1. Early research in distance education focused on establishing scientific methods and guidelines for rigorous research in the field. 2. Later studies found that students achieved equal learning outcomes whether in remote or face-to-face settings, as long as instruction and materials were consistent. 3. Research has identified several factors that influence student satisfaction in distance education courses, including instructor quality, technology issues, and communication.

1. Research and Distance
Education
BY SAMARI WATTS

2. Setting a Foundation
 James Finn: Attempted to encourage those in the audiovisual
field to take a more professional view of themselves and
their discipline by basing decisions on theory supported by
research.
 Campbell and Stanley: Formalized the rigorous application of
the scientific method to the study of education.
 Richard Clark: Showed how researchers had violated basic
guidelines for rigorous research.

3. Distance Education Research
 Hirumi found that there are significant differences in how industry and
education view quality and approaches for e-learning.
 Education guidelines focus on the quality of e-learning coursed and
program; however industry develops standards in order to promote
reusability and interoperability of learning objects.
1. Distance Education Research
 Weaknesses

4. 6 Sets of Guidelines
 1. The Council of Regional Accrediting Commissions
 2. The Institute for Higher Education Policy
 3. The American Council of Education
 4. The American Distance Education Consortium
 5. The American Federation of Teachers
 6. Open and Distance Learning Quality Council Hirumi

5. Lou, Bernard and Arbrami
 “ There is consistent and reliable evidence that undergraduate students achieved
equally, whether they learned at the remote site or the host site.”
 “ In synchronous instructor-directed undergraduate DE, when media are used to
deliver the same instruction simultaneously by the same instructor and with the
same course activities and materials, there is little reason to expect
undergraduate students to learn differently in the remote sites than at the host
site.”

6. Dean Biner and Mellinger
Using factor analysis, the researchers identified students DE satisfaction with
seven factors:
 1. Instructor/instruction
 2. Technology
 3. Course management
 4. At-sit personnel
 5. Promptness of material delivery
 6. Support Services
 7. Out of class communication with the instructor

7. Jegede and Kirkwood
 Students’ concerns related to content, finance, and
readiness were higher at the beginning of the class
that at the end, while concerns related to time and
employment increased toward the end of the class.

8. Completers vs Non Completers
 Completers entered the program with higher levels
of education Completers had greater expectation of
earning higher grades/degree.
 Non Completers are more concrete learners
Completers preferred a content that involved
interviewing and counseling people.

9. Barriers to Distance Education
 Increased time commitment
 Lack of money to implement DE programs
 Organizational resistance of change
 Lack of shared vision for DE in the organization
 Lack of strategic planning for DE
 Slow pace of implementation
 Faculty compensation/incentives
 Difficulty keeping up with technological changes
 Lack of technology-enhanced classrooms, lab, or infrastructure 2

10. Distance Education Research Myths
 The more interaction there is in a DE class the better.
 Instructor training is required for anyone planning to teach
at a distance.
 Using instructional technology in teaching is e-learning, and
this is the same as DE