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
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 of Atlanta (US)
Centre National de la Recherche
Scientifique (France)
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
University of North Texas
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
The Impact of Face-to-Face Orientation on Online Retention: A Pilot Study
Radwan Ali
Elke M. Leeds
by Radwan Ali Elke M. Leeds
Student retention in online education is a concern for students, faculty and administration. Retention rates are 20% lower in online courses than in traditional face-to-face courses. As part of an integration and engagement strategy, a face-to-face orientation was added to an online undergraduate business information systems course to examine its impact on retention. The study methodology consisted of an early email contact, distribution of course documents, a follow-up phone call, and a pre-course face-to-face orientation. The retention rate of students who attended the orientation was over 91% with a p-value of 0.9143. The retention rate of students not attending the orientation was just under 18%. Findings suggest that face-to-face orientations impact retention positively.
Desired Versus Actual Training for Online Instructors in Community Colleges
Batts - Pagliari - McFadden
by Leslie Pagliari David Batts Cheryl McFadden
The growth of distance education and the demand for instructors has developed over the past ten to fifteen years. There is a perception that the type and amount of instructor preparation is highly variable between institutions. Of the faculty members at two year institutions surveyed, nearly half did not attend training over the previous year. With technology changing rapidly, there is a need for training annually to assure faculty members who teach online are prepared. Distance education administrators need to evaluate their distance education programs and develop a consistent and current infrastructure to assure that their faculty members are being properly trained to teach online.
Six Questions for Entrepreneurial Leadership and Innovation in Distance Education
Connie Reimers-Hild
James W. King
by Connie Reimers-Hild
James W. King
Institutions offering distance education courses and programs may benefit by encouraging administrators, faculty, staff and students to be more entrepreneurial. Organizational cultures designed to support this type of environment are characterized by entrepreneurial leadership, innovation and change. This article provides information on how distance education institutions can incorporate entrepreneurial leadership and innovation into their organizations. Six questions for administrators of distance education to consider are presented in an effort to provoke discussion and thought on the importance of incorporating entrepreneurial leadership and innovation throughout distance education organizations.
Lessons Learned From Lessons Learned: The Fit Between Online Education “Best Practices” and Small School Reality
Lovvorn - Barth - Morris - Timmerman
by Al S. Lovvorn
Michael M. Barth
R. Franklin Morris, Jr.
John E. Timmerman
Schools of all types and sizes are exploring the merits and facets of online learning approaches; but, the online delivery literature has focused on “best practices” generated primarily through the experiences of larger schools that are on the leading edge of this innovation. Small public schools, on the other hand, are faced with unique challenges in profiting from the advice of these first movers. Small schools are hampered as a result of severely constrained resources, among which are personnel, money, infrastructure, and time. These factors limit the ability of small public institutions to fully adopt widely approved online best practices. This article reviews contemporary research on the implementation of online learning, examines one small public school’s experience as a case study, discusses the disparities between the capabilities of large versus small public institutions of higher education, and outlines implications for other small schools that wish to pursue online education.
Enhancing Social Presence in Online Learning: Mediation Strategies Applied to Social Networking Tools
Kristopher Joyce
Abbie Brown
by Kristopher M. Joyce Abbie Brown
An exploration of the mediation strategies applied to social networking tools for purposes of enhancing social presence for students participating in online course work. The article includes a review of the literature, specific examples from the authors’ professional practice and recommendations for creating a positive social experience for online learners.
Leapfrogging Across Generations of Open and Distance Learning at Al-Quds Open University: A Case Study
Kathleen Matheos
Christina Rogoza
by Kathleen Matheos Christina Rogoza Majid Hamayil
Al-Quds Open University (QOU) serves just over 40% of the undergraduate students within Palestine, who for multiple reasons are studying within the open system. Established nearly 20 years ago, the institution is built on the Open University United Kingdom model of regional centers and print based correspondence. In 2007, a Comprehensive Evaluation of QOU, funded by the World Bank and the European Union, resulted in recommendations that emphasized the development of teaching excellence in distance, open, and online environments (Matheos, MacDonald, McLean, Luterbach, Baidoun, & Nakashhian, 2007). QOU administration responded with the development of a course redesign project, aimed at moving from a correspondence model to a blended learning environment that integrated technology into curricular design. This paper shares the experiences of QOU, in its efforts to meet the conflicting demands of this situation as it leapfrogged into new forms of distance learning. This analysis of our experience may provide insight for administrators in other institutions that are at similar stages of distance delivery programming.
From the Editor
This edition includes an article by Leeds and Radwan on one of my all-time favorite DL topics: student retention. The authors present compelling evidence that retention is significantly higher among online students who attend a face-to-face orientation session. We've done some work at this area at the University of West Georgia, and found big increases in retention after we required students to view a brief online orientation, followed by a quiz, before they were allowed to register for eCore (undergraduate online) courses. The orientation studied in this article was different than ours in that it was much more comprehensive, required a campus visit, and was optional. Those students who opted not to attend didn't fare nearly as well as those who did. But this leaves us to wonder whether it was the orientation itself, or the nature of the students who chose not to attend (are they slackards?) that caused the difference. But with an overall increase in retention following the introduction of the orientation, it would seem that the actual orientation did have an effect. I am inspired by this important research, but feel that for many programs with geographically-dispersed students, a face-to-face orientation is not realistic. I would like to try out something similar for some of our programs, but would like to conduct it virtually (but still live). I wonder if the type of attendance (face-to-face vs. virtual) would make a difference in retention gains. Be sure to read this article. It is well written with a lot of specific tidbits about the process for getting these students to attend orientation that you'll find most helpful. Have a wonderful and happy holiday!
This edition includes an article by Leeds and Radwan on one of my all-time favorite DL topics: student retention. The authors present compelling evidence that retention is significantly higher among online students who attend a face-to-face orientation session. We've done some work at this area at the University of West Georgia, and found big increases in retention after we required students to view a brief online orientation, followed by a quiz, before they were allowed to register for eCore (undergraduate online) courses. The orientation studied in this article was different than ours in that it was much more comprehensive, required a campus visit, and was optional. Those students who opted not to attend didn't fare nearly as well as those who did. But this leaves us to wonder whether it was the orientation itself, or the nature of the students who chose not to attend (are they slackards?) that caused the difference. But with an overall increase in retention following the introduction of the orientation, it would seem that the actual orientation did have an effect. I am inspired by this important research, but feel that for many programs with geographically-dispersed students, a face-to-face orientation is not realistic. I would like to try out something similar for some of our programs, but would like to conduct it virtually (but still live). I wonder if the type of attendance (face-to-face vs. virtual) would make a difference in retention gains. Be sure to read this article. It is well written with a lot of specific tidbits about the process for getting these students to attend orientation that you'll find most helpful. Have a wonderful and happy holiday!