You are here:

Overcoming Barriers to Distance Training and Education


USDLA Journal Volume 16, Number 1, ISSN 1537-5080


Uses a content analysis of case studies to explore solutions to the barriers faced by organizations when using distance education. Highlights include technical expertise, support, and infrastructure; administrative structure; organizational change; evaluation and effectiveness; social interaction and quality; student support services; feeling threatened by technology; access; faculty compensation and time; and legal issues. (Author/LRW)


Cho, S.K. & Berge, Z.L. (2002). Overcoming Barriers to Distance Training and Education. USDLA Journal, 16(1),. Retrieved April 19, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Instructional Technology Barriers and Computer Self-Efficacy of University Faculty in Lebanon

    Hanadi Saleh, Nova Southeastern University, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1819–1823

  2. Perspectives on Blended Learning in Higher Education

    Norm Vaughan, University of Calgary, Canada

    International Journal on E-Learning Vol. 6, No. 1 (January 2007) pp. 81–94

  3. Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions

    Elizabeth C. Smith, Mary Nell McNeese, Lin Harper & Sherry Finneran, University of Southern Mississippi, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 922–929

  4. Online Education: Great Expectations turned into Myths?

    Uschi Felix, Monash University, Australia

    EdMedia + Innovate Learning 2003 (2003) pp. 3389–3407

  5. ODISEAME Project: an Approach to a Web-based Multilingual and Collaborative Learning

    María Jesús Verdú, Luisa María Regueras & Juan Pablo de Castro, University of Valladolid, Spain; Elena Verdú, CEDETEL, Spain

    EdMedia + Innovate Learning 2004 (2004) pp. 4857–4862

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact