Discusses an exploration with the use of interactive learning on the Web in an Introduction to C Programming Course taught at Cleveland State University, and compares the results with the same course taught during a previous semester using no interactive Web instruction. (Author/AEF)

Reports on the 11th Annual E-Learning Conference and Expo (Washington, DC, April 17-20, 2001). Papers presented in panel sessions included (but were not limited to) these themes: transforming traditional courses into e-learning; cost and benefits analysis; instructional design; technical issues; health hazards of wireless technologies; developing…

Presents a study that addresses the importance of instructional metacognitive knowledge of university freshman through the use of a survey covering: (1) instruction in general; (2) instruction in two different environments; and (3) specific delivery systems and concrete interventions. Finds that instructional experiences affect the student's…

Compares the learning outcomes of an Internet-delivered course to the educational outcomes of the same course delivered in the classroom. The higher level of cognitive learning achieved by the online group was attributed primarily to the self-selected nature of the online students. Also associated with the higher learning outcomes were the…

Uses a case study approach in examining the attitudes and motivations of five teacher educators who used technology in their classroom. Identifies and discusses six common elements of multicultural technology integration and concludes with a general discussion on the need to combine pedagogical methods with a practical vision of technology use and…

Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented:…

This paper concerns the development and use of learning objects to address a real and urgent educational problem--the teaching and learning of introductory programming. The paper outlines the design principles and development process involved in creating self-contained learning objects that are pedagogically rich. It describes how the objects were…

We present a methodology for designing better learning environments. In Phase 1, 6th-grade students' (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit contextual, conceptual, or procedural knowledge each improved students' ability to add and subtract…

Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented:…

This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students' online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the…

This research describes course design elements most valued by adult learners in blended learning environments that combine face-to-face contact with Web-based learning. It identifies the online course features and the instructional design goals selected as most important by a sample of 67 adults and compares the group rankings with those of…

Online courses may not be for everyone. However, when eLearning is the only opportunity to receive education, it will be one of the instructor's responsibilities to ensure the eLearning experience is as compatible and comparable as possible to students' prior experience. Any online program may have to accommodate those who are limited to the…

Lesson and unit plans designed by preservice teachers who developed their plans using the backward design model or a traditional model of curriculum design were compared. Two independent raters scored 153 lesson and unit plans developed by preservice teachers in two different sections of Educational Planning and Management. The plans were…

Development of Web-based learning has started a revolution in instructional design that is providing new opportunities for education. Instructional design for educational purposes is the systematic design of teaching and learning environments as well as instructional systems. Instructional design may include various facets of didactic methods…

History teaching continues to be driven by an overriding emphasis on information coverage. This trend has resulted in a fragmented approach to teaching that privileges the acquisition of facts over in-depth study (Evans 1989; Evans, Avery, and Pederson 1999; Goodlad 1984; Newmann 1988; Onosko 1992, 1996; Onosko and Swenson 1996; Wiggins 1989).…