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Quality Distance Learning Programs and Processes

Quality Distance Learning Programs and Processes
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Author(s): William H. Riffee (University of Florida, USA) and Christopher Sessums (University of Florida, USA)
Copyright: 2009
Pages: 5
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.ch250

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Abstract

With today’s advances and capabilities in electronic communications, distance learning is a natural extension to any quality educational program that wishes to maximize its reach to qualified students. Any institution that desires to provide quality distance learning opportunities must commit to a significant investment in developing the infrastructure and leadership (Beaudoin, 2003). The University of Florida’s (UF) Division of Continuing Education (DOCE) has provided that infrastructure to implement and build a quality distance learning effort along with executive education initiatives. After the launch of several successful distance programs, the provost of the university established the position of Associate Provost for Distance, Continuing and Executive Education and provided the budget necessary to begin an organized effort toward building a quality distance learning infrastructure throughout the university (www.aa.ufl.edu/itr/pdf/DistanceEd.pdf). Ten percent of the gross revenue from those programs was distributed to an account for distance education initiatives in the provost’s office. The DOCE was also added to the associate provost’s responsibilities, as was executive education.

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