Search results

This journal aims to discuss issues affecting the developers of educational systems and educators who implement and manage such systems. The purpose is to examine the perspectives of both groups and their relationship to each other in order to promote a better understanding of each other's role in the overall process of education and how they may support each other. Articles in this issue are: Teacher training as collaborative problem solving / Jorge Barojas (p. 21-28); An online assistant for remote, distributed critiquing of electronically submitted assessment / Penny Baillie-de Byl (p. 29-41); Modeling Web-based educational systems: process design teaching model / Franca Pantano Rokou, Elena Rokou and Yannis Rokos (p. 42-50); General practitioners and online continuing professional education: projected understandings / Jan Brace-Govan and Mark Gabbott (p. 51-62); The effects of a constructivist intervention on pre-service teachers / Kathryn DiPietro (p. 63-77); Emerging online learning environments and student learning: an analysis of faculty perceptions / Carrie B. Myers, Dennis Bennett, Gary Brown and Tom Henderson (p. 78-86); Preparing for distance learning: designing an online student orientation course / Jane Bozarth, Diane D. Chapman and Laura LaMonica (p. 87-106); Higher education staff experiences of using Web-based learning technologies / Debra Salmon and Mathew Jones (p. 107-114); Cohort learning online in graduate higher education: constructing knowledge in cyber community / Elizabeth J. Tisdell, Gabriele I. E. Stohschen, Mary Lynn Carver, Pam Corrigan, Janet Nash, Mary Nelson, Mike Royer, Robin Strom-Mackey and Marguerite O'Connor (p. 115-127). This issue also contains formal discussion summaries: The e-book vs. the ordinary book; Should online course design meet accessibility standards?; Interactivity in computer-mediated college and university education: a recent review of the literature. Also included are book and software reviews.