Distance Learning Administration 2012
June3-6, 2012
Jekyll Island Club Hotel in Jekyll Island, Georgia

Distance Education
Certificate Program
Registration Begins
April, 2012
Registration Deadline
July 23, 2012
Online program Begins
July 30, 2012

Distance Education
Certified Trainer Program
Registration Begins
April, 2012
Registration Deadline
July 16, 2012
Online program Begins
July 23, 2012

Advanced Technologies for Distance Education Certificate Program
Current Session begins March 12th
Registration Begins
May, 2012
Registration Deadline
August 6, 2012
Online Program Begins
August 13, 2012

Thanks to the
University of West Georgia
for providing this webspace

Editor-in-Chief
Dr. Melanie Clay
University of West Georgia
Melly's DLA Blog

Executive Editor
Dr. Donald Wagner
University of West Georgia

Managing Editor
Ms. Dawn Senfeld
University of West Georgia

Associate Editor
Ms. Robin Stewart
University of West Georgia

Editorial Board
Dr. Mac Adkins
Troy University

David Babb
Georgia Perimeter College Online

Dr. R.-L. Etienne Barnett
University Provost and Executive Vice President
University of Atlanta

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

Mr. R. Thomas Berner
Pennsylvania State University

Dr. Kris Biesinger
Board of Regents of the University System of Georgia

Dr. Beverly L. Bower
Florida State University

Erik Burns
The College of St. Scholastica

Dr. W. Dean Care
University of Manitoba

Dr. Jason G. Caudill
Carson-Newman College

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Dr. Ken Corley
Appalachian State University

Dr. Micheal Crafton
Clayton State University

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Bruce Doney
Mercer University

Ms. Beth Evans
College Library of the City University of New York

Dr. Catherine L. Finnegan Advanced Learning Technologies,
Board of Regents of the University System of Georgia

Dr. Larry V. Flegle
American Military University

Tanacha Gaines
University of West Georgia

Dr. Katy Herbold
Southern Utah University

Mrs. Laurie G. Hillstock
Virginia Tech

Mrs. Cathy Hochanadel

Kaplan University

Dr. Genell Hooper Harris
Southern Utah University

Dr. Scott L. Howell
Brigham Young University

Dr. Jason B. Huett
University of West Georgia

Dr. Thomas J. Hynes
Clayton State University

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

Dr. Sally Kuhlenschmidt
Western Kentucky University

Ms. Elizabeth D. Larzelere M.S.
New York Chiropractic College

Dr. Andrew Leavitt
North Georgia College & State University

Ms. Nancy Lee
University of Nevada

Dr. Elke M. Leeds
Kennesaw State University

Christopher Mathews-Smith M.A.
Georgia Perimeter College Online

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Jennifer McLean
Pennsylvania College of Technology

COL Philip A. McNair (USA, ret.)
American Public University System

Dr. Marc D. Miller
Augusta State University

Dr. Nancy Griffin Mims, Ed.D.
University of West Georgia

Dr. Mary Jo Muratore
University of Missouri - Columbia

Dr. Abbot L. Packard
University of West Georgia

Dr. Angie Parker
Northcentral University

Dr. Shawn M. Quilter
Eastern Michigan University

Dr. M. D. Roblyer
University of Tennessee-Chattanooga

Dr. Ravic P. Ringlaben
University of West Georgia

Dr. Michael Rogers
Advanced Learning Technologies,
Board of Regents of the
University System of Georgia

Dr. Peter J. Shapiro

Director of Creative Learning Services

Florida State College at Jacksonville

Dr. LeAnn McKinzie Thomason
Brownsville, Texas

Mitzi P. Trahan, Ph.D.
University of Louisiana at Lafayette

Dr. Thomas J. Tobin
DeVry University

Dr. Joann Kroll Wheeler
Texas A & M University

Past OJDLA Editors
Dr. Stephen J. Anspacher
The New School

Ms. Diane M. Burnette
University of Georgia

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

Janet Gubbins
University of West Georgia

Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.

Dr. Cher C. Hendricks
University of West Georgia

Rayma Harchar, Ed. D.
University of Louisiana at Lafayette

Dr. Kathleen A. Kraus
State University of New York at New Paltz

Dr. Dwight Laws
Brigham Young University

Dr. George E. Marsh II
The University of Alabama

Dr. Paul F. Merrill
Brigham Young University

Anna Obedkova
University of West Georgia

Mr. Bob Reese
Reese Consulting Associates, Inc.

Mr. Timothy W. Seid
Earlham School of Religion

Dr. Barbara L. Watkins
University of Kansas

Theory to Practice: Implementation and Initial Impact of an Online Doctoral Program

Swapna Kumar

Kara Dawson

by  Swapna Kumar Ed.D.
      Kara Dawson Ph.D.

This article describes successes and challenges of the first implementation of an online Ed.D. program that impacted students’ professional growth and practice. Based on an analysis of student survey comments, student interviews, and faculty interviews at the end of the first year, program improvements were made for future cohorts. Lessons learned and best practices shared in this article will be useful to other institutions embarking on and engaged in online programs and professional practice degrees.

An Analysis of Organizational Approaches to Online Course Structures

Cheng-Yuan Lee, Jeremy Dickerson, Joe Winslow

by  Dr. Cheng-Yuan Lee
      Dr. Jeremy Dickerson
      Dr. Joe Winslow

The structure of an online course, including the navigational interface, visual design of materials and information, as well as the communication tools to facilitate learning, can affect students, instructors, programs and educational organizations in various ways. This paper examines online course structural issues derived from previous research as well as the authors’ collective experiences as instructors, instructional designers, and online learners at multiple universities. Three organizational philosophies of online course structure are analyzed, and ten key components for developing a well-organized online course are presented based on established design principles. This information is intended to help emerging online instructors understand their own organizational culture and to develop a more standardized approach to online course design. 

Distance Education Enrollment is Associated with Greater Academic Progress Among First Generation Low-Income Undergraduate Students in the US in 2008

Manuel Pontes, Nancy Pontes

by  Manuel Pontes
      Nancy Pontes

First Generation undergraduate students from low-income households (FGLI students) continue to have substantially higher dropout rates than non first generation students or students from more affluent households despite numerous efforts over many decades to improve graduation rates among this group of students. The purpose of this research is to determine whether FGLI students in the US who enroll in distance education classes are likely to make greater academic progress (more likely to be enrolled for the entire academic year and more likely to be enrolled full time during the academic year) than FGLI students who enroll in face-to-face classes exclusively. For this research, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. The results of this study show that FGLI students who enrolled in distance education were significantly less likely to have an enrollment gap in 2008 than FGLI students who did not enroll in any distance education class. Indeed, the negative association between distance education enrollment and the likelihood of an enrollment gap was significantly greater among FGLI students than among non-FGLI students. Distance education enrollment was also associated with a greater likelihood of full-time enrollment in 2008, among both FGLI students and non-FGLI students. These results, from a large nationally representative sample, suggest that providing FGLI students with greater access to distance education classes may increase degree progress rates and degree completion rates.

Laurie Millam, Dora Finamore, Aaron Hochanadel, Cathy Hochanadel, Michelle Reinhardt

by  Laurie Millam
      Dora Finamore
      Aaron Hochanadel
      Cathy Hochanadel
      Michelle Reinhardt

Motivation, engagement, goal attainment and effective interaction are essential components for college students to be successful in the online educational environment.  The popularity and influx of electronic media applications has allowed educators the opportunity to incorporate social media (Facebook, Twitter), and volitional messages (Simple Truths, Animoto) in order to enhance the online student learning experience.  As a result, student-teacher interaction can be more personal, satisfying, and relevant to students’ efforts in meeting their academic needs.  Research has shown that students who are motivated, engaged, and interactive are more likely to be successful in an online classroom. However, exactly how motivational strategies work and which specific ones are effective is still an area of uncertainty. This report presents a review of recent literature and trends in order to determine the impact of various electronic media as a motivational strategy geared towards promoting student success in undergraduate online college courses.  The researchers for this study will review various targeted electronic media applications as motivational strategies based on Keller’s ARCS Motivational Model (Attention, Relevance, Confidence and Satisfaction) and volition in an online environment and how these strategies can impact student success. Kuhl (1987) added the fifth component, volition, to the integrated theory. Volition or self-regulatory strategies are used by students to overcome obstacles that may impede success attainment. Kuhl defined volition as a “mediating factor that energizes the maintenance and enactment of intended actions” (1987, p. 90).

Cheng-Chang (Sam) Pan

by  Cheng-Chang (Sam) Pan

The marketing mix model was applied with a focus on Web media to re-strategize a Web-based Master’s program in a southern state university in U.S. The program’s existing marketing strategy was examined using the four components of the model: product, price, place, and promotion, in hopes to repackage the program (product) to prospective students (customers) and to offset the impact of dissolved partnership with its state-funded coordinating body, which carried a stronger brand image than the university where the program was housed. Challenges and recommendations were addressed.