Research Topics: Distance Learning

Electronic Bulletin Board

I Definition of Key Terms   a.      Attrition Rate b.      E-learning c.      Electronic Bulletin Board d.      Face to Face course e.      Faculty f.        Faculty Incentives g.      Internet h.      Intuitional Support i.        Online Support j.         Program Director k.      Student Support Services l.         Released Time m.    Virtual University, college or learning environment   II.                  Background Information about distance learning   a.      Development of distance learning b.      Features of distance learning     III.                Support Development Mechanism of Distance Learning                 a. A vision for e-learning at the institution;                b. Development of a technology development plan;                c. Development of faculty workload policies which relate to e-learning;                d. Maintenance of a reliable technology network;          e. Facility for providing technology support to staff and students;         f. Market research support; and         g. Provision of time release for faculty engaged in e-learning developments.            V.  Characteristics of Students of Distance Learning   a.      Self-starter b.      Self-discipline c.      Knowledge in technological requirements d.      More in command of their learning   IV.               Advantages of Distance Learning to Students   a.      Improving the quality of learning b.      Improving access to education and training c.      Reducing the costs of education d.      Improving the cost-effectiveness of education   Rationale of the Study             Education at a distance have long been recognized as a means of providing access to knowledge and learning facilitation to those for whom it might otherwise be denied (e.g. persons engaged in part-time employment or living in remote rural communities). In recent years, the advent and widespread use of information technology (IT) and, in particular, the mass popularization of the Internet/World Wide Web (WWW) have meant that opportunities have been identified for developing distance learning activity into a more advanced online environment. Technology has eclipsed the ability and motivation of institutions to support it. Many early adopters have failed. The marketplace still demands traditional methods of delivery of instruction. It is, however, apparent from the literature and collective experience that improved instructional delivery is necessary. Thus, technology, research and the marketplace are leading the academy to a significant paradigm and cultural change. Many students are choosing distant learning for various reasons ranging from preference to lack of choice. Some take up distant learning because of their lifestyle, while others like professionals who wish to further their education find distant learning more convenient.  According to Hall (1997), Khan (1997) and Solos (1999), professionals prefer distant learning since distance education provides increased efficiency. Another reason is that it also offers reduced costs for both the students and their employees. These conveniences are upped a notch with the introduction and utilization of computers and the internet. The era of the World Wide Web signaled that students will be able to attend school without actually leaving the comforts of their home; it signaled the start of the e-learning age, where a degree is just a click of the mouse away.             However, it seems that these conveniences and cost reduction features of e-learning is not enough to keep the students from drifting away. News of e-learners dropping out or stopping out is not at all new. This has been one of the persistent dilemmas that learning institutions face. According to Martinez (2003), the reduction of attrition rate will result to better allocation of delivery resources (p. 1). In turn, this means that their will be an improvement on return investments (Martinez, 2003, p.1). In addition, the numbers of students who successfully complete courses both through e-learning of conventional schools determine the number of professionals who will be able to service the public in the future. This is especially true in the counseling profession since sufficient training is crucial in practicing effective counseling.    Unit 4- Assignment 2 part 1 E-learning is defined as “the acquisition and use of knowledge distributed and facilitated primarily by electronic means.” (2000) Based on this definition, e-learning would be evolved to systems consisting of a variety of channels and technologies and can take the form of courses as well as modules and smaller learning objects and may incorporate synchronous or asynchronous access and be distributed without geographical limits.   Moreover, e-learning using technologies and computers to improve learner’s skill and knowledge has the following advantages (2000): space is not needed; learners do not need to wait until a class is available; learners can complete training when it is least disruptive to their schedule; and the methods can increase learner’s interesting, deliver contents clearly, and feedback students easily. Due to these advantages of e-learning, the popularity of e-learning has dramatically increased over the past few years.   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. (2001) In e-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 1999). Administrators, faculty, staff, and students realize that in order to successfully implement e-learning, their colleges will need to reassess their programs.   In a study made by (1997), it advances the principle of using e-learning to offset the conditions imposed by the increase in enrollment and the decrease in financial assets, and explores the requirements associated with distance learning, and compares those requirements to those of traditional education. According to the study, the growth in Internet based education is changing the face of traditional education. The technology advances allow educators to eliminate space and physical facilities requirements, and to eliminate class size limits. The study noted that several researches on distance learning and Internet based education is in the early stages of development. Many terms are used to refer to e-learning such as distance education, distance learning, and e-learning.   (2001), stated that, the ‘no significant difference’ theory. According to the latter, the said theory may represent the most egregious application of benchmarking in the past 20 years. The latter’s article discussed the tradeoff between richness and reach in distance education. He defines “richness” as the overall quality of information provided such as variables like currency, accuracy, interactivity and relevance. He utilized the term “reach” to refer to the number of people involved in the exchange of the information. In traditional education, the tradeoff between richness and reach is cost. The institutions must balance the cost of richness, or depth, of the traditional course with the cost associated with expanding the reach outside of the traditional area market. With Internet technologies, the additional costs of expanding the reach outside of the traditional market are reduced.   Moreover, other education professionals also have indicated negative results in studies conducted on Internet based educational programs. One such study urged caution in the development and advancement of distance learning programs and platforms (Khan, 1997). They expressed the concern that the high technology and development cost may impact on the traditional academic programs. Their study reported perceptions of students in the distance learning setting were less favorable than the local setting for traditional classes.   Furthermore, the process of e-learning has been defined as providing a structured learning environment that involves the separation of parties over distance and/or time ( 2000). Student success in distance education depends on the quality of course design, instructor presentation, course interaction, equipment and technology. One of the major issues in developing an effective Internet based course is the ability of current faculty to perform in this environment. Internet technologies have been growing since the early 1990’s. Moreover, there exist different levels of computer skills and abilities in all faculties. The levels of computer and technology efficiency in most universities are inversely correlated with faculty age and academic experience. (Martinez, 2003) Faculty technology experience can be used as a predictor of potential participation in technology based instruction. In the advent of modern technological advancement, a notable number of educational institutions have started to acquire the online method of providing education. Regardless of the technology used for delivery, effective e-learning still requires students and teachers to engage in discussions and dialogue (1997). The communication process required for on-line courses is no different from that of traditional classes. The process requirements include access, motivation, socialization, and information exchange. Universities must also be aware of the effects of technology, constraints, and the reputation of their schools on the effectiveness of distance learning. This requirement is often not addressed in the initial development and implementation of the distance learning process. As technology advances, the student – teacher contact will become more important. Moreover, by establishing e-learning courses, universities can position themselves to overcome the barriers imposed by the current economic conditions, and eliminate the requirement to construct new or additional classrooms and support services to accommodate the increased enrollment. This paper recommends that distance learning, or Internet based courses, be offered to supplement the traditional classroom instruction, not replace it.   Concurrently, as the number of students enrolled increases, the need to offer additional sections of core classes will increase. ( 1997) To reduce the additional amount of facility requirements, sections of each core course could be offered, on line, in addition to the traditional classroom. Using this system, a student may in fact have a mixture of in-class and on-line courses during the semester. The academic faculty could also have a mixture of traditional and on-line courses. Moreover, the student could benefit by taking the online courses that provide the most comfort, while benefiting from the in-class experience in their other courses. Students that have a higher level of maturity, and are comfortable using computer technology would benefit most from these courses. For students that find they need additional information, they have the same availability to the instructor as traditional classes.   Furthermore, this method provides some benefits to the instructor as well. The instructor may be able to identify students that have mastered the subjects early, and could concentrate on those that require additional assistance. In addition, the student still benefits from the traditional social environment that is required for advancing social responsibilities and peer networks ( 2003). In addition to the possibility of gaining new students outside their area of influence, institutions could benefit by avoiding the cost of acquiring new facilities. Even if funds were available, the time frame for most major construction projects is extensive. In most cases, the predicted bubble in enrollment will be declining prior to the completion of the construction process.   In order to effectively measure the impact of the potentials of e-learning in the academe, this study found it vital to cite the work of Wright (1991) regarding the cost-efficiency and cost-effectiveness of e-learning. First of all, one should define the two stated concepts. Cost-efficiency and cost-effectiveness are two similar terms related to financial performance. Even though they have slightly differentiated meanings, they have been used without clarification. Efficiency means the ratio of output to input and effectiveness is concerned with only output. Stated differently, efficiency focuses on “how much output was obtained from the input,” that is, the quantity and effectiveness focuses on “how relevant the output is,” that is, the quality. According to their work, the e-learning method is relatively cost-efficient in the case that its outputs cost less per unit of input and it is cost-effective if its outputs not only spend less cost than others but also are relevant to learner’ needs. This part of the study shall provide several studies conducted to evaluate e-learning from different perspectives. The first study is made by (1999).  The study posits that in recent years the evolution of information and communication technologies has expanded further the possibility for the establishment of effective e-learning solutions. In this era of enormous transformation in education a number of key questions are arising. The effectiveness of learning systems, the justification of web based learning processes, the learners satisfaction and the analysis of the educational product are only a few of the most critical dimensions for the design and the implementation of an e-learning course. Moreover, their work discussed the value dimension of e-learning and tried to formulate a synthetic approach for the evaluation of any e-learning system. The study recognized that there are three key concepts that seem to be the cornerstones of the study’s analysis. These concepts include knowledge management capabilities, integration and e-learning pedagogy. The study concluded that the current situation in e-learning markets does not represent the fascinating issue of the incorporation of information and communication technologies in education.   Another study is made by  (2002). The focus of the study was the perception of students on web-based courses. The purpose of the study was to investigate student satisfaction levels with their web-based learning experience. Two hundred sixty nine students enrolled in 40 graduate-level, web based courses in 3 sites were surveyed. The study found out that there is a significant relationship between satisfaction and self-efficacy as well as between self-efficacy and interpersonal control at two sites. Likewise, the study also revealed that there is a significant relationship between available technical support and the students’ over-all success in their courses this is also the result when the variable of technical support is limited to instructor assistance or teaching assistants. The study also found out that there is a significant relationship between satisfaction and level of communication. On the other hand, the study concluded that the attitude of the students towards the Web were positively correlated to both their satisfaction and success at one site while the second site attitudes towards the Web were positively correlated only to satisfaction with the course. Nevertheless, the study also stated that there exist no significant relationship between students’ participation in collaborative activities and satisfaction.   On another study by  and company (2003), it focused on the factors affecting the behavioral intentions of adults regarding their learning through e-learning in higher education. The study examined the underlying factors and causal relationships that determine the behavioral intentions of learners to use web-based learning technology in postsecondary education. A total of 557 respondents were involved in the study. The study found out that system features such as functionality, interactivity, and response, had significant total effects upon intentions to use. On the other hand, the perception for usefulness and ease of use had a significant direct effect upon intentions to use for both supplementary learning and distance education. It as well had a significant effect on intention for supplementary learning, but its direct effects on intentions to use for supplementary learning directly influenced the intention to use for distance education. Moreover, the learners’ self-efficacy and Internet experience had no influence upon intention to use; nonetheless, self-efficacy was a significant factor in forming perception of ease of use. The study also revealed that male learners had more confidence in using technology as well as higher Internet experience, higher perception of system interactivity, and higher beliefs of usefulness and ease of use than female learners.   On another study by (1999), it evaluated the effectiveness of web-based education using multilevel evaluation. The objectives of the research were to show that students enrolled in a web-based course would have a positive reaction and to acquire knowledge from asynchronous learning experience as well as to demonstrate effective and efficient on-line pedagogical strategies. Students’ reaction to learning, achievement and cost-effectiveness related to asynchronous learning environments were measured. The analysis stated that the student reaction to learning was found to be significantly lower for web-based students compared with lecture-based students. Achievement was successful for both groups, nonetheless, no significant difference was identified between the performance level of the two groups. It also revealed that cumulative time demands for an experienced instructor to design and deliver a web based asynchronous learning experience were comparable to the time demands of a lecture based synchronous counterpart. The study also stated that web-based learning environment is equally effective as a lecture-based environment in terms of the learner achievement and faculty workload time demands.   And lastly, (1999) emphasized the role of the instructor in the e-learning process. According to the study, the instructors and students of Web-based courses agree fairly closely that the following elements are most important, course content is easy to follow and the regular feedback to the student is provided. The study concluded that students placed considerably more emphasis on the provision of adequate content and a clear statement of expectations by the instructor. Clearly, the instructors of web-based courses that participated in this survey believe they are frequently using the best practices identified in the literature. Student survey data, while not quite as favorable, does support their claim. This is encouraging news for both interested parties. Moreover, the study stated that the survey data does not support the notion that inexperienced instructors (instructors who have taught only one Web-based course) use best practices less frequently. Instead, it indicates that instructors are utilizing best practices regularly in their Web-based courses regardless of their level of expertise. This indicates a stronger knowledge base in new instructors about the requirements of effective online instruction than the researcher presumed.   Likewise, it is apparent from the survey data that, when these best practices are not utilized frequently, student opinion about the Web-based course suffers as a result. This supports all of the literature from which these best practices were derived. It behooves students and instructors of Web-based courses to continue to utilize these best practices as often as possible. Credit:ivythesis.typepad.com

Electronic Bulletin Board

I Definition of Key Terms a. Attrition Rate b. E-learning c. Electronic Bulletin Board d. Face to Face course...

Support Development Mechanism

I Definition of Key Terms   a.      Attrition Rate b.      E-learning c.      Electronic Bulletin Board d.      Face to Face course e.      Faculty f.        Faculty Incentives g.      Internet h.      Intuitional Support i.        Online Support j.         Program Director k.      Student Support Services l.         Released Time m.    Virtual University, college or learning environment   II.                  Background Information about distance learning   a.      Development of distance learning b.      Features of distance learning     III.                Support Development Mechanism of Distance Learning                 a. A vision for e-learning at the institution;                b. Development of a technology development plan;                c. Development of faculty workload policies which relate to e-learning;                d. Maintenance of a reliable technology network;          e. Facility for providing technology support to staff and students;         f. Market research support; and         g. Provision of time release for faculty engaged in e-learning developments.            V.  Characteristics of Students of Distance Learning   a.      Self-starter b.      Self-discipline c.      Knowledge in technological requirements d.      More in command of their learning   IV.               Advantages of Distance Learning to Students   a.      Improving the quality of learning b.      Improving access to education and training c.      Reducing the costs of education d.      Improving the cost-effectiveness of education   Rationale of the Study             Education at a distance have long been recognized as a means of providing access to knowledge and learning facilitation to those for whom it might otherwise be denied (e.g. persons engaged in part-time employment or living in remote rural communities). In recent years, the advent and widespread use of information technology (IT) and, in particular, the mass popularization of the Internet/World Wide Web (WWW) have meant that opportunities have been identified for developing distance learning activity into a more advanced online environment. Technology has eclipsed the ability and motivation of institutions to support it. Many early adopters have failed. The marketplace still demands traditional methods of delivery of instruction. It is, however, apparent from the literature and collective experience that improved instructional delivery is necessary. Thus, technology, research and the marketplace are leading the academy to a significant paradigm and cultural change. Many students are choosing distant learning for various reasons ranging from preference to lack of choice. Some take up distant learning because of their lifestyle, while others like professionals who wish to further their education find distant learning more convenient.  According to Hall (1997), Khan (1997) and  (1999), professionals prefer distant learning since distance education provides increased efficiency. Another reason is that it also offers reduced costs for both the students and their employees. These conveniences are upped a notch with the introduction and utilization of computers and the internet. The era of the World Wide Web signaled that students will be able to attend school without actually leaving the comforts of their home; it signaled the start of the e-learning age, where a degree is just a click of the mouse away.             However, it seems that these conveniences and cost reduction features of e-learning is not enough to keep the students from drifting away. News of e-learners dropping out or stopping out is not at all new. This has been one of the persistent dilemmas that learning institutions face. According to  (2003), the reduction of attrition rate will result to better allocation of delivery resources (p. 1). In turn, this means that their will be an improvement on return investments (Martinez, 2003, p.1). In addition, the numbers of students who successfully complete courses both through e-learning of conventional schools determine the number of professionals who will be able to service the public in the future. This is especially true in the counseling profession since sufficient training is crucial in practicing effective counseling.    Unit 4- Assignment 2 part 1 E-learning is defined as “the acquisition and use of knowledge distributed and facilitated primarily by electronic means.” ( 2000) Based on this definition, e-learning would be evolved to systems consisting of a variety of channels and technologies and can take the form of courses as well as modules and smaller learning objects and may incorporate synchronous or asynchronous access and be distributed without geographical limits.   Moreover, e-learning using technologies and computers to improve learner’s skill and knowledge has the following advantages ( 2000): space is not needed; learners do not need to wait until a class is available; learners can complete training when it is least disruptive to their schedule; and the methods can increase learner’s interesting, deliver contents clearly, and feedback students easily. Due to these advantages of e-learning, the popularity of e-learning has dramatically increased over the past few years.   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. (, 2001) In e-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 1999). Administrators, faculty, staff, and students realize that in order to successfully implement e-learning, their colleges will need to reassess their programs.   In a study made by Khan (1997), it advances the principle of using e-learning to offset the conditions imposed by the increase in enrollment and the decrease in financial assets, and explores the requirements associated with distance learning, and compares those requirements to those of traditional education. According to the study, the growth in Internet based education is changing the face of traditional education. The technology advances allow educators to eliminate space and physical facilities requirements, and to eliminate class size limits. The study noted that several researches on distance learning and Internet based education is in the early stages of development. Many terms are used to refer to e-learning such as distance education, distance learning, and e-learning.   (2001), stated that, the ‘no significant difference’ theory. According to the latter, the said theory may represent the most egregious application of benchmarking in the past 20 years. The latter’s article discussed the tradeoff between richness and reach in distance education. He defines “richness” as the overall quality of information provided such as variables like currency, accuracy, interactivity and relevance. He utilized the term “reach” to refer to the number of people involved in the exchange of the information. In traditional education, the tradeoff between richness and reach is cost. The institutions must balance the cost of richness, or depth, of the traditional course with the cost associated with expanding the reach outside of the traditional area market. With Internet technologies, the additional costs of expanding the reach outside of the traditional market are reduced.   Moreover, other education professionals also have indicated negative results in studies conducted on Internet based educational programs. One such study urged caution in the development and advancement of distance learning programs and platforms (Khan, 1997). They expressed the concern that the high technology and development cost may impact on the traditional academic programs. Their study reported perceptions of students in the distance learning setting were less favorable than the local setting for traditional classes.   Furthermore, the process of e-learning has been defined as providing a structured learning environment that involves the separation of parties over distance and/or time (2000). Student success in distance education depends on the quality of course design, instructor presentation, course interaction, equipment and technology. One of the major issues in developing an effective Internet based course is the ability of current faculty to perform in this environment. Internet technologies have been growing since the early 1990’s. Moreover, there exist different levels of computer skills and abilities in all faculties. The levels of computer and technology efficiency in most universities are inversely correlated with faculty age and academic experience. (Martinez, 2003) Faculty technology experience can be used as a predictor of potential participation in technology based instruction. In the advent of modern technological advancement, a notable number of educational institutions have started to acquire the online method of providing education. Regardless of the technology used for delivery, effective e-learning still requires students and teachers to engage in discussions and dialogue (1997). The communication process required for on-line courses is no different from that of traditional classes. The process requirements include access, motivation, socialization, and information exchange. Universities must also be aware of the effects of technology, constraints, and the reputation of their schools on the effectiveness of distance learning. This requirement is often not addressed in the initial development and implementation of the distance learning process. As technology advances, the student – teacher contact will become more important. Moreover, by establishing e-learning courses, universities can position themselves to overcome the barriers imposed by the current economic conditions, and eliminate the requirement to construct new or additional classrooms and support services to accommodate the increased enrollment. This paper recommends that distance learning, or Internet based courses, be offered to supplement the traditional classroom instruction, not replace it.   Concurrently, as the number of students enrolled increases, the need to offer additional sections of core classes will increase. (Khan, 1997) To reduce the additional amount of facility requirements, sections of each core course could be offered, on line, in addition to the traditional classroom. Using this system, a student may in fact have a mixture of in-class and on-line courses during the semester. The academic faculty could also have a mixture of traditional and on-line courses. Moreover, the student could benefit by taking the online courses that provide the most comfort, while benefiting from the in-class experience in their other courses. Students that have a higher level of maturity, and are comfortable using computer technology would benefit most from these courses. For students that find they need additional information, they have the same availability to the instructor as traditional classes.   Furthermore, this method provides some benefits to the instructor as well. The instructor may be able to identify students that have mastered the subjects early, and could concentrate on those that require additional assistance. In addition, the student still benefits from the traditional social environment that is required for advancing social responsibilities and peer networks (Buckley, 2003). In addition to the possibility of gaining new students outside their area of influence, institutions could benefit by avoiding the cost of acquiring new facilities. Even if funds were available, the time frame for most major construction projects is extensive. In most cases, the predicted bubble in enrollment will be declining prior to the completion of the construction process.   In order to effectively measure the impact of the potentials of e-learning in the academe, this study found it vital to cite the work of Wright (1991) regarding the cost-efficiency and cost-effectiveness of e-learning. First of all, one should define the two stated concepts. Cost-efficiency and cost-effectiveness are two similar terms related to financial performance. Even though they have slightly differentiated meanings, they have been used without clarification. Efficiency means the ratio of output to input and effectiveness is concerned with only output. Stated differently, efficiency focuses on “how much output was obtained from the input,” that is, the quantity and effectiveness focuses on “how relevant the output is,” that is, the quality. According to their work, the e-learning method is relatively cost-efficient in the case that its outputs cost less per unit of input and it is cost-effective if its outputs not only spend less cost than others but also are relevant to learner’ needs. This part of the study shall provide several studies conducted to evaluate e-learning from different perspectives. The first study is made by (1999).  The study posits that in recent years the evolution of information and communication technologies has expanded further the possibility for the establishment of effective e-learning solutions. In this era of enormous transformation in education a number of key questions are arising. The effectiveness of learning systems, the justification of web based learning processes, the learners satisfaction and the analysis of the educational product are only a few of the most critical dimensions for the design and the implementation of an e-learning course. Moreover, their work discussed the value dimension of e-learning and tried to formulate a synthetic approach for the evaluation of any e-learning system. The study recognized that there are three key concepts that seem to be the cornerstones of the study’s analysis. These concepts include knowledge management capabilities, integration and e-learning pedagogy. The study concluded that the current situation in e-learning markets does not represent the fascinating issue of the incorporation of information and communication technologies in education.   Another study is made by Ryan (2002). The focus of the study was the perception of students on web-based courses. The purpose of the study was to investigate student satisfaction levels with their web-based learning experience. Two hundred sixty nine students enrolled in 40 graduate-level, web based courses in 3 sites were surveyed. The study found out that there is a significant relationship between satisfaction and self-efficacy as well as between self-efficacy and interpersonal control at two sites. Likewise, the study also revealed that there is a significant relationship between available technical support and the students’ over-all success in their courses this is also the result when the variable of technical support is limited to instructor assistance or teaching assistants. The study also found out that there is a significant relationship between satisfaction and level of communication. On the other hand, the study concluded that the attitude of the students towards the Web were positively correlated to both their satisfaction and success at one site while the second site attitudes towards the Web were positively correlated only to satisfaction with the course. Nevertheless, the study also stated that there exist no significant relationship between students’ participation in collaborative activities and satisfaction.   On another study by and company (2003), it focused on the factors affecting the behavioral intentions of adults regarding their learning through e-learning in higher education. The study examined the underlying factors and causal relationships that determine the behavioral intentions of learners to use web-based learning technology in postsecondary education. A total of 557 respondents were involved in the study. The study found out that system features such as functionality, interactivity, and response, had significant total effects upon intentions to use. On the other hand, the perception for usefulness and ease of use had a significant direct effect upon intentions to use for both supplementary learning and distance education. It as well had a significant effect on intention for supplementary learning, but its direct effects on intentions to use for supplementary learning directly influenced the intention to use for distance education. Moreover, the learners’ self-efficacy and Internet experience had no influence upon intention to use; nonetheless, self-efficacy was a significant factor in forming perception of ease of use. The study also revealed that male learners had more confidence in using technology as well as higher Internet experience, higher perception of system interactivity, and higher beliefs of usefulness and ease of use than female learners.   On another study by Morgan and Tam (1999), it evaluated the effectiveness of web-based education using multilevel evaluation. The objectives of the research were to show that students enrolled in a web-based course would have a positive reaction and to acquire knowledge from asynchronous learning experience as well as to demonstrate effective and efficient on-line pedagogical strategies. Students’ reaction to learning, achievement and cost-effectiveness related to asynchronous learning environments were measured. The analysis stated that the student reaction to learning was found to be significantly lower for web-based students compared with lecture-based students. Achievement was successful for both groups, nonetheless, no significant difference was identified between the performance level of the two groups. It also revealed that cumulative time demands for an experienced instructor to design and deliver a web based asynchronous learning experience were comparable to the time demands of a lecture based synchronous counterpart. The study also stated that web-based learning environment is equally effective as a lecture-based environment in terms of the learner achievement and faculty workload time demands.   And lastly, Phipps and Morisot’s (1999) emphasized the role of the instructor in the e-learning process. According to the study, the instructors and students of Web-based courses agree fairly closely that the following elements are most important, course content is easy to follow and the regular feedback to the student is provided. The study concluded that students placed considerably more emphasis on the provision of adequate content and a clear statement of expectations by the instructor. Clearly, the instructors of web-based courses that participated in this survey believe they are frequently using the best practices identified in the literature. Student survey data, while not quite as favorable, does support their claim. This is encouraging news for both interested parties. Moreover, the study stated that the survey data does not support the notion that inexperienced instructors (instructors who have taught only one Web-based course) use best practices less frequently. Instead, it indicates that instructors are utilizing best practices regularly in their Web-based courses regardless of their level of expertise. This indicates a stronger knowledge base in new instructors about the requirements of effective online instruction than the researcher presumed.   Likewise, it is apparent from the survey data that, when these best practices are not utilized frequently, student opinion about the Web-based course suffers as a result. This supports all of the literature from which these best practices were derived. It behooves students and instructors of Web-based courses to continue to utilize these best practices as often as possible. Savory and Duffy (1995) also provided several requisites for the success of the e-learning process. They placed importance on the dedication of the participants to learn. As active participants in the learning process, students affect the manner in which they deal with the material to be learned. Learners must have a sense of ownership of the learning goals. They must be both willing and able to receive instructional messages. Moreover, the mental effort that a learner will invest in a learning task depends on his own perception of two factors. First is the relevance of both the medium and the message, which it contains; and second, his ability to make something meaningful out of the material presented.   On the other hand, authors also placed importance on the effectiveness of communication. (1992) cautions all instructional designers to begin with an understanding of their intended users, and to recognize them as individuals whose outlook is different from the designer’s own. Horton (1994) on the other hand, states the golden rule for designers of instructional visuals: “communicate unto others as they would communicate unto themselves.” In other words, if one wants the learner to construct an idea which is similar to one’s own, then it is important to use an image for the presentation which will trigger a similar idea in the learner’s mind, in the context of the learning environment and the learner’s prior experiences. Needless to say, no two learners will form the same idea, nor is it likely that their idea will be the same as that of the designer There are multiple organizational formats available for structuring a presentation text. Perhaps, the easiest way to conceptual organizational formats and their purposes is demonstrated in the following chart. Although not a comprehensive list you can begin to conceptualize the relationships between structure and goals by paying close attention to the definition of the format and its match to specific purposes. Motivational appeals are typically defined as emotional appeals, but the broader conceptualization also includes appealing to your audience interests. Audience interest appeals are based on addressing an audience’s quest for understanding “why should I listen” and “what’s in it for me.” Knowing, for example, that you have an audience composed primarily of executive decision-makers, an appeal to the bottom-line is likely to be effective providing you can successfully demonstrate cost-effectiveness. Other audience centered appeals include, asking for more or less, band wagon or benchmark appeals, limited opportunity and targeted benefits. Emotional appeals, on the other hand, are those that excite the senses, create memo ability and move the audience to feel or believe in particular ways. Contemporary advertisers, for example, use emotional appeals both covertly and overtly. Commercials aimed at sexual appeal, the need for recognition or prestige, or a need to belong are fairly commonplace. Effective presenters include emotional appeals within a text to stimulate and motivate an audience. Remember, however, that appeals do not exist within a vacuum. Speakers have a responsibility to use emotional appeals in a way that is both ethical and fair. PowerPoint’s outlining features make it easy to create a well-organized presentation. There are several ways you can organize your text in PowerPoint, depending on how you work best and whether you have already created an outline in another program. You can, for example, use the Outline tab in Normal view to organize and rearrange your presentation easily. For added options, you can make use of the Outlining Toolbar. This toolbar enables you to promote and demote outline points, as well as move, collapse, and expand them. You can also create a summary slide and import outlines into PowerPoint from other Microsoft application programs or from common file formats such as rich text format (RTF) and text (TXT). Providing your visual aids are designed professionally the benefits of visual support are enormous. Audiences have increasingly become visually oriented. In short, we as consumers of public discourse are conditioned through television, advertisement and movie production to both hear and see information simultaneously. Additionally, there is evidence suggesting that increasing the number of physical senses required to absorb information is followed by an increase in information retention rates. So, using visual aids can help your audience retain or remember your textual content. There is an exception, however, to this generic rule visual aids designed poorly actually detract from the information. The result is a decrease in audience retention of information, perception of speaker credibility, and willingness to act on or believe in the content of the presentation. Charts and tables are valuable ways to communicate complex information in condensed and meaningful ways providing they are used correctly and designed effectively. A table, for example, is essentially an object that conveys related information in columns and rows in a minimum amount of physical space. Rather than creating three separate bullet list slides which each list the five most important features of a product, for instance, all of the information could be summarized in a pleasing and easy to comprehend table on a single PowerPoint slide. Charts perform some of the same functions as tables, but typically convey different types of data such as trends, comparisons, ranges, values, organization and flow, and segmentations. In PowerPoint you can use the Microsoft Graph application to create powerful charts in your presentation or you can insert charts created in another application such as Excel. Your charts can be as simple or as complex as you like, can choose from common chart types such as column, bar, line or pie charts, organizational flowcharts, or try something out of the ordinary such as a doughnut or radar chart. PowerPoint charts are preformatted based on the design template, but you can make extensive modifications to nearly every aspect of a chart if you like â€“ its color, text, labels, and more. Credit:ivythesis.typepad.com

Support Development Mechanism

I Definition of Key Terms a. Attrition Rate b. E-learning c. Electronic Bulletin Board d. Face to Face course...

Distance Learning Outline

I.  Definition of Key Terms   a.      Atrrition Rate b.      E-learning c.      Electronic Bulletin Board d.      Face to Face course e.      Faculty f.        Faculty Incentives g.      Internet h.      Intuitional Support i.        Online Support j.         Program Director k.      Student Support Services l.         Released Time m.    Virtual University, college or learning environment   II.                  Background Information about distance learning   a.      Development of distance learning b.      Features of distance learning     III.                Support Development Mechanism of Distance Learning                 a. A vision for e-learning at the institution;                b. Development of a technology development plan;                c. Development of faculty workload policies which relate to e-learning;                d. Maintenance of a reliable technology network;          e. Facility for providing technology support to staff and students;         f. Market research support; and         g. Provision of time release for faculty engaged in e-learning developments.          V.  Characteristics of Students of Distance Learning   a.      Self-starter b.      Self-discipline c.      Knowledge in technological requirements d.      More in command of their learning   IV.               Advantages of Distance Learning to Students   a.      Improving the quality of learning b.      Improving access to education and training c.      Reducing the costs of education d.      Improving the cost-effectiveness of education   Rationale of the Study             Education at a distance have long been recognized as a means of providing access to knowledge and learning facilitation to those for whom it might otherwise be denied (e.g. persons engaged in part-time employment or living in remote rural communities). In recent years, the advent and widespread use of information technology (IT) and, in particular, the mass popularization of the Internet/World Wide Web (WWW) have meant that opportunities have been identified for developing distance learning activity into a more advanced online environment. Technology has eclipsed the ability and motivation of institutions to support it. Many early adopters have failed. The marketplace still demands traditional methods of delivery of instruction. It is, however, apparent from the literature and collective experience that improved instructional delivery is necessary. Thus, technology, research and the marketplace are leading the academy to a significant paradigm and cultural change. Many students are choosing distant learning for various reasons ranging from preference to lack of choice. Some take up distant learning because of their lifestyle, while others like professionals who wish to further their education find distant learning more convenient.  According to Hall (1997), Khan (1997) and Zolkos (1999), professionals prefer distant learning since distance education provides increased efficiency. Another reason is that it also offers reduced costs for both the students and their employees. These conveniences are upped a notch with the introduction and utilization of computers and the internet. The era of the World Wide Web signaled that students will be able to attend school without actually leaving the comforts of their home; it signaled the start of the e-learning age, where a degree is just a click of the mouse away.             However, it seems that these conveniences and cost reduction features of e-learning is not enough to keep the students from drifting away. News of e-learners dropping out or stopping out is not at all new. This has been one of the persistent dilemmas that learning institutions face. According to Martinez (2003), the reduction of attrition rate will result to better allocation of delivery resources (p. 1). In turn, this means that their will be an improvement on return investments (Martinez, 2003, p.1). In addition, the numbers of students who successfully complete courses both through e-learning of conventional schools determine the number of professionals who will be able to service the public in the future. This is especially true in the counseling profession since sufficient training is crucial in practicing effective counseling.    Education at a distance have long been recognized as a means of providing access to knowledge and learning facilitation to those for whom it might otherwise be denied (e.g. persons engaged in part-time employment or living in remote rural communities). In recent years, the advent and widespread use of information technology (IT) and, in particular, the mass popularization of the Internet/World Wide Web (WWW) have meant that opportunities have been identified for developing distance learning activity into a more advanced online environment (Furnell et al., 1998). Over the past few years, institutions of higher education in the United Sates and overseas have been investing increasingly larger sums of money in a range of electronic learning (e-learning) initiatives (Alexander, 2001). The USA e-learning market will grow from US.3 billion in 2001 to US.7 billion by 2004, while worldwide the overall e-learning market is expected to rise from US billion by 2004 (Gordon, 2002). E-learning will be the great equalizer in the new century. By eliminating barriers of time, distance, and socio-economic status, individuals can now take charge of their own lifelong learning. Alexander (2001) believes that using Internet technology in distance learning will produce these advantages: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Improving the quality of learning;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Improving access to education and training;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Reducing the costs of education; and</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Improving the cost-effectiveness of education.</li> </ul> Mangan (2001) states that e-learning success is a mixed bag. Technology has eclipsed the ability and motivation of institutions to support it. Many early adopters have failed. The marketplace still demands traditional methods of delivery of instruction. It is, however, apparent from the literature and collective experience that improved instructional delivery is necessary. Thus, technology, research and the marketplace are leading the academy to a significant paradigm and cultural change (Mangan, 2001). Alexander (2000) believes that the following support and development mechanism constitutes an integral part of an e-learning initiative: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> A vision for e-learning at the institution;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Development of a technology development plan;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Development of faculty workload policies which relate to e-learning;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Maintenance of a reliable technology network;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Facility for providing technology support to staff and students;</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Market research support; and</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Provision of time release for faculty engaged in e-learning developments.</li> </ul>   Alexander and McKenzie (1998) reported that e-learning would fail for the following reasons: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Overly ambitious in terms of desired outcomes for the budget and time available. </li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Utilized particular information technologies for their own sake, without sufficient regard for appropriate learning design.</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> No change in the assessment of learning to suit the changed learning outcomes</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Commenced software development without adequate planning.</li> <li class="MsoNormal" style="line-height: 200%; text-autospace: none"> Failed to prepare students for participation in learning experiences such as working in groups.</li> <li class="MsoNormal" style="text-autospace: none"> Failed to obtain copyright clearance.</li> </ul>     The purpose of the study The purpose of this study is to identify the critical success factors for implementing e-learning programs in institutes of higher education. The study will identifying and exam proposed e-learning models and frameworks. The study will be conducted in two phases. In the first phase, the researcher will identify the critical factors for successful implementation of e-learning in institute of higher education from the literature. The second phase, the researcher will survey faculty and program director of e-learning program in the United States to validate critical success factor and rank them according to their importance.    Statement of the Problem   Alexander, (2001) notes that e-learning projects failed to deliver an outcome at all, while others failed to achieve any evidence of learning outcomes. Historically, increasing access to quality education has been one of the main justifications for the use of e-learning (Berge, 1998). But there are three issues facing universities regarding the quality of e-learning. First, e-learning is different from traditional face-to face learning and therefore demand new quality assurance. Second, there are low or no quality standards in place for e-learning programs. Finally, there are no consensuses on what practices exemplify quality in e-learning programs (Twigg 2001). A major problem associated with e-learning education is the lack of program focus, with the majority of attention going to individual course offerings. Accepting the notion that a holistic view must be assumed for e-learning programs to be considered effective (Husmann & Miller, 2001). Furthermore,  “Much of the activity in e-learning is taking place at the level of development of courses and their resources. Only a small number of institutions have recognized that successful e-learning takes place within a complex system, composed of many interrelated parts, where failure of only one part of that system can cause the entire initiative to fail” (Alexander, 2001). This study will identify the critical factors that will ensures a high quality of e-learning education that leads to a successful implementation and expansion of e-learning systems within higher education.   Web-Based Education               The online education market is getting bigger and bigger as investors start pouring in millions of dollars on the enterprise. According to Thomas Weisel Partners, the estimated value of the virtual higher education is around billion by 2003 and around 1 billion corporate learning market (Forbes, 2000).  This means that the market for virtual higher learning climbed to billion from technically nothing at all. The market was even dubbed by John Chambers as the “killer app” of the internet (Forbes, 2000).               The interest in virtual higher education is partly to be attributed to the fact that the higher education sector is quick to embrace the usage of the internet in facilitating educational programs. In December of 1999, the National Center for Education Statistics (NCES) under the United States Department of Education (USDE) published a national survey entitled distant learning in higher education1997-98 (Forbes, 2000). The findings of the survey revealed that almost 44 percent of higher education institutions were already offering distant courses. Of the larger institutions, with students of more than 10,000, 87 percent have distant learning programs. In addition, the internet have been shown as a medium being favored more then the television or interactive television.   Many students are being encouraged to try distant learning for various reasons ranging from preference to lack of choice. Some take up distant learning because of their lifestyle, while others like professionals who wish to further their education find distant learning more convenient.  According to Hall (1997), Khan (1997) and Zolkos (1999), professionals prefer distant learning since distance education provides increased efficiency. Another reason is that it also offers reduced costs for both the students and their employees. These conveniences are upped a notch with the introduction and utilization of computers and the internet. The era of the World Wide Web signaled that students will be able to attend school without actually leaving the comforts of their home; it signaled the start of the e-learning age, where a degree is just a click of the mouse away.               Web based education is fast replacing the traditional classroom set-up. The scope of this trend is also becoming wider and wider. Today web based education is being used on high school education and even in the medical field. According to Gonzolas (2005), even the Department of Defense is into web-based education and they launched more than 1000 classes the previous year. As stated earlier, distant learning, in this case web-based education is being endorsed because it is able to meet the students’ needs for ready and convenient education (Buckley, 2003).               In addition, students benefit from the online programs since there is now increased access to education, more specifically higher education. This became possible since formal education programs are no longer bounded by the four corners of the physical classroom. This means that more students willing to learn but are unable to go to a school can now obtain a degree through online programs. Aside from flexible location, other benefits of online programs fro students are individualized instructor attention provided to the students, less or no travel time needed to get to classes and increased time to reply to the questions that were posted by the instructor (Matthews, 1999).    However, it is not only the students who benefit from online programs, but also the school that implements them.  One of these benefits includes increased enrollment and thus increased funds for the keeping programs alive. By being able to extend a hand to students who are constrained by time and geographical locations, schools that have online programs experience increase in enrollment.    One of the universities that offer online programs is the West Texas A&M University (WT).  It is a mid-sized university that is the center of education and research services in the region. Annually the WT experiences an average of 6,500 enrollments. However, the region is densely populated which makes it an ideal setting for online programs (Terry, 2001). With this, the West Texas A&M University pioneered online programs in the region.  In 1997, the university’s College of Business Schools and Programs started to offer some of their MBA programs online.   The fee for taking online classes is basically the same to traditional classes, with the exception of an additional for costs of technical support. Around 200 students responded to the encouragement of the university to take online classes. Today, fifteen graduate business courses are being offered by the College of Business Schools and Programs. Out of the fifteen programs being offered by the WT, thirteen experienced more enrollment compared to their traditional counterparts. In 2000, the Southern Association of Colleges and Schools reviewed the online programs being offered by WT. The assessment of the online programs of WT came out positive (Terry, 1999).   Definition of Terms   The following are definitions of selected terms used in this study:   Attrition Rate: The percentage of students who withdraw from a course after drop/add period Critical Success Factors:? E-learning: Also may be called Internet-based learning, online learning, online distance learning, web-based learning, distributed learning, web-based instruction, Web-based training, virtual class, virtual university, CMC and Asynchronous network learning (ASN). It is a form of distance learning in which the course content is delivered and the interactions are provided by the communication tools, technologies, and methodologies of the Internet (Jung, 2000).  Internet-based distance education has three major components: teacher and learners, separation by time and/or space (geographic distance), and communication mediated by Internet technology (Telg & Irani, 2000). E-Mail: Electronic mail, the transition of messages across computer networks Electronic Bulletin Board:  A computer mediated, threaded discussion where students and faculty can participate in asynchronous communication, also called discussion board. Face-to-face course: Any course taught where the instructor and student are in the same location   Faculty: This refers to the teaching staff of the respondent university. Specifically, this teaching personnel utilizes the method of e-learning in her/his lessons. Faculty Incentives:  This refers to the encouragement acquired by the teaching personnel that induces motivation in continuing the use of online learning method of instruction in their lessons. These incentives may be monetary or otherwise. Internet:   Is a worldwide collection of computer networks connecting academic, governmental, commercial, and organizational sites using Transfer (Control Protocol/Internet Protocol) TCP/IP ( Crowin, 1996;  Gilster, 1997; Peete, 1995). Intuitional support: A plan training, compensation, and reward provided by institutions. Online Support: This refers to the assistance provided by the learning institutions in order for students and faculties to adhere to online learning.   Program Director:  This refers to the decision makers of the universities and colleges that acquire responsibility among the faculty Student Support Services: An integral part of the overall mission of institutions of higher education that attempts to fulfill one or more of the following purposes: 1) providing essential institutional services, 2) teach life management skills, 3) provide links through which students can integrate knowledge gained in curricular and co-curricular settings (Barr & Keating, 1985; Kauffmann, 1984). Released Time:  To dismiss faculty participating in e-learning education from their regular working hours. “Virtual” University, college, or learning environment:   Any educational institution using technology to enable students to break the time and space barriers traditionally associated with learning and studying (Dixon, 1996). It seems that the conveniences and cost reduction features of e-learning is not enough to keep the students from drifting away. News of e-learners dropping out or stopping out is not at all new. This has been one of the persistent dilemmas that learning institutions face. Studies have shown that attrition rates in distant learning including e-learning is higher than traditional courses or face-to-face classes (Thompson, 1997; Phipps & Merisotis, 1999; Smith, Ferguson & Caris, 2002).  Some of the studies went to the lengths of investigating demographic characteristics, such as age, marital status, gender, educational level and maturity level, of the students involved to determine was causes students to discontinue distant learning (Morgan & Tam, 1999; Carr, 2000).   According to Martinez (2003), the reduction of attrition rate will result to better allocation of delivery resources (p. 1). In turn, this means that their will be an improvement on return investments (Martinez, 2003, p.1). In addition, the numbers of students who successfully complete courses both through e-learning of conventional schools determine the number of professionals who will be able to service the public in the future. This is especially true in the counseling profession since sufficient training is crucial in practicing effective counseling.    High attrition rates are not only observable in online classes.  As presented by the study conducted by Terry (2001), attrition rate in the traditional setting is also evident. In addition, Stewart (2005) stated that fifty percent of the students who enroll to get their doctorates end up with earning it. She further explained that there are various reasons for the occurrence of such high attrition rates in the higher education system.  These reasons include problems with the funding of the program chosen by the student; some students have uncertainties with their career options upon earning their doctorate and a mismatch between the student and the chosen field of study.               However, the attrition rate in traditional classes or programs do not seem to affect the education sector in the same manner as the online programs do. This may be brought about by the fact students enrolled in traditional classes drop out gradually and less frequently compared to those who are taking online classes (Chyung, ). The reasons presented by Chyung can be deemed as technical reasons.   These reasons are sometimes inevitable and there is no other way but to discontinue. For example, the mismatch between the student and the chosen field can result to unsatisfactory performance of the student. This means that if the student will choose to continue with the program time and resources are bound to be wasted. According to Morgan and Tam (1999), demographic factors such as age, sex, marital status and education level are determinants of the students’ decision to complete a distant education program. Parker (1999) added that the number of courses and financial restrictions should also be taken into consideration when discussing attrition rate among e-learners.               However, it is the characteristic and the attitude of the student towards e-learning that greatly affect their decision to continue or stop the e-learning program. Robyler (1999) and Wade (1999) presented five characteristics that students must posses in order to successfully complete e-learning courses. The first characteristic is being a self-starter. This means that students must take it upon themselves to recognize the need to complete the course. Second is self-discipline. Being able to skip class and get away with it is very tempting that is why e-learners must be able to contain their urges to watch television rather than take their on-line classes.   Third, e-learners must be knowledgeable of the technological requirements of their on-line course. Otherwise, they will be having difficulties from the beginning. In turn, this may cause them to think that they will not be able to finish the course if they cannot even set it up. Fourth, not attending a conventional school should not stop e-learners from meeting other students and faculty within the virtual community. Establishing networks will create a support that will help e-learners with their studies. Lastly, e-learners must want to be more in command of their learning environment. This will allow them to feel and think that they will be able to overcome the obstacles of the program.   With this, Levy (2001) stated that there are two kinds of e-learners. The first kind will be able to appreciate the flexibility of distant education via the internet. These kinds of students are the ones who possess and put into practice the characteristics presented by Robyler and Wade. However, Zielinski (2000) linked the practice of the characteristics with the demographic characteristic of the student. He state that students who are able to mange their time are young and single. On the contrary, e-learners who are already working and married have to split their time among family, work and study. This usually makes it more difficult for them to stick with the on-line course.   Aside from the abovementioned student characteristics, there are still other factors that result to the discontinuance of online courses. Earlier, it has been stated that the lack of support often drives students to drop there online classes. According to Ryan (2002), the technological hurdles prove to be one of the key factors that lead to high attrition rates in online programs. It is often the case that students get lost in the interface. Instructions as to how the interface works is often inadequate. Because of this, students must devote more time in order to get a hang of the interface.   For first time online students, most specially those who are not very keen when it comes to navigating the World Wide Web, the experience can be frustrating. A number of buttons needs to be clicked before being able to go to the message board where the discussion takes place. It is like looking for a needle in a haystack or the student can be liken to a lab mouse trying to finds its way out. This suggests that the students are not able to get the guidance they need during the first few weeks of there transition stage. It may be the case that some student thought it was hopeless to tinker around with their computers and decided to drop out of the class early on.   In the previous pages of this chapter it has been stated that there is a lack in the design of e-learning programs to motivate the students to stay. In addition, the difficulty of navigation has been presented as one of the shortcomings of the e-learning design. Also included in this lack of the design is that some of the website where virtual classes are being held are not user friendly. As abovementioned, students tend to get frustrated when they are not able to quickly manage the site and go about on attending their virtual classes.   The fact that teachers do not have the kind of control that they do on traditional classrooms, teachers cannot easily detect if their students are sharing the problems mentioned above. This suggests that teachers cannot easily intervene in the decision of their students to drop out. Credit:ivythesis.typepad.com

Distance Learning Outline

I. Definition of Key Terms a. Atrrition Rate b. E-learning c. Electronic Bulletin Board d. Face to Face cour...