Barriers to Distance Education

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Barriers to Distance Education:

Barriers to Distance Education Susan Carter ETEC 645 Spring, 2011

Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context:

Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context Improve communication and collaboration between the education partners, and provide better and more effective on-line support. Consistent and comprehensive module information and guidance, clear assignment instructions and the formats of examinations are important for successful distance learning. Face to face interaction important at some point. Immediate confirmation of the receipt of assignments is very important to reduce unnecessary worry. Essential information requested at induction of semester. Bentley, Yongmei; Shedunshi, Anjali; Scannell, Mike (Mar 2010) Evaluating the Impact of Distance Learning Support Systems on the Learning Experience of MBA Students in a Global Context The Electronic Journal of e-Learning , 8(2), 51-62

Barriers to Learning in Distance Education:

Barriers to Learning in Distance Education Student Barriers: Distance learners are more likely to be insecure resulting in a higher drop-out rate. Perceived lack of feedback from instructor. Lack of support and services (i.e. tutors) Reported feelings of isolation from distance learners. Lack of student training in technical issues. Faculty Barriers Lack of staff training in course development and technology. There is a lot of up-front coursework. Teaching styles are different for Distance Learning. Lack of basic skills or hardware to fully participate. Threat to tenure and human resource staffing. Galusha, Jill M. (1997) Barriers to Learning in Distance Education Online Journal of Distance Learning Administration

Transitioning to Online Course Offerings: Tactical and Strategic Considerations:

Transitioning to Online Course Offerings: Tactical and Strategic Considerations A guided approach to faculty recruitment and selection of OL instructors is recommended. Develop a compensation strategy that is in line with your overall online course strategy and commensurate with university resources. Faculty involved in distance learning need to be properly trained in the areas of course design and technology. Class size should be considered. Interaction with participants is a key factor. All training and educational interventions should be subject to student evaluation. Burke, Lisa A. (Fall 2005) Transitioning to Online Course Offerings: Tactical and Strategic Considerations Journal of Interactive Online Learning , 4(2), 94 - 107

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