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Administrative Concerns for Distance Learning

Administrative Concerns for Distance Learning
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Author(s): Henryk Marcinkiewicz (Pennsylvania College of Technology, USA) and Jennifer McLean (Pennsylvania College of Technology, USA)
Copyright: 2009
Pages: 3
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch007

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Abstract

The establishment of a distance learning program is a significant effort. The prepossessing condition for such an undertaking is that distance learning be consistent with the mission and vision of the institution. Institutional endorsement is critical. The principal concerns for the implementation of a distance learning program are suggested by Gilbert’s (1978) model of human competence (Chevalier, 2003). The model proposes three co-requisite conditions: information, equipment, and motivation. Each of these has both an external and internal complement. The administration of an institution represents the external complement, while the faculty represent the internal complement. The two constituencies are mutually dependent in their respective contributions to meeting the three co-requisite conditions in order to achieve a successful distance learning experience. The three corequisite conditions and their complements must be met to achieve successful program implementation.

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