IMPACT of INFORMATION and COMMUNICATION TECHNOLOGY on TEACHING and TRAINING: a QUALITATIVE SYSTEMATIC REVIEW a Dissertation

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON

TEACHING AND TRAINING: A QUALITATIVE SYSTEMATIC REVIEW

A dissertation presented to

the faculty of

the College of Communication of Ohio University

In partial fulfillment

of the requirement for the degree

Doctor of Philosophy

Ziad I. Akir June 2006

This dissertation entitled

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON

TEACHING AND TRAINING: A QUALITATIVE SYSTEMATIC REVIEW

ZIAD I. AKIR

has been approved for

the School of Telecommunications

and the College of Communication by

Don Flournoy

Professor of Telecommunication

Gregory J. Shepherd

Dean, College of Communication

AKIR, ZIAD I., PH.D., June 2006, Mass Communication

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON

TEACHING AND TRAINING: A QUALITATIVE SYSTEMATIC REVIEW (233 pp.)

Director of Dissertation: Don Flournoy

This dissertation investigates information and communication technology (ICT)

systems and their applications and use in teaching and training in universities and

corporations. The aim is to identify and map studies that might shed light on the impact of ICT systems on teaching and training, and to undertake an in-depth analysis of the

identified literature. The context of the study is the growing prevalence of information

and communication technology (ICT) use in academic and corporate training. Although

there has been considerable research in this area, several issues still require further

investigation. A closer look reveals that corporations have been focusing on technology

without giving much attention to pedagogical issues of learning. This is in contrast to universities where attention is usually given to learning pedagogy without realizing the full power of ICT in enhancing and even re-creating teaching and learning practices.

Moreover, managing technological change in organizations is a challenging issue that requires further research in both academic and corporate settings. A qualitative systematic review has been conducted to develop a framework for the integration of ICTs

into teaching and training in universities and corporations. Understanding technological innovations, coupled with understanding of educational principles and organizational challenges, should lead to new applications of technology that will transform the process

of teaching and training. The research method used is replicable as times goes by so the study is scalable as new technologies appear and pedagogical principles adopted.

Approved:

Don Flournoy

Professor of Telecommunication

ACKNOWLEDGEMENT

Above all, I would like to thank God Almighty, Allah, the Most Gracious and the

Most Merciful, for the guidance, compassion, and mercy which He has bestowed upon me throughout my entire life and in particular while working on this dissertation.

My journey in life brought me to Ohio University as a young engineering student

in 1984. Since then, Athens and Ohio University have become part of my life. Not only

that Ohio University gave me all my academic higher education, but it also gave me my

beloved Indonesian wife, Rinalda.

My greatest debt goes to Dr. Don Flournoy, my dissertation advisor and my warm hearted father. He, and his wife Mary Ann, have been our parents as we were away from

our parents, and their house and lovely farm have been our home away from home. Don

and Mary Ann are the most fabulous educators and mentors I have ever met. I also

would like to extend my appreciation to my mentor Dr. Ann Kovalchick who despite her

difficult times after Hurricane Katrina, remained committed and enthusiastic about my

work and stayed with me till the end. Dr. Anita James and Dr. Thom Luce were also two

unique educators who coached me and always believed in me and my abilities to achieve

my goals.

I really can not find words to thank the main force behind me and behind all my

achievements: my lovely wife Rinalda whose endless support, help, and encouragement

brings me to the level I have reached today. The support and encouragement of our

families in Palestine and Indonesia have been also a main fuel that kept me going and

determined to reach my goals and always make them proud of me.

Special thanks goes to my friends Munjed Kara-Hamoud, Abdul Majeed Al-

Ghamidi, Jameel Al-Humaid, Bassem Majali, Faisal Abdul Fattah, Ali Al-Shomrani,

Nadim Ayche, Mansour Al-Odwan, Talal Al-Odwan, Ahmad Al-Ahmadi, Adel Al-

Ahmadi, and all my beloved brothers and sisters in the Athens Muslim community who have always showered me and my wife with their companionship, and provided us with the comfort of an extended family atmosphere.

TABLE OF CONTENT

ABSTRACT...... 3

ACKNOWLEDGEMENT...... 5

LIST OF TABLES ...... 10

LIST OF FIGURES ...... 11

CHAPTER ONE: INTRODUCTION...... 12 1.1 Statement of Problem ...... 12 1.2 Objectives and Significance of the Study...... 13 1.3 Research Questions ...... 15 1.4 Basic Assumptions ...... 16 1.5 Definition of Terms ...... 17 1.6 Limitations...... 18 1.8 Organization of the Dissertation...... 19

CHAPTER TWO: RESEARCH FRAMEWORK...... 21 2.1 Introduction ...... 21 2.2 Theories of Media Use ...... 23 2.3 Approaches to ICT-Based Education ...... 26 2.4 Diffusion of Innovations...... 34 2.5 Learning in Organizations ...... 45 2.6 Technology and Organizational Culture...... 47 2.7 Summary ...... 51

CHAPTER THREE: RESEARCH METHODOLOGY ...... 53 3.1 Introduction ...... 53 3.2 Systematic Reviews...... 54 3.3 Document Analysis ...... 60 3.4 The Researcher ...... 61 3.5 Data Collection...... 62 3.6 Procedures of Data Collection...... 63 3.7 Data Extraction and Analysis ...... 66

3.8 Summary ...... 67

CHAPTER FOUR: PRILIMINARY FINDINGS...... 68 4.1 Introduction ...... 68 4.2 Analysis of the Qualitative Data...... 70 4.3 Data Classification Framework ...... 76 4.4 Summary ...... 80

CHAPTER FIVE: TECHNOLOGY SYSTEMS ...... 81 5.1 Hypermedia Systems ...... 81 5.1.1 The World Wide Web...... 82 5.1.2 Uses of the WWW in Teaching...... 83 5.1.3 Learning and Content Management Systems (LMS) and Standards ...... 86 5.1.4 Issues and Considerations in WWW-Based Courses...... 88 5.1.5 Other Hypermedia Tools for Teaching...... 94 5.2 Communication and Computer Supported Collaborative Work (CSCW)...... 95 5.2.1 Electronic Mail ...... 95 5.2.2 Computer-Supported Collaborative Work (CSCW)...... 96 5.2.3 Issues with CSCW Systems in Teaching...... 98 5.3 Digital Video Systems and Technology ...... 100 5.3.1 Digital Video for Teaching...... 101 5.3.2 Challenges in Using Digital Video for Teaching...... 103 5.4 Mobile and Wireless Systems...... 105 5.4.1 Laptops and Tablet PC ...... 106 5.4.2 E-Books and Personal Digital Assistants...... 107 5.4.3 Issues in Mobile Wireless Teaching...... 108 5.5 Java Technology...... 109 5.6 Other Systems for Teaching ...... 110 5.7 Technology-Rich Classrooms...... 116 5.7.1 Classroom Presentation Tools ...... 118 5.7.2 Technology-Rich Classrooms Implementations...... 119 5.7.3 Student Response and Voting Systems...... 122 5.7.4 Issues with Technology-Rich Classrooms...... 124 5.8 Summary ...... 124

CHAPTER SIX: ORGANIZATIONAL ISSUES ...... 126 6.1 Diffusion Theories and Instructional Technology...... 126 6.1.1 Diffusion Theories and Technology Adoption ...... 127 6.1.2 Barriers to Technology Adoption...... 130 6.2 Faculty Development and Organizational Support...... 134 6.2.1 Approaches to Faculty Development...... 135 6.2.2 Copyright and Intellectual Property...... 140 6.3 Summary ...... 142

CHAPTER SEVEN: DISCUSSION AND CONCLUSIONS...... 143 7.1 Introduction ...... 143 7.2 Evaluating the Systematic Review ...... 144 7.3 Developing a Standard Review System...... 147 7.4 Classification Model for Integrating ICTs in Teaching and Training...... 150 7.5 Limitations of the Method ...... 151 7.5 Summary and Conclusion...... 153

REFERENCES ...... 154

APPENDIX A Initial List of Journals and Number of Articles in Each Journal ……………………161 APPENDIX B Final List of Journals and Number of Articles in Each Journal……………………...163 APPENDIX C First List of Identified Articles Based on Journal/Database………………..………..164 APPENDIX D Second Iteration List of Articles Based on Journal/Database (All Articles Labled)...180 APPENDIX E Third and Final Iteration List of Articles (All Articles Labled)……………………..192 APPENDIX F Final List of Articles According to Themes…………………………………………203 APPENDIX G Data Extraction Sheet………………………………………………………………..215 APPENDIX H Sample Data Case Studies and Examples……………………………………………218 APPENDIX I Links to Companies,Universities, and other Organizations……………………...…. 233

LIST OF TABLES

Table 3.1 Initial categorization of journals and digital libraries………………………... 64 Table 3.2 Inclusion and exclusion criteria for articles …………………………………66 Table 4.1 List of technologies identified in the review………………………………..... 70 Table 4.2 Classification of technologies identified in the review …………………….…77 Table 4.3 List of pedagogical/educational uses identified in the review ………………..78 Table 4.4 Mapping of ICT systems and pedagogical uses ………………………………79 Table 4.5 Organizational issues identified in the review ………………………………..80

LIST OF FIGURES

Figure 3.1 Tabulation, indexing, and archiving of all articles used in the review …...….65 Figure 4.1 Mapping research perspectives to intended audiences ………………………77 Figure 7.1 Components of a systematic review system…………….…………….…… 147 Figure 7.2 Filtering process for articles and databases….…………………………...... 148 Figure 7.3 Research evidence in an educational technology library………………...... 150 Figure 7.4 General ICT classification frame work for teaching and training…………. 152

CHAPTER ONE: INTRODUCTION

The growth in number and variety of information and computer technologies (ICT)

has signaled a major transformation in teaching and training processes (Duggan, et al.,

2001; Wood, 1995). Corporations and institutions of higher learning are increasingly

adopting ICT as tools for learning, collaboration, communication, curriculum

development, and staff development. Issues of ICT for education and training are more

critical today than ever before since new means of improving instructional methods are

triggering a change in the delivery of education (Pajo & Wallace, 2001). This

development influences university and corporate practices and policies and changes our

conceptualization of teaching and training.

Many reasons have been suggested as to why ICT-based instruction is an ideal

complement to established methods of education and training. ICT makes access to

education more flexible and reduces barriers of time and place. Asynchronous web-

based technologies, for example, can advance the effectiveness of learning by bringing

learners into contact with learning peers from around the world (Lea, Rogers, & Postmes,

2002). Communication technologies can also enhance the quality of university teaching and research as well as corporate training systems.

1.1 Statement of Problem

Many approaches to technology-integration are based on personal experiences

that reflect the faculty member’s or trainer’s own preference and exposure. During the

past ten years, a large number of studies and reports have addressed the issue of ICT-

integration into teaching, and many have examined and reported the impact of such technology on the teaching process from the faculty and/or trainers perspective. This research has focused on various aspects of the problem: some technological, some pedagogical, and some organizational. Within the overwhelming number of research studies are contradictory results and radically different approaches. This can cause confusion to instructors as well as decision and policy makers in academic and corporate settings.

This dissertation tackles the problem of user management of the vast research on

technology and teaching by conducting a qualitative systematic review of the available

literature. The goal is to produce a one-point reference of the major technologies, educational techniques, and organizational issues that have to be addressed when organizations and institutions of higher learning embark on initiatives to integrate ICT in

teaching and training. Such a reference will be for educators, trainers, and policy makers.

The produced systematic review system can be used to replicate this study in the future

for other time periods.

1.2 Objectives and Significance of the Study

The need for scientific evidence to support the process of teaching with

technology has never been greater given the vast array of available technologies and

educational systems. In addition, the body of knowledge on which educational technology systems and practices are based changes rapidly as technology advances.

Educators and trainers must decide which pedagogical approaches, products, and

technologies should be invested in and implemented when there is often no standard or

basis for comparison.

To deal with the emerging challenges and changes in the way we teach and train,

and to cope with the massive growth in educational technology information, academic

decision-makers and training executives need to know how to evaluate the impact of ICT

on instruction, its cost and effectiveness, how it delivers information, and its accessibility.

For example, corporations and universities alike recognize the power of e-learning to

transform people, performance, knowledge and skills (Henry, 2002). Students expect to

come to universities to learn about and learn with Internet technology. Corporations can

say who they are and what kind of employees they want on the WWW, and students can

easily find the information. Employers look for graduates with such skills as creativity,

adaptability, flexibility, problem solving, scenario analysis, networking, and time

management, skills that can be acquired and demonstrated with the help of technology.

While there is greater interest in the ICT use in teaching, there is more to be

known about how ICT can be integrated and applied for best effect. The need to know

what is happening with technology-enhanced teaching is now imperative. This includes,

among other things, understanding what technologies to use in specific teaching/training situations, how the various teaching and instructional practices are being impacted, how instructors’ perception and thought about teaching is being modified, and how the role and culture of the organization/institution is changing with the introduction of new technology.

Systematic reviews have become an increasingly important means by which

research results are investigated, collected, sorted, appraised, and summarized.

Systematic reviews are the compiling of core information and results of a large number of

studies, articles, and reports. Such reviews have become an important resource for

educators and policy-makers wishing to evaluate certain products or assess particular teaching approaches.

The objective of this dissertation is to produce an open and scalable classification framework of the use of information and communication technology systems in teaching and training. This framework is generic in the sense that it will not deal exclusively with a particular product, platform, or environment. Instead, the dissertation will classify ICT systems based on their educational/pedagogical uses in teaching and training as well as the organizational issues surrounding the adoption and deployment of such systems in organizations. As new technologies are developed, they can be added into this

classification framework to expand it. It is the intention of the researcher to make this

study dynamic as time goes by to keep benefiting organizations and their faculty

members, trainers, and decision-makers.

1.3 Research Questions

The main objective of this research was to develop an overall framework for

understanding various computer-based systems and their impact on teaching and training.

The aim was to identify and map selected studies that might shed light on the impact of

ICT systems on universities and corporate environments, and to undertake an in-depth

review of that literature. In addition, the research looked at the technological, educational,

managerial, and organizational challenges that have to be considered when deploying

ICT systems. Such issues as instructional design that take into consideration technology

and pedagogy were considered.

The research was guided by three main themes: (1) technological development of

tools and applications, (2) pedagogical issues, and (3) organizational issues. The

theoretical framework of the study was drawn from media uses theory, diffusion of

innovations, and learning theory. The result is a framework for better assessing potential uses of ICT for teaching and training. The systematic review was guided by these main questions:

Question 1 (Technological): What are the various ICT systems and their characteristics

being used for teaching and training?

Question 2 (Pedagogical): How are faculty members and trainers integrating the various

ICT systems and tools to enrich and change the way they deliver instruction?

Question 3 (Organizational): What are the organizational and institutional challenges in

managing the adoption and implementation of ICT for teaching and training?

1.4 Basic Assumptions

This study is concerned with the use and impact of information and

communication technologies for teaching and training. The investigation is addressed

from the point view of educators and trainers, but not students or learners. Although the education process in an interconnection between teaching and learning, this dissertation only addresses the needs of educators. It is assumed that faculty members and trainers are working with instructional designers and education experts to assess the learning

needs and accordingly are designing instructions to achieve certain learning goals. This

study, however, addresses some of these issues by relating technology systems to

pedagogy to see how the implementation of such systems leads to the realization of

certain learning objectives. For example, how ICTs can facilitate a student-centered

approach to learning. All the pedagogical discussion is within the framework of

technology and its applications in certain teaching and training contexts.

1.5 Definition of Terms

Information and Communication Technology (ICT): A term that refers to stand-alone

computers, networked devices and telecommunication technologies with multimodal

interface, mobile phones/devices with capability to perform data communication, and

other technologies that allow multimodal and interactive communication.

Impact: What happens to faculty users and trainers in terms of improving (or changing)

their teaching and training strategies. The use of the term “impact” is chosen rather than

“effect” because the research is looking at the broader influences of ICT on teaching and

training rather than just measuring specific effects.

Systematic Review: Systematic review is a research methodology for summarizing past

research on a topic of interest. Unlike the traditional approach to reviewing literature, a systematic review utilizes the same principles and rigor that is expected in primary research (Albanese & Nrocini, 2002).

Pedagogy: Pedagogy is defined as the art or science of teaching (Webster’s Dictionary).

Education literature uses pedagogy to refer to teaching children, and andragogy to

teaching adults. In this dissertation, the term pedagogy will be used without distinction

between children or adults.

1.6 Limitations

The study reviews the 1995-2005 literature on the impact and use of ICTs in

teaching and training. It is well known that educational technology has been around

much longer than the past decade. However, this study considers the advent of Internet

(particularly the web) as a technology that has changed the way teaching and training are

delivered. The web was developed in the early 1990’s, but it was not until the Internet

became more of a commercial entity that Internet technologies began to penetrate the educational sector. Only recently has the Internet been used for teaching. The development of tools to enhance or replicate pedagogical approaches in the classroom is not an old phenomenon.

The researcher participated in the development of computing technology from the

early days of the personal computer in the 1980’s (the Apple II, IBM PC) up until the

emergence of high-performance multi-processor computer systems in our present time.

He utilized extensively the Internet when it was a pure by text-based academic network

using tools such as TELENT, Gopher, FTP, and IRC, and participated in the transformation of the Internet from an academic environment to a dynamic and sophisticated commercial meta-network in the mid 90’s.

It is difficult to determine when the Internet was first used in teaching. However,

the objective of this study is to review how ICT is being used now. This is not a

historical study so no attempt is being made to trace history to see when the first web

page was developed to teach a class, or when the first asynchronous collaborative environment was made available using the Internet to support teaching and training.

Another limitation is that such a systematic review may not pick up every research report or include every conceivably relevant article. What will be included are those studies reviewed and published/disseminated in well-known and reputable sources such as academic journals and databases. Many other data sources exist in the form of academic theses, dissertations, web sites, and position papers. Care must be taken in choosing the types of data sources that might inform the teaching and training process not just in theory, but also in proven practical applications.

1.8 Organization of the Dissertation

This dissertation is organized into seven chapters. Chapter One (this chapter) includes an overview and introduction to the topic, a statement of the problem that will be addressed, the research questions, the significance or rationale of the study, basic assumptions made, definitions of some terminology, and the limitations of the study.

Chapter Two presents represents the research framework that will set the stage for the study. It presents a discussion and critique of topics related to the research questions, including a review of media use theories, approaches to ICT-based education, pedagogical issues related to the use of technology in teaching, diffusion of innovations theories and adoption issues, learning in organizations, and organizational culture. These topics are framed in the context of higher education and corporate cultures and they are directly related to the research questions.

Chapter Three reviews in detail the methodology used in this study, including a

description of qualitative systematic review and document analysis methods, the

researcher’s background and his experience in this area, the approach taken to data

collection, data extraction and analysis. Chapter Four presents preliminary results

obtained from the systematic review of the literature. The chapter begins with an

interpretation of the findings by providing concise answers to the research questions

asked in the study. This is followed by a classification framework of the overall results

obtained from this systematic review. The classification maps ICT systems into

pedagogical principles that are used in teaching and training. Based on this mapping

approach, Chapters Five and Six present detailed results of the research. Chapter Five

presents and discusses technological systems and innovations used for teaching and

training, and related their use to educational principles. Chapter Six presents the organizational issues uncovered in the literature reviewed. Chapter Seven presents an overall model and recommends a framework for the implementation and support of ICTs in the teaching and training process. The chapter ends with closing remarks and suggestions for further research in this area.

CHAPTER TWO: RESEARCH FRAMEWORK

2.1 Introduction

Over the last two decades, a great deal of research has been done examining the

effects of computer-supported learning (Steeples & Chris, 2002). The rapid growth in

computer-based ICTs is creating new opportunities for universities and corporations to manage teaching and training differently. In order for societies to be economically and socially successful in the new knowledge-based world, a highly skilled and well-trained population is required.

The advances in digital technologies that are faster, more capable, and easier to use

have made it possible for university educators to rethink the pedagogical assumptions

related to teaching strategies (Li, 1998). Information technologies offer new

opportunities for educators to enhance the quality and accessibility of their instructional

material. Tools such as electronic mail, computer conferencing, and the World Wide

Web are assumed to strengthen communication and collaboration between students and

faculty members. Trainers in such industries as finance, insurance, and travel have made strategic use of ICT systems for product development, marketing, and distribution, and

are using ICTs for professional development and training.

Telecommunication systems allow international airlines to track passengers and

luggage around the world. Because corporations have made ICT investments for

business reasons, they now find that staff training and human resource development are

easier by drawing upon the various technological tools used in their businesses (Landen,

1997). These same telecommunication networks are being used to carry out distributed

training programs for airport security and customer care.

Modern communication technologies provide increased opportunities for interaction that are useful for problem solving, sharing resources, and enhancing face-to- face contact (Clickering & Ehrmann, 1997). Teaching and learning also benefits in illustration of difficult concepts with animation or video and providing simulations and gaming in carrying out training and scientific experiments. These technologies allow new information search methods, new teaching configurations, and just-in-time academic interchange (Guttormsen & Krueger, 2000). With Internet technologies, learners and educators can work collaboratively anytime, almost anywhere. The classroom experience is no longer limited to a physical space. It can now be extended through virtual private networks to include online classrooms characterized by an open and collaborative learning environment (Schank, 2001).

Both collaborative work and e-learning have gained momentum in corporations all

over the world due to the availability of web-enabling technologies and services. In

many ways, technology-supported collaborative learning has preserved, and in some

cases added to, the advantages of traditional face-to-face collaborative learning (Collins &

Berge, 1996). Teachers and trainers have the opportunity to provide their students and clients with more detailed feedback through creative and interactive presentations that allow for more learner input. Web-based teaching can accommodate varying rates of individual progression and provide a degree of flexibility not possible with the delivery of information through mass lectures. In addition, educational technologies have a positive role to play in providing flexible opportunities for continuing and life-long

learning (Lueddeke, 1997). ICT can benefit active learners in balancing work and family

commitments and in gaining remote access to educational resources.

2.2 Theories of Media Use

To understand the tendency of organizations and individuals to use or not use

certain technologies as a medium for instruction and communicating knowledge, it is

necessary to examine the various media use theories on communication and learning

within organizations. People vary in the degree to which they embrace new technology.

Understanding why people accept or reject certain technologies has proven to be one of

the most challenging issues in organizational research (Davis, et al, 1989). More than one model has been used to explain the process through which new communication technologies come to be adopted.

Daft and Lengel (1986) proposed the media richness model as a framework for explaining the choices organizational members make about communication media use.

According to this model, every organizational communication task can be characterized

in terms of its level of ambiguity. For example, a university instructor informing his/her

students about an upcoming seminar is faced with a relatively unambiguous task because

multiple interpretations about a simple announcement are unlikely. In contrast, an

instructor who must explain a difficult theoretical concept or coordinate a discussion in a

psychology session is faced with a communicative situation that has a great potential for

misunderstanding and emergent meanings. In such cases, the communicative interaction

would be characterized as much more ambiguous.

Another model is the social information-processing model that suggests that the

adoption of organizational technologies and communication media can be more fully explained by looking at the social environment of the institution or the organization. In adopting this model, Fulk, et al (1990) argued that behavior occurs in a social world that is far from neutral in its effects. Communicative interaction can directly influence

“attitude towards the communication media” and “media use behavior” (Miller, 1999).

For example, an organization’s decision to use a certain technology might be influenced by the experiences of other organizations. An instructor in a university may have heard about how tedious and time-consuming it is to review and respond to the many threads the students post on an electronic discussion board. Similarly, he/she might have talked with another instructor who hates class-related online classroom discussions because of experiences at another institution. This social information influences the instructor’s perception of the medium’s characteristics and may influence his/her attitude towards other new media.

In addition to the social information-processing model, Sitkin, et al. (1992)

proposed a dual-capacity model of media choice in organizations. According to this model, any communication medium conveys two kinds of messages. One message involves “data” and the other involves “meaning.” The model suggests that every organizational medium has a data-carrying capacity, defined as “the degree to which a medium is able to effectively and efficiently convey task-relevant data.” In addition, the medium has symbol-carrying capacity that represents the medium’s ability to convey the core values and assumptions that constitute the organization’s culture, and attain the status of a symbol apart from the actual message being transmitted. For example, a

training session presentation delivered with PowerPoint can carry symbolic messages

about the innovativeness, preparedness, and technological sophistication of the trainer.

The three models presented above help to clarify the process through which

members of an organization may approach new communication technologies. It is

possible that organizational media choices are determined by a complex combination of

all three models or none of the above. In a university environment, there may be

additional factors that shape attitudes toward new technologies. Technology can

potentially influence changes in both the organizational and practice patterns of

organizations. Since organizations are composed of groups with diverse and generally

competing interests on the rational, organizational and symbolic levels, adoption and

implementation of technology are two very different matters.

One theory that has been elaborated as a technology acceptance model is an

adaptation of the theory of reasoned action proposed by Davis, et al. (1989). The

premise of this theory is that people take the practical and social consequences of action

into account in deciding what to do, building an overall behavioral intention as a

complex function of value-bearing beliefs about the outcome of the behavior. Intentions

are formed as weighted combinations of attitude and subjective norms, and behavior

depends most directly on intentions. In the context of a technology acceptance model, both technology acceptance and technology resistance are forms of reasoned action, and both are rational for users. The theoretical assumption here is that resistance to technology depends on faculty perception.

These theories suggest that any change in behavior must be associated with

reasoning. This can help us to target beliefs and perceptions that make a difference in

what faculty members do. Incentives, training, and activity reporting are some of the

strategies that can be used to affect the behavior of faculty members. Change also may

not be easy for senior faculty members who have been teaching the traditional way for

many years. To change at any time is cognitively not easy, and the understanding of and

level of comfort with technology can be very limited among senior faculty.

2.3 Approaches to ICT-Based Education

The integration of information and communication technologies into the

educational process has been linked to and/or based on a variety of learning paradigms

and teaching methods. This section outlines the basics of these learning paradigms and

details how they relate to technology-enhanced teaching and learning.

Learning Paradigms

A number of learning modes characterize how teaching is orchestrated and how learning takes place. In the objectivist mode, knowledge is seen as part of a reality that is out there. The goal of learning is to uncover this reality and understand it. The

traditional way of instructor-led education (in some cultures called spoon-feeding) fits

this mode of learning. The teacher is the know-it-all, and he/she is the sole source of

knowledge through which the learner can uncover facts and pieces of knowledge and

digest it.

The second mode is the constructivist mode, in which learners are seen as makers

of their own reality. Learning and knowledge is a process that is constructed by the

learners through exploration and problem solving. This mode emphasizes a student-

centered approach to learning and the instructor in mostly seen as a facilitator and coordinator of the learning process.

Collaborative mode is an extension of the constructivist mode in which

knowledge is acquired and learned through group interaction with others. Social

interaction allows learners to share their ideas and experiences with other learners, so the

overall learning experience of the group is enriched. A popular approach in education

that utilizes this mode is referred to as cooperative learning, usually implemented through

group projects and group case studies.

An additional mode is the cognitive information-processing mode, which is a different version of the constructivist mode of learning. Cognitive information processing is based on the idea that learning is a function of the cognitive characteristics of the learner. Students/trainees will learn things that match their learning style. Some

are visual learners and learn much better by seeing. Others can best learn by doing, and

so on. In cognitive information processing, knowledge has to be organized and delivered

in a way that matches the individual’s learning style for learning to be effective.

Another extension to the constructivist approach is the socio-cultural mode. In this mode, learners tend to construct their reality based on the social setting they are in.

However, constructed reality depends on the learner’s cultural background. Culture and

social values of the learner tend to dictate how he/she acquires and processes knowledge.

The learning process is facilitated when learners tend to reflect on their own social experiences and cultural background.

Electronic Delivery of Content

With the above-mentioned learning paradigms and styles in mind, it is easier to

think wholistically about the multiple approaches that have been used in ICT-based

education, and try to map them to maximize their educational value for learners. The

classical approach that many instructors tend to adopt in online education, for example, is

to deliver online reading material in the form of handouts or course notes for students to

download. This is an extension to what is being practiced in traditional classrooms,

where faculty members and trainers make photocopies of handouts to distribute to

students in class. In online mode, the process saves the instructor’s time and effort.

Students will access these documents and print them for themselves or not.

Such an approach is a direct realization of the objectivist mode of learning where the instructor is still at the center of the learning process. Instructors do in electronic

communication what was done in face-to-face class environment but through a different

medium. Beyond the fact that the online computer acts as storage for such material, and

the files can be easily exchanged and saved for future use, not much in the way of added

value educational is seen in this approach over traditional campus education.

Nevertheless, this approach is valuable in distance education mode because it

saves time and cost. Online communication makes material instantly available to distant

learners wherever they are, and there can be cost savings. Large amounts of material, if

printed, will take a huge amount of paper and the cost of shipping will be high.

One negative aspect of the ease and speed of electronic delivery of documents online can be a lack of caution concerning the size (quantity) of transmitted course material. An electronic thesis or book chapter in Adobe Acrobat PDF format can have a

size of 880KB (less than 1MB). However, the number of actual pages of text can be

more than 300. Some instructors do not have the feel for this number of pages and they

just keep posting additional documents for their students to read.

Reading material can be posted on the web in various format. Many instructors

simply post word processing files or portable documents (PDF or Postscript). Others may design notes in HTML to be viewed with a web browser. No matter what delivery format, instructors need to keep in mind that not all learners have the same learning style.

Adult learners, for example, tend to be more practical and they may not like to read many things at once. Young learners may be visual, so inclusion of diagrams, illustrations, and pictures can be more suitable for them.

Instructors delivering electronic material in this mode also must make sure that

documents are clear and readable. There is a tendency at many universities nowadays to

use a method called electronic reserves. In this mode, printed documents are scanned

into a portable document format (likely Acrobat PDF), and made available online via the

library. The problem is often that these documents are not scanned properly due to lack

of technical knowledge or in an attempt to save disk space by making the file smaller.

Either way, the resulting documents are not always readable or the graphics in many

cases are distorted. Educators who would like to use such a mode of online delivery will

wish to make sure they can reproduce materials at high quality. Faculty members should

be familiar with the technologies involved to be certain the documents are optimized for

online delivery and are manageable to transfer and download by the students.

An extension to document delivery that is richer but more involved is multimedia

content delivery. Increasingly, multimedia is being integrated into online education due

to its power in illustrating many educational concepts. Images, graphics, audio, video,

animation, and simulations are being used in academic online learning as well as for

corporate training and e-learning systems. Examples include diagrams to illustrate

certain design processes or methodologies, photos of pieces of art from museum displays,

audio and video clips transferred to online music, film, and media courses, and graphical

simulations that allow students to change input parameters in science and engineering

experiments and observe the changes and the reaction of a system. These are only some

of the many applications of multimedia in online education.

Multimedia can be mapped into the objectivist mode of learning, but can also

address other modes. For example, simulations and audio/video experiences enable

learners to think for themselves and can prompt participants to solve certain problems

either individually or through collaboration with peers. So, simulations can be mapped into the constructivist approach. Moreover, the use of visual multimedia supported by

audio and animation caters to learners less able to learn by reading. Some students need

to see, hear, and experiment in order to understand and digest complex concepts.

Multimedia usage in online education may better suite all types of learners from

the young to adults. It is obvious that young learners will be more attracted to learning

material that is enhanced by sound, music, and animation since this makes learning more

fun. For adults who have a habit of learning on their own, video documentaries,

simulations, and animations can help communicate and reinforce concepts. In a work

environment, seeing an illustration or watching a video clip may be more effective than learning from text-based materials.

Educators who choose to deliver content through multimedia have to keep certain

issues in mind. Multimedia content is usually larger (more media-rich) than textual

documents. As such, bandwidth can become a problem. They have to keep in mind that

not all at home or on-the-road learners have access to the high-speed infrastructures

typically found in corporations or on university campuses. For distance education, this is

particularly crucial when learners have limited access and less sophisticated equipment.

In online education being delivered to developing countries, for example, the 56Kbps

dial-up modem is the only available mean to access online course content and large

multimedia content poses a participation problem for learners. Educators need to know

how to optimize content so they can deliver their learning material and communicate

concepts, but without overloading the learner and the learner’s receiving devices.

Communication Tools

Perhaps the most exciting feature about technology-enhanced education is the

abundance of communication tools available. Learning is a communication process.

Two-ways communication is vital for learning to occur. When students have questions,

instructors need to provide feedback, and students need to discuss among themselves.

Such interactivity is facilitated with the tools now available in classroom and online

education applications.

Through communication, learners can share their experiences, discuss with

instructors and with peers asynchronously or in real time. This new flexibility fosters the

collaborative mode of learning and is in tune with the constructivist approach to learning.

Collaboration among students in online education can be organized to solve problems and

address case studies. Approaches such as problem-based learning and group projects

depend on easy communication between students and instructors and among students

themselves working on the same (or different) projects.

Bi-directional communication using online technologies can be classified into two

main categories: synchronous and asynchronous. Synchronous communication is real- time communication in which all parties must be online at the same time. It is like making a phone call. In order to speak to the other person, both persons have to be on the phone at the same time. Chat and MUD are examples of this type of communication.

Instructors can utilize this mode of communication by establishing virtual office hours

during which learners can ask questions and clarify issues. Synchronous communication

is in many ways a replication of the classroom environment in which students and

instructors are in the same place at the same time. Online synchronous instruction may

be more suitable for those adult learners, who are working, have family responsibility, or are always on the move.

The asynchronous mode of communication is an anytime any place type of

interaction. It is a non-real-time mode that allows one person to send a message and the

other person to read it/listen to it/view it whenever and wherever appropriate. The best-

known example of asynchronous communication is of course e-mail, the most widely

used mode of communication in online education. E-mail has proven to be the best way

for students to contact the instructor and ones peers and get fast responses (ideally!!).

Relying on traditional mail for international delivery has come to be perceived as too

slow and too costly. Learners not only can send textual messages, they can attach assignments and incorporate hyperlinks to information.

E-mail is good for questions and answers, feedback, and assessment. Intelligent and organized use of e-mail can add great value to the teaching and learning process.

Through e-mail tutorials, instructors can stimulate students’ thinking abilities and negotiate complex concepts and set advanced learning goals that students can carry out on their own. E-mail has become the norm and online educators have put it to good and constructive use.

Another popular mode of asynchronous communication is online discussion boards or threaded boards. These are electronic conferences where learners and educators can post messages that all members of a class/environment can read. They encourage learners to discuss certain issues together and to learn from each other.

Discussion boards can serve as a collaborative mode of learning since they enable learners to work together, though not necessarily at the same time and place. Problem- based learning using discussion boards and such online technologies for those separated by distance and time zone has proven to be a big step forward for distance education.

Another type of communication approach in online education is the use of drop boxes. In this approach, students can submit assignments and papers to the instructor and receive graded work and feedback from the instructor. This too has been widely adopted in distance education to reduce response time and fear of lost assignments.

Assessment Tools

Online education, like any other form of education, needs mechanisms to evaluate and assess students’ work. In traditional education, tests, quizzes, and homework are

used for this purpose. In online education, similar approaches can be used but issues

related to authenticity of students’ work, and whether a student gets help from other

people need to be sorted out.

Some online education programs rely on physical testing centers (as practiced in

many internationally delivered distance-learning programs). However, instructors in

adult learning programs have begun to develop methods of assessment that are not exam-

driven. This is because it may not be feasible to get learners into a physical place to take a test or an exam. Instead, such approaches as qualitative evaluation of class contribution

in the form of opinions, discussion, and project performance, project-based approaches,

and peer-evaluation have been used to assess individual and group work. Online

education has also pioneered the concept of self-testing in which students can work on

practice tests to check their understanding and their progress. In the future there will be

opportunities for improvement in the area of assessment so that online systems can be

used to evaluate student progress and achievement.

2.4 Diffusion of Innovations

This section will review the basics of diffusion of innovations theory and relate

that theory to educational technology. "Diffusion is the processes by which an

innovation (a new idea) is communicated through certain channels over time among the

members of a social system." (Rogers 1995). Four factors interact to influence the

diffusion of an innovation: (1) the innovation (e.g., educational technology); (2) the

communication channel (e.g., media, word of mouth); (3) time; and (4) the social system

(e.g., school, university). Everett M. Rogers has done the most to synthesize the

significant findings and theories related to diffusion. His book Diffusion of Innovations, first published in 1960 and now in its fourth edition (1995), has become the standard reference in this area. It provides a theoretical framework for models of diffusion and offers a critical examination of the research evidence.

Diffusion theory is valuable to the field of educational technology for several reasons. First, the causes of educational technology's diffusion problems remain unclear;

some blame the instructor while others blame the institutions. Second, educational

technology is an innovation-based field in which the various products and methods used

represent innovations for the delivery of instruction. Third, by studying diffusion theory,

it is possible to come up with models for adoption and diffusion of educational

technology. Diffusion theory provides important guidance for those interested in seeing

educational technology being adopted at all levels of the educational system (Surry 1997).

There are five concepts that are central to diffusion of innovations theory: (1) the innovation-decision process; (2) attributes of successful innovations; (3) adopter categories; (4) characteristics of successful change agents; and (5) consequences of innovations.

Innovation-Decision Process

The innovation-decision process may be considered from the perspective of an

individual or an organization. Potential adopters have to first know about an innovation,

be persuaded as to the merits of such an innovation, decide to adopt or reject the innovation, implement the new idea, and finally confirm their decision whether or not to continue with the original decision.

This process is predictable regardless of the innovation and provides a framework for those working toward diffusing educational technology in the classroom. The type of innovation-decision has an important influence on the rate of adoption of an innovation.

Organizational adoption of innovations (e.g., school or university adoption) tends to fall into one of three categories:

1. Optional innovation-decisions are choices to adopt or reject an innovation that are

made by an individual or an organization. A school or a university may choose to

use a certain educational technology idea or teaching method, or teachers may have

their own reasons for using certain educational technology techniques or methods.

2. Collective innovation-decisions are choices to adopt or reject an innovation that are

made by consensus among members of an organization. A school board or a

university committee may collectively decide to standardize certain educational

technology tools and methods. Such a decision is normally made through agreement

by the majority members of the organization.

3. Authority innovation-decisions are choices to adopt or reject an innovation that are

made by one or more individuals in an organization who possess power, status, or

technical expertise. An educational policy may require all employees to adopt and

use certain educational technologies regardless of the opinion of the teachers (Febry

& Higgs, 1997).

Attributes of Successful Innovations

For an innovation to be adopted, it is usually evaluated with respect to five attributes.

1. An innovation must have relative advantage to the potential adopter. For example,

an instructor should clearly see the benefits of educational technology in

enhancing the teaching process over traditional teaching methods.

2. The innovation must fit and be compatible with existing working patterns and

experiences. Adopting an innovation should be consistent with an organization's

existing values, past experiences, and needs.

3. An innovation such as educational technology should allow for experimentation

(trialability) by potential adopters before they make their decision to adopt or

reject the idea.

4. The positive results of an innovation should be visible to others. Instructors need

to see the results of educational technology use by their colleagues and examine

their effect on others' classes in order to decide whether to use it in their own

classes.

5. An innovation that is perceived as difficult to use and complicated will be adopted

more slowly.

These attributes and many others have been found to play an important role in several technology-related adoption studies (Wilski & Jackson, 1999; Geroski, 2000).

Adopter Categories

Adopters of an innovation are usually categorized based on the degree to which an individual is relatively earlier in adopting new ideas than the others (innovativeness).

Typically, there are five main adopter categories:

1. Innovators: are individuals who are obsessed with new ideas and believe that there

is always a better way to do things. For example, innovators in the field of

educational technology are likely to be among the first to improve the methods by

which already established tools are used. Innovators find ways of overcoming

obstacles to their plans, love challenges, and usually never stop until they achieve

their goals.

2. Early Adopters: are people who are the first to adopt an innovation in an

organization. They tend to have a higher level of formal education and a higher

social status. They are the individuals who are considered by many as "the

individuals to check with before using a new idea. Such people serve as a role

model for speeding the diffusion of an innovation since they are not too far ahead of

the average individual in innovativeness.

3. Early Majority: are individuals whose innovation-decision period is relatively

longer than that of the innovator and the early adopter. They are followers with the

willingness to adopt an innovation, but they seldom lead.

4. Late Majority: are those who adopt new ideas just after the average member in an

organization. The adoption for the late majority is mostly due to increasing network

pressure from peers. For example, as more instructors adopt educational technology

in their teaching activities, people in the late majority feel they are left behind, and

realize the increasing pressure from their students and from the organization to

catch up with the rest.

5. Laggards: are the last people in an organization to adopt an innovation. Their

decisions are often made based on what was practiced in the past, and their

interaction is normally with those who have relatively traditional values. An

example of this category would be traditional teachers who have served for a very

long time and do not see a compelling reason to adopt new educational technologies.

From their perspective, what they have been doing traditionally works just fine, and

there is no need to learn new technologies and methods to change the teaching and

learning processes.

Individuals falling into these adopter categories for any given innovation tend to follow the normal curve with a few innovators (2.5 percent), early majority (13.5 percent), and laggards (16 percent), and many early and late majority categories (68 percent to 34 percent each) (Rogers 1995).

Characteristics of Successful Change Agents

A change agent is an individual who influences the innovation-decision of others.

Change agents play a key role in the innovation-decision process and can be opinion leaders or peers of the potential adopter. Typically, change agents desire to secure the adoption of the innovation. However, change agents may assert their power of persuasion to slow or stop the diffusion of innovations they perceive as harmful to potential adopters

(Rogers 1995). Instructors, students, and institutions are all seen to be effective change agents in the diffusion process of educational technology. Successful change agents have a strong client orientation as opposed to an orientation toward the innovation. They tend to understand their clients and have credibility, possibly because of similarities to the client. Instructors are ideal change agents because of their homophily with other instructors (Surry 1997).

Near-peer influence, institutional support, and co-learning with students are

methods that can provide the channels for change agents to diffuse educational

technology use in schools and universities. Students with technology skills can play an

important role in assisting and persuading teachers to adopt technology in their

instruction. Finally, institutional support is essential to creating an environment

conducive to the use of educational technology use among teachers and students alike.

Consequences of Innovations

The adoption or rejection of an innovation leads to certain consequences that may

affect individuals or organizations. There can be desirable or undesirable consequences

and effects that are direct or indirect, and anticipated or unanticipated. It is hoped that an innovation will lead to desirable, direct, and anticipated consequences. However, results produced are not always those intended, leading to undesirable, indirect, and unanticipated consequences. Although it is possible to describe and establish categories

for consequences of innovations, it is difficult to generalize or predict when and how

consequences will happen.

Diffusion Theories and Technology

The field of educational technology tends to be guided by highly dedicated and

motivated individuals. These individuals share a common vision and work to bring that

vision into reality. Instructors, students, and administrators that are committed to the

field usually work hard to make educational technology better understood, successful,

and diffused faster in an institution. Rogers's 1995 work mostly analyzed distinct

innovations whose characteristics were not changed by the adopters during the diffusion

process. However, educational technology cannot be described as a static or unchangeable innovation. Adopters of educational technology tend to reinvent and mold innovations in accordance with their needs and perceptions. This may cause the innovation to go in unpredictable directions or be unmanageable unless a centralized organizational structure is developed to maintain its stability.

Surry (1997) discussed how the theories of diffusion have been incorporated into the field of instructional technology. Baskerville and Pries-Heje (2001) described multiple-theory analysis of diffusion of information technology by using three innovation diffusion models: the interactive model, the linked-chain model and the emergent model.

From the perspective of information technology use in organizations, the diffusion of an innovation is conceived as the process by which knowledge of an innovation spreads throughout the population, eventually to be adopted or rejected by either an individual or a decision-making unit (Carter, et. al, 2001). Geroski (2000) explored alternative explanations of the diffusion of new technologies and argued that other models, such as the so-called epidemic model and probit model, give different perspectives regarding the diffusion process over time. The epidemic model considers information to be the key to diffusion. As more people adopt the technology, information of it spreads quickly, leading to a period of rapid adoption like a “contagious disease.” In the probit model, adopters are ranked according to their expected benefit from adopting the innovation.

When acquisition costs fall over time, more and more adopters will find it attractive to adopt the technology as time goes by (Madlener & Wickart, 2003). There are also models that question whether adoptions are maintained by the adopters. Authoritative innovation decision models seek to show that the adoption of technologies subsequently

influences diffusion rate, for example in situations where organizations require certain

technology causing fast spread adoption and use.

Adoption Barriers

Technology can potentially change the practice patterns of universities and other

organizations. Since universities are composed of groups with diverse and generally

competing interests, adoption and implementation of technology are two very different matters. In order to identify the barriers to effective use of ICTs by faculty members and/or trainers, feedback from early adopters about their attitudes toward this mode of teaching can be of great importance (Bonk, 2001). One of the interesting issues is the

fact that many early adopters in universities believe that they own their online course

content. They also perceive that improved access and learning are the main reasons

universities adopt ICT-based teaching, rather than profit. Nevertheless, they would like

to be rewarded in the form of additional salary, royalties, course development stipends, or

some instructional design and technology support.

Researchers have questioned why many academics do not appear to be integrating

new technologies into their teaching. Surveys of faculty members in some UK

universities highlighted a perceived lack of such resources as time, equipment, and

funding as barriers to the adoption of new approaches (Spotts & Bowman, 1993). The

picture emerging from other studies (Hansen & Perry, 1993; Herling, 1994) also pointed

to lower than expected adoption of new practices because of such barriers as insufficient

time, too few incentives, and the lack of support.

McNaught (2002) identified policy, culture and support as contributing factors to adoption of ICT at universities and pointed out that there is a considerable overlap within these themes. The policy theme looks at such institutional policies as equity and intellectual property. It also addresses the alignment of policy throughout the organization, the direction of policy change (bottom-up or top-down) and a number of strategic processes such as grant schemes. The culture theme incorporates factors such as collaboration within the university, and personal motivation of faculty to use ICT, as well as particular aspects of funding, faculty rewards and time release, leadership, and teaching and learning models. The support theme incorporates a whole range of institutional issues including ICT, administrative and library infrastructure, professional development for faculty, student support, educational and instructional design support, funding and availability of grant, and ICT literacy. Several factors are prominent that affect ICT use in universities:

1. Coherence of policy across all levels of institutional operations and specific policies

that impact on ICT within each institution.

2. Intellectual property and copyright issues in emerging online environment.

3. Leadership and institutional culture.

4. Faculty issues and attitudes: namely, professional development and training, faculty

recognition and rewards, and motivation of individuals.

5. Funding resources for developing and maintaining computer-based learning

material and approaches, and faculty time release.

In many universities, faculty members may lack confidence that their institutions are supportive of their efforts to transform learning through ICT. These faculty members

can recognize the value of using ICTs with their students, and would like to experiment

with it. However, they are not ready to commit, because they may not think that the institution will support them. Graves (1998) believes that institutions “are not removing the barriers to the fair consideration of this type of work” in advancing the careers of faculty.

Although there is a growing level of support in many universities for faculty efforts

to use ICT for teaching, that support tends to be in the form of hardware help such as

purchasing computer systems, training workshops, helping set up Web pages, and other

forms of technical support. However, many believe those efforts are insufficient for

faculty members interested in improving the quality of education through ICT.

Additional barriers relate to the time-consuming nature of developing technology-

based materials and approaches, and the scarcity of time available to commit to such

tasks. Another issue is related to the gap in understanding between the technology

experts and those coping with real classroom issues. As will be seen in the findings of

this dissertation, many universities and other organizations are trying hard to fill these

gaps by setting up faculty and staff support and development centers. However, the

problem of lack of free time prevents many faculty members in many cases from

attending and actively participating in organized workshop and seminars.

One additional barrier relates to the perceived attitudes and knowledge of faculty.

A lack of familiarity with the potential of technology and with the materials available to

enhance teaching seems to be an issue. Watson (2001) argues that many universities tend

to put the cart before the horse. They should first address the nature of learning and

teaching needed to achieve knowledge. From this will emerge a clearer framework of

what change is required to do the job of modernizing education, and the new expectations and relationships for faculty and technology needed to achieve it.

The difficulty with these interesting, and somewhat predictable, barriers is that they do not give clues to the interrelationships among the points listed and the priorities that must be addressed when attempting to minimize the barriers. Rather than identifying all of the perceived barriers to be overcome, a more useful approach is to take a positive attitude and look at the needs to be met for teaching practices to change. Such an approach is not easily achieved because university faculty members do not always know what their support needs will be when they are unfamiliar with educational technology and unaware of the educational and technical potential that technology offers. In part, it is a case of not knowing what they need to know until they are well along the track of experimentation and implementation.

2.5 Learning in Organizations

Faculty members and trainers attitudes toward the effective use of ICT is related to their ability to learn a new technology and make changes happen in universities and organizations. Duncan and Weiss (1979) defined learning as the “process within the organization by which knowledge about action-outcome relationships and the effect on the environment of these relationships is developed.” Moreover, Rowley (1998) defined a learning organization as “an organization that facilitates the learning of all its members and continuously transforms itself.” Learning organizations concern themselves with individual learning that results in organizational learning (Weick and Ashford, 2001).

According to this theory, individual learning will eventually lead to organizational

transformation enabling the organization to search for new ideas, new problems, and new opportunities from which competitive advantage can be realized. Markets are changing, and political and legal context shift. Fast communication due to ICT has impact on the ability of organizations to monitor and respond to their clients’ requirements. In this environment, organizations must know how to change and they must be able to learn and learn from their learning.

The relationship between media deployment in organizations and learning has been the subject of a long debate. Clark (1983) challenged the assumption that media influence learning. He argued “all current reviews of media comparison studies suggest that we will not find learning differences that can be unambiguously attributed to any medium of instruction.” Kozma (1991) opposed this view and described learning with media as a complementary process in which representations are constructed and procedures are performed. He reiterated that some learners would learn a particular task regardless of the delivery tool. Others, however, will be able to take advantage of a particular medium’s characteristics to help construct knowledge.

Patterson (1999) discussed the idea of a learning organization and applied his concept to universities. He argued that universities are centers of learning; they are knowledge-intensive industries; they create and acquire knowledge; they disseminate knowledge. As universities adapt to the changing external environment they become learning universities. Universities seek to create learning communities in which students learn through collaboration and through exposure to scholarship and research. In order to create learning organizations in higher education, members of the university community need to participate in individual learning. According to Patterson, universities as

organizations must create a climate in which experiential learning is harnessed to achieve

organizational learning. Learning in a university requires extending the focus of learning

from the classroom and the research laboratory to the wider organization, so that the

whole institution creates and disseminates knowledge that can transform the university as an institution.

2.6 Technology and Organizational Culture

Over the last three decades or so, organizational activities have been extensively

affected by the introduction of new technologies, particularly information technology

(Valentine, 2000). Today, technological administrative systems monitor, control and

evaluate organizational activities (Zuboff, 1998). Everyday organizational life is

increasingly embedded in a technological system and the people in those organizations

have no choice but to use information technology in radically new ways to carry out operations. Prior research on information technology in organizations has tended to focus on the use of technology and the degree of user training needed to understand factors affecting information technology usage and, in turns, technology effectiveness.

The social interaction between organizations and information technology still requires

more research and analysis. A better understanding of how organizational culture is

shaped or changed is still needed when information technology is introduced in an

organization.

According to Yanow (2000), observing members of an organization at work is

equivalent to seeing a culture. An organization can be seen as “a set of acts and

interactions involving language and objects repeated over time, with patterns and

variations” (Yanow, 2000, p. 249). Organizational culture represents the personality of

the organization. Members of an organization come to sense the particular culture of an

organization, which includes the assumptions, values, norms and tangible signs (artifacts)

of organization members and their functioning style. Culture is not easy to express

distinctly, but people know it when they sense it. In its simplest level, culture consists of

a set of values that helps people in an organization understand which actions are

considered acceptable and which are considered unacceptable. Culture is rooted in

history and stems from deep values and beliefs. For example, the culture of a large

corporation is quite different from that of a hospital, which is quite different from that of

a university. One can tell the culture of an organization by looking at the arrangement of

furniture, what members wear, and how people talk to each other - similar to how one can

get a feeling about another’s personality.

Technology has always been a central variable in organizational theory informing research and practice. Organizational scholars have always looked for better approaches to study and analyze organizations and organizational communication as a way of studying organizational culture.

Structuration Theory

One of the most influential theoretical paradigms in information technology

research has been Anthony Giddens’s structuration theory (Orlikowski, 1992) applied to

the study of information technology in organizations. Structuration theory is concerned

with the nature of social systems. Its core argument is that social structure exists in the

actions of human agents as they use existing structures and create new ones in the course

of everyday life. The theory links two philosophical extremes that traditionally have

been viewed as incompatible. The first theory is based on functionalism, which holds

that social structures are independent of people; they exists in all institutions,

organizations, technologies, or other entities, directly influencing human action. The other theory is interpretivism, which holds that social structures exist only in the minds of

people and hold no meaning outside the social construction that people create. The

functionalist view holds that the consequences of structures explain their existence

(causal arguments exist). The interpretive view holds that structures are cognitively

formed through experience (social constructionist arguments exist). Functionalists give more weight to the power of structure, while interpretivists give more weight to the power of human agency. Giddens bridges these views by stating that structures are neither inherent to institutions nor inherent to people; they are rooted in both and occur in the actions people take, especially as they interact with one another. Therefore, structures exist as actors apply them; they are a medium and outcome of human interaction.

Giddens uses the term “structuration” to illustrate, “Structures are systems of ongoing actions, being continuously produced and reproduced through time”.

Giddens is trying to balance the subjective and objective dimensions of social

reality. He is proposing a meta-theory that incorporates both dimensions. Gauntlett

(2002) explained “Giddens’s theory of structuration notes that social life is more than

random individual acts, but is not merely determined by social forces” (p. 93). This

means that the social reality cannot be explained only by using the micro-level activity;

however, social reality can not be disregarded by only looking at the macro-level activity.

Giddens suggested “human agency and social structure are in a relationship with each

other” (Gauntlett, 2002, p. 93, see also Tucker, 1998).

Giddens does not explicitly address the issue of technology in his structuration

theory. In the context of Giddens’s structuration theory, the replication of social

practices over time causes the social system to exhibit structural properties. However, a

computer system is not a social system, and therefore it is not consistent with

structuration theory to think of it as structural. As a result, other organizational scholars

(Orlikowski, 1992) have tried to understand technology in organizations from the point of

view of structuration.

The Duality of Technology

According to Orlikowski (1992), technology is created and changed by human

action, yet it is also used by humans to accomplish some action. This “duality allows

technology to be seen as enacted by human agency and as institutionalized in structure”

(Orlikowski, 1992, p. 421). Agency and structure are inter-related. The ongoing actions

and habits of human agents objectify and institutionalize these actions. Moreover,

technology is interpretively flexible which means that the interaction between technology and organization is a function of the different actors and social/historical context implicated in its development and use. There is flexibility in how people design, interpret, and use technology, but this flexibility is a function of the material components comprising the artifact, the institutional context in which the technology in developed and used, and the power, knowledge, and interests of human actors. The aspect of time also has an influence on the interpretation of flexibility of technology. When the

interpretation and use of technology in organizations becomes the habit and routine over time, the interpretive flexibility of technology becomes less open to operational modification. Therefore, technology will assume a solidity and stability in the organization.

In summary, people or agents in organizations draw on the rules and resources

embodied within information technology in the conducting of their tasks. However, in

their use of information technology, they unconsciously reaffirm the importance of its

form and content, and reproduce those rules and resources as their organization’s

structural properties. It is also possible that the agents will be able to change the

technology and accordingly the structure of the organization.

2.7 Summary

This chapter set the stage by presenting the general context of this dissertation. It

addressed the theoretical foundations of the issues to be addressed in the research

questions. The chapter outlined a general framework for using information and

communication technologies in teaching and training, and related that to both

pedagogical and organizational issues. Understanding the general theories of media use

allows us to anticipate and predict patterns of use by faculty members. Also, the various

methods by which ICTs can be evaluated and selected by instructors in support of their

teaching practices are noted. Most of these theories are based on organizational and

interpersonal communication principles.

Approaches to teaching using information technology and various learning

paradigms in education were reviewed to provide a link between technology and

pedagogy. Practical examples of how technology can be integrated into the teaching

process from simple multimedia information delivery to constructivist strategies that

foster collaboration and high-level thinking were discussed.

Diffusion of innovations and its theories were discussed, first generically, then

specifically to address the diffusion of educational technology systems. The chapter

outlined several points that should be taken in consideration when diffusion theory is

discussed in the context of dynamic and changing innovations such as information and

communication technologies. It is not enough to achieve wide adoption of a

technological innovation in an organization, but a follow up to ensure adoption continuity

is needed.

The last two sections of the chapter dealt with how information and communication

technology influences organizational learning and culture. Theories of organizational

culture were presented and linked to the role of technology in organizations. The

discussion is important in understanding how universities as organizations look at

themselves as whole entities and the ways universities can be changed and transformed

through learning. Technology affects the way people communicate and interact, and that

will in turn change organizational culture. Technology is assured to be creating new sorts of organizations that are changing the way universities and corporations teach, learn, and manage education and training.

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

The purpose of the study is to review the literature on the impact of information and communication technology systems on teaching and training in order to develop a reference model to be used by faculty members, trainers, and decision makers in the area of educational technology. This review has looked at the question of impact from technological, pedagogical, and organizational dimensions. The subject of the study is mainly higher education, although many of the aspects discussed can also be applied to the corporate world.

Over the past three decades, technology has penetrated all aspects of education and training, resulting in the generation of a huge body of knowledge in the form of empirical research, case studies, and personal narratives. The literature that has grown out of this research reflects individual as well as institutional experiences integrating

ICTs in the teaching and training process. Many articles provide suggestions and recommendations for innovative new applications.

Given the nature of the material under investigation, an approach called a qualitative “systematic review” is therefore used to sum-up this universe of research output and to provide a one-reference point for educators and trainers who want to have a practical overview of how ICTs can be used to enhance and improve their teaching and training.

Qualitative research deals with the subjective world (Noblit & Hare, 1988). It

offers an insight into social phenomena to determine why people behave the way they do

and understand what meaning experiences have for people. Qualitative approaches can

help in framing questions when the phenomena are fluid and difficult to quantify.

Qualitative analysis can contribute to the understanding of heterogeneous results. It also can identify factors that enable or impede the implementation of certain policies.

3.2 Systematic Reviews

A systematic review is “a review of clearly formulated questions that uses

systematic and explicit methods to identify, select, and critically appraise relevant

research, and to collect and analyze data from the studies that are included in the

review.”1 Feldman (1971) considered large-scale review and integration of existing

research as a type of research in its own rights. A qualitative systematic review summarizes results of primary studies and reports without the need to statistically

combine them. A systematic review adheres to a strict scientific design in order to be

more comprehensive, to minimize the chance of bias, and to ensure reliability. In a

systematic review, research questions are explicitly stated. The methods by which potential material is identified, selection criteria, appraisal methods, and techniques for synthesizing or analyzing the literature are clearly outlined and followed.

Because it is impractical even for an expert to read all literature published in a

certain field, systematic reviews make information in that literature available in a robust

form for practitioners wanting to keep up to date. They inform the practice of a certain

1 See the UK National Screening Committee at: http://www.nsc.nhs.uk/glossary/glossary_ind.htm

profession as well as trigger further research in a discipline. Systematic reviews

overcome the subjectivity of qualitative research by avoiding bias towards a particular author’s point view, and clarify inadequately described methodologies and contradictory conclusions in the various research studies (Albanese and Norcini, 2002).

An overwhelming body of literature is being generated every year in the area of

educational technology. Technology changes so rapidly and the methods of integrating

such technologies change at a rapid pace, no individual or organization can be always

informed and up-to-date. Systematic reviews in the field of educational technology

media help to aggregate the important issues studied by the various investigators. Winn

(2002) discussed the difficulty of determining whether outcome differences in research

studies are due to chance, to methodological inadequacies, or to inherent differences in

study characteristics. Systematic reviews can help in addressing such concerns. It should

be noted, however, that systematic reviews can never replace primary research. There is

always a need to conduct original research and obtain first-hand data. Systematic reviews

do not appraise the procedures used to conduct the research and the various

methodologies followed. They may not clearly address issues related to the validity and

reliability of the studies being reviewed.

Rather, a systematic review is a good way to find out what works. Traditionally,

systematic reviews have been used to synthesize studies in health and medical sciences to

provide information about the effectiveness of certain interventions by identifying,

appraising, and summarizing the results of otherwise unmanageable quantities of research.

In a qualitative systematic review, information from many research reports is synthesized.

Following the identification of a definable set of studies or reports, an iterative process of

analysis is performed that leads to the identification of themes or categories that dominate the literature. A qualitative systematic review applies scientific strategies that minimize bias to the systematic assembly, critical appraisal and synthesis of all relevant studies on a specific topic (Magarey, 2001). The use of scientific strategies makes a systematic review a research method in its own right and distinguishes it from the traditional literature review. It addresses the lack of standardization normally found in literature reviews, and attempts to make the review process transparent by defining the rules of evidence in generally agreed upon ways.

In a literature review, a background or overview of the subject is provided. The topic is normally broad and there is no attempt to obtain all papers written in the field.

The researcher might include articles that support his or her views, which prevent the reader from gaining an objective view of the breadth and depth of research on a given topic. Literature reviews can be used to generate evidence regarding the effectiveness of particular practices or interventions by leaving out contradictory citations. Systematic reviews, on the other hand, require researchers to formulate a specific research question, search the literature to identify all research on the chosen topic, select studies to be included in the review, extract data, analyze and synthesize data using either quantitative

(meta-analysis) or qualitative (narrative) methods, and report the results. Systematic reviews use a replicable, scientific and transparent approach that generates balanced inferences based on a collection and analysis of the available evidence, rather than reflecting the views of the researcher.

Systematic reviews are important for informing decision-makers and practitioners in such areas as health and education about the organization, delivery, and

implementation of health care plans, educational policies and technological initiatives.

(Light & Pillemer, 1984). They are useful when there is uncertainty regarding the effectiveness of a particular approach. By collecting and synthesizing evidence from study reports and case studies, systematic reviews provide empirical answers to focused questions. By identifying what is known and what is not known, such reviews also help in planning new research studies and further exploration of related issues.

Systematic reviews generally start with the development of a review protocol, equivalent to any primary research study. A review protocol specifies the plan that will be followed to identify, appraise, and collect research studies. The review protocol includes a background, review questions, search strategy, study selection criteria, study quality assessment, data extraction strategy, and synthesis of the extracted evidence. The review should state precise questions to be addressed. As with other research methodologies, systematic reviews can be thought of as analysis of existing data in a given set. The unit of analysis (an article or a report) is chosen to address specific characteristics of a certain population such as instructors or students. Examples of population characteristics can be faculty use of technology, student attitude towards computers, or faculty resistance to computers.

Qualitative systematic review is based on several interconnected steps: (1) review protocol; (2) review questions; (3) the choice of content-based and methodological inclusion and exclusion criteria for papers and reports to be used in the review; (4) the identification of these papers; (5) the extraction of information from these papers; and (6) the methods for analyzing this information (Magarey, 2001).

Review Protocol: The review protocol is needed to ensure that a systematic review is

conducted with the same rigorous steps as are used in other research methodologies. The protocol describes the research questions, how studies will be located, appraised, selected, and then synthesized (Hall, 2002).

Review Questions: A systematic review aims to answer specific questions, rather than

present general summaries of the literature. The questions addressed in a review are the

same as those posed in primary research. The difference is that a review depends on the

existence of primary research, and that research is the subject of investigation and

analysis. As in primary research, research questions should address a specific population

that is to be investigated and the characteristics or actions being evaluated. The questions

give a clear direction for the review as in any primary research study (Light & Pillemer,

1984).

Inclusion and Exclusion Criteria: The research protocol specifies a research strategy for identifying relevant research, specifying the journals, databases, and other sources that

will be searched together using a set of agreed-upon search terms. For a given population

(faculty and trainers in this study), reviews provide summaries of data obtained from primary research of different designs including quantitative, qualitative, and case studies.

The design of a systematic review depends on the nature of the study. Based on the review questions, the researcher decides what type of studies and articles should be included in the study. For example, nurses and health care professionals may choose mixed types of studies for a systematic review designed to answer an effectiveness question. Randomized controlled trials (RCTs), cohort, case-control, before-and-after

studies, and case studies may all be used to synthesize the best available evidence to

answer the effectiveness of an intervention approach (Peacock & Forbes, 2004).

The aim of the inclusion/exclusion phase is to identify those articles that help answer the review question. The inclusion and exclusion criteria should follow logically from the research questions. Such criteria should be defined in terms of the intended population and the characteristics to be studied related to that population. In order to be selected, a study should fulfill the inclusion criteria and none of the exclusion criteria.

Identification of Studies: This is the process during which it is decided where to look for the articles, the search strategy that is going to be used, and the study selection method.

In this phase, relevant journals, databases and other potential but useful sources are identified. A look-up method has to be agreed-upon (whether to use search key words or to look into a list of items in a database or journal). Moreover, the time for the research must be decided which will be related to the research questions being asked in the study.

The identification of articles can be initially based on the titles produced from a key word search. Then a closer look at the abstract of each article will help to decide whether the study is relevant or not. A more detailed content analysis may be needed to decide on the quality of the study and to decide whether or not it will really contribute to the answering of the research questions (Kitchenham, 2004).

Data Extraction: Data extraction is the process by which the information needed for the

data synthesis is obtained. The data can be extracted based on specific agreed-upon

themes or codes and in a standard format outlined in the initial study protocol. Based on

the identified population and their characteristics and the other aspect of the study, data is summarized from each selected study or paper (Kitchenham, 2004).

Analyzing and Synthesizing the Information: The aim of this phase is to summarize the results of all selected studies included in the review. Themes can be categorized into topics related to the research questions and organized in a way that provides preliminary answers to such questions. Qualitative synthesis may provide an assessment of issues related to quality and magnitude of the data extracted. The analysis may also highlight issues related to the quality and bias in specific studies.

3.3 Document Analysis

The analysis of documents is seen by many qualitative researchers as a meaningful and appropriate research strategy. There are many different types of documents and many different ways of generating data through documents. Some documents exist prior to conducting the research, and others can be generated through the research process. Examples of documents that already exist prior to the research are company reports, white papers, magazine and journal articles, books, and computer files.

Documents that are generated during the research process can be in the form of diaries, written stories, biographies, interview transcripts, reports, charts, and tables.

Documents are text-based research artifacts that represent meaningful constituents of the social world in themselves (Mason, 1996). Through documents such as journal articles and case study reports, experiences of people and institutions can be documented and various aspects of the social world can be traced or read. Journal articles on educational technology theories and practices, for example, can provide evidence of best

practices and successful (or unsuccessful) implementations of specific educational

technology systems or methods. Such journal articles are mostly peer-reviewed and must

pass through rigorous review processes to ensure quality and academic integrity before

being published. A systematic review of all articles published in national and

international journals and academic databases in a specific discipline should therefore

give a comprehensive picture of the practices and developments in that discipline.

Documents act as individual units of analysis to tell a specific piece of the story of a

certain topic or issue.

3.4 The Researcher

The researcher in this case is a doctoral student in mass communication. He taught college-level information technology for 7 years in addition to providing IT consulting to companies and government agencies in Malaysia. As a doctoral student majoring in telecommunication, and having extensive experience in traditional as well as constructivist modes of teaching using technology, the researcher believes that technology in education is here to stay. He believes that the next generation of educational technology systems will be build by those who understand computer science, communication, and education.

The researcher’s interest in this area began when he first started his teaching

career in the mid 1990’s. He was among the early adaptors of computing technology in

teaching and used several client/server technologies and the web to support

communication and collaboration in his classes and in the projects that his students were

designing and implementing. When the researcher returned for his doctoral studies, he

was lucky to work in the area of faculty development and support. He provided

technology and pedagogy support to faculty members using learning management systems and a wide array of multimedia software and hardware. This work has allowed him to understand faculty support issues better as well as the various technological,

pedagogical, and organizational issues related to ICT integration for teaching and

learning. The researcher is the kind of person who has a personal and professional need

for the kind of systematic review being conducted in the present research.

3.5 Data Collection

The data collection for this dissertation was guided by the work done by Ely (1996)

who followed a conventional textual analysis approach to identifying trends in

educational technology. His approach was to define questions to be examined; collect

studies/data, code study features and outcomes, and analyze relations between study

features and outcomes. In this research, studies were included using (a) content-based

and (b) methodological criteria. For a paper/study to be included, it had to be a study

looking at or describing the use and impact of an ICT system (computers, networks,

Internet, etc.) in an educational or training setting. The paper could be an essay

describing the structure and deployment of a system, or it could be an empirical treatment

of the use of such a system in a practical teaching or training environment.

As the focus of the dissertation is on impact, papers using methods to measure or

assess such impact were required. Papers using experimental research design as well as

articles and essays describing the change that ICTs introduced in organizations were all

considered. The study was limited to material related to higher education and corporate

settings. Articles discussing the use and impact of technology in K-12 schools or related

to teacher education were excluded from the study.

3.6 Procedures of Data Collection

The researcher initially identified 78 journals and 2 digital libraries for the selection

of articles in this study. Since the study is about educational technology systems, the search for journals included those in the specific area of instructional technology.

Moreover, journals were selected from general education, training, and technology systems (e.g. IEEE Transactions). The two digital libraries are the Association for the

Advancement of Computing in Education (AACE) and American Computing Machinery

(ACM). The researcher also explored ERIC education database, from which he retrieved articles from two journals: Computers and Education, and Educational Technology.

Additional articles were extracted from the Internet, from technical and strategy reports, and position papers. The procedure for collecting the articles was based on an iterative approach. The researcher compiled a full list with the titles of all journals and digital libraries initially identified (Appendix A, page 161). The data collection phase started by categorizing these journals and libraries into six general categories as shown in Table 3.1.

Where key search was required, terms such as ICT, technology, education, teaching, faculty, support, diffusion, and so on were used to locate relevant articles.

Table 3.1 Initial categorization of journals and digital libraries

Category Number of Journals/Libraries Educational Technology 27 General Education 22 Discipline-Specific 15 Training 10 Technology 5 Socio-Cultural 1 TOTAL 80

The extraction period was from 1995 to 2005. Although ICTs were used in

teaching and training prior to 1995, advances in ICTs and this level of integration into

teaching and training became more advanced, portable, and mainstream after 1995. With

the advent of the commercial era of the Internet, the penetration of information technology into education and training had become more visible and universities and colleges entered an era of competition for survival. Moreover, the demand from commerce and industry intensified for graduate students who were better prepared for the

increasingly technology-based market place.

A detailed review/survey was carried out on the table of contents of all issues of

journals within the chosen period in order to reduce the list of journal titles used for the

study. This survey was to identify all articles in all journals, and drop out the journals

that did not contain articles relevant to the topic of this study. The final list consisted of

70 journals and 2 digital libraries as shown in Appendix B (page 163), from which 991

articles were identified.

To conduct an efficient content-based analysis of all identified articles, the researcher developed an electronic-based system to manipulate, index, and sort them.

For each article, the title and the name of the source (journal or digital library) were indexed and tabulated using Microsoft Excel software as shown in Appendix C.

Although the majority of the articles were collected in electronic form, some were extracted from paper-based issues. The researcher decided to use Adobe Portable

Document Format (PDF) to store all the articles collected. Thus, electronic articles either were in PDF format already, or were converted into PDF. Paper-based articles were photocopied and then scanned into PDF. The result of this effort was a complete collection of articles in PDF format. Each file was given a name that represented its label as shown in Figure 3.1.

Figure 3.1 Tabulation, indexing, and archiving of all articles used in the review

The next step was to look into each article and determine whether it could contribute to answering the research questions in this study. Based on the set of inclusion and exclusion criteria shown in Table 3.2, the 991 articles were reduced to 652. They are listed and labeled in Appendix D starting on page 180 in this dissertation.

Table 3.2 Inclusion and exclusion criteria for articles

Inclusion Criteria • Any article discussing an educational technology and relating it to pedagogy • Any article focusing on diffusion and adoption of technology • Any article focusing on faculty support and training issues • The article must be in a university or corporate setting • The article can be an essay, empirical study, position paper, or case study • The article addresses the topic from a teaching/training perspective

Exclusion Criteria • Any article focusing on students’ perspective (i.e. learning) • Any article focusing on technology and pedagogy in schools (K-12) • Any article that deals with teacher education (again… K-12)

Identified articles were tabulated and as the extraction and analysis of data began, more articles were discovered in the 652 list that did not meet the study criteria and there were further exclusions. At the end of the data extraction phase, 532 articles were fully included in study.

3.7 Data Extraction and Analysis

Data about 1) the different types of ICT systems, 2) the issues in implementing and using such systems, 3) and the reported impact and influence of the system on the teaching/training process, was extracted from all included papers using the extraction criteria outlined in section 3.6. Data was collected on the type of system/technology used, how the use of such system/technology enhanced or supplemented teaching, and the pedagogical principles involved. The analysis included many case studies and experiments carried out by institutions and individual instructors and trainers. The objective of organizing the data in this way was to make sure that the product of this

dissertation could becomes a practical reference for educators, trainers, and educational technologists who will benefit from an all-in-one reference manual describing the use and impact of ICTs in teaching and training.

The articles and the extracted data were organized and then analyzed based on the three dimensions involved in this study: technology systems, pedagogy, and diffusion and support issues. Information from the various studies that addressed similar questions or issues was grouped together (see Appendix F, starting page 203). Within these groups or themes, the articles were evaluated based on the significance of their findings and the practical use and applications of the systems and/or strategies described.

3.8 Summary

This chapter has described the research methodology used in conducting this research enquiry. The main method was a qualitative systematic review of all literature related to information and communication technology systems and their use in and impact on the teaching and training process during the time period 1995-2005. The study used 532 articles collected through an in-depth search through 70 journals and 2 digital libraries. All articles were labeled and converted into PDF format and were burned onto one CD-ROM. Data themes in the articles were identified based on a detailed document analysis. The themes were categorized according to the technology systems used, pedagogical issues, diffusion and adoption issues, and staff development and support issues.

CHAPTER FOUR: PRILIMINARY FINDINGS

4.1 Introduction

The objective of Chapter Four is to provide a brief summary of the extracted

qualitative data as it relates to the research questions. The chapter also seeks to define

and classify ICT-based teaching environments from technological, pedagogical, and

organizational perspectives. A classification framework has been developed that maps

technology systems to pedagogy, including a navigational strategy by which faculty

members, trainers, and policy-makers may access the results.

Chapter Five illustrates the various ICT systems and their implementation in

teaching and training. Chapter Six discusses organizational issues having to do with applying ICTs to the purposes of teaching and training in universities and other institutions.

Out of the 991 articles initially identified in the whole body of literature, 652

articles were decided to be of direct relevance to this study. The first phase of identifying

themes was carried out by categorizing the 652 articles based on their titles. Once that

was done, a closer look was taken at each article to decide weather it belonged to a

specific category (theme) that could contribute to the answering of the question in this

review, or to identifying additional categories. The 652 articles were further reduced to

532 that formed the final collection of articles used for this study.

The full list of categorized articles and their labels are listed in Appendix F

(starting page 203). Some articles will fit into more than one category since some

studies/essays address more than one issue. For example, an article under the category

"Technology Use in Education – General" may include discussion about videoconferencing as well as CD-ROM technology.

To help in the categorization of the themes from all articles, a data sheet was

prepared as shown in Appendix G. Throughout the analysis, the researcher has presented

technologies and their usage as reported by the literature collected over the study period.

In no way was the researcher endorsing any technology or technique reported. It is left

up to faculty members, trainers, instructional designers/technologists and their

organizations to decide what fits best for their specific needs.

It should be also noted that the researcher is not suggesting that information and communication technology will replace faculty members and trainers. The instructor plays the critical role of facilitating the learning process helping develop students' skills in recognizing, organizing, and analyzing data gathered through electronic media. As will become clear at the end of this dissertation, a blended mode of teaching that includes face-to-face teaching supported by diverse communicative media will greatly enhance student-learning experience. Table 4.1 lists all the technologies identified in the body of

articles used in this review.

The discussion about the World Wide Web can of course branch out since many

learning management systems such as Blackboard are based on the web. Many communication and conferencing tools such as bulletin boards are now web-based as well.

Table 4.1 List of technologies identified in the review

Technology Number of Articles World Wide Web 59 Learning Management Systems 20 Other Hypermedia Systems 8 Communication & Collaboration 51 Video and Videoconferencing 27 Mobile and Wireless 17 Java Technology 9 Other Technology Systems 24 Technology-Rich Classroom 19 TOTAL 234

4.2 Analysis of the Qualitative Data

The qualitative data was derived from the textual analysis of all articles included

in this study. The data extraction form and two filled samples are shown in Appendix G.

The total number of articles analyzed was 532. The narrative presentation of qualitative

data is organized sequentially through the research questions starting with technology,

followed by pedagogy, and finally organizational issues.

Question 1 (Technological): What are the various ICT systems and their characteristics being used for teaching and training?

Analysis of Qualitative Data for Question 1

Technology systems reported in the literature during the 1995-2005 time frame

can be divided into two groups: software tools/technologies, and hardware

tools/technologies. The software tools are dominated by the World Wide Web (WWW).

Web technologies were discussed from two perspectives: as media for delivering

teaching material, and as collaboration environments. The web initially was used to

deliver electronic learning material. The web material can be in traditional static HTML

pages, or as dynamic learning material generated through interfacing the web with other

database and programmed engines such as JavaScript and CGI. Articles dated prior to

the year 2000 were mainly describing the construction of web courses and the various

web authoring tools used. In later studies, more discussion was focused on learning

management systems such as WebCT and Blackboard (20 articles), although some earlier

papers described attempts to custom-build learning management systems for specific

courses or specific university departments. Throughout the discussion of web-based

systems, other technologies were discussed as add-ins to the web. Few studies talked

about the integration of Java applets in web courses to support simulations and similar

types of dynamic teaching material.

The discussion on WWW technology also included some articles that dealt with

hypermedia as a technology and the issues involved in the design and implementation of

hypermedia systems. These included the web, as a hypermedia system, as well as other

stand-alone systems such as CD-ROM-based learning material that are based on

hypermedia concepts. Other studies talked about the building of proprietary programs

using Java and Visual BASIC that also apply hypermedia navigation and linking concepts.

Articles about collaboration tools (46 articles) were related to the web in multiple

ways since many synchronous and asynchronous conferencing systems started to be

implemented through the web during this time period. For example, several studies

talked about the role of discussion boards and real-time chat built into learning

management systems such as Blackboard. Moreover, web-based courses could also implement an e-mail facility to enable the instructor and the students to use multiple

services within the same web site without the need for several discrete tools or programs.

Most of the discussion about conferencing was within the context of the web, but a

number of stand-alone systems were discussed mainly for distance learning applications.

Advances in video and audio technology was also discussed and related to the

web (14 articles). The video and audio discussion includes software (capturing, editing),

as well as hardware tools (decoders, servers). Several studies discussed webcasting and

streaming technologies and their integration into web-based courses. A number of

articles described initiatives to build web-based courses that heavily incorporate

streaming video or audio in disciplines such as fine arts and video editing.

Videoconferencing technologies and issues were widely discussed in blended teaching environments as well as in distance teaching (18 articles).

Wireless and mobile technologies (17 articles) gave attention to laptops and

wireless infrastructure in universities and their relation to pedagogy. These articles also

included descriptions of other mobile and wireless tools increasingly used in education

such as Tablet PC, Personal Digital Assistants (PDA), and related software tools such as

E-book readers.

A large number of articles (19 articles) dealt with technology-rich classrooms and related issues. The articles either described how technology tools can be integrated and positioned in the classroom, or what the layout of a classroom should be to support teaching with technology. Besides talking about computers, projectors, and the traditional technology podium in the classroom, other articles explored new technologies for immediate student feedback such as student response systems (SRS) and voting technologies in large classrooms (5 articles).

The largest group of articles (53 articles) did not focus on one technology in particular. Rather, the articles discussed technology use in teaching and training in general and gave examples and presented cases that highlight certain technologies and their applications in universities and other organizations.

Question 2 (Pedagogical): How are faculty members and trainers integrating the various

ICT systems and tools to enrich and change the way they deliver instruction?

Analysis of Qualitative Data for Question 2

This question looked at the pedagogical approaches and strategies for integrating technology in teaching and training. These were specific technology systems implemented to maintain or enhance practices similar to face-to-face pedagogy or introduce new approaches that were made possible with the use of technology. Two-way communication systems that enabled instructor-to-student and student-to-student communication and collaboration were the main issue of concern (46 articles).

Communication technologies were reported that facilitate project-based learning and collaborative project design in such areas as business, engineering, and computing.

Moreover, the ability to more easily communicate at a distance allows the exchange of teaching and learning material and conduct assessment. The role of synchronous and asynchronous conferencing systems in promoting student cooperative work was often noted and many examples and case studies appeared in the articles used for this study.

As to the concept of learning by doing, the systematic review found at least 31 articles reporting the design and implementation of simulation systems that enabled

students and learners to interact with a learning environment such as a virtual laboratory.

Such applications are useful for example in designing a physical system that uses actual

parameters and material in areas such as mathematics, engineering, and computer science.

Technology also has contributed to promoting higher learning and critical

thinking skills among students through the use of new ways of applying the technology.

The use of blog and electronic portfolio technologies that enable students to write their thoughts and think in a deeper way was reported in 5 articles. Such technologies give students the opportunity to build their own learning and teaching portfolios allowing their institutions and future employers to review their work and capabilities.

The review called attention to the many ways technology-rich classrooms are

changing how teachers teach and deliver information to students in face-to-face and

distance environments (19 articles). The integration of networked computers and

projectors into classrooms, and the availability of such audio/video multimedia tools as

DVD and streaming media players and camera projection systems are changing instructor

and trainer behavior in the classroom. Such tools enable them to construct more

sophisticated presentations and to store/retrieve images and notes written on an electronic

whiteboard. Constructed materials can be archived and made available to all the students

anytime after the lecture is over. A total of 59 articles touched on the ability to use the

web to store analog content in electronic form, making teaching more efficient and more

professional. Moreover, 20 articles focused specifically on learning and content

management systems such as WebCT and Blackboard. Examples cited in the literature

include electronic reserve material, video files and sample program outputs.

Question 3 (Organizational): What are the organizational and institutional challenges in

managing the adoption and implementation of ICT for teaching and training?

Analysis of Qualitative Data for Question 3

Two aspects addressed in the literature related to this question. They were

diffusion of educational technology (31 articles), and training/support issues (68 articles).

Much of the diffusion of innovation discussion followed Rogers’ classical model of

diffusion. The articles tended to discuss technology as an innovation with certain

characteristics that could either attract or repel a faculty member or a trainer. Literature

on technology diffusion addressed issues of resistance and attitude towards technology

and proposed strategies and techniques based on classical diffusion theory that promoted

certain technologies used in teaching and training. However, four articles proposed

alternative models to classical diffusion theory. For example, in addition to ensuring

immediate technology adoption, innovators have to consider whether or not the adoption continues when technology is upgraded or completely changed.

One issue that was widely discussed in the literature was the matter of faculty

support and training. Numerous strategies and methods for training faculty in using

technology tools were suggested. But some authors consider the issue of institutional

support more important. This support can come in the form of free time to learn

technology, incentives, technical support and access to good equipment.

The remaining parts of this chapter sketch a Main Access Point (MAP) of the

research results that will be presented in Chapters Five and Six. The chapter outlines the

trends in ICT systems identified in the literature and maps them to pedagogical and

organizational issues. The chapter represents a reference point or a classification

framework to access the research results reported in Chapters Five and Six.

4.3 Data Classification Framework

The large volume and diversity of data extracted in this research require the

development of a scheme or a framework to assist faculty members, trainers, and policy-

makers in finding the type of information they need and accessing the results in an easy and speedy fashion. The classification framework developed for this purpose divided the extracted data into two main categories that will be presented in two different chapters.

Systems and technologies will be presented in Chapter Five by outlining the technology and mapping it to certain pedagogical principles. Such information is most useful to faculty members, trainers, and instructional designers. Chapter Six will present the

organizational perspective which includes diffusion issues and faculty support and

training issues.

Figure 4.1 illustrates how the three perspectives of this dissertation (technology,

pedagogy, and organization) are mapped into the three intended audience groups (faculty

members/trainers, support personnel, and policy-makers). Faculty members and trainers

will be more concerned with the specific technology systems and their capabilities to replicate or enhance pedagogy in classroom teaching. Organizational issues may not be of direct concern to faculty members and trainers. Policy-makers, on the other hand, are concerned with the macro picture of how the use of technology is changing pedagogical approaches that have an impact on the organization and the way it operates. Policy- makers are usually not concerned with the specific technological systems or the details of

new pedagogical approaches. Support staff will be interested in all three perspectives to be able to provide technical, pedagogical, and staff development support at the level of the classroom as well as the organization level.

This review identified seven major technology classifications listed in Table 4.2.

Some of these technologies are exclusively networked-based (WWW, communication tools), and some could be utilized as stand-alone tools (computer games, simulations).

Figure 4.1 Mapping research perspectives to intended audiences

Technology Pedagogy Organization Faculty Members/Trainers

Support

Policy-Makers

Table 4.2 Classification of technologies identified in the review

Technology

Operating Environments • Networked systems (e.g. LANs, WANs, Internet and Internet2) • Stand-alone systems (e.g. PC, Mac, UNIX, etc.)

Hypermedia Systems • World Wide Web (Web sites, LMS) • CD-ROM and other systems

Communication Collaborative Systems • Asynchronous (e-mail, discussion boards) • Synchronous (chat, video/audio conferencing)

Digital Video and Multimedia • Video/audio data files • Streaming and webcasting • Virtual Reality • Voice Recognition • Computer Games

Mobile and Wireless • Laptops, Tablet PC, and PDAs • E-Books Programming Tools • Java • Visual BASIC • Expert Systems and Artificial Intelligence • Commercial Software Packages • Specialized custom-built Applications Technology-Rich Classroom • Classroom Presentation Tools & Equipment • Student Response and Voting Systems

Each technology was addressed in the literature from its technical aspect and/or its pedagogical uses and value for teaching and learning. Some were additionally examined from an organizational perspective (e.g. learning management systems). Table 4.3 outlines the four major educational/pedagogical activities the ICTs are used for when utilized for teaching and training.

Table 4.3 List of pedagogical/educational uses identified in the review

Educational Activity

Content Delivery and Management Class Management • Enrollment • User management Teaching / Lecturing Communication and Collaboration • Synchronous • Asynchronous Assessment Tools • Online tests and quizzes • Online gradebooks

Table 4.4 mapped each technology with its educational uses as identified in the literature reviewed for this study. It should be noted that some systems and technologies

have multiple functionalities and uses that could be integrated within one system. As Table 4.4 revealed, the main educational uses are teaching/lecturing, followed by assessment, and finally content delivery. This gives a general indication that faculty members and trainers are increasingly using technology to enhance teaching practices, rather than just use it to deliver material. These faculty members are more concerned with improving the teaching approach as well as using such technology to assess students’ learning.

Table 4.4 Mapping of ICT systems and pedagogical uses

Content Class Teaching Communication/ Assessment Technology Delivery Management /Lecturing Collaboration

World Wide Web ● ● ● ● ● Web-based LMS* ● ● ● ● ● CD-ROM & other HM** ● ● ● ● Discussion Boards ● ● ● ● Chat and MUDs*** ● ● ● Video/Audio Conferencing ● ● ● ● Media Streaming ● ● Voice Recognition ● ● ● Virtual Reality ● ● Computer Games ● ● ● Mobile & Wireless ● ● ● ● ● Expert Systems & AI**** ● ● Java and Programming ● ● ● ● Presentation Equipment ● ● ● ● Student Response Systems ● ● ●

* Learning Management Systems ** Hypermedia *** Multi-User Dimension **** Artificial Intelligence

The organizational perspectives in this study were discussed separately in Chapter 6. Table 4.5 lists the four main themes identified in the literature. The focus was mainly on diffusion of ICTs and its adoption by faculty members, trainers, and organizations as a whole, and issues of faculty support and staff development.

Table 4.5 Organizational issues identified in the review

Issue Section

Diffusion of Innovations 6.1

Faculty Development 6.2

Organizational Support 6.2

4.4 Summary

This chapter provided an initial summary of the results of the Systematic Review.

The first part of the chapter provided a list of major ICT systems reviewed in the

literature. The chapter then presented concise answers to the three research questions.

These answers outlined the issues related to each question with some simple statistics relating to the number of articles that dealt with certain issues. The final part of this

chapter provided detailed tabulation of all technological systems, pedagogical uses, and

organizational issues found in the review. These tables provided a Main Access Point

(MAP) for the reader to access the material in Chapters Five and Six.

The next two chapters provide topical overview of the various ICT systems and

their teaching/training uses, as well as the organizational issues that has to be dealt with

when ICTs are integrated into the teaching process. Case studies extracted from the

literature can be found in Appendix H starting page 218.

CHAPTER FIVE: TECHNOLOGY SYSTEMS

This chapter summarizes and analyzes the research findings on ICT systems and

their pedagogical uses in teaching and training. An overview is given to each technology.

The pedagogical uses in teaching and training are discussed as reported in the literature reviewed for this study. In several locations throughout the chapter, reference numbers are shown at the beginning or at the end of certain discussion topics. These numbers refer to the labels of sample articles in which such material is reported. In addition to the label number, a page number is listed to make it easy for the reader to locate the title and source of an article in the appendices.

5.1 Hypermedia Systems

This section reviews the educational uses of hypertext, hypermedia, and web technologies as found in the literature survey. Hypertext refers to non-sequential writing

of information that lets a user connect information by means of links and paths. In 1945,

Vannevar Bush proposed a mechanized hypertext-like system called Memex that

consisted of a device that stored books, records, and communications, and could be

consulted with exceeding speeds and flexibility (Bush, 1945). Sixty years after Bush,

hypertext has become hypermedia; an innovation that has revolutionized the way

information is stored, processed, and retrieved in digital format. The integration of

hypermedia into the practice of teaching provides the simplest form of student-content

interaction, enabling user control of information. Clicking on hyperlinked text or images

will take the user to another page (document, file, or image) that may exist on the user's

computer or on a computer halfway around the world. This new page could contain

anything from the definition of the hyperlinked word to a full essay on the topic. Today,

the World Wide Web is the most popular hypermedia application and is extensively used

in education and commerce. Discussion about hypermedia technology and systems are

presented in data sources 002, 060, and 350 listed under Appendix F, page 206.

5.1.1 The World Wide Web

The WWW is a body of software and set of protocols and conventions that make

it possible for people on the Internet to search for, retrieve, browse, and add information.

The availability of WWW server software and the availability of free client software

(browsers) such as Internet Explorer, Safari, and Netscape have made the WWW the

most popularly distributed hypermedia system ever (110 & 164, pages 206 & 207).

The Systematic Review of literature illustrates that web browsers enable the

delivery of such multimedia content as digitized photographs and graphics, to an unlimited number of users. Audio, video, and animation can also be delivered to many users without decline in quality with repeated uses. Web pages allow on demand information exchanges between users and host servers. For example, when completed, students can transmit their answers to an online exam. CGI scripting can be utilized to

program responses back to the users; for example, graded test answers returned to the

user online.

The cross platform distribution of the web means that the instructor no longer has

to worry about producing separate versions of a teaching material for Windows or

Macintosh. The users' computers can be located on or off-campus, in the next state, or on

the other side of the world. The web enables seamless integration of lessons from many

sites and allows the easy updating and expansion of learning material. New information can be uploaded as quickly as it can be keyed into the correct format, producing instructional materials that may be years ahead of textbooks.

Several variations of educational hypermedia technologies have emerged on the

Web and were reported in the reviewed literature. Computer Aided Instruction (CAI)

allows instructional material to be delivered electronically via the Web instead of in

printed mode (395, page 214). Computer Aided Learning (CAL) emphasizes the critical

and cognitive aspect of learning and allows learners to explore the wider aspect of a

subject. Computer-Based Training (CBT), a more contemporary form of CAI using

interactive video and CD-ROM, has been around for many years in corporate training and

government services.

5.1.2 Uses of the WWW in Teaching

The WWW is probably the most often used technological tool in teaching and

training today. According to the literature reviewed, its applications in teaching vary

widely with the discipline. While some faculty members and organizations deliver

electronic copies of learning material online, others develop entire courses to be delivered

online. Web-based instruction has had a major impact on teaching and training methods

affecting the nature of interaction as well as content delivery. Web tools are used to

capture graphics and create animation in the teaching of computer programming and

mathematics and to illustrate how certain processes work. Examples of such uses were

reported in data sources 055, 160, and 191, pages 207 & 206.

The WWW is used to support collaborative work in university and corporate

settings. Learners can collaborate on group projects, share discussions, exchange

documents, and organize group presentations. Such approaches are heavily used in

project-based learning (PBL) and learning by doing. Moreover, web forms can be

integrated into courses to help faculty members and trainers get feedback from students regarding their understanding and other aspects of the course, allowing instructors to take appropriate action in a timely fashion.

Another domain of computer-mediated communication that was revealed in the

Systematic Review is the multi-user domain (MUD). MUD was originally produced as

an adventure game environment accessible via telnet, a text-based TCP/IP program

widely used on the Internet for host remote access. One variety of MUD, termed MOO,

developed as an object-oriented space for interaction. MOO has been widely adopted for

use in English writing classes in colleges and universities. In a MOO, interaction with

objects and people can be extended over time and mediated by historical trails of activity.

All actions in the environment leave a record behind. MOO presents a range of choices

for distinguishing between public and private actions and for deciding who can see what.

MOO environment was discussed in data sources 342 and 522, page 205.

Web logs or blogs, another mode of communication and collaboration, are

increasingly used is teaching and training. Blogs can be in the form of a journal that acts

as an online diary containing personal thoughts, opinions, and reflections. Blogs can

motivate students to write and do research over an extended period of time and share

their efforts. Blogs are different from traditional discussion board because of the creative

freedom students are afforded as individuals. Universities are making blog facilities

available to students and faculty members (see data source 383, page 207)

Another educational use of the web is for simulations that resemble real-world

situations. In business education, simulation approaches to e-Commerce education are a

particularly effective way to provide students with practical opportunities for learning

(602, page 209) Internet-based virtual laboratories have been developed using web sites

that enable distance experimentation by remote control of real instruments and

synchronous remote measurements. Other types of virtual labs use Java applets in

laboratory procedures where learners perform operations in a predetermined order.

Example studies that illustrate the use of the web as a simulation tool can be found in

data sources 159 and 539, page 205)

The literature also reported the use of the web for online electronic portfolios (e-

portfolios) which reflect student creative work in teaching/learning, research and practical skills (138, 319, 421, page 207) Libraries are using the WWW to deliver

reserve material in electronic form. Advances in scanning technologies, along with such

applications as portable document format (PDF), are revolutionizing this approach.

University libraries work with faculty members on issues related to copyright and fair-use

to help them make the most of reserve documents. Online documents have added speed,

convenience, and accessibility to students on campus and at a distance (see 394, page 207)

According to the literature reviewed, adaptive web-based education can help a

student in learning by presenting the most relevant material, taking into account a model

of the student’s goals, interests, and preferences. In hypertext, a document may contain

technical terms, for which a “plain” word can be used in informal introductions, but

should ultimately be replaced by the proper term once the student has read the definition

of that term. Another form of adaptation is to make links to pages prominently present as long as the student has not read these pages, but once they have been read, links to these

pages may be omitted. Although no strict reading order is needed, links to advanced

topics should remain inaccessible until most of the introductory topics have been studied.

Examples of adaptive hypermedia systems and techniques were reported in data sources

020, 631, page 206, & data sources 152, 453, page 207).

5.1.3 Learning and Content Management Systems (LMS) and Standards

The popularity of web-based teaching and learning has lead to the development of easy-to-use learning and course management systems. LMS/CMS systems help teachers to create, store, deliver, and manage content online without the need for HTML programming. Such systems separate the construction and display of web pages from their content. They allow for controlling the look and feel of web pages centrally while distributing responsibility for the content. Each faculty member or department controls a particular area on the site, including the ability to delete, reorganize, and edit pages.

Many tools started as academic research projects and soon were commercialized to become industry standards. Examples of such tools covered in the literature reviewed were Blackboard™, WebCT, Lotus Learning Space, TopClass, TeleTOP, and

WebBoard™. These tools vary in their characteristics and features, but generally they all focus on learner centeredness and instructor-friendliness. They include easy-to-use user interfaces, simple and functional navigation, communication, and learning assessment and management tools.

Because of the monolithic nature of these LMS platforms, interoperability has been a problem that some reviewed articles discussed. That is, it is not easy to move a course design and structure from one LMS to another (see 450, page 208). To allow this interoperability, there is a need for common standards and specifications. The Institute of

Electrical and Electronic Engineering (IEEE) is playing an important role in the development of the Sharable Content Object Reference Model (SCORM), a collection of specifications adapted from educational, vendor, and government participants (049, page

208). SCORM provides a comprehensive standard of capabilities to be used in the e- learning environment to enable interoperability, accessibility, and reusability of web- based learning content. A course design that follows the SCORM specifications can be transported from one Learning Management System to another with few modifications. A

SCORM-compliant package should be reusable, accessible, interoperable, and durable.

WebCT, Blackboard, and other customized LMS are now following SCORM specifications.

Despite the availability of such high-quality and sophisticated course and learning management systems, some institutions and organizations have discipline-specific needs that have required them to develop their own customized learning management systems.

The cross-platform features offered by the Java programming language makes it appealing to build custom-made LMS. These systems were either developed because of a specific need that commercial off-the-shelf LMS lack, or they were designed and implemented before the boom of commercial LMS. For example, some institutions were using custom-made web-based learning and content management systems before 1999, but later transferred their online courses to commercial LMS. Examples of custom-made

LMS were found throughout the body of literature reviewed. These include SimulNet,

WebCOSY, ClassNet, and TutorWeb. Links to web sites discussing these systems can be

found in Appendix I, page 233.

The Systematic Review also revealed new types of Learning Management

Systems (LMS) such as the uPortal, OKI infrastructures, and OpenUss container (324,

page 206). Unlike Blackboard or WebCT, these new systems are based on an open and

interoperable architecture providing developers with a set of components. Such

architecture facilitates the development of an environment enhancing the training process

thanks to the integration of educational services put at the user disposal by application servers distributed all over the web. Such servers deliver parameterized questions and assessments, annotated examples and solutions for exercises, and dynamic activity sequencing. Technology is now available to implement such distributed applications

with open standards like Java, the Apache Software Foundation toolkit, and Open Source

initiatives. Links to information about such systems are provided in Appendix I.

5.1.4 Issues and Considerations in WWW-Based Courses

The literature calls attention to the fact that teaching on the web involves some

risks that faculty members and trainers must address. Some of these challenges are technical, some are educational or pedagogical, and some are organizational. The issues below are summaries from all the literature used that deals with web-based teaching and

training (see list of articles on pages 207 & 208 in Appendix F).

Technical Requirements: Developing new courses for the web or transforming existing

course requires certain technical knowledge and skills. A common technical issue is the

system requirements, such as minimum CPU, RAM, and screen resolution needed to run

a course on the web. A course designer’s lack of familiarity with the equipment the

learner will be using may lead to all sorts of problems for the students and for the institution. Related to that is platform compatibility where a course may run on a PC but crash on a Macintosh. Sometimes a course may include learning material that requires certain video, audio, or animation plug-ins that can only run on a designated platform.

Other issues include user competency, special instructions needed for usage, user directions and guidance while navigating, loading files when communication links are not fast, such as modems at home, and program actions and broken links.

Faculty members and trainers using the WWW need to frequently reconsider their

methods of presentation. New technologies for teaching and training are being developed every month. Uses can vary from posting a course syllabus on the Web to expecting the

Web to facilitate assessment. The challenge is to keep up with changing technology and

find technology experts and instructional designers to help decide the best methods for

integrating such technologies into web-based courses.

Presentation and Interactivity:

The literature used in this study shows that learning styles have to be taken into

consideration by faculty members and course designers. Students can be visual, auditory,

kinesthetic, or reflective learners. Web-based courses have to cater to as many styles as

possible so that no students miss the opportunity to learn from such courses. Courses

designed for adult learners should employ sound androgogical (adult learning) principles.

The data sources reiterated that designers should consider, for example, the extent to

which each learner can be in control of their own learning (content, pacing, and

sequencing), that alternative methods of learning the same material are available, and that

the subject is the student’s choice.

It was also concluded from the discussion in the literature that online courses

allow learners to explore conceptual ideas, manipulate information, and to construct

personal representation of knowledge. Such resources provide support and feedback on

the learning process with a high degree of learner-to-computer interaction that is

consistent with the constructivist principles of education. Examples of such material are

simulations that allow learners to discover and apply concepts. Animated guides, intelligent agents, cognitive and practice tools, and supporting tools can provide adaptive guidance as learners explore an environment or carry out tasks.

Teaching on the web is a greater challenge than teaching in a blended

environment. Presentation methods have to be more detailed to minimize students’

confusion and the need to ask questions. In a blended environment, students can still ask

the questions in the class and there is more room for exchanging ideas in a face-to-face

fashion.

Communication and Feedback: Internet communication is user-controlled and user- defined. In web-based education, particularly in distance learning, students should be able to control class time, sequence, and delivery. While the course instructor initially provides all possible messages and information on the web site, it is the student/learner that selects the message out of all possible messages. There is no guarantee that the student will select the message intended by the instructor. Students may choose to ask

about anything at anytime related to the web-based material. The students will also

submit work for grading via the web. Appropriate communication mechanism should

always be available to enable the student to ask questions and submit work electronically.

Providing feedback to students can be complex and time-consuming for the instructor. Just as web-based systems can stimulate new forms of student involvement, so they should stimulate new forms of feedback. Feedback can be provided to students individually, in the form of a model-answer for the whole class, or feedback to specific

group of students (in-group projects). Delay in responding frustrates the students and can

be a turn off in using web-based courses. On the other hand, in a large web-based class,

the questions and assignment submission may be overwhelming, and the instructor will

not be able to respond to each questions. The design of web-based courses can address

this matter and incorporate techniques for student-centered learning by which students

can find answers elsewhere and not just rely of the instructor.

Again, the literature reviewed in this study indicate that pure web-based teaching

presents the greater number of challenges in this area and instructors have to make sure

that plenty of communication channels are open to the student to account for the lack of

the social interaction.

Printing from the Web: Material added to a web-based course can save instructors the

effort of printing two or three hundred sets of lecture notes. Students, however, may raise

the issue of costs incurred in having to print from the web, rather than receiving paper

copy from the instructor. Instructors sometimes forget that the learning material they

make available on the web can consist of hundreds of pages. Students may be asked to

read from the screen, but not everyone can do it. In some cases, the material is protected

so no printing is allowed. No matter what, there will still be students (and faculty) who

will immediately print anything electronic onto paper.

Social Issues: Teaching and learning via the web may create problems when it comes to

social issues. What is meant by this is the problem of identity and expressing social cues in an online environment. In a blended environment, this may be taken care of in the face-to-face component of a course. But in a pure online teaching environment such as distance education, social presence is of importance, as noted in the literature. If there are no bandwidth limitations, multimedia conferencing may overcome some of the challenges related to “presence.” However, in a text-based interactive environment such as e-mail, text chat, and discussion boards, creative social cue representation may be needed to have a social atmosphere close to what is experienced in a traditional classroom.

Academic Honesty: There is a high potential for academic dishonesty in web-based

courses especially in distance education where courses are delivered purely online. The

literature review shows some efforts being made in the academic community to provide

technical infrastructure that discourages cheating. Institutions have taken steps to

minimize this risk by allowing for only proctored examinations. Distance education

students must come to the campus to be tested. This, of course, will not work for

students taking Internet-based courses who are located around the world. Faculty

members are not always comfortable with testing over the Web because of the potential for cheating.

A number of technology-based approaches can be used to reduce the risks in

online testing. Similar to bank users who get authorization to an ATM machine using a

plastic card with pins and a code, students can get access to an exam via a web address

and a password. The problem is that Web addresses can easily be found and shared, and

passwords can easily be sniffed or cracked. A dishonest student can misuse the stolen

password to preview the examination before taking it. Alternatively, with the stolen

password the entire course could be downloaded and then mounted on a different server

at a different site. Techniques such as monitoring and logging students’ activities can be

useful in this regards.

There is also the problem of trusting that the student does not cheat while taking

the exam. This means ensuring that the student will only use allowed resources and does

not receive help from others while taking the exam. Solutions range from software plug-

ins that prevents the browser from accessing other web sites while taking the exam to

using web cams to view the students. Some of these solutions can be costly than others.

Intellectual Property: Making copyrighted material available to students online is a big issue in web-based courses. The Digital Millennium Copyright Act calls for the use of password protection for intellectual property. The recommendations for fair-use exemption for copyrighted materials suggest that faculty members could require students

to use a password to reach the requested materials and that the materials be removed as

soon as those materials are no longer needed for teaching.

Authentication Issues: The usage of passwords to access web-based teaching and learning

material has its challenges. First, the student population keeps changing from one term to

another, making it problematic to use a single password to access the course. Second,

students may forget their passwords if different passwords are used for different students.

Finally, a password can be guessed or sniffed.

E-mail Misuse: Web-based courses may become targets to hackers. For example, denial of service is an attempt to make a site inoperable by overloading the system. This overload type of assault can occur accidentally or on purpose when an email message, say with a large attachment, is sent to every email address on a campus.

People with Disabilities: The Americans with Disabilities Act prohibits discrimination against people with disabilities. Web-based courses should be designed to give such students a better chance for access than in conventional universities. Image-intensive material, screen readers, and browsers for people with disabilities are some of the efforts taken in this area. Technologies such as text-to-speech and dictation tools are also used for such purposes.

5.1.5 Other Hypermedia Tools for Teaching

The literature pointed to other custom-made and commercial off-the-shelf

hypermedia tools that can be used to design teaching materials. These include

information kiosks on CD-ROM to teach object-oriented databases in a computer science

discipline, a CD-ROM to set a problem-based learning environment in educational

psychology, and an electromagnetic teaching CD-ROM in engineering education. Some

case studies are detailed in Appendix H, page 218.

5.2 Communication and Computer Supported Collaborative Work (CSCW)

Communication is vital in the teaching process. Educators and trainers need to

have continuous communication with their students in the form of feedback, assignment

submission, and collaborative activities.

5.2.1 Electronic Mail

Electronic mail (e-mail) offers teachers and trainers numerous advantages. E-

mail has become indispensable in facilitating day-to-day student-instructor and student-

student communication and is greatly facilitating the management of teaching. E-mail

can minimize the number of face-to-face meetings with students, freeing both students

and the instructor to communicate anytime from anywhere without the need to schedule

physical meetings. E-mail also can be used to send announcements/messages to

individuals or groups while making sure that these announcements are being read. E-

mail can enhance delivery of learning material and supporting documents in a speedy and

convenient way, eliminating much of the physical paperwork and time delay. All of this

can lead to reduction in teaching time and more efficient management of the

teaching/training process.

The review data reported application of the e-mail utilization in a large number of

disciplines. Applications include writing as a way of reflection, teaching English as a second language, and using e-mail as a forum for argumentative interaction in teaching sociology of education (see data sources 050 & 170, page 210)

5.2.2 Computer-Supported Collaborative Work (CSCW)

Computer-Supported Collaborative Work (CSCW) refers to computer-based tools

that enable students to communicate with instructors as well as among themselves.

CSCW systems include simple email exploders (e.g., Listserv), sophisticated bulletin

board systems (e.g., Usenet News, Bulletin Boards), and real-time chat/conferencing

systems. Some of their characteristics may include directories for identifying participants

and addresses, electronic mail, group discussions, private work spaces for collecting ideas,

word processing for drafting documents, bulletin boards for access to announcements,

and voting or polling for determining support for an issue. Some systems may also

provide graphics, scheduling, and communication with other systems. When all of these

features are combined, a very powerful environment for computer-supported cooperative

work in classroom settings is formed.

The literature used in this study shows that CSCW systems can be either

asynchronous or synchronous. In asynchronous mode, users can work at a time that is

convenient to them and fits in with their personal schedules. It is frequently not

necessary for all group members on a project or in a class to be in the same place at the

same time for face-to-face meetings, nor on-line for virtual meetings, provided the conference is frequently checked for new messages. Participants can take their time to reflect on a topic before they respond to a particular message, as well as refer to other messages and arguments posted. This teaching environment is useful for shy students and for those who communicate better in writing than orally or face-to-face. It allows

participants to consider and carefully frame their responses (see data sources 014 & 274, page 205, data source 222, page 206)

Synchronous conferences are administered in real time. Students can interact among themselves and with their instructors almost as if they are in a face-to-face setting.

In such a mode, task-oriented discussion can be facilitated while maintaining the interpersonal interactions that are an important feature of face-to-face instruction. While synchronous communication is useful for immediate feedback, it requires that participants are on-line simultaneously. This can be problematic in distance learning since it negates time independence and many of the advantages that distance education strives to overcome (see data sources 173, 348, 362, page 205)

The literature reviewed shows an increased popularity of videoconferencing, which refers to the use of cameras and sound to join people in some live (synchronous) interactions (see data sources 131, 315, 545, page 204). The term can apply to a number of situations ranging from live video lecturing to a large audience to point-to-point, individual-to-individual desktop PC chat. Large-scale conferencing is usually microwave-based or satellite-based in the form of interactive television with one-way video and two-way audio broadcast simultaneously into many locations. Small-scale videoconferencing utilizes higher-speed terrestrial telephone lines to allow two-way video and audio. The advances in Internet and IP networks have brought videoconferencing technology to the desktop computer enabling individuals to use it for chat and making ordinary telephone-like calls (e.g. MSN and Yahoo Messenger).

Videoconferencing has also addressed the problem of duplication in higher education and corporate training. As universities have established new campuses and

companies have set up offices around the world, there is a need to eliminate teaching and

training delivery duplication in order to cut cost. Videoconferencing allows identical

course delivery and assessment on multi-campuses while eliminating travel cost and

saving time. Such an approach contributes to the productivity of instructors or trainers

since they can increase their efficiency, travel less, and stay close to their home resources.

Desktop videoconferencing also offers a powerful tool to support dialogue at a

distance during the teaching and training process. New tools for desktop videoconferencing enable multi-user sessions in which students (and instructors) can sit

in front of their computer systems, with its display, microphone and camera, and each

participant can be viewed in a separate image as the remote participants speak to one

another in a naturalistic manner.

5.2.3 Issues with CSCW Systems in Teaching

The literature shows that conferencing systems have great promise for teaching

and training. When blended with traditional face-to-face education, powerful educational outcomes are expected. However, when students and instructors must use text and media-rich resources, certain issues and patterns of practices may arise that need to be carefully addressed. One of these relates to the level of comfort in reading from the computer screen rather than from printed papers. Some students and instructors will intentionally print every message posted on a discussion board and every e-mail message they receive. Instructors may like to highlight and annotate students' responses, and this can be a problem in an electronic-based conferencing system. Emerging systems are

being developed that allow paper-like commenting and annotations in conferencing systems.

Another issue relates to timeliness in reading messages and responding to them.

Some data sources indicates that it may be frustrating when students post messages on a discussion board and never get responses from classmates or from the instructor. In this regard, synchronous conferencing systems may have the advantage over asynchronous since real-time interactivity will force participants, including the instructor, to respond immediately.

Communication link reliability is a technical issue that was addressed by some data sources reviewed in this dissertation. For instance, traditional ISDN lines are considered more reliable, but are more costly compared to Internet videoconferencing sessions that are more affordable but do not guarantee reliability (see data sources 131 &

132, page 204) The Internet has problems with traffic congestion that can cause bandwidth problems and slow data rates. This can lead to problems in the synchronization between the audio and video, since video is associated with larger amounts of data. To address this issue, techniques have been developed to reduce the size of the video window as well as to reduce the quality of the picture using various color elimination and compression mechanisms. Audiographics (sound plus still images) can be used to avoid the synchronization problem between video and audio, but in doing so, the sense of live presence is lost. Moreover, document cameras can be used as a whiteboard, but sometimes the instructor must use a real whiteboard. In doing so, the instructor must move about. More movements will result in a jerkier video.

Videoconferencing can generate interest in students, which may create motivation,

100

but interest and motivation not necessarily learning outcomes. Prior preparation by

students is needed. Instructors need to prepare more than for traditional classes (not only

subject matter, but also how to be on the camera, how to watch body movements, and

voice levels). Sending material to the students beforehand adds a feeling of security for

both instructor and student. Instructors need to create a sort of "social presence" through

interpersonal communication as well as engage in task-oriented communication, focusing

on the exchange and manipulation of objects such as written text, images, and links.

5.3 Digital Video Systems and Technology

Video has been used for many years to support teaching and learning in all

disciplines of education. Moving pictures and sound have been used in teaching to

facilitate visualization and dynamic modeling or simulations of concepts. Traditionally,

video has been in analog format, as in videocassette recording (VCR) and television

broadcast. Recent advances in information and communication technology (ICT) have

made video available in digital forms on CD-ROM, on the Internet, and via satellite, and

have increased the possibilities of teaching with video to support learner engagement and

interactivity.

Digital video can also be streamed over the Internet and other data networks to users who simply click a hyperlink. The streamed video starts to play soon after the user’s computer buffers information in its memory, so there no need to download a video file. Streaming technology eliminates the need to distribute video files to individual users on CD-ROM or DVD. This can address some copyright constraints, since in streaming video there is never a video file actually stored on the user’s computer.

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The literature suggests that instructors mostly use commercially produced and off-

air recordings as a supplement to their lectures. Video files can also be used during

group work. Video content helps in bringing the outside world into the learning space

and provides visual representation of ideas and concepts. It also reflects personification

of real-life situations (see data sources 105 & 135, page 204).

Instructors who are keen to use digital video in their teaching face several

challenges in incorporating video material in their teaching. Some of the data sources

reviewed for this dissertation indicate that diverse and easily accessible libraries of digital

video content are not readily available. Tools for finding, previewing, and presenting

video are also scarce. Student tools to use in studying and discussing video individually

and collaboratively have yet to be developed, as are instructional strategies for integrating

video into teaching and learning.

5.3.1 Digital Video for Teaching

The literature shows that digital video offers many benefits in teaching. Video recording can be used for analyzing classroom interactions and for developing students’ critical thinking, creativity, language skills and collaborative skills. When digital video is downloaded or streamed over the Internet, it can become a focus of student and group activity, especially when it is integrated with other web-based resources.

Students can gain the feeling that they have contact with a human instructor when

video lectures are used in real time distance education, and when videoconferencing is

used for two-way communication, including collaborative learning. Distant students can

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share a guest speaker even when they are in different locations. Students have the option

of viewing the video recording later, streaming it from the web, for example.

Technologies today allow video lectures for to be along with scrolling text script,

hyperlinks to charts, figures, and pictures that illustrate the points being made in the video. Streaming video may also be incorporated into online tests and quizzes. Current research in metadata use in video indexing and archiving will lead to the development of better digital library technologies and advance video archiving and retrieval techniques.

Interactive digital television is another emerging tool for teaching that was

discussed in the literature. Digital TV makes an efficient use of the limited

electromagnetic spectrum allocated for television broadcasting. The extra efficiency can

either be used to increase the reception quality of a channel, or to increase the number of

broadcast channels. The Systematic Review noted several colleges and universities using

the same interactive digital television technologies currently being rolled out by cable and

satellite TV companies (see data source 382, page 204). Such systems include digital

video recorders for storing and re-playing programs later. Viewer tracking methods can

record what programs were watched. Commercial companies have developed facilities

for customers profiling which can easily be utilized for monitoring learner's programs.

Another promising video technology is streaming video, which has potential

applications in content delivery throughout education (see data sources 135, page 204).

Such technology can be used to stream classrooms live using both the standard full-

motion, full-color video model and the computer screen model. Streaming the computer

screen is particularly effective in such classes as software development and programming

where the instructor typically spends a lot of time demonstrating on the computer. Tools

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are available at low cost for capturing the computer screen and adding voice-over. These tools provide an easy way for instructors to produce narrated tutorials and slide presentation videos. Lessons can then be converted to video stream files and made available to students for on-demand viewing at any time.

Webcasting is based on streaming technology. It requires a streaming server and client software to store the video and to run it on the end user's computer. Information is streamed (or played) in real time rather than having to first download the file and play it later from the local hard drive of the end user’s computer. Webcasting involves the use of temporary copies of the information within the computer system that delivers it, which enables the programming to appear to the end user as if it is played in real time.

Streaming is the only way to offer a live broadcast via the Internet. On-demand retrieval involves searching for and acquiring pre-recorded audio and video clips from an Internet server. As the literature search demonstrates, this application is widely used in education, where students can listen to or watch previously delivered lectures. It is also used in business, where the latest training or corporate briefings can be delivered to the entire work force.

Webcasting can be a push medium, allowing an end user to specify a set of configuration parameters based on a user profile. The underlying software then uses these parameters to selectively filter out wanted material only and push it to the end user’s computer system using the web as a transmission medium.

5.3.2 Challenges in Using Digital Video for Teaching

There are several technical, pedagogical, and organizational constraints when

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integrating digital video technology into the teaching and training process. Video data

tends to make a large data file. Careful attention must be given to how video is captured,

recorded, compressed, and retrieved in a way that maintains its quality but at the same

time keep the size of the file manageable. Large files cause problems in distance

learning. Off-campus access is often done by students using low-bandwidth

communication links and older computer systems without the required software.

On the pedagogical side, documentary and movie clips lack interactivity.

Students are forced to just sit and watch. Video should be carefully blended with other

teaching and training activities and not dominate the teaching process. The body of

literature reviewed in this area recommends careful design of instructional material that

will mix video clips and match them to various topics in the course so students may

request them on demand. The video material should trigger critical thinking.

The literature points to the need for organizational support to ensure a smooth

teaching process that is free of technical and pedagogical problems. From a technical

perspective, using a support person at both ends is desirable. Anchorpersons or technicians can be expensive but the educational benefit (cost per student) can be worth

the extra effort. Institutions must provide adequate technical training for faculty

members, including familiarity with hardware and software and training in how to talk

and move before the camera. Pedagogical principles must be addressed through faculty

development programs that address the educational principles the instructors and trainers

need to know to teach in this mode.

The literature noted that using video technology may result in incidental learning

not identified as part of the formal curriculum. Students may be learning how to make

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maximum use of the technology. Individual attitudes and behavioral patterns may

change concerning driving time, informal class atmosphere, small classes, prior computer skills, access to a computer and the Internet, and instructor familiarity with technology and distance education pedagogy. Students may not like that there are technical problems, insufficient administrative support, inadequate training, and negative student behaviors. The struggle is to develop a learning environment that fosters positive outcomes coupled with ongoing evaluative studies to gauge to assess the effectiveness and adequacy of video in teaching in certain disciplines.

5.4 Mobile and Wireless Systems

Mobile education refers to any service or facility that enables a learner to access

electronic information and educational content while moving around. Mobility in

education can be examined in terms of time, location, and access. Modern advanced

wireless technologies are capable of delivering educational content anytime and

anywhere the learner needs it. Teaching and learning activities can be completed even

when both the instructor and the student are on the move.

Emerging developments in mobile technologies, standards, and devices are now

making it feasible and convenient for mobile instructors and mobile students to

participate in the educational process. For example, campus-wide wireless infrastructures

now enable members of the campus community to access many academic and

administrative services anywhere on campus. Students with laptops, PDAs, or cell

phones are able to access learning management systems, e-mail, transfer files, and

exchange instant messages wherever or whenever they are on campus. Even some off-

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campus locations such as cafes and restaurants are installing wireless access points to

enable students to access learning resources while having a drink or a meal.

The Systematic Review shows the extent to which mobile education is having an

impact on distance learners. Such learners typically work on their own without external

support. They often have a range of learning backgrounds and levels of education.

Mobile technologies and standards are being adopted to accommodate to these users,

including providing learners some levels of control over functionalities (see data sources

059, 400, 547, pages 204 & 205).

5.4.1 Laptops and Tablet PC

A number of the articles reviewed for this dissertation report how laptops or

portable computers are changing the traditional pattern of teaching and learning in higher

education, and how they enable students to take charge of their own learning (see data

sources 008, 139, 440, 455, page 204). For better access to information, universities have

been wiring computers to their networks. To give university-wide access to electronic information and resources, universities have been also wiring dorms, libraries,

classrooms, and even cafeterias and give 24- hour access to Internet service providers.

An increasing number of universities are implementing programs in which both

instructors and students are given (purchased or loaned) laptops and full access to the

institution’s network plus access to the Internet (see data source 289, page 204). In such

universities, students depend less on instructor’s office hours and computer center hours

of operation to do their work. Students are more in charge of their schedules.

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Laptops are still more expensive than desktops of equal power. Small size does not mean comfort in computer use. The keyboards and the screens are often too small and rather uncomfortable for some people. Developing curriculum and communicating

(e-mail) with students in a laptop program environment tends to be more time consuming for the instructor. Networking, e-mailing, searching, and playing computer games in class may create problems when the teacher trying to communicate information or carry on a discussion. Network availability during exams may increase the chance of cheating.

5.4.2 E-Books and Personal Digital Assistants

Electronic book readers (e-books) are becoming more popular in teaching and training. E-books are portable devices with large screens for displaying digital documents. An e-book can be either be connected to a PC or contain an internal modem/wireless card for searching and downloading content from the Internet.

Examples of dedicated e-books readers are the Rocket e-Book and the SoftBook.

PDAs and Pocket PCs are also e-book readers but are usually smaller and function primarily as personal organizers. They can offer Internet access, word processing, spreadsheet and MP3 playing capabilities. There is also hybrid devices that have larger screens intended for reading long streams of text, buttons placed for easy turning of pages, and with capabilities for bookmarking and annotating, but may also contain address books and to do lists. Some perform the types of tasks normally associated with PDAs, such as email reading, Internet browsing and MP3 playing.

Such devices are mentioned in several articles where educational and training applications are discussed (refer to data sources 269 & 357, page 204).

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5.4.3 Issues in Mobile Wireless Teaching

Issues in the use of mobile wireless technologies for teaching and learning can be

grouped into three main areas: compatibility, content, and communication. Other issues

have to do with the barriers to the implementation of mobile computing in higher

education from the view point of faculty members.

Web content can be accessed from PCs and TVs and from cell phones and hand

held devices. A primary concern about wireless technologies that shows up in the

literature is the proprietary nature of platforms, access protocols, and languages. One of

the appealing aspects of web-based instruction is its capability of providing just-in-time

support for collaboration and decision-making. The advent of mobile wireless data

devices takes this capability to a new level, allowing the user to be literally anywhere and

request information and support from web site resources. But the standards are not yet in

place connect all these devices.

Wireless protocols are also moving the just-in-time to just-for-you through interactive wireless connections that will add real-time updates upon arrival at the web site. In a more sophisticated environment, an intelligent agent can "push" notification of new content to students before they log in, prompting a visit to the site at a convenient time. All of this requires more work in the areas of interactive user interfaces and interconnectivity of platforms.

Instructor-to-student and student-to-student communication is the main glue of wireless instruction. Mobile systems can help to eliminate the isolation distance learners feel and make them part of a community both personally and professionally. The

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primary mode of communication is asynchronous (not in real-time) such as e-mail and

discussion boards. Higher bandwidth and more reliable real-time communication

protocols will allow multimedia chatting and audio/video conferencing via wireless as

well.

One of the big barriers to mobile computing deployment in higher education is

not in the form of inadequate facilities, but lack of faculty and student training. The

literature suggests that the issuing of notebook computers to faculty and students will not

have much impact on educational activities unless the issues of compatibility, content,

and communication are addressed.

5.5 Java Technology

Java is considered one of the most significant advances in computer software

technology. Developed by Sun Microsystems, Inc., it has caused so many changes in the

way the Internet has been used so that it has been called the second Internet revolution.

Java is a programming language that is object-oriented. It is robust, interactive, neutral in

relation to the architecture, and easy to learn (see data source 159, page 205). Java has

transformed the originally static Internet information into dynamic pages. Users are

given immediate results through the execution of code that can be distributed via the

Internet in a secure but high-performance environment. Illustrations of Java capabilities can be reviewed in data sources 051, 537, and 539, page 205.

Java is unique in the sense that it is platform independent. This means that Java

applets can be written and compiled on different computer architectures. For example, an

application that is written in Java can run on an Intel-based PC in the same way it runs on

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a Motorola-based Macintosh computer, opening great opportunities for web-based education. Using Java applets (programs), instructors can embed simulations and provide

visualization within web pages (data sources 051, 537, 539, page 205). They no longer

need to worry about the platform that the students are using. The ‘‘write once, run from

anywhere’’ feature behind the Java philosophy is central to implementing more

sophisticated methods for publishing that can be accessed from anywhere in the world.

Java-enhanced web pages are easy to implement and improve. Right after modifications are done, they are automatically available for all to access. Since it is the host machine that actually runs the simulations, the complexity of the problems depends only on the power of the user’s computer and the Internet bandwidth available.

5.6 Other Systems for Teaching

Software tools and technologies have been developed to support educational

activities beyond that discussed thus far. This section of the dissertation presents a

variety of custom-made and proprietary applications that appeared in the reviewed

literature. Also noted are infrastructural initiatives for enhancing the quality and

performance of teaching and training.

Internet2: Advanced network technologies are being developed to support emerging academic requirements in teaching, learning, and research. More than 100 universities have collaborated with the government and industry to push for a next generation technology to support leading edge broadband multimedia networking. The result of this effort is the Internet2 (I2), which has established a high-performance academic network operating at speed 100 times greater than today’s Internet (see data sources 033 & 336,

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page 212). I2 is seen as a high-speed, broadband network that is smarter and more

secured compared to the conventional Internet that is open to all, limited in speed and

bandwidth, and is unprotected.

The literature shows some of the ways Internet2 supports higher education’s

mission of instruction, research, and public service (data sources 033 & 336, page 212).

One major category of applications is learningware, which refers to instructional

software and instructional management applications that can be shared by a wide range of

users with different operating systems and computing platforms. An Instructional

Management System (IMS) developed under the I2 standards can be distributed

seamlessly across its network.

I2 suggests the building of digital libraries for information access and distribution.

In addition to textual information and databases, digital libraries will host multimedia

content storage, indexing, and retrieval. The network will provide sufficient performance

to desktop computers to permit information visualization.

Tele-immersion is another application of I2 for sensing the presence and

movement of individuals within a space, tracking that presence and movement, and then permitting projection of realistic, immersive environments to multiple geographically located individuals who may be simultaneously interacting with computer generated models. These tasks require advanced network infrastructure with high bandwidth, low latency, and time-dependent synchronous communication characteristics that are not present in today’s Internet.

Virtual laboratory applications can be heterogeneous, distributed problem solving environments that enable groups of researchers located around the world to work together

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on a common set of projects. As with any laboratory, the basic infrastructure, facility,

and equipment can be shared by many people and disciplines, but the specific tools and techniques are unique to the domain of the research.

Virtual Reality: A number of articles reviewed in this study disused the applications of

virtual reality (VR) in teaching and training (see data sources 233 & 533, page 211).

Virtual reality is a technology that allows students to expand their perception of the real-

world in ways that were not possible before. VR can be graphical or text-based yet

provide dynamic and immediate interaction that enhances human cognitive abilities. VR

can be used for testing, enhancing, and possibly improving both visualization and

orientation skills. Its applications can range from those with little body immersion to

those with full-body immersion, from expensive specialized systems with head-mounted

displays and headphones, to low-cost desktop VR movies created using QuickTime

technology (QTVR) and running on ordinary personal computers.

Applications of VR over the past decade have gone beyond games and military

applications to include scientific virtualization, telecommunications, medicine, design,

architecture, and training. In education, virtual environments have been used in historical

reconstruction (data source 454, page 211) and chemical simulations (data source 533,

page 211) where it helps to teach students about situations or phenomena they would not

understand in another way. VR use in teaching can help save time and money and can be

invaluable in dangerous situations. It has been demonstrated to increase motivation and

foster discovery learning.

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In engineering education, where virtual science labs have been developed,

applications include interactive protein modeling, rapid prototyping, computer-aided building design and construction, design by manufacturing simulation, computational chemistry, complex lighting visualization, living environment simulations, industrial concept design and office design, and tele-robotics in the nuclear industry (see data source 533, page 211).

Corporations and agencies of government have also been using VR in training

(data sources 065 & 344, page 211). NASA is using VR for space training and space

mission simulators. Motorola uses a VR system to train associates on how to operate

robotic assembly lines.

Voice Recognition Technology: Voice recognition technology is increasingly used by

those users with learning or physical disabilities and in work settings where speed of

composition is important such as in legal dictation and medical transcripts (data source

530, page 206). With a program like Dragon’s NaturallySpeaking or IBM’s ViaVoice,

users can speak into a headset microphone and instantly see their words appear on screen.

The literature cautions, however, that the initial accuracy rates are often less than claimed

by the software providers. Despite that, such programs can be useful when it comes to

situations involving teaching composition and in research where such software can help

in producing interview transcripts.

Visual BASIC and other Visual Programming: Structured programming languages are used in developing formalized teaching and learning systems. Programming is easier with the emergence of visual application-building tools and object-oriented technologies.

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Visual BASIC has transformed the traditionally text/code-based BASIC language into a powerful and easy-to-use application development environment. The Systematic Review includes a number of cases in which VB is used by educators and trainers to build graphical-based teaching simulations particularly for science, engineering, and business applications (see data sources 158, 166, 184, 571, page 212).

Tools for Teaching Mathematics and Physics: The use of technology in teaching

mathematics and physics has reached the point where it is now hard to imagine teaching

these subjects without using computers. A large number of software packages are around

for simulating and solving mathematical and physical problems (see for example data

sources 125, 163, 193, page 211). Tools such as Matlab and Mathematica have been

widely used to solve mathematical problems in engineering, sciences, and other applied

disciplines. Such packages can be ideal for designing lessons by which students can

learn certain mathematical theories and principles.

The popularly-available spreadsheet programs such as Excel, Quattro-Pro and

Lotus 123 can also be powerful tools for teaching mathematics and statistics (data source

197, page 212). Such programs are good for helping students learn about data and graphs,

random data and statistics, probability distribution, and events. Spreadsheets were

reported to have also been used in electrical engineering classes to simulate the response

of electrical circuits (data source 192, page 212).

Other software for teaching mathematics and statistics include dynamic statistics

learning software such as Fathom (data source 559, page 209). Unlike statistical

packages such as SPSS or SAS, students using Fathom can explore and learn statistics

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rather than do statistics. Students can control the transition between two states rather

than just comparing them. Moreover, students are able to write commands to calculate

values, plot functions, and control simulations.

Physics is considered a difficult subject for university students. The literature

reports several efforts to use computer-based teaching and learning systems to simplify

physics concepts for students and make them more interesting. In addition to Internet- based technologies (primarily the web), many stand-alone applications were developed to teach various topics in physics at different educational levels from K-12 to university levels (see data sources 163 & 194, page 211).

Expert Systems and Artificial Intelligence: An expert system is a computer program

designed to incorporate the logic of a human expert. Expert systems are ways of

preserving individual and/or collective experiences in an academic or professional area.

This technique can capture, retain, and make available to others the experience certain

talented individuals in an organization have amassed over the span of their professional

lifetimes. Expert systems consist of sets of rules written to help diagnose a problem or make a decision. A collection of expert system rules can make up a knowledge base that can be programmed to assist in specific problems. Prolog and VP-Expert are tools used by educators and by companies in consulting and diagnosing problems in such disciplines as manufacturing, medicine, and finance. Data sources 112, 196, and 345 (page 211) are example cases of using expert systems in teaching and training.

The Systematic Review also pointed to the use of intelligent software agents in

teaching and learning. Software agents are a type of expert system designed to replace

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human tutors or act as a teaching assistant in a distance education environment. Software agents can be set to access databases hosting course presentation information including the schedule of face-to-face sessions and assignment due dates, course announcements, and news posted by the course coordinator (see data sources 287, 320, 624, page 211).

Computer Games: The literature review shows the various ways playing computer games

imparts social, physical, and mental development. There are elements in games that

students find interesting or useful that can be vital to the teaching enterprise such as logic,

memory, visualization, and problem solving. Adventure games incorporate such

elements. In business education, computer-based games can be used in developing

students' appreciation of the complexities associated with the solution of multi-variable

problems. Such exercises can assist in development of transferable skills such as

teamwork, problem-solving, and oral and written communication. Learning games can

also be developed for adults in corporate environments. For example, Cerner

Corporation (data source 340, page 211) developed a game called HNAM DataQuest to

teach Cerner’s specific information systems architecture to associates. The game is

developed as an educational tool within the corporate education/training environment.

5.7 Technology-Rich Classrooms

The Systematic Review clearly shows that to teach and train with the advanced

technologies available, a good classroom infrastructure is required. The level of

technology implementation in and outside the class can vary from a basic computer with

a multimedia projector, to highly sophisticated facilities that support networked

multimedia teaching in the classroom and labs as well as presentation, assessment, and

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conferencing tools. This section presents some examples noted in the literature of

classroom tools and facilities.

A technology-enabled classroom can require a significant investment in computer

and networking hardware components. Computers must be equipped with the required

software, and classrooms and labs should be configured in an ergonomic manner allowing sufficient desk space for the computers as well as textbooks. In technology-rich classrooms, the instructor’s computer may be similar to that of the students but with a

projector connection. Computers may be connected via a local area network (LAN) but

normally will have should have a connection to the Internet and a shared printer.

Computers and servers tend to be equipped with standard productivity software such as Microsoft Office. Some classrooms and labs may be equipped with a keyboarding training program to teach proper typing techniques. Broadcast programs implemented in computer-based classrooms enable instructors to send their screens to student computers for demonstration purposes. Other facilities may include student records programs for managing student attendance and grades, and file management, distribution, and repository programs.

In short, the key elements appearing in the literature include networked computers,

storage devices, printers, scanners, LCD projectors, electronic white boards, digital

cameras and camcorders. The types of devices vary depending on the institution,

discipline, and course material. Example cases are detailed in data sources 042, 063, 252,

page 210).

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5.7.1 Classroom Presentation Tools

Presentation tools are becoming increasingly common. PowerPoint is probably

the most popular and powerful presentation software, replacing color slides and

overheads. Originally developed for corporate and business purposes, PowerPoint was

quickly adopted by educators and trainers for the creation of visually clear and attention

capturing presentations.

Research reported in the literature has examined how PowerPoint usage attracts

and/or maintain the students' attention through color, variation in fonts, images, dynamic

model building, and its multimedia capabilities (data source 187, page 210). The

students' greater enthusiasm for digital lecturing may be because PowerPoint lectures are

better structured. The visual clarity and the emphasis on important concepts may be seen

as an advantage in helping understand the material.

On the negative side, however, PowerPoint use in teaching has been shown to

create problems (data source 176, page 210). Instructors sometime just read from the

slides. Writing too much text in the slide and going over the slide too fast can also be problematic for comprehension and learning.

The literature reviewed indicates that similar presentation tools are available from

companies such as Asymetrix, Corel, Apple Computer, and Sun Microsystems (data

sources 176 & 187, page 210).

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5.7.2 Technology-Rich Classrooms Implementations

This section presents some examples of technology-rich classroom applications discussed in the review data. The University of California, Santa Barbara (UCSB) implemented a digital classroom to support various teaching and learning functionalities that was both scalable and efficient (data source 073, page 210). Scalability allows incremental addition and expansion with minimal interruption in the existing equipment or services. The classroom was made more efficient by minimizing delays and overcoming computer/networking performance issues. It included facilities to support all types of presentations: electronic presentation, transparencies, and traditional white/chalkboard. For electronic presentations, a computer station equipped with a PC with various software applications was installed along with a multimedia projector. In addition, the room provided a VCR for showing standard VHS videotapes. Each computer had a DVD player installed and an Internet connection.

The digital classroom was later extended to support webcasting whereby audio and video feeds generated in the classroom could be captured and sent. This was done by providing the instructor with a camera, microphone and an encoding computer. The

UCSB digital classroom also supported remote collaboration whereby others could ask questions and interact with the instructor and students. The remote site had to have similar facilities to the local class. With some editing, lecture material could be replayed on-demand.

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At the Hebrew University, a computerized lecture podium was installed in its

“smart classroom” (data source 146, page 210). The word podium is an acronym for

Presentation Overlay Display for Interactive Uses of Media. This unit permits the instructor to project almost anything on the classroom’s whiteboard, including pieces of paper, physical objects, slides, maps, and videos. The podium also contains a system to project an image onto the whiteboard and work on it with students using regular chalk and markers. The instructor can then capture the underlying image along with the chalk/marker signs on top of it in HTML format and store the file in a central multimedia repository. Students can access this material through their course’s web site.

The Classroom 2000 project at Georgia Institute of Technology was initiated to support group multimedia authoring (data source 649, page 210). Computing technology was installed to facilitate automatic capture, integration, and access to multimedia information in the educational setting of a typical university classroom. The process used in this project is like filming and editing a real movie implemented in three phases: pre- production, live recording, and post-production.

In the pre-production phase, the instructor’s prepared material is transformed into the desired form for use during the lecture. Any prepared materials that the instructor wishes to display during the lecture or make available to students in class must be transformed into a format that can reside on the available technology (e.g., the electronic whiteboard or the student's electronic notebook). The live recording phase consists of the actual classroom lecture. Relevant activities that will be useful for later review are captured such as what is being heard (audio), what is being seen (video), what is being written by the instructor (public annotation), and what is being written by students

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(private annotation). To capture these activities, digital cameras and microphones placed at various locations around the room were used.

The post-production phase requires putting all the captured material together. For example, audio and video records of what happened in the classroom were linked to the appropriate points in the prepared material. Public annotations by the instructor and private notes of the student were integrated with the other streams of information to facilitate later review.

In addition to the systems described above, the literature noted other systems that allow an instructor with a computer to monitor and control students’ computers, for example in an instructional lab or in a corporate training room. ComWeb Technology

Group Inc. developed a multipurpose, multimedia, multi-function, flexible, and highly interactive classroom environment. The teacher can access every student's workstation at any time, or give demonstrations from the front of the room. The students are not able to play solitaire on their own machines, or to proceed into independent projects: they have no control of their keyboards until the teacher releases them. The concepts in the course being taught are reinforced by examples, which appear directly in the students' environment.

Another matter raised has to do with designing the layout of a computer classroom. The literature illustrates that careful consideration should be given to space, air quality, temperature, noise, color, lighting, and furniture. The classroom should allow for shifting learning tasks. Students sometimes need to listen to the instructor as a group, another time they need to work either individually or in groups. Examples of electronic classroom layouts were discussed in data sources 248 and 261, page 210.

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5.7.3 Student Response and Voting Systems

The systems described in section 5.7.2 are used mainly for class material

presentation. Presentation, however, is only a part of the learning process. In large

classroom settings, it is important for instructors to get feedback from students about the

extent to which the material is understood. When an instructor asks questions to check on students’ understanding, few hands may be raised and the instructor will get responses

that may or may not be representative of the whole class. The instructor may not know

until he administers a class test or a quiz.

Computerized Student Response Systems (SRS) are emerging as a technology

that allows students to respond individually, through a keypad, to an instructor’s

questions during class (data sources 054 & 265, page 210). The instructor can get the

responses of all students immediately through a display on the computer. This creates

new possibilities for instructor-to-class interaction that have not been feasible before. An example of such systems is LearnStar, a device that permits students to respond

simultaneously to questions through individual keypads. The keypad transmits responses

to a wireless receiver that is attached to a standard computer. The system has editor

software that allows the instructor to generate questions. Multiple-choice or true/false

answer formats can be used since the response for those formats requires only one key.

When an instructor displays on the screen a multiple-choice question, students are given a

certain time limit (specified by the instructor) to select an answer. The correct answer is

then displayed on the classroom projector and the results can be disclosed immediately.

The system presents the result of the student voting in statistical charts.

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The University of Glasgow in the UK adopted an SRS that consisted of infrared handset transmitters (half the size of TV remote controls) for each member of the class.

Receivers were linked in a chain to the serial port of a PC (usually a laptop) running the software. Responses were displayed via a data projector. The handsets’ unique ID numbers, given on a label on the back of each handset, appear on the main display.

Questions will be displayed on a separate overhead projector, using a presentation tools such as PowerPoint, or simply announced orally. The time taken to collect the answers varied with the number of students, about two minutes to collect answers from 200 students. When collection is stopped, a bar chart is projected showing the number or percentage of people who voted for each alternative. Thus everyone can see the degree of consensus, while each participant also knows what he or she selected, and how their response compares with the rest. Each person’s response is anonymous to the rest of the audience, and anonymous to the instructor.

From the instructor’s teaching perspective, handsets (sometimes called clickers) can be a useful tool, especially in larger classes where it is usually impossible to get everyone to respond otherwise. Immediate feedback about what the students think they know and understand can be obtained and, subsequently, teaching can be redirected to address weak or unclear points. Using handsets in lectures encourages a much more dynamic form of student-to-instructor and student-to-student interaction, an important pedagogical strategy in any student-centered teaching environment. The system enables all students, weak and strong, to think, to answer (anonymously), and get immediate feedback on their knowledge and understanding.

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5.7.4 Issues with Technology-Rich Classrooms

With all the and encouraging messages about using technology-rich classrooms

for teaching, instructors and organizations need to be aware of certain parallel

requirements such as faculty development. Faculty development not only includes

technical training in using sophisticated equipment, but it also includes how to relate

technology to teaching methods to make the most of the opportunity. Another

requirement is technical support since instructors and trainers should be free to focus

attention on their teaching material not on problems with computer operations, lighting,

screen resolution, volume, and so on. The availability of technical personnel at all time is

crucial. The design of such modern facilities must emphasize the “plug-n-play” concept

where the interface between the system and the instructor is at minimum.

Another issue is the classroom physical layout. As learning tasks shift from individual to collaborative effort, the arrangement of furniture and spaces around the instructor and students should be carefully designed and implemented.

5.8 Summary

This chapter extracted the main technological and pedagogical themes reported in

the body of research on the impact of information and communication technology on

teaching and training over the period from 1995-2005. The chapter classified the themes

based on technology systems used to affect changes in pedagogy and teaching methods.

The results from this analysis revealed a high interest in web-based technologies. Such

technologies not only include static hypermedia pages based on HTML, but also enabling

technologies accessible via the web such as Java, video/audio embedding and plug-ins,

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and the various types of scripting technologies (CGI, JavaScript, and ASP) for dynamic and rich web information. A significant portion of the discussion was about video and audio technologies in which such innovations as streaming, webcasting, audiography, and video/audio conferencing were examined.

As a communication process, teaching and learning heavily depends on interactivity and two-way communication. The literature searched put a heavy emphasis on both synchronous and asynchronous tools for facilitating the process of instructor-to- student communication and collaborative activities among students. Such discussion appeared in articles on groupware systems, learning management systems, and computer- supported collaborative work (CSCW), for example. A large portion of the literature during this time period described proprietary custom-made systems for specific teaching and training purposes. A closer look at such systems revealed that they were mostly developed before the wide availability of advanced technologies in open infrastructures.

Appearance of the Internet as a widely used teaching tool was prominent in the literature.

Applications of expert systems shells, Visual BASIC, Java, and other programming languages were frequently noted.

Focus on mobility and wireless technologies was another notable pattern in the research illustrating the ways education and training are being transformed. Wireless technologies were discussed in the context of laptops and laptop initiatives especially in university instruction and learning. Other innovations such as e-books, tablet PCs, and wireless infrastructure were also discussed. The technology-rich classroom, instructional design methodologies, and adaptive technologies using artificial intelligence were also frequently noted.

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CHAPTER SIX: ORGANIZATIONAL ISSUES

6.1 Diffusion Theories and Instructional Technology

Technology is seen as a personal productivity aid to faculty, students, and trainers.

Word processor and spreadsheet applications allow instructors and trainers to perform familiar tasks faster and more effectively. On another level, technology is an enrichment add-in that can inject new material into old teaching without changing the base mode of instruction. Use of e-mail, mailing lists, web browsing and searching, audio/video, simulations, and animations are examples. The integration of all of these tools leads to a level where faculty and their institutions eventually reconfigure teaching and learning activities to take full advantage of new technology to produce practices that are a mix of the best of the old and best of the new.

In realizing these levels of technology adoption, the majority of the source documents used in this study cite Rogers’ (1995) five categories. First comes the innovators, who are the people willing to experiment. Then the early adopters or risk takers who enter after the course has been charted. Next, there is the early majority for whom the trail has been charted. The last two categories include the late majority, those who take even fewer risks, and the laggards who come into the picture only when they have no other alternative.

Application of diffusion theory to instructional technology can be grouped into two main categories. The first category focuses on the reform and restructuring of educational institutions with the goal of developing theories of organizational change

(macro theories) in which technology plays a major role. The second category focuses on

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increasing the adoption and utilization of specific instructional products (application at the micro-level). The goal of this category of work is to develop theories of technology adoption that will guide instructional applications, focusing on the adoption of a specific innovation by a specific set of users.

6.1.1 Diffusion Theories and Technology Adoption

Faculty members and trainers in organizations are encouraged (if not forced) to utilize information and communication technology in their teaching for communication, and for carrying out collaboration work. According to the research literature, faculty members who teach with technology cite training and institutional support as the main issues causing them frustration. The review found that most of the recent research of this kind is based on Rogers’ (1995) Innovation-Decision Model. Rogers’ model says that an innovation is likely to be adopted if it has five key components:

1. Relative advantage: the degree to which an innovation is perceived as being better

than the idea it supersedes;

2. Compatibility: the degree to which an innovation is perceived as being consistent

with existing values, past experiences, and needs of potential users;

3. Trialability: the degree to which an innovation may be experimented with on a

limited basis;

4. Observability: the degree to which the results of an innovation are visible to others;

and

5. Complexity: the degree to which an innovation is perceived to be difficult to use or

understand.

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Rogers (1995) indicates that user perception will ultimately lead to either the adoption or

rejection of an innovation.

The Systematic Review shows that adoption process of technology for teaching is

a combination of factors. From an institutional level, the innovation-decision process has

to occur, where a perceived need is recognized and by various decision-making processes results in an institutional adoption. At the individual level, the innovation has to also be accepted and put into use. The initial specifications and characteristics of the innovation combined with a suitable adoption strategy need to be carefully considered to aid the adoption process and to minimize the “discontinuance” or the rejection after use, of the

innovation (see data sources 001 & 039, page 212).

One study appearing in the Systematic Review found that improved student

learning is a factor influencing faculty members to adopt technology for teaching (data

source 076, page 212). Equipment availability and increased student interest were ranked

also highly. This suggests that faculty must perceive that technology has a significant

impact on instruction to use it and the technology must be available. Equipment-related issues such as ease of use, time to learn technology, and training were also noted (see data sources 076, 080, 318, page 212).

A number of institutions have used diffusion theory to better understand faculty frustration and resistance. Reviewed documents revealed some new models emerged that were variations of Rogers’ original diffusion model. The University of Western Sydney

developed a framework to help them diffuse technologies for teaching as part of its

PlatformWeb project. The approach was implemented at the individual and institutional

level. At the individual level, user-centric specifications and designs were developed to

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aid in the adoption. At the institutional level, agenda setting, redefining, and clarification of the innovation process was addressed by developing specifications that addressed

institutional perceived needs. The innovation, namely the institution-wide adoption of

web-based teaching, was segmented into a hierarchical set of modules. The modular

approach was developed to facilitate ongoing development and to cater to changes as

needed over time (see data source 068, page 212).

Decentralized systems were also found in the reviewed literature. Such systems

are more likely to be based on decentralized decision making, collaboration with outside

funding sources, implementation of an evolving technological innovations (in contrast to

stable innovations), and training programs based on participatory design.

A decentralized system uses the kind of site-based management that tends to be

more attuned to the individual users’ needs and problems. This way, the diffusion model

will have substantial support and buy-in by participants. In the traditional diffusion

model, an innovation is a stable entity. The Internet and ICT in general are always

evolving. Teaching devices tend to grow in capability and become more user-friendly

overtime, and their benefits become more visible. As a result, users’ perceptions evolve

over time. Faculty members come to perceive the use of telecommunications as less

intimidating and more essential to effective teaching (see data source 337, page 212).

Some researchers in the Systematic Review combined the global characteristics of diffusion theory as outlined by Rogers with a story-telling approach by faculty members.

They categorized these narratives into major themes using a combination of categories

derived from prior research on teaching excellence and from Rogers’ (1995) innovation-

decision process. Rogers’ five categories provided a conceptual framework for the

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consideration of individual stories about adopting technology for teaching and learning.

Also, some studies made use of a Concern Based Adoption Model (CBAM) as a tool for

assessing the use of an innovation by an individual. On research with faculty members,

the CBAM model defines eight operational states of innovative user behavior, ranging

from not knowing about the innovation to actively searching for an improved innovation.

Individuals use decision points at each stage to determine their level of adoption.

Concerns are described as "the composite representation of the feelings, preoccupations,

thoughts, and considerations given to a particular issue or task" (Hall, 1979). Concerns

generally occur in a sequence that is part of a development process. The sequence starts

with a concern with self, then concern with task, and finally concern with impact.

Effective change facilitators should understand how faculty members and potential adopters perceive change and adjust themselves accordingly (see data source 270, page

212).

6.1.2 Barriers to Technology Adoption

The barriers to technology adoption for teaching seem to be divided into internal

and external concerns, as reflected by the literature. Internal barriers have to do with the

individual’s attitude and perception of the innovation. External barriers deal with such

issues as availability and accessibility of equipment, technical personnel, and institutional

support. Many of the documents analyzed put the blame for lack of technology use in

teaching on the institution, not the instructor. Related barriers are institutional norms

relating to teaching methods, faculty autonomy, and productivity. Included are such

considerations as teaching loads, student-teacher ratios, and class size. They also include

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access to resources such as a good computer on the faculty member desk, access to training when and where they need it, consultants, mentoring, and release time.

Additional barriers are related to standardizing presentation technology across campus, providing onsite technicians for technical support, and a mechanism for reward and recognition for using technology such as monetary compensation and credit toward promotion and tenure (see data sources 365 & 434, page 212).

A negative faculty attitude toward technology is seen as a manifestation of resistance to change. Resistance to change is normally a slow response that could lead to a complete refusal to cooperate with change. Many of the information and communication technologies are relatively new media for transmitting the content of higher education and training and, as with all change, individuals will not always respond positively or adjust smoothly to it.

A classification model of resistance to change divides resistance phenomena into barriers to understanding and barriers to acceptance of change. The barrier to understanding model suggests that change is resisted because individuals lack understanding of the need, content, or consequences of the change. Such resistance may result from poorly communicated plans, therefore from lack of information; from incompatibility of the proposed change with individual or organizational culture; or from behaviors inconsistent with the adoption of the change by those responsible for disseminating or driving the change. The barrier to understanding change model is derived from organizational culture. Culture is leader-centric, and shaped by the practices and behaviors modeled by leaders. Leaders are seen as change agents and their

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behaviors are primary embedding mechanisms of culture (see data sources 411, 418, 584, page 212).

Institutional Support: Lack of institutional support may prompt faculty members to choose not to teach with technology, especially if there are few incentives for doing so.

Untenured faculty may resist teaching with technology out of fear that student evaluations may be poor simply because the approach to teaching is different.

Additionally, untenured faculty members may choose to spend their time publishing scholarly work rather than planning for course delivery, as research is valued more than teaching (or service) for tenure and promotion decisions. Finally, faculty may be overburdened with an excessive number of students in a single course section since some institutions think that technology is the key to handling larger numbers of students. The lack of clear policies on tenure and promotion, and on faculty load may affect technology integration (see data sources 085 & 365, page 212).

Part of the institutional support is the resources to develop technology-based teaching material. For example, a fast computer at the disposal of the faculty with appropriate software and training, plus technical help when needed may be key. Access to examples and case studies is also vital for faculty to learn how others have used technology in specific disciplines (see data source 415, page 212).

Technical problems can also be a barrier. These problems can range from a broken projector to a new operating system in a computer. Hardware and software troubleshooting is one of the useful skills for instructors with respect to technology use in

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teaching. Many faculty members who are used to teaching with technology develop back

up plans in case of unexpected technology down time (see data source 503, page 212).

Training Issues: The issues of training were highlighted by many of our source

documents. Faculty members receive little training prior to being asked to teach with

technology. Training on equipment use may alleviate some of the anxiety normally

expressed by faculty. Additionally, training on new instructional techniques and

strategies for promoting interactivity and for providing adequate and timely feedback may promote an environment more conducive to learning (see data sources 085 & 365, page 212).

The Time Factor: Many faculty members consider time as a major barrier to adopting

technology in teaching. Time is needed to learn technology, to develop new technology-

based material, and to find what is out there and what works more effectively. Faculty

members at the University of Iowa were asked to identify the barriers and obstacles to

continued use of technology for teaching. They identified time as one of the major

barriers. Technology has changed the personal investment of time, but it has also

changed the time structure of traditional classrooms. No longer must faculty member

have fixed office hours. Instead, students have access to instructors 24 hours a day and

seven days a week via such communication tools as email (see data source 001 & 575,

page 212).

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6.2 Faculty Development and Organizational Support

Integrating technology into teaching and training can be complicated and time-

consuming. Faculty members rarely have formal training in making effective use of IT resources in their instructional and scholarly work. Many institutions struggle to identify the skills and training needs of learners and faculty members in terms of information age tools and processes. Although institutions agree that adequate training is necessary, it is

not always clear whether this effort demonstrates true institutional support. This section

highlights training experiences of selected institutions in their efforts to provide faculty

development support of technology use in teaching (see data source 084, page 213).

Historically, professional development has been justified under the guiding

principles of effectiveness and cost. The models of professional development that have

been developed are sometimes a trade-off between these two principles. A web-based

development program can have the advantage of being cheap to develop (write once, read

anywhere, many times), but depends on self-directed learning and may therefore not be

very effective for all faculty members. One-on-one mentoring, on the other hand, has a

high rate of user approval but is seen to be expensive and time-consuming especially in

large institutions. A traditional form of professional development is the technology

workshop approach, in which a skilled user and faculty member imparts knowledge to a

group through a mixture of verbal and hands-on examples. The workshop approach is

normally designed to address long-term needs, while urgent and just-in-time needs are

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addressed through the help desk and staff/student mentors or in-house technical support

personnel (see data sources 458 & 462, page 213).

6.2.1 Approaches to Faculty Development

Faculty professional development is passing through an era where technology is

fundamentally changing pedagogy. The literature notes many examples of this. To

provide timely professional development that is also valuable, there is often a need to

demonstrate that, in certain circumstances, technology-based teaching can provide an

appropriate solution to a number of pedagogical problems. Faculty members need to be

convinced that technology-based teaching, while generally requiring more time and

support, is worth the effort (data sources 281 & 461, page 213).

Many key strategies can help faculty members to re-think teaching pedagogy with

new technology. Encouraging faculty to learn about the successful use of educational

technology by colleagues at their university and by colleagues within their discipline

around the globe has been a favorite strategy. This can be executed through teaching

with technology fairs, brown bag lunch sessions, live teleconferences with commercial vendors, and teaching workshops. Another strategy is to stimulate individual faculty members and departments to think about intended learning goals for students and how to use technology to help in attaining these goals. University-wide integration of technology into curriculum, online courses and summer institutes on online teaching and learning, and teaching with technology roundtables can be used to realize this strategy

(see data source 309, page 213).

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Other strategies may include providing faculty members with information about

the teaching and learning process, effective technology-enhanced pedagogical strategies,

and the availability of technology recourses appropriate to their needs. This information

can be disseminated through handouts, new faculty orientations, brown bag lunches,

faculty development labs, and newsletters. Faculty can be rewarded for their successful use of educational technology in the form of promotion and tenure, awards for innovative

excellence in teaching, learning and technology, and recognition through university

publications.

The literature revealed that there would be considerable institutional variation in

the scope, complexity, and timing of technology-integration projects undertaken by

individual organizations. Similarly, the resources available will vary from project to project. A faculty development and support model depends on the development of motivation and the provision of knowledge and skills at the appropriate time, at an

appropriate level, and in an appropriate way. Instructors should not be overwhelmed

with information. Training should be linked directly to application and practice.

Technology should be presented in educational terms and transparent in skill terms. The

focus should be kept on teaching and learning rather than the mastery of a particular

piece of software (see data sources 471 & 476, pages 213 & 214).

Faculty development touches on a number of theoretical, philosophical, and

technological topics. From a theoretical perspective, simple elements such as

instructional design, scope and sequence, appropriate learning objectives, and modes of

assessment are important subjects. The philosophical level includes instructional belief

systems and conceptual frameworks of learner understanding that must be addressed. For

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hands-on sessions, graphic manipulation software environments, interactive multimedia

integration, video, audio, and file transfer protocol (FTP) are all elements that can be

addressed to ensure the success of technology-enhanced university teaching (see data

sources 444 & 511, pages 213 & 214).

Another approach covered in the literature is the multi-point professional

development model rather than one-time training sessions. With the multi-point model,

learner support continues long after the learner walks out of the training session. In the

one-time training session, learners may have one or two objectives listed for the session.

The learners may listen to the instructor and then leave the area with no assurance of

further support or follow-up.

Opportunities are available to the learners to meet their level of expertise as well

as comfort level. Each opportunity is focused upon meeting the objectives of the session

as well as the learner’s stage of concern and level of use. At each of the levels of

opportunity, from the basic workshop to the advanced workshop, to the more informal

one-on-one meetings, online support can be made available. Online support may include

online tutorials and handouts designated for any development environment. Subject

matter experts may be made available to support the learner’s activities and to offer

assistance when necessary. Interactive activities, such as discussion lists, may be made

available to introduce a feeling of the interconnected nature of learning, socialization, and

growth in understanding (see data sources 496 & 511, page 214).

IN the Systematic Review, an integrated technology-pedagogy model was discussed that utilizes faculty members working across disciplines to serve as liaisons between faculty and instructional designers. This model involved a triangulation of

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forums that are meant to complement one another and contribute to the theoretical goal of

integrating technology and pedagogy, including theoretical seminars, individual

consultation, and hands-on technological training. The theoretical seminars address

topics such as perspectives and problems in integrating technology in teaching and

learning, course management possibilities in preparing for online learning, and evaluating

student learning online. This was followed by individual consultations during which the

faculty members associate and a coordinator for instructional development, both with

shared expertise in technology and pedagogy, facilitated dialogue with faculty. The

dialogue is usually about what teaching and learning forums they currently employ, what

technological forums are available to foster equally successful student learning

opportunities, what preparation is required by faculty for effective utilization of online

teaching environments, and what additional training, in the form of online tutorials and

hands-on workshops, will assist the faculty member in the development process (see data

sources 311 & 476, pages 213 & 214).

A faculty development program for medical educators was discussed in the literature. This program enabled faculty to use technology in a way that enhances the understanding of the subject area, without compromising student-centered strategies. The

Seven Principles for Good Practice in Undergraduate Education (Clickering & Ehrmann,

1997) was used as a framework for the program to underscore the desired outcome.

Good practice principles encouraged student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. The program focused on the what, when and why of using technology appropriately and effectively, as well as on the how of using technology. A

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concrete learning experience with technology was the opportunity for participants to

think about their practice (see data source 097, page 213).

Some institutions used the carrot and the stick approach to developing faculty competency in technology. When a faculty member from a department requested a new computer, the department would be asked to provide documentation to the technology

committee identifying specific competencies the faculty member had and what specific

skills needed assistance. In this case, the faculty member did not need to be fully

proficient in order to receive a new machine, rather, the goal was to identify

departmental-specific skills needed to help plan for professional development workshops

and training (see data source 100, page 213).

Other approaches to encouraging faculty adoption of technology utilized mini-

grants as an incentive to redesigning courses and teaching material in support of effective teaching and learning. Faculty members normally submit proposals that present a significant plan for technology infusion in the courses they teach, demonstrate interest and involvement in technology, and explain how the revised course will model good teaching and learning principles (see data source 103, page 213).

The use of people who are experts in technology as well as the discipline is

another faculty development approach. The majority of the literature sources indicated

that faculty members are motivated not by technology for technology’s sake, but by traditional pedagogical and research goals. Therefore, a discipline-based faculty support model can be of high value and very attractive to instructors. Faculty development personnel with good understanding of technology as well as pedagogical disciplinary goals and research needs can serve as go-betweens or translators. They have discipline-

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specific technical skills, and the general technical knowledge to communicate effectively with programmers, systems administrators, and other technical staff. With one foot in the technical world and the other in the academic, discipline-oriented support people can bind the two together. Their focus is not on the technology itself, but on helping faculty reach instructional goals through information technology (see data sources 311, 449, 476, pages 213 & 214).

To conclude this section, a number of questions were raised such as in what ways

and by what means can faculty development strategies be implemented to demonstrate

that successful introduction of technology will begin with teaching and learning problems?

What kinds of professional development strategies can meet the real world just-in-time

professional development needs of busy academics? Moreover, if faculty members are

reluctant to adopt technology-based approaches to teaching where they feel less than

expert, what strategies may be implemented to assist them to learn how to use

technologies in pedagogically appropriate ways, and to develop pedagogical practices

that are appropriate in terms of student learning?

6.2.2 Copyright and Intellectual Property

A number of articles that appeared in this study discussed the issues of copyright

and intellectual property. Faculty members and corporate trainers should be aware of the

implications of their actions concerning copyright law. Copyright law is a balance

between private rights and public benefit that protects the owner’s right to original work

of authorship. In educational terms, this is what is referred to as intellectual property. As

part of the support that institutes of higher education and other organizations provide to

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their faculty members and trainers, clear guidelines on intellectual property should be

included in any faculty development program. Software copyright issues and the

distinction between what is commercial, shareware, freeware, and public domain should

be made clear so faculty members can understand. Faculty members should obtain

permission for academic use from the owner of the copyrighted material, and stay within

the intended use for which the permission was granted. Institutions of higher education

should provide support through their library personnel and other units concerned to clear up the issues of copyrights or purchase whatever licenses are needed to use reading material or computer programs (see data source 144, page 214).

Copyright protects the expression of an idea, but not the idea it carries. It is recommended that faculty members reconstitute the expression of the idea (paraphrase or diagram an idea originally in text format) that may be under copyright protection. Fair use is usually the first line of defense in a copyright action against educators. Fair use doctrine applies to reproductions for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research. As faculty members are experimenting with new models of communication and handling of information, institutions should provide the needed support and skills for faculty members and trainers to apply human behavior, institutional ethics, and professionalism guided by explicit laws and social norms in dealing with copyrights and intellectual property issues. While faculty members are converting the old way of doing things into a new format, educational technologists and legal counsel need to advise faculty of the dangers that exist in making this transition (see data source 010, page 214).

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6.3 Summary

This chapter looked at the organizational dimensions of using ICTs for teaching and training, which includes organizational support in the form of training and staff development, as well as the issues of diffusion of innovations and faculty motivation factors. The chapter highlighted different approaches in faculty development and related them to various diffusion and motivation mechanisms.

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CHAPTER SEVEN: DISCUSSION AND CONCLUSIONS

7.1 Introduction

This chapter concludes the dissertation by looking at how the qualitative

systematic review methodology is used as an effective tool to make this study scalable for

future expansion. As information and communication technologies (ICTs) change, educational technology will also change. New emerging technologies and standards will

result in new systems for teaching and training. These technologies will in turn result in

the development and adoption of new innovative methods for teaching and training and

will certainly raise new organizational challenges. As we move from the period 1995-

2005 of this study, there is a need to demonstrate that the systematic review used here can

be used successfully over and over again. The question is: can the proposed

classification framework outlined in Chapter 4 be used to extract and map new data in

2006, 2016, and beyond? There is no doubt that within the next five to ten years,

technology will change and new innovations may appear that were never thought of.

How will the classification framework developed in this dissertation perform at that time?

The purpose of this chapter is to show the effectiveness and applicability of

qualitative systematic review to the vast body of research and literature that will

inevitably appear in other time periods in education and technology and in other fields.

The chapter begins by looking back at the phases used in conducting a qualitative

systematic review, showing how the classification framework performed to generate the

results presented in Chapters 5 and 6. The chapter also illustrates how new studies and

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new articles appearing in future time periods can be subjected to the same review criteria used in this dissertation. As the literature moves on, expanding as it goes; the same classification model can be fruitfully used by other researchers, analysts, and bibliographers. The goal is that the model developed for this dissertation can serve as a one-point reference for faculty members, trainers, and decision-makers in higher education and corporations in the future.

Although the guidelines (and recommendations) presented in this chapter have

grown out of the research results presented in Chapters 5 and 6, the researcher did engage

a number of people in discussions concerning their perceptions and views regarding the

educational and organizational issues involved. The reflections of five faculty members

who were interviewed for another qualitative study by the author (Akir, et. al, 2003) were

included within the folds of this discussion. Moreover, ideas and opinions were given by

two academic administrators from the Center for Teaching Excellence and the Center for

Writing Excellence at Ohio University.

7.2 Evaluating the Systematic Review

The systematic review conducted for this dissertation demonstrated that there are

many journals that report on research, practices, and methodologies addressing diverse

educational technology systems and issues. Some of this research is of high quality and

some is less so. The challenge for educators, trainers, and decision-makers is to be aware

of technology-based educational practices and the changes in the field that suggest the

new types of professional skills, experience, and competence required of faculty

members and trainers based on the best available evidence. To do this, educational

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technology research literature needs to be better identified, indexed, classified, appraised, and made accessible to educators, trainers, and policy-makers.

The quality of this systematic review and its application in the future can be

assessed based on several criteria. Such criteria can be presented as evaluation questions

that this dissertation has sought to address. This section lists each evaluation question and comments on it based on the overall results produced in the study.

Did the review answer the research questions in the study?

The dissertation defined three research themes (technology systems, pedagogical

approaches, and organizational issues) that influenced the selection criteria of the

literature chosen for this study. The overall results reported in Chapter 4, and the detailed

data extracted and presented in Chapters 5 and 6 provided descriptive answers to each of

these themes within the time period chosen for this study.

Was a thorough search done in the appropriate journals and were other potentially important sources explored?

No matter how comprehensive a study of this nature, important articles and reports will

be missed. This dissertation targeted journals and digital libraries specializing in

educational technology as well as those resources addressing technology used in the

teaching and training. The overall body of literature in such emerging areas of research is

vast and even the best search will not identify all articles. The collection of articles used

in this study, however, gives a good picture of the major ICT systems currently in use.

The study reviewed their pedagogical uses and the various organizational challenges

associated with adopting such systems for teaching and training. As the field of

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educational technology becomes more main stream in the future, and a carefully prepared systematic review will show it, certain data sources will be identified and recognized as the primary sources of studies in this area. Based on future systematic reviews, a checklist of the most relevant and productive data sources can be produced for teachers and administrators as well as for researchers.

Was methodological quality and the quality of articles assessed?

The dissertation was concerned with ICT systems, their pedagogical use, and the organizational issues surrounding their integration into teaching and training. The dissertation limited its scope to the very practical methods of how to better identify, classify, appraise, and make accessible the research literature using a specific framework.

There was no attempt made to theoretically compare one technology system to another, or to evaluate the applicability of one pedagogical approach over another. The body of articles used in the study focused on the nature of the systems, how they are used by educators and trainers, and the organizational issues associated with them without making a judgment concerning the worth or any of these practices. The quality of articles was assessed based on the fact that all of them came from peer-reviewed journals and digital libraries. The digital libraries were repositories of proceedings accepted and presented at international conferences and professional meetings. The qualitative systematic review as a methodology is a recognized research method on its own and has been used for many years in fields such as medicine, education, and policy. The value of using a systematic review in this dissertation is that it can help prevent systematic bias, it can provide a comprehensive and contemporary overview, and can be objective in its appraisal of

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quality. Above all, it can be sufficiently transparent that it will allow others to appraise the method and quality of the dissertation itself. The Systematic Review in this dissertation produced a study that is replicable in the future and applicable to targeted populations, in this case faculty members, trainers, and policy-makers.

7.3 Developing a Standard Review System

The components of a review system that combines the tasks and tools used in this dissertation are shown in Figure 7.1. Such a system can act as a prototype or blueprint for replicating this study and, possibly, commercializing the approach for wider applications.

Figure 7.1 Components of a systematic review system

Locating Data Extraction, Evidence Synthesis, and Analysis

• Standard search strategies • Database of research articles • Standardized data extraction • Systematic keyword adoption • Standardized data coding • Software to store and index data

Data Storage and Organization

• Standard review format • Interface for intended audience

The system consists of three major components for data identification and location, article extraction and analysis, and data storage and organization. The

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identification and location processes are based on a filtering mechanism by which articles

are passed through a set of inclusion and exclusion criteria (outlined in Chapter 4). Once

these criteria are applied, it will be determined whether or not a given article is relevant

for the application (technology/pedagogy/organization). A relevant article will go

through further filtering to classify the content of the article and to decide whether it

addresses a technological system, a pedagogical approach, or organizational issue, or a mix of these three dimensions. The filtering process is illustrated in Figure 7.2.

Figure 7.2 Filtering process for articles and databases

Located Evidence

Filtering Process

Inclusion & Exclusion Criteria

Technology Organizational Pedagogical System Challenge Approach

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The processes outlined in Figure 7.1 and Figure 7.2 are posed as a standard system. That is, for any group of articles/studies, during any period of time, the identification, filtering, and data analysis processes should be the same. As new technologies emerge and innovative new teaching and training methods are practiced, this classification and filtering method can maintain its transparency. The model posed in this dissertation will be able to accommodate to the ever-expanding body of research literature addressing technologies, teaching/training practices, and organizational challenges addressed year after year. What is more, the model will be equally relevant and useful in other fields of study such as computing, business, and health.

Data extracted from reviewed literature can be stored, organized, and indexed in a central repository for later retrieval and dissemination. From the index, relevant categories of information can be identified, selected out, and presented through an appropriate interface to target audiences, in this case faculty members, trainers, support personnel, and decisions-makers. How the repository forms a research evidence library in the area of educational technology systems and their integration into teaching and training is shown in Figure 7.3. An interface can be a summary, a set of recommendations, examples and case studies, or role models extracted, categorized, and synthesized from a collection of research literature and presented through computer- generated reports in a format that is can clearly be understood and applied by the different intended audiences.

150

Figure 7.3 Research evidence in an educational technology library

The systematic review contains information tailored to the needs of Relevant specific audiences (faculty Information members, trainers, is Extracted support personnel, decision-makers)

Interface for Support Personnel Interface for Practitioners

Interface for Decision-Makers

Pedagogy Technical Policy Makers Faculty Trainers

7.4 Classification Model for Integrating ICTs in Teaching and Training

This dissertation sought to answer three research questions concerning technological systems, pedagogical approaches, and organizational challenges associated with the integration of ICTs for teaching and training in universities and corporations.

The goal was to identify the principal research studies, analysis, and commentary in educational technology and related areas that could be used to guide practice and policy.

The Systematic Review methodology was chosen as preliminary assessment protocol for selecting potentially relevant literature. The contribution this dissertation makes is to

151

construct a system for synthesizing and extracting the answers to the research question from a huge body of literature. The review protocol included a set of inclusion and exclusion criteria that was chosen for the three research questions used for the study. The result is a general reference model that faculty members, trainers, and policy-makers in academic institutions and corporations can use in planning for the systematic integration of ICTs in teaching and training. The organization and indexing of the systematic results reported in Chapter 5 and Chapter 6 led to the classification framework shown in Figure

7.4. Figure 7.4 puts ICTs for teaching and training at its center and relates them to technological, pedagogical, and organizational perspectives.

The proof of the quality and usefulness of the classification framework is the quality of the educational technology research generated by the systematic review.

Regular reviews of this nature will lead to improvements in the Systematic Review model and subsequently lead to improvements in the quality of primary educational technology research identified, classified, and stored for retrieval.

7.5 Limitations of the Method

Information and Communication Technologies are evolving all the time. The

Systematic Review methodology used in this dissertation can be a powerful tool for continuously identifying new articles and studies, analyzing their content, classifying the content by category, and mapping the data in the classification framework developed in this study. A qualitative systematic review of this nature, however, will not pick up every research report or include every conceivably relevant article. What will be included are those studies reviewed and published/disseminated in well-known and reputable sources

152

such as academic journals and databases. Many other data sources exist in the form of

academic theses, dissertations, web sites, and position papers. Care must be taken in

choosing the types of data sources that might inform the teaching and training process not

just in theory, but also in proven practical applications.

Figure 7.4 General ICT classification framework for teaching and training

Content Delivery Perspective Pedagogical Teaching/Lecturing ICTs for Class Management Teaching and Communication Training Assessment

Technological Organizational Perspective Persp ective

World Wide Web Learning Management Environments Hypermedia Diffusion CD-ROM & Others Technical Support Synchronous Communication Asynchronous Digital Video Staff Development

Mobile & Wireless Java & Other Software Presentation Tools Class Layout Technology-Rich Classroom Student Response

Another limitation to this method has to do with the diverse types of journals in

print and online that appear and disappear. A mechanism to track and assess the quality of these journals is required. Articles published in discipline-specific journals and databases also need to be tracked. A problem may arise when particular articles are not well organized for analysis and classification, or when the information is highly specific.

With the help of improved electronic databases and indexing systems, such articles can be cross-listed and linked so the location of quite detailed information can be mapped.

153

7.5 Summary and Conclusion

Integration of information and communication technology in teaching and training is becoming the norm. Technology should be selected to enhance educational practice and to create new pedagogical strategies for the improvement of teaching and training. The availability of technologies that are faster, more robust, and capable should enable faculty members, trainers, and managers to do things that were not possible before.

Systematic review of the literature suggests that faculty members and trainers need to be supported in their efforts to incorporate technology into teaching practices. To ensure full adoption and minimum resistance, diffusion theories have to be understood and carefully implemented. This not only includes transferring know-how skills to faculty members and trainers, but insuring that appropriate organizational support is a part of the plan.

The qualitative Systematic Review used for this dissertation is a powerful research method for collecting, synthesizing, and classifying research output concerning best practices in integrating ICT systems into teaching and training. This dissertation conducted such as review and in the process developed replicable procedures that will allow other such literature reviews in the future using identical steps. The Systematic

Review method creates a standard procedure by which new literature and new databases can be added as time goes by. Technology will keep changing. In the next 5 to10 years, new innovations will emerge that will have further impact on teaching and training. The

Systematic Review used in this study can be used with different data sets and samples in the future, in such the same way it was used in the period 1995-2005.

154

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# Category Sources Type of Source Number of Articles 1 Discipline-Specific Computer Applications in Engineering Education Journal 14 2 Discipline-Specific Computers and Composition Journal 20 3 Discipline-Specific Conference on Information Technology Education Journal 7 4 Discipline-Specific IEEE Transactions on Education Journal 8 5 Discipline-Specific International Journal of Computers For Mathematical Learning Journal 4 6 Discipline-Specific Journal of Advanced Nursing Journal 2 7 Discipline-Specific Journal of Educational Resources in Computing Journal 0 8 Discipline-Specific Journal of Research in Science Teaching Journal 0 9 Discipline-Specific Journal of Telemedicine and Telecare Journal 2 10 Discipline-Specific Language Learning and Technology Journal 6 11 Discipline-Specific Medical Education Journal 3 12 Discipline-Specific Physics Education Journal 4 13 Discipline-Specific Professional Psychology: Research and Practice Journal 2 14 Discipline-Specific Teaching and Learning in Medicine Journal 2 15 Discipline-Specific Technical Communication Quarterly Journal 1

16 Educational Technology AACE Journal Journal 18 17 Educational Technology British Journal of Educational Technology Journal 44 18 Educational Technology Computers and Education Journal 78 19 Educational Technology Education and Information Technologies Journal 16 20 Educational Technology Educational Media International Journal 41 21 Educational Technology Educational Technology Journal 27 22 Educational Technology Educational Technology & Society Journal 30 23 Educational Technology Educational technology research and development Journal 22 24 Educational Technology Educause Quarterly Journal 35 25 Educational Technology E-Journal of Instructional Science and Technology Journal 9 26 Educational Technology Interacting with Computers Journal 5 27 Educational Technology International Journal of Educational Telecommunications Journal 32 28 Educational Technology International Journal on E-Learning Journal 19 29 Educational Technology Journal of Computer Assisted Learning Journal 26 30 Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 19 31 Educational Technology Journal of Educational Computing Research Journal 25 32 Educational Technology Journal of Educational Media Journal 14 33 Educational Technology Journal of Educational Multimedia and Hypermedia Journal 16 34 Educational Technology Journal of Educational Technology Systems Journal 36 35 Educational Technology Journal of Interactive Learning Research Journal 10 36 Educational Technology Journal of Research on Technology in Education Journal 19 37 Educational Technology Journal of Technology Studies Journal 7 38 Educational Technology Other AACE Conference Papers and Proceedings Digital Library 51 39 Educational Technology The American Journal of Distance Education Journal 6 40 Educational Technology The Internet and Higher Education Journal 17 41 Educational Technology User Services Conference Journal 45 42 Educational Technology Virtual University Journal Journal 3

43 General Education Active Learning in Higher Education Journal 6 44 General Education European Journal of Education Journal 4 45 General Education Higher Education Journal 4 46 General Education Higher Education Quarterly Journal 2 47 General Education Innovations in Education & Teaching Internationa Journal 6 48 General Education Innovative Higher Education Journal 3 49 General Education Instructional Science Journal 3 50 General Education International Journal of Educational Management Journal 1 51 General Education International Journal of Educational Research Journal 1 52 General Education Journal of General Education Journal 0 53 General Education Journal of Vocational Education Research Journal 1 54 General Education Journal on Excellence in College Teaching Journal 5 55 General Education New Directions For Higher Education Journal 3 56 General Education New Directions For Teaching and Learning Journal 6 57 General Education Pedagogy Journal 0 58 General Education Research in Higher Education Journal 0 59 General Education Review of Educational Research Journal 0 60 General Education Studies in Higher Education Journal 6 61 General Education Teaching and Teacher Education Journal 2 62 General Education Teaching in Higher Education Journal 1 63 General Education Tertiary Education and Management Journal 0 64 General Education The Review of Higher Education Journal 0

65 Mixed Other Articles Mixed 54 162

66 Socio-Cultural Computers in Human Behavior Journal 36

67 Technology ACM Digital Library Digital Library 29 68 Technology IEEE Multimedia Journal 1 69 Technology Internet Research: Electronic Networking Applications and Policy Journal 6 70 Technology Telematics and Informatics Journal 2 71 Technology The Journal of Systems & Software Journal 1

72 Training Education + Training Journal 14 73 Training Industrial and Commercial Training Journal 6 74 Training Information & Management Journal 8 75 Training Information Technology and Management Journal 7 76 Training International Journal of Manpower Journal 2 77 Training International Journal of Training and Development Journal 8 78 Training Journal of European Industrial Training Journal 12 79 Training Leadership & Organization Development Journa Journal 1 80 Training Management Development Review Journal 1 81 Training The Learning Organization Journal 4

991 163

# Category Sources Type of Source Number of Articles 1 Educational Technology AACE Journal Journal 18 2 Educational Technology International Journal of Educational Telecommunications Journal 32 3 Educational Technology International Journal on E-Learning Journal 19 4 Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 19 5 Educational Technology Journal of Educational Multimedia and Hypermedia Journal 16 6 Educational Technology Journal of Interactive Learning Research Journal 10 7 Educational Technology Other AACE Conference Papers and Proceedings Digital Library 51 8 Educational Technology British Journal of Educational Technology Journal 44 9 Educational Technology Computers and Education Journal 78 10 Educational Technology Educational Media International Journal 41 11 Educational Technology Educational Technology Journal 27 12 Educational Technology Educational technology research and development Journal 22 13 Educational Technology Educational Technology & Society Journal 30 14 Educational Technology Education and Information Technologies Journal 16 15 Educational Technology Educause Quarterly Journal 35 16 Educational Technology E-Journal of Instructional Science and Technology Journal 9 17 Educational Technology Interacting with Computers Journal 5 18 Educational Technology Journal of Computer Assisted Learning Journal 26 19 Educational Technology Journal of Educational Computing Research Journal 25 20 Educational Technology Journal of Educational Media Journal 14 21 Educational Technology Journal of Educational Technology Systems Journal 36 22 Educational Technology Journal of Research on Technology in Education Journal 19 23 Educational Technology Journal of Technology Studies Journal 7 24 Educational Technology The American Journal of Distance Education Journal 6 25 Educational Technology The Internet and Higher Education Journal 17 26 Educational Technology User Services Conference Journal 45 27 Educational Technology Virtual University Journal Journal 3

28 General Education Active Learning in Higher Education Journal 6 29 General Education European Journal of Education Journal 4 30 General Education Higher Education Journal 4 31 General Education Higher Education Quarterly Journal 2 32 General Education Innovations in Education & Teaching International Journal 6 33 General Education Innovative Higher Education Journal 3 34 General Education Instructional Science Journal 3 35 General Education International Journal of Educational Management Journal 1 36 General Education International Journal of Educational Research Journal 1 37 General Education Journal on Excellence in College Teaching Journal 5 38 General Education Journal of Vocational Education Research Journal 1 39 General Education New Directions For Higher Education Journal 3 40 General Education New Directions For Teaching and Learning Journal 6 41 General Education Studies in Higher Education Journal 6 42 General Education Teaching and Teacher Education Journal 2 43 General Education Teaching in Higher Education Journal 1

44 Discipline-Specific Computers and Composition Journal 20 45 Discipline-Specific Computer Applications in Engineering Education Journal 14 46 Discipline-Specific Conference on Information Technology Education Journal 7 47 Discipline-Specific IEEE Transactions on Education Journal 8 48 Discipline-Specific International Journal of Computers For Mathematical Learning Journal 4 49 Discipline-Specific Journal of Advanced Nursing Journal 2 50 Discipline-Specific Journal of Telemedicine and Telecare Journal 2 51 Discipline-Specific Language Learning and Technology Journal 6 52 Discipline-Specific Medical Education Journal 3 53 Discipline-Specific Physics Education Journal 4 54 Discipline-Specific Professional Psychology: Research and Practice Journal 2 55 Discipline-Specific Teaching and Learning in Medicine Journal 2 56 Discipline-Specific Technical Communication Quarterly Journal 1

57 Training Education + Training Journal 14 58 Training Industrial and Commercial Training Journal 6 59 Training Information & Management Journal 8 60 Training Information Technology and Management Journal 7 61 Training International Journal of Manpower Journal 2 62 Training International Journal of Training and Development Journal 8 63 Training Journal of European Industrial Training Journal 12 64 Training Leadership & Organization Development Journal Journal 1 65 Training Management Development Review Journal 1 66 Training The Learning Organization Journal 4

67 Technology IEEE Multimedia Journal 1 68 Technology ACM Digital Library Digital Library 29 69 Technology Internet Research: Electronic Networking Applications and Policy Journal 6 70 Technology Telematics and Informatics Journal 2 71 Technology The Journal of Systems & Software Journal 1

72 Socio-Cultural Computers in Human Behavior Journal 36

73 Mixed Other Articles Mixed 54

991 APPENDIX C - First List of Identified Articles Based on Jornal/Database

# Article Title Category Sources Type

1 A Framework for a Computer System to Support Distributed Cooperative Learning Educational Technology AACE Journal Journal 2 A Paradigm Shift: Technology Integration for Higher Education in the New Millennium Educational Technology AACE Journal Journal 3 Analyzing Hypermedia and Internet Communication Models in Educational Applications Educational Technology AACE Journal Journal 4 Distance Education Technologies (DET): Assessment & Evaluation! Educational Technology AACE Journal Journal 5 Distance Education: The Technology - What You Need to Know to Succeed, An Overview Educational Technology AACE Journal Journal 6 Electronic Course Delivery, Virtual Universities and Lifelong Learning Educational Technology AACE Journal Journal 7 Get Wired, Go Digital Build a Web-Based Learning Community Educational Technology AACE Journal Journal 8 Going Online: Guidelines for Faculty in Higher Education Educational Technology AACE Journal Journal 9 Online Learning in Teacher Education: Enhanced with a Problem-based Learning Approach Educational Technology AACE Journal Journal 10 Pedagogical Challenges to the World Wide Web Educational Technology AACE Journal Journal 11 Peer-to-peer networks: Opportunities for alignment of technology and pedagogy Educational Technology AACE Journal Journal 12 Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning Educational Technology AACE Journal Journal 13 Teaching via the Internet: A Brief Review of Copyright Law and Legal Issues Educational Technology AACE Journal Journal 14 Technology and Plagiarism in the University: Brief Report of a Trial in Detecting Cheating Educational Technology AACE Journal Journal 15 The Design, Assessment, and Implementation of a Web-Based Course Educational Technology AACE Journal Journal 16 The Laptop University: A Faculty Perspective Educational Technology AACE Journal Journal 17 The Learning Environment of the 21st Century Educational Technology AACE Journal Journal 18 The Roles of Mentors in Electronic Learning Environments Educational Technology AACE Journal Journal

1 A Constructivist Look at Interaction and Collaboration via Computer Conferencing Educational Technology International Journal of Educational Telecommunications Journal 2 An Assessment of Training Needs in the Use of Distance Education for Instruction Educational Technology International Journal of Educational Telecommunications Journal 3 An Integrated Technology Adoption and Diffusion Model Educational Technology International Journal of Educational Telecommunications Journal 4 Asynchronous Interaction Method for a Remote Teleteaching Session Educational Technology International Journal of Educational Telecommunications Journal 5 Can University Faculty Affect Student Attitudes Toward Electronic Mail? Educational Technology International Journal of Educational Telecommunications Journal 6 ClassNet: Managing the Virtual Classroom Educational Technology International Journal of Educational Telecommunications Journal 7 Communicating and Sharing in Cyberspace - University Faculty Use of Internet Resources Educational Technology International Journal of Educational Telecommunications Journal 8 Computer Conferencing and the On-Line Classroom Educational Technology International Journal of Educational Telecommunications Journal 9 Computer-Mediated Communication and Social Presence in a Distance Learning Environment Educational Technology International Journal of Educational Telecommunications Journal 10 Computer-Mediated Communication in the Online Classroom Educational Technology International Journal of Educational Telecommunications Journal 11 Creating Asynchronous Learning Networks in Mathematics, Science, and Engineering Courses for Home-Based Learners Educational Technology International Journal of Educational Telecommunications Journal 12 Developing a World Wide Web Section of a Management Course: Transporting Learning Premises Across Media Educational Technology International Journal of Educational Telecommunications Journal 13 Developing Web-Mediated Instruction for Teaching Multimedia Tools in a Constructivist Paradigm Educational Technology International Journal of Educational Telecommunications Journal 14 Distance Education with Telematics for Distance Educators Educational Technology International Journal of Educational Telecommunications Journal 15 Evaluation of Computer Conferencing Tools for Conducting Collaborative Seminars on the Internet Educational Technology International Journal of Educational Telecommunications Journal 16 Faculty Perceptions of Distance Education: Factors Influencing Utilization Educational Technology International Journal of Educational Telecommunications Journal 17 Frames-Based, Image-Oriented Instruction Educational Technology International Journal of Educational Telecommunications Journal 18 Going Online: Guidelines for Faculty in Higher Education Educational Technology International Journal of Educational Telecommunications Journal 19 Instructor Support for Web-Based Courseware Development and Delivery Educational Technology International Journal of Educational Telecommunications Journal 20 Lotus LearningSpace: A WWW Strategy for Growth Educational Technology International Journal of Educational Telecommunications Journal 21 Observations on Web-Based Course Development and Delivery Educational Technology International Journal of Educational Telecommunications Journal 22 Selection, Dissemination, and Evaluation of the TopClass WWW-Based Course Support Tool Educational Technology International Journal of Educational Telecommunications Journal 23 Student Participation and Interaction On-Line: A Case Study of Two College Classes - Freshman Writing and a Plant Science Lab Educational Technology International Journal of Educational Telecommunications Journal 24 Teaching in a Virtual Classroom Educational Technology International Journal of Educational Telecommunications Journal 25 Teaching Through Adaptive Hypertext on the WWW Educational Technology International Journal of Educational Telecommunications Journal 26 Technical Issues in Systems for WWW-Based Course Support Educational Technology International Journal of Educational Telecommunications Journal 27 The Learning Environment of the 21st Century Educational Technology International Journal of Educational Telecommunications Journal 28 The Networking Revolution for the New Millennium: Internet2 and its Educational Implications Educational Technology International Journal of Educational Telecommunications Journal 29 The TeleTOP Method at the University of Twente Educational Technology International Journal of Educational Telecommunications Journal 30 The World Wide Web in Engineering Team Projects Educational Technology International Journal of Educational Telecommunications Journal 31 Using WebCT at the University of Pretoria, South Africa Educational Technology International Journal of Educational Telecommunications Journal 32 Web Environment for Group-Based Project Work in Higher Education Educational Technology International Journal of Educational Telecommunications Journal

1 A Model for the Development of Online Instruction Educational Technology International Journal on E-Learning Journal 2 Adopting SCORM 1.2 Standards in a Courseware Production Environment Educational Technology International Journal on E-Learning Journal 3 Adoption of Computer-Based Instructional Methodologies: A Case Study Educational Technology International Journal on E-Learning Journal 4 Asynchronously Conducted Project-based Learning: Partners with Technology Educational Technology International Journal on E-Learning Journal 5 Designing a Staff Development Course in Inclusive Design for Online Learning Educational Technology International Journal on E-Learning Journal 6 Designing Distributed Virtual Laboratories: Methodological and Telecommunications Aspects Educational Technology International Journal on E-Learning Journal 7 E-Learning Classroom Environment: Description, Objectives, Considerations, and Example Implementation Educational Technology International Journal on E-Learning Journal 8 Electronic Technologies Electrifying Distance Learning Educational Technology International Journal on E-Learning Journal

9 Factors which Motivate Community College Faculty to Participate in Distance Education Educational Technology International Journal on E-Learning Journal 164 10 Multiple Determinants of Media Choice: The Role of Symbolic Cues and Contextual Constraints Educational Technology International Journal on E-Learning Journal 11 Online Learning: Creating Systemic Organizational Change in Higher Education Educational Technology International Journal on E-Learning Journal 12 Quality Assurance for Online Teaching in Higher Education: Considering and Identifying Best Practice for E-Learning Educational Technology International Journal on E-Learning Journal 13 Reusing Educational Material for Teaching and Learning: Current Approaches and Directions Educational Technology International Journal on E-Learning Journal 14 Science and Technology Courses via E-Learning: An African Scenario with Lessons from South East Asia Educational Technology International Journal on E-Learning Journal 15 Technology: Web-Based Instruction's Dual Environment Educational Technology International Journal on E-Learning Journal 16 The Measurement of Social Presence in an Online Learning Environment Educational Technology International Journal on E-Learning Journal 17 The Role of Theory and Technology in Learning Video Production: The Challenge of Change Educational Technology International Journal on E-Learning Journal 18 Web-Enhancing University Coursework: An Innovative Professional Development Model to Support and Empower Instructors Educational Technology International Journal on E-Learning Journal 19 What Do Lecturers Like? Ratings of Off-the-Shelf Web-Based Training Courses Educational Technology International Journal on E-Learning Journal

1 Carbopolis : A Java Technology-Based Free Software for Environmental Education Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 2 Combing Online and Paper Assessment in a Web-Based Course in Undergraduate Mathematics Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 3 Complex Quantification in Structured Query Language (SQL): A Tutorial Using Relational Calculus Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 4 Considering the Efficacy of Web-based Worked Examples in Introductory Chemistry Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 5 Email Dialogue Journals in a College Calculus Classroom: A Look at the Implementation and Benefits Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 6 Evaluation of Interactive Technologies for Chemistry Websites: Educational Materials for Organic Chemistry Web Site (EMOC) Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 7 Glimpsing the Future of Mathematics Education: One Undergraduate's Story Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 8 Group Interaction and Student Questioning Patterns in an Instructional Telecommunications Course for Teachers Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 9 Improving the Learning Environment in First-Year Programming: Integrating Lectures, Tutorials, and Laboratories Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 10 Learning from Past and Present: Electronic Response Systems in College Lecture Halls Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 11 Learning the Basics with Calculus Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 12 Reflections on the Changing Pedagogical use of Computer Algebra Systems: Assistance for Doing or Learning Mathematics? Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 13 Research-Based Instructional Software in Modern Physics Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 14 The Impact of Using Computers and Calculators on Calculus Instruction: Various Perceptions Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 15 The Use of Email and Electronic Bulletin Boards in College-Level Biology Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 16 The WebCOSY System for Course Management in Distance Education Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 17 Understanding and Assessment Methodology in an Introductory Statistics Course Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 18 Understanding Statistics Using Computer Demonstrations Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 19 Use of Web-Based Multimedia Technology in Teaching and Learning Mathematical Programming Educational Technology Journal of Computers in Mathematics and Science Teaching Journal

1 Bridging ADDIE to Life: Instructional Design at Its Best Educational Technology Journal of Educational Multimedia and Hypermedia Journal 2 Building Blocks for Information Architects: Teaching Digital Media Production Within an Instructional Design Program Educational Technology Journal of Educational Multimedia and Hypermedia Journal 3 Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners Educational Technology Journal of Educational Multimedia and Hypermedia Journal 4 Designing and Implementing a "Full-Service" ClassPage on the Internet Educational Technology Journal of Educational Multimedia and Hypermedia Journal 5 Desktop Virtual Reality for the Enhancement of Visualization Skills Educational Technology Journal of Educational Multimedia and Hypermedia Journal 6 Effective Web-Design and Core Communication Issues: The Missing Components in Web Based Distance Education Educational Technology Journal of Educational Multimedia and Hypermedia Journal 7 Glimpses at the Future of Networked Hypermedia Systems Educational Technology Journal of Educational Multimedia and Hypermedia Journal 8 How to Design Educational Multimedia: A "Loaded" Question Educational Technology Journal of Educational Multimedia and Hypermedia Journal 9 Human-Computer Interaction (HCI) in Educational Environments: Implications of Understanding Computers as Media Educational Technology Journal of Educational Multimedia and Hypermedia Journal 10 Mobile Technology in Educational Services Educational Technology Journal of Educational Multimedia and Hypermedia Journal 11 Navigational Interface Design for Multimedia Courseware Educational Technology Journal of Educational Multimedia and Hypermedia Journal 12 Old Paintings, New Technology: Does Instructive Animation Make Sense in Art Education? Educational Technology Journal of Educational Multimedia and Hypermedia Journal 13 Peer-to-Peer Networking Collaboration Within Education Educational Technology Journal of Educational Multimedia and Hypermedia Journal 14 The Effects of Adding Audio Instructions to a Multimedia Computer Based Training Environment Educational Technology Journal of Educational Multimedia and Hypermedia Journal 15 The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science Educational Technology Journal of Educational Multimedia and Hypermedia Journal 16 Using a Quality-Led Multimedia Approach for Interpersonal Communication Training Educational Technology Journal of Educational Multimedia and Hypermedia Journal

1 A Comparative Study of Computer Conferencing and Face-to-Face Communications in Systems Design Educational Technology Journal of Interactive Learning Research Journal 2 Collaboration, Design, and Technology: Themes in the Architecture of Interactive Lea Educational Technology Journal of Interactive Learning Research Journal 3 Computer Mediated Communication: Online Instruction and Interactivity Educational Technology Journal of Interactive Learning Research Journal 4 Experience With Interactive Remote Graduate Instruction in Beam Physics Educational Technology Journal of Interactive Learning Research Journal 5 How Activity Fosters CMC Tools Use in Classrooms: Reinventing Innovations in Local Contexts Educational Technology Journal of Interactive Learning Research Journal 6 Intelligent Systems/Tools in Training and Lifelong Learning Educational Technology Journal of Interactive Learning Research Journal 7 Lessons Learned Deploying a Digital Classroom Educational Technology Journal of Interactive Learning Research Journal 8 Search Engine Technology Impetus for the Knowledge Revolution in Business Education Educational Technology Journal of Interactive Learning Research Journal 9 Technologies Supporting High Interactive Learning Resources on the Web: An Analysis Educational Technology Journal of Interactive Learning Research Journal 10 The Adoption and Diffusion of Web Technologies into Mainstream Teaching Educational Technology Journal of Interactive Learning Research Journal

1 A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 2 A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education Educational Technology Other AACE Conference Papers and Proceedings Digital Library 3 Assessing the Pace of Cyberchange with TAM Educational Technology Other AACE Conference Papers and Proceedings Digital Library 4 Barriers Encountered Using WBI to Deliver Courses Educational Technology Other AACE Conference Papers and Proceedings Digital Library 5 Becoming Proficient in Using Technology in Teaching: Stages of Acquisition from Novice to Expert User Educational Technology Other AACE Conference Papers and Proceedings Digital Library 6 Constructivist Learning: Also for Faculty! Educational Technology Other AACE Conference Papers and Proceedings Digital Library 7 Development of an Effective Multimedia/WWW Training Model for Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 8 Diffusion of Information & Communication Technology for Teaching and Learning at Ohio University Educational Technology Other AACE Conference Papers and Proceedings Digital Library 9 Distance Education Leadership in Higher Education Institutions Explored Within the Theoretical Frameworks of Organizational Change and Diffusion of Innovations Theory Educational Technology Other AACE Conference Papers and Proceedings Digital Library

10 Educating Foreign Language Teachers in Instructional Technology: A Report on Faculty Development at the University of South Carolina Educational Technology Other AACE Conference Papers and Proceedings Digital Library 165 11 Education and Technology - A Faculty Development Program for Medical Educators Educational Technology Other AACE Conference Papers and Proceedings Digital Library 12 Excellent Teaching and Early Adopters of Instructional Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 13 Faculty Development and Preservice Teachers as Agents of Change Educational Technology Other AACE Conference Papers and Proceedings Digital Library 14 Faculty Development as an Agent of Technology Change: Implementing a Shared Vision Educational Technology Other AACE Conference Papers and Proceedings Digital Library 15 Faculty Development Strategies Educational Technology Other AACE Conference Papers and Proceedings Digital Library 16 Faculty Development: From Computer Skills to Technology Integration Educational Technology Other AACE Conference Papers and Proceedings Digital Library 17 Faculty Development: Integrating Technology into the Classroom Educational Technology Other AACE Conference Papers and Proceedings Digital Library 18 Faculty Perceptions of Technology Use and Its Impact on Faculty Development Planning Educational Technology Other AACE Conference Papers and Proceedings Digital Library 19 Faculty Reaction to WebCT: One University's Experience Educational Technology Other AACE Conference Papers and Proceedings Digital Library 20 Faculty Teaching Faculty: A Matter of Trust Educational Technology Other AACE Conference Papers and Proceedings Digital Library 21 Faculty Technology Coaches Educational Technology Other AACE Conference Papers and Proceedings Digital Library 22 Helping Higher Education Faculty Model Use and Integration of Technology in Teaching Educational Technology Other AACE Conference Papers and Proceedings Digital Library 23 Higher Education Faculty Development: Connecting Technology Use to Teaching Styles Educational Technology Other AACE Conference Papers and Proceedings Digital Library 24 How and Why Faculty Are Incorporating Web-Based Technologies into Teaching Practices Educational Technology Other AACE Conference Papers and Proceedings Digital Library 25 Increasing Instructional Technology Competencies for Faculty and Students in an Education Preservice Program Educational Technology Other AACE Conference Papers and Proceedings Digital Library 26 Instructional Technology in the Classroom: New Directions for Foreign Language Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 27 Involving Faculty in Faculty Development: A Recursive Model Educational Technology Other AACE Conference Papers and Proceedings Digital Library 28 Issues and Barriers to Advanced Faculty Use of Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 29 It's A Vision Thing … Educational Technology Other AACE Conference Papers and Proceedings Digital Library 30 Leading Your Faculty Down the Information Highway Educational Technology Other AACE Conference Papers and Proceedings Digital Library 31 Perspectives on the Implementation of Instructional Technologies into University Environments: Faculty, Administrator, Student Educational Technology Other AACE Conference Papers and Proceedings Digital Library 32 Planning Makes "Perfect?" - A Comprehensive Look at Successful Implementation of Technology and Teaching at a Major University Educational Technology Other AACE Conference Papers and Proceedings Digital Library 33 Proactive Faculty Teaching and Learning Initiatives Educational Technology Other AACE Conference Papers and Proceedings Digital Library 34 Structuring an Instructional Training Program for Faculty Based on Diffusion of Innovation Theory Educational Technology Other AACE Conference Papers and Proceedings Digital Library 35 Summer Technology Institutes: Overcoming Barriers to Technology Integration in Higher Education Educational Technology Other AACE Conference Papers and Proceedings Digital Library 36 Supporting the Development of IT Skills of Education Faculty Staff: An Australian Case Study Educational Technology Other AACE Conference Papers and Proceedings Digital Library 37 Supporting the Millennium Teacher: Faculty Development in the Use of Information and Communications Technologies Educational Technology Other AACE Conference Papers and Proceedings Digital Library 38 Teaching the Teachers: Faculty Development Institutes at Two Universities Educational Technology Other AACE Conference Papers and Proceedings Digital Library 39 Teaching, Learning and Technology: Providing for Higher Education Faculty Professional Development Educational Technology Other AACE Conference Papers and Proceedings Digital Library 40 Technology Impact on Roles of Instructor and Students - Case Studies Educational Technology Other AACE Conference Papers and Proceedings Digital Library 41 Technology Integration in Colleges of Education: Assessment and Planning Educational Technology Other AACE Conference Papers and Proceedings Digital Library 42 Technology Resistance and Barriers: "Baby Steps" to Online Courses Educational Technology Other AACE Conference Papers and Proceedings Digital Library 43 Technology Use in Higher Education: A Faculty Development Model Educational Technology Other AACE Conference Papers and Proceedings Digital Library 44 Ten Years of Technology Training for Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 45 The Applicability and Utility of Fault Tree Analysis Prior to the Diffusion of a Technological Innovation in an Educational Setting Educational Technology Other AACE Conference Papers and Proceedings Digital Library 46 The Carrot or the Stick: The Development of Faculty Technology Competencies Educational Technology Other AACE Conference Papers and Proceedings Digital Library 47 The Impact of Technology and Distance Learning on Higher Education Educational Technology Other AACE Conference Papers and Proceedings Digital Library 48 The Integration of Technology into Teaching By University College of Education Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 49 Training Faculty to Use Active and Collaborative Learning and Web-Based Courses in an Integrated Curriculum Educational Technology Other AACE Conference Papers and Proceedings Digital Library 50 Web Based Instruction: Intellectual Property, Compensation, and Redefining Faculty Work Educational Technology Other AACE Conference Papers and Proceedings Digital Library 51 Web Integration in Courses: Which Factors Significantly Motivate Faculty? Educational Technology Other AACE Conference Papers and Proceedings Digital Library

1 A Modern and Interactive Approach to Learning Engineering Mathematics Educational Technology British Journal of Educational Technology Journal 2 A Study of the Effects of Video Tape Recording in Microteaching Training Educational Technology British Journal of Educational Technology Journal 3 A User-Centered Approach to the Design of an Expert System for Training Educational Technology British Journal of Educational Technology Journal 4 Aligning Learning, Teaching and Assessment Using the Web: An Evaluation of Pedagogic Approaches Educational Technology British Journal of Educational Technology Journal 5 An Authoring and Learning Kit for Digital Electronics Educational Technology British Journal of Educational Technology Journal 6 Assessing Applications for Collaboration: From Collaboratively Usable Applications to Collaborative Technology Educational Technology British Journal of Educational Technology Journal 7 Assessment of Aerobic Endurance: A Comparison Between CD-ROM and Laboratory-based Instruction Educational Technology British Journal of Educational Technology Journal 8 Computer Based Simulation of Laboratory Experiments Educational Technology British Journal of Educational Technology Journal 9 Computer Conferencing for Guidance and Support in the Open University Educational Technology British Journal of Educational Technology Journal 10 Constructivism in Mass Higher Education: A Case Study Educational Technology British Journal of Educational Technology Journal 11 Designing Web-Based Training Educational Technology British Journal of Educational Technology Journal 12 Development and Evaluation of an Interactive Computer-Assisted Learning Program - A Novel Approach to Teaching Gynaecological Surgery Educational Technology British Journal of Educational Technology Journal 13 Dynamic Courseware Generation on the WWW Educational Technology British Journal of Educational Technology Journal 14 Effective Desktop Video Conferencing with Minimal Network Demands Educational Technology British Journal of Educational Technology Journal 15 Effects of a Television Distance Education Course in Computer Science Educational Technology British Journal of Educational Technology Journal 16 E-Learning in Hong Kong: Comparing Learning Outcomes in Online Multimedia and Lecture Versions of an Introductory Computing Course Educational Technology British Journal of Educational Technology Journal 17 Engineering an Online Course: Applying the 'Secrets' of Computer Programming to Course Development Educational Technology British Journal of Educational Technology Journal 18 E-Portfolios: An Assessment Tool for Online Courses Educational Technology British Journal of Educational Technology Journal 19 Evaluation of a Laptop University: A Case Study Educational Technology British Journal of Educational Technology Journal 20 Faculty and Administrative Strategies for the Effective Implementation of Distance Education Educational Technology British Journal of Educational Technology Journal 21 Instructional Support for Distance Education and Faculty Motivation, Commitment, Satisfaction Educational Technology British Journal of Educational Technology Journal 22 Modern Languages and CD-ROM-based Learning Educational Technology British Journal of Educational Technology Journal 23 Patterns of Image Comparison using Computer and Contrast Feature in Urinalysis Tutor Educational Technology British Journal of Educational Technology Journal 24 Questioning, Promoting and Evaluating the Use of Streaming Video to Support Student Learning Educational Technology British Journal of Educational Technology Journal 25 Remote Teaching with Digital Video: A Trans-national Experience Educational Technology British Journal of Educational Technology Journal 26 Seeing is Believing: The Role of Videoconferencing in Distance Learning Educational Technology British Journal of Educational Technology Journal

27 Submission of Student Assignments on Compact Discs: Exploring the Use of Audio, Images, and Video in Assessment and Learning in Higher Education Educational Technology British Journal of Educational Technology Journal 16 28 Teaching Improvement Grants: What they Tell Us About Professors' Instructional Choices for the Use of Technology in Higher Education Educational Technology British Journal of Educational Technology Journal 29 The Adoption of Microcomputers for Instruction: Implications for Emerging Instructional Media Implementation Educational Technology British Journal of Educational Technology Journal 30 The Design, Development and Use of a CD-ROM Resource Library for an Open University Course Educational Technology British Journal of Educational Technology Journal 31 The Development and Piloting of a Training Web Site for Health and Safety Enforcement Officers Educational Technology British Journal of Educational Technology Journal 32 The Educational Use of Videoconferencing in the Arts Faculty: Shedding a New Light on Puppetry Educational Technology British Journal of Educational Technology Journal 33 The Images for Teaching Education Projects: Developing Multimedia Resources within an Integrative Educational Framework Educational Technology British Journal of Educational Technology Journal 34 The Quality of Teaching and Learning via Videoconferencing Educational Technology British Journal of Educational Technology Journal 35 The Use of Computer Games as an Educational Tool: Identification of Appropriate Game Types and Game Elements Educational Technology British Journal of Educational Technology Journal 36 The Use of Video as a Teaching Resource in a New University Educational Technology British Journal of Educational Technology Journal 37 Tutor Training; A Systematic Investigation of Tutor Requirements and an Evaluation of a Training Educational Technology British Journal of Educational Technology Journal 38 Use of Information Technology and Music Learning in the Search for Quality Education Educational Technology British Journal of Educational Technology Journal 39 Using Video-based Anchored Instruction to Enhance Learning: Taiwan's Experience Educational Technology British Journal of Educational Technology Journal 40 Video Conferencing: A Solution to the Multi-Campus Large Classes Problem? Educational Technology British Journal of Educational Technology Journal 41 Video Email: A Method of Speeding up Assignment Feedback for Visual Arts Subjects in Distance Education Educational Technology British Journal of Educational Technology Journal 42 VINCE - An Online Tutorial Tool for Teaching Introductory Programming Educational Technology British Journal of Educational Technology Journal 43 Virtual Education in Universities: A Technological Imperative Educational Technology British Journal of Educational Technology Journal 44 Word-Processing and Writing Skills: Practical Applications to Language Teaching Textbooks Educational Technology British Journal of Educational Technology Journal

1 A Low-Overhead Technique for Dynamic Blackboarding Using Morphing Technology Educational Technology Computers and Education Journal 2 A Multimedia Framework for Second Language Teaching in Self-Access Environment Educational Technology Computers and Education Journal 3 A new Approach to IS-Curriculum and Course Authoring: The Authoring Environment Educational Technology Computers and Education Journal 4 A Software System for Grading Student Computer Programs Educational Technology Computers and Education Journal 5 A Strategy for the Integration of IT-Led Method into Physics - The SToMP Approach Educational Technology Computers and Education Journal 6 A Workshop Approach Using Spreadsheets for the Teaching of Statistics and Probability Educational Technology Computers and Education Journal 7 An Analysis of the Use of Virtual Delivery of Undergraduate Lectures Educational Technology Computers and Education Journal 8 An Experiment with WWW Interactive Learning in University Education Educational Technology Computers and Education Journal 9 An Intelligent System for Teaching and Learning Algorithms Educational Technology Computers and Education Journal 10 An Intelligent Tool to Aid Students in Learning Second and Subsequent Programming Languages Educational Technology Computers and Education Journal 11 An Intelligent Tutoring System for Introductory C Language Course Educational Technology Computers and Education Journal 12 An Interactive Multimedia Learning Environment for VLSI Built with COSMOS Educational Technology Computers and Education Journal 13 An Interactive Teaching and Learning Environment for Graph Sketching Educational Technology Computers and Education Journal 14 Automatic Submission in an Evolutionary Approach to Computer Science Teaching Educational Technology Computers and Education Journal 15 Computer -Assisted Assignments in a Large Physics Class Educational Technology Computers and Education Journal 16 Computer Simulations in Physics Teaching and Learning: A Case Study on Students' Understanding of Trajectory Motion Educational Technology Computers and Education Journal 17 Computer Tools to Teach Formal Reasoning Educational Technology Computers and Education Journal 18 Computer-Aided Training for Transport Planners: Experience with the Pluto Package Educational Technology Computers and Education Journal 19 Computer-based Assessment: A Versatile Educational Tool Educational Technology Computers and Education Journal 20 Computerized Business Games in Engineering Education Educational Technology Computers and Education Journal 21 COMWEB: An Electronic Classroom for Teaching Computer Literacy Educational Technology Computers and Education Journal 22 Constructivism and Collaboration on the Internet: Case Study of a Graduate Class Experience Educational Technology Computers and Education Journal 23 DELYS: A Novel Microworld-based Educational Software for Teaching Computer Science Subjects Educational Technology Computers and Education Journal 24 Design for Learning: ICT and Knowledge in the Classroom Educational Technology Computers and Education Journal 25 Developing Interactive Educational Engineering Software for the World Wide Web with Java Educational Technology Computers and Education Journal 26 Development of Instructional Strategy of Computer Application Software for Group Instruction Educational Technology Computers and Education Journal 27 Distance Education and the Use of Computers as Instructional Tools for Systems Development Projects: A Case Study of the Construction of Expert Systems Educational Technology Computers and Education Journal 28 Effectiveness of PowerPoint Presentations in Lectures Educational Technology Computers and Education Journal 29 Electronic Education System Model Educational Technology Computers and Education Journal 30 Electronic Networking in Initial Teacher Education: Is a Virtual Faculty of Education Possible? Educational Technology Computers and Education Journal 31 Embedding Computer Conferencing into University Teaching Educational Technology Computers and Education Journal 32 Energy in Electrical Circuits: A Computer Assisted Approach Educational Technology Computers and Education Journal 33 Evaluating ADAPT: A Hybrid Instructional Model Combining Web-Based and Classroom Components Educational Technology Computers and Education Journal 34 Evaluation and Assessment of a Biomechanics Computer-Aided Instruction Educational Technology Computers and Education Journal 35 Evaluation of a Physics Multimedia Resource Educational Technology Computers and Education Journal 36 Factors Influencing the Success of Computer Mediated Communication (CMC) Environments in University Teaching: A Review and Case Study Educational Technology Computers and Education Journal 37 Folding&g: A Research Program Transformed into a Program for Teaching Educational Technology Computers and Education Journal 38 Forms of Control and Interaction as Determinants of Lecture Effectiveness in the Electronic Classroom Educational Technology Computers and Education Journal 39 Incorporating Email into the Learning Process: Its Impact on Student Academic Achievement and Attitudes Educational Technology Computers and Education Journal 40 Integrating Communication Formats: Synchronous Versus Asynchronous and Text-Based Versus Visual Educational Technology Computers and Education Journal 41 Introduction of a Case Tool to Teach Structured Analysis Educational Technology Computers and Education Journal 42 Learning Basic Concepts of Telecommunications: An Experiment in Multimedia and Learning Educational Technology Computers and Education Journal 43 Learning Histories in Simulation-Based Teaching: The Effects on Self-Learning and Transfer Educational Technology Computers and Education Journal 44 Learning Through Synchronous Electronic Discussion Educational Technology Computers and Education Journal 45 Managing Technological Change in Education - What Lessons Can We All Learn? Educational Technology Computers and Education Journal 46 Microwave Workshop for Windows Educational Technology Computers and Education Journal 47 Modernisation of a Traditional Physics Course Educational Technology Computers and Education Journal 48 Multimedia Interactive Mathematics Courseware: The Mathematics Experience Within the Renaissance Project Educational Technology Computers and Education Journal 49 New Didactics for University Instruction: Why and How? Educational Technology Computers and Education Journal 50 New Tools vs. Old Methods: A Description of the CHEMCONF 93 Discussion Educational Technology Computers and Education Journal

51 On Automated Grading of Programming Assignments in an Academic Institution Educational Technology Computers and Education Journal 167 52 On-Line Video Media for Continuing Professional Development in Dentistry Educational Technology Computers and Education Journal 53 Pedagogy Embedded in Educational Software Design: Report of a Case Study Educational Technology Computers and Education Journal 54 PowerPoint's Power in the Classroom: Enhancing Students' Self-Efficacy and Attitude Educational Technology Computers and Education Journal 55 Reflection On-Line and Off-Line: The Role of Learning Technologies in Encouraging Students to Reflect Educational Technology Computers and Education Journal 56 Researching the Impact of the Network Information Environment on Learning and Teaching Educational Technology Computers and Education Journal 57 Researching the Use of Communication Technologies in Teacher Education Educational Technology Computers and Education Journal 58 Student Engagement with Simulations: A Case Study Educational Technology Computers and Education Journal 59 Teaching Family Planning With Expert Systems Educational Technology Computers and Education Journal 60 Teaching Mathematical Explanation Through Audiographic Technology Educational Technology Computers and Education Journal 61 Teaching Software: Is the Supervised Laboratory Effective? Educational Technology Computers and Education Journal 62 Teaching Transient Behavior of Electrical Machines with Personal Computers Educational Technology Computers and Education Journal 63 Technological Support for Teaching and Learning: Computer-Mediated Communications in Higher Education (CMC in HE) Educational Technology Computers and Education Journal 64 The "Intelligent Classroom": Changing Teaching and Learning with an Evolving Technological Environment Educational Technology Computers and Education Journal 65 The Design and Implementation of an Interactive Learning Tool for Statistical Reasoning with Uncertainty Educational Technology Computers and Education Journal 66 The Reflective Colleague in E-mail Cyberspace: A Mean for Improving University Instruction Educational Technology Computers and Education Journal 67 The Tutor-Web: An Educational System for Classroom Presentation, Evaluation, and Self-Study Educational Technology Computers and Education Journal 68 Three-Level Teaching Material for Computer-Aided Lecturing Educational Technology Computers and Education Journal 69 Training via the Web: A Virtual Instrument Educational Technology Computers and Education Journal 70 Use of Software Tools in Teaching Relational Database Design Educational Technology Computers and Education Journal 71 User Interface of a Tool for Learning Geometry Educational Technology Computers and Education Journal 72 Using a Shared Workspace and Wireless Laptops to Improve Collaborative Project Learning in an Engineering Class Educational Technology Computers and Education Journal 73 Using Dynamic Explanations to Enhance Novice Programming Instruction via the WWW Educational Technology Computers and Education Journal 74 Using Email for Teaching Educational Technology Computers and Education Journal 75 Using IT in the Undergraduate Classroom: Should we Replace the Blackboard with PowerPoint? Educational Technology Computers and Education Journal 76 Using the World Wide Web for Teaching Improvement Educational Technology Computers and Education Journal 77 Using Web-Based Instruction to Improve Large Undergraduate Biology Courses: An Evaluation of a Hybrid Course Format Educational Technology Computers and Education Journal 78 Virtual Seminars and Their Impact on the Role of Teaching Staff Educational Technology Computers and Education Journal

1 A Case Study in Asynchronous Voice Conferencing for Language Instruction Educational Technology Educational Media International Journal 2 A Difficult Challenge, the Integration of the Internet into the Educational System Educational Technology Educational Media International Journal 3 A New Paradigm for Faculty Involvement at the University of Central Florida Educational Technology Educational Media International Journal 4 A Typology of the Use of Educational Media, with Implications for Internet-Based Instruction Educational Technology Educational Media International Journal 5 Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education Educational Technology Educational Media International Journal 6 Computer-based Audiographics for Distance Education: An Inexpensive, Interactive and High-Quality Alternative Educational Technology Educational Media International Journal 7 Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective Educational Technology Educational Media International Journal 8 Educational Computer Programs in Learning of Physics by Action Educational Technology Educational Media International Journal 9 E-Learning and Educational Innovation in Higher Education in Japan Educational Technology Educational Media International Journal 10 Enhancement of Online and Offline Student Learning Educational Technology Educational Media International Journal 11 Ensuring Quality E-Learning: Creating Engaging Tasks Educational Technology Educational Media International Journal 12 Exploring and Explaining the Past: ICT and History Educational Technology Educational Media International Journal 13 Focus on Audio in Communication and Instruction: an Overview Educational Technology Educational Media International Journal 14 Integration of Educational Media in Higher Education Large Classes Educational Technology Educational Media International Journal 15 Interactive Distance Education for In-Service Teachers in India Educational Technology Educational Media International Journal 16 Is There Any Room for Face-to-Face Teaching in a Digital World? A Proposed Framework for Web Usage Educational Technology Educational Media International Journal 17 Is Traditional Educational Media Dead? Educational Technology Educational Media International Journal 18 Learner Autonomy and ICT: A Web-based Course of English for Psychology Educational Technology Educational Media International Journal 19 Learning Through Media at the Turn of the Twenty-First Century Educational Technology Educational Media International Journal 20 Making A Difference: Using Emerging Technologies and Teaching Strategies to Restructure an Undergraduate Technology Course for Pre-Service Teachers Educational Technology Educational Media International Journal 21 Making the Connection in a Blended Learning Environment Educational Technology Educational Media International Journal 22 Multiple Media Working on the Web Educational Technology Educational Media International Journal 23 Multiple-Media and History Education: A Partnership to Enhance Teaching and Learning Educational Technology Educational Media International Journal 24 New Technologies and Education: Challenging Disappointment Educational Technology Educational Media International Journal 25 New Technologies and Musical Education Educational Technology Educational Media International Journal 26 Paradigms for the New Millennium: How Professors will Certainly Change! Educational Technology Educational Media International Journal 27 Principles of Pedagogy and Evaluation for Web-Based Learning Educational Technology Educational Media International Journal 28 Redesigning Instruction Through Web-Based Course Authoring Tools Educational Technology Educational Media International Journal 29 Some Internet Applications for Language Teaching: A Web-Assisted Course of English for Construction Educational Technology Educational Media International Journal 30 The "T5" Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus-Based Courses Educational Technology Educational Media International Journal 31 The Comparative Suitability of Three ICT Distance Learning Methodologies for College Level Instruction Educational Technology Educational Media International Journal 32 The Experiment "Treatment of Telecommunications in the Course of Information and Communication Technology Education" Educational Technology Educational Media International Journal 33 The Use of CD-ROM in Vocational and Tertiary Education Educational Technology Educational Media International Journal 34 Theories of Learning and Computer-Mediated Instructional Technologies Educational Technology Educational Media International Journal 35 Use of Printed and Online Documents Educational Technology Educational Media International Journal 36 Using Chat to Support Collaborative Learning: Quality Assurance Strategies to Promote Success Educational Technology Educational Media International Journal 37 Using Information and Communication Technology (ICT) to Foster Literary and Facilitate Discourse Within the Classroom Educational Technology Educational Media International Journal 38 Videoconferencing in Continuing Education: an Evaluation of its Application to Professional Development at the University of Ulster Educational Technology Educational Media International Journal 39 Virtual Reality, A New Tool for a New Educational Paradigm Educational Technology Educational Media International Journal 40 Who is Afraid of University Internet Courses? Educational Technology Educational Media International Journal

41 WorldClass System Educational Technology Educational Media International Journal 168

1 Alternative Techniques for Providing Feedback to Students and Trainees: A Literature Review with Guidelines Educational Technology Educational Technology Journal 2 Building Technology Infrastructure and Enterprises in a College of Education: Increasing Performance Capacity Educational Technology Educational Technology Journal 3 Characteristics of Online Teaching in Post-Secondary, Formal Education Educational Technology Educational Technology Journal 4 Delivering Instruction on the World Wide Web: Overview and Basic Design Principles Educational Technology Educational Technology Journal 5 Faculty Adoption of Technology: Training Comes First Educational Technology Educational Technology Journal 6 Faculty Motivators and Inhibitors for Participation in Distance Education Educational Technology Educational Technology Journal 7 Faculty Strategies for Distance Teaching Educational Technology Educational Technology Journal 8 Fitting New Technologies into Traditional Classrooms: Two Case Studies in the Design of Improved Learning Facilities Educational Technology Educational Technology Journal 9 Going the Distance: Effective Instruction Using Distance Learning Technology Educational Technology Educational Technology Journal 10 Instructional Uses of the World Wide Web: examples and Precautions Educational Technology Educational Technology Journal 11 Multimedia Conferencing in Education: Methodological and Organizational Considerations Educational Technology Educational Technology Journal 12 Myth and Reality of E-Learning Educational Technology Educational Technology Journal 13 Optimizing the Design of Computer Classrooms: The Physical Environment Educational Technology Educational Technology Journal 14 People, Planning, and Process: The Acceptance of Technological Innovation in Post-Secondary Organizations Educational Technology Educational Technology Journal 15 Stretching the Mold or a New Economy? Part 1: Scenarios for the University in 2005 Educational Technology Educational Technology Journal 16 Stretching the Mold or a New Economy? Part 2: Realizing the Scenarios for the University in 2005 Educational Technology Educational Technology Journal 17 Teaching in a Technology-Rich Classroom Educational Technology Educational Technology Journal 18 The Cyberjournal: Developing Writing, Researching, and Editing Skills Through E-Mail and the World Wide Web Educational Technology Educational Technology Journal 19 The Handheld Web: How Mobile Wireless Technologies Will Change Web-Based Instruction and Training Educational Technology Educational Technology Journal 20 The Onrush of Technology in Education: The Professor's New Dilemma Educational Technology Educational Technology Journal 21 The Technology of Digital Media: Helping Students to Examine the Unexamined Educational Technology Educational Technology Journal 22 The World Wide Web and Higher Education: The Promise of Virtual Universities and Online Libraries Educational Technology Educational Technology Journal 23 Training-On-Demand: A Model for Technology Staff Development Educational Technology Educational Technology Journal 24 Transitioning Instructor Skills to the Virtual Classroom Educational Technology Educational Technology Journal 25 Using Instructional Design for Faculty Development in a Post-Secondary, Technology-Enhanced Environment Educational Technology Educational Technology Journal 26 Video and Learning Redux: New Capabilities for Practical Use Educational Technology Educational Technology Journal 27 Web-Based Courseware Tools: Where is the Pedagogy? Educational Technology Educational Technology Journal

1 A Real World Comparison of the Effectiveness of Satellite Training and Classroom Training Educational Technology Educational technology research and development Journal 2 A Tool for Helping Veterinary Students Learn Diagnostic Problem Solving Educational Technology Educational technology research and development Journal 3 ADAPT: Tools for Training Design and Evaluation Educational Technology Educational technology research and development Journal 4 Applying the ARCS Model to the Design and Development of Computer-Based Modules for Manufacturing Engineering Courses Educational Technology Educational technology research and development Journal 5 Building Technology-Based, Learner-Centered Classrooms: The Evolution of a Professional Development Framework Educational Technology Educational technology research and development Journal 6 Computer Support for Curriculum Developers: CASCADE Educational Technology Educational technology research and development Journal 7 Creating a Small World Through Videoconferencing: SAXophone Educational Technology Educational technology research and development Journal 8 Design, Development, and Implementation of Electronic Learning Environment for Collaborative Learning Educational Technology Educational technology research and development Journal 9 Designing Communities of Learners for Asynchronous Distance Education Educational Technology Educational technology research and development Journal 10 Designing Electronic Collaborative Learning Environment Educational Technology Educational technology research and development Journal 11 Emergent Patterns of Teaching/Learning in Electronic Classrooms Educational Technology Educational technology research and development Journal 12 Exploring the Potential of a Computer Tool for Instructional Developers Educational Technology Educational technology research and development Journal 13 Instructional Design Tools: A Critique and Projections for the Future Educational Technology Educational technology research and development Journal 14 Integrated Learning Systems: An Application Linking Technology with Human Factors and Pedagogical Principles Educational Technology Educational technology research and development Journal 15 Interactive Technology and Authoring Tools: A Historical Review and Analysis Educational Technology Educational technology research and development Journal 16 Knowledge Management Tools for Instructional Design Educational Technology Educational technology research and development Journal 17 Paradigms in the Theory and Practice of Education and Training Design Educational Technology Educational technology research and development Journal 18 Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration Educational Technology Educational technology research and development Journal 19 Student Feedback in the College Classroom: A Technology Solution Educational Technology Educational technology research and development Journal 20 Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning Educational Technology Educational technology research and development Journal 21 The Trouble with Learning Objects Educational Technology Educational technology research and development Journal 22 Using Three-Dimensional Interactive Graphics to Teach Equipment Procedures Educational Technology Educational technology research and development Journal

1 Acquiring Working Knowledge through Asynchronous Multimedia Conferencing Educational Technology Educational Technology & Society Journal 2 An Evaluation Model for Supporting Higher Education in the Integration of New Learning Technologies Educational Technology Educational Technology & Society Journal 3 Best Practices in Technology-Mediated Learning in American Business Education Educational Technology Educational Technology & Society Journal 4 Computer-Managed Instruction: Evaluation of Alternative Methods of Technology Integration in Higher Education Educational Technology Educational Technology & Society Journal 5 Concept Mapping as a Collaborative Tool for Enhanced Online Learning Educational Technology Educational Technology & Society Journal 6 Designing Training in Manufacturing Organizations Using the Genre-Based Method Educational Technology Educational Technology & Society Journal 7 Developing Online Learning Material for Higher Education: An Overview of Current Issues Educational Technology Educational Technology & Society Journal 8 Dynamic Goal-Based Role-Play Simulation on the Web: A Case Study Educational Technology Educational Technology & Society Journal 9 E-Book Readers in Higher Education Educational Technology Educational Technology & Society Journal 10 Electronic Pedagogical Practices: The Art and Science of Teaching and Learning Online Educational Technology Educational Technology & Society Journal 11 Embedding Ubiquitous Use of Educational Technology Is It Possible, Do We Want it and, If So, How do We Achieve it? Educational Technology Educational Technology & Society Journal 12 Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions Educational Technology Educational Technology & Society Journal 13 Factors Contributing to the Successful Implementation of Technology Innovations Educational Technology Educational Technology & Society Journal 14 Higher Education Staff Experiences of Using Web-Based Learning Technologies Educational Technology Educational Technology & Society Journal 15 Innovative Teaching: Using Multimedia in a Problem-Based Learning Environment Educational Technology Educational Technology & Society Journal 16 Intelligent Tutoring Tools for Cognitive Skill Acquisition in Life Long Learning Educational Technology Educational Technology & Society Journal

17 Let my Laptop Lead the Way: A Middle Eastern Study Educational Technology Educational Technology & Society Journal 169 18 Practical Experiences of, and Lessons Learnt from, Internet Technologies in Higher Education Educational Technology Educational Technology & Society Journal 19 Pre-Class Planning to Scaffold Students for Online Collaborative Learning Activities Educational Technology Educational Technology & Society Journal 20 Steps Toward Computer-Supported Collaborative Learning for Large Classes Educational Technology Educational Technology & Society Journal 21 Task Structuring for Online Problem Based Learning: A Case Study Educational Technology Educational Technology & Society Journal 22 Technological and Pedagogical Convergence between Work-Based and Campus-Based Learning Educational Technology Educational Technology & Society Journal 23 The Relevance of Media as Artifact: Technology Situated in Context Educational Technology Educational Technology & Society Journal 24 The Role of Higher Education in the Effective Delivery of Multimedia Management Training to Small and Medium-Sized Enterprises Educational Technology Educational Technology & Society Journal 25 Towards a Holistic Model for the Diffusion of Educational Technologies: An Integrative Review of Educational Innovation Studies Educational Technology Educational Technology & Society Journal 26 Using BSCW in Learning & Teaching Educational Technology Educational Technology & Society Journal 27 Using Technologies in Teaching: An Initiative in Academic Staff Development Educational Technology Educational Technology & Society Journal 28 Web Technology as a Teaching Tool: A Multicultural Special Education Case Educational Technology Educational Technology & Society Journal 29 Web-Supported Emergent-Collaboration in Higher Education Courses Educational Technology Educational Technology & Society Journal 30 What Does "Impact" Mean in the Evaluation of Learning Technology? Educational Technology Educational Technology & Society Journal

1 A Framework for the Application of Distributed Broadband Multimedia Communication Services in Education and Training Educational Technology Education and Information Technologies Journal 2 A Hypermedia System for Teaching Database Design Task Educational Technology Education and Information Technologies Journal 3 Construct3D: A Virtual Reality Application for Mathematics and Geometry Education Educational Technology Education and Information Technologies Journal 4 Desktop Videoconferencing: How to Avoid Teacher and Student Frustration Educational Technology Education and Information Technologies Journal 5 From the Field: Characteristics of Successful Tertiary Online Students and Strategies of Experienced Online Educators Educational Technology Education and Information Technologies Journal 6 Impact of New Information Technologies in Teachers and Students Educational Technology Education and Information Technologies Journal 7 Methodological Approached to Comparing Pedagogical Innovations Using Technology Educational Technology Education and Information Technologies Journal 8 Pedagogy Before Technology: Re-Thinking the Relationship Between ICT and Teaching Educational Technology Education and Information Technologies Journal 9 Students' Perception of the Technological Supports for Problem-Based Learning Educational Technology Education and Information Technologies Journal 10 Teaching Introductory Business Statistics Educational Technology Education and Information Technologies Journal 11 Teaching the Use of Complex ITY in Specific Domains: Developing, Assessing and Refining a Curriculum Development Framework Educational Technology Education and Information Technologies Journal 12 The Impact of Information Technology on Internal Communication Educational Technology Education and Information Technologies Journal 13 Towards an Electronic Independent Learning Environment for Statistics in Higher Education Educational Technology Education and Information Technologies Journal 14 Using VR For Efficient Training of Forestry Machine Operators Educational Technology Education and Information Technologies Journal 15 Web-Based Learning: Challenges in Using the Internet in the Undergraduate Curriculum Educational Technology Education and Information Technologies Journal 16 WWW-Based Environment for Collaborative Group Work Educational Technology Education and Information Technologies Journal

1 Adopting Digital Technologies in the Classroom: 10 Assessment Questions Educational Technology Educause Quarterly Journal 2 Altering Time and Space Through Network Technologies to Enhance Learning Educational Technology Educause Quarterly Journal 3 An Analysis of Technology Enhancements in a Large Lecture Course Educational Technology Educause Quarterly Journal 4 Barriers to Adopting Technology for Teaching and Learning Educational Technology Educause Quarterly Journal 5 Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study Educational Technology Educause Quarterly Journal 6 Conceptualizing Intelligent Agents for Teaching and Learning Educational Technology Educause Quarterly Journal 7 Creating a Campus Culture to Support a Teaching and Learning Revolution Educational Technology Educause Quarterly Journal 8 Creating a Low-Budget, Long-Distance Collaboration: Arts Go The Distance Educational Technology Educause Quarterly Journal 9 Discipline-Focused Technology Support Fosters Curriculum Innovation Educational Technology Educause Quarterly Journal 10 Electronic Discussion Groups: How Initial Parameters Influence Classroom Performance Educational Technology Educause Quarterly Journal 11 Enhancing the Classroom Experience with Learning Technology Teams Educational Technology Educause Quarterly Journal 12 Faculty and Administrators Collaborating for E-Learning Courseware Educational Technology Educause Quarterly Journal 13 Faculty and Student Teams for Technology: The FAST Tex Program at the University of Texas at Austin Educational Technology Educause Quarterly Journal 14 Information Technology and the Curriculum: A Status Report Educational Technology Educause Quarterly Journal 15 Internet Videoconferencing: Coming to Your Campus Soon Educational Technology Educause Quarterly Journal 16 Miracle or Menace: Teaching and Learning with Laptop Computers in the Classroom Educational Technology Educause Quarterly Journal 17 On Implementing Web-Based Electronic Portfolios Educational Technology Educause Quarterly Journal 18 Preparing Faculty for Instructional Technology: From Education to Development to Creative Independence Educational Technology Educause Quarterly Journal 19 Re-Engineering Higher Education: Reinventing Teaching and Learning Educational Technology Educause Quarterly Journal 20 Software Agents to Assist in Distance Learning Environments Educational Technology Educause Quarterly Journal 21 Student Expectations of Information Technology Use in the Classroom Educational Technology Educause Quarterly Journal 22 Students.edu: Guidelines for Online Education Programs Educational Technology Educause Quarterly Journal 23 Support for Online Teaching and Learning Educational Technology Educause Quarterly Journal 24 Supporting Faculty Exploration of Teaching with Technology Educational Technology Educause Quarterly Journal 25 Teaching via Electrons: Networked Courseware at the University of Oregon Educational Technology Educause Quarterly Journal 26 Technology Across the Curriculum at George Mason University Educational Technology Educause Quarterly Journal 27 Technology, Teamwork, and Teaching Meet in the Classroom Educational Technology Educause Quarterly Journal 28 The Catalyst Project: Supporting Faculty Uses of the Web … With the Web Educational Technology Educause Quarterly Journal 29 The Hybrid Online Model: Good Practice Educational Technology Educause Quarterly Journal 30 The Importance of Policies in E-Learning Instruction Educational Technology Educause Quarterly Journal 31 The TA Web Certification Program Educational Technology Educause Quarterly Journal 32 Using a Framework to Engage Faculty in Instructional Technologies Educational Technology Educause Quarterly Journal 33 Using Technology to Enhance a Course: The Importance of Interaction Educational Technology Educause Quarterly Journal 34 Web Content Management Systems in Higher Education Educational Technology Educause Quarterly Journal 35 What Do Faculty Want? From Instructional Technology Educational Technology Educause Quarterly Journal

1 A Comparison of Teaching Models in the West and in China Educational Technology E-Journal of Instructional Science and Technology Journal

2 A Critical Discourse in Multimedia Design: A Pedagogical Perspective to Creating Engaged Online Courseware Educational Technology E-Journal of Instructional Science and Technology Journal 170 3 A Problem-Based Approach to Web-Based Corporate Learning Educational Technology E-Journal of Instructional Science and Technology Journal 4 Case Study: Development of a Corporate Learning Game Educational Technology E-Journal of Instructional Science and Technology Journal 5 Considering Visual Literacy When Designing Instruction Educational Technology E-Journal of Instructional Science and Technology Journal 6 Diffusion Theory and Instructional Technology Educational Technology E-Journal of Instructional Science and Technology Journal 7 Interactive Web-Based Instruction: What is it? And How Can it Be Achieved? Educational Technology E-Journal of Instructional Science and Technology Journal 8 Satellite Transmission for Education and Training Educational Technology E-Journal of Instructional Science and Technology Journal 9 Why Do Teachers Get to Learn the Most? Educational Technology E-Journal of Instructional Science and Technology Journal

1 Appropriating the Use of a Moo for Collaborative Learning Educational Technology Interacting with Computers Journal 2 Comparison of Face-to-Face and Video-Mediated Interaction Educational Technology Interacting with Computers Journal 3 From Artifact to Instrument: Mathematics Teaching Mediated by Symbolic Calculators Educational Technology Interacting with Computers Journal 4 Information Technology Acceptance in a Sample of Government Employees: A Test of the Technology Acceptance Model Educational Technology Interacting with Computers Journal 5 Videoconferencing in a Language Learning Application Educational Technology Interacting with Computers Journal

1 A Behavioral Training System for Planning Judgment Educational Technology Journal of Computer Assisted Learning Journal 2 A Cross-Institutional Approach to Staff Development in Internet Communication Educational Technology Journal of Computer Assisted Learning Journal 3 A Knowledge-based System for Post-Graduate Engineering Courses Educational Technology Journal of Computer Assisted Learning Journal 4 Barriers to Student Computer Usage: Staff and Student Perceptions Educational Technology Journal of Computer Assisted Learning Journal 5 Computer-Networks in Education - A Better Way to Learn? Educational Technology Journal of Computer Assisted Learning Journal 6 Computer-Supported Cooperative Learning in a Virtual University Educational Technology Journal of Computer Assisted Learning Journal 7 Could a Laptop Computer Plus the Liquid Crystal Display Projector Amount to Improved Multimedia Geoscience Instruction? Educational Technology Journal of Computer Assisted Learning Journal 8 Design and Use of a Hypermedia System at the University Level Educational Technology Journal of Computer Assisted Learning Journal 9 Discipline Differences in Role and Use of ICT to Support Group-Based Learning Educational Technology Journal of Computer Assisted Learning Journal 10 Evaluating the Use of Synchronous Communication in Two Blended Courses Educational Technology Journal of Computer Assisted Learning Journal 11 Evaluation of CAL in Higher Education Geography Educational Technology Journal of Computer Assisted Learning Journal 12 Feedback for Web-Based Assignments Educational Technology Journal of Computer Assisted Learning Journal 13 Future Integrated Learning Environments with Multimedia Educational Technology Journal of Computer Assisted Learning Journal 14 ICT in Higher Education: Evaluating Outcomes for Health Education Educational Technology Journal of Computer Assisted Learning Journal 15 Increasing Interactivity in Lectures Using an Electronic Voting System Educational Technology Journal of Computer Assisted Learning Journal 16 Learning and Teaching in a Synchronous Collaborative Environment Educational Technology Journal of Computer Assisted Learning Journal 17 Learning in Cyberspace: Shaping the Future Educational Technology Journal of Computer Assisted Learning Journal 18 Learning Physics with a Computer Algebra System Educational Technology Journal of Computer Assisted Learning Journal 19 Personal Digital Assistants in Medical Education and Practice Educational Technology Journal of Computer Assisted Learning Journal 20 Sustaining Computer-Mediated Communication in University Courses Educational Technology Journal of Computer Assisted Learning Journal 21 Technology-Supported Learning: Status, Issues, and Trends Educational Technology Journal of Computer Assisted Learning Journal 22 Training for Strategic Decision Making in Professional Context Educational Technology Journal of Computer Assisted Learning Journal 23 Using an Electronic Voting System in Logic Lectures: One Practitioner's Application Educational Technology Journal of Computer Assisted Learning Journal 24 Using Technology for the Competitive Delivery of Education Services Educational Technology Journal of Computer Assisted Learning Journal 25 Using Technology in Higher Education: an Activity Theory Perspective Educational Technology Journal of Computer Assisted Learning Journal 26 Wireless and Mobile Technologies to Enhance Teaching and Learning Educational Technology Journal of Computer Assisted Learning Journal

1 Alternative Assessment Approaches for Online Learning Environments in Higher Education Educational Technology Journal of Educational Computing Research Journal 2 Are Learning Styles Relevant in Web-Based Instruction? Educational Technology Journal of Educational Computing Research Journal 3 Artificial Tutoring Systems: What Computers Can and Can't Know Educational Technology Journal of Educational Computing Research Journal 4 Barriers to Adopting Emerging Technologies in Education Educational Technology Journal of Educational Computing Research Journal 5 Barriers to the Effective Use of Technology in Education: Current Status Educational Technology Journal of Educational Computing Research Journal 6 Cooperation and Collaboration Using Computer-Mediated Communication Educational Technology Journal of Educational Computing Research Journal 7 Distance Education and Technology: What are the Choices for Higher Education? Educational Technology Journal of Educational Computing Research Journal 8 Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment Educational Technology Journal of Educational Computing Research Journal 9 Electronic Homework Educational Technology Journal of Educational Computing Research Journal 10 Electronic Mail As a Forum for Argumentative Interaction in Higher Education Studies Educational Technology Journal of Educational Computing Research Journal 11 Electronic Student Journals: A Means to Enhance Classroom Communications Educational Technology Journal of Educational Computing Research Journal 12 Evaluating Computer Mediated Communication Courses in Higher Education Educational Technology Journal of Educational Computing Research Journal 13 Implementing Computer Mediated Communication in the College Classroom Educational Technology Journal of Educational Computing Research Journal 14 Interactive Simulated Patient: Experiences with Collaborative-E-Learning in Medicine Educational Technology Journal of Educational Computing Research Journal 15 Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes Educational Technology Journal of Educational Computing Research Journal 16 Logging for Success: Advancing the Use of WWW logs to Improve Computer Mediated Distance Learning Educational Technology Journal of Educational Computing Research Journal 17 Problems, Philosophy, and Motivation: Trail Blazing Instructors for the Digital Frontier Educational Technology Journal of Educational Computing Research Journal 18 Slide Composition for Electronic Presentations Educational Technology Journal of Educational Computing Research Journal 19 Student and Instructor Perceptions of the Efficacy of Computer-Aided Lectures in Undergraduate University Courses Educational Technology Journal of Educational Computing Research Journal 20 The Online University: Who are Its Students and How are they Unique? Educational Technology Journal of Educational Computing Research Journal 21 The Use of Digitized Films for Teaching Honorifics in Japanese Educational Technology Journal of Educational Computing Research Journal 22 The Web Versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines Educational Technology Journal of Educational Computing Research Journal 23 Use of Group Discussion and Learning Portfolio to Build Knowledge for Managing Web Group Learning Educational Technology Journal of Educational Computing Research Journal 24 Virtual Collaborations in the Spanish Class: From E-mail to Web Design and CD-ROM Development Educational Technology Journal of Educational Computing Research Journal 25 Web-Based Instruction: Who is Inclined to Resist it and Why? Educational Technology Journal of Educational Computing Research Journal

1 A Holistic Approach Towards the Use of an Integrated Online Delivery and Management System Educational Technology Journal of Educational Media Journal

2 Advantages and Problems in Using Information Communication Technologies to Support the Teaching of a Multi-Institutional Computer Ethics Course Educational Technology Journal of Educational Media Journal 17 3 An Evaluation of the Information Digital Video Library System at the Open University Educational Technology Journal of Educational Media Journal 4 Blended by Blogging: Weblogs in Blended Learning Initiatives Educational Technology Journal of Educational Media Journal 5 Choosing Technolgies for Education Educational Technology Journal of Educational Media Journal 6 Continuing Dental Education via an Interactive Video Network: Course Development, Implementation and Evalauation Educational Technology Journal of Educational Media Journal 7 ICT in Supporting Coolaborative Learning: Pedagogy and Practice Educational Technology Journal of Educational Media Journal 8 Information and Communications Technolgies (ICT) in Higher Education Teaching - A Tale of Gradualism Rather than Revolution Educational Technology Journal of Educational Media Journal 9 Investigating Digital Video Applications in Distance Learning Educational Technology Journal of Educational Media Journal 10 Jumping the Hurdles: Challenges of Staff Development Delivered in a Blended Learning Environment Educational Technology Journal of Educational Media Journal 11 Media Education in the University: Enhancing Media Literacy Through First-Year Undergraduate Coursework Educational Technology Journal of Educational Media Journal 12 New Approached to Supporting Students: Strategies for Blended Learning in Distance and Campus Based Environments Educational Technology Journal of Educational Media Journal 13 Using Interactive Digital Television to Support Basic Skills Learners Educational Technology Journal of Educational Media Journal 14 Web-Based Learning in Corporations: Who is Using it and Why, Who is not Using it and Why not? Educational Technology Journal of Educational Media Journal

1 A Brulprint for Using the World Wide Web As an Interactive Teaching Tool Educational Technology Journal of Educational Technology Systems Journal 2 A Diffusion Model for Computer Art in Education Educational Technology Journal of Educational Technology Systems Journal 3 A New Way of Teaching Statistics Educational Technology Journal of Educational Technology Systems Journal 4 A Technological Revolution in Higher Education Educational Technology Journal of Educational Technology Systems Journal 5 A Web-Based Model for University Instruction Educational Technology Journal of Educational Technology Systems Journal 6 An Electronic Curriculum For Introductory Chemistry Educational Technology Journal of Educational Technology Systems Journal 7 Assessing the Impact of a Change From a Teaching Paradigm to a Learning Paradigm in the Introductory Course in Marketing Management Educational Technology Journal of Educational Technology Systems Journal 8 Classrooms of the 21st Century: Teacher Competence, Confidence and Collaboration Educational Technology Journal of Educational Technology Systems Journal 9 Computer-Based Thermodynamics Educational Technology Journal of Educational Technology Systems Journal 10 Computing in Higher Educational Institutions in an Era of Sea Change Educational Technology Journal of Educational Technology Systems Journal 11 Course Administration: The Often Neglected Component of Technology Infusion Educational Technology Journal of Educational Technology Systems Journal 12 Electronic Reserve with WWW: A Promising Way to Enhance Classroom Instruction Educational Technology Journal of Educational Technology Systems Journal 13 Facilitators and Inhibitors of Computer-Aided Instructions: Faculty Perceptions in Singapore Educational Technology Journal of Educational Technology Systems Journal 14 Faculty Perceptions of Web-Based Resources in Higher Education Educational Technology Journal of Educational Technology Systems Journal 15 Faculty Use of Instructional Technology in the University Classroom Educational Technology Journal of Educational Technology Systems Journal 16 Impact of Videoconferencing in Teaching an Introductory MIS Course Educational Technology Journal of Educational Technology Systems Journal 17 Improving Computer Skills in Colleges of Education Educational Technology Journal of Educational Technology Systems Journal 18 Instructing Faculty to Develop and Deliver Distance Courses with Computer Network Technology Educational Technology Journal of Educational Technology Systems Journal 19 Interactivity and Computer-Based Instruction Educational Technology Journal of Educational Technology Systems Journal 20 LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction Educational Technology Journal of Educational Technology Systems Journal 21 Mobile Computing in Higher Education: Faculty Perceptions of Benefits and Barriers Educational Technology Journal of Educational Technology Systems Journal 22 Online Course Delivery: Issues of Faculty Development Educational Technology Journal of Educational Technology Systems Journal 23 Perceptions of Information Technology in Higher Education Educational Technology Journal of Educational Technology Systems Journal 24 Practice Makes Perfect: Using Computer-Assisted Instruction in a College Course Educational Technology Journal of Educational Technology Systems Journal 25 Providing Introductory Psychology Students Access to Lecture Slides via Blackboard 5: A Negative Impact on Performance Educational Technology Journal of Educational Technology Systems Journal 26 Seamless Integration of Lecture Notes and Web Pages Educational Technology Journal of Educational Technology Systems Journal 27 Successful Pedagogy with Web Assignments Checker Educational Technology Journal of Educational Technology Systems Journal 28 Technical and Pedagogical Challenges Faced by Faculty and Students in Computer-Based Distance Education in Higher Education in Indiana Educational Technology Journal of Educational Technology Systems Journal 29 Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection Educational Technology Journal of Educational Technology Systems Journal 30 The Effectiveness of Course Web Sites in Higher Education: An Exploratory Study Educational Technology Journal of Educational Technology Systems Journal 31 The Experience of New WBI-Adopters in Hong Kong Educational Technology Journal of Educational Technology Systems Journal 32 The University Student;s Preference For Learning by Computer-Assisted Instruction Educational Technology Journal of Educational Technology Systems Journal 33 TNT: Teaching and Technology Educational Technology Journal of Educational Technology Systems Journal 34 Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future Educational Technology Journal of Educational Technology Systems Journal 35 Using Computer Conferencing and Electronic Mail to Facilitate Group Projects Educational Technology Journal of Educational Technology Systems Journal 36 Web-Based Delivery of Information Technology Courses Educational Technology Journal of Educational Technology Systems Journal

1 A Case Study on Technology Use in Distance Learning Educational Technology Journal of Research on Technology in Education Journal 2 BroadNet and Change at the University of Wolverhampton Educational Technology Journal of Research on Technology in Education Journal 3 Changes in Attitudes Towards Computers and Use of Computers by University Faculty Educational Technology Journal of Research on Technology in Education Journal 4 Educational Computing Concerns of Postsecondary Faculty Educational Technology Journal of Research on Technology in Education Journal 5 Electronic Networking Comes to the University: Factors that Influence Adoption Among Faculty Educational Technology Journal of Research on Technology in Education Journal 6 Faculty Involvement in Planning for the Use and Integration of Instructional and Administrative Technologies Educational Technology Journal of Research on Technology in Education Journal 7 Interactivity, Distance Education, and Instructional Systems Design Converge on the Information Superhighway Educational Technology Journal of Research on Technology in Education Journal 8 Learners in a Telecommunications Course: Adoption, Diffusion, and Stages of Concern Educational Technology Journal of Research on Technology in Education Journal 9 Multimedia and the College of Business: A Literature Review Educational Technology Journal of Research on Technology in Education Journal 10 Scholarly Use of the Internet by Faculty Members: Factors and Outcomes of Change Educational Technology Journal of Research on Technology in Education Journal 11 Teaching and Learning Qualitative Research with and Without Qualitative Data Analysis Software Educational Technology Journal of Research on Technology in Education Journal 12 Teaching Teleapprenticeships: An Innovative Model for Integrating Technology into Teacher Education Educational Technology Journal of Research on Technology in Education Journal 13 The New Media Centers' Consortium: A Tool for Legitimizing Technology in Higher Education Educational Technology Journal of Research on Technology in Education Journal 14 The SPECIAL System: Searching Time-Compressed Digital Video Lectures Educational Technology Journal of Research on Technology in Education Journal 15 Training to Technological Change Educational Technology Journal of Research on Technology in Education Journal 16 Using Social Network Analsysis to Examine the Time of Adoption of Computer-Related Services among University Faculty Educational Technology Journal of Research on Technology in Education Journal 17 Web-Based Instruction for Education Faculty: A Needs Assessment Educational Technology Journal of Research on Technology in Education Journal 18 Web-Based Learning Environments: Current Pedagogical and Technological State Educational Technology Journal of Research on Technology in Education Journal

19 What Should we Know About Technology-Based Projects for Tenure and Promotion? Educational Technology Journal of Research on Technology in Education Journal 172

1 A Critical Appraisal of Learning Technology Using Infornation and Communication Technologies Educational Technology Journal of Technology Studies Journal 2 Assessment Models, Learning Styles, and Design and Technology Project Work in Higher Education Educational Technology Journal of Technology Studies Journal 3 Succession Planning in University-level Technology Programs Educational Technology Journal of Technology Studies Journal 4 The Educational Philosophies of Training and Development Professors, Leaders, and Practitioners Educational Technology Journal of Technology Studies Journal 5 The Professional Development of Community College Applied Science and Technolgoy Faculty Educational Technology Journal of Technology Studies Journal 6 Using Technology to Make Connections in the Core Curriculum Educational Technology Journal of Technology Studies Journal 7 Web-Based Portfolios for Technology Education: A Personal Case Study Educational Technology Journal of Technology Studies Journal

1 Beyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education Educational Technology The American Journal of Distance Education Journal 2 Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education Educational Technology The American Journal of Distance Education Journal 3 Teaching a Social Psychology Course on the Web Educational Technology The American Journal of Distance Education Journal 4 Teaching Styles of Interactive Television Instructors: A Descriptive Study Educational Technology The American Journal of Distance Education Journal 5 University Instructor Perceptions of the Use of Asynchronous Text-Based Discussion in Distance Courses Educational Technology The American Journal of Distance Education Journal 6 Using Technology to Assist in Realizing Effective Learning and Instruction: A Principled Approach to the Use of Computers in Collaborative Learning Educational Technology The American Journal of Distance Education Journal

1 A Product Review of WebCT Educational Technology The Internet and Higher Education Journal 2 A Research Framework for the Study of a Campus-Wide Web-Based Academic Instruction Project Educational Technology The Internet and Higher Education Journal 3 A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program Educational Technology The Internet and Higher Education Journal 4 A Review of WebCT Educational Technology The Internet and Higher Education Journal 5 A Study of Faculty Efforts in Online Teaching Educational Technology The Internet and Higher Education Journal 6 Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction Educational Technology The Internet and Higher Education Journal 7 Integrating E-Learning into the Workplace Educational Technology The Internet and Higher Education Journal 8 Integration of Electronic Communication in Higher Education: Contributions of Faculty Computer Selft-Efficacy Educational Technology The Internet and Higher Education Journal 9 Internet Usaghe in Undergraduate Management Science and Operations Management Courses Educational Technology The Internet and Higher Education Journal 10 Learning to Teach with the Web: Factors Influencing Teacher Education Faculty Educational Technology The Internet and Higher Education Journal 11 Product Review of WebCT Vista Educational Technology The Internet and Higher Education Journal 12 Seven Strategies for Enabling Faculty Success in Distance Education Educational Technology The Internet and Higher Education Journal 13 Successful Implementation of E-Learning Pedagogical Consideration Educational Technology The Internet and Higher Education Journal 14 Teaching in the 21st Century Educational Technology The Internet and Higher Education Journal 15 Teaching with the Internet Educational Technology The Internet and Higher Education Journal 16 The Use of the Internet in University Teacher Training Educational Technology The Internet and Higher Education Journal 17 Use of Innovative Technologies on an E-Learning Course Educational Technology The Internet and Higher Education Journal

1 A New Approach to Academic Computing Support at the University of Kentucky Educational Technology User Services Conference Journal 2 A New Direction: Improved Methods for Marketing Faculty and Staff Technology Training Educational Technology User Services Conference Journal 3 Administration of Campus Computing Labs and Faculty Desktops Educational Technology User Services Conference Journal 4 An Analysis of Classroom Technology Educational Technology User Services Conference Journal 5 Ball State University Faculty/Staff Minicourse Registration Project Educational Technology User Services Conference Journal 6 Beyond Familiar Shore: Faculty Teaching with Technology Educational Technology User Services Conference Journal 7 Bridging Worlds: The IT Support Professional as Interpreter Between Cultures Educational Technology User Services Conference Journal 8 Building a Technology Classroom: Lessons Learned at a Small Liberal Arts College Educational Technology User Services Conference Journal 9 Building Bridges to the Majority: Discipline-Oriented Faculty Support Educational Technology User Services Conference Journal 10 Collaborative Partnerships to Support Faculty Development in the Information Age Educational Technology User Services Conference Journal 11 Demand, Drag, or Deal - Persuading Faculty to Transform Higher Education Educational Technology User Services Conference Journal 12 Different Strokes for Teaching Folks Educational Technology User Services Conference Journal 13 Encouraging and Assisting Faculty Incorporation of Innovative Classroom Technologies Educational Technology User Services Conference Journal 14 Engaging Faculty in Technology for Teaching and Research Educational Technology User Services Conference Journal 15 Faculty Response to Classroom Use of E-Technology Educational Technology User Services Conference Journal 16 Faculty Support: A 4-Way Perspective Educational Technology User Services Conference Journal 17 Faculty Training Initiative at the Indiana University School of Education: A Participative Effort Educational Technology User Services Conference Journal 18 Helping Faculty help Themsleves: A Collaborative Approach to Peer Mentoring Educational Technology User Services Conference Journal 19 Helping Faculty Make Technology a Part of the Curriculum Educational Technology User Services Conference Journal 20 How Faculty Use Information Technology at a Small Liberal Arts College: A Case Study Educational Technology User Services Conference Journal 21 Implementing and Supporting a Wireless Classroom Educational Technology User Services Conference Journal 22 Instructional Support at Small Universities: A Training Perspective Educational Technology User Services Conference Journal 23 Integrating Educational Technology with a Limited Support Staff Educational Technology User Services Conference Journal 24 Introducing Technology to Educators in a Way that is Compelling - Not Intimidating: Support Issues Educational Technology User Services Conference Journal 25 Introduction to Creating On-Line Courses Educational Technology User Services Conference Journal 26 Issues in Faculty Training Educational Technology User Services Conference Journal 27 Maintaining Pedagogy While Implementing New Technology: The ICONS Project Educational Technology User Services Conference Journal 28 Managing Faculty Support: Expectations and Change in the Classroom Educational Technology User Services Conference Journal 29 Partnerships in Instructional Technology: Writing Classrooms at Iowa State University and the University of Missouri-Columbia Educational Technology User Services Conference Journal 30 Research Based Methods for Using PowerPoint, Animation, and Video for Instruction Educational Technology User Services Conference Journal 31 Should We Bridge the Gap by Outsourcing Part of Faculty Support Educational Technology User Services Conference Journal 32 Tablet PC: Blackboard on the Web Educational Technology User Services Conference Journal 33 Taking the Show on the Road: Training in a Distributed Support Environment Educational Technology User Services Conference Journal 34 Teaching Teachers to Teach On-Line Educational Technology User Services Conference Journal

35 Teaching with Technology, Setting an Example Educational Technology User Services Conference Journal 173 36 Technology in the Hearts of the Faculty Educational Technology User Services Conference Journal 37 The Changing Role of Online Pedagogy Educational Technology User Services Conference Journal 38 The Evaluation of the Electronic Campus: From a Communication System to an Educational Delivery System Educational Technology User Services Conference Journal 39 The Sixty Second Seminar - Producing Instructional Video for the Web Educational Technology User Services Conference Journal 40 The Summer Institute for Instructional Technology: Goodbye Chalk and Slate; Hello Mouse and Web Educational Technology User Services Conference Journal 41 Tools for Higher Education Distance Teaching Educational Technology User Services Conference Journal 42 Training Undergraduates to Support Technology in the Classroom Educational Technology User Services Conference Journal 43 Waliking the Tightrope of Faculty Support Educational Technology User Services Conference Journal 44 What Does Faculty Really Want from Information Technology Educational Technology User Services Conference Journal 45 What Kind of Support Do They Need? An Instructional Designer's Experience in Faculty and Student Support for Online Courses Educational Technology User Services Conference Journal

1 College Faculty and Distance Learning Educational Technology Virtual University Journal Journal 2 Teaching Thinking Is Possible Through Information and Communications Technology Educational Technology Virtual University Journal Journal 3 The Internet and Its Uses in Education Educational Technology Virtual University Journal Journal

1 ActiveBook: A Framework for Optimizing Internet Technologies in Education Educational Technology Campus-Wide Information Systems Journal 2 Adaptive Web Site for Distance Learning Educational Technology Campus-Wide Information Systems Journal 3 Bringing the Internet and Multimedia Revolution to the Classroom Educational Technology Campus-Wide Information Systems Journal 4 Classroom, Library, and Campus Culture in a Networked Environment Educational Technology Campus-Wide Information Systems Journal 5 Combining Feedback and Assessment Via Web-Based Homework Educational Technology Campus-Wide Information Systems Journal 6 Creation and Evolution of a Web-Based Reference Collection for an Academic Community Educational Technology Campus-Wide Information Systems Journal 7 Dear WWW: Interacting with the Public Through the World Wide Web Educational Technology Campus-Wide Information Systems Journal 8 Delivering Distance Education Through Technology: A Pioneer's Experience Educational Technology Campus-Wide Information Systems Journal 9 Developing Webs of Significance Through Communications: Appropriate Interactive Activities fro Distributed Learning Environments Educational Technology Campus-Wide Information Systems Journal 10 Diversified Use of ICT in Education Educational Technology Campus-Wide Information Systems Journal 11 Establishing Instructional Resources on the Web: A Joint-University Effort Educational Technology Campus-Wide Information Systems Journal 12 Faculty Publishing Productivity: The Emerging Role of Network Connectivity Educational Technology Campus-Wide Information Systems Journal 13 If You Build it, Will They Come? Educational Technology Campus-Wide Information Systems Journal 14 Information System Management Issues in Small Colleges and Universities Educational Technology Campus-Wide Information Systems Journal 15 Information Technology in the Classroom: Experiences and Recommendations Educational Technology Campus-Wide Information Systems Journal 16 Integration of Instructional Approaches Through Media Combination in an Undergraduate Information System Course Educational Technology Campus-Wide Information Systems Journal 17 Internet Delivery of Instruction: Issues of Best Teaching Practice, Administrative Hurdles, and Old-Fashioned Politics Educational Technology Campus-Wide Information Systems Journal 18 Is IT Worth it? Educational Technology Campus-Wide Information Systems Journal 19 Is the Internet Helping to Create Learning Environments? Educational Technology Campus-Wide Information Systems Journal 20 Large-Scale Distance Learning Initiatives Educational Technology Campus-Wide Information Systems Journal 21 Library's Unified Information System and Advanced Library Services Educational Technology Campus-Wide Information Systems Journal 22 Managing Student Access to University Information Networks - The Australian Experience Educational Technology Campus-Wide Information Systems Journal 23 Ownership of Electronic Course Material in Higher Education Educational Technology Campus-Wide Information Systems Journal 24 Rethinking the "Course" in an Online World Educational Technology Campus-Wide Information Systems Journal 25 Strategic Information Planning and Campus Information Systems Development in Indonesia Educational Technology Campus-Wide Information Systems Journal 26 Teaching and Research: What is Acceptable as Research? Educational Technology Campus-Wide Information Systems Journal 27 Technology in the Classroom: The LSU College of Agriculture Faculty Perspective Educational Technology Campus-Wide Information Systems Journal 28 Technology: A Tool for the Learning Environment Educational Technology Campus-Wide Information Systems Journal 29 The Campus Web: A Connecting Device or a Trap? Educational Technology Campus-Wide Information Systems Journal 30 The Classroom Gets Re-Engineered When Reforming Engineering Education Educational Technology Campus-Wide Information Systems Journal 31 The Essentials of Effective Online Instruction Educational Technology Campus-Wide Information Systems Journal 32 The Human Side of Campus Computing Educational Technology Campus-Wide Information Systems Journal 33 The Library and You: Curriculum Integrated Library Instruction via the WWW Educational Technology Campus-Wide Information Systems Journal

1 Aspects of Computer-Based Assessment in Mathematics General Education Active Learning in Higher Education Journal 2 Integrating Technology into a Traditional Learning Environment General Education Active Learning in Higher Education Journal 3 Partners for Change: Students as Effective Technology Mentors General Education Active Learning in Higher Education Journal 4 Responding to Technological Change: IT Skills and the Academic Teaching Profession General Education Active Learning in Higher Education Journal 5 The Learning Web: The Development, Implementation and Evaluation of Internet-Based Undergraduate Material for the Teaching of Key Skills General Education Active Learning in Higher Education Journal 6 Web-Based Puzzle Program to Assist Students' Understanding of Research Methods General Education Active Learning in Higher Education Journal

1 Components and Tools for On-Line Education General Education European Journal of Education Journal 2 Designing E-Learning Interactions in the 12st Century: Revisiting and Rethinking the Role of Theory General Education European Journal of Education Journal 3 National Strategies for Promotion of On-Line Learning in Higher Education General Education European Journal of Education Journal 4 Transforming On-Campus Education: Promise and Peril of Information Technology in Traditional Universities General Education European Journal of Education Journal

1 A Content Analysis of Student/Instructor Communication via Computer Conferencing General Education Higher Education Journal 2 Challenging Hierarchies: The Impact of E-Learning General Education Higher Education Journal 3 From Order to Chaos: The Impact of Educational Telecommunications on Post-Secondary Education General Education Higher Education Journal 4 Rethinking Faculty Development General Education Higher Education Journal

1 Mainstreaming the Digital Revolution General Education Higher Education Quarterly Journal 2 The Network University" Technology, Culture, and Organizational Complexity in Contemporary Higher Education General Education Higher Education Quarterly Journal 174 1 Computer-Mediated Communication in Online and Conventional Classrooms: Some Implications for Instructional Design and Professional Development General Education Innovations in Education & Teaching International Journal 2 Designing ICT-Based Training Systems for the Water Industry General Education Innovations in Education & Teaching International Journal 3 Educational Technology in Education and Training: The Perceptions and Experiences of Teaching Staff General Education Innovations in Education & Teaching International Journal 4 How Can ICT Help us Improve Education? General Education Innovations in Education & Teaching International Journal 5 Online Professional development for Academic Staff: Putting the Curriculum First General Education Innovations in Education & Teaching International Journal 6 Training's New Role in Learning Organizations General Education Innovations in Education & Teaching International Journal

1 Levels of Success in Implementing Information Technology General Education Innovative Higher Education Journal 2 Post-Tenure Review Through Post-Tenure Development: What Linking Senior Faculty and Technology Taught Us General Education Innovative Higher Education Journal 3 Technology Infusion and Higher Education: Changing Teaching and Learning General Education Innovative Higher Education Journal

1 A Model for Predicting the Educational Use of Information and Communication Technologies General Education Instructional Science Journal 2 In Search of a Future: A Critical Analysis of Research on Web-Based Teaching and Learning General Education Instructional Science Journal 3 Teaching Using the Web: Conceptions and Approaches from a Phenomenographic Perspective General Education Instructional Science Journal

1 Integrating Information Technology into University Teaching: Identifying the Needs and Providing the Support General Education International Journal of Educational Management Journal

1 New Technologies to Support Teaching for Understanding General Education International Journal of Educational Research Journal

1 Guidelines for Designing Web-Based Instruction in Higher Education General Education Journal on Excellence in College Teaching Journal 2 High-Technology Instruction: A Framework for Teaching Computer-Based Technologies General Education Journal on Excellence in College Teaching Journal 3 Teaching Online: The Journey of an Early Adopter General Education Journal on Excellence in College Teaching Journal 4 Toward a Miami University Model for Internet-Intensive Higher Education General Education Journal on Excellence in College Teaching Journal 5 Using Educational Technology to Improve Constructivist Instruction in Higher Education General Education Journal on Excellence in College Teaching Journal

1 Analysis of Technology Integration in the Teaching-Learning Process in Selected Career and Technical Education Programs General Education Journal of Vocational Education Research Journal

1 Information Technology User Devices in Higher Education General Education New Directions For Higher Education Journal 2 Technology Partnerships for Faculty: Case Studies and Leassons Learned General Education New Directions For Higher Education Journal 3 Technology's Contribution to Higher Education Productivity General Education New Directions For Higher Education Journal

1 Instructional Design for the New Technologies General Education New Directions For Teaching and Learning Journal 2 Introduction: Technology as Catalyst General Education New Directions For Teaching and Learning Journal 3 Making Decisions: The Use of Electronic Technoloy in Online Classrooms General Education New Directions For Teaching and Learning Journal 4 Technology's Impact on Faculty Life and Work General Education New Directions For Teaching and Learning Journal 5 Using Technology in Faculty Development: Practical Examples General Education New Directions For Teaching and Learning Journal 6 What Professors Need to Know About Technology to Assess On-Line Student Learning General Education New Directions For Teaching and Learning Journal

1 Computer Conferencing and Assessment: New Ways of Writing in Higher Education General Education Studies in Higher Education Journal 2 Learners and Learning in the Twenty-First Century General Education Studies in Higher Education Journal 3 Let's You and Me Have a Little Discussion: Computer Mediated Communication in Support of Campus-Based University Courses General Education Studies in Higher Education Journal 4 The Learning Potential of a Web-Mediated Discussion in a University Course General Education Studies in Higher Education Journal 5 The Role of Information and Communication Technologies in a University Learning Environment General Education Studies in Higher Education Journal 6 What is the Role for ICT-Based Assessment in Universities General Education Studies in Higher Education Journal

1 Application of an Instructional Systems Design Approach by Teachers in Higher Education: Individual Versus Team Design General Education Teaching and Teacher Education Journal 2 New Technologies for Teacher Professional Development General Education Teaching and Teacher Education Journal

1 Appropriate Pedagogy and Technology in a Cross-Cultural Distance Education Context General Education Teaching in Higher Education Journal

1 Annotation Technologies: A Software and Research Review Discipline-Specific Computers and Composition Journal 2 Computer-Assisted Illustration and Instructional Documents in Technical Writing Classes Discipline-Specific Computers and Composition Journal 3 Computers and Assessment: Understanding Two Technologies Discipline-Specific Computers and Composition Journal 4 From Liquid Paper to Typewriters: Some Historical Perspectives on Technology in the Classroom Discipline-Specific Computers and Composition Journal 5 Learning to Learn: New TA Preparation in Computer Pedagogy Discipline-Specific Computers and Composition Journal 6 Moo in Your Face: Researching, Designing, and Programming a User-Friendly Interface Discipline-Specific Computers and Composition Journal 7 On the Relationship Between Old and New Technologies Discipline-Specific Computers and Composition Journal 8 Online Education Horror Stories Worthy of Halloween: A Short List of Problems and Solutions in Online Instruction Discipline-Specific Computers and Composition Journal 9 Part 2: Toward an Integrated Composition Pedagogy in Hypertext Discipline-Specific Computers and Composition Journal 10 Reading Between the Code: The Teaching of HTML and the Displacement of Writing Instruction Discipline-Specific Computers and Composition Journal 11 Researching the Use of Voice Recognition Writing Software Discipline-Specific Computers and Composition Journal 12 So You are Going to be an Online Writing Instructor: Issues in Designing, Developing, and Delivering and Online Course Discipline-Specific Computers and Composition Journal 13 Teachers at the Crossroads: Evaluating Teaching in Electronic Environment Discipline-Specific Computers and Composition Journal 14 Teaching Interlocutor Relationships in Electronic Classrooms Discipline-Specific Computers and Composition Journal 15 Teaching with Technologies: A Reflexive Auto-Ethnographic Portrait Discipline-Specific Computers and Composition Journal 16 Technology and Tenure: Creating Oppositional Discourse in an Offline and Online World Discipline-Specific Computers and Composition Journal 17 The Internet-Based Composition Classroom: A Study in Pedagogy Discipline-Specific Computers and Composition Journal 18 The Work of Education in the Age of E-College Discipline-Specific Computers and Composition Journal

19 Why Technology Matters to Writing: A Cyberwriter's Tale Discipline-Specific Computers and Composition Journal 175 20 Writing (Online) Spaces: Composing Webware in Perl Discipline-Specific Computers and Composition Journal 1 Applications of Computer Simulation in Mechanism Teaching Discipline-Specific Computer Applications in Engineering Education Journal 2 Engineering Courseware on Refrigeration Cycle Simulation Discipline-Specific Computer Applications in Engineering Education Journal 3 Evaluation of University Educational Software Discipline-Specific Computer Applications in Engineering Education Journal 4 Groupware Technologies for Education in AulaNet Discipline-Specific Computer Applications in Engineering Education Journal 5 Java Applets for Chemical Reaction Engineering Discipline-Specific Computer Applications in Engineering Education Journal 6 Multimedia Module for Electromagnetics Education Discipline-Specific Computer Applications in Engineering Education Journal 7 Preparing Engineers for a Future with Collaborative Technology Discipline-Specific Computer Applications in Engineering Education Journal 8 Teaching Highway Safety Analysis Through Networking and Visualization Discipline-Specific Computer Applications in Engineering Education Journal 9 Tools for Teaching Mathematics: A Case for Java and VRML Discipline-Specific Computer Applications in Engineering Education Journal 10 Use of Electronic Presentation for Teaching Mathematics Discipline-Specific Computer Applications in Engineering Education Journal 11 Using Web-Based Technology in Laboratory Instruction to Reduce Costs Discipline-Specific Computer Applications in Engineering Education Journal 12 Virtual Reality and Engineering Education Discipline-Specific Computer Applications in Engineering Education Journal 13 What's DUE: Applying Information Technology in the Classroom Discipline-Specific Computer Applications in Engineering Education Journal 14 WWW Courseware in Applied Science: Cases and Lessons Discipline-Specific Computer Applications in Engineering Education Journal

1 A Freshman Course in Emerging Information Technologies Discipline-Specific Conference on Information Technology Education Journal 2 Classroom and Support Innovation Using IP Video and Data Collaboration Techniques Discipline-Specific Conference on Information Technology Education Journal 3 Employing New Advances in IP Videoconferencing to Enhance Teaching and Learning Through the Use of a Hybrid Learning Course Discipline-Specific Conference on Information Technology Education Journal 4 How Can You Teach What You Don't Know? A Case Study of Learning and Teaching Microsoft .NET Framework and C# Discipline-Specific Conference on Information Technology Education Journal 5 Mobile Computing in the Freshman Computer Literacy Course: What Impact? Discipline-Specific Conference on Information Technology Education Journal 6 Organizational Impact of Information Technology: A Leadership Course for IT Discipline-Specific Conference on Information Technology Education Journal 7 Tablet PC's as Instructional Tools or the Pen in Mightier than the "Board" Discipline-Specific Conference on Information Technology Education Journal

1 Cooperative Electronic Learning in Virtual Laboratories Through Forums Discipline-Specific IEEE Transactions on Education Journal 2 Effective Technology Transfer to the Undergraduate and Graduate Classroom as a Result of a Novel Ph.D. Program Discipline-Specific IEEE Transactions on Education Journal 3 Information Technology Enhanced Learning in Distance and Conventional Education Discipline-Specific IEEE Transactions on Education Journal 4 Interactive Teaching of Elementary Digital Logic Design with WinLogiLab Discipline-Specific IEEE Transactions on Education Journal 5 Internet-Based Educational Control Systems Lab Using NetMeeting Discipline-Specific IEEE Transactions on Education Journal 6 Java-Based Distance Learning Environment for Electronic Instruments Discipline-Specific IEEE Transactions on Education Journal 7 Teaching the Nonscience Major: EE101 - The Digital Information Age Discipline-Specific IEEE Transactions on Education Journal 8 Understanding Motivations for Internet Use in Distance Education Discipline-Specific IEEE Transactions on Education Journal

1 Can Technology Help Us Make the Mathematics Curriculum Intellectually Simulating and Socially Responsible? Discipline-Specific International Journal of Computers For Mathematical Learning Journal 2 Interactive Video: A Bridge Between Motion and Math Discipline-Specific International Journal of Computers For Mathematical Learning Journal 3 Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics Discipline-Specific International Journal of Computers For Mathematical Learning Journal 4 Using Web-Based Materials in Large-Scale Precalculus Instruction Discipline-Specific International Journal of Computers For Mathematical Learning Journal

1 Planning for Information Technology Key Skills in Nurse Education Discipline-Specific Journal of Advanced Nursing Journal 2 Using Web-Based Discussion as a Teaching Strategy: Bioethics as an Exemplar Discipline-Specific Journal of Advanced Nursing Journal

1 Instructional Technology in Medical Education: Lessons Learnet Discipline-Specific Journal of Telemedicine and Telecare Journal 2 Interactive Nursing Skills Training Using Advanced Networked Technology Discipline-Specific Journal of Telemedicine and Telecare Journal

1 E-mail and Word Processing in the ESL Classroom: How the Medium Affects the Message Discipline-Specific Language Learning and Technology Journal 2 Signal Analysis Software for Teaching Discourse Intonation Discipline-Specific Language Learning and Technology Journal 3 Student Perception on Language Learning in a Technological Environment: Implications for the New Millennium Discipline-Specific Language Learning and Technology Journal 4 Teaching Text and Context Through Multimedia Discipline-Specific Language Learning and Technology Journal 5 The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities Discipline-Specific Language Learning and Technology Journal 6 Towards an Effective Use of Audio Conferencing in Distance Language Courses Discipline-Specific Language Learning and Technology Journal

1 Adoption and Integration of Simulation-Based Learning Technologies into the Curriculum of a UK Undergraduate Education Programme Discipline-Specific Medical Education Journal 2 Influence of New Educational Technology on Problem-Based Learning at Harvard Medical School Discipline-Specific Medical Education Journal 3 Learning Management Systems: Technology to Measure the Medical Knowledge Competency of the ACGME Discipline-Specific Medical Education Journal

1 A CAL Pachage for Teaching Elementary Quantum Mechanics Discipline-Specific Physics Education Journal 2 Production of a Multimedia CAL Package in Basic Physics Discipline-Specific Physics Education Journal 3 Uisng Computers: Spreadsheets to Teach Terminal Velocity Discipline-Specific Physics Education Journal 4 Visual Basic Science Simulations Discipline-Specific Physics Education Journal

1 Computer and Software Use in Teaching the Beginning Statistics Course Discipline-Specific Professional Psychology: Research and Practice Journal 2 Practical Use of Technology in Professional Practice Discipline-Specific Professional Psychology: Research and Practice Journal

1 Education Online: A Community Preceptor Computer Network Discipline-Specific Teaching and Learning in Medicine Journal 2 Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education Discipline-Specific Teaching and Learning in Medicine Journal

1 The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication Discipline-Specific Technical Communication Quarterly Journal 176 1 E-Learning in Scottish Further and Higher Education Training Education + Training Journal 2 E-Learning in Small Organizations Training Education + Training Journal 3 E-Learning Technology, Content, and Services Training Education + Training Journal 4 Issues in Training Lecturers to Exploit the Internet as a Teaching Resource Training Education + Training Journal 5 Making the Connection: The Effectiveness of Internet Training in Small Businesses Training Education + Training Journal 6 Network Technology and Language Learning Training Education + Training Journal 7 Telecommunications in Education and Training and Implementations for the Communications and Information Technologies Training Education + Training Journal 8 The Adoption Process of Corporate E-Learning in Italy Training Education + Training Journal 9 The Implications of New Technology for the Skill and Training Needs of Small- and Medium-sized Printing Firms Training Education + Training Journal 10 The Use of Computer Mediated Communicastion in the Industrial Placement Year Training Education + Training Journal 11 Theory, Training, and Technology: Part I Training Education + Training Journal 12 Theory, Training, and Technology: Part II Training Education + Training Journal 13 Training Partnerships in the NHS: Targetting Information Technology Training Education + Training Journal 14 Using the Internet as a Teaching Resource Training Education + Training Journal

1 Creating a Learning Organization in Higher Education Training Industrial and Commercial Training Journal 2 Harnessing Learning Technology to Succeed in Business Training Industrial and Commercial Training Journal 3 Integrating Team-Teaching, Technology, and Distance Learning in MBA Programmes: A Case Study Training Industrial and Commercial Training Journal 4 The Information Age: Implications for Education and Training in a Samll Economy Training Industrial and Commercial Training Journal 5 The Role of Technology in Education and Training Training Industrial and Commercial Training Journal 6 The TeleTOP Initiative: New Learning, New Technology Training Industrial and Commercial Training Journal

1 An Empirical Examination of the Impact of Computer Information Systems on Users Training Information & Management Journal 2 Desktop Videoconferencing in the Organization Training Information & Management Journal 3 Diffusion of E-Mail: An Organizational Learning Perspective Training Information & Management Journal 4 Impact of Information Technology on Users' Work Environment: A Case of Computer Aided Design (CAD) System Implementation Training Information & Management Journal 5 Technological Innovations: A Framework for Communicating Diffusion Efforts Training Information & Management Journal 6 Testing the Technology Acceptance Model Across Cultures: A Three Country Study Training Information & Management Journal 7 Why do Individuals Use Computer Technology? A Finnish Case Study Training Information & Management Journal 8 Why Do People Use Information Technology? A Critical Review of the Technology Acceptance Model Training Information & Management Journal

1 Adoption of Asynchronous Learning Tools by Traditional Full-Time Students: A Pilot Study Training Information Technology and Management Journal 2 An Innovative Pedagogy for Teaching and Evaluating Computer Literacy Training Information Technology and Management Journal 3 Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework Training Information Technology and Management Journal 4 The Hybrid Course: Merging On-Line Instruction and the Traditional Classroom Training Information Technology and Management Journal 5 Using Internet Technology to Support Flexible Learning in Business Education Training Information Technology and Management Journal 6 Using Technology an an Opportunity for Pedagogical Innovation: Experiences and Lessons from Launching the Indiana MBA in Accounting Training Information Technology and Management Journal 7 Web-TRECS: Teaching Electronic Commerce Training Information Technology and Management Journal

1 Using IT to Reengineer Business Education: An Exploratory Investigation of Collaborative Telelearning Training MIS Quarterly Journal 2 Technology and Instruction: What Can Research on Information Technology And Research on Organizations Learn From Each Other? Training MIS Quarterly Journal 3 Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skill Training Training MIS Quarterly Journal

1 Information and Communication Technolgies and Changes in Skills Training International Journal of Manpower Journal 2 Organizational Learning: Teachers' Perceptions of the "ideal student" Trait System Training International Journal of Manpower Journal

1 Computer-Assisted Learning Design for Relfective Practice Supporing Multiple Learning Styles for Education and Training in Pre-Hospital Emergency Care Training International Journal of Training and Development Journal 2 Developing Managerial Learning Styles in the Context of the Strategic Application of Information and Communication Technologies Training International Journal of Training and Development Journal 3 E-Learning: Emerging Uses, Empirical Results, and Future Directions Training International Journal of Training and Development Journal 4 Organizational Change and the Management of Training in Australian Enterprises Training International Journal of Training and Development Journal 5 Organizational Learning Culture, Learning Transfer Climate and Perceived Innovation in Jordanian Organizations Training International Journal of Training and Development Journal 6 The Nature of Technology-Mediated Interaction in Globalized Distance Education Training International Journal of Training and Development Journal 7 Trust, Collaboration, E-Learning, and Organizational Transformation Training International Journal of Training and Development Journal 8 When Absorptive Capacity Meets Institutions and (e)learners: Adopting, Diffusion, and Exploiting E-Learning in Organizations Training International Journal of Training and Development Journal

1 Can Higher Education Match the Information Systems Learning Needs of SMEs? Training Journal of European Industrial Training Journal 2 Defining, Developing, and Implementing a New Design for the Technology Component of a Human Resource Development Undergraduate Program Training Journal of European Industrial Training Journal 3 E-Learning in the Corporate University Training Journal of European Industrial Training Journal 4 Forum for Organizational Learning: Combining Learning at Work, Organizational Learning and Training in New Ways Training Journal of European Industrial Training Journal 5 How Professionals Learn in Practice: An Investigation of Informal Learning Amongst People Working in Professions Training Journal of European Industrial Training Journal 6 Learning Aspects of Knowledge Management and New Technolgies Training Journal of European Industrial Training Journal 7 Pros and Cons of Online Learning - A Faculty Perspective Training Journal of European Industrial Training Journal 8 The Potential Training Impact of Technology on SMEs in Northern Ireland Training Journal of European Industrial Training Journal 9 The Social Shaping of Work and Technology as a Guideline for Vocational Education and Training Training Journal of European Industrial Training Journal 10 The Use of Information Technology in Training Human Resources: An E-Learning Case Study Training Journal of European Industrial Training Journal 11 Training, Development, Education, and Learning: Different or the Same Training Journal of European Industrial Training Journal 12 University Continuing Education: The Role of Communications and Information Technology Training Journal of European Industrial Training Journal

1 The Potential Impact of Third-Wave Technologies on Organizations Training Leadership & Organization Development Journal Journal 17

1 How New Technology Can Boost the Learning Organization Training Management Development Review Journal 1 Can Universities Become True Learning Organizations? Training The Learning Organization Journal 2 E-Learning: A Performance Appraisal and Some Suggestions for Improvement Training The Learning Organization Journal 3 Improving Group Learning Through Electronically Facilitated Skillful Discussions Training The Learning Organization Journal 4 The Direction of Web-Based Training: A Practitioner's View Training The Learning Organization Journal

1 Report form the Ubicomp Education Workshop Technology IEEE Multimedia Journal

1 A Component Model for Standardized Web-Based Education Technology ACM Digital Library Digital Library 2 An Analysis of Classroom Technology Technology ACM Digital Library Digital Library 3 An Intelligent Distribution Environment for Active Learning Technology ACM Digital Library Digital Library 4 Beyond Familiar Shores: Faculty Teaching with Technology Technology ACM Digital Library Digital Library 5 Bringing Laptops to Class - The Front Lines of Curricular Computing Technology ACM Digital Library Digital Library 6 Demand, Drag, or Deal - Persuading Faculty to Transform Higher Education Technology ACM Digital Library Digital Library 7 Encouraging and Assisting Faculty Incorporation of Innovative Classroom Technologies Technology ACM Digital Library Digital Library 8 Engaging Faculty in Technology for Teaching and Research Technology ACM Digital Library Digital Library 9 Faculty Development Initiative: Acquisition and Support of Course Management Software Technology ACM Digital Library Digital Library 10 Faculty Response to Classroom Use of E-Technology Technology ACM Digital Library Digital Library 11 Faculty Training Initiative at the Indiana University School of Education: A Participative Effort Technology ACM Digital Library Digital Library 12 From Innovators to Majority: Evaluation in Faculty WebCT Training Technology ACM Digital Library Digital Library 13 Helping Faculty Help Themselves: A Collaborative Approach to Peer Mentoring Technology ACM Digital Library Digital Library 14 Helping Faculty Make Technology a Part of the Curriculum Technology ACM Digital Library Digital Library 15 How Faculty Use Information Technology at a Small Liberal Arts College : A Case Study Technology ACM Digital Library Digital Library 16 Immersive VR Decision Training: Telling Interactive Stories Featuring Advanced Virtual Human Simulation Technologies Technology ACM Digital Library Digital Library 17 Laptops in the Classroom Technology ACM Digital Library Digital Library 18 Managing Faculty Support: Expectations and Change in the Classroom Technology ACM Digital Library Digital Library 19 Model Based Wngineering of Learning Situations for Adaptive Web-Based Educational Systems Technology ACM Digital Library Digital Library 20 Online Curriculum on the Semantic Web: The CSD-UoC Portal Peer-to-Peer E-Learning Technology ACM Digital Library Digital Library 21 sTeam - Designing an Integrative Infrastructure for Web-Based Computer-Supported Cooperative Learning Technology ACM Digital Library Digital Library 22 Strategies for Supporting Faculty Use of Copmmunication and Information Technologies Technology ACM Digital Library Digital Library 23 Teaching with Technology Takes Teamwork, Tools, and Talent Technology ACM Digital Library Digital Library 24 Teaching with Technology, Setting an Example Technology ACM Digital Library Digital Library 25 Technology in the Hearts of the Faculty Technology ACM Digital Library Digital Library 26 The Classroom Sentinel: Supporting Data-Driven Decision-Making in the Classroom Technology ACM Digital Library Digital Library 27 The Summer Institute for Instructional Technology: Goodbye Chalk and Slate; Hello Mouse and Web Technology ACM Digital Library Digital Library 28 ViBE: Virtuasl Biology Experiments Technology ACM Digital Library Digital Library 29 What Kind of Support Do They Need? An Instructional Designer's Experience in Faculty and Student Support for Online Courses Technology ACM Digital Library Digital Library

1 A Security Framework for Online Distance Learning and Training Technology Internet Research: Electronic Networking Applications and Policy Journal 2 Developing an Integrated Web Engine for Online Internetworking Education: A Case Study Technology Internet Research: Electronic Networking Applications and Policy Journal 3 Global Delivery of Education via the Internet Technology Internet Research: Electronic Networking Applications and Policy Journal 4 Online Business Education in the Twenty-first Century: An Analysis of Potential Target Markets Technology Internet Research: Electronic Networking Applications and Policy Journal 5 The World Wide Web: A Vehicle to Develop Interactive Learning and Teaching Applications Technology Internet Research: Electronic Networking Applications and Policy Journal 6 Web-Based Teaching Material: A User's Profile Technology Internet Research: Electronic Networking Applications and Policy Journal

1 Bridging Goals and Social Reality: Approached to Making Technology and Education Compatible Technology Telematics and Informatics Journal 2 Education and The Internet: Applications to Communication Curricula Technology Telematics and Informatics Journal

1 SmartTutor: An Intelligent Tutoring System in Web-Based Adult Education Technology The Journal of Systems & Software Journal

1 A Programmed Instruction Tutoring System for JAVA: Consideration of Learning Performance and Software Self-Efficacy Socio-Cultural Computers in Human Behavior Journal 2 A System Dynamics Evaluation Model and Methodology for Instructional Technology Support Socio-Cultural Computers in Human Behavior Journal 3 An Analysis of Electronic Mail Usage Socio-Cultural Computers in Human Behavior Journal 4 An Empirical Study of Organizational Culture and Network-Based Computer Use Socio-Cultural Computers in Human Behavior Journal 5 Applying System Dynamics to Courseware Development Socio-Cultural Computers in Human Behavior Journal 6 CADMOS: An Approach to Developing Web-Based Instructional Systems Socio-Cultural Computers in Human Behavior Journal 7 Chronicles of Teaching: A Computer-Based System to Support Communication and Reflection about Teaching Socio-Cultural Computers in Human Behavior Journal 8 Co-Lab: Research and Development of an Online Learning Environment for Collaborative Scientific Discovery Learning Socio-Cultural Computers in Human Behavior Journal 9 Computer Usage Patterns of University Faculty Memebrs Across the Life Span Socio-Cultural Computers in Human Behavior Journal 10 Computer-Mediated Communication in Collaborative Writing Socio-Cultural Computers in Human Behavior Journal 11 Computers as Cognitive Media: examining the Potential of Computers in Education Socio-Cultural Computers in Human Behavior Journal 12 Designing Computer Support for Collaborative Visual Learning in the Domain of Computer Programming Socio-Cultural Computers in Human Behavior Journal 13 Designing the Instructional Interface Socio-Cultural Computers in Human Behavior Journal 14 Exploring the Use of Multimedia Examination Formats in Undergraduate Teaching: Results from the Fielding Testing Socio-Cultural Computers in Human Behavior Journal 15 Gaming and Multimedia Applications for Environmental Crisis Management Training Socio-Cultural Computers in Human Behavior Journal 16 Hypermedia Environment and Adaptive Instruction Socio-Cultural Computers in Human Behavior Journal

17 Individual Differences, Computers and Instruction Socio-Cultural Computers in Human Behavior Journal 178 18 Instructional Design and Emerging Teaching Models in Higher Education Socio-Cultural Computers in Human Behavior Journal 19 Interface, Instructional Approach, and Domain Learning with a Mathematics Problem-Solving Environment Socio-Cultural Computers in Human Behavior Journal 20 Is Web-Based Instruction Popular on Psychology? A National Survey Socio-Cultural Computers in Human Behavior Journal 21 Learning Java: A Programmed Instruction Approach Using Applets Socio-Cultural Computers in Human Behavior Journal 22 Learning Styles and Student Attitude Towards Various Aspects of Network-Based Instruction Socio-Cultural Computers in Human Behavior Journal 23 Moving From Computer Literate to Technologically Competent: The Next Educational Reform Socio-Cultural Computers in Human Behavior Journal 24 Principles for Using Animation in Computer-Based Instruction: Theoretical Heuristics for Effective Design Socio-Cultural Computers in Human Behavior Journal 25 Role of Instructional Theory in Authoring Effective and Efficient Learning Technologies Socio-Cultural Computers in Human Behavior Journal 26 Summative Evaluation of the SINCGARS Tutor Socio-Cultural Computers in Human Behavior Journal 27 Technical Education Transfer: Perceptions of Employee Computer Technology Self-Efficacy Socio-Cultural Computers in Human Behavior Journal 28 The Effects of a Web-Based Training in an Instructional Systems Design Approach on Teachers' Instructioanl Design Behavior Socio-Cultural Computers in Human Behavior Journal 29 The Effects of an Interactive Videodisk Training Program in Classroom Observation Skills Used as a Teaching Tool and as a Learning Tool Socio-Cultural Computers in Human Behavior Journal 30 The Efficacy of Interactive Video for Teaching Basic Classroom Management Skills to Pre-Service Teachers Socio-Cultural Computers in Human Behavior Journal 31 The Pedagogical Use of Information and Communication Technology in Education: A Dutch Perspective Socio-Cultural Computers in Human Behavior Journal 32 The Use of Computer-Mediated Communication to Enhance Subsequent Face-to-Face Discussions Socio-Cultural Computers in Human Behavior Journal 33 Theory and Method as Tools: Reflections on Research on the Pedagogical Uses of ICT in Education Socio-Cultural Computers in Human Behavior Journal 34 User Interface Improvements in Computer-Assisted Instruction, the Challenge Socio-Cultural Computers in Human Behavior Journal 35 Using Computer and Video Technologies to Develop Interpersonal Skills Socio-Cultural Computers in Human Behavior Journal 36 Web-Based Higher Education: A Tower of Babel Socio-Cultural Computers in Human Behavior Journal

1 Diffusion of Information Technologies and Changes in the Telecommunications Sector Other Journals Information Technology & People Journal 2 Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience Other Journals Journal of Asynchronous Learning Networks Journal 3 Using an Electronic Voting System in Logic Lectures: One Practitioner's Application Other Journals Journal of Computer Assisted Learning Journal 4 Increasing Interactivity in Lectures Using an Electronic Voting System Other Journals Journal of Computer Assisted Learning Journal 5 Interactive Remote Instruction: Lessons Learned Other Journals Journal of Network and Computer Applications Journal 6 Delivering Hypertext-Based Courseware on the World Wide Web Other Journals Journal of Universal Computer Science Journal

1 Learning Paradigms and Web Technologies for Interactive Remote Instruction Other Articles ?? 2 Use of Web Technology for Interactive Remote Instruction Other Articles ?? 3 Improving Education and Training with IT Other Articles Communications of the ACM 4 Taking the MICK: What is a Mathematics Interactive Classroom Kit? Other Articles Discussion Paper 5 Transforming Student Learning with Classroom Communication Systems Other Articles EDUCAUSE Research Bulletin 6 MIT Learning Networks: An Example of Technology-Enabled Education Other Articles MIT Report 7 Assessment of Emerging Educational Technologies That Might Assist and Enhance School-to-Work Transitions Other Articles RAND Report 8 Will The Internet Transform Higher Education? Other Articles RAND Report 9 Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project Other Articles Research Report 10 Videoconferencing in Education: Meeting Teachers and Learners Support and Training Needs Other Articles Research Report 11 Engagement with Mathematics in an Interactive Classroom: Eleminating the Weapons of Mass (Math) Instruction! Other Articles Unpublished Conference Paper 179 APPENDIX D - Second Iteration List of Articles Based on Jornal/Database (All Articles Labled)

Lable Article Title Category Sources Type

001 A Paradigm Shift: Technology Integration for Higher Education in the New Millennium Educational Technology AACE Journal Journal 002 Analyzing Hypermedia and Internet Communication Models in Educational Applications Educational Technology AACE Journal Journal 003 Distance Education Technologies (DET): Assessment & Evaluation! Educational Technology AACE Journal Journal 004 Distance Education: The Technology - What You Need to Know to Succeed, An Overview Educational Technology AACE Journal Journal 005 Electronic Course Delivery, Virtual Universities and Lifelong Learning Educational Technology AACE Journal Journal 006 Get Wired, Go Digital Build a Web-Based Learning Community Educational Technology AACE Journal Journal 007 Going Online: Guidelines for Faculty in Higher Education Educational Technology AACE Journal Journal 008 The Laptop University: A Faculty Perspective Educational Technology AACE Journal Journal 009 Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning Educational Technology AACE Journal Journal 010 Teaching via the Internet: A Brief Review of Copyright Law and Legal Issues Educational Technology AACE Journal Journal 011 Technology and Plagiarism in the University: Brief Report of a Trial in Detecting Cheating Educational Technology AACE Journal Journal 012 The Design, Assessment, and Implementation of a Web-Based Course Educational Technology AACE Journal Journal

013 Computer Conferencing and the On-Line Classroom Educational Technology International Journal of Educational Telecommunications Journal 014 Asynchronous Interaction Method for a Remote Teleteaching Session Educational Technology International Journal of Educational Telecommunications Journal 015 Teaching in a Virtual Classroom Educational Technology International Journal of Educational Telecommunications Journal 016 Evaluation of Computer Conferencing Tools for Conducting Collaborative Seminars on the Internet Educational Technology International Journal of Educational Telecommunications Journal 017 Web Environment for Group-Based Project Work in Higher Education Educational Technology International Journal of Educational Telecommunications Journal 018 Developing a World Wide Web Section of a Management Course: Transporting Learning Premises Across Media Educational Technology International Journal of Educational Telecommunications Journal 019 The World Wide Web in Engineering Team Projects Educational Technology International Journal of Educational Telecommunications Journal 020 Teaching Through Adaptive Hypertext on the WWW Educational Technology International Journal of Educational Telecommunications Journal 021 Observations on Web-Based Course Development and Delivery Educational Technology International Journal of Educational Telecommunications Journal 022 Frames-Based, Image-Oriented Instruction Educational Technology International Journal of Educational Telecommunications Journal 023 ClassNet: Managing the Virtual Classroom Educational Technology International Journal of Educational Telecommunications Journal 024 Faculty Perceptions of Distance Education: Factors Influencing Utilization Educational Technology International Journal of Educational Telecommunications Journal 025 An Integrated Technology Adoption and Diffusion Model Educational Technology International Journal of Educational Telecommunications Journal 026 A Constructivist Look at Interaction and Collaboration via Computer Conferencing Educational Technology International Journal of Educational Telecommunications Journal 027 Selection, Dissemination, and Evaluation of the TopClass WWW-Based Course Support Tool Educational Technology International Journal of Educational Telecommunications Journal 028 Using WebCT at the University of Pretoria, South Africa Educational Technology International Journal of Educational Telecommunications Journal 029 Lotus LearningSpace: A WWW Strategy for Growth Educational Technology International Journal of Educational Telecommunications Journal 030 The TeleTOP Method at the University of Twente Educational Technology International Journal of Educational Telecommunications Journal 031 Instructor Support for Web-Based Courseware Development and Delivery Educational Technology International Journal of Educational Telecommunications Journal 032 Technical Issues in Systems for WWW-Based Course Support Educational Technology International Journal of Educational Telecommunications Journal 033 The Networking Revolution for the New Millennium: Internet2 and its Educational Implications Educational Technology International Journal of Educational Telecommunications Journal 034 Going Online: Guidelines for Faculty in Higher Education Educational Technology International Journal of Educational Telecommunications Journal 035 Developing Web-Mediated Instruction for Teaching Multimedia Tools in a Constructivist Paradigm Educational Technology International Journal of Educational Telecommunications Journal

036 Web-Enhancing University Coursework: An Innovative Professional Development Model to Support and Empower Instructors Educational Technology International Journal on E-Learning Journal 037 Online Learning: Creating Systemic Organizational Change in Higher Education Educational Technology International Journal on E-Learning Journal 038 What Do Learners Like? Ratings of Off-the-Shelf Web-Based Training Courses Educational Technology International Journal on E-Learning Journal 039 Adoption of Computer-Based Instructional Methodologies: A Case Study Educational Technology International Journal on E-Learning Journal 040 A Model for the Development of Online Instruction Educational Technology International Journal on E-Learning Journal 041 Designing Distributed Virtual Laboratories: Methodological and Telecommunications Aspects Educational Technology International Journal on E-Learning Journal 042 E-Learning Classroom Environment: Description, Objectives, Considerations, and Example Implementation Educational Technology International Journal on E-Learning Journal 043 Multiple Determinants of Media Choice: The Role of Symbolic Cues and Contextual Constraints Educational Technology International Journal on E-Learning Journal 044 Factors which Motivate Community College Faculty to Participate in Distance Education Educational Technology International Journal on E-Learning Journal 045 The Role of Theory and Technology in Learning Video Production: The Challenge of Change Educational Technology International Journal on E-Learning Journal 046 Quality Assurance for Online Teaching in Higher Education: Considering and Identifying Best Practice for E-Learning Educational Technology International Journal on E-Learning Journal 047 Technology: Web-Based Instruction's Dual Environment Educational Technology International Journal on E-Learning Journal 048 Reusing Educational Material for Teaching and Learning: Current Approaches and Directions Educational Technology International Journal on E-Learning Journal 049 Adopting SCORM 1.2 Standards in a Courseware Production Environment Educational Technology International Journal on E-Learning Journal

050 The Use of Email and Electronic Bulletin Boards in College-Level Biology Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 051 Carbopolis : A Java Technology-Based Free Software for Environmental Education Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 052 Evaluation of Interactive Technologies for Chemistry Websites: Educational Materials for Organic Chemistry Web Site (EMOC) Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 053 The WebCOSY System for Course Management in Distance Education Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 054 Learning from Past and Present: Electronic Response Systems in College Lecture Halls Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 180 055 Use of Web-Based Multimedia Technology in Teaching and Learning Mathematical Programming Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 056 Understanding Statistics Using Computer Demonstrations Educational Technology Journal of Computers in Mathematics and Science Teaching Journal 057 Research-Based Instructional Software in Modern Physics Educational Technology Journal of Computers in Mathematics and Science Teaching Journal

058 Peer-to-Peer Networking Collaboration Within Education Educational Technology Journal of Educational Multimedia and Hypermedia Journal 059 Mobile Technology in Educational Services Educational Technology Journal of Educational Multimedia and Hypermedia Journal 060 Glimpses at the Future of Networked Hypermedia Systems Educational Technology Journal of Educational Multimedia and Hypermedia Journal 061 Navigational Interface Design for Multimedia Courseware Educational Technology Journal of Educational Multimedia and Hypermedia Journal 062 Effective Web-Design and Core Communication Issues: The Missing Components in Web Based Distance Education Educational Technology Journal of Educational Multimedia and Hypermedia Journal 063 The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science Educational Technology Journal of Educational Multimedia and Hypermedia Journal 064 Designing and Implementing a "Full-Service" ClassPage on the Internet Educational Technology Journal of Educational Multimedia and Hypermedia Journal 065 Desktop Virtual Reality for the Enhancement of Visualization Skills Educational Technology Journal of Educational Multimedia and Hypermedia Journal 066 The Effects of Adding Audio Instructions to a Multimedia Computer Based Training Environment Educational Technology Journal of Educational Multimedia and Hypermedia Journal

067 Technologies Supporting Highly Interactive Learning Resources on the Web: An Analysis Educational Technology Journal of Interactive Learning Research Journal 068 The Adoption and Diffusion of Web Technologies into Mainstream Teaching Educational Technology Journal of Interactive Learning Research Journal 069 Experience With Interactive Remote Graduate Instruction in Beam Physics Educational Technology Journal of Interactive Learning Research Journal 070 Intelligent Systems/Tools in Training and Lifelong Learning Educational Technology Journal of Interactive Learning Research Journal 071 Computer Mediated Communication: Online Instruction and Interactivity Educational Technology Journal of Interactive Learning Research Journal 072 Search Engine Technology Impetus for the Knowledge Revolution in Business Education Educational Technology Journal of Interactive Learning Research Journal 073 Lessons Learned Deploying a Digital Classroom Educational Technology Journal of Interactive Learning Research Journal

074 Web Integration in Courses: Which Factors Significantly Motivate Faculty? Educational Technology Other AACE Conference Papers and Proceedings Digital Library 075 The Applicability and Utility of Fault Tree Analysis Prior to the Diffusion of a Technological Innovation in an Educational Setting Educational Technology Other AACE Conference Papers and Proceedings Digital Library 076 A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education Educational Technology Other AACE Conference Papers and Proceedings Digital Library 077 Excellent Teaching and Early Adopters of Instructional Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 078 Faculty Reaction to WebCT: One University's Experience Educational Technology Other AACE Conference Papers and Proceedings Digital Library 079 Development of an Effective Multimedia/WWW Training Model for Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 080 Technology Resistance and Barriers: "Baby Steps" to Online Courses Educational Technology Other AACE Conference Papers and Proceedings Digital Library 081 The Integration of Technology into Teaching By University College of Education Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 082 Issues and Barriers to Advanced Faculty Use of Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 083 Higher Education Faculty Development: Connecting Technology Use to Teaching Styles Educational Technology Other AACE Conference Papers and Proceedings Digital Library 084 Faculty Perceptions of Technology Use and Its Impact on Faculty Development Planning Educational Technology Other AACE Conference Papers and Proceedings Digital Library 085 Diffusion of Information & Communication Technology for Teaching and Learning at Ohio University Educational Technology Other AACE Conference Papers and Proceedings Digital Library 086 It's A Vision Thing … Educational Technology Other AACE Conference Papers and Proceedings Digital Library 087 Structuring an Instructional Training Program for Faculty Based on Diffusion of Innovation Theory Educational Technology Other AACE Conference Papers and Proceedings Digital Library 088 Distance Education Leadership in Higher Education Institutions Explored Within the Theoretical Frameworks of Organizational Change and Diffusion of Innovations TheoryEducational Technology Other AACE Conference Papers and Proceedings Digital Library 089 A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology Educational Technology Other AACE Conference Papers and Proceedings Digital Library 090 Involving Faculty in Faculty Development: A Recursive Model Educational Technology Other AACE Conference Papers and Proceedings Digital Library 091 Technology Use in Higher Education: A Faculty Development Model Educational Technology Other AACE Conference Papers and Proceedings Digital Library 092 Faculty Development: From Computer Skills to Technology Integration Educational Technology Other AACE Conference Papers and Proceedings Digital Library 093 Ten Years of Technology Training for Faculty Educational Technology Other AACE Conference Papers and Proceedings Digital Library 094 Teaching the Teachers: Faculty Development Institutes at Two Universities Educational Technology Other AACE Conference Papers and Proceedings Digital Library 095 Technology Integration in Colleges of Education: Assessment and Planning Educational Technology Other AACE Conference Papers and Proceedings Digital Library 096 Educating Foreign Language Teachers in Instructional Technology: A Report on Faculty Development at the University of South Carolina Educational Technology Other AACE Conference Papers and Proceedings Digital Library 097 Education and Technology - A Faculty Development Program for Medical Educators Educational Technology Other AACE Conference Papers and Proceedings Digital Library 098 Supporting the Development of IT Skills of Education Faculty Staff: An Australian Case Study Educational Technology Other AACE Conference Papers and Proceedings Digital Library 099 Proactive Faculty Teaching and Learning Initiatives Educational Technology Other AACE Conference Papers and Proceedings Digital Library 100 The Carrot or the Stick: The Development of Faculty Technology Competencies Educational Technology Other AACE Conference Papers and Proceedings Digital Library 101 Faculty Technology Coaches Educational Technology Other AACE Conference Papers and Proceedings Digital Library 102 Faculty Teaching Faculty: A Matter of Trust Educational Technology Other AACE Conference Papers and Proceedings Digital Library 103 Helping Higher Education Faculty Model Use and Integration of Technology in Teaching Educational Technology Other AACE Conference Papers and Proceedings Digital Library 104 Planning Makes "Perfect?" - A Comprehensive Look at Successful Implementation of Technology and Teaching at a Major University Educational Technology Other AACE Conference Papers and Proceedings Digital Library

105 The Use of Video as a Teaching Resource in a New University Educational Technology British Journal of Educational Technology Journal 106 Computer Based Simulation of Laboratory Experiments Educational Technology British Journal of Educational Technology Journal 107 The Adoption of Microcomputers for Instruction: Implications for Emerging Instructional Media Implementation Educational Technology British Journal of Educational Technology Journal 108 Word-Processing and Writing Skills: Practical Applications to Language Teaching Textbooks Educational Technology British Journal of Educational Technology Journal 109 Remote Teaching with Digital Video: A Trans-national Experience Educational Technology British Journal of Educational Technology Journal 110 Dynamic Courseware Generation on the WWW Educational Technology British Journal of Educational Technology Journal 111 An Authoring and Learning Kit for Digital Electronics Educational Technology British Journal of Educational Technology Journal 112 A User-Centered Approach to the Design of an Expert System for Training Educational Technology British Journal of Educational Technology Journal 113 Video Conferencing: A Solution to the Multi-Campus Large Classes Problem? Educational Technology British Journal of Educational Technology Journal 114 Constructivism in Mass Higher Education: A Case Study Educational Technology British Journal of Educational Technology Journal 115 The Design, Development and Use of a CD-ROM Resource Library for an Open University Course Educational Technology British Journal of Educational Technology Journal 116 Designing Web-Based Training Educational Technology British Journal of Educational Technology Journal 1 117 Modern Languages and CD-ROM-based Learning Educational Technology British Journal of Educational Technology Journal 81 118 Video Email: A Method of Speeding up Assignment Feedback for Visual Arts Subjects in Distance Education Educational Technology British Journal of Educational Technology Journal 119 The Use of Computer Games as an Educational Tool: Identification of Appropriate Game Types and Game Elements Educational Technology British Journal of Educational Technology Journal 120 Effective Desktop Video Conferencing with Minimal Network Demands Educational Technology British Journal of Educational Technology Journal 121 Computer Conferencing for Guidance and Support in the Open University Educational Technology British Journal of Educational Technology Journal 122 VINCE - An Online Tutorial Tool for Teaching Introductory Programming Educational Technology British Journal of Educational Technology Journal 123 Instructional Support for Distance Education and Faculty Motivation, Commitment, Satisfaction Educational Technology British Journal of Educational Technology Journal 124 Submission of Student Assignments on Compact Discs: Exploring the Use of Audio, Images, and Video in Assessment and Learning in Higher Education Educational Technology British Journal of Educational Technology Journal 125 A Modern and Interactive Approach to Learning Engineering Mathematics Educational Technology British Journal of Educational Technology Journal 126 Virtual Education in Universities: A Technological Imperative Educational Technology British Journal of Educational Technology Journal 127 Faculty and Administrative Strategies for the Effective Implementation of Distance Education Educational Technology British Journal of Educational Technology Journal 128 The Development and Piloting of a Training Web Site for Health and Safety Enforcement Officers Educational Technology British Journal of Educational Technology Journal 129 Aligning Learning, Teaching and Assessment Using the Web: An Evaluation of Pedagogic Approaches Educational Technology British Journal of Educational Technology Journal 130 Assessment of Aerobic Endurance: A Comparison Between CD-ROM and Laboratory-based Instruction Educational Technology British Journal of Educational Technology Journal 131 The Educational Use of Videoconferencing in the Arts Faculty: Shedding a New Light on Puppetry Educational Technology British Journal of Educational Technology Journal 132 The Quality of Teaching and Learning via Videoconferencing Educational Technology British Journal of Educational Technology Journal 133 Development and Evaluation of an Interactive Computer-Assisted Learning Program - A Novel Approach to Teaching Gynaecological Surgery Educational Technology British Journal of Educational Technology Journal 134 Teaching Improvement Grants: What they Tell Us About Professors' Instructional Choices for the Use of Technology in Higher Education Educational Technology British Journal of Educational Technology Journal 135 Questioning, Promoting and Evaluating the Use of Streaming Video to Support Student Learning Educational Technology British Journal of Educational Technology Journal 136 Engineering an Online Course: Applying the 'Secrets' of Computer Programming to Course Development Educational Technology British Journal of Educational Technology Journal 137 Assessing Applications for Collaboration: From Collaboratively Usable Applications to Collaborative Technology Educational Technology British Journal of Educational Technology Journal 138 E-Portfolios: An Assessment Tool for Online Courses Educational Technology British Journal of Educational Technology Journal 139 Evaluation of a Laptop University: A Case Study Educational Technology British Journal of Educational Technology Journal

140 Combining Feedback and Assessment Via Web-Based Homework Educational Technology Campus-Wide Information Systems Journal 141 Establishing Instructional Resources on the Web: A Joint-University Effort Educational Technology Campus-Wide Information Systems Journal 142 Internet Delivery of Instruction: Issues of Best Teaching Practice, Administrative Hurdles, and Old-Fashioned Politics Educational Technology Campus-Wide Information Systems Journal 143 Is IT Worth it? Educational Technology Campus-Wide Information Systems Journal 144 Ownership of Electronic Course Material in Higher Education Educational Technology Campus-Wide Information Systems Journal 145 Information Technology in the Classroom: Experiences and Recommendations Educational Technology Campus-Wide Information Systems Journal 146 Bringing the Internet and Multimedia Revolution to the Classroom Educational Technology Campus-Wide Information Systems Journal 147 ActiveBook: A Framework for Optimizing Internet Technologies in Education Educational Technology Campus-Wide Information Systems Journal 148 Is the Internet Helping to Create Learning Environments? Educational Technology Campus-Wide Information Systems Journal 149 Delivering Distance Education Through Technology: A Pioneer's Experience Educational Technology Campus-Wide Information Systems Journal 150 Classroom, Library, and Campus Culture in a Networked Environment Educational Technology Campus-Wide Information Systems Journal 151 Technology in the Classroom: The LSU College of Agriculture Faculty Perspective Educational Technology Campus-Wide Information Systems Journal 152 Adaptive Web Site for Distance Learning Educational Technology Campus-Wide Information Systems Journal 153 Diversified Use of ICT in Education Educational Technology Campus-Wide Information Systems Journal 154 Integration of Instructional Approaches Through Media Combination in an Undergraduate Information System Course Educational Technology Campus-Wide Information Systems Journal 155 If You Build it, Will They Come? Educational Technology Campus-Wide Information Systems Journal

156 Distance Education and the Use of Computers as Instructional Tools for Systems Development Projects: A Case Study of the Construction of Expert Systems Educational Technology Computers and Education Journal 157 COMWEB: An Electronic Classroom for Teaching Computer Literacy Educational Technology Computers and Education Journal 158 Microwave Workshop for Windows Educational Technology Computers and Education Journal 159 Developing Interactive Educational Engineering Software for the World Wide Web with Java Educational Technology Computers and Education Journal 160 Using Dynamic Explanations to Enhance Novice Programming Instruction via the WWW Educational Technology Computers and Education Journal 161 Embedding Computer Conferencing into University Teaching Educational Technology Computers and Education Journal 162 A new Approach to ITS-Curriculum and Course Authoring: The Authoring Environment Educational Technology Computers and Education Journal 163 Modernisation of a Traditional Physics Course Educational Technology Computers and Education Journal 164 An Experiment with WWW Interactive Learning in University Education Educational Technology Computers and Education Journal 165 New Didactics for University Instruction: Why and How? Educational Technology Computers and Education Journal 166 An Interactive Teaching and Learning Environment for Graph Sketching Educational Technology Computers and Education Journal 167 An Analysis of the Use of Virtual Delivery of Undergraduate Lectures Educational Technology Computers and Education Journal 168 A Multimedia Framework for Second Language Teaching in Self-Access Environment Educational Technology Computers and Education Journal 169 Three-Level Teaching Material for Computer-Aided Lecturing Educational Technology Computers and Education Journal 170 Using Email for Teaching Educational Technology Computers and Education Journal 171 Computer-based Assessment: A Versatile Educational Tool Educational Technology Computers and Education Journal 172 Factors Influencing the Success of Computer Mediated Communication (CMC) Environments in University Teaching: A Review and Case Study Educational Technology Computers and Education Journal 173 Learning Through Synchronous Electronic Discussion Educational Technology Computers and Education Journal 174 Reflection On-Line and Off-Line: The Role of Learning Technologies in Encouraging Students to Reflect Educational Technology Computers and Education Journal 175 Training via the Web: A Virtual Instrument Educational Technology Computers and Education Journal 176 Using IT in the Undergraduate Classroom: Should we Replace the Blackboard with PowerPoint? Educational Technology Computers and Education Journal 177 Using the World Wide Web for Teaching Improvement Educational Technology Computers and Education Journal 178 Computer Simulations in Physics Teaching and Learning: A Case Study on Students' Understanding of Trajectory Motion Educational Technology Computers and Education Journal 182 179 Virtual Seminars and Their Impact on the Role of Teaching Staff Educational Technology Computers and Education Journal 180 Teaching Mathematical Explanation Through Audiographic Technology Educational Technology Computers and Education Journal 181 The "Intelligent Classroom": Changing Teaching and Learning with an Evolving Technological Environment Educational Technology Computers and Education Journal 182 On-Line Video Media for Continuing Professional Development in Dentistry Educational Technology Computers and Education Journal 183 An Interactive Multimedia Learning Environment for VLSI Built with COSMOS Educational Technology Computers and Education Journal 184 Student Engagement with Simulations: A Case Study Educational Technology Computers and Education Journal 185 Learning Histories in Simulation-Based Teaching: The Effects on Self-Learning and Transfer Educational Technology Computers and Education Journal 186 DELYS: A Novel Microworld-based Educational Software for Teaching Computer Science Subjects Educational Technology Computers and Education Journal 187 Effectiveness of PowerPoint Presentations in Lectures Educational Technology Computers and Education Journal 188 On Automated Grading of Programming Assignments in an Academic Institution Educational Technology Computers and Education Journal 189 The Tutor-Web: An Educational System for Classroom Presentation, Evaluation, and Self-Study Educational Technology Computers and Education Journal 190 Using a Shared Workspace and Wireless Laptops to Improve Collaborative Project Learning in an Engineering Design Class Educational Technology Computers and Education Journal 191 Multimedia Interactive Mathematics Courseware: The Mathematics Experience Within the Renaissance Project Educational Technology Computers and Education Journal 192 Energy in Electrical Circuits: A Computer Assisted Approach Educational Technology Computers and Education Journal 193 User-Interface of a Tool for Learning Geometry Educational Technology Computers and Education Journal 194 Evaluation of a Physics Multimedia Resource Educational Technology Computers and Education Journal 195 New Tools vs. Old Methods: A Description of the CHEMCONF 93 Discussion Educational Technology Computers and Education Journal 196 Teaching Family Planning With Expert Systems Educational Technology Computers and Education Journal 197 A Workshop Approach Using Spreadsheets for the Teaching of Statistics and Probability Educational Technology Computers and Education Journal 198 Computer-Aided Training for Transport Planners: Experience with the Pluto Package Educational Technology Computers and Education Journal 199 Computerized Business Games in Engineering Education Educational Technology Computers and Education Journal 200 Automatic Submission in an Evolutionary Approach to Computer Science Teaching Educational Technology Computers and Education Journal 201 The Design and Implementation of an Interactive Learning Tool for Statistical Reasoning with Uncertainty Educational Technology Computers and Education Journal 202 Technological Support for Teaching and Learning: Computer-Mediated Communications in Higher Education (CMC in HE) Educational Technology Computers and Education Journal 203 Managing Technological Change in Education - What Lessons Can We All Learn? Educational Technology Computers and Education Journal 204 A Strategy for the Integration of IT-Led Method into Physics - The SToMP Approach Educational Technology Computers and Education Journal 205 A Low-Overhead Technique for Dynamic Blackboarding Using Morphing Technology Educational Technology Computers and Education Journal 206 Learning Basic Concepts of Telecommunications: An Experiment in Multimedia and Learning Educational Technology Computers and Education Journal 207 Computer -Assisted Assignments in a Large Physics Class Educational Technology Computers and Education Journal 208 A Software System for Grading Student Computer Programs Educational Technology Computers and Education Journal 209 Introduction of a Case Tool to Teach Structured Analysis Educational Technology Computers and Education Journal 210 Forms of Control and Interaction as Determinants of Lecture Effectiveness in the Electronic Classroom Educational Technology Computers and Education Journal

211 Using Chat to Support Collaborative Learning: Quality Assurance Strategies to Promote Success Educational Technology Educational Media International Journal 212 Ensuring Quality E-Learning: Creating Engaging Tasks Educational Technology Educational Media International Journal 213 Theories of Learning and Computer-Mediated Instructional Technologies Educational Technology Educational Media International Journal 214 Integration of Educational Media in Higher Education Large Classes Educational Technology Educational Media International Journal 215 The "T5" Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus-Based Courses Educational Technology Educational Media International Journal 216 E-Learning and Educational Innovation in Higher Education in Japan Educational Technology Educational Media International Journal 217 Some Internet Applications for Language Teaching: A Web-Assisted Course of English for Construction Educational Technology Educational Media International Journal 218 Computer-based Audiographics for Distance Education: An Inexpensive, Interactive and High-Quality Alternative Educational Technology Educational Media International Journal 219 Learner Autonomy and ICT: A Web-based Course of English for Psychology Educational Technology Educational Media International Journal 220 New Technologies and Education: Challenging Disappointment Educational Technology Educational Media International Journal 221 Use of Printed and Online Documents Educational Technology Educational Media International Journal 222 A Case Study in Asynchronous Voice Conferencing for Language Instruction Educational Technology Educational Media International Journal 223 Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective Educational Technology Educational Media International Journal 224 Multiple Media Working on the Web Educational Technology Educational Media International Journal 225 A New Paradigm for Faculty Involvement at the University of Central Florida Educational Technology Educational Media International Journal 226 New Technologies and Musical Education Educational Technology Educational Media International Journal 227 Paradigms for the New Millennium: How Professors will Certainly Change! Educational Technology Educational Media International Journal 228 Redesigning Instruction Through Web-Based Course Authoring Tools Educational Technology Educational Media International Journal 229 The Experiment "Treatment of Telecommunications in the Course of Information and Communication Technology Education" Educational Technology Educational Media International Journal 230 Is There Any Room for Face-to-Face Teaching in a Digital World? A Proposed Framework for Web Usage Educational Technology Educational Media International Journal 231 The Use of CD-ROM in Vocational and Tertiary Education Educational Technology Educational Media International Journal 232 Videoconferencing in Continuing Education: an Evaluation of its Application to Professional Development at the University of Ulster Educational Technology Educational Media International Journal 233 Virtual Reality, A New Tool for a New Educational Paradigm Educational Technology Educational Media International Journal 234 Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education Educational Technology Educational Media International Journal 235 WorldClass System Educational Technology Educational Media International Journal 236 Exploring and Explaining the Past: ICT and History Educational Technology Educational Media International Journal 237 Principles of Pedagogy and Evaluation for Web-Based Learning Educational Technology Educational Media International Journal

238 Building Technology Infrastructure and Enterprises in a College of Education: Increasing Performance Capacity Educational Technology Educational Technology Journal 239 Characteristics of Online Teaching in Post-Secondary, Formal Education Educational Technology Educational Technology Journal 240 Delivering Instruction on the World Wide Web: Overview and Basic Design Principles Educational Technology Educational Technology Journal 241 Faculty Adoption of Technology: Training Comes First Educational Technology Educational Technology Journal 183 242 Faculty Motivators and Inhibitors for Participation in Distance Education Educational Technology Educational Technology Journal 243 Faculty Strategies for Distance Teaching Educational Technology Educational Technology Journal 244 Going the Distance: Effective Instruction Using Distance Learning Technology Educational Technology Educational Technology Journal 245 Instructional Uses of the World Wide Web: examples and Precautions Educational Technology Educational Technology Journal 246 Multimedia Conferencing in Education: Methodological and Organizational Considerations Educational Technology Educational Technology Journal 247 Myth and Reality of E-Learning Educational Technology Educational Technology Journal 248 Optimizing the Design of Computer Classrooms: The Physical Environment Educational Technology Educational Technology Journal 249 People, Planning, and Process: The Acceptance of Technological Innovation in Post-Secondary Organizations Educational Technology Educational Technology Journal 250 Stretching the Mold or a New Economy? Part 1: Scenarios for the University in 2005 Educational Technology Educational Technology Journal 251 Stretching the Mold or a New Economy? Part 2: Realizing the Scenarios for the University in 2005 Educational Technology Educational Technology Journal 252 Teaching in a Technology-Rich Classroom Educational Technology Educational Technology Journal 253 The Cyberjournal: Developing Writing, Researching, and Editing Skills Through E-Mail and the World Wide Web Educational Technology Educational Technology Journal 254 The Handheld Web: How Mobile Wireless Technologies Will Change Web-Based Instruction and Training Educational Technology Educational Technology Journal 255 The Onrush of Technology in Education: The Professor's New Dilemma Educational Technology Educational Technology Journal 256 The World Wide Web and Higher Education: The Promise of Virtual Universities and Online Libraries Educational Technology Educational Technology Journal 257 Training-On-Demand: A Model for Technology Staff Development Educational Technology Educational Technology Journal 258 Transitioning Instructor Skills to the Virtual Classroom Educational Technology Educational Technology Journal 259 Video and Learning Redux: New Capabilities for Practical Use Educational Technology Educational Technology Journal 260 Web-Based Courseware Tools: Where is the Pedagogy? Educational Technology Educational Technology Journal

261 Emergent Patterns of Teaching/Learning in Electronic Classrooms Educational Technology Educational technology research and development Journal 262 Integrated Learning Systems: An Application Linking Technology with Human Factors and Pedagogical Principles Educational Technology Educational technology research and development Journal 263 Interactive Technology and Authoring Tools: A Historical Review and Analysis Educational Technology Educational technology research and development Journal 264 Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration Educational Technology Educational technology research and development Journal 265 Student Feedback in the College Classroom: A Technology Solution Educational Technology Educational technology research and development Journal 266 Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning Educational Technology Educational technology research and development Journal 267 The Trouble with Learning Objects Educational Technology Educational technology research and development Journal 268 Using Three-Dimensional Interactive Graphics to Teach Equipment Procedures Educational Technology Educational technology research and development Journal

269 E-Book Readers in Higher Education Educational Technology Educational Technology & Society Journal 270 Factors Contributing to the Successful Implementation of Technology Innovations Educational Technology Educational Technology & Society Journal 271 Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions Educational Technology Educational Technology & Society Journal 272 Higher Education Staff Experiences of Using Web-Based Learning Technologies Educational Technology Educational Technology & Society Journal 273 Web-Supported Emergent-Collaboration in Higher Education Courses Educational Technology Educational Technology & Society Journal 274 Acquiring Working Knowledge through Asynchronous Multimedia Conferencing Educational Technology Educational Technology & Society Journal 275 The Relevance of Media as Artifact: Technology Situated in Context Educational Technology Educational Technology & Society Journal 276 Computer-Managed Instruction: Evaluation of Alternative Methods of Technology Integration in Higher Education Educational Technology Educational Technology & Society Journal 277 Using BSCW in Learning & Teaching Educational Technology Educational Technology & Society Journal 278 Dynamic Goal-Based Role-Play Simulation on the Web: A Case Study Educational Technology Educational Technology & Society Journal 279 Steps Toward Computer-Supported Collaborative Learning for Large Classes Educational Technology Educational Technology & Society Journal 280 Developing Online Learning Material for Higher Education: An Overview of Current Issues Educational Technology Educational Technology & Society Journal 281 Using Technologies in Teaching: An Initiative in Academic Staff Development Educational Technology Educational Technology & Society Journal 282 Best Practices in Technology-Mediated Learning in American Business Education Educational Technology Educational Technology & Society Journal 283 Embedding Ubiquitous Use of Educational Technology Is It Possible, Do We Want it and, If So, How do We Achieve it? Educational Technology Educational Technology & Society Journal 284 An Evaluation Model for Supporting Higher Education in the Integration of New Learning Technologies Educational Technology Educational Technology & Society Journal 285 Towards a Holistic Model for the Diffusion of Educational Technologies: An Integrative Review of Educational Innovation Studies Educational Technology Educational Technology & Society Journal 286 Innovative Teaching: Using Multimedia in a Problem-Based Learning Environment Educational Technology Educational Technology & Society Journal 287 Intelligent Tutoring Tools for Cognitive Skill Acquisition in Life Long Learning Educational Technology Educational Technology & Society Journal 288 Technological and Pedagogical Convergence between Work-Based and Campus-Based Learning Educational Technology Educational Technology & Society Journal 289 Let my Laptop Lead the Way: A Middle Eastern Study Educational Technology Educational Technology & Society Journal 290 Practical Experiences of, and Lessons Learnt from, Internet Technologies in Higher Education Educational Technology Educational Technology & Society Journal 291 What Does "Impact" Mean in the Evaluation of Learning Technology? Educational Technology Educational Technology & Society Journal

292 A Hypermedia System for Teaching Database Design Task Educational Technology Education and Information Technologies Journal 293 Teaching Introductory Business Statistics Educational Technology Education and Information Technologies Journal 294 A Framework for the Application of Distributed Broadband Multimedia Communication Services in Education and Training Educational Technology Education and Information Technologies Journal 295 WWW-Based Environment for Collaborative Group Work Educational Technology Education and Information Technologies Journal 296 Web-Based Learning: Challenges in Using the Internet in the Undergraduate Curriculum Educational Technology Education and Information Technologies Journal 297 Using VR For Efficient Training of Forestry Machine Operators Educational Technology Education and Information Technologies Journal 298 Construct3D: A Virtual Reality Application for Mathematics and Geometry Education Educational Technology Education and Information Technologies Journal 299 Pedagogy Before Technology: Re-Thinking the Relationship Between ICT and Teaching Educational Technology Education and Information Technologies Journal 300 From the Field: Characteristics of Successful Tertiary Online Students and Strategies of Experienced Online Educators Educational Technology Education and Information Technologies Journal 301 Desktop Videoconferencing: How to Avoid Teacher and Student Frustration Educational Technology Education and Information Technologies Journal 302 Methodological Approached to Comparing Pedagogical Innovations Using Technology Educational Technology Education and Information Technologies Journal 184 303 Faculty and Student Teams for Technology: The FAST Tex Program at the University of Texas at Austin Educational Technology Educause Quarterly - Cause/Effect Journal 304 Altering Time and Space Through Network Technologies to Enhance Learning Educational Technology Educause Quarterly - Cause/Effect Journal 305 Teaching via Electrons: Networked Courseware at the University of Oregon Educational Technology Educause Quarterly - Cause/Effect Journal 306 Re-Engineering Higher Education: Reinventing Teaching and Learning Educational Technology Educause Quarterly - Cause/Effect Journal 307 Supporting Faculty Exploration of Teaching with Technology Educational Technology Educause Quarterly - Cause/Effect Journal 308 Preparing Faculty for Instructional Technology: From Education to Development to Creative Independence Educational Technology Educause Quarterly - Cause/Effect Journal 309 Creating a Campus Culture to Support a Teaching and Learning Revolution Educational Technology Educause Quarterly - Cause/Effect Journal 310 The Catalyst Project: Supporting Faculty Uses of the Web … With the Web Educational Technology Educause Quarterly - Cause/Effect Journal 311 Discipline-Focused Technology Support Fosters Curriculum Innovation Educational Technology Educause Quarterly - Cause/Effect Journal 312 Student Expectations of Information Technology Use in the Classroom Educational Technology Educause Quarterly Journal 313 Support for Online Teaching and Learning Educational Technology Educause Quarterly Journal 314 Technology Across the Curriculum at George Mason University Educational Technology Educause Quarterly Journal 315 Internet Videoconferencing: Coming to Your Campus Soon Educational Technology Educause Quarterly Journal 316 What Do Faculty Want? From Instructional Technology Educational Technology Educause Quarterly Journal 317 Technology, Teamwork, and Teaching Meet in the Classroom Educational Technology Educause Quarterly Journal 318 Barriers to Adopting Technology for Teaching and Learning Educational Technology Educause Quarterly Journal 319 On Implementing Web-Based Electronic Portfolios Educational Technology Educause Quarterly Journal 320 Conceptualizing Intelligent Agents for Teaching and Learning Educational Technology Educause Quarterly Journal 321 Electronic Discussion Groups: How Initial Parameters Influence Classroom Performance Educational Technology Educause Quarterly Journal 322 The Hybrid Online Model: Good Practice Educational Technology Educause Quarterly Journal 323 Using Technology to Enhance a Course: The Importance of Interaction Educational Technology Educause Quarterly Journal 324 Web Content Management Systems in Higher Education Educational Technology Educause Quarterly Journal 325 Enhancing the Classroom Experience with Learning Technology Teams Educational Technology Educause Quarterly Journal 326 An Analysis of Technology Enhancements in a Large Lecture Course Educational Technology Educause Quarterly Journal 327 The TA Web Certification Program Educational Technology Educause Quarterly Journal 328 Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study Educational Technology Educause Quarterly Journal 329 Using a Framework to Engage Faculty in Instructional Technologies Educational Technology Educause Quarterly Journal 330 Miracle or Menace: Teaching and Learning with Laptop Computers in the Classroom Educational Technology Educause Quarterly Journal 331 Adopting Digital Technologies in the Classroom: 10 Assessment Questions Educational Technology Educause Quarterly Journal 332 The Importance of Policies in E-Learning Instruction Educational Technology Educause Quarterly Journal 333 Information Technology and the Curriculum: A Status Report Educational Technology Educause Quarterly Journal 334 Faculty and Administrators Collaborating for E-Learning Courseware Educational Technology Educause Quarterly Journal 335 Software Agents to Assist in Distance Learning Environments Educational Technology Educause Quarterly Journal 336 Creating a Low-Budget, Long-Distance Collaboration: Arts Go The Distance Educational Technology Educause Quarterly Journal

337 Diffusion Theory and Instructional Technology Educational Technology E-Journal of Instructional Science and Technology Journal 338 A Problem-Based Approach to Web-Based Corporate Learning Educational Technology E-Journal of Instructional Science and Technology Journal 339 Interactive Web-Based Instruction: What is it? And How Can it Be Achieved? Educational Technology E-Journal of Instructional Science and Technology Journal 340 Case Study: Development of a Corporate Learning Game Educational Technology E-Journal of Instructional Science and Technology Journal

341 Videoconferencing in a Language Learning Application Educational Technology Interacting with Computers Journal 342 Appropriating the Use of a Moo for Collaborative Learning Educational Technology Interacting with Computers Journal

343 Sustaining Computer-Mediated Communication in University Courses Educational Technology Journal of Computer Assisted Learning Journal 344 Training for Strategic Decision Making in Professional Context Educational Technology Journal of Computer Assisted Learning Journal 345 A Knowledge-based System for Post-Graduate Engineering Courses Educational Technology Journal of Computer Assisted Learning Journal 346 A Behavioral Training System for Planning Judgment Educational Technology Journal of Computer Assisted Learning Journal 347 Using Technology for the Competitive Delivery of Education Services Educational Technology Journal of Computer Assisted Learning Journal 348 Learning and Teaching in a Synchronous Collaborative Environment Educational Technology Journal of Computer Assisted Learning Journal 349 Evaluation of CAL in Higher Education Geography Educational Technology Journal of Computer Assisted Learning Journal 350 Design and Use of a Hypermedia System at the University Level Educational Technology Journal of Computer Assisted Learning Journal 351 Learning Physics with a Computer Algebra System Educational Technology Journal of Computer Assisted Learning Journal 352 A Cross-Institutional Approach to Staff Development in Internet Communication Educational Technology Journal of Computer Assisted Learning Journal 353 Future Integrated Learning Environments with Multimedia Educational Technology Journal of Computer Assisted Learning Journal 354 Feedback for Web-Based Assignments Educational Technology Journal of Computer Assisted Learning Journal 355 Discipline Differences in Role and Use of ICT to Support Group-Based Learning Educational Technology Journal of Computer Assisted Learning Journal 356 Using Technology in Higher Education: an Activity Theory Perspective Educational Technology Journal of Computer Assisted Learning Journal 357 Personal Digital Assistants in Medical Education and Practice Educational Technology Journal of Computer Assisted Learning Journal 358 Wireless and Mobile Technologies to Enhance Teaching and Learning Educational Technology Journal of Computer Assisted Learning Journal 359 Could a Laptop Computer Plus the Liquid Crystal Display Projector Amount to Improved Multimedia Geoscience Instruction? Educational Technology Journal of Computer Assisted Learning Journal 360 Increasing Interactivity in Lectures Using an Electronic Voting System Educational Technology Journal of Computer Assisted Learning Journal 361 Using an Electronic Voting System in Logic Lectures: One Practitioner's Application Educational Technology Journal of Computer Assisted Learning Journal 362 Evaluating the Use of Synchronous Communication in Two Blended Courses Educational Technology Journal of Computer Assisted Learning Journal

363 Slide Composition for Electronic Presentations Educational Technology Journal of Educational Computing Research Journal 185 364 Artificial Tutoring Systems: What Computers Can and Can't Know Educational Technology Journal of Educational Computing Research Journal 365 Barriers to Adopting Emerging Technologies in Education Educational Technology Journal of Educational Computing Research Journal 366 Electronic Homework Educational Technology Journal of Educational Computing Research Journal 367 Electronic Mail As a Forum for Argumentative Interaction in Higher Education Studies Educational Technology Journal of Educational Computing Research Journal 368 Electronic Student Journals: A Means to Enhance Classroom Communications Educational Technology Journal of Educational Computing Research Journal 369 Implementing Computer Mediated Communication in the College Classroom Educational Technology Journal of Educational Computing Research Journal 370 Logging for Success: Advancing the Use of WWW logs to Improve Computer Mediated Distance Learning Educational Technology Journal of Educational Computing Research Journal 371 Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment Educational Technology Journal of Educational Computing Research Journal 372 The Web Versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines Educational Technology Journal of Educational Computing Research Journal 373 Problems, Philosophy, and Motivation: Trail Blazing Instructors for the Digital Frontier Educational Technology Journal of Educational Computing Research Journal 374 The Use of Digitized Films for Teaching Honorifics in Japanese Educational Technology Journal of Educational Computing Research Journal 375 Interactive Simulated Patient: Experiences with Collaborative-E-Learning in Medicine Educational Technology Journal of Educational Computing Research Journal 376 Virtual Collaboration in the Spanish Class: From E-mail to Web Design and CD-ROM Development Educational Technology Journal of Educational Computing Research Journal

377 Investigating Digital Video Applications in Distance Learning Educational Technology Journal of Educational Media Journal 378 Advantages and Problems in Using Information Communication Technologies to Support the Teaching of a Multi-Institutional Computer Ethics Course Educational Technology Journal of Educational Media Journal 379 ICT in Supporting Coolaborative Learning: Pedagogy and Practice Educational Technology Journal of Educational Media Journal 380 New Approached to Supporting Students: Strategies for Blended Learning in Distance and Campus Based Environments Educational Technology Journal of Educational Media Journal 381 A Holistic Approach Towards the Use of an Integrated Online Delivery and Management System Educational Technology Journal of Educational Media Journal 382 Using Interactive Digital Television to Support Basic Skills Learners Educational Technology Journal of Educational Media Journal 383 Blended by Blogging: Weblogs in Blended Learning Initiatives Educational Technology Journal of Educational Media Journal 384 Web-Based Learning in Corporations: Who is Using it and Why, Who is not Using it and Why not? Educational Technology Journal of Educational Media Journal 385 Information and Communications Technolgies (ICT) in Higher Education Teaching - A Tale of Gradualism Rather than Revolution Educational Technology Journal of Educational Media Journal 386 Jumping the Hurdles: Challenges of Staff Development Delivered in a Blended Learning Environment Educational Technology Journal of Educational Media Journal

387 LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction Educational Technology Journal of Educational Technology Systems Journal 388 A Brulprint for Using the World Wide Web As an Interactive Teaching Tool Educational Technology Journal of Educational Technology Systems Journal 389 A Technological Revolution in Higher Education Educational Technology Journal of Educational Technology Systems Journal 390 An Electronic Curriculum For Introductory Chemistry Educational Technology Journal of Educational Technology Systems Journal 391 Computer-Based Thermodynamics Educational Technology Journal of Educational Technology Systems Journal 392 Computing in Higher Educational Institutions in an Era of Sea Change Educational Technology Journal of Educational Technology Systems Journal 393 Course Administration: The Often Neglected Component of Technology Infusion Educational Technology Journal of Educational Technology Systems Journal 394 Electronic Reserve with WWW: A Promising Way to Enhance Classroom Instruction Educational Technology Journal of Educational Technology Systems Journal 395 Facilitators and Inhibitors of Computer-Aided Instructions: Faculty Perceptions in Singapore Educational Technology Journal of Educational Technology Systems Journal 396 Faculty Perceptions of Web-Based Resources in Higher Education Educational Technology Journal of Educational Technology Systems Journal 397 Impact of Videoconferencing in Teaching an Introductory MIS Course Educational Technology Journal of Educational Technology Systems Journal 398 Interactivity and Computer-Based Instruction Educational Technology Journal of Educational Technology Systems Journal 399 Providing Introductory Psychology Students Access to Lecture Slides via Blackboard 5: A Negative Impact on Performance Educational Technology Journal of Educational Technology Systems Journal 400 Mobile Computing in Higher Education: Faculty Perceptions of Benefits and Barriers Educational Technology Journal of Educational Technology Systems Journal 401 Online Course Delivery: Issues of Faculty Development Educational Technology Journal of Educational Technology Systems Journal 402 Successful Pedagogy with Web Assignments Checker Educational Technology Journal of Educational Technology Systems Journal 403 Seamless Integration of Lecture Notes and Web Pages Educational Technology Journal of Educational Technology Systems Journal 404 TNT: Teaching and Technology Educational Technology Journal of Educational Technology Systems Journal 405 Technical and Pedagogical Challenges Faced by Faculty and Students in Computer-Based Distance Education in Higher Education in Indiana Educational Technology Journal of Educational Technology Systems Journal 406 Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection Educational Technology Journal of Educational Technology Systems Journal 407 Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future Educational Technology Journal of Educational Technology Systems Journal 408 Using Computer Conferencing and Electronic Mail to Facilitate Group Projects Educational Technology Journal of Educational Technology Systems Journal 409 The Experience of New WBI-Adopters in Hong Kong Educational Technology Journal of Educational Technology Systems Journal 410 Web-Based Delivery of Information Technology Courses Educational Technology Journal of Educational Technology Systems Journal

411 Changes in Attitudes Towards Computers and Use of Computers by University Faculty Educational Technology Journal of Research on Technology in Education Journal 412 Using Social Network Analsysis to Examine the Time of Adoption of Computer-Related Services among University Faculty Educational Technology Journal of Research on Technology in Education Journal 413 Web-Based Learning Environments: Current Pedagogical and Technological State Educational Technology Journal of Research on Technology in Education Journal 414 Faculty Involvement in Planning for the Use and Integration of Instructional and Administrative Technologies Educational Technology Journal of Research on Technology in Education Journal 415 Educational Computing Concerns of Postsecondary Faculty Educational Technology Journal of Research on Technology in Education Journal 416 Multimedia and the College of Business: A Literature Review Educational Technology Journal of Research on Technology in Education Journal 417 A Case Study on Technology Use in Distance Learning Educational Technology Journal of Research on Technology in Education Journal 418 Electronic Networking Comes to the University: Factors that Influence Adoption Among Faculty Educational Technology Journal of Research on Technology in Education Journal 419 Teaching and Learning Qualitative Research with and Without Qualitative Data Analysis Software Educational Technology Journal of Research on Technology in Education Journal

420 Using Technology to Make Connections in the Core Curriculum Educational Technology Journal of Technology Studies Journal 421 Web-Based Portfolios for Technology Education: A Personal Case Study Educational Technology Journal of Technology Studies Journal 422 A Critical Appraisal of Learning Technology Using Infornation and Communication Technologies Educational Technology Journal of Technology Studies Journal

423 Beyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education Educational Technology The American Journal of Distance Education Journal 186 424 Teaching a Social Psychology Course on the Web Educational Technology The American Journal of Distance Education Journal 425 Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education Educational Technology The American Journal of Distance Education Journal 426 Teaching with the Internet Educational Technology The Internet and Higher Education Journal 427 Teaching in the 21st Century Educational Technology The Internet and Higher Education Journal 428 Internet Usage in Undergraduate Management Science and Operations Management Courses Educational Technology The Internet and Higher Education Journal 429 Successful Implementation of E-Learning Pedagogical Consideration Educational Technology The Internet and Higher Education Journal 430 Integrating E-Learning into the Workplace Educational Technology The Internet and Higher Education Journal 431 A Product Review of WebCT Educational Technology The Internet and Higher Education Journal 432 A Research Framework for the Study of a Campus-Wide Web-Based Academic Instruction Project Educational Technology The Internet and Higher Education Journal 433 A Review of WebCT Educational Technology The Internet and Higher Education Journal 434 A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program Educational Technology The Internet and Higher Education Journal 435 A Study of Faculty Efforts in Online Teaching Educational Technology The Internet and Higher Education Journal 436 Seven Strategies for Enabling Faculty Success in Distance Education Educational Technology The Internet and Higher Education Journal 437 Product Review of WebCT Vista Educational Technology The Internet and Higher Education Journal 438 Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction Educational Technology The Internet and Higher Education Journal 439 Use of Innovative Technologies on an E-Learning Course Educational Technology The Internet and Higher Education Journal

440 Bringing Laptops to Class - The Front Lines of Curricular Computing Educational Technology User Services Conference Journal 441 Building a Technology Classroom: Lessons Learned at a Small Liberal Arts College Educational Technology User Services Conference Journal 442 Maintaining Pedagogy While Implementing New Technology: The ICONS Project Educational Technology User Services Conference Journal 443 What Kind of Support Do They Need? An Instructional Designer's Experience in Faculty and Student Support for Online Courses Educational Technology User Services Conference Journal 444 Helping Faculty Make Technology a Part of the Curriculum Educational Technology User Services Conference Journal 445 The Evaluation of the Electronic Campus: From a Communication System to an Educational Delivery System Educational Technology User Services Conference Journal 446 Demand, Drag, or Deal - Persuading Faculty to Transform Higher Education Educational Technology User Services Conference Journal 447 Tools for Higher Education Distance Teaching Educational Technology User Services Conference Journal 448 Encouraging and Assisting Faculty Incorporation of Innovative Classroom Technologies Educational Technology User Services Conference Journal 449 Helping Faculty help Themsleves: A Collaborative Approach to Peer Mentoring Educational Technology User Services Conference Journal 450 A Component Model for Standardized Web-Based Education Educational Technology User Services Conference Journal 451 From Innovators to Majority: Evaluation in Faculty WebCT Training Educational Technology User Services Conference Journal 452 An Analysis of Classroom Technology Educational Technology User Services Conference Journal 453 Model Based Engineering of Learning Situations for Adaptive Web-Based Educational Systems Educational Technology User Services Conference Journal 454 Immersive VR Decision Training: Telling Interactive Stories Featuring Advanced Virtual Human Simulation Technologies Educational Technology User Services Conference Journal 455 Laptops in the Classroom Educational Technology User Services Conference Journal 456 A New Direction: Improved Methods for Marketing Faculty and Staff Technology Training Educational Technology User Services Conference Journal 457 Instructional Support at Small Universities: A Training Perspective Educational Technology User Services Conference Journal 458 Faculty Training Initiative at the Indiana University School of Education: A Participative Effort Educational Technology User Services Conference Journal 459 Different Strokes for Teaching Folks Educational Technology User Services Conference Journal 460 Implementing and Supporting a Wireless Classroom Educational Technology User Services Conference Journal 461 Faculty Support: A 4-Way Perspective Educational Technology User Services Conference Journal 462 Strategies for Supporting Faculty Use of Copmmunication and Information Technologies Educational Technology User Services Conference Journal 463 Collaborative Partnerships to Support Faculty Development in the Information Age Educational Technology User Services Conference Journal 464 Training Undergraduates to Support Technology in the Classroom Educational Technology User Services Conference Journal 465 Teaching with Technology Takes Teamwork, Tools, and Talent Educational Technology User Services Conference Journal 466 Beyond Familiar Shore: Faculty Teaching with Technology Educational Technology User Services Conference Journal 467 Managing Faculty Support: Expectations and Change in the Classroom Educational Technology User Services Conference Journal 468 Faculty Development Initiative: Acquisition and Support of Course Management Software Educational Technology User Services Conference Journal 469 The Summer Institute for Instructional Technology: Goodbye Chalk and Slate; Hello Mouse and Web Educational Technology User Services Conference Journal 470 Teaching with Technology, Setting an Example Educational Technology User Services Conference Journal 471 Technology in the Hearts of the Faculty Educational Technology User Services Conference Journal 472 How Faculty Use Information Technology at a Small Liberal Arts College: A Case Study Educational Technology User Services Conference Journal 473 Integrating Educational Technology with a Limited Support Staff Educational Technology User Services Conference Journal 474 What Does Faculty Really Want from Information Technology Educational Technology User Services Conference Journal 475 Engaging Faculty in Technology for Teaching and Research Educational Technology User Services Conference Journal 476 Building Bridges to the Majority: Discipline-Oriented Faculty Support Educational Technology User Services Conference Journal 477 Issues in Faculty Training Educational Technology User Services Conference Journal 478 Tablet PC: Blackboard on the Web Educational Technology User Services Conference Journal 479 ViBE: Virtuasl Biology Experiments Educational Technology User Services Conference Journal 480 Faculty Response to Classroom Use of E-Technology Educational Technology User Services Conference Journal 481 Waliking the Tightrope of Faculty Support Educational Technology User Services Conference Journal 482 Introducing Technology to Educators in a Way that is Compelling - Not Intimidating: Support Issues Educational Technology User Services Conference Journal 483 Research Based Methods for Using PowerPoint, Animation, and Video for Instruction Educational Technology User Services Conference Journal

484 The Internet and Its Uses in Education Educational Technology Virtual University Journal Journal 187 485 Partners for Change: Students as Effective Technology Mentors General Education Active Learning in Higher Education Journal 486 The Learning Web: The Development, Implementation and Evaluation of Internet-Based Undergraduate Material for the Teaching of Key Skills General Education Active Learning in Higher Education Journal 487 Aspects of Computer-Based Assessment in Mathematics General Education Active Learning in Higher Education Journal 488 Integrating Technology into a Traditional Learning Environment General Education Active Learning in Higher Education Journal 489 Web-Based Puzzle Program to Assist Students' Understanding of Research Methods General Education Active Learning in Higher Education Journal 490 Responding to Technological Change: IT Skills and the Academic Teaching Profession General Education Active Learning in Higher Education Journal

491 Transforming On-Campus Education: Promise and Peril of Information Technology in Traditional Universities General Education European Journal of Education Journal 492 Components and Tools for On-Line Education General Education European Journal of Education Journal

493 Challenging Hierarchies: The Impact of E-Learning General Education Higher Education Journal 494 From Order to Chaos: The Impact of Educational Telecommunications on Post-Secondary Education General Education Higher Education Journal

495 The Network University? Technology, Culture, and Organizational Complexity in Contemporary Higher Education General Education Higher Education Quarterly Journal

496 Online Professional development for Academic Staff: Putting the Curriculum First General Education Innovations in Education & Teaching International Journal 497 Educational Technology in Learning and Teaching: The Perceptions and Experiences of Teaching Staff General Education Innovations in Education & Teaching International Journal 498 How Can ICT Help us Improve Education? General Education Innovations in Education & Teaching International Journal 499 Designing ICT-Based Training Systems for the Water Industry General Education Innovations in Education & Teaching International Journal 500 Training's New Role in Learning Organizations General Education Innovations in Education & Teaching International Journal

501 Levels of Success in Implementing Information Technology General Education Innovative Higher Education Journal 502 Post-Tenure Review Through Post-Tenure Development: What Linking Senior Faculty and Technology Taught Us General Education Innovative Higher Education Journal

503 Integrating Information Technology into University Teaching: Identifying the Needs and Providing the Support General Education International Journal of Educational Management Journal

504 Guidelines for Designing Web-Based Instruction in Higher Education General Education Journal on Excellence in College Teaching Journal 505 Teaching Online: The Journey of an Early Adopter General Education Journal on Excellence in College Teaching Journal 506 Toward a Miami University Model for Internet-Intensive Higher Education General Education Journal on Excellence in College Teaching Journal 507 Using Educational Technology to Improve Constructivist Instruction in Higher Education General Education Journal on Excellence in College Teaching Journal

508 Technology's Contribution to Higher Education Productivity General Education New Directions For Higher Education Journal 509 Information Technology User Devices in Higher Education General Education New Directions For Higher Education Journal 510 Technology Partnerships for Faculty: Case Studies and Leassons Learned General Education New Directions For Higher Education Journal

511 Using Technology in Faculty Development: Practical Examples General Education New Directions For Teaching and Learning Journal 512 Technology's Impact on Faculty Life and Work General Education New Directions For Teaching and Learning Journal 513 Instructional Design for the New Technologies General Education New Directions For Teaching and Learning Journal 514 What Professors Need to Know About Technology to Assess On-Line Student Learning General Education New Directions For Teaching and Learning Journal

515 Let's You and Me Have a Little Discussion: Computer Mediated Communication in Support of Campus-Based University Courses General Education Studies in Higher Education Journal 516 The Role of Information and Communication Technologies in a University Learning Environment General Education Studies in Higher Education Journal 517 Computer Conferencing and Assessment: New Ways of Writing in Higher Education General Education Studies in Higher Education Journal 518 What is the Role for ICT-Based Assessment in Universities General Education Studies in Higher Education Journal

519 From Liquid Paper to Typewriters: Some Historical Perspectives on Technology in the Classroom Discipline-Specific Computers and Composition Journal 520 The Internet-Based Composition Classroom: A Study in Pedagogy Discipline-Specific Computers and Composition Journal 521 Teaching Interlocutor Relationships in Electronic Classrooms Discipline-Specific Computers and Composition Journal 522 Moo in Your Face: Researching, Designing, and Programming a User-Friendly Interface Discipline-Specific Computers and Composition Journal 523 Writing (Online) Spaces: Composing Webware in Perl Discipline-Specific Computers and Composition Journal 524 Reading Between the Code: The Teaching of HTML and the Displacement of Writing Instruction Discipline-Specific Computers and Composition Journal 525 Technology and Tenure: Creating Oppositional Discourse in an Offline and Online World Discipline-Specific Computers and Composition Journal 526 So You are Going to be an Online Writing Instructor: Issues in Designing, Developing, and Delivering and Online Course Discipline-Specific Computers and Composition Journal 527 Online Education Horror Stories Worthy of Halloween: A Short List of Problems and Solutions in Online Instruction Discipline-Specific Computers and Composition Journal 528 The Work of Education in the Age of E-College Discipline-Specific Computers and Composition Journal 529 Annotation Technologies: A Software and Research Review Discipline-Specific Computers and Composition Journal 530 Researching the Use of Voice Recognition Writing Software Discipline-Specific Computers and Composition Journal 531 Learning to Learn: New TA Preparation in Computer Pedagogy Discipline-Specific Computers and Composition Journal 532 Why Technology Matters to Writing: A Cyberwriter's Tale Discipline-Specific Computers and Composition Journal

533 Virtual Reality and Engineering Education Discipline-Specific Computer Applications in Engineering Education Journal 534 Use of Electronic Presentation for Teaching Mathematics Discipline-Specific Computer Applications in Engineering Education Journal 535 Engineering Courseware on Refrigeration Cycle Simulation Discipline-Specific Computer Applications in Engineering Education Journal 536 Multimedia Module for Electromagnetics Education Discipline-Specific Computer Applications in Engineering Education Journal 537 Java Applets for Chemical Reaction Engineering Discipline-Specific Computer Applications in Engineering Education Journal 18 538 Preparing Engineers for a Future with Collaborative Technology Discipline-Specific Computer Applications in Engineering Education Journal 539 Tools for Teaching Mathematics: A Case for Java and VRML Discipline-Specific Computer Applications in Engineering Education Journal 540 Groupware Technologies for Education in AulaNet Discipline-Specific Computer Applications in Engineering Education Journal 541 WWW Courseware in Applied Science: Cases and Lessons Discipline-Specific Computer Applications in Engineering Education Journal 542 Teaching Highway Safety Analysis Through Networking and Visualization Discipline-Specific Computer Applications in Engineering Education Journal 543 Using Web-Based Technology in Laboratory Instruction to Reduce Costs Discipline-Specific Computer Applications in Engineering Education Journal 544 Applications of Computer Simulation in Mechanism Teaching Discipline-Specific Computer Applications in Engineering Education Journal

545 Employing New Advances in IP Videoconferencing to Enhance Teaching and Learning Through the Use of a Hybrid Learning Course Discipline-Specific Conference on Information Technology Education Journal 546 Classroom and Support Innovation Using IP Video and Data Collaboration Techniques Discipline-Specific Conference on Information Technology Education Journal 547 Mobile Computing in the Freshman Computer Literacy Course: What Impact? Discipline-Specific Conference on Information Technology Education Journal 548 Tablet PC's as Instructional Tools or the Pen in Mightier than the "Board" Discipline-Specific Conference on Information Technology Education Journal

549 Understanding Motivations for Internet Use in Distance Education Discipline-Specific IEEE Transactions on Education Journal 550 Cooperative Electronic Learning in Virtual Laboratories Through Forums Discipline-Specific IEEE Transactions on Education Journal 551 Interactive Teaching of Elementary Digital Logic Design with WinLogiLab Discipline-Specific IEEE Transactions on Education Journal 552 Effective Technology Transfer to the Undergraduate and Graduate Classroom as a Result of a Novel Ph.D. Program Discipline-Specific IEEE Transactions on Education Journal 553 Java-Based Distance Learning Environment for Electronic Instruments Discipline-Specific IEEE Transactions on Education Journal 554 Internet-Based Educational Control Systems Lab Using NetMeeting Discipline-Specific IEEE Transactions on Education Journal 555 Teaching the Nonscience Major: EE101 - The Digital Information Age Discipline-Specific IEEE Transactions on Education Journal 556 Information Technology Enhanced Learning in Distance and Conventional Education Discipline-Specific IEEE Transactions on Education Journal

557 Interactive Video: A Bridge Between Motion and Math Discipline-Specific International Journal of Computers For Mathematical Learning Journal 558 Using Web-Based Materials in Large-Scale Precalculus Instruction Discipline-Specific International Journal of Computers For Mathematical Learning Journal 559 Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics Discipline-Specific International Journal of Computers For Mathematical Learning Journal

560 Using Web-Based Discussion as a Teaching Strategy: Bioethics as an Exemplar Discipline-Specific Journal of Advanced Nursing Journal

561 Interactive Nursing Skills Training Using Advanced Networked Technology Discipline-Specific Journal of Telemedicine and Telecare Journal 562 Instructional Technology in Medical Education: Lessons Learnt Discipline-Specific Journal of Telemedicine and Telecare Journal

563 Signal Analysis Software for Teaching Discourse Intonation Discipline-Specific Language Learning and Technology Journal 564 E-mail and Word Processing in the ESL Classroom: How the Medium Affects the Message Discipline-Specific Language Learning and Technology Journal 565 Towards an Effective Use of Audio Conferencing in Distance Language Courses Discipline-Specific Language Learning and Technology Journal 566 Student Perception on Language Learning in a Technological Environment: Implications for the New Millennium Discipline-Specific Language Learning and Technology Journal

567 Influence of New Educational Technology on Problem-Based Learning at Harvard Medical School Discipline-Specific Medical Education Journal 568 Learning Management Systems: Technology to Measure the Medical Knowledge Competency of the ACGME Discipline-Specific Medical Education Journal

569 A CAL Pachage for Teaching Elementary Quantum Mechanics Discipline-Specific Physics Education Journal 570 Production of a Multimedia CAL Package in Basic Physics Discipline-Specific Physics Education Journal 571 Visual Basic Science Simulations Discipline-Specific Physics Education Journal

572 Practical Use of Technology in Professional Practice Discipline-Specific Professional Psychology: Research and Practice Journal

573 Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education Discipline-Specific Teaching and Learning in Medicine Journal

574 The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication Discipline-Specific Technical Communication Quarterly Journal

575 Telecommunications in Education and Training and Implementations for the Communications and Information Technologies Training Education + Training Journal 576 Network Technology and Language Learning Training Education + Training Journal 577 The Implications of New Technology for the Skill and Training Needs of Small- and Medium-sized Printing Firms Training Education + Training Journal 578 The Use of Computer Mediated Communicastion in the Industrial Placement Year Training Education + Training Journal 579 Issues in Training Lecturers to Exploit the Internet as a Teaching Resource Training Education + Training Journal 580 Making the Connection: The Effectiveness of Internet Training in Small Businesses Training Education + Training Journal 581 Using the Internet as a Teaching Resource Training Education + Training Journal 582 E-Learning Technology, Content, and Services Training Education + Training Journal 583 E-Learning in Small Organizations Training Education + Training Journal 584 The Adoption Process of Corporate E-Learning in Italy Training Education + Training Journal

585 The TeleTOP Initiative: New Learning, New Technology Training Industrial and Commercial Training Journal 586 The Role of Technology in Education and Training Training Industrial and Commercial Training Journal 587 Integrating Team-Teaching, Technology, and Distance Learning in MBA Programmes: A Case Study Training Industrial and Commercial Training Journal 588 Harnessing Learning Technology to Succeed in Business Training Industrial and Commercial Training Journal 589 Creating a Learning Organization in Higher Education Training Industrial and Commercial Training Journal 189

590 Why do Individuals Use Computer Technology? A Finnish Case Study Training Information & Management Journal 591 Diffusion of E-Mail: An Organizational Learning Perspective Training Information & Management Journal 592 Desktop Videoconferencing in the Organization Training Information & Management Journal 593 Testing the Technology Acceptance Model Across Cultures: A Three Country Study Training Information & Management Journal 594 Technological Innovations: A Framework for Communicating Diffusion Efforts Training Information & Management Journal 595 Why Do People Use Information Technology? A Critical Review of the Technology Acceptance Model Training Information & Management Journal

596 Using Technology an an Opportunity for Pedagogical Innovation: Experiences and Lessons from Launching the Indiana MBA in Accounting Training Information Technology and Management Journal 597 The Hybrid Course: Merging On-Line Instruction and the Traditional Classroom Training Information Technology and Management Journal 598 Using Internet Technology to Support Flexible Learning in Business Education Training Information Technology and Management Journal 599 An Innovative Pedagogy for Teaching and Evaluating Computer Literacy Training Information Technology and Management Journal 600 Adoption of Asynchronous Learning Tools by Traditional Full-Time Students: A Pilot Study Training Information Technology and Management Journal 601 Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework Training Information Technology and Management Journal 602 Web-TRECS: Teaching Electronic Commerce Training Information Technology and Management Journal

603 E-Learning: Emerging Uses, Empirical Results, and Future Directions Training International Journal of Training and Development Journal 604 When Absorptive Capacity Meets Institutions and (e)learners: Adopting, Diffusion, and Exploiting E-Learning in Organizations Training International Journal of Training and Development Journal 605 The Nature of Technology-Mediated Interaction in Globalized Distance Education Training International Journal of Training and Development Journal

606 The Use of Information Technology in Training Human Resources: An E-Learning Case Study Training Journal of European Industrial Training Journal 607 Defining, Developing, and Implementing a New Design for the Technology Component of a Human Resource Development Undergraduate Program Training Journal of European Industrial Training Journal 608 Training, Development, Education, and Learning: Different or the Same Training Journal of European Industrial Training Journal 609 Pros and Cons of Online Learning - A Faculty Perspective Training Journal of European Industrial Training Journal 610 University Continuing Education: The Role of Communications and Information Technology Training Journal of European Industrial Training Journal 611 E-Learning in the Corporate University Training Journal of European Industrial Training Journal

612 The Potential Impact of Third-Wave Technologies on Organisations Training Leadership & Organization Development Journal Journal

613 How New Technology Can Boost the Learning Organization Training Management Development Review Journal

614 Technology and Institutions: What Can Research on Information Technology and Research on Organizations Learn from Each Other? Training MIS Quarterly Journal 615 Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic IT Skill Training Training MIS Quarterly Journal 616 Using IT to Reengineer Business Education: An Exploratory Investigation of Collaborative Telelearning Training MIS Quarterly Journal

617 The Direction of Web-Based Training: A Practitioner's View Training The Learning Organization Journal 618 Can Universities Become True Learning Organizations? Training The Learning Organization Journal

619 Developing an Integrated Web Engine for Online Internetworking Education: A Case Study Technology Internet Research: Electronic Networking Applications and Policy Journal 620 Global Delivery of Education via the Internet Technology Internet Research: Electronic Networking Applications and Policy Journal 621 The World Wide Web: A Vehicle to Develop Interactive Learning and Teaching Applications Technology Internet Research: Electronic Networking Applications and Policy Journal 622 A Security Framework for Online Distance Learning and Training Technology Internet Research: Electronic Networking Applications and Policy Journal

623 Education and The Internet: Applications to Communication Curricula Technology Telematics and Informatics Journal

624 SmartTutor: An Intelligent Tutoring System in Web-Based Adult Education Technology The Journal of Systems & Software Journal

625 The Effects of an Interactive Videodisk Training Program in Classroom Observation Skills Used as a Teaching Tool and as a Learning Tool Socio-Cultural Computers in Human Behavior Journal 626 Interface, Instructional Approach, and Domain Learning with a Mathematics Problem-Solving Environment Socio-Cultural Computers in Human Behavior Journal 627 An Analysis of Electronic Mail Usage Socio-Cultural Computers in Human Behavior Journal 628 Computer Usage Patterns of University Faculty Memebrs Across the Life Span Socio-Cultural Computers in Human Behavior Journal 629 Designing Computer Support for Collaborative Visual Learning in the Domain of Computer Programming Socio-Cultural Computers in Human Behavior Journal 630 Summative Evaluation of the SINCGARS Tutor Socio-Cultural Computers in Human Behavior Journal 631 Hypermedia Environment and Adaptive Instruction Socio-Cultural Computers in Human Behavior Journal 632 Learning Java: A Programmed Instruction Approach Using Applets Socio-Cultural Computers in Human Behavior Journal 633 Exploring the Use of Multimedia Examination Formats in Undergraduate Teaching: Results from the Fielding Testing Socio-Cultural Computers in Human Behavior Journal 634 The Use of Computer-Mediated Communication to Enhance Subsequent Face-to-Face Discussions Socio-Cultural Computers in Human Behavior Journal 635 Web-Enhanced Higher Education: A Tower of Babel Socio-Cultural Computers in Human Behavior Journal 636 Gaming and Multimedia Applications for Environmental Crisis Management Training Socio-Cultural Computers in Human Behavior Journal 637 Computer-Mediated Communication in Collaborative Writing Socio-Cultural Computers in Human Behavior Journal 638 A Programmed Instruction Tutoring System for Java Socio-Cultural Computers in Human Behavior Journal 639 The Pedagogical Use of Information and Communication Technology in Education Socio-Cultural Computers in Human Behavior Journal 640 Co-Lab: Research and Development of an Online Environment for Collaborative Scientific Discovery Learning Socio-Cultural Computers in Human Behavior Journal

641 Assessment of Emerging Educational Technologies That Might Assist and Enhance School-to-Work Transitions Other Articles RAND Report 190 642 Delivering Hypertext-Based Courseware on the World Wide Web Other Journals Journal of Universal Computer Science Journal 643 Transforming Student Learning with Classroom Communication Systems Other Articles EDUCAUSE Research Bulletin 644 Engagement with Mathematics in an Interactive Classroom: Eleminating the Weapons of Mass (Math) Instruction! Other Articles Unpublished Conference Paper 645 Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience Other Journals Journal of Asynchronous Learning Networks Journal 646 Interactive Remote Instruction: Lessons Learned Other Journals Journal of Network and Computer Applications Journal 647 Taking the MICK: What is a Mathematics Interactive Classroom Kit? Other Articles Discussion Paper 648 MIT Learning Networks: An Example of Technology-Enabled Education Other Articles MIT Report 649 Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project Other Articles Research Report 650 Use of Web Technology for Interactive Remote Instruction Other Articles ?? 651 Videoconferencing in Education: Meeting Teachers and Learners Support and Training Needs Other Articles Research Report 652 Will The Internet Transform Higher Education? Other Articles RAND Report 19 APPENDIX E - Third and Final Iteration List of Articles (All Articles Labled)

# Lable Article Title Sources

1 001 A Paradigm Shift: Technology Integration for Higher Education in the New Millennium AACE Journal 2 002 Analyzing Hypermedia and Internet Communication Models in Educational Applications AACE Journal 3 003 Distance Education Technologies (DET): Assessment & Evaluation! AACE Journal 4 004 Distance Education: The Technology - What You Need to Know to Succeed, An Overview AACE Journal 5 005 Electronic Course Delivery, Virtual Universities and Lifelong Learning AACE Journal 6 006 Get Wired, Go Digital Build a Web-Based Learning Community AACE Journal 7 007 Going Online: Guidelines for Faculty in Higher Education AACE Journal 8 008 The Laptop University: A Faculty Perspective AACE Journal 9 009 Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning AACE Journal 10 010 Teaching via the Internet: A Brief Review of Copyright Law and Legal Issues AACE Journal 11 011 Technology and Plagiarism in the University: Brief Report of a Trial in Detecting Cheating AACE Journal 12 012 The Design, Assessment, and Implementation of a Web-Based Course AACE Journal 13 013 Computer Conferencing and the On-Line Classroom International Journal of Educational Telecommunications 14 014 Asynchronous Interaction Method for a Remote Teleteaching Session International Journal of Educational Telecommunications 15 015 Teaching in a Virtual Classroom International Journal of Educational Telecommunications 16 016 Evaluation of Computer Conferencing Tools for Conducting Collaborative Seminars on the Internet International Journal of Educational Telecommunications 17 017 Web Environment for Group-Based Project Work in Higher Education International Journal of Educational Telecommunications 18 018 Developing a World Wide Web Section of a Management Course: Transporting Learning Premises Across Media International Journal of Educational Telecommunications 19 019 The World Wide Web in Engineering Team Projects International Journal of Educational Telecommunications 20 020 Teaching Through Adaptive Hypertext on the WWW International Journal of Educational Telecommunications 21 021 Observations on Web-Based Course Development and Delivery International Journal of Educational Telecommunications 22 023 ClassNet: Managing the Virtual Classroom International Journal of Educational Telecommunications 23 024 Faculty Perceptions of Distance Education: Factors Influencing Utilization International Journal of Educational Telecommunications 24 025 An Integrated Technology Adoption and Diffusion Model International Journal of Educational Telecommunications 25 026 A Constructivist Look at Interaction and Collaboration via Computer Conferencing International Journal of Educational Telecommunications 26 027 Selection, Dissemination, and Evaluation of the TopClass WWW-Based Course Support Tool International Journal of Educational Telecommunications 27 028 Using WebCT at the University of Pretoria, South Africa International Journal of Educational Telecommunications 28 029 Lotus LearningSpace: A WWW Strategy for Growth International Journal of Educational Telecommunications 29 030 The TeleTOP Method at the University of Twente International Journal of Educational Telecommunications 30 031 Instructor Support for Web-Based Courseware Development and Delivery International Journal of Educational Telecommunications 31 032 Technical Issues in Systems for WWW-Based Course Support International Journal of Educational Telecommunications 32 033 The Networking Revolution for the New Millennium: Internet2 and its Educational Implications International Journal of Educational Telecommunications 33 035 Developing Web-Mediated Instruction for Teaching Multimedia Tools in a Constructionist Paradigm International Journal of Educational Telecommunications 34 036 Web-Enhancing University Coursework: An Innovative Professional Development Model to Support and Empower Instructors International Journal on E-Learning 35 038 What Do Learners Like? Ratings of Off-the-Shelf Web-Based Training Courses International Journal on E-Learning 36 039 Adoption of Computer-Based Instructional Methodologies: A Case Study International Journal on E-Learning 37 040 A Model for the Development of Online Instruction International Journal on E-Learning 38 041 Designing Distributed Virtual Laboratories: Methodological and Telecommunications Aspects International Journal on E-Learning 39 042 E-Learning Classroom Environment: Description, Objectives, Considerations, and Example Implementation International Journal on E-Learning 40 044 Factors which Motivate Community College Faculty to Participate in Distance Education International Journal on E-Learning 41 045 The Role of Theory and Technology in Learning Video Production: The Challenge of Change International Journal on E-Learning 42 046 Quality Assurance for Online Teaching in Higher Education: Considering and Identifying Best Practice for E-Learning International Journal on E-Learning 192 43 047 Technology: Web-Based Instruction's Dual Environment International Journal on E-Learning 44 048 Reusing Educational Material for Teaching and Learning: Current Approaches and Directions International Journal on E-Learning 45 049 Adopting SCORM 1.2 Standards in a Courseware Production Environment International Journal on E-Learning 46 050 The Use of Email and Electronic Bulletin Boards in College-Level Biology Journal of Computers in Mathematics and Science Teaching 47 051 Carbopolis : A Java Technology-Based Free Software for Environmental Education Journal of Computers in Mathematics and Science Teaching 48 052 Evaluation of Interactive Technologies for Chemistry Websites: Educational Materials for Organic Chemistry Web Site (EMOC) Journal of Computers in Mathematics and Science Teaching 49 053 The WebCOSY System for Course Management in Distance Education Journal of Computers in Mathematics and Science Teaching 50 054 Learning from Past and Present: Electronic Response Systems in College Lecture Halls Journal of Computers in Mathematics and Science Teaching 51 055 Use of Web-Based Multimedia Technology in Teaching and Learning Mathematical Programming Journal of Computers in Mathematics and Science Teaching 52 056 Understanding Statistics Using Computer Demonstrations Journal of Computers in Mathematics and Science Teaching 53 058 Peer-to-Peer Networking Collaboration Within Education Journal of Educational Multimedia and Hypermedia 54 059 Mobile Technology in Educational Services Journal of Educational Multimedia and Hypermedia 55 060 Glimpses at the Future of Networked Hypermedia Systems Journal of Educational Multimedia and Hypermedia 56 062 Effective Web-Design and Core Communication Issues: The Missing Components in Web Based Distance Education Journal of Educational Multimedia and Hypermedia 57 063 The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science Journal of Educational Multimedia and Hypermedia 58 064 Designing and Implementing a "Full-Service" ClassPage on the Internet Journal of Educational Multimedia and Hypermedia 59 065 Desktop Virtual Reality for the Enhancement of Visualization Skills Journal of Educational Multimedia and Hypermedia 60 067 Technologies Supporting Highly Interactive Learning Resources on the Web: An Analysis Journal of Interactive Learning Research 61 068 The Adoption and Diffusion of Web Technologies into Mainstream Teaching Journal of Interactive Learning Research 62 069 Experience With Interactive Remote Graduate Instruction in Beam Physics Journal of Interactive Learning Research 63 071 Computer Mediated Communication: Online Instruction and Interactivity Journal of Interactive Learning Research 64 072 Search Engine Technology Impetus for the Knowledge Revolution in Business Education Journal of Interactive Learning Research 65 073 Lessons Learned Deploying a Digital Classroom Journal of Interactive Learning Research 66 074 Web Integration in Courses: Which Factors Significantly Motivate Faculty? Other AACE Conference Papers and Proceedings 67 076 A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education Other AACE Conference Papers and Proceedings 68 077 Excellent Teaching and Early Adopters of Instructional Technology Other AACE Conference Papers and Proceedings 69 078 Faculty Reaction to WebCT: One University's Experience Other AACE Conference Papers and Proceedings 70 080 Technology Resistance and Barriers: "Baby Steps" to Online Courses Other AACE Conference Papers and Proceedings 71 081 The Integration of Technology into Teaching By University College of Education Faculty Other AACE Conference Papers and Proceedings 72 082 Issues and Barriers to Advanced Faculty Use of Technology Other AACE Conference Papers and Proceedings 73 083 Higher Education Faculty Development: Connecting Technology Use to Teaching Styles Other AACE Conference Papers and Proceedings 74 084 Faculty Perceptions of Technology Use and Its Impact on Faculty Development Planning Other AACE Conference Papers and Proceedings 75 085 Diffusion of Information & Communication Technology for Teaching and Learning at Ohio University Other AACE Conference Papers and Proceedings 76 086 It's A Vision Thing … (Interactive White Boards) Other AACE Conference Papers and Proceedings 77 087 Structuring an Instructional Training Program for Faculty Based on Diffusion of Innovation Theory Other AACE Conference Papers and Proceedings 78 088 Distance Education Leadership in Higher Education Institutions Explored Within the Theoretical Frameworks of Organizational Change and Diffusion of InnovOther AACE Conference Papers and Proceedings 79 089 A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology Other AACE Conference Papers and Proceedings 80 090 Involving Faculty in Faculty Development: A Recursive Model Other AACE Conference Papers and Proceedings 81 091 Technology Use in Higher Education: A Faculty Development Model Other AACE Conference Papers and Proceedings 82 092 Faculty Development: From Computer Skills to Technology Integration Other AACE Conference Papers and Proceedings 83 093 Ten Years of Technology Training for Faculty Other AACE Conference Papers and Proceedings 84 094 Teaching the Teachers: Faculty Development Institutes at Two Universities Other AACE Conference Papers and Proceedings 85 097 Education and Technology - A Faculty Development Program for Medical Educators Other AACE Conference Papers and Proceedings 86 098 Supporting the Development of IT Skills of Education Faculty Staff: An Australian Case Study Other AACE Conference Papers and Proceedings 87 099 Proactive Faculty Teaching and Learning Initiatives Other AACE Conference Papers and Proceedings 88 100 The Carrot or the Stick: The Development of Faculty Technology Competencies Other AACE Conference Papers and Proceedings 89 101 Faculty Technology Coaches Other AACE Conference Papers and Proceedings 90 102 Faculty Teaching Faculty: A Matter of Trust Other AACE Conference Papers and Proceedings

91 103 Helping Higher Education Faculty Model Use and Integration of Technology in Teaching Other AACE Conference Papers and Proceedings 193 92 105 The Use of Video as a Teaching Resource in a New University British Journal of Educational Technology 93 106 Computer Based Simulation of Laboratory Experiments British Journal of Educational Technology 94 107 The Adoption of Microcomputers for Instruction: Implications for Emerging Instructional Media Implementation British Journal of Educational Technology 95 108 Word-Processing and Writing Skills: Practical Applications to Language Teaching Textbooks British Journal of Educational Technology 96 109 Remote Teaching with Digital Video: A Trans-national Experience British Journal of Educational Technology 97 110 Dynamic Courseware Generation on the WWW British Journal of Educational Technology 98 111 An Authoring and Learning Kit for Digital Electronics British Journal of Educational Technology 99 112 A User-Centered Approach to the Design of an Expert System for Training British Journal of Educational Technology 100 113 Video Conferencing: A Solution to the Multi-Campus Large Classes Problem? British Journal of Educational Technology 101 114 Constructivism in Mass Higher Education: A Case Study British Journal of Educational Technology 102 115 The Design, Development and Use of a CD-ROM Resource Library for an Open University Course British Journal of Educational Technology 103 116 Designing Web-Based Training British Journal of Educational Technology 104 118 Video Email: A Method of Speeding up Assignment Feedback for Visual Arts Subjects in Distance Education British Journal of Educational Technology 105 119 The Use of Computer Games as an Educational Tool: Identification of Appropriate Game Types and Game Elements British Journal of Educational Technology 106 120 Effective Desktop Video Conferencing with Minimal Network Demands British Journal of Educational Technology 107 121 Computer Conferencing for Guidance and Support in the Open University British Journal of Educational Technology 108 122 VINCE - An Online Tutorial Tool for Teaching Introductory Programming British Journal of Educational Technology 109 123 Instructional Support for Distance Education and Faculty Motivation, Commitment, Satisfaction British Journal of Educational Technology 110 124 Submission of Student Assignments on Compact Discs: Exploring the Use of Audio, Images, and Video in Assessment and Learning in Higher Education British Journal of Educational Technology 111 125 A Modern and Interactive Approach to Learning Engineering Mathematics British Journal of Educational Technology 112 128 The Development and Piloting of a Training Web Site for Health and Safety Enforcement Officers British Journal of Educational Technology 113 129 Aligning Learning, Teaching and Assessment Using the Web: An Evaluation of Pedagogic Approaches British Journal of Educational Technology 114 130 Assessment of Aerobic Endurance: A Comparison Between CD-ROM and Laboratory-based Instruction British Journal of Educational Technology 115 131 The Educational Use of Videoconferencing in the Arts Faculty: Shedding a New Light on Puppetry British Journal of Educational Technology 116 132 The Quality of Teaching and Learning via Videoconferencing British Journal of Educational Technology 117 133 Development and Evaluation of an Interactive Computer-Assisted Learning Program - A Novel Approach to Teaching Gynaecological Surgery British Journal of Educational Technology 118 135 Questioning, Promoting and Evaluating the Use of Streaming Video to Support Student Learning British Journal of Educational Technology 119 137 Assessing Applications for Collaboration: From Collaboratively Usable Applications to Collaborative Technology British Journal of Educational Technology 120 138 E-Portfolios: An Assessment Tool for Online Courses British Journal of Educational Technology 121 139 Evaluation of a Laptop University: A Case Study British Journal of Educational Technology 122 142 Internet Delivery of Instruction: Issues of Best Teaching Practice, Administrative Hurdles, and Old-Fashioned Politics Campus-Wide Information Systems 123 144 Ownership of Electronic Course Material in Higher Education Campus-Wide Information Systems 124 146 Bringing the Internet and Multimedia Revolution to the Classroom Campus-Wide Information Systems 125 147 ActiveBook: A Framework for Optimizing Internet Technologies in Education Campus-Wide Information Systems 126 148 Is the Internet Helping to Create Learning Environments? Campus-Wide Information Systems 127 149 Delivering Distance Education Through Technology: A Pioneer's Experience Campus-Wide Information Systems 128 150 Classroom, Library, and Campus Culture in a Networked Environment Campus-Wide Information Systems 129 151 Technology in the Classroom: The LSU College of Agriculture Faculty Perspective Campus-Wide Information Systems 130 152 Adaptive Web Site for Distance Learning Campus-Wide Information Systems 131 153 Diversified Use of ICT in Education Campus-Wide Information Systems 132 154 Integration of Instructional Approaches Through Media Combination in an Undergraduate Information System Course Campus-Wide Information Systems 133 155 If You Build it, Will They Come? Campus-Wide Information Systems 134 157 COMWEB: An Electronic Classroom for Teaching Computer Literacy Computers and Education 135 158 Microwave Workshop for Windows Computers and Education 136 159 Developing Interactive Educational Engineering Software for the World Wide Web with Java Computers and Education 137 160 Using Dynamic Explanations to Enhance Novice Programming Instruction via the WWW Computers and Education 138 161 Embedding Computer Conferencing into University Teaching Computers and Education 139 163 Modernisation of a Traditional Physics Course Computers and Education

140 164 An Experiment with WWW Interactive Learning in University Education Computers and Education 194 141 165 New Didactics for University Instruction: Why and How? Computers and Education 142 166 An Interactive Teaching and Learning Environment for Graph Sketching Computers and Education 143 167 An Analysis of the Use of Virtual Delivery of Undergraduate Lectures Computers and Education 144 168 A Multimedia Framework for Second Language Teaching in Self-Access Environment Computers and Education 145 170 Using Email for Teaching Computers and Education 146 171 Computer-based Assessment: A Versatile Educational Tool Computers and Education 147 173 Learning Through Synchronous Electronic Discussion Computers and Education 148 174 Reflection On-Line and Off-Line: The Role of Learning Technologies in Encouraging Students to Reflect Computers and Education 149 175 Training via the Web: A Virtual Instrument Computers and Education 150 176 Using IT in the Undergraduate Classroom: Should we Replace the Blackboard with PowerPoint? Computers and Education 151 177 Using the World Wide Web for Teaching Improvement Computers and Education 152 179 Virtual Seminars and Their Impact on the Role of Teaching Staff Computers and Education 153 180 Teaching Mathematical Explanation Through Audiographic Technology Computers and Education 154 181 The "Intelligent Classroom": Changing Teaching and Learning with an Evolving Technological Environment Computers and Education 155 182 On-Line Video Media for Continuing Professional Development in Dentistry Computers and Education 156 183 An Interactive Multimedia Learning Environment for VLSI Built with COSMOS Computers and Education 157 184 Student Engagement with Simulations: A Case Study Computers and Education 158 187 Effectiveness of PowerPoint Presentations in Lectures Computers and Education 159 188 On Automated Grading of Programming Assignments in an Academic Institution Computers and Education 160 189 The Tutor-Web: An Educational System for Classroom Presentation, Evaluation, and Self-Study Computers and Education 161 190 Using a Shared Workspace and Wireless Laptops to Improve Collaborative Project Learning in an Engineering Design Class Computers and Education 162 191 Multimedia Interactive Mathematics Courseware: The Mathematics Experience Within the Renaissance Project Computers and Education 163 192 Energy in Electrical Circuits: A Computer Assisted Approach Computers and Education 164 193 User-Interface of a Tool for Learning Geometry Computers and Education 165 194 Evaluation of a Physics Multimedia Resource Computers and Education 166 195 New Tools vs. Old Methods: A Description of the CHEMCONF 93 Discussion Computers and Education 167 196 Teaching Family Planning With Expert Systems Computers and Education 168 197 A Workshop Approach Using Spreadsheets for the Teaching of Statistics and Probability Computers and Education 169 198 Computer-Aided Training for Transport Planners: Experience with the Pluto Package Computers and Education 170 199 Computerized Business Games in Engineering Education Computers and Education 171 200 Automatic Submission in an Evolutionary Approach to Computer Science Teaching Computers and Education 172 202 Technological Support for Teaching and Learning: Computer-Mediated Communications in Higher Education Computers and Education 173 204 A Strategy for the Integration of IT-Led Method into Physics - The SToMP Approach Computers and Education 174 206 Learning Basic Concepts of Telecommunications: An Experiment in Multimedia and Learning Computers and Education 175 208 A Software System for Grading Student Computer Programs Computers and Education 176 210 Forms of Control and Interaction as Determinants of Lecture Effectiveness in the Electronic Classroom Computers and Education 177 211 Using Chat to Support Collaborative Learning: Quality Assurance Strategies to Promote Success Educational Media International 178 213 Theories of Learning and Computer-Mediated Instructional Technologies Educational Media International 179 214 Integration of Educational Media in Higher Education Large Classes Educational Media International 180 215 The "T5" Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus-Based Courses Educational Media International 181 216 E-Learning and Educational Innovation in Higher Education in Japan Educational Media International 182 218 Computer-based Audiographics for Distance Education: An Inexpensive, Interactive and High-Quality Alternative Educational Media International 183 220 New Technologies and Education: Challenging Disappointment Educational Media International 184 221 Use of Printed and Online Documents Educational Media International 185 222 A Case Study in Asynchronous Voice Conferencing for Language Instruction Educational Media International 186 223 Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective Educational Media International 187 225 A New Paradigm for Faculty Involvement at the University of Central Florida Educational Media International 188 228 Redesigning Instruction Through Web-Based Course Authoring Tools Educational Media International

189 229 The Experiment "Treatment of Telecommunications in the Course of Information and Communication Technology Education" Educational Media International 195 190 230 Is There Any Room for Face-to-Face Teaching in a Digital World? A Proposed Framework for Web Usage Educational Media International 191 231 The Use of CD-ROM in Vocational and Tertiary Education Educational Media International 192 232 Videoconferencing in Continuing Education: an Evaluation of its Application to Professional Development at the University of Ulster Educational Media International 193 233 Virtual Reality, A New Tool for a New Educational Paradigm Educational Media International 194 234 Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education Educational Media International 195 235 WorldClass System Educational Media International 196 236 Exploring and Explaining the Past: ICT and History Educational Media International 197 237 Principles of Pedagogy and Evaluation for Web-Based Learning Educational Media International 198 238 Building Technology Infrastructure and Enterprises in a College of Education: Increasing Performance Capacity Educational Technology 199 240 Delivering Instruction on the World Wide Web: Overview and Basic Design Principles Educational Technology 200 241 Faculty Adoption of Technology: Training Comes First Educational Technology 201 242 Faculty Motivators and Inhibitors for Participation in Distance Education Educational Technology 202 245 Instructional Uses of the World Wide Web: examples and Precautions Educational Technology 203 246 Multimedia Conferencing in Education: Methodological and Organizational Considerations Educational Technology 204 247 Myth and Reality of E-Learning Educational Technology 205 248 Optimizing the Design of Computer Classrooms: The Physical Environment Educational Technology 206 249 People, Planning, and Process: The Acceptance of Technological Innovation in Post-Secondary Organizations Educational Technology 207 250 Stretching the Mold or a New Economy? Part 1: Scenarios for the University in 2005 Educational Technology 208 251 Stretching the Mold or a New Economy? Part 2: Realizing the Scenarios for the University in 2005 Educational Technology 209 252 Teaching in a Technology-Rich Classroom Educational Technology 210 254 The Handheld Web: How Mobile Wireless Technologies Will Change Web-Based Instruction and Training Educational Technology 211 255 The Onrush of Technology in Education: The Professor's New Dilemma Educational Technology 212 257 Training-On-Demand: A Model for Technology Staff Development Educational Technology 213 258 Transitioning Instructor Skills to the Virtual Classroom Educational Technology 214 259 Video and Learning Redux: New Capabilities for Practical Use Educational Technology 215 260 Web-Based Courseware Tools: Where is the Pedagogy? Educational Technology 216 261 Emergent Patterns of Teaching/Learning in Electronic Classrooms Educational technology research and development 217 262 Integrated Learning Systems: An Application Linking Technology with Human Factors and Pedagogical Principles Educational technology research and development 218 263 Interactive Technology and Authoring Tools: A Historical Review and Analysis Educational technology research and development 219 264 Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration Educational technology research and development 220 265 Student Feedback in the College Classroom: A Technology Solution Educational technology research and development 221 266 Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning Educational technology research and development 222 267 The Trouble with Learning Objects Educational technology research and development 223 268 Using Three-Dimensional Interactive Graphics to Teach Equipment Procedures Educational technology research and development 224 269 E-Book Readers in Higher Education Educational Technology & Society 225 270 Factors Contributing to the Successful Implementation of Technology Innovations Educational Technology & Society 226 273 Web-Supported Emergent-Collaboration in Higher Education Courses Educational Technology & Society 227 274 Acquiring Working Knowledge through Asynchronous Multimedia Conferencing Educational Technology & Society 228 277 Using BSCW in Learning & Teaching Educational Technology & Society 229 279 Steps Toward Computer-Supported Collaborative Learning for Large Classes Educational Technology & Society 230 280 Developing Online Learning Material for Higher Education: An Overview of Current Issues Educational Technology & Society 231 281 Using Technologies in Teaching: An Initiative in Academic Staff Development Educational Technology & Society 232 282 Best Practices in Technology-Mediated Learning in American Business Education Educational Technology & Society 233 286 Innovative Teaching: Using Multimedia in a Problem-Based Learning Environment Educational Technology & Society 234 287 Intelligent Tutoring Tools for Cognitive Skill Acquisition in Life Long Learning Educational Technology & Society 235 288 Technological and Pedagogical Convergence between Work-Based and Campus-Based Learning Educational Technology & Society 236 289 Let my Laptop Lead the Way: A Middle Eastern Study Educause Quarterly 237 290 Practical Experiences of, and Lessons Learnt from, Internet Technologies in Higher Education Educational Technology & Society

238 292 A Hypermedia System for Teaching Database Design Task Education and Information Technologies 196 239 295 WWW-Based Environment for Collaborative Group Work Education and Information Technologies 240 296 Web-Based Learning: Challenges in Using the Internet in the Undergraduate Curriculum Education and Information Technologies 241 297 Using VR For Efficient Training of Forestry Machine Operators Education and Information Technologies 242 298 Construct3D: A Virtual Reality Application for Mathematics and Geometry Education Education and Information Technologies 243 299 Pedagogy Before Technology: Re-Thinking the Relationship Between ICT and Teaching Education and Information Technologies 244 301 Desktop Videoconferencing: How to Avoid Teacher and Student Frustration Education and Information Technologies 245 303 Faculty and Student Teams for Technology: The FAST Tex Program at the University of Texas at Austin Educause Quarterly - Cause/Effect 246 304 Altering Time and Space Through Network Technologies to Enhance Learning Educause Quarterly - Cause/Effect 247 305 Teaching via Electrons: Networked Courseware at the University of Oregon Educause Quarterly - Cause/Effect 248 308 Preparing Faculty for Instructional Technology: From Education to Development to Creative Independence Educause Quarterly - Cause/Effect 249 309 Creating a Campus Culture to Support a Teaching and Learning Revolution Educause Quarterly - Cause/Effect 250 311 Discipline-Focused Technology Support Fosters Curriculum Innovation Educause Quarterly - Cause/Effect 251 312 Student Expectations of Information Technology Use in the Classroom Educause Quarterly 252 314 Technology Across the Curriculum at George Mason University Educause Quarterly 253 315 Internet Videoconferencing: Coming to Your Campus Soon Educause Quarterly 254 316 What Do Faculty Want? From Instructional Technology Educause Quarterly 255 317 Technology, Teamwork, and Teaching Meet in the Classroom Educause Quarterly 256 318 Barriers to Adopting Technology for Teaching and Learning Educause Quarterly 257 319 On Implementing Web-Based Electronic Portfolios Educause Quarterly 258 320 Conceptualizing Intelligent Agents for Teaching and Learning Educause Quarterly 259 321 Electronic Discussion Groups: How Initial Parameters Influence Classroom Performance Educause Quarterly 260 322 The Hybrid Online Model: Good Practice Educause Quarterly 261 324 Web Content Management Systems in Higher Education Educause Quarterly 262 325 Enhancing the Classroom Experience with Learning Technology Teams Educause Quarterly 263 327 The TA Web Certification Program Educause Quarterly 264 328 Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study Educause Quarterly 265 329 Using a Framework to Engage Faculty in Instructional Technologies Educause Quarterly 266 330 Miracle or Menace: Teaching and Learning with Laptop Computers in the Classroom Journal of Computer Assisted Learning 267 331 Adopting Digital Technologies in the Classroom: 10 Assessment Questions Educause Quarterly 268 332 The Importance of Policies in E-Learning Instruction Educause Quarterly 269 333 Information Technology and the Curriculum: A Status Report Educause Quarterly 270 334 Faculty and Administrators Collaborating for E-Learning Courseware Educause Quarterly 271 335 Software Agents to Assist in Distance Learning Environments Educause Quarterly 272 336 Creating a Low-Budget, Long-Distance Collaboration: Arts Go The Distance Educause Quarterly 273 337 Diffusion Theory and Instructional Technology E-Journal of Instructional Science and Technology 274 338 A Problem-Based Approach to Web-Based Corporate Learning E-Journal of Instructional Science and Technology 275 339 Interactive Web-Based Instruction: What is it? And How Can it Be Achieved? E-Journal of Instructional Science and Technology 276 340 Case Study: Development of a Corporate Learning Game E-Journal of Instructional Science and Technology 277 341 Videoconferencing in a Language Learning Application Interacting with Computers 278 342 Appropriating the Use of a Moo for Collaborative Learning Interacting with Computers 279 343 Sustaining Computer-Mediated Communication in University Courses Journal of Computer Assisted Learning 280 344 Training for Strategic Decision Making in Professional Context Journal of Computer Assisted Learning 281 345 A Knowledge-based System for Post-Graduate Engineering Courses Journal of Computer Assisted Learning 282 346 A Behavioral Training System for Planning Judgment Journal of Computer Assisted Learning 283 347 Using Technology for the Competitive Delivery of Education Services Journal of Computer Assisted Learning 284 348 Learning and Teaching in a Synchronous Collaborative Environment Journal of Computer Assisted Learning 285 350 Design and Use of a Hypermedia System at the University Level Journal of Computer Assisted Learning 286 351 Learning Physics with a Computer Algebra System Journal of Computer Assisted Learning

287 352 A Cross-Institutional Approach to Staff Development in Internet Communication Journal of Computer Assisted Learning 197 288 353 Future Integrated Learning Environments with Multimedia Journal of Computer Assisted Learning 289 354 Feedback for Web-Based Assignments Journal of Computer Assisted Learning 290 355 Discipline Differences in Role and Use of ICT to Support Group-Based Learning Journal of Computer Assisted Learning 291 356 Using Technology in Higher Education: an Activity Theory Perspective Journal of Computer Assisted Learning 292 357 Personal Digital Assistants in Medical Education and Practice Journal of Educational Technology Systems 293 360 Increasing Interactivity in Lectures Using an Electronic Voting System Journal of Computer Assisted Learning 294 361 Using an Electronic Voting System in Logic Lectures: One Practitioner's Application Journal of Computer Assisted Learning 295 362 Evaluating the Use of Synchronous Communication in Two Blended Courses Journal of Computer Assisted Learning 296 363 Slide Composition for Electronic Presentations Journal of Educational Computing Research 297 364 Artificial Tutoring Systems: What Computers Can and Can't Know Journal of Educational Computing Research 298 365 Barriers to Adopting Emerging Technologies in Education Journal of Educational Computing Research 299 366 Electronic Homework Journal of Educational Computing Research 300 367 Electronic Mail As a Forum for Argumentative Interaction in Higher Education Studies Journal of Educational Computing Research 301 368 Electronic Student Journals: A Means to Enhance Classroom Communications Journal of Educational Computing Research 302 369 Implementing Computer Mediated Communication in the College Classroom Journal of Educational Computing Research 303 371 Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment Journal of Educational Computing Research 304 372 The Web Versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines Journal of Educational Computing Research 305 373 Problems, Philosophy, and Motivation: Trail Blazing Instructors for the Digital Frontier Journal of Educational Computing Research 306 374 The Use of Digitized Films for Teaching Honorifics in Japanese Journal of Educational Computing Research 307 375 Interactive Simulated Patient: Experiences with Collaborative-E-Learning in Medicine Journal of Educational Computing Research 308 376 Virtual Collaboration in the Spanish Class: From E-mail to Web Design and CD-ROM Development Journal of Educational Computing Research 309 377 Investigating Digital Video Applications in Distance Learning Journal of Educational Media 310 378 Advantages and Problems in Using Information Communication Technologies to Support the Teaching of a Multi-Institutional Computer Ethics Course (Bb) Journal of Educational Media 311 379 ICT in Supporting Collaborative Learning: Pedagogy and Practice Journal of Educational Media 312 381 A Holistic Approach Towards the Use of an Integrated Online Delivery and Management System (Bb) Journal of Educational Media 313 382 Using Interactive Digital Television to Support Basic Skills Learners Journal of Educational Media 314 383 Blended by Blogging: Weblogs in Blended Learning Initiatives Journal of Educational Media 315 384 Web-Based Learning in Corporations: Who is Using it and Why, Who is not Using it and Why not? Journal of Educational Media 316 385 Information and Communications Technolgies (ICT) in Higher Education Teaching - A Tale of Gradualism Rather than Revolution Journal of Educational Media 317 386 Jumping the Hurdles: Challenges of Staff Development Delivered in a Blended Learning Environment Journal of Educational Media 318 388 A Blueprint for Using the World Wide Web As an Interactive Teaching Tool Journal of Educational Technology Systems 319 389 A Technological Revolution in Higher Education Journal of Educational Technology Systems 320 390 An Electronic Curriculum For Introductory Chemistry Journal of Educational Technology Systems 321 391 Computer-Based Thermodynamics (AI) Journal of Educational Technology Systems 322 394 Electronic Reserve with WWW: A Promising Way to Enhance Classroom Instruction Journal of Educational Technology Systems 323 395 Facilitators and Inhibitors of Computer-Aided Instructions: Faculty Perceptions in Singapore Journal of Educational Technology Systems 324 397 Impact of Videoconferencing in Teaching an Introductory MIS Course Journal of Educational Technology Systems 325 398 Interactivity and Computer-Based Instruction Journal of Educational Technology Systems 326 399 Providing Introductory Psychology Students Access to Lecture Slides via Blackboard 5: A Negative Impact on Performance Journal of Educational Technology Systems 327 400 Mobile Computing in Higher Education: Faculty Perceptions of Benefits and Barriers User Services Conference 328 401 Online Course Delivery: Issues of Faculty Development Journal of Educational Technology Systems 329 403 Seamless Integration of Lecture Notes and Web Pages Journal of Educational Technology Systems 330 406 Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection Journal of Educational Technology Systems 331 407 Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future Journal of Educational Technology Systems 332 409 The Experience of New WBI-Adopters in Hong Kong Journal of Educational Technology Systems 333 410 Web-Based Delivery of Information Technology Courses Journal of Educational Technology Systems 334 411 Changes in Attitudes Towards Computers and Use of Computers by University Faculty Journal of Research on Technology in Education 335 412 Using Social Network Analsysis to Examine the Time of Adoption of Computer-Related Services among University Faculty Journal of Research on Technology in Education

336 413 Web-Based Learning Environments: Current Pedagogical and Technological State Journal of Research on Technology in Education 198 337 414 Faculty Involvement in Planning for the Use and Integration of Instructional and Administrative Technologies Journal of Research on Technology in Education 338 415 Educational Computing Concerns of Postsecondary Faculty Journal of Research on Technology in Education 339 417 A Case Study on Technology Use in Distance Learning Journal of Research on Technology in Education 340 418 Electronic Networking Comes to the University: Factors that Influence Adoption Among Faculty Journal of Research on Technology in Education 341 419 Teaching and Learning Qualitative Research with and Without Qualitative Data Analysis Software Journal of Research on Technology in Education 342 420 Using Technology to Make Connections in the Core Curriculum Journal of Technology Studies 343 421 Web-Based Portfolios for Technology Education: A Personal Case Study Journal of Technology Studies 344 423 Beyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education (like WIKI) The American Journal of Distance Education 345 424 Teaching a Social Psychology Course on the Web The American Journal of Distance Education 346 425 Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education The American Journal of Distance Education 347 426 Teaching with the Internet The Internet and Higher Education 348 427 Teaching in the 21st Century The Internet and Higher Education 349 428 Internet Usage in Undergraduate Management Science and Operations Management Courses The Internet and Higher Education 350 429 Successful Implementation of E-Learning Pedagogical Consideration The Internet and Higher Education 351 430 Integrating E-Learning into the Workplace The Internet and Higher Education 352 431 A Product Review of WebCT The Internet and Higher Education 353 432 A Research Framework for the Study of a Campus-Wide Web-Based Academic Instruction Project The Internet and Higher Education 354 433 A Review of WebCT The Internet and Higher Education 355 434 A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program The Internet and Higher Education 356 435 A Study of Faculty Efforts in Online Teaching The Internet and Higher Education 357 436 Seven Strategies for Enabling Faculty Success in Distance Education The Internet and Higher Education 358 437 Product Review of WebCT Vista The Internet and Higher Education 359 438 Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction (Bb) The Internet and Higher Education 360 439 Use of Innovative Technologies on an E-Learning Course The Internet and Higher Education 361 440 Bringing Laptops to Class - The Front Lines of Curricular Computing User Services Conference 362 441 Building a Technology Classroom: Lessons Learned at a Small Liberal Arts College User Services Conference 363 442 Maintaining Pedagogy While Implementing New Technology: The ICONS Project User Services Conference 364 443 What Kind of Support Do They Need? An Instructional Designer's Experience in Faculty and Student Support for Online Courses User Services Conference 365 444 Helping Faculty Make Technology a Part of the Curriculum User Services Conference 366 445 The Evolution of the Electronic Campus: From a Communication System to an Educational Delivery System User Services Conference 367 446 Demand, Drag, or Deal - Persuading Faculty to Transform Higher Education User Services Conference 368 447 Tools for Higher Education Distance Teaching User Services Conference 369 448 Encouraging and Assisting Faculty Incorporation of Innovative Classroom Technologies User Services Conference 370 449 Helping Faculty help Themsleves: A Collaborative Approach to Peer Mentoring User Services Conference 371 450 A Component Model for Standardized Web-Based Education User Services Conference 372 451 From Innovators to Majority: Evaluation in Faculty WebCT Training User Services Conference 373 453 Model Based Engineering of Learning Situations for Adaptive Web-Based Educational Systems User Services Conference 374 454 Immersive VR Decision Training: Telling Interactive Stories Featuring Advanced Virtual Human Simulation Technologies User Services Conference 375 455 Laptops in the Classroom User Services Conference 376 456 A New Direction: Improved Methods for Marketing Faculty and Staff Technology Training User Services Conference 377 457 Instructional Support at Small Universities: A Training Perspective User Services Conference 378 458 Faculty Training Initiative at the Indiana University School of Education: A Participative Effort User Services Conference 379 459 Different Strokes for Teaching Folks User Services Conference 380 461 Faculty Support: A 4-Way Perspective User Services Conference 381 462 Strategies for Supporting Faculty Use of Copmmunication and Information Technologies User Services Conference 382 463 Collaborative Partnerships to Support Faculty Development in the Information Age User Services Conference 383 464 Training Undergraduates to Support Technology in the Classroom User Services Conference 384 465 Teaching with Technology Takes Teamwork, Tools, and Talent User Services Conference

385 466 Beyond Familiar Shore: Faculty Teaching with Technology User Services Conference 199 386 467 Managing Faculty Support: Expectations and Change in the Classroom User Services Conference 387 468 Faculty Development Initiative: Acquisition and Support of Course Management Software User Services Conference 388 469 The Summer Institute for Instructional Technology: Goodbye Chalk and Slate; Hello Mouse and Web User Services Conference 389 470 Teaching with Technology, Setting an Example User Services Conference 390 471 Technology in the Hearts of the Faculty User Services Conference 391 472 How Faculty Use Information Technology at a Small Liberal Arts College: A Case Study User Services Conference 392 473 Integrating Educational Technology with a Limited Support Staff User Services Conference 393 474 What Does Faculty Really Want from Information Technology User Services Conference 394 475 Engaging Faculty in Technology for Teaching and Research User Services Conference 395 476 Building Bridges to the Majority: Discipline-Oriented Faculty Support User Services Conference 396 477 Issues in Faculty Training User Services Conference 397 478 Tablet PC: Blackboard on the Web Conference on Information Technology Education 398 479 ViBE: Virtual Biology Experiments User Services Conference 399 480 Faculty Response to Classroom Use of E-Technology User Services Conference 400 481 Walking the Tightrope of Faculty Support User Services Conference 401 482 Introducing Technology to Educators in a Way that is Compelling - Not Intimidating: Support Issues User Services Conference 402 484 The Internet and Its Uses in Education Virtual University Journal 403 485 Partners for Change: Students as Effective Technology Mentors Active Learning in Higher Education 404 486 The Learning Web: The Development, Implementation and Evaluation of Internet-Based Undergraduate Material for the Teaching of Key Skills Active Learning in Higher Education 405 487 Aspects of Computer-Based Assessment in Mathematics Active Learning in Higher Education 406 488 Integrating Technology into a Traditional Learning Environment Active Learning in Higher Education 407 489 Web-Based Puzzle Program to Assist Students' Understanding of Research Methods Active Learning in Higher Education 408 490 Responding to Technological Change: IT Skills and the Academic Teaching Profession Active Learning in Higher Education 409 492 Components and Tools for On-Line Education European Journal of Education 410 496 Online Professional development for Academic Staff: Putting the Curriculum First Innovations in Education & Teaching International 411 497 Educational Technology in Learning and Teaching: The Perceptions and Experiences of Teaching Staff Innovations in Education & Teaching International 412 498 How Can ICT Help us Improve Education? Innovations in Education & Teaching International 413 499 Designing ICT-Based Training Systems for the Water Industry Innovations in Education & Teaching International 414 500 Training's New Role in Learning Organizations Innovations in Education & Teaching International 415 501 Levels of Success in Implementing Information Technology Innovative Higher Education 416 502 Post-Tenure Review Through Post-Tenure Development: What Linking Senior Faculty and Technology Taught Us Innovative Higher Education 417 503 Integrating Information Technology into University Teaching: Identifying the Needs and Providing the Support International Journal of Educational Management 418 504 Guidelines for Designing Web-Based Instruction in Higher Education Journal on Excellence in College Teaching 419 505 Teaching Online: The Journey of an Early Adopter Journal on Excellence in College Teaching 420 506 Toward a Miami University Model for Internet-Intensive Higher Education Journal on Excellence in College Teaching 421 507 Using Educational Technology to Improve Constructivist Instruction in Higher Education Journal on Excellence in College Teaching 422 508 Technology's Contribution to Higher Education Productivity New Directions For Higher Education 423 509 Information Technology User Devices in Higher Education New Directions For Higher Education 424 510 Technology Partnerships for Faculty: Case Studies and Leassons Learned New Directions For Higher Education 425 511 Using Technology in Faculty Development: Practical Examples New Directions For Teaching and Learning 426 514 What Professors Need to Know About Technology to Assess On-Line Student Learning New Directions For Teaching and Learning 427 515 Let's You and Me Have a Little Discussion: Computer Mediated Communication in Support of Campus-Based University Courses Studies in Higher Education 428 517 Computer Conferencing and Assessment: New Ways of Writing in Higher Education Studies in Higher Education 429 518 What is the Role for ICT-Based Assessment in Universities Studies in Higher Education 430 520 The Internet-Based Composition Classroom: A Study in Pedagogy Computers and Composition 431 522 Moo in Your Face: Researching, Designing, and Programming a User-Friendly Interface Computers and Composition 432 523 Writing (Online) Spaces: Composing Webware in Perl Computers and Composition 433 524 Reading Between the Code: The Teaching of HTML and the Displacement of Writing Instruction Computers and Composition

434 525 Technology and Tenure: Creating Oppositional Discourse in an Offline and Online World Computers and Composition 200 435 526 So You are Going to be an Online Writing Instructor: Issues in Designing, Developing, and Delivering and Online Course Computers and Composition 436 527 Online Education Horror Stories Worthy of Halloween: A Short List of Problems and Solutions in Online Instruction Computers and Composition 437 529 Annotation Technologies: A Software and Research Review Computers and Composition 438 530 Researching the Use of Voice Recognition Writing Software Computers and Composition 439 531 Learning to Learn: New TA Preparation in Computer Pedagogy Computers and Composition 440 532 Why Technology Matters to Writing: A Cyberwriter's Tale Computers and Composition 441 533 Virtual Reality and Engineering Education Computer Applications in Engineering Education 442 534 Use of Electronic Presentation for Teaching Mathematics Computer Applications in Engineering Education 443 535 Engineering Courseware on Refrigeration Cycle Simulation (VB) Computer Applications in Engineering Education 444 536 Multimedia Module for Electromagnetics Education Computer Applications in Engineering Education 445 537 Java Applets for Chemical Reaction Engineering Computer Applications in Engineering Education 446 539 Tools for Teaching Mathematics: A Case for Java and VRML Computer Applications in Engineering Education 447 540 Groupware Technologies for Education in AulaNet Computer Applications in Engineering Education 448 541 WWW Courseware in Applied Science: Cases and Lessons Computer Applications in Engineering Education 449 542 Teaching Highway Safety Analysis Through Networking and Visualization Computer Applications in Engineering Education 450 543 Using Web-Based Technology in Laboratory Instruction to Reduce Costs Computer Applications in Engineering Education 451 544 Applications of Computer Simulation in Mechanism Teaching Computer Applications in Engineering Education 452 545 Employing New Advances in IP Videoconferencing to Enhance Teaching and Learning Through the Use of a Hybrid Learning Course Conference on Information Technology Education 453 546 Classroom and Support Innovation Using IP Video and Data Collaboration Techniques Conference on Information Technology Education 454 547 Mobile Computing in the Freshman Computer Literacy Course: What Impact? Conference on Information Technology Education 455 548 Tablet PC's as Instructional Tools or the Pen in Mightier than the "Board" Educational Technology & Society 456 549 Understanding Motivations for Internet Use in Distance Education IEEE Transactions on Education 457 550 Cooperative Electronic Learning in Virtual Laboratories Through Forums IEEE Transactions on Education 458 551 Interactive Teaching of Elementary Digital Logic Design with WinLogiLab IEEE Transactions on Education 459 553 Java-Based Distance Learning Environment for Electronic Instruments IEEE Transactions on Education 460 554 Internet-Based Educational Control Systems Lab Using NetMeeting IEEE Transactions on Education 461 555 Teaching the Nonscience Major: EE101 - The Digital Information Age IEEE Transactions on Education 462 556 Information Technology Enhanced Learning in Distance and Conventional Education IEEE Transactions on Education 463 558 Using Web-Based Materials in Large-Scale Precalculus Instruction International Journal of Computers For Mathematical Learning 464 559 Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics International Journal of Computers For Mathematical Learning 465 560 Using Web-Based Discussion as a Teaching Strategy: Bioethics as an Exemplar Journal of Advanced Nursing 466 561 Interactive Nursing Skills Training Using Advanced Networked Technology Journal of Telemedicine and Telecare 467 564 E-mail and Word Processing in the ESL Classroom: How the Medium Affects the Message Language Learning and Technology 468 565 Towards an Effective Use of Audio Conferencing in Distance Language Courses Language Learning and Technology 469 566 Student Perception on Language Learning in a Technological Environment: Implications for the New Millennium Language Learning and Technology 470 567 Influence of New Educational Technology on Problem-Based Learning at Harvard Medical School Medical Education 471 568 Learning Management Systems: Technology to Measure the Medical Knowledge Competency of the ACGME Medical Education 472 569 A CAL Package for Teaching Elementary Quantum Mechanics Physics Education 473 570 Production of a Multimedia CAL Package in Basic Physics Physics Education 474 571 Visual Basic Science Simulations Physics Education 475 573 Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education Teaching and Learning in Medicine 476 574 The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication Technical Communication Quarterly 477 575 Telecommunications in Education and Training and Implementations for the Communications and Information Technologies Education + Training 478 576 Network Technology and Language Learning Education + Training 479 577 The Implications of New Technology for the Skill and Training Needs of Small- and Medium-sized Printing Firms Education + Training 480 578 The Use of Computer Mediated Communicastion in the Industrial Placement Year Education + Training 481 579 Issues in Training Lecturers to Exploit the Internet as a Teaching Resource Education + Training 482 580 Making the Connection: The Effectiveness of Internet Training in Small Businesses Education + Training

483 581 Using the Internet as a Teaching Resource Education + Training 201 484 582 E-Learning Technology, Content, and Services Education + Training 485 583 E-Learning in Small Organizations Education + Training 486 584 The Adoption Process of Corporate E-Learning in Italy Education + Training 487 585 The TeleTOP Initiative: New Learning, New Technology Industrial and Commercial Training 488 586 The Role of Technology in Education and Training Industrial and Commercial Training 489 588 Harnessing Learning Technology to Succeed in Business Industrial and Commercial Training 490 592 Desktop Videoconferencing in the Organization Information & Management 491 596 Using Technology an an Opportunity for Pedagogical Innovation: Experiences and Lessons from Launching the Indiana MBA in Accounting Information Technology and Management 492 597 The Hybrid Course: Merging On-Line Instruction and the Traditional Classroom Information Technology and Management 493 598 Using Internet Technology to Support Flexible Learning in Business Education Information Technology and Management 494 599 An Innovative Pedagogy for Teaching and Evaluating Computer Literacy Information Technology and Management 495 601 Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework Information Technology and Management 496 602 Web-TRECS: Teaching Electronic Commerce Information Technology and Management 497 603 E-Learning: Emerging Uses, Empirical Results, and Future Directions International Journal of Training and Development 498 605 The Nature of Technology-Mediated Interaction in Globalized Distance Education International Journal of Training and Development 499 606 The Use of Information Technology in Training Human Resources: An E-Learning Case Study Journal of European Industrial Training 500 608 Training, Development, Education, and Learning: Different or the Same Journal of European Industrial Training 501 609 Pros and Cons of Online Learning - A Faculty Perspective Journal of European Industrial Training 502 611 E-Learning in the Corporate University Journal of European Industrial Training 503 612 The Potential Impact of Third-Wave Technologies on Organisations Leadership & Organization Development Journal 504 613 How New Technology Can Boost the Learning Organization Management Development Review 505 616 Using IT to Reengineer Business Education: An Exploratory Investigation of Collaborative Telelearning MIS Quarterly 506 617 The Direction of Web-Based Training: A Practitioner's View The Learning Organization 507 619 Developing an Integrated Web Engine for Online Internetworking Education: A Case Study Internet Research: Electronic Networking Applications and Policy 508 620 Global Delivery of Education via the Internet (Issues ) Internet Research: Electronic Networking Applications and Policy 509 621 The World Wide Web: A Vehicle to Develop Interactive Learning and Teaching Applications Internet Research: Electronic Networking Applications and Policy 510 623 Education and The Internet: Applications to Communication Curricula Telematics and Informatics 511 624 SmartTutor: An Intelligent Tutoring System in Web-Based Adult Education The Journal of Systems & Software 512 626 Interface, Instructional Approach, and Domain Learning with a Mathematics Problem-Solving Environment Computers in Human Behavior 513 631 Hypermedia Environment and Adaptive Instruction Computers in Human Behavior 514 632 Learning Java: A Programmed Instruction Approach Using Applets Computers in Human Behavior 515 633 Exploring the Use of Multimedia Examination Formats in Undergraduate Teaching: Results from the Fielding Testing Computers in Human Behavior 516 634 The Use of Computer-Mediated Communication to Enhance Subsequent Face-to-Face Discussions Computers in Human Behavior 517 635 Web-Enhanced Higher Education: A Tower of Babel Computers in Human Behavior 518 636 Gaming and Multimedia Applications for Environmental Crisis Management Training Computers in Human Behavior 519 637 Computer-Mediated Communication in Collaborative Writing Computers in Human Behavior 520 638 A Programmed Instruction Tutoring System for Java Computers in Human Behavior 521 639 The Pedagogical Use of Information and Communication Technology in Education Computers in Human Behavior 522 640 Co-Lab: Research and Development of an Online Environment for Collaborative Scientific Discovery Learning Computers in Human Behavior 523 642 Delivering Hypertext-Based Courseware on the World Wide Web Journal of Universal Computer Science 524 643 Transforming Student Learning with Classroom Communication Systems EDUCAUSE Research Bulletin 525 644 Engagement with Mathematics in an Interactive Classroom: Eleminating the Weapons of Mass (Math) Instruction! Unpublished Conference Paper 526 645 Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience Journal of Asynchronous Learning Networks 527 646 Interactive Remote Instruction: Lessons Learned Journal of Network and Computer Applications 528 647 Taking the MICK: What is a Mathematics Interactive Classroom Kit? Discussion Paper 529 649 Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project Research Report 530 650 Use of Web Technology for Interactive Remote Instruction ?? 531 651 Videoconferencing in Education: Meeting Teachers and Learners Support and Training Needs Research Report

532 652 Will The Internet Transform Higher Education? RAND Report 202 APPENDIX F - Final List of Articles According to Themes

Technology Use in Teaching - General (53)

003 Distance Education Technologies (DET): Assessment & Evaluation! AACE Journal 004 Distance Education: The Technology - What You Need to Know to Succeed, An Overview AACE Journal 005 Electronic Course Delivery, Virtual Universities and Lifelong Learning AACE Journal 009 Showcasing Faculty Experiences with Technology Enhanced Teaching and Learning AACE Journal 147 ActiveBook: A Framework for Optimizing Internet Technologies in Education Campus-Wide Information Systems 148 Is the Internet Helping to Create Learning Environments? Campus-Wide Information Systems 149 Delivering Distance Education Through Technology: A Pioneer's Experience Campus-Wide Information Systems 153 Diversified Use of ICT in Education Campus-Wide Information Systems 195 New Tools vs. Old Methods: A Description of the CHEMCONF 93 Discussion Computers and Education 214 Integration of Educational Media in Higher Education Large Classes Educational Media International 216 E-Learning and Educational Innovation in Higher Education in Japan Educational Media International 220 New Technologies and Education: Challenging Disappointment Educational Media International 221 Use of Printed and Online Documents Educational Media International 229 The Experiment "Treatment of Telecommunications in the Course of Information and Communication Technology Education" Educational Media International 236 Exploring and Explaining the Past: ICT and History Educational Media International 250 Stretching the Mold or a New Economy? Part 1: Scenarios for the University in 2005 Educational Technology 251 Stretching the Mold or a New Economy? Part 2: Realizing the Scenarios for the University in 2005 Educational Technology 255 The Onrush of Technology in Education: The Professor's New Dilemma Educational Technology 263 Interactive Technology and Authoring Tools: A Historical Review and Analysis Educational technology research and development 282 Best Practices in Technology-Mediated Learning in American Business Education Educational Technology & Society 304 Altering Time and Space Through Network Technologies to Enhance Learning Educause Quarterly - Cause/Effect 314 Technology Across the Curriculum at George Mason University Educause Quarterly 322 The Hybrid Online Model: Good Practice Educause Quarterly 331 Adopting Digital Technologies in the Classroom: 10 Assessment Questions Educause Quarterly 332 The Importance of Policies in E-Learning Instruction Educause Quarterly 333 Information Technology and the Curriculum: A Status Report Educause Quarterly 347 Using Technology for the Competitive Delivery of Education Services Journal of Computer Assisted Learning 353 Future Integrated Learning Environments with Multimedia Journal of Computer Assisted Learning 385 Information and Communications Technolgies (ICT) in Higher Education Teaching - A Tale of Gradualism Rather than Revolution Journal of Educational Media 389 A Technological Revolution in Higher Education Journal of Educational Technology Systems 417 A Case Study on Technology Use in Distance Learning Journal of Research on Technology in Education 420 Using Technology to Make Connections in the Core Curriculum Journal of Technology Studies 426 Teaching with the Internet The Internet and Higher Education 428 Internet Usage in Undergraduate Management Science and Operations Management Courses The Internet and Higher Education 439 Use of Innovative Technologies on an E-Learning Course The Internet and Higher Education 472 How Faculty Use Information Technology at a Small Liberal Arts College: A Case Study User Services Conference 484 The Internet and Its Uses in Education Virtual University Journal 498 How Can ICT Help us Improve Education? Innovations in Education & Teaching International 505 Teaching Online: The Journey of an Early Adopter Journal on Excellence in College Teaching 507 Using Educational Technology to Improve Constructivist Instruction in Higher Education Journal on Excellence in College Teaching 509 Information Technology User Devices in Higher Education New Directions For Higher Education 532 Why Technology Matters to Writing: A Cyberwriter's Tale Computers and Composition 556 Information Technology Enhanced Learning in Distance and Conventional Education IEEE Transactions on Education 566 Student Perception on Language Learning in a Technological Environment: Implications for the New Millennium Language Learning and Technology 574 The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication Technical Communication Quarterly 576 Network Technology and Language Learning Education + Training 203 581 Using the Internet as a Teaching Resource Education + Training 586 The Role of Technology in Education and Training Industrial and Commercial Training 596 Using Technology an an Opportunity for Pedagogical Innovation: Experiences and Lessons from Launching the Indiana MBA in Accounting Information Technology and Management 609 Pros and Cons of Online Learning - A Faculty Perspective Journal of European Industrial Training 620 Global Delivery of Education via the Internet (Issues ) Internet Research: Electronic Networking Applications and Policy 623 Education and The Internet: Applications to Communication Curricula Telematics and Informatics 652 Will The Internet Transform Higher Education? RAND Report

Video and Videoconferencing Systems (27)

016 Evaluation of Computer Conferencing Tools for Conducting Collaborative Seminars on the Internet International Journal of Educational Telecommunications 045 The Role of Theory and Technology in Learning Video Production: The Challenge of Change International Journal on E-Learning 105 The Use of Video as a Teaching Resource in a New University British Journal of Educational Technology 109 Remote Teaching with Digital Video: A Trans-national Experience British Journal of Educational Technology 113 Video Conferencing: A Solution to the Multi-Campus Large Classes Problem? British Journal of Educational Technology 118 Video Email: A Method of Speeding up Assignment Feedback for Visual Arts Subjects in Distance Education British Journal of Educational Technology 120 Effective Desktop Video Conferencing with Minimal Network Demands British Journal of Educational Technology 124 Submission of Student Assignments on Compact Discs: Exploring the Use of Audio, Images, and Video in Assessment and Learning in Higher Education British Journal of Educational Technology 131 The Educational Use of Videoconferencing in the Arts Faculty: Shedding a New Light on Puppetry British Journal of Educational Technology 132 The Quality of Teaching and Learning via Videoconferencing British Journal of Educational Technology 135 Questioning, Promoting and Evaluating the Use of Streaming Video to Support Student Learning British Journal of Educational Technology 182 On-Line Video Media for Continuing Professional Development in Dentistry Computers and Education 232 Videoconferencing in Continuing Education: an Evaluation of its Application to Professional Development at the University of Ulster Educational Media International 246 Multimedia Conferencing in Education: Methodological and Organizational Considerations Educational Technology 259 Video and Learning Redux: New Capabilities for Practical Use Educational Technology 301 Desktop Videoconferencing: How to Avoid Teacher and Student Frustration Education and Information Technologies 315 Internet Videoconferencing: Coming to Your Campus Soon Educause Quarterly 341 Videoconferencing in a Language Learning Application Interacting with Computers 374 The Use of Digitized Films for Teaching Honorifics in Japanese Journal of Educational Computing Research 377 Investigating Digital Video Applications in Distance Learning Journal of Educational Media 382 Using Interactive Digital Television to Support Basic Skills Learners Journal of Educational Media 397 Impact of Videoconferencing in Teaching an Introductory MIS Course Journal of Educational Technology Systems 545 Employing New Advances in IP Videoconferencing to Enhance Teaching and Learning Through the Use of a Hybrid Learning Course Conference on Information Technology Education 546 Classroom and Support Innovation Using IP Video and Data Collaboration Techniques Conference on Information Technology Education 573 Effect of a Remote Facilitator on Small-Group Problem Solving: Potential Uses of Two-Way Video Technology in Decentralized Medical Education Teaching and Learning in Medicine 592 Desktop Videoconferencing in the Organization Information & Management 651 Videoconferencing in Education: Meeting Teachers and Learners Support and Training Needs Research Report

Laptops, Mobile, and Wireless Systems (17)

008 The Laptop University: A Faculty Perspective AACE Journal 059 Mobile Technology in Educational Services Journal of Educational Multimedia and Hypermedia 139 Evaluation of a Laptop University: A Case Study British Journal of Educational Technology 150 Classroom, Library, and Campus Culture in a Networked Environment Campus-Wide Information Systems 190 Using a Shared Workspace and Wireless Laptops to Improve Collaborative Project Learning in an Engineering Design Class Computers and Education 254 The Handheld Web: How Mobile Wireless Technologies Will Change Web-Based Instruction and Training Educational Technology 269 E-Book Readers in Higher Education Educational Technology & Society 289 Let my Laptop Lead the Way: A Middle Eastern Study Educause Quarterly 317 Technology, Teamwork, and Teaching Meet in the Classroom Educause Quarterly 330 Miracle or Menace: Teaching and Learning with Laptop Computers in the Classroom Journal of Computer Assisted Learning 357 Personal Digital Assistants in Medical Education and Practice Journal of Educational Technology Systems 400 Mobile Computing in Higher Education: Faculty Perceptions of Benefits and Barriers User Services Conference 440 Bringing Laptops to Class - The Front Lines of Curricular Computing User Services Conference

455 Laptops in the Classroom User Services Conference 204 478 Tablet PC: Blackboard on the Web Conference on Information Technology Education 547 Mobile Computing in the Freshman Computer Literacy Course: What Impact? Conference on Information Technology Education 548 Tablet PC's as Instructional Tools or the Pen in Mightier than the "Board" Educational Technology & Society

Java Technology (9)

051 Carbopolis : A Java Technology-Based Free Software for Environmental Education Journal of Computers in Mathematics and Science Teaching 159 Developing Interactive Educational Engineering Software for the World Wide Web with Java Computers and Education 479 ViBE: Virtual Biology Experiments User Services Conference 537 Java Applets for Chemical Reaction Engineering Computer Applications in Engineering Education 539 Tools for Teaching Mathematics: A Case for Java and VRML Computer Applications in Engineering Education 542 Teaching Highway Safety Analysis Through Networking and Visualization Computer Applications in Engineering Education 553 Java-Based Distance Learning Environment for Electronic Instruments IEEE Transactions on Education 632 Learning Java: A Programmed Instruction Approach Using Applets Computers in Human Behavior 638 A Programmed Instruction Tutoring System for Java Computers in Human Behavior

Computer-Mediated Communication and Collaborative Technologies (46)

013 Computer Conferencing and the On-Line Classroom International Journal of Educational Telecommunications 014 Asynchronous Interaction Method for a Remote Teleteaching Session International Journal of Educational Telecommunications 015 Teaching in a Virtual Classroom International Journal of Educational Telecommunications 019 The World Wide Web in Engineering Team Projects International Journal of Educational Telecommunications 026 A Constructivist Look at Interaction and Collaboration via Computer Conferencing International Journal of Educational Telecommunications 058 Peer-to-Peer Networking Collaboration Within Education Journal of Educational Multimedia and Hypermedia 071 Computer Mediated Communication: Online Instruction and Interactivity Journal of Interactive Learning Research 121 Computer Conferencing for Guidance and Support in the Open University British Journal of Educational Technology 137 Assessing Applications for Collaboration: From Collaboratively Usable Applications to Collaborative Technology British Journal of Educational Technology 161 Embedding Computer Conferencing into University Teaching Computers and Education 173 Learning Through Synchronous Electronic Discussion Computers and Education 202 Technological Support for Teaching and Learning: Computer-Mediated Communications in Higher Education Computers and Education 211 Using Chat to Support Collaborative Learning: Quality Assurance Strategies to Promote Success Educational Media International 264 Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration Educational technology research and development 273 Web-Supported Emergent-Collaboration in Higher Education Courses Educational Technology & Society 274 Acquiring Working Knowledge through Asynchronous Multimedia Conferencing Educational Technology & Society 277 Using BSCW in Learning & Teaching Educational Technology & Society 279 Steps Toward Computer-Supported Collaborative Learning for Large Classes Educational Technology & Society 290 Practical Experiences of, and Lessons Learnt from, Internet Technologies in Higher Education Educational Technology & Society 295 WWW-Based Environment for Collaborative Group Work Education and Information Technologies 321 Electronic Discussion Groups: How Initial Parameters Influence Classroom Performance Educause Quarterly 342 Appropriating the Use of a Moo for Collaborative Learning Interacting with Computers 343 Sustaining Computer-Mediated Communication in University Courses Journal of Computer Assisted Learning 348 Learning and Teaching in a Synchronous Collaborative Environment Journal of Computer Assisted Learning 355 Discipline Differences in Role and Use of ICT to Support Group-Based Learning Journal of Computer Assisted Learning 356 Using Technology in Higher Education: an Activity Theory Perspective Journal of Computer Assisted Learning 362 Evaluating the Use of Synchronous Communication in Two Blended Courses Journal of Computer Assisted Learning 369 Implementing Computer Mediated Communication in the College Classroom Journal of Educational Computing Research 375 Interactive Simulated Patient: Experiences with Collaborative-E-Learning in Medicine Journal of Educational Computing Research 376 Virtual Collaboration in the Spanish Class: From E-mail to Web Design and CD-ROM Development Journal of Educational Computing Research 379 ICT in Supporting Collaborative Learning: Pedagogy and Practice Journal of Educational Media 423 Beyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education (like WIKI) The American Journal of Distance Education 515 Let's You and Me Have a Little Discussion: Computer Mediated Communication in Support of Campus-Based University Courses Studies in Higher Education 517 Computer Conferencing and Assessment: New Ways of Writing in Higher Education Studies in Higher Education 522 Moo in Your Face: Researching, Designing, and Programming a User-Friendly Interface Computers and Composition

540 Groupware Technologies for Education in AulaNet Computer Applications in Engineering Education 205 550 Cooperative Electronic Learning in Virtual Laboratories Through Forums IEEE Transactions on Education 554 Internet-Based Educational Control Systems Lab Using NetMeeting IEEE Transactions on Education 560 Using Web-Based Discussion as a Teaching Strategy: Bioethics as an Exemplar Journal of Advanced Nursing 578 The Use of Computer Mediated Communicastion in the Industrial Placement Year Education + Training 601 Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework Information Technology and Management 605 The Nature of Technology-Mediated Interaction in Globalized Distance Education International Journal of Training and Development 616 Using IT to Reengineer Business Education: An Exploratory Investigation of Collaborative Telelearning MIS Quarterly 634 The Use of Computer-Mediated Communication to Enhance Subsequent Face-to-Face Discussions Computers in Human Behavior 637 Computer-Mediated Communication in Collaborative Writing Computers in Human Behavior 645 Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience Journal of Asynchronous Learning Networks

Audio Technology (5)

180 Teaching Mathematical Explanation Through Audiographic Technology Computers and Education 218 Computer-based Audiographics for Distance Education: An Inexpensive, Interactive and High-Quality Alternative Educational Media International 222 A Case Study in Asynchronous Voice Conferencing for Language Instruction Educational Media International 530 Researching the Use of Voice Recognition Writing Software Computers and Composition 565 Towards an Effective Use of Audio Conferencing in Distance Language Courses Language Learning and Technology

Distance Education-Specific Systems (2)

235 WorldClass System Educational Media International 646 Interactive Remote Instruction: Lessons Learned Journal of Network and Computer Applications

Hypermedia Systems and Technology (8)

002 Analyzing Hypermedia and Internet Communication Models in Educational Applications AACE Journal 020 Teaching Through Adaptive Hypertext on the WWW International Journal of Educational Telecommunications 060 Glimpses at the Future of Networked Hypermedia Systems Journal of Educational Multimedia and Hypermedia 110 Dynamic Courseware Generation on the WWW British Journal of Educational Technology 191 Multimedia Interactive Mathematics Courseware: The Mathematics Experience Within the Renaissance Project Computers and Education 292 A Hypermedia System for Teaching Database Design Task Education and Information Technologies 350 Design and Use of a Hypermedia System at the University Level Journal of Computer Assisted Learning 631 Hypermedia Environment and Adaptive Instruction Computers in Human Behavior

Learning Management Systems (20)

023 ClassNet: Managing the Virtual Classroom International Journal of Educational Telecommunications 027 Selection, Dissemination, and Evaluation of the TopClass WWW-Based Course Support Tool International Journal of Educational Telecommunications 028 Using WebCT at the University of Pretoria, South Africa International Journal of Educational Telecommunications 029 Lotus LearningSpace: A WWW Strategy for Growth International Journal of Educational Telecommunications 030 The TeleTOP Method at the University of Twente International Journal of Educational Telecommunications 053 The WebCOSY System for Course Management in Distance Education Journal of Computers in Mathematics and Science Teaching 069 Experience With Interactive Remote Graduate Instruction in Beam Physics Journal of Interactive Learning Research 078 Faculty Reaction to WebCT: One University's Experience Other AACE Conference Papers and Proceedings 157 COMWEB: An Electronic Classroom for Teaching Computer Literacy Computers and Education 228 Redesigning Instruction Through Web-Based Course Authoring Tools Educational Media International 324 Web Content Management Systems in Higher Education Educause Quarterly 378 Advantages and Problems in Using Information Communication Technologies to Support the Teaching of a Multi-Institutional Computer Ethics Course (Bb) Journal of Educational Media 381 A Holistic Approach Towards the Use of an Integrated Online Delivery and Management System (Bb) Journal of Educational Media 399 Providing Introductory Psychology Students Access to Lecture Slides via Blackboard 5: A Negative Impact on Performance Journal of Educational Technology Systems 431 A Product Review of WebCT The Internet and Higher Education 433 A Review of WebCT The Internet and Higher Education

437 Product Review of WebCT Vista The Internet and Higher Education 206 438 Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction (Bb) The Internet and Higher Education 568 Learning Management Systems: Technology to Measure the Medical Knowledge Competency of the ACGME Medical Education 585 The TeleTOP Initiative: New Learning, New Technology Industrial and Commercial Training

WWW-Based Portfolios (3)

138 E-Portfolios: An Assessment Tool for Online Courses British Journal of Educational Technology 319 On Implementing Web-Based Electronic Portfolios Educause Quarterly 421 Web-Based Portfolios for Technology Education: A Personal Case Study Journal of Technology Studies

WWW-Based Courses (59)

006 Get Wired, Go Digital Build a Web-Based Learning Community AACE Journal 012 The Design, Assessment, and Implementation of a Web-Based Course AACE Journal 018 Developing a World Wide Web Section of a Management Course: Transporting Learning Premises Across Media International Journal of Educational Telecommunications 021 Observations on Web-Based Course Development and Delivery International Journal of Educational Telecommunications 032 Technical Issues in Systems for WWW-Based Course Support International Journal of Educational Telecommunications 041 Designing Distributed Virtual Laboratories: Methodological and Telecommunications Aspects International Journal on E-Learning 047 Technology: Web-Based Instruction's Dual Environment International Journal on E-Learning 052 Evaluation of Interactive Technologies for Chemistry Websites: Educational Materials for Organic Chemistry Web Site (EMOC) Journal of Computers in Mathematics and Science Teaching 055 Use of Web-Based Multimedia Technology in Teaching and Learning Mathematical Programming Journal of Computers in Mathematics and Science Teaching 064 Designing and Implementing a "Full-Service" ClassPage on the Internet Journal of Educational Multimedia and Hypermedia 067 Technologies Supporting Highly Interactive Learning Resources on the Web: An Analysis Journal of Interactive Learning Research 116 Designing Web-Based Training British Journal of Educational Technology 152 Adaptive Web Site for Distance Learning Campus-Wide Information Systems 155 If You Build it, Will They Come? Campus-Wide Information Systems 160 Using Dynamic Explanations to Enhance Novice Programming Instruction via the WWW Computers and Education 164 An Experiment with WWW Interactive Learning in University Education Computers and Education 167 An Analysis of the Use of Virtual Delivery of Undergraduate Lectures Computers and Education 175 Training via the Web: A Virtual Instrument Computers and Education 177 Using the World Wide Web for Teaching Improvement Computers and Education 179 Virtual Seminars and Their Impact on the Role of Teaching Staff Computers and Education 189 The Tutor-Web: An Educational System for Classroom Presentation, Evaluation, and Self-Study Computers and Education 230 Is There Any Room for Face-to-Face Teaching in a Digital World? A Proposed Framework for Web Usage Educational Media International 245 Instructional Uses of the World Wide Web: examples and Precautions Educational Technology 296 Web-Based Learning: Challenges in Using the Internet in the Undergraduate Curriculum Education and Information Technologies 328 Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study Educause Quarterly 339 Interactive Web-Based Instruction: What is it? And How Can it Be Achieved? E-Journal of Instructional Science and Technology 371 Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment Journal of Educational Computing Research 372 The Web Versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines Journal of Educational Computing Research 383 Blended by Blogging: Weblogs in Blended Learning Initiatives Journal of Educational Media 388 A Blueprint for Using the World Wide Web As an Interactive Teaching Tool Journal of Educational Technology Systems 390 An Electronic Curriculum For Introductory Chemistry Journal of Educational Technology Systems 394 Electronic Reserve with WWW: A Promising Way to Enhance Classroom Instruction Journal of Educational Technology Systems 403 Seamless Integration of Lecture Notes and Web Pages Journal of Educational Technology Systems 409 The Experience of New WBI-Adopters in Hong Kong Journal of Educational Technology Systems 410 Web-Based Delivery of Information Technology Courses Journal of Educational Technology Systems 424 Teaching a Social Psychology Course on the Web The American Journal of Distance Education 432 A Research Framework for the Study of a Campus-Wide Web-Based Academic Instruction Project The Internet and Higher Education 447 Tools for Higher Education Distance Teaching User Services Conference 453 Model Based Engineering of Learning Situations for Adaptive Web-Based Educational Systems User Services Conference 470 Teaching with Technology, Setting an Example User Services Conference 486 The Learning Web: The Development, Implementation and Evaluation of Internet-Based Undergraduate Material for the Teaching of Key Skills Active Learning in Higher Education 488 Integrating Technology into a Traditional Learning Environment Active Learning in Higher Education 489 Web-Based Puzzle Program to Assist Students' Understanding of Research Methods Active Learning in Higher Education 207 492 Components and Tools for On-Line Education European Journal of Education 514 What Professors Need to Know About Technology to Assess On-Line Student Learning New Directions For Teaching and Learning 518 What is the Role for ICT-Based Assessment in Universities Studies in Higher Education 523 Writing (Online) Spaces: Composing Webware in Perl Computers and Composition 524 Reading Between the Code: The Teaching of HTML and the Displacement of Writing Instruction Computers and Composition 527 Online Education Horror Stories Worthy of Halloween: A Short List of Problems and Solutions in Online Instruction Computers and Composition 541 WWW Courseware in Applied Science: Cases and Lessons Computer Applications in Engineering Education 543 Using Web-Based Technology in Laboratory Instruction to Reduce Costs Computer Applications in Engineering Education 555 Teaching the Nonscience Major: EE101 - The Digital Information Age IEEE Transactions on Education 558 Using Web-Based Materials in Large-Scale Precalculus Instruction International Journal of Computers For Mathematical Learning 561 Interactive Nursing Skills Training Using Advanced Networked Technology Journal of Telemedicine and Telecare 619 Developing an Integrated Web Engine for Online Internetworking Education: A Case Study Internet Research: Electronic Networking Applications and Policy 621 The World Wide Web: A Vehicle to Develop Interactive Learning and Teaching Applications Internet Research: Electronic Networking Applications and Policy 635 Web-Enhanced Higher Education: A Tower of Babel Computers in Human Behavior 642 Delivering Hypertext-Based Courseware on the World Wide Web Journal of Universal Computer Science 650 Use of Web Technology for Interactive Remote Instruction ??

Teaching and Learning Resources (3)

048 Reusing Educational Material for Teaching and Learning: Current Approaches and Directions International Journal on E-Learning 072 Search Engine Technology Impetus for the Knowledge Revolution in Business Education Journal of Interactive Learning Research 266 Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning Educational technology research and development

Design Objects and Standards (3)

049 Adopting SCORM 1.2 Standards in a Courseware Production Environment International Journal on E-Learning 267 The Trouble with Learning Objects Educational technology research and development 450 A Component Model for Standardized Web-Based Education User Services Conference

Technology and Pedagogy (32)

007 Going Online: Guidelines for Faculty in Higher Education AACE Journal 017 Web Environment for Group-Based Project Work in Higher Education International Journal of Educational Telecommunications 035 Developing Web-Mediated Instruction for Teaching Multimedia Tools in a Constructionist Paradigm International Journal of Educational Telecommunications 046 Quality Assurance for Online Teaching in Higher Education: Considering and Identifying Best Practice for E-Learning International Journal on E-Learning 062 Effective Web-Design and Core Communication Issues: The Missing Components in Web Based Distance Education Journal of Educational Multimedia and Hypermedia 114 Constructivism in Mass Higher Education: A Case Study British Journal of Educational Technology 129 Aligning Learning, Teaching and Assessment Using the Web: An Evaluation of Pedagogic Approaches British Journal of Educational Technology 142 Internet Delivery of Instruction: Issues of Best Teaching Practice, Administrative Hurdles, and Old-Fashioned Politics Campus-Wide Information Systems 165 New Didactics for University Instruction: Why and How? Computers and Education 174 Reflection On-Line and Off-Line: The Role of Learning Technologies in Encouraging Students to Reflect Computers and Education 223 Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective Educational Media International 237 Principles of Pedagogy and Evaluation for Web-Based Learning Educational Media International 260 Web-Based Courseware Tools: Where is the Pedagogy? Educational Technology 262 Integrated Learning Systems: An Application Linking Technology with Human Factors and Pedagogical Principles Educational technology research and development 288 Technological and Pedagogical Convergence between Work-Based and Campus-Based Learning Educational Technology & Society 299 Pedagogy Before Technology: Re-Thinking the Relationship Between ICT and Teaching Education and Information Technologies 305 Teaching via Electrons: Networked Courseware at the University of Oregon Educause Quarterly - Cause/Effect 398 Interactivity and Computer-Based Instruction Journal of Educational Technology Systems 413 Web-Based Learning Environments: Current Pedagogical and Technological State Journal of Research on Technology in Education 425 Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education The American Journal of Distance Education 429 Successful Implementation of E-Learning Pedagogical Consideration The Internet and Higher Education 442 Maintaining Pedagogy While Implementing New Technology: The ICONS Project User Services Conference

506 Toward a Miami University Model for Internet-Intensive Higher Education Journal on Excellence in College Teaching 208 520 The Internet-Based Composition Classroom: A Study in Pedagogy Computers and Composition 526 So You are Going to be an Online Writing Instructor: Issues in Designing, Developing, and Delivering and Online Course Computers and Composition 531 Learning to Learn: New TA Preparation in Computer Pedagogy Computers and Composition 567 Influence of New Educational Technology on Problem-Based Learning at Harvard Medical School Medical Education 597 The Hybrid Course: Merging On-Line Instruction and the Traditional Classroom Information Technology and Management 598 Using Internet Technology to Support Flexible Learning in Business Education Information Technology and Management 599 An Innovative Pedagogy for Teaching and Evaluating Computer Literacy Information Technology and Management 602 Web-TRECS: Teaching Electronic Commerce Information Technology and Management 639 The Pedagogical Use of Information and Communication Technology in Education Computers in Human Behavior

Technology and Training in Organizations/Corporate (21)

038 What Do Learners Like? Ratings of Off-the-Shelf Web-Based Training Courses International Journal on E-Learning 128 The Development and Piloting of a Training Web Site for Health and Safety Enforcement Officers British Journal of Educational Technology 247 Myth and Reality of E-Learning Educational Technology 268 Using Three-Dimensional Interactive Graphics to Teach Equipment Procedures Educational technology research and development 338 A Problem-Based Approach to Web-Based Corporate Learning E-Journal of Instructional Science and Technology 346 A Behavioral Training System for Planning Judgment Journal of Computer Assisted Learning 384 Web-Based Learning in Corporations: Who is Using it and Why, Who is not Using it and Why not? Journal of Educational Media 430 Integrating E-Learning into the Workplace The Internet and Higher Education 499 Designing ICT-Based Training Systems for the Water Industry Innovations in Education & Teaching International 500 Training's New Role in Learning Organizations Innovations in Education & Teaching International 577 The Implications of New Technology for the Skill and Training Needs of Small- and Medium-sized Printing Firms Education + Training 580 Making the Connection: The Effectiveness of Internet Training in Small Businesses Education + Training 582 E-Learning Technology, Content, and Services Education + Training 583 E-Learning in Small Organizations Education + Training 588 Harnessing Learning Technology to Succeed in Business Industrial and Commercial Training 603 E-Learning: Emerging Uses, Empirical Results, and Future Directions International Journal of Training and Development 606 The Use of Information Technology in Training Human Resources: An E-Learning Case Study Journal of European Industrial Training 611 E-Learning in the Corporate University Journal of European Industrial Training 612 The Potential Impact of Third-Wave Technologies on Organisations Leadership & Organization Development Journal 613 How New Technology Can Boost the Learning Organization Management Development Review 617 The Direction of Web-Based Training: A Practitioner's View The Learning Organization

Instructional Design Methodologies (7)

213 Theories of Learning and Computer-Mediated Instructional Technologies Educational Media International 215 The "T5" Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus-Based Courses Educational Media International 234 Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education Educational Media International 240 Delivering Instruction on the World Wide Web: Overview and Basic Design Principles Educational Technology 280 Developing Online Learning Material for Higher Education: An Overview of Current Issues Educational Technology & Society 427 Teaching in the 21st Century The Internet and Higher Education 504 Guidelines for Designing Web-Based Instruction in Higher Education Journal on Excellence in College Teaching

Assessment Tools and Methods (10)

011 Technology and Plagiarism in the University: Brief Report of a Trial in Detecting Cheating AACE Journal 171 Computer-based Assessment: A Versatile Educational Tool Computers and Education 188 On Automated Grading of Programming Assignments in an Academic Institution Computers and Education 200 Automatic Submission in an Evolutionary Approach to Computer Science Teaching Computers and Education 208 A Software System for Grading Student Computer Programs Computers and Education 354 Feedback for Web-Based Assignments Journal of Computer Assisted Learning 487 Aspects of Computer-Based Assessment in Mathematics Active Learning in Higher Education 529 Annotation Technologies: A Software and Research Review Computers and Composition 633 Exploring the Use of Multimedia Examination Formats in Undergraduate Teaching: Results from the Fielding Testing Computers in Human Behavior 209 644 Engagement with Mathematics in an Interactive Classroom: Eleminating the Weapons of Mass (Math) Instruction! Unpublished Conference Paper CD-ROM (6)

115 The Design, Development and Use of a CD-ROM Resource Library for an Open University Course British Journal of Educational Technology 130 Assessment of Aerobic Endurance: A Comparison Between CD-ROM and Laboratory-based Instruction British Journal of Educational Technology 133 Development and Evaluation of an Interactive Computer-Assisted Learning Program - A Novel Approach to Teaching Gynaecological Surgery British Journal of Educational Technology 231 The Use of CD-ROM in Vocational and Tertiary Education Educational Media International 286 Innovative Teaching: Using Multimedia in a Problem-Based Learning Environment Educational Technology & Society 536 Multimedia Module for Electromagnetics Education Computer Applications in Engineering Education

PowerPoint (4)

154 Integration of Instructional Approaches Through Media Combination in an Undergraduate Information System Course Campus-Wide Information Systems 176 Using IT in the Undergraduate Classroom: Should we Replace the Blackboard with PowerPoint? Computers and Education 187 Effectiveness of PowerPoint Presentations in Lectures Computers and Education 363 Slide Composition for Electronic Presentations Journal of Educational Computing Research

Technology-Rich Classroom (19)

042 E-Learning Classroom Environment: Description, Objectives, Considerations, and Example Implementation International Journal on E-Learning 054 Learning from Past and Present: Electronic Response Systems in College Lecture Halls Journal of Computers in Mathematics and Science Teaching 063 The Ideal Multimedia-Enabled Classroom: Perspectives from Psychology, Education, and Information Science Journal of Educational Multimedia and Hypermedia 073 Lessons Learned Deploying a Digital Classroom Journal of Interactive Learning Research 086 It's A Vision Thing … (Interactive White Boards) Other AACE Conference Papers and Proceedings 146 Bringing the Internet and Multimedia Revolution to the Classroom Campus-Wide Information Systems 151 Technology in the Classroom: The LSU College of Agriculture Faculty Perspective Campus-Wide Information Systems 181 The "Intelligent Classroom": Changing Teaching and Learning with an Evolving Technological Environment Computers and Education 210 Forms of Control and Interaction as Determinants of Lecture Effectiveness in the Electronic Classroom Computers and Education 225 A New Paradigm for Faculty Involvement at the University of Central Florida Educational Media International 238 Building Technology Infrastructure and Enterprises in a College of Education: Increasing Performance Capacity Educational Technology 248 Optimizing the Design of Computer Classrooms: The Physical Environment Educational Technology 252 Teaching in a Technology-Rich Classroom Educational Technology 261 Emergent Patterns of Teaching/Learning in Electronic Classrooms Educational technology research and development 312 Student Expectations of Information Technology Use in the Classroom Educause Quarterly 441 Building a Technology Classroom: Lessons Learned at a Small Liberal Arts College User Services Conference 445 The Evolution of the Electronic Campus: From a Communication System to an Educational Delivery System User Services Conference 534 Use of Electronic Presentation for Teaching Mathematics Computer Applications in Engineering Education 649 Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project Research Report

Classroom Student Response Systems (5)

265 Student Feedback in the College Classroom: A Technology Solution Educational technology research and development 360 Increasing Interactivity in Lectures Using an Electronic Voting System Journal of Computer Assisted Learning 361 Using an Electronic Voting System in Logic Lectures: One Practitioner's Application Journal of Computer Assisted Learning 643 Transforming Student Learning with Classroom Communication Systems EDUCAUSE Research Bulletin 647 Taking the MICK: What is a Mathematics Interactive Classroom Kit? Discussion Paper

E-Mail (5)

050 The Use of Email and Electronic Bulletin Boards in College-Level Biology Journal of Computers in Mathematics and Science Teaching 170 Using Email for Teaching Computers and Education 367 Electronic Mail As a Forum for Argumentative Interaction in Higher Education Studies Journal of Educational Computing Research

368 Electronic Student Journals: A Means to Enhance Classroom Communications Journal of Educational Computing Research 210 564 E-mail and Word Processing in the ESL Classroom: How the Medium Affects the Message Language Learning and Technology Virtual Reality (7)

065 Desktop Virtual Reality for the Enhancement of Visualization Skills Journal of Educational Multimedia and Hypermedia 233 Virtual Reality, A New Tool for a New Educational Paradigm Educational Media International 297 Using VR For Efficient Training of Forestry Machine Operators Education and Information Technologies 298 Construct3D: A Virtual Reality Application for Mathematics and Geometry Education Education and Information Technologies 344 Training for Strategic Decision Making in Professional Context Journal of Computer Assisted Learning 454 Immersive VR Decision Training: Telling Interactive Stories Featuring Advanced Virtual Human Simulation Technologies User Services Conference 533 Virtual Reality and Engineering Education Computer Applications in Engineering Education

Expert Systems and Artificial Intelligence (10)

112 A User-Centered Approach to the Design of an Expert System for Training British Journal of Educational Technology 196 Teaching Family Planning With Expert Systems Computers and Education 287 Intelligent Tutoring Tools for Cognitive Skill Acquisition in Life Long Learning Educational Technology & Society 320 Conceptualizing Intelligent Agents for Teaching and Learning Educause Quarterly 335 Software Agents to Assist in Distance Learning Environments Educause Quarterly 345 A Knowledge-based System for Post-Graduate Engineering Courses Journal of Computer Assisted Learning 364 Artificial Tutoring Systems: What Computers Can and Can't Know Journal of Educational Computing Research 366 Electronic Homework Journal of Educational Computing Research 391 Computer-Based Thermodynamics (AI) Journal of Educational Technology Systems 624 SmartTutor: An Intelligent Tutoring System in Web-Based Adult Education The Journal of Systems & Software

Games (4)

119 The Use of Computer Games as an Educational Tool: Identification of Appropriate Game Types and Game Elements British Journal of Educational Technology 199 Computerized Business Games in Engineering Education Computers and Education 340 Case Study: Development of a Corporate Learning Game E-Journal of Instructional Science and Technology 636 Gaming and Multimedia Applications for Environmental Crisis Management Training Computers in Human Behavior

Other Technological Systems for Teaching (24)

056 Understanding Statistics Using Computer Demonstrations Journal of Computers in Mathematics and Science Teaching 106 Computer Based Simulation of Laboratory Experiments British Journal of Educational Technology 108 Word-Processing and Writing Skills: Practical Applications to Language Teaching Textbooks British Journal of Educational Technology 111 An Authoring and Learning Kit for Digital Electronics British Journal of Educational Technology 122 VINCE - An Online Tutorial Tool for Teaching Introductory Programming British Journal of Educational Technology 125 A Modern and Interactive Approach to Learning Engineering Mathematics British Journal of Educational Technology 163 Modernisation of a Traditional Physics Course Computers and Education 168 A Multimedia Framework for Second Language Teaching in Self-Access Environment Computers and Education 183 An Interactive Multimedia Learning Environment for VLSI Built with COSMOS Computers and Education 193 User-Interface of a Tool for Learning Geometry Computers and Education 194 Evaluation of a Physics Multimedia Resource Computers and Education 198 Computer-Aided Training for Transport Planners: Experience with the Pluto Package Computers and Education 204 A Strategy for the Integration of IT-Led Method into Physics - The SToMP Approach Computers and Education 206 Learning Basic Concepts of Telecommunications: An Experiment in Multimedia and Learning Computers and Education 351 Learning Physics with a Computer Algebra System Journal of Computer Assisted Learning 419 Teaching and Learning Qualitative Research with and Without Qualitative Data Analysis Software Journal of Research on Technology in Education 535 Engineering Courseware on Refrigeration Cycle Simulation (VB) Computer Applications in Engineering Education 544 Applications of Computer Simulation in Mechanism Teaching Computer Applications in Engineering Education 551 Interactive Teaching of Elementary Digital Logic Design with WinLogiLab IEEE Transactions on Education 559 Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics International Journal of Computers For Mathematical Learning 211 569 A CAL Package for Teaching Elementary Quantum Mechanics Physics Education 570 Production of a Multimedia CAL Package in Basic Physics Physics Education 626 Interface, Instructional Approach, and Domain Learning with a Mathematics Problem-Solving Environment Computers in Human Behavior 640 Co-Lab: Research and Development of an Online Environment for Collaborative Scientific Discovery Learning Computers in Human Behavior

Spreadsheets (2)

192 Energy in Electrical Circuits: A Computer Assisted Approach Computers and Education 197 A Workshop Approach Using Spreadsheets for the Teaching of Statistics and Probability Computers and Education

Internet2 (2)

033 The Networking Revolution for the New Millennium: Internet2 and its Educational Implications International Journal of Educational Telecommunications 336 Creating a Low-Budget, Long-Distance Collaboration: Arts Go The Distance Educause Quarterly

Visual Basic and Visual Programming (4)

158 Microwave Workshop for Windows Computers and Education 166 An Interactive Teaching and Learning Environment for Graph Sketching Computers and Education 184 Student Engagement with Simulations: A Case Study Computers and Education 571 Visual Basic Science Simulations Physics Education

Diffusion of Innovations (31)

001 A Paradigm Shift: Technology Integration for Higher Education in the New Millennium AACE Journal 024 Faculty Perceptions of Distance Education: Factors Influencing Utilization International Journal of Educational Telecommunications 025 An Integrated Technology Adoption and Diffusion Model International Journal of Educational Telecommunications 039 Adoption of Computer-Based Instructional Methodologies: A Case Study International Journal on E-Learning 040 A Model for the Development of Online Instruction International Journal on E-Learning 068 The Adoption and Diffusion of Web Technologies into Mainstream Teaching Journal of Interactive Learning Research 076 A Study of the Influences and Barriers to Faculty Use of Instructional Technology in Higher Education Other AACE Conference Papers and Proceedings 077 Excellent Teaching and Early Adopters of Instructional Technology Other AACE Conference Papers and Proceedings 080 Technology Resistance and Barriers: "Baby Steps" to Online Courses Other AACE Conference Papers and Proceedings 081 The Integration of Technology into Teaching By University College of Education Faculty Other AACE Conference Papers and Proceedings 082 Issues and Barriers to Advanced Faculty Use of Technology Other AACE Conference Papers and Proceedings 085 Diffusion of Information & Communication Technology for Teaching and Learning at Ohio University Other AACE Conference Papers and Proceedings 087 Structuring an Instructional Training Program for Faculty Based on Diffusion of Innovation Theory Other AACE Conference Papers and Proceedings 088 Distance Education Leadership in Higher Education Institutions Explored Within the Theoretical Frameworks of Organizational Change and Diffusion of Innov Other AACE Conference Papers and Proceedings 089 A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology Other AACE Conference Papers and Proceedings 107 The Adoption of Microcomputers for Instruction: Implications for Emerging Instructional Media Implementation British Journal of Educational Technology 249 People, Planning, and Process: The Acceptance of Technological Innovation in Post-Secondary Organizations Educational Technology 270 Factors Contributing to the Successful Implementation of Technology Innovations Educational Technology & Society 318 Barriers to Adopting Technology for Teaching and Learning Educause Quarterly 337 Diffusion Theory and Instructional Technology E-Journal of Instructional Science and Technology 365 Barriers to Adopting Emerging Technologies in Education Journal of Educational Computing Research 411 Changes in Attitudes Towards Computers and Use of Computers by University Faculty Journal of Research on Technology in Education 412 Using Social Network Analsysis to Examine the Time of Adoption of Computer-Related Services among University Faculty Journal of Research on Technology in Education 415 Educational Computing Concerns of Postsecondary Faculty Journal of Research on Technology in Education 418 Electronic Networking Comes to the University: Factors that Influence Adoption Among Faculty Journal of Research on Technology in Education 434 A Review of Factors that Influence the Diffusion of Innovation When Structuring a Faculty Training Program The Internet and Higher Education 501 Levels of Success in Implementing Information Technology Innovative Higher Education 503 Integrating Information Technology into University Teaching: Identifying the Needs and Providing the Support International Journal of Educational Management 508 Technology's Contribution to Higher Education Productivity New Directions For Higher Education 575 Telecommunications in Education and Training and Implementations for the Communications and Information Technologies Education + Training 584 The Adoption Process of Corporate E-Learning in Italy Education + Training 212 Staff Development, Support, and Training (69)

031 Instructor Support for Web-Based Courseware Development and Delivery International Journal of Educational Telecommunications 036 Web-Enhancing University Coursework: An Innovative Professional Development Model to Support and Empower Instructors International Journal on E-Learning 083 Higher Education Faculty Development: Connecting Technology Use to Teaching Styles Other AACE Conference Papers and Proceedings 084 Faculty Perceptions of Technology Use and Its Impact on Faculty Development Planning Other AACE Conference Papers and Proceedings 090 Involving Faculty in Faculty Development: A Recursive Model Other AACE Conference Papers and Proceedings 091 Technology Use in Higher Education: A Faculty Development Model Other AACE Conference Papers and Proceedings 092 Faculty Development: From Computer Skills to Technology Integration Other AACE Conference Papers and Proceedings 093 Ten Years of Technology Training for Faculty Other AACE Conference Papers and Proceedings 094 Teaching the Teachers: Faculty Development Institutes at Two Universities Other AACE Conference Papers and Proceedings 097 Education and Technology - A Faculty Development Program for Medical Educators Other AACE Conference Papers and Proceedings 098 Supporting the Development of IT Skills of Education Faculty Staff: An Australian Case Study Other AACE Conference Papers and Proceedings 099 Proactive Faculty Teaching and Learning Initiatives Other AACE Conference Papers and Proceedings 100 The Carrot or the Stick: The Development of Faculty Technology Competencies Other AACE Conference Papers and Proceedings 101 Faculty Technology Coaches Other AACE Conference Papers and Proceedings 102 Faculty Teaching Faculty: A Matter of Trust Other AACE Conference Papers and Proceedings 103 Helping Higher Education Faculty Model Use and Integration of Technology in Teaching Other AACE Conference Papers and Proceedings 241 Faculty Adoption of Technology: Training Comes First Educational Technology 257 Training-On-Demand: A Model for Technology Staff Development Educational Technology 258 Transitioning Instructor Skills to the Virtual Classroom Educational Technology 281 Using Technologies in Teaching: An Initiative in Academic Staff Development Educational Technology & Society 303 Faculty and Student Teams for Technology: The FAST Tex Program at the University of Texas at Austin Educause Quarterly - Cause/Effect 308 Preparing Faculty for Instructional Technology: From Education to Development to Creative Independence Educause Quarterly - Cause/Effect 309 Creating a Campus Culture to Support a Teaching and Learning Revolution Educause Quarterly - Cause/Effect 311 Discipline-Focused Technology Support Fosters Curriculum Innovation Educause Quarterly - Cause/Effect 325 Enhancing the Classroom Experience with Learning Technology Teams Educause Quarterly 327 The TA Web Certification Program Educause Quarterly 329 Using a Framework to Engage Faculty in Instructional Technologies Educause Quarterly 334 Faculty and Administrators Collaborating for E-Learning Courseware Educause Quarterly 352 A Cross-Institutional Approach to Staff Development in Internet Communication Journal of Computer Assisted Learning 386 Jumping the Hurdles: Challenges of Staff Development Delivered in a Blended Learning Environment Journal of Educational Media 401 Online Course Delivery: Issues of Faculty Development Journal of Educational Technology Systems 406 Technology and New Directions in Professional Development: Applications of Digital Video, Peer Review, and Self-Reflection Journal of Educational Technology Systems 407 Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future Journal of Educational Technology Systems 414 Faculty Involvement in Planning for the Use and Integration of Instructional and Administrative Technologies Journal of Research on Technology in Education 443 What Kind of Support Do They Need? An Instructional Designer's Experience in Faculty and Student Support for Online Courses User Services Conference 444 Helping Faculty Make Technology a Part of the Curriculum User Services Conference 448 Encouraging and Assisting Faculty Incorporation of Innovative Classroom Technologies User Services Conference 449 Helping Faculty help Themsleves: A Collaborative Approach to Peer Mentoring User Services Conference 451 From Innovators to Majority: Evaluation in Faculty WebCT Training User Services Conference 456 A New Direction: Improved Methods for Marketing Faculty and Staff Technology Training User Services Conference 457 Instructional Support at Small Universities: A Training Perspective User Services Conference 458 Faculty Training Initiative at the Indiana University School of Education: A Participative Effort User Services Conference 459 Different Strokes for Teaching Folks User Services Conference 461 Faculty Support: A 4-Way Perspective User Services Conference 462 Strategies for Supporting Faculty Use of Copmmunication and Information Technologies User Services Conference 463 Collaborative Partnerships to Support Faculty Development in the Information Age User Services Conference 464 Training Undergraduates to Support Technology in the Classroom User Services Conference 465 Teaching with Technology Takes Teamwork, Tools, and Talent User Services Conference 466 Beyond Familiar Shore: Faculty Teaching with Technology User Services Conference 467 Managing Faculty Support: Expectations and Change in the Classroom User Services Conference 468 Faculty Development Initiative: Acquisition and Support of Course Management Software User Services Conference 469 The Summer Institute for Instructional Technology: Goodbye Chalk and Slate; Hello Mouse and Web User Services Conference 213 471 Technology in the Hearts of the Faculty User Services Conference 473 Integrating Educational Technology with a Limited Support Staff User Services Conference 474 What Does Faculty Really Want from Information Technology User Services Conference 475 Engaging Faculty in Technology for Teaching and Research User Services Conference 476 Building Bridges to the Majority: Discipline-Oriented Faculty Support User Services Conference 477 Issues in Faculty Training User Services Conference 480 Faculty Response to Classroom Use of E-Technology User Services Conference 481 Walking the Tightrope of Faculty Support User Services Conference 485 Partners for Change: Students as Effective Technology Mentors Active Learning in Higher Education 490 Responding to Technological Change: IT Skills and the Academic Teaching Profession Active Learning in Higher Education 496 Online Professional development for Academic Staff: Putting the Curriculum First Innovations in Education & Teaching International 502 Post-Tenure Review Through Post-Tenure Development: What Linking Senior Faculty and Technology Taught Us Innovative Higher Education 510 Technology Partnerships for Faculty: Case Studies and Leassons Learned New Directions For Higher Education 511 Using Technology in Faculty Development: Practical Examples New Directions For Teaching and Learning 525 Technology and Tenure: Creating Oppositional Discourse in an Offline and Online World Computers and Composition 579 Issues in Training Lecturers to Exploit the Internet as a Teaching Resource Education + Training 608 Training, Development, Education, and Learning: Different or the Same Journal of European Industrial Training

Motivation Factors (13)

044 Factors which Motivate Community College Faculty to Participate in Distance Education International Journal on E-Learning 074 Web Integration in Courses: Which Factors Significantly Motivate Faculty? Other AACE Conference Papers and Proceedings 123 Instructional Support for Distance Education and Faculty Motivation, Commitment, Satisfaction British Journal of Educational Technology 242 Faculty Motivators and Inhibitors for Participation in Distance Education Educational Technology 316 What Do Faculty Want? From Instructional Technology Educause Quarterly 373 Problems, Philosophy, and Motivation: Trail Blazing Instructors for the Digital Frontier Journal of Educational Computing Research 395 Facilitators and Inhibitors of Computer-Aided Instructions: Faculty Perceptions in Singapore Journal of Educational Technology Systems 435 A Study of Faculty Efforts in Online Teaching The Internet and Higher Education 436 Seven Strategies for Enabling Faculty Success in Distance Education The Internet and Higher Education 446 Demand, Drag, or Deal - Persuading Faculty to Transform Higher Education User Services Conference 482 Introducing Technology to Educators in a Way that is Compelling - Not Intimidating: Support Issues User Services Conference 497 Educational Technology in Learning and Teaching: The Perceptions and Experiences of Teaching Staff Innovations in Education & Teaching International 549 Understanding Motivations for Internet Use in Distance Education IEEE Transactions on Education

010 Teaching via the Internet: A Brief Review of Copyright Law and Legal Issues AACE Journal 144 Ownership of Electronic Course Material in Higher Education Campus-Wide Information Systems 214

215

Article Label: ………………………

Title: ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

Category: □ Technology □ Pedagogy □ Diffusion □ Support/Training

Description of the Technology: (e.g. web, technology-rich classroom, etc.)

Pedagogical Approach: (e.g. collaboration, problem-based learning, etc.)

Diffusion/Support/Training Strategy:

21 6

Article Label: ………………………

Title: ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

Category: □ Technology □ Pedagogy □ Diffusion □ Support/Training

Description of the Technology: (e.g. web, technology-rich classroom, etc.)

Pedagogical Approach: (e.g. collaboration, problem-based learning, etc.)

Diffusion/Support/Training Strategy:

21 7

Article Label: ………………………

Title: ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………..

Category: □ Technology □ Pedagogy □ Diffusion □ Support/Training

Description of the Technology: (e.g. web, technology-rich classroom, etc.)

Pedagogical Approach: (e.g. collaboration, problem-based learning, etc.)

Diffusion/Support/Training Strategy:

218

This appendix presents some sample cases and examples discussed in the reviewed literature on how certain technological innovations have been used for teaching and training in some organizations around the world. The numbers that appear next to the case title refer to the labels of the articles from which the case is taken (see appendix E).

The World Wide Web for Teaching

Case 1 (122)

JavaScript technology was integrated in a web site to teach C programming language. The system divided the browser’s window into frames to allow the student to experiment by writing code in special fields and submit them for execution and then instantly see the result in another window of the browser. This sort of interactivity in teaching enables the student to practice with difficult concepts and allows the instructor to add more supporting teaching material as needed. This is a valuable tool to teach programming to distance education students.

A similar approach to teach C language was also implemented using a system called Visual Instruction for Novices in a C Environment (VINCE) which is using Java applets. The student can type their own C code, or select from a menu of pre-written examples, each illustrating a particular aspect of programming. A simulated map of the computer’s memory that is dynamically executed as the program runs is provided that shows where pointers and variables are stored.

Case 2 (014)

In an application for communication between students and instructors, a system was developed in France to support asynchronous interaction during a remote teaching session. The ideas is to record a session in which a student write comments and ask questions about certain problems along with the full visual illustration of the student’s working environment. The system stores this recorded session and sends a URL to the instructor. When the instructor accesses the URL, he/she can visually re-play the full session in order to understand the student’s work, along with the student’s notes and questions. The instructor can respond to various queries at any point while watching the session and at the end, the system bundle everything and send a notification to the student to review the instructor’s feedback.

219

The World Wide Web for Collaboration

Case 1 (017)

The University of Twente in the Netherlands offers an Applications of Information Technology course as a compulsory course to first-year students in business information technology (BIT), associated with the Department of Computer Science. The course is bridging the gap between computer science and business administration by studying the applications of information technology. The course relates theory to practice by emphasizing the role of the technology in organizations rather than the technology itself. A special feature of the course is the experience of working collaboratively on the major course project with students taking a similar course at another institution in Finland via the Internet. Students work in groups each of which consists of about six Dutch and three Finnish students. Efforts of the group are to yield a collaboratively produced report about a selected topic related to applications of information technology in business, in the form of a set of Web pages in which individual contributions of the group members are integrated. Tutorial sessions for the course stress the relation of the project to the content of the course textbook. Supervision contacts are maintained with each local subgroup to check progress, to account for the commitments due, to stimulate improving the work, and to ensure that delivery of the final document is guaranteed.

Case 2 (019)

The web was used in construction engineering education at Georgia Tech to coordinated communication and project management aspects. Students were assigned a project to develop of a 20,000 square foot educational facility. The students were provided with an assignment to complete the design, create the schedule, and provide a cost estimate for the facility. Five teams consist of four or five students with diverse backgrounds and experiences were formed. Teams were required to collaborate on the development of an organizational framework, work-breakdown structure, and cost estimate for a bid proposal. The critical element of the project was the focus on communication and coordination. The division of responsibilities among the five teams within requires the teams to cooperate throughout the project in order to complete the overall tasks. To facilitate the study of this coordination process, each team is required to retain a log of every face-to-face meeting conducted throughout the project. Additionally, copies of all electronic communications are retained on the course web site to monitor remote communications among group members.

220

Computer-Supported Collaborative Work (CSCW)

FirstClass™ Conferencing System (121, 161)

FirstClass™ (FC) software provides for discussions on organized topics through icon-based conferences, multimedia-enabled through file attachments, collaborative document writing space, private email, and real-time, text-based chats. With the system, students and instructors are able to send e-mail to and receive email from other users; browse, contribute and subscribe to special conferences; exchange files with other users; and use feature such as the real-time chat. Graduate students in a semester-long course at Texas A&M University used FirstClass™ software from their own sites or a university computer lab to communicate with each other and with the instructor as an adjunct to the weekly class sessions held by two-way interactive videoconference. The students used FC system to turn in assignments, moderate discussions on topics that they identified, participate in the other student-moderated conference discussions, and conduct collaborative development of telecommunications case studies by attaching files. They also conducted real-time discussions through the synchronous chat mode.

The instructor set up and rearranged conferences and sub conferences on the FC desktop throughout the semester. Individual icons on the desktop represented 19 first level, asynchronous conferences. By the end of the semester, six of the conferences contained two to eight sub conferences each. In only one conference was there an additional level of sub conferences. Although the FC desktop does not reflect real-time chats, the entire class used live chats combined with asynchronous communication on the three occasions they did not meet via interactive videoconference. Additionally, as they became more familiar with the chat mode during the semester, students and instructor alike chatted informally with one or more students at a time.

The Open University of the UK has also used FirstClass™ for electronic messaging and conferencing to support its teaching tutorials and to provide professional development to teachers and trainers. The system has enabled instructors and students to communicate via e-mail; subscribe, navigate, and contribute to special conferences; exchange files and chat in real-time. After logging on, FirstClass™ presents a desktop, which lays out the various areas of the system to which that particular user has access. Graphical icons identify these areas, which act like a series of doors. A user can gain permission to pass through into a series of inter-connected rooms beyond. To ensure fair, decent, and legitimate use of the facility, controllers are responsible for particular conference area. They grant permission, manage the list of users, and monitor messages sent to the conferences. The Academic Computing Service at the OU headquarters manages the whole system. Two of the standard doors available to all OU users are the Mailbox, which acts like a normal email system with a few advantages (such as being able to see the history of the message, who has read it and when); and the OU logo.

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Multimedia-Rich Conferencing Systems

Case 1 – Lyceum (565)

Lyceum is an audiographic conferencing software developed by the Open University of the UK for teaching and learning. This system allows students and instructors to work together in real-time, an approach that enables them to simultaneously hear each other and talk to each other, but not to see each other. Apart from the voice facilities, Lyceum offers a traditional on-screen whiteboard, a so- called concept map suitable for brainstorming exercises, word associations as well as other vocabulary- building activities, and a shared document for collaborative writing activities. A text-chat box providing limited space for additional written input can be opened to supplement the voice conferencing.

In addition to offering "rooms" within each conference, the software allows learners to create their own virtual rooms where they can meet in pairs or small groups to engage in real time interaction. Thus, students are empowered to study in collaboration with others and to take on responsibility for their own learning experience. Students are encouraged to work in an increasingly autonomous way. The system can be accessed 24-hour-a-day, 7-day-a-week. This allows students to meet outside scheduled class/tutorial hours in order to collaborate on projects or to catch up with their peers if they miss a scheduled session. English is used as first language, but students are encourages to use other languages when communicating with each other outside tutorials.

Case 2 - Virtual Classroom™ (015)

The New Jersey Institute of Technology (NJIT) developed Virtual Classroom™, a special version of its Electronic Information Exchange System (EISE2) that is specifically designed to support asynchronous collaborative learning. The term virtual classroom here refers to a teaching and learning environment created by a computer-mediated communication system. Contrary to a physical classroom, it consists of a set of group communication facilities that are constructed in computer software.

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Uses of Video Technology in Teaching

Video Production (045)

Video technology has also been used extensively to teach video production in disciplines such as communication, fine arts, and education. The advances in video technology at the personal and professional levels have redefined the video production field. The availability of free or almost free utilities for capturing and editing video on both Macintosh and Windows platforms has opened many opportunities for instructors to integrate these tools into their course curriculum.

In a video production class, an instructor (or school) can set labs equipped with Macintosh and/or Windows computers. Both operating platforms nowadays come with build-in tools such as iMovie and Quicktime (Mac), or MS-Movie Maker (Windows). The recent release of Quicktime Pro (v. 7.0) incorporates audio and video capturing capabilities to enable the average students to combine Quicktime and iMovie to capture and easily edit any audio or video clip. An instructor can set up a streaming video server on which students can save their work. Using this server, students will provide direct links to share their work with other each other so as students can provide feedback and criticisms to each other’s work. This creates a true cooperative learning environment in the class and develops critical viewing skills and media literacy in students. It also shifts the role of the instructor to become a facilitator who provide the right learning environment for the students, but give them the opportunity to explore their own creativity and to learn from each other’s experiences.

Entertainment Technology (131)

In one educational application of videoconferencing, students from the Entertainment Technology Department and the Drama Department in a South African university had the opportunity to follow the back-stage production work by the Handspring Puppet Company. The objective was to introduce the students to the planning and performance of a real-life production in puppetry, and to expose the learners to videoconferencing technology.

A videoconference with the puppeteers from the Handspring Puppet Company allowed the puppeteers to illustrate the making of the puppets and their planning for their production. Following that, the students had an opportunity to see a final dress rehearsal of the production, and were able to ask questions regarding the stage set-up, lighting techniques, production costs and planning for the opening night in Brussels. These responses were video taped and were made available to the students. The final stage concluded with a videoconference following the puppeteers to Brussels, Belgium, after their opening night. The puppeteers discussed how the production had to be adapted for the new stage and different circumstances in Brussels. They also gave feedback on the reception of the show by the Belgium public and press, as well as their future planning for taking this production to the United States.

The puppeteers discussed how they would integrate the feedback from their opening night to improve and grow the production. Again, students had the opportunity to ask questions regarding the production process. The various phases of this project were integrated in a video that illustrates the production process as it occurs in practice, and were made available as an educational tool for future students.

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Medical Education (573)

Streaming video is used by some universities and health institutions to provide a “real patient” context to a subject that can otherwise be too theoretical. By using streaming video to illustrate the concepts, students not only are exposed to the situation in group-basis, but also have the resource available to them as individuals through campus-based student workstations. In another university, streaming video was used to teach the proper technique of measuring blood pressure. The instructor was interested in determining the effectiveness of a specially made video to help students acquire the procedural skills compared to a written handout and an illustrated PowerPoint presentation.

Language Teaching (341)

Videoconferencing technology has changed the way we teach and learn language, particularly in distance learning activities, where the student and the instructor are separated by geographical distance and even time zone. A number of applications and uses of videoconferencing in language teaching have been reported and discussed in the literature over the period chosen for this research (1995-2005). The trans-European distance-learning project used basic-rate (128Kbps) ISDN videoconferencing for remote interactive tutorials in the area of business English for Belgian students and business French for UK students. This is an implementation of the “High Performance Networked Multimedia for Distributed Language Learning” project, which has employed video-mediated communication among its seven partners in six countries. The system emphasizes the tasks, and the original concept of a Help Desk is extended to become a "Help Desk and Collaborative Workspace Environment" allowing text-, audio- and videoconferencing between learners, in addition to between the learner and the instructor. The learning environment design also incorporates the sharing of materials, to allow each student to see the same part of the available material. Videoconferencing was central to the use of this system. Although the multimedia learning materials may be explored independently by the students, fulfillment of the various learning tasks depends on collaboration. This is both for the management of the allocation of subtasks, and for the rehearsal of the role-play dialogue for the final, assessed, presentation. The multimedia course material is provided in an integrated shell, in which the learning material comes from several language educational sources. The glossary includes spoken pronunciation of each word and, in some cases, a graphic or even illustrative material extracted from the course video.

Management Information Systems Education (397)

Videoconferencing was used to teach a course on decision-support systems. The course was historically taught in a traditional lecture-mode using textbook in a large auditorium classroom. To overcome the perception that students normally have about Management Information Systems subjects as dry and uninteresting, videoconferencing was integrated into the course. The first lecture was delivered from the instructor’s office using the videoconferencing technology. The whiteboard feature of the videoconferencing technology allowed figures to be shown to the class in the same way that transparencies were used in a traditional lecture. A graduate student was present in the classroom in order to ensure the integrity of the technology. During the second-class period, the instructor demonstrated the use of a Group Decision Support System (GDSS) in a factory that sold chocolate chip cookies. The instructor talked to a colleague who plays the role of the production manager, while the instructor plays the role of marketing manager and they shared an Excel Worksheet during the class period. They were able to interactively change the numbers on the worksheet and show "what-if' scenarios to the class.

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Continuing Education (182, 232)

Some studies report the applications of videoconferencing and other video media in continuing and professional development programs. For example, videoconferencing and webcasting technologies were used for continuing professional development (CPD) of dentists. A study found it highly acceptable to deliver elements of CPD via videoconferencing and webcasting to dental surgeons.

Videoconferencing and webcasting can be considered at opposite ends of the learning line in the spectrum between face-to-face and on-line learning respectively. Videoconferencing can be used in all teaching scenarios but is best suited to special occasions due to set up times, availability, cost, and student camera shyness. Webcasting, on the other hand, can be used in all teaching scenarios but is preferred in a one-to-one setting. It can be adapted for use in seminars and lectures and is an acceptable alternative to a more traditional lecture. It does not make extra demands on the presenter and set up time is minimal. Webcasting was found to be popular because it contains interactive elements and is widely available via anywhere, anytime. Students prefer webcasting to traditional lectures because of active and non-threatening participation. They like the potential of on-demand access and links to on-line courses.

Several examples have been reported on using video technology in assessment and feedback. The availability of equipment (digital camcorders) and software tools to shoot and edit video clips encourage instructors to assign students to work on projects in which a student (or group of students) collect and compile their information in multimedia including textual reports, images and illustrations, audio, and video clips. It is becoming simple and cheap to use a CD-R to burn the result and submit it as a medium cheaper and richer than traditional paper reports.

In another application, it is technically feasible to use one-way video e-mail as a tutorial and feedback mechanism in distance learning applications. Rapid increases in the processing power of computer systems, coupled with advancements in broadband Internet communication to the last mile makes it possible to reduce compression/ decompression time and speed up the transmission time of video files via e-mail. This is a valuable method to provide students in distance education with feedback of their practical assignments. A system can be designed to record video and feed the output to an e-mail file. One of the uses reported was in photography assignments where visual feedback in which the instructor points to features of the student’s work is needed.

Organizations and Corporate (592)

Video technology and videoconferencing has a lot to offer to corporate and organizations other than universities. The technology may as well address the training and staff development issues in the same manners that apply to universities. Video technology is becoming an integral component of e-learning systems offered to employees by many organizations. It is contributing to cutting the cost associated with travel time and taking time off to attend training. Employees can now use their desktop to interact with trainers, and even directly apply certain business-related activities illustrated through video demonstration and interactive sessions.

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Uses of Mobile Systems

Case 1 - Winona State University (139)

Winona State University in Minnesota implemented a laptop mandate program in the fall of 1997. Currently, virtually every WSU student and faculty member participates in the program. One of the distinctive features of WSU is its commitment to the Seven Principles of Good Practice in Undergraduate Education (Chickering & Ehrmann, 1997). Adopted in 1990 as a pedagogical model for WSU, these principles established fundamental guidelines for education and are presented as the building blocks of success to faculty and students. The linkage between the Seven Principles and the effective application of technology to teaching and learning are as follows:

Principle 1: Good practice encourages student-faculty contact: Laptops are networked devices and are positioned to promote communication between faculty members and students. The main three methods that WSU use to enhance this practice are by using e-mail, discussion boards, and real-time chat all used within Blackboard™ learning management system.

Principle 2: Good practice encourages cooperation among students: The University embarked on a campus-wide wired and wireless infrastructure improvement initiative. This has enabled laptop use in collaborative, group settings outside of the classroom. In addition to redesigning physical locations, Blackboard™ was promoted as a solution for facilitating student group work online. Online Blackboard™ portals provide student organizations a means for communicating and collaborating.

Principle 3: Good practice encourages Active Learning: The laptop program has increased the level of active learning by allowing students to process information into pre-existing cognitive networks. By providing students with an accessible tool for creating and communicating, the program has enabled students to use their laptops to compose papers, music, and graphic designs. They upload this digital work to networked servers where it can be accessed and evaluated by instructors more conveniently than non-digital materials. In addition, the presence of laptops has motivated many WSU instructors to publish their class materials, including lecture notes, slides, transparencies, and other expository content, online.

Principle 4: Good practice gives prompt feedback: Since it is much faster to communicate via digital versus non-digital channels, and since WSU instructors know that students’ laptops are never far from their sides, the proportion of instructors using email to collect assignments and provide course-related feedback to students has been increasing exponentially. Instructors also start to use Blackboard™ to implement quantitative assessments such as practice tests, short quizzes, and multiple-choice exams that provide feedback to students immediately after a test have been submitted.

Principle 5: Good practice emphasizes time on task: Laptop programs transform the concept of time on task. Students can literally access learning activities, instructors, and each other anytime and anywhere. Student can learn on their own pace and can integrate education into their daily schedule more effectively. More than 80% of WSU students are employed both on and off campus, go home on weekends, travel abroad, and engage in course-related internships and field experiences. Their mobile laptop allows them to maintain their connection to the digital resources that they need to be successful.

Principle 6: Good practice communicates high expectations: The students and the faculty members are provided with a PC an Apple model that emphasized high performance and leading edge features over economy. This is to reinforce the high expectations of the institution and communicate to students and faculty alike that they were getting a superior tool that would help them meet and exceed those expectations.

Principle 7: Good practice respects diverse talents and ways of learning: Active learning fosters an increase in collaborative opportunities, and provides a platform for student creativity. The laptop program has broadened the diversity of learning experiences at WSU, supporting people with various learning styles more effectively.

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Case 2 - Zayed University (008, 289)

Zayed University in United Arab Emirates puts a lot of emphasis on information technology, and all classrooms are equipped with desktop projectors and network connections for all students. In fact, all university buildings are fully wired, and it is usual to see students working on an assignment or simply browsing the Internet in the school cafeteria.

Zayed University is the first of its kind in the area to introduce laptop technology to all its 2000 students. Much of the students’ work is turned in electronically and is graded by the instructor and returned to the student electronically. E-mail is the most common way of turning in assignments for grade, but some of the faculty chose software for their classes that is specially designed for this purpose.

From day one, faculty members were given laptops and, after a three-week period of training, were ready to teach with their laptops. Students, like the instructors, were given identical laptops loaded with the same applications (Microsoft Office for standard applications and GroupWise for e-mail). Both faculty members and students agree that the main strength of laptop programs is access. Universal access has an impact on improving education because it promotes student adaptability and encourages lifelong learning. It also increases the relevance of higher education to students and society and enhances equity of access to information and education.

Case 3 - University of Strathclyde (190)

The Department of Civil Engineering at the University of Strathclyde, Scotland, implemented a shared laptops with wireless networking environment in the Engineering Design project class in which students are to redevelop a 19th century harbor. For the project, the students were divided into six groups and were required to assess re-development options, carry out the design, collaborate as team members, locate and share information and resources, and communicate in writing, graphics and through oral presentations.

The main technologies used are shared laptops and groupware technology called Basic Support for Cooperative Work (BSCW). Resources in BSCW were organized in folders and subfolders and links can be made to resources on other web sites. The laptops were provided with radio frequency communication cards and there were base stations (receivers) in the design studio and in other locations across campus. A comprehensive software image was mounted on each laptop prior to distribution. No special instructions were given about how to share or use the laptop.

Results from this mode of teaching indicated that wireless laptops provided a focal point for collaborative study around project resources. Team members in a particular group could sit at a table around the computer, in any location in the department, and discuss their project work, access documents from the shared workspace, write reports together and update the files in the repository. One interesting point to note is that student groups met more regularly in face-to-face modes because of having a shared laptop, which lead to the conclusion that the laptop appeared to be a catalyst for group meetings.

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Case 4 - Drew University (440)

Drew University designed and implemented Technology Enhanced Classrooms or Mediated Classrooms to support the integration or wireless laptops into the teaching and learning process. The approach followed focuses on the issue of technology transparency and support. The university has at least 27 Mediated Classrooms in which the technology is so transparent that faculty should no more notice its existence or worry about its use than they should worry about a basic chalkboard or whiteboard. While computers, data projectors, and networking are obviously more complex, the theory is still the same. The use needs to be obvious, and the chance for failure reduced as much as possible.

To a faculty member who utilizes student laptops in class, even minor problems limited to a few students require that the instructor spend the time helping those students with their computers rather than making way around the room and discussing course content. The focus should be on the course content and not on the technology. This again requires the need for technology to be transparent and pedagogically appropriate. Some instructors build time into their syllabus for technological problems. Many are unwilling to accept any glitches whatsoever, based on the amount of content they need to cover in the prescribed time. Faculty members have a job to do. That job is central to any academic institution. This job is focused on the subject matter and not of technology troubleshooting.

Case 5 - University of Oslo (357)

At the University of Oslo, Personal Digital Assistants (PDAs) were used in medical education and clinical practice, particularly to access net-based information. The approach was to create a research collaborative environment involving academic and industrial partners which aims to support Problem- Based Learning (PBL) and the integration of Evidence-Based Medicine (EBM) in medical education reform in Norway. PDAs were regarded as gateways in complicated webs of interdependent technical and social networks. The PDAs used were suitable for carrying around in the pocket of a doctor’s white coat. A stylus pen on a touch screen was used instead of keyboard. All PDAs used were equipped with standard applications, such as a note taker, offline email and web browser, and a voice recorder.

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Suggestions on Using Laptops for Teaching (455)

Posting Instructional Material Online: Faculty members post PowerPoint presentations, MS-Word files, and HTML pages and the student download and print them. Students add more notes during the lecture. One professor makes extensive use of MS-NetMeeting’s Whiteboard in the classroom. During lecture, he uses a physical electronic board and an electronic stylus to write and project notes onto the screen. The notes are saved as a PDF file after class and posted on the Web. Finally, a history professor builds a web site with authentic web resources and asks the students to research a topic and then develop a website to teach other students.

Demonstrating Concepts: A professor regularly uses Java applets as a visual, interactive supplement to the lecture. The first half of a class period is spent with a traditional lecture on a topics (with laptops closed), followed by fifteen minutes of a structured laptop exercise using the applet to deliver the concepts quite effectively. A chemistry professor uses QuickTime movies to demonstrate potentially hazardous chemical experiments. He uses an interactive software package that accompanies the textbook and provides students with immediate access to information on every element in the periodic table. The software also has molecular modeling program.

Collaborative Exercises: In a collaborative project or exercise, one or two dominant personalities take the project over and dictate the solution to the rest. The best advice is to keep the exercise simple. A computer science professor gives team Java programming assignments requiring development of two to four classes. Each student is required to develop one of the classes. The team is allowed to discuss design and implementation issues, but each student must write and test his or her class individually. Java servlet software developed specifically for this type of assignment allows web-based submission of each student’s code. When all team members have submitted their classes, the code is automatically compiled and run against the professor’s test driver. The results, including any compiler or runtime errors, are immediately viewable on the web. Students are allowed to discuss and correct errors, and resubmit code. Students are graded partly on the success of the team and partly on the performance of their individual classes executing with the professor’s code.

Instant Feedback: Instant feedback is a major advantage enjoyed by a laptop-based course over a traditional course. Instructors can get informative feedback on how students are solving problems and accomplishing their tasks. Software tools like Blackboard™ and WebCT allow quick development of online quizzes or short surveys. Survey questions such as: “What is the point in today’s lesson? Did today’s group activity work for you?” asked at the end of a lecture can give the professor insight into how effective the day’s class was. The results of a short quiz at the start of a lecture can indicate that a certain topic should be revisited in today’s lecture. A short quiz on the assigned reading can suggest what percentage of the class actually did the reading. Students can also get the results of their quiz instantly. Programs can be submitted for automatic compilation and execution. The professor can demonstrate in real-time how to develop a difficult section of the code; the students can follow on their laptops. The professor can go around the classroom pointing out specific problems students may have, problems that would otherwise have taken the students hours to debug. The master-apprentice model of education comes alive in a laptop-required course.

Program Visualization: A math professor uses MAPLE, a mathematical, software package where students can visualize their work in a calculus course. He believes that software running on student laptops permits him to teach topics which involve, for example, 3D visualization, which could not otherwise be taught or modeled. The interactive software allows the students to manipulate the models under the direction of the professor in the classroom.

Evaluation and Testing: Testing and the issue of cheating is a problem when using wireless laptops. Even when password protection is used, with the password announced seconds before the test started, several additional submissions were reported in the data. Students were emailing or instant messaging the password to their absent friends. Restricting the IP address to a specific subnet (all of the wireless laptops in the classroom have IP addresses with that subnet) eliminates the problem of students in the dorm rooms illegally taking the test (their laptops have an IP address in a different subnet), but does not solve the problem entirely. Laptops not in the room but nearby (in the hall, in the next room, or

229 outside the window) are able to tap into the same wireless subnet connection as students in the room. Another problem is the fact that some students try to surf the Web, without permission, during a test. One solution may be to make the test “open book and open Web.” Some argue, though, that this gives students a false sense of security causing them to do less well because they study less and spend more time during the test reading and surfing. The problem of cheating during online major tests remains a problem in serious need of a solution. Finally, one or more student laptops will be broken. Projecting the questions onto the screen or bringing a few printed versions of the quiz sidesteps this problem.

Communication: The laptop environment provides more opportunities for communication between faculty members and students. Conferencing tools allow off-campus speakers to lecture in a class, a professor to meet his class while out of town, and a sick student to participate in the class from home. Students are very comfortable emailing questions to their professors, particularly when an assignment due date is near. An effective way to communicate information to the entire class is to remove the student’s name from the email and to broadcast the response to the entire class. Same information can also be posted on a class bulletin board, and if the identity of the student needs not to be revealed, the board can be set to be anonymous. Instructions are uniform and no student is left out of the loop. Review sessions before a test no longer need to be face-to-face meetings. Chat rooms provide a way for the professor and the students to hold a virtual meeting at a designated time. If an electronic whiteboard is available, then the professor can illustrate his answers with diagrams. Lab sessions can also be facilitated with one person in the lab and the lab partner at home or work.

Laptop Etiquette and Discipline: A number of laptop-etiquette rules and regulations emerged by reviewing our data sources. These include muting or turning-off all cell phone, beeper, laptop volume control, pager, and personal digital assistant before coming to class. If any of these devices rings, beeps, or plays in class, you will be marked absent. Students must also be reminded to bring their laptop to class every day with batteries fully charged. Laptops may not be opened until told to do so, and if the student is engaged in unauthorized communication or entertainment (surfing, instant messaging, chat room chatting, DVD viewing, music playing, game playing) during a quiz, he/she will receive a grade of 0 for the quiz. A second offense will result in a formal written charge of academic dishonesty. If you forget to bring your laptop and a quiz or exercise is given that requires a laptop, you will receive a grade of zero for that quiz or exercise. Finally, do not shutdown your laptop unless the professor grants permission.

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Uses of Java Programming

Case 1 - Environmental Education (051)

Carbopolis is a free computer program that deals with environmental pollution. It was written for students and professors with different education levels. The program uses problem solving approach to deal with chemical and environmental concepts related to air pollution and acid rain. Topics addressed in the program are based on real environmental problems such as the decrease in farming and cattle production in a region next to a thermo-electrical power plant. In order to solve the problem, students must determine the damages and their origin, as well as suggest a solution that reduces or removes them. Students are supposed to find out that the problem was caused by acid rain, which was caused by the burning of coal in the thermo-electrical power plant in the region.

When using the program, some tools at the students’ disposal make them aware of what is going on in the region. Students can refer to the declarations of several characters, such as some farmers of the region, a power station public relations employee, a ranger, a miner, and even the mayor of the city. Sampling and rainwater and air quality analysis tools can also be found, as well as a library for research. Besides text, the library also includes pictures such as the biogeochemical cycles involved. During the solution of the proposed problem, students can formulate hypotheses about the cause of the problem and suggest a solution; for example, they can install anti pollutant equipment. If students guess that the environmental problem is related to the increase in concentration of sulfur dioxide in the air, they can use the air pollution control system. In other words, students can use available equipment to rid the air of sulfur and can then collect and analyze samples to detect whether or not the rainwater and air quality improves.

Finally, the text in Carbopolis uses a hyper textual format. The information related to the understanding and solution of the proposed problem is actively connected or linked. This makes it possible to explore such information instantly, according to the order requested by the user. Thus, the way the chemical and environmental concepts are dealt with is neither linear nor scalar. From the possible connections, students’ curiosity and needs will establish the path they will use to read, understand, and solve the problem.

Case 2 - Engineering Education (159, 537, 542, 553)

There are several examples of using Java applets in engineering education. For example, a Java applet called Gas Turbine Simulator was designed and implemented for use in educational propulsion engineering curricula. It provides an interactive graphical environment for rapid, efficient construction and analysis of arbitrary gas turbine systems. The simulator running can be easily accessed from the World Wide Web and run from a variety of heterogeneous computer platforms, including PCs. Macintosh, and UNlX machines, through the use of any Java-enabled Web browser. The simulation system has a graphical user-interface and a transient space-averaged, aero-thermodynamic gas turbine analysis method, both entirely coded in the Java language. The combined package provides analytical, graphical and data management tools which allow the student to construct and control dynamic gas turbine simulations by manipulating graphical objects on the computer display screen.

In chemical engineering education, Java applets have been developed to support graduate and undergraduate courses on chemical reaction engineering. Instructors refer to textbook problems in specific topics and write Java programs to simulate these problems and integrate them into web sites used in the course. Several of these examples can were cited and discussed in data source #537.

In another system, undergraduate students in the mechanical engineering utilize electronic instruments or mechanical instruments frequently. They learn how to use these instruments primarily through an instructor’s oral instructions and demonstration. Java was used to develop a computer-aided instruction (CAI) system consisting of four modules: information module, instrument module, examination module, and frequently asked question (FAQ) module. The information module tells

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students the theory and operation methods of the instruments and the maintenance data if necessary. The instrument module assists the information module in teaching students. In particular, students can practice on the instrument in a web browser using this module. The examination module allows students to test themselves with the CAI system. The FAQ module enables student to post questions to the teacher on a web browser. The whole system was developed in Java and HTML and can be viewed and used in a web browser. These four modules were arranged to implement a CAI system for electronic instruments. This system is used to teach students how to use oscilloscopes, function generators, and logic analyzers. The CAI system can be used for distance learning.

In teaching highway safety analysis, an effective, reliable, and easy to use Java program was designed and developed that uses an internet-based client server framework to accesses the central database in the public safety department to extract data. Through query operations, students can view any accident statistics to search for roadway design deficiencies or traffic control problems. The system automatically generates the collision diagram, which substantially reduces the time and simplifies the complexities associated with manual handling of accident data.

Case 3 - Computer-Based Tutoring Systems (638)

Java can also be integrated with web-based tutorials to develop computer-based tutoring systems for teaching practical skills. For example, a tutoring system was built on the web using HTML and Java. The purpose of the system is to teach how to program in Java. The system walks the students step by step until they are able to develop their 32-lines Java applet, display it in the browser, run it and see the result directly.

The system walks the student through several stages: phase one requires the students to observe an item of Java code and to type the observed item into a key-in field. The second stage requires the student to find a displayed item within a list of the 24 unique Java items in the program. The third stage teaches the individual items in the program. This stage consists of 14 separate interfaces, presented as successive groups to the learner. At the completion of the 14 item and single-stream interfaces, a row-by-row interface is presented. At the conclusion of the row-by-row interface, a text editor emulation interface is presented to the learner. This interface consists of an open text area in which the Java code may be typed.

Case 4 - Virtual Biology Labs (479)

Java technology was used to develop a supplement to a physical biology lab. The system used Java Bean framework and contains a set of objects such as microscopes, whole organisms, or individual cells each with specific pre-programmed behaviors. Students interact with the objects in order to attain a set of given goals such as study of cell features, separation of cellular components, measurement of enzyme activities, etc. Renderings of objects and their behaviors allow the student to freely experiment in the virtual world. Module content of virtual labs, complexity of problem solving, and sophistication of technical skills are vertically scaled so that each student can move through the module depending upon level of preparation (from General Biology student to advanced students in Fundamentals and Advanced Cell Biology). The unique feature of such a system is that it is open and scalable. Additional modules (beans) can be added as needed to expand the system and its intended audiences.

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Virtual Reality (297, 298)

A collaborative augmented reality system called Construct3D was used to supplement teaching of math and geometry. The system allows an integration of the virtual world into the real world. Students can partly see the real world and interact with it. In addition, this VR system provides useful built-in features such as multi-user capabilities and support of the Personal Interaction Panel (PIP) which is a two-handed 3D interface composed of a position tracked pen and pad to control the application. It allows the straightforward integration of conventional 2D interface elements like buttons and sliders as well as novel 3D interaction widgets.

Another example is a 3-D graphical simulator of forestry machines was developed for the training of students in wood harvesting. The system used consists of a desktop simulator made of a chair equipped with two standard two-axis joysticks located at the end of the armrests. The chair replicates the control interface used to operate the manipulator arm and the processing head of the harvester. This control interface is linked to a graphical workstation via a microcontroller-based hardware interface that reads the control signals coming from the joysticks. Finally, the workstation runs the simulation program and displays the image on a color monitor. Each joystick is equipped with six buttons, one for each finger and two for the thumb. Those buttons control the different functions of the felling head (e.g., opening, closing the grapple, cutting, etc.)

Visual Programming (158, 166, 184)

Another VB-based program was developed to teach principles of microwave design in an electrical engineering program. Microwave Workshop for Windows is a suite of programs which have been designed to perform the dual function of teaching aid and providing a circuit design utility in the field of microwave engineering. The program have been written in Visual Basic and include a Smith Chart tool which is a graphical deign tool that has been traditional difficult for students, and a Microwave Laboratory tool which is an accurate visual and analytical representation of a microwave test bench.

At the City University of Hong Kong, an Interactive Teaching and Learning Environment for Graph Sketching (ITALEGS) of polynomial graphs at college level was developed using Visual BASIC. The objectives of the system are to provide an environment for teachers to design their own lesson plans, to assist students to grasp the sense of graph sketching; and to evaluate the effectiveness of using it in teaching and learning. Similar programs and simulations can also be found in elementary quantum physics, civil engineering, and electronic circuits and systems.

Beside Visual BASIC, some institutions used other visual programming languages to design and build teaching tools. At Monash University in Australia, Stella was used to build simulations for thermo mechanical analysis. Stella is a drag-and-drop environment designed to allow programmers to construct simulations without needing to write any formal code.

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Adobe Systems Incorporated http://www.adobe.com Apache Software Foundation http://www.apache.org Apple Computer Inc. http://www.apple.com Asymetrix http://www.toolbook.com/index.php Blackboard http://www.blackboard.com Blogger http://www.blogger.com/start Cerner Corporation http://www.cerner.com/public/ ClassNet http://apps.csom.umn.edu/ClassNet/ ComWeb Technology Group Inc. http://www.comweb.com Corel http://www.corel.com Dragon’s NaturallySpeaking http://www.dragontalk.com Fathom http://www.fathom.com Georgia Institute of Technology http://www.cc.gatech.edu Google http://www.google.com Hebrew University http://www.huji.ac.il/huji/eng/ IBM’s ViaVoice http://www-306.ibm.com/software/voice/viavoice/ Internet 2 http://www.internet2.edu LearnStar http://www.learnstar.com Lotus 123 http://www-306.ibm.com/software/lotus/ Lotus Learning Space http://www-306.ibm.com/software/lotus/ Mathematica http://www.wolfram.com Matlab http://www.mathworks.com Microsoft Corporation http://www.microsoft.com MOO http://www.moo.mud.org Motorola http://www.motorola.com MUD http://www.mud-master.com NASA http://www.nasa.gov/home/index.html?skipIntro=1 Netscape http://www.netscape.com OKI infrastructures http://www.okiproject.org Open Source initiatives http://www.opensource.org OpenUss http://openuss.sourceforge.net/openuss/ Prolog http://www.swi-prolog.org Quattro-Pro http://www.corel.com Rocket e-Book http://www.gemstar-ebook.com/ebcontent/supt/rocket.asp SAS http://www.sas.com SPSS http://www.spss.com Sun Microsystems, Inc. http://www.sun.com TeleTOP http://teletopa.civ.utwente.nl/04starteng.nsf TopClass http://www.topclass.nl/index2 TutorWeb http://www.tutorweb.net/index1-Eng.htm University of California, Santa Barbara http://www.ucsb.edu University of Glasgow http://www.gla.ac.uk University of Western Sydney http://www.uws.edu.au uPortal http://www.uportal.org VP-Expert http://terra.uow.edu.au/studenthelp/vpxguide.html WebBoard™ http://webboard.oreilly.com WebCOSY http://www.bt.pa.msu.edu/index_files/cosy.htm WebCT http://www.webct.com Yahoo http://www.yahoo.com