ABSTRACT
In the last chapter, we focused on hardware systems and how they potentially affect the performance of the other system levels. This chapter is about the revolution in software systems from analog to digital communication that ushered in the era of direct communication with each individual learner and made personalizing instruction potentially possible. In the last five years, more elaborate learning management systems, powerful adaptive learning systems, use of social media for instructional purposes, and application of videoconferencing tools for teaching and learning increased the potential for interaction between the instructor and the learner. These software technologies afforded the possibility for faculty to structure their courses better and respond in creative ways to learner autonomy. Administrators also have been using various types of databases and social media to communicate with students regarding the requirements for administrative structure. The ability of administrators to increase the frequency and improve the quality of communicating with learners is an important aspect of the TTD. The concept of administrative structure is presented in Chapter 8.
