0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Bates, A. W. (1995). Technology: Open learning and distance education. New York: Routledge.

Broady, E. (1996). Learner attitudes towards selfdirection.E.Broady&M.M.Kenning(Eds.),Promoting learner autonomy in university language teaching (pp. 215-236). London: CILT.

Brookfield,S.D.(1990).The skillful teacher. San Francisco: Jossey-Bass.

Brookfield, S. D. (Ed). (1985). The continuing educator and self-directed learning in the community. In self-directed learning: From theory to practice. New Directions for Continuing Education (25). San Francisco: Jossey-Bass.

Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: JosseyBass.

Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey-Bass

Brookfield, S. D. (1991). The development of critical reflection in adulthood. New Education, 13(1), 39-48.

Brookfield, S. D. (1992). Developing criteria for formal theory building in adult education. Adult Ed. Q. 42(2), 79-93.

Brookfield, S. D. (1994). Adult learning: An overview. In A. Tuinjman (Ed.), International encyclopedia of education. Oxford: Pergamon Press.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield, S. D. (1996). Adult learning an overview. In A. Tuijnman (Ed.), International encyclopedia of adult education and training

(pp.175, 380). Oxford: Pergamon.

Brookfield, S. D. (2001). Repositioning ideology critique in a critical theory of adult learning. Adult Education Quarterly, 52(1), 7-22.

Brown, S. (2001). Views on videoconferencing higher education and research opportunities in the UK (HERO). Retrieved February 21, 2008, from http://www.hero.ac.uk/inside_he/archive/ views_on_videoconferencin883.cfm?

Bruner, J. S. (1990). Acts of meaning. Cambridge: Harvard University Press.

Brusilovsky, P. (1996). Methods and techniques of adaptive hypermedia. User Modeling and UserAdapted Interaction, 6(2/3), 87-129.

Brusilovsky, P. (1999). Adaptive and intelligent technologiesforWeb-basededucation.Kunstliche Intelligenz: Special Issue on Intelligent Systems and Teleteaching, 4, 19-25.

Brusilovsky, P. (2001). Adaptive hypermedia.

User Modeling and User-Adapted Interaction, 11(1/2), 111-127.

Carr, W., & Kemmis, S. (2002). For a critical educational theory. Education, knowledge and action-research. Athens: Kodikas.

Chan, T., & Rapman, J. (1999). Flow in Web based instructional activity: An exploratory research project. International Journal of Educational Communications, 5(3), 225-237.

Chen, Y., & Willits, F. (1998). A path analysis of the concepts in Moore’s theory of transactional distance in a videoconferencing environment.

Journal of Distance Education, 13(2), 51-65.

Clark, J. (2002). A product review of WebCT.

Internet and Higher Education, 5, 79-82.

Cobb,P.(1994).Whereisthemind?Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.

Colis & Moonen (2001). Flexible learning in a digital world: Experiences and expectations.

London: Kogan Page.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Connell, R. W. (1994). Poverty and education.

Harvard Educational Review, 64, 125-149.

Connick, P. (1999). The distance learner guide. Upper Saddle River, NJ: Prentice

Cornford, H. J., & Pollock, N. (2003). Putting the university online: Information, technology and organisational change. Buckingham, UK: The Society for Research into Higher Education and Open University Press.

Coventry, L. (2000). Videoconferencing in higher education. Heriot Watt University, Edinburg: Institute for Computer Based Learning. Retrieved February 21, 2008, from http://www.man.ac.uk/ MVC/SIMA/video3/contents.html

Cropley, A. J., & Kahl, T. N. (1983). Distance education and distance learning: Some psychological considerations. Distance Education, 4(1), 27-39..

Damanakis & Anastasiades (2005). Life long & distance learning and the diaspora: Implementing a virtual learning environment at the University of Crete. Themes in Education: Special Issue Information & Communication Technologies in Diaspora, 6(1), 83-96.

Dearing, R. (1997). Higher education in the learningsociety.ReportoftheCommitteeofInquiryinto

Higher Education. RetrievedSeptember15,2005, form http://www.ncl.ac.uk/ncihe/index.htm

De Bra, P., Eklund, J., Kobsa, A., Brusilovsky, P., & Hall, W. (1999). Adaptive hypermedia: Purpose, methods and techniques. Paper presented at the 10th ACM Conference on Hypertext and Hypermedia (pp. 199-200).

Dick, W., & Carey, L. (1996). The systematic design of instruction. New York: Harper Collins College Publishers.

Digital Bridges: K-12 videoconferencing, Note: another very good resource. Its “Teacher’s Guide to Videoconferencing” is valuable and com-

prehensive, with emphasis on phased approach to planning, delivery and evaluation. A list of reference literature could be updated (the latest referenced articles were from 1999). http://www. netc.org/digitalbridges/vc/index.html

Dillenbourg, P. (1999). What do you mean by

“collaborativelearning”?InP.Dillenbourg(Ed.),

Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon.

Dillenbourg, P.,Baker,M., Blaye, A., &O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.),

Learning human and machine (pp. 189-211). Oxford: Elsevier.

Dillenbourg,P.,&Traum,D.(1999).Doesashared screen make a shared solution? In C. Hoadly & J. Roschelle (Eds.), Proceedings of the Third Conference on Computer Supported Collaborative Learning (pp. 127-135). California: Stanford University.

Dori, Y. J., Barak, M., & Adir, N. (2003). A Web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092..

Dunderstadt,J.(1997).Thefutureoftheuniversity in an age of knowledge. Journal of Asynchronous Learning Networks, 1(1), 78-88.

Eastman, J., & Iyer, R. (2004). The elderly’s uses and attitudes towards the Internet. Journal of Consumer Marketing, 21(3), 208-220.

Engestrom, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta Konsultit Oy.

Fillion, G., Limayem, M., & Bouchard (1999). Videoconferencing in distance education: a study of student perceptions in the lecture context.

Innovations in Education and Training International, 36, 302.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Finn, K. E., Sellen, A. J., & Wilbur, S. B. (Eds.). (1997). Video-mediated communication. Mahwah, NJ: Lawrence Erlbaum Associates.

Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (Eds.). (in press). Scripting computer-supported collaborative learning. Cognitive, computational and educational perspectives. New York: Springer.

Forsyth, I. (2001). Teaching & learning materials & the Internet. London: Kogan Page.

Freire, P. (1984). The importance of reading and the liberation process. Mexico: Siglo XXI.

Gagné, R., Briggs, L., & Wager, L. (1994). Principles of instructional design. Fort Worth, TX: HBJ College Publishers.

Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34.

Gibson, C., & Cohen, S. (Eds.). (2003). Virtual teams that work: Creating conditions for effective virtual teams. San Francisco: Jossey-Bass/ Wiley.

Graham, D., McNeil, J., & Pettiford, L. (2000).

Untangled Web: Developing teaching on the Internet. Harlow, UK: Pearson Education.

Grigoriadou, M., Papanikolaou, K., Cotronis, Y., Velentzas, C., & Filokyprou, G. (1999). Designing and implementing a Web-based course. In Proceedings of International Conference of Computer Based Learning in Science, Enschede, Netherlands.

Gürer, D., Kozma, R., & Millán, E. (1999). Impact of shared applications and implications for the design of collaborative learning environments. In S. Lajoie (Ed.), Proceedings for the ninth world conference on artificial intelligence in education (AI-ED99) (pp. 439-445). Amsterdam: IOS Press.

Guzdial, M., & Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.

Häkkinen, P., Järvelä, S., & Byman, A. (2001). Sharing and making perspectives in Web-based conferencing. In P. Dillenbourg, A. Eurelings, & K., Hakkarainen (Ed.), European perspectives on computer-supported collaborative learning (pp. 285-292).InProceedingsofthe1stEuropeanCon- ference on Computer-Supported Collaborative Learning, Maastricht University, Maastricht.

Hannafin,M.,&Land,S.(1997).Thefoundations and assumptions of technology enhanced studentcentered learning environments. Instructional Science, 25, 167-202.

Hanson, D., Maushak, N., Schlosser, C., Anderson, M., Sorensen, C., & Simonson, M. (1997).

Distance education: Review of the literature (2nd ed.). Washington, D.C./Ames, IA: Association for EducationalCommunicationsandTechnologyand Research Institute or Studies in Education.

Harley, D. (2001). Higher education in the digital age: Planning for an uncertain future. Syllabus: New Dimensions in Education Technology, 15(2), 10-12.

Hayden, K. L. (1999). Videoconferencing in K-12 education: A Delphi study of characteristics and critical strategies to support constructivist learning experiences. Retrieved February 21, 2008, from http://hale.pepperdine.edu/~kahayden/dissertation.html

Hearnshaw, D. (1999). Capitalising on the strengths and availability of desktop videoconference. Active Learning, 9, 52-59.

Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks.

Norwood, NJ: Ablex.

Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Horton,S.(2000).Webteachingguide:Apractical approach to creating course Web sites. London: Yale University Press.

IDE. (1996). Three models of distance education. University of Maryland University College. Retrieved February 21, 2008, from http://www. umuc.edu/IDE/modeldata.html

Illeris, K. (2002). The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional, and the social. UK: Leicester.

Illeris, K. (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406.

Jarvis, P. (2004). Adult and continuing education. Theory and practice. Athens: Metaixmio.

Jolliffe, A., Ritter, J., & Stevens, D. (2001). The online handbook: Developing and using Web based learning. London: Kogan Page.

Jonassen, D. H. (1992). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14..

Jonassen, D. (1997). Instructional design models for well-structured and ill-structured problemsolving learning outcomes. Educational Technology Research & Development, 45, 65-94..

Jonassen, D., Howland, J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology, a constructivist perspective. Upper Saddle River, NJ: Merrill Prentice Hall.

Kagan,S.(1994).Cooperative learning.SanJuan: Capistrano.

Karpov, Y. V., &. Haywood, H. C. (1998, January) Two ways to elaborate Vygotsky’s concept of mediation.Implicationsforinstruction. American Psychologis, 27-36.

Keegan,D.(1986).Ondefiningdistanceeducation.

In D. Sewart, D. Keegan, & B. Holm-berg (Eds.),

Distance education: International perspectives

(pp. 6-33). London: Routledge.

Keegan, D. (1995). Distance education technology for the new millennium: Compressed video teaching (ERIC Document Reproduction Service No. ED 389 931).

Keegan, D. (1996). The foundations of distance education. London: Croom Helm.

Kemmis,S.(1985).Actionresearchandthepolitics of reflection. In D. Boude et al. (Eds.), Reflection turning experience into learning. London: Kogan Page.

Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy.

New York: Association Press.

Kokkos, A. (2007). Special characteristics and aims of adult education. Adult Education, 9, 4-19.

Kokkos, A., & Lionarakis, A. (1998). Open and distancelearning,relationsteachersandstudents

(Vol. B). Hellenic Open University Press.

Kostoula, N., & Makrakis (2006). Intercultural and education. Athens.

Lawyer-Brook, D. (1991). The use of distance education to deliver, chapter I services. Denver: Region 5 R-TAC.

Light, P., Nesbitt, E., Light, V., & White, S. (2000). Variety is the spice of life: Student use of CMC in the context of campus based study. Computers & Education, 34, 257-267.

Lionarakis, A. (1998). Polymorfic education: A pedagogical framework for open and distance learning in universities in a digital era. Transformation, Innovation and Tradition – Roles and Perespectives of Open and Distance Learning, 2, 499-504. Italy: University of Bologna.

Lionarakis, A. (2001). Qualitative approaches of the design and production ofdistance, poly-

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

morphic educational material. In Makrakis (ed),

Proceedings of the Pan-Hellenic Conference with International Participation for New Technologies in Education and in Distance Education (Vol. B). Atrapos Editions.

Lionarakis, A. (2003, June 15-18). A preliminary framework for a theory of open and distance learning: The evolution of its complexity. Paper presented at the 12th Conference of the European Distance Education Network, Rhodes.

Lionarakis, A. (2006). Open and distance learning, theory and practice. Athens: Probobos.

Maier, P., & Warren, A. (2000). Integrating technology in learning and teaching. London: Kogan Page.

Martin, M. (2000). Videoconferencing in teaching and learning: Case studies and guidelines.

Western Education and Library Board.

Mason, R., & Bacsich, P. (1998). Embedding computer conferencing into university teaching.

Computers in Education, 30(3/4), 249-258.

Massialas, B. (1989). Claims and counterclaims of the educational uses of microcomputers. Paper presented at the Third International Pedagogical Conference, Athens, Greece.

Mezirow, J. (1980). How critical reflection triggers transformative learning. In J. Mezirow (Ed.),

Fosteringcriticalreflectioninadulthood:Aguide to transformative and emancipatory learning. San Francisco: Jossey-Bass.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.

Mezirow, J. (1985). A critical theory of self-di- rected learning. In self-directed learning: From theory to practice. New Directions for Continuing Education, (25). San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mikropoulos, T. A. (2000). Design, development and evaluation of advanced learning environments.Anoverallapproach,HERMES.Advanced systems for teaching and learning over the world wide Web (pp. B42-B52), Samos.

Mitchell, J. et al. (1993). Video-conferencing in higher education in Australia. Canberra: AGPS.

Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-16.

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Wadsworth Pub Co.

Nachmias, R. & Mioduser, D. (2000). Web-sup- ported emergent-collaboration in higher education courses. Educational Technology & Society, 3(3), 94-104.

Norris & Pippa. (2001). Digital divide: Civic engagement, information poverty and the Internet worldwide. Cambridge: University Press.

Norton, B. (2001). Non-participation, imagined communities and the language classroom. In P. Breen (Ed.), Learner contributions to language learning:Newdirectionsinresearch(pp.159-171). Essex: Pearson Education Limited.

O’Malley, C. (1995a). Computer supported collaborative learning., Berlin: Springer Verlag.

O’Malley, C. E. (Ed.). (1995b). Computer supported collaborative learning. Springer-Verlag.

Paulsen, M. F. (1997). Teaching methods and techniques for computer mediated communication. Paper presented at the 18th ICDE World Conference. Pensylvania: State University.

Paulsen,M.F.(2003).Onlineeducationandlearning management systems. Global e-learning in a Scandinavian perspective. Oslo: NKI Forlaget.

Pea,R.(1995).Practicesofdistributedintelligence anddesignsforeducation,distributedcognitions: Psychological and educational considerations

0

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

(pp. 47-87). Cambridge, England: Cambridge University Press,.

Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.

Pitcher,N.,Davidson,K.,&Goldfinch,J.(2000).

Videoconferencing in higher education. Innovations in Education and Training International, 37, 199.

Raptis & Rapti (2004). Teaching and learning towards the information age. Athens.

Reed, J., & Woodruff, M. (1995). An introduction to using videoconferencing technology for teaching. The Distance Educator Newsletter, Fall, Scott, T D and Pitcher, N (1997) SUMSMAN: Scottish, from: http://www.kn.pacbell. com/wired/vidconf/Using.html

Reiser, R. (2001). A history of instructional design and technology. Part 2: A history of instructional design. Educational Technology Research & Development, 49, 5767.

Rheingold, H. (2000). The virtual community: Homesteading on the electronic frontier (2nd ed.). Cambridge, MA: MIT Press.

Richter,M.(1999).OverseasInternetusersprotest high cost of access. The New York Times, p. G3.

Roberts, L. H. (1995). A template for converting classroom courses to distributed, asynchronous courses.ITS,CenterforInstructionalTechnology, The University of North Carolina at Chapel Hill. Retrieved February 21, 2008, from http://www. unc.edu/cit/iat-archive/publications/roberts/tem- plate.html

Robinson, A. (1997). Adult learning by videoconferencing. In J. Field (Ed.), Electronic pathways. Adult learning and the new communication technologies. Leicester: National Organisation for Adult Learning (NIACE).

Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill.

Rogers, A. (2003). What is the difference? A new critiqueofadultlearningandteaching. Leicester: NIACE.

Rosbottom, J. (2001). Hybrid learning: A safe route into Web-based open and distance learning for the Computer Science teacher. ACM Association for Computing Machinery Sigcse Bulletin, 33(3), 89-92.

Ryan,S.,Scott,B.,Freeman,H.,&Patel,D.(2000).

The virtual university: The Internet and resourcebased learning. London: Kogan Page.

Salomon, G. (1992a). New challenges for educational research: Studying the individual within learning environments. Scandinavian Journal of Educational Research, 36(3), 167-182.

Salomon, G. (1992b). What does the design of effective CSCL require and how do we study its effects? SIGCUE Outlook, Special Issue on CSCL, 21(3), 62-68.

Salomon, G. (1995). Distributed cognitions: Psychological and educational considerations. In B. B. Seels & R. C. Richey (Eds.), Instructional technology: The definitions and domains of the filed. Washington D.C.: Association for Educational Communications and Technology.

Schiller, J., & Mitchell, J. (1993). Interacting at a distance:Staffandstudentperceptionsofteaching and learning via video conferencing. Australian Journal of Educational Technology, 9(1), 41-58.

Scnurr,C.,&Smith,C.(1995).Videoconferencing in education: Meeting teachers and learners support and training needs a report to the advisory grouponcomputergraphics(SIMAReportSeries ISSN 1356-5370). Retrieved February 21, 2008, from http://www.agocg.ac.uk/mmedia.htm

Shale, D. (1988). Toward a reconceptualization of distance education. The American Journal of Distance Education, 2(3), 25-35.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Sheremetov, L., & Arenas, A. G. (2002). EVA: An interactive Web-based collaborative learning environment Computers & Education, 39, 161-182.

Simonson, Μ. (2002). Teaching and learning at a distance: Foundations of distance education.

Prentice Hall.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2000). Teaching and learning at a distance: Foundations of distance learning. Upper Saddle River, New Jersey: Merrill.

Smith, P. L., & Ragan, T. J. (1993). Instructional design. Upper Saddle River, NJ: Prentice-Hall.

Smyth, R. (2005). Exploring the usefulness of broadband videoconferencing for student-cen- tred distance learning in tertiary science. In C. McLoughlin & A. Taji (Eds.), Student centred teaching in science. New York: Howarth.

Solomon (1987). Social influences on construction of pupil’s understanding of science. Studies in Science Education, 14, 63-82.

Stellar. (2003). Course management system.

Retrieved October 25, 2005, from http://stellar. mit.edu/

Stilborne, L., & Lindy, W. (1996). Meeting the needs of adult learners in developing courses for the Internet. Retrieved November 2007, from http://www.isoc.org/isoc/whatis/conferences/ inet/96/proceedings/c4/c4_2.htm

Strijbos, J. W., Martens, R. L., & Jochems, W. M. G. (2004). Designing for interaction: Six steps to designing computer-supported group-based learning. Computers & Education, 42(4), 403424. Elsevier.

Sullivan, M., Jolly, D., Foster, D., & Tompkins, R. (1994). Local heroes: Bringing te le communications to rural, small schools. Austin, TX: Southwest Educational Development Laboratory.

Suthers, D. (2001, January 3-6). Collaborative representations:Supportingfacetofaceandonline knowledge-building discourse. In Proceedings of the 34th Hawai`i International Conference on the System Sciences (HICSS-34), Maui, Hawaii [CD-ROM]. Institute of Electrical and Electronics Engineers.

Tapscott, D. (1995). Digital economy. Promise and peril in the age of networked intelligence. McGraw-Hill.

Tobin, K. (1990). Social constructivist perspectives on the reform of science education. Australian Science Teachers Journal, 36(4), 29-35.

Twigg, C. (2002). Improving quality and reducing costs: Designs for effective learning using information technology. The Observatory on Borderless Higher Education. Retrieved March, 3, 2003, from http://www.obhe.ac.uk/products/reports/

UnitedNations.(2003).Address byUNSecretaryGeneral to the World Summit on the Information Society, Geneva, Switzerland. Retrieved April 5, 2005, from www.itu.int/wsis/geneva/coverage/statements/opening/annan.html

Unruh, D. L. (2000). Desktop videoconferencing the promise and problems of delivery of Webbased training. Internet and Higher Education,

3, 183-99.

Van Berlo, M. P. W. (2000). Empirical validation of team training ID-guidelines. In Proceedings of the 44th Annual Meeting of the Human Factors and Ergonomics Society, San Diego, (Vol. 2, pp. 394-397).

Vosniadou, S. & Kollias, V. (2001). Information and communications technology and the problem of teacher training: Myths, dreams and the harsh reality. Themes in Education, 2(4), 341-365.

Vygotsky, L. S. (1978a). Mind in society. Cambridge, MA: Harvard University Press.

Vygotsky,L.(1978b).Interactionbetweenlearning and development. In E. Souberman (Ed.), Mind

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

in society. Cambridge, MA: Harvard University Press.

Wedemeyer, C. (1981). Learning at the backdoor.

Madison, WI: University of Wisconsin Press.

Wegner, E. (2001). Supporting communities of practice. A research and consulting report.

Yi, M. Y., & Hwang (2003). Predicting the use of

Web-basedinformationsystems:Self-efficiency, enjoyment,learninggoalorientation,andthetechnology acceptance model. International Journal of Human–Computer Studies, 59(4), 431-449.

additional Reading

Anastasiades, P (2003, January). Distance learning in elementary schools in Cyprus: The evaluation methodology and results. Computers & Education, 40(1), 17-40. Elsevier Science.

Anastasiades, P. (2005, June 27-July 2). Synchronousvs.asynchronouslearning?Principles,methodology and implementation policy of a blended learning environment for lifelong learning, at the University of Crete. In Proceedings of the EDMEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, (AACE), Montreal, Canada. Association for the Advancement of Computing in Education.

Anastasiades, P. (2006a, July 5-7). Interactive videoconferencinginlifelonglearning:Methodology and implementation policy at the University of Crete (E.DIA.M.ME). In Proceedings of the Diverse 2006, 6th International Conference on Video and Videoconferencing in Education,

Glasgow, Caledonian University, Scotland.

Anastasiades,P.(2006b,July5-7).Interactivevid- eoconferencing in K- 9 education: “ODUSSEAS

2000-2004”acasestudyinelementaryschoolsin

GreeceandCyprus.In Proceedings of the Diverse 2006 16th International Conference on Video

and Videoconferencing in Education, Glasgow Caledonian University, Scotland, Glasgow.

Bates, A. W. (1995). Technology: Open learning and distance education. New York: Routledge.

Brookfield, S. D. (2001). Repositioning ideology critique in a critical theory of adult learning. Adult Education Quarterly, 52(1), 7-22.

Brown, S. (2001). Views on videoconferencing higher education and research opportunities in theUK(HERO),Marchissues.RetrievedFebruary 27, 2008, from http://www.hero.ac.uk/inside_he/ archive/views_on_videoconferencin883.cfm

Brusilovsky, P. (2001). Adaptive hypermedia.

User Modeling and User-Adapted Interaction, 11(1/2), 111-127.

Cornford, J., & Pollock, N. (2003). Putting the university online: Information, technology and organisational change. Buckingham, UK: The Society for Research into Higher Education and Open University Press.

Damanakis & Anastasiades (2005). Life long & distancelearningandtheDiaspora:Implementing a virtual learning environment at the University of Crete. Themes in Education, Special Issue, Information & Communication Technologies in Diaspora, 6(1), 83-96.

Dillenbourg, P. (1999). What do you mean by

“collaborativelearning”?InP.Dillenbourg(Ed.),

Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon.

Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34.

Grigoriadou, M., Papanikolaou, K., Cotronis, Y., Velentzas, C., & Filokyprou, G. (1999). Designing and implementing a Web-based course. In Proceedings of International Conference of Computer Based Learning in Science, Enschede, Netherlands.

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Hayden, K. L. (1999). Videoconferencing in K-12 education: A Delphi study of characteristics and critical strategies to support constructivist learning experiences. Retrieved February 26, 2008, from http://hale.pepperdine.edu/~kahayden/dissertation.html

Holmberg, B. (1995). The sphere of distanceeducation theory revisited (ERICDocumentation Reproduction Service No. ED 386 578.).

IDE. (1996). Three models of distance education. University of Maryland University College.

Retrieved February 26, 2008, from http://www. umuc.edu/IDE/modeldata.html

Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406.

Jarvis, P. (2004). Adult and continuing education.

Theory and practice. Athens: Metaixmio.

Jonassen, D., Howland, J. Moore, J., & Marra, R. (2003). Learning to solve problems with technology, a constructivist perspective. Upper Saddle River, NJ: Merrill Prentice Hall

Keegan, D. (1996). The foundations of distance education. London: Croom Helm.

Kemmis,S.(1985).Actionresearchandthepolitics of reflection. In D. Boude, et al (Eds.), Reflection turning experience into learning. London: Kogan Page.

Kokkos,A.(2007).Specialcharacteristicsandaims of adult education. Adult Education, 9, 4-19.

Lionarakis, A. (2003, June 15-18). A preliminary framework for a theory of open and distance learning: The evolution of its complexity. Paper presented at the 12th Conference of the European Distance Education Network.

Lionarakis, A. (2006). Open and distance learning, theory and practice. Athens: Probobos.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.

Mezirow, J. (1985). A critical theory of self-di- rected learning. In S. Brookfield (Ed.), Self-di- rected learning: From theory to practice. New directions for continuing education (No. 25). San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mikropoulos, T. A. (2000). Design, development and evaluation of advanced learning environments. An overall approach. Advanced Systems for Teaching and Learning over the World Wide Web, B42-B52.

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Wadsworth Pub Co.

Nachmias, R., & Mioduser, D. (2000). A. Oren and J. Ram, Web-supported emergent-collabora- tion in higher education courses. Educational Technology & Society, 3(3), 94-104.

Paulsen, M. F.(2003). Online educationand learning management systems. Global e-learning in a Scandinavian perspective. Oslo: NKI Forlaget.

Picciano, A. (2001) Distance learning. Ohio: Merrill Prentice Hall.

Rheingold, H. (2000). The virtual community: Homesteading on the electronic frontier (2nd ed.). Cambridge, MA: MIT Press.

Rogers, A. (2003). What is the difference? A new critiqueofadultlearningandteaching.Leicester: NIACE.

Simonson, Μ. (2002). Teaching and learning at a distance: Foundations of distance education.

Prentice Hall.

Vosniadou, S., & Kollias, V. (2001). Information and communications technology and the problem of teacher training: Myths, dreams and the harsh reality. Themes in Education, 2(4), 341365.

Chapter III

Teaching IT Through Learning

Communities in a 3D

Immersive World:

The Evolution of Online Instruction

Richard E. Riedl	Stephen C. Bronack
Appalachian State University, USA	Appalachian State University, USA
Regis M. Gilman	Amy Cheney
Appalachian State University, USA	Appalachian State University, USA
John H. Tashner	Robert Sanders
Appalachian State University, USA	Appalachian State University, USA
	Roma Angel
	Appalachian State University, USA

abstRact

The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current learning communities that form in a 3D immersive world designed for education. Faculty at Appalachian State University (ASU) have developed and taught the graduate instructional technology program in an award-winning 3D world setting for several years. Additional ASU faculty and program areas are currently transitioning into this environment. Further, colleagues from major universities in other countries are using this environment for their students to work and to collaborate across time and distance. Telecommunications technologies in education (exposing the graduate students to the breadth of IT experiences and knowledge required), hypermedia, and advanced Web design are examples of ITrelated courses offered in the graduate program. The results of these experiences highlight the efficacy of this tool toward the formation of authentic communities within 3D Internet-based worlds as online distance education environments continue to evolve.

Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.