Online Journal of Distance Learning Administration最新文献

{"title":"The Administration of Online Programs in Statewide Systems: A Case Study of the University System of New Hampshire","authors":"Christyne Labelle, Patrick R. Lowenthal, K. Rice","doi":"10.18122/TD/1484/BOISESTATE","DOIUrl":"https://doi.org/10.18122/TD/1484/BOISESTATE","url":null,"abstract":".................................................................................................................vii TABLE OF CONTENTS ................................................................................................ ix LIST OF TABLES ........................................................................................................ xv LIST OF FIGURES ...................................................................................................... xvi LIST OF ABBREVIATIONS ...................................................................................... xvii CHAPTER ONE: INTRODUCTION .............................................................................. 1 Statement of the Problem ..................................................................................... 2 Reasons for Online Learning .................................................................... 3 Managing Online Programs ...................................................................... 4 Challenges of Administering Online Programs ......................................... 6 Purpose of the Study ............................................................................................ 7 Theoretical Framework ...................................................................................... 10 Factor #1: Planning................................................................................. 11 Factor#2: Marketing/Recruitment ........................................................... 12 Factor #3: Financial Management ........................................................... 12 Factor #4: Quality Assurance .................................................................. 13 Factor #5: Student Retention................................................................... 13","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127510448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Accessibility in Online Higher Education","authors":"M. Coleman, Z. Berge","doi":"10.13016/M2MCWV-EEPN","DOIUrl":"https://doi.org/10.13016/M2MCWV-EEPN","url":null,"abstract":"The proliferation of the Internet, computers, and mobile devices means that students of all ages, socio-economic statuses, geographical locations, and abilities have access to higher education institutions that were previously unavailable. As the population of the United States ages and the number of students with diagnosed disabilities grows, colleges and universities will be challenged to accommodate the various needs of their student population. Distance education is often seen as an appropriate outlet to increase enrollment numbers and provide education to students with motor, cognitive, visual, and auditory impairments. Instructional designers, instructors, and institutions are tasked with designing, developing, and maintaining accessible hardware, software, websites, and other technologies that allow disabled students to actively engage in education and become more independent. This paper will discuss how various disabilities effect college coursework and review the best practices, methods, and technologies utilized to create an inclusive education for all learners.","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127007566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Typology of Student and Institutional Expectations of Online Faculty","authors":"M. Shaw, M. Clowes, S. Burrus","doi":"10.18848/1835-9795/CGP/V10I02/1-9","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V10I02/1-9","url":null,"abstract":"Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were compared. Based on the findings, there are substantive differences which should be considered by institutions to ensure online student satisfaction with faculty is maximized. Recommendations for further study include replicating this with a purposeful sample of online students and doing a quantitative study of the relationship between faculty outcomes after implementing student performance expectations.","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126225666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and Strategies for Sustaining eLearning in Small Organizations","authors":"J. Leary, Z. Berge","doi":"10.13016/M2VRGF-BQOG","DOIUrl":"https://doi.org/10.13016/M2VRGF-BQOG","url":null,"abstract":"The fact that small organizations have been slow to adopt elearning is not because of a lack of need – in fact elearning offers tremendous benefits for small organizations in the form of time savings, captured expertise, improved workflow and improved staff development – but rather because small organizations tend not to have the right components and working atmosphere in place that allow for the adoption of elearning. There are three main ingredients that will enable this to occur for even the smallest of organizations: a learning culture, a web savvy staff, and the presence of at least one good training professional. Economies of scale that often help justify elearning for larger corporations are not applicable for small organizations, therefore managers must therefore take a closer look at how elearning can solve multiple problems faced by the small, busy staff. By integrating elearning into an organization’s strategic plan, and by combining e-learning with a knowledge management system, a virtual network, education partnerships, or other tools and strategies, smaller organizations can improve office efficiency and program effectiveness on a sustained basis with elearning. Challenges and Strategies for Sustaining eLearning in Small Organizations The United States and Europe each contain approximately 25 million small businesses, and in both regions these small businesses employ more than half of the entire workforce. Since the dawn of elearning, it has largely been designed for and marketed to larger organizations. Large organizations in just about every field are utilizing elearning through some of the latest and greatest technological advances. eLearning is helping them to fine-tune production, maximize sales and build the capacity of their workforces. They are gaining a competitive advantage that, in turn, encourages them to advance further along the elearning adoption curve. What about small organizations? After all, it is small organizations which, through shear numbers, pose the greatest untapped market for elearning developers, and yet the training industry is extremely slow in taking advantage of this opportunity. Is it true that elearning is simply not feasible for small businesses and organizations? The amount of information in cyberspace that discusses elearning for small nonprofit organizations is negligible, with the few published reports mostly coming from Europe. The need for this paper immediately stems from the sheer lack of academic analysis of elearning in small organizations. The truth is that the small organization elearning market is a complicated market to access. Small businesses are as diverse as they are geographically dispersed around the globe, and they often do not have the funding available for investing in distance programs and elearning. Developing unique elearning solutions for their individual needs requires money and time, the two resources which small businesses lack the most. There are, however, a number of","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132410533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership Influence on Corporate Change Involving Distance Training.","authors":"Olga Wasyluk, Z. Berge","doi":"10.13016/M2G8HB-V0SV","DOIUrl":"https://doi.org/10.13016/M2G8HB-V0SV","url":null,"abstract":"Corporate learning leaders require a unique set of skills to sustain learning programs within their organizations. Leaders must have well-planned strategies and clear direction for learning initiatives. They must understand their organization as well as their learners, and be able to skillfully deploy appropriate learning technologies. A network of relationships must be built and nurtured by corporate learning leaders to promote and sustain their programs. Leaders must adhere to well-defined procedural standards related to programs, budgets and change management. They must understand changing trends in leadership paradigms across organizational cultures. Effective corporate learning leaders must skillfully combine relationships, process, and support while continually transforming their organizations and expanding learning initiatives. Leadership Influence on Corporate Change Involving Distance Training The success and endurance of good corporate distance education programs is dependent on the strategies and strengths of good leaders. Capable leaders are necessary to all organizations. What traits and skills must good corporate learning leaders have in order to establish and sustain flourishing distance learning programs? Certainly these leaders require the skill sets of all good leaders vision, purpose, the drive to succeed, the ability to motivate others, solutions-orientation, and risk-taking. Learning leaders in these organizations require additional characteristics and skills, which can be categorized in terms of vision, relationship-building, and operational discipline (see Table 1). Table 1. Learning Leaders' Skill Domains Vision Relationship Building Operational Practice Where the business is going Senior executive management Program management discipline Strategies to develop and expand employee learning Own training department Prioritization processes Technology infrastructure support of learning plan Internal business units Technology standards for elearning Budget Information Technology Vendor standards Risk taking Communications Change management Understanding adult learners External Customers Developing a learning culture Peer Network","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Podcasting: Co-opting MP3 Players for Education and Training Purposes","authors":"Kimberley M. Donnelly, Z. Berge","doi":"10.13016/M2Y8TI-I0DS","DOIUrl":"https://doi.org/10.13016/M2Y8TI-I0DS","url":null,"abstract":"Podcasting and podcatching provide trainers and teachers with powerful, personal tools for delivering exactly the right content to learners at teachable moments—anytime, anywhere. The strength of podcasting lies in the potency of voice communication, which cuts through the dense text of the Internet and offers a human connection during distance training. In addition, podcasting offers the ability for learners to multitask and to time-shift content. Trainers, professors and librarians have already begun using podcasting for myriad training and learning situations, and new tools are making podcast production possible for novices. Copyright, security, searchability, archival, and diversity are some of the current concerns podcasters must address as they develop this new instructional avenue. Podcasting: Co-opting MP3 Players for Education and Training Purposes Podcasting is the term for creating a Web-based broadcast series that is delivered to subscribers automatically through the use of RSS (Really Simple Syndication) software. The term is a combination of two words: iPod (one brand of MP3 player) and broadcasting ( Podcasting , 2006) Podcasts are used to record and disseminate audio content. Podcatching refers to selecting and then receiving audio file subscriptions automatically. Both podcasting and podcatching are somewhat misleading terms because iPods are not essential to either process. Podcasts are received and managed by the subscriber's PC. The subscriber has the option of listening to the file at the PC or downloading the podcasts to any MP3 player, CD, or other mobile device. Many users configure their software to download podcasts automatically. The point of podcatching is to “capture audio content that appeals to one's interests” (Gordon-Murnane, 2005, p. 47). Although podcasts originated for entertainment purposes, podcasting and podcatching provide trainers and teachers with powerful, personal tools for delivering exactly the right content to learners at teachable moments—anytime, anywhere. Training and development (TD however, Smith (2005) said that people respond to voice differently than to text. He said, “Voices poke through and relieve us of an oppressive environment of text and images” (p. 32). Voice is personal, and it can bring information to life. The addition of tone to a message creates a greater personal connection. Smith also argued that storytelling is the main reason that podcasting is rocketing to popularity (p. 32). What is more personal than hearing a story precisely as the storyteller intended with the words enhanced by tempo, rhythm, pitch, accents and style? For example, one can read Isabel Allende's (2005) essay “In Giving I Connect with Others” on the NPR This I Believe website, but listening to her read it through the linked audio file is an utterly different experience. A powerful text message becomes super-charged through the addition of Allende's distinctive voice. To link this to TD Gordon-Murnane, 2005; ","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125981870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing It All Together","authors":"R. Bothel","doi":"10.1016/b978-0-08-102145-3.15001-0","DOIUrl":"https://doi.org/10.1016/b978-0-08-102145-3.15001-0","url":null,"abstract":"","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2001-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120944578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}