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The development of distance learning programs at educational institutions is often a non-systematic, reactive and poorly planned process. Although much of the literature implies that distance learning has become a fully integrated part of higher education, many institutions continue to struggle to establish their distance learning programs. The historical record provides many examples of promising innovations that did not endure because they were never fully institutionalized. In this book, Dr. Anthony Pińa examines the history and practice of technology-delivered learning and identifies thirty factors that influence the institutionalization of distance learning at educational institutions. In two nationwide research studies, distance learning faculty and leaders validate the importance of these factors and rate how well each of the factors has been implemented at their own institutions. The results can provide guidance for those establishing e-Learning/distance learning programs and can be utilized in the evaluation, improvement and institutionalization of existing programs.
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