Cases on collaboration in virtual learning environments: processes and interactions
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 317-341) and index |
| Beschreibung: | XLI, 358 S. Ill., graph. Darst. 29 cm |
| ISBN: | 9781605668789 |
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| 245 | 1 | 0 | |a Cases on collaboration in virtual learning environments |b processes and interactions |c [ed. by] Donna Russell |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2010 | |
| 300 | |a XLI, 358 S. |b Ill., graph. Darst. |c 29 cm | ||
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| 500 | |a Includes bibliographical references (p. 317-341) and index | ||
| 650 | 4 | |a Computer-assisted instruction / Case studies | |
| 650 | 4 | |a Shared virtual environments / Case studies | |
| 650 | 4 | |a Group work in education / Case studies | |
| 650 | 4 | |a Computer-assisted instruction |v Case studies | |
| 650 | 4 | |a Group work in education |v Case studies | |
| 650 | 4 | |a Shared virtual environments |v Case studies | |
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Datensatz im Suchindex
| _version_ | 1804141018501611520 |
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| adam_text | TABLE OF CONTENTS FOREWORD XV PREFACE XV I I ACKNOWLEDGMENT XL I CHAPTER
1 THE MAKING OFTHE UNIVERSITY LIFE CAFE: HARNESSING INTERACTIVE
TECHNOLOGIES AND VIRTUAL COMMUNITY FOR AN ANTI-SUICIDE WEBSITE FOR
COLLEGE STUDENTS I SHALIN HAI-JEW, KANSAS STATE UNIVERSITY, USA APPENDIX
BY BRENT A. ANDERS, KANSAS STATE UNIVERSITY, USA CHAPTER 2 3D DESIGN AND
COLLABORATION IN MASSIVELY MULTI-USER VIRTUAL ENVIRONMENTS (MUVES) 27
STEVEN WARBURTON, KING S COLLEGE LONDON, UK MARGARITA PEREZ GARCIA,
MENON NETWORK EEIG, BELGIUM CHAPTER3 MUSIC MATTERS: A UNIQUE DISTANCE
EDUCATION OPPORTUNITY FOR THE HUMANITIES 42 REBECCA GOULD, KANSAS STATE
UNIVERSITY, USA ELIZABETH UNGER, KANSAS STATE UNIVERSITY, USA CHAPTER 4
VIRTUAL WORLDS AND AVATARS FOR THE DEVELOPMENT OF PRIMARY FOREIGN
LANGUAGES AND PRIMARY FOREIGN LANGUAGES FOR THE DEVELOPMENT OFREAL
CHILDREN 57 YONGHO KIM, KOREA NATIONAL UNIVERSITY 0/ EDUCATION, REPUBLIC
0/ KOREA CHAPTER 5 TRANSPOSITIONS IN CONFIGURABLE VIRTUAL STORYWORLDS 72
JAMES J. SOSNOSKI, UNIVERSITY 0/ LL/INOIS AT CHICAGO, USA KEVIN Q.
HARVEY, UNIVERSITY O/ILLINOIS AT CHICAGO, USA JORDAN STALKER, UNIVERSITY
0/ ILLINOIS AT CHICAGO, USA COILEEN MONAHAN, UNIVERSITY 0/ LL/INOIS AT
CHICAGO, USA CHAPTER 6 ARGUMENTATIVE INTERACTIONS AND LEARNING THROUGH A
VIRTUAL ENVIRONMENT: LESSONS LEARNED FROM THE IMPLEMENTATION OF A CASE
IN SCIENCE 95 NALHALIE MULLER MIRZA, UNIVERSITY 0/ LAUSANNE, SWILZERLAND
CHAPTER 7 OBESITY PREVENTION IN SECOND LIFE: THE INTERNATIONAL HEALTH
CHALLENGE 110 REBECCA E. LEE, UNIVERSITY 0/ HOUSLON, USA CHARLES S.
LAYNE, UNIVERSITY 0/ HOUSLON, USA BRIAN K. MCFARLIN, UNIVERSITY 0/
HOUSLON, USA DANIEL 0 CONNOR, UNIVERSITY 0/ HOUSLON, USA SAN1EER
SIDDIQI, UNIVERSITY 0/ HOUSLON, USA CHAPTER 8 DISSECTION OF A DESKTOP M
ICROWORLD 12 I CHRISLINE S. MARSZALEK, NORLHERN ILLINOIS UNIVERSITY, USA
JACOB M MARSZALEK, UNIVERSITY 0/ MISSOURI-KANSAS CITY, USA CHAPTER 9
USING DIGITAL COMMUNITIES TO ENHANCE STUDENT PERSISTENCE AND RETENTION
140 CHARLES S. LAYNE, UNIVERSITY 0/ HOUSLON, USA REBECCA E. LEE,
UNIVERSITY 0/ HOUSLON, USA DANIEL P. 0 CONNOR, UNIVERSITY 0/ HOUSTON,
USA CALHERINE L. HORN, UNIVERSITY 0/ HOUSLON, USA BRIAN K. MCFARLIN,
UNIVERSITY 0/ HOUSLON, USA CHAPTER 10 DESIGNING FOR SOCIAIINTERACTION
AND SOCIAL COMPETENCE IN A 3D-VLE 154 JAMES LAFFEY, UNIVERSITY 0/
MISSOURI AT COLUMBIA, USA MATTHEW SCHMIDT, UNIVERSITY 0/ MISSOURI AL
COLUMBIA, USA JANINE STICHTER, UNIVERSITY 0/ MISSOURI AL COLUMBIA, USA
CARLA SCHMIDT, UNIVERSITY 0/ MISSOURI AT COLUMBIA, USA DANIELLE OPREAN,
UNIVERSITY 0/ MISSOURI AL COLUMBIA, USA MELISSA HERZOG, UNIVERSITY 0/
MISSOURI AT COLUMBIA, USA RYAN BABIUCH, UNIVERSITY 0/ MISSOURI AT
COLUMBIA, USA CHAPTER 11 MAXIMIZING COLLABORATIVE LEARNING AND WORK IN
DIGITAL LIBRARIES AND REPOSITORIES: A CONCEPTUAL META-CASE 169 SHALIN
HAI-JEW, KANSAS STATE UNIVERSITY, USA CHAPTER 12 CREATING A MOTIVATED
ONLINE GRADUATE COMMUNITY 193 JOAN E. AILKEN, PARK UNIVERSITY, USA
CHAPTER 13 DEVELOPING COLIABORATIVE PROBLEM-SOLVING IN AN ONLINE
TRAINING PROGRAM FOR INSURANCE AGENTS 207 PATRIEK CONNOLLY, DIREETOR OF
OPERATIONS AND NATIONAL TRAINING MANAGER, USA DONNA RUSSELL, ARETE
CONSULTING, LLC, USA CHAPTER 14 ETHICAL AND LEGAL ISSUES IN TEACHING AND
LEARNING IN SECOND LIFE IN A GRADUATE ON IINE COURSE 228 R. S. TALAB,
KANSAS STATE UNIVERSITY, USA HOPE B. BOTTERBUSEH, ST. PETERSBURG
COLLEGE, USA CHAPTER 15 SECOND LIFE PROJECT DEVELOPMENT AS AVENUE FOR
INTERDISCIPLINARY COLLABORATION 239 SUSAN TOTH-COHEN, JEFFERSON COLLEGE
OF HEALTH PROFESSIONS, USA PAMELA R. MITEHELL, KENT STATE UNIVERSITY,
USA CHAPTER 16 CRITICAL THINKING IN DISCUSSION: ONLINE VERSUS
FACE-TO-FACE 249 LEONARD SHEDLETSKY, UNIVERSITY OFSOUTHERN MAINE, USA
CHAPTER 17 ENHANCING INTELIIGENCE, ENGLISH AND MATH COMPETENCIES IN THE
CLASSROOLL1 VIA E@LEADER INTEGRATED ONL INE EDUTAINLL1ENT GALL1 ING AND
ASSESSLL1ENT.. 263 ANTHONY R. DICKINSON, AEADEMIE RESEARCH LABORATORY,
PEOPLE IMPACT INTERNATIONAL INE, HONGKONG DIANE HUI, THE UNIVERSITY OF
HONG KONG, HONG KONG CHAPTER 18 HERDING CATS: STRIKING A BALANCE BETWEEN
AUTONOLL1Y AND CONTROL IN ONLINE CLASSES 284 DONALD N PHILIP, UNIVERSITY
OFTORONTO, CANADA CHAPTER 19 THE CRITICAL AND HISTORICAL VIEW IN
COMMUNITIES OFPRACTICE (COP) FUER THE DEVELUEPMENT IN EDUCATION 30 ) NELI
MARIA MENGALLI, PONTIFIEAL CATHOLIE UNIVERSITY - PUC-SP, BRASIL JOSE
ARMANDO VALENTE, PONTIFIEAL CATHOLIE UNIVERSITY - PUC-SP BRASIL
COMPILATION OF REFERENCES 317 ABOUT THE CONTRIBUTORS 342 INDEX 352
DETAILED TABLE OF CONTENTS FOREWORD XV PREFACE XV I I ACKNOWLEDGMENT XL
I CHAPTER 1 THE MAKING OFTHE UNIVERSITY LIFE CAFE: HARNESSING
LNTERACTIVE TECHNOLOGIES AND VIRTUAL COMMUNITY FOR AN ANTI-SUICIDE
WEBSITE FOR COLLEGE STUDENTS 1 SHALIN HAI-JEW, KANSAS STATE UNIVERSITY,
USA APPENDIX HY BRENT A. ANDERS, KANSAS STATE UNIVERSITY, USA THE
UNIVERSITY LIFE CAFE IS A NEW WEBSITE THAT PRORNOTES MENTAL WELLNESS
AMONG UNIVERSITY STUDENTS, FACULTY, AND STAFF, WITH A PARTICULAR FOCUS
ON SUICIDE PREVENTION. THIS PUBLICLY AVAILABLE SITE USES THE POWER
OFSOCIAL NETWORKING AT ITS CORE TO PROVIDE A SENSE OFVIRTUAL COMMUNITY
TO MEMBERS OFTHE KANSAS STATE UNIVERSITY (K-STATE) COMMUNITY IN
PARTICULAR, AND TO OTHER COLLEGE STUDENTS IN GENERAL. IT DELIVERS
INFORMATION ON RESILIENCY AND PROTECTIVE ISSUES AGAINST SUICIDE THROUGH
PODCASTS, AUDIO FILES, IMAGES, TEXT, AND OTHER TYPES OF CONTENTS. USERS
OFTHE SITE WHO ARE K-STATE MEMBERS MAYAISO ACCESS PROFESSIONALLY CREATED
HEURISTICS DEALING WITH VARIOUS ASPECTS OFMENTAL HEALTH. THIS ALSO
STRIVES TO DE-STIGMATIZE COM- MUNICATIONS ABOUT SUICIDE, DEPRESSION, AND
SUBSTANCE ABUSE AND TO ENCOURAGE HELP-SEEKING BEHAVIORS. THIS SITE WAS
CO-DEVELOPED WITH CONTRIBUTIONS FROM STUDENTS, FACULTY, AND STAFF, AND
PARTNERSHIPS FROM ACROSS THE CAMPUS. THIS SITE IS ONE PART OF A
COMPREHENSIVE, CAMPUS-WIDE PLAN, WHICH ENGAGES STUDENTS AND
FACULTY/STAFF, WHILE RESPECTING THE RACE, ETHNICITY, CULTURAL
BACKGROUND, SEXUAL ORIENTATION, AND BELIEF SYSTEM OF PEOPLE ON THE
K-STATE COMMUNITY. THIS CHAPTER ADDRESSES THE PLANNING AND STRATEGIES
USED IN THE BUILDING OFTHIS SITE. CHAPTER 2 3D DESIGN AND COLLABORATION
IN MASSIVELY MULTI-USER VIRTUAL ENVIRONMENTS (MUVES) 27 STEVEN
WARBURTON, KING S COLLEGE LONDON, UK MARGARITA PEREZ GARCIA, MENON
NETWORK EEIG, BELGIUM THIS CHAPTER DESCRIBES AN EXPLORATORY STUDY IN THE
USE OFTHE VIRTUAL WORLD SECOND LIFE AS AN INNOVATIVE SPACE FOR SITUATING
COLLABORATIVE ACTIVITY IN THE FIELD OF ART AND DESIGN. THE AUTHORS
IDENTIFY EIGHT KEY AFFORDANCES OF SECOND LIFE FOR LEARNING AND TEACHING
AND ELABORATE THE EDUCATIONAL APPROACH BASED ON GROUP ORIENTATED DESIGN
BRIEFS, CARRIED OUT OVER A THREE-WEEK PERIOD BY THE STUDENTS. THE
RESULTS OFTHE STUDY REVEAL BOTH THE NEGATIVE AND POSITIVE ASPECTS
OFUSING SECOND LIFE AS AN EDUCATIONAL SPACE. THESE RANGE FROM ACCESS
DIFFICULTIES AND THE STEEP LEARNING CURVE IN BECOMING FAMILIAR WITH THE
TECHNOLOGY, TO THE EXPANSIVE SOCIAL AND CREATIVE FREEDOMS THAT THE WORLD
ALLOWS. THE CONCLUSIONS DRAW TOGETHER AN ANALYSIS OFTHE EMERGING THEMES
AND PRESENT A SET OFTEN GOOD PRACTICES FOR DEVELOPING AND RUNNING SUC-
CESSFUL COLLABORATIVE ACTIVITIES INSIDE VIRTUAL WORLDS. CHAPTER3 MUSIC
MAUERS: A UNIQUE DISTANCE EDUCATION OPPORTUNITY FOR THE HUMANITIES 42
REBECCA GOULD, KANSAS STATE UNIVERSITY, USA ELIZABETH UNGER, KANSAS
STATE UNIVERSITY, USA THIS CHAPTER DESCRIBES HOW THE INTRODUCTION OF A
LEARNING ENVIRONMENT CAN STIMULATE CREATIVITY AND INNOVATION IN LEARNING
AND EXTEND THAT INNOVATION TO STUDENTS AT A DISTANCE. THE LEARNING
ENVIRONMENT CONSISTS OF A ROOM, TECHNOLOGY, AND AN INTERNET ASSISTED SET
OFTOOLS. THIS MUSIC LEARNING ENVIRONMENT IS ONE OF ASERIES OF LEARNING
ENVIRONMENTS CREATED TO ENHANCE LEARNING ESPECIALLY IN THE HUMANITIES.
CAPABLE OF ENHANCING THE INSTRUCTION IN MUSIC BOTH FOR DISTANCE LEARNING
AND FOR TRADITIONAL STUDENTS, THIS WAS ACCOMPLISHED AT AMIDWESTERN
COMPREHENSIVE RESEARCH UNIVERSITY. THE LEARNING ENVIRONMENT CREATED
THROUGH A STRONG COLLABORATIVE PARTNERSHIP BETWEEN FACULTY AND
PROFESSIONAL STAFF PROVIDED AN ENHANCEMENT TO MUSIC THEORY INSTRUCTION.
IT HAS SERVED AS A STIMULUS TO INNOVATION IN MUSIC PERFORMANCE, BAND
DIRECTOR S INSTRUCTION AT A DISTANCE, INSTRUCTION OF MUSIC TEACHER
STUDENTS AT A DISTANCE AND ALSO IN THE DANCE PROGRAM. THE RESULT TO DATE
IS A LEARNING ENVIRONMENT THAT HAS ENCOURAGED LEARNING, COLLABORATION
AND OUTREACH TO THE INTERNATIONAL WORLD OF MUSIC. IT IS BEING SHARED
WITH ANOTHER INSTITUTION OF HIGHER EDUCATION TO ENHANCE THEIR MUSIC
PROGRAMS. CHAPTER4 VIRTUAL WORLDS AND AVATARS FOR THE DEVELOPMENT OF
PRIMARY FOREIGN LANGUAGES AND PRIMARY FOREIGN LANGUAGES FOR THE
DEVELOPMENT OF REAL CHILDREN 57 YONGHO KIM, KOREA NATIONAL UNIVERSITY
01EDUCATION, REPUBLIC 01 KOREA THE CA SE STUDY IS A CHRONICLE OFKOREAN
ELEMENTARY STUDENTS EFFORTS TO GAIN AUTONOMOUS CONTROL OF A FOR- EIGN
LANGUAGE, ENGLISH, FROM THE TOP DOWN, THAT IS, THROUGH USE OFENGLISH IN
COMMUNICATION (AS OPPOSED TO MERE EXPOSURE TO ENGLISH THROUGH STUDY OR
THROUGH THE PASSIVE ABSORPTION OF COMPREHENSIBLE INPUT). THIS
COMMUNICATIVE USE OF ENGLISH IS REALIZED THROUGH MATERIALS PERTINENT TO
THEIR OVERALL DEVELOPMENT AND NOTJUST TO THEIR LANGUAGE DEVELOPMENT. THE
MATERIALS INCLUDE A SURROGATE SELF OR AVATAR WITHIN A VIRTUAL LEARNING
ENVIRONMENT WH ICH CAN, IN PRINCIPLE, THOUGH NOT IN THIS STUDY, CONNECT
THEM WITH CHILDREN ALL OVER THE WORLD. THE QUESTION FOR THIS STUDY IS
HOW THE USE OF AN AVATAR IN A VIRTUALLEARNING ENVIRONMENT BRINGS ABOUT
NOT ONLY THE LEARNING OF VOCABULARY AND GRAMMAR (SIMILAR TO THE
PIECEMEAL LEARNING THAT HAPPENS IN ANY C1ASSROOM) BUT ALSO INTERACTS
WITH AND EVEN ACTIVATES THE CHILD S OVERALL PSYCHOLOGICAL DEVELOPMENT
THE WAY THAT PLAYAWAKENS DEVELOPMENTAL FUNCTIONS ON THE PLAYGROUND.
CHAPTER 5 TRANSPOSITIONS IN CONFIGURABLE VIRTUAL STORYWORLDS 72 JAMES J.
SOSNOSKI, UNIVERSITY 0/ ILLINOIS AT CHICAGO, USA KEVIN Q. HARVEY,
UNIVERSITY 0/ ILLINOIS AT CHICAGO, USA JORDAN STALKER, UNIVERSITY 0/
ILLINOIS AT CHICAGO, USA COLLEEN MONAHAN, UNIVERSITY 0/ ILLINOIS AT
CHICAGO, USA THIS CHAPTER DESCRIBES THE CENTER FOR THE ADVANCEMENT OF
DISTANCE EDUCATION (CADE). CADE IS A SELF-SUPPORTING UNIT WITHIN THE
SCHOOL OF PUBLIC HEALTH AT THE UNIVERSITY OF LIIINOIS AT CHICAGO. CADE
PARTNERS OR CONTRACTS WITH UNIVERSITY, GOVERNMENT, NON-PROFIT AND
FUER-PROFIT ORGANIZATIONS TO PROVIDE IN- NOVATIVE TECHNOLOGICAL SOLUTIONS
TO MEET A VARIETY OF EDUCATIONAL, TRAINING, RESEARCH AND ADMINISTRATIVE
NEEDS. THESE COLLABORATIONS INCLUDE THE CREATION OF INTERACTIVE ONLINE
TRAINING MODULES, THE DESIGN AND DEVELOPMENT OFWEBSITES, SIMULATIONS,
GAMES AND VIRTUAL WORLDS, MOBILE PHONE APPLICATIONS, MULTIMEDIA
PRODUCTION AND WEBCASTING, COURSE REGISTRATION AND LEARNING MANAGEMENT
SYSTEM CONSTRUCTION, WEB- BASED PROGRAMMING AND DATABASE CONNECTIVITY,
AND ONLINE DATA GATHERING AND ANALYSIS. BY EXPANDING INTO NEW AND
EMERGING TECHNOLOGICAL FIELDS, CADE HAS MANAGED TO SUSTAIN CONTINUED
GROWTH IN PERSONNEI, ANNUAL REVENUE, CLIENT BASE, AND NUMBER OF
SIMULTANEOUS PROJECTS. CHAPTER 6 ARGUMENTATIVE INTERACTIONS AND LEARNING
THROUGH A VIRTUAL ENVIRONMENT: LESSONS LEARNED FROM THE IMPLEMENTATION
OF A CASE IN SCIENCE 95 NATHALIE MULLER MIRZA, UNIVERSITY 0/ LAUSANNE,
SWITZERLAND IN THE SCIENTIFIC FIELD, ARGUMENTATIVE PRACTICES CAN, UNDER
CERTAIN CONDITIONS, HELP STUDENTS TO ELABORATE SCIENTIFIC CONCEPTS FROM
EVERYDAY REPRESENTATIONS. HOWEVER, SETTING UP ACTIVITIES THAT ENABLE
LEARNING IN A CLASSROOM IS NOT AN EASY MATTER. A TECHNOLOGICAL
ENVIRONMENT MAY BE USEFUL IN ORDER TO SUSTAIN ARGU- MENTATION AND TO
KEEP TRACK OFTHE DISCURSIVE PROCESSES. THIS CHAPTER PRESENTS A
PEDAGOGICAL CASE IN SCIENCE IN WH ICH THE LEARNERS TAKE PART IN AN
ARGUMENTATIVE DEBATE MEDIATED BY A TECHNOLOGICAL ENVIRON- MENT, CALLED
DIGALO. THE CHAPTER FOCUSES ON A SOCIO-CULTURAL PERSPECTIVE, THUS
ASSIGNING A CENTRAL ROLE TO SOCIAL INTERACTIONS, SYMBOLIC AND MATERIAL
MEDIATION IN DEVELOPMENT AND LEARNING PROCESSES. THE AUTHOR DESCRIBES A
CA SE IN BIOLOGY TESTED IN TWO EDUCATIONAL CONTEXTS, AND DISCUSSES ITS
PSYCHO-PEDAGOGICAL AS- SUMPTIONS. FROM A QUALITATIVE ANALYSIS OFTHE
DATA, IT APPEARS THAT COGNITIVE AND ARGUMENTATIVE PROCESSES ARE
INTERCONNECTED. THIS MEANS THAT BY ARTICULATING AND MAKING REFERENCE TO
THE OTHERS ARGUMENTS, LEARN- ERS ALSO DEVELOP A NEW UNDERSTANDING OFTHE
SCIENTIFIC CONTENT. THE CHALLENGES FOR EDUCATIONAL ISSUES AND THE
LESSONS THAT MAY BE DRAWN FROM AN ANALYSIS OFTHIS CASE ARE THEN
DISCUSSED. CHAPTER 7 OBESITY PREVENTION IN SECOND LIFE: THE
INTERNATIONAL HEALTH CHALLENGE 110 REBECCA E. LEE, UNIVERSITY 0/
HOUSTON, USA CHARLES S. LAYNE, UNIVERSITY 0/ HOUSTON, USA BRIAN K.
MCFARLIN, UNIVERSITY 0/ HOUSTON, USA DANIEL 0 CONNOR, UNIVERSITY 0/
HOUSTON, USA SAMEER SIDDIQI, UNIVERSITY 0/ HOUSTON, USA THIS CASE
DESCRIBES THE INTERNATIONAL HEALTH CHALLENGE, AIMED AT INCREASING
PHYSICAL ACTIVITY AND IMPROVING DIETARY HABITS VIA EDUCATION, TRAINING
AND INTERACTION IN THE VIRTUAL WORLD OFSECOND LIFE. SECOND LIFE (SL) IS
A DYNAMIC, IMMERSIVE, 3D, AND GLOBAL, VIRTUAL WORLD, MAKING IT IDEAL FOR
REACHING RESIDENTS OF INDUS- TRIALIZED COMMUNITIES AT RISK FOR OBESITY.
PARTICIPANTS SELECTED A COUNTRY OF AFFI IIATION (CANADA, MEXICO, U.S.,
SWITZERLAND, OR UNAFFILIATED), COMPLETED PRE- AND POST-TEST ONLINE
SURVEYS, AND WERE ENCOURAGED TO MONITOR PHYSICAL ACTIVITY (PA) AND
DIETARY HABITS, LEARN HEALTH INFORMATION AND PARTICIPATE IN VIRTUAL PA
AND FRUIT AND VEGETABLE SAMPLING DAILY FOR 28 DAYS. ALL MATERIALS WERE
OFFERED IN ENGLISH, FRENCH AND SPANISH. VIRTUAL WORLDS HOLD PROMISE FOR
INCREASING ACCESS TO INTERACTIVE LEARNING OPPORTUNITIES. CHAPTER 8
DISSECTION OF A DESKTOP MICROWORLD 121 CHRISTINE S. MARSZALEK, NORTHERN
ILLINOIS UNIVERSITY, USA JACOB M MARSZALEK, UNIVERSITY 01MISSOURI-KANSAS
CITY, USA THE SMELL OFFORMALDEHYDE WAS IN THE AIR AS STUDENTS
TENACIOUSLY POKED WITH DISSECTION PROBES AT THE FROGS PINNED TO THEIR
DISSECTION TRAYS. THE FAMILIAR COMMENTS OF GROSS! I DON T WANT TO CUT
HIRN, AND HEY, MRS. M, WHAT DO I DO NOW? PUNCTUATED THE AIR. IT WAS
THE START OFTHE ANNUAL CLIMAX OFTHE SEVENTH-GRADE BIOLOGY CURRICULUM,
DISSECTING A FROG. THE TEACHER, ALREADY DEALING WITH NOTES FROM PARENTS
OBJECTING TO THEIR SONS/DAUGHTERS PARTICIPATING AND THE LOGISTICS
OFHELPING 30 STUDENTS SIMULTANEOUSLY, COULD NOT HELP BUT THINK THAT
THERE HAD TO BE AN ALTERNATIVE WAY OF PRESENTING THE EXPERIENCE TO THE
STUDENTS. THIS CA SE STUDY WAS BORN FROM THAT FAMILIAR, FRUSTRATING
SCENE, WHICH OCCURS ANNUALLY THROUGHOUT SCHOOL SYSTEMS EVERYWHERE. THE
TEACHER IN THE SCENARIO ABOVE WAS ONE OFTHREE FROM THE BIOLOGY
DEPARTMENT AT AMIDDIE SCHOOL IN NORTHEASTERN LIIINOIS. HER TEAM CAME TO
THE AUTHORS WITH THE PROBLEM OFFINDING AN ALTERNATIVE MEANS OF
INSTRUCTIONAL DELIVERY THAT WOULD YIELD SUBSTANTIALLY THE SAME COGNITIVE
KNOWLEDGE DEVELOPMENT IN THE STUDENTS, HELP ADDRESS THE DECLINING FROG
POPULATION, ADDRESS THE ISSUE OF SCIENCE ANXIETY AMONG STUDENTS AT THE
MIDDLE SCHOOLLEVEL, AND ACCOMMODATE THE LEARNING MODALITIES OFTHE
STUDENTS. CHAPTER9 USING DIGITAL COMMUNITIES TO ENHANCE STUDENT
PERSISTENCE AND RETENTION 140 CHARLES S. LAYNE, UNIVERSITY 0/ HOUSTON,
USA REBECCA E. LEE, UNIVERSITY 01HOUSTON, USA DANIEL P. 0 CONNOR,
UNIVERSITY 01 HOUSTON, USA CATHERINE L. HORN, UNIVERSITY 01HOUSTON, USA
BRIAN K. MCFARLIN, UNIVERSITY 01HOUSTON, USA ACHIEVING STUDENT
PERSISTENCE AND RETENTION AT THE UNIVERSITY OF HOUSTON HAS OFTEN BEEN
ACHALLENGE FOR THE UNIVERSITY. THIS CASE CONCERNS USING SECOND LIFE TO
DEVELOP A DIGITAL COMMUNITY OF STUDENTS FROM A SINGLE ACADEMIC
DEPARTMENT TO ENHANCE STUDENT PERSISTENCE TOWARD GRADUATION. IT WAS
POSTULATED THAT THE DEVELOPMENT OF A DIGITAL COMMUNITY COULD STRENGTHEN
THE SOCIAL COHESION OFTHE STUDENTS AND THEREBY PROMOTE ACADEMIC
PERSISTENCE. STUDENTS JOINED SECOND LIFE VOLUNTARILY OR AS PART OF THEIR
COURSE RE- QUIREMENTS AND THEN WERE INVITED TO PARTICIPATE IN VARIOUS
SOCIAL AND EDUCATIONAL ACTIVITIES LED BY THEIR CLASSMATES. THE AMOUNT
OFTIME SPENT IN SECOND LIFE WAS TRACKED AND WILL BE COMPARED TO ACADEMIC
PERFORMANCE. CHAPTER 10 DESIGNING FOR SOCIALLNTERACTION AND SOCIAL
COMPETENCE IN A 3D- VLE 154 JAMES LAFFEY, UNIVERSITY 0/ MISSOURI AT
COLUMBIA, USA MATTHEW SCHMIDT, UNIVERSITY 0/ MISSOURI AT COLUMBIA, USA
JANINE STICHTER, UNIVERSITY 0/ MISSOURI AT COLUMBIA, USA CARLA SCHMIDT,
UNIVERSITY 0/ MISSOURI AT COLUMBIA, USA DANIELLE OPREAN, UNIVERSITY 0/
MISSOURI AT COLUMBIA, USA MELISSA HERZOG, UNIVERSITY 0/ MISSOURI AT
COLUMBIA, USA RYAN BABIUCH, UNIVERSITY 0/ MISSOURI AT COLUMBIA, USA THIS
CHAPTER DESCRIBES THE ISOCIAL PROJECT. THE PURPOSE OFTHE ISOCIAL PROJECT
IS TO SUPPORT THE DEVELOP- MENT AND PRACTICE OF SOCIAL COMPETENCE FOR
INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS (ASD) THROUGH A SOCIAL-SKILLS
CURRICULUM AND ONLINE SOCIAL INTERACTION DELIVERED VIA A 3D VIRTUAL
LEARNING ENVIRONMENT (3D-VLE). THIS CHAPTER DESCRIBES THE BACKGROUND AND
RATIONALE FOR DEVELOPING ISOCIAL, GIVES AN OVER- VIEW OFTHE SYSTEM, AND
REPORTS SOME OFTHE RESULTS FROM A FIELD TEST OFA PARTIAL SYSTEM
IMPLEMENTATION. THE FIELD TEST PROVIDES LESSONS ABOUT THE INITIAL SYSTEM
DESIGN AND RECOGNITION OF CHALLENGES TO BE FACED. THE KEY CHALLENGES
INCLUDE (I) FINDING BEST APPROACHES FOR ADAPTING EFFECTIVE TEACHING
APPROACHES TO A 3D- VLE, (2) SUPPORTING ONLINE SOCIAL INTERACTION FOR A
TARGET POPULATION CHALLENGED TO BE SOCIAL, AND (3) AMPLIFYING THE
ENGAGEMENT OF YOUTH IN SUPPORT OF ACHIEVING DESIRED IEARNING OUTCOMES
CHAPTER 11 MAXIMIZING COLLABORATIVE LEARNING AND WORK IN DIGITAL
LIBRARIES AND REPOSITORIES: A CONCEPTUAL META-CASE 169 SHALIN HAI-JEW,
KANSAS STATE UNIVERSITY, USA DIGITAL LIBRARIES AND REPOSITORIES AREN T
OFTEN THOUGHT OF AS VIRTUAL LEARNING ENVIRONMENTS. HOWEVER, IN FUNCTION
AND DESIGNS, THEY ARE. A WIDE RANGE OF DIGITAL ARTIFACTS ARE ARCHIVED ON
BOTH PRIVATE AND PUBLIC OPEN-SOURCE DIGITALLIBRARIES AND REPOSITORIES.
THERE ARE DIGITAL COLLECTIONS OFTEXTS, MAPS, PHOTOS, SOUND FILES,
GEOSPATIAL RESOURCES, VIDEO, AND 3D OBJECTS. THERE ARE REPOSITORIES FOR
PARTICULAR FIELDS OF STUDY AS WEIL AS MULTI-DISCIPLINE ONES. THESE MAY
BE STRUCTURED AS ONTOLOGIES OR TAXONOMIES IN PARTICULAR KNOWL- EDGE (OR
CROSS-DISCIPLINE) DOMAINS. RECENTLY, DESIGNERS OF DIGITAL LIBRARIES AND
REPOSITORIES HAVE BEEN FOCUSING MORE TESTING AND DESIGN ON MAKING SUCH
SPACES USABLE FOR COLLABORATIVE LEARNING AND BUILDING NETWORKS OF
COMMUNITIES. THIS CHAPTER WILL EXPLORE HOW TO MAXIMIZE COLLABORATIVE
LEARNING AND WORK IN DIGITAL LIBRARIES AND REPOSITORIES BY APPLYING
PEDAGOGICAL STRATEGIES. CHAPTER 12 CREATING A MOTIVATED ONLINE GRADUATE
COMMUNITY 193 JOAN E. AITKEN, PARK UNIVERSITY, USA THE PURPOSE OFTHIS
CHAPTER IS TO PROVIDE A CASE STUDY OFTHE PROBLEM SOLVING PROCESSES OFA
FACULTY WHO DEVELOPED A NEW GRADUATE PROGRAM IN COMMUNICATION STUDIES.
STUDENTS COULD TAKE ALL COURSES ONLINE, ALL ONGROUND, OR USE A
COMBINATION OF THE TWO DELIVERY FORMATS. FOR THE TOTALLY ONLINE PROGRAM,
A KEY DESIRE WAS TO HELP STUDENTS AND FACULTY ACHIEVE A SENSE OF A
COLLABORATIVE COMMUNITY. STUDENTS NEEDED TO GET TO KNOW EACH OTHER AND
FEEL APART OF THE WHOLE PROGRAM, EVEN THOUGH COURSE DELIVERY FOR SOME
STUDENTS WAS TOTALLY ONLINE. FURTHER, THE FACULTY SOUGHT TO MOTIVATE
STUDENTS TO ENGAGE IN ACHALLENGING PROGRAM OF RESEARCH AND APPLICATION.
CHAPTER 13 DEVELOPING COLLABORATIVE PROBLEM-SOLVING IN AN ONLINE
TRAINING PROGRAM FOR INSURANCE AGENTS 207 PATRICK CONNOLLY, DIRECTOR
OFOPERATIONS AND NATIONAL TRAINING MANAGER, USA DONNA RUSSELI, ARETE
CONSULTING, LLC, USA THIS CASE IS A NARRATIVE OFTHE DESIGN, REVIEW,
REVISION AND IMPLEMENTATION OF AN ONLINE TRAINING PROGRAM FOR INSURANCE
BROKERS. THE GOAL OFTHE ONLINE TRAINING PROGRAM IS TO DEVELOP ADVANCED
PROBLEM-SOLVING KNOWLEDGE AND SKILLS INCLUDING COMMUNICATION ABILITIES
IN TRAINEES. THE CASE IS NARRATED FROM THE PER- SPECTIVE OF THE TRAINING
MANAGER WITH THE REVIEWER S COMMENTS INCLUDED DURING THE REVIEW CYCLE OF
IMPLEMENTATION. THE EVALUATIVE REVIEW IS COMPLETED USING CULTURAL
HISTORICAL ACTIVITY THEORY TO IDENTIFY CONTRADICTIONS IN THE TRAINING
PROCESS. THE PURPOSE OF THE CASE IS TO IDENTIFY THE DEVELOPMENT OF AD-
VANCED KNOWLEDGE AND SKILLS RESULTING FROM THE ONLINE TRAINING PROGRAM.
THE RESULTS OF IMPLEMENTING AN ONLINE TRAINING PROGRAM INCLUDE I)
REDUCTION IN TUMOVER, 2) COST SAVINGS AND 3) TRAINING BENEFITS FOR THE
REGIONAL BRANCH OFFICES AND THE TRAINEES. CHAPTER 14 ETHICAL AND
LEGALLSSUES IN TEACHING AND LEARNING IN SECOND LIFE IN A GRADUATE ON
IINE COURSE 228 R. S. TALAB, KANSAS STATE UNIVERSITY, USA HOPE B.
BOTTERBUSCH, ST. PETERSBURG COLLEGE, USA AS A GROWING NUMBER OFFACULTY
USE SL AS A TEACHING PLATFORM, OUTSIDE OF ANECDOTAL ARTICLES AND THE
LEGAL LITERATURE, NO RESEARCH EXISTS ON THE MANY LEGAL AND ETHICAL
ISSUES THAT AFFECT COURSE DEVELOPMENT. ETHICAL ISSUES INCLUDE ABUSE
( GRIEFING ) NUDITY AND LEWD BEHAVIOR, AND FALSE/MISLEADING IDENTITIES.
LEGAL ISSUES INCLUDE CREATION AND USE OF COPYRIGHTED AND TRADEMARKED
ITEMS, FACULTY INTELLECTUAL PROPERTY RIGHTS IN OBJECTS AND COURSE
CONTENT, AND CRIMINAL BEHAVIOR. FOLLOWING THE EXPERIENCES OF THE
INSTRUCTOR AND 5 STUDENTS, THEIR 12-WEEK JOUMEY IS DOCUMENTED THROUGH
INTERVIEWS, JOURNALS, WEEKLY COURSE ACTIVITIES, SL CLASS DIALOGS, AND
IN-WORLD ASSIGNMENTS. ADDITIONALLY,5 FACULTY AND STAFF EXPERTS WHO TEACH
OR TRAIN IN SL AT THIS UNIVERSITY WERE INTERVIEWED AND CONSULTED, AS
WEIL. THIS STUDY PROVIDES INSIGHT FOR DESIGN- ING COURSES THAT FOSTER
EXPLORATION OF RICH LEARNING OPPORTUNITIES OUTSIDE A TRADITIONAL
CLASSROOM-BOTH REAL AND VIRTUAL. CHAPTER 15 SECOND LIFE PROJECT
DEVELOPMENT AS AVENUE FOR INTERDISCIPLINARY COLLABORATION 239 SUSAN
TOTH-COHEN, JEFFERSON COLLEGE OF HEALTH PROFESSIONS, USA PAMELA R.
MILCHELI, KENT STATE UNIVERSITY, USA THIS CHAPTER DESCRIBES THE PROCESS
OF COLLABORATION BY OCCUPATIONAL THERAPY (OT) AND SPEECH LANGUAGE
PATHOLOGY (SLP) STUDENTS AND FACULTY AS THEY WORKED TOGETHER TO PLAN AND
IMPLEMENT AN INTERDISCIPLIN- ARY OPEN HOUSE EVENT WITHIN THE VIRTUAL
ENVIRONMENT OF SECOND LIFE. KEY TOPICS INCLUDE APPLICATIONS OF
PROJECT-BASED LEARNING FOR INTERDISCIPLINARY TEAM BUILDING, STUDENT AND
FACULTY ROLES AND SPECIFIC STEPS IN PLANNING, MANAGEMENT, AND PRODUCTION
OF THE EVENT, AND ANALYSIS OF CHALLENGES AND SUPPORTS IN PROJECT
IMPLEMENTATION. SPECIFIC CHALLENGES TO COLLABORATIVE WORK ARE DISCUSSED,
INCLUDING DIFFICULTIES INHERENT IN TEAMS COMPOSED OF STUDENTS AT
DIFFERENT LEVELS, SKILL SETS, AND DISCIPLINES. THE DISCUSSION OF
PROJECT-BASED LEARNING, DESCRIPTION OF PLANNING, MANAGEMENT, AND
PRODUCTION PROCESSES, TOGETHER WITH QUALITATIVE ANALYSIS OF CHALLENGES
AND SUPPORTS PROVIDES INSIGHTS AND IESSONS LEARNED WITH APPLICATION TO
FUTURE PROJECT DEVELOPMENT IN VIRTUAL WORLDS. CHAPTER 16 CRITICAL
THINKING IN DISCUSSION: ONLINE VERSUS FACE-TO-FACE 249 LEONARD
SHEDLELSKY, UNIVERSILY OFSOULHERN MAINE. USA THIS CHAPTER EXPLORES THE
QUESTION: DOES ONLINE DISCUSSION PRODUCE CRITICAL THINKING? IT PRESENTS
A SELECTIVE REVIEW OFTHE LITERATURE CONCERNED WITH CRITICAL THINKING
AND/OR INTERACTION DURING ONLINE DISCUS- SION. IT PRESENTS AN
EXPERIMENTAL STUDY OFTHE EFFECTS OF INSTRUCTIONAL MEDIA AND
INSTRUCTIONAL METHODS ON CRITICAL THINKING. THE STUDY TESTS THE
INFTUENCE ON CRITICAL THINKING OF ONLINE VS. FACE-TO-FACE DISCUSSION,
INDIVIDUAL VS. GROUP CONSENSUS IN SUMMARIZING DISCUSSION, AND DISCUSSION
OF EXAMPLES OF CONCEPTS VS. DISCUSSION OF MORE ABSTRACT ANALYSIS. THE
PURPOSE FOR REVIEWING THE LITERATURE AND CARRYING OUT THE STUDY IS TO
INCREASE AWARENESS OF VARIABLES THAT MAY INFTUENCE THE QUALITY OF
DISCUSSION. CHAPTER 17 ENHANCING INTELLIGENCE, ENGLISH AND MATH
COMPETENCIES IN THE CLASSROOM VIA E@LEADER INTEGRATED ONLINE EDUTAINMENT
GAMING AND ASSESSMENT.. 263 ANLHONY R. DICKINSON, ACADEMIC RESEARCH
LABORALORY, PEOPLE IMPACL INLERNAJIONAL INC, HONG KONG DIANE HUI, THE
UNIVERSILY OF HONG KONG. HONG KONG THIS CHAPTER DESCRIBES THE E@LEADER
GAMING PLATFORM. WHETHER ONLINE EDUTAINMENT GAMING CAN ENHANCE
INTELLIGENCE, STUDENT LEARNING, OR SCHOLASTIC PERFORMANCE REMAINS HOTLY
DEBATED IN EDUCATION RESEARCH CIRCLES. IN RESPONSE TO THIS ACADEMIC
ISSUE, AND IN ORDER TO ADDRESS A NUMBER OF EDUCATIONAL POLICY QUES-
TIONS ASKED OFTHE AUTHORS BY SEVERAL GOVERNMENT ORGANIZATIONS, THE
AUTHORS HAVE DEVELOPED THE ONLINE E@ LEADER EDUTAINMENT GAMING PLATFORM
AS A SOLUTION. THEIR E@LEADER PROGRAM IS THE FIRST COMPREHENSIVE
IEARNING BY GAMING SYSTEM TO ALSO BE DESIGNED ACCORDING TO THE
FINDINGS OFADVANCED MACHINE LEARNING AND COGNITIVE DEVELOPMENTAL
NEUROSCIENCE RESEARCH. IN 2008, THE FIRST EMPIRICAL EVIDENCE WAS
GENERATED WITH ITS USE, AND TOGETHER WITH ITS BUILT-IN ASSESSMENT
SYSTEM, INTEGRATED INTO THE SCHOOL CURRICULUM. BEYOND THIS EXISTENCE
PROOF OF CONCEPT, AND PRACTICAL PROGRAM APPLICATION FOR EDUCATIONAL USE,
RESULTS OF BETA-TESTING WITH THE E@LEADER SYSTEM AC ROSS PRIMARY SCHOOLS
IN TWO COUNTRIES SUPPORT THE CLAIM FOR TUTORED ONLINE EDUCATIONAL GAMING
IN ENHANCING INTELLIGENCE, ACTIVE STUDENT LEARNING, AND SCHOLASTIC
PERFORMANCES IN ENGLISH AND MATH. CHAPTER 18 HERDING CATS: STRIKING A
BALANCE BETWEEN AUTONOMY AND CONTROL IN ONLINE CLASSES 284 DONALD N.
PHILIP, UNIVERSITY OFTORONLO, CANADA ONLINE LEAMING IS GROWING BY LEAPS
AND BOUNDS THROUGHOUT NORTH AMERICA. CHRISTENSEN, HORN, AND JOHNSON NOTE
THAT STUDENT ENROLMENT IN ONLINE CLASSES HAS RISEN FROM FORTY-FIVE
THOUSAND IN 2000 TO ABOUT ONE MILLION BY 2008 (2008, P. 98). FURTHER,
THEIR EXTRAPOLATIONS INDICATE THAT BY 2019, FULLY FIFTY PERCENT OF U .S.
SECONDARY SCHOOL CLASSES WILL BE ONLINE. EVEN IF THESE PREDICTIONS FALL
SHORT, ONLINE EDUCATION IS POSITIONING ITSELF TO BE A POTENT FACTOR IN
NORTH AMERICAN EDUCATION. ONE OF THE MORE POPULAR AND SUCCESSFUL WAYS TO
CONDUCT ONLINE LEARNING IS VIA THE BLENDED OR HYBRID CLASS MODEL
(PALLOFF & PRATT, 200 I). SUCH CLASSES FEATURE BOTH LIVE-CLASS
INTERACTIONS IN A TRADITIONAL CLASSROOM, AND ONLINE INTERACTIONS THROUGH
SOME FORM OF ONLINE LEAMING ENVIRONMENT. HOWEVER APPEARANCES ARE
DECEIVING: SUCH CLASSES CANNOT BE RUN IN THE MANNER OF A TRADITIONAL
CLASS, EVEN THOUGH THEY MAY TAKE PLACE, AT LEAST PARTIALLY, IN A
TRADITIONAL CLASSROOM SETTING. DUE TO THE ASYNCHRONOUS NATURE OF ONLINE
LEARNING ENVIRONMENTS, TRADITIONAL MEANS OF CONTROL OFTHE LEARNING
PROCESS QUICKLY REVEAL THEMSELVES AS UNWORKABLE, AND THE TEACHER HAS TO
ADJUST TO NEWS WAYS OF WORKING. AS PALLOFF AND PRATT NOTE, TEACHING IN
THE CYBERSPACE CLASSROOM REQUIRES THAT WE MOVE BEYOND TRADITIONAL MODELS
OF PEDAGOGY INTO NEW PRACTICES THAT ARE MORE FACILITA- TIVE (200 I, P.
20). THIS CHAPTER EXPLORES HOW ONE TEACHER IN A GR. 5/6 HYBRID CLASS
MANAGES THE LEAMING PROCESS IN A THROUGH A COMBINATION
OFKNOWLEDGE-BUILDING PEDAGOGY (SCARDAMALIA & BEREITER, 2003B) AND
PROTOCOLOGICAL CONTROL, A WAY OF CONTROLLING NETWORKS (GALLOWAY &
THACKER, 2007). CHAPTER 19 THE CRITICAL AND HISTORICAL VIEW IN
COMMUNITIES OF PRACTICE (COP) FOR THE DEVELOPMENT IN EDUCATION 30 I NELI
MARIA MENGALLI, PONTIFIEAL CATHOLIE UNIVERSITY - PUC-SP BRASIL JOSE
ARMANDO VALENTE, PONTIFIEAL CATHOHE UNIVERSITY - PUC-SP BRASIL THIS
CHAPTER DESCRIBES THE TRAINING COURSE FOR SCHOOL MANAGERS FOR THE USE OF
INFORMATION AND COMMU- NICATION TECHNOLOGY (LCT) THAT WAS DEVELOPED AT
SAO PAULO PONTIFICAL CATHOLIC UNIVERSITY, (PUC-SP), BRAZIL. THIS WAS A
BLENDED COURSE, USING FACE-TO-FACE AND ONLINE ACTIVITIES, PROVIDING
SCHOOL MANAGERS WITH THE EXPERIENCE OF USING ICT TO SHARE EXPERIENCES,
AND TO LEARN ABOUT EFFECTIVE WAYS OF USING ICT FOR SCHOOL MANAGEMENT.
EVEN THOUGH THE SCHOOL MANAGERS HAD NO PREVIOUS EXPERIENCE WITH
TECHNOLOGY THEY SUCCEED IN CHANGING THEIR WORKING REALITY AND
UNDERSTANDING THE USE OF ICT TO INTERACT, EXCHANGE DOCUMENTS AND
ORGANIZE THEIR IDEAS. THIS EXPERIENCE HAS PRODUCED TWO OTHER IMPORTANT
RESLIITS. ONE IS THE INTERACTION THAT ENABLES THE FORMATION OF
COLLABORATIVE NETWORKS AND PARTNERSHIP AMONG SCHOOL MANAGERS. SOCIAL AND
CULTURAL PRACTICES WERE CONSIDERED FOR ANALYSIS CONCERNING THE SUBJECTS
THAT CONTRIBLLTED TO THE CREATION OFTHE ICT CULTURE IN THE SCHOOL. THE
ALLTHORS HAVE CONSIDERED THIS NETWORK AND THE BUILDING OF THIS COMMUNITY
AS THE SEED OF A COMMUNITY OF PRACTICE (COP), AS PROPOSED BY WENGER
(1998A). SECOND, IT WAS POSSIBLE TO SEE A CLOSE RELATIONSHIP BETWEEN
WENGER S THEORY AND FREIRE S (2003) EDUCATIONAL AP- PROACH, WHICH SHOWED
THAT SOCIAL TRANSFORMATIONS ARE CONSTRUCTED ON THE BASIS OF
PARTICIPANTS WILL AND IN THE PRESENCE OF LEADERSHIP IN A HISTORIC
MOMENT. COMPILATION OF REFERENCES 3 17 ABOUT THE CONTRIBUTORS 342 INDEX
352
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| language | English |
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| spelling | Cases on collaboration in virtual learning environments processes and interactions [ed. by] Donna Russell Hershey [u.a.] Information Science Reference 2010 XLI, 358 S. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 317-341) and index Computer-assisted instruction / Case studies Shared virtual environments / Case studies Group work in education / Case studies Computer-assisted instruction Case studies Group work in education Case studies Shared virtual environments Case studies Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content (DE-588)4522595-3 Fallstudiensammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Russell, Donna Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018885457&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cases on collaboration in virtual learning environments processes and interactions Computer-assisted instruction / Case studies Shared virtual environments / Case studies Group work in education / Case studies Computer-assisted instruction Case studies Group work in education Case studies Shared virtual environments Case studies Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 (DE-588)4522595-3 |
| title | Cases on collaboration in virtual learning environments processes and interactions |
| title_auth | Cases on collaboration in virtual learning environments processes and interactions |
| title_exact_search | Cases on collaboration in virtual learning environments processes and interactions |
| title_full | Cases on collaboration in virtual learning environments processes and interactions [ed. by] Donna Russell |
| title_fullStr | Cases on collaboration in virtual learning environments processes and interactions [ed. by] Donna Russell |
| title_full_unstemmed | Cases on collaboration in virtual learning environments processes and interactions [ed. by] Donna Russell |
| title_short | Cases on collaboration in virtual learning environments |
| title_sort | cases on collaboration in virtual learning environments processes and interactions |
| title_sub | processes and interactions |
| topic | Computer-assisted instruction / Case studies Shared virtual environments / Case studies Group work in education / Case studies Computer-assisted instruction Case studies Group work in education Case studies Shared virtual environments Case studies Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computer-assisted instruction / Case studies Shared virtual environments / Case studies Group work in education / Case studies Computer-assisted instruction Case studies Group work in education Case studies Shared virtual environments Case studies Computerunterstützter Unterricht Aufsatzsammlung Fallstudiensammlung |
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