Discussion of multimedia chemistry courses in higher education focuses on the educational development of a Web-based organic chemistry tutorial which aims to enable students to learn chemical concepts through the manipulation of structural formulae and the provision of appropriate feedback. Describes the online chemical structure modeling tool and…

Reports on the New World Learning Symposium held in London in November, 2001 that discussed new learning technologies. Highlights include student preferences in distance education; developments in the United Kingdom and other countries; combining Web-based learning with traditional face-to-face classes and videoconferencing; and corporate…

A corporate university is an educational institution run by a company that functions as the umbrella for a firm's total education requirements. Such institutions often use innovations such as satellite-based and Web-based learning. Training professionals take on new roles such as technology specialists, alliance managers, and account managers.…

Provides technical training managers with an overview of the range of Web-based training solutions available to their organizations. Defines four broad categories of web-based training programs and characterizes each. Analyzes the most popular type (Web/computer based), and presents four levels of such programs. (RS)

An investigation of communication preferences among college students (n=142) indicated significant differences between student attitudes toward student-to-student and instructor-to-student communication. Findings indicate the need for educators incorporating the World Wide Web into their curriculum to adopt a learner-centered approach to…

Education utilizing the Internet is developing in a major way, but there are problems using these new facilities. Gardner's theory of individual differences which consider these problems are examined in detail. Various tools offered by the Internet and the Web are discussed, as are activities associated with all forms of their usage. (Author/AEF)

Adoption of web-based learning has inherent difficulties that are often downplayed: the potential for reinforcing socioeconomic divisions, when home computers become a requirement; gender issues in access and use; and the focus in computer-assisted learning on efficiency rather than quality of teaching and learning. (SK)

Describes the WISE (Web Interface for Statistics Education) that was developed to enhance student learning and understanding of core statistical concepts relevant in higher education. Discusses the use of Web technology; the impact on teaching; barriers to computer-based learning; and impact on student learning. (LRW)

Describes situated cognition, Vygotskian thought, the Zone of Proximal Development, and learning from the community of practice perspective. Conceptualizes learning principles for instructional design of Web-based electronic learning environments, including situatedness, commonality, interdependency, and infrastructure that includes…

Describes the development of a Web-based tutorial in the forensic science teaching program at the University of Strathclyde (Scotland). Highlights include the theoretical basis for course development; objectives; Web site design; student feedback; and staff feedback. (LRW)

Discusses the results of an online survey that was conducted to investigate the competencies needed for instructional designers to prepare Web-based instruction. Highlights include analytical skills; creative ideas; design ability; handling course management tools; and similarities between instructional design for traditional instruction and for…

Identifies problems associated with teaching and learning a complex subject such as engineering design within a restrictive educational environment. Describes the development of a Web-based computer aid in the United Kingdom which employs a multimedia virtual environment incorporating domain-specific knowledge-based systems to emulate a range of…

Describes how a Web-based course incorporated a protocol for self-directed student learning to foster students' self-regulation. (EV)

Reasons people do not complete online training courses include (1) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. Course delivery must consider three elements: the technology, course design, and the learning environment. (JOW)

Suggests that most instructors, administrators, and software developers assume that online interaction collaboration among students must follow the same format as traditional interaction in face-to-face classrooms. Describes examples of virtual classrooms that use the Web to create new kinds of possibilities for collaboration and learning. (LRW)