Abstract
A combination of stakeholder expectations and an evolving learning environment drive the interest in distance education. Technology is the key enabler of distance education by removing the geographical and temporal constraints imposed by traditional classroom environments. Today, distance education is struggling to manage and to meet the expectations of all of its stakeholders. For example, state organizations want to use taxpayer dollars efficiently; instructors want to present course topics for effective learning; and students want to use their learning to enhance their careers. It is safe to say that ultimately all parties want the best outcome. The biggest problem is that one is sure of all the parts or how those parts fit together.
“Technology serves best when tailored in support of human values, meaning and purpose.” Peter and Trudy Johnson-Lenz in Groupware for the 21st Century
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Martz, W.B., Shepherd, M.M. (2004). Testing Social Information Processing Theories in Distance Education. In: Ottewill, R., Borredon, L., Falque, L., Macfarlane, B., Wall, A. (eds) Educational Innovation in Economics and Business. Educational Innovation in Economics and Business, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1386-3_18
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DOI: https://doi.org/10.1007/978-94-017-1386-3_18
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