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Theories guide the practice and research of distance education. Traditionally, theories of distance education have been derived from classical European or American models based on correspondence study. Recently, telecommunications systems have significantly altered the practice of distance education in the United States and have produced a uniquely American approach to this field. This has created the need for a new theory to guide the practice of distance education. This theory, called Equivalency Theory, is described and compared to the historical theories of distance education.

This study examined computer anxiety and its relationship to four areas: previous computer coursework, relaxation exercises, achievement in a computer course, and need for cognition, which is a personality variable. Subjects were college students in a semester-long introductory computer course that was part of a teacher preparation program. Computer anxiety was measured three times during the course using the Computer Anxiety Index. The relaxation treatment was a published muscle relaxation technique. Achievement was assessed using final lab and lecture grades assigned in the class. Need for cognition was measured using the Need for Cognition Scale, which was administered during the second week of the class. The course was effective in reducing computer anxiety in the last half of the semester. The relaxation treatment was not found to be effective in reducing computer anxiety. It was found that course grades were more strongly related to postcourse computer anxiety than to precourse computer anxi...

Cognitive dissonance theory assumptions were used in a formal program of attitude change in order to improve student attitude toward an instructional activity. Student achievement in this instructional activity was then measured to determine if achievement was influenced by student attitude toward instruction. Two hundred eighteen Ss were randomly assigned to one of three treatment groups. Analysis of variance tests were used to evaluate experimental hypotheses and an .05 level of significance was selected. Results demonstrated that it was possible to experimentally improve student attitudes toward the instructional activity ip .0001) by a camouflaged treatment requiring Ss to commit themselves on videotape. Achievement differences were not significant, but trends supported the hypotheses that achievement scores tended to be higher for students who had their attitudes toward course content experimentally improved while other variables were untreated.