Success factors in distance education

ASSOCIATED RISKS 

 

Lacking proper foundation knowledge can be a key factor for the failure of online courses at many 

universities [Olson, 2003]. Students who are not properly prepared to operate in a cyber environment 

and/or who have difficulty with computer communication, have a higher probability of failure. Faculty who 

are not properly prepared to teach in an online delivery environment may account for be the single most 

reason for failure [Saltiel & Russo, 2001]. Faculty motivation to teach in the new cyber-learning 

environment also is an important ingredient for success of a program. Online courses need continually be 

tested to determine weaknesses. Both faculty and students must have access to technological training 

(software and hardware). 

Lack of technological support for students, and in many cases for the “technologically challenged” 

faculty, is the second most often identified failure factor [Olson, 2003]. A university should complete risk 

assessment before deciding to get involved in online distance education. Students will experience poorly 

designed or failing programs first hand. And this experience may be the deciding factor whether a student 

continues in an internet based degree program.