Latest Research News on Distance Learning : March – 2020
Barriers to Learning in Distance Education.
Distance learning is an excellent method of teaching adult learners because they need flexibility to contend with competing priorities. Adult learning is not without problems, however, such as loss of motivation because of lack of face-to-face contact with teachers and peers, potentially prohibitive start-up costs, and lack of faculty support. In addition to these barriers to distance learning, a literature review found that learners involved in distance education are more likely to have insecurities about the following: learning, self-evaluation problems, lack of support services such as tutors and technical assistance, feelings of isolation, and inexperience with this mode of learning, which leads to academic problems. Faculty barriers to distance learning include lack of training in course development and technology, lack of support for distance learning, and inadequate faculty selection for distance learning courses. 
e-Learning, online learning, and distance learning environments: Are they the same?
It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. 
Teaching Effectiveness in Technology-Mediated Distance Learning
Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in distance learning. Thus, this article draws from research in management communications, education, and information systems to develop an initial conceptualization of influences on technology-mediated distance learning outcomes. It then reports on an exploratory study utilizing both qualitative and quantitative techniques to examine 247 students’ reactions to such distance learning. 
Evolution of Strategies for International Distance Learning: The First Speech-language Pathology Master’s Training Program in Zambia
With the expansion of technology, distance instruction is becoming an increasingly viable alternative for providing graduate level educational opportunities in places where specific training programs may not be available. In one such instance, Connective Link Among Special needs Programs (CLASP) International and the University of Zambia (UNZA) partnered to implement the first master’s degree program in speech-language pathology in Zambia. Teachers recruited from universities in the United States met with the Zambian students via synchronous computer connections, and they shared documents utilizing asynchronous platforms. UNZA proctored examinations and provided classrooms and research oversight. However, the pedagogical challenges encountered on both sides went far beyond those that could be solved by technology 
TIME MANAGEMENT SKILLS AND ACADEMIC PERFOMANCE- DISTANCE EDUCATION STUDENTS’ PERCEPTION: THE GHANAIAN CASE
The acquisition of time management skills is essential for the academic success of distance education students because of their multiple responsibilities, which compete for their limited time. The purpose of this study was to investigate time management skills and its perceived effects on the academic performance of the distance education students of University of Education. Quantitative methodology, which made use of questionnaire, was employed to collect data from 120 students at Cape Coast study centre, selected through stratified and simple random sampling techniques. The study found that the key factors, which hinder effective time management of the distance education students, include improper planning, procrastination, and peer influence, lack of self control and fear of following routines. It again found that without proper time management, students become frustrated during examinations, which invariably negatively affect their performance. On the basis of these findings it was recommended that effective time planning and management should feature prominently in any orientation programme that will be organized for the distance education students. 
 Galusha, J.M., 1998. Barriers to learning in distance education.
 Moore, J.L., Dickson-Deane, C. and Galyen, K., 2011. e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), pp.129-135.
 Webster, J. and Hackley, P., 1997. Teaching effectiveness in technology-mediated distance learning. Academy of management journal, 40(6), pp.1282-1309.
 Gill, C., Wainscott, S., Green, L. and Bharadwaj, S., 2016. Evolution of strategies for international distance learning: The first speech-language pathology master’s training program in Zambia. Journal of Education, Society and Behavioural Science, pp.1-11.
 OWUSU-MENSAH, F., AMOAH, S. and OWUSU, E. (2015) “TIME MANAGEMENT SKILLS AND ACADEMIC PERFOMANCE- DISTANCE EDUCATION STUDENTS’ PERCEPTION: THE GHANAIAN CASE”, Journal of Global Research in Education and Social Science, 4(2), pp. 107-115.