Provides a typology of Internet uses in distance education: type 1--traditional distance learning supplemented with Internet activities; type 2--computer conferencing; and type 3--virtual courses and institutions. Suggests that Internet institutions need a broad range of academic and administrative supports to sustain adult learning. (SK)

Discussion of the use of computer conferencing by higher education institutions offering distance education courses focuses on a study that investigated adult student perceptions of distance study by computer conferencing. Highlights include a literature review; learning approaches; student relationships; and an Adult Distance Study through…

This book explores the lives of a group of adult students, their rationale for pursuing an independent study degree at a distance, and their perceptions of computer conferencing. It is based on data from unstructured interviews and participant observation that were then analyzed from a symbolic interaction perspective. Chapter 1 describes the…

This research, begun in Fall 1991, explored the learning-to-learn strategies of adult students taking computer conferencing courses for college credit. It investigated how these students define effective learning and how they direct their own learning and lifestyles to meet the unique demands of this medium. This research gathered data through…

Presents a typology of course-delivery techniques (technology as a supplement, conferencing technology as a supplement, and technology as the primary instructional mode) used by the Center for Distance Learning at the State University of New York Empire State College. Describes instructional considerations for each type and approaches used for…