Invisible Barriers to Successful Distance Learning : Connecting Faculty Expectations to Practical Outcomes of Learner Behavior

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Fuller, D.F., Gillan, D.B. & McBride, D.R. (2003). Invisible Barriers to Successful Distance Learning : Connecting Faculty Expectations to Practical Outcomes of Learner Behavior. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 414-421). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17926.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Dr. Frank Fuller, Dr. Bob Gillan, Dr. Ron McBride, Northwestern State University, USA

Abstract

Contemporary distance education programs attract learners who participate expecting an experience as complete as that of any classroom. That expectation is not unreasonable, for modern, technology based distance education is warranted to be as good any instruction through a process of instructional design. Traditional instructors are trained (or train themselves) to extend their teaching by mastering both technology and instructional design to ensure the equivalence of all their courses, distant and direct. This process does not necessarily consider intrinsic differences of distant learners or the single element that a modern distance education class cannot provide: regular contact with teachers and students in class and on campus. This project reviews faculty training priorities in light of findings that strategies of interpersonal communication, unrelated to specific instructional outcomes, increase student retention, performance, and further success in distance education programs.

Keywords

• Training
• Distance Education
• Educational Technology
• Instructional Design

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