In 1997, during the initial planning stages of Virginia Tech’s distance education efforts, 34 administrative and academic barriers to delivering instruction through distance and distributed learning methodologies were identified. All have been fully or partially resolved. One additional barrier identified since 1997 - providing more online options for students to take credit or CEU’s in the same course where applicable - is in a discussion phase.

The barriers were divided into four components: communication barriers, admission and registration barriers, curriculum and course development and delivery barriers, and student services support barriers.

Many of these barriers were ultimately overcome through the establishment of the Institute for Distance and Distributed Learning (IDDL) in 1999, which became the overriding unit responsible for management and support of all distance and distributed learning activities at the university, reporting directly to the University Provost and the Vice Provost for Academic Affairs.

Below are four sample barriers (picked by the Educational Pathways Editor because they seem to be the kind of barriers that have yet to be resolved by many distance education providers) with results.

1. Transfer policies and course equivalents were not easily identifiable and communicated.
   Result: Transfer policies have been put online and are now easily identifiable to distance learners
   (see www.vto.vt.edu/help.php?cat=Credits+and+Transfers).
    
2. Non-traditional students could not apply online to all university offerings.
   Result: IDDL added a full-time Enrollment Services Specialist to provide dedicated support to all distance learners.
    
3. University-wide online registration capabilities for non-traditional students were not available.
   Result: A full e-commerce system is now in place for distance learners. Arrangements were made with the Graduate School and the Admissions Department regarding processing enrollments of non-degree- seeking students. An online registration system provides automated responses.
    
4. There was a need for increased faculty awareness of distance and distributed learning course development and delivery.
   Result: Developed a distance learning track offered through Virginia Tech’s Faculty Development Institute (www.fdi.vt.edu/). Provided dedicated workshops and orientations targeted to faculty in specific departments and/or faculty with specific eLearning interests.