reviews Book Reviews 465 Book Reviews Belanger, France, and Dianne H. Jordan. Evaluation and Implementation of Dis­ tance Learning: Technologies, Tools and Techniques. Hershey, Pa.: Idea Group Pub., 2000. 246p. $69.95 (ISBN 1-878289-63-2). LC 99-47580. Belanger and Jordan—who have informa­ tion systems and telecommunications backgrounds in private industry, govern­ ment, and higher education—target “pro­ fessionals and educators who are inter­ ested in preparing themselves for the transition from traditional learning to the emerging distance learning environ­ ment.” Their book offers a comprehen­ sive look at the technologies and tools used to provide distance education. The discussion, which is sometimes technical, covers the broad topics of analysis, de­ sign and development, and evaluation. Transition is a key concept in their ap­ proach and may serve to ease the anxi­ eties of those educators who wonder where distance learning fits in with what they already do, how it impacts them, and how (or whether) to get started. Distance learning is not, the authors assert, an all-or-nothing experience. They describe three levels at which technology can be utilized, ranging from technology inser­ tion to total conversion. The book consists of seven chapters, a bibliography and references section, four appendices, and an index. Following a brief discussion of the need for distance learning, chapter one addresses the mul­ titude of concepts and terms that are com­ monly associated with it. Chapter two re­ views several learning theories and iden­ tifies six learning variables associated with those theories. Of particular interest is a theory-based discussion of learning objec­ tives in the cognitive, psychomotor, and affective domains, with attendant discus­ sion as to how and to what degree instruc­ tional technologies might be appropriately employed to meet those objectives. Chapter three presents six distance learning technologies: computer-based training, computer-aided instruction, Web-based training, teleconfer­ encing, videotape, and video tele-training. Each is described in detail, including design considerations and equipment and access requirements. The authors review the advantages and disadvantages of each from the different perspectives of learner, instructor, and in­ stitution. Chapter four provides guide­ lines for media conversion analysis. The reader is walked through a series of steps to determine to what degree a course is amenable to conversion for distance learning delivery. A detailed discussion of instructional units, compression rates, development hours, and time and person­ nel requirements will prove useful to those interested in the cost-benefit aspects of such an endeavor. In chapter five, the discussion shifts to the development of instructional materi­ als for the distance learning environment. The authors discuss file and format speci­ fications, levels of courseware complex­ ity, and steps in courseware development, including technical and personnel re­ quirements. The second half of the chap­ ter is devoted to commercially produced Web content and course development tools. Following an overview of the fea­ tures and functions of these products, sev­ eral specific products are described. Web site addresses are included for readers who want more details on particular products. The importance of “conscious manage­ ment” of the distance learning initiative from the outset is emphasized in chapter six. Readers, particularly administrators, may take great interest in the organized step-by-step approach described. In real­ ity, however, distance learning initiatives often evolve out of small pockets of in­ 465 466 College & Research Libraries terest within the institution. The authors describe the “bandwagon” phenomena: “small efforts by motivated individuals outside of the strategic planning process, with little or no support or funding.” They warn that the resulting small suc­ cesses should not dictate the direction of an organization’s entire distance learning initiative. A successfully managed initia­ tive will ensure open-minded and institution-wide consideration of all of the technologies available. This chapter also includes a brief theory-based discussion of several useful evaluation models. Chapter seven concludes the book with three fictional case studies. Belanger and Jordan have done an ad­ mirable job of bringing together a multi­ tude of issues inherent in the implemen­ tation of any distance learning project. Readers familiar with distance learning technology may find parts of the book re­ petitive, whereas those who are not may feel overwhelmed by the terminology and technical detail. Although the book is gen­ erally well written and logically organized, the delineation of numerous subheadings with capital and lowercase lettering, ital­ ics, and indentations can be confusing. Evaluation and Implementation of Distance Learning will be of value to administrators and managers charged with implement­ ing distance learning initiatives in either educational or corporate environments. In addition to useful ideas for course design and media selection, the book alerts read­ ers to important questions to ask about an organization’s capacity for, and level of commitment to, distance learning. Instruc­ tion and outreach librarians can use the book to better understand the challenges faced by distance learning faculty and to better position themselves to both work collaboratively with faculty and develop and deliver their own instruction via dis­ tance learning technologies.—Martha H. Kreszock, Appalachian State University. Bogue, E. Grady, and Jeffery Aper. Ex­ ploring the Heritage of American Higher Education: The Evolution of Philosophy and Policy. Phoenix: Oryx (American September 2000 Council on Education/Oryx Press Se­ ries on Higher Education), 2000. 258p. $34.95, alk. paper (ISBN 1-57356-310­ 2). LC 99-049294. As the title implies, Bogue and Aper at­ tempt to offer a sense of perspective that is often missing in discussions of what is good and bad about American higher education. Their thesis is that higher edu­ cation is a powerful factor in our demo­ cratic society and its complex moral, philosophical, and political heritage should be better understood because the ongoing debate over higher education’s purpose and performance is a natural and necessary consequence of that heritage. To explore this thesis, Bogue and Aper address ten questions: What is the scope of American higher education? What are the missions? How are colleges and uni­ versities governed? What is taught, and who decides? How is quality defined, developed, and demonstrated? Who fi­ nances, and who benefits? Who does— and who should—attend college, and how do students and colleges influence each other? What are the faculty’s roles and responsibilities? What is the relation­ ship between intercollegiate athletics and academics? What are the leadership chal­ lenges confronting higher education at the end of the twentieth century? This monograph could become the next textbook of choice for graduate stu­ dents of higher education. In fact, the authors state this as one of their purposes. In addition, the authors hope that faculty, administrators, “international students and friends,” and civic and political lead­ ers will find their understanding of the current scene enriched by reading this book. Bogue and Aper offer these audi­ ences a panoramic look at contemporary higher education and provide an excel­ lent summary of the most important trends, pressures, expectations, influ­ ences, values, and current practices. The authors weave a masterly tapestry of the philosophical, political, and moral con­ flicts that have driven the development of the different kinds of American colleges and universities.