Describes how learner diaries were used as a means for evaluating a teacher-training course. Records how data from the diaries was categorized and interpreted, and discusses some of the issues for this particular type of course that the evaluation has revealed. (Author/VWL)

Examines recent research on student interactions and student course evaluations in six Web-based courses taught at Arizona State University between 1996 and 1998. Topics include online interaction; computer conferencing; teaching research methods; teacher perspectives; and student perspectives. (Author/LRW)

Outlines how a Web site for a three-term German literature course at Oregon State University was created and used. Assesses the teaching of the Web-dependent version of the course, evaluates how the Internet enhances the course, and concludes by reporting on the response to the Web site. (Author/VWL)

Discusses the use of student-based focus groups as one component of university course evaluations. Steps in planning and conducting focus groups are detailed and applied to the evaluation of a freshman-level general health course. Finds that participants wanted to retain the health content but add more of a teaching emphasis to the course.…

Technology teacher education students (n=13) learning to use computer-mediated communication (CMC) in teaching found the courses' learning activities and strategies effective. Prior computer experience and learning style did not influence performance. They needed more help integrating CMC in instruction. Course length, assignments, and breadth of…

Describes focus-group activities designed to generate information for use in decision making about core and elective courses in a library and information science (LIS) curriculum. Discusses how focus-group activity fits with LIS program review. Also includes questions asked and responses; and feeding opinions into a decision apparatus. (AEF)

Discusses the experience of developing and teaching the online course entitled "History of American Since 1865" at Danville Community College. Focuses on issues such as course content and student response. States that online courses offer teachers a chance to reach students who usually avoid taking traditional lecture and discussion courses. (CMK)

States that high school teachers can handle rigorous advanced placement courses in world history or world civilizations if they (1) have access to good teaching materials and (2) have been provided with the proper training. Address both issues, listing reading materials and describing the aspects involved in training teachers. (CMK)

A framework for improving student and course evaluation in higher education is presented. The framework is based on a simple quality control model. Suggestions for support mechanisms and resources for improving practice are also offered. (MSE)

Critically reviews current rape prevention education programs, focusing on common techniques and the assumption that change in rape-supportive ideologies will decrease the actual incidence of sexual aggression. Identifies many issues that must be addressed through rigorous experimentation so that the promise of rape prevention can be realized…

Describes an exercise designed to encourage active learning in which groups of students compared and contrasted the content of historical introductory psychology texts with contemporary ones. Reports that student evaluations suggest the exercise helps students understand the history and development of psychology. (CMK)

Examines the association between perceived warmth of instruction and students' course evaluations on both affective and summative items. Reveals that student evaluations on affective items were more favorable when professors exhibited the full array of warmth-inducing behaviors. Increases in perceived warmth were not necessarily related to…

Discusses the design, implementation, and evaluation of online course materials used in combination with face-to-face teaching for a university course in community information. Describes the use of WebCT software and discusses results of a student questionnaire and student performance results. (Author/LRW)

Describes the implementation of a "cyclic," practical model-based syllabus in a short pre-service teacher training course. Makes a case for an overt model-based approach to initial teacher training, with reference to recent developments in cognitive psychology. Research carried out on a model-based approach is presented. (Author/VWL)

Proposes a two-pronged shift in distance higher education investigations by reassessing the emphasis on students and placing it on the course itself, and expanding the scope of investigations to include students' subsequent performance in other classes. Presents a case study from Christopher Newport University (Newport News, Virginia). (AEF)