The Virginia Community College System (VCCS) has developed a model for distributed learning that addresses around-the-clock access and support, leverages the resources of 23 institutions, and retains the pedagogical integrity of courseware. The model, a four-pronged approach, addresses the technology infrastructure, portals, content, and delivery.…

The research described in this paper is concentrated on the demand for high quality interchangeable knowledge objects capable of supporting dynamic learning initiatives. The general metadata models (Dublin Core, IMS, LOM, SCORM) for knowledge objects enrichment are reviewed and a critique is provided in order to claim the importance of the…

Guidelines represent an important instrument in the development of Web-based Training (WBT). They help to create reliable, portable, and interoperable standardized WBTs of high-quality. The development of guidelines can be considered as a key success factor regarding the effectiveness of WBTs. The effects of guidelines can be both favorable and…

Education is moving towards revenue generation from such channels as electronic learning, distance learning and virtual education. Hence learning technology standards are critical to the sector's success. Existing learning technology standards have focused on various topics such as metadata, question and test interoperability and others. However,…

Outlines fruitful areas of information and instructional technology (IIT) in education research: pedagogy of online environments; simulation, visualization, and modeling; mind-tools or cognitive tools; assessment tools; wireless computing; tools for learning communities; tools for project work and authentic tasks; integration of media, tools, and…

This book provides information for researchers and practitioners on the current issues and best practices associated with electronic learning communities. Fourteen contributed chapters include: "Interactive Online Educational Experiences: E-volution of Graded Projects" (James Benjamin); "Hybrid Courses as Learning Communities"…

Presents a model of differing ways to view technology in its relationship with learning. Discusses these five overlapping categories (or lenses) that capture key areas in which technology may facilitate learning: (1) from technology, (2) with technology, (3) around technology, (4) through technology and (5) through technology-supported assessment…

Discusses the change from a teacher-centered approach when computers were first used in the classroom to a learner-centered approach. Highlights each of six articles presented in this special issue that explore the issues related to using the computer as a tool to learning with, rather than to learn from. (AEF)

This digest briefly reviews connections among the literature on the adoption of innovations, technology integration, and the value of reflection in encouraging educators to explore the integration of new educational technologies into their current teaching practices. An approach to prompting reflection is described, which uses structured guidance…

This practitioner-oriented article addresses some of the more commonly overlooked areas of online instructional development. Five sections discuss specific aspects of online program planning and development: (1) Building a Strategic Plan; (2) Technology Planning and Selection; (3) Systemic Instructional Design Considerations; (4) Training and…

Reports on the 11th Annual E-Learning Conference and Expo (Washington, DC, April 17-20, 2001). Papers presented in panel sessions included (but were not limited to) these themes: transforming traditional courses into e-learning; cost and benefits analysis; instructional design; technical issues; health hazards of wireless technologies; developing…

Traditional views in instructional technology are often based upon the application of scientific knowledge. An alternative paradigm, post-modernism questions whether science alone offers the best approach to teaching and learning. Post-modernism offers alternative perspectives on the theory and practice of instructional technology; however, its…

Presents seven strategies to assist educators in providing students with a high quality online communication experience: begin with curriculum; spend time planning; encourage a positive social climate; understand the unique nature of online communication; encourage good reading and writing skills; deal with inappropriate behavior and attitudes;…

The sixth in a series, this article presents an interview with Dr. Todd Hoover, Associate Professor of Curriculum Instruction and Educational Psychology at Loyola University Chicago, whose work has included designing developing, and assessing major initiatives for the integration of technology into learning and teaching. (AEF)

Explores online faculty backgrounds, concerns, and online teaching practices. Participants were all of the instructors at the State University of West Georgia who taught online courses in the fall 1999 semester. Findings provide administrators with information to consider as they wrestle with online delivery issues such as course size limitations…