A survey of 306 undergraduate and graduate students, focus groups, and lecturers' reports evaluated a Web-enabled distributed learning system. The system was popular with students, flexible, self-paced, and empowering; technical support difficulties generated frustration. There was less interaction than desired and a lack of instant feedback and…

Electronic Performance Support Systems (EPSSs) are replacing traditional training in many settings. This article describes a package to determine the return on investment (ROI) of an EPSS used by the U.S. Department of Veterans Affairs, applicable as well as to the calculation of ROI for other EPSSs. (Author/AEF)

Examines individual learning differences and adaptive learning in interactive World Wide Web learning environments, highlighting the dominant influence of emotions and intentions and their impact on learning. Explains learning orientations and the System for Intentional Learning and Performance Assessment (SILPA), an interactive Web learning…

Describes how the nuclear industry uses Web-based training, thereby reducing costs. Provides details of the savings in travel time, class time for teachers and students, and recordkeeping. (JOW)

Proposes activity theory as a framework for student project work that is a form of open-ended contextual activity-based learning emphasizing problem solving as a collaborative effort. Topics include project work from a Vygotskian perspective of activity theory; and the design of a prototype for Web-based project work. (LRW)

Describes the use of SAS/IntrNet, a Web service rather than a Web server, to evaluate and enhance university level Web-based courses. IntrNet provides the ability to create both static and dynamic Web pages, using Web publishing tools to convert SAS output to hypertext markup language for the creation of static Web pages. (Author/LRW)

Defines WebQuests as a specific kind of Web-based learning activity and discusses how to choose and assess WebQuests. Explains a rubric to assess the strengths and weaknesses of WebQuests and includes Web sites to view examples of WebQuests. (LRW)

Focuses on an undergraduate module which served to provide a rationale for a web-based teaching, learning, and a support environment for academic staff and students. Explores module/program support development possibilities on the web from academic, quality, and commercial perspectives as well as the cybernetic and evolutionary nature of learning.…

Discusses the use of computers in education and training and proposes a client-server architecture for an experimental computer environment as an approach to a virtual classroom. Highlights include the World Wide Web and client software, document delivery, hardware architecture, and Internet resources and services. (Author/LRW)

Describes a virtual workshop where participants across the United States learn by interacting with their own computers. Highlights the program's goals, audience activity, goals versus accomplishments, CPU usage, consulting, and effectiveness. (Author/VWL)

This investigation provides a measure of the rate and type of change that is occurring with instruction-related Web sites. Discusses the impact of these changes when developing or using online or print-based materials in terms of planning and cost related to course revision and course maintenance. (Author/LRW)

Discussion of computer-supported special education focuses on a learning environment where an agent supports a learner through a multi-dimensional learning space. Describes an open system called Ahmed (Assistive and adaptive HyperMedia in Education) that is similar to a Web browser but with capabilities for individual adaptation. (Author/LRW)

Examines the concept of the memex, use of the computer as a hypertext learning and teaching tool. Discusses the practical implication of this concept using the World Wide Web. Lists disadvantages such as lack of computer access, and keyboarding and outlining skills. (Author/JOW)

This training outline provides ideas for helping students learn how to build a Web page or site by increasing skills through step-by-step instruction. Highlights include HTML basics; creating a simple page from a template; layout and design; understanding site structure; copyright; creating links to other sites; and development of content. (LRW)

Discusses synchronous communication in learning via the World Wide Web and considers arguments for advantages of asynchronous approaches. Describes a synchronous Web-based professional development program for mathematics teachers in North Carolina and discusses the nature of online communication. (LRW)