From: ballan@fraser.sfu.ca (Bruce Allan)
Subject: Re: DEOSNEWS, Volume 2, Number 10
Organization: Simon Fraser University, Burnaby, B.C., Canada
Date: Thu, 9 Apr 1992 03:56:09 GMT

"I, Dubious: TAY2-2/M7, DTN 227-3709  07-Apr-1992 1330" <dubie@tnpubs.enet.dec.com> writes:

>--------------------------------------------------------------------------
>DEOSNEWS Vol. 2  No. 10. This document has about 580 lines.
>Copyright 1992 DEOS - The Distance Education Online Symposium
>DEOSNEWS has 920 subscribers in 35 countries.

>The American Journal of Distance Education (AJDE) and
>The American Center for the Study of Distance Education
>The Pennsylvania State University, College of Education
>403 South Allen Street, Suite 206
>University Park, Pennsylvania 16801-5202, U.S.A.

>Telephone: +814-863-3764      Fax: +814-865-5878

>Editor: Morten Flate Paulsen, MFP101@PSUVM.PSU.EDU
>Guest Editor for this issue: Margaret A. Koble

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>EDITORIAL

>This issue and a forthcoming issue of DEOSNEWS will contain abstracts of
>articles  from the Journal of Distance Education. The journal, an international
>publication of  the Canadian Association for Distance Education (CADE), is
>published twice a year  and began publication in 1986.  Its stated aim is "to
>promote and encourage scholarly  work of an empirical and theoretical nature,
>which relates to distance education in  Canada and throughout the world."
>Abstracts of articles from the first three volumes  (1986-1988) are posted in
>this issue of DEOSNEWS and abstracts from volumes IV to  VI  will appear
>later.  The abstracts, provided by Joan Collinge, Co-Editor of the journal,
>have been compiled by Vicki Carter.

>Subscription information for the Journal of Distance Education should be
>directed to:

>CADE Secretariat
>151 Slater Street
>Ottawa, Ontario
>K1P 5N2 Canada

>Guidelines for contributors appear in the journal and submissions should
>be sent to:

>Joan Collinge/Monique Layton
>Journal of Distance Education
>c/o Centre for Distance Education
>Simon Fraser University
>Burnaby, B.C.  V5A 1S6
>Canada

>E-mail addresses for editors:

>NETNORTH USERCASS@SFU  or  USERFRAN@SFU

>other networks Joan_Collinge@CC.SFU.CA  or  Monique_Layton@CC.SFU.CA


>JOURNAL OF DISTANCE EDUCATION

>VOLUME I - Fall 1986

>Author(s):  Michael Moore
>Title: SELF-DIRECTED LEARNING AND DISTANCE EDUCATION
>Publ: Journal of Distance Education, Vol. I, No. 1
>Pub. Yr.: 1986
>Pages: 7-24
>Abstract: This discussion of self-directed learning and distance education
>begins with a consideration of the concept of "learning-in-education," and with
>clarification of several commonly held assumptions about teaching and
>learning.  Distance education is defined on the basis of these assumptions,
>and as varying along the two critical factors of 'structure' and
>'dialogue.'  Self-directed learning is described in some detail in terms of
>its relevance for adult education.  Adults are especially interested in
>learning that arises from the roles they play as they pass through the
>stages of human development (i.e., parent, consumer, employee, citizen).
>Such learning is described as being particularly well-supported by distance
>teaching, and by a proposed learning advisory network.  Implications for
>teaching in distance education and for the organization of distance
>learning institutions are discussed.
>    This paper discusses some aspects of the phenomenon called
>"self-directed learning" and the implications which follow for the
>curriculum and teaching methods in distance education.

>Author(s): Borje Holmberg
>Title: A DISCIPLINE OF DISTANCE EDUCATION
>Publ: Journal of Distance Education, Vol. I, No. 1
>Pub. Yr.: 1986
>Pages: 25-40
>Abstract: This paper examines the grounds for regarding the study of
>distance education as an emerging academic discipline. The number of studies of
>various aspects of distance education has increased enormously in the last
>ten years.  This paper categorizes these studies into groups dealing with
>various larger issues.  Besides the increasing amount of research, both
>theoretical and practical, some institutions offer distance education
>courses on distance education.  The paper examines the developing trends in
>studies of distance education, including the questions of individualization
>and student autonomy, the amount of support necessary for adult students,
>and the proper use of media and methods.  The actual rationale for distance
>education must also be examined in the ongoing search for a comprehensive
>theory of distance education.

>Author(s): Tony Bates
>Title: COMPUTER ASSISTED LEARNING OR COMMUNICATIONS: WHICH WAY
>FOR INFORMATION TECHNOLOGY IN DISTANCE EDUCATION?
>Publ: Journal of Distance Education, Vol. I, No. 1
>Pub. Yr.: 1986
>Pages: 41-57
>Abstract: Two uses of computers for teaching in distance education are
>compared and contrasted: systems based on structured, pre-programmed learning
>materials (i.e., computer assisted learning, or CAL), where the learner
>communicates as if with the computer; and systems based on the
>communications functions of computers (i.e., computer-mediated
>communications systems), using electronic mail, conferencing and data-bases
>to facilitate communication between teachers and students.
>    It is argued that the two systems represent quite different educational
>philosophies, and for distance teaching at a higher educational level, the
>communications mode offers a more appropriate, humanistic, and pragmatic
>route for future development.

>Author(s): Linda Harasim
>Title: COMPUTER LEARNING NETWORKS: EDUCATIONAL APPLICATIONS OF
>COMPUTER CONFERENCING
>Publ: Journal of Distance Education, Vol. I, No. 1
>Pub. Yr.: 1986
>Pages: 59-70
>Abstract: Such notions as "on-line education" and the "electronic school-
>house" are gaining public attention and interest.  Nevertheless a great deal
>al
>remains to be learned before the promise, as welcome as it may be, can
>become a reality.  Although the technology for establishing electronic
>linkages between the home, the workplace, and the educational institution
>is available, knowledge of how to successfully design and operationalize
>such a learning environment is only beginning to be accumulated.  Before
>devoting the enormous amounts of human and material resources necessary to
>implement such a system on any significant scale, pilot studies which
>generate data to inform the practice are critical.  This paper, by
>reporting the results of an innovative pilot project to establish computer
>learning networks, aims to contribute toward developing a base of knowledge
>which can inform future activities in electronic learning.

>VOLUME II - Spring/Fall 1987

>Author(s): Doug Shale
>Title: INNOVATION IN INTERNATIONAL HIGHER EDUCATION: THE OPEN
>UNIVERSITIES
>Publ: Journal of Distance Education, Vol. II, No. 1
>Pub. Yr.: 1987
>Pages: 7-24
>Abstract: One of the most striking international developments in higher
>education in the past decade has been the establishment of a significant number
>of open universities around the world.  This paper summarizes the nature of
>the open university movement and goes on to discuss the open universities
>as a case of innovation in international higher education.  The paper
>argues that the very nature of the open learning enterprise has forced the
>universities associated with it to be innovative in ways and to an extent
>rarely realized in conventional universities.  This innovation is described
>under the categories of organization and administration, and curriculum and
>instruction.  The paper uses the case study literature associated with the
>open universities to draw examples of innovations intended but not
>realized, "actual" innovations, and unintended innovations.  The paper
>concludes with some examples of potential innovations in open universities
>which could be of some significance in the future.

>Author(s): Richard J. Shavelson, Noreen M. Webb, and John Y. Hotta
>Title: THE CONCEPT OF EXCHANGEABILITY IN DESIGNING TELECOURSE
>EVALUATIONS
>Publ: Journal of Distance Education, Vol. II, No. 1
>Pub. Yr.: 1987
>Pages: 27-40
>Abstract: This paper examines designs for the evaluation of telecourses,
>that is college-level education television courses, from the perspective of
>exchangeability.  The notion of exchangeability focuses evaluation on the
>level of knowledge attained at the end of tele- and traditional courses,
>not on the "growth" of knowledge from pretest to posttest.  If tele- and
>traditional courses are exchangeable, students in both types of courses
>should attain the same level of knowledge, skills, and attitudes.  Three
>attributes of exchangeability are: (1) telecourse treatments cannot be
>separated from their local implementation; (2) student characteristics and
>self-selection into tele- and traditional courses cannot be disentangled;
>and, (3) a balance between internal and external validity should be sought.
>    From the exchangeability perspective, randomized experiments for
>evaluating telecourses are usually inappropriate and uninterpretable.
>Telecourse populations typically differ from traditional course
>populations; "treatments" vary almost as much within telecourses as between
>tele- and traditional courses; and attrition is normal.
>    In view of these problems, four alternative evaluation designs are
>examined from the exchangeability perspective.  These designs are able to
>handle population and treatment differences.  Also, exchangeability with
>its emphasis on equivalence of outcomes, not "gains," avoids the problem of
>selection bias.  We conclude that a combination of quasiexperimental and
>case study designs is most likely to provide the data that policymakers
>seek from telecourse evaluations.

>Author(s): Geoff Arger
>Title: PROMISE AND REALITY: A CRITICAL ANALYSIS OF LITERATURE ON
>DISTANCE EDUCATION IN THE THIRD WORLD
>Publ: Journal of Distance Education, Vol. II, No. 1
>Pub. Yr.: 1987
>Pages: 41-58
>Abstract: This paper argues that the gulf between what could be done
>and  what is actually being done by distance education in the Third World will
>remain. An examination of the literature readily available in Australia about
>distance education in the Third World indicates that the promise of
>distance education, which is expressed in the rhetoric, is that it can
>assist Third World development because it is a vehicle of large scale,
>quality education, effecting social equality in a cost-efficient manner.  A
>critical analysis of the same literature, however, demonstrates that the
>evidence does not indicate that in reality this has been, or will be
>achieved.  Such an analysis also indicates that distance education as
>presently practised in the Third World is interwoven with the so called
>"modernization paradigm" of development.  It is noted that this paradigm
>has eurocentric premises which are unsuitable for the Third World.  It is
>argued that these two factors are related and that, until the development
>paradigm within which distance education operates becomes more appropriate
>to Third World needs, the difference between the potential and the reality
>of distance education's contribution to national development in the Third
>World will remain the striking theme noted above.

>Author(s): Susan Leslie
>Title: SELF-DIRECTED LEARNING AND LEARNER AUTONOMY: A RESPONSE
>TO MICHAEL MOORE
>Publ: Journal of Distance Education, Vol. II, No. 1
>Pub. Yr.: 1987
>Pages: 59-61
>Abstract: In this position statement Dr. Moore's article, "Self-Directed
>Learning and Distance Education" (JDE,I(1), 7-24) is criticized as lacking an
>appreciation of true autonomy in adult learning.  Most "self-directed
>learning" in Dr. Moore's sense is a matter of ordinary, everyday problem
>solving.  If self-directed learning is institutionalized, then learner
>freedom, individualism, and self-direction are lost, as is the satisfaction
>of independent discovery.  Students enrolled in formal distance education
>programs usually prefer clear instructions and overt objectives to
>flexibility or autonomy.  Although distance educators perform a valuable
>task they should not take upon themselves the roles of authors, publishers,
>television producers, hobby experts, and so on, as these roles are usually
>well filled already.

>Author(s): Roger D. Thompson
>Title: RESPONSIVE, FORMATIVE EVALUATION: A FLEXIBLE MEANS FOR
>IMPROVING DISTANCE LEARNING MATERIALS
>Publ: Journal of Distance Education, Vol. II, No. 1
>Pub. Yr.: 1987
>Pages: 62-76
>Abstract: A vital element in the development of flexibly designed distance
>learning materials is the use of systematic, formative evaluation.  With
>the initial implementation of the materials, a concurrent evaluation will
>provide feedback which can be used to improve those materials.  Such a
>process is currently being undertaken at Universiti Sains Malaysia (USM) as
>part of a major redevelopment of its distance education program.  New
B
>learning materials undergo evaluation prior to revision and subsequent
>fixed publication.  Experience at USM has revealed certain methodological
>problems with designing a formative evaluation of distance learning
>materials.  The principal problem is the difficulty of obtaining detailed
>user data and of deciding upon suitable evaluation criteria.  The design
>developed as USM consequently emphasizes flexibility in the source, timing
>and methods of data collection, and in interpretation and reporting, given
>that the purpose of the evaluation is to provide meaningful feedback to
>course developers.

>Author(s): John M. Booker
>Title: THE INSTITUTIONALIZATION OF A TEACHER CORPS PROGRAM: AN
>APPROACH TO THE EVALUATION OF INNOVATION
>Publ: Journal of Distance Education, Vol. II, No. 2
>Pub. Yr.: 1987
>Pages: 1-13
>Abstract: This study examines the process of institutionalization as it has
>occurred for the Cross-Cultural Education Development Program (X-CED), an
>evolution of the Teacher Corps at the University of Alaska-Fairbanks.  As
>an innovation which challenges many of the conventions of higher education,
>it is necessary to approach the evaluation of X-CED with a concern for
>appropriate methods and a consideration of issues of legitimacy in the
>institutional environment.  A method for differentiating innovation and
>convention through an examination of core "exemplars" is developed.  This
>analysis then provides a basis for recasting evaluation as a political
>process where innovative programs struggle to maintain those exemplars
>which make them different while achieving the legitimacy which makes them
>possible.

>Author(s): David Kember and Greg Harper
>Title: APPROACHES TO STUDYING RESEARCH AND ITS IMPLICATIONS FOR
>THE QUALITY OF LEARNING FROM DISTANCE EDUCATION
>Publ: Journal of Distance Education, Vol. II, No. 2
>Pub. Yr.: 1987
>Pages: 15-30
>Abstract: This paper reviews the literature on the process phase of
>learning which is concerned with student's approaches to studying.  Most of
>this research has focused on students in full-time, face-to-face study.  This
>paper discusses the appropriateness of the research to distance education.
>    The relationship between various constructs arising from the approaches
>to studying research and academic outcomes is then examined.  For distance
>education, surface approach or a propensity towards rote-learning appears
>strongly related to persistence.
>    The final part of the paper considers ways in which approaches to
>studying, and particularly surface approach, can be influenced by input
>variables.  For students who habitually employ a surface approach, study
>skills initiatives of certain types are needed to teach the students how to
>employ a deep approach.  Other students may normally employ a deep approach
>but such factors as assessment demands, workload, flexibility of courses
>and their interest to students can induce a surface approach.  The
>implications for curriculum and instructional design of distance education
>courses are discussed.

>Author(s): David Kirby and Cathryn Boak
>Title: DEVELOPING A SYSTEM FOR AUDIO-TELECONFERENCING ANALYSIS
>(SATA)
>Publ: Journal of Distance Education, Vol. II, No. 2
>Pub. Yr.: 1987
>Pages: 31-42
>Abstract: A model is presented which represents the institutional process
>as it applies to a multi-site audio-teleconference class remote from a host
>institution.  This model emphasizes antecedents as determinants of the
>instructional process and outcomes.  Although many of the antecedents and
>outcomes have been investigated, comparatively little attention has been
>attached to investigating the instructional process.  This paper describes
>the development of a system for audio-teleconferencing analysis (SATA).
>The system is based on classroom observation research and analyzes the "on
>air" interactions which occur during an audio-teleconference class.  SATA
>was developed using the audio-teleconferencing tapes from a multi-media
>Women's Studies course offered by Memorial University of Newfoundland.
>Although no attempt was made to investigate the antecedents or outcomes of
>the course, some preliminary analysis is presented as are future plans to
>investigate the instructional model described in the paper.

>Author(s): Ndubuisi Goodluck Nwaerondu and Gordon Thompson
>Title: THE USE OF EDUCATIONAL RADIO IN DEVELOPING COUNTRIES:
>LESSONS FROM THE PAST
>Publ: Journal of Distance Education, Vol. II, No. 2
>Pub. Yr.: 1987
>Pages: 43-54
>Abstract: This paper examines various ways in which radio has been
>employed as an educational medium in developing countries.  It briefly reviews
>and describes the instructional design formats and considerations which should
>be considered in using educational radio.

>Author(s): Jeanpierre Masson
>Title: LA CLIENTELE ETUDIANTE ET LES INSTITUTIONS DE FORMATION A
>DISTANCE
>Publ: Journal of Distance Education, Vol. II, No. 2
>Pub. Yr.: 1987
>Pages: 55-64
>Abstract: This article proposes a new hypothesis to help understand
>the phenomenon of students' satisfaction in distance education.  In this
>article we propose the hypothesis that distance education institutions are
>particularly suitable for students of the introvert type whereas
>campus-based institutions are most suitable for students of the extrovert
>type.  To demonstrate this, the article has recourse to the Jungian
>typology which is briefly described.  Then the article considers the
>possible applications of this typology in institutions of distance
>education.  From the analysis of Jungian typology and of the studying
>context offered by distance education institutions, we conclude that the
>latter are more appropriate for students of the introvert type.  This
>conclusion should nevertheless be verified by future research.

>VOLUME III - Spring/Fall 1988

>Author(s): Liz Burge
>Title: BEYOND ANDRAGOGY: SOME EXPLORATIONS FOR DISTANCE
>LEARNING DESIGN
>Publ: Journal of Distance Education, Vol. III, No. 1
>Pub. Yr.: 1988
>Pages: 5-23
>Abstract: Andragogy has gained wide publicity in the past 20 years in
>North America as a concept and as a set of principles for helping the learning
>processes of adults.
>    The author argues that a closer examination of the concept should
>contribute to learning design development and research in distance
>education and to the convergence of classroom educators and distance
>educators.
>    The original meanings of the concept are explored and related to the
>concept of learner-centredness.  A model of learner-centredness is
>explained and a selected set of relevant issues and design/facilitation
>guidelines presented.

>Author(s): Roy M. K. Wagner
>Title: UNIVERSITY ACCOMMODATION OF DISTANCE EDUCATION IN CANADA
>Publ: Journal of Distance Education, Vol. III, No. 1
>Pub. Yr.: 1988
>Pages: 25-38
>Abstract: This article examines distance education as an innovation
>which has yet to be fully adopted in Canada by conventional universities.  Four
>major issues require attention before the adoption of distance education as an
>academic discipline or field of study.  The first is concerned with how
>distance education, as an academic discipline with its teaching, research
>and practitioner components, can fit into the bureaucracy of a conventional
>university.  The second acknowledges the significance of collegial decision
>making and the role of effective faculty development programs.  The third
>issue, excellence in disciplinary research, sets conventional universities
>apart from open learning institutions in Canada.  In a review of the
>latter, the author examines the relationship of disciplinary research to
>effective teaching and questions the need for open learning institutions to
>continue in their gradual convergence with conventional universities.  The
>fourth issue is the need to examine higher education in Canada as a system
>and to recognize both the need for diversity in higher education and the
>need for universities to preserve diversity in their response to
>anticipated calls for a national distance education strategy.

>Author(s): Greville Rumble
>Title: ANIMADVERSIONS UPON THE CONCEPT OF DISTANCE EDUCATION AS
>A DISCIPLINE
>Publ: Journal of Distance Education, Vol. III, No. 1
>Pub. Yr.: 1988
>Pages: 39-56
>Abstract: The article examines the basis upon which claims for discipline
>status might be justified, identifying four extrinsic and three intrinsic
>characteristics of disciplines.  The former cover (a) structural
>characteristics (chairs and departments), (b) activities (teaching and
>research), (c) relevance to real and immediate problems, and (d) public
>recognition as a discipline; the latter the characteristics of (a)
>autonomy, internal cohesion, specialisation by subject (that is, by
>knowledge domain), and independence from other areas of academic endeavour,
>(b) the theoretical and conceptual depth and structure of the field, and
>(c) the presence of a "culture" that is particular to the discipline.
>    Status as a discipline can not be established on the basis of extrinsic
>characteristics.  Although the presence of a conceptual structure
>particular to a discipline would be sufficient to establish discipline
>status, even acknowledged disciplines occasionally lack such a structure.
>The autonomy of the subject area and its character as a specialised field
>and the presence of a distinctive disciplinary culture are the most
>important arguments in favour of discipline status.  While distance
>education shares many of the extrinsic characteristics of disciplines, it
>lacks autonomy and independence from education, and an independent
>disciplinary culture, and hence can not be regarded as a discipline in its
>own right.

>Author(s): Sharon M. McGuire
>Title: LEARNING THE ROPES: ACADEMICS IN A DISTANCE EDUCATION
>UNIVERSITY
>Publ: Journal of Distance Education, Vol. III, No. 1
>Pub. Yr.: 1988
>Pages: 57-72
>Abstract: The purpose of this study was to examine the transitional
>experiences of faculty members as they adapted to the role requirements of an
>open distance university.  Conceptually, the study was approached from the
>perspectives of work transitions and organizational socialization.
>Methodologically, an ethnographic approach was used.  As new faculty
>members encountered organizational tasks and environments which differed
>from other educational institutions, they experienced confusion and stress.
>After two to four years in the environment, most newcomers had not achieved
>a "comfortable fit" with the institution.

>Author(s): Mavis E. Kelly
>Title: EDUCATIONAL DEVELOPMENT: A DEVELOPING PROFESSION
>Publ: Journal of Distance Education, Vol. III, No. 2
>Pub. Yr.: 1988
>Pages: 11-36
>Abstract: Educational developers play a key role in the preparation and
>delivery of courses offered in the distance education mode.  However, their
>attempts to mediate in academic teaching are not always viewed favorably by
>academics, and educational developers are frequently required to justify
>their roles.  This paper examines the adequacy of these justifications,
>based on the theories of educational development.  These concepts include
>the following:
>    - That the process-content distinction is a valid distinction in
>      educational practice.
>    - That the principles of teaching and learning espoused by educational
>      developers are superior by virtue of their having been derived from
>      educational research and theory.
>    - That students learn better from a course mediated by educational
>      developers.
>    - That it is the task of educational developers to reorder the
>      traditional priorities of teachers in order to bring their practices
>      into line with their own professional priorities.
>    The assumptions underlying these justifications are open to question.
>They cast the teacher in the role of "subject matter expert," downplaying
>the importance of the teaching role and the interaction with learners.
>They also rely on a simplistic view of the relationship between research,
>theory, and practice in education, a view which ignores the selective
>nature of technological applications in education and the political and
>institutional contexts in which education is conducted.
>    Inevitably educational developers focus on the quality of
>self-instructional materials as an index of the quality of education.
>Variables which are more difficult to display--such as quality of feedback,
>receptivity of staff, efficiency of delivery systems, and quality of
>counselling--often receive less attention, even though these may be the
>qualities learners perceive as valuable.  The assumption that the
>traditional teaching priorities of teachers need to be adjusted when
>planning and delivering courses is based on the assertion that a
>deterministic systems approach to education is automatically superior.  It
>ignores the significance of changes currently occurring in several areas of
>education which are teacher-driven or learner-driven rather than
>orchestrated by educational developers.  This paper prompts those who are
>in the educational development profession to re-examine their roles and
>assumptions and to develop a professional identity based on an
>understanding of the relationship between teachers and developers, an
>appreciation of the qualities which learners value in an educational
>experience, and an analysis of the contextual variables--both political and
>institutional--which impinge on educational practice.

>Author(s): Jeanpierre Masson
>Title: SUR LA SATISFACTION DES ETUDIANTS DANS UN CONTEXTE DE
>FORMATION A DISTANCE: LA TELE-UNIVERSITE
>Publ: Journal of Distance Education, Vol. III, No. 2
>Pub. Yr.: 1988
>Pages: 37-54
>Abstract: Why is it that students enrolled at a distance education insti-
>tution do not register for a second course and even withdraw from the first
>course they are taking, even though they declare themselves satisfied with
>the course offered and with the proposed pedagogical material?  Must we
>conclude that re-registering of students has nothing to do with their
>degree of satisfaction?  Or should we reconsider our surveys concerning
>students' satisfaction?  The author suggests taking a second look at the
>concept of satisfaction, and he devises various hypotheses allowing one to
>understand a behavior pattern which at first glance appears aberrant.  He
>also suggests a new approach to the evaluation of students' satisfaction.

>Author(s): Lynn E. Davie
>Title: FACILITATING ADULT LEARNING THROUGH COMPUTER-MEDIATED
>DISTANCE EDUCATION
>Publ: Journal of Distance Education, Vol. III, No. 2
>Pub. Yr.: 1988
>Pages: 55-69
>Abstract: This article is a case study of two distance education graduate
>courses offered by means of computer-mediated communication.  The article
>describes the structure of the courses followed by an analysis of student
>participation, satisfaction, and achievement.  In addition, the article
>discusses the effectiveness of the facilitation techniques used.
>    In the courses, student reading and writing of notes was extensive.  It
>appears that students logged in and read the conference at least once a
>week, and many students logged into the conference once a day.  The mean
>number of notes authored by each student in 1986 was 16.3 and the mean for
>1987 was 11.8.
>    Two facilitation techniques were examined.  In joint writing
>assignments several patterns emerged.  A major strategy was to send drafts
>of the paper back and forth between students.  One student would write a
>draft of a section and the second student would edit the work, adding
>points and changing wording as appropriate.  The draft was then sent back
>to the first student for another round.  The second strategy was to be
>on-line at the same time.  There were approximately twice as many notes
>entered on the same day as entered on different days.
>    Students reported satisfaction with the on-line courses and
>demonstrated effective use of the technology.

>Author(s): David D. Williams, William D. Eiserman, and D. William Quinn
>Title: DISTANCE EDUCATION FOR ELEMENTARY AND SECONDARY SCHOOLS
>IN THE UNITED STATES
>Publ: Journal of Distance Education, Vol. III, No. 2
>Pub. Yr.: 1988
>Pages: 71-96
>Abstract: A literature review and telephone survey of the fifty United
>States were conducted to identify research and evaluation studies of distance
>education programs for elementary and secondary school children.  Four
>major questions were asked:
>    1. What needs are being addressed by distance education programs?
>    2. What types of technology are used in these programs?
>    3. What is the focus of instruction (who is served and what content and
>       instructional design are used)? and
>    4. What judgements are being made about the effectiveness of distance
>       education at elementary and secondary levels?
>    Answers to these questions are offered in support of the conclusion
>that although distance education is being used quite widely to address a
>variety of needs for multiple audiences in many subjects with a host of
>technologies, little credible evaluation data is being collected to test
>the quality of these programs.  Suggestions are given for solving this
>problem.

>Author(s): Andre-Jacques Deschenes, Louise Bourdages, Celine Lebel and Bernard
> Michaud
>Title: A PROPOS DES ACTIVITES D'APPRENTISSAGE POUR FACILITER
>L'ACQUISITION DE CONNAISSANCES A L'AIDE DE DOCUMENTS ECRITS
>Publ: Journal of Distance Education, Vol. III, No. 2
>Pub. Yr.: 1988
>Pages: 97-114
>Abstract: In order to supplement written documents as sources of
>information, telecourses strongly encourage the development of learning activi-
>ties. A survey of the literature in the field of telecourse development reveals
>eveals
>the scarcity of valuable works justifying the use of this technique: little
>empirical data actually show the value of such learning activities in the
>acquisition of knowledge.  An analysis of the activities presented to
>students in a distance education course indicates that the course designers
>use a great diversity of learning activities, stressing certain forms
>depending upon the objectives sought.  This analysis also shows that there
>is no obvious relationship between the number of learning activities
>offered and the number of pages to be studied.

B
B
B
B
>--------------------- End of DEOSNEWS Vol. 2  No. 10----------------------
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