Numerous benefits of student-centered web-based learning environments have been documented in the literature; however the effects on student learning are questionable, particularly for low self-regulated learners primarily because these environments require students to exercise a high degree of self-regulation to succeed. Currently few guidelines…

This article proposes a theoretical framework for the identification and classification of the various processes that constitute Web-based education. The framework is based on the following premises: (1) Education may be regarded as a "corrective process," since it is aimed at bringing about a desired change in students' knowledge and…

Purpose--The aim of this paper is to describe a study of online, asynchronous dialogues between tutors and nine work-based postgraduate learners on learning through work (LtW) programmes. Design/methodology/approach-- Adopting a constructivist perspective and using a qualitative approach, 670 messages were segmented into semantic units and…

Influenced by constructivist educational theory and advances in technology, there is increasing interest in authentic activities as a basis for learning in both face-to-face and Web-based courses. Whereas traditionally, real-world activities have primarily served as vehicles for practice of skills or processes that are taught using traditional…

This paper provides guidelines for designing metacognitive maps in web-based learning environments. A metacognitive map is a visual interface-based tool that supports metacognition throughout the entire learning process. Inspired by the four key metacognitive skills of planning, monitoring, evaluating, and revising, the metacognitive map is…

As increasing amounts of study materials migrate onto the Web, a future is now conceivable in which using the Web for studying will be the most common method of studying. However, there is the suggestion that using the Internet can evoke specific types of anxiety in novice adult students. This study investigated the effects of using the Web to…

This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy--and then critiques what he describes as a "fetishisation"…

Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with traditional pedagogy instantiated by course management systems raise questions about the quality of…

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to facilitate SRL: the first one (e-Dalgo) is a website dedicated to the learning of algorithms and computer programming. It is structured as a classical…

This study explored relations between students' motivational and cognitive orientations as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ), and their attitudes and choices relating to online lecture viewing. Examination performance was also assessed to determine if there were particular affinities between certain…

Virtual Learning Environments (VLEs) are increasingly used by Higher Education Institutions to manage and enhance teaching and learning, and research. Discussion, chat, scheduling, and other collaboration tools make VLEs especially useful systems for designing and managing complex group projects. In the spring semester of 2006, students at the…

Teaching today's students requires an integration of learner-centered pedagogy with innovative technological resources. In this article, Blase Scarnati and Paula Garcia describe the redesign of a junior-level music history course guided by learner-centered principles and driven by a fusion of stimulating technology-based learning tools and…

Online and face-to-face courses are often viewed and studied as two distinct worlds, but the social field of the teacher who teaches them may well include both, and both the teacher and the courses he or she teaches may be transformed by the movement from one environment to the other. Susan Lowes explores this two-way interaction between…

How to move science-based labs online has been one of the main obstacles associated with the development of online science programs. In the spring of 2006 and again in 2007, we organized online workshops broadly based around the central theme of Moving the Lab Online. The objective of these workshops was to provide a forum for the exchange of…