By: Michelle Savoy

In the article by Beverly Bower, she discusses how all universities are now expected to offer a distance learning education in order to compete with the global world. She also states that many of the higher education faculty members resist becoming part of distance learning. “While individual faculty members may have individual reasons to resist participating in the latest wave of distance education, there are several reasons why faculty in general resist distance education. Faculty have specifically expressed concern for the adequacy of institutional support, the change in interpersonal relations, and quality,” states Bower. Bower also discusses that many faculties are not trained properly and offered enough support for them to successfully implement this program. She says, “When faculty are involved in the decision-making regarding distance education, their concerns about the quality of the distance education experience can be lessened.” Bower, Beverly. “Distance Education: Facing the Faculty Challenge” Online Journal of Distance Learning Administration, Volume IV, Number II, Summer 2001 State University of West Georgia, Distance Education Center.

Berge discusses that there are many barriers to online teaching such as technical issues, cultural issues, and interpersonal issues. After many surveys of faculty and students about online teaching. Most were people that just didn’t want to embrace the change. “Further, the most critical obstacles reported in this survey appear related to persons' resistance to or fear of the many changes that must occur at the individual and organizational level”, states Berge. She also states that, “Many barriers to learning and teaching at a distance are caused by lack of access to resources and people.” Berge, Zane L., PhD. “Barriers to Online Teaching in Post-Secondary Institutions: Can Policy Changes Fix it?” Online Journal of Distance Learning Administration, Volume I, Number 2, Summer 1998 State University of West Georgia, Distance Education Center.

Dr. Flores wanted students to be able to expand their knowledge by using online learning. In this article, students were given opportunities that may not have been apparent in a small community. By providing links that extended well beyond communities’ geographical boundaries, online learning can encourage students to aspire to be successful at a university and even more. With the continuing evolution of technology and the growing experience with digital resources, teachers and students in traditional classrooms are increasingly using online tools for ―blended learning ‖ — a combination of online class and offline interaction — that enables them to combine traditional learning with online work to broaden their horizons instead of only thinking of the single large employer or only products produced locally. Dr. Flores states, “Distance learning also offers a way back to school for dropouts, older citizens, workers, and others for whom attending a classroom full time may not be practical.” He also concludes with this statement, “Today, the virtual classroom means there are no walls or limits on who can learn or where they can learn it. We have the tools at our disposal. It is time to grasp them with energy and ingenuity.” I think that if offered properly and support is given to both faculty and students it is a great opportunity for all involved.  *DR. JOHN G. FLORES, Ph.D EXECUTIVE DIRECTOR UNITED STATES DISTANCE LEARNING ASSOCIATION ADMINISTRATOR AND PROGRAM PROFESSOR FISCHLER SCHOOL OF EDUCATION, NOVA SOUTHEASTERN UNIVERSITY 76 Canal Street, Suite 400, Boston, MA Telephone: Fax: Website: