AECT Division of Distance Learning
AECT Division of Distance Learning
Affiliate Faculty, University of Maryland, Baltimore County
Director, Center for Teaching and Technology; Assistant Director for Training Services, Academic Computer Center, Georgetown University
Professor of Education and former Director of the Training Systems/Instructional Systems Development graduate programs at the University of Maryland, Baltimore County (UMBC). Previously served (1992–1995) as Director of the Center for Teaching and Technology and Assistant Director for Training Services in the Academic Computer Center at Georgetown University. Earned a Ph.D. in Educational Systems Development from Michigan State University (1988) after earlier study in business at the University of Michigan and a B.S. (with highest honors) in Photo Management/Business Administration from Rochester Institute of Technology (1977). Authored/edited 14 books and over 300 chapters, articles, and presentations. Research focused on distance/online learning, mobile learning, computer‑mediated communication, and workplace training.
Framework defining key roles for online instructors facilitating computer‑mediated conferencing: guiding learning and questioning (pedagogical), fostering community (social), organizing and setting procedures (managerial), and ensuring technology usability and transparency (technical). Widely used to structure facilitation practices in online courses and discussions.
Distance Education • Journal
Reports a large‑scale (n=1,056) exploratory factor analysis identifying eight constructs underlying student barriers to online learning: administrative issues, social interaction, academic skills, technical skills, learner motivation, time and support for studies, cost and Internet access, and technical problems. Several learner and context variables significantly influenced ratings of these barriers.
American Journal of Distance Education • Journal
Presents results from a large‑scale (n=2,504) exploratory factor analysis of perceived barriers to distance education. Ten factors emerged: administrative structure, organizational change, technical expertise, social interaction/quality, faculty compensation/time, threat of technology, legal issues, evaluation/effectiveness, access, and student‑support services.
American Journal of Distance Education • Journal
Reviews 1,419 articles and dissertations from four major distance education journals and Dissertation Abstracts (1990–1999). Of the 890 works employing research methodology, pedagogical themes dominated and descriptive designs were most common. The review highlights gaps and calls for stronger research agendas in distance education.
MC Journal: The Journal of Academic Media Librarianship • Journal
Explores interaction in technology‑mediated learning with an emphasis on temporal dimensions. Compares mass communication, small‑group, and individual learning models to illuminate how timing and pacing intersect with instructional strategies in distance education.
International Journal of Latest Research in Humanities and Social Science • Journal
Argues that AI can enable personalized, engaging workplace training while raising ethical, privacy, and monitoring concerns. Proposes practical strategies for responsible use—such as transparency, bias mitigation, privacy safeguards, and human oversight—to maximize learning benefits and reduce potential harms.
Palgrave Macmillan (Springer) • Book
Edited volume proposing that organizational policies institutionalize futures thinking. Through global case studies, it shows how foresight methods, organizational capability maturity, and supportive policies help firms and institutions respond to rapid change in technology, globalization, and workforce diversity.
Routledge • Book
Comprehensive compendium on theory, research, and practice in mobile learning. Chapters examine frameworks for integrating mobile technologies, design models for situated and seamless learning, and global perspectives on implementing mobile learning across K–20 and workplace settings.
Jossey‑Bass/Wiley • Book
Presents case studies from leading organizations (e.g., MCI, Ford, HP, Red Cross, IRS) showing how distance training moves from pilot projects to institutionalized practice. Synthesizes lessons into a framework for aligning distance training with strategy, budgeting, staffing, infrastructure, and policy to support enterprise goals.
Educational Technology • Journal
Discusses how CMC and the Web alter interaction in distance education, examining what counts as interaction, why it is valued in post‑secondary contexts, and how technology can promote learner–content and interpersonal interaction. Proposes a framework for thinking about interaction needs based on learner traits, subject matter, and contextual factors.
Educational Technology • Journal
Practice‑oriented article outlining roles and functions for effective online instructors moderating computer conferencing. Recommends strategies across four domains—pedagogical, social, managerial, and technical—to keep discussions on track, build community, manage procedures, and make technology transparent for learners.