This introduction to the Internet and World Wide Web identifies benefits of the Internet to teachers and students, defines key terminology, considers some barriers to Internet use, and offers suggestions for integrating the Internet into the curriculum. An annotated listing of World Wide Web sites of interest to teachers is included. (DB)

Focuses on five unresolved challenges of digital education in higher education: faculty workload, continued dominance of traditional pedagogy, the state of assessment, flaws in the accreditation process, and the state of educational research in the area. (EV)

Describes an Internet-based image database system connected to a flexible, in-class teaching and learning tool (the Madison Digital Image Database) developed at James Madison University to bring digital images to the arts and humanities classroom. Discusses content, copyright issues, ensuring system effectiveness, instructional impact, sharing the…

Highlights the top ten mistakes in academic Web design: (1) bloated graphics; (2) scaling images; (3) dense text; (4) lack of contrast; (5) font size; (6) looping animations; (7) courseware authoring software; (8) scrolling/long pages; (9) excessive download; and (10) the nothing site. Includes resources. (CMK)

Provides three ways to implement derivative pricing models. Offers a detailed description of how to implement the models that extends from writing the computer codes to applying the models. (JEH)

Argues that the Internet and World Wide Web are convenient mechanisms for providing students in world regional geography courses with up-to-date information. Describes how Web technology can be used to set up an electronic reserve library with links to Web sites and materials related to the specific course content. (DSK)

Discusses Web-page design in schools and the software that is available, so students don't have to learn (hypertext markup language) HTML to create Web sites. A list of appropriate software is included, examples of integrating Web page design into the curriculum are given, and resources and educational sample Web pages are listed. (LRW)

Describes areas where faculty members can aid students in making intelligent use of the Web in their research. Differentiates between subject directories and search engines. Describes an engine's three components: spider, index, and search engine. Outlines two misconceptions: that Yahoo! is a search engine and that search engines contain all the…

Describes the introduction of the World Wide Web into an advanced course in social psychology using activities that entail collaboration and knowledge sharing, direct experience with information in various formats, and manipulation of information into new formats. Discusses the strengths and weaknesses of using the Web in this context. (DSK)

The authors describe and evaluate quality assessment methods in a health care course that utilized web technology and various active learning strategies. The course was judged successful by student performance, evaluations and student assessments. The instructors were pleased with the outcomes achieved and the educational pedagogy used for this…

Proposes a real-time collaborative framework for geometric modeling. Assessment results show that the collaborative environment was useful in design education. (MM)

Examines the potential and hazards of using the Internet in American education. Concludes that Internet technology must be guarded when used by children and that there is no foolproof technological solution to protecting children against unacceptable information on the Internet. Maintains that a balance between using filtering software and…

Summarizes recent research into patterns of Internet use in schools providing detailed pictures which suggest that in the majority of schools, the use of the Internet is at a very early and restricted level of use. Reflects on the communication aspects of the Internet and web-based resources. (Contains 19 references.) (Author/ASK)

Explores World Wide Web sites developmental students can visit to improve their writing, study, math, and reading skills. (VWC)

Examines student reactions and learning in an undergraduate biochemistry course taught in a studio classroom. Uses the criteria of student learning and reactions for evaluation. (Contains 12 references.) (Author/YDS)