VOLUME 3, NUMBER 3, 1989
Editorial
Conferences and Changes
Michael G. Moore
Articles
(for abstracts, click here)
Value Chain Analysis: A Framework for Management of Distance Education
Andrew Woudstra and Richard Powell
Whose Job is Teleconference Reception?
Shirley Davis and Charles S. Elliott
Classroom Lecture/Discussion vs. Live
Televised Instruction: A Comparison of Effects on Student Performance,
Attitude, and Interaction
Helen Ritchie and Timothy J. Newby
A Selection Model and Pre-Adoption
Evaluation Instrument for Video Programs
Carla Lane
Grass Roots
Natural Resources Education through Videoconferencing
Steven Anderson
Forum
A Response to Greville Rumble's "On Defining Distance Education"
Diane R. Carl
Interview
Speaking Personally with Kathryn Porter and William A. Mason
Dawn Middleton-Paradise
Book Reviews
Distance Education
by David Giltrow
Becky Duning
Development, Design and Distance Education
Edited by Michael Parer
John Strain
Mindweave
Edited by R. Mason and A. Kaye
Gerald Santoro
Value Chain Analysis: A Framework
for Management of Distance Education
Andrew Woudstra and Richard Powell
Discussion of the benefits of value
chain analysis in the management of distance education organizations focuses
on an example at Athabasca University. The effects of policies and decisions
on the organization and its value system are considered, cost drivers
for activities are described, and a future-oriented perspective is emphasized.
(ERIC #EJ405811) (14 references)
Whose Job Is Teleconference Reception?
Shirley Davis and Charles S. Elliott
This article focuses on the administration
of education programs delivered by satellite video and, for interaction,
augmented by return telephone lines. Eight administrative models, four
for each environment, are identified for education and business. Additionally,
the article discusses general operational issues and challenges in both
types of environments, describes the requirements for personal and institutional
support, and suggests guidelines for teleconference administration. (14
references)
Classroom Lecture/Discussion vs. Live Televised
Instruction: A Comparison of Effects on Student Performance, Attitude,
and Interaction
Helen Ritchie and Timothy J. Newby
To investigate the influence of environment
on interaction in distance education, this study compared levels of observed
interaction in a traditional face-to-face classroom, a television studio
classroom, and in a distance classroom equipped with two-way audio capabilities.
Twenty-six college undergraduates were randomly assigned to one of the
above three groups. The instructor delivered the same rehearsed material,
a lecture on nominative absolute clauses, in each of the three settings.
After instruction, a personal information form, performance test, and
attitude survey were administered to all groups. Analysis of participant
performance showed that achievement was similar regardless of the medium
used. Differences appeared, however, in number and types of interactions;
students in the face-to-face setting interacted twice as often as the
combined total of studio and distance groups and the types of interactions
varied to a greater degree. Results of the attitude survey indicate that
distance students perceived less involvement, less ability to ask questions,
and less overall enjoyment. The researchers conclude that, although high
levels of interaction are not necessary for adequate performance, ability
to interact strongly influences students' attitudes and, therefore, commitment
to learning. Because this commitment can directly affect student persistence
in a course of study, instructors should structure interaction in distance
learning situations by using student names, televising photographs of
students who interact, and addressing the distance groups more specifically.
(39 references)
A Selection Model and Pre-Adoption Evaluation
Instrument for Video Programs
Carla Lane
Discusses the use of video programs
and telecourses in distance education and describes the development of
a media selection model and evaluation instrument using the Delphi technique.
The instrument, which contains specific criteria based on media selection
methods, addresses such areas as educational objectives, instructional
design, printed materials, computer software, and costs. (ERIC #EJ405813)
(35 references).
