English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

As educational institutions seek to maintain high quality of their course offerings while maintaining steadily growing number of graduates in the new American economy, a natural trend is a readiness to embrace information technology as a method of curriculum delivery. Many U.S institutions find Distance Learning as a means of striking this balance between quality and demand. For them, evidence exists that Distance Learning might well be what is needed to assure that extraneous factors such as location, work schedule, current work load and family pressures would not prevent an otherwise able and willing student from completing a college degree program. With the growing digital divide between the nation’s mainstream population and the African American population, an issue rightly becoming a focal point for today’s policy makers, it becomes necessary to explore the extent to which the Historically Black Colleges and Universities (HBCU’s) have embraced Distance Learning (D/L), given that D/L is fast becoming a norm as a supplemental education delivery method in other American universities. This study sets out to examine where the HBCU’s are in comparison with other institutions, and attempt to explain why the institutions are placed in this

communications of the association for information systems

Effective Distance Learning Methods as a Curriculum Delivery Tool in Diverse University Environments: The Case of Traditional vs. Historically Black Colleges and Universities