DEOSNEWS Vol. 2  No. 12.
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.
   
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EDITORIAL
   
This issue of DEOSNEWS contains 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 volumes IV to VI (1989-1991) are posted in this issue of
DEOSNEWS.  Abstracts from the first three volumes (1986-1988) appeared
in Vol. 2 No. 10 of DEOSNEWS.  The abstracts, provided by Joan Collinge,
Co-Editor of the JDE, have been compiled by Vicki Carter.  Please note
the correct e-mail address for the Co-Editor, Joan Collinge.  We apologize for
any inconvenience caused by the incorrect information listed previously. Com-
plete abstracts from both The American Journal of Distance Education and the
Journal of Distance Education have been posted on DEOSNEWS.  The editor
will consider posting abstracts of articles from other major journals in the
field of distance education, with the permission of the respective editors of
the journals.  Please contact Morten Flate Paulsen for details regarding
submission of abstracts to DEOSNEWS.
    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 address: Joan_Collinge@SFU.CA
   
   
ABSTRACTS FROM JOURNAL OF DISTANCE EDUCATION
   
VOLUME IV - Spring/Fall 1989
   
Author(s):  David Kirby and Cathryn Boak
Title:  INVESTIGATING INSTRUCTIONAL APPROACHES IN
AUDIO-TELECONFERENCING CLASSES
Publ:  Journal of Distance Education, Vol. IV No. 1
Publ. Yr.:  1989
Pages:  5-19
Abstract:  This paper reports on the use of a system for analyzing audio-
teleconferencing instructional sessions.  The system (SATA), which analyzes
the interactions that take place in audio-teleconferencing, was used to examine
six university credit courses.
    The courses, delivered by the teleconference network of Memorial
University of Newfoundland, differed in level, discipline, use of
supplementary media, and a number of other variables.  The results of the
study indicate the potential of SATA for depicting the instructional approach
used by the instructor in an audio-teleconferencing class.
   
Author(s):  Dominique A. M. X. Abrioux
Title:  COMPUTER-ASSISTED LANGUAGE LEARNING AND DISTANCE
EDUCATION
Publ:  Journal of Distance Education, Vol. IV No. 1
Publ. Yr.:  1989
Pages:  20-35
Abstract: Whereas computer applications are frequently used in the teaching
of second languages in traditional educational settings, foreign language
teaching at a distance has all but ignored the potential which this medium
holds.  After examining the use which computer can be put to in distance
education in general, this paper analyzes applications which are particular
to second language teaching at a distance.  The paper also presents specific
ways in which computer-assisted language learning can help remedy
some of the difficulties faced by the distance learner of a second
language.
   
Author(s):  Johannes Mutanyatta
Title:  FORMATIVE EVALUATION OF DISTANCE EDUCATION: A CASE STUDY
OF THE CERTIFICATE IN ADULT EDUCATION AT THE UNIVERSITY OF
BOTSWANA
Publ:  Journal of Distance Education, Vol. IV No. 1
Publ. Yr.:  1989
Pages:  36-45
Abstract:  This paper presents the results of an evaluation of a distance
education program at the University of Botswana.  This two-year program for
the Certificate in Adult Education (CAE) was developed in 1983.  The
course, intended for adult educators already working in the field, is open
to applicants with Junior Certificates (three years of secondary education).
During the course, students work with written texts and attend compulsory
study weekends every month.
    The evaluation presented here focused on two aspects of the program:
    (1) the administration of distance education and
    (2) the course content.
    The data were gathered through feedback from the monthly study
weekends, through group discussion, and from self-administered
questionnaires.  The survey findings were coded and analyzed using cross
tabulations and chi-squares and Pearson's R tests to assess whether
apparent differences were significant (at 0.5* and 0.0** levels of
significance).  A number of variables influenced academic performance,
including staying with children,* hours of work per day,** provision of
study time by the employer,** availability and use of libraries,* newspaper
reading,* and age.*
    This paper also looks at the students' perception of the content,
value, and quality of the course and the effectiveness of weekend teaching
methods.  A number of recommendations are made.  These include the need
for the Institute of Adult Education (IAE) to continue negotiating with
employers to provide trainees with reasonable study time during normal
working hours, to review and improve methods of submitting monthly
assignments, to adapt individual counselling to the trainees' learning
needs, and to revise difficult learning units.
   
Author(s):  Celine Lebel
Title:  LE SUPPORT A L'ETUDIANT EN ENSEIGNEMENT A DISTANCE
Publ:  Journal of Distance Education, Vol. IV No. 2
Publ. Yr.:  1989
Pages:  7-24
Abstract: Since distance education first started, the needs for student support
have never been reconsidered.  In this regard, various frameworks have been
recommended and many technological methods have been tried.
   Independently from the recognized formats, the present article proposes a
definition of student support in distance education and defines the content of
support interventions, that is,their nature and the scope of their application.
on.
   The author also shows how different types of intervention can contribute to
reaching the two goals of student support: realizing instructional objectives
and developing student independence.
   
Author(s):  Robert M. Bernard and Cheryl L. Amundsen
Title:  ANTECEDENTS TO DROPOUT IN DISTANCE EDUCATION: DOES ONE
MODEL FIT ALL?
Publ:  Journal of Distance Education, Vol. IV No. 2
Publ. Yr.:  1989
Pages:  25-46
Abstract:  In recent years, there has been an interest in adapting models of
dropout-persistence, drawn from the literature of higher education, to
explain the attrition phenomenon in distance education.  The focus of these
models has been redirected from explanations of program attrition (i.e.,
leaving university) to individual course attrition (i.e., leaving a course).
Program models typically include little consideration of differing course
characteristics (such as content, intended learning outcomes, and so on).
At the program level, this is reasonable, since the nature of individual
courses is likely to exert minor influence on decisions to leave university.
However, such characteristics may contribute to decisions to drop out from
courses.  This study was conducted to determine if the Tinto Model of
Student Persistence and Withdrawal in Higher Education holds across a
variety of distance education course types, as Sweet has suggested.
Results indicate that course factors may exert a potent influence on the
relative importance of major elements in Tinto's model.  It is argued that
future models of course attrition recognize the contribution of differing
course characteristics.
   
Author(s):  Richard M. C. Siaciwena
Title:  STAFF ATTITUDES TOWARDS DISTANCE EDUCATION AT THE
UNIVERSITY OF ZAMBIA
Publ:  Journal of Distance Education, Vol. IV No. 2
Publ. Yr.:  1989
Pages:  47-62
Abstract:  The University of Zambia operates an integrated system of distance
education in which regular teaching staff teach both internal and distance
students.  Although lecturers are contractually obliged to teach distance
students they are mainly recruited to teach internal students. It is important,
therefore, to determine their acceptance of correspondence teaching, especially
in a situation of staff shortages which result in high lecturer/student ratio.
    This article summarizes results of a study in which a closed form
questionnaire was used to elicit lecturers' opinions on various aspects of
distance education at the University of Zambia.  Some of the main findings
are that lecturers did not have enough time to carry out their correspondence
teaching responsibilities and that distance teaching was an extra burden
which was not sufficiently rewarding.  However, distance teaching per se
was not resented, and a small but significant proportion of the respondents
found it enjoyable.  Also the majority thought it was fair for them to teach
both internal and external students.
    It is proposed in the article that in order to develop more positive
attitudes
towards distance teaching, lecturers need some incentives and training
especially in correspondence course writing.
   
Author(s):  Marilyn Callahan and Brian Wharf
Title:  DISTANCE EDUCATION IN SOCIAL WORK IN CANADA
Publ:  Journal of Distance Education, Vol. IV No. 2
Publ. Yr.:  1989
Pages:  63-80
Abstract:  This article reviews the experience of Schools of Social Work in
Canada in providing BSW programs through distance education.  The
experience of the School of Social Work at the University of Victoria is
presented in some detail because of its lengthy and successful record in
distance education.
    In view of the paucity of accepted criteria to evaluate distance education
programs, the authors developed a set based on standards used to
evaluate social service and income security programs.  Applying these
criteria of off-campus programs yields the conclusion that distance
education programs are effective and should be replicated.
   
VOLUME V - Spring/Fall 1990
   
Author(s):  Richard Powell, Christopher Conway, and Lynda Ross
Title:  EFFECTS OF STUDENT PREDISPOSING CHARACTERISTICS ON STUDENT
SUCCESS
Publ:  Journal of Distance Education, Vol. V No. 1
Publ. Yr.:  1990
Pages:  5-19
Abstract:  The question of why some students successfully study through
distance education and others do not is becoming increasingly important as
distance education moves from a marginal to an integral role in the provision
of post-secondary education.  This paper first advances a multivariate frame
work for examining this issue.  It then explores the predictive capability of
students' "predisposing characteristics" in regard to their chances of
successfully completing their first Athabasca University distance education
course.  Using Discriminant Analysis nine predisposing characteristics
were found to be significantly related to success.  The paper concludes
with an assessment of the applicability of this approach to provide the
basis for a comprehensive model for understanding success and persistence
in distance education.
   
Author(s):  Elizabeth Burge and Helen Lenskyj
Title:  WOMEN STUDYING IN DISTANCE EDUCATION: ISSUES AND
PRINCIPLES
Publ:  Journal of Distance Education, Vol. V No. 1
Publ. Yr.:  1990
Pages:  20-37
Abstract:  We discuss the design and implementation of a women's studies
course in order to link four issues: graduate level learning, distance mode
design and delivery, the andragogy debates, and feminist principles of
teaching and learning.  A critical analysis of the actual learning process from
the course leader's perspective is provided, and we conclude with
recommendations for future women's studies courses in distance education.
   
Author(s):  David Kember, Tammy Lai, David Murphy, Irene Siaw, Julian Wong,
and K. S. Yuen
Title:  NATURALISTIC EVALUATION OF DISTANCE LEARNING COURSES
Publ:  Journal of Distance Education, Vol. V No. 1
Publ. Yr.:  1990
Pages:  38-52
Abstract:  This paper examines the characteristics of the naturalistic
paradigm for enquiry.  It discusses the way these characteristics can be
operationalized for evaluations of academic and student support for
distance education courses.  Naturalistic enquiry is illustrated by reporting
an evaluation of the administrative and academic support systems
for a distance education course for the textile and clothing industries.
The methodology is compared to that of the more commonly employed
rationalistic paradigm.  The advantages and disadvantages of the two
paradigms for this type of evaluation are discussed.
   
Author(s):  Gordon Thompson
Title:  HOW CAN CORRESPONDENCE-BASED DISTANCE EDUCATION BE IMPROVED?
A SURVEY OF ATTITUDES OF STUDENTS WHO ARE NOT WELL DISPOSED
TOWARD CORRESPONDENCE STUDY
Publ:  Journal of Distance Education, Vol. V No. 1
Publ. Yr.:  1990
Pages:  53-65
Abstract:  This study explored the attitudes of post-secondary students who
were negatively disposed toward correspondence-based distance education
programs.  Forty-eight subjects were interviewed to determine their views
regarding the primary disadvantages associated with correspondence-based
distance education and their suggestions as to how such programs can be
improved.  The results indicated that the restricted interaction with the
instructor was perceived as the major disadvantage.  The preferred strategy
for improvement was periodic face-to-face meetings with the instructor in
preference to periodic telephone conversations.  Increased contact with
other students studying the same course was much less important than
increased contact with the instructor.  Implications for practice are
discussed.
   
Author(s):  Gill Kirkup and Christine von Prummer
Title:  SUPPORT AND CONNECTEDNESS: THE NEEDS OF WOMEN DISTANCE
EDUCATION STUDENTS
Publ:  Journal of Distance Education, Vol. V No. 2
Publ. Yr.:  1990
Pages:  9-31
Abstract:  Joint survey research undertaken at the FernUniversitat, West
Germany, and Open University, UK, suggests that men and women students
have different needs with respect to the local support provided during their
distance study.  Women are more regular attenders at face-to-face
tutorials, and value local provision, especially the chance to interact
with other students, more than men.  The authors relate this to models of
intellectual development of women, and argue for the importance of
providing distance education suitable to women's needs.
   
Author(s):  Louise Moran
Title:  INTER-INSTITUTIONAL COLLABORATION: THE CASE OF THE AUSTRALIAN
INTER-UNIVERSITY WOMEN'S STUDIES MAJOR*
Publ:  Journal of Distance Education, Vol. V No. 2
Publ. Yr.:  1990
Pages:  32-48
Abstract:  Numerous innovations in inter-institutional collaboration in
distance education appeared in the 1980s and, despite the manifest dif-
ficulties, collaboration bids fair to become a hallmark of distance education
into the 21st century.  What are these difficulties?  What conditions are
necessary for successful inter-institutional collaboration?  These questions
are considered in the light of the experience of one highly successful project
in Australian distance education - the Women's Studies Major program
developed and taught jointly by Deakin, Murdoch, and Queensland
Universities since 1983.  It is concluded that conditions for effective
collaboration include mutual trust and esteem among the partners,
effective communications systems, and commitment to and control over
the project by the relevant individuals and groups.  Feminist values of,
and approaches to collective action and collegiality have much to offer
distance educators considering collaborative projects.
   
* A version of this paper was presented at the Conference of the Canadian
Association for Distance Education, Quebec City, May 1990.
   
Author(s):  Dr. Asha S. Kanwar
Title:  DISTANCE EDUCATION FOR WOMEN'S EQUALITY: AN INDIAN
PERSPECTIVE
Publ:  Journal of Distance Education, Vol. V No. 2
Publ. Yr.:  1990
Pages:  49-58
Abstract:  This paper attempts to outline the role of distance education in
upgrading the status of women in India.  In a large and developing country
like India, distance education is not only cost-effective but can also
reach out to all sections of society including the marginalized and the
dispossessed.  In spite of the fact that women's participation in all spheres
of life has increased in post-independence India, there has been no
concomitant change in their status.  This is partly because the thrust of
our policies has been not to change relations of production which also
subsume gender relations, but only to commiserate with the lot of women
and to "improve" it with subsidies and other "discriminatory compensation."
Such ad hoc solutions provide short-term remedies but fail to diagnose the
basic problem.  Instead of liberal humanist reformism, a more radical
approach is needed so that the gender problem can be tackled not only in
relation to its internal dialectic but also in relation to the economic,
ideological, and political factors that constitute its wider context.  It is
beyond the scope of this paper to undertake such a wide-ranging
analysis.  Instead it will focus specifically on how Indira Gandhi
National Open University can devise effective educational strategies
that can bring about social change.  A Women's Studies Centre can be set
up not only to provide an interdisciplinary perspective to its academic
courses but also to monitor sexism in media and other cultural practices in
order to generate awareness in gender-related issues, among other things.
Surely a national open university would be the best site for such ideological
battles to be fought and won.
   
Author(s):  Catherine Bray
Title:  CYBORGS, NURSES, AND DISTANCE EDUCATION: A FEMINIST SCIENCE
FICTION
Publ:  Journal of Distance Education, Vol. V No. 2
Publ. Yr.:  1990
Pages:  59-69
Abstract:  In this paper, the author identifies the cyborg, a combination of
machine and organism, as a fruitful model through which to understand
distance educational technologies.  Offices and hospitals are compared to
distance education workplaces, and ways in which gender is related to the
use of technology in these workplaces are indicated.  Finally, ways in
which women distance educators and students can make cyborgs of themselves
are discussed.
   
VOLUME VI - Spring/Fall 1991
   
Author(s):  Paul Kirschner, Marthie Meester, and Evert Middelbeek
Title:  PRACTICAL OBJECTIVES AT THE OPEN UNIVERSITY OF THE
NETHERLANDS
Publ:  Journal of Distance Education, Vol. VI No. 1
Publ. Yr.:  1991
Pages:  5-27
Abstract:  The Open university of the Netherlands (OuN) differs from more
traditional polytechnics and universities along two dimensions.  One, it is
an institution for 'open, higher distance' education (dimension 1), which,
two, offers 'interdisciplinary' degree programs in the Natural Sciences
(dimension 2).  This necessitates a different approach to the curricula in
general and to practicals in particular than that adopted by more
traditional institutions.  Using the forced-choice method of pair
comparisons and a Likert scale inventory, a list of eight general
objectives, 64 specific objectives, and 38 end-terms for undergraduate
practicals in the Natural Sciences were evaluated to determine their
importance to the overall aims of the degree programs.  This led to
prioritizing objectives and ultimately to decisions regarding their
inclusion in the curricula.
   
Author(s):  Connie L. Dillon, Herbert R. Hengst, Dawn Zoller
Title:  INSTRUCTIONAL STRATEGIES AND STUDENT INVOLVEMENT IN
DISTANCE EDUCATION: A STUDY OF THE OKLAHOMA TELEVISED
INSTRUCTION SYSTEM
Publ:  Journal of Distance Education, Vol. VI No. 1
Publ. Yr.:  1991
Pages:  28-41
Abstract:  This study investigates the instructional strategies used by faculty
who teach on an interactive television system.  Based upon a series of
surveys and follow-up interviews with participating faculty, this study
examines the strategies used, the barriers to interaction, and the impact
of technology upon the selection of strategies.  Although the system
provides live interaction among faculty, distance students, and on-campus
students, only a minority of the instructors use interactive strategies.
The faculty who use interactive strategies in their on-campus class turn to
teacher-centered strategies in the equivalent television class.
Recommendations include increased integration of instructional
telecommunications activities within faculty development programs and
further research related to the impact of instructional strategies upon
learning.
   
Author(s):  Robert Sweet
Title:  CANADIAN PROPRIETARY CORRESPONDENCE SCHOOLS: SOME ISSUES
OF ACCESS AND TECHNOLOGY
Publ:  Journal of Distance Education, Vol. VI No. 1
Publ. Yr.:  1991
Pages:  42-63
Abstract:  This paper describes the organizational structure and operating
characteristics of proprietary distance education schools, a significant
but largely unexamined sector of the post secondary education and training
system in Canada.  The contribution of proprietary schools to improved
accessibility is treated in terms of access as entry, completion, and
transition.  These concepts are discussed with reference to evolving
government policies of increased privatization and support for the
distribution of instruction by non-traditional means, including distance
education.  The organizational structure of the proprietary schools is
defined by their position along a continuum of distance education designs
suggested in the literature as progressing from traditional, print-based
correspondence provision to the "virtual classroom" requiring computer-
mediated communications technology.  The influence of communications
technology is seen as central to the successful adaptation of proprietary
distance education schools to the altered education and training requirements
of the Canadian labour force.
   
Author(s):  Renald Marchand and Raymond Brulotte
Title:  L'ANALYSE DES COUTS DE LA FORMATION A DISTANCE
Publ:  Journal of Distance Education, Vol. VI No. 1
Publ. Yr.:  1991
Pages:  64-88
Abstract:  The strategic planning of a distance education institution requires
a thorough knowledge of costs associated with each of its characteristic
functions, mainly course design, printing, diffusion, and support.  Normal
university accounting does not provide sufficient information for this
planning.  Relevant information must be produced through a restructuring
of the financial data.  The model of cost-analysis developed by the office of
economic and financial studies of Tele-universite divides the costs of
managing the institution into six main functions and 30 secondary
functions.  Different methods of organizing the data compiled in this
manner can then be applied to the analysis.
   
Author(s):  John Viljoen, Dale Holt, and Stanley Petzall
Title:  QUALITY MANAGEMENT IN AN MBA PROGRAM BY DISTANCE
EDUCATION
Publ:  Journal of Distance Education, Vol. VI, No. 2
Publ. Yr.:  1991
Pages: 7-24
Abstract:  This paper uses a qualitative, longitudinal methodology to focus
on the creation of a consumer (student) oriented framework for quality in
the Deakin University MBA by distance education.  Quality is viewed as the
outcome of a complex set of interactions between staff, students, learning
materials, and supportive educational method.  The notion of students
acting as passive recipients of "quality" teaching is rejected.  The
contention is made that quality is a primary means of gaining competitive
differential advantage in a specified segment of the MBA market, only if
quality is defined by student perceptions.  The research findings enable
the development of a Student Learning Framework of Quality that
demonstrates the need for efficient learning, opportunities for student
interaction with learning materials, with the workplace, with teaching
staff, and with study groups and residential schools.  This framework is
analyzed in terms of the value chain concept and implications are drawn
for the successful future management of the Deakin MBA program.
   
Author(s):  M-P Dessaint and D. Boisvert
Title:  MOTIVATIONS DES PERSONNES AGEES DE 55 ANS ET PLUS A SUIVRE
DES COURS A DISTANCE
Publ:  Journal of Distance Education, Vol. VI, No. 2
Publ. Yr.:  1991
Pages:  25-38
Abstract:  This article considers the motivations of people of 55 years of
age and over who have followed courses with the distance education division
(D.F.D) of the Quebec Ministry of Education during 1988.  In the absence
of specific motivation scale for distance education for this group of learners,
the authors were forced to build their own, which they adapted from those
of Boshier (1971; 1977), Boshier and Riddell (1978), and Sprouse (1981).
    The 549 items of motivation collected through a questionnaire given to
a representative sample of elderly learners of the D.F.D. has enriched the
scale adapted from the authors cited above.  This scale was transformed
into a scale of motivations specific to distance education.  The authors
were able to introduce two new statements and to establish an order of
importance for the statements and categories of this new scale.
   
Author(s):  Catherine E. (Betty) Cragg
Title:  NURSES' EXPERIENCES OF A DISTANCE COURSE BY CORRESPONDENCE
AND AUDIOTELECONFERENCE
Publ:  Journal of Distance Education, Vol. VI, No. 2
Publ. Yr.:  1991
Pages:  39-57
Abstract:  A qualitative research study was conducted to examine the
experience, learning strategies, and reported learning of nurses taking a
Nursing Issues course by teleconference or correspondence.  Telephone
interviews were conducted with 24 female nurses from distance post-RN
programs at four Canadian university nursing schools.  Two schools used
a teleconference, group-oriented approach; another two used a
correspondence-based, individually-oriented approach.  The respondents
were similar in many ways: demographics, motivation for study, learning
approaches, and reported learning.  Important factors in the students'
reactions included: compatibility of learning style with teaching method;
supports from family, employer, and peers; resources available in the
community; and perceptions of the university attitude to students.  Most
students studying by each method were group-oriented in their approach
to learning.  Teleconferences encouraged group learning; although
correspondence was more convenient.  Most students were very teacher
dependent despite the lack of direct contact.  Often they were learning in
spite of, rather than because of, the teaching method used.  Most students
in both groups reported changes in attitudes as a result of the course and
the program and there is evidence that resocialization to professional
attitudes occurred.
   
Author(s):  Eno Effeh
Title:  DETERMINANTS OF THE STUDY PATTERNS OF FEMALE DISTANT
LEARNERS: AN EVALUATIVE SURVEY
Publ:  Journal of Distance Education, Vol. VI, No. 2
Publ. Yr.:  1991
Pages:  58-63
Abstract:  An evaluative survey of the study habits of female distant
learners in Nigeria suggests that home environment, household chores,
maternal responsibilities, isolation, and concentration problems constitute
barriers to private learning.  The emerging pattern of the study habits
appears to be a response to these major barriers.  The paper notes the
impact of these barriers as evident in several learning problems.  Their
implications for female education, particularly in areas where women are
poorly represented, are discussed.  Steps to enhance the education of women
as a disadvantaged group are suggested and are seen as developmental
measures for distance education.
   
Author(s):  Robert Sweet, Terry Anderson, and Martha Halenda
Title:  ADOPTION AND USE OF A COMPUTER-MEDIATED COMMUNICATION
SYSTEM BY CONTACT NORTH SITE COORDINATORS
Publ:  Journal of Distance Education, Vol. VI, No. 2
Publ. Yr.:  1991
Pages:  64-78
Abstract:  This paper describes some of the factors underlying successful
use of the CoSy computer-mediated communication system in the Ontario
Government's Contact North/Contact Nord Distance Education Project by
11 women who, in a relatively short period of time, acquired sufficient
competence with CoSy to make conferencing an integral part of their role as
community educators.  Their very positive response to the technological
demands of the job runs counter to expectations developed in much of the
literature on women, work, and technology.  For the most part, previous
research has characterized women's relationship with technology as
antagonistic.  Our description of the process of adoption and use of CoSy
at Contact North provides an alternative understanding of the initial
relationship between characteristics of the individual and the machine.
The reasons underlying resistance to technological change are an important
source of knowledge; but equally important is the basis for enthusiasm that
can greet new technological conditions of work.  Rather than representing
barriers to be overcome or problems to be surmounted, computer con-
ferencing systems can offer a congenial setting for establishing the technical
competence and positive attitudes that lead to adoption and use decisions.
   
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