Just as a classroom where teacher and students are physically present develops into a community over the course of a semester, classes taught via the Internet become virtual learning communities, communities unbounded by physical space. This paper describes a course on information design that was implemented entirely via the Internet, including…

Examines barriers to student participation in online conferences, including psychological/social forces and software limitations. Proposes the following ways to encourage student input: require participation; form learning teams; make activities interesting; don't settle just for opinions; structure activities; require hand-in assignments; know…

This paper reports on a comparative study of the use of asynchronous (bulletin board) and synchronous (chat) discussion on three learning units based on the cognitive maps developed by the learners. Cognitive maps have been found to be an effective tool for learners for discussion in a distributed learning environment. Cognitive maps provided…

This study examined the efficacy of a class discussion conducted by listserv which was used instead of classroom meetings for a graduate seminar. Research focused on whether this mode of communication was successful for the purpose of the course, and how this mode of communication could be improved as a means for replacing or supplementing…

This guide, intended for elementary and secondary teacher, explains how to teach with the latest Internet-based technologies. The guide offers variations and tips for adapting assignments to K-12 grade levels, as well as to a variety of disciplines such as English, social studies, math, and science. Organization of the guide is based on…