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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.

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.

This paper focuses on the use of Web-based instruction in social studies methods. The paper examines how Web-based instruction can transform teaching and learning and explores the problems and possibilities involved with electronic classrooms, including Web-supported instruction. Based upon an earlier study involving online instruction, that Web-based instruction (comprehensive online instruction) and Web-supported instruction (teacher meets class but instruction is supported by the Web) can be transformative enterprises meeting the high expectations of teaching and learning for the instructor and student. The James Madison University (JMU) in Virginia served as a case study for examining Web-based instruction for social studies methods courses. It describes the University and explains how this particular type of instruction is used in different courses. The paper concludes that the possibilities of Web-supported instruction in social studies methods classes are infinite, but cautions that significant problems are to be encountered for a smooth electronic experience between teacher and student. (Contains 24 references.) (BT)

xvi, 352 pages : 22 cm

xvi, 352 pages : 22 cm

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 paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using the criteria based on Rogers' learning theory and the person-centered model of instruction developed by Miller and Mazur (2001), a case example of a Web-centric course is evaluated. The case study evaluation results are discussed in terms of the following criteria: (1) the course provides an emphasis on the learners' interests, personal ability, and prior knowledge of the instructional topic; (2) the facilitative instructor should connect students' knowledge and interests with content principles of the course; (3) the facilitative instructor should select an environment that supports collaborative learning and learner control; (4) the facilitative instructor allows students to develop individually achievable objectives based on their interests and abilities within the context of the course, which could be done in the form of a written contract with the facilitative instructor; (5) the facilitative instructor allows students to develop forms of self-evaluation to demonstrate significant learning based on the individual students' learning objectives; (6) learners work with the facilitative instructor to organize the areas of interest to cover so he or she can meet the needs of the students' learning objectives and maximize the learning potential; (7) the facilitative instructor identifies, selects, and presents to the learners resources to enhance their learning experience; (8) the learners conduct self-evaluation based on their individual learning objectives outlined in their learning contracts; and (9) outcomes of the course should show significant learning. These nine criteria can be used to identify the extent that a Web-based course fits with Rogers' person-centered learning theory. (Contains 25 references.) (Author/AEF)

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.

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.

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)

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)

In this article, the authors focus on the use of Web-based instruction in social studies methods courses. They examine in what ways Web-based instruction transforms both teaching and learning and explore the problems and possibilities involved with electronic classrooms, including Web-supported instruction. Their study is classroom action-research, which spanned two years: 2000-2002. From the outset, they believed, based upon an earlier study involving online instruction in their respective classrooms, that Web-based (totally online) instruction and Web-supported (teacher meets class but instruction is supported by the Web) instruction can truly be transformative enterprises in terms of both teaching and learning. Despite the seemingly endless possibilities of Web-supported instruction, problems and/or obstacles lie in the path of a smooth electronic experience for both teacher and student. This study, then, involves the classroom experiences of two social studies methods classrooms in two southern universities. We, the author-researchers, aligned our respective course requirements and materials to offer an electronic classroom experience for our combined classes. This alignment, we believe, allowed us to observe and analyze student engagement with electronic discussion, partnerships, and collaboration.

One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When the relation between beliefs, tools acceptance levels and web pedagogical content knowledge of science and technology education pre-service teachers towards WBI is analyzed, it is seen that beliefs towards WBI affect acceptance levels of WBI tools and WBI tools acceptance levels affect web pedagogical content knowledge. (Contains 6 tables and 4 figures.)

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)

In this study the effectiveness and efficacy of e-learning was evaluated through a web based approach. Two classes of elementary learners of English were selected for this study, one class received a six month instruction through the typical twice a week classes and the other one was instructed through internet, in other words, the first class did not use any web based materials such as chat rooms, emails, etc., however, the second class did not attend classes at all except for monthly meetings with the instructor in order to unravel some loopholes they encountered in dealing with internet and e-learning. They simply interacted with their instructor through internet by emails and chat rooms, this group was taught simply by internet, for example, they mailed their writings to their teacher once a week and the instructor gave feedback through e-mail; they also were assigned to chat every night with their classmates or native speakers and report the result to their instructor and so on. The final results revealed that the web based class outperformed the traditional class in writing, and reading comprehension, but the results were in favor of the traditional group regarding speaking performance and structural knowledge.

This paper describes the research and development of a fully World Wide Web-based credit course in the English Department at the University of Waterloo (Ontario). One hundred students from across Canada complete four exercises in technical writing over a four-month term. In the process, they learn to understand and apply the principles of SGML (Standard Generalized Markup Language) design in their assignments and in the profession generally. Their assignments are converted and displayed on the course Web site for markers' assessments and for their shared use. Students employ the same tools, software and designs that the instructors use to create all aspects of the course materials. Through this exposure, they are able to evaluate instructional methods by practicing them in their own work. Half the course grade is derived from students working entirely online in groups of three. All aspects of instruction are supervised and integrated by instructors using newsgroups, chat, online tutorials and instructor comments. A commercial version of the course is available to organizations for their training needs. (Author/AEF)

This paper presents results of research on an intensive online graduate level course in Web-based instruction (WBI) delivered via the same medium. The classes, offered concurrently at the University of Memphis and at Georgia State University, provide students with experiences centered around three areas: being a student in an online environment; being a designer and developer of online learning; and being a critic of WBI materials and resources. The results of analysis of the data collected over three semesters of this course are addressed, and findings are discussed in the areas of: synchronous versus asynchronous interaction; the importance of technical prowess; aids and barriers to the establishment of a learning community; and the affective dimensions of WBI. The paper concludes that careful consideration must be made of learners, the environment, and other issues associated with an educational system. Contains 18 references. (AEF)

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)

With accelerated progress of information and communication technologies (ICT), web-based instruction (WBI) is becoming a popular method for education resources distributing and delivering. This study was conducted to explore what factors influence college students' behavioral intentions to utilize WBI systems. To achieve this aim, a WBI system was developed and employed in a vocational college in Taiwan to support undergraduate courses learning. Drawing on the concepts from Technology Acceptance Model (TAM), Theory of Reasoned Action (TRA), and Social Cognitive Theory (SCT), this study proposes a nomological framework and develops an instrument for measuring college students' intention to use the WBI platform. The empirical results indicate that students show great readiness and positive intentions towards the system for their web-based learning activities and expose a possible benefit from its use in the long term. The research findings can provide instrumental suggestions for web-based instruction practices and may serve as instrumental guidelines for WBI systems to be effectively designed to advance college students' interests and activations in the virtual learning environment. (Contains 2 figures and 3 tables.)

This paper describes a cybercourse model that was designed and created by infusing the following four beneficial telecomputing activities into a World Wide Web-based learning system: collaborative learning; demonstration; interactive discussion; and problem solving. Differences between the regular Web-based distance learning system and the innovative model are compared and contrasted, using the contrast perspectives of active learning versus passive learning and mindful teaching versus thoughtless teaching. The advantages (i.e., no time and space limit, synchronous and asynchronous communication, and linear and nonlinear learning) and disadvantages (i.e., difficulty in documenting student performance and in tracking student access to Web sites) of the model are discussed. The following issues related to applying the Web as a distance learning medium are considered: (1) the effectiveness of electronic conversations versus face-to-face conversation; (2) the effect of field dependence/independence on student performance; and (3) the quality of the information available on the Web. Two figures representing the regular model and the innovative model are included. (DLS)

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)

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 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)

The literature on Web-based instruction (WBI) is reviewed, focusing initially on the terminology, history, and commentary (pro and con) related to the topic. The advantages and disadvantages associated with WBI are then discussed and an overview of the empirical work on WBI, paying particular attention to studies on student satisfaction and learning outcomes, is provided.

This practicum was designed to support collaboration among graduate students and faculty in a Master of Science in Nursing Leadership and Post-Master's Case Management distance education program taught via videoconferencing. Students attend class at 11 videoconferencing centers scattered throughout a large western state. The geographically separated students tended to confine collaborative group project interactions to same-site colleagues because communication tools were inefficient, costly, unavailable, or did not support timely completion of collaborative work. Web-based instruction (WBI) was integrated into the curriculum to provide students and faculty with easily accessible and effective tools for collaboration. WBI training was provided for faculty and students via videoconference and online tutorials. Intensive technical support was provided to students to help them achieve skills requisite for performing in an academic online environment. The integration of WBI to support collaboration was very successful. Students and faculty were able to communicate in a variety of ways and could complete academic activities at locations and times that were most convenient to them. The tools that WBI provided were instrumental in helping students submit collaborative work that faculty often identified as far exceeding their expectations. Appendices include copies of the course home page, tutorials, course syllabus, and a sample student project. (Contains 51 references.) (Author/AEF)

This practicum was designed to support collaboration among graduate students and faculty in a Master of Science in Nursing Leadership and Post-Master's Case Management distance education program taught via videoconferencing. Students attend class at 11 videoconferencing centers scattered throughout a large western state. The geographically separated students tended to confine collaborative group project interactions to same-site colleagues because communication tools were inefficient, costly, unavailable, or did not support timely completion of collaborative work. Web-based instruction (WBI) was integrated into the curriculum to provide students and faculty with easily accessible and effective tools for collaboration. WBI training was provided for faculty and students via videoconference and online tutorials. Intensive technical support was provided to students to help them achieve skills requisite for performing in an academic online environment. The integration of WBI to support collaboration was very successful. Students and faculty were able to communicate in a variety of ways and could complete academic activities at locations and times that were most convenient to them. The tools that WBI provided were instrumental in helping students submit collaborative work that faculty often identified as far exceeding their expectations. Appendices include copies of the course home page, tutorials, course syllabus, and a sample student project. (Contains 51 references.) (Author/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)

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. (Contains 5 tables and 1 figure.)

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)

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 presents the methods and results of a year-long evaluation study, conducted for the purpose of determining disability accessibility barriers and potential solutions for those barriers found in four World Wide Web-based learning environments. The primary questions used to frame the evaluation study were: (1) Are there any features of the specific Web-based courseware package (learning environment) that are difficult to access by persons with disabilities? (2) What are the ways in which accessibility might be improved for the Web-based courseware? (3) Are there any standard HTML features of many Web pages in general that are difficult to access by persons with disabilities? and (4) What tools are available for checking accessibility for future revisions of the Web-based courseware? Subjects were 11 university students with disabilities. The methods outlined include computer-based analysis tools, computer-facilitated focus groups, and focused individual interviews. Common limitations and suggested solutions are discussed in the following areas: lack of alternative text for images, imagemap hotspots, and applets; forms usage; frames usage; graphical icons; tables usage; and browser-specific code. Additionally, the paper includes URLs (Uniform Resource Locators) for several Web resources on accessibility, including a site created by the author based on the results of the evaluation study. (MES)

A follow-up working conference was held at Lewis Research Center (now Glenn Research Center) on September 23-25, 1997, to continue discussing issues related to the development of Web-based education materials for the K-14 community. The conference continued the collaboration among the NASA aerospace technology Centers (Ames, Dryden, Langley, and Lewis [now Glenn]), NASA Headquarters, the University of Idaho and the Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement teams, and working sessions that addressed issues related to the conference theme, responding to the K-14 customers needs. The group identified the most significant issues by consensus. The issues addressed were: classroom access, World Wide Web resources, teacher training, different teaching and learning styles, interactivity, and education standards. The working sessions produced observations and recommendations in each of these areas in order to work toward the goal of making NASA sponsored Web-based educational resources useful to teachers and students.

The use of Web-based and Web-enhanced instruction is growing rapidly. There is much information and discussion surrounding the layout of content on the screen and facilitating communication yet little information is available regarding the students' perception and use of online instruction. It is known that students print information available on the Web, but not why or how this affects their satisfaction with the course. This study was designed to identify factors that influence students to print course information delivered online, to ascertain if these printing activities are related to reducing barriers, and to determine if these printing activities influence students' satisfaction for learning via the Web. Implications for the design and development of Web-based instruction are discussed. The survey instrument is included at the end of this paper. (Contains 43 references.) (AEF)

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university's experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. (Contains 1 table and 1 figure.)

This paper describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core-aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers' ability to analyze instruction and on their instructional practice, as measured the Mathematical Quality of Instruction (MQI) instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

Web-based instruction provides a new medium for the presentation of instructional activities. The medium has the capability of addressing individual preferences and styles of learning through its structure and the use of multiple forms of media. Through careful design and adherence to the objectives of instruction and to learners' needs, Web-based instruction can provide a successful environment for a variety of learners. Factors in the Web-based environment, such as visualization, as well as individual student characteristics, such as goal orientation, achievement, and perception, must be taken into account so that the design of Web-based instruction enhances the educational opportunities of the learners. This study examines learner characteristics that impact engineering students' use of a Web-based instructional environment as well as their achievement. (Contains 17 references.) (Author/MES)

Web-based instruction provides a new medium for the presentation of instructional activities. The medium has the capability of addressing individual preferences and styles of learning through its structure and the use of multiple forms of media. Through careful design and adherence to the objectives of instruction and to learners' needs, Web-based instruction can provide a successful environment for a variety of learners. Factors in the Web-based environment, such as visualization, as well as individual student characteristics, such as goal orientation, achievement, and perception, must be taken into account so that the design of Web-based instruction enhances the educational opportunities of the learners. This study examines learner characteristics that impact engineering students' use of a Web-based instructional environment as well as their achievement. (Contains 17 references.) (Author/MES)

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 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.

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)

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 test the principle of modality by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of declarative statements explaining the animated sequence and a complex support mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based lesson without any auditory support of the animation was also employed. Learning was measured through drawing, terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of auditory support.

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master's level, and doctoral level). Data were collected from 491 participants who answered an identical learning styles survey about technology-based pedagogical tools. This study revealed that students enrolled in web-based courses taught by one professor demonstrate high levels of satisfaction in courses that provide active, engaging learning environments.

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 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)

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)

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)

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.

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)