Volume 3, Issue 1 - May 1999

Institutional Policy for ALN

Dale A. Harris, Stanford University
Andy DiPaolo, Stanford University

For the past five years, Stanford has been involved in developing the capability to offer courses to remote learners over the Internet. This has evolved into a robust operation, which over the past year has offered 180 courses to approximately 4000 distance learners. More recently, the Department of Electrical Engineering...

Understanding the 'Electronic' Student: Analysis of Functional Requirements for Distributed Education

Linda Carswell, The Open University, UK
Pete Thomas, The Open University, UK
Marian Petre, The Open University, UK
Blaine Price, The Open University, UK
Mike Richards, The Open University, UK

This paper describes how the Open University, as a large distance education institution, has used the Internet to transform the learning environment for distance students. We review the process involved in understanding the requirements of distance education students and how they can be supported via the Internet. We describe the...

Beyond Models: Developing a University Strategy for Online Instruction

Ian C. Reid, Coordinator: Online Services, Flexible Learning Centre

Universities are being pressured from a range of forces to move into delivery of courses via online methods. While the literature is replete with promises for the use of information technology (IT) in the teaching and learning environment of higher education institutions, it is difficult for those institutions to take...

Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience

Mary Graham,Lecturer, School of Economics, Deakin University
Helen Scarborough, Lecturer, School of Economics, Deakin University
Christine Goodwin, Computer Mediated Communication Coordinator, Deakin University

Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising...

Asynchronous Learning Networks for Knowledge Workforce Learning

Richard H. Lytle, Director, Oregon Master of Software Engineering, Oregon College of Engineering & Computer Science, Oregon University

Improved workforce learning is imperative for individual knowledge workers, for companies that depend on knowledge workers, and for the U.S. economy. Meeting this need requires innovative, restructured education, and training organizations; integrated knowledge drawn from currently isolated sources; and widespread replacement...