Distance Learning Administration Conference
 Jekyll Island, Georgia 
July 24-27, 2022

Meaningful Living and Learning in a Digital World
TBA 2023

Thanks to the
University of West Georgia
for providing this webspace

Editor-in-Chief
Dr. Melanie Clay
University of West Georgia & USG eCampus

Managing Editor
Ms. Rebecca Smith
University of West Georgia & USG eCampus

Associate Editor
Ms. Julie Stone Ingle
University of West Georgia & USG eCampus

Editorial Board
Dr. Mac Adkins
SmarterServices

Christopher L. A. Ahlstrom
University of Maryland Global Campus

David Babb
University of North Georgia

Mr. R. Thomas Berner
Pennsylvania State University

Dr. Diane M. Burnette
Retired - South Carolina State University

Dr. Jason G. Caudill
King University

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Lt(N) Bradly Corlett
Canadian Armed Forces

Dr. Ken Corley
Appalachian State University

Dr. Micheal Crafton
University of North Georgia

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Ms. Beth Evans
Brooklyn College

Janet Gubbins
University of West Georgia

Dr. Cher C. Hendricks
The University of Akron

Dr. Scott L. Howell
Brigham Young University

Dr. Jason B. Huett
University of West Georgia

Dr. Thomas J. Hynes
Retired - Clayton State University

Dr. Tressa Kelly
University of West Georgia

Dr. Irene Kokkala
University of North Georgia

Dr. Sarah Kuck

Albany State University

Dr. Andrew Leavitt
University of Wisconsin Oshkosh

COL Philip A. McNair (USA, ret.)
American Public University System

Dr. Anna Obedkova
Towson University

Dr. Abbot L. Packard
University of West Georgia

Dr. Anthony Piña
Illinois State University

Dr. Michael Rogers
University of North Georgia

Dr. Beth Rene Roepnack
University of West Georgia, USG eCampus Senior

Dr. Peter J. Shapiro
Florida State College at Jacksonville

Melanie Shaw
Northcentral University

Dr. Thomas J. Tobin
University of Wisconsin-Madison

Randal H. Wilson, Ph.D., Ed.D.
Murray State University


Past OJDLA Editors

Dr. Stephen J. Anspacher
The New School

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

Dr. Kris Biesinger
Board of Regents of the University System of Georgia

Erik Burns
University of Wisconsin-Madison

Dr. Beverly L. Bower
University of North Texas

Dr. W. Dean Care
Brandon University

Dr. Jeanne Catanzaro
Washburn University

Yong Chen
Old Dominion University

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. R.-L. Etienne Barnett University of Atlanta (US) Centre National de la Recherche Scientifique (France)

Dr. Catherine L. Finnegan
Board of Regents of the University System of Georgia

Dr. Larry V. Flegle
American Military University

Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.

Rayma Harchar, Ed. D.
University of Louisiana at Lafayette

Dr. Katy Herbold
Southern Utah University

Mrs. Laurie G. Hillstock
Virginia Tech

Dr. Cathy Hochanadel
Purdue University Global

Dr. Genell Hooper Harris
Centenary College of Louisiana

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

James Kinneer
Indiana University of Pennsylvania

Dr. Kathleen A. Kraus
State University of New York at New Paltz

Olabisi Kuboni (retired)
The University of West Indies

Dr. Sally Kuhlenschmidt
Western Kentucky University

Ms. Elizabeth D. Larzelere M.S.
New York Chiropractic College

Melissa Layne
American Public University System

Dr. Dwight Laws
Brigham Young University

Ms. Nancy Lee
University of Nevada

Dr. Elke M. Leeds
Western Governors University

Dr. Lauryl A. Lefebvre

University of Phoenix

Dr. Amanda E. Major
University of Central Florida

Christopher Mathews-Smith M.A.
Emory University

Dr. George E. Marsh II
The University of Alabama

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Jennifer McLean
Pennsylvania College of Technology

Dr. Paul F. Merrill
Brigham Young University

Dr. Marc D. Miller
Henderson State University

Dr. Nancy Griffin Mims, Ed.D.
University of West Georgia

Dr. Mary Jo Muratore
University of Missouri - Columbia

Dr. Angie Parker
Northcentral University

Dr. Shawn M. Quilter
Eastern Michigan University

Mr. Bob Reese
Reese Consulting Associates, Inc.

Dr. Ravic P. Ringlaben
University of West Georgia

Dr. M. D. Roblyer
University of Tennessee-Chattanooga

Mr. Timothy W. Seid
Earlham School of Religion

Angela Solic
Rush University

Dr. LeAnn McKinzie Thomason
Brownsville, Texas

Mitzi P. Trahan, Ph.D.
University of Louisiana at Lafayette

Dr. Barbara L. Watkins
University of Kansas

Dr. Joann Kroll Wheeler
Texas A & M University

Attrition in Online and Campus Degree Programs

Belinda Patterson

Cheryl McFadden

by Belinda
       Patterson
     Cheryl McFadden

The purpose of this study was to examine how the mode of instructional delivery, campus face-to-face or online, affected dropout relative to students’ academic and demographic characteristics. A quantitative study was conducted to analyze the academic and demographic characteristics of newly admitted, matriculated degree-seeking students (N = 640) from Fall 2002 to Fall 2004 in the Master’s of Business Administration and Master’s in Communication Sciences and Disorders at a national research university in the southeastern United States. Demographic variables analyzed were age, gender, and ethnicity.  Academic variables analyzed were program delivery mode, undergraduate grade point average, graduate grade point average at time of dropout or completion, admission test scores, and number of terms to degree completion or number of courses completed at time of dropout.

Where’s Walter? Adjunct Outreach Strategies to Bridge the Virtual Distance and Increase Student Retention

Maryann Lamer

by Maryann Lamer

There are hundreds of studies that address “no significant difference” in the quality of online versus on-ground instruction, yet it is clearly the instructor who makes the difference. While there is considerable research on student retention practices for university recruitment and enrollment departments, there seems to be little written on student outreach and retention strategies for online adjuncts.  This paper is based on existing research on the philosophies of adult education, a review of current literature related to online education and the writer’s own eight years of experience teaching online at for-profit universities as a baseline for offering online adjuncts five adjunct outreach strategies to bridge the virtual distance and increase student retention.

Valuing the Institution: An Expanded List of Factors Influencing Faculty Adoption of Online Education

M. Parthasarathy

Marlene Smith

by Madhavan
      Parthasarathy
      Marlene A. Smith

We find that faculty consider their self-interests, those of their students, and the value to their institution when deciding whether to adopt online education. Our sample of business school faculty at a public urban university suggests that faculty who perceive online education as contributing to a desirable image for the business school, and that online education allows the school to meet changing market needs, are more likely to deliver one or more of their courses online. Because our study includes two populations of faculty—those who have taught online and those who have not—we are able to statistically measure the link between perception and behavior using multiple discriminant analysis (MDA). The statistically significant relationship between institutional considerations and adoption of online education provides university administrators with a new glimpse of what motivates faculty to participate in online education.

Angela Velez

by Angela M. Velez

Online learning is in its infancy compared to other types of learning in the history of academe. Because of its limited history, there is much to be discovered about the ontological, axiological, and epistemological aspects of this technology-driven learning environment. While literature is saturated with online student experiences, and the differences between online and traditional teaching and learning, one area has been relatively unexplored: the relationship between the virtual instructor and his or her institution. This paper discusses findings from a recent dissertation study that, in part, sought to operationalize the construct of collegiality for online instructors. The literature and the study suggest that fostering this connection from the virtual faculty to their institution is incredibly important and it is argued that to do so a Virtual Community of Practice and Faculty Learning Communities should be developed and nurtured.

Larry Booth

Fred Hartfield

by Vickie Booth
     Larry Booth
     Fred Hartfield

The WebBSIT, a Bachelor of Science in Information Technology, is a fully online degree offered through a consortium of five University System of Georgia institutions. This paper begins by describing the evolution of the WebBSIT and the results of an insightful vision that placed an emphasis on developing a curriculum rather than just a set of discrete courses. To maintain, grow, and improve the program, analysis of data must lead to planned curriculum revision. The balance of this paper develops an innovative process that employs roles and business rules to define a change management system for continuous improvement, enhancement, and modification of an online curriculum.