DEOSNEWS Vol. 2  No. 22.  ISSN 1062-9416.
Copyright 1992 DEOS - The Distance Education Online Symposium
   
DEOS was established with a grant from the Annenberg/CPB Project and it is
supported by NKI in Norway.
   
Editor: Morten Flate Paulsen, MORTEN@NKI.NO
NKI, Box 111, 1341 Bekkestua, Norway
Guest Editor for this issue: Melody M. Thompson
   
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EDITORIAL
   
This issue of DEOSNEWS contains abstracts of articles from The American
Journal of Distance Education. AJDE, a publication of The American
Center for the Study of Distance Education at The Pennsylvania State
University, has been published three times a year since 1987. Its stated
purpose is to disseminate information and act as a forum for criticism and
debate about the research and practice of distance education in the
Americas. The focus is on the role of print, electronic, and telecommunica-
tions media and multimedia systems in the delivery of education in univer-
sities and colleges, business and industry, the military, proprietary
schools, and in the public schools. Abstracts from the three issues
published in 1992 (6:1, 6:2, and 6:3) are presented here.
   
   
THE AMERICAN JOURNAL OF DISTANCE EDUCATION
   
VOLUME 6 NO. 1 - 1992
   
Author(s): Henry C. Johnson, Jr.
Title: VALUES AT A DISTANCE: PARADOX AND PROMISE
Publ: The American Journal of Distance Education, Vol. 6 No. 1
Publ. Yr.: 1992
Pages: 4-13
Abstract: Education is both for and about values. It is for values to the
extent that it is a process that can change not only our knowledge, but
also our being. It is about values in that the subject matter of education
is the totality of human experience, drawn from our common past, and
focused in terms of purpose. To achieve these purposes, higher education
has traditionally constructed a special community of scholars and students.
Education at a distance may appear to lack this sense of community, which
once, but no longer, characterizes higher education. However, modern life
may be creating new forms of community unimaginable even a few decades ago.
Distance Education can, if it chooses, both reconstruct community and
bridge education to the world "outside" in a way more profound than
conventional education. Yet its educational promise can be realized only if
it commits itself to genuinely educational (that is to say, moral and
ethical) purposes as its foundation. Distance education will do no educa-
tional service if it does not bridge; but it will do no good if it is only
a bridge without an educational (and hence moral) commitment. Until
educators treat their own work in a morally reflective way, they will be
unable to guide students to become reflective. If vision and commitment
characterize both educators and the new style academic community for which
they are responsible, educators will be able to turn the new techniques and
technologies of distance education to the task of fulfilling the moral and
ethical work that distinguishes education from mere information and
training.
   
Author(s): Donald J. Olcott, Jr.
Title: POLICY ISSUES IN STATEWIDE DELIVERY OF UNIVERSITY PROGRAMS BY
TELECOMMUNICATIONS
Publ: The American Journal of Distance Education, Vol. 6 No. 1
Publ. Yr.: 1992
Pages: 14-26
Abstract: The development of statewide telecommunications networks has
expanded the capacity of colleges and universities to deliver extended
academic programs to off-campus learners. Through systematic planning and
design, telecommunications media can increase learner access by facilitat-
ing interinstitutional program delivery that emphasizes resource sharing,
interinstitutional articulation, integration of alternative instructional
delivery systems, and maintaining academic standards and support services
commensurate with campus-based degree programs. The author argues that
institutions participating in a particular system must effectively resolve
major policy issues to increase student access through the use of telecom-
munications. These issues include program prioritization, program curricu-
lar review and approval, academic residency, establishment of fee struc-
tures, interinstitutional articulation, and accreditation review. Moreover,
the author suggests that universities retain a high level of policy-making
autonomy at the institutional level. Institutional leverage in the external
policy-making arena is dependent on the resolution of policy issues at the
institutional level. In summary, statewide planning initiatives must
recognize that system effectiveness is affected by the interdependent needs
of all members. Implementing a statewide network that is responsive to the
educational needs of off-campus learners should guide system planning,
programming, and delivery of extended degree programs.
   
Author(s): Robert G. Holmberg and Trilochan S. Bakshi
Title: POSTMORTEM ON A DISTANCE EDUCATION COURSE: SUCCESSES AND FAILURES
Publ: The American Journal of Distance Education, Vol. 6 No. 1
Publ. Yr.: 1992
Pages: 27-39
Abstract: This paper outlines the successes and failures of Athabasca
University's first course--an ecology course delivered at a distance. It
does not discuss course content but rather covers typical problems of home-
study courses and offers some solutions. A team approach was used to
develop the course in-house. The course materials totaled an equivalent of
over 3,000 printed pages. Student support was provided by tutors via mail
and telephone. Between 1973 and 1987, the course attracted over 1,400 adult
students from across Canada. During the creation and revisions of the
course, many problems were encountered in authorship, instructional design,
visual design, editing, copyright, printing, audiotapes, tutoring, and
student evaluation. The conclusions and recommendations in this article may
help other distance educators to decide not only what to do, but also what
not to do.
   
Author(s): Von V. Pittman
Title: AMATEURS, TOUGH GUYS, AND A DUBIOUS PURSUIT: CRIME AND CORRESPON-
DENCE STUDY IN POPULAR CULTURE.
Publ: The American Journal of Distance Education, Vol. 6 No. 1
Publ. Yr.: 1992
Pages: 40-50
Abstract: Many large, respected American universities operate correspon-
dence study programs. Both the American military and the better proprietary
schools enroll millions of students a year in sound, practical courses of
instruction. Correspondence study represents a solid, established medium of
education. Yet the public's image of this method, at least as reflected in
popular film and literature, is that of the worst of the early proprietary
institutions. Such schools have long been portrayed as entrepreneurial
ventures featuring flashy, misleading advertising, extravagant promises of
wealth and success for their graduates, and frequent legal scandals. The
amateur sleuth who had trained through a correspondence course has long
been a comedy cliche. Through time the correspondence school has become a
metaphor for seediness, marginality, and incompetence. The proposition that
correspondence study might represent an effective educational medium
receives virtually no credence in the media of popular culture. According
to the administrators of collegiate programs, the image of superficiality
and even criminality reflected in these media has retarded the growth of
correspondence study as a legitimate instructional format within postsecon-
dary institutions. Even today, "crime and correspondence study continue to
have a special, sleazy relationship."
   
Author(s): Rory McGreal and Bernard Simand
Title: PROBLEMS IN INTRODUCING DISTANCE EDUCATION INTO NORTHERN ONTARIO
SECONDARY SCHOOLS
Publ: The American Journal of Distance Education, Vol. 6 No. 1
Publ. Yr.: 1992
Pages: 51-61
Abstract: Contact North, a provincially funded distance education delivery
network, is presently undertaking a major expansion by introducing audio-
graphic teleconferencing equipment into Northern Ontario secondary schools.
Organizational problems have been encountered both in implementing this
particular initiative and in promoting the more general use of distance
education by the schools. The primary need of the small, isolated schools
of Northern Ontario is for the delivery of upper-level credit courses,
particularly those needed for entry into university. Other needs are based
on the special demands of the French-speaking schools and the Native bands.
In order to find the most effective means of meeting these needs, a number
of distance education delivery models have been examined. These include a
co-operative model, a fee-for-service model, and some centralized models
based on the experiences of programs in Louisiana, Newfoundland, and
Alberta. A model based on the unique conditions of Northern Ontario is
proposed.
   
   
VOLUME 6, NO. 2. - 1992
   
Author(s): Kevin P. Reilly and Kate M. Gulliver
Title: INTERSTATE AUTHORIZATION OF DISTANCE HIGHER EDUCATION VIA TELECOM-
MUNICATIONS: THE DEVELOPING NATIONAL CONSENSUS IN POLICY AND PRACTICE
Publ: The American Journal of Distance Education, Vol. 6 No. 2
Publ. Yr.: 1992
Pages: 3-16
Abstract: The growing number of colleges seeking to offer distance educa-
tion across state lines via telecommunications confronts a welter of state
and other approval requirements. An institution that wants to operate
nationally can face as many state assessments as there are states, along
with additional evaluations by six regional accrediting groups and any
professional or specialized accrediting associations that may be involved.
The chilling effect of this restrictive process of regulation on the
development of strong interstate telecommunications systems is obvious.
This article discusses the policy, legal, and political contexts of this
problem, and describes how a group of states and accreditors has come
together to address it. The result is a new and still-expanding agreement
among states to use the review of a distance education institution in the
institution's home state as part of the approval process in other states in
which the institution seeks to operate.
   
Author(s): Myra Baynton
Title: DIMENSIONS OF 'CONTROL' IN DISTANCE EDUCATION: A FACTOR ANALYSIS
Publ: The American Journal of Distance Education, Vol. 6 No. 2
Publ. Yr.: 1992
Pages: 17-31
Abstract: The purpose of this study was to identify the dimensions present
in the distance learning situation as experienced by teleconference and
home-study students. Based on a conceptual model of control, this research
explored whether the experiences of distance learners were congruent with
this model. The model conceptualized control as a three factor construct
composed of independence, competence, and support. A questionnaire that
included a 7-point scale and five open ended questions was mailed to
teleconference and home-study students. Exploratory factor analysis was
used to determine the underlying factors associated with learner control.
Descriptive data analysis was used to analyze the open-ended questions. The
results indicated that the proposed model of control was reasonably
congruent with the experiences of the students. However, the original model
appeared to be too limited to account for the complexity of the distance
learning situation. A six factor orthogonal solution was suggested as the
most interpretable and structurally simple solution.
   
Author(s): A. C. Lauzon
Title: INTEGRATING COMPUTER-BASED INSTRUCTION WITH COMPUTER CONFERENCING:
AN EVALUATION OF A MODEL FOR DESIGNING ONLINE EDUCATION
Publ: The American Journal of Distance Education, Vol. 6 No. 2
Publ. Yr.: 1992
Pages: 32-46.
Abstract: Recent advances in computer technology (e.g. computer-based
instruction) and communication technology (e.g. computer conferencing) may
facilitate dramatic changes in the nature of distance education delivery
systems. Developments in these technologies are shifting the emphasis away
from the mass production model of distance education to one which is more
responsive to the individual needs of learners. Often these technologies
are thought of as antithetical and incompatible. However, the application
of specific technologies is a philosophical expression of the instructional
designer/teacher and not a consequence of some inherent quality of the
technology itself. The true problem facing educators is the absence of
creative approaches to integrating these technologies into effective
distance education delivery systems. There is a need for models that will
guide systematic integration of technologies as well as delineate their
appropriate application and function. This article briefly reviews the
concept of learning in distance education and argues that there is a
greater need for multiple patterns of interaction in the learning process.
It presents a model that lays the conceptual foundation for integrating
computer based instruction with computer conferencing for interactive
distance delivery. Evaluation results of an application of this model to an
undergraduate course in interpersonal communications indicate that computer
conferencing is an excellent medium for allowing distance learners to
interact in meaningful ways both with the instructor/facilitator and with
other students. Results also suggest that, by providing instruction via
computer-based instruction and computer conferencing, educators can
facilitate development of positive student attitudes toward computers and
communication technology.
   
Author(s): M. Winston Egan; Marshall Welch; Brent Page; and Joan Sebastian
Title: LEARNERS' PERCEPTIONS OF INSTRUCTIONAL DELIVERY SYSTEMS:
CONVENTIONAL AND TELEVISION
Publ: The American Journal of Distance Education Vol. 6 No. 2
Publ. Yr:. 1992
Pages: 47-63.
Abstract: The literature dealing with television instruction consistently
suggests that telecourse learning in business, military, and higher
education settings is as effective as conventional instructional methods. A
variety of television delivery systems are used to provide instruction to
learners who cannot interact face to face with instructors in classrooms.
While there is no single best model of distance learning, instructional
designers need to understand what components of distance education delivery
systems are effective and why. Learner achievement is not the only import-
ant consideration in assessing the effectiveness of video-based distance
education. Researchers must also seek to understand learner perceptions and
attitudes. This paper reports results of a study that examined the percep-
tions of learners across three instructional delivery systems, two of which
were television systems. Using a variety of Likert-type scale items,
students appraised the quality of course features such as organization,
clarity of content, instructor's delivery, difficulty of the course, etc.
Significant differences were established between and among the different
groups on selected variables.
   
Author(s): Ronald F. Malan and Sandra Feller
Title: ESTABLISHING WORKLOAD EQUIVALENCE: INDEPENDENT STUDY COURSES AND
COLLEGE RESIDENCE CLASSES
Publ: The American Journal of Distance Education, Vol. 6 No. 2
Publ. Yr.: 1992
Pages: 56-63.
Abstract: For many years college-affiliated independent study in the United
States has been stigmatized by a reputation for imposing a heavy workload
on students. This overload results not only in student complaints and lower
completion rates, but also in faculty dissatisfaction. There is no interest
in providing "easy" courses; rather, independent study programs are looking
for ways to structure a workload comparable to that of resident courses
while maintaining the academic rigor and integrity of course content. Two
approaches to this challenge are reducing the total number of lessons in a
course and reducing the number of submitted lessons. Reducing the total
number of lessons results in reduced opportunities both for student
accomplishment and for the feedback from faculty necessary to reinforce
this accomplishment. This solution also leads to a reduction of faculty pay
and, thus, to faculty dissatisfaction. Reducing the number of submitted
lessons is a strategy used by Brigham Young University. The faculty author
determines the number of submissions that would approximate the workload of
students in residence and builds into the structure of the course induce-
ments to complete nonsubmitted lessons. Nonsubmitted lessons include self-
check quizzes that provide immediate feedback. Faculty support for this
approach is enlisted by paying instructors for the total number of lessons-
-submitted and nonsubmitted--in a course. This strategy has increased both
student completion rates and faculty interest in writing and teaching
independent study courses.
   
Author(s): Connie L. Dillon
Title: THE STUDY OF DISTANCE EDUCATION IN THE UNITED STATES: PROGRAMS OF
STUDY AND COURSEWORK
Publ: The American Journal of Distance Education, Vol. 6 No. 2
Publ. Yr.: 1992
Pages: 64-69
Abstract: This listing of distance education programs was compiled for the
Educational Telecommunications Division, National University Continuing
Education Association. It includes credit and noncredit programs offered at
twelve U. S. universities. Entries for each university report areas of
study; degree(s) offered or program emphasis; distance education courses
offered; and a program contact person and address.
   
   
VOLUME 6, NO. 3 - 1992
   
Author(s): Connie L. Dillon and Stephen M. Walsh
Title: FACULTY: THE NEGLECTED RESOURCE IN DISTANCE EDUCATION
Publ: The American Journal of Distance Education, Vol. 6 No. 3
Publ. Yr.: 1992
Pages: 5-21.
Abstract: Through review and synthesis of the literature, this article
analyzes the research on faculty in distance education. Change theory is
used as the organizing framework for this review and analysis. The article
describes the characteristics of faculty who teach at a distance and
analyzes such factors as incentives for distance teaching, leadership
issues, training needs, ownership, and compatibility with traditional
academic values. Review of the literature reveals that leadership is the
most neglected factor in the development and implementation of distance
education. In contrast, institutions put primary emphasis on training:
within the literature, faculty development is defined primarily in terms of
training in specific techniques or technologies. The authors conclude that
institutions must not only provide training, but, more importantly, work to
develop an organizational atmosphere that encourages and supports faculty
growth and development.
   
Author(s): Jay A. Holstein
Title: MAKING THE WRITTEN WORD "SPEAK": REFLECTIONS ON THE TEACHING OF
CORRESPONDENCE COURSES
Publ: The American Journal of Distance Education, Vol. 6 No. 3
Publ. Yr.: 1992
Pages: 22-33
Abstract: This article presents an analytic description of the author's
experience in teaching correspondence courses and probes some of the
fundamental differences between communication via the spoken word (i.e.,
teaching in a classroom) and the written word (teaching correspondence
courses). Focusing particularly on the problem of communicating with
clarity in a situation in which immediate checks on understanding are
impossible, the author describes his method for suffusing the flexibility
of speech into student manuals for correspondence courses. The goal of this
effort is creation of a text that transcends time and space by engaging
readers in 'conversation' with the author.
   
Author(s): Michael Catchpole
Title: CLASSROOM, OPEN, AND DISTANCE TEACHING: A FACULTY VIEW
Publ.: The American Journal of Distance Education, Vol. 6 No. 3
Publ. Year: 1992
Pages: 34-44.
Abstract: This article compares and contrasts a faculty member's experi-
ences within three instructional delivery systems: classroom teaching, open
learning, and distance delivery. More specifically, the author describes
how British Columbia's geography, combined with the changing needs of
students with jobs and families, encouraged him to explore open and
distance methodologies for students unable to attend regular classes. Any
educational transaction may be seen as having two key features: provision
of course content to students and provision of opportunities for student-
instructor and student to student interactions. New communications technol-
ogies, by facilitating both processes, are lessening differences in the
interaction potential of classroom, open, and distance teaching.
   
Author(s): Roger L. Boston
Title: REMOTE DELIVERY OF INSTRUCTION VIA THE PC AND MODEM CONNECTIONS:
WHAT HAVE FACULTY LEARNED?
Publ: The American Journal of Distance Education, Vol. 6 No. 3
Publ. Yr.: 1992
Pages: 45-57
Abstract: Modem delivery provides an educational context in which students
may be at any distant location, yet connect their personal computers at
convenient intervals via telephone and modem to a college's host computer,
thereby asynchronously communicating with their instructors and fellow
students. On the basis of his several years of experience as an instructor
of credit courses by means of modem delivery, the author reflects on the
differences in character between the traditional lecture/lab approach and
this newer form of educational delivery. The article includes background on
the implementation of the system, describes the unique aspects of this form
of delivery, compares the interaction potential of modem and traditional
delivery, cites the unique skills needed by successful instructors and
students, and discusses the problems and frustrations encountered as well
as the effects of experience with modem delivery on traditional classroom
teaching and personal teaching style.
   
Author(s): Charlotte Gunawardena
Title: CHANGING FACULTY ROLES FOR AUDIOGRAPHICS AND ONLINE TEACHING
Publ: The American Journal of Distance Education, Vol. 6 No. 3
Publ. Yr.: 1992
Pages: 58-71
Abstract: In this article the author reflects on her experiences and
professional growth as a distance teacher in two settings: in a graduate
course at a distance using audiographic conferencing and computer-mediated
communication (CMC) and in a multi institutional computer discussion
introduced as part of a traditional face-to-face graduate class. The
discussion of these two experiences explores and analyzes the unique skills
needed for distance teaching in each situation; the significant challenges,
rewards, and frustrations; the quality of the learning experiences; the
ways in which distance teaching differs from traditional classroom teach-
ing; and the impact of distance teaching on the author's teaching theories,
practice, and professional growth. On the basis of these experiences she
concludes that support systems for distance teaching coupled with opportun-
ities for professional development are essential to sustaining faculty
motivation and recruiting new faculty to the distance teaching enterprise.
   
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