March 2002 — Features
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Adding Up the Distance: Can Developmental Studies Work in a Distance Learning Environment?
Conclusion 4: Combination of campus-based support service and distance learning delivery systems as models of success for developmental learners.
Faculty development. As noted, faculty participants had varying levels of experience with technology and computer-based applications. Colleges offering more than five professional development opportunities, with faculty who were active in attending workshops and conferences, created more successful programs.
High standards of quality and content development. As might be expected, faculty who had experience with distance learning had successful outcomes. However, in a few instances, faculty who were using distance learning as a developmental math option for the first time were also very successful. We concluded that those faculty members who were first-time users of distance learning were most successful when they showed great interest in computer-based applications and self-initiated the learning curve of teaching with technology. Rather than tag on a few online lessons with existing course assignments, they reviewed lessons closely, and were actively involved in new curriculum development and content upgrade for their courses. They were also very active in seeking technical support and assistance from the vendor's help desk and their assigned educational software consultant.
College leadership and pro-gram support. The colleges that designated priority, support and commitment of resources for technical investments saw successful responses from both faculty and learners. Although transparent to the learners, we found administrative support cleared the way for successful implementation, program development, and learner access leading to high-quality services and opportunities for learners.
