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Journal of Educational Technology & Society Volume 7 Number 1 2004 Formal discussion summaries Table of contents The E-book vs. the ordinary book Moderator and Summarizer: Zygmunt Scheidlinger Should Online Course Design Meet Accessibility Standards? Moderator and Summarizer: Peter Paolucci Interactivity in computer-mediated college and university education: A recent review of the literature Moderator and Summarizer: Brent Muirhead and Charles Juwah Full length articles Teacher Training as Collaborative Problem Solving Jorge Barojas An Online Assistant for Remote, Distributed Critiquing of Electronically Submitted Assessment Penny Baillie-de Byl Modeling Web-based Educational Systems: Process Design Teaching Model Franca Pantano Rokou, Elena Rokou and Yannis Rokos General Practitioners and Online Continuing Professional Education: Projected Understandings Jan Brace-Govan and Mark Gabbott The Effects of a Constructivist Intervention on Pre-Service Teachers Kathryn DiPietro Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions Carrie B. Myers, Dennis Bennett, Gary Brown and Tom Henderson Preparing for Distance Learning: Designing An Online Student Orientation Course Jane Bozarth, Diane D. Chapman and Laura LaMonica ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 1-5 6-11 12-20 21-28 29-41 42-50 51-62 63-77 78-86 87-106 iii
Higher education staff experiences of using web-based learning technologies Debra Salmon and Mathew Jones Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community Elizabeth J. Tisdell, Gabriele I. E. Strohschen, Mary Lynn Carver, Pam Corrigan, Janet Nash, Mary Nelson, Mike Royer, Robin Strom-Mackey and Marguerite O'Connor Book reviews Instructional Design in the Real World: A View from the Trenches Reviewer: Stephen Corich Software reviews Review of the Tools for the Cognitive Task Analysis Reviewer: Youngmin Lee ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 107-114 115-127 128-129 130-139 iv
Page 1 and 2: Journal of Educational Technology &
Page 3: Guidelines for authors Submissions
Page 7 and 8: 19. An e-book provides access to mo
Page 9 and 10: 3. Ability to provide font of any k
Page 11 and 12: Paolucci, P. (2004). Should Online
Page 13 and 14: Of course, as educators who develop
Page 15 and 16: is an essential part of marketing i
Page 17 and 18: Muirhead, B., & Juwah, C. (2004). I
Page 19 and 20: Socialising Exposition Questioning
Page 21 and 22: plays a role in the entire educatio
Page 23 and 24: Resource Area. [Access is restricte
Page 25 and 26: Bill Williams- addressed a host of
Page 27 and 28: We will understand by a learning co
Page 29 and 30: EDUCATION RESEARCH ACTING DEVELOPME
Page 31 and 32: Review of the Design Step The three
Page 33 and 34: Acknowledgement The work here repor
Page 35 and 36: Depending on the course, the format
Page 37 and 38: Figure 1. The Classmate System In s
Page 39 and 40: present to the marker. The marker c
Page 41 and 42: quality and quantity of student fee
Page 43 and 44: However, as the students could only
Page 45 and 46: Classmate's independence from a dat
Page 47 and 48: Pantano Rokou, F., Rokou, E., & Rok
Page 49 and 50: Thus, definitions like learning seq
Page 51 and 52: Initially, we have located the prim
Page 53 and 54: Case Study Figure 3. Collaboration
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EDUCAUSE (1999). IMS Learning Resou
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Web-Based Education as Innovation a
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ut a focus on city-based doctors en
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IT Use and Attitudes All the GPs us
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for example. Therefore, for GPs to
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negative. It was suggested that thi
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Mitchell, E. & Sullivan, F. (2001).
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instructional tool. At the Secretar
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constructivist theory of learning t
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Pair 4, Pst 4, and Pre 4: Plan and
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A process-related theme that reoccu
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digital cameras and scanners. Stude
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Gerald, D. & Hussar, W. (1991). Pro
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Appendix A Bugs Group Members: Cont
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Myers, C. B., Bennett, D., Brown, G
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Another mechanism to support facult
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Table 1: Summary of Descriptive Sta
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and update their vitas and improve
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Ross, J. A. (1998). The antecedents
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• • • • • • • • •
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Situation Analysis Methodology Stud
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Specific Technology Skills 14 12 10
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phrase "post to the discussion foru
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Time Management / Selfdiscipline In
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espondents differed most was the pr
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performance and used the Criticalit
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Students were concerned about the t
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Table 1: Online Resources Table 1 l
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Student Questionnaire, Corporate Em
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enthusiasm of the recently converte
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The first thing is, it’s differen
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and presentation. Overall participa
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Maxwell, J. (1996). Qualitative res
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Related Literature There is no ques
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Not only is this a case study, it i
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In the next phase, each of us agree
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An obvious factor in online relatio
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difficulties as they arose. The soc
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Bochenek, M. (1999). Classroom comm
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Corich, S. (2004). Book review: Ins
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Lee, Y. (2004). Software review: Re
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A template can be used to specify t
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3. Implications The HTA enables the
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sequence of operators associated wi
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In third icon bar, this icon bar sh
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International Forum of Educational
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