Text Learning Using Scientific Diagrams: Implications for Classroom Use

In two experiments, eighth-graders viewed ecologically valid diagrams and then read a text containing multiple feature-to-fact associations or studied the same materials in reverse order. Using the Kulhavy and Stock model of text learning using organized spatial displays, it was predicted that those students viewing the diagram prior to reading the text would recall more facts and features than subjects viewing the material in the reverse order. These predictions were well supported. In addition, since the materials used in the experiments were created from actual classroom materials, these experiments examined whether the model for text learning is also valid using this type of materials. In this area the model proved to be very effective as well.     

First adoption of consumer innovations: Exploring market failure and alleviating factors

Consumers innovate usually for non-commercial motives. They generally lack incentives to diffuse, and this is expected to hamper first adoption – even if consumer innovations are valuable to many other people. We confirm this market failure with survey data of 164 German consumer innovators. First adoption by others is unrelated with general use value, unless the innovator is highly willing to commercialize. Next, as classical diffusion theory does not explain when consumer innovations become available to others, we propose an individual-object-process (I-O-P) framework to study factors alleviating the market failure. The viability of the framework is explored by studying the moderating role of entrepreneurial experience (I), product newness (O) and community engagement during the innovation process (P). First adoption of generally valuable consumer innovations is enhanced when a community was involved. We also find tentative evidence for a moderating role of entrepreneurial experience and product newness.     

Distance Learning: The U.S. Version

Distance learning in higher education has developed differently in the United States from the way it developed many other countries. Driven by the developments in technology and fueled by partnerships with industry, distance education in the U.S. is charting unmapped waters. For over a century, universities have relied on students coming to them. Now they find that they must go to the students. This article examines some of the history, technology, research, and trends in distance education and raises key questions. What part does the profit motive play in the corporatization of education? How can traditional universities adjust to meet the needs of a changing population, and who will be the gatekeepers? The opportunity is here to improve on existing educational institutions and add flexibility to the monolithic institutions of traditional universities. Distance educators will need to be vigilant to ensure that the strengths of sound pedagogy are not lost in the race to embrace new technologies.     

The Contribution of Trade Books to Early Science Literacy: In and Out of School

Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.

Examining distance education in Turkey

This article describes the distance education program at Anadolu University in Turkey and compares its problems and solutions with similar distance education programs in other Asian countries. A brief history is presented, enrollment figures are given and future directions are described. Conclusions suggest that open education is accomplishing the goals of the country's 1981 reforms and can continue to be helpful in the country's quest for modernization.     

Identification of visual dimensions in photographs using multidimensional scaling techniques

An examination of underlying visual dimensions commonly perceived in photographs was conducted using multidimensional scaling techniques. Fifteen male and female university graduate students individually examined 34 photographs chosen to represent a broad range of visual topics. Similarity judgments between photographs were used for multidimensional scaling, while subject interview data were used to describe meaningful visual concepts. Results indicate that pictures were grouped in clusters along three observable dimensions. Life, nature, and culture emerged as the dimensions of primary importance to viewers. This suggests the existence of universal meaning systems in visuals for communicating denotative and connotative meaning and presents experimental variables for future hypothesis testing. We gratefully acknowledge David Lancy’s inspiration and Ed Greenberg’s significant contribution to this work.     

Book reviews

The presence of a virtual learning environment (VLE) in an on‐campus setting can alter the dimensions of existing learning and teaching relationships. Research literature indicates that increased engagement with educational technology can have the effect of drawing staff and students closer together (both physically and virtually) rather than encouraging campus‐based institutions to deliver more of their provision at a distance. This paper will explore how on‐campus students can benefit from appropriate use of technology in ways that make them feel increasingly connected with their institution and their peers. Using qualitative data we explore how effective use of technology can help to bridge the physical gap between the students, their institution and their peers – even where the actual interactions between students take place offline – and how the combination of physical and virtual learning environments can be used to create an effective learning and teaching experience.

Etablissement d'une ligne dans un environnement de formation integré. La présence d'un environnement virtuel de formation (VLE) sur le campus peut changer les dimensions des relations d'enseignement et de formation existantes. La littérature de recherche démontre qu'une l'utilisation augmentée de la technologie d'éducation interactive a surtout l'effet de rapprocher le corps enseignant et les étudiants (aussi bien physiquement que virtuellement) plutôt que d'encourager les institutions basées sur le campus de transmettre leur services d'éducation de manière plus renforcée (Cairncross, ; Graetz &; Goliber, ). Cet exposé démontre comment les étudiants du campus peuvent bénifier de l'utilisation appropriée de la technologie afin de se sentir plus apparentés à leur institution et à leurs camarades. En utilisant des dates qualitatives, nous explorons comment l'utilisation effective de la technologie permet de surmonter la lacune physique entre les étudiants, leur institution et leurs camarades – même si les interactions réelles entre les étudiants ont lieu dans milieu autonome – et comment la combinaison des environnements physiques et virtuels de formation peut aider à créer une expérience d'enseignement et de formation effective.

Die Herstellung einer Verbindung in einem integrierten Lernumfeld. Die Existenz eines virtuellen Lernumfelds im Universitätsbereich kann die Dimensionen der bestehenden Lern‐ und Lehrbeziehungen verändern. Die Forschungsliteratur beweist, dass ein gesteigerter Dialog durch Bildungstechnologie eher das Lehrerkollegium und die Studenten (sowohl physisch als auch virtuell) zusammenbringt, als dass es Hochschulen motiviert, eine höhere, flächendeckende Unterstützung zu bieten. (Cairncorss, ; Graetz &; Goliber, ). Dieser Bericht belegt, wie Studenten im Universitätsbereich vom angemessenen Gebrauch der Technologie profitieren können, so dass sie sich zunehmend mit ihrer Hochschule und mit ihren Kommilitonen verbunden fühlen. Indem wir qualifizierte Daten verwenden, zeigen wir, wie die effektive Nutzung von Technologie helfen kann, die physische Lücke zwischen Studenten, ihrer Hochschule und ihren Kommilitonen zu überwinden – selbst wenn die tatsächlichen Interaktionen zwischen den Studenten offline stattfinden – und wie die Kombination physischer und virtueller Lernumfelder genutzt werden kann, um eine effektive Lern‐ und Lehrerfahrung entstehen zu lassen.     

DOCTORAL TRAINING IN THE PSYCHOLOGY OF ADULT DEVELOPMENT AND AGING

The report on the “Older Boulder” Conference contained a number of recommendations for doctoral specializations in the psychology of adult development and aging. The current status of specializations was assessed by a survey of 361 psychology‐related doctoral units in the United States. There has been a clear increase from 1975 to 1984 in the number (and a qualified increase in the percentage) of psychology‐related academic units with specializations in adult development and aging. Specializations in adult development and aging are most frequently located in developmental programs in general psychology departments. Developmental psychology is the area most frequently offered for integration with a specialization in adult development and aging. Among academic units with specializations, 41% provide teaching assistantships, 56% provide research assistantships, and 46% offer internship/practicum experiences pertaining to adult development and aging. It was suggested that academic units expand opportunities for integrating adult development and aging with the clinical, community, counseling, engineering, neurological, educational, and industrial/organizational areas     

An experimental cancer information service using AIM-TWX

The Pacific Northwest Regional Health Sciences Library and the Washington/Alaska Regional Medical Program jointly conducted a service to provide photocopies of articles on cancer topics within twenty-four hours after receiving telephone requests for information from Central Washington physicians. AIM-TWX was utilized as the initial source of references whenever possible, and its benefit as such was evaluated. In the three-month experimental period, twenty-seven requesters made fifty-six requests and received photocopies of 185 articles; the estimated total cost was $1,000, less than $18 per request.A sample of requests showed AIM-TWX to have reduced the total work time per search; moreover, when it was used, AIM-TWX retrieved more than 70% of the articles selected to be sent. Physician response indicated that the service was both needed and appreciated. Further investigation by a similar information service is suggested.