Authors //
Zane L. Berge
Associate Professor and former Director, Training Systems
Graduate Programs, University of Maryland (UMBC campus)

Zane L. Berge received his BS in 1977 in photo management/business administration from the Rochester Institute of Technology and attended the University of Michigan Graduate School of Business in the MBA program. He has held a variety of positions, ranging from warehouse group leader to vice president in both large and small business organizations.

After his professional business experience, Berge was recruited in 1983 to Michigan State University in a national competition for a fellowship program with the Institute for Research on Teaching. At MSU, Berge majored in computers in training and education, with minors in business, learning and cognition, and statistical methods. He received his PhD in educational systems development from MSU in 1987. Between January 1992 and July 1995, he served as director of the Center for Teaching and Technology and assistant director for Training Services in the Academic Computer Center at Georgetown University. The mission of that Center is to promote the use of instructional technology in the classroom.

Berge is the co-editor of nine books including Computer-mediated Communication and the Online Classroom, Volumes 1-3 and Wired Together: Computer-mediated Communication in K-12, Volumes 1-4. Distance Training, (1998, Jossey-Bass) co-edited with Dr. Deborah Schreiber, was awarded the 1999 Charles A. Weyemeyer Award for meritorious, book-length research in distance education, by the University Continuing Education Association. A companion books is Dr. Berge's lastest, Sustaining Distance Training (2001, Jossey-Bass).

Dr. Berge's Web address is hidden object gamesbest pc gameskids gamesmarble popper gamessimulation gamesplatform games

// Contact Information
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// Technology Source Articles
  • The Sustainability of Distance Training: Follow-up to Case Studies
    // Commentary, November/December 2003
  • Technological Minimalism in Distance Education
    // Commentary, November/December 2000