Defines the physical and virtual space of high-tech classrooms in terms of one-to-many, many-to-one, one-to-one, and many-to-many communications modes. Urges an active approach to using information technology that includes administrative and technical support, rewards for innovation, training, security, and good design. (SK)

Describes the Application Development for the Distributed Enterprise (ADDE) project, a methodological set that supports the design of distributed business processes and information and communication technologies. Discusses principles behind ADDE, guidance on definition and planning of application development, guidance on distributed application…

Raises questions about the nature of human relationships and education in online learning. Suggests that preference for electronic learning is highly individual. Discusses issues related to image versus reality, trust, tone, subtlety, spontaneity, and authenticity in computer-mediated communication. (SK)

Uses classroom excerpts to examine issues of "playfulness" and "gaming" in computer-mediated communication (CMC). Offers theories and historical constructions of literacy and play for instructors to conceptualize the construction of boundaries between productive and nonproductive language behaviors in CMC. Argues that CMC's empowering capabilities…

Discusses and illustrates corporate Internet use in a geographically spread consulting firm (James Martin & Co.), focusing on idea sharing, vision, client information, and results. Argues that an intranet is an effective way of making intangible vision and mission pledges more tangible. (PEN)

Five key changes have taken place in distance education: (1) shift from multimedia-based to online education; (2) shift from transmission to constructivist models; (3) growing acceptance and expansion of distance education; (4) distance methods adapted across education; and (5) evolution from modernist/bureaucratic forms to postmodern, focusing on…

Proposes a methodology for the analysis of text-based interchanges on computer-mediated conferences used in distance education courses which is based on speech act theory and which takes the illocutionary act as its unit of analysis. This methodology is used to compare messages from two conferences and to show differing patterns of interaction.…

Argues that the Interaction Account of language learning evokes a narrow view of computer assisted language learning (CALL), and that it does not differentiate sufficiently between the types of CALL now commonly practiced, particularly with regard to the distinctive characteristics of the modes available under the rubric of computer-mediated…

Studied the feasibility and effectiveness of computer-mediated (CM) focus groups. Comparisons of 3 CM focus groups, with 8, 9, and 20 undergraduate participants and 2 face-to-face focus groups (7 and 8 undergraduates) shows that the CM environment may lessen participants' concerns about what the moderator thinks of them and reduce withholding…

Describes briefly e-mail and listservs. Discusses the promise and perils of e-mail for teacher-student electronic communication, and shows how listservs can provide solutions for e-mail problems involving communicating with large groups of students. (SR)

Presents a framework for the development of Web-based learning environments that is focused on shared hypermedia, a new form of computer-mediated communication. Highlights include how communication and interaction are changed by computers; changes in training as a result of the Internet; situated action theory; and creating communities of…

Introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in computer-mediated communication. Bases FCA on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies, and proposes use of FCA combined with content analysis to analyze computer-mediated communication. (Author/LRW)

Mentoring is an increasingly important function for career success. Many special groups, however, have difficulty finding a mentor. One solution is virtual mentoring--selecting and interacting with mentors on the Internet. Discusses advantages of virtual mentoring over other forms of mentoring, describes examples of Internet mentoring for various…

Three examples of computer-mediated communication are given: electronic bulletin board for health education workers, distance course for adult literacy practitioners, and electronic meeting for postgraduates in adult education. They illustrate educational issues of telematics: most learners do not have access to leading-edge technology,…

An instructor's reflections on face-to-face and computer-mediated courses clarifies assumptions about teaching and principles of adult education. She concludes that the approach to teaching is fundamentally the same in both methods, but instructional roles and strategies differ. (SK)