Focuses on migration, a strategy for giving faculty and their students enough time to adjust to requirements of online teaching and learning. Lists information that has proven to be useful to both on-campus and remote students. Discusses acquainting students with the course Web site; making the course interactive; holding a remote session; working…

Suggests a new infrastructure--the digital plant--for supporting flexible Web campus environments. Describes four categories which make up the infrastructure: personal communication tools and applications; network of networks for the Web campus; dedicated servers and software applications; software applications and services from external…

Notes that teachers see the computer as a tool to help them teach better, while students use computers to play games, chat, and design Web sites. Describes the after-school program Kids Learning In Computer Klubhouses (KLICK!) that operates clubhouses within local middle schools. Discusses what participants have accomplished for themselves, their…

Provides a rationale for online instructional practice in teacher education and in foreign language learning and summarizes the online teaching and learning strategies applied by the partners in a telecommunications partnership between two universities-one in the United States and one in Taiwan. (AEF)

Introduces and discusses a model of teaching and learning that can be used as a basis for building new types of educational infrastructure based upon the use of Web-based resources, peer group interaction and online tutoring. Discusses the special role that e-tutoring plays within online courses and outlines some of the implications of this…

Discusses the instructional processes and theoretical aspects of virtual classrooms in a school context. Reports on a three-year pilot project in Finland linking two lower secondary classrooms (grades seven through nine) with video-conferencing, highlighting the interactive network of the linked classrooms. Concludes that technology use today…

Examines the nature of interaction in an online course from both teacher and student perspectives. Findings suggest that the structure of the course, class size, feedback, and prior experience with computer-mediated communication all influenced interaction. Results emphasize the importance of socially constructed meanings from participants'…

Discusses information, pedagogical and cultural perspectives on distance education in Africa, as well as the roles of educators and information technology. Suggests that the design of distance education for developing countries must be sensitive to cross-national and cultural differences. (AEF)

The Humanities Advanced Technology and Information Institute (HATII) at the University of Glasgow (Scotland) carried out a study of the opportunities and obstacles posed by the use of Information and Communications Technology (ICT) in the heritage sector in order to establish a funding policy. This article discusses the need for national…

Presents results of a systematic effort to collect student feedback on a Web-based distance education course offered by a major university. Findings show some students experienced what Hara and Kling (2000) call distance education student "distress" and, while they found the course to be a satisfactory educational experience overall, students were…

This study examined relationships between faculty computer self-efficacy and integration of electronic communication when teaching. Results showed computer self-efficacy scores differed on age, gender, college, integration, and computer experience. Recommends faculty development efforts to increase self-efficacy by providing hands-on experiences…

Discusses Floyd College's (Georgia) Information Technology Project (ITP), which began in 1997. Reports that every student and faculty member at the college is given a laptop, network connections have been implemented all over campus, and a help desk service provides technical support. The project has been successful, but student headcount fell…

A survey and in-depth interviews in an isolated British coastal town examined adolescents' computer and Internet use at home and in school. Adults had ambitious, future-oriented notions about how such technologies would expand children's educational opportunities and social and spatial horizons; in contrast, adolescents actually used technology in…

Using content analysis to analyze transcripts from a graduate course conducted via computer conferencing, this study confirmed that students exhibit self-direction as indicated by both the variety and the extent of concrete self-directed activities. Furthermore, the study explained how students are self-directed in a computer conferencing course…

This paper describes how information and communication technology (ICT) is used in the modular Open University course "T209 Information and Communication Technologies: People and Interactions", first presented in 2002. In this course ICT is used to provide students with practical experience and to support an active and collaborative approach to…