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

What Academic Administrators Should Know to Attract Senior Level Faculty Members to Online Learning Environments

by  D. L. Giannoni and Dana V. Tesone

The purpose of this article is to present findings of a focus group study used to design a survey instrument for applications in future studies to determine factors of influence that inspire senior faculty members to participate in course delivery through online learning environments (OLE). Much of the general research that is available, identifies concerns such as monetary compensation, and concerns for technological savvy, however these concerns are not true for all faculty members. The differing motivational factors (as they have emerged in the literature) have shown to be related to faculty appointment levels and years of service, which seem to play an important role in identifying how administrators can encourage these seasoned instructors to participate in the online learning environments. The article concludes with discussion points to encourage academic administrators to consider the merits of senior level faculty member inclusion into online learning environment delivery formats.

A Recommendation for Managing the Predicted Growth in College Enrollment at a Time of Adverse Economic Conditions

by  Randolph Jones

The purpose of this paper is to explore the option of using distance education courses as a viable alternative to building classrooms and facilities. The continued yearly growth in college enrollment is expected to hold steady for the next ten years. The continued growth in enrollment should be considered beneficial to colleges and universities, however, these facts can be deceiving. The cost of higher education is increasing at a time when federal and state funding, revenues, and endowments are decreasing. Colleges and universities are attempting to offset these conditions by increasing tuition and fees, which, in turn, are impacted by the availability of federal and state funds for student loans and grants. One solution to the financial and physical facilities problems universities may have in dealing with the predicted economic and enrollment conditions could be found in distance education.

Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education

by Suzanne Levy

The Internet and the World Wide Web (WWW) have made the process of obtaining an education without regard to time or location easier for the student. At the same time, they have provided more challenges for the colleges providing this education. In online distance learning, not only does the instruction occur via a computer system, usually over the Internet, but other educational processes occur via the computer as well. These educational processes are student services, training, and support. The transition to online distance learning, primarily driven by social change, is creating a paradigm shift in the way colleges are viewing teaching and learning (Rogers, 2000). Administrators, faculty, staff, and students realize that in order to successfully implement ODL, their colleges will need to reassess their programs (Chen, 1997; Garrison, 1989; Inglis, Ling, & Joosten, 1999; Moodie & Nation, 1993; Rumble, 2000). This paper reviews the literature as it pertains to six factors to be considered when planning and developing an online distance learning program. These six areas are: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.

Predictors of Engagement and Participation in an On-Line Course

by Marc D. Miller, R. Kelly Rainer, and J. Ken Corley

The use of online learning materials is increasing in both academic and industrial training settings. While the advantages of online learning are exciting and numerous, the problems associated with successful implementation of an online learning program can detract from the educational experience of even the most motivated student. These problems include such factors as poor attendance, procrastination, feelings of isolation, and a general lack of structure in the course (Brown, 2001; Kulik, 1991; Fishman, 1999; Oliver, 1999; Olugbemiro et al., 1999; Young-Ju Joo et al., 2000, Wang and Newlin, 2000). These problems can limit the amount of participation and engagement with the course materials that are offered in the online environment.

Student Preferences for Academic Structure and Content in a Distance Education Setting

by Tara M. Minton

There is a trend in American higher education toward using educational technologies. These educational technologies challenge the notion that education needs to take place in a classroom (Toffler, 1980). One force driving these educational technologies is the demand for a well educated and skilled workforce. Another force is older, more mature students. Akker and Plomp (1992) and Gray, Vernez, and Rolph (1996) have found that that the composition of the student population has changed dramatically since the 1980s. Today's college students are older, more diverse, and display varying degrees of academic readiness. Many are well above traditional college age and, due to various commitments, cannot relinquish their current jobs for the sake of education. Further, some people are disadvantaged due to geographic remoteness or restricted by their work schedule and need distance learning methods. Overall, distance learning provides learners a more flexible way to further their education.

Becoming a "Communal Architect" in the Online Classroom - Integrating Cognitive and Affective Learning for Maximum Effect in Web-Based Learning

by Robert Woods and Samuel Ebersole

Successful online instructors realize that building a sense of "community" in the online classroom is necessary for successful learning outcomes (Gunawardena, 1994; Wiesenberg & Hutton, 1996; Campbell, 1997; Gunawardena & Zittle, 1997; McLellan, 1999; Kazmer, 2000; Wegerif, 1998). The development of community "becomes a parallel stream to the content being explored" in online courses: [It is not] "something that 'mucks up' or interferes with the learning process (Palloff & Pratt, 1999, p. 30). Many online instructors build a sense of connectedness and social presence in online courses through verbal and nonverbal (textual) immediacy behaviors (Baringer & McCroskey, 2000; McAlister, 2000; Vrasidas & McIsaac, 1999), which in turn may be experienced "vicariously" by students in the learning process (LaRose & Whitten, 2000, p. 336). More important, perhaps, research demonstrates that immediacy or pro-social behaviors positively correlate with both affective (McDowell, McDowell & Hyerdahl, 1980; Anderson, Norton, & Nussbaum, 1981; Plax, Kearney, McCroskey, & Richmond, 1986) and cognitive learning (Richmond, Gorham, & McCroskey, 1987; Gorham, 1988) in the face-to-face classroom setting. Early findings suggest that similar results may be obtained in the online setting (e.g., Gunawardena, 1995; McAlister, 2000, Baker, 2000; LaRose & Whitten, 2000). In short, understanding how to build and manage a positive social dynamic can encourage knowledge construction in ways that extend learning opportunities in the online classroom. In light of the foregoing, the authors will discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Before presenting specific strategies we'll begin by introducing what we refer to as communal scaffolding. The communal scaffold model lets instructors conceptualize how affective and cognitive learning are inextricably intertwined in the online learning process. It also provides a theoretical base and sets pedagogical guidelines for fostering a supportive communication climate in the online setting. A "communal architect", then, is someone who erects a communal scaffold for the purpose of community building. Lastly, as presented herein, the communal scaffold is consistent with the assumptions embedded in Climate Theory - popular in community and social psychology literature - which assumes that psycho-social climates vary with different settings, that climates are a product of environmental and individuals characteristics, and that the relationships between climate, setting, and individuals are reciprocally influential (Pargament, et al., 1983).