0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook-1

About the Contributors

Keith Lindsey is an assistant professor of business administration at Trinity University in San Antonio, Texas. He holds a PhD in management information systems from the University of Memphis. His research interests include the use of technology in higher education, business intelligence and knowledge management, applying information strategies in small and medium sized enterprises, and accounting information systems.

Lim Hwee Ling is an assistant professor in the Communication Department at The Petroleum Institute (Abu Dhabi, UAE). She has bachelor’s (English language, literature), master’s (English language) degrees, and a professional diploma in education from The National University of Singapore. Dr. Lim has a PhD (information technology) from Murdoch University (Perth, Western Australia). Her areas of research interest are educational technology, computer-mediated communication, and distance learning.

Richard E. Riedl is a professor in the instructional technology program at Appalachian State University and assistant department chair of the Leadership and Educational Studies Program. He received his PhD in curriculum and instruction from Arizona State University.

Albert D. Ritzhaupt is an instructor in the School of Computing at the University of North Florida. He has a BS in computer and information sciences and an MBA from the University of North Florida. His research focuses on the meaningful integration of information and communication technology in higher education and computing education, and has been published in several venues. Albert is a PhD candidate at the University of South Florida, and has taught in the areas of operating systems, database systems, computer programming, multimedia applications, and computer networking to undergraduate students.

Carla Ruiz Mafé is an assistant professor in the Department of Marketing at the University of Valencia (Spain) and coordinator of postgraduate training programs in the Chamber of Commerce of Valencia. She received her PhD from the University of Valencia. She is the author of international publications on e-commerce and e-learning. Her primary research interests include e-commerce, communication, interactive marketing, and consumer behaviour.

Silvia Sanz Blas is an assistant professor in the Department of Marketing at the University of Valencia (Spain). She received her PhD from the University of Valencia. She is the author of international publications on distance shopping and e-learning. Her primary research interests include communication, sales, e-commerce, interactive marketing and consumer behaviour.

Robert L. Sanders coordinates the Appalachian State University Library Science program. Prior to this, Dr. Sanders served as the president of para instructional designs, an e-learning design company based in Cincinnati, OH. These roles have provided numerous opportunities to explore applications of information and instructional technologies and the impact of these technologies on student and patron behaviors, perspectives, and interactions. Dr. Sanders’ current research is focused on the utilization of action learning in 3D immersive learning environments, and students sense of presence and the role of serendipitous interactions in virtual worlds.

About the Contributors

Stephen B. Springer, LPC, CPM is the program chair and associate professor in occupational education at Texas State University-San Marcos. He has taught elementary through graduate college and has held administrative positions in both public education and at the university level. He has developed courses for online as well as DVDs for classes at the university. The current university program he chairs is a nontraditional adult program that has been in existence since 1973. Dr. Springer also had a private counseling practice and has served in public office as well as an officer in the State Guard.

Tom Stafford is Suzanne Downs associate professor of management information systems for the Fogelman College of Business and Economics at University of Memphis, and editor of ACM Data Base for Advances in Information Systems. He holds doctorates in MIS from University of Texas–Arlington and in marketing from University of Georgia. Stafford’s research spans issues of human computer interaction and technology adoption, and has appeared in journals such as Decision Sciences, Communications of the ACM, and IEEE Transactions on Engineering Management.

Fay Sudweeks is a senior lecturer at the School of Information Technology (Murdoch University). She has bachelor’s (psychology, sociology) and master’s (cognitive science) degrees from the University of New South Wales, and a PhD from Murdoch University. Her current research interests are social, cultural, and economic aspects of CMC and CSCW, group dynamics, and e-learning. She has published six edited books and more than 50 papers in journals, books, and conference proceedings. She is on the editorial review board of International Journal of e-Learning, Journal of CMC, and Journal of Electronic Commerce in Organizations.

John H. Tashner is a professor and coordinator of the instructional technology program at Appalachian State University with 30+ years experience in university teaching. Prior to this, John served in various roles as a central office school administrator, an assistant principal, and a public school science teacher.

He received his BS in biology and an MS in science education, both from Old Dominion University. He earned his EdD in curriculum and instruction-science education from the University of Virginia in 1973. Current research interests involve the creation and study of viable pedagogies for use in 3D immersive worlds for education.

José Tronch García de los Ríos is a part-time professor in the Department of Marketing at the University of Valencia (Spain) and expert for International Cooperation Programs in the Foreign Trade Department of the Chamber of Commerce of Valencia. He is the author of Spanish publications on e-learning. His primary research interests include e-commerce, e-learning, service quality, and consumer behaviour.

Hanne Westh Nicolajsen is an assistant professor in the Center for Information and Communication Technologies at the Technical University of Denmark. Her research interests include organizational implementation and use of IT, knowledge management, and computer-mediated communication. Her current research focuses on the use of information and communication technology for innovation in the service sector. Nicolajsen holds a PhD from the Technical University of Denmark.

Marlene Wilcox is an assistant professor in the Department of Business Management and Administration at Bradley University. Marlene is a graduate of Claremont Graduate University’s (CGU) School of Information Systems and Technology. She holds a PhD and MS in management of information sys-

About the Contributors

tems from CGU and an MBA and BS in management from Pepperdine University. Marlene’s research interests include knowledge management, organizational and interorganizational learning, and online education.

Levent Yilmaz is assistant professor of computer science and software engineering at the College of Engineering at Auburn University. Dr. Yilmaz earned his PhD and MS degrees from Virginia Polytechnic Institute and State University (Virginia Tech). His research focuses on (1) improving cognition in modeling and design education, (2) advancing the theory and methodology of simulation modeling via novel modeling and simulation formalisms, and (3) agent-directed simulation. Dr. Yilmaz is a member of ACM, IEEE Computer Society, Society for Computer Simulation International, and Upsilon Pi Epsilon.

Index

A

Active Worlds universe server 66 ActiveX controls 233, 234, 235 asynchronous tools 71

B

Blackboard 6, 7, 23, 28, 119, 128, 129, 195, 197, 205, 210, 242, 247, 270, 271, 272, 283, 286, 289

Blooms taxonomy 324

C

Center for Information and Communication

	Technologies (CICT) 317, 318, 321,
	322,			323,		324,			328,		329,				330,			331
chat	4,	5,	8,		9,	10,		11,		28,			29,		35,		36,
	38,		49,		71,		74,		85,		101,			119,			128,
	144,			151,		157,			158,		162,				170,			171,
	172,			173,		174,			175,		176,				177,			180
	182,			183,		184,			185,		186,				187,			189,
	190,			243,		244,			256,		265,				284,			285
	292,			293,		321,			337
co-presence				73
communication, computer-mediated (CMC)
	29,		59,		170,		171,			172,			173,			177,			179,
		180,		182,		183,			185,			186,			187,			188,
	192,			193,		194,			195,		204
communication, formal and informal 71
communication, online 175, 181, 188, 265,
	309,			329

communities, learning 43, 65, 66, 67, 68, 69

70,	71,	73,		77,	78,	79,	81,	82,	114,
128,	129,		172,		205,	206

communities of learners 68 community of practice 68

conflict resolution 128, 162, 164, 167, 168

constructivism			24,		25,		33,	40,	54,	59,		61,
67,	78,		79,		115,		191
course, blended				174,		187
course, hybrid 18, 19, 21, 186
CyberTech		282,		283,		284,		285,	286,		287,
288,		289,		290,		291,		292,	293,		294

D

design, assignment-centric 259, 263, 268, 278

developing online virtual communities 68 differentiated instruction (DI)

115, 117, 118, 129, 130 differentiating content 124, 126, 127, 128 discussion boards 38, 71, 264, 284, 285,

286, 290

discussions, online 192, 195, 198, 204, 205

208
distance education (DE) 25,						27,	28, 29,
30,	37,	40,		54,	133,	134,	135,
136,	137,		138,		139,	140,	142,	145,
146,	147,		148,		149,	150,	336,	338,
339,	340,		343

distance education framework 99, 100, 101, 107, 112

distance learning (DL) 9, 22, 26, 27, 28,

29,	30,	31,	35,	37,		41,	43,	46,	54,
55,	57,	59,	60,	61,		62,	63,	64,	69,
80,	84,	109,	110,		112,		131,	132,

133,	134,	150,	151,	152,	154,	157,
158,	159,	160,	162,	172,	174,	178,
186,	206,	212,	213,	214,	215,	222,

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

225, 229, 236, 237, 239, 240, 241, 312, 314, 316, 320, 329, 330, 332, 333, 334, 335, 336, 337, 338, 339

distance learning, economies of scale in 333, 335, 336, 338, 339, 341, 342, 343, 344

E

e-communication 1, 3, 4,							5,	7,	8,	9, 16, 20
e-learning 2–25, 45, 46, 55, 60, 64, 75,
89,	95,	96,		129,		189,		213,		214,
215,	226,257,				279,		297,		298,		299,
300–331,			344
e-learning adoption				95,		301
e-learning environments 2, 10, 11, 12, 17,
18,	19,	20
e-mail 3–16, 20, 28, 35, 38, 84, 85, 89,
94,	101,		103,		122,		143,		144,		157,
158,	162,		171,		175,		176,		177,
213–224,			243,		244,		264,		266,		284,
285,	286,		288,		292,		293,		300,		314,
321,	324,		328,		330,		337
education, information security (InfoSec)
239,	240,		245,		247,		248,		249,		250,
251,	252,		253,		254,		255

F

Flash movies 232, 233, 234

G

greeting, message, reminder, and conclusion (GMRC) model 212, 215, 217, 218, 219, 220, 221, 222, 224, 225

groups, learning 39, 172, 173, 213 groupware 29, 157, 158, 159, 160, 161,

162, 164, 167, 168, 185, 247

H

hierarchical hyper-concept map (HHCM) 231 human relations theory 212

I

information systems, management 140, 150, 154, 259

Index

instant messaging (IM) 4, 5, 29, 103, 143, 144, 284, 292, 293

instruction, asynchronous 86, 134 instruction, computer-based 311

instruction, computer programming 259, 260, 261, 265, 277, 278

instruction, synchronous 86, 241, 245 instruction, Web-based

72, 190, 191, 225, 263 intelligence, bodily-kinesthetic 122 intelligence, interpersonal 122 intelligence, intrapersonal 122 intelligence, mathematical-logical 122 intelligence, musical 122 intelligence, naturalist 122 intelligence, verbal-linguistic 122 intelligence, visual-spatial 122

interaction, chat 170, 171, 172, 173, 175, 177, 180, 185, 186, 187

interaction, online asynchronous 171 interaction, online synchronous 172, 175, 186

J

Java applet 234

K

knowledge construction 42, 171, 172, 173, 174, 191, 193, 195, 203

knowledge creation 314

L

learners, intuitive-feeling (NF) 121 learners, intuitive-thinking (NT) 120 learners, sensing-feeling (SF) 121 learners, sensing-thinking (ST) 120

learning, asynchronous 24, 25, 47, 54, 55,

63,	39,	47,		48,			85,	134,	187,	282
learning, blended 22, 24, 25, 31, 34,										50, 54,
34,	54,		46,		54,		55,	63,	244,	258,
298,	303,		314,			321,		326,	330,	331
learning, cooperative 102, 121, 122, 128,
175,	261,		281,			314
learning, hybrid			22,		55
learning, synchronous 25, 44, 49, 54, 49,
85,	173,		304

0

Index

learning, transfer of 86, 87, 273 learning communities 68

learning communities, dynamic 69 learning environment, virtual 57, 63, 67,

173, 175, 310

learning management system (LMS) 2, 5, 7, 17, 175, 283, 289

learning perspective, social constructivist 192, 206

learning style, interpersonal 121 learning style, mastery 120 learning style, self-expressive 121 learning style, understanding 120

lectures, recorded 7, 242, 243, 246, 256 long run average cost curve (LRACC)

333, 340

M

Macromedia Dreamweaver 233 Macromedia Flash 232, 233 Mathworks Matlab 232

mega universities (MU) 334, 335 metaphorical graphical user interfaces 75 metaphors, complimentary 75 metaphors, confounding 76

Microsoft Visual C++ 233 Microsoft Visual J++ 232, 233

minimum efficient scale (MES) 332, 338 Moodle 6, 283, 286, 289

multiple intelligences (MI) 116, 121, 122, 123, 125

P

perceived shopping risk

296, 299, 302, 304, 308 progress monitoring system 263, 264

S

sense of presence 72 sensory approaches 119

service considerations 296, 299, 300, 308

social constructivism 67

social cost benefit analysis (SCBA) 333, 336 social network 162, 163, 164, 166, 167 social skills 214

study units (SUs) 231, 232 synchronous tools 71

T

teaching activities 36, 328 team cohesiveness 167 teams, virtual 58, 159, 190

technology, collaborative 158, 160 technology, instructional 65, 66, 69, 75,

278, 311, 337

teleconferenced courses 134, 140, 146, 147, 148, 149

teleconferencing 40, 133, 134, 135, 136, 137, 139, 142, 343, 147, 148, 149, 150, 147

transformation adult theory 24

tutorial, chat 174, 177, 180, 184, 186, 187

V

videoconferencing, interactive 25, 54, 25, 54, 29

virtual worlds 66 VTEL 101, 113

W

Web-based seminars (Webinars) 240 Web course design 228, 229, 237

Web course development tools 228, 229, 231–237

Web course implementation 228, 229, 232, 233, 235, 237

WebCT 5, 6, 7, 8, 14, 23, 28, 56, 103, 110, 113, 174, 175, 176, 177, 242, 246, 247, 283

withdrawal rates 260 workspace, shared 66, 161