Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' personal circumstances, their competence in the language of instruction, previous experience with online courses, grade expectations, and psychological variables including their regulation of their time and study environment, work avoidance and social goal orientation. Two logistic regression models (of modality of enrolment and modality of preference) both had good fit to the data, each correctly classifying roughly 75% of cases using different variables. Implications for instructional design and enrolment management are discussed.

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Library of Congress Cataloging-in-PublicationData Katz, Howard E. Strategies and techniques of law school teaching : a primer for new (and not so new) professors / Howard E. Katz, Kevin Francis O'Neill. p. cm. Includes bibliographical references. ISBN 978-0-7355-8833-2 (pbk. : alk. paper) 1. Law-Study and teaching-United States. 2. Law schools-United States. I. O'Neill, Kevin Francis. II. Title.

This paper describes some of the challenges which the growing pervasiveness of computers and electronic communications technology present to liberal democracies. We argue that these technologies, by their influence on the mechanisms of publicity and privacy, make possible the abuse of an underdeveloped popular epistemology. The confused response of the courts to cases of information crime suggests that the university is a better forum in which to meet and master these challenges. Emily PragerMany things have been promised, and other things threatened, by futurists writing about the information revolution. We have been told, for instance, that computing technology might serve as a means for the decentralization of commerce, and bring the developed world some respite from overcrowding, dense pollution, and other legacies of the industrial revolution. At the same time, we have been warned that in trying to apply old laws to the fundamentally new legal problems which computers and electronic communications technology raise, our courts may trade away part of our personal liberty to commercial interests, or to the interests of government, upsetting the judicious balance of freedoms which is so crucial to a liberal democracy. This paper will attempt to explore how the growing pervasiveness of computers and electronic communications may influence the vital exchange of knowledge and ideas which liberal democracies require for their survival. It will describe some of the challenges this new "wired world" presents to them, and discuss how the university can help them

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The First Amendment provides vigorous protection for public protest-so long as the protester takes up position in a traditional public forum. 9 But the list of traditional public forums is a short one. It is 8. Speech restrictions imposed by private actors pertaining to private property are beyond the reach of the First Amendment. Lloyd Corp. v. Tanner, 407 U.S. 551, 567-68 (1972). 9. See, e.g., United States v. Grace, 461 U.S. 171 (1983) (holding that the sidewalks around the United States Supreme Court building constitute a traditional public forum and striking down a statutory prohibition against leafleting or displaying signs on those sidewalks). As one scholar has observed: "[U]nless a traditional public forum is involved, a majority of U.S. Supreme Court Justices can easily manipulate the Court's forum classification principles to enable governments to exclude any private speaker or any type of private expressive activity from government property.

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Teachers and researchers have been designing telementoring programs for more than fifteen years, yet there are many possible program designs that have not yet been attempted, and enormous potential yet to fulfill. An attempt is made to map out the “design space” of K-12 telementoring by discussing the major decisions made in designing a telementoring program, and the relationship of these decisions to one another. Where possible, research findings and examples of specific programs are cited in this discussion. By providing a look “under the hood” of telementoring programs, the chapter aims to help teachers become more equal partners in the effort to refine existing programs and develop new ones. Encouragement is offered to researchers to more fully articulate the rationale behind their designs in their writing, and to carry out more research on the efficacy of particular design choices, so that the field can develop cumulative literature on telementoring design.