The internet: An overview

Santoro, Gerald M.

doi:10.1080/03634529409378965

Cited by 16 publications

(3 citation statements)

References 1 publication

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“…Subjects designed in flexible delivery mode focus on the needs of learners and are concerned with providing greater access and choice. Although reliance on technology is not strictly a prerequisite for flexible learning, it is generally seen as an essential element in providing the means to support student‐centered learning and improving the quality of education (Hobbs & Judge, 1992; McComb, 1994; Santoro, 1995). Information and telecommunications technologies can be used to enhance student independence and control over access to subject content and other resources.…”

Section: Introductionmentioning

confidence: 99%

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

Cybinski

Selvanathan

2005

Decision Sci J Innov Edu

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This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer-managed learning tool and optional small-group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology-supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face-to-face teaching, may be especially inappropriate for these students.

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Section: Introductionmentioning

confidence: 99%

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

Cybinski

Selvanathan

2005

Decision Sci J Innov Edu

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“…Although technology in instructional development and teaching methods continues to be an object of research (e.g., Hacker & Wingnall, 1997;Jenson & Morrison, 2001;Santoro, 1994;Scott & Rockwell, 1997;Shelton, Lane, & Waldhart, 1999;SteppGreany, 2002;Waldeck, Kearney, & Plax, 2001), the extent to which textbooks Communication Quarterly 269 address technology has not received as much attention. Authors of textbooks offer CD-ROM and Website accompaniments for instructors and students that include current content information.…”

Section: The Nature Of Knowledge and Textbook Selectionmentioning

confidence: 98%

Technology Talk: Public Speaking Textbooks' Coverage of Information Retrieval Technology Systems

Child

Pearson

Amundson

2007

Communication Quarterly

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“…In it, authors explore the nature and history of the Internet itself (Santoro, 1994); the nature of free speech in this new online environment (Smith, 1994); how one might begin to consider teaching via the Internet (Bailey & Cotlar, 1994); and the role and value of certain technological tools available to the classroom teacher of communication, i.e., electronic discussion groups (Berge, 1994), information-management tools (Collins, 1994), government-information resources (Ryan, 1994), and online library resources (Rowland, 1994). Of particular interest are the remaining two articles in this volume: McComb's (1994) "Benefits of Computer-Mediated Communication in College Courses" and Kuehn's (1994) "Computer Mediated Communication in Instructional Settings: A Research Agenda."…”

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confidence: 99%

Remote Control: Identity, Power, and Technology in the Communication Classroom

Wood¹,

Fassett²

2003

Communication Education

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Instructional communication researchers, by focusing attention on "how-to" matters and forays into conventional areas of study (i.e., immediacy, apprehension), neglect a nuanced treatment of student and teacher identity. Such a perspective is relatively disembodied and fails to engage actual classroom interactions. By engaging in autoethnographic analysis of their experiences with instructional technology, the authors reveal a more complex understanding of how instructional identities interact. In particular, the authors advocate an understanding of power that is distributed, embodied, and malleable.

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The internet: An overview

Cited by 16 publications

References 1 publication

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

Technology Talk: Public Speaking Textbooks' Coverage of Information Retrieval Technology Systems

Remote Control: Identity, Power, and Technology in the Communication Classroom

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