Heidi Perreault

Overcoming Barriers to Successful Delivery of Distance-Learning Courses

Abstract For this study, the authors collected data from 81 business professors who taught distance-learning courses at 61 U.S. business schools accredited by the American Assembly of Collegiate Schools of Business (AACSB). Findings indicate that the professors (a) primarily used self-training for the design and delivery of on-line courses, (b) believed that the technology was not sufficiently reliable, (c) believed that the greatest benefit of distance learning was flexibility for students, and (d) perceived a student-centered teaching approach as necessary for successful distance-education courses.

Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006.

The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own.