Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 2266-2272
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

The God of the Internet

2006 ◽  
Author(s):  
Jack Goldsmith ◽  
Tim Wu
Keyword(s):  
United States ◽  
New York ◽  
Essential Feature ◽  
Critical Time ◽  
The United States ◽  
United States Government ◽  
The Internet ◽  
Human Operators ◽  
The Right ◽  
E Mail

If you had met Jon Postel in 1998, you might have been surprised to learn that you were in the presence of one of the Internet’s greatest living authorities. He had a rambling, ragged look, living in sandals and a large, unkempt beard. He lived like a modern-day Obi-Wan Kenobi, an academic hermit who favored solitary walks on the Southern California beach. When told once by a reporter that readers were interested in learning more about his personal life, he answered: “If we tell them, they won’t be interested anymore.” Yet this man was, and had been for as long as anyone could remember, the ultimate authority for assignment of the all-important Internet Protocol (IP) numbers that are the essential feature of Internet membership. Like the medallions assigned to New York City taxicabs, each globally unique number identifies a computer on the Net, determining who belongs and who doesn’t. “If the Net does have a God,” wrote the Economist in 1997, “he is probably Jon Postel.” Jon Postel was a quiet man who kept strong opinions and sometimes acted in surprising ways. The day of January 28, 1998, provided the best example. On that day Postel wrote an e-mail to the human operators of eight of the twelve “name servers” around the globe. Name servers are the critical computers that are ultimately responsible for making sure that when you type a name like google.com you reach the right address (123.23.83.0). On that day Postel asked the eight operators, all personally loyal to Postel, to recognize his computer as the “root,” or, in essence, the master computer for the whole Internet. The operators complied, pointing their servers to Postel’s computer instead of the authoritative root controlled by the United States government. The order made the operators nervous—Paul Vixie, one of the eight, quietly arranged to have someone look after his kids in case he was arrested. Postel was playing with fire. His act could have divided the Internet’s critical naming system into two gigantic networks, one headed by himself, the other headed by the United States. He engineered things so that the Internet continued to run smoothly. But had he wanted to during this critical time, he might have created chaos.

Classifying Web Usage Behavior in the Workplace

2011 ◽  
pp. 211-234
Author(s):  
Murugan Anandarajan
Keyword(s):  
United States ◽  
World Wide Web ◽  
World Wide ◽  
The United States ◽  
The Internet ◽  
Web Usage ◽  
The World ◽  
International Data ◽  
Data Group ◽  
The Web

The ubiquitous nature of the World Wide Web (commonly known as the Web) is dramatically revolutionizing the manner in which organizations and individuals alike acquire and distribute information. Recent reports from the International Data Group indicate that the number of people on the Internet will reach 320 million by the year 2002 (Needle, 1999). Studies also indicate that in the United States alone, Web commerce will account for approximately $325 billion by the year 2002.

Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project

2013 ◽  
pp. 256-272
Author(s):  
Pavel Zemliansky ◽  
Olena Goroshko
Keyword(s):  
United States ◽  
Social Media ◽  
Relevant Literature ◽  
Communication Channels ◽  
The United States ◽  
Professional Communication ◽  
The Internet ◽  
Web Based ◽  
Survey Results ◽  
Project Participants

In recent years, cross-national web-based teaching projects have become very popular in many fields. During such projects, participants from different countries work together on collaborative tasks. Communications among project participants take place over the Internet, including via social media. In this chapter, the author reports the results of social media use in one such project, which brought together students from the United States and Ukraine. A pre and post project survey taken by the participants demonstrate the main opportunities and challenges afforded by social media to educators. The reporting and analysis of the survey results are preceded by a review of relevant literature, which contextualizes our findings.

Evaluating Online Resources

2011 ◽  
pp. 292-296
Author(s):  
Elaine Studnicki
Keyword(s):  
United States ◽  
South Korea ◽  
Web Site ◽  
The United States ◽  
Internet Usage ◽  
Online Resources ◽  
Educational Institutions ◽  
The Internet ◽  
The World ◽  
The Web

In a matter of seconds, a person using the Web will make a decision. Do I stay on this Web site or click to another? There are many reasons for this reaction. For many the decisions are unconscious behavior and for others it is a matter of speed. Still others focus on content. Regardless, the ability to get users to a Web site and keep them there has become big business for both business and educational institutions. According to Internet Usage Statistics (2007), the Internet World Stats Web site, over 1 billion people use the Internet worldwide. The MIT home page is accessed about 2000 time a day from around the world. And use is on the rise. In 2009 the completion of an 18,000 km oceanic cable drop linking South Korea, China, and Taiwan with the United States Internet sends a clear signal that usage and dependency will only increase in the future and spread around the world. This creates an imperative that users are keenly aware of where they surf, what information they share, and, most importantly, if they can believe what they read and see.

Issues in Delivering Course Material Via the Web

2005 ◽  
pp. 1697-1701
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project

2014 ◽  
pp. 791-807
Author(s):  
Pavel Zemliansky ◽  
Olena Goroshko
Keyword(s):  
United States ◽  
Social Media ◽  
Relevant Literature ◽  
Communication Channels ◽  
The United States ◽  
Professional Communication ◽  
The Internet ◽  
Web Based ◽  
Survey Results ◽  
Project Participants

In recent years, cross-national web-based teaching projects have become very popular in many fields. During such projects, participants from different countries work together on collaborative tasks. Communications among project participants take place over the Internet, including via social media. In this chapter, the author reports the results of social media use in one such project, which brought together students from the United States and Ukraine. A pre and post project survey taken by the participants demonstrate the main opportunities and challenges afforded by social media to educators. The reporting and analysis of the survey results are preceded by a review of relevant literature, which contextualizes our findings.

A reexamination of the web-based job demand for PHR and SPHR certifications in the United States

2012 ◽  
Vol 51 (5) ◽  
pp. 769-788 ◽  
Author(s):  
Brian D. Lyons ◽  
Lorin M. Mueller ◽  
Melissa L. Gruys ◽  
Aaron J. Meyers
Keyword(s):  
United States ◽  
The United States ◽  
Web Based ◽  
Job Demand ◽  
The Web

Web Evaluation Tool (WET): A Creative Web Tool for Online Educators

2003 ◽  
Vol 31 (3) ◽  
pp. 307-329
Author(s):  
Mohammad Khalid Hamza
Keyword(s):  
United States ◽  
Web Sites ◽  
Learning Experience ◽  
Evaluation Process ◽  
The United States ◽  
Office Workers ◽  
The Internet ◽  
Evaluation Tool ◽  
Online Educators ◽  
The Web

The Nielsen/Net report Ratings 2000, reported that in 2002, online usage at work Jumped 17 Percent Year-Over-Year, driven by female office workers. Nearly 46 million American office workers logged onto the Web, the highest peak since January 2000. It was also predicted that the number of students using the Internet was expected to reach 13.5 million by 2002, an increase from 3.4 million who were using the Internet in 1995. United States colleges and universities, in the year 2000, offered in excess of 6,000 accredited courses on the Web. Furthermore, nearly 10 million people over the age of 16 gained Internet access in the United States between the end of 2001 and the end of 2002, significantly more than in the other 10 markets studied The Internet population of 71.1 percent in 2002 was up from 66.9 percent in 2000 [1, 2]. Many visually pleasing Web sites claim to be educational but have little, if any, pedagogical importance due to a poor application of a systematic design of instruction and the use of the technology as a cognitive tool to enhance the learning experience [3, 4]. Also, there is a need to measure and evaluate technology [5], but there is no standard review process for identifying a good educational Web site [6]. Therefore, the author of this article address the need to effectively and authentically evaluate “educational” Web sites, or those that claim to be educational based on a sound and systematic process that incorporates elements of instructional design and cognitive tools principles. Hence, the “Web Evaluation Tool” (WET) was developed at the Center for the Advancement of Distance Education Technologies (CADET) ( http://www.fau.edu/cadet ). WET, a user-friendly tool that supports its users (teachers, trainers, and researchers), was created to enhance the evaluation process of educational Web sites and Internet environments to foster effective and creative learning at all levels.

Issues in Delivering Course Material Via the Web

2011 ◽  
pp. 293-299
Author(s):  
Karen S. Nantz
Keyword(s):  
Virtual Classroom ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Discussion List ◽  
Testing Facility ◽  
Web Course ◽  
E Learning ◽  
Course Material ◽  
The Web

Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.

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