Web-Based Education: Learning from Experience

489 Pages·2003·3.03 MB·English

by  Anil Aggarwal

Web-Based Education:
Learning from Experience
Anil K. Aggarwal
University of Baltimore, USA
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Library of Congress Cataloging-in-Publication Data
Web-based education : learning from experience / [edited by] Anil
Aggarwal.
p. cm.
Includes bibliographical references and index.
ISBN 1-59140-102-X (hard cover) -- ISBN 1-59140-110-0 (ebook)
1. Education--Computer network resources. 2. Internet in education.
3. World Wide Web. 4. Experiential learning. I. Aggarwal, Anil, 1949-
LB1044.87.W42 2003
371.33'4678--dc21
2002156243
Previously published in a hard cover version by Information Science Publishing.
British Cataloguing in Publication Data
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Dedication
This book is dedicated to my family and friends, especially, my mother, my
uncle, Nick, and Milt, who, at some time or another, have helped and
inspired me to aim for the best in life.
Web-Based Education:
Learning from Experience
Table of Contents
Foreword........................................................................................................................ix
Starr Roxanne Hiltz, New Jersey Institute of Technology, USA
Preface ...........................................................................................................................x
Anil K. Aggarwal, University of Baltimore, USA
Part I. WBE: An Overview, Current and Future
Chapter I. A Guide to eCourse Management: The Stakeholders’ Perspectives ...........1
Anil K. Aggarwal, University of Baltimore, USA
Chapter II. A Comprehensive Web-Based Learning Framework:
Toward Theoretical Diversity ..................................................................................... 24
Esperanza Huerta, Claremont Graduate University, USA, and Instituto
Tecnológico Autónomo de México, Mexico
Terry Ryan, Claremont Graduate University, USA
Magid Igbaria, Claremont Graduate University, USA
Chapter III. New Issues Arising from E-Education..................................................... 36
Johanna Klassen, City University of Hong Kong, Hong Kong
Doug Vogel, City University of Hong Kong, Hong Kong
Chapter IV. Web-Based Learning: Experience-Based Research............................... 49
Val Clulow, Swinburne University of Technology, Australia
Jan Brace-Govan, Monash University, Australia
Chapter V. Web-Based Education in the 21st Century: A Transnational
Perspective.................................................................................................................. 71
Mahesh S. Raisinghani, University of Dallas, USA
Part II. WBE: Enhancing Technologies
Chapter VI. Preproduction Stages in Multimedia Development:
Conceptualization and Script Writing........................................................................ 90
Johanna Klassen, City University of Hong Kong, Hong Kong
Chapter VII. Peer-to-Peer Networks as Extensions of Web-Based Education –
Handhelds in Support of Coordination and Autonomy..............................................105
Malu Roldan, San Jose State University, USA
Chapter VIII. Beyond the Web: Leveraging Multiple Internet Technologies..........120
Mihir A. Parikh, Polytechnic University, USA
Chapter IX. Web Design Studio: A Preliminary Experiment in Facilitating
Faculty Use of the Web..............................................................................................131
Vicki L. Sauter, University of Missouri, USA
Part III. WBE: Design Issues
Chapter X. Participation: The Online Challenge.....................................................156
Regina Bento, University of Baltimore, USA
Cindy Schuster, University of Baltimore, USA
Chapter XI. Web-Based Student Assessment ..........................................................165
Apiwan D. Born, University of Illinois at Springfield, USA
Chapter XII. A Web-Based Platform to Mentor Distance Learners........................189
Karen Neville, University College Cork, Ireland
Frederic Adam, University College Cork, Ireland
Colin McCormack, University College Cork, Ireland
Chapter XIII. Communication Needs of Online Students.........................................203
Werner Beuschel, University of Applied Sciences Brandenburg, Germany
Birgit Gaiser, University of Applied Sciences Brandenburg, Germany
Susanne Draheim, University of Applied Sciences Brandenburg, Germany
Chapter XIV. eLearning Support Systems...............................................................223
Jason D. Baker, Regent University, USA
Robert J. Schihl, Regent University, USA
Anil K. Aggarwal, University of Baltimore, USA
Part IV. WBE: Diffusion Across Disciplines and Communities
Chapter XV. Program Execution and Visualization on the Web..............................236
C. Pareja-Flores, Universidad Complutense de Madrid, Spain
J. Á. Velázquez-Iturbide, Universidad Rey Juan Carlos, Spain
Chapter XVI. Forum Performance in WBE: Causes and Effects.............................260
Erik Benrud, University of Baltimore, USA
Chapter XVII. Using Information Technology to Meet Electronic Commerce and
MIS Education Demands ...........................................................................................280
Paul J. Speaker, West Virginia University, USA
Virginia Franke Kleist, West Virginia University, USA
Chapter XVIII. Using Web-Based Technology to Support and Enhance
the Learning Experience in a Community-Learning Projects Course.................... 292
Dennis Drinka, University of Alaska Anchorage, USA
Minnie Yi-Miin Yen, University of Alaska Anchorage, USA
Chapter XIX. Virtual Science Centers: Web-Based Environments for
Promotion of Nonformal Science Education.............................................................308
Leo Tan Wee Hin, Nanyang Technological University, Singapore
R. Subramaniam, Nanyang Technological University, Singapore
Part V. WBE: Diffusion Across Boundaries (Case Studies)
Chapter XX. The Use of a Hybrid Model in Web-Based Education:
“The Global Campus Project”..................................................................................331
Sherif Kamel, The American University in Cairo, Egypt
Khaled Wahba, Cairo University, Egypt
Chapter XXI. A Comparative Study of Diffusion of Web-Based Education (WBE)
in Singapore and Australia....................................................................................... 347
Y. Y. Jessie Wong, Independent Educational Researcher, Canada
R. Gerber, University of New England, Australia
K. A. Toh, Nanyang Technological University, Singapore
Chapter XXII. Relevant Issues for the Design of a Successful Web-Based
Instructional System: MODASPECTRA..................................................................371
Salvatore Valenti, Università di Ancona, Italy
Maurizio Panti, Università di Ancona, Italy
Tommaso Leo, Università di Ancona, Italy
Chapter XXIII. WeBCEIS – A Scenario for Integrating Web-Based
Education into Classical Education........................................................................... 398
Müge Klein, University of Karlsruhe, Germany
Daniel Sommer, University of Karlsruhe, Germany
Wolffried Stucky, University of Karlsruhe, Germany
Chapter XXIV. Integrating Online Educational Activities in Traditional Courses:
University-wide Lessons after Three Years .............................................................415
Jane Klobas, University of Western Australia, Australia and
Bocconi University, Italy
Stefano Renzi, Bocconi University, Italy
Chapter XXV. An Evaluation of Web-Based Education at a Finnish University....... 440
Johanna Lammintakanen, University of Kuopio, Finland
Sari Rissanen, University of Kuopio, Finland
About the Authors.....................................................................................................454
Index ........................................................................................................................464
ix
Foreword
This book on Web-Based Education (WBE) invites you to learn from the experiences of a
number of faculty members who have been designing, teaching, and managing online courses and
degree programs. Although the data or evidence presented are primarily anecdotal, this can be very
useful and can prevent “re-inventing the wheel.”
The particular strength of this book is its international scope. Among its highlights are chap-
ters that enable the reader to learn about:
(cid:127) The diffusion of “web-based” education in Australia and Singapore
(cid:127) Integration of online learning into a “web-enhanced” (hybrid or mixed mode delivery) at an
Italian private business university.
(cid:127) A “Web-enhanced mentoring system” for a diploma in credit union studies at the National U.
of Ireland
(cid:127) Training of specialists in Motor Disability Assessment, also in Ireland
(cid:127) Experiences of an instructor in health policy and management in Finland
(cid:127) A “Global Campus” offering a master’s degree in Business Information Technology through
a partnership between a British and an Egyptian institutions
(cid:127) A consortium of universities that have created a German “Virtual University of Applied
Sciences”
(cid:127) “Blended” traditional and e-learning for computer science education at the U. of Karlsrue in
Germany
(cid:127) Use of Web-Based technology to support the learning experience of MIS undergraduates in
community learning projects at the U. of Alaska, that follows the “relate- create- donate”
model for active learning proposed by Ben Shneiderman.
There are three things of special note in the book. One is the proliferation of different termi-
nologies that are currently being used to label forms of learning online. Besides the terms “Web-
Based Education” and “e-learning” and the various other terms used above, other terms that occur in
the literature include “Asynchronous Learning Networks” (ALN), “computer-mediated” learning,
“online learning” and “virtual university,” to mention just a few of the plethora of names being used.
The second is the treatment of infrastructure support for web-based education. This information can
be useful for administrators in the process of institutionalizing web-based education or instructors
planning to revamp or to offer web-based courses for the first time.
The third is that the range of course subjects covered is quite broad. Though the most frequent
use of “web-based education” is in subjects related to information technology (including information
systems, computer science, and business), online courses now span the full range of university and
professional education curricula. No matter what subject an instructor teaches, he or she can
undoubtedly find useful information in this volume.
Starr Roxanne Hiltz
Distinguished Professor, College of Computing Sciences
New Jersey Institute of Technology
November 2002