Part A--FROM INTERNATIONAL JOURNALS

ARTICLES ON GENERAL ISSUES

The following articles discuss issues such as general design strategies, partnership models, cost aspects, and implementation strategies. Advantages and disadvantages of Internet-based education information technology in education are examined in many of these articles. Some of the papers provide practical applications along with their arguments.

Bates, A.W. (1997). The impact of technological change on open and distance learning. Distance Education, 18(1), 93-109.

Here, the author discusses technological changes in open and distance education and analyzes the impacts that these changes here had. The Web is described as a technology that provides interactive stand-alone materials with two-way asynchronous communication between teachers and learners. In WBI, access and student support are especially important. The paper argues that the more studies are necessary to find the relationship between the type of technology adopted and the learning outcome, as is a certain degree of caution.

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Corry, M.D., Frick, T.W. & Hansen, L. (1997). User-centered design and usability testing of a web site: an illustrative case study. Educational Technology Research and Development, 45(4), 65-76.

This paper reports on a project that aims to determine the usefulness of a university existing Web site and to design a new site based on an extensive needs analysis and usability test. The paper, even though it does not deal with Web-based courses, provides useful guidelines to develop a user-centered Web site of any kind.

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Herrmann, A. Fox, R. & Boyd, A. (1999). Benign educational technology? Open Learning, 14(1), 3-8.

In an attempt to analyze the unintended consequences of the increasing use of Web-based these authors use computer-mediated communications technology in higher education in Australia, a framework based on Tenners notion of technological revenge. Five effects_rearranging, repeating, recomplicating, regenerating, and recongesting_are used to identity unintended consequences of the introduction of the Web-based Curtin Learning Link into a distance education context. The paper concludes with a suggestion that educators look to the possibilities of reducing any unwanted outcomes and improving the quality of learning and teaching experiences.

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Houseman, J.G. (1997). Infusion, not diffusion, a strategy for incorporating information technology into higher education. Journal of Distance Education, 12(1/2), 15-28.

This article provides practical strategies to promote the faculty's use of information technologies in teaching based on thorough analysis of faculty barriers. It is emphasized that the combination of faculty interest, the existing infrastructure, the readily available tools, faculty development, and assistance is necessary to support the majority of faculty members in the incorporation of new technologies into their teaching and to solve the pedagogical problems of using technologies.

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Inglis, A. (1999). Is online delivery less costly that print and is it meaningful to ask? Distance Education, 20(2), 220-239.

This paper is an attempt to examine the costs of shifting from print-based to online courses and to seek the rationales for making such a change. The three principal reasons include cost savings, quality improvement through resource-based learning and/or increased interaction, and access improvement. An example of cost analysis in Australian context is provided to help readers understand the cost relationships between a print-based course and its online counterpart. The results of this analysis show that the rationale of cost savings is not justified and that other rationales need to be sought. As an alternative, the strategic advantage rationale is discussed with specific implementation strategies.

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Kirkwood, A. (1998). New media mania: can information and communication technologies enhance the quality of open and distance learning? Distance Education, 19(2), 228-241.

The distance education community, this paper states, needs to seriously analyze the educational ends of using information and communication technologies and should also consider how these technologies can be used to enhance teaching and learning. It argues that information and communication technologies should be used not to replicate classroom teaching, but to create a different form of education that offers rich experiences not available to traditional students.

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Linn, M.C., Shear, L., Bell, P. & Slotta, J.D. (1999). Organizing principles for science education partnerships: case studies of students learning about Rats in Space and Deformed Frogs. Educational Technology Research and Development, 47(2), 61-84.

This paper, emphasizing the importance of successful partnerships between experts in relevant disciplines when creating Internet-based learning programs, introduces a pedagogical framework called the "Scaffolded Knowledge Integration" (SKI) framework, which helps in the design of effective partnership activities and in the promotion of collaborative works among partners. Using SKI, groups of scientists, teachers, and researchers integrated their ideas and designed effective Internet-based science programs. Curriculum and instructional design strategies for these science programs are provided in detail. It is emphasized that the SKI framework helps utilize Internet resources in developing a knowledge integrated learning environment and also helps groups design and monitor their own knowledge construction process.

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McLeod, R.D., Britton, M.G. Tregobov, A. & Sundstrom, K. (1997). Distance learning: interactive learning in engineering using broadband networks and the Internet. Journal of Distance Education, 12(1/2), 243-256.

This report discusses several ongoing distance education projects in the engineering department of a Canadian university regarding delivery formats, technological considerations, and plans for pilot testing. One of the suggestions is that the pedagogical strategies for delivering effective distance education courses require ongoing evolution and refinement.

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Poole, G. (1997). Back to the future: what can we learn from current debates on educational technology? Journal of Distance Education, 12(1/2), 9-14.

After debating the pros and cons of online course delivery, the author argues that it is possible to reap the benefits of online course delivery without sacrificing human contact and a sense of place if the educators design and implement online courses in a careful and wise way and examine pedagogical values through a continuous dialogue.

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Thomas, P. et al. (1998). A holistic approach to supporting distance learning using the Internet: transformation, not translation. British Journal of Educational Technology, 29(2), 149-162.

The effective integration of new information and communication technology requires a thorough understanding of the whole education process and a careful examination of its functions. This paper reports on the British Open University's holistic approach, which integrates the Internet into all phases of the distance education process, from registration to examination. The development and implementation of this Internet-based distance learning support system, student online registration, electronic assignment, marking and recording assignments, online tutorials, and online examinations are discussed. The authors particularly emphasize the effectiveness of taking an integrated holistic approach to the introduction of new technologies into the existing distance education system.

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Thompson, M.M. & Chute, A.G. (1998). A vision for distance education: networked learning environments. Open Learning, 13(2), 4-11.

This paper provides an international overview of the use of technologies in education and training by using various case studies. Key design principles for networked learning environments that meet needs of learners, content, and institutions are provided. The authors argue that networked learning environments can expand the repertoire of teachers and students by providing new types of educational experiences, such as collaborative, distributed, and constructivist learning, and such environments can support effective workplace learning by extending traditional training.

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Trentin, G. & Scimeca, S. (1999). The roles of tutors and experts in designing online education courses. Distance Education, 20(1), 144-161.

This paper attempts to discuss the roles of tutors and content experts in collaboratively developing online courses. Using the Polaris project, which studied the uses of information and communication technology in inservice teacher training in Italy, the authors clarify the roles and competencies of online tutors and content experts and identify important design activities for online course development and management. The major role of online tutors is said to be the definition of optimal teaching strategies, the encouragement of online collaboration, and the implementation of online tutoring with competencies in the content, methods, and technology.

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Wishart, J., and D. Blease. 1999. Theories underlying perceived changes in teaching and learning after installing a computer network in a secondary school. British Journal of Educational Technology 30(1): 25-42.

Using behavioriorst and cognitive and social constructivist theories of motivation and learning, this paper explains the change in teaching and learning that occurred in a secondary school in the UK after the adoption of a computer network. The students' and teachers' perceived teaching and learning effects of the computer network were surveyed to investigate the changes. The results show that both the teachers and the students perceived a wider variety of effects for learning than for teaching, that is, computer network use changes students' learning strategies rather than instructors' teaching methods. In addition, increased student motivation was observed. These resu;ts are discussed using the concepts from supporting learning and motivational theories applicable to information technology used in school.