Three key studies in distance education research are summarized: 1. James Finn advocated for a more professional and research-based approach to audiovisual fields. 2. Campbell and Stanley formalized applying the scientific method rigorously to education research. 3. Richard Clark showed how previous researchers violated guidelines for rigorous research.

1. Angel Jones
Research and Distance
Education

2.  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.
Setting a Foundation

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 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.
– Weaknesses
Distance Education Research

4. 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 6 Sets of Guidelines

5.  “ 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.”
Lou, Bernard and Arbrami

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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
Dean Biner and Mellinger

7. 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
Jegede and Kirkwood

8. Completers entered the program with higher levels of eduction
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.
Completers vrs Non Completers

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 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 ingrastructure
Barriers to Distance Education

10.  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
Distance Education Research Myths