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Winter 2002 - Volume V, Number 4
Does Policy Make a Difference? An Exploration into Policies for Distance Education
The study focuses on the impact of various policies (e.g., faculty compensation, workload, intellectual property, geographic service areas) on distance education enrollment growth. Five cases were developed based on data submitted in response to a survey sent to institutions that are members of the Western Cooperative for Educational Telecommunications. The cases provide greater appreciation for the complex role played by funding, the marketplace, and policies. The discussion presents a framework for understanding why policies may, or may not, influence faculty behavior as well as alternatives institutions may wish to consider when contemplating changing these policies.
Distance Education (DE) is clearly of salient value for those in remote regions and in under-served communities, but also for those facing other types of distance – psychological distance, social distance, or logistical distance. Logically, such variables influence the choice of a preferred learning vehicle—DE or on-campus. Thus understanding such influences should impact both administrative and pedagogical practices. To this end, the purpose of the present study is to build a current profile of DE students compared to on-campus students, to better appreciate the characteristics of each group.
Factors that Deter Faculty from Participating in Distance Education
While the literature provides data from studies which have been conducted at research universities, this study is unique in that it focuses on factors that affect community college faculty’s participation in distance education. The authors also present a comparison of responses given by different groups of faculty and division chairs and discuss ways in which colleges and universities could respond to their concerns.
Case-study: A Satellite-based Internet Learning System for the Hospitality Industry
This article describes and evaluates the Northern Arizona University (NAU) pilot program for delivering training and continuing education programs to students at homes and hospitality establishments using a combination of satellite and Internet technologies. This investigation involved the delivery of three different hospitality courses to four different Arizona sites using the Web and Internet for course materials, learning exercises, and asynchronous communications through e-mail and bulletin boards.
How Can Instructors and Administrators Fill the Missing Link in Online Instruction?
As more courses in higher education move to an online format, a major concern that has arisen is the lack of personal interaction between the professor and student. The literature provides evidence that often online courses are configured and delivered in a style more often associated with independent study or correspondence work.While this format may work in some instances, it leaves a "missing link" in the learning curve for students since they lack the opportunity to benefit from the experience of structured dialogue and sense of community that can be created in a traditional on-site classroom environment.
To be notified of future publications contact the UWG Distance Education Center
Last modified: December 16, 2002'