Argues for a reworked pedagogy in the networked computer classroom to counteract the emergence of prejudicial attitudes which marginalize people in online discussions. Encourages interventionist strategies such as centralizing discussion and giving preparatory lectures. Proposes that instructors should be more accountable for confronting and…

This article describes what is involved in electronic communication, how British Special Educational Needs Coordinators (SENCos) feel about using it, and the conditions under which it can be used effectively. SENCos felt that electronic communication supplemented other sources of support and provided access to information sources beyond local…

Addresses issues to consider in conducting computer presentations. Discusses presentation devices--television, multiscan capable monitor, LCD (liquid crystal display) panel with overhead projector, and video/RGB (red, green, blue) projector; lighting; audience size; and types of presentations--fast/short time multimedia presentations, oral and…

Presents demographic information about students taking two online courses at two institutions. Discusses changes in learning environments that accompany the move to the virtual classroom. Points out potential problems in delivering courses with new technologies. (RS)

Describes and evaluates a seminar course taught jointly between Stanford University and Sweden's Royal Institute of Technology using video-conferencing over the Internet. The need to address social issues in addition to technological issues is discussed, and participant evaluations are reported. (Author/LRW)

Finds that a Web-based interactive sample test, used to supplement traditional instruction in a large lecture class, was perceived by students to be a valuable educational tool, with males perceiving a more interactive version as being more valuable (Although 51% of students in the class did not try the interactive sample test). (SR)

Discusses the advantages and challenges of using e-mail in English-as-a-Second-Language (ESL) learning, focusing on synchronous versus asynchronous computer-mediated communication; what online English is like; the advantages of computer-mediated communication; and how to make communication available to ESL learners. (SM)

Considers recent developments in Web-based community networks. Examines fundamental attributes and describes various types of paradigms. Presents considerations for the planning process, which address implementation, technical, budgetary, design, operational, and functional issues and concerns. (Author/AEF)

Explores problems in information sharing; discusses the concept of metadata; illustrates its use on the World Wide Web, as well as other related approaches; and presents an approach to information sharing that uses a semantic modeling language (referent model language) as the basis for expressing semantics of information and designing metadata…

Examines mobile agent coordination and presents TuCSoN, a coordination model for Internet applications based on mobile information agents that uses a tuple centre, a tuple space enhanced with the capability of programming its behavior in response to communication events. Discusses the effectiveness of the TuCSoN model in the contexts of Internet…

Applies results from field and laboratory studies about business usage of electronic meeting systems (EMS) to the classroom setting. Argues that it transforms the classroom from a traditional instructor-centered environment to a student-centered environment in which students participate, participate more equally, and report a highly satisfying…

Examines how computer-mediated communication and hypertext in a critical literacy pedagogy (focused on writing as the ideological problem to be examined) can (1) support a critical examination of how discursive-contexts-position authors in potentially oppressive ways; and (2) help highlight how discursive agency might be constructed so that…

Discusses telematics and the use of computer networks to support collaborative education, both among teachers for training and planning and among students in their learning process. Highlights include traditional class groups and groups using computer-mediated communication; teachers' roles; learning circles for teachers; online teacher training;…

Using software and a coding system developed by the author, the text of all spoken and written discourse was analyzed from four face-to-face (FTF) courses and two courses taught via computer-mediated communication (CMC). Results indicated that interaction patterns in the CMC courses resembled discussion, whereas patterns in the FTF courses…

Describes STILE (Students' and Teachers' Integrated Learning Environment) project that used a computer-mediated communication environment to assist student learning on a computer science course for both technical and nontechnical students. Discusses the student-tutor and the student-student exchanges in two of the tutorial conferences. Focuses…