Vol 1.1DEOSNEWS ----------------------------------------------------------------
DEOSNEWS Vol. 1 No. 17. This document has about 385 lines.
Copyright 1991 DEOS - The Distance Education Online Symposium
DEOSNEWS has 455 subscribers in 24 countries.

The American Journal of Distance Education and
The American Center for the Study of Distance Education
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EDITORIAL

This issue has three parts. The first announces DEOS-L, our new online dis-
cussion forum. The second reviews the two books "Distance Education: The
Foundation of Effective Practice" and "Research in Distance Education 1".
Both reviews are scheduled to appear in the American Journal of Distance
Education later. The third part of this issue presents information on how
backissues of DEOSNEWS can be retrieved.

PART I. DEOS-L

We have now decided to open DEOS-L, an international discussion forum for
distance education. Initially, the intention is to facilitate discussion of
some of the issues presented in DEOSNEWS. We hope to promote communication
among distance educators, and to disseminate information and requests about
distance education around the world. However, no firm objectives will be
presented today, we just hope that DEOS-L will evolve to a useful forum for
our subscribers.

DEOS-L will be open for everyone who wants to subscribe, and all sub-
scribers may post information to the list. However, to enhance the quality
of DEOS-L, we have decided to review the notes posted. Notes that do not
comply to the following three rules, will be rejected:

1. Each note should contain valuable information, even if it is read
independently of other messages.
2. Each note should be relevant to distance education.
3. Each note should be of interest to an international audience.

To subscribe to DEOS-L, just post the following command to
LISTSERV@PSUVM or LISTSERV@PSUVM.PSU.EDU:
SUBSCRIBE DEOS-L Your Full Name

PART II. BOOK REVIEWS

Distance Education: The Foundations of Effective Practice. John. R. Verd-
uin, Jr. and Thomas A. Clark. (San Francisco: Jossey-Bass, 1991, 279 Pp.,
$31.95).

Review written by Kyle Peck
Pennsylvania State University

[Both Kyle Peck (P16@PSUVM.PSU.EDU) and Thomas A. Clark
(GR3862@SIUCVMB.BITNET) have agreed to answer comments and questions via e-
mail.]

Few readers of this journal would argue with the authors' initial point:
despite its indisputable potential, distance education has had little
impact in the United States. There certainly are success stories, but when
accomplishments in the U.S. are compared with the potential contributions,
there is a disappointing discrepancy. This discrepancy, the authors pro-
pose, exists primarily because postsecondary educators lack awareness of
what distance education is, what it can do for them and their adult stu-
dents, and how to overcome the resistance and obstacles they will face once
they decide to employ distance education. This book is designed to provide
adult educators with the information, insights, and ammunition they will
need to first embrace the distance education and then to predict and
overcome the inevitable barriers. The book is intended to serve postsecon-
dary educators as well as educators and trainers in military, business, and
industrial settings.
The book is divided into three parts. Part One introduces distance
education, Part Two reviews current research on distance education, and
Part Three deals with issues during the implementation of distance educa-
tion. The book ends with a twenty-seven page "Resource" providing abstracts
of individual studies arranged into four sections comparing the achievement
of students in conventional settings with television, computer-based,
videodisc, and correspondence study.
Part One discusses the demographics of the adult learner population,
the types of learning experiences in which adults engage, and their motives
for seeking additional education. Distance education is differentiated from
distance learning and is formally defined as having four elements:
1. The separation of teacher and learner during at least a majority
of the instructional process
2. The influence of an educational organization, including the
provision of student evaluation
3. The use of educational media to unite teacher and learner and to
carry course content
4. The provision of two-way communication between teacher, tutor, or
educational agency and learner. (p. 11)
This reviewer was pleased to see attention paid to redefining the role
of the distance educator. While it is tempting to use distance education
techniques and technologies to simply broadcast traditional teaching
practices, the authors describe the distance educator's "mission" as
providing "a learning environment that allows individual adults to interact
with appropriate objects, people, and events in order to acquire relevant
new behaviors..." (p. 24) This reorientation, if not overlooked by readers
of this book, can help distance educators create powerful alternatives to
today's traditional teacher-centered environments in which a significant
fraction of the information supposedly "taught" misses its mark. The
authors also encourage readers to employ strategies that allow learners to
set their own pace, reminding us that adult learners learn at different
rates and have professional and private lives with associated schedules
that will make it difficult to move a "class" through a course in unison.
These two important points were made almost in passing. Had these points
been made in a section devoted to a discussion of an exemplary (although
perhaps by necessity hypothetical) distance education course, or a section
devoted to what a distance educator should consider doing differently, they
would have more impact and more readers might have benefitted from the
wisdom these authors have acquired through significant experiences.
In Part Two, the authors describe six models of distance education and
describe examples of each type. Next, the media commonly used to carry
instruction to distant learners are described and advantages and disadvan-
tages of each are discussed. Media covered in this discussion include:
audio cassettes, telephone; radio; broadcast, cable, microwave, satellite,
compressed, and recorded video; computer-assisted instruction; computer--
managed instruction; interactive videodisc; and print. The discussions
related to computers were a bit simplistic and may have reflected little
experience with more recent instructional software. To say, for example,
"CAI... may not be appropriate for higher levels of learning since it does
not facilitate teacher-learner communication or promote learner autonomy"
discounts the power of modern learner-centered explorations. "The Geometric
Supposer," (Sunburst) "Diagnosing Reading Abilities," (Intellimation) and
"Oregon Trail" (MECC), for example, all cause students to operate both
autonomously and at the highest cognitive levels. Such products can be
powerful additions to distance education courses.
Part Two ends with a strong chapter on assessing the quality and
effectiveness of distance education programs. A research-based discussion
of cognitive skills and mastery learning moves into a series of media
comparison studies (with appropriate disclaimers discussing the controver-
sial nature of such comparisons). A brief discussion of the psychomotor
domain is followed by an important discussion of the affective domain,
often ignored but critical to distance educators.
Parts One and Two helped educators new to the field of distance
education understand the options available. In Part Three the authors are
concerned with developing a theory to explain the phenomenon of distance
education both subjectively and objectively and which provides a framework
by which distance education can be related to adult and conventional
education." (p. 123) They draw heavily on the work of Michael Moore, and
provide a service by summarizing the thinking of Moore and others. They
merge a number of important concepts into an interesting and perhaps more
comprehensive model. In this model, the relationships among six major
factors are identified. Factors proposed to interact in the distance
education process are: assessment of entering behaviors; specification of
behavioral objectives; specification of the learning unit and procedures;
presentation of learning units and tasks; performance of tasks by students;
and assessment of student performance. While the model resembles others and
stops well short of a "theory," it does provide ample food for thought and
also provides a degree of guidance for practitioners engaging in the design
and development of distance education courses.
The book makes an important contribution by gathering what the authors
claim is the most comprehensive summary of research studies comparing
distance and conventional adult education published to date. These com-
parisons help the book meet the authors' goal, by providing the information
required by tentative, would-be distance educators. The challenge now, is
for proponents of distance education to use this information wisely, and to
find ways to get this book into the hands of distance education's fence
sitters."

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Research in Distance Education 1.
Edited by Terry Evans (Deakin University, 1990)

Review written by David Murphy
Hong Kong Polytechnic

This book, edited by Terry Evans of Deakin University's Institute of
Distance Education, comprises the revised papers from the first Research in
Distance Education seminar, held at Deakin in November, 1989.
I had been reading Qualitative Approaches to Evaluation in Education:
The Silent Scientific Revolution (Fetterman, 1989) when I received draft
copies of a few of the papers from the seminar. What particularly caught my
eye was the coincidental title of Morgan's timely contribution, "What Ever
Happened to the Silent Revolution? Research, Theory and Practice in
Distance Education". He has read Fetterman's book, too, and has used it for
some telling observations on the state of research in distance education.
His conclusion is that the revolution has, for a number of well-argued
reasons, largely bypassed the field of distance education, but that some
"important initiatives are in progress". This book seems to be one of those
initiatives, or is at least instrumental in reporting the initiatives.
Those who purchase the book looking for some introductory material or
a global assessment of research in distance education will be disappointed,
for that is definitely not what this volume is all about. Further, those
researchers with positivist inclinations will search in vain for reassuring
pages of graphs, tables, and traditional statistical analysis. Rather,
Research in Distance Education 1 challenges the assumptions of traditional
research and pushes the boundaries of research in distance education: the
contributions are largely qualitative, coming from the illuminative or
critical end of the paradigm spectrum, with brief forays into the feminist
and postmodern approaches.
Wisely, Evans has chosen as the opener (after his own introductory
comments) Morgan's chapter which fittingly sets the scene for what is to
come. The book is divided into three parts, "Issues" (seven chapters),
"Teaching and Learning" (six chapters), and "Ideas in progress" (two
chapters).
Each contributor in the first part raises significant and sometimes
disturbing challenges to our thinking, both about distance education in
general and research in particular. Nation, like Morgan, questions the
assumptions made by certain researchers. In particular, he aims some of his
critique at the work of Dan Coldeway, who, Nation believes, typifies the
traditional positivist researcher, upholder of quantitative "scientific"
research and dismissive of qualitative approaches. His suspicions about
Coldeway's objectives, he admits, "would require more evidence in the
context of a dialogue with him." Being aware of the ability of each to
articulate his ideas with conviction, eloquence, and good humor, I would
dearly love to be present should the two of them have the opportunity to
debate their views.
Margaret Grace manages to explain the mysteries of hermenuetics in her
chapter, as well as shows us how this method, with its ancient tradition,
can be applied to distance education research. Her concerns with feminism
and with understanding students' perspectives have led her into fruitful
research, which she forthrightly defends against potential positivist
objections concerning the subjectivity of the hermeneutic method.
In his role as contributor rather than editor, Terry Evans continues
his exploration of the ways in which theories from other disciplines can
contribute to research in distance education. In particular, he has for
some time used the work of the distinguished sociologist, Anthony Giddens,
as a stimulus for his research activity. The emphasis in the chapter is on
theoretical aspects, though a brief description of a project at the end
does help the reader to make sense of ideas that can be difficult to follow
(especially for non-sociologists like myself!).
Richard Guy uses his experience as a distance educator in the third
world to present a critical view of distance education, in terms of both a
research approach and critical comment. He exposes the cultural differences
and tensions that must be recognized if progress is to be made and appeals
for recognition of certain metaphors (such as community, relationships, and
support) which can facilitate development of distance education in the
developing world.
Bigum's contribution was one of the first I turned to, because of the
reference in the title to Chaos Theory, with which I've been trying to come
to grips in recent times. The chapter, "Chaos and educational computing:
Deconstructing distance education," is more about chaos and deconstruction
than computing, but I found that acceptable, as it helped to clarify my
thinking about postmodern science, and gave me some new references to
follow up on. It is also one of the chapters that forces us to look at both
research and distance education through different sets of conceptual
lenses, as is that of Campion, who takes a macro look at distance educa-
tion, particularly in Australia, and challenges its apparent Fordist
foundations (yes, Fordism refers to the general industrial model of mass
production).
The second part of the book starts with Altrichter's evaluative
investigation of an innovative distance education course. A good proportion
of his chapter is devoted to a discussion of action research, for which
Deakin University has become something of a stimulus and center in recent
years. His observations and reflections are based on some insightful
interviews he had with students and tutors. Interviews also play a signifi-
cant role in Nunan's chapter, a case study of the development of a research
methods course. His description, "an attempt to tell the story," is a
faithful recounting of a protracted and complicated process, and left me
with the feeling that I had come to an accurate understanding of the
difficulties and complexities that were faced and overcome by the course
team.
Holt, Petzall, and Viljoen recount the progress they've made in a
longitudinal study of MBA students. It is heartening to read of the
researchers' concerns for the students' point of view, with particular
attention being paid to organizational and family support. Another section
that caught my eye was the students' expressions of what constitutes
"quality" in distance education. As distance educators, I'm sure we all
have our own ideas about quality, but do we ever approach the issue from a
student perspective? MBA students also played a large part in a research
project, reported by Thompson, which focused on student experiences of
teletutorials. As well as providing a good assessment of the literature in
this area, the chapter provides some interesting findings on the interac-
tion and independence issue and, like others, stresses the need for
appreciation for the students' point of view.
A background and interest in mathematics prompted me to look at the
chapters by Mousley and Rice, and Ellerton and Clements early in my reading
of Research in Distance Education 1. The evaluation of a course, Mathemat-
ics Curricula, is the basis for Mousley and Rice's contribution, which
provides an honest and forthright appraisal of the successes and failures
of innovative practices in distance education, particularly those relating
to professional development.
If you believe that mathematics is a culture-free discipline, then
Ellerton and Clements may change your mind. Their powerful and thought--
provoking chapter is based on a study they undertook for the Commonwealth
Secretariat in London to investigate the distance teaching of mathematics.
Their conclusion is worth quoting, especially if you are about to offer
your mathematics materials from Melbourne to students in Madagascar (or
even Manchester):

. . . mathematics curricula cannot properly be constructed by
armchair theorists remote from the action. That is the main
lesson of history, yet moves to translate distance mathematics
materials developed in one cultural context to other contexts,
virtually intact, and moves towards national curriculum and
assessment in mathematics, suggests we have failed to understand
our histories (p.218).

To start the third part of the book, Angela Castro introduces the
"technology developer", and cunningly applies the metaphor of "Tinker,
tailor, soldier, spy . . ." to reveal different facets of the developer's
role. She uses her experience, coupled with observations from the litera-
ture, to take a sober and sobering look at technology development and its
evaluation in distance education. The final chapter, from McNamara, is also
one of sober reflection, this time about the question "Whom is distance
education really for?" Although primarily written for an Australian reader-
ship, the question, and the issues about learners which it leads to,
deserves widespread consideration.
I enjoy reading this type of book. It allows me to pick and choose, to
delve into subjects and areas of debate that interest me. Further, while
skimming other contributions of lesser appeal, I make serendipitous dis-
coveries that might otherwise have eluded me. Others may find it too much
of a "mixed bag", a collection of disparate ideas and arguments presented
at different levels, at various stages of development, and to varying
degrees of sophistication. Incidentally, I'm not sure if it was deliberate,
but there are no personal details given of the contributing authors; for
me, it would have been helpful to know something of the background to each
chapter. By the way, if you're interested, there's to be another RIDE
(Research in Distance Education) conference later this year. I'd like to be
there, especially if Nation and Coldeway can make it!

Reference

Fetterman, D.M. (ed.). 1989. Qualitative Approaches to Evaluation in
Education: The Silent Scientific Revolution. New York: Praeger.

PART III. RETRIEVAL OF DEOSNEWS BACKISSUES

The following are the titles of the first articles posted in DEOSNEWS:

#1 The American Center for Study of Distance Education
#2 GO MEEC! A Goal Oriented Method for Establishment of an Electronic
College
#3 Audio-Conferencing in Graduate Education: A Case Study
#4 Abstracts from the American Journal of Distance Education 1987
#5 The ICDL Database for Distance Education
#6 Bibliography on Computer Mediated Communication in Distance Education
#7 Computer-Assisted Language Learning at a Distance: An International
Survey
#8 Abstracts from the American Journal of Distance Education 1988
#9 China's Network of Radio and Television Universities
#10 Computer-Mediated Communication and Distance Education Around the
world
#11 New Accessions List 1991, No. 2.
#12 Abstracts from the American Journal of Distance Education 1989
#13 Interview with Reidar Roll, Secretary General of the
International Council for Distance Education
#14 Innovative Computer Conferencing Courses
#15 Features of Distance Education in Finland
#16 Abstracts from the American Journal of Distance Education 1990

Backissues of DEOSNEWS can be retrieved by posting the command
GET DEOSNEWS filename to LISTSERV@PSUVM.PSU.EDU

Filename Issue
---------------------------------
LOG9104 comprises DEOSNEWS #1-4
LOG9105 comprises DEOSNEWS #5-6
LOG9106 comprises DEOSNEWS #7-8
91-00001 DEOSNEWS # 9
91-00002 DEOSNEWS #10
91-00003 DEOSNEWS #11
91-00004 DEOSNEWS #12
91-00005 DEOSNEWS #13
91-00006 DEOSNEWS #14
91-00007 DEOSNEWS #15
91-00008 DEOSNEWS #16

I know that some of our subscribers have had problems with this automatic
procedure, so if this method does not work for you, just explain it in a
note to MFP101@PSUVM.PSU.EDU, and I can send you the requested issues
manually.
------------------- End of DEOSNEWS Vol. 1 No. 17 ---------------