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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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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
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
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
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
American Military University
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. 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 M.S.
New York Chiropractic College
Dr. Andrew Leavitt
University of West Georgia
Ms. Nancy Lee
University of Nevada
Dr. Elke M. Leeds
Kennesaw State University
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 of the
University System of Georgia
Dr. Timothy W. Seid
Earlham School of Religion
Dr. Peter J. Shapiro
Director of Creative Learning Services
Florida State College at Jacksonville
Dr. LeAnn McKinzie Thomason
Brownsville, Texas
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
Janet Gubbins
University of West Georgia
Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.
Dr. Cher C. Hendricks
University of West Georgia
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 |
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| Visions Shaping the Future of Online Education: Understanding its Historical Evolution, Implications, and Assumptions
by Jorge Gaytan
The purpose of this paper was to present a historical background of online education, review its current status, and provide visions shaping its future in an attempt to understand its potential and limitations that will lead to the advancement of the scholarship of teaching and learning. Online instructors must understand the way online education has evolved over the years from previous conceptions of education and the wide array of implications and assumptions involved in the delivery of online education. Recommendations for the advancement of online education, including future research, are given.
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| Factors Motivating and Inhibiting Faculty in Offering Their Courses via Distance Education
by John Bruner
While many colleges and universities have moved forward with implementing distance education (D.E.) programs, administrators still find difficulty in getting faculty to participate willingly. An understanding of faculty motivators and inhibitors, especially faculty perception of the “hassle factor” involved with D.E., will give administrators an edge in D.E. implementation. This study also provides important information that will help administrators understand why some faculty members are more open to involvement with D.E.
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Conditions for the Success of Online Mentoring
a Case Study
by Bernard Nchindila
This paper reports on the findings about a mentoring project that failed. It is based on a case study in which the writer participated as a mentor of the staff members of the South African Department of Labour.
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Developing Knowledge Through Practical Experience:
The Principles of Financial Sustainability for Online Programs
by Katrina A. Meyer
Janis Bruwelheide
Russell Poulin
Following the theory of situated cognition as proposed by Brown, Collins, and Duguid (1998), this research project tapped into the contextual knowledge of experienced administrators of online programs. Draft principles of financial sustainability for online programs were developed by an initial team of experienced online educators and then critiqued by seven directors of FIPSE-funded online programs. The directors added conditions, situations, and caveats to the principles making the final product a rich and comparatively complete list of issues that are important for administrators to understand.
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What Do Online MBA Professors Have to Say About
Online Teaching?
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by Shijuan Liu
Kyong-Jee Kim
Curtis J. Bonk
Richard Magjuka
Online MBA programs have grown exponentially in recent years. Yet, the prevailing literature indicates that research on online MBA education remains extremely limited. This article summarizes 28 instructor interviews from those teaching online courses in an online MBA program at a Midwestern public university. Instructors were interviewed regarding their perceptions of the benefits and barriers of teaching online, as well as their suggestions for improvement of the online courses and the overall MBA program. The results are expected to help better understand issues related to online teaching and learning, and provide implications for designing and delivering online MBA courses.
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In this edition, author John Bruner addresses a topic of research that is one of the most intriguing to me… what factors contribute to or inhibit faculty involvement in distance education? While research shows that monetary incentives can influence some faculty, in my experience the best distance ed teachers are those who participate for intrinsic reasons. It seems that it’s these same individuals who make the best mentors for their peers, get the highest student evaluations, and maintain high retention rates. I hope to see future research that supports this contention.
We are busy preparing for our annual distance learning administration conference, to be held this year on St. Simons Island. In our September edition, you will find our three best papers from the conference. I hope you all have a safe and memorable summer!
Melanie N. Clay, Ph.D.
June 15, 2007
Last modified: June 15th, 2007 |
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