Handbook of distance learning for real-time and asynchronous information technology education:
"This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA
Information Science Reference
c2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Zusammenfassung: | "This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher. |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXIII, 381 S. Ill. |
| ISBN: | 9781599049649 9781599049656 |
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Datensatz im Suchindex
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| adam_text | Table
of
Contents
Foreword
............................................................................................................................................xiv
Preface
..............................................................................................................................................xviii
Section I
Learning Environments
Chapter I
E-Lcarning Classifications: Differences and Similarities
..............
Solomon Negash, Kennesaw State University, USA
Marlene
V. Wilcox, Bradley University, USA
Chapter
Π
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education:
Towards a Constructivism Pedagogical Approach-A Case Study at the University of
Crete (E.DI A.M.ME.)
...........................................................................................................................24
Panagiotes S. Anastasiades, University of Crete, Crete
Chapter III
Teaching IT Through Learning Communities in a
3D
Immersive World:
The Evolution of Online Instruction
.....................................................................................................65
Richard E.
Riedl.
Appalachian State University, USA
Regis
Gilman,
Appalachian State University, USA
John H. Tashner, Appalachian State University, USA
Stephen
С
Bronack. Appalachian State University, USA
Amy Cheney, Appalachian State University, USA
Robert Sanders, Appalachian State University; USA
Roma Angel, Appalachian
Stute
University, USA
Chapter IV
Online Synchronous vs. Asynchronous Software Training Through the Behavioral
Modeling Approach: A Longitudinal Field Experiment
.......................................................................83
Charlie C. Chen, Appalachian State University, USA
R. S.
Sha»;
Tamkang University. Taiwan
Section
II
Effectiveness and Motivation
Chapter V
A Framework for Distance Education Effectiveness: An Illustration Using
a Business Statistics Course
..................................................................................................................99
Murali Shanker,
Kent State University, USA
Michael Y.
Ни,
Kent State University, USA
Chapter VI
Differentiating Instruction to Meet the Needs of Online Learners
.....................................................114
Silvia Braidic, California University of Pennsylvania, USA
Chapter
VII
Exploring Student Motivations for IP Teleconferencing in Distance Education
................................133
Thomas F. Stafford, University of Memphis, USA
Keith Lindsey, Trinity University, USA
Section III
Interaction and Collaboration
Chapter
VIII
Collaborative Technology: Improving Team Cooperation and Awareness
in Distance Learning for IT Education
...............................................................................................157
Levent
Til
maz,
Auburn University, USA
Chapter IX
Chatting to Learn: A Case Study on Student Experiences of Online Moderated
Synchronous Discussions in Virtual Tutorials
....................................................................................170
Lim
Hwee Ling, The Petroleum Institute, UAE
Fay Sudweeks, Murdoch University, Australia
Chapter X
What Factors Promote Sustained Online Discussions and Collaborative
Learning in a Web-Based Course?
......................................................................................................192
Xinchuii Wang, California State University-Fresno, USA
Chapter XI
Achieving a Working Balance Between Technology and Personal Contact
within a Classroom Environment
........................................................................................................212
Stephen Springer, Texas State University, USA
Section
IV
Course design
and Classroom Teaching
Chapter
XII
On the Design and Application of an Online Web Course for Distance Learning
.............................228
Y. J.
Zhang, Tsinghua University, Beijing, China
Chapter
XIII
Teaching Information Security in a Hybrid Distance Learning Setting
..............................................239
Michael E. Whitman, Kennesaw State University, USA
Herbert J. Mattord, Kennesaw State University, USA
Chapter
XIV
A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum
................259
Albert D.
Ritzhaupt,
University of North Florida, USA
T.
Grandon
Gill, University of South Florida, USA
Chapter XV
Delivering Online Asynchronous
ІТ
Courses to High School Students:
Challenges and Lessons Learned
........................................................................................................282
Amy B. Woszczynski, Kennesaw State University, USA
Section V
Economic Analysis and Adoption
Chapter
XVI
Motivators and Inhibitors of Distance Learning Courses Adoption:
The Case of Spanish Students
.............................................................................................................296
Carla
Ruiz
Mofé,
University of Valencia, Spain
Silvia Sanz Bias, University of Valencia, Spain
José Tronch García de los Ríos,
University of Valencia, Spain
Chapter
XVII
ICT Impact on Knowledge Industries: The Case of E-Learningat Universities
................................317
Morten Falch, Technical University of Denmark, Denmark
Hanne Westh
Nicolajsen, Technical University of Denmark, Denmark
Chapter
XVIII
Economies of Scale in Distance Learning
..........................................................................................332
Sudhanva V. Char, Life University, USA
Compilation
of References
..............................................................................................................346
About the Contributors
...................................................................................................................373
Index
................................................................................................................................................379
TABLE OF CONTENTS FOREWORD XIV PREFACE XVI II SEETION I LEARNING
ENVIRONMENTS CHAPTER I E- LEAMING CLASSIFICATIONS: DIFFERENCES AND
SIMILARITIES I SOLOMON NEGASH, KENNESAW STATE UNIVERSITY, USA MARLENE V.
WILCOX, BRADLEY UNIVERSITY, USA CHAPTER II BLENDING INTERACTIVE
VIDEOCONFERENCING AND ASYNCHRONOUS LEARNING IN ADULT EDUCATION: TOWARDS
A CONSTRUCTIVISM PEDAGOGICAL APPROACH-A CASE STUDY AT THE UNIVERSITY OF
CRETE (E. DIA.M .ME.) 24 PANAGIOTES S. ANASTASIADES, UNIVERSITY OFCRETE,
CRETE CHAPTER III TEACHING IT THROUGH LEARNING COMMUNITIES IN A 3D
IMMERSIVE WORLD: THE EVOLUTION OF ONL INE INSTRUCTION 65 RICHARD E.
RIEDL, APPALACHIAN STATE UNIVERSITY, USA REGIS GILMAN, APPALACHIAN STATE
UNIVERSITY, USA JOHN H TASHNER, APPALACHIAN STATE UNIVERSITY, USA
STEPHEN C. BRONACK, APPALACHIAN STATE UNIVERSITY, USA AMY CHENEY,
APPALACHIAN STATE UNIVERSITY, USA ROHERT SANDERS, APPALACHIAN STATE
UNIVERSITY, USA ROMA ANGEL, APPALACHIAN STATE UNIVERSITY, USA CHAPTER IV
ONLINE SYNCHRONOUS VS. ASYNCHRONOUS SOFTWARE TRAINING THROUGH THE
BEHAVIORAL MODELING APPROACH: A LONGITUDINAL FIELD EXPERIMENT 83 CHARLIE
C. CHEN, APPALACHIAN STATE UNIVERSITY, USA R. S. SHAW, TAMKANG
UNIVERSITY, TAIWAN SEETION 11 EFFECTIVENESS AND MOTIVATION CHAPTERV A
FRAMEWORK FOR DISTANCE EDUCATION EFFECTIVENESS: AN ILLUSTRATION USING A
BUSINESS STATISTICS COURSE 99 MURALI SHANKER, KENT STATE UNIVERSITY, USA
MICHAEL Y. HU, KENT STATE UNIVERSITY, U,)A CHAPTERVI DIFFERENTIATING
INSTRUCTION TO MEET THE NEEDS OF ONLINE LEARNERS 114 SI/VIA BRAIDIC,
CALIFORNIA UNIVENDTY OI PENMYLVANIA, USA CHAPTERVII EXPLORING STUDENT
MOTIVATIONS FOR IP TELECONFERENCING IN DISTANCE EDUCATION 133 THOMAS F.
STAFFORD, UNIVERSITY OI MEMPHIS, USA KEITH LINDSEY, TRINITY UNIVERSITY,
USA SEETION 111 INTERACTION AND COLLABORATION CHAPTER VIII COLLABORATIVE
TECHNOLOGY: IMPROVING TEAM COOPERATION AND AWARENESS IN DISTANCE
LEARNING FOR IT EDUCATION 157 LEVENT YILMAZ, AUBURN UNIVERSITY, USA
CHAPTER IX CHATTING TO LEARN: A CASE STUDY ON STUDENT EXPERIENCES
OFONLINE MODERATED SYNCHRONOUS DISCUSSIONS IN VIRTUAL TUTORIALS 170 LIM
HWEE LING, THE PETROLEUM INSTITUTE, UAE FAY SUDWEEKS, MURDOCH
UNIVERSITY, AUSTRALIA CHAPTER X WHAT FACTORS PROMOTE SUSTAINED ONLINE
DISCUSSIONS AND COLLABORATIVE LEARNING IN A WEB-BASED COURSE? 192
XINCHUN WANG, CALIFORNIA STATE UNIVERSITY-FRESNO, USA CHAPTERXI
ACHIEVING A WORKING BALANCE BETWEEN TECHNOLOGY AND PERSONAL CONTACT WITH
IN A C LASSROOM ENVIRONMENT. 212 STEPHEN SPRINGER, TEXAS STATE
UNIVERSITY, USA SEETION IV COURSE DESIGN AND CLASSROOM TEACHING CHAPTER
XII ON THE DESIGN AND APPLICATION OF AN ONLINE WEB COURSE FOR DISTANCE
LEAMING 228 Y J. ZHANG, I IINGHUA UNIVERSITY, BEIJING, CHINA CHAPTER
XIII TEACHING INFORMATION SECURITY IN A HYBRID DISTANCE LEAMING SETTING
239 MICHAEL E. WHITMAN, KENNESAW STATE UNIVERSITY, USA HERBERT J.
MATTORD, KENNESAW STATE UNIVERSITY, USA CHAPTERXIV A HYBRID AND NOVEL
APPROACH TO TEACHING COMPUTER PROGRAMMING IN MIS CURRICULUM 259 ALBERT
D. RITZHAUPT, UNIVERSITY 0/ NORTH FLORIDA, USA I GRANDON GILL,
UNIVERSITY 0/ SOUTH FLORIDA, USA CHAPTERXV DELIVERING ONLINE
ASYNCHRONOUS IT COURSES TO HIGH SCHOOL STUDENTS: CHAILENGES AND LESSONS
LEAMED 282 AMY B. WOSZEZYNSKI, KENNESAW STATE UNIVERSITY, USA SEETION V
ECONOMIC ANALYSIS AND ADOPTION CHAPTERXVI MOTIVATORS AND INHIBITORS OF
DISTANCE LEAMING COURSES ADOPTION: THE CASE OF SPANISH STUDENTS 296
CARLA RUIZ MA/E, UNIVERSITY 0/ VALENCIA, SPAIN SI/VIA SANZ BLAS,
UNIVERSITY 0/ VALENCIA, SPAIN JOSE TRONEH GARCIA DE LOS RIOS, UNIVERSITY
0/ VALENCIA, SPAIN CHAPTER XVII ICT IMPACT ON KNOWLEDGE INDUSTRIES: THE
CASE OF E-LEAMING AT UNIVERSITIES 317 MORTEN FALEH, TEEHNIEAL UNIVERSITY
0/ DENMARK, DENMARK HANNE WESTH NIEOLAJSEN, TEEHNIEAL UNIVERSITY 0/
DENMARK, DENMARK CHAPTER XVIII ECONOMIES OF SEALE IN DISTANEE LEAMING
332 SUDHANVA V.CHAR, LIFE UNIVERSITY, USA COMPILATION OF REFERENCES 346
ABOUT THE CONTRIBUTORS 373 INDEX 379 DETAILED TABLE OF CONTENTS FOREWORD
XIV PREFACE XV III SECTION I LEARNING ENVIRONMENTS CHAPTER I E-LEAMING
CLASSIFICATIONS: DIFFERENCES AND SIMILARITIES I SOLOMON NEGASH, KENNESAW
STATE UNIVERSITY, USA MARLENE V. WILCOX, BRADLEY UNIVERSITY, USA THIS
CHAPTER IDENTIFIES SIX E-IEAMING CLASSIFICATIONS TO UNDERSTAND THE
DIFFERENT FORMS OF E-IEAMING AND DEMONSTRATES THE DIFFERENCES AND
SIMILARITIES OFTHE CLASSIFICATIONS WITH CLASSROOM EXAMPLES, INCLUDING A
PILOT EMPIRICAL STUDY. IT ARGUES THAT UNDERSTANDING THE DIFFERENT
E-IEAMING CLASSIFICATIONS IS APREREQUISITE TO UNDERSTANDING THE
EFFECTIVENESS OF SPECIFIC E-IEAMING FORMATS. IN ORDER TO UNDERSTAND
EFFECTIVENESS, OR LACK THEREOF OF AN E-LEARNING ENVIRONMENT, MORE
PRECISE TERMINOLOGY WH ICH DESCRIBES THE FORMAT OF DELIVERY IS NEEDED.
TO ADDRESS THIS ISSUE, THIS CHAPTER PROVIDES SIX E-IEAMING
CLASSIFICATIONS. CHAPTER II BLENDING LNTERACTIVE VIDEOCONFERENCING AND
ASYNCHRONOUS LEARNING IN ADULT EDUCATION: TOWARDS A CONSTRUCTIVISM
PEDAGOGICAL APPROACH-A CASE STUDY AT THE UNIVERSITY OF CRETE (E.D IA.
M.M E.) 24 PANAGIOTES S. ANASTASIADES, UNIVERSITY OFCRETE, CRETE THIS
CHAPTER FOCUSES ON THE DESIGNING AND DEVELOPMENT OFBLENDED LEARNING
ENVIRONMENT FOR ADULT EDUCA- TION, AND ESPECIALLY THE EDUCATION OF
TEACHERS. THE AUTHOR ARGUES THAT THE BEST COMBINATION OF ADVANCED
LEARNING TECHNOLOGIES OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING IS
CONDUCIVE TO THE FORMATION OF NEW LEARNING ENVIRONMENTS, WH ICH, UNDER
CERTAIN PEDAGOGICAL CONDITIONS, WILL ADEQUATELY MEET THE SPECIAL NEEDS
OF ADULT STUDENTS. PARTICULAR EMPHASIS IS GIVEN TO THE DESIGNING AND
DEVELOPMENT OF A PEDAGOGICAL BLENDED LEARNING MODEL, BASED ON THE
PRINCIPLES OF TRANSFORMATION ADULT THEORY AND CONSTRUCTIVISM. A CASE
STUDY OF A BLENDED ENVIRONMENT OFTEACHERS TRAINING IS PRESENTED.
CHAPTER 111 TEACHING IT THROUGH LEARNING COMMUNITIES IN A 3D IMMERSIVE
WORLD: THE EVOLUTION OF ONLINE INSTRUCTION 65 RICHARD E. RIEDL,
APPALACHIAN STATE UNIVERSITY, USA REGIS GI/MAN, APPALACHIAN STATE
UNIVERSITY, USA JOHN H. TASHNER, APPALACHIAN STATE UNIVERSITY, USA
STEPHEN C. BRONACK, APPALACHIAN STATE UNIVERSITY, USA AMY CHENEY,
APPALACHIAN STATE UNIVERSITY, USA ROHERT SANDERS, APPALACHIAN STATE
UNIVERSITY, USA ROMA ANGEL, APPALACHIAN STATE UNIVERSITY, USA THE
DEVELOPMENT OF LEARNING COMMUNITIES HAS BECOME AN ACKNOWLEDGED GOAL OF
EDUCATORS AT ALL LEVELS. AS EDUCATION CONTINUES TO MOVE INTO ONLINE
ENVIRONMENTS, VIRTUAL LEARNING COMMUNITIES DEVELOP FOR SEVERAL REASONS,
INCLUDING SOCIALNETWORKING, SMALL GROUP TASK COMPLETIONS, AND AUTHENTIC
DISCUSSIONS FOR TOPICS OFMUTUAL PROFESSIONAL INTEREST. THE SENSE
OFPRESENCE AND COPRESENCE WITH OTHERS IS ALSO FOUND TO BE SIGNIFICANT IN
DEVELOPING INTERNET-BASED LEARNING COMMUNITIES. THIS CHAPTER ILLUSTRATES
THE EXPERIENCES WITH CURRENT LEARNING COMMLLNITIES THAT FORM IN A 3D
IMMERSIVE WORLD DESIGNED FOR EDUCATION. CHAPTER IV ONLINE SYNCHRONOUS
VS. ASYNCHRONOUS SOFTWARE TRAINING THROUGH THE BEHAVIORAL MODELING
APPROACH: A LONGITUDINAL FIELD EXPERIMENT 83 CHARLIE C. CHEN,
APPALACHIAN STATE UNIVERSITY, USA R. S. SHAW, TAMKANG UNIVERSITY, TAIWAN
THE CONTINUED AND INCREASING USE OF ONLINE TRAINING RAISES THE QUESTION
OF WHETHER THE MOST ETFECTIVE TRAINING METHODS APPLIED IN LIVE
INSTRUCTION WILL CARRY OVER TO DIFFERENT ONLINE ENVIRONMENTS IN THE LONG
RUN. BEHAVIOR MODELING (BM) APPROACH-TEACHING THROUGH DEMONSTRATION-HAS
BEEN PROVEN AS THE MOST EFFECTIVE APPROACH IN A FACE-TO-FACE (F2F)
ENVIRONMENT. THIS CHAPTER COMPARES F2F, ONLINE SYNCHRONOUS, AND ONLINE
ASYNCHRONOUS CLASSES IN A QUASI-EXPERIMENT USING THE BM APPROACH. THE
RESULTS WERE COMPARED TO SEE WHICH PRODUCED THE BEST PERFORMANCE, AS
MEASURED BY KNOWLEDGE NEAR-TRANSFER AND KNOWLEDGE FAR-TRANSFER
EFFECTIVENESS. OVERALL SATISFACTION WITH TRAINING WAS ALSO MEASURED. SEC
TION 11 EFFECTIVENESS AND MOTIVATION CHAPTERV A FRAMEWORK FOR DISTANCE
EDUCATION EFFECTIVENESS: AN ILLUSTRATION USING A BUSINESS STATISTICS
COURSE 99 MURALI SHANKER, KENT STATE UNIVERSITY, USA MICHAEL Y. HU, KENT
STATE UNIVERSITY, USA THIS CHAPTER PROPOSES A FRAMEWORK THAT LINKS
STUDENT PERFORMANCE AND SATISFACTION TO THE LEARNING ENVIRON- MENT AND
COURSE DELIVERY AND EMPIRICALLY EVALUATES THE FRAMEWORK. THE RESULTS
SHOW THAT A WELL-DESIGNED DISTANCE EDUCATION COURSE CAN LEAD TO A HIGH
LEVEL OF STUDENT SATISFACTION, BUT CLASSROOM-BASED STUDENTS CAN ACHIEVE
EVEN HIGHER SATISFACTION, IFTHEY ALSO ARE GIVEN ACCESS TO LEARNING
MATERIAL ON THE INTERNET. THIS INDICATES THAT MATERIAL FOR AN EFFECTIVE
DISTANCE-EDUCATION COURSE ALSO CAN BE USED TO SUPPLEMENT IN-DASS
TEACHING IN ORDER TO INCREASE SATISFACTION WITH STUDENT LEARNING
OBJECTIVES. CHAPTERVI DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS
OFONLINE LEARNERS 114 SI/VIA BRAIDIC, CALIFORNIA UNIVERSITY 0/
PENNSYLVANIA, USA THIS CHAPTER INTRODUCES HOW TO DIFFERENTIATE
INSTRUCTION IN AN ONLINE ENVIRONMENT. FOSTERING SUCCESSFUL ONLINE
LEARNING COMMUNITIES TO MEET THE DIVERSE NEEDS OF STUDENTS IS
ACHALLENGING TASK. SINCE THE ONE SIZE FITS AIL APPROACH IS NOT
REALISTIC IN A FACE-TO-FACE OR ONLINE SETTING, IT IS ESSENTIAL AS AN
INSTRUCTOR TO TAKE TIME TO UNDERSTAND DIFFERENTIATION AND TO WORK IN
CREATING AN ONLINE LEARNING ENVIRONMENT THAT RESPONDS TO THE DIVERSE
NEEDS OF LEARNERS. CHAPTERVII EXPLORING STUDENT MOTIVATIONS FOR IP
TELECONFERENCING IN DISTANCE EDUCATION 133 THOMAS F STA.FJORD,
UNIVERSITY 0/ MEMPHIS, USA KEITH LINDSEY, TRINITY UNIVERSITY, USA THIS
CHAPTER EXPLORES THE VARIOUS MOTIVATIONS STUDENTS HAVE FOR ENGAGING IN
BOTH ORIGINATION SITE AND DISTANT SITE TELECONFERENCED SECTIONS OF AN
INFORMATION SYSTEMS COURSE, ENABLED BY INTERNET PROTOCOL (LP)-BASED
TELECONFERENCING. THEORETICAL PERSPECTIVES OF STUDENT MOTIVATIONS FOR
ENGAGING IN DISTANCE EDUCATION ARE EXAMINED, AND THE RESUITS OF THREE
SPECIFIC STUDIES OF STUDENT MOTIVATIONS FAR IP TELECON- FERENCING AND
MULTIMEDIA ENHANCED INSTRUCTION ARE EXAMINED AND DISCUSSED. SECTION 111
INTERACTION AND COLLABORATION CHAPTER VIII COLLABORATIVE TECHNOLOGY:
IMPROVING TEAM COOPERATION AND AWARENESS IN DISTANCE LEARNING FOR IT
EDUCATION 157 LEVENT YILMAZ, AUBURN UNIVERSITY, USA THIS CHAPTER
PRESENTS A SET OF REQUIREMENTS FOR NEXT GENERATION GROUPWARE SYSTEMS TO
IMPROVE TEAM COOPERATION AND AWARENESS IN DISTANCE LEARNING SETTINGS.
BASIC METHODS OF COOPERATION ARE DELINEATED ALONG WITH A SET OF
REQUIREMENTS BASED ON A CRITICAL ANALYSIS OF THE ELEMENTS OF COOPERATION
AND TEAM AWARENESS. THE MEANS FOR REALIZING THESE ELEMENTS ARE ALSO
DISCUSSED TO PRESENT STRATEGIES TO DEVELOP THE PROPOSED ELEMENTS. TWO
SCENARIOS ARE EXAMINED TO DEMONSTRATE THE UTILITY OF COLLABORATION TO
PROVIDE DEEP INTEGRATION OF COMMUNICATION AND TASK ACCOMPLISHMENT WITHIN
A UNIFIED COHERENT FRAMEWORK. CHAPTERIX CHATTING TO LEARN: A CASE STUDY
ON STUDENT EXPERIENCES OFONLINE MODERATED SYNCHRONOUS DISCUSSIONS IN
VIRTUAL TUTORIALS 170 LIM HWEE LING, THE PETROLEUM INSTITUTE, UAE FAY
SUDWEEKS, MURDOCH UNIVERSITY, AUSTRALIA AS MOST RESEARCH ON EDUCATIONAL
COMPUTER-MEDIATED COMMUNICATION (CMC) INTERACTION HAS FOCUSED ON THE
ASYNCHRONOUS MODE, LESS IS KNOWN ABOUT THE IMPACT OFTHE SYNCHRONOUS CMC
MODE ON ONLINE IEARNING PROCESSES. THIS CHAPTER PRESENTS A QUALITATIVE
CASE STUDY OF A DISTANT COURSE EXEMPLIFYING THE INNOVATIVE INSTRUCTIONAL
APPL ICATION OF ONL INE SYNCHRONOUS (CHAT) INTERACTION IN VIRTUAL
TUTORIALS. THE RESULTS REVEAL FACTORS THAT ATFECTED BOTH STUDENT
PERCEPTION AND USE OF PARTICIPATION OPPORTUNITIES IN CHAT TUTORIALS, AND
UNDERSTANDING OF COURSE CONTENT. CHAPTER X WHAT FACTORS PROMOTE
SUSTAINED ONLINE DISCUSSIONS AND COLLABORATIVE LEARNING IN A WEB-BASED
COURSE? 192 XINCHUN WANG, CALIFORNIA STATE UNIVERSITY-FRESNO, USA THIS
STUDY INVESTIGATES THE FACTORS THAT ENCOURAGE STUDENT INTERACTION AND
COLLABORATION IN BOTH PROCESS AND PRODUCT ORIENTED COMPUTER MEDIATED
COMMUNICATION (CMC) TASKS IN A WEB-BASED COURSE THAT ADOPTS INTERACTIVE
LEARNING TASKS AS ITS CORE LEARNING ACTIVITIES. THE ANALYSIS OF A POST
COURSE SURVEY QUESTIONNAIRE COLLECTED FROM THREE ONLINE C1ASSES SUGGEST
THAT AMONG OTHERS, THE STRUCTURE OF THE ONLINE DISCUSSION, GROUP SIZE
AND GROUP COHESION, STRICTLY ENFORCED DEADLINES, DIRECT LINK OF
INTERACTIVE LEARNING ACTIVITIES TO THE ASSESSMENT, AND THE DIFFERENCES
IN PROCESS AND PRODUCT DRIVEN INTERACTIVE LEARNING TASKS ARE SOME OF THE
IMPORTANT FACTORS THAT INFLUENCE PARTICIPATION AND CONTRIBUTE TO
SUSTAINED ONLINE INTERACTION AND COLLABORATION. CHAPTERXI ACHIEVING A
WORKING BALANCE BETWEEN TECHNOLOGY AND PERSONAL CONTACT WITHIN A
CLASSROOM ENVIRONMENT. 212 STEPHEN SPRINGER, TEXAS STATE UNIVERSITY, USA
THIS CHAPTER ADDRESSES THE AUTHOR S MODEL TO ASSIST FACULTY MEMBERS IN
GAINING A CLOSER RELATIONSHIP WITH DISTANCE LEARNING STUDENTS. THE MODEL
THAT WILL BE DISCUSSED CONSISTS OF GREETING, MESSAGE, REM INDER, AND
CONCLUSION (GMRC). THE GMRC WILL PROVIDE CONCRETE RECOMMENDATIONS
DESIGNED TO LEAD THE FACULTY THROUGH THE FOUR STEPS. USING THESE STEPS
IN WRITING AND RESPONDING TO ELECTRONIC MESSAGES DEMONSTRATES TO THE
DISTANCE LEARNING STUDENT THAT IN FACT THE FACULTY MEMBER IS CONCERNED
WITH EACH LEARNER AND THE LEARNER S SPECIFIC QUESTIONS AND NEEDS.
SECTION IV COURSE DESIGN AND CLASSROOM TEACHING CHAPTER XII ON THE
DESIGN AND APPLICATION OF AN ONLINE WEB COURSE FOR DISTANCE LEARNING 228
Y. J. ZHANG, TSINGHUA UNIVERSITY, BEIJING, CHINA IN THIS CHAPTER, A
FEASIBLE FRAMEWORK FOR DEVELOPING WEB COURSES AND SOME OF OUR
EXPERIMENTAL RESULTS ALONG THE DESIGN AND APPLICATION OF A PARTICULAR
ONLINE COURSE ARE DISCUSSED. DIFFERENT DEVELOPING TOOLS ARE COMPARED IN
SPEED OFLOADING, THE FILE SIZE GENERATED, AS WELL AS SECURITY AND
FLEXIBILITY. THE PRINCIPLES PROPOSED AND THE TOOLS SELECTED HAVE BEEN
CONCRETELY INTEGRATED IN THE IMPLEMENTATION OF A PARTICULAR WEB COURSE,
WHICH HAS BEEN CONDUCTED WITH SATISFACTORY RESULTS. CHAPTER XIII
TEACHING INFORMATION SECURITY IN A HYBRID DISTANCE LEARNING SETTING 239
MICHAEL E. WHITMAN, KENNESAW STATE UNIVERSITY, USA HERBERT J. MATTORD,
KENNESAW STATE UNIVERSITY, USA THIS CHAPTER PROVIDES A CASE STUDY OF
CURRENT PRACTICES AND LESSONS LEARNED IN THE PROVISION OF DISTANCE
LEARNING-BASED INSTRUCTION IN THE FIELD OF INFORMATION SECURITY. THE
PRIMARY OBJECTIVE OF THIS CASE STUDY WAS TO IDENTIF)T IMPLEMENTATIONS OF
DISTANCE LEARNING TECHNIQUES AND TECHNOLOGIES THAT WERE SUCCESSFUL IN
SUPPORTING THE UNIQUE REQUIREMENTS OF AN INFORMATION SECURITY PROGRAM
THAT COULD BE GENERALIZED TO OTHER PROGRAMS AND INSTITUTIONS. THUS THE
FOCUS OFTHIS STUDY WAS TO PROVIDE AN EXEMPLAR FOR INSTITUTIONS
CONSIDERING THE IMPLEMENTATION OF DISTANCE LEAMING TECHNOLOGY TO SUPPORT
INFORMATION SECURITY EDUCA- TION. THE STUDY FOUND THAT THE USE OF
LECTURE RECORDING TECHNOLOGIES CURRENTLY AVAILABLE CAN EASILY BE USED TO
RECORD IN-CLASS LECTURES WHICH CAN THEN BE POSTED FOR STUDENT USE. VPN
TECHNOLOGIES CAN ALSO BE USED TO SUPPORT HANDS-ON LABORATORY EXERCISES.
LIMITATIONS OF THIS STUDY FOCUS ON THE LACK OF EMPIRICAL EVIDENCE
COLLECTED TO SUBSTANTIATE THE ANECDOTAL FINDINGS. CHAPTERXIV A HYBRID
AND NOVEL APPROACH TO TEACHING COMPUTER PROGRAMMING IN MIS CURRICULUM
259 ALBERT D. RITZHAUPT, UNIVERSITY 01 NORTH FLORIDA, USA T. GRANDON
GILL, UNIVERSITY 01 SOUTH FLORIDA, USA THIS CHAPTER DISCUSSES THE
OPPORTUNITIES AND CHALLENGES OF COMPUTER PROGRAMMING INSTRUCTION FOR
MANAGEMENT INFORMATION SYSTEMS (MIS) CURRICULUM AND DESCRIBES A HYBRID
COMPUTER PROGRAMMING COURSE FOR MIS CURRICULUM. A SURVEY IS EMPLOYED AS
A METHOD TO MONITOR AND EVALUATE THE COURSE, WHILE PROVIDING AN
INFORMATIVE DISCUSSION WITH DESCRIPTIVE STATISTICS RELATED TO THE COURSE
DESIGN AND PRACTICE OF COMPUTER PROGRAMMING INSTRUCTION. TESTS OF
SIGNIFICANCE SHOW NO DIFFERENCES ON OVERALL STUDENT PER- FORMANCE OR
SATISFACTION USING THIS INSTRUCTIONAL APPROACH BY GENDER, PRIOR
PROGRAMMING EXPERIENCES OR WORK STATUS. CHAPTER XV DELIVERING ONLINE
ASYNCHRONOUS IT COURSES TO HIGH SCHOOL STUDENTS: CHALLENGES AND LESSONS
LEARNED , 282 AMY B. WOSZEZYNSKI, KENNESAW STATE UNIVERSITY, USA THIS
CHAPTER PROVIDES A PRIM ER ON ESTABLISHING RELATIONSHIPS WITH HIGH
SCHOOLS TO DELIVER COLLEGE-LEVEL IT CURRICULUM TO HIGH SCHOOL STUDENTS
IN AN ASYNCHRONOUS LEARNING ENVIRONMENT. WE DESCRIBE THE CUR- RICULUM
INTRODUCED AND DISCUSS SOME OFTHE CHALLENGES FACED AND THE LESSONS
LEARNED. SECTION V ECONOMIC ANALYSIS AND ADOPTION CHAPTERXVI MOTIVATORS
AND INHIBITORS OF DISTANCE LEARNING COURSES ADOPTION: THE CASE OF
SPANISH STUDENTS 296 CARLA RUIZ MASS!, UNIVERSITY OF VALENCIA, SPAIN
SI/VIA SANZ BLAS, UNIVERSITY OF VALENCIA, SPAIN JOSE TRONEH GARCIA DE
LOS RIOS, UNIVERSITY OF VALENCIA, SPAIN THE MAIN AIM OFTHIS CHAPTER IS
TO PRESENT AN IN-DEPTH STUDY OFTHE FACTORS INFLUENCING ASYNCHRONOUS DIS-
TANCE LEARNING COURSES PURCHASE DECISION. WE ANALYSE THE IMPACT
OFRELATIONS WITH THE INTERNET, DISTANCE COURSE CONSIDERATIONS, AND
PERCEIVED SHOPPING RISK ON THE DECISION TO DO AN ONLINE TRAINING COURSE.
A LOGISTICAL REGRESS WITH 111 SAM PIES IN THE SPANISH MARKET IS USED TO
TEST THE CONCEPTUAL MODEL. THE RESULTS SHOW PERCEIVED COURSE UTILITY,
LACK OF MISTRUST, AND SATISFACTION DETERMINE THE ASYNCHRONOUS DISTANCE
LEARNING COURSE PURCHASE INTENTION. CHAPTER XVII ICT IMPACT ON KNOWLEDGE
INDUSTRIES: THE CASE OF E-LEARNING AT UNIVERSITIES 317 MORTEN FALEH,
TEEHNIEAL UNIVERSITY OF DENMARK, DENMARK HANNE WESTH NICOLAJSEN,
TEEHNICAL UNIVERSITY OF DENMARK, DENMARK THIS CHAPTER ANALYZES
E-IEARNING FROM AN INDUSTRY PERSPECTIVE. THE CHAPTER STUDIES HOW THE USE
OFLCT- TECHNOLOGIES WILL AFFECT THE MARKET FOR LINIVERSITY TEACHING.
THIS IS DONE USING A SCENARIO FRAMEWORK DEVELOPED FOR STUDY OF ICT
IMPACT ON KNOWLEDGE INDUSTRIES. THIS FRAMEWORK IS APPLIED ON THE CASE OF
E-IEARNING BY DRAWING ON PRACTICAL EXPERIENCES. CHAPTER XVIII ECONOMIES
OF SCALE IN DISTANCE LEARNING 332 SUDHANVA V.CHAR, LIFE UNIVERSITY, USA
CONVENTIONAL WISDOM INDICATES THAT UNIT CAPITAL AND OPERATING COSTS
DIMINISH AS STUDENT ENROLLMENT IN A DISTANCE LEARNING EDLLCATIONAL
FACILITIES INCREASES. LOOKING AT EMPIRICAL EVIDENCE, THE CORRELATION
BETWEEN THE TWO VARIABLES OF ENROLLMENTS AND AVERAGE TOTAL COSTS IS
UNMISTAKABLE, EVEN IF NOT SIGNIFICANT. IN THIS CHAPTER THE NATURE AND
STRENGTH OF SUCH RELATIONSHIP IS OF MORE INTEREST. THIS WORK DISCUSSES
RAMIFICA- TIONS OF SCALE-RELATED ECONOMIES FOR PUBLIC POLICY. THE
CHAPTER WILL ALSO RECOMMENDS HOW TO ACHIEVE MINIMUM EFFICIENT SCALE
(MES) SIZE SO THAT SCALE-RELATED ECONOMIES ARE ACHIEVED. COMPILATION OF
REFERENCES 346 ABOUT THE CONTRIBUTORS 373 INDEX 379
|
| adam_txt |
Table
of
Contents
Foreword
.xiv
Preface
.xviii
Section I
Learning Environments
Chapter I
E-Lcarning Classifications: Differences and Similarities
.
Solomon Negash, Kennesaw State University, USA
Marlene
V. Wilcox, Bradley University, USA
Chapter
Π
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education:
Towards a Constructivism Pedagogical Approach-A Case Study at the University of
Crete (E.DI A.M.ME.)
.24
Panagiotes S. Anastasiades, University of Crete, Crete
Chapter III
Teaching IT Through Learning Communities in a
3D
Immersive World:
The Evolution of Online Instruction
.65
Richard E.
Riedl.
Appalachian State University, USA
Regis
Gilman,
Appalachian State University, USA
John H. Tashner, Appalachian State University, USA
Stephen
С
Bronack. Appalachian State University, USA
Amy Cheney, Appalachian State University, USA
Robert Sanders, Appalachian State University; USA
Roma Angel, Appalachian
Stute
University, USA
Chapter IV
Online Synchronous vs. Asynchronous Software Training Through the Behavioral
Modeling Approach: A Longitudinal Field Experiment
.83
Charlie C. Chen, Appalachian State University, USA
R. S.
Sha»;
Tamkang University. Taiwan
Section
II
Effectiveness and Motivation
Chapter V
A Framework for Distance Education Effectiveness: An Illustration Using
a Business Statistics Course
.99
Murali Shanker,
Kent State University, USA
Michael Y.
Ни,
Kent State University, USA
Chapter VI
Differentiating Instruction to Meet the Needs of Online Learners
.114
Silvia Braidic, California University of Pennsylvania, USA
Chapter
VII
Exploring Student Motivations for IP Teleconferencing in Distance Education
.133
Thomas F. Stafford, University of Memphis, USA
Keith Lindsey, Trinity University, USA
Section III
Interaction and Collaboration
Chapter
VIII
Collaborative Technology: Improving Team Cooperation and Awareness
in Distance Learning for IT Education
.157
Levent
Til
maz,
Auburn University, USA
Chapter IX
Chatting to Learn: A Case Study on Student Experiences of Online Moderated
Synchronous Discussions in Virtual Tutorials
.170
Lim
Hwee Ling, The Petroleum Institute, UAE
Fay Sudweeks, Murdoch University, Australia
Chapter X
What Factors Promote Sustained Online Discussions and Collaborative
Learning in a Web-Based Course?
.192
Xinchuii Wang, California State University-Fresno, USA
Chapter XI
Achieving a Working Balance Between Technology and Personal Contact
within a Classroom Environment
.212
Stephen Springer, Texas State University, USA
Section
IV
Course design
and Classroom Teaching
Chapter
XII
On the Design and Application of an Online Web Course for Distance Learning
.228
Y. J.
Zhang, Tsinghua University, Beijing, China
Chapter
XIII
Teaching Information Security in a Hybrid Distance Learning Setting
.239
Michael E. Whitman, Kennesaw State University, USA
Herbert J. Mattord, Kennesaw State University, USA
Chapter
XIV
A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum
.259
Albert D.
Ritzhaupt,
University of North Florida, USA
T.
Grandon
Gill, University of South Florida, USA
Chapter XV
Delivering Online Asynchronous
ІТ
Courses to High School Students:
Challenges and Lessons Learned
.282
Amy B. Woszczynski, Kennesaw State University, USA
Section V
Economic Analysis and Adoption
Chapter
XVI
Motivators and Inhibitors of Distance Learning Courses Adoption:
The Case of Spanish Students
.296
Carla
Ruiz
Mofé,
University of Valencia, Spain
Silvia Sanz Bias, University of Valencia, Spain
José Tronch García de los Ríos,
University of Valencia, Spain
Chapter
XVII
ICT Impact on Knowledge Industries: The Case of E-Learningat Universities
.317
Morten Falch, Technical University of Denmark, Denmark
Hanne Westh
Nicolajsen, Technical University of Denmark, Denmark
Chapter
XVIII
Economies of Scale in Distance Learning
.332
Sudhanva V. Char, Life University, USA
Compilation
of References
.346
About the Contributors
.373
Index
.379
TABLE OF CONTENTS FOREWORD XIV PREFACE XVI II SEETION I LEARNING
ENVIRONMENTS CHAPTER I E- LEAMING CLASSIFICATIONS: DIFFERENCES AND
SIMILARITIES I SOLOMON NEGASH, KENNESAW STATE UNIVERSITY, USA MARLENE V.
WILCOX, BRADLEY UNIVERSITY, USA CHAPTER II BLENDING INTERACTIVE
VIDEOCONFERENCING AND ASYNCHRONOUS LEARNING IN ADULT EDUCATION: TOWARDS
A CONSTRUCTIVISM PEDAGOGICAL APPROACH-A CASE STUDY AT THE UNIVERSITY OF
CRETE (E. DIA.M .ME.) 24 PANAGIOTES S. ANASTASIADES, UNIVERSITY OFCRETE,
CRETE CHAPTER III TEACHING IT THROUGH LEARNING COMMUNITIES IN A 3D
IMMERSIVE WORLD: THE EVOLUTION OF ONL INE INSTRUCTION 65 RICHARD E.
RIEDL, APPALACHIAN STATE UNIVERSITY, USA REGIS GILMAN, APPALACHIAN STATE
UNIVERSITY, USA JOHN H TASHNER, APPALACHIAN STATE UNIVERSITY, USA
STEPHEN C. BRONACK, APPALACHIAN STATE UNIVERSITY, USA AMY CHENEY,
APPALACHIAN STATE UNIVERSITY, USA ROHERT SANDERS, APPALACHIAN STATE
UNIVERSITY, USA ROMA ANGEL, APPALACHIAN STATE UNIVERSITY, USA CHAPTER IV
ONLINE SYNCHRONOUS VS. ASYNCHRONOUS SOFTWARE TRAINING THROUGH THE
BEHAVIORAL MODELING APPROACH: A LONGITUDINAL FIELD EXPERIMENT 83 CHARLIE
C. CHEN, APPALACHIAN STATE UNIVERSITY, USA R. S. SHAW, TAMKANG
UNIVERSITY, TAIWAN SEETION 11 EFFECTIVENESS AND MOTIVATION CHAPTERV A
FRAMEWORK FOR DISTANCE EDUCATION EFFECTIVENESS: AN ILLUSTRATION USING A
BUSINESS STATISTICS COURSE 99 MURALI SHANKER, KENT STATE UNIVERSITY, USA
MICHAEL Y. HU, KENT STATE UNIVERSITY, U,)A CHAPTERVI DIFFERENTIATING
INSTRUCTION TO MEET THE NEEDS OF ONLINE LEARNERS 114 SI/VIA BRAIDIC,
CALIFORNIA UNIVENDTY OI PENMYLVANIA, USA CHAPTERVII EXPLORING STUDENT
MOTIVATIONS FOR IP TELECONFERENCING IN DISTANCE EDUCATION 133 THOMAS F.
STAFFORD, UNIVERSITY OI MEMPHIS, USA KEITH LINDSEY, TRINITY UNIVERSITY,
USA SEETION 111 INTERACTION AND COLLABORATION CHAPTER VIII COLLABORATIVE
TECHNOLOGY: IMPROVING TEAM COOPERATION AND AWARENESS IN DISTANCE
LEARNING FOR IT EDUCATION 157 LEVENT YILMAZ, AUBURN UNIVERSITY, USA
CHAPTER IX CHATTING TO LEARN: A CASE STUDY ON STUDENT EXPERIENCES
OFONLINE MODERATED SYNCHRONOUS DISCUSSIONS IN VIRTUAL TUTORIALS 170 LIM
HWEE LING, THE PETROLEUM INSTITUTE, UAE FAY SUDWEEKS, MURDOCH
UNIVERSITY, AUSTRALIA CHAPTER X WHAT FACTORS PROMOTE SUSTAINED ONLINE
DISCUSSIONS AND COLLABORATIVE LEARNING IN A WEB-BASED COURSE? 192
XINCHUN WANG, CALIFORNIA STATE UNIVERSITY-FRESNO, USA CHAPTERXI
ACHIEVING A WORKING BALANCE BETWEEN TECHNOLOGY AND PERSONAL CONTACT WITH
IN A C LASSROOM ENVIRONMENT. 212 STEPHEN SPRINGER, TEXAS STATE
UNIVERSITY, USA SEETION IV COURSE DESIGN AND CLASSROOM TEACHING CHAPTER
XII ON THE DESIGN AND APPLICATION OF AN ONLINE WEB COURSE FOR DISTANCE
LEAMING 228 Y J. ZHANG, I'IINGHUA UNIVERSITY, BEIJING, CHINA CHAPTER
XIII TEACHING INFORMATION SECURITY IN A HYBRID DISTANCE LEAMING SETTING
239 MICHAEL E. WHITMAN, KENNESAW STATE UNIVERSITY, USA HERBERT J.
MATTORD, KENNESAW STATE UNIVERSITY, USA CHAPTERXIV A HYBRID AND NOVEL
APPROACH TO TEACHING COMPUTER PROGRAMMING IN MIS CURRICULUM 259 ALBERT
D. RITZHAUPT, UNIVERSITY 0/ NORTH FLORIDA, USA I GRANDON GILL,
UNIVERSITY 0/ SOUTH FLORIDA, USA CHAPTERXV DELIVERING ONLINE
ASYNCHRONOUS IT COURSES TO HIGH SCHOOL STUDENTS: CHAILENGES AND LESSONS
LEAMED 282 AMY B. WOSZEZYNSKI, KENNESAW STATE UNIVERSITY, USA SEETION V
ECONOMIC ANALYSIS AND ADOPTION CHAPTERXVI MOTIVATORS AND INHIBITORS OF
DISTANCE LEAMING COURSES ADOPTION: THE CASE OF SPANISH STUDENTS 296
CARLA RUIZ MA/E, UNIVERSITY 0/ VALENCIA, SPAIN SI/VIA SANZ BLAS,
UNIVERSITY 0/ VALENCIA, SPAIN JOSE TRONEH GARCIA DE LOS RIOS, UNIVERSITY
0/ VALENCIA, SPAIN CHAPTER XVII ICT IMPACT ON KNOWLEDGE INDUSTRIES: THE
CASE OF E-LEAMING AT UNIVERSITIES 317 MORTEN FALEH, TEEHNIEAL UNIVERSITY
0/ DENMARK, DENMARK HANNE WESTH NIEOLAJSEN, TEEHNIEAL UNIVERSITY 0/
DENMARK, DENMARK CHAPTER XVIII ECONOMIES OF SEALE IN DISTANEE LEAMING
332 SUDHANVA V.CHAR, LIFE UNIVERSITY, USA COMPILATION OF REFERENCES 346
ABOUT THE CONTRIBUTORS 373 INDEX 379 DETAILED TABLE OF CONTENTS FOREWORD
XIV PREFACE XV III SECTION I LEARNING ENVIRONMENTS CHAPTER I E-LEAMING
CLASSIFICATIONS: DIFFERENCES AND SIMILARITIES I SOLOMON NEGASH, KENNESAW
STATE UNIVERSITY, USA MARLENE V. WILCOX, BRADLEY UNIVERSITY, USA THIS
CHAPTER IDENTIFIES SIX E-IEAMING CLASSIFICATIONS TO UNDERSTAND THE
DIFFERENT FORMS OF E-IEAMING AND DEMONSTRATES THE DIFFERENCES AND
SIMILARITIES OFTHE CLASSIFICATIONS WITH CLASSROOM EXAMPLES, INCLUDING A
PILOT EMPIRICAL STUDY. IT ARGUES THAT UNDERSTANDING THE DIFFERENT
E-IEAMING CLASSIFICATIONS IS APREREQUISITE TO UNDERSTANDING THE
EFFECTIVENESS OF SPECIFIC E-IEAMING FORMATS. IN ORDER TO UNDERSTAND
EFFECTIVENESS, OR LACK THEREOF OF AN E-LEARNING ENVIRONMENT, MORE
PRECISE TERMINOLOGY WH ICH DESCRIBES THE FORMAT OF DELIVERY IS NEEDED.
TO ADDRESS THIS ISSUE, THIS CHAPTER PROVIDES SIX E-IEAMING
CLASSIFICATIONS. CHAPTER II BLENDING LNTERACTIVE VIDEOCONFERENCING AND
ASYNCHRONOUS LEARNING IN ADULT EDUCATION: TOWARDS A CONSTRUCTIVISM
PEDAGOGICAL APPROACH-A CASE STUDY AT THE UNIVERSITY OF CRETE (E.D IA.
M.M E.) 24 PANAGIOTES S. ANASTASIADES, UNIVERSITY OFCRETE, CRETE THIS
CHAPTER FOCUSES ON THE DESIGNING AND DEVELOPMENT OFBLENDED LEARNING
ENVIRONMENT FOR ADULT EDUCA- TION, AND ESPECIALLY THE EDUCATION OF
TEACHERS. THE AUTHOR ARGUES THAT THE BEST COMBINATION OF ADVANCED
LEARNING TECHNOLOGIES OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING IS
CONDUCIVE TO THE FORMATION OF NEW LEARNING ENVIRONMENTS, WH ICH, UNDER
CERTAIN PEDAGOGICAL CONDITIONS, WILL ADEQUATELY MEET THE SPECIAL NEEDS
OF ADULT STUDENTS. PARTICULAR EMPHASIS IS GIVEN TO THE DESIGNING AND
DEVELOPMENT OF A PEDAGOGICAL BLENDED LEARNING MODEL, BASED ON THE
PRINCIPLES OF TRANSFORMATION ADULT THEORY AND CONSTRUCTIVISM. A CASE
STUDY OF A BLENDED ENVIRONMENT OFTEACHERS' TRAINING IS PRESENTED.
CHAPTER 111 TEACHING IT THROUGH LEARNING COMMUNITIES IN A 3D IMMERSIVE
WORLD: THE EVOLUTION OF ONLINE INSTRUCTION 65 RICHARD E. RIEDL,
APPALACHIAN STATE UNIVERSITY, USA REGIS GI/MAN, APPALACHIAN STATE
UNIVERSITY, USA JOHN H. TASHNER, APPALACHIAN STATE UNIVERSITY, USA
STEPHEN C. BRONACK, APPALACHIAN STATE UNIVERSITY, USA AMY CHENEY,
APPALACHIAN STATE UNIVERSITY, USA ROHERT SANDERS, APPALACHIAN STATE
UNIVERSITY, USA ROMA ANGEL, APPALACHIAN STATE UNIVERSITY, USA THE
DEVELOPMENT OF LEARNING COMMUNITIES HAS BECOME AN ACKNOWLEDGED GOAL OF
EDUCATORS AT ALL LEVELS. AS EDUCATION CONTINUES TO MOVE INTO ONLINE
ENVIRONMENTS, VIRTUAL LEARNING COMMUNITIES DEVELOP FOR SEVERAL REASONS,
INCLUDING SOCIALNETWORKING, SMALL GROUP TASK COMPLETIONS, AND AUTHENTIC
DISCUSSIONS FOR TOPICS OFMUTUAL PROFESSIONAL INTEREST. THE SENSE
OFPRESENCE AND COPRESENCE WITH OTHERS IS ALSO FOUND TO BE SIGNIFICANT IN
DEVELOPING INTERNET-BASED LEARNING COMMUNITIES. THIS CHAPTER ILLUSTRATES
THE EXPERIENCES WITH CURRENT LEARNING COMMLLNITIES THAT FORM IN A 3D
IMMERSIVE WORLD DESIGNED FOR EDUCATION. CHAPTER IV ONLINE SYNCHRONOUS
VS. ASYNCHRONOUS SOFTWARE TRAINING THROUGH THE BEHAVIORAL MODELING
APPROACH: A LONGITUDINAL FIELD EXPERIMENT 83 CHARLIE C. CHEN,
APPALACHIAN STATE UNIVERSITY, USA R. S. SHAW, TAMKANG UNIVERSITY, TAIWAN
THE CONTINUED AND INCREASING USE OF ONLINE TRAINING RAISES THE QUESTION
OF WHETHER THE MOST ETFECTIVE TRAINING METHODS APPLIED IN LIVE
INSTRUCTION WILL CARRY OVER TO DIFFERENT ONLINE ENVIRONMENTS IN THE LONG
RUN. BEHAVIOR MODELING (BM) APPROACH-TEACHING THROUGH DEMONSTRATION-HAS
BEEN PROVEN AS THE MOST EFFECTIVE APPROACH IN A FACE-TO-FACE (F2F)
ENVIRONMENT. THIS CHAPTER COMPARES F2F, ONLINE SYNCHRONOUS, AND ONLINE
ASYNCHRONOUS CLASSES IN A QUASI-EXPERIMENT USING THE BM APPROACH. THE
RESULTS WERE COMPARED TO SEE WHICH PRODUCED THE BEST PERFORMANCE, AS
MEASURED BY KNOWLEDGE NEAR-TRANSFER AND KNOWLEDGE FAR-TRANSFER
EFFECTIVENESS. OVERALL SATISFACTION WITH TRAINING WAS ALSO MEASURED. SEC
TION 11 EFFECTIVENESS AND MOTIVATION CHAPTERV A FRAMEWORK FOR DISTANCE
EDUCATION EFFECTIVENESS: AN ILLUSTRATION USING A BUSINESS STATISTICS
COURSE 99 MURALI SHANKER, KENT STATE UNIVERSITY, USA MICHAEL Y. HU, KENT
STATE UNIVERSITY, USA THIS CHAPTER PROPOSES A FRAMEWORK THAT LINKS
STUDENT PERFORMANCE AND SATISFACTION TO THE LEARNING ENVIRON- MENT AND
COURSE DELIVERY AND EMPIRICALLY EVALUATES THE FRAMEWORK. THE RESULTS
SHOW THAT A WELL-DESIGNED DISTANCE EDUCATION COURSE CAN LEAD TO A HIGH
LEVEL OF STUDENT SATISFACTION, BUT CLASSROOM-BASED STUDENTS CAN ACHIEVE
EVEN HIGHER SATISFACTION, IFTHEY ALSO ARE GIVEN ACCESS TO LEARNING
MATERIAL ON THE INTERNET. THIS INDICATES THAT MATERIAL FOR AN EFFECTIVE
DISTANCE-EDUCATION COURSE ALSO CAN BE USED TO SUPPLEMENT IN-DASS
TEACHING IN ORDER TO INCREASE SATISFACTION WITH STUDENT LEARNING
OBJECTIVES. CHAPTERVI DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS
OFONLINE LEARNERS 114 SI/VIA BRAIDIC, CALIFORNIA UNIVERSITY 0/
PENNSYLVANIA, USA THIS CHAPTER INTRODUCES HOW TO DIFFERENTIATE
INSTRUCTION IN AN ONLINE ENVIRONMENT. FOSTERING SUCCESSFUL ONLINE
LEARNING COMMUNITIES TO MEET THE DIVERSE NEEDS OF STUDENTS IS
ACHALLENGING TASK. SINCE THE "ONE SIZE FITS AIL" APPROACH IS NOT
REALISTIC IN A FACE-TO-FACE OR ONLINE SETTING, IT IS ESSENTIAL AS AN
INSTRUCTOR TO TAKE TIME TO UNDERSTAND DIFFERENTIATION AND TO WORK IN
CREATING AN ONLINE LEARNING ENVIRONMENT THAT RESPONDS TO THE DIVERSE
NEEDS OF LEARNERS. CHAPTERVII EXPLORING STUDENT MOTIVATIONS FOR IP
TELECONFERENCING IN DISTANCE EDUCATION 133 THOMAS F STA.FJORD,
UNIVERSITY 0/ MEMPHIS, USA KEITH LINDSEY, TRINITY UNIVERSITY, USA THIS
CHAPTER EXPLORES THE VARIOUS MOTIVATIONS STUDENTS HAVE FOR ENGAGING IN
BOTH ORIGINATION SITE AND DISTANT SITE TELECONFERENCED SECTIONS OF AN
INFORMATION SYSTEMS COURSE, ENABLED BY INTERNET PROTOCOL (LP)-BASED
TELECONFERENCING. THEORETICAL PERSPECTIVES OF STUDENT MOTIVATIONS FOR
ENGAGING IN DISTANCE EDUCATION ARE EXAMINED, AND THE RESUITS OF THREE
SPECIFIC STUDIES OF STUDENT MOTIVATIONS FAR IP TELECON- FERENCING AND
MULTIMEDIA ENHANCED INSTRUCTION ARE EXAMINED AND DISCUSSED. SECTION 111
INTERACTION AND COLLABORATION CHAPTER VIII COLLABORATIVE TECHNOLOGY:
IMPROVING TEAM COOPERATION AND AWARENESS IN DISTANCE LEARNING FOR IT
EDUCATION 157 LEVENT YILMAZ, AUBURN UNIVERSITY, USA THIS CHAPTER
PRESENTS A SET OF REQUIREMENTS FOR NEXT GENERATION GROUPWARE SYSTEMS TO
IMPROVE TEAM COOPERATION AND AWARENESS IN DISTANCE LEARNING SETTINGS.
BASIC METHODS OF COOPERATION ARE DELINEATED ALONG WITH A SET OF
REQUIREMENTS BASED ON A CRITICAL ANALYSIS OF THE ELEMENTS OF COOPERATION
AND TEAM AWARENESS. THE MEANS FOR REALIZING THESE ELEMENTS ARE ALSO
DISCUSSED TO PRESENT STRATEGIES TO DEVELOP THE PROPOSED ELEMENTS. TWO
SCENARIOS ARE EXAMINED TO DEMONSTRATE THE UTILITY OF COLLABORATION TO
PROVIDE DEEP INTEGRATION OF COMMUNICATION AND TASK ACCOMPLISHMENT WITHIN
A UNIFIED COHERENT FRAMEWORK. CHAPTERIX CHATTING TO LEARN: A CASE STUDY
ON STUDENT EXPERIENCES OFONLINE MODERATED SYNCHRONOUS DISCUSSIONS IN
VIRTUAL TUTORIALS 170 LIM HWEE LING, THE PETROLEUM INSTITUTE, UAE FAY
SUDWEEKS, MURDOCH UNIVERSITY, AUSTRALIA AS MOST RESEARCH ON EDUCATIONAL
COMPUTER-MEDIATED COMMUNICATION (CMC) INTERACTION HAS FOCUSED ON THE
ASYNCHRONOUS MODE, LESS IS KNOWN ABOUT THE IMPACT OFTHE SYNCHRONOUS CMC
MODE ON ONLINE IEARNING PROCESSES. THIS CHAPTER PRESENTS A QUALITATIVE
CASE STUDY OF A DISTANT COURSE EXEMPLIFYING THE INNOVATIVE INSTRUCTIONAL
APPL ICATION OF ONL INE SYNCHRONOUS (CHAT) INTERACTION IN VIRTUAL
TUTORIALS. THE RESULTS REVEAL FACTORS THAT ATFECTED BOTH STUDENT
PERCEPTION AND USE OF PARTICIPATION OPPORTUNITIES IN CHAT TUTORIALS, AND
UNDERSTANDING OF COURSE CONTENT. CHAPTER X WHAT FACTORS PROMOTE
SUSTAINED ONLINE DISCUSSIONS AND COLLABORATIVE LEARNING IN A WEB-BASED
COURSE? 192 XINCHUN WANG, CALIFORNIA STATE UNIVERSITY-FRESNO, USA THIS
STUDY INVESTIGATES THE FACTORS THAT ENCOURAGE STUDENT INTERACTION AND
COLLABORATION IN BOTH PROCESS AND PRODUCT ORIENTED COMPUTER MEDIATED
COMMUNICATION (CMC) TASKS IN A WEB-BASED COURSE THAT ADOPTS INTERACTIVE
LEARNING TASKS AS ITS CORE LEARNING ACTIVITIES. THE ANALYSIS OF A POST
COURSE SURVEY QUESTIONNAIRE COLLECTED FROM THREE ONLINE C1ASSES SUGGEST
THAT AMONG OTHERS, THE STRUCTURE OF THE ONLINE DISCUSSION, GROUP SIZE
AND GROUP COHESION, STRICTLY ENFORCED DEADLINES, DIRECT LINK OF
INTERACTIVE LEARNING ACTIVITIES TO THE ASSESSMENT, AND THE DIFFERENCES
IN PROCESS AND PRODUCT DRIVEN INTERACTIVE LEARNING TASKS ARE SOME OF THE
IMPORTANT FACTORS THAT INFLUENCE PARTICIPATION AND CONTRIBUTE TO
SUSTAINED ONLINE INTERACTION AND COLLABORATION. CHAPTERXI ACHIEVING A
WORKING BALANCE BETWEEN TECHNOLOGY AND PERSONAL CONTACT WITHIN A
CLASSROOM ENVIRONMENT. 212 STEPHEN SPRINGER, TEXAS STATE UNIVERSITY, USA
THIS CHAPTER ADDRESSES THE AUTHOR'S MODEL TO ASSIST FACULTY MEMBERS IN
GAINING A CLOSER RELATIONSHIP WITH DISTANCE LEARNING STUDENTS. THE MODEL
THAT WILL BE DISCUSSED CONSISTS OF GREETING, MESSAGE, REM INDER, AND
CONCLUSION (GMRC). THE GMRC WILL PROVIDE CONCRETE RECOMMENDATIONS
DESIGNED TO LEAD THE FACULTY THROUGH THE FOUR STEPS. USING THESE STEPS
IN WRITING AND RESPONDING TO ELECTRONIC MESSAGES DEMONSTRATES TO THE
DISTANCE LEARNING STUDENT THAT IN FACT THE FACULTY MEMBER IS CONCERNED
WITH EACH LEARNER AND THE LEARNER'S SPECIFIC QUESTIONS AND NEEDS.
SECTION IV COURSE DESIGN AND CLASSROOM TEACHING CHAPTER XII ON THE
DESIGN AND APPLICATION OF AN ONLINE WEB COURSE FOR DISTANCE LEARNING 228
Y. J. ZHANG, TSINGHUA UNIVERSITY, BEIJING, CHINA IN THIS CHAPTER, A
FEASIBLE FRAMEWORK FOR DEVELOPING WEB COURSES AND SOME OF OUR
EXPERIMENTAL RESULTS ALONG THE DESIGN AND APPLICATION OF A PARTICULAR
ONLINE COURSE ARE DISCUSSED. DIFFERENT DEVELOPING TOOLS ARE COMPARED IN
SPEED OFLOADING, THE FILE SIZE GENERATED, AS WELL AS SECURITY AND
FLEXIBILITY. THE PRINCIPLES PROPOSED AND THE TOOLS SELECTED HAVE BEEN
CONCRETELY INTEGRATED IN THE IMPLEMENTATION OF A PARTICULAR WEB COURSE,
WHICH HAS BEEN CONDUCTED WITH SATISFACTORY RESULTS. CHAPTER XIII
TEACHING INFORMATION SECURITY IN A HYBRID DISTANCE LEARNING SETTING 239
MICHAEL E. WHITMAN, KENNESAW STATE UNIVERSITY, USA HERBERT J. MATTORD,
KENNESAW STATE UNIVERSITY, USA THIS CHAPTER PROVIDES A CASE STUDY OF
CURRENT PRACTICES AND LESSONS LEARNED IN THE PROVISION OF DISTANCE
LEARNING-BASED INSTRUCTION IN THE FIELD OF INFORMATION SECURITY. THE
PRIMARY OBJECTIVE OF THIS CASE STUDY WAS TO IDENTIF)T IMPLEMENTATIONS OF
DISTANCE LEARNING TECHNIQUES AND TECHNOLOGIES THAT WERE SUCCESSFUL IN
SUPPORTING THE UNIQUE REQUIREMENTS OF AN INFORMATION SECURITY PROGRAM
THAT COULD BE GENERALIZED TO OTHER PROGRAMS AND INSTITUTIONS. THUS THE
FOCUS OFTHIS STUDY WAS TO PROVIDE AN EXEMPLAR FOR INSTITUTIONS
CONSIDERING THE IMPLEMENTATION OF DISTANCE LEAMING TECHNOLOGY TO SUPPORT
INFORMATION SECURITY EDUCA- TION. THE STUDY FOUND THAT THE USE OF
LECTURE RECORDING TECHNOLOGIES CURRENTLY AVAILABLE CAN EASILY BE USED TO
RECORD IN-CLASS LECTURES WHICH CAN THEN BE POSTED FOR STUDENT USE. VPN
TECHNOLOGIES CAN ALSO BE USED TO SUPPORT HANDS-ON LABORATORY EXERCISES.
LIMITATIONS OF THIS STUDY FOCUS ON THE LACK OF EMPIRICAL EVIDENCE
COLLECTED TO SUBSTANTIATE THE ANECDOTAL FINDINGS. CHAPTERXIV A HYBRID
AND NOVEL APPROACH TO TEACHING COMPUTER PROGRAMMING IN MIS CURRICULUM
259 ALBERT D. RITZHAUPT, UNIVERSITY 01 NORTH FLORIDA, USA T. GRANDON
GILL, UNIVERSITY 01 SOUTH FLORIDA, USA THIS CHAPTER DISCUSSES THE
OPPORTUNITIES AND CHALLENGES OF COMPUTER PROGRAMMING INSTRUCTION FOR
MANAGEMENT INFORMATION SYSTEMS (MIS) CURRICULUM AND DESCRIBES A HYBRID
COMPUTER PROGRAMMING COURSE FOR MIS CURRICULUM. A SURVEY IS EMPLOYED AS
A METHOD TO MONITOR AND EVALUATE THE COURSE, WHILE PROVIDING AN
INFORMATIVE DISCUSSION WITH DESCRIPTIVE STATISTICS RELATED TO THE COURSE
DESIGN AND PRACTICE OF COMPUTER PROGRAMMING INSTRUCTION. TESTS OF
SIGNIFICANCE SHOW NO DIFFERENCES ON OVERALL STUDENT PER- FORMANCE OR
SATISFACTION USING THIS INSTRUCTIONAL APPROACH BY GENDER, PRIOR
PROGRAMMING EXPERIENCES OR WORK STATUS. CHAPTER XV DELIVERING ONLINE
ASYNCHRONOUS IT COURSES TO HIGH SCHOOL STUDENTS: CHALLENGES AND LESSONS
LEARNED , 282 AMY B. WOSZEZYNSKI, KENNESAW STATE UNIVERSITY, USA THIS
CHAPTER PROVIDES A PRIM ER ON ESTABLISHING RELATIONSHIPS WITH HIGH
SCHOOLS TO DELIVER COLLEGE-LEVEL IT CURRICULUM TO HIGH SCHOOL STUDENTS
IN AN ASYNCHRONOUS LEARNING ENVIRONMENT. WE DESCRIBE THE CUR- RICULUM
INTRODUCED AND DISCUSS SOME OFTHE CHALLENGES FACED AND THE LESSONS
LEARNED. SECTION V ECONOMIC ANALYSIS AND ADOPTION CHAPTERXVI MOTIVATORS
AND INHIBITORS OF DISTANCE LEARNING COURSES ADOPTION: THE CASE OF
SPANISH STUDENTS 296 CARLA RUIZ MASS!, UNIVERSITY OF VALENCIA, SPAIN
SI/VIA SANZ BLAS, UNIVERSITY OF VALENCIA, SPAIN JOSE TRONEH GARCIA DE
LOS RIOS, UNIVERSITY OF VALENCIA, SPAIN THE MAIN AIM OFTHIS CHAPTER IS
TO PRESENT AN IN-DEPTH STUDY OFTHE FACTORS INFLUENCING ASYNCHRONOUS DIS-
TANCE LEARNING COURSES PURCHASE DECISION. WE ANALYSE THE IMPACT
OFRELATIONS WITH THE INTERNET, DISTANCE COURSE CONSIDERATIONS, AND
PERCEIVED SHOPPING RISK ON THE DECISION TO DO AN ONLINE TRAINING COURSE.
A LOGISTICAL REGRESS WITH 111 SAM PIES IN THE SPANISH MARKET IS USED TO
TEST THE CONCEPTUAL MODEL. THE RESULTS SHOW PERCEIVED COURSE UTILITY,
LACK OF MISTRUST, AND SATISFACTION DETERMINE THE ASYNCHRONOUS DISTANCE
LEARNING COURSE PURCHASE INTENTION. CHAPTER XVII ICT IMPACT ON KNOWLEDGE
INDUSTRIES: THE CASE OF E-LEARNING AT UNIVERSITIES 317 MORTEN FALEH,
TEEHNIEAL UNIVERSITY OF DENMARK, DENMARK HANNE WESTH NICOLAJSEN,
TEEHNICAL UNIVERSITY OF DENMARK, DENMARK THIS CHAPTER ANALYZES
E-IEARNING FROM AN INDUSTRY PERSPECTIVE. THE CHAPTER STUDIES HOW THE USE
OFLCT- TECHNOLOGIES WILL AFFECT THE MARKET FOR LINIVERSITY TEACHING.
THIS IS DONE USING A SCENARIO FRAMEWORK DEVELOPED FOR STUDY OF ICT
IMPACT ON KNOWLEDGE INDUSTRIES. THIS FRAMEWORK IS APPLIED ON THE CASE OF
E-IEARNING BY DRAWING ON PRACTICAL EXPERIENCES. CHAPTER XVIII ECONOMIES
OF SCALE IN DISTANCE LEARNING 332 SUDHANVA V.CHAR, LIFE UNIVERSITY, USA
CONVENTIONAL WISDOM INDICATES THAT UNIT CAPITAL AND OPERATING COSTS
DIMINISH AS STUDENT ENROLLMENT IN A DISTANCE LEARNING EDLLCATIONAL
FACILITIES INCREASES. LOOKING AT EMPIRICAL EVIDENCE, THE CORRELATION
BETWEEN THE TWO VARIABLES OF ENROLLMENTS AND AVERAGE TOTAL COSTS IS
UNMISTAKABLE, EVEN IF NOT SIGNIFICANT. IN THIS CHAPTER THE NATURE AND
STRENGTH OF SUCH RELATIONSHIP IS OF MORE INTEREST. THIS WORK DISCUSSES
RAMIFICA- TIONS OF SCALE-RELATED ECONOMIES FOR PUBLIC POLICY. THE
CHAPTER WILL ALSO RECOMMENDS HOW TO ACHIEVE MINIMUM EFFICIENT SCALE
(MES) SIZE SO THAT SCALE-RELATED ECONOMIES ARE ACHIEVED. COMPILATION OF
REFERENCES 346 ABOUT THE CONTRIBUTORS 373 INDEX 379 |
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| spellingShingle | Handbook of distance learning for real-time and asynchronous information technology education Distance education Computer-assisted instruction Information technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Fernunterricht (DE-588)4016867-0 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4016867-0 (DE-588)4143413-4 |
| title | Handbook of distance learning for real-time and asynchronous information technology education |
| title_auth | Handbook of distance learning for real-time and asynchronous information technology education |
| title_exact_search | Handbook of distance learning for real-time and asynchronous information technology education |
| title_exact_search_txtP | Handbook of distance learning for real-time and asynchronous information technology education |
| title_full | Handbook of distance learning for real-time and asynchronous information technology education Solomon Negash ... |
| title_fullStr | Handbook of distance learning for real-time and asynchronous information technology education Solomon Negash ... |
| title_full_unstemmed | Handbook of distance learning for real-time and asynchronous information technology education Solomon Negash ... |
| title_short | Handbook of distance learning for real-time and asynchronous information technology education |
| title_sort | handbook of distance learning for real time and asynchronous information technology education |
| topic | Distance education Computer-assisted instruction Information technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Fernunterricht (DE-588)4016867-0 gnd |
| topic_facet | Distance education Computer-assisted instruction Information technology Computerunterstützter Unterricht Fernunterricht Aufsatzsammlung |
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