Lee Graham
Lisa Thomas
The traditional and most highly utilized manner of instruction in the online Certification Course focuses on training instructors to teach a pre-designed course with common features. This model limits instructional options for faculty to those which are available in the course. Faculty who are accustomed to academic freedom and autonomy may not be willing to accept this production model or this model of instruction for online certification courses, because of the limitations that these models impose. This article explores the possibility of creating an online Certification Course which utilizes the expertise of the faculty and the techniques of brain-based learning and differentiated instruction. There is the possibility that this Organic approach to online Certification could authentically assist faculty in integrating technology into existing courses and/or new online courses at research-based institutions. Faculty members who have completed the courses to this point have made sweeping changes in their online programs and have gained confidence in online teaching and learning.
Who’s on First in Distance Education?
Angela Ansah, Pattie Neill, Jodi Newton
by Angela Ansah
Pattie Neill
Jodi Newton
The study sought to assist higher education administrators in investment decisions on distance education programs among its schools. The focus of the study was to determine differences in schools within public 4-year universities in the use of technology-based distance education (TBDE). Specifically, the study examined the differences with respect to interest, knowledge, administration, extension or enhancement; as well as a perceived impact on self, students, and interdisciplinary activities. The results revealed that a greater proportion of nursing faculty taught using TBDE than faculty of other schools. The nursing and education faculty showed greater TBDE interest, enhancement, and concern for its impact on students and faculty collaboration, than the faculty of the other schools. The findings reflect the characteristics of groups predisposed to the use of TBDE in instruction, i.e., educators inclined to use the facilitative approach in instruction, who have a great need to increase the number of their graduates in the field; and who tend to have adult-learners as students. The faculty of the schools of nursing and to a lesser extent the faculty of the schools of education fit this profile.
From the Editor
Rather than my typical take-off on one or more of the fabulous articles in this edition, I’m going to tackle the dreaded topic of The Most Totally Inefficient and Twisted Education Regulation in the History of America. Okay, I know that there are others, but this one is giving us in DL a real migraine. This is not just an unfortunate piece of
legislation or rain on a sunny day. This is a real deal-breaker.
So, let’s panic about July 1. That’s the day that we (we mean you, me and anybody else from public and private and for-profit institutions) must have state approval from each and every state in which our online students reside. And there’s not one simple mega-form to complete. Every state has its own regulations and its own governing body, and few of them are simple to identify. The good folks at WCET have worked with ADEC, the SREB, and the University of Wyoming to create a starter list of state regulations. This is an incredible place to start, but let’s
just look at the very first state on the list: Alabama. For starters, Alabama requires an application fee of $2500 - $15000 (depending on gross tuition an institution receives from Alabama students) and a surety bond. The application is about eight pages long, and appears to require the names of textbooks, the syllabi, and the academic
credentials of each and every faculty member teaching online courses. Idaho, on the other hand requires a $500 application fee, plus $150 per course. Idaho also requires an “instructor qualification record” for each instructor as well as copies of all marketing and promotional materials. Maryland adds a different twist. Once you’ve paid your
application fee ($5000 for first two programs; $1000 for each additional program), you can expect a review that includes input from Maryland institutions on the “need” for your online program.
Clearly, the idea behind this regulation was well-intentioned and meant to help the consumer (so were subprime mortgages and hydrogenated oils). But the implementation and consequences seemed to have been grossly
overlooked in the consideration phase. So, it’s no surprise that there’s a big-time pushback going on right now. Last week, there was a congressional hearing. Lawsuits are underway. Not only is it practically impossible to achieve this July 1 deadline, there’s no clarity on where to start or even if to start. Do what you need to do, phone a friend, roll out your political swagger, – whatever it takes, we really, really need a Plan B.
Whew.
On a more positive, super happy note, DLA2011 is just a bit over two months away. See you then.
Gayla Keesee
Rather than my typical take-off on one or more of the fabulous articles in this edition, I’m going to tackle the dreaded topic of The Most Totally Inefficient and Twisted Education Regulation in the History of America. Okay, I know that there are others, but this one is giving us in DL a real migraine. This is not just an unfortunate piece of
legislation or rain on a sunny day. This is a real deal-breaker.