Compares satisfaction of two groups of graduate students enrolled in the same graduate-level technology course: one using the traditional in-class instructional method (synchronous); the other using Internet-based instruction (asynchronous). Finds, for example, that students receiving Internet-based instruction completed their assignments in…

Students in web-based courses (n=74) completed the Group Embedded Figures Test and an online questionnaire on learning strategies and patterns. They used strategies to determine important ideas from lectures and memorize key concepts. They used online features more for checking grades than communicating with the class. Learning strategies…

An online cross-cultural health course for nurses sought to provide access to cultural experiences by culturally congruent use of a minority visiting scholar and required participation in cultural enrichment activities. Course and faculty evaluations were designed to be appropriate for the asynchronous environment. (Contains 25 references.) (SK)

Discussion of Web-based distance education focuses on communication issues. Highlights include Internet communications; components of a Web site, including site architecture, user interface, information delivery method, and mode of feedback; elements of Web design, including conceptual design, sensory design, and reactive design; and a Web…

Reports on action research regarding hybrid courses, defined as Web-based courses where the students and instructor actually meet for half or less of the regular scheduled meeting time. Investigates instructional design strategies as well as students' opinions towards the courses and the impact of using different strategies on online communities.…

Reviews the incorporation of interactivity in Web-based instruction. Discusses computer mediated learning; interactivity and learning, including instructional transaction theory and cognitive flexibility theory; advantages of Web-based instruction; content and social interactivity; asynchronous and synchronous communication; individual and group…

Investigates the nature and value of asynchronous online discussion within small groups of learners. Draws on research into the experiences of adult learners within short courses; and discusses how forums afford communication, including the exchange of personal information and of sustained reflection on course readings and other learners'…

Online instructors (n=153) who completed a website questionnaire identified three low-bandwidth technologies they used for short seminars and workshops: website with asynchronous discussion, website only, and web-based training with asynchronous discussion. Graphics were recommended to be smaller than 50 kilobytes. Synchronous discussion received…

Explores how university students respond to and perform in a Web-based learning environment. Examines whether technology can serve as a catalyst for reforming post-secondary education, and specifically whether it can help educators address the problem of passive learning among university-level science students. (Author/LRW)

Examines three innovative methods tried at Nova Southeastern University for providing quality bibliographic instruction to distance students: one synchronous, one asynchronous, and one that combined features from both synchronous and asynchronous methods of delivering instruction. Topics include compressed video, collaborative groupware, streaming…

Develops a model of users' perceptions of Web technology as a training tool. Discusses users' attitudes toward Web-based environments that integrate the Technology Acceptance Model, Social Cognitive Theory, motivational perspective, self-efficacy perspective, and attitude in order to develop a new aspect of users' perceptions toward Web-based…

Describes research at the Naval Postgraduate School that investigated student attitudes toward various aspects of Web-based instruction. Results of a survey, which were analyzed using a variety of multivariate and univariate statistical techniques, showed significantly different attitudes toward different dimensions of Web-based education…

Discusses various adoption and diffusion frameworks and methodologies to enhance the use of Web technologies by teaching staff. Explains the use of adopter-based models for product development; discusses the innovation-decision process; and describes PlatformWeb, a Web information system that was developed to help integrate a universities'…

The first completely Web-based advanced standing master of social work program began in 2002, and 32 students had graduated by 2005. This article presents a preliminary evaluation comparing the first two online cohorts with a face-to-face (F2F) cohort of advanced-standing students. Results showed several demographic differences between groups…

Studies have shown that when learning occurs in an environment that uses animated pedagogical agents and personalized instruction, the learner learns the material more deeply and can recall it easier when compared to learning without an agent. Thus, an effective learning system creates personalized contexts for each learner. The "one size fits…