research success factors in distance education

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	distance education distance learning online degree

are interested in learning for its own sake.


Phipps, Ronald A. and Jane V. Wellman (2001, April).  Funding the Infostructure: A
Guide to Financing Technology Infrastructure in Higher Education.  Lumina Foundation 
for Education, New Agenda Series, Volume 3, Number 2.


This report provides an overview and recommendations to help states and
campus officials know how to plan, pay for and maintain the infrastructure that is 
necessary to maintain technology.  Based on a survey of state finance officers
and interviews with experts and institutional representatives on technology 
financing, the report offers several key findings.  A major issue identified in the 
report is that an institutional digital divide seems to be emerging; larger, 
wealthier institutions find it easier to stay technologically current than do 
smaller, less well-funded higher education institutions.




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Rodrigues, Charles G., Rene A. Gonzalez, and Narciso Cano (1996, April).  Improving
Utilization of the Information Highway by Hispanic-Serving Institutions.  Hispanic
Association of Colleges and Universities.

A survey of Hispanic-Serving Institutions (HSIs) indicates that fewer than one- 
half of students at HSIs would have access to the Internet during the 1995-1996 
school year.  Indications are that fewer than one-quarter of students with Internet 
access will access it through Graphical User Interface (GUI) access.  The report 
notes that HSIs should implement strategic planning and consider placing greater 
emphasis on student ownership of computers, greater reliance on commercial 
outsourcing of Internet services, and instituting rewards that encourage faculty to 
use and adapt technology to enrich the educational experiences of their students.


Spencer, Bruce (1995, Fall). Removing Barriers and Enhancing Openness:  Distance
Education as Social Adult Education, Journal of Distance Education, X(2).

The author argues that, given the internal institutional constraints of delivery- 
centered distance education institutions and systems, distance education on its 
own cannot remove all barriers and become truly open and accessible.  Open


	

	
		
			
				
					
						




						
							
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