CDS/ISIS Printing.. - Kambing UI
CDS/ISIS Printing.. - Kambing UI
CDS/ISIS Printing.. - Kambing UI
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online databases for information. It introduces the most important archives of personal records, and<br />
provides reference guide to several thousand databases.<br />
INTERNET / ONLINE SEARCHING / INFORMATION SOURCES / INFORMATION RETRIEVAL /<br />
G<strong>UI</strong>DES TO INFORMATION SOURCES / COMPUTER NETWORKS / ACCESS TO INFORMATION<br />
/ DATA BASES / SEARCH STRATEGIES<br />
Call no. : 025.04 L265N<br />
12345<br />
Li, Xia; Crane, Nancy B.<br />
Electronic styles: a handbook for citing electronic information. 2nd ed. Medford, N.J.:<br />
Information Today, Inc., 1996. 213 p.<br />
This handbook presents standard citation form already in wide use and adapt it to include the elements<br />
that are needed to describe electronic sources. By including citation formats in both APA and MLA<br />
styles, it shows how to cite full text information files, bibliographic databases, Internet accessible<br />
electronic journals and discussion lists, e-mail, bulletin board systems, and commercial online<br />
documents.<br />
BIBLIOGRAPHIES / BIBLIOGRAPHY COMPILATION / BIBLIOGRAPHIC STANDARDS /<br />
BIBLIOGRAPHIC DATABASES / BIBLIOGRAPHIC JOURNALS / ELECTRONIC SOURCES /<br />
INTERNET / TEXUAL DATABASES / INFORMATION SOURCES / ELECTRONIC MAIL<br />
Call no. : 025.302855 L693 1996<br />
15085<br />
McLellan, Hilary.<br />
The Internet as a virtual learning community. Journal of Computing in Higher Education. 1998. v.<br />
9(2): p. 92-112. English.<br />
The model of an Internet-based virtual learning community, with students interacting dynamically with<br />
the content, the technology, and, most importantly, each other, offers a powerful and convivial<br />
approach to providing education at a distance. The classes described here, based on over a year of<br />
teaching classes entirely via the Internet, work very effectively as collaborative communities.This<br />
paper describes one model for implementing university classes via the Internet using Listservs,<br />
electronic mail, and the World Wide Web (WWW). It reports on students feedback concerning this<br />
approach to learning. A comparison is made between Internet-based classes and traditional classes<br />
taught face-to-face. In addition, the complementary possibilities of asynchronous virtual learning<br />
experiences--where students participate in class activities flexibly, at any time of their own<br />
choosing--and synchronous on-line activities--where all class members are on-line at the same time in<br />
a class-wide interactive forum of discussion, questions and answers, brainstorming, and other<br />
activities-are examined.<br />
EDUCATIONAL TECHNOLOGY / COMPUTER NETWORKS / COMPUTER INTERFACES /<br />
COMPUTER ASSISTED INSTRUCTION / DISTANCE EDUCATION / HOME EDUCATION /<br />
ONLINE SYSTEMS<br />
USA / CANADA<br />
22244<br />
Open and distance learning : trends, policy and strategy considerations. Paris: UNESCO, 2002.<br />
94 p.<br />
DISTANCE EDUCATION / EDUCATIONAL TRENDS / EDUCATIONAL POLICY / EDUCATIONAL<br />
STRATEGIES / EDUCATIONAL SYSTEMS / EDUCATIONAL PLANNING / EDUCATIONAL<br />
INNOVATIONS / INTERNET IN EDUCATION / WORLD WIDE WEB / TEACHER EDUCATION /<br />
VOCATIONAL EDUCATION / LIFELONG EDUCATION / NONFORMAL EDUCATION / HIGHER<br />
EDUCATION<br />
AFRICA / ARAB STATES / ASIA AND THE PACIFIC / OCEANIA / EUROPE / LATIN AMERICA /<br />
45
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