Dirk Morrison

VOL. 10, No. 2, 109-113

Introduction

I approached Daniel V. Eastmond’s 1995 book, Alone but Together: Adult Distance Study through Computer Conferencing, with great interest and enthusiasm. In my experience, it has been an infrequent occurrence to come across a research article, much less a book, that effectively deals with computer conferencing (CC) and adult distance education at the same time. Within a brief 237 pages, many of which are interlaced with interesting and often useful “first-person” field notes, Eastmond effectively condenses much of what we know (and need to know) about how best to use computer conferencing technology in the context of higher adult distance education. The purposes of Eastmond’s book seem clear: through qualitative research data, crisp summaries and reviews of pertinent literature, and personal insights and interpretations, the author presents a rich tapestry of useful information, knowledge winnowed from the chaff, and wisdom regarding the effective application of computer conferencing to adult education settings. The book provides an introduction to and overview of computer conferencing, while at the same time it offers plenty for those already familiar with the literature on CC. Eastmond’s objective is not to overburden the reader with heavy theorizing and quantitative details but rather to use the context of rich qualitative data (field notes and CC transcriptions) to illuminate, clarify, expand upon, and add to earlier research efforts. He wisely draws upon his own experience as an “on-line learner” to interpret and substantiate some of his findings.

Chapter One, “Introducing the Conference,” presents the reader with the primary foci of Eastmond’s book. The early pages outline the theoretical framework, research methodology, findings, and implications for the application of computer conferencing in adult learning contexts. Eastmond also describes the institutional context for the on-line courses used as the bases for his analyses, namely, Hawks College, a fully accredited, non-traditional U.S. higher education institution, and introduces a few of the participants. The remaining sections of this chapter discuss many of the defining characteristics of adult higher education, distance education, and computer conferencing applications.

In Chapter Two, “The Distance Student,” Eastmond turns his attention to a closer scrutiny of distance learners themselves. He starts out with a convincing assertion that distance education contexts, unfortunately, incline researchers to defer toward quantitative methodologies rather than perhaps more illuminating and useful qualitative approaches.

A significant portion of Chapter Two describes and explains a typology that describes distance learners as: “necessity learners,” “re-careerers or ladder climbers,” “rainy day planners,” or “star seekers.” Although such a typology may prove to be useful in describing particular reasons adults seek higher education degrees, it is irrelevant to the book (if only because it is not revisited).

Also, a general criticism of Eastmond’s book, illustrated by Chapter Two, is that he uses far too many field notes/transcripts and often leaves the reader bewildered about the possible relevance the particular notes might have had to the topic under discussion. An example is found on page 22, where the author describes his first meeting with a female participant. Eastmond describes the physical layout of office space and even the participant’s personal appearance (e.g., in her 50s, slightly overweight, gray hair, smooth skin, makeup, oversized jewelry, etc.) in great detail. While these facts, and others like them, might be important in a qualitative doctoral thesis, it seems to me that they have no place in a book of this sort. If Eastmond is trying to give a more “personal” picture of his students and their study environment, accepting his own challenge to educators to be more aware of the situation and needs of distance education students, surely other kinds of information would be more useful.

Eastmond’s review of the scholarship regarding distance education students is the most useful part of this chapter, and I appreciated his inclusion on page 58 of Granger’s (1990a) challenge to “instructional designers for distance education systems to come up with ways for learners to tailor their distance courses to meet their peculiar needs and build on their unique strengths.”

Chapter Three, “Perspectives of the Computer Conference,” opens with a description and analysis of a much-neglected aspect of distance education research: the context of the learner, including both the physical environment and the social relationships that affect the learner. As well, he discusses the structure of the on-line courses he analyzed and makes some important points about the need for a high level of technical support and on-line course help.

Eastmond’s section on the nature of learning by computer conferencing and the implications for adult learning is especially well done. Here he uses an ideal mix of field notes, earlier literature on the subject, and his own views to provide a meaningful discussion of some important issues. What I found especially impressive (and refreshing), evident time and time again, is Eastmond’s candid assertion that, in our rush to adopt this technology for educational purposes, we have not sufficiently paused to consider any possible negative effects of CC in a distance learning context (e.g., information overload, frustrations with the asynchronous nature of the medium, lack of keyboarding skills, etc.).

Chapters Four and Five deal with the oft-neglected issues of “Learning Approaches to Electronic Study” and “The Dynamics of On-line Learning.” Chapter Four is loaded with useful gleanings from the literature on learning-how- to-learn and descriptions of the on-line learning strategies demonstrated by his participant cohort (e.g., study patterns; learning styles; scheduling; co-operative, collaborative, competitive group exercises; attitudes toward learning; task information; and feedback). Eastmond deals with the “nitty-gritty” of on-line learning strategies by addressing specific issues, such as: How do student’s learn about the technology of computer conferencing? What is an ideal frequency for on-line contributions? What is the best way to deal with information overload and/or on-line “silence”? He also treats the problems of textual ambiguity; how best to prepare contributions for posting; and useful strategies for processing on-line information. It is here that the insights yielded from the details of Eastmond’s field and conference notes are most useful.

I hoped that Eastmond’s discussion of the dynamics of on-line social relations in Chapter Five would be more detailed than most writings on the subject and that it would offer some unique insights into this all-important aspect of computer conferencing-based learning. Unfortunately, he relies heavily on his field and conference note transcriptions to bolster what are, at best, informed speculations about such important issues in the context of on-line education as geographic political dynamics (here drawing on what is clearly a U.S. cultural and political context), ethnicity, age, disability, gender, collaboration, and on-line relationships. To be fair, Eastmond’s synopsis of the literature concerning on-line relationships and learning helps to “tie it all together” for the reader. However, in the next edition, Eastmond should make greater efforts to integrate previous scholarship with the insights obtained from this project instead of placing such important “framing” information at the beginning or the end of chapters.

Chapter Six, “Learning and Living” in an Information Age, was, frankly, a disappointment. Anyone remotely familiar with current computer-mediated communication trends and forecasts will not find this section particularly informative. Granted, the landscape of educational technology transforms itself anew almost monthly, as hardware, software, or throughput “breakthroughs” are announced. Nonetheless, Eastmond’s discussion is dated; the mere inclusion of Ham and CB radios in a list of “viable” communication technologies for education seems out of place, especially when such promising CMC technologies as the Internet get no discussion at all. Future editions of Alone but Together would do well to consider expanding, considerably, on the theme of CMC trends outlined in this chapter.

The final chapter, entitled “Alone but Together,” does a good job of summarizing the book. Eastmond reiterates the limitations of adult distance education research and claims that the findings from his study have filled some critical gaps in this research. He then offers up his model for computer-conferenced learning (I suspect used as an organizing template for the organization and interpretation of his findings), namely, Adult Distance Study through Computer Conferencing-ADSCC (p. 190); this is a topic worthy of considerably more space than Eastmond has allotted.

The individual seeking a quick synopsis of how computer conferencing might be applied to adult distance education contexts should skip ahead to the last half of Chapter Seven. Eastmond offers a quick presentation of both the implications and applications of his study and includes short but useful discussions-challenging distance education notions; explaining learning approaches; the role of on-line relationships; applications of findings about distance students; computer conferencing; learning approaches; and administrative policy.

The book’s Appendix, basically a discussion of Eastmond’s research methodology, may not interest most readers. However, for those interested in conducting qualitative research projects in similar contexts, it is a valuable addition.

Conclusion

This book is appropriate for anyone interested in applying computer conferencing to adult distance education, that is, instructional designers, distance education program administrators, facilitators, and students contemplating on-line learning. It has wide appeal because it is not simply an “academic” treatise but rather a unique presentation offering insights into this technology that encourages the reader to explore the implications for adult distance education. Eastmond writes in a highly personal, accessible, and “honest” style. For instance, I found it refreshing to find the author so quickly stating his central beliefs about the subject at hand. In the Preface, Eastmond states:

The essence of my position-that the central meaning of adult learning through on-line study lies in more than descriptions of course structures, on-line characteristics, and relationships between demographic variables. Rather, computer conferencing is experienced individually by real adults, and it touches their lives differently, based on the larger context and personal philosophies from which they approach distance study.” (p.ix)

Despite the “moving target” of rapidly evolving electronic com-munication technologies (e.g., World Wide Web), using the computer to “conference” or “meet” with other students will always be an on-going feature in any system hoping to effectively use CMC to teach and learn. Eastmond’s Alone but Together: Adult Distance Study through Computer Conferencing is a useful compilation of many concepts, principles, and opinions regarding the characteristics of computer conferencing applications to adult distance education, and it is, therefore, a welcome “companion” as educators of adults contemplate “best practices”for using CC in their courses.

Correspondence To:

Dirk Morrison
Instructional Design Group
Rm. 117, Kirk Hall
Extension Division
117 Science Place
University of Saskatchewan
SASKATOON, SK S7N 5C8
E-Mail: Dirk.Morrison@usask.ca