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DEOSNEWS Vol. 1 No. 16. This document has about 290 lines.
Copyright 1991 DEOS - The Distance Education Online Symposium
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EDITORIAL

This week's issue is a complete set of article-abstracts from volume 4
(1990) of the American Journal of Distance Education. The abstracts of
volume 1-3 are published in earlier issues of DEOSNEWS. The back issues of
the journal 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, PA16801-5202
Telephone: (814) 863-3764

VOLUME 4 NUMBER 1

Author(s): Ehrman, Madeline
Title: Psychological Factors and Distance Education
Publ.: The American Journal of Distance Education, Vol. 4, No. 1
Pub. Yr.: 1990
Pages: 10-24
Abstract: The article describes the development of research on
learning styles and how current models of cognition relate to the hypothe-
sized, underlying dimension known as "holistic versus detailed." The
article discusses various cognitive styles, such as psychological differen-
tiation and field dependence, the Kolb model, brain hemisphericity, sensory
preferences, and the Jungian model. Furthermore, it demonstrates how
learning behaviors or strategies are linked with cognitive or learning
styles, and how strategies and styles are interwoven with aptitude. Then it
suggests ways in which other psychological factors, such as age, sex,
motivation, emotion, and personality, affect distance education. The paper
indicates possible psychological implications for distance education, and
the conclusion of the article summarizes specific applications of psycho-
logical factors in distance education. (74 references)

Author(s): Hayes, Elizabeth
Title: Adult Education: Context and Challenge for Distance
Educators
Publ.: The American Journal of Distance Education, Vol. 4, No. 1
Pub. Yr.: 1990
Pages: 25-38
Abstract: The article explains the broad scope of adult education and
the nexus between adult and distance education. The article outlines these
significant themes that pervade research on adult education: adulthood as a
time of change and development, the impact of life experience on adult
learning, and the significance of the social context as a factor influ-
encing learning. The article discusses perspectives--especially andra-
gogy--on teaching adults. Finally, it points out implications for practice
in distance education and for research. (37 references)

Author(s): Murgatroyd, Stephen
Title: Business, Education, and Distance Education
Publ.: The American Journal of Distance Education, Vol. 4, No. 1
Pub. Yr.: 1990
Pages: 39-52
Abstract: A key assumption of the article's discussion is a similarity
between business and distance education programs and institutions. The
similarities cited are the existence of business and distance education in
extremely competitive environments and a dependence on the reactions of
their "customers" for both their operation and continued growth. Upon this
assumption, the author discusses three areas of business and organizational
study particularly relevant to the managers of distance education programs.
These areas are: strategic management, human resource management, and the
management of information systems and technological innovation. Cited for
discussion are management examples from business and educational programs
(the Open University in the United Kingdom and Athabasca University in
Canada) that illustrate possible implications for the management of
distance educational programs. The author concludes that managers of
distance education programs can learn much of value by examining the
similarities between business organizations and educational organizations
rather than focusing on the differences. (33 references)

Author(s): Wagner, Ellen D.
Title: Looking at Distance Education Through an Educational
Technologist's Eyes
Publ.: The American Journal of Distance Education, Vol. 4, No. 1
Pub. Yr.: 1990
Pages: 53-68
Abstract: The article addresses the relationship that exists between
the future of distance education and educational technology, a discipline
focused on performance. The author then examines how educational technology
is defined by educational technologists; reviews some of its historical
antecedents and contemporary concerns; and considers the interaction among
process, product, and applications components of educational technology as
embodied in instructional design and development. This perspective then
serves as the backdrop for reexamining the relationship between educational
technology and distance education. (Written by author) (45 references)

VOLUME 4 NUMBER 2

Author(s): Burge, Elizabeth J. and Howard, Joan L.
Title: Audio-Conferencing in Graduate Education: A Case Study
Publ.: The American Journal of Distance Education, Vol. 4, No. 2
Pub. Yr.: 1990
Pages: 3-13
Abstract: The article describes the experiences with courses taught
via audio-conferencing at the Ontario Institute for Studies in Education.
It reports the results of an analysis of 120 questionnaires returned from
fourteen courses. Most of the students were school principals, teachers,
and administrators. In general, they reported satisfactory experiences with
their courses. (12 references)

Author(s): Keene, S. Delane and Cary, James S.
Title: Evaluation of Distance Education Approach to U.S. Army
Reserve Component Training
Publ.: The American Journal of Distance Education, Vol. 4, No. 2
Pub. Yr.: 1990
Pages: 14-20
Abstract: The article describes the experiences from a U.S. Army Reserve
Component distance education course. The course chosen for this experiment
was: "PHASE II, Command and General Staff Officers' Course." and 145
Reserve Army Officers took part in the course. The control group contained
eighty-three participants studying the course at Dover, Delaware. The two
experimental groups, located at Ft. Dix, New Jersey, and Ft. Knox, Ken-
tucky, used interactive video, audio-graphics, and computer conferencing.
The experiment showed that at the end of the instruction the students who
received the distance learning instruction evinced superior knowledge of
the subject matter compared with students taught conventionally. (7 refer-
ences)

Author(s): Beaudoin, Michael
Title: The Instructor's Changing Role in Distance Education
Publ.: The American Journal of Distance Education, Vol. 4, No. 2
Pub. Yr.: 1990
Pages: 21-29
Abstract: The likelihood of significant enrollment increases in distance
learning courses and external degree programs utilizing new instructional
technologies will have a major impact on the roles of many faculty during
the next decade. Rather than provide information in person to classroom-
based students, many faculty will have to make the adjustment to organizing
and evaluating materials transmitted to geographically distant learners.
The effective design and delivery of these new learning modes
will depend upon the input and involvement of competent and committed
faculty. The opportunity for professional development, institutional
support and appropriate rewards will be crucial in promoting faculty
receptivity toward, and significant contributions to, distance education
programs.
As a profession, distance education has not yet been clearly
defined and established. If this is to become a recognized field with
expertise that is valued and accomplishments that are rewarded, distance
educators must establish stronger linkages with corporate, political,
social, and educational entities. Further, they must increase awareness of
the philosophy, methods and efficacy of distance learning and its suit-
ability for diverse segments of the adult population through increased
advocacy and articulation of past accomplishments, present efforts, and
future goals. (written by author) (8 references)

Author(s): Reed, Diane and Sork, Thomas J.
Title: Ethical Considerations in Distance Education
Publ.: The American Journal of Distance Education, Vol. 4, No. 2
Pub. Yr.: 1990
Pages: 30-43
Abstract: This paper identifies ethical considerations associated with
distance education. Ethical issues associated with the admission, intake,
and retention of students; course development and presentation; marketing;
administration; learner/facilitator interaction; and evaluation are high-
lighted. (written by author)(29 references)

Author(s): Huffington, Dale D. and Young, Roger C.
Title: Integrating Video Technology into Independent Study: The
Missouri Experience
Publ.: The American Journal of Distance Education, Vol 4, No. 2
Pub. Yr.: 1990
Pages: 31-43
Abstract: This paper presents a brief history of the use of video tape
in distance learning programs and integration of video technology at the
University of Missouri Center for Independent Study. Print-based and video
courses now share format, planning and design, operations staff, and
promotion and information services. Courses are designed to meet students'
needs for flexibility in scheduling, study times, viewing, and testing. An
expanded curriculum, growing enrollments, and increased faculty and
administration cooperation clearly indicate that instructional packages
which make use of video technology are an accepted and viable method of
teaching. (written by author)(4 references)

VOLUME 4 NUMBER 3

Author(s): Heinzen, Thomas E. and Alberico, Susan M.
Title: Using a Creativity Paradigm to Evaluate Teleconferencing
Publ.: The American Journal of Distance Education, Vol 4, No. 3
Pub. Yr.: 1990
Pages: 3-12
Abstract: The need to create creativity within a rapidly changing
workforce is addressed by using a creativity model to evaluate teleconfe-
rencing as a means to that end. The model is based on a componential
paradigm of creativity developed by Amabile which includes the components
of task motivation, creativity-relevant skills, and domain-relevant skills.
An additional component of communication effectiveness is included as a
necessary component for creating creativity through teleconferencing. A
retrospective pre-test/post-test design was adopted for the study after
more traditional approaches proved inappropriate for this form of action
research. The data indicate that participants across three teleconferences
perceived teleconferencing to be more effective than anticipated at
motivational (task motivation component of creativity), skills development
(domain-relevant skills component of creativity), and communication
effectiveness but less effective than anticipated at problem solving effec-
tiveness (creativity-relevant skills component of creativity). The informa-
tion is interpreted within the context of the cognitive demands unique to
teleconferencing and offers guidelines for the design of future telecon-
ferences. (written by author) (8 references)

Author(s): Garrison, D. R.
Title: An Analysis and Evaluation of Audioteleconferencing
Publ.: The American Journal of Distance Education, Vol. 4, No. 3
Pub. Yr.: 1990
Pages: 13-24
Abstract: This paper is a description, exploration, and evaluation of
a technology that is changing the view that distance education has to be an
individual and private learning experience. That technology is audiotele-
conferencing. After briefly describing the forces in society that precipi-
tated this transition, the characteristics and potential impact of audio-
teleconferencing are explored. Finally, the results of an evaluation of
numerous audioteleconferencing courses over a three-year period are pres-
ented. (written by author) (10 references)

Author(s): Stubbs, S. Todd and Burnham, Byron R.
Title: An Instrument for Evaluating the Potential Effectiveness of
Electronic Distance Education Systems
Publ.: The American Journal of Distance Education, Vol. 4, No. 3
Pub. Yr.: 1990
Pages: 25-37
Abstract: The purpose of this article is to describe a procedure which
can be used as a guide for prior selection of Electronic Distance Education
(EDE) devices. The procedure,called a Potential Effectiveness Inventory
(PEI) estimates potential effectiveness of EDE devices by examining five
dimensions of distance education. These dimensions are communication paths,
ease of use, realism, time and place independence, and speed. Expert
opinion as to the importance of each of these dimensions was measured by a
survey and was used in the formation of the PEI. (written by author) (19
references)

Author(s): Gunawardena, Charlotte N.
Title: Integrating Telecommunication Systems to Reach Distance
Learners
Publ.: The American Journal of Distance Education, Vol. 4, No. 3
Pub. Yr.: 1990
Pages: 38-46
Abstract: The article discusses the results of a study on obstacles to
introducing videoconference-based distance education into a traditional
university. It focuses on the issues postsecondary educational institutions
should address when they plan to integrate a telecommunication system into
the organization. The article also synthesizes recommended practice. (7
references)

Author(s): Wilkinson, T. W. and Sherman, T. M.
Title: Perceptions and Actions of Distance Educators on Academic
Procrastination
Publ.: The American Journal of Distance Education, Vol. 4, No. 3
Pub. Yr.: 1990
Pages: 47-56
Abstract: The article describes a study on the dimension of academic
procrastination in telecommunication-based higher distance education
programs. It reports the results from a survey among 276 distance programs.
The focuses of the survey were on: to what extent academic procrastination
was perceived as a problem, what data distance educators collected on
procrastination, and what strategies they use to combat procrastination.
(11 references)

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