Training and Support Programs, and
Faculty?s New Roles
In Computer-Based Distance Education
in Higher Education Institutions

By
Dr. Bizhan Nasseh
Ball State University
November 1998

ABSTRACT

This study reports faculty members? and students? responses to the technological and pedagogical challenges that they faced in teaching and learning in the computer- based distance education classes. After mastering the basic computer and digital instructional delivery technology skills, faculty members as teachers had to translate the contents they intended to teach into the digital resources. The resources must utilize pedagogy that exploits the strengths and accommodated the limitations of computer-based distance teaching and learning. Lack of effective training and support programs for computer-based distance education is frustrating to faculty and students. Higher education institutions might have overestimated Faculty members? and students? competency levels for successful computer-based education. Faculty challenges included mastering technology and tools for digital communication and content development, utilizing pedagogy which can foster technology in teaching and learning, developing support system for technology related problems, and accepting new roles in teaching and learning. Student challenges included mastering computer-based technology, developing the needed knowledge for digital communication and collaboration, mastering the skills of learning from computer-based resources, and mastering the content they intend to learn. Faculty members as resource and support persons need to be available for students in the computer-based classes. In addition to faculty?s support, technical support persons need to be available during student study time. Students study all twenty-four hours a day and seven days a week.

The importance of computer-based distance education for future of society and tough global competition for distance education market obligate higher education institutions to evaluate needs and effectiveness of computer-based courses beyond of only digital content development, and course offering. The key is to understand pedagogical advantages created by technology and to develop effective digital teaching and learning environment and programs.

INTRODUCTION

There are adequate literatures about distance education, but there are limited studies about computer-based distance education. Advancement of the Internet provided new possibilities of offering distance education for higher education institutions. In addition, the demands of global learners for opportunity of learning without limitation of time, place, and resources has obligated higher education institutions to utilize new possibilities. Already more than 800 institutions are providing computer-based distance education courses and degrees in the United States.

Computer-based distance education is a process of teaching and learning, which is designed, based on utilization of computer and communication technologies as the only means of delivery of contents and resources. The key success is quality digital resources, adequate competency for successful participation, and effective training and support programs.

This study reported the responses of higher education institutions? faculty members and students, who have participated in the computer-based distance education. Faculty members and students need adequate skills in computer and communication technologies in order to develop and access teaching and learning resources, and communicate and collaborate in the process of teaching and learning. In addition, faculty members have new roles as facilitator and partner in learning, and problem solver with technical questions and problems beyond of subject matters. There is major need for research studies in the field of computer-based distance education in order to help design of online courses, which are pedagogically sound and educationally effective.

RESEARCH METHODOLOGY

This research used some part of original instruments that was designed by researcher (Bizhan Nasseh) in 1996. The information needed to answer the needed questions guided the development of the two web-based questionnaires for faculty and students. The researchers? experience in computer-based distance education, web- based application development, knowledge about the potential of the Internet, and current research literature shaped the development of the instruments. Both questionnaires were field tested by faculty members and students who have had experience in the computer-based distance education. Three experts in computer- based distance education at Ball State University judged the instruments.

Frequency distributions and the t test analyzed responses to the closed-ended questions. The t test was used to compare the means of faculty members? and students? responses to the same questions. Responses to the open-ended questions were tabulated as frequency counts.

POPULATION

Twenty (20) faculty members and sixty-three (63) students responded to the web-based questionnaires. The generalizability of the findings is limited by at least two conditions. Self-selection was involved as individual teachers and students decided whether to return the questionnaires. Even there are some of the responses from outside of state of Indiana, but the majority of responses were from faculty members and students who participated in the computer-based classes offered by one of the higher education institution in Indiana.

Faculty members who participated in this study were from ten (10) different higher education institutions. Seventeen (17) faculty members were from seven (7) institutions in Indiana. The faculty members were from nine (9) different disciplines; health, nursing, computer and information science, education, agriculture, English, business, industrial technology, and geology. Faculty members were teaching 52.6% (10) undergraduate, 26.3% (5) graduate, and 10.5 (2) associate level courses. Over 94% (18) faculty used e-mail and World Wide Web in the computer-based distance education classes. Sixty-three (63) students were participated from fifteen (15) different disciplines: nursing, computer and information science, business, education, art, physical therapy, instructional technology, general study, agriculture, telecommunication, health, chemistry, and management. Participated students were 65.1% (41) female, 60.3% (38) students were married, and over 60% (38) students were 31 years age and older. Over 65% (41) students had earned associate degree or higher.

REASERCH REPORTS

This report presents the data gathered regarding the training and support programs, faculty?s new role, and advantages and problems of computer-based distance education in higher education institutions. The twenty (20) faculty members and sixty-three (63) students were teachers and students in computer-based distance education classes in one of higher education institution in the United States.

1. Students:

Over 73% (44) of the 63 students were participating in the formal education to earn degrees in higher education. More specifically, students reported that their multiple reasons for participation in addition to gain higher degree included; license or re- license 6.7 (4), career advancement 23.3% (14), improves job performance 20% (12).

Training and Support:

Over 50% (32) students had orientation sessions in computer and communication technologies by higher education institutions before start of computer- based classes, and 46% (29) did not have any opportunity for orientation programs. Eighty-one percent (51) of students thought there should be a training and orientation program for all students before start of computer-based distance education classes. Over 69% (44) also responded that should be evaluation for students? level of competency in the computer and communication technologies, before student?s participation in online classes. In addition, 45% (9) of the faculty members reported that their students did not have any orientation program, and 65% (13) faculty members responded that students should be evaluated for adequate computer and communication skills before participation in the computer-based distance education classes.

Fifty-four percent (34) of students work on the assignments during day, 17.5% (11) in the evening, and 9.5% (6) late night. In the case of technical problems students multiple responses regarding where they asked for help included; 61% (36) teachers, 45.8% (27) friends, 32.2% (19) classmates, 33.9% (20) university experts, and 37.3% (22) family members. Over 60% (38) students indicated that they do not have access to support services in the evenings and weekends. Fifty-five (11) faculty members reported that their institutions do not have off-hours (evenings and weekends) support program for computer-based distance education courses. Seventy-three percent (46) students responded that off-hours support services are essential for computer-based distance education classes.

Students? responses to the question related to the teachers? skills in helping them with technical problems and questions included; 34.9% (22) excellent, 44.4% (28) good, 11.1% (7) fair, and 4.8% (3) poor. With regards to the teachers? availability via the computer, students responses included; 46% (29) excellent, 36.5% (23) good, 11.1% (7) fair, and 1.6% (1) poor.

Problems and Advantages:

Students? responses to what they see as the main problems of the computer-based distance education included;
Seventeen percents (11) indicated teacher and student communication.
Twenty-eight percents (18) indicated personal interaction in the group.
Twenty-five percents (16) responded students? access to campus resources.
About twenty-seven percent (17) indicated students? computer competency.
Nineteen percents (12) indicated support services, and 23.8% (15) computer cost.

Students? responses to what they see as the main advantages of computer-based distance education included:
Eighty-seven percents (55) indicated new opportunity for adult education.
Sixty-three percents (40) indicated empowerment of students in the process of learning.
About fifty-nine percent (37) indicated teacher?s role as facilitator.
Fifty-five percents (35) responded cost of education.
Eighty-two percents (52) flexibility of time and place, and 71.4% (45) variety of learning resources.

2. Teachers:

The following is the results of the evaluation of data gathered from 20 faculty members from 9 different disciplines, who have taught computer-based distance education classes from 10 different institutions.

Training and Support:

Sixty percent (12) had training in connecting to the Internet and campus resources by modem. Sixty-five percent (13) had training in the using computer applications and resources such as e-mail, WWW, and BBS. Forty-five percent (9) had training in the new pedagogical methodology in order to use technology to foster teaching and learning. Thirty percent (6) had training in course design on the web. Forty-five percent (9) had training on the development tools such as HTML. Fort-five percent (9) of faculty members indicated that their students had on-campus orientation. Sixty-five percent (13) indicated that level of competency of students should be evaluated before their participation in the computer-based distance education. Thirty- five percent (7) faculty members responded that institutions? faculty training programs were good or excellent, but 55% (11) indicated that the programs were poor or fair.

The following indicates faculty members? responses to support processes and programs for computer-based distance education classes.

Ninety percent (18) faculty members answered student?s technical questions during office hours. Seventy percent (14) indicated that they answer questions in the evenings and weekends. Twenty-five percent (5) indicated that number of technical questions is the same or more than questions related to subject matters. Seventy percent (14) indicated that they spent less than four hours to prepare themselves for technical questions, and 20% (4) indicated that they spent more than four hours weekly. Thirty-five percent (7) indicated that their institutions had off-hours technical support and service programs. Fifty- five percent (11) indicated that support programs for faculty were poor or fair, and 50% (10) responded that support programs for students were poor or fair.

Faculty members multiple responses to the question ?how faculty should be rewarded for teaching and supporting computer-based distance education? included; 55% (11) extra compensation, 65% (13) promotion and tenure, 55% (11) reduce load, and 60% (12) assistance in teaching.

Problems and Advantages:

The following indicates faculty members? responses to what they see as the main problems in the computer-based distance education.
Fifteen percent (3) indicated teacher and student communication.
Fifty percent (10) indicated personal interaction in the group.
Twenty percent (4) indicated students access to campus resources.
Thirty percent (6) responded students? computer competency.
Thirty percent (6) indicated support programs.
Thirty-five percent (7) indicated training programs, and thirty-five percent (7) indicated computer cost.

The following indicates faculty members? responses to what they see as the main advantages of computer-based distance education.
Ninety-five percent (19) indicated new opportunity for adult education.
Seventy percent (14) responded empowerment of students in the process of learning.
Sixty percent (12) indicated teacher?s role as facilitator.
Forty percent (8) indicated cost of education.
Ninety percent (18) responded flexibility of time and place.
Ninety percent (18) indicated variety of learning resources.

COMPARISON OF COMMON QUESTIONS

The t test was used to compare the means of responses to the two common questions from teachers? and students? questionnaires. The two common questions were: "What do you see as the main problems in computer-based distance education?" and "What do you see as major advantages of computer-based classes?" The analysis was tested at a level of significance at the 0.05 level.

On the following questions as main problems of computer-based distance education, there were no significant differences between the responses of teachers and students.
Student and teacher communication.
Student?s access to campus resources.
Teacher?s computer competency.
Support services in the university.
Training programs.
Connection cost.
Computer cost.

But in the question "Student?s computer competency" students saw a higher level of problem in the computer-based distance education (significant difference) than teachers, t(72)=-2.66, p=.010 with students? mean=4.087 and teachers? mean=3.411. The question "Personal interaction in the group" teachers saw a higher level of problem (significant difference) than students, t(71)=2.52, p=.014 with teachers? mean=4.058 and students? mean=3.214.

On the following questions as advantages of computer-based distance education, there were no significant differences between the responses of teachers and students.
Faculty's role as facilitator.
Cost efficiency.
Flexibility of time and place.
Variety of learning resources.

But in the question "New opportunity for adult education" teachers reported higher level of advantage in the computer-based classes (significant difference) than students, t=(68)=2.07, p=.043 with teachers? mean=4.764 and students? mean=4.264. The question "Empowerment of students" teachers reported higher level of advantages (significant difference) than students, t=(66)=2.10, p=.040 with teachers? mean=4.294 and students? mean=3.686.

DISCUSSIONS AND COCLUSION

The present study produced three different findings from students? data and four different findings from teachers? data. Separate discussion of these findings can help development of the conclusion of this study.

1. Student:

Sixty-three students from ten higher education institutions and fifteen different disciplines participated in this study. The number of institutions and disciplines can help generalization of this study to the similar programs in the national level.

Students? Training:

The main point we should remember is that computer is the only means of communication and delivery in the computer-based distance teaching and learning. Adequate knowledge of computer and communication technologies is crucial for participants in this method of education. Several training problems were cited in this study. Only over 50% (32) students had the opportunity, and 46% (29) students did not have opportunity for orientation before participation in the computer-based distance education classes. Eighty-one percent (51) students indicated that there should be a training and orientation program for all students before start of online classes.

The following are some of the comments by students who participated in computer-based distance education classes in this study; "I did not know anything about computers when I started, but I learned as I went", "I believe a basic computer class would help before taking online class with a lot of computer expectations", and "students new to the computer tend to spend more time trying to find how to use it than to work on the specific course itself." One of the faculty members responded that "I start out my online class with a unit on computer usage and this seems to take care of many of the problems before they arise." The information reveals that there is a great need for knowledge about skill levels of participants in the computer-based distance education classes. Based on current skill levels institutions should provide needed orientation in the form of digital learning or on-campus training for computer-based distance education students before starting online classes. Lynne Schrum (1994), in her research said, "the importance of a computer-based course obligates the providers in assuring that courses are pedagogically sound, organizationally strong, and institutionally supported." Forty-five percent (9) faculty members indicated that their students did not have any orientation programs, and 65% (13) reported that students should be evaluated for adequate computer and communication skills. It was probable that those students without adequate skills did experience greater difficulty and anxiety in the digital communication, collaboration and cognition.

Wiesenberg and Hutton (1995) in their research recommended that it was imperative that students must have a measure of skill and comfort with computer mediated communication, and specially online discourse, prior to entering a program that relies on this technology. It is necessary for all the higher education institutions to have a practical procedure to evaluate the level of computer and communication skills of the registered students in the computer-based distance education classes. The results of the evaluation should be the foundation for the development of the needed training programs before start of classes. When asynchronous educational model is the way of future, then it is essential that students to have positive experience from learning environment of the online classes. Schrum (1994) in her research concluded that it is important that learners have the technological skills so that they are comfortable with computers. Students who try to learn information technologies as they learn about course materials seem to give up easily. The success of computer-based distance education is related to the availability of computer and communication technologies, instructional delivery, digital contents and resources, and competency level of both teachers and students.

Students? Support:

In the computer-based distance education institution has additional responsibilities beyond of offering courses and providing contents. One of the new responsibilities is development of support programs, which can support student?s activities without limitation of time and place. Fifty-four percent (34) of students indicated that they work on the assignments during day, 17.5% (11) in the evening, and 9.5% (6) late night. In the case of technical problems students multiple responses regarding where they asked for help included; 61% (36) teachers, 33.9% (20) university experts, and 32.2% (19) classmates. Some of the comments of students and faculty regarding to the support programs for students included; "the online collaborating learning among the peers is the best part of the course", "the worst thing is the excuse that teacher gives for not responding to e-mail and putting other professional responsibilities ahead of the online course", "the biggest advantage for me is I do my studying early am, like 4 am, and my postings are around 6 or 7 am", and "Competing with those classmates who have a lot of knowledge about computers or have an expert in the home is frustrating."

Wiesenberg and Hutton (1995), in their research recommended that expert technical support is absolutely critical before, during, and after the learning event takes place. Simply, off-hours support is critical for teachers and students in the computer-based distance education courses. Most of the participants have other responsibilities such as family and job; they have limited and calculated times for learning activities. In the case of question or unexpected problem, it is critical to access support group members for solution and advice. Seventy-three percents (46) of students responded that off-hours (evenings and weekends) are essential for computer-based distance education classes. Fifty-five percent (11) faculty members indicated that their institutions do not have off-hours support for computer-based distance education classes. Lack of support program for computer-based distance education could be devastating for learners, teachers, and future of asynchronous education.

Problems, Students? Perspective:

Only under 30% of students saw the issues such as student teacher communication, interaction in the group, support programs, and access to campus resources as main problems in the today?s computer-based distance education. But still the importance of process for computer-based distance education obligates us to be concerned with any level of pedagogical and technological problems and concerns in this method of education. Twenty-eight percent (18) students indicated personal interaction in the group, 27% (17) indicated students? computer competency, 25% indicated access to campus resources, 19% (12) students indicated support services, and 17% (11) students indicated teacher student communication as main problems in the computer-based distance education. With even low percentage, still these findings are a very effective contributors in the success or failure of educational programs in the computer-based distance education.

Teaching and learning have become major economic activities for educational institutions, and the same time global economy has made lifelong learning a necessity for every member of society. Society expects higher education institutions to become more flexible and productive in their curriculum offering and support systems. When 27% (17) students indicated that they see students? competency as main problem, it means they experienced problems with online education. When computers are the only means of delivery and communication, this number (27%) is very high and need more attention and planning in order to find practical solutions.

Advantages, Students? Perspective:

Most of the students were married (over 60%), and over 61% were 31 years age and older. The majority of participants had responsibility of family and jobs. As Ron Barnette (1995) mentioned in his research that the electronic medium could provide unlimited opportunities for those students whose personal situation marries well with the computer-based distance education. With the regards to the characteristics of participants, the majority of students indicated very high advantages for computer- based distance education. For example, 87% (55) indicated new opportunity for adult education, 82% (52) indicated flexibility of time and place, and 63% (40) students indicated empowerment of students in the process of learning. The advantages of this method of education eliminated some of the usual barriers such as flexibility of time, place, and resources, but it created new barriers such as information competency, digital communication and collaboration, and need for multimedia-enabled hardware and software for adult learners.

Finally, advancement in the computer and communication technology, and the global network have provided great potential for development of educational programs, which can support lifelong learning movement and help citizens in the tough information society and global economy.

The concept of being lifelong learner is more prevalent and including more branches of society. The demand for outcome-oriented, student-centered, and time independent education will be the theme of the 21st century. Higher education institutions have great opportunity to develop, participate, and contribute to the learning needs of learners in the local, national, and international levels.

2. Teachers:

Twenty teachers from ten (10) institutions of higher education who have taught computer-based distance education participated in this study. The faculty members were from nine (9) different disciplines. The variety of discipline can help generalization of results to greater population in the national level.

Training:

The foundation of computer-based distance teaching and learning is based on the student and teacher?s digital communication, collaboration, and digital resources. Adequate level of skills in the computer and communication technologies is a must for faculty who teaches online education. In addition, knowledge of design and development of digital resources is also essential for quality of teaching and learning resources.

Sixty percent (12) faculty members had training in the connection to the Internet and campus resources by modem, and 65% (13) had training in the using computer applications and resources such as e-mail, WWW, and BBS. Knowledge of faculty about connection by modem not only can help faculty member to understand the limitation and problems of students connection to the Internet and campus resources, but also help faculty to access resources in the off-hours and weekend from remote sites. When the processes of teaching and learning is based on the e-mail, BBS, and WWW it is crucial that faculty members have adequate training programs in these areas. Only 30% (6) had training in the course design on the web, and 45% (9) had training on the development tools such as HTML. Finally, from those faculty members who had training programs, 55% (11) indicated that their institutions? training programs were poor or fair. One of the faculty members wrote "I had very little support from the college regarding training and I had to network with other instructors to learn the ropes." In addition, an effective pedagogy can foster technology in the teaching and learning, and help students to satisfy objectives of participation in the online education. Only 45% (9) faculty members indicated that they had training in the new pedagogy for computer-based distance education courses. Twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology." Nobody can merge the technology and course content better than teachers in the form of interactive and quality learning resources. Teachers? participation in the skillful design of asynchronous education and in the development of digital educational resources is essential for the success of computer-based distance education in higher education institutions. Mingle and Gold (1996) in their report stressed that investing in technology without investing in training of faculty and students is a waste of money.

Support:

Most of the problems in the computer-based distance education are unanticipated and need immediate attention. In the case of technical problems, students indicated that 61% (36) communicate with teachers and 33.9%(20) communicate with institution?s expert. Teacher not only should be an expert in the subject matter such as western history, but also has to be an expert in computer and communication technologies, and digital resources related to the subject matter. Expecting faculty members to answer all the technical questions and to solve all the technology-based problems are far beyond their assignments in the traditional setting. The overload of responsibilities not only forces faculty to spend a great deal of times on the technology related problem solving, but also pushes faculty to spend a lot of time to learn in detail about technology rather than to extend their knowledge about subject matter. In addition to the constant changes in the technology, in each online class students are using a variety of tools, hardware, and software, which need to be dealt by strong and committed support programs. Most of the students have other responsibilities, and they need to make the most of their study time. A simple problem without access to any resource for solution can be devastating for student?s progress and success in an online course. Only 35% (7) faculty members indicated that their institutions has off-hours support programs. From institutions that had support program, 55% (11) faculty members indicated that support program for faculty were poor or fair, and 50% (10) indicated that support program for students were poor or fair. Some of the faculty members comments included; "Many of the projects come in between 1:00 to 3:00 am from students who otherwise could not attend class due to distance, cost, children, etc.", and "I start out my online class with a unit on computer usage and this seems to take care of many of the problems before they arise."

Faculty?s New Roles:

In the present study, the role of teacher from traditional knowledge provider was changed to facilitator, helper, technology expert, and problem solver. When 61%(36) students indicated that they contact teachers with computer and communication problems and questions, teachers? technical skills and willingness to contribute has greatly effected the learning outcomes of students. In addition, nobody can merge the technology and course contents better than teachers in order to generate effective digital resources and learning activities. Two additional roles of the teacher in the online education are digital content developers and technical problem solvers. Seventy percent (14) faculty members indicated that they answer students? questions in the evenings and weekends. Twenty-five percent (5) indicated that number of technical questions is the same or more than questions related to subject matters. Faculty members multiple responses to the reward question included; 55% (11) extra compensation, 65%(13) promotion and tenure, 55% (11) reduce load, and 60% (12) assistance in teaching. One of the faculty members in the comment section wrote, "More time for training, resource development, and extra pay should be given for online courses." Fifty-five (11) faculty members also indicated that their institutions did not have off-hour support programs.

Lack of the off-hours support programs makes teachers? contributions beyond the subject matters vital for institutions, students, and education. For centuries, teachers were expected to be experts in their subject matter, share knowledge, provide learning resources, and evaluate learning progress. These days, in addition to the above responsibilities, teachers expected to be designers, developers, problem solvers, and innovators in the digital teaching and learning. Simply, how it is possible institutions can add all these new responsibilities without development of good reward system?

Problems and Advantages, Teachers? Perspective:

The majority of faculty members were not very concerned about current issues such as teacher and student communication, and student access to campus resources in the computer-based distance education. But 35% (7) indicated training programs, and 30% responded that students? computer competency and support programs were the main problems with computer-based distance education programs in higher education institutions. Fifty percent (10) faculty members saw a lack of personal interaction in the group as main problem. The faculty members? experiences came from their knowledge about the value of teacher and student face-to-face communication and group interaction in the classroom. They see education as self-discovery, social interaction, and pleasure of discovering answers in the group. McGinnis (1995), in his conclusion said, "Communication technology, as evidenced by the telephone, is both beneficial and detrimental (it brought people together over the telephone but alienated them physically)."

Lifelong learning is essential for preserving current job status and future advancement of work forces. Online education is a great opportunity for learners who have other responsibilities such as family, job, and society. Ninety-five percent (19) faculty members indicated that computer-based distance education is new opportunity for adult education. Only 43% of the nation?s undergraduate students are under age of 25 and attending a four-year college on a full-time basis (Twigg, 1994). One of the students wrote, "time is a big factor for me to participate in education. I would not be able to take course I am taking without opportunity of distance education." Another student wrote, "This has been a wonderful experience for me. I do my study early morning at 4:00 am." Ninety percent of students indicated that flexibility of time and place, and variety of learning resources as the main advantages of this method of education. One of the students wrote, "computer-based distance education help me to take classes I need without traveling great distance." Seventy percent (14) faculty members indicated that the empowerment of students in the process of learning as one of the main advantage of the online education.

Finally, faculty members who participated in this research study were positive about the contributions of computer-based distance education, about their roles, and about new opportunities for continuing adult education. They were also positive about theirs own and their students? computer and communication skills to both teach and learn in this method of education. They saw needs for a system of training and support, which is organizationally strong and institutionally supported. The faculty indicated the need for some kind of evaluation system for evaluating the students? technical skills before start of online courses. In addition, they saw a great need for online or on- campus orientation program. They also expected to be rewarded for all the hard works and contributions, they have been endured in the computer-based distance education.

The majority of students who participated in this study felt they must have adequate skills in order to survive in the digital learning environment, and in the process of the teaching and learning. They indicated that time is crucial for them and practical off-hours support programs are essential for success. At the present time, online courses are the only way of participating in the formal education for some of the students. In addition, the global network is creating many new options for participation in the formal education for learners. Learners can evaluate course delivery, support, and resources, then make decision to participate without limitation of time and place.

Advancement in the technology and demands for learning has created great opportunities and possibilities for higher education institutions. Institutions? collective wisdom, intelligence, and ideology are the most important resource for utilizing these great possibilities and opportunities. An asynchronous education has to be major part of strategic direction of any higher education institution in order to receive deserved attention and investment.

RECOMMENDATION

The foundation of each field is the knowledge base of the field, which is the results of years and in some areas, centuries of research activities. The area of computer-based distance education is a new field with great possibilities and tremendous needs for a richer knowledge base. This new field needs further exploration for effectiveness of technology-based education in local, national, and international levels. The following is a list of recommendations for future study that evolved from current study.

There is a need for more investigation about level of adequate competency, which can help teachers and students to succeed in the online teaching and learning. It is hard to define adequate level of competency, but basic knowledge of digital communication, collaboration, accessing, and processing resources are essential for any teacher or learner in the online education. The main question to investigate is "what is the necessary knowledge for teacher and students before starting computer- based distance education?"

There is a need for knowledge about the characteristics of learners, their objectives for participation, their motivations, and their limitations. This knowledge can help institution in the development of educational programs, which are pedagogically sound and educationally effective. Today?s online learners have clear objective for participation and expect from institution to offer program, which can satisfy their objectives. Simply, a real outcome-oriented program must be developed based on the objectives of participants.

There is a real need for pedagogical methodology that can foster technology in education. Most of the current designs of the process of teaching and learning are based on the face-to-face methods of teaching and learning. As Twigg (1996) said, "the emphasis must not be on the technology, but on change in pedagogy enabled by information technology." Another question to investigate is "what is new pedagogy to foster technology in the education?"

There is a need for evaluation of the effectiveness of training and orientation programs, which can help teachers and students to participate successfully in the computer-based distance education. When computers are the only means of delivery and communication, every teacher and student should have adequate competency to operate comfortably from first day of class. In addition, teacher needs to have some level of knowledge for design and development of digital resources.

There is a need for evaluation of the necessary support programs for teachers and students in the computer-based distance education. The question to investigate is "How necessary is a support program, and what type of support programs is essential in the computer-based distance education?"

There is a need to evaluate teacher?s new role as facilitator, technology expert, digital content developer, and problem solver. The important questions to investigate are "how these additional responsibilities will effect teacher?s contributions and advancements in the subject matter?", and "what kind of rewarding system is needed in order to help future of the asynchronous education?"

This new field will continue to grow. It is very important to have a rich knowledge based in order to build a strong foundation for the future of this method of education. The reality of global network and capability of web are revolutionizing teaching and learning. Asynchronous education and digital resources are the way of future for every higher education institutions in the global education. Tough competition in the global education and economy, and demand of learners for quality education obligate institutions, agencies, business, educators and researchers to generate more knowledge about this method of education.

Finally, the penetration of technology in life, work, and social interaction has changed the traditional assumptions and operations of societies. This penetration has effected our political, economic, social, and educational systems not only at the national level, but also at the global level. In the 21st century, the prosperity of every nation is related to the ability of educational systems to succeed and implement needed changes in order to provide quality educational opportunities for citizens independent from time, place, and resources. Higher education institutions must understand that providing the opportunity for lifelong learning is vital, asynchronous education is a must, web-based resources and delivery are a reality, cooperation and collaboration is the only way to succeed, and the global education and economy are the hallmark of the 21st century.

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