Registered nurses in an online nursing leadership course (n=33) reported a high level of confidence in attainment of objectives and leadership competencies; 57% felt the online course required more work. Faculty created a helpful learning environment with clear expectations and innovative assignments. (Contains 21 references.) (SK)

Case study research and a literature review suggest that formation of new learning communities is a strategy being used to meet demand for electronic learning products such as CD-ROMs and web-based learning tools. Companies, external experts, clients, and learners are the constituents of the learning community that must converge to create…

Examines implications of new Web-based technologies for the practice of work-based learning. Highlights include the nature of work-based learning, new technology, a model for a World Wide Web-based learning resource, providing links to learning resources, access to appropriate technology, and cost constraints. (LRW)

Ten tips for online courses are as follow: (1) provide technical support; (2) plan the program; (3) use it for soft skills; (4) offer training during working hours; (5) keep lessons short; (6) keep traffic moving; (7) avoid using plug-ins; (8) teach the basics; (9) retain the human touch; and (10) realize the Web won't put trainers out of…

Describes the trend toward customer-focused electronic learning by web retailers. Reasons for the shift include filling a support role, providing a service that competitors do not have, and adding to the revenue stream. (JOW)

Provides 12 steps for planning, implementing, and piloting Web-based training. Shows how a formal pilot can provide insight into how well the proposed solution will work within the organization. (JOW)

Discusses community of practice, situated cognition, learning as demand driven, learning as a social act, and learning via ways of seeing. Expands these ideas through Vygotsky's writings, including zone of proximal development and the general genetic law of cultural development; and considers implications for the design of Web-based learning…

Describes results from a preliminary study that determined the degree of use of the Internet and World Wide Web in secondary social studies classrooms in Indiana. Investigated barriers to Web use, and concluded that lack of relevant training was a factor in teachers not using the Internet and the Web. (Author/LRW)

The teacher education program at California State University at San Bernardino offers six teacher credentialing courses in both classroom and Web-based formats. Distance students create their own websites and post class assignments to them. (JOW)

Describes research that has investigated and compared students in face-to-face classes, Web-based classes, and hybrid courses which combine both methods. Presents a chart that shows comparative advantages of face to face versus virtual classes, and discusses results that show hybrid courses have the highest success rate. (LRW)

Analyzes teaching and learning processes of Web-based instruction (WBI) as shown in recent literature, and develops a theoretical framework of WBI using an existing distance education theory called Transactional Distance Theory to provide a better understanding of the pedagogical components of WBI. Discusses emerging learner collaboration and…

Describes a study of the training needs of small- and medium-sized enterprises in relation to the Internet, electronic commerce, and electronic data interchange in the United Kingdom, Poland, Slovak Republic, Germany, and Portugal. Discusses the development of a Web-based intelligent training system (WITS) as a result of the study. (Author/LRW)

The Sharable Content Object Reference Model (SCORM) is a technology framework for Web-based learning technology. Originated by the Department of Defense and accelerated by the Advanced Distributed Learning initiative SCORM was released in January of 2000 (ADL, 2003). The goals of SCORM are to decrease the cost of training, while increasing the…

It is our experience that many Web-based training (WBT) systems do not consider the latest advances in teaching or learning paradigms--they simply reflect Web technology. We believe that such a technical approach to building WBT systems has a number of drawbacks, since WBT systems are primarily about teaching and learning, rather than about…

Online orientation is provided due to the flexibility of online learning. The online orientation consists of the GIANT steps which stands for Get support, Identify your curriculum, Assemble your program, Navigate students through the pilot project and Test students.