NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918568
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1556-3847
The Context of Distance Learning Programs in Higher Education: Five Enabling Assumptions
Chaney, Don; Chaney, Elizabeth; Eddy, James
Online Journal of Distance Learning Administration, v13 n4 Win 2010
Over the past ten years, a significant increase in courses and programs taught through distance education technologies has occurred both in non-for-profit and for-profit colleges and universities. During this time, there have been many successes and failures. The researchers hypothesize that the marginal success and/or failure occurs due to program planner(s) not viewing the design, implementation, evaluation, and sustainability of distance learning courses and programs in the context within which the distance learning will occur. The purpose of this manuscript is to provide five basic interrelated assumptions for distance learning program planners to consider when designing distance learning courses and programs in college and university settings. These assumptions are offered based on the observation, successes and failures of the authors in their collective 57 years of designing such programs for six different universities across the US, as well as evidence from related literature. (Contains 1 table.)
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A