A forum involving a representative panel of students presented the students perspective on distance education. In preparation, participants were asked to select a group and to complete an interest inventory that they submitted along with their registration materials. The interest inventories were then distributed to volunteers who facilitated each of the groups. Find a balance between the practical and the theoretical. Although there was some interest in both adult education and learning theory, most faculty were more interested in intensely practical applications specific to distance education.
Problems related to the actual implementation of recommended strategies are of major concern.
For example, while the guidelines on grading essay exams suggest grading one question on all exams before proceeding to the next, this presents a problem for an instructor faced with delays in receiving exams from some of the more remote sites in the state. An instructor who adheres firmly to these guidelines may risk increasing the turn-around time for the majority of students enrolled in the course. Experience has shown that prompt feedback is of major concern to our students. Experienced faculty and staff are our most valuable resource. To a large extent, the Center for Distance Education serves a clearinghouse function.