Abstract

The use of distance learning technology continues to grow at a phenomenal rate. Research has shown that in many cases students are likely to rate distance classes lower than they would traditional classes. This is of special concern to instructors who strive to maintain the same level of instructional quality in the distance learning environment as they have in their traditional classes. It is no less problematic because of the emphasis by administrators on student evaluations of instructor performance. The authors suggest specific tactics that instructors might adopt to overcome student perceptions that the instructional quality via distance learning technology is lower than in the traditional classroom setting.

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