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• W61458600 abstract "As distance education technology enables institutions of higher education to offer courses to students throughout the country, it is important for student affairs to offer opportunities for these students to connect with the institution. This article reviews the relevant literature on distance education and discusses differences between providing cyber-services and creating virtual communities for these students. Four areas for student affairs professionals to address are discussed: (a) the provision of services, (b) the creation of community, (c) the oversight of campus-wide distance education, and (d) graduate preparation program involvement. Recommendations are also made to assist student affairs professionals in framing this topic for their respective institutions. The recommendations made here are not intended to be a roadmap, but rather a starting point for the involvement of student affairs in distance education. The distance education technologies available today can be used to provide greater access to course curriculum and many of the services provided through student affairs divisions. The next step is to employ these technologies in the development of a campus community that encompasses both the physical and the virtual campus. Introduction Distance education is not a recent phenomenon or an educational fad. From correspondence courses, telephone classes, videotaped instruction, two-way interactive to the Internet and World Wide Web, distance education has evolved considerably over the last century. Once viewed as an anomaly on the mainstream campus, distance education has become an accepted and oftentimes expected alternative delivery system for academic content (Boettcher 1999; Kretovics 1998; Levine 2001; Murphy 1996). As Coggins (1988) pointed out over a decade ago, no longer is the chalkboard the dominant teaching tool in the classroom. Additionally, for decades, student affairs professionals have argued that the physical classroom is not the only place in which teaching and learning occur (Terenzini, Pascarella, & Blimling, 1999). The intent here is not to promote distance education as a replacement for the traditional classroom setting but rather as an acceptable alternative to the brick-and-mortar campus. Distance courses can be complementary to an existing curriculum. Many students will still want to have their primary interaction be face-to-face with instructors and classmates in a physical classroom, to live in residence halls, and socialize in student centers. However, a growing number of students prefer the flexibility of asynchronous courses offered via the World Wide Web, which allows them to do the coursework when their schedule permits rather than being" @default.
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• W61458600 date "2003-09-15" @default.
• W61458600 modified "2023-09-24" @default.
• W61458600 title "The Role of Student Affairs in Distance Education: Cyber-Services or Virtual Communities" @default.
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