Applies elements of an instructional model (learner characteristics, criterial tasks, nature of materials, learning activities, instructional agent) and the interaction of these elements to the design of Web-based courses. (Contains 19 references.) (SK)

Describes a study that used an ethnographic approach with a dramaturgy strategy to examine Chinese higher education students' interactions and perceptions of social presence in online learning environments. Results indicate that social presence, including social context, online communication, and interactivity, affected Chinese students'…

Describes accreditation guidelines that are being developed to include electronically delivered educational programs and corporate training. Explains guidelines drafted by the Western Cooperative for Educational Telecommunications (WCET) and the Global Alliance for Transnational Education (GATE). (LRW)

Reports on the Association for Educational Technology (AECT) Summer Leadership Institute (Montreal, Canada, July 2000). The Institute opened with icebreaker activities. Then the results of last year's summer institute were reviewed. Participants re-acted to the fuzzy cognitive map that was generated last year. AECT and its future, Web-based…

One barrier to Web-based education is lack of an effective system to identify and authorize involved participants, content, and institutions. PKI (public-key infrastructure) is an emerging technology that can certify the correct identity of each person and communication in Web-based learning. A June 2000 National Science Foundation workshop…

Describes a Web-based learning environment that was designed to provide new learning opportunities for leadership facilitators to build content knowledge through interactive learning activities. Highlights include the iterative design process; human performance technology; learning environment design principles; and continuous improvement. (LRW)

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…