Zane L. Berge

Student Barriers to Online Learning: A factor analytic study

This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.

Review of research in distance education, 1990 to 1999

Abstract This review examines the research literature in distance education over a ten‐year period from 1990 to 1999. Using four prominent, peer‐reviewed, English‐language distance education journals and the dissertation abstracts that were related to the field of distance education, the authors found 1,419 total articles and abstracts. Only those articles reporting a research methodology (n = 890) were included in this study. A categorization system based on Sherry (1996) was used to categorize the content. The patterns across journals and dissertation abstracts indicated a predominance of pedagogical issues being researched. Three‐fourths of the articles and dissertations used a descriptive methodology. Implications for reviews such as this include that, while they can not correct sloppy or short‐sighted research, they can begin to address gaps in past distance education research. They can dramatically show the need for a research agenda and future vision in the field of distance education.

Barriers to distance education: A factor‐analytic study

Abstract This article reports on a large‐scale (n = 2,504), exploratory factor analysis that determined the underlying constructs that comprise barriers to distance education. The ten factors found were (1) administrative structure, (2) organizational change, (3) technical expertise, (4) social interaction and quality, (5) faculty compensation and time, (6) threat of technology, (7) legal issues, (8) evaluation/effectiveness, (9) access, and (10) student‐support services.

Evaluating Computer Mediated Communication Courses in Higher Education

This article reviews the published evaluations used in online formal courses in higher education. These courses can generally be described as representing those that are totally asynchronous, or that containing a significant asynchronous component, regarding the graded part of the course. They represent courses that are either Web-based or that use some other computer conferencing technologies. The ten instruments reviewed indicated three general categories of evaluation: pre-course, mid-course, and post-course. Three evaluations (30.0%) were given pre-course, two (20.0%) were given mid-course, and five (50.0%) were post-course evaluations. Questions in each of these three categories break down into several broad sub-categories.

Implementing and Sustaining E-Learning in the Workplace

New information and communication technology, specifically computer networked systems, create both a demand and an opportunity for businesses to approach training and knowledge management from new perspectives. These new training perspectives are driven by the need for businesses to provide the right training quickly and efficiently and to support knowledge systems that are current, accessible, and interactive. This article will discuss strategic planning in terms of the organizational elements and the e-learning program requirements that are necessary to build a framework in order to institutionalize and sustain e-learning as a core business process. The elements of the organizational framework include leadership, change management strategies, the technology infrastructure, and the organizational structure. The e-learning program requirements include instructional systems, roles and competencies of key staff people, and budgeting. The building blocks in a framework to sustain e-learning and knowledge building start with a foundation laid out by the strategic plan. The next two building blocks of the framework are the organizational support processes and the e-learning and knowledge management system