Dr. David Finkelstein and Dr. Linda Dryden
Department of Print Media, Publishing and Communication
Napier University, Craighouse Campus, Craighouse Road
Edinburgh EH10 5LG
UK

Abstract:
A search of the World Wide Web reveals more than a million pages dedicated to culture and/or the study of cultural values. It would be reasonable to assume, therefore, that cyberspace would be a particularly fruitful learning arena for students. This essay presents the results of a pilot cultural studies module using the web being undertaken in the Department of Print Media, Publishing and Communication at Napier University, Edinburgh. It outlines the background and rationale for attempting such a module, explains the software (FirstClass) and methods used, and concludes with initial results, impressions and experiences of students and staff using these new teaching methods and techniques to explore changing cultural and cybercultural identities.

Philip Crooke*, Luke Froeb**, Steven Tschantz*
*Department of Mathematics
**Owen Graduate School of Management
Vanderbilt University Nashville, Tennessee

Abstract:
This paper deals with two topics: (1) a web-based technology, called MathServ, that combines the computational engine of Mathematica (the Mathematica kernel) with web pages that are written in the HTML language; and (2) the use of this technology to teach complex economic models to students without requiring them to learn the tools necessary to build the models.. The marriage of Mathemtica with HTML creates a synergism that is a useful tool for teaching mathematics and mathematically-oriented topics.

Nabil Alrajeh
Vanderbilt University
Nashville, TN 37235
Bob Janco
Vanderbilt University Medical Center
Pediatric Clerkship Director
Nashville, TN 37232-6310

Abstract:
This study examines the feasibility of online clerkship programs, with a specific emphasis on how to effectively utilize asynchronous learning networks (ALN) in a pediatrics clerkship. A new model of web-based clerkship program is presented, and methodologies for constructing an online clerkship program are discussed. Participant ratings indicate that the online clerkship can be an effective way to enhance anytime, anywhere collaborative learning by medical students. A majority indicated that the experience enriched learning, improved retention, provided additional supports, and allowed students to work at times and places of their own choosing. We describe the potential benefits of the online clerkship to students and suggest additional ways to improve the traditional clerkship.

Paula B. Doherty
Dean of Instructional Resources
Peninsula College
Port Angeles, WA 98362

Abstract:
This paper explores the centrality of learner control in asynchronous learning environments. Theorists and researchers have long suggested that learner control is a necessary element in the learning process. It is a fundamental tenet of learner-centered education. Yet, its role as an essential element of learning networks has not been fully investigated nor probably realized.

Learner control research has had an amorphous history and produced an array of anomalies. The lack of a common conceptual framework has garnered ongoing criticism and allegations of pseudoscience. It is within this context that the evolution of asynchronous learning networks (ALNs) has occurred. Learner control is inherent to ALNs. In hypermedia systems, learner control is a central feature. The proliferation of on-line curricula and the expanding application of hypermedia in technology-mediated learning environments have presented a propitious opportunity to build a systematic theory of learner controlled instruction.

Technology-mediated learning must be grounded in basic educational principles and a framework in which teaching and learning is a partnership. The instructor provides the leadership, designs the environment and manages the process; the learner engages the environment, collaborating with other learners, resources and experts to construct knowledge. In a world in which asynchronous learning—anytime, anyplace, for anyone—is merely a bridge to a ubiquitous, pervasive learning environment—everytime, everyplace, for everybody—adaptive, transformative pedagogy may be the true future of higher education. The learner will not only be paramount in mediating his or her own learning but learner control will emerge as the dominant characteristic of this new pedagogy.

Robin Mason
Head, Centre for Information Technology in Education
The Open University, UK

Abstract:
I propose a rather simple framework within which to consider the very wide range of existing online courses. The mystification surrounding the term "online course" arises because it is used indiscriminately to apply to nearly any course which makes even a passing use of the Internet, as well as to those where every aspect of the course is only accessible electronically. Of course categories are invidious to many who immediately cite applications which do not fit easily into the framework. Nevertheless, I think it is useful to begin to define the online educational world if only for others to redefine for themselves.

Bruce A. McHenry and Nishikant Sonwalkar
Hypermedia Teaching Facility
Massachusetts Institute of Technology

Abstract:
WWW-based ALNs (Asynchronous Learning Networks) offer advantages, especially for distance learning, but the creation process generally relies on the batch conversion of source materials, in existing media, into "interactive" web pages. This process may be enhanced with a quality improvement methodology that makes the customers (i.e., students) part of the development process. Our system is designed to facilitate prototyping and to integrate testing. Instructors should be able to generate materials quickly and without having to undergo extensive training. RIPE proposes a "mini-studio" that supports the capture of "sketch and talk" presentations using a straightforward interface. In order to integrate testing, RIPE also supports threaded discussions between the teacher and the students. These originate from students’ questions and are embedded in the originating web pages. Furthermore, RIPE provides a test-bed for the idea of having students rate every answer that they view.

Robert F. Hodson, Ph.D.
Director of Computer Engineering
Christopher Newport University

Abstract:
Hybrid tool suites that integrate asynchronous and synchronous methodologies are starting to emerge in today's marketplace. Over the past year, I have explored the use of one such tool, Web-4M, to deliver educational material via the Internet. Asynchronous tools include, Email, News Groups and a Browseable Document Library. Synchronous tools include Chat, White Board and an Interactive Slide Show, all of which are presented in a multimedia room environment. One unique feature of this system is that a Document Library ties both the asynchronous and synchronous tools together. For example, discussions, slide shows and White Boards can be archived in the system for asynchronous review. This feature allows for great flexibility in time scheduling as well real-time collaborative learning. This paper discusses the advantages of hybrid software tools and how they can be used as a compatible technology with ALNs. I also discuss teaching experiences with the Web-4M system, giving examples of the use of this hybrid toolkit for distance learning as well as in the traditional classroom.

A. J. Turgeon
Professor of Turfgrass Management
Department of Agronomy
Penn State University

Abstract:
In web-based instruction the instructor can neither see nor hear the student. Therefore a robust web delivery system should support the instructor to monitor student activities, such as when a student logs on and what is accomplished. Another role of   the instructor in a web-based course is to intervene when a student or group needs help. If the issue or problem is specific to a particular student, a private email message may be the appropriate vehicle; however, if the message may benefit the group or the entire cohort, a bulletin board can be used. The system must also support the instructor in critiquing a student's work and responding to students' questions. These and related issues are discussed in terms of the WebCT delivery platform.

Tom Abeles
SagaCity

J. Olin Campbell
Vanderbilt Univeristy
Center for Innovation in Electrical Engineering