Argues that college teachers need special skills and sensitivities to be competent at distance education, including: skills in course planning/organization, verbal/nonverbal presentation skills, collaborative skills, questioning strategies, subject matter expertise, skill at involving students and coordinating field site activities, understanding…

Discusses the results and implications of using an online instruction medium, via the Internet, for library instruction to users based on experiences at the University of Illinois at Chicago. Highlights include results of pre- and posttests; design issues in online instruction; and course content and organization. (LRW)

A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

Surveys two universities regarding their use of and views toward extra-credit assignments. Findings show faculty were more likely to view such assignments negatively, citing the disadvantage of extra credit as encouraging irresponsible attitudes. Students disagree and emphasize the advantage of a second chance. (NL)

Stresses that not enough attention has been given to the need to teach computer skills to school administrators. Lists five basic competencies for a computer literate school administrator. Suggests 12 topics to be taught in the administrator course. (MVL)

A study examined the relationship between course intensity and long-term retention of course material among graduate counseling students in a research and statistics course. Confirming earlier findings, it revealed no significant effect of course scheduling format. Older students performed significantly better on a 6-month follow-up test. Students…

Assessment of student work in the collaborative classroom is dynamic, ongoing, and can be suited to the particular needs of individual instructors. It enables both instructor and students to reframe their personal understandings of the learning process and knowledge acquisition. The challenges can be met by planning, careful consideration of…

A survey of 603 licensed Missouri pharmacists investigated the need for an update/refresher course for pharmacists changing fields within the profession or returning to full-time practice. Pharmacology/new drugs was the most frequently mentioned topic for such a course, and correspondence study was the preferred format. (Author/MSE)

A study at the University of Yaounde (Cameroon) compared male and female student evaluations (n=1,064) of teaching on a range of variables. Variables which maximally distinguished males from females were fairness in grading, overall judgment of the course, organization of individual class sessions, and overall course organization. (Author/MSE)

Describes the development of a course at the University of California at Davis that integrated computer training for preservice teacher education with student teaching. Perspectives of student teachers, resident teachers, and teacher education faculty are reported; and the need for professional development for teacher education faculty and…

The University of Minnesota's required six-week ambulatory medicine clerkship provides a comprehensive orientation to ambulatory care through planned integration of patient care with academic work. Responses of both students and faculty have been enthusiastic, with the benefits compensating for high costs in preceptor time. (MSE)

At the Pennsylvania College of Optometry, a core course in pediatric optometry was revised to use a problem-centered approach and implemented with a class of 147 students. Students were assigned specific roles to distribute work evenly. A survey found students responded positively to this approach. (MSE)

Argues that a capstone course in college-level sociology should focus on synthesizing information gained from a sequentially integrated curriculum. Discusses the course organization and content of the sociology capstone course at the U.S. Military Academy. Describes a six-chapter student project that comprises the major course assignment. (CFR)

Presents perspectives of teaching and learning via Internet-based courses. The courses discussed use the Web as a delivery system, not as the primary content. Describes courses offered and course organization; instructors' perspectives--from traditional distance education teaching to Web-based teaching; the role of Web consultants; and student…