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The Online Journal of Distance Learning Administration is a peer-reviewed electronic journal offered free each quarter. The journal welcomes manuscripts based on the original work of practitioners and researchers with specific focus or implications for the management of distance education programs.


Fall 2022 - Volume 25, Issue 3

Online versus Face-to-Face Nursing Degrees: A Study of Recruiters’ Perceptions

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Lauren Gross

Since the 1990s, online learning and distance learning have proliferated rapidly. The purpose of this study was to explore recruiters' perceptions regarding nurses with online degrees versus face-to-face (f2f) degrees at the baccalaureate level. This study used a qualitative research approach…

Adaptive Advising Through Text Messaging: Adviser Motives and Institutional Support for Texting Students

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Brenda Jones
Headshot of Kathryn Looney
Kathryn Looney
Headshot of Patrick Bennett
Patrick Bennett
Headshot of Yuerong Sweetland
Yuerong Sweetland

This study explored academic advisor use and perceptions of values, motives, and institutional support of SMS texting as a communication channel with students. Theoretical concepts in Customer Relationship Management (CRM) and adaptive leadership guided the study as well as existing survey…

For-Profit Online Performance through the COVID-19 Pandemic

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Jason G. Caudill

The COVID-19 pandemic has had substantial impacts on all types of higher education institutions. The common thought is that the shift to online would be a benefit to existing online education providers. This paper examines the market as a whole, as well as the performance of publicly-traded…

FLOC, Facilitating Learning Online Certification Workshop Part of the Micro-Credential series for online teaching certification

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Ervin Howard
Headshot of David Babb
David Babb

The pandemic has changed the way we look at our professional development opportunities. UNG’s Distance Education & Technology Integration (DETI) made the decision to completely revamp our professional development options. In 2012 we first developed a self-paced fully online workshop to…

From the Editor

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Dear Readers,

Let's have a discussion.

Suppose we are in the classroom together today and we're discussing the Supreme Court (I teach American Government). I ask you whether or not you think that there should be term limits for justices. Hopefully, a lively debate ensues amongst us and we consider new opinions from one another. There are no right or wrong answers. And I don't think that any of you provided a citation in stating your thoughts.

Now move this same question to the online classroom. Too often, a discussion will ask for a regurgitation of the content and citations from the readings. Answers will become redundant and stilted (you KNOW what I'm talking about), leaving students disengaged. This is not a discussion - it's an assignment!

As we continuously improve and look for better ways to engage students and make their online learning meaningful (and successful), we must get out of old mindsets when it comes to course development. Discussions should truly be interactive and fluid. Assignments clearly should be used as well, but carefully curated. Content offered must be focused and we must refrain from throwing in every possible redundant link and resource that we can find.

These simple measures to increase student interest and avoid overwhelming them are easily achieved without compromising learning. In fact, the inverse may be true. Simple truly is best, although it is incredibly difficult for many of us to achieve.

On a related note, the call for proposals for our annual Meaningful Living and Learning in a Digital World (February in Savannah) is open. I hope to see you there for many, many authentic discussions.

Peace to all, Melanie


Melanie N. Clay, Ph.D.
OJDLA Editor-in-Chief

September 15, 2022

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