Going Viral in the Classroom

This chapter demonstrates the potential for social change in computer mediated communication (CMC) education. A foundational discussion of emerging online technologies in terms of potentials for students and responsibilities of educators is followed with a description of a “best practices” classroom project and incorporation of case-study observations in terms of CMC benefits and challenges. The goal of this chapter is to highlight potential societal outcomes inherent in CMC education for students and educators as agents of social change.

The Agile Teaching Library

This chapter discusses several models of integrating information literacy instruction into computer mediated learning processes on university campuses with an eye towards the sustainability of each model, its advantages and limitations, as well as its demands on both personnel and the institution as a whole. We strive to provide professionals with the insights to make informed decisions suitable for their context in terms of pedagogical outcomes, organizational resources, and technology infrastructure.

From Myopia to Global Vision via International Collaboration

One effective strategy to prepare students to be successful participants in a globalized world is the use of online collaborative projects with students from other countries. New technologies and new opportunities for such collaboration may reshape teaching practices in unexpected ways. Three challenges need to be addressed for such projects to be successful: the specific circumstances of the classes, the structure and patterns of team interactions, and the technologies for collaboration. These challenges can be addressed through careful student preparation, well-designed assignments, monitoring of student progress, and a vision of the workplace of the future.

Visual Arts Online Educational Trends

The intent of this chapter is to understand the implications of online education for the visual arts and how the objectives of a traditional art education can be adapted to computer-mediated learning. The focus is on three trends affecting the arts: visual culture, cultural production, and originality in art and practice.

Using Web-Conferencing to Increase Learner Engagement

This chapter examines themes in scholarly literature regarding web-conferencing as applied at the University of Kansas Medical Center (KUMC). The chapter profiles how applications of web-conferencing can dramatically change the “classroom” environment for both users on campus and at a distance. We conclude that successful implementations of web-conferencing offer new opportunities in the classroom, increasing learner engagement, but also require adequate resources to support faculty and students.

Building Virtual Communities

Communication deepens learning and builds community. Online classes are built around text-based discussions, and while studies show that students are learning, students do not feel connected in this type of environment. In order to bridge this gap, instructors must use technology and new approaches to build a sense of community and connection. This chapter examines the benefits of and challenges to online discussion and provides solutions to improve interactivity.

How Similar or Different are We?

Global virtual teams are becoming vastly popular amongst public and private organizations. This prevalent way of organizing can be used for students to gain experience in working with various cultures using technology. GlobCom is a global communication project that provides students with this opportunity but also presents them with challenges such as cultural barriers. This chapter explores students’ perceptions of diversity in their global virtual teams. It provides insight as to how students overcome issues of cultural differences by working in an online environment.

ePortfolios and the Communicative Intellect in Online Education

According to Nielsen Internet ratings, YouTube totaled over 100 million unique users the month this chapter was written. What are those ratings today? Moreover, the number of times-per-day many individuals compose Facebook news feeds and profile content is equally staggering. Students inhabit these media-rich spaces, and if educators do not construct online teaching and learning environments, such as ePortfolios, in ways that effectively capitalize on students’ literacies in computer-mediated communication, those educators are in danger of limiting students’ communicative intellect. More to the point, educators are in danger of graduating functionally illiterate students according to what constitutes literacy in today’s interactive age.

The Usability of Online Quizzes

This study focuses on assessment, an essential component of teaching and learning. It examines the usability of online quizzes and determines what features of Blackboard-based testing are most beneficial from a student perspective. A survey of 395 students provides new insights that can help teachers, administrators, course providers, trainers, and instructional technology specialists make informed choices in developing and implementing online assessments. The author concludes that instructors should move away from the “one-size-fits-all” approach towards flexible, learner-centered models.

Transmedia Communication

Virtual worlds have the potential to foster new forms of educational communication among students and their instructors. These digital exchanges in virtual worlds are facilitated by computer-mediated communication (CMC) tools such as text-based media and Voice over Internet Protocol (VoIP). This chapter will investigate the media that were used to support student-instructor interactions in three continuing education courses situated in Second Life (SL). Based on these observations, text chat was more effective than VoIP at supporting educational discussions during these class sessions.