Volume 1, Number 4 1995
Lorraine C. Sherry 337
Conceptual Frameworks for Network Learning Environments and Hypertext:
Frameworks for Constructing Personal and Shared Knowledge Spaces
Michael J. Jacobson and James A. Levin 367
Angie Parker 389
Educators' Use of a Statewide Telecomputing Network: A Descriptive Analysis
Susan E. Anderson and Judith B Harris 407
LORRAINE SHERRY
Graduate School of Education University of Colorado at Denver P.O. Box 173364, Denver, CO 80217-3364, USAThis review of literature and research into the effectiveness of distance education systems deals with a number of factors which affect their success or failure. These include the influence of distance learning theory upon instructional design and delivery, redefining the roles of partners in distance education teams, media selection, technology adoption, change implementation, methods and strategies to increase interactivity, inquiry, and active learning, learner characteristics and modes of learning, teacher mediation and learner support, operational issues, policy and management issues, and cost/benefit tradeoffs. It is intended as a companion piece to Sherry and Morse's (1994) training needs assessment.
MICHAEL J. JACOBSON AND JAMES A. LEVIN
Department of Educational Psychology University of Illinois at Urbana-Champaign Champaign, IL 61820 USAEducational uses of networks are rapidly expanding as the problems of "ease-of-use" and "access" are gradually being solved. However, even as these problems are being solved, the solutions create second-order problems, such as students and teachers becoming overwhelmed with massive amounts of network generated information. In this paper we present conceptual frameworks that characterize some of the unique properties of network learning environments which then can be used to provide systematic guidance to the design of network learning activities and software tools. We illustrate these frameworks by showing how they have helped us design two different tools for educational uses of networks: The Message Assistant and the Learning Resource Server. The utilization of these frameworks to address general issues related to network learning environments is also considered.
ANGIE PARKER
Gonzaga University Department of Educational Technology AD Box 25, Spokane, WA 99258-001, USAA need for research to determine predictors of attrition from distance education is of particular importance because governmental funding to institutions of higher education is often based on attendance. Attrition rates in distance education format have been reported as high as twice that of traditional instruction.
One hundred and seventy community college students were the sample for this study. Each completed two instruments: The Rotter's Internal-External Locus of Control scale and a student information sheet. Discriminant analysis was then used to determine predictors of attrition. It was determined that locus of control and source of financial assistance, in particular self-pay, were able to predict dropout with nearly 85 percent accuracy.
In addition to qualitative analysis, interviews with non-completers provided insight into personal and private reasons that students had for non-completion. It was determined that lack of time management skills and ill-defined educational goals were the primary reasons given by the students. These findings were consistent with other researchers in the field of distance education.
The results of this study are important for practitioners in the area of distance education as student control and time management skills are essential for students working in distance education formats.
SUSAN E. ANDERSON
Texas Christian University School of Education, Box 32925 Fort Worth, TX 76129, USAJUDITH B. HARRIS
University of Texas at Austin Department of Curriculum and Instruction 406 Sanchez Building, Austin, TX 78712-1294, USAThis study investigated educators' use of TENET, a statewide educational telecomputing network in Texas. It also documented the development and testing of a lengthy theory-based questionnaire and verified the efficacy of a method for administering surveys via electronic mail. A 70-item survey was sent to a random sample of 300 TENET users. The response rate was 66%. The majority of respondents were highly experienced and educated public school teachers, support staff, and administrators, who were experienced computer users with easy access to equipment needed to use TENET. About half had taught themselves to use the system and nearly 40% had no ongoing source of assistance for using it. Most worked with others who also used TENET and reported talking with others about their network use. Participants logged on to TENET an average of 4-6 times per week. Electronic mail was the most often used network function. Nearly all felt TENET was useful, both as a means for communicating with others and for accessing information. The network served professional, as well as social and diversionary functions. Respondents expressed a need for more time and assistance for learning to use the network, better network connectivity within schools, and greater access for students.