HDTenEightyP/NetNews huggingface dataset:
From: <KWB107@PSUVM.PSU.EDU>
Subject: BANRES
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Mon, 9 Nov 1992 16:08:14 GMT


  - - The original note follows - -

Date: Sun, 8 Nov 1992 19:17 MST
From: PATGLASS@BOOTES.UNM.EDU
Subject: BANRES
Our new President Elect, Bill Clinton has some critical issues to face during
the next four years, including the U.S. Economy and the U.S. Educational
System.

Distance Education researhers will need to deal with these same issues,
among others.  Researching new and creative ways to fund this important branch
of education will be one of the most challenging problems facing distance
 educators in the 1990s.

Since special interest groups may become a dying breed, convincing and working
with government agencies to allocate monies for DE equipment, training of
instructors and installation and maintenance of complete systems will require
significant research and statistics.

In the area of Education, it seems to me that quite a lot of research has
already been done of the OU, Canadian and Australian distance education
systems.  However, not a lot of this information is reaching American
schools, especially at the K-12 level.  A very small portion of U.S.
schools are doing anything with distance education or even know what it is.

As a graduate student, accessing this research at UNM seems to be a cumber-
some, yet not impossible, task.  It does get expensive for struggling,
middle-class, adult students, who usually have families to afford though.
Just the cost of making copies from ERIC documents sometimes stretches our
already scant budgets to bursting points.  And the possibility of using
an expensive listserv, such as Compuserve, to download articles is an
IMpossibility for most of us.  So though we may know where and how to access
distance education research, it sure would be a lot easier if it were cheaper.
It woulld also be nice to be able to download an entire document from some
national or international library, FREE, not just an abstract.

So developing countries, aside--what about developing families!?


Patti Glass
University of New Mexico
Albuquerque, New Mexico
(We've got lots of sun, but not much $).
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Re: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 13 Nov 1992 08:03:13 GMT


  - - The original note follows - -

Date: Tue, 10 Nov 1992 17:29 EDT
From: JOHN TASHNER <TASHNERJH@APPSTATE.BITNET>
Subject: Re: BANRES:  DEOS-L #38.
Danna Ford's request for research studies in the area of sex differences in
human brains is an interesting and evolving area of study.  Doreen Kimura
has an article addressing this issue in the Sept. 1992 Scientific American.
She also lists recent studies in her bibl.

John Tashner
Tashnerjh@Alf.Appstate.Edu
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Re: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 6 Nov 1992 17:57:20 GMT


  - - The original note follows - -

Date:         Fri, 06 Nov 92 10:02:18 EST
From:         Kris Biesinger <KBIESING@UGA>
Subject:      Re: BANRES:  DEOS-L #29.
In response to the question regarding gender differences in the brain --
There was a show either on the Discovery channel or public television entitled
Brain Sex which discussed at length gender differences in the brain.  It should
not be too difficult to locate the program and the studies which provided the
information.
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Is Campus Security One More Issue Of Access to Education?
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Thu, 5 Nov 1992 16:58:32 GMT


  - - The original note follows - -

Date:    Wed, 04 Nov 92 14:59 CST
From:    JEANNE MATHER 224-7959               <DD5583@UOKMVSA.BITNET>
         (2503 S. 16TH)
         ( CHICKASHA)
Subject: Is Campus Security One More Issue Of Access to Education?

     In response to Denise Mackin's question, "Is campus
security one more issue of access to education?
     I see campus security as a big issue in distance education.
In Long Beach, concrete walls are constructed in front of
elementary school playgrounds to block out bullets from
drive-by shootings.  In the Los Angeles School District, students
are denied the use of lockers because students store guns in
them.  At California State University, Northridge, gang activity
has been reported.  And many campuses have the emergency phones
with the blue lights, that are used to get immediate contact
to the police in the case of an attack.  Schools from elementary
to university level are subject to violent crime.
     Now, concerning research in this area.  I would like to
see some research target schools that are at risk with violent
crime.  People could respond to questionnaires that ask respondents
to rate ways to deal with violent crime.  The questionnaire should
include as many options as possible for dealing with violent
crime.  Distance education (with a short definition or example)
would be included as an option.  Distance education should not be
portrayed as more attractive than other options.
This would be one way of doing a market-type survey to
find out if campus security makes students desire to have
distance education.
     --Mark W. Rawlinson, University of Oklahoma
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Re: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Mon, 9 Nov 1992 15:58:33 GMT


  - - The original note follows - -

From: <corrinne@carina.unm.edu>
Subject: Re: BANRES:  DEOS-L #29.
Date: Fri, 6 Nov 92 14:42:33 MST
>   - - The original note follows - -
>
> From: <dford@NMSU.Edu>
> Subject: Re: BANRES:  DEOS-L #21.
> Date: Tue, 3 Nov 92 15:18:00 MST
>
> While it amazes me that anyone would say my brain is structured differently
> because I am female, I am also intrigued.  Obviously, we are all educated
> adults.  From where did this information (that our brains are different) come?
> I would be very interested in reading such a study, because, as an educator,
> I must always be on the lookout for information on different learning styles.
>
> Donna Ford
> NMSU
>
        Just a suggestion: there was a remarkable special issue of
Omni magazine last fall (October, I think) entitled "The Uncertain
Future of Gender." One of the most interesting articles discussed
biochemical research (I think) that showed women's brains process
language quite differently than males: using areas in both hemispheres
of the brain while men process only in a tight area on the left side
behind the ear. Who knows what this means, but as an academic I enjoy
ruminating over this & all the work published concerning female
communication culture & how it differs from male (most recent, the work
of Dr. Deborah Tannen). Worth considering? -- Corrinne Magotra
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: "Smart TV"
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 13 Nov 1992 08:03:15 GMT


  - - The original note follows - -

Date: Tue, 10 Nov 92 15:21:36 EST
From: (David Stotz) <djs2@postoffice.mail.cornell.edu>
Subject: "Smart TV"

A note in reply to Jeff McGuire's comments concerning DE and TV.

Having just returned from a national conference on telecommunications I can
report that there are some amazing developments with digitized TV that have
profound implications for DE. For example, compression technology has
progressed to the point where interactive full motion video and voice are
now possible in a multimedia environment networking multiple sites. Students
are able to access databases, present materials, see and hear the
instructor, and have the instructor see and hear them - at multiple
locations using ordinary analog telephone lines at the price of a normal voice
telephone call.

Here at Cornell we currently use two way full motion video and voice to
teach a DE course. Results have been encouraging.

I normally do not adhere to "technological determinism" in choosing
learning media, but the mind boggling technical developments now existing, or
soon to exist, lead me to believe that we as educators had better keep
abreast of technical developments and think about how they might be used in new
and imaginative ways.

A reformed Luddite,

David J. Stotz
NYSSILR Instructional Services
Cornell University

david_stotz@qmrelay.cit.cornell.edu
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: BANRES
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 13 Nov 1992 08:03:05 GMT


  - - The original note follows - -

Date: Mon, 9 Nov 1992 20:46 MST
From: PATGLASS@BOOTES.UNM.EDU
Subject: BANRES
Has anybody looked at the possible link between home schooling and distance
education?

We see several beneficial applications of the marriage between these two
areas and would like to hear from any of you on this topic.

Patti Glass
Denise Mackin
Elizabeth Littell

Graduate Students,
University of NEW Mexico
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Re: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 6 Nov 1992 16:26:51 GMT


  - - The original note follows - -

From: rbotting@wiley.csusb.edu
Date: Thu, 5 Nov 92 11:00 PST
Subject: Re: BANRES:  DEOS-L #21.
I was also surprised by Knowles and Walsh's linking of gender and brain
organization.

Certainly peoples brains do work differently.
Certainly a good teacher has to allow for this.

The following
        "I am a visual learner...can you recommend any books..."
arrived in my EMail this morning.

What is bothering is that
the appearance of the body is not a good predictor of how the
person's brain works.  Further there is evidence that humans tend
to make sure that their prophecies are fulfilled.

There was some British research on the top-down vs the bottom-up
strategies by both cyberneticians and psychologists in the 70's.

A colleague here has surveyed her classes to determine
which of four preferred learning strategies are present so that
she can adapt her teaching.  I'm not sure of the details.
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Do Women look at big picture and men at parts?
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Thu, 5 Nov 1992 17:06:48 GMT


  - - The original note follows - -

Date:    Wed, 04 Nov 92 14:50 CST
From:    JEANNE MATHER 224-7959               <DD5583@UOKMVSA.BITNET>
         (2503 S. 16TH)
         ( CHICKASHA)
Subject: Do Women look at big picture and men at parts?

In response to Lynn Knowles & Steve Walsh, who say that
women look at the big picture and men look at parts:
     I was upset to hear that women's brains are different
from men's brains, especially since there was no research
cited from Walsh and Knowles.  I was concerned with Knowles/
Walsh's statement that education will be much better when
women contribute more.  This implies that men are bad
educators.  I feel a touch of discrimination.
     However, I think there is potential for research.  It
would be interesting to do a review of literature on
different learning styles between men and women.  After a
review of literature, it might be interesting to pilot some
programs that allow learners of both sexes to choose their
style of learning (style choices based on review of
literature)--NOT to be given a learning style if they are
male or female.  The program could be tested to see if there
were any significant differences among outcomes when
teaching with a common style and when allowing to choose own
learning styles.
     If there were significant differences, I would suggest using
the pilot programs as a basis to build distance programs, since
distance education reaches more people than local programs do.
This would further the cause of equality of education no matter
what background people are, especially if the choice of learning
styles expands to include styles according to cultural background,
e
economic condition, age, etc.
     --Mark W. Rawlinson, University of Oklahoma
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Thu, 5 Nov 1992 17:09:51 GMT


  - - The original note follows - -

Received: from UBCMTSA.BITNET by PSUVM.PSU.EDU (Mailer R2.08) with BSMTP id
 6346; Wed, 04 Nov 92 15:26:56 EST
Date:     Wed, 4 Nov 92 12:25:50 PST
From:     Mark Bullen <USERMBAV@UBCMTSA.BITNET>
Subject:  BANRES:  DEOS-L #7.
Message-Id:  <735683@UBCMTSA.BITNET>

As usual, Roger Boshier makes some very provocative comments.
Because his generalizations are so sweeping, those of us whose
jobs are in distance education tend to get defensive. That doesn't
accomplish much so I will try to be rational.
First of all his comment that DE is informed by an ideology
of schooling is probably correct, but so is most formal
education, particularly at the university and college level.
What should be pointed out is that many of us in DE are
aware of this and are trying to do something about it. I
don't think the same could be said about much of conventional
university and college education.
Roger implies that things were better in DE in the early days.
This is not true. If anything, the ideology of schooling
was much more prevalent in the early days.
Roger also seems to think that distance educators are a bunch
of zealots who believe the greater the distance the better.
In fact, most of us are just educators and treat distance
education as a continuum ranging from totally independent
learning to a combination of distance and face to face
methods. The appropriate mix depends on a number of variables
such as subject matter, learner preference, cost etc.
With regards to his final comment that most DE is really
adult schooling, if this is true, it is simply a reflection
of what is happening on-campus. In many of the dual-mode
or conventional insitutions, it is the distance educators
who are concerned about this and are trying to develop
programs which emphasize critical reflection.
As for his criticism of the research focus on fine-tuning
the present, I agree. Much of this stuff bores me to death,
but they are the kind of issues that somebody has to address.
I would prefer to see more emphasis on learning processes and on
philosophies of education.

Mark Bullen
University of BC
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: Re: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 6 Nov 1992 16:44:35 GMT


  - - The original note follows - -

Date: Thu, 05 Nov 92 14:45 EST
From: Theodore_E_STONE@umail.umd.edu (ts65)
Subject: Re: BANRES:  DEOS-L #30.
The following is noted by M_WAKEFIELD@UNHH.UNH.EDU (MIKE WAKEFIELD)
>
>One topic for research in DE which seems worthy of investigation
>is the role of motivation as a determining factor in learner outcomes...
>but there seems to be little in the literature which relates to the
> motivation of DE students....
>

Actually, there has been some very reasonable research in this area.  Some
intresting studies were conducted out of Athabasca University in the REDEAL
studies of the early 1980s.  At least some of these focused on motivational
factors in DE, such as tutor contact.  At Penn State University, Fabio
Chacon's dissertation used multiple regression analysis to examine the
various motivational factors in DE programs at Penn State.  My dissertation
at the University of Maryland looked at Locus of Control as a motivational
factor in DE completion rates.

I found several journal articles on the subject of DE and motivation when I
performed my literature search.

My analysis is that the are a number of studies which can be performed based
on the body of literature in this area.  In can certainly be fertile ground
for distance collaborative research.


--Theo Stone
Theodore_E_Stone@umail.umd.edu
Newsgroups: alt.education.bangkok.research
From: anderson@acs.ucalgary.ca (Terry Anderson)
Subject: Conclusion of the first 4 topics - Bangkok Project
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 13 Nov 1992 08:03:25 GMT

To all participants in the Bangkok Project.

The official dates for the conclusion of the first 4 topics in the Bangkok
Project have come and gone. It's strange how the absence on time and space
constraints of this media, make "timing" for starts and especially conclusions
somewhat arbitrary and not altogether meaningful!  Nonetheless I know that some
of the hard working porters who have been transferring the 300 odd messages
between systems are becoming a bit fatigued!  To these porters, I'd like to say
a heartfelt thank you for your efforts and energy.

The topic interaction has been very interesting. When we first started planning
this project, we had no idea if we would have thousands of responses or none -
fortunately I think the level of activity has met our needs without
overwhelming our mailboxes.

I'd like to especially thank the five first speakers, Michael Moore, Tony
Bates, Robin Mason, Eugene Rubin and Laury Melton.  Each of these distance
educators have given a great deal of time, energy and insightful comments which
have sparked some very worthwhile interaction. 

Some of our more fortunate colleagues are now in Bangkok attending the XVI
World Conference of the International Council for Distance Education. We look
forward to their comments or reactions to the conference in the final Bangkok
Project topic.  The First Speaker for this final topic is Dr. David Sewart, the
past president of the ICDE.  The discussion will focus on issues related to
student support services. This topic will begin on Nov. 16 and is scheduled to
run until Nov. 30. 

The CMC topic with Robin Mason will also continue until the 30th.

We will be running a smaller discussion group, which will likely not be ported
to other lists and networks, after Nov. 30, in order to assess how this project
has and has not worked.  All porters and those involved earlier in the project
will automatically be included in this discussion.  If you would like to have
your name added to this discussion group, please EMAIL me directly
(Anderson@acs.ucalgary.ca) and I will add your name to this mail list.

A final thanks to all those who added comments and an invitation to those
"lurkers" who wish they had added their comments.  We still have 2 topics and
two and half weeks to share our ideas and learn within the world wide distance
education community.


Terry Anderson


--------------------------------------------------------------
Terry Anderson
Network Coordinator, Bangkok Project
Dept. of Educational Psychology       Ph. 403-284-0922
University of Calgary                 Fax 403-289-4471
Calgary,AB. Canada T2N1N4             InterNet ANDERSON@ACS.UCALGARY.CA
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: RE: BANRES:  DEOS-L
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Mon, 9 Nov 1992 16:04:51 GMT


  - - The original note follows - -

Date: Fri, 06 Nov 1992 17:40:53 EST
From: dchurchman@dhvx20.csudh.edu
Subject: RE: BANRES:  DEOS-L #31.
Cal State Dominguez, in the heart of the riot area, and involved with
distance education, might be a good subject for the research proposed
by Rawlinson.
Newsgroups: alt.education.bangkok.research
From: <KWB107@PSUVM.PSU.EDU>
Subject: BANRES:  DEOS-L #33.
Originator: banres-m@udevdiv.unibase.sk.ca
Reply-To: <banres-m@udevdiv.unibase.sk.ca>
Organization: Unibase Telecom Ltd.
Date: Fri, 6 Nov 1992 16:58:41 GMT


  - - The original note follows - -

Date:     Wed, 4 Nov 92 12:25:50 PST
From:     Mark Bullen <USERMBAV@UBCMTSA.BITNET>
Subject:  BANRES:  DEOS-L #7.
Message-Id:  <735683@UBCMTSA.BITNET>

As usual, Roger Boshier makes some very provocative comments.
Because his generalizations are so sweeping, those of us whose
jobs are in distance education tend to get defensive. That doesn't
accomplish much so I will try to be rational.
First of all his comment that DE is informed by an ideology
of schooling is probably correct, but so is most formal
education, particularly at the university and college level.
What should be pointed out is that many of us in DE are
aware of this and are trying to do something about it. I
don't think the same could be said about much of conventional
university and college education.
Roger implies that things were better in DE in the early days.
This is not true. If anything, the ideology of schooling
was much more prevalent in the early days.
Roger also seems to think that distance educators are a bunch
of zealots who believe the greater the distance the better.
In fact, most of us are just educators and treat distance
education as a continuum ranging from totally independent
learning to a combination of distance and face to face
methods. The appropriate mix depends on a number of variables
such as subject matter, learner preference, cost etc.
With regards to his final comment that most DE is really
adult schooling, if this is true, it is simply a reflection
of what is happening on-campus. In many of the dual-mode
or conventional insitutions, it is the distance educators
who are concerned about this and are trying to develop
programs which emphasize critical reflection.
As for his criticism of the research focus on fine-tuning
the present, I agree. Much of this stuff bores me to death,
but they are the kind of issues that somebody has to address.
I would prefer to see more emphasis on learning processes and on
philosophies of education.

Mark Bullen
University of BC
Newsgroups: alt.education.bangkok.theory
From: leigh@unibase.Unibase.SK.CA (Leigh Calnek)
Subject: Re: Database of these discussions
Organization: Unibase Telecom Ltd.
Date: Fri, 6 Nov 1992 08:14:25 GMT

An interesting idea Laury.  I also have archived the entire
discussion.  It is my intention to do some reorganizing, and
then do a full text index on all postings.  This will allow
me (or others who chose to access them here at UNIBASE) the
ability to key word search on all articles across the entire
Bangkok discussions.
-- 

Leigh Calnek
Internet: leigh@unibase.unibase.sk.ca
voice: 306/789-9007
Newsgroups: alt.education.bangkok.databases