Vol 2.2 DEOSNEWS

DEOSNEWS Vol. 2 No. 10.
Copyright 1992 DEOS - The Distance Education Online Symposium

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

DEOS was established with a grant from the Annenberg/CPB Project.

---------------------------------------------------------------------------

EDITORIAL

This issue and a forthcoming issue of DEOSNEWS will contain abstracts of
articles from the Journal of Distance Education. The JDE, 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 JDE, 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 JDE 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
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.

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

Top of Page

ACSDE HOME

Order Form

The American Center for the Study of Distance Education (ACSDE)
The Pennsylvania State University
College of Education
110 Rackley Building
University Park, PA 16802-3202
Phone (814) 863-3764 FAX (814) 865-5878
ACSDE@psu.edu
www.ed.psu.edu/ACSDE