ERIC Number: ED370608
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Occasional Papers in Open and Distance Learning, Number 15.
Donnan, Peter, Ed.
This issue consists of four papers which have an orientation towards the student's perspective. The first paper, "CSU Distance Students' Attitudes toward Computer Use" (Helen Geissinger), presents the results of a survey which examined students' responses to the use of computers in their courses and their attitudes to the more frequent use of computers in the future. The second paper, "A Student's Perception of Distance Education: Implications for the Continuing Professional Education of Academics" (Basseer Jeeawody), presents a personal reflection on distance education based on the author's experience as a student at the Open University (United Kingdom) and as an academic at Charles Sturt University (Australia) with responsibilities in program planning and implementation. In the third paper, "Rationalisation--A Case Study. 'Is Bigger Better?'" (Terry Harden and Sue Davies), data are presented on the modularization and rationalization of first year microbiology, based on questionnaire data obtained from internal and distance students. The final paper, "Literature Review Related to Style Issues" (Jill Harris), reviews the literature which examines how specific layout features can be used to enhance learning in distance and open learning materials. (Contains 28 references overall.) (MES)
Descriptors: Case Studies, College Faculty, Computer Assisted Instruction, Distance Education, Foreign Countries, Futures (of Society), Higher Education, Layout (Publications), Material Development, Microbiology, Open Education, Professional Continuing Education, Science Curriculum, Student Attitudes
Open Learning Institute, Charles Sturt University-Riverina, P.O. Box 588, Wagga Wagga, NSW 2678, Australia.
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: Charles Sturt Univ.-Riverina. Wagga Wagga (Australia).
Identifiers: Australia; Open University (Great Britain)
Note: For No. 14 in this series, see ED 365 309.