The development of distance learning programs at
educational institutions is often a non-systematic,
reactive and poorly planned process. Although much
of the literature implies that distance learning has
become a fully integrated part of higher education,
many institutions continue to struggle to establish
their distance learning programs. The historical
record provides many examples of promising
innovations that did not endure because they were
never fully institutionalized. In this book, Dr.
Anthony Piña examines the history and practice of
technology-delivered learning and identifies thirty
factors that influence the institutionalization of
distance learning at educational institutions. In
two nationwide research studies, distance learning
faculty and leaders validate the importance of these
factors and rate how well each of the factors has
been implemented at their own institutions. The
results can provide guidance for those establishing
e-Learning/distance learning programs and can be
utilized in the evaluation, improvement and
institutionalization of existing programs.
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