A learning management system (LMS) is a critical technology platform for teaching and learning for nearly all institutions of higher education. Although an LMS is a driving force in online courses, it is not given in traditional face-to-face environments. The problem is an underutilization of an LMS in face-to-face higher education courses. This…

Addresses the differences in philosophy and instruction methods while offering a means of complementary support. Discusses the traditional and applied communication graduate education models. Concludes that educators must establish and focus upon mutual respect for the commonalities held by the two approaches to graduate education and the support…

Discusses different teaching methods beginning with the least effective to the most effective and addresses some general weaknesses and strengths of each of the styles as a means of moving from the traditional mode of teaching and learning to a more active engagement with students. (CMK)

Describes three approaches to adapting courses to distance delivery: the most common "dive-in" technique (little preparation other than adapting print on transparencies, practicing with technology controls, and test-running); the "chunking" approach (considering how the major "chunks" of teaching can be transported to…

Reviews significant literature on the reengineering of teaching and learning in higher education, focusing on the application of an asynchronous model of teaching and learning. Develops a framework for the use of various tools or modes of learning, from textbooks and lectures to electronic mail, news groups, and the World Wide Web. (MDM)

Presents the basics of an instructional delivery model used in a course developed at Troy State University (Alabama). The program combines the best elements of traditional and distance education. The reading and writing materials, interactions, audiovisual media, and tests are discussed. (AEF)

To improve teacher training, a model was developed to summarize and categorize teachers' levels of current and future Internet usage in teaching. This model was intended to prepare teacher educators to help inservice teachers learn to use the Internet to support their courses. Three levels are determined by how the Internet is used educationally…

Teaching is complex and layered. The premise of this paper is that teaching is worthy of being an object of systematic inquiry, and that such inquiry will help to clarify and potentially improve the character of teaching. It has also been assumed that a useful approach is to differentiate within teaching those aspects which can and usually are…

Teacher educators have become increasingly interested in the beliefs preservice teachers bring to their undergraduate methods courses. S. Lortie (1975) posited that the major influence in shaping future teachers' conceptions of teaching is their previous years of experience as students. A study of students in preservice reading methods courses…

This qualitative study investigated differences, from the point of view of instructors, between teaching college courses over the Web versus in more traditional face-to-face formats. Twenty-one college instructors who had taught in both formats were interviewed. Four of the interviews were by telephone and 17 by e-mail. Interview fragments were…

This study sought to determine how teachers (n=61) at two Paideia schools in Chattanooga (Tennessee) perceived the professional staff development activities provided for them as they made the transition from a traditional direct instruction model of teaching to a nontraditional three-column model of instruction which included didactic…

This paper describes the University of Montana's efforts in migrating an undergraduate instructional media course from a traditional stand-and-deliver model to a World Wide Web-based electronic classroom. The rationale is presented, including the background for the decision making move and a description of similarities and differences of both…

One of the potential negative effects of online courses is a loss of social relationships and a loss of the sense of community that is usually present on a traditional campus. This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in…