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 Mr. Troy Backus
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
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
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
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
Current Issue
Predicting Success for Virtual School Students: Putting Research-based Models into Practice
M.D. Roblyer
Lloyd Davis
by M.D. Roblyer Lloyd Davis
Virtual schooling has the potential to offer K-12 students increased access to educational opportunities not available locally, but comparatively high dropout rates continue to be a problem, especially for the underserved students most in need of these opportunities. Creating and using prediction models to identify at-risk virtual learners, long a popular topic in distance education, is assuming increasing urgency in virtual schooling. Though many studies have tested the contributions of various factors to online success, this article emphasizes that prediction models must be developed and used in ways that yield findings to support student success rather than prevent students from enrolling. One such model is offered here. After a description of data collection and statistical processes used to derive the model, procedures are outlined for how to implement it in virtual school settings in ways that increase both the accuracy and utility of predictions.
Team-based Online Course Development: A Case Study of Collaboration Models
Emily Hixon
by Emily Hixon
It is generally accepted that teaching online is a different experience than teaching face-to-face, requiring new skills and techniques. To address some of the unique challenges related to teaching in the online environment, many institutions of higher education utilize a collaborative team-based approach to online course development bringing together faculty and a variety of instructional support staff. The purpose of this paper is to provide an overview of collaborative approaches to online course development and elaborate on one such program. The intended collaboration model for that program will be compared to the actual collaboration models of four teams participating in the program. The benefits and limitations of the modified collaboration models will be discussed in relation to the flexibility of the program and participants, ownership of the process, and communication among team members.
The Role of Technical Support and Pedagogical Guidance provided to Faculty in Online Programs: Considerations for Higher Education Administrators
Wiesenmayer - Kupczynski - Ice
by Randy Wiesenmayer
Lori Kupczynski
Phil Ice
With growth of online course enrollments outpacing enrollments in traditional courses by 500%, institutions of higher education are experiencing significant changes in terms of long-term strategic planning. Along with providing for the infrastructure requirements associated with online course offerings, the issue of faculty preparedness and training is considered problematic from an administrative perspective. While instructors may be highly skilled in their content area and practiced in traditional teaching, they are likely not prepared for teaching in the online environment. Though several case studies detailing support mechanisms for faculty involved in online course initiatives exist, the associated program outcomes have been assessed in terms of faculty satisfaction and buy-in. This study examines the relationship between technical support and pedagogical guidance, two factors deemed critical to successful programs, and student satisfaction and perceived learning. The outcomes are considered important as analysis demonstrates that those measures that produce high degrees of faculty satisfaction do not significantly impact students in a similar manner. From an application perspective this leads to questions about how current training and support mechanisms can be enhanced to serve both populations.
To Go or Not To Go: The Online Decision for MBA Programs
Beth Chung-Herrera
Kathleen Krentler
by Beth Chung-Herrera
Kathleen Krentler
This article addresses critical issues for consideration when deciding whether an MBA program should go online. First, background information on various types of distance learning is provided followed by a discussion regarding research on the effectiveness of online courses. Pertinent contextual issues such as alignment of goals, technology, and infrastructure that are important considerations in going online are discussed. Possible costs and benefits involved are discussed with a theoretical example provided. The article concludes with a self-assessment scorecard for programs to use when deciding whether or not to go online.
New Systemic Roles Facilitating the Integration of Face-to-Face and Virtual Learning
Doug Furey
Ken Stevens
by Doug Furey
Ken Stevens
The introduction of web-based education in Canadian schools, as in other developed countries, has been particularly noticeable in rural areas. Small schools in rural communities have continued to get smaller as families relocate in urban areas in search of increased educational and vocational opportunities. There are a number of issues common to the technological enhancement of rural schools: the building of appropriate infrastructures, the implementation of information and communication technologies and the development of pedagogy for web-based education. In the Canadian province of Newfoundland and Labrador a number of new positions and roles have been created to distribute responsibilities for these issues and to ensure the success of virtual schooling.
From the Editor
As we approach the final days of 2008 (weren't we just worried about Y2K the other day?), our distance office at UWG has finally settled down just a bit. As we think about 2009 and where we are going with faculty development, take a good look at this edition's article on technical support and pedagogical guidance to faculty (Wiesenmayer, Kupczynski, and Ice). Their study questions the link between the number of faculty development hours and student satisfaction in a course. Rather, they contend, there are "unexplored personal factors" that are far more responsible for teaching success in the virtual classroom. I'd love to see more studies that define these personal factors, and what we as administrators can do to cultivate these. On the other hand, I think that part of the issue here may lie with the definition of faculty development. Are we just looking at formal workshops? Online training programs? So much of faculty development is actually informal - the kind that occurs in those unplanned talks in the hallway or over lunch with a colleague. While this kind of accidental learning is hard to quantify, and thus largely ignored in studies, we must find ways to creatively promote and build such opportunities into our faculty development menu.
As we approach the final days of 2008 (weren't we just worried about Y2K the other day?), our distance office at UWG has finally settled down just a bit. As we think about 2009 and where we are going with faculty development, take a good look at this edition's article on technical support and pedagogical guidance to faculty (Wiesenmayer, Kupczynski, and Ice). Their study questions the link between the number of faculty development hours and student satisfaction in a course. Rather, they contend, there are "unexplored personal factors" that are far more responsible for teaching success in the virtual classroom. I'd love to see more studies that define these personal factors, and what we as administrators can do to cultivate these. On the other hand, I think that part of the issue here may lie with the definition of faculty development. Are we just looking at formal workshops? Online training programs? So much of faculty development is actually informal - the kind that occurs in those unplanned talks in the hallway or over lunch with a colleague. While this kind of accidental learning is hard to quantify, and thus largely ignored in studies, we must find ways to creatively promote and build such opportunities into our faculty development menu.