Editorial |
In this issue of the Journal we see the introduction of the Dialogue section, which provides a forum for distance educators to engage in discussion or debate regarding current issues of shared interest. Following the CADE 1992 conference in Ottawa, Judy Roberts and Liz Burge found themselves continuing a discussion that began during a session with a group of colleagues. That discussion focuses on the importance of encouraging conceptual clarity of the language adopted by distance educators. They and the editors invite readers to join the conversation by forwarding submissions to the editors.
With regard to the articles appearing in this issue, the Journal begins with a manuscript by Joyce Black. Her work explores the controversy amongst some academics regarding the appropriateness of offering credit courses via distance education. She reports that there continues to be scepticism amongst some academics regarding the benefits of distance education, especially at the graduate level. Given her finding that faculty who are more familiar with distance education are more supportive of it, she discusses steps that need to be taken to overcome the obstacles this scepticism presents.
Black reports that much of the scepticism toward distance education is associated with the perceived lack of opportunity for students and professors to engage in discussion. To Davie and Inskip, however, this is not an insurmountable problem. They report on innovative course design features that successfully encouraged discussion and debate amongst geographically dispersed graduate students enrolled in a computer mediated communications. They describe and report on the effectiveness of using a prestructured data base, outside "visitors," and an extended fantasy role play to promote active learning and interactivity.
In the next article, Schieman, Teare, and McLaren comment on the lack of theory specific to the development of distance education courses. While regretting that state of affairs, they argue that academics can prepare and teach distance education courses using basic instructional design practices drawn from theory-based research found in the general education literature. They describe and report on the effectiveness of a variety of pedagogical strategies that, while drawn from the general education literature, were implemented in a way that acknowledged the specific needs of those studying at a distance.
Staying within the domain of student needs, Bazillion and Braun speak to the issue of providing library services to off-campus students. They are interested not only in providing students with necessary resource materials, but also in assisting them to become proficient library researchers. They describe and provide evaluative information on an off-campus bibliographic instruction program offered at Brandon University.
The final article appearing in this issue of the Journal is an analysis of English and French registrants in non-formal courses offered through TVOntario. Brown and Constantin argue that a substantial proportion of adult distance education learning takes place outside formal educational environments and that many individuals "go about their learning in isolation from the academic community, making the occasional appearance as a general statistic or individual anecdote." By describing characteristics of these learners, this article sheds light on a population that is not often researched.
This issue of the Journal concludes with two book reviews, the second of which, Fred Jevon's review of Ross Paul's book, Open Learning and Open Management, was first published in Volume VII(1). Unfortunately, an error resulted in that review being merged with another. It appears here in corrected form, with our apologies to both reviewer and author.
As always, we wish to thank those who have contributed their time and expertise to the task of reviewing the many manuscripts submitted to the Journal. Their interest in, and commitment to, the Journal is very much appreciated. Similarly, thanks must be given to Lesley Rougeau, who is responsible for layout design and word processing. Her skill and commitment to detail contribute significantly to both the production and the appearance of the Journal. In closing, we express gratitude to the Social Sciences and Humanities Research Council of Canada and to Simon Fraser University for the financial support that each provides and that makes the Journal possible.