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This paper discusses the initial development and testing of a Web-based instrument for collecting daily data on instruction. This teacher log was developed for use in the Study of Instructional Improvement, a longitudinal study on school improvement in high poverty areas. The researchers wanted to further develop the potential of teacher logs by experimenting with Web-based technology and computer branching. The 1998 teacher log study tested the feasibility of using a Web based instrument to collect data on instruction. Seven elementary teachers used the log to report on 29 mathematics and reading lessons. Researchers observed classroom instruction, completed log reports, and wrote detailed narrative descriptions for 24 lessons. All teachers were able to use the log to report on instruction. Data were successfully entered through a Web interface into a database and subsequently used to conduct provisional analyses of both instruction and instrument reliability and validity. The researchers conclude that a Web-based instrument can be used successfully to capture important information about teaching, some of which has not been available before (lesson duration, student attendance for each lesson, and instructional groupings or formats for each lesson). An appendix offers teacher log pilot help pages. (SM)

This paper on World Wide Web-based continuing education begins with an overview of the concept of the virtual university and the creation of a community of scholars in the virtual university. The University of California Digital Library is then described, including: the strategic need for libraries to change; attributes of the traditional, virtual, and digital library; and a paradigm shift resulting in new definitions of libraries and librarianship. The remainder of the paper focuses on the San Jose State University (California) Virtual School of Library and Information Science, including its mission statement, vision, innovative elements, collaboration and partnerships, development phases, project staff elements, and the learners. (MES)

The current study identifies the potential problems of current web-based instruction and learning management systems in terms of its lack of flexibility and customization required for individual learners? different goals, backgrounds, knowledge levels, and learning capabilities. Advanced adaptive learning management system technologies are able to give possible solutions and mechanisms for adaptively foreseeing, monitoring, organization, and evaluating individual learners within learning management systems. According to Brusilovsky and Vassileva (2003) suggestions, the authors are introducing the examples of adaptive system mechanisms for adaptive self-regulation can be such as Glossary, Indexed Textbooks, Advanced Navigation, Direct Guidance and Adaptive Navigation Support, Adaptive Guidance for Prerequisite-based Help, for large scale of web-based learning management systems.

The present study was completed on class IX students of Jawahar Navodaya Vidyalayas of Madhya Pradesh and Chattisgarh . 316 students were selected as sample by using random sampling technique. Using “ Self developed Achievement Test in Mathematics” it is found that the (i) Web Based Instruction was found to be significantly superior to Traditional Method for teaching Mathematics when the groups were matched with respect to pre achievement in Mathematics. (ii) Achievement in Mathematics of Boys and Girls was found to be equally well when the groups were matched with respect to pre Achievement in Mathematics. (iii) There is no significant effect of the interaction between Treatment and Gender when the groups were matched with respect to pre Achievement in Mathematics. (iv) Achievement in Mathematics is independent of Caste when the groups were matched with respect to pre Achievement in Mathematics.(v) Achievement in Mathematics is independent of the interaction between Treatment and Caste when the groups were matched with respect to pre Achievement in Mathematics.

This thesis presents a set of principles for web-based instruction based on literature from instructional design, usability engineering, and human-computer interaction. A questionnaire based on usability and instructional design attempts to show that in order to improve web-based instruction, usability and instructional design need to be taken into consideration when constructing long distance courses via the Web. The results show that usability and instructional design are dependent upon each other in order to present an effective on-line course while simultaneously learning from it.

More and more faculty members are using web-based instruction as part of their course or as complete courses, which has resulted in an entire web-based instruction programs and virtual universities. As such, web-based instruction is one of the major areas that are becoming key to the development of the Web. To the contrary, despite having accessible hardware, training, and discipline-specific media, some faculty members are hesitant to adopt web-based instruction. This study investigated factors influencing the decision process to adopt or reject web-based instruction by faculty members and results show that attributes of innovations such as trialability, observability, compatibility, relative advantages, and complexity, play a major role in the process.

This paper addresses the faculty perception on web-based instruction in order to explain the nature of learning and instruction in this setting. Using a mixed method approach, the research studied a sample of 132 University Faculty (lecturers and professors) in University of Kurdistan. The research tools were interview and questionnaire. The results of Exploratory Factor Analysis suggested that five basic components could explain the nature of learning and instruction of web-based instruction in higher education: "the lack of authentic learning, autonomy in learning tasks, the weakness of faculty role in instruction, technical skills in web-based instruction and infrastructure and policy-making." These five components could explicate two more fundamental themes: the overall nature of learning and teaching in web-based instruction and web-based obstacles.

This paper reviews recommended guidelines for World Wide Web-based instruction and provides a framework for libraries worldwide in designing Web-based instructional programs. The first section describes Web-based training, including interactivity and the content and objectives of Web-based library tutorials. The second section discusses Web design and evaluation criteria for library professionals, including guidelines developed by the Library Instruction Round Table of the American Library Association and the Instruction Section Teachings Methods Committee of the American Association of College and Research Libraries. The third section addresses Web design and evaluation criteria in non-library sources. The last section covers ssessment and usability studies. An addendum provides brief descriptions and Web site addresses of projects outside the United States that are involved with teaching and learning in a networked environment. (Contains 14 references.) (MES)

This paper reports outcomes from a development and evaluation effort focused on a specific World Wide Web-based learning environment (WBLE) for school library media specialists (SLMS). Background information is provided explaining how the decision to create a WBLE for the SLMS course was derived. The three main groups contributing to the WBLE process are described, which include course designers/developers, course facilitators, and course participants. Issues associated with the creation and implementation of the WBLE are discussed in the context of two phases. Design/development issues during the first phase (i.e. the design and development phase) included page vs. site design and cross-platform performance; logistical/management issues included ideals vs. reality, site access, and on-site assistance; technological challenges included modems, browsers, and network stability. During the second phase (i.e., implementation and on-going evaluation), design/development issues included network stability, Web browsers, content delivery vs. data gathering; logistical/management issues included mixing face-to-face and distance interactions, the importance of flexibility and feedback, and keeping the learners motivated. Perspectives of designers/developers, instructors, and learners are offered for clarification and understanding of the potential impact and promise of WBLEs. Includes sample course Web pages). (AEF)

Our study examines the extent to which accounting faculty use web-based resources to augment classroom instruction. Moreover, we explore the effects of the institutional factors of accounting accreditation and the existence of an accounting Ph.D. program on internet use by accounting academics toward enhancing pedagogy, while controlling for the individual factors of academic rank and gender. We find strong statistical inferences that accounting accreditation signifies an increase in the likelihood that accounting faculty utilize the internet to supplement pedagogy. The presence of an accounting doctoral program, as well as the interactions of accreditation with the ranks of assistant and full professors, in addition to the female gender, are associated with an increase in the odds that faculty integrate the internet in their courses.

Our study examines the extent to which accounting faculty use web-based resources to augment classroom instruction. Moreover, we explore the effects of the institutional factors of accounting accreditation and the existence of an accounting Ph.D. program on internet use by accounting academics toward enhancing pedagogy, while controlling for the individual factors of academic rank and gender. We find strong statistical inferences that accounting accreditation signifies an increase in the likelihood that accounting faculty utilize the internet to supplement pedagogy. The presence of an accounting doctoral program, as well as the interactions of accreditation with the ranks of assistant and full professors, in addition to the female gender, are associated with an increase in the odds that faculty integrate the internet in their courses.

Our study examines the extent to which accounting faculty use web-based resources to augment classroom instruction. Moreover, we explore the effects of the institutional factors of accounting accreditation and the existence of an accounting Ph.D. program on internet use by accounting academics toward enhancing pedagogy, while controlling for the individual factors of academic rank and gender. We find strong statistical inferences that accounting accreditation signifies an increase in the likelihood that accounting faculty utilize the internet to supplement pedagogy. The presence of an accounting doctoral program, as well as the interactions of accreditation with the ranks of assistant and full professors, in addition to the female gender, are associated with an increase in the odds that faculty integrate the internet in their courses.

Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work can be included as models, and updating or expansion of texts is as easy as changing HTML files. With over 40 hours of instruction per play module, assignments can be individualized to student needs and used repeatedly--for instruction, clarification, make-up on missed classes, or review for exams. Materials for each play include three lectures and seven topics for exploration (issues, character, plotting, genre, critics, staging, and background); instructional aids on cast, story line, literary terms, and references, as well as access to a searchable text of Shakespeare's works, are included. Results over 5 years of development and revision are reported. Topics discussed include: structure of the Shakespeare Hypertext Guides (SHGs); pedagogical advantages of hypertextual instructional materials; and the development process from theory to prototype to evaluation to revision. One figure illustrates a sample page of the SHG, and a table presents data on the logistics and evaluation of Shakespeare courses using SHGs. (Author/DLS)

This paper discusses a model of integrated instruction and assessment called SMART (Special Multimedia Arenas for Refining Thinking). SMART involves interactive use of the Internet and multimedia software. The Internet serves three important functions: it acts as a formative assessment tool by providing individualized feedback to students, creates a learning community by displaying data submitted by participating classrooms, and promotes discussion and reflection on important concepts. This paper discusses design features of the SMART model, including the Internet tools, and describes an example from middle-school science. Two figures present an excerpt from the SMART WWWeb macroinvertebrate catalog and an excerpt of student feedback from SMART WWWeb. (Author/DLS)

This article summarizes a quantitative study of the effects of animated agents in web-based instruction (WBI) on mathematics achievement and attitudes toward mathematics in postsecondary education. Eighty-one college students who were enrolled in a core mathematic course at a doctoral/research-extensive university in central Alabama participated in this study. Using a pretest-posttest control group design model, the study verified that the presence of animated agents in WBI can improve postsecondary students' mathematics achievement and attitudes toward mathematics. In addition, the interaction of gender choice of the animated agent with several demographic factors did statistically affect attitudes toward mathematics. These findings can be used to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning mathematics and long-term mathematics achievement in postsecondary mathematics.

This paper consists of reviews of current trends in World Wide Web-based instruction and a representative sample of Web-based instruction efficacy research. The review of the current state of Web-based instruction yields two principle themes: (1) the prevalence of Web-based instruction is growing exponentially, particularly in lifelong learning and corporate training; and (2) the line between academia and private industry is blurring at an unprecedented rate that is strongly associated with the growth of Web-based instruction and training. A review of Web-based instruction efficacy indicates that, despite the prevalence of Web-based instruction, there are few efficacy studies in which Web-based and face-to-face instruction are compared. The paper describes views of educational researchers who object to the utility of such studies on methodological and theoretical grounds. Rationale for the need for such studies is also presented. Four representative efficacy studies are summarized, and their results, taken together, yield three principal conclusions: (1) Web-based instruction can be as effective as face-to-face instruction based on students' grades and exam scores; (2) learning variables play an important role in terms of the nature of students who select and who succeed in Web-based classes; and (3) factors that lead to improved performance in face-to-face classes, such as structured collaboration and active learning, also increase performance and positive attitude in Web-based courses. Contains 17 references. (Author/MES)

This qualitative case study assessed web-based instruction in a computer-aided design/computer-assisted manufacturing (CAD/CAM) course designed for workforce development. The study examined students' and instructors' experience in a CAD/CAM course delivered exclusively on the Internet, evaluating course content and delivery, clarity of presentation of complex technical concepts, and student receptivity to the Internet delivery mode. Components of student experience examined were motivation, nature of interactions, advantages and disadvantages, issues associated with Internet delivery, and student outcomes. Narrative data from telephone interviews (n=20) with students in the United States and Canada was the principal source of data. The course packet, provided electronically, included a syllabus, faculty, calendar, assignments, notes, e-mail link and index, as well as links to industrial and educational sites and the university home page. Findings indicated that the Internet delivery met the expectations of the students by offering a course not available through traditional delivery; participants were satisfied with all components of the course except for selected technical problems and they felt that this distance learning course was as effective as a traditional course. (Contains 40 references.) (CH)

The purpose of this study was to assist an instructor in facilitating an online course while the class was being offered, and to provide timely interventions for improving the course during the semester. A formative approach was used to help deal with unforeseen issues in implementing the first online course this instructor had offered. Through data analysis of what worked well, what did not work well, and what improvements were needed, issues related to both students and instructor's perspective of the class were identified in the findings. From a student perspective, these issues included: online interactions, assessment, and course participation. For the instructor, there were concerns about new pedagogy, technology, and workload. Based on these issues, instructional interventions were suggested and an overall evaluation was conducted through an online survey. The approach adopted, findings identified, and recommendations made in this study will have implications for other instructors and instructional designers, especially those teaching online for the first time. (Contains 27 references.) (Author/AEF)

The purpose of this study was to assist an instructor in facilitating an online course while the class was being offered, and to provide timely interventions for improving the course during the semester. A formative approach was used to help deal with unforeseen issues in implementing the first online course this instructor had offered. Through data analysis of what worked well, what did not work well, and what improvements were needed, issues related to both students and instructor's perspective of the class were identified in the findings. From a student perspective, these issues included: online interactions, assessment, and course participation. For the instructor, there were concerns about new pedagogy, technology, and workload. Based on these issues, instructional interventions were suggested and an overall evaluation was conducted through an online survey. The approach adopted, findings identified, and recommendations made in this study will have implications for other instructors and instructional designers, especially those teaching online for the first time. (Contains 27 references.) (Author/AEF)

This paper argues that individual differences among undergraduate students are important factors to the effectiveness of asynchronous learning and that students' needs and perceptions must be taken into account in the design of Web-based instruction (WBI). A student typology is presented based on evidence from an ethnographic study of a WBI undergraduate course in the Education program at the University of Alberta. "EDPY202: Technology Tools for Teaching and Learning" is philosophically based on the perspective that learning is a process of constructing knowledge rather than a process of recording knowledge. Although EDPY202 is primarily a software tools literacy course, it does provide the students with some exposure to curriculum integration. Qualitative data were collected from an EDPY202 class with an enrollment of 700 students between September 1998 and June 1999. A total of 116 students volunteered to be interviewed. The great majority of the students, 72, were 19 to 24 years old; 28 students were 25 to 35 years old and 16 were over 35. The method used to investigate the course relied in part on participant observation and in-depth interviews in order to construct the categories through which the participants themselves interpreted their experience. The majority of students interviewed liked the course and spoke positively about the self-directed, active learning experience. Results are discussed in terms of: developing a new vocabulary; written versus spoken communication; difficulty with active learning; feelings of isolation and exclusion; overcoming technical problems; and marking criteria. (Contains 13 references.) (AEF)

A World Wide Web-based distance learning course at Georgia State University, developed with World Wide Web Courseware (WebCT), is the focus of this study. The course, "Advanced Reference: Online Searching Techniques," concentrated on assisting students in developing skills for searching Internet resources, in particular the resources and databases of the Georgia Library Learning Online (GALILEO) initiative. The target audience for the course was school library media specialists enrolled in the Educational Specialist Degree Program with a concentration in library media technology. Research questions were: (1) Is Web-based course delivery an effective way to prepare school library media specialists in the instructional uses of Internet information resources? (2) Is Web-based instruction a successful medium for helping school library media specialists develop skills in searching and evaluating GALILEO databases? and (3) How do participants react to Web-based instruction? Sources of data were logs from the synchronous chat area, bulletin board postings, e-mail communications, course usage statistics, student projects, and structured interviews with the participating students. Results from the preliminary study indicate that participants' attitudes toward Web-based instruction are positive, and Web-based instruction provides a learning environment in which participants can develop electronic literacy skills and share their ideas and projects. (Contains 10 references.) (MES)

Modules to teach the appropriate integration of technology into social studies teaching were pilot-taught in a secondary social studies methods course. The seven modules emphasized the World Wide Web as a resource for teachers and students. Pre- and post-course surveys were conducted with the 24 students in the course. Both qualitative and quantitative evidence showed that most methods students valued, understood, and were able to use the Web in planning instruction. No conclusions can be drawn about the impact of the modules or instruction on the students in the course. The freestanding module approach does not appear to be an efficacious approach to integrating technology use in teacher education courses or programs. The revised modules are available on the Web for other methods instructors to adopt or adapt. (Author/BT)

This study explored the efficacy of web-based instruction in topics in elementary school mathematics in fostering teachers' confidence and competence in using instructional technology, and thereby promoting more positive attitudes toward using computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p less than 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group. (Contains 3 figures and 17 tables.)

Determining the reflections of technology integration applications that are to be performed in our schools is important to light the way of first steps of integration. In this research, the effect of a web-based instruction environment used by 31 different teachers in a high school to school culture is set forth. The school culture is analyzed within the frame of thoughts and relations of teachers and directors and the spread of these applications that are new for the school. Case study methodology has been applied in this study; the qualitative and quantitative data have been assessed together. The qualitative data of the study include the interviews with teachers, in-class observations, interviews with school directors; the quantitative data are obtained from the surveys applied on teachers. In addition to this, the records obtained from web-based instruction environment have been also used for interpreting other data. At the end of the study, positive changes have been detected over the thoughts and relations of teachers and directors. Moreover, during this research, even though there have been some exceptions, spread of web based instruction activities among teachers has taken place in parallel with the general technology diffusion theory. As a result, we may say that thanks to this research, a culture based on the changes on the teachers and directors and school, usage of technology has started to be formed. Within this direction, the directors, teachers who are the important elements of school culture for technology integration have made suggestions for the applications to be applied in school.

Determining the reflections of technology integration applications that are to be performed in our schools is important to light the way of first steps of integration. In this research, the effect of a web-based instruction environment used by 31 different teachers in a high school to school culture is set forth. The school culture is analyzed within the frame of thoughts and relations of teachers and directors and the spread of these applications that are new for the school. Case study methodology has been applied in this study; the qualitative and quantitative data have been assessed together. The qualitative data of the study include the interviews with teachers, in-class observations, interviews with school directors; the quantitative data are obtained from the surveys applied on teachers. In addition to this, the records obtained from web-based instruction environment have been also used for interpreting other data. At the end of the study, positive changes have been detected over the thoughts and relations of teachers and directors. Moreover, during this research, even though there have been some exceptions, spread of web based instruction activities among teachers has taken place in parallel with the general technology diffusion theory. As a result, we may say that thanks to this research, a culture based on the changes on the teachers and directors and school, usage of technology has started to be formed. Within this direction, the directors, teachers who are the important elements of school culture for technology integration have made suggestions for the applications to be applied in school.

Web-based training is becoming a phenomenon in education today because of its flexibility and convenience, it is vitally important to address those issues that adversely impact retention and success in this environment. To generate principles of effective asynchronous web-based materials specifically applicable for secondary level students based upon the perceptions of those who have developed effective web-based content. The development and formulation of an instructional approach for effective use of web-based learning is generally in science and particularly in chemistry. Web-based instruction is more appropriate to be used as a supplementary tool in learning process. WBI enables the learning process interesting and more meaningful since it provides multisensory experience to the students. The paradigm shift from student centered to learner-centered education has emphasized the use of WBI. Students have to use a variety of strategies in learning to accomplish classroom academic tasks. WBI help students and teachers and also institutions in improving overall learning process. The authorities need to focus on the integration between the technology and the pedagogical practices. Web-based instruction created by Blackboard was well suited to the students' needs. Learners' perspectives toward online learning have offered valuable insights into a way to make the connection between the teachers goal and learners need while learning in a Web-based instructional environment. This paper attempts to find out the higher secondary learners' effectiveness towards web-based instruction on chemistry. Experimental method was adopted in this study. Samples were divided into control and experimental groups. Control group was taught by traditional method and experimental group with web based instruction. Pre-test and post-test was administered to both the groups. The findings of the study reveals that there is no significant mean difference between the achievements of pre-test and post-test scores taught by traditional method and there is significant mean difference between the achievements of pre-test and post-test scores in the web based instructional method since it provides multisensory experience to the students.

Higher education expenditures are being increasingly targeted toward distance learning, with a large portion focused specifically on web-based instruction (WBI). WBI and classroom-based instruction (CBI) tend to offer students diverse options for their education. Thus, it is imperative that colleges and universities have ample, accurate information to help determine the extent and nature of WBI offerings that best fit with the strategy and mission of the institution. In an effort to contribute to the body of knowledge on WBI, this study compares student performance between CBI and WBI, specifically with regard to the learning of procedural knowledge. The study hypothesizes that WBI will be more effective than CBI in this context and tests this hypothesis using t-tests to compare the means on ten spreadsheet projects. The results provide only minimal support for the hypothesis; yet, the results also indicate some interesting anomalies that warrant further discussion and research.

This paper discusses issues and factors involved in making decisions on whether to use World Wide Web-based instruction. Five levels of Web-based instruction (no Web use, informational, supplemental, essential, communal, or immersive Web use) are discussed, and the following factors are identified to consider before making the decision to put classes online: (1) distance, i.e., the geographical proximity of the instructor and students; (2) stability of material; (3) need for multimedia; (4) need for student tracking, i.e., the desirability and degree of accounting for student interaction with and progress through the course; (5) number of students; (6) amount of interaction needed; (7) social pressures; (8) need for online references; (9) infrastructure and technical support; (10) comfort levels; and (11) access to the Internet and equipment. (MES)

The purpose of this paper is to suggest an alternative approach to perform relevant and useful evaluations of Web-based learning and instruction (WBLI) that will accommodate performance and keep pace with the growing capabilities of the Internet. Discussion includes the advantages of WBLI, multimedia and streaming use in WBLI, building the foundation of WBLI capability, and a review of WBLI evaluation approaches. The paper focuses primarily on defining an evaluative framework that can accommodate a range of WBLI interventions specifically within a business environment by more deeply exploring learner needs, concerns, and expectations. A case study involving WBLI designed to assist the E-Service solutions group at Nortel Networks implement Time to Market (TTM) development principles is used to illustrate several aspects of the emergent framework. Contains 12 references. (Author/AEF)

Reading in the content areas of science, social studies, and current events is a difficult task that is even more elusive to Spanish speaking English language learners. There is a huge increase in children transitioning from their L1 (e.g., Spanish) to L2 (e.g., English) in classrooms across the US. These ELs face challenges due to a lack of fluency in decoding, vocabulary, and word, sentence, and discourse level complexities in English learning. Structure strategy instruction on the Web for English Language Learners (SWELL) is a web-based tutoring system that supports ELs in reading comprehension by teaching them about five text structures. In addition SWELL provides two adaptations for ELs--Spanish Scaffolding (where students were presented materials in both Spanish and English) and English Hybrid (where students were given the option of seeking assistance in Spanish by hovering over words, clicking on sentences, or viewing a full page in Spanish). In this paper we report on the design and pilot studies conducted within five classrooms at grades 4,5, and 6. Our results show improvements in reading comprehension measured by researcher design measures. [For the complete proceedings, see ED557311.]

In today's world, it is acknowledged by almost all folks of life that the traditional educational institutions are inadequate in educating the growing population. This situation has triggered research into finding ways to provide economical and of high quality education to wider masses of people. Currently, web based instruction seems to be the point that has been reached to meet such a demand. In web based instruction, students' and tutors' perspectives play an important role in the facilitation of successful outcomes. Moving on from that, the aim of this research is to investigate web based instruction in view of the tutors' and students' perspectives. In order to achieve such an aim, face-to-face interviews were carried out with 10 tutors from the e-MBA Master's Degree Programme at Bilgi University, and with 10 students registered in the same programme. Nine semi-structured interview questions were used to investigate the participants' perspectives on web based instruction and the interview data were analyzed accordingly.

The World Wide Web offers significant opportunities for instruction--opening up education to the unserved or underserved, providing new tools to enhance learning and increasing convenience for learners in terms of effective use of place and time. Prior to planning for Web-based instruction, it is imperative that the underlying motivation is explored. Issues to address when planning and developing Web-based instruction include: (1) institutional commitment, including the co-involvement of institutional units and establishing personnel and technology resources; (2) a faculty reward structure; (3) instructional design and development; (4) student issues; (5) scheduling; (6) student management procedures; (7) student support; (8) learning issues and challenges; and (9) marketing. (AEF)

The higher education environment is currently being revolutionized by the challenge of online course offerings. Many obstacles stand ready to confront those instructors who are faced with the task of utilizing this new instructional environment. The instructional aspects of Web-based learning are often viewed as secondary to the technical issues that require a new set of skills for most instructors. This paper suggests that it is important to apply instructional design to the many aspects of designing and delivering effective Web-based instruction. Presents a model for the design of Web-based instruction that includes these phases: analyze, design, develop, disseminate, and evaluate/revise. Each of these phases is discussed in detail. (Contains 1 figure and 20 references.) (Author/AEF)

Public key cryptography and the infrastructure that has been designed to successfully implement it: Public Key Infrastructure (PKI) is a very promising computer security technology. As a significant enhancement to this infrastructure, the DoD is now issuing smart card tokens, in the form of the Common Access Card (CAC), to its service members. This card is a relatively complex cryptographic device that contains its user's private keys, digital certificates, and other personal/administrative information. Service personnel are being issued these cards with little or no training regarding what they are or how they function. Such an omission detracts from the infrastructure's overall security. This thesis presents an introductory-level description of public key cryptography and its supporting infrastructure (PKI). The thesis then goes on to develop a web-based training tool that could provide all DoD CAC holders with the rudimentary knowledge of how their CAC fits into the broader infrastructure. The training tool will require no instructor, and will present a validation test to each user. DoD commands could utilize this tool to provide basic CAC training to their members.

This paper highlights features, uses, and training issues related to AltaVista Forums, a World Wide Web-based conferencing tool. An overview of the features of AltaVista Forums is provided; highlights include asynchronous online discussions, chats, document attachments, URL posting, a calendar feature, and mail-to listings. Pricing and system requirements are noted. The integration of AltaVista Forums in postsecondary courses at the University of Indianapolis and Indiana University is then discussed, including a few techniques the authors have used or observed for integrating AltaVista Forums. Training strategies to support faculty and student use of AltaVista Forums are presented, and student and faculty reactions to AltaVista Forums are summarized. The paper concludes with a discussion of advantages and disadvantages of AltaVista Forums. (DLS)

The CLASS (Communication, Learning, and Assessment in a Student-centered System) Project is creating a complete, accredited, high school sequence for delivery on the World Wide Web. The Department of Distance Education of the University of Nebraska-Lincoln (UNL) is a recipient of $18 million in federal funding to develop the sequence. When completed in 2001, CLASS will offer students 54 courses from which to choose to complete these requirements. The CLASS instructional design model enables input from a variety of sources and empowers the designers with constant feedback. The model includes the following steps: identify the need; assemble the content development team; research; brainstorm; assign personnel; ascertain resources; create a proposal; create the course; and test the course. CLASS instructional features give distance education students the opportunity to learn using a myriad of learning tools that are unique to Web-based distance education, including student-to-student communication, dynamic learning activities, student-selected learning paths, multimedia-reinforced learning, self-monitoring of progress, and the ability to create multimedia portfolios, all in a seamless learning environment not bound by time or space. (DLS)

Scholars and proponents of computer-supported learning advocate the use of collaborative learning as an important component of Internet courses. Advocates claim that computer-supported collaborative learning (CSCL) is an instructional strategy that can help instructors avoid the pitfalls of Internet correspondence courses that rely on information acquisition and regurgitation of rote answers that reflect low level learning. As educators transition their course from traditional to Internet learning, a paramount concern is maintaining the essentials of a collaborative learning environment. Following a brief theoretical background of collaborative learning as an instructional strategy, four panelists describe the use of collaborative learning in three different educational contexts: (1) an environmental education program for middle school science teachers in North Carolina; (2) a graduate project management course for individuals working full time in organizations throughout the United States; and (3) a graduate course in applications of information technology for military personnel throughout the world. (Author/AEF)

This paper describes a year-long program which is in place at Nashville State Technical Institute (Tennessee) to train faculty in the development of World Wide Web-based instruction. The program is based on seven principles that assert that good practice in undergraduate instruction encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. The paper maintains that much of the instruction that is currently on the Web fails in two respects: it is not good instruction and it is not implemented well from the standpoint of using currently available Web technologies. The program currently in place attempts to use free or nearly free tools that are widely available to implement Web-based instruction. This paper summarizes content and goals for each of the following seven sessions that comprise the year-long program: (1) Introduction; (2) Site design; (3) Introduction to Netscape Composer; (4) Navigation; (5) Modifying and imbedding JavaScripts; (6) Preparing PowerPoint for the Web and uses of WebBoard; and (7) Wrap-up session for the first year. Successes and the shortcomings to date are detailed. (Contains 42 references.) (Author/AEF)

This paper documents a collaborative effort between faculty members from Pellissippi State Technical Community College (Tennessee) and Northwestern Technical Institute (Georgia) to create and deliver an online class on medical terminology. The following six aspects of the project are described: (1) the collaborative effort, including the viability and benefits of such a joint effort, and the division of course development tasks; (2) faculty training; (3) the design process, including design considerations, and design decisions related to course competencies and course components (i.e., home, syllabus, modules, pronunciation, learning activities, and examinations); (4) hardware and software issues; (5) auxiliary multimedia interfaces; and (6) third-party partnerships related to the use of the Learning Manager software. Lessons learned are listed, and a syllabus format for World Wide Web-based courses is appended. (Contains 41 references.) (MES)

This bibliography is a selection of recent documents and journal articles, most of which are in the Educational Resources Information Center (ERIC) database, that address major issues and summarize current research on Web-based instruction in higher education. These resources were selected from materials published between 1999 and 2002, with an emphasis on materials that are published research reports. The document type of each item is noted in its citation as an additional tool for users in evaluating the materials usefulness. The bibliography contains 100 ERIC resources and 10 selected Internet resources grouped in these categories: (1) overview of Web-based learning; (2) Web-based versus traditional instruction; (3) constructing Web-based courses and curricula; (4) teaching and learning on the Web; (5) assessment and evaluation of Web-based instruction; (6) challenges and impact of Web-based instruction; and (7) selected Internet resources on Web-based instruction. The bibliography also explains how to get copies of documents in the ERIC database. (SLD)

An exploratory study was conducted with faculty and administrators at Historically Black College and Universities (HBCUs) to determine the level of reported knowledge and experience with policies that govern Web-based instruction (WBI). Result indicated that faculty had little experience with the policies and many had not participated in policy development. Lack of communication of the policies was also reported to be a barrier to participation. Recommendations on policy information adoption and dissemination were made based on the findings of the study.

Students enrolled in the Freshman English Core at the University of Denver take a required course called "The Persuasive Voice" (PV), designed to teach basic library and research skills. Members of the library faculty received a grant to make basic World Wide Web-based instructional materials available via the library home page; the initial objective of the project was to provide instructional support to faculty, staff, and students involved in the PV. This initial bibliographic instruction project has grown rapidly and is now particularly useful to working adult students enrolled in applied, interdisciplinary, evening and weekend programs. Through the library's home page, off-campus students can gain access to around-the-clock bibliographic assistance in accessing, using, and assessing the relevance and provenance of electronic resources. To measure and report on the effectiveness of the initial Web-based training project, a survey-based assessment tool was developed and administered in the PV classes. Results reflect a clear need for ongoing instruction on both the basic and advanced levels. (Contains 13 references.) (AEF)

Three years of developing an online course, responding to student needs, technological advances, communication issues, campus policies and politics, and an assortment of other issues taught the authors of this paper many lessons about Web-based instruction at the university. Experience indicated that prior to committing a course to online delivery, four areas should be addressed: philosophy (reasons for pursuing online instruction), student needs, instructional paradigms (matching the appropriate pedagogical model/strategies to the distance learning environment), and preparation/teacher needs. The paper concludes that the delivery of Web-based distance learning is both workable and productive, and that online learning can be superior to that of traditional classroom instruction. (Contains 14 references.) (AEF)

This paper surveys the literature on ways to use Web-based or Internet instruction more effectively and assesses some trends associated with the methods. Highlights include: changes in university demographics; elements of a process of planning and operating educational programs for adult students; major faculty issues that have to be addressed in order to grow and improve the instructional delivery of Web-based courses; the application of critical thinking skills in teaching, learning in, and designing Web-based courses; collaborative learning as a means of students learning to value and perceive the importance of working actively with their peers and an interdependent structure; how WebCT software can be modified for specific classroom setups and needs; challenges associated with the trends in Web-based instructional models; and the influence of the diversity of the student population and the development of educational technology on the need and popularity of Web-based instruction. (MES)

The aim of this study is to diagnose the difficulties and discouraging factors impinging upon the use of distance education practically Web Based Instruction (WBI) by students at Qassim University, Saudi Arabia. 442 students from seven university colleges interested in WBI were asked about how far a set of factors outlined in the study discourage them from the use of distance education in general and web-based instruction (WBI) in particular as a supplement to the traditional classroom lecture/lab approach. Apparently if such difficulties or discouraging factors are neutralized, the students will be better motivated to use distance education and web-based instruction. The research used questionnaires to determine the influence of the factors in question upon student's use of distance education and (WBI). The major findings of the study indicate that the difficulties or factors discouraging students from using distance education and (WBI) were negatively correlated with technology skills and use. the participants have good to very good computer and Internet skills. Thus, it was found that the computer and Internet skills and use were correlated with age, the technology skills and use were correlated with gender, and the technology skills and use correlated with colleges.

xvi, 352 pages : 22 cm

An analysis and needs assessment was conducted to identify kindergarten through grade 14 (K-14) customer needs with regard to using the World Wide Web (WWW) for instruction and to identify obstacles K-14 teachers face in utilizing NASA Learning Technologies products in the classroom. The needs assessment was conducted as part of the Dryden Learning Technologies Project which is a collaboration between Dryden Flight Research Center (DFRC), Edwards, California and Tne Pennsylvania State University (PSU), University Park, Pennsylvania. The overall project is a multiyear effort to conduct research in the development of teacher training and tools for Web-based science, mathematics and technology instruction and learning.

In this study, instructor and student problems related to the Web-based instruction (WBI) were identified after examining their experiences. Interviews were used to collect the data. Semi-structured interview questions were asked in order to identify the problems related to the design, technology, support, management, student-centered learning, communication, and time from the perspective of students and instructors. Instructors' problems were found in the areas of support, communication with students, providing feedback, and handling the number of students. Students' problems were found in the areas of learning new tools, communication with classmates and instructors, and social aspects of learning. Results indicated that meeting at least once face-to-face before the course and providing an environment for an effective communication were important parameters for formalizing the interactions between students and instructors and also among the students themselves. In addition, it was found that the success of the WBI can be increased through: fostering dialog, participation, and interaction, formative assessment of assignments, increasing students' motivation, giving importance to student differences in learning, using active learning techniques and designing effective Web sites. (Contains 17 references.) (Author/AEF)

This paper describes "The Internet: Communicating, Accessing & Providing Information," a University of Alberta (Canada) credit course which is delivered over the Internet. The purpose of this course is to help students understand what the Internet is and to learn to use Internet tools. The paper: (1) discusses the primary development and delivery phases of this course, while also providing a general account of the time spent on each of the phases; (2) compares the costs of this course with those of similar face-to-face courses; and (3) offers an interpretation of these results and the possible implications for similar courses. Five tables present data on times for course development and pilot testing; total hours spent on operation and delivery of the course, number of interactions between students and instructors/teaching assistants, time spent in each area of the course by instructors/teaching assistants, and a summary of time spent on the course by instructors/teaching assistants. Two graphs present data on time spent on the course by the instructor and the teaching assistant and a comparison of times for delivering World Wide Web-based instruction and face-to-face instruction. (Author/AEF)

This practicum was designed to provide a means for students in the graduate education program at Nova Southeastern University (Florida) to demonstrate that they can successfully incorporate Internet information and communication technologies into teaching and professional development. Goals were: (1) to develop a means for assessing attainment of technological competencies applied to teaching; (2) to establish baseline competencies for Internet technology competencies for graduate education students; and (3) to map the integration of technology in the curriculum based on the International Society for Technology in Education (ISTE) standards. The solution involved three approaches. The first was to develop a Web-based course on using the Internet for teaching in which students created electronic portfolios to demonstrate technology competencies. In addition, the Web-based instruction course was adapted for an inservice Internet workshop for teachers from the Catholic diocese schools. Second, a self-assessment survey of Internet skills was administered to all incoming graduate education students and to the inservice teachers. Third, a course matrix was developed to chart the inclusion of technology competencies in each course. All students in the Web-based course developed and demonstrated specified technology competencies through course assignments and their electronic portfolios. The profile of Internet skills from the self-assessment survey indicated widespread experience for both students and inservice teachers with e-mail and general Internet searching, but minimal experience with creating Web pages or electronic portfolios or with using Internet resources for teaching. Similarly, the course matrix maps for graduate education courses showed that the application of technology to instruction was reported less frequently than other competencies. Appendices contain an outline for an electronic portfolio workshop, an agenda from an internet workshop for teachers, a checklist, and both a self-assessment and an assessment for teachers. (Contains 62 references and 17 tables.) (Author/AEF)

Charlotte Turner Smith (1749 – 1806) was an English poet and novelist. She initiated a revival of the English sonnet, helped establish the conventions of Gothic fiction, and wrote political novels of sensibility.<br /><br />It was in 1784, in debtor's prison with her husband Benjamin, that she wrote and published her first work, Elegiac Sonnets. The work achieved instant success, allowing Charlotte to pay for their release from prison. Smith's sonnets helped initiate a revival of the form and granted an aura of respectability to her later novels.<br /><br />Stuart Curran, the editor of Smith's poems, has written that Smith is "the first poet in England whom in retrospect we would call Romantic". She helped shape the "patterns of thought and conventions of style" for the period. Romantic poet William Wordsworth was the most affected by her works. He said of Smith in the 1830s that she was "a lady to whom English verse is under greater obligations than are likely to be either acknowledged or remembered". By the second half of the nineteenth century, however, Smith was largely forgotten.

2Wealth of Nations, Book 1

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Summary from Wikipedia)

"How selfish soever man may be supposed, there are evidently some principles in his nature, which interest him in the fortunes of others, and render their happiness necessary to him, though he derives nothing from it, except the pleasure of seeing it." (from The Theory of Moral Sentiments)<br><br>Adam Smith considered his first major book, The Theory of Moral Sentiments, his most important work. Indeed, the tome was a wild success upon its publication, selling out immediately. It has not lost popularity since. In this legendary work, Smith discusses the nature of morality, and the motives behind and origins of these "sentiments." Originally published in 1759, this work provides the philosophical underpinnings for his later works, as well as elucidating the psychological and moral foundations of the workings of a complex society. Smith parses many important concepts in this book, with the central questions perhaps being: Where do our moral principles come from? Are they divine and inborn, reflection of man-made laws, or rational, based on their usefulness to society? Smith's answers to these questions and more, and his explanation of how such sentiments, however derived, influence society's self-coordination, have interested lay and scholar alike for hundreds of years. (summary written by Nikki Sullivan)<br /><br /> note: This is the First edition, the 6th edition was revised and extra material added.

A story for children about a little bear with no name, “there were not enough names to go round,” and his adventures in finding one. (Summary by Carolyn Frances)

<i>The Fairy Ring</i>, originally published in 1910, is a collection of 63 fairy tales from around the globe. It includes such well-known favorites as "History of Jack the Giant-Killer", "The Frog Prince","Rumpel-stilts-ken", and "Snow-white and Rose-red", among many others. Children of all ages will enjoy these stories. (Summary by Paul Williams)

6Wealth of Nations, Book 2 and 3

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

7Masters of Space

By Edward Everett Evans and E. E. Smith

The Masters had ruled all space with an unconquerable iron fist. But the Masters were gone. And this new, young race who came now to take their place--could they hope to defeat the ancient Enemy of All? (Summary by Gutenberg)

8Wealth of Nations, Book 4

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (from Wikipedia)

9Triplanetary

By E. E. Smith

“Doc” E.E. Smith pretty much invented the space opera genre, and Triplanetary is a good and well-known example. Physics, time, and politics never stand in the way of a plot that gallops ahead without letup. Having earned a PhD in chemical engineering, it’s understandable that the heroes of Smith’s story are all scientists. He didn’t want to be constrained by the limits of known science, however, so in his hands the electromagnetic spectrum becomes a raw material to be molded into ever-more amazing and lethal forms, and the speed of light is no bar to traveling through the interstellar void. Come enjoy this story of yesteryear, set in tomorrow, where real women ignite love at a glance, real men achieve in days what governments manage in decades, and aliens are an ever-present threat to Life-As-We-Know-It! (Summary by Mark F. Smith)

10Spacehounds of IPC

By E. E. Smith

When the Inter-Planetary Corporation's (IPC) crack liner “IPV Arcturus” took off on a routine flight to Mars, it turned out to be the beginning of a unexpected and long voyage. There had been too many reports of errors in ship's flight positions from the Check Stations and brilliant physicist Dr. Percival (“Steve”) Stevens is aboard the Arcturus on a fact-finding mission to find out what's really happening, and hopefully save the honor of the brave pilots of the space-liner Arcturus from the desk-jockeys' in the Check Stations implications of imprecision - the nastiest insult you could cast at a ships pilot. He and the pilots are right, it was the Check Stations that were out of position, not the ships. But that's cold consolation because before the Arcturus reaches Mars it's attacked by a small, mysterious, globe shaped spaceship. (Summary from Wikipedia)

11Wealth of Nations, Book 5

By Adam Smith

An Inquiry into the Nature and Causes of the Wealth of Nations is the magnum opus of the Scottish economist Adam Smith, published on March 9, 1776 during the Scottish Enlightenment. It is a clearly written account of political economy at the dawn of the Industrial Revolution, and is widely considered to be the first modern work in the field of economics. (Introduction from Wikipedia)<br /><br />This project was proof listened by mim@can, Betty M., and Barry Eads.

This book is written to Christians who profess to believe the Bible as God's revelation, but whose "lives are filled with discomfort and unrest." Smith aims to show that the Bible's claim that God is the "the God of all comfort" is not an over-advertisement or misunderstanding, but that it is possible to avail ourselves of the doubts and heavy anxieties that plague so many Christians. <br><br> By explaining God's part and man's part, Smith aims to show her readers that it is possible to overcome feelings of defeat and despair and find rest and peace in Christ. Abundant life and genuine enduring joy are available to all believers - even you. Deep and lasting peace, beyond all Earthly circumstances, is possible. (Introduction by Rachel Craig)

LibriVox volunteers bring you 5 recordings of America by Samuel Francis Smith. This was the Weekly Poetry project for July 4th, 2010.

14Skylark of Space

By Lee Hawkins Garby and E. E. Smith

The novel begins with the accidental discovery, in a Government laboratory in Washington D. C., of a form of clean nuclear power. Our hero, Dr. Richard Seaton, uses this power to build first a flying belt and then an interstellar spaceship. He later discovers that the process operates by generation and manipulation of gravity fields.<br /><br /> When his government coworkers do not believe him, Seaton acquires rights to his discovery from the government and commercializes it with the aid of his friend, millionaire inventor Martin Crane. A former colleague, Dr. Marc DuQuesne, joins with the unscrupulous World Steel Corporation to try to steal Seaton's invention. The resulting conflict escalates, as Seaton and Duquesne develop greater and greater technical capabilities and enlist more and more powerful alien races as allies.. (Summary by Wikipedia)

15Skylark of Space (version 2)

By Lee Hawkins Garby and E. E. Smith

The Skylark of Space is one of the earliest novels of interstellar travel and is considered a classic of pulp science fiction. Originally serialized in 1928 in the magazine Amazing Stories it is often categorized as the first literary space opera, complete with protagonists perfect in mind, body, and spirit, who fight against villains of absolute evil. (Introduction from Wikipedia)

16Skylark Three

By E. E. Smith

This is a sequel to The Skylark of Space. The novel concerns Richard Seaton and his allies who have encounters with aliens while fighting DuQuesne and the Fenachrone..(Introduction by Wikipedia)

Captain John Smith (c. January 1580 – June 21, 1631) Admiral of New England was an English soldier, explorer, and author. He was knighted for his services to Sigismund Bathory, Prince of Transylvania. He is remembered for his role in establishing the first permanent English settlement in North America at Jamestown, Virginia, and his brief association with the Virginia Indian girl Pocahontas during an altercation with the Powhatan Confederacy and her father, Chief Powhatan. He was a leader of the Virginia Colony (based at Jamestown) between September 1608 and August 1609, and led an exploration along the rivers of Virginia and the Chesapeake Bay.<br /><br />His books and maps may have been as important as his deeds, as they encouraged more Englishmen and women to follow the trail he had blazed and to colonize the New World. He gave the name New England to that region, and encouraged people with the comment, "Here every man may be master and owner of his owne labour and land...If he have nothing but his hands, he may...by industrie quickly grow rich."<br /><br />In 1614, Smith returned to the Americas in a voyage to the coasts of Maine and Massachusetts Bay. He named the region "New England". He made two attempts in 1614 and 1615 to return to the same coast. First a storm dismasted his ship. In the second attempt, he was captured by French pirates off the Azores. Smith escaped after weeks of captivity and made his way back to England, where he published an account of his two voyages as A Description of New England. He never left England again. He died in the year 1631 in London at the age of 51. (Introduction by Wikipedia)