A Bibliography In Support of "Teaching with Technology: What's Next?" --
An LTS Teaching with Technology Seminar Series
Using Multimedia for Online Course Enhancement
Title: Constructing Multimedia: Benefits of Student-Generated Multimedia on Learning
Author: Mathew Mitchell
Source: IMEJ. Volume 5, Number 1, April, 2003.
Availability: http://imej.wfu.edu/articles/2003/1/03/index.asp
Abstract: A challenge for educators is how to integrate technology into the
classroom. Two graduate courses in education were conducted in an exploratory
fashion where doctoral students in education completed their major assignments
as multimedia projects rather than as written papers. One key to implementing
such a change was to use affordable software combined with minimal in-class
time to prepare students for creating multimedia. The resulting student products
displayed a high level of congruence with key principles of effective multimedia
communication, as well as an increased level of engagement with the material
to be learned. This paper looks at how these two courses were implemented and
provides a preliminary assessment of the resulting student products.
Title: Towards a Theoretical Base for Educational Multimedia Design
Author(s): Tom Boyle
Source: Journal of Interactive Multimedia in Education, 2002, (2).
Availability: http://www-jime.open.ac.uk/2002/2/boyle-02-2-t.html
Abstract: The aim of this paper is to contribute to the construction of a systematic
theoretical base for educational multimedia design. The paper delineates different
layers of explanation. It then argues for the interactional layer as the most
appropriate for multimedia learning environment design. It proposes 'context'
as the central construct at this layer. The relationships between multimedia
contexts are explored, especially the concept of different levels of contexts
corresponding to different educational demands. Further meta-theoretical clarification
on the difference between procedural and declarative modes of explanation precedes
the final section of the paper. This section explores how the internal structure,
the morphology, of contexts might best be delineated for capture in a systematic
knowledge base. The paper argues strongly that this type of theoretical clarification
is required if we are to move towards a more systematic, 'scientific' base for
the construction of educational multimedia systems.
Title: "A Website for my subject": the experiences of some academics' engagement with educational designers in a team based approach
to developing online learning materials
Author(s): Torrisi-Steele-G; Davis-G
Source: Australian-Journal-of-Educational-Technology. vol.16, no.3; Summer 2000; p.283-301
Availability: http://www.ascilite.org.au/ajet/ajet16/torrisi-steele.html
Abstract: Australian universities have increased their focus on flexible delivery
and online learning. Successful development of online teaching materials requires
both knowledge of pedagogy as it applies to multimedia technologies as well
as knowledge of the capabilities of current software and hardware. While academics
are familiar with the skills and approaches required to operate in traditional
environments they are often not equipped to meet the new demands of Web authoring
and online course design. Consequently, the potential of the online learning
environment to improve the quality of the learning experience often remains
unrealised. To address this issue Griffith University, as part of its focus
on flexible learning, has established campus based production centers. The center
offers academics the services of multimedia development teams. An educational
designer is allocated to work collaboratively with the academic to assist with
the design of the online materials and the integration of the online resources
into courses. This paper explores the expectations, experiences and perceptions
taken from the perspective of ten lecturers within Griffith University, as they
engage with the educational designer to develop online learning materials. Motivated
by the authors' belief that the development of online learning materials is
an endeavour aimed at improving the quality of teaching and learning, this paper
seeks to raise some of the issues and concerns which educational designers,
as staff developers, need to consider in order to guide interactions with academic
staff toward a more fruitful end.
Title: A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory
Author(s): Roxana Moreno, Richard E. Mayer
Source: Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. Vol. 2, Num. 2, October, 2000.
Availability: http://www.imej.wfu.edu/articles/2000/2/05/index.asp
Abstract: How can we help students understand scientific systems? One promising
approach involves multimedia presentations of explanations in visual and verbal
formats, such as presenting a computer-generated animation synchronized with
narration or on-screen text. In this paper, we present a cognitive theory of
multimedia learning from which the following six principles of instructional
design are derived and tested: the split-attention principle, the spatial contiguity
principle, the temporal contiguity principle, the modality principle, the redundancy
principle, and the coherence principle.
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Inquiry-Guided Learning in an Online Course
Title: Supporting collaborative guided inquiry in a learning environment for biology
Author(s): Tabak-C; Sandoval-WA; Smith-BK; Agganis-A; Baumgahtner-E; Reiser-BJ [Editor(s): Schnase-JL; Cunnius-EL]
Source: Proceedings of CSCL '95. First International Conference on Computer Support for Collaborative Learning. p.362-6
Availability: LB1028.5 .I558 1995, D. H. Hill Library
Abstract: Describes a learning environment for high-school biology, called BGuILE
(Biology Guided Inquiry Learning Environment), that engages students in scientific
investigations in which they can explore interesting problems in evolution and
ecology. The environment supports productive inquiry by two interrelated means.
First, the system structures students' investigations, encouraging them to compare
competing hypotheses, articulate predictions and record interpretations according
to specific task models of biological inquiry. Second, the system provides a
context for collaboration in which the biological task model is used to drive
the content of students' discussions.
Title: Designing interactions for guided inquiry learning environments
Author(s): Enyedy-N; Vahey-P; Gifford-B [Editor(s): Salvendy-G; Smith-MJ; Koubek-RJ]
Source: Design of Computing Systems: Cognitive Considerations. Proceedings of
the Seventh International Conference on Human-Computer Interaction (HCI International
'97). Elsevier, Amsterdam, Netherlands; 1997; p.157-60 vol.2
Availability: QA76.9.I58 I62 1997, D. H. Hill Library
Abstract: Cognitive science perspectives on learning encourage researchers interested
in computer-mediated instruction (CMI) to revisit the theories of instruction
that inform their efforts to design environments that actively engage students
in learning. The authors advocate an approach to CMI that emphasizes student
appropriation of inquiry skills by making available student-controlled interactive
simulations, dynamic representations, and contextualized learning activities.
These activities guide students toward a deeper understanding of the salient
aspects of formal domains-those aspects whose mastery are considered by experts
as being essential to understanding the larger domain. They first contrast the
inquiry approach with three other methods of instruction: transmission, intelligent
tutoring, and discovery. Next they discuss the important aspects of guided inquiry
learning environments, using examples from the Probability Inquiry Environment
(PIE), a computer-mediated inquiry environment designed to teach middle school
students elementary concepts in probability.
Title: Design of Net-learning Systems Based on Experiential Learning
Author(s): Juan R. Pimentel
Source: Journal of Asynchronous Learning Networks. Volume 3, Issue 2 - November 1999
Availability: http://www.aln.org/publications/jaln/v3n2/v3n2_pimentel.asp
Abstract: The theory of experiential learning is briefly reviewed and a model
of the learning process is presented. The paper then discusses and characterizes
a virtual learning environment and its relationship to experiential learning
and learning styles. An approach for designing virtual learning environments
is presented taking into account the technology for learning. A prototype for
a virtual learning environment designed and built by the author and known as
LeProf is then discussed along with its application in the design of an educational
site for learning electrical circuits.
Title: Toward More Effective Instructional Uses of Technology: The Shift to Virtual Learning
Author(s): Michelle A. Johnston and Nancy Cooley
Source: The Technology Source. November/December 2001
Availability: http://technologysource.org/article/toward_more_effective_instructional_uses_of_technology/
Abstract: A Commentary
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Small Group Exercises in an Online Course
Title: Getting a clue: The effects of communication media and information distribution on participation and performance in
computer-mediated and face-to-face groups.
Author(s): Straus,-Susan-G
Source: Small-Group-Research. 1996 Feb; Vol 27(1): 115-142.
Availability: HM133.S64, D. H. Hill Library
Abstract: Computer-mediated communication (CMC) has been viewed as overcoming
process losses in groups by fostering equal participation in discussions. This
study, conducted with 162 undergraduates, examined antecedents of participation
and tested the hypothesis that the benefit of the equalization effect depends
on how information is distributed within the group. Ss were divided into 54
3-person groups that worked on a problem-solving task either in computer conferences
or in face-to-face meetings. Additional pieces of information (clues) were distributed
equally across members or to single members. Participation in CMC was associated
with individual differences in extraversion. Despite more equal participation
in CMC, individuals dominated in both media. Media had few effects on information sharing
or performance, although CMC groups were less satisfied with the process. Patterns
of interaction and performance in computer-mediated groups appear not to depart
substantially from face-to-face groups, although CMC may introduce new process losses.
Title: Groups, tasks, and technology: The effects of experience and change.
Author(s): McGrath,-Joseph-E; Arrow,-Holly; Gruenfeld,-Deborah-H; Hollingshead,-Andrea-B; et-al
Source: Small-Group-Research. 1993 Aug; Vol 24(3): 406-420.
Availability: HM133.S64, D. H. Hill Library
Abstract: A summary of themes stemming from the JEMCO Workshop study proposes
that group interaction and performance depend on how well the task and technology
fit each other, on how well that task-technology fits the group at a given time,
and on how well that group-task-technology fits the physical, temporal, and
organizational context within which it is taking place. It is further proposed
that group interaction and performance depend on how experience modifies the
task-technology-group-context fit and how changes affect the group-task-technology-context-experience complex.
Title: Guidelines for computer-assisted group problem solving: Meeting the challenges of complex issues.
Author: Broome,-Benjamin-J; Chen,-Minder
Source: Small-Group-Research. 1992 May; Vol 23(2): 216-236.
Availability: HM133.S64, D. H. Hill Library
Abstract: Argues that the next generation of computer-assisted, decision-making
systems needs to help groups move beyond the status quo of group problem solving
and develop a greater focus on shared meaning. A new view of human rationality
should be adopted, with a balance between technology and the behavioral demands
of group work. The new generation of systems should emphasize both individual
and group learning. Such computer assistance must be developed as an integrated
system of planning and design that is conceived with a holistic view of the
requirements of complexity in the group context.
Title: Combining Technology and Group Learning
Author(s): Carolyn Kapinus
Source: The Technology Source. May/June 2001
Availability: http://technologysource.org/article/combining_technology_and_group_learning/
Abstract: A Case Study
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Evaluating Student Learning in an Online Course
Title: Considerations For Developing Evaluations of Online Courses
Author(s): Sue D. Achtemeier, Libby V. Morris, and Catherine L. Finnegan
Source: Journal of Asynchronous Learning Networks. Vol. 7, Issue 1 - February 2003
Availability: http://www.aln.org/publications/jaln/v7n1/v7n1_achtemeier.asp
Abstract: Exploration of how to assure effective teaching and learning online
is extremely important and timely as many institutions seek to maximize the educational benefits from
this constantly developing technology. This study categorizes principles gathered from an extensive
review of the literature focusing on current best practices for effective teaching and learning in online courses.
It compares the presence of those principles in items gleaned from a review of assessment instruments currently
in use by thirteen Georgia institutions and several national online courses. Results, which were used to inform the
revision of the University System of Georgia eCore course evaluation instrument, provide a rubric for assessing and
informing other instruments used to evaluate online course instruction.
Title: Has student learning been improved by the use of online and offline formative assessment opportunities?
Author(s): Mary Peat and Sue Franklin
Source: Australian Journal of Educational Technology 2003, 19(1), 87-99.
Availability: http://www.ascilite.org.au/ajet/ajet19/peat.html
Abstract: For almost a decade we have been providing a large group of first year, undergraduate biology
students with both offline (paper based) and online assessment resources to support them in their learning.
This paper reports on an investigation of the students' use of these assessment resources, as well
as their perceptions of the usefulness of these resources to their learning. The research plan enabled us to
investigate any correlations between use or non-use of the assessment resources and final performance in the course.
The results show that while the majority of students use and find useful both offline and online assessment resources,
use has no differential impact on final learning outcomes.
Title: Alternative Assessment Approaches for Online Learning Environments in Higher Education.
Author(s): Reeves, Thomas C.
Source: Journal of Educational Computing Research v23 n1 p101-11 2000 [ERIC#: EJ618513]
Availability: LB1028.5 .J547, D. H. Hill Library
Abstract: Describes the need and prospects for alternative assessment approaches in online learning environments
in higher education. Explains the difference between assessment and evaluation and discusses three approaches to integrating
alternative assessment approaches into online learning environments: cognitive assessment, performance assessment,
and portfolio assessment.
Title: The Evaluation of Online Courses.
Author(s): Benigno, V.; Trentin, Guglielmo
Source: Journal of Computer Assisted Learning v16 n3 p259-70 Sep 2000 [ERIC#: EJ620165]
Availability: Journal
of Computer Assisted Learning
Abstract: Discusses issues involved in the evaluation of online courses, focusing on the peculiarities that
distinguish such evaluation from that of traditional distance education. Proposes a methodological approach
for monitoring and evaluating online courses that considers individual's characteristics, interpersonal communication,
support from tutors and experts, the learning environment, and communication technology.
Title: Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses.
Author(s): Graham, Charles; Cagiltay, Kursat; Lim, Byung-Ro; Craner, Joni; Duffy, Thomas M.
Source: Technology Source Mar-Apr 2001 [ERIC#: EJ629854]
Availability: http://technologysource.org/article/seven_principles_of_effective_teaching/
Abstract: Discusses principles to use in evaluating online university courses, including student-faculty contact;
cooperation among students; active learning, including course projects; prompt feedback; time on task, including
the need for deadlines; high expectations; and respecting diverse talents and ways of learning.
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Managing Communications and More in an Online Course
Title: Evaluating a communicative model for web mediated collaborative learning and design
Author: Lesley Treleaven
Source: Australian Journal of Educational Technology 2003, 19(1), 100-117.
Availability: http://www.ascilite.org.au/ajet/ajet19/treleaven.html
Abstract: Collaborative learning and its associated processes of social interaction have been given increasing
emphasis in innovative education as pedagogical research has established the importance of active student learning.
Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing
active student learning have been transformed by the technological innovations and proliferation of web mediated learning.
The effectiveness of these new learning environments in generating and sustaining successful collaborative learning
now requires systematic evaluation from within these social interaction processes themselves.
This study responds to the call for theory driven empirical research into online learning. The paper investigates the
usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between
students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set
of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university,
demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is
the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their
contributions, and knowledge co-creation, it can also be applied to further improve and test the design of
discussion for web mediated forums.
Title: Teaching College Courses Online versus Face-to-Face.
Author(s): Smith, Glenn Gordon; Ferguson, David; Caris, Mieke
Source: T.H.E. Journal v28 n9 p18-22,24,26 Apr 2001 [ERIC#: EJ631230]
Availability: http://www.thejournal.com/magazine/vault/A3407.cfm
Abstract: Examines the differences faculty experience in teaching online courses versus traditional courses.
Discusses distance education; results of faculty interviews; reliance on text-based communication and a
lack of visual cues with online courses; advantages of online classes; threaded discussions in Web-based
classes; and differences in faculty-student relationships.
Title: The Process of Community-building in Distance Learning Classes
Author(s): Dr. Ruth E. Brown
Source: Journal of Asynchronous Learning Networks. Volume 5, Issue 2 - September 2001
Location: http://www.aln.org/publications/jaln/v5n2/v5n2_brown.asp
Abstract: The purpose of this study was to develop a theory about the process through which community formed
in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated archived class input
as well as interviews with twenty-one students and three faculty members from three graduate-level distance education classes.
A three-stage phenomenon was ascertained. The first stage was making friends online with whom students felt
comfortable communicating. The second stage was community conferment (acceptance) which occurred when students were
part of a long, thoughtful, threaded discussion on a subject of importance after which participants felt both personal
satisfaction and kinship. The third stage was camaraderie which was achieved after long-term or intense association with
others involving personal communication. Each of these stages involved a greater degree of engagement in both the class and
the dialogue. Causal conditions, intervening conditions, strategies and consequences were enumerated. A visual model of the
entire process of community-building was advanced. Benefits of community were noted, and suggestions were made to
facilitate the formation of an online community.
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Engaging Students Online in an Online Course
Title: Patterns of engagement in authentic online learning environments
Authors: Jan Herrington, Ron Oliver, & Thomas C. Reeves
Source: Australian Journal of Educational Technology 2003, 19(1), 59-71.
Availability: http://www.ascilite.org.au/ajet/ajet19/herrington.html
Abstract: The use of authentic activities within online learning environments has been shown to have many benefits
for learners in online units and courses. There has been renewed interest in the role of student activities within course
units, as constructivist philosophy and advances in technology impact on educational design and practice. Courses based on
these principles have been used successfully across a wide variety of discipline areas. In spite of the growing evidence
of the success of authentic learning environments, they are not without their problems. In this paper we discuss patterns
of engagement that have emerged from our own research on authentic learning tasks, in particular, the initial
reluctance to willingly immerse in learning scenarios that some students experience, and the need for the suspension of
disbelief before engaging in the task. The paper proposes ten characteristics of authentic activities, based on educational
theory and research, which have been used as criteria for the selection of existing online units or courses for in depth
investigation. The paper includes a short review of the literature, a description of the research and some preliminary
findings and identification of issues related to the necessity for students to willingly suspend disbelief in order to
fully engage in learning scenarios based on authentic tasks.
Title: Can Higher Order Thinking and Cognitive Engagement Be Enhanced with Multimedia?
Author(s): Dr. Sue Stoney, Dr. Ron Oliver
Source: Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. Volume 1, Number 2, October 1999.
Availability: http://www.imej.wfu.edu/articles/1999/2/07/index.asp
Abstract: The study outlined in this paper was part of a larger study that examined the use of interactive multimedia
in motivating and engaging adult learners. This paper describes the use of the multimedia microworld to explore and
promote the use of self-regulated learning, and in particular examines the degree to which higher order thinking was achieved.
The study found that using a microworld meant that more emphasis was placed on the acquisition of higher-order thinking
and problem-solving skills, with less emphasis placed on the assimilation of a large body of isolated facts. The research
outcomes also highlighted the fact that basic skills were not learned in isolation, but in the course of completing real
world tasks which integrated a number of skills.
Title: Can Online Technology Enhance Student Engagement & Learning? Implications for New Pedagogy in Higher Education
Author(s): Cathleen Kennedy
Source: ERIC Database [ERIC #: ED443382]
Availability: ERIC Database
Abstract: This paper describes the author's research on online higher education. Engagement, online technology, and
learning are introduced as three components of online education. The following two research questions are presented: To
what extent can we discover factors or dimensions of learning predictive of success in online courses? and To what
extent can student achievement in online courses be improved through specific pedagogies used in online courses? Studies,
articles, white papers, and miscellany are listed.
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General Resources: Teaching with Technology
Title: Applying a Model of Instructional Design to Web-based Courses for Adult Learners.
Author(s): Culross, Rita R.
Source: Journal of Continuing Higher Education v49 n2 p33-39 Spr 2001 [ERIC#: EJ625959]
Availability: LC5515 .C65, D. H. Hill Library
Abstract: Applies elements of an instructional model (learner characteristics, criterial tasks, nature of materials,
learning activities, instructional agent) and the interaction of these elements to the design of Web-based courses.
Title: The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis.
Author(s): Duin, Ann Hill
Source: Technical Communication Quarterly v7 n4 p365-88 Fall 1998 [ERIC#: EJ577049]
Availability: T11 .T335, D. H. Hill Library
Abstract: Details the experience of designing, implementing, and evaluating an online course in audience analysis
at the graduate level. Describes how the educational culture of the Land Grant Mission flowed into efforts to create
a quality learning experience. Discusses how the Web modules and asynchronous (listserv) and synchronous (MOO)
conversations influenced communication and learning.
Title: A Study of Student Perspectives on Web-Based Learning: WebCT in the Classroom.
Author(s): Morss, Dean A.
Source: Internet Research v9 n5 p393-408 1999 [ERIC#: EJ603664]
Availability: Internet Research
Abstract: Describes the use of WebCT, a secured environment for the placement of course materials that allows the
creation of Web-based educational environments by non-technical users. Explores the views of students who were required to
use WebCT in their classes at Creighton University (Nebraska). The student survey used is appended.
Title: Best Practice Goes Online.
Author(s): Wilcox, Bonita L.; Wojnar, Linda C.
Publication Date: August 1, 2000 [ERIC#: ED444117]
Availability: http://readingonline.org/articles/art_index.asp?HREF=/articles/wilcox/index.html
Abstract: This article presents a best practice model for an online teacher education course, illustrating the process
of integrating computer and reading literacies to increase learning and improve teaching. Six best practice components
were included in the class design: integrative units, small group activities, representing to learn, classroom workshop,
authentic experiences, and reflective assessment. The conceptual framework for the model included backward design,
audience identification, content, interaction, connecting, and assessment. From implementation of the model, three conclusions
were drawn: (1) knowing the students is key to online interactions and individualizing instruction; (2) clear questioning
and higher-order thinking is needed; and (3) assessment drives instruction, as seen in the backward course design.
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Web Sites of Interest
AACE Journal (Assoc. for the Adv. of Comp. in Educ.) -- http://www.aace.org/pubs/aacej/
Australian Journal of Educational Technology -- http://www.ascilite.org.au/ajet/
Canadian Journal of Learning and Technology -- http://www.cjlt.ca/index.html
Interactive Multimedia Electronic Journal of Computer-Enhanced Learning -- http://imej.wfu.edu/
Journal of Asynchronous Learning Networks -- http://www.aln.org/publications/jaln/
Journal of Interactive Media in Education -- http://www-jime.open.ac.uk/
Journal of Technology Education -- http://scholar.lib.vt.edu/ejournals/JTE/
T.H.E. Journal (Technological Horizons in Education) -- http://www.thejournal.com/
The Technology Source -- http://technologysource.org/
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Note: The abstracts for these resources generally come from the
databases through which they were identified, including ERIC, PsychInfo, and INSPEC.
Librarian Contact Information
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