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    Barriers To Online Teaching In Post-Secondary Institutions: Can Policy Changes Fix It?

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    https://www.westga.edu/~distance/Berge12.html
    Permanent Link
    http://hdl.handle.net/11603/16436
    Collections
    • UMBC Education Department
    • UMBC Faculty Collection
    • UMBC Graduate School
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    Author/Creator
    Berge, Zane L.
    Date
    1998-06
    Type of Work
    Text
    journal articles
    Citation of Original Publication
    Berge, Zane L.; Barriers To Online Teaching In Post-Secondary Institutions: Can Policy Changes Fix It?; Online Journal of Distance Learning Administration, Volume I, Number 2, Summer 1998 State University of West Georgia, Distance Education Center; https://www.westga.edu/~distance/Berge12.html
    Rights
    This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
    Subjects
    distance education
    online teaching
    course interaction
    UMBC Instructional System Design
    Abstract
    Recent technological advances have increased the overall amount of information available and improved accessibility to that information, while at the same time the costs of publishing information have decreased. These general shifts throughout society are true in education and have caused students to be more demanding and more knowledgeable about alternatives for their education. Combined with demographic trends, political forces, economic factors, the need for lifelong learning, and the changing emphases in teaching and learning, there is a resurgence of interest in distance education both at traditional institutions of higher education and in organizations whose sole mission is distance education (Dede, 1990; Knott, 1992; Lewis and Romiszowski, 1996). Can higher education at "traditional" universities change to meet the new student demands and the intense competition among education providers that distance education brings? The use of computer-mediated communication in distance learning to create online classrooms has become a popular means of distance learning, both in mixed mode with face-to-face instruction or as a sole channel of education at a distance. By online teaching or online instruction for the purposes of this article, I mean those activities limited to primary delivery by computer-mediated online instruction, as opposed to delivery systems such as audio or video/TV. Additionally, I am referring to instruction in which the course interaction is conducted completely online, or significantly online (i.e., where, at the minimum,. 50% of the graded part of the course is online).


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    Albin O. Kuhn Library & Gallery
    University of Maryland, Baltimore County
    1000 Hilltop Circle
    Baltimore, MD 21250
    www.umbc.edu/scholarworks

    Contact information:
    Email: scholarworks-group@umbc.edu
    Phone: 410-455-3021


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.