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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
Managing Editor
Ms. Kendall Dickey
University of West Georgia
Associate Editor
Ms. Julie Stone Ingle
University of West Georgia
Editorial Board
Dr. Mac Adkins
Troy University
Christopher L. A. Ahlstrom
Towson University
David Babb
University of North Georgia
Dr. R.-L. Etienne Barnett
University of Atlanta (US)
Centre National de la Recherche
Scientifique (France)
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
Ms. Diane M. Burnette
University of Georgia
Erik Burns
University of Wisconsin-Madison
Dr. W. Dean Care
Brandon University
Dr. Jason G. Caudill
King University
Yong Chen
Old Dominion University
Mr. Matthew N. Clay
University of West Georgia
Dr. Sherry A. Clouser
University of Georgia
Bradly Corlett
Director of Naval Requirements
Canadian Armed Forces
Dr. Ken Corley
Appalachian State University
Dr. Jeanne Catanzaro
Washburn 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
Jan Flegle
American Public University System
Dr. Larry V. Flegle
American Military University
Dr. Cher C. Hendricks
University of Idaho
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. Scott L. Howell
Brigham Young University
Dr. Jason B. Huett
University of West Georgia
Dr. Thomas J. Hynes
Clayton State University
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
Irene Kokkala
University of North Georgia
Olabisi Kuboni (retired)
The University of West Indies
Dr. Sarah Kuck
Albany State University
Dr. Sally Kuhlenschmidt
Western Kentucky University
Ms. Elizabeth D. Larzelere M.S.
New York Chiropractic College
Melissa Layne
American Public University System
Dr. Andrew Leavitt
University of Wisconsin Oshkosh
Dr. Lauryl A. Lefebvre
University of Phoenix
Ms. Nancy Lee
University of Nevada
Dr. Elke M. Leeds
Western Governors University
Dr. Amanda E. Major
University of Central Florida
Christopher Mathews-Smith M.A.
Emory University
Dr. Jennifer McLean
Pennsylvania College of Technology
COL Philip A. McNair (USA, ret.)
American Public University System
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
Anna Obedkova
University of Texas of Arlington
Dr. Abbot L. Packard
University of West Georgia
Dr. Angie Parker
Northcentral University
Dr. Anthony Piña
Sullivan University
Dr. Shawn M. Quilter
Eastern Michigan University
Dr. Ravic P. Ringlaben
University of West Georgia
Dr. Michael Rogers
University of North Georgia
Dr. Beth Rene Roepnack
University of West Georgia, USG eCampus Senior Academic Instructional Support Specialist
Dr. Peter J. Shapiro
Florida State College at Jacksonville
Melanie Shaw
Northcentral University
Angela Solic
Rush University
Dr. LeAnn McKinzie Thomason
Brownsville, Texas
Mitzi P. Trahan, Ph.D.
University of Louisiana at Lafayette
Dr. Thomas J. Tobin
University of Wisconsin-Madison
Dr. Joann Kroll Wheeler
Texas A & M 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
Janet Gubbins
University of West Georgia
Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.
Rayma Harchar, Ed. D.
University of Louisiana at Lafayette
Dr. Nataliya V. Ivankova
University of Alabama at Birmingham
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. Barbara K. McKenzie
University of West Georgia
Dr. Paul F. Merrill
Brigham Young University
Mr. Bob Reese
Reese Consulting Associates, Inc.
Dr. M. D. Roblyer
University of Tennessee-Chattanooga
Mr. Timothy W. Seid
Earlham School of Religion
Dr. Barbara L. Watkins
University of Kansas |
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Advising the Online Student: A Breakout of Advising Frequency, Preferences, and Satisfaction of Online Students
 Maeghen MacDonald Kuhn |
.jpg) Brittani Wyskocil Garcia |
by
Maeghen MacDonald Kuhn
Brittani Wyskocil Garcia
This breakout study reviews the findings of a 2017 study of Penn State University’s World Campus undergraduate online students. The study surveyed students to report demographic, academic, preferences, and satisfaction information and sought to develop relationships between these variables by their levels of academic success. This breakout study focuses on the findings related to three of the study’s variables: academic advising frequency, interaction preference, and satisfaction of undergraduate online students.
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Strategic Hiring: Using Job Analysis to Effectively Select Online Faculty
.jpg) Laura Lohman
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by
Laura Lohman
Unlike training and professional development, hiring faculty for online teaching remains underexplored by scholars. It is imperative that faculty hiring be approached thoughtfully and strategically so that institutions can deliver quality online instruction in alignment with their missions, visions, and values. To address this need, this article illustrates how to use job analysis as the foundation of an institution’s effective, strategic selection of online faculty. As institutions clarify the place and shape of online instruction given their approaches to market differentiation and branding, a future-oriented, strategic approach to job analysis is an asset in faculty hiring. To equip distance learning administrators with the knowledge to contribute to strategic job analysis at their institutions, this article outlines human resources practices in conducting job analysis, illustrates their application to faculty jobs with online teaching responsibilities, and elaborates how job analysis shapes effective, valid, and legally defensible recruitment and selection processes. With these techniques in hand, distance learning administrators can promote effective hiring of faculty for online teaching aligned with their institutions’ missions, visions, and values.
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I've Been There! Fostering Student Academic Leadership in the Online Environment
.jpg) Krista Allison |
 Elizabeth Johnson |
by
Krista Allison
Elizabeth Johnson
Fostering student academic leadership in an online environment can be challenging. How can a program provide peer support to students while equipping them for current and future leadership roles? Discussion will include an analysis of the Doctoral Graduate Assistant Program and Doctoral Advisory Board opportunities at American College of Education.
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A Comparison of Student Technology Acceptance between Traditional and Non-Traditional Students Using Online Learning Technologies
 Anthony Robinson
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by
Anthony Robinson
Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. Retention rates for online non-traditional students have been low and therefore understanding technology acceptance of these students is crucial to deploying online learning systems that help drive student success and retention. This quantitative research study developed and tested technology acceptance of online learning technologies using the technology acceptance model (TAM) with variables perceived ease of use (PEOU), perceived usefulness (PU), attitude (A), and intention to use (IU). The TAM variables were compared against the two dependent variables, traditional students (TS) and non-traditional students (NTS). Findings from 80 valid responses, 40 TS and 40 NTS, in an online survey and Mountain Empire Community College (MECC), showed that PEOU had a significant effect on PU, which is consistent with TAM. Findings showed that PEOU had no effect on (A) for TS but did have a significant effect on (A) for NTS. Further, PU had a significant effect on (A) and (A) had a significant effect on IU, which is consistent with TAM. Comparing TAM variables showed that there was a difference in technology acceptance between TS and NTS.
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Design, Development, Implementation, and Support (DDIS): Supporting Online Doctoral Candidates
 Donna Russell
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by
Donna Russell
This paper describes a protocol for an effective response to nontraditional online doctoral candidates based on the development of advanced cognitive processes, academic writing skills, and functional knowledge. The Design, Development, Implementation, and Support (DDIS) protocol is a three-phase protocol that integrates the requisite skills, concepts, and expertise with mentor and candidate response, interactions, technologies, projects, and assessment procedures. The protocol is based on constructivist, sociocultural, and problem-based learning models. The protocol defines productive asynchronous and synchronous interactions that develop the cognitive processes, skills, and knowledge needed to complete the dissertation process. The protocol includes support templates and technologies to facilitate the work of online doctoral candidates. The protocol provides guidelines for supporting and empowering online nontraditional doctoral students to promote the graduation of these students and reduce attrition rates.
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A Participatory Approach to Developing Online Course Quality Standards in Health Professions Education
 Anita Samuel |
 Kelsey Larsen |
 Ronald Cervero
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 Lauren Maggio
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by
Anita Samuel
Kelsey Larsen
Ronald Cervero
Lauren Maggio
Online programs are growing in number, and their success and sustainability are dependent on the quality of the courses they offer. Online program administrators need to ensure the quality of individual courses and the program as a whole. While several course quality rubrics and evaluation instruments are available, administrators need to select an instrument that would best suit the needs of their institution. In addition, administrators need to get faculty "buy-in" of the process to ensure its sustainability. This paper presents a participatory approach to developing a course quality rubric and designing a review process at the individual course level and the programmatic level.
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Dissertation Committee Chairs' Current Practices to Support Doctoral Students in an Online Doctoral Program
 Debra Burrington |
 Rae Denise Madison |
 Alexa Schmitt
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by
Debra Burrington
Rae Denise Madison
Alexa Schmitt
The purpose of this research study was to explore dissertation chair experiences and current practices for meeting with and providing feedback to doctoral students pursuing a scholar-practitioner terminal degree in an online doctoral program. A qualitative methodology using an exploratory design was employed to interview 11 participants using semi-structured interviews. The findings included the importance of providing frequent feedback through various modes of communication, emphasizing a tailored approach to the students' needs. Timely, thorough feedback was supported, stressing effectiveness and relevancy, which was most commonly achieved through one-on-one communication. Additional considerations focused on trust building and caring behaviors; individualized coaching and guidance; and balancing institutional requirements and student needs.
Increasing Student Success with Team Projects in the Virtual Classroom
 Jack Deem
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 Stephen Beyer
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 Heather Dana
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 Rhonda Chicone
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 Ilene Ringler
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 Susan Ferebee
|  Dennis Strouble
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by
Jack Deem
Stephen Beyer
Heather Dana
Rhonda Chicone
Ilene Ringler
Susan Ferebee
Dennis Strouble
Virtual teams have become a major component in the delivery of online courses at Purdue University Global (PUG) and in higher education in general (Olson, et. al, 2015). To help provide employers with qualified candidates for their talent needs, teamwork has been established as one of the six professional competencies that Purdue University Global (PUG) students are assessed for in all programs. Virtual teams in the classroom have become a major source of student and faculty complaints. This resulted in virtual team projects being removed from some classes. Cross functional working teams were established to review the team project processes. The objective of these teams was to develop recommendations for improving team projects in the curriculum. Initial results showed the main factors impacting student satisfaction with team assignments in the virtual classroom included; poor communication within the team, time schedule issues; and, lack of training for both students and faculty.
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Greetings,
I am pleased to announce that we have scheduled our 2021 meetings of the Distance Learning Administration Conference and the Meaningful Living and Learning in a Digital World Conference.
Due to concerns about the pandemic, DLA2020 was canceled for 2020. Our next meeting will be at the historic Jekyll Island Club Hotel July 25-28, 2021. This will be the 21st meeting of this unique event. The call for proposals will begin in late October.
Our Meaningful Living and Learning in a Digital World has historically been conducted in February. However, the 2021 meeting has been postponed, and is scheduled in Savannah on September 13-15, 2021.
We really look forward to seeing you in person again next year. Mark your calendars, and let's make it a date!
Take care,
Melanie
Melanie N. Clay, Ph.D.
September 15, 2020
To be notified of future publications contact the UWG Distance & Distributed Education Center
September 15, 2020 |
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