Journals Listings 2010

NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 27, NUMBER 3, 2010-2011

ANALYSIS OF POLICY AND PRACTICE IN THE
DEVELOPMENT AND DELIVERY OF ONLINE
COURSEWORK IN NCATE ACCREDITED
UNIVERSITY PROGRAMS

Robert L. Marshall
Walden University

Ben C. DeSpain
American College of Acupuncture
& Oriental Medicine

ABSTRACT

Online delivery of education has not yet replaced traditional brick and mortar
classrooms and the overwhelming majority of professors and students still
prefer face-to-face instruction. However, over the past ten years online delivery
of coursework in colleges of education has increased exponentially. This study
compares current data with similar research conducted a decade ago with
higher education institutions to determine the changes and/or differences in
policies and practices for development and delivery of online instruction. The
mixed methods data analysis reveals results and constructs that should assist
university administrators and faculty members in the process of making more
qualified decisions related to policy and practice for development and delivery
of on-line instruction.

D istance delivery of coursework continues to be implemented
in higher education at exponentially aggressive rates. The
explosion of new online schools and universities further
establishes a need to develop strands of research related to the issues
and challenges created by distance delivery of teaching and learning.
Advancements in colleges and universities technological capabilities,
delivery modalities and methods, best practices in pedagogy along
with software applications are creating more user friendly learning
environments that meet the needs of the net generation of online

77

78 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

consumers of educational resources. Online virtual universities are
increasing in number around the globe driving a wave of change in
established brick and mortar traditional institution. According to a
Sloan Consortium report based on five years of growth in online
learning, approximately 3.5 million United States higher education
students were taking at least one online course in 2006. This represents
a 9.7% increase from the previous year and eclipses the minimal
growth of 1.5% experienced overall in higher education (Allen &
Seaman, 2007).

Higher education is continually inundated with the developing
trends attributed to the technological revolution in course delivery
systems. Online and distance education is a revolution of sorts that
may be further fueled or advanced by a struggling United States
economy and unprecedented energy costs. Resistance to change on the
part of university leaders and faculty members continue to exist at
high levels. Procrastination toward the acceptance of a profound shift
in course delivery paradigms is evident throughout higher education.
Currently, approximately one-third of higher education institutions
account for three-quarters of all online enrollment and most of the
growth can be attributed to new institutions entering the arena of
education (Allen & Seaman, 2007). The wealth of information and
hard data substantiates that the world of clicks is among us, creating
competition and incrementally growing at a phenomenal rate.

Over the past 10 years a great deal of general information has
emerged, however the need for research and dissemination of results is
crucial to the improvement of teaching and learning in the distance
education and online classroom. One key question we should
continuously address in research is how can we utilize advancements
in technology and distance learning pedagogies to meet teaching and
learning goals as well as the overall objectives that do not compromise
standards in education while fulfilling the needs of students. Through
this study a concerted effort will be made to analyze the changes in
policies and practices over the past ten years that impact distance
education and specifically online delivery of coursework.

Robert Marshall & Ben DeSpain 79

Growth in online course delivery

In the past, research studies have reiterated that the enthusiasm
of online education is not shared by the entire higher education
community. Growth rates vary among institutions due to commitment
of administration and faculty as well as allocation of resources to the
development of distance learning. Community and technical colleges
have experienced the greatest growth in enrollment followed by four-
year colleges and universities. Two-year associate degree institutions
account for over one-half of all online enrollments for the last five
years while baccalaureate institutions began the period with the fewest
online enrollments and have had the lowest rates of growth (Allen &
Seaman, 2007).

Growth in online enrollments is not universal as approximately
one-third of higher education institutions account for three-quarters of
all online enrolments (p. 6). Projections for growth in online education
will come from institutions with well developed programs already in
place and advancement of new programs within those colleges and
universities. In the past ten years, the majority of the growth in
distance learning can be attributed to the plethora of upstart virtual
universities entering the market; however evidence indicates that the
influx of these entities may be reaching an end. Further advancement
in distance learning is most likely to come for the well established
leaders in online learning. According to the Sloan Report (2006), 69%
of the leaders in academe project that the demand for distance learning
will continue and 83% institutions with online offerings expect their
online enrollments to increase (p.6).

Challenges to growth

Past and present research studies indicate that faculty
endorsement of distance learning and concern related to the level of
student commitments are key issues in the advancement of online
growth and development. Academic leaders cite the need for more


discipline on the part of online students as the most critical barrier,
matching the results of last year’s survey. Other barriers cited in a
campus-wide study at Guilford Technical Community
College (2001), time-related issues emerged as being most
important. Seventy-seven percent of the faculty
respondents strongly agree/agree that they would be
more inclined to teach if time for course development
were computed as a part of their course load. Faculty
participating in the study either strongly agree/agree
that:

• 83% - it is possible to set course competencies for
distance learning courses,
• 73% - distance learning is not just another passing
fad, and
• 63% - it is possible to personalize a distance
learning course, making it reflect their course goals
and teaching styles.

Increased costs in course creation, delivery, and
support along with maintenance of web-based
courseware are also among the significant challenges to
the advancement of online and distance learning.
Additionally, increased incremental costs such as faculty salaries and
compensation for technical staff have driven up the cost of online
development and delivery. Competition for technology support staff,
instructional technology professionals and system administrators also
contribute to the rising cost of maintaining an effective online course
delivery and development programs.

Future projection for degrees to 2015

The National Center for Education Statistics (NCES) reveals
that between 1990–1991 and 2003–2004, the number and proportion


of degrees awarded to women rose at all levels. In 2003–04, women
earned the majority of all undergraduate degrees with the most
significant changes coming at the doctoral and first-professional
degrees with 48 and 49 percent respectively. Between 2003–04 and
2015–16, continued increases are expected in the number of degrees
awarded to women at all levels. Associate’s degrees are projected to
increase 12 percent overall with 5 percent for men and 16 percent for
women. Between 2003–04 and 2015–16, the number of bachelor’s
degrees is projected to increase 22 percent overall with 14 percent for
men and 28 percent for women (NCES, 2006). With the
aforementioned shifting trend in the proportion of degrees awarded,
there is a significant possibility that online and distance education will
continue the current upward enrollment tendency.

Paramount to the success of distance education courses are the
faculty who deliver them. According to Betts (1998), the success of a
distance program is dependent upon the enthusiasm of the faculty
teaching through distance media. As changes in technology and
delivery systems emerge, it will be the faculty that adapt, adopt, and
implement the educational innovations that impacts students. To this
end, higher education administration will be responsible for
identification of factors that motivate, inhibit, and promote faculty
involvement in the waves of change in the delivery of educational
services to their customers.

Problem Statement

Research substantiates the current trend of continuous growth
in online and distance learning enrollments in higher education. In the
past five years, the numbers of students participating in online
education increased from approximately 1.6 to 3.5 million (Allen
Seaman, 2007). Changes in university policies, rules and regulations
as well as procedures should follow as a result of increasing
participation in online and distance learning. The study will determine


the changes adopted and implemented over the past eight years and
compare current data with a similar study conducted in the year 2000.

Research Questions

1. What are the differences in universities policies, rules and
regulations as well as current practices regarding online and
distance learning between the year 2000 and 2008 related to
the following issues related to distance learning:

a. Distance learning offerings
b. Faculty travel
c. Class size limits
d. Faculty training and support
e. Financial issues/faculty compensation
f. Faculty and students’ attitude reactions
g. Online instructional delivery
h. Technical assistance and training
i. Student issue in on line delivery model
j. Copyright/ownership/usage agreement

Comparison of 2000 and 2008 Survey Results

In our summary of the results of the 2000 survey of 110 public
colleges and universities in 13 mid western states we wrote, “. . . the
inconsistencies (revealed in the survey) are regarded as simply
reflecting the tremendous changes and the speed of those changes. It is
felt that there are many policy issues to be finalized, “(Johnson &
DeSpain, 2000). That 2000 survey was done utilizing a single mail out
which enjoyed an 82% return. Eight years later we again visited a


sample of 15% of the institutions involved in the 2000 survey to see
what had changed and whether policy items on which there was
considerable disagreement had tended to come into a more common
alignment. The 2008 survey was done through a series of telephone
calls, emails, and a review of institutional policies and practices
available on the web.

The 2000 survey contained 43 questions, including one open
ended question, which were grouped into nine broad categories, each
containing from two to seven questions. In that survey considerable
attention was given to gathering information on the two primary tools
utilized to deliver classes to students in non-traditional, electronic
format generally referred to as either videoconference technology or
online courses. The two activities tended to be viewed differently by
the institutions and to remain independent of each other. Policies were
generally designed to deal with the two approaches as if they were
from two separate worlds. Those willing to teach videoconference
technology courses were often looked at as more of a “Ham for the
Cam,” meaning they were good on their feet on camera but needed a
technician at both ends of the process to make it successful. Online
professors were viewed as a much truer “techie” with real skills in an
emerging era. Often, however, those who were developing courses for
the new online medium were aided by a staff of technicians who
worked to format and incorporate the ideas of the professor into the
new course. Videoconference technology was the much more common
tool in use back then but that is no longer true today. There remain
today however, some strong programs which still rely heavily upon
videoconference technology as a staple in the delivery of courses off
campus, especially in the less densely populated states of the Great
Plaines where large sums of money were invested in the development
of state wide systems with many down links in the 1990’s. Today,
these states seem to have successfully married, or formally integrated
online and videoconference technology deliveries in a unique fashion
that is formalized in a manner which is used less formally and less
frequently in other colleges and universities. For example, in states
like the Dakotas, a large majority of courses are advertised as


scheduled for 6-10 videoconference technology broadcast sessions
with specific dates identified in advance of registration and the
remaining 5-9 sessions being online.

The 2008 survey revealed that some colleges have all but
abandoned videoconference technology efforts (regardless of what
name is used to identify it today) in favor of online courses. Notable
exceptions still exist where there is a history of multiple campuses of
an institution with television equipment still in good operating
condition.

As we review and compare the data from the two surveys, we
will address the ten general categories and report the findings on the
most significant differences among the questions contained in the
survey.

Distance learning offerings

In 2000, 30% of the institutions reported they did not offer
distance learning courses. In 2008, all 15 sample institutions offer
some form of videoconference and online distance learning formats
but some institutional offerings were very limited. Several have total
degree programs available by videoconference and or online learning,
especially in the sparsely populated regions.

Faculty choice in teaching

In 2000, 22% of the institutions indicated that professors could
decline to teach distance learning courses. Many institutions indicated
they used only volunteers to teach in their program, while other
admitted they commandeered faculty or used a forced rotating system.
About 40% of the institutions indicated that faculty members were
hired without any consideration of their technical skills. In 2008, it
was indicated that new faculty hired are expected to teach by either


videoconference technology or online or both. It seems that it is no
longer an option but is a part of the duties of the professoriate. (It
should also be noted that the concept of a Web enhanced course has
become, or is rapidly becoming, standard procedure for all faculty
members in all courses.)

Faculty travel

In 2000, about 40% of the institutions reported that
videoconference technology professors traveled to delivery sites on at
least one occasion each semester. In 2008, very little traveling is done
by videoconference technology faculty to off campus sites, with the
exception of a few in the Dakotas. We shall see later that the
integration of online instruction has now become a part of most
videoconference technology courses in these states.

Class size limits

In 2000, it was learned that nearly 80% of the institutions
restricted class size at each site which was generally in the range of
10-20 students with a maximum of no more that 50 total students. That
kind of limitation seems to generally still be true but site limits have
generally been raised to 25 students per site. As for the approximately
20% of institutions with online class size limit—they still exist-- with
some huge classes being occasionally reported which range upwards
of 100 students at one or more sites in an videoconference technology
class.

Faculty training and support

In 2000, 65% of the institutions had a trained technician at the
broadcast site for each session with 29% having one at all receiving
sites as well. Training of faculty teaching via videoconference


technology was provided at 67% of the institutions, usually lasting 2-4
hours, but some ranged up to 15 hours. In 2008, most institutions
reported that training would be provided only upon request by the
professor and was minimal and individual. Today, the usual procedure
is for a technician to only be available the first broadcast session to
make sure connections are successful and then to be on call thereafter
with the professor making the call to tech support. The state wide
systems still operated in the northern Great Plaines report a technical
support person at all sites.

Both the number of receiving sites and the distance of their
location seem to have changed only slightly. In both surveys the
typical number of sites was from 1-5 with the statewide systems in the
Dakotas rising to 10. The distance to the sites ranged from 50-100
miles in the typical systems but the statewide systems covered up to
500 miles.

Financial issues/faculty compensation

In the 2000 survey, considerable attention focused on this
section and the five questions it contained. The issues addressed in
these questions were about released time to prepare for the
videoconference technology teaching during the preceding semester,
and/or during the actual semester of teaching, and whether professors
were paid extra for the teaching of the course. The last question was
whether the students were changed an additional fee for the course
delivered electronically. Quite possible this was the most important
question the respondents wanted answered!

In 2000, about 30% of the institutions had a policy that called
for the distance learning professor to receive released time the
preceding semester or the semester while teaching. Actual practice
among the institutions differed significantly with 39% reporting they
gave released time to the professor the preceding semester and 31%
during the semester the course was taught. Some reported providing


both for the first time experience. Others reported that the professor
had the option of taking the second semester reduced teaching load or
being paid the normal overload stipend and not taking the released
time. Only 45% of the institutions offering the distance learning
delivery charged students an additional fee, with the common practice
being about $20-$28 per semester hour.

The 2008 survey revealed that 100% of the institutions now
charge an additional fee for any electronically delivered course. The
2008 survey also revealed considerable change in the other areas of
pay for faculty and released time to teach the course. Only two of our
sample of 15 institutions indicated that faculty received any released
time or extra compensation for preparing and teaching distance
learning course, and the considerations are for only the first time the
course is taught.

Faculty and Students’ Attitude Reactions

In the 2000 survey, only two questions were posed for this
section. One addressed the faculty attitudes toward teaching distance
learning courses. It was reported that 68% of the faculty had a
favorable or very favorable attitude toward teaching a distance
learning course. Students were even more positive as 76% reported
attitudes of favorable or very favorable. In the 2008 survey sample
group, all reported a positive attitude among both groups.
Interestingly, the data on just how positive either group really is does
not seem to be as available as it was in 2008 when many institutions
were seriously contemplating whether to expand their limited efforts,
and attitudes were being carefully monitored. Of the 15 sample
institutions surveyed in 2008, two reported a “mostly positive” attitude
toward distance learning for both student and faculty groups. The
remaining 13 reported “positive” or “very positive” with the more
rural states being stronger in their support. If these sample number
were to hold true throughout the total population, the 2008 favorable
and very favorable attitudes would reach to beyond 80%. That might


very well be expected as both faculty and students have considerable
savings in time and travel expenses.

Online instructional delivery

In 2000, 73% of the institutions in the survey reported that they were
offering online or web supported coursework. An additional 17%
indicated that they had plans to initiate online courses, while 10 %
stated that they never planned to offer courses online. The 2008 follow
up survey revealed that all 15 of our sample institutions are offering
courses online. Additionally, 14 of the 15 will have at least one total
degree program online when the 2008 fall semester begins.

Of the 73% offering coursework online in 2000, it was typical
that they had been doing so for 2-5 years. The 2008 survey found that
6-10 or more years of experience in offering online courses is typical.
Further, in 2000, the number of totally online courses offered each
year by institutions was very limited. They reported an average of 2-5
courses. In the 2008 follow up only one in our sample reported no
courses being offered. The number of courses being offered online
today ranged from a “few” (less than 5) to several institution reporting
in our sample that they had total degree programs offered exclusively
(only) online. It is not uncommon for an institution to offer complete
degree programs online in a minimum of 10 departments. It should be
noted that these totally online degree programs are not to be confused
with the “blended” (part videoconference, part online or part
traditional face-to-face) courses offered in the state wide programs
offered in the Dakotas. All 14 of the institutions already committed to
online course offerings indicated planned expansion—some
acknowledged that the cost of travel was driving their decisions as was
the pressure from the virtual university movement.

In 2000, 86% of the institutions indicated that they utilized
only those professors who volunteered to teach online courses. 45%
did indicate that newly hired professors were expected to teach online,


and 95% stated they allowed professors to refuse to teach online. In
the 2008 sample survey, 55% of the institutions still allow faculty to
decline to teach online, but several expect that all courses will soon be
web supported or enhanced. That expectation is clearly communicated
to new faculty hires. Institutions with a considerable number of older
tenured faculty members are giving careful attention to the changing
nature of the duties of the professorate. One of the ways of addressing
this issue is to provide excellent technical support personnel and
provide a wide array of mini courses and workshops to improve skills
of professors.

Technical assistance and training

In the 2000 survey, 61% of the institutions reported that the
majority of their faculty members were technologically literate enough
to develop and teach a course on line. In 2008, that number had risen
to 80% of the sample institutions comfortable that a majority could
develop and teach a course on line. The remaining 20% indicated that
from 1/3 to near 1/2 of the faculty were believed to be capable of
developing and teaching a course online.

In 2000, 92% of the colleges in our survey reported they
provided technical support to develop and teach online courses. In
2008, 100% or our sample indicated that they provided technical
support to develop and teach online courses. One institution did
indicate they needed to be stronger in actually supporting the teaching
process with their technology team.

Student issues in on line delivery model

In the 2000 survey, we discovered that 22% of the institutions
in the survey had restrictions on the number of online courses that a
student could take within a degree program. Strangely, five of those
institutions restricted only the number of online courses a student


could take at the undergraduate level. In the 2008 survey, 2/3 of the
institutions now have restrictions on the number of courses that may
be taken in a degree program. It was learned that some of those
restrictions existed because the institution has not sought and secured
approval from the accreditation body affected. It appears that the
growth of online courses and degree programs at all levels has been
faster than the keeping current on accreditation approval by the
institution. Perhaps a part of this can be attributed to an attempt by the
institution to manage a complexity of degree programs as multiple
institutions were still restricting the number of courses applicable for a
degree while at the same time offering multiple totally online degree
programs!

In the 2000 survey, 85% of the institutions offering online
courses were offering those courses as a regular semester course. But
77% of the institutions also had policies and practices permitting the
student to start and end outside the normal semester schedule. In the
2008 sample we found that the option of following a schedule other
than the regular semester schedule for online courses was available in
a place or two but the courses which may be taken under those
circumstances were for certification and not a part of a specific degree
program. 100% of degree program courses are within semester.

In the 2000 survey we also asked whether the same course
offered online was available on campus as a regular face-to-face
course, and learned that 84% of the time that was true. The 2008
survey sample revealed a similar situation still exists. One of the
reasons that it is now true—which may not have been the case in 2000
—is that some technology courses now required of students are only
offered on line as part of the course is to be able to demonstrate one’s
own skills. In the 2000 survey it seemed that the reason for not
offering some courses any way but on line was to make students
become familiar with the developing format.

In 2000 only one institution in the survey reported a
requirement that students take at least one online course. In the 2008


sample we did not find that requirement in print, but we did find that
some required courses are only offered in that format. Strangely, we
even found one graduate degree program in leadership leading to a
school principal’s certificate that had a Computer Application for
Administrators course which was offered only online but was not
required as a part of a degree!

Copyright/ownership/usage agreement

In the 2000 survey, we asked two questions relative to the
topics noted. One question sought to determine who owned the
developed and taught online course. The other inquired whether there
was a guarantee that the developer would teacher the course in future
semesters. The first if these two questions saw the greatest difference
in the results of the two surveys.

In 2000, 39% of the institutions had agreements with faculty
developing courses to be taught on line. Most of the time the
university—as a result of agreed upon conditions—gained ownership
to the course once developed and taught by the developer. As
mentioned above, some faculty members were paid a stipend, or
granted released time or both. In the 2008 survey sample, 100% of the
institutions had agreements with the faculty member that the
university owned the course developed by the member of the faculty.
The conditions which ultimately resulted in the university owning a
course were often vary different as one institution did not acquire full
ownership until the developer had taught the course for four semesters,
while most acquired the ownership upon paying the stipend or at the
end of the first semester in which it was taught.

In the 2000 survey, only two institutions (1.8%) made
guarantees to the faculty member who developed a course as to his/her
teaching the course in the future. In our 2008 survey sample, we found
that no institution guarantees anything beyond the developer usually
teaching the course the first time.


Tenure and Promotion

In numerous studies it has been noted that the
utilization of technology is not valued nor considered in
annual reviews for promotion and tenure decisions.
Additionally, colleagues within departments and colleges
tend to value technology integration less than central
administration. Faculty promotion, reward and
compensation are primarily determined at the
departmental and college level, moreover technology is
regarded as having little to no effect on advancement in
rank or salary. In 2008, we continue to see a lack of
change in university tenure and promotion policies that
indicate online course development and teaching is
valued as scholarly activity or value-added teaching.
Evidence of changes in policies that reward time
dedicated to the advancement of distance learning has
not changed to keep pace with the increased demand on
faculty and other educational professionals.
.

Financial issues/faculty compensation related to online delivery

In the 2000 survey, we focused seven questions on what were
then very significant issues related to the development and offering of
online courses. Specifically, we queried whether professors received
extra pay for teaching online, whether they received released time, and
when was the released time granted. We also inquired as to whether
there was an increase in tuition for the online course and if so, what
happened to that money. Last, we asked the reasons for offering the on
line course.

In the 2000 survey, we learned that 42% of the institutions paid
professors extra to teach an online course, and 42% (not necessarily


the same institutions) also granted released time to the professor
teaching an online course. We found that 36% of the institutions
provided released time to the professor to develop the course in the
semester prior to teaching the course the first time. We also found that
34% of the institutions (again, not necessarily the same institutions)
provided released time the professor during the semester the course
was first taught.

The issue of whether the student paid an increased tuition for
online courses has already been addressed when we addressed the
charges for distance learning courses, and noted that today it is the
norm for all courses where electronic components are utilized to have
a “technology” or “distance learning” course fee. In 2000, 42% of the
institutions charged a fee for distance courses, but in the 2008 survey
that number was at 100%.

The 2000 survey revealed that 94% of the institutions
channeled the money from the technology fee into the regular
academic program. As best we could glean, that figure has not gone
down in recent years and perhaps is even higher today.

In the 2000 survey, we collected reasons for the use of these
two methods of course delivery as presented above. In 2008 the same
reasons still seem to be valid but some new ones have been added. In
2000, reasons cited included: Recognition of changing needs of
students, providing service to current students in order to keep them,
meeting the efforts of competitors in order to attract new students, etc.
In 2008, recognition was also given to the cost of fuel for students and
faculty (the institution), and the fierce competition from the virtual
universities entering the arena.

Conclusions and Recommendations

Universities engaged in the development of quality distance
learning courses should be committed to establish policies that foster


growth and facilitate exemplary online course delivery. Due to the past
and projected exponential increases in enrollment in online learning
over the next seven years, additional faculty resources with knowledge
and expertise in teaching online will be needed. As a result, dedication
of additional training and development resources will emerge.
Currently antiquated rules, regulations, policies and practices should
be rescinded, changed or modified to meet the advancements in new
and innovative course delivery modalities. The topics addressed in this
research study along with other relevant issues related to distance
learning and online education should be considered collaboratively
among faculty members and administration to make appropriate policy
decisions for the future.


REFERENCES

Allen, E., & Seaman J., (2007). Online nation: Five years of growth
inonline learning. Retrieved from
http://www.sloanc.org/publications/survey/pdf/online_nation.pdf
Betts, K. (1998). Factors influencing faculty participation in distance
education in postsecondary education in the United States: An
institutional study. (Doctoral dissertation, The George
Washington University.) Dissertation Abstracts
International: Section A. Humanities and Social Sciences.
(UMI No. 99000)
Guilford Technical Community College (2001). Distance learning
market survey report: Faculty. Retrieved from
http://webster.gtcc.cc.nc.us/lr/2001%20DL%20Mkt%20Svy.pdf
Johnson, J. & DeSpain, B. (2000). Policies and practices in the
utilization of interactive television and web-based delivery
models in public universities. Retrieved from
http://www.westga.edu/~distance/ojdla/summer42/johnson42.html
McKenzie, B. K. (2000). Needs, concerns and practices of online
instructors. Online Journal of Distant Education
Administration, 3(3); State University of West Georgia,
Distance Education Center. [On-line]. Available:
http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html.
NCES (2006). Projections of education statistics to 2015. Retrieved
from http://nces.ed.gov/pubs2006/2006084.pdf
Rockwell, K., Schauer, J., Fritz, S. M., & Marx, D. B. (1999).
Incentives and obstacles influencing higher education faculty
and administrators to teach via distance. Online Journal of
Distance Learning Administration, 2(3); State University of
West Georgia, Distance Education Center. [On-line].

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