Online Journal of Distance Learning Administration
Marketing Distance Learning Programs and Courses: A Relationship Marketing Strategy
| Title: | Marketing Distance Learning Programs and Courses: A Relationship Marketing Strategy (ID: CSD4068) | | Author(s): | Najmuddin Shaik (University of Illinois at Urbana-Champaign) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | Relationship marketing has emerged as a dominant paradigm with consequences for marketing and management of a relationship-type marketing strategy. A number of researchers have advocated a move towards relationship marketing in the corporate world but application of relationship marketing strategies towards educational services has received little attention. This paper is an attempt to addresses the gap. The relevance of relationship marketing paradigm to student recruitment and retention in distance learning programs is described. Theory of student retention and the relationship marketing paradigm reinforce similar strategies to promote student retention and are complimentary to each other. A comparison of the roles and responsibilities of the marketing and non-marketing staff in implementing the relationship marketing strategy is discussed. Also included is a brief discussion of Service Center , an online application developed by the academic outreach staff of University of Illinois at Urbana-Champaign, and the service management strategies by departments of three online graduate degree programs to build long-term relationship with the student and other collaborating partners. | | View this resource: | |
Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice
| Title: | Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice (ID: CSD4067) | | Author(s): | Maria Schnitzer (Florida Community College at Jacksonville) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | Since the publication of the Seven Principles of Good Practice in 1987 by Chickering and Gamson, distance education has become a major delivery method for higher education. Virtual adjunct faculty have largely carried higher education into the cyber classroom. Adjunct faculty have always been broadly used in higher education, especially in the community college setting. Nationally, adjuncts teach 30-50% of all credit courses. At community colleges, adjuncts compose about 60% of all faculty (Gappa and Leslie, 1993).
Florida Community College at Jacksonville (FCCJ) has one of the largest distance learning programs in the state of Florida with yearly enrollments of more than 35,000. About 80% of all online course offerings are taught by virtual adjuncts. About 70% of the active 250 adjuncts teaching in the program reside in the state of Florida , and the other half in assorted states. This paper offers best practices for the support and management of online adjunct faculty within the framework of the Seven Principles for Best Practice. | | View this resource: | |
Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching
| Title: | Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching (ID: CSD382) | | Author(s): | David Covington (North Carolina State University), Donna Petherbridge (North Carolina State University), and Sarah Egan Warren (North Carolina State University) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | The English department at North Carolina State University faced a rapid, large-scale transition of a number of its professional writing courses from traditional classes to online courses. Recognizing that numerous barriers, including unresolved administrative issues, faculty resistance, and lack of training could impede this process, administrators and faculty members collaborated to ensure that appropriate resources, peer support, and adequate professional development were available for the success of this endeavor. This transition became an opportunity for professional development activities and for carefully orchestrated administrative and peer support. As a result, twenty of forty-two professional writing classes were delivered online in the fall of 2004, and twenty of forty classes are being delivered in spring 2005. | | View this resource: | |
Preparing Instructors for Quality Online Instruction
| Title: | Preparing Instructors for Quality Online Instruction (ID: CSD3825) | | Author(s): | Yi Yang (Mississippi State University) and Linda F. Cornelious (Mississippi State University) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online instruction. The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to "quality control or assurance" in online education, and provide practical strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to prepare instructors for quality online instruction. | | View this resource: | |
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