The latest estimates of colleges’ engagement in distance learning indicate that substantially more than half of all colleges are delivering courses electronically, and another 20 percent are planning to do so in the near future. If the estimates are accurate, then most colleges have already hammered together a foundation for distance learning, and about one in five colleges are still contemplating whether and how to make the plunge. It is administrators at those latter colleges who will find this article most useful, though even colleges with smoothly sailing online programs can benefit from a review of their plans and operations.

Descriptions of best practices in distance learning are found in numerous policy papers and reports from state, regional, and national organizations. Typically, the best practices encompass operational issues, such as ensuring quality teaching and learning processes, providing student services, and compensating and training faculty. Few of the documents on best practices offer guides for administrators who are planning or just beginning to establish distance learning services. This article is a general guide for administrators who want to develop an effective, sustained distance learning initiative. The ideas are based on more than 15 years of experience and research on what works in distance learning management.

Distance learning initiatives, especially small, lone-ranger programs, burn money. One way to reduce the cost for any single academic unit or institution is to partner with others. Internally, academic departments can team with one another, as well as with media services, computing, and teaching and learning support people to build a dynamic distance learning service. Such partnerships can build on each other’s strengths, experience, and ideas. Even externally, learning institutions can join similar or differentiated institutions. Even current competitor colleges, for example, can be turned into collaborators. The key is to find areas of complementary strengths which, together, can minimize the weaknesses of each partner.

Success of distance learning programs can often be traced to a key person - an administrator, a faculty member, or a funder - who is especially keen on distance learning. Hitching a distance learning wagon to such leaders usually helps to avoid gauntlets thrown up for solo drivers. In particular, institutional mission statements, visions, or goals suggest distance learning as a solution, for example, "to expand the college’s access by under-served learners." Using those words and the leaders who wrote them can encourage their further leadership in distance learning. Also, planners who adopt positive and infectious attitudes and who communicate good examples of distance learning often succeed at persuading others to join the mission.

3. Understand the Market for DL

Naturally, the market for an institution’s distance learning program can be broader than the market for a traditional learning program. Knowing the market and its segmentation - geographic, programmatic, demographic - is essential. Market analysis might already exist within the institution, for example, in an institutional research or advancement division. Often new market analysis, based on the prospective learner pool’s interests, likely behavior, and spending ability, is warranted. Connecting the market needs with institutional special strengths and capacities keeps the cost of program development low. An analysis of potential competitors and their market share is also critical.

This is the heart of the distance learning development function. To be persuasive, to garner support, to give direction, there’s nothing like a good set of plans. A strategic plan connects the distance learning initiative to the mission and vision of the learning institution. It includes an analysis of strengths, weaknesses, opportunities and threats - current and future - which the institution must confront and around which it must build sound strategies, goals and objectives, and from which derives the action and implementation plan. Closely following the strategic plan is the business plan, which lays out for investors the market analysis, competitive analysis, and risk analysis.

Many distance learning initiatives - and businesses, for that matter - fail for lack of capital. Even the most frugal planner, relying on in-house resources, will require more capital than he or she estimated. Understanding the true start-up costs of, and being able to secure adequate funding for, the distance learning project will enhance the likelihood of success. Knowing the institution’s or the administrators’ risk tolerance and time allowed to break even will keep the sharks at bay during the start-up phase.

Administrators should make it easy and cost-effective for learners and faculty to participate in distance learning programs. Learners ought to be treated as full-fledged students, not riding in the steerage of the learning institution. Distance learners need all of the services on-campus learners have available to them - and at the same cost. Faculty need some incentives to get started in distance learning, perhaps cash incentive or load reduction, as well as recognition for their intellectual property. Policies should address those and many other issues that keep the institution from penalizing participating students and faculty.

Staffing up presents a quandary for any start-up enterprise. How quickly personnel can be hired depends on the investment capital and the business projections (and confidence in their accuracy). Most likely, staff will be added incrementally as the project grows in programs, courses, learners, revenues and duties. Managers will be seeking to manage development according to financial objectives: revenue acquisition, cost containment, or profit (surplus) outcomes. Above all, the distance learning staff needs to be a learning team, too, agile and prepared to anticipate technology and market shifts.

Good teaching, design, materials, and access are one of the hallmarks of successful distance learning programs. The courses should be student-oriented, naturally, and faculty should provide frequent assessment, immediate feedback, and problem-solving guidance.

High quality programs and reputation attract learners to distance education programs, but it is student services that keep them in the program. According to a recent Southern Regional Education Board survey, the services students need and desire most are, in order of importance: simple registration, admissions, integrated tuition and fee payment, access to library resources, and technical support. Learners also want access to tutoring, advising, financial aid, and the bookstore.

Distance learning projects succeed or fail on the basis of the marketing plan and the execution of effective, targeted marketing. The market plan should define the targets and the marketing mix (newspapers, magazines, direct mail, broadcast, web) and communications required. Plans for internal marketing within the institution, as well as external marketing to new student populations, must be made. Alumni also represent excellent targets for special programs tailored to their needs.

Funders and good managers alike want to know what works in the distance learning service. Funders want to know whether the objectives have been attained, and managers want to know how to change and build a stronger program. Among the evaluation measures are: student satisfaction, learning, skills, cost-effectiveness, and return on investment. Ultimately, the evaluation results should produce good management decisions and provide an improved learner experience.