In the last issue, Karen Mantyla of QuietPower asked - "In the need for regionalization for distance learning courses around the world, what would a designer do, as it relates to interactivity, to accommodate the different cultures and learning environments in different countries? For example, in Japan, a student is brought up from birth to take notes and not participate. What then? What research are you aware of that has been done in this area? Do you know of any specific courses that have been regionalized for global use?"

In a related issue, DEOS-L Pete MacKichan comments - "... serious is the fundamental conflict in learning styles. The Greek education system at secondary and tertiary levels is 'extremely' teacher centered and does not produce independent learners. DL courses in contrast put the learner in control of their learning and it is essential that they are able to work autonomously. I find it hard to see how the two can be reconciled and the learning habits of a lifetime can be overcome."

One book that begins to address this issue is, Distance Learners in Higher Education: Institutional Outcomes for Quality Responses. Madison, WI: Atwood Press. Gibson, C. Ed. (1998) There is need for further research and for pilot projects in this area of increasing importance. At present, instructors and designers try to design distance education curricula that offer a wide variety of options and choices to accommodate various learning styles. In addition, they suggest that students try activities that stretch styles. These, however, are only first steps. (Rosemary Lehman)