Discusses blended learning strategies and reports results of a two-year empirical study that concludes that blended learning methods boosts employee productivity over single-delivery options. Highlights include examples from a variety of companies that included scenario-based exercises; realistic business situations; mentors; classroom…

Describes a modular master's program in project management. Explores relationships between return on investment, management competencies, and learning outcomes in the context of industry-academic partnerships. Discusses the managed learning environment using WebCT. (Contains 40 references.) (SK)

Describes the Bryant College Collaborative Learning at a Distance (CLD) program in Belarus. Program components include Web-based courses, international virtual roundtable discussions via e-mail, seminars on business skills and Web design, Internet protocol video conferencing between the United States and Belarus, a faculty exchange and training…

A survey of 34 master's of business administration students with experience of web-centric learning found it had positive effects on social interaction, involvement with course content, technical skills in electronic environments, and the overall learning experience. (Contains 23 references.) (SK)

Discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT), a school-based professional development program involving K-12 teachers from rural Indiana schools that was developed by Indiana University. Describes the use of Web-based asynchronous conferencing to post technology…

Describes a study that investigated the effectiveness of Web-based learning using learner control with advisement for non-American English as a second language (ESL) undergraduate students at the National Taiwan Normal University. Results showed students with advisement improved significantly faster than students without advisement on learning…

Describes a pilot study that compared three course formats in an undergraduate course: traditional format, Web-based section, and a hybrid that mixed traditional and Web-based methods. Discusses student performance, student satisfaction, instructor experiences; and implications and recommendations for Web-based courses. (LRW)

Describes an inventory of the minimum technical competencies faculty members believe students should possess to be successful in Web-based instruction based on faculty surveys. Results of student surveys indicated that faculty concerns were justified that students did not posses the required technical skills needed for successful achievement in…

Discusses course material organization for Web-based courses that rely on the instructor's mental models of organization and describes a study that was conducted to determine if a discrepancy exists between instructor organization and student expectations of where to find materials. Highlights include a theoretical framework; categorization; and…

Examines recent literature on Web-based instruction by looking at authors who take a positive approach to Web-based education and who feel that it is learner-centered. Topics include access to education; active learning; personal contact between instructor and learner; collaboration; learning styles; and assessment. (Author/LRW)

Describes an online interpersonal-skills course, including a guide to Web self-assessment instruments, assignments using online tools, interactive and reflective activities, and teaching and implementation issues. (SK)

Twelve learner-centered recommendations for Web-based instruction are discussed, relating to safe learning communities; student engagement; students' choice; facilitating learning; public and private feedback; apprenticing student learning; recursive assignments; electronic writing and reflection activities; student Web link suggestions; clear…

Describes a recent computer-supported cooperative-learning (CSCL) project called TSCL (Telematic (and IT) Supported Co-operative Learning) which builds upon distributed knowledge and constructivism. It takes the opportunity of Internet-based communication tools to allow students to participate in nonschool environments such as expert discussions,…

A description of web-based nursing education at the University of Southern Indiana is used to frame a discussion of changes distance education causes in the teacher role (instructional design, interaction, time and technology management, outcome evaluation) and student role (time and technology management, interaction, self-direction). (SK)

This overview of development of Web-based college courses discusses: costs and benefits of Web tools; a 10-level Web integration continuum; a learner-centered view of Web learning; ways to embed critical thinking, creative thinking, and cooperative learning into Web-based courses; sample Web courses and tools; and pedagogical implications.…