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How Can an Evaluation Rubric Promote Interactive Qualities? Malone, Malm, Loren, Nay, Oliver, Saunders, and Thompson, (1997, October) point out that both students and faculty have additional responsibilities in a distance environment. Faculty must alter both course design and teaching strategies to take advantage of technologies and assure maximum interaction. But they say that students must assume more responsibility for their learning taking the initiative for requesting clarification and feedback to make up for the immediacy offered by face-to-face formats. Malone et al., cite the need for well-researched criteria to help faculty know what they are aiming for when they evaluate the effectiveness of their distance courses.

  Issues that we face in incorporating technology into education include: (a) difficulties in mobilizing resources to keep up with uses of technology in the private sector, including funding and staffing; (b) a lack of consensus about the role of technology in enhancing teaching; (c) limited student access to high speed internet connections once they move out of the residence halls; and (d) a historic decentralization of responsibility for computing on the campus.

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