By Claus M. Ringel
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Example text
While the best guidelines ultimately would derive from specific findings from bettertargeted applied research, general guidelines are likely to be valuable in the interim. In Table 1, the potential contributions of the theories discussed above to the understanding of Webbased learning by practitioners, as well as researchers, are summarized. CONCLUSION In this chapter, a framework for the study of WBL from the perspective of three disciplines is proposed. First, from the organizational communication field, media richness and social influence models are proposed to understand factors affecting media communication choice in WBL.
Student information is generated, class information is disseminated, and rules and standards are communicated. Frequently asked questions (FAQs) are posted, and students are asked to introduce themselves on the forum to provide a sense of the group. Prerequisite requirements must be specified, and those students who do not have the required prerequisites should be asked to withdraw or provide appropriate waiver documents. If not already provided, faculty should assign email or any other accounts needed for communication or for accessing specific software.
Meeting today’s educational demands: the Web offers a way, From the bookshelf, Decision Line. Benbunan-Fich, R. (2002, June). Improving education and training with IT, Communications of the ACM, 45(6). Bento, A. (2000). Developing a class session using audio and video streaming. In A. K. ), Web-based learning and teaching technologies: opportunities and challenges. Hershey, PA: Idea Group Publishing. Boettcher, J. (1998), How many students are just right in a Web course? htm. Day, G. S. (1981).