Examines some limitations of online course delivery and management systems in terms of the range of pedagogies they support, and explores the effects of a distance learning pedagogy that emphasizes alternative forms of knowledge representation, authentic forms of assessment, and use of distributed tools on students outcomes and student perceptions…

Six research questions were posed regarding the process of developing a Web-based lesson to examine efficiency (time and effort), effectiveness (inclusion of specific instructional components and functionality of specific technical components), and appeal (anxiety, confidence, liking, usefulness and intended future use) of two Web-based lesson…

Reports on the design and formative assessment of a synchronous distance education demonstration project designed to bring experts to participants at their work locations through Internet technologies. Following evaluation results, a more robust model was designed to increase interactivity before, during, and after the live-broadcast training…

Explores what a move to Web-based education means for today's educators as they reinvent their professional practice in a distance learning environment. Presents traditional views of teachers and teaching and contrasts them with new paradigms for teaching and learning. Offers critical knowledge, skills, and other supports needed to shift from…

This study sought to develop assessment tools to measure students' perceptions of two-way audio/video distance classrooms, as well as self-efficacy and satisfaction with distance learning experience. These measures were subsequently used to assess the relationship between these variables. Findings offer two possible indications. Students do not…

Identifies conditions under which interactive instructional television (IITV) is an appropriate choice of technology for delivering instruction in the K-12 school environment. Findings indicate that IITV is chosen as an instructional technology primarily as a mechanism for ensuring that rural students receive the same educational opportunities as…

Presents a report by Rigmor Sterner (Lulea University of Technology) on the 10th annual European Distance Education Network (EDEN) conference (June 10-13, 2001, Stockholm, Sweden). EDEN is a non-governmental educational association whose aim is to foster the development of open and distance learning and distance education. (AEF)

Presents research abstracts from the ERIC Clearinghouse on Information and Technology. Topics include: classroom communication apprehension and distance education; outcomes of a distance-delivered science course; the NASA/Kennedy Space Center Virtual Science Mentor program; survey of traditional and distance learning higher education members;…

Lists upcoming conferences (taking place during the months of March through July 2002): Florida Educational Technology Conference; Mid-South Instructional Technology Conference Teaching, Learning, and Technology; Georgia Educational Technology Conference; e-Learning Conference and Expo; International Conference on Software Engineering; National…

Considers the problems of teaching children at widely differing stages of development in the same class. Compares European practices of holding back slow developers with the English practice of strict age placement. Suggests that European methods reduce the need for individual instruction and increase the learning of the class as a whole. (DSK)

Responds to an article that questioned the authors' previous attempts to define "subject difficulty" and compare subjects based on their level of difficulty. Argues that "subject difficulty" is a reasonable term and is important to the interpretation of examination data. Questions arguments that only qualitative judgments of difficulty are…

Conceives of educational planning as a circular process: the demand for education evolves as a function of a changing supply in educational institutions and programs. Argues that by taking into consideration the complexity of the educational environment, policy-making in education can be improved. (DSK)

Reviews the contributions of Edward Thorndike and John Dewey to U.S. educational theory. Notes that both believed teaching could be transformed into a science, but disagreed in their views of human nature. Discusses the failings of Thorndike's program in U.S. schools and the implications of Dewey's arguments for educational practice. (DSK)

Focuses on the educational theories and practices of John Dewey and their reception in England between 1895 and 1939. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English educational system are found to be misleading. Presents an alternative account which minimizes Dewey's role.…

Investigates the views of 18-year-old students in international schools with a view to identifying key features of such an education from the student perspective. Compared responses with those from six European Schools. Notes limitations to the results. Includes a copy of the questionnaire employed. (DSK)