Speaking personally—with Shirley M. Davis

abstract

Using data collected from 120 students enrolled in nine sections of an undergraduate technical communication course, this study found a number of statistically significant associations between students' learning styles, as defined by the Index of Learning Styles, and nine measures evaluating both academic performance and student preference. The study also measured student performance in collaborative and self-directed versions of the course, as well as full and summer sessions. Reflective learners were found to be the most successful online learners, excelling in collaborative, as well as self-directed versions of the course. Sequential learners also outperformed global learners. Learning styles were not a significant factor in summer-session courses.     

Speaking personally—with Janet K. Poley

Online Education: Perspectives on a New Environment. Edited by Linda Harasim (New York: Praeger, 1990, 279 pp., $41.95)

Expanding Access to Knowledge: Continuing Higher Education ‐ NVCEA 1915–1990. Edited by R.W. Rohfeld (Washington, D.C.: National University Continuing Education Association, 1987, 265 pp., hard cover, $29.95; paper, $16.95)     

Speaking personally with—Beatriz Fainholc

Distance Education: New Perspectives. K. Harry, M. John, and D. Keegan, eds. (London and New York: Rout‐ledge, 1993, 348 pp., $40.00).

The Oryx Guide to Distance Learning. William E. Burgess. (Phoenix, Arizona: Oryx Press, 1994, 424 pp., $98.50).

The Electronic University: A Guide to Distance Learning. (Princeton, New Jersey: Peterson's Guides, 1993, 193 pp., $15.95).     

Interview: Speaking personally — with Leslie N. Purdy

Mega‐Universities and Knowledge Media: Technology Strategies for Higher Education. Sir John S. Daniel. (London: Kogan Page. Distributed in the U.S. by Stylus Publishing, Sterling, VA, 1998, 224 pp., $24.95.)     

Speaking Personally—With Robert G. Holmberg

This study investigated the effects of using Socratic questioning to enhance students' critical thinking (CT) skills in asynchronous discussion forums (ADF) in university-level distance learning courses. The research effort empirically examined two coherent subjects: (a) the efficacy of teaching and modeling Socratic questioning for developing students' CT skills in ADF and (b) the persistence of students' CT skills following the teaching and modeling of Socratic questioning in the ADF. The results indicate (a) teaching and modeling of Socratic questioning helped students demonstrate a higher level of CT skills and (b) students maintained their CT skills after exposure to and modeling of Socratic questioning in the ADF.     

Speaking Personally—With Susan C. Aldridge

Researchers conducted a national survey of administrators at doctorate-granting universities to determine the current status of institutional policies and practices related to the organization and governance of online courses, faculty incentives to develop and teach online, and course ownership. Survey results document a wide variation in policies and practices, yet they also identify common practices. About 82% of the universities gave extra pay to faculty to develop online courses, and 94% provided campus-based faculty development workshops or training on online education. The large majority of institutions hired professional course designers (84%) and provided technical assistance to students (86%). Another 84% had an intellectual property policy in place or were developing one, and 77% shared revenues from online courses with academic colleges, schools, or departments. Although these practices existed on campuses, they were not always instituted campuswide. The researchers found statistically significant relationships for a number of faculty incentives and support services and faculty willingness to be involved in online education.     

A White Elephant溯源

A White Elephant是一则习语,表示“无用面累赘的东西,沉重的负担”。相传在东南亚有许多大象,人们常训练大象长途搬运货物。