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EDITORIAL

This week we are posting a complete set of abstracts compiled
from volume 3 (1989), of the American Journal of Distance Educa-
tion. The abstracts from volume 1 (1987) were posted in DEOSNEWS
#4 and the abstracts from volume 2(1988) were posted in DEOSNEWS
#8. In the future, DEOSNEWS will provide abstracts from volume 4
and 5. These back issues are available at $12 per copy for
subscribers and at $24 per copy for others.

Subscription Information/Address:
The American Journal of Distance Education
College of Education
The Pennsylvania State University
403 South Allen Street, Suite 206
University Park, PA 16801-5202
Telephone: (814) 863-3764

ABSTRACTS from: THE AMERICAN JOURNAL OF DISTANCE EDUCATION 1989

VOLUME 3 NUMBER 1

Author(s): Murgatroyd, Stephen and Woudstra, Andrew
Title: Issues in the Management of Distance Education
Publ.: American Journal of Distance Education Vol. 3,
No. 1
Pub. Yr.: 1989
Pages: 4-19
Abstract: In this paper a number of key issues facing
administrators at Athabasca University (Canada) are examined in
terms of the general issues which they suggest for distance
education organizations and open learning systems. Athabasca
University is used as a case study of a complex organization with
a complex history which is currently seeking to deal with admin-
istrative issues in a direct and challenging way. Throughout this
paper, the experience of administrators at Athabasca University
is contrasted with the experience of administrators at the Open
University (Britain). This paper does NOT review the literature
concerning the management and administration of distance educa-
tion organizations and open learning systems. Instead, it focuses
upon broad issues which challenge the nature of these systems and
looks at these issues from an administrative point of view. The
implicit aim of the paper is to provide a starting point for a
new direction of study in distance education: the study of
strategic management and its practice. (written by author) (68
references)

Author(s): Barker, Bruce O.; Frisbie, Anthony G.; and
Patrick, Kenneth R.
Title: Broadening the Definition of distance Education in
Light of the New Telecommunications Technologies
Publ.: American Journal of Distance Education Vol. 3,
No. 1
Pub. Yr.: 1989
Pages: 20-29
Abstract: Increased interest is being shown across the
United States by state and national education officials regarding
the concept of "distance education." Reference is usually in-
tended to mean telecommunicated instruction that is delivered
from a host site or classroom to multiple receiving sites simul-
taneously at distant locations. Nevertheless, the term "distance
education" is often referenced in the literature to mean corre-
spondence study. This article addresses some of the similarities
and differences between traditional, print-based distance educa-
tion and the newer, electronic media-based approaches. A hier-
archical structure--focussing on the degree and level of teache-
r/student interaction possible in various approaches--is also
presented. (written by author) (27 references)

Author(s): Bytwerk, Randall L. and Diehl, Grover E.
Title: Teaching Public Speaking Via Correspondence in
the Third Reich
Publ.: American Journal of Distance Education Vol. 3,
No. 1
Pub. Yr.: 1989
Pages: 30-37
Abstract: To expand the availability of National Socialist
speakers between 1928 and 1933, Fritz Reinhardt developed a
speakers' course for party members. By 1933 over 6000 had been
trained using his methods. The course's enormous success, how-
ever, had more to do with timing, the zeal of the students, and
Reinhardt's own hard work than with any particular training
innovation. Structurally, the course was quite similar to present
day correspondence instruction. (written by author) (32 refer-
ences)

Author(s): Lauzon, Allan C. and Moore, George A. B.
Title: A Fourth Generation Distance Education System:
Integrating Computer-Assisted Learning and Com-
puter Conferencing
Publ.: American Journal of Distance Education Vol. 3,
No. 1
Pub. Yr.: 1989
Pages: 38-49
Abstract: Distance education is emerging as a REAL force in
education. Although early distance education systems in the form
of correspondence courses have been in place since the turn of
the century, only recently has it begun to move from a marginal
role in education to front and center. Much of this focus on
distance education stems from a growing demand for educational
opportunities that are designed for, and directed toward, speci-
fic target groups (Garrison 1986). This paper is devoted to
reviewing and briefly discussing the literature pertaining to the
Personalized System of Instruction (PSI), Computer-Assisted
Learning (CAL), Computer-Conferencing (CC) forms of instruction,
and how they can be integrated into a delivery system to enhance
distance learning. (written by author) (28 references)

Author(s): McCleary, Iva Dene and Egan, M. Winston
Title: Program Design and Evaluation: Two-way Interactive
Television
Publ.: American Journal of Distance Education Vol. 3,
No. 1
Pub. Yr.: 1989
Pages: 50-60
Abstract: Describes study that examined the effects of using
two-way interactive television in a three-course sequence of
teacher education courses. Comparisons are made between distance
education and conventionally taught classes, and the variables
used are described, including the instructor's teaching effec-
tiveness, feedback related to student progress, and course
organization. (ERIC #EJ392478) (3 references)

VOLUME 3 NUMBER 2

Author(s): Rumble, Greville
Title: On Defining Distance Education
Publ.: American Journal of Distance Education, Vol. 3,
No. 2
Pub. Yr.: 1989
Pages: 8-21
Abstract: Reviews Past definitions of distance education and
offers a new five-part definition of the concept. Topics discuss-
ed include the roles of the teacher and students; physical
separation of teachers and learners; the influence of an educa-
tional organization; communication between teachers and students;
and the use of technical media. (ERIC #EJ401015) (22 references)

Author(s): Cookson, Peter S.
Title: Research on Learners and Learning in Distance
Education: A Review
Publ.: American Journal of Distance Education, Vol. 3,
No. 2
Pub. Yr.: 1989
Pages: 22-34
Abstract: This article reviews research on learners and
learning in distance education. Items are drawn from literature
catalogued in ERIC, Dissertation Abstracts International, The
Social Sciences Citation Index, and Teaching at a Distance. A
master list of articles and dissertation abstracts was compiled
and each item was examined for relevance. Yet to be examined are
additional references cited by the articles identified in the
initial search, as well as unpublished research documents ident-
ified in the ERIC data base. (written by author) (60 references)

Author(s): Dillon, Connie
Title: Faculty Rewards and Instructional Telecommunica-
tions: A View From the Telecourse Faculty
Publ.: American Journal of Distance Education, Vol. 3,
No. 2
Pub. Yr.: 1989
Pages: 35-43
Abstract: Implementation of the telecommunications technol-
ogies necessary to adequately serve the needs of today's adult
learners will depend to a large extent on acceptance by faculty.
However, negative faculty attitudes often result from the changes
in familiar teaching patterns and practices necessitated by these
technologies. Stressing the importance of reward systems in the
acceptance of any innovation, this article analyzes faculty and
administrator perceptions of the reward systems relating to
university telecourses. Both institutional and personal rewards
are necessary for faculty to accept telecourse teaching. Institu-
tional rewards include recognition by administrators of both the
value and unique demands of telecourses, monetary rewards equiv-
alent to those given to resident instructors, and the elimination
of barriers associated with telecourse teaching. Personal
rewards include the diversity provided by teaching telecourses
and the opportunity to serve nontraditional learners. A final
important factor is the attitude of peers toward telecourse
teaching; this study found a strong relationship between the
perceived attitudes of colleagues and the attitudes of telecourse
instructors. Dillon concludes that administrators must provide
tangible rewards to faculty using these technologies and that
telecommunications coordinators should be given the power and
resources necessary to meet the needs of the faculty; only in
this way will instructional telecommunications be successfully
integrated into the postsecondary educational system. (6 refer-
ences)

Author(s): Tovar, Mariela
Title: Representing Multiple Perspectives: Collaborative-
-Democratic Evaluation in Distance Education
Publ.: American Journal of Distance Education, Vol. 3,
No. 2
Pub. Yr.: 1989
Pages: 44-56
Abstract: This article discusses three models of consulta-
tion and their assumptions regarding roles and responsibilities
of evaluation consultants. It identifies several factors that
support the utilization of collaborative approaches for the
evaluation of the internal functioning of distance education
programs.The article presents the application of a collaborative
model, specifically, Utilization-Focused Evaluation (Patton 1982,
1986), to the selection of questions and issues in an evaluation
project. This project was carried out at the "Universidad Nacion-
al Abierta" (National Open University) a distance education
institution located in Venezuela. Both the collaborative process
and the evaluation issues that resulted from this approach are
discussed. (written by author) (27 references)

Author(s): Beare, Paul L.
Title: The Comparative Effectiveness of Videotape,
Audiotape and Telelecture in Delivering Continuing
Teacher Education
Publ.: American Journal of Distance Education, Vol. 3,
No. 2
Pub. Yr.: 1989
Pages: 57-66
Abstract: This research examines the effects on student
achievement and on the course evaluations of audiotape, video-
tape, and telelecture instruction delivered through a continuing
education program. The target subjects were non-traditional
teacher education students scattered across a wide, rural,
geographic region, and for whom no other educational alternatives
existed short of being unemployed while receiving training. The
study included a traditional control group of on campus students
receiving live instruction, one group which received video
instruction on campus, and one for which video instruction was
available as a backup alternative. Results revealed no differ-
ences in student achievement or course evaluation among the six
groups. These findings support the use of such mediums of in-
struction in distance education. (written by author) (8 refer-
ences)

VOLUME 3 NUMBER 3

Author(s): Woudstra, Andrew and Powell, Richard
Title: Value Chain Analysis: A Framework for Management
of Distance Education
Publ.: American Journal of Distance Education, Vol. 3,
No. 3
Pub. Yr.: 1989
Pages: 7-21
Abstract: Discussion of the benefits of value chain analysis
in the management of distance education organizations focuses on
an example at Athabasca University. The effects of policies and
decisions on the organization and its value system are con-
sidered, cost drivers for activities are described, and a future-
-oriented perspective is emphasized. (ERIC #EJ405811) (14 refer-
ences)

Author(s): Davis, Shirley and Elliott, Charles S.
Title: Whose Job is Teleconference Reception?
Publ.: American Journal of Distance Education, Vol. 3,
No. 3
Pub. Yr.: 1989
Pages: 22-35
Abstract: This article focuses on the administration of
education programs delivered by satellite video and, for interac-
tion, augmented by return telephone lines. Eight administrative
models, four for each environment, are identified for education
and business. Additionally, the article discusses general oper-
ational issues and challenges in both types of environments,
describes the requirements for personal and institutional sup-
port, and suggests guidelines for teleconference administration.
(14 references)

Author(s): Ritchie, Helen and Newby, Timothy J.
Title: Classroom Lecture/Discussion vs. Live Televised
Instruction: A Comparison of Effects on Student
Performance, Attitude, and Interaction
Publ.: American Journal of Distance Education, Vol. 3,
No. 3
Pub. Yr.: 1989
Pages: 36-45
Abstract: To investigate the influence of environment on
interaction in distance education, this study compared levels of
observed interaction in a traditional face-to-face classroom, a
television studio classroom, and in a distance classroom equipped
with two-way audio capabilities. Twenty-six college undergrad-
uates were randomly assigned to one of the above three groups.
The instructor delivered the same rehearsed material, a lecture
on nominative absolute clauses, in each of the three settings.
After instruction, a personal information form, performance test,
and attitude survey were administered to all groups. Analysis of
participant performance showed that achievement was similar
regardless of the medium used. Differences appeared, however, in
number and types of interactions; students in the face-to-face
setting interacted twice as often as the combined total of studio
and distance groups and the types of interactions varied to a
greater degree. Results of the attitude survey indicate that
distance students perceived less involvement, less ability to ask
questions, and less overall enjoyment. The researchers conclude
that, although high levels of interaction are not necessary for
adequate performance, ability to interact strongly influences
students' attitudes and, therefore, commitment to learning.
Because this commitment can directly affect student persistence
in a course of study, instructors should structure interaction in
distance learning situations by using student names, televising
photographs of students who interact, and addressing the distance
groups more specifically. (39 references)

Author(s): Lane, Carla
Title: A Selection Model and Pre-Adoption Evaluation
Instrument for Video Programs
Publ.: American Journal of Distance Education, Vol. 3,
No. 3
Pub. Yr.: 1989
Pages: 46-57
Abstract: Discusses the use of video programs and telecours-
es in distance education and describes the development of a media
selection model and evaluation instrument using the Delphi
technique. The instrument, which contains specific criteria based
on media selection methods, addresses such areas as educational
objectives, instructional design, printed materials, computer
software, and costs. (ERIC #EJ405813) (35 references)

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