Quarterly Review of Distance Education
2002 Volume 3, Number 2
Table of Contents
Number of articles: 7
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A Framework for Analyzing, Designing, and Sequencing Planned Elearning Interactions
Atsusi Hirumi
Proposes a three-level framework for classifying elearning (electronic learning) interactions in distance education. Illustrates how the framework may be used to design and sequence electronic... More
pp. 141-60
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Computer-Mediated Communication, eLearning, and Interactivity: A Review of the Research
Brenda Bannan-Ritland
Reviews research related to computer-mediated communication, electronic learning (elearning), and interactivity, including instructional strategies and activities suggested by the research.... More
pp. 161-79
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Active, Interactive, and Reflective eLearning
Zane L. Berge
Discussion of constructivist learning environments and the instructor's role focuses on interaction in electronic learning (elearning) environments. Highlights include learning-centered... More
pp. 181-90
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More than Just a Pretty (Inter) Face: The Role of the Graphical User Interface in Engaging Elearners
Susan E. Metros & John G. Hedberg
Examines the relationship between the graphical user interface (GUI) and the cognitive demands placed on the learner in eLearning (electronic learning) environments. Describes ways educators can... More
pp. 191-205
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eLearning Communities
Chih-Hsiung Tu & Michael Corry
Discusses eLearning (electronic learning) communities and their impact on human learning; reviews frameworks used for examining eLearning communities; and proposes a refined framework for future... More
pp. 207-18
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Online Learners' Preferences for Interaction
Pamela T. Northrup
Describes a study that investigated types of interaction that graduate students perceived to be important for elearning (electronic learning). Discusses content interaction, conversation and... More
pp. 219-26
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Around the Globe
Steve Wheeler
Reports on the New World Learning Symposium held in London in November, 2001 that discussed new learning technologies. Highlights include student preferences in distance education; developments in ... More
pp. 227-30