Speaking Personally—With Ken Udas

Abstract

The context of rural Alaska provides many challenges for the University of Alaska, Fairbanks in the delivery of education via distance technologies. Audioconference courses have been and continue to be the backbone of the University's distance delivery system. This paper discusses the potential of a FirstClass^® Server using telecommunications, e‐mail, student‐to‐student interaction, submission of assignments, timely instructor feedback, and the transfer of files and multimedia documents in an asynchronous manner. Survey data were collected from students who received instruction using this system, as well as the traditional audioconference delivery method. Analysis of the data indicated some positive aspects of the FirstClass system that enhance the distance‐delivered instruction.     

Capabilities‐based educational equivalency units: Beginning a professional dialogue

Abstract

This article proposes a basic model for the transformation of academic equivalency in distance education, shifting from a unit of measurement that relies on time in the classroom (the Carnegie unit) to one that focuses on learner achievement. The Capabilities‐Based Educational Equivalency (CBEE) model puts forward a framework of academic equivalency that is founded on valid and useful instructional design objectives. While allowing time to be variable (rather than constant) and holding academic achievement relatively constant, the CBEE model permits the comparison of student achievement in face‐to‐face and distance education, as well as between programs delivering instruction via a wide variety of media.     

Attitudes of higher education faculty toward distance education: A national survey

Abstract

Although distance education is growing in importance in the United States, little research has focused on the attitudes of American college and university teachers toward college‐level distance education and toward the use of specific media in distance education provision. The attitudes of both participating and nonparticipating faculty toward distance education need further examination, since teaching innovations cannot succeed without their support. This study examines the receptivity to college‐credit distance education of faculty members in two‐ and four‐year higher education institutions. The research questions focused on general receptivity to distance education, the relationship between professional characteristics and attitude toward distance education, the connection between previous distance education experiences/ familiarity and receptivity, and on attitudes toward different distance education media and methods.     

BRIDGE: A model for comparing the costs of using distance instruction and classroom instruction

Abstract

A computerized cost‐simulation model designed to compare the cost of expanding a campus using distance instruction to that of classroom instruction is discussed. The rationale for the cost comparison is the working hypothesis that the benefits of distance instruction are at least as good as those of classroom instruction. Cost comparison examples from classroom, television/broadcast, and asynchronous network courses are discussed. The model also demonstrates the cost‐saving potential of sharing courses and programs among campuses.     

Using the PSSC Laboratory Course in the First Year of College

Summaries

English

In the physical sciences, laboratory instruction has always taken place alongside classroom instruction. Undergraduate physics education has been a mixture of theoretical and experimental instruction, where the theoretical part plays the dominant role. The freshman laboratory holds a prominent role because it is the place where the student acquires the skills and attitudes that will help him understand the advanced subjects.

The freshman laboratory is particularly important in countrieswhere the student's instruction in experimentation is practically non‐existent at the secondary‐school level. In these cases, where the freshman laboratory is the student's first exposure to experimental science, we are particularly concerned that together with learning the ‘right’ things the student should develop the ‘right’ attitudes; as the ‘right’ attitudes can encourage curiosity and motivation for lifelong learning.     

Faculty planning for distance teaching

Abstract

How faculty in higher education plan instruction is an area about which little is known. The purpose of this study was to describe instructional planning by faculty teaching adult learners via interactive telecommunications technology and to identify their principal concerns when designing distance instruction. Qualitative methods were used to collect and analyze data on planning by eleven full‐time faculty members teaching on an audio‐graphic distance network. Their distance instruction planning process was characterized by three features: term rather than day‐to‐day planning, a primary emphasis on content rather than process, and reliance on the syllabus as the focal point of planning.     

A REPLY Listening to How You're Heard: On translations,mistranslations, and really bad mistranslations

This study explored the use of video cases to teach literacy instruction to special education pre‐service teachers. One class of pre‐service teachers was examined for knowledge gains and attitudes towards video cases as an instructional medium. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching. They also provided comparative data on student teachers’ responses to video versus traditional face‐to‐face instruction. Further implications for special education teacher preparation and future research directions are discussed.     

Mastering course content and learner satisfaction in early childhood education: A comparison of regular classroom instruction with three variations of internet delivery*

Abstract

In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved.

     

Raising the bar: Encouraging high level thinking in online discussion forums

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.     

Children's ideas about action at a distance

Children's ideas about action at a distance are analysed according to the commonsense theory. These ideas can be organized around three presuppositions which express concrete realizations of the abstract idea of interaction at a distance. The presuppositions are concerned with the uniqueness of earth, the need for connection between objects interacting at a distance, and how various forces support and focus each other. These ideas do not form a self‐consistent set of axioms to be applied coherently, but rather form a guiding framework. The chosen presuppositions are context dependent and related to the different environments of earth, a satellite, the moon and outer space. Support is preferred over connection. The relevance of these findings for instruction are discussed.     

Making the written word “speak”: Reflections on the teaching of correspondence courses

Abstract

Learning outcomes for an interactive television‐based distance learning course in introductory high school Japanese were evaluated in three successive years by comparing student achievement in the distance learning course to that in traditional classes. Year‐end achievement tests of listening and written language competency were administered to students in both the distance and face‐to‐face courses. Results in the first two years showed that test scores of students in the distance learning course were higher than those of students in the face‐to‐face classes; however, possible group differences in motivation, general ability, and experience as language learners could not be ruled out as explanations for the difference. Therefore, achievement measures were supplemented in the third year with data on students’ perceived efficacy as Japanese language users, their grades, and their previous foreign language learning experience. The achievement data again showed differences favoring the distance learning group; trends were consistent for students with differing levels of school success and amount of prior language learning experience. Factors that could account for these results are hypothesized and suggestions for future research are proposed.     

Young Cypriots on sex education: sources and adequacy of information received on sexuality issues

Introduction: In the absence of standardised sex education and because schools usually limit their teaching to the ‘health’ aspects of sexuality, young people in Cyprus rely on their peers and the media for information on sexuality. This study examines the sources and adequacy of the information received by young people from various sources on matters related to sexuality and sexual health.

Method: Twelve in‐depth interviews were conducted in Cyprus in 2005 with purposively chosen boys and girls aged 15–18 years using a semi‐structured discussion guide. The interviews focused on participants' knowledge of HIV/AIDS and other sexually transmitted infections, safer sex, contraception and abortion. They also explored attitudes and beliefs concerning relationships, homosexuality and mutual consent.

Results: Information about sexual health is primarily received from school in classes that interviewees considered dull or irrelevant. Television, and to a lesser degree magazines, were the main sources of information on sexual relationships, the sexual act, homosexuality and abortion. Sexually transmitted infection knowledge was limited and often erroneous, while attitudes towards contraception use, abortion and homosexuality suggest that negative stereotypes are widespread.

Conclusions: Because the information young people receive on sexuality appears to be inadequate, there is an urgent need to implement comprehensive, evidence‐based sex education in the public schools. It should also address the nature and content of the sexual and reproductive health messages received from peers and the media.     

Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction

ABSTRACT

The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction.     

Integrating Information Technology: competency recommendations by teachers for teacher training

ABSTRACT

A challenge for teacher training education lies in keeping courses up to date. This paper provides a view of the top ten IT competencies required of pre‐service teachers, as perceived by practising teachers in USA schools. This paper reports findings from 215 teachers in Colorado public schools. A complimentary view of reasons that teachers have for not using new media in instruction indicates that convenient access to hardware and software are significant issues and recommends re‐examination of traditional teacher training and practise.     

Does Instructional TV Make the Grade?

Managers at Michigan State University's extensive ITV operation employ a wide range of evaluative procedures with special emphasis on term‐by‐term telephone interviews to assess student attitudes in television courses. The interview system is explained in some detail for readers interested in initiating relatively inexpensive research techniques. Recent data comparing students in television sections with students in face‐to‐face classroom sections show no significant differences in grades or attitudes toward mediated instruction. These data are applied in varied ways by producers, faculty and administrators to improve instructional television     

Conservation Comes of Age

Abstract

This study investigated the effects of instruction in environmental education on the attitudes of elementary school children toward the environment. One class of third graders was provided with two hours of environmental education instruction. A comparable class of third graders served as a control group. Both classes were pre- and posttested using an author-designed environmental attitude questionnaire. Analyses of these data showed that 1) the experimental group had significantly improved attitudes on a pre-post basis and 2) this same group had significantly more positive attitudes toward the environment when compared with the control group. When tested again as fifth graders, the experimental group remained significantly more positive toward the environment than the fifth grade control group.     

An Experimental Study of Formal Reading Instruction at the Kindergarten Level

Abstract

The purpose of the study was to investigate the effects of formal reading instruction on kindergartners with respect to reading achievement, attitude toward reading, and attitude toward school.

Altogether 220 children, classified on intelligence and reading readiness variables, were randomly assigned to formal reading and readiness programs for four months. Criterion data respecting to achievement and attitudes were collected by means of the California Reading Test and constructed attitude inventories.

Analyses of data reveal that in terms of reading achievement, the reading program was more effective than the readiness program, but that attitudes toward school and reading were a function of intelligence and reading readiness when attitudes were measured by a teacher-reporting scale. When measured by a pupil self-reporting scale, attitudes were a function of the type of instruction, with children in the readiness program showing more favorable attitudes.     

Perceptions of effectiveness and the actual use of technology-based methods of instruction: A study of California criminal justice and crime-related faculty

The field of criminal justice/criminology has few studies that examine faculty opinions regarding the use of technology as a replacement and supplement to traditional classroom instruction. Using a sample of criminal justice and crime-related higher education faculty members in the state of California, this study examines perceptions of effectiveness and the actual use of various classroom-based technologies. The results reveal that while most faculty members hold positive views toward the use of technology, far fewer are actually integrating technology-based methods of instruction into their courses. Meanwhile, most faculty members do not perceive the presence of adequate administrative supports or incentives at their institutions for the development of distance learning courses. Overall, support for the integration of technology into criminal justice education appears to be greatest when it is used as a supplement rather than a replacement for face-to-face classroom instruction.     

Grass roots: Using satellite technology for educational program delivery: The Iowa experience

Abstract

Flexibility in location, scheduling, and delivery of courses and programs through distance education can provide disabled students with what may be their first real access to higher education. Distance educators must stay abreast of developments (particularly technological developments) that will improve future services; in this way, they can take a proactive stance in providing and delivering courses, instruction, and testing in accessible formats. This article states a philosophy for serving disabled learners and describes practical applications of that philosophy for distance education programs based on the experiences of the Independent Study program at the University of Wisconsin‐Extension. Issues addressed include information dissemination, planning, instruction, testing, and faculty training and support.     

Use of Computer-Assisted Instruction in Introductory Management Science

This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes.