Attitudes of nursing students in required (n=31) and elective (n=29) online courses were favorable both before and after courses. Preferences for online or classroom format remained stable; most preferred online. Those in elective courses were slightly more favorable, perhaps because of their high-stakes nature and students' first-year status. (SK)

Discusses results of analysis of data collected over four semesters of a situated graduate course in Web-based instruction that investigated synchronous versus asynchronous interaction; the importance of technical skills; aids and barriers to the establishment of a learning community; affective dimensions of Web-based instruction; and the…

Describes a project that converted a stand-up training class to an interactive Web site posted on an Intranet for access by all employees. Topics include the wide range of possible users with different locations and time schedules, cognitive flexibility theory and flexible learning environments, and use as an electronic-performance support system.…

Describes how adult learning theory was used to restructure registered nurse courses for online instruction. Hardware/software needs, technical support, instructional model, teaching-learning considerations, and evaluation are discussed. (SK)

Discusses problems that users with disabilities, particularly visual impairments, have with Web-based classes. Discusses efforts by the Texas Commission for the Blind to offer Web-based training to visually impaired staff members; and explains how to test a Web site for accessibility and how to make a Web site more accessible and effective. (LRW)

Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

Discusses the merits of regularly scheduled chat room interactions as an important component for Web-based instruction. Topics include asynchronous communication; the importance of interaction; experiences with virtual classrooms; the development of knowledge; advantages of computer-mediated communication; social presence; and student perceptions…

Describes a study that assessed faculty needs for incorporating Web-based instruction into the teacher education curriculum. Defined optimal performance, assessed actual practice, and identified the gap separating the two, in order to understand the technological and pedagogical requirements necessary to prepare education faculty for the paradigm…

Of 19 college algebra classes, 12 used WeBWorK and 7 used traditional paper and pencil homework (PPH). Given the earlier quantitative result that no significant difference in performance between WeBWorK and PPH classes was found, a qualitative analysis of 358 student and instructor surveys revealed 3 primary categories of student perceptions…

For over a decade, the authors have been involved in a design theory experiment providing software for high school students preparing for the descriptive question on the Advanced Placement (AP) chemistry examination. Since 1997, the software has been available as a Web site offering repeatable practice. This study describes a 4-year project during…

In the mid-1990s, educators began exploring ways to make effective use of the vast information resources that were rapidly emerging on the Internet. Rather than using these new Web-based materials for low-level scavenger-hunt types of activities, school library media specialists sought ways to promote higher-order thinking through authentic…

There has been little research on the effectiveness of different training strategies or the impact of exposure to treatment manuals alone on clinicians' ability to effectively implement empirically supported therapies. Seventy-eight community-based clinicians were assigned to 1 of 3 training conditions: review of a cognitive-behavioral therapy…

In the past, projection systems were large, heavy, and unwieldy and cost $3,000 to $5,000. Setup was fraught with the challenges of multiple wires plugged into the backs of desktop computers, often causing confusion about what went where. Systems were sometimes so difficult to set up that teachers had to spend pre-class time putting them together.…

Inquiry-based teaching and learning and technology integration are integral parts of the National Science Education Standards ad AAAA Project 2061 Benchmarks for Science Literacy. It is found that there are very few chemistry WBIs in the public domain, and the WBIs found are with a limited scope and content coverage and so the need for extensive…

E-learning is commonly thought of as a means of overcoming the constraints of time and space: offering the possibilities of "anytime, anywhere" learning. The argument in this paper is not intended to debunk this as a myth, but to examine some of the ways in which time and space are understood in relation to learning and e-learning. In the context…