170 TECHNOLOGY FOR PREPARATION PROGRAMS
about the emergence of completely new social, political, and business models” (p. 45). The
university must be able to reorganize and reconnect with a world that has become smaller and
flatter. Greater use of distance learning is one possible way to reconnect in a new world.
While there is a growing body of literature on distance learning courses, little has been
written on the effectiveness of entire distance learning degree programs. Similarly missing are
the comparison studies of distance learning degree programs with on-campus degree
programs. While some people still want to argue whether entire programs should be taught in
a distance-learning method, Kirk and Waltemeyer (2002) stated “the question has become not
whether organizations will implement online training, but who will do it most effectively”
(p.16). An additional question is how can one teach a “people-intensive” program, such as
education leadership, through an online medium? Kowalski (2007) noted that faculty must
join in the discussion, experiment with teaching online, and then determine the effectiveness.
Faculty cannot criticize while standing on the sideline but must be involved in examining this
new delivery method.
Arbaugh (2005) offered ideas for an optimal design for distance-learning courses and
programs for the master’s in Business Administration. Arbaugh commented that distance
learning can be as effective as on-campus (face-to-face) but that the learning environments
should be thought of as different. Avolio and Kahai (2003) stated that “the focus on people is
still as fundamental to leadership today as it was yesterday and will be tomorrow. However,
leadership styles or behaviors may need to change, or simply will change, as they are
displayed through electronic media” (p. 49). Arbaugh (2005) also stated that “an emerging
stream of research suggests that instructor behaviors and experience are significant predictors
of learning and satisfaction in Web-based courses (Arbaugh 2000, 2001, 2005; Jiang & Ting,
2000; McIsaac, Blocher, Mahes, & Vrasidas, 1998; Smith, Ferguson, & Carris, 2001; Swan,
2002; Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000)” (p. 136).
The authors of this paper examine and discuss how one program, a distance- learning
master’s degree in Educational Leadership at the University of Cincinnati, has been able to
include the human interaction (the “people piece”) needed for learning about leadership into
the instruction and delivery of the courses in this program. We describe the structure of the
program as well as examine the delivery model, the role of the instructor and the facilitators,
and the interaction among the students, all necessary pieces to having a comprehensive
leadership program.
While minimal research has been conducted on the effectiveness of complete online
degree programs, there are studies on small cases and individual classes. The usual finding is
that there is little or no difference in the effectiveness of the instruction, whether online or
face-to-face. Neuhauser (2002) found no significant differences in test scores, assignments,
participation grades, and final grades when comparing the same class the author taught in a
distance environment and then taught on campus. Neuhauser felt there was effective learning
in both instances, and little discernible difference. In fact, 95% of the distance students
indicated their preference for the online class versus the face-to-face class and also responded
that the online class could be more effective (32%) or as effective (64%) as the on-campus
class. Aragon, Johnson, and Shaik (2002) found that regardless of learning style preference,
“learners can be just as successful in the online environment as they can in the face-to-face
environment” (p. 243).