Going Online: Guidelines for Faculty in Higher Education
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de Verneil, M. & Berge, Z.L. (2000). Going Online: Guidelines for Faculty in Higher Education. AACE Journal, 1(13), 13-32. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/8057.
Volume 1, Issue 13, 2000
Association for the Advancement of Computing in Education (AACE) Charlottesville, VA
More Information on AACEJ
The need for life-long learning in a technologically driven, global economy, and the swift development in the past two decades of two-way, interactive communication systems have contributed to the creation of new distance learning programs. The World Wide Web (Web), along with mainstream-oriented Web tools, combined with telecommunication systems, is becoming a very significant delivery method in high-er education. In an environment where state or district service areas no longer make sense, universities must compete on both the national and international arenas, establishing a presence in distance learning to meet the customers' needs (Nixon & Leftwich, 1998). In addition to the Web, if synchronous, video-based technology is included – the technology most often used to reproduce an in-person classroom envi-ronment at remote locations – teaching at a distance already exists within most colleges and universities. Still, many of today's new programs are turning to the Web to deliver instruction and provide content because it is easily accessible (Ethernet card or modem), very flexible (almost instant editing), and natu-rally can provide a very rich hypermedia learning environment.
- Users’ Attitudes and Perceptions toward Online Social Networking Tools
- Social Networks in Education
- Social Networking Tools for Teacher Education
- Student and Faculty uses of Social Networking to Advance Learning in a Higher Education Classroom
- Investigation on Educational Applications in Social Networking
- Learning Objects in Context
- An Investigation of Student-Teachers’ Use of Social Networks and their Perceptions of Using Technology for Teaching and Learning
- Usage Analysis in Learning Systems
- Course Management Systems as Tools for the Creation of Online Learning Environments:Evaluation from a Social Constructivist Perspective and Implications for their Design
- Architecting Usability Properties in the E-Learning Instructional Design Process
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