Table of Contents

You may purchase this book at Academic Press, Amazon.Com, and other fine book stores.

See Christopher Wolfe's Academic Vita.

About the Authors

Preface

Acknowledgements

I. From 3 Rs to 3 Ws?

II. Web-Based Learning and Demands on the Learner

    A. Demands on the Reader

    B. Demands of Heterogeneous Information

    C. Demands for Cognitive Flexibility

    D. Social Demands

III. The Psychology of the Learner and Web-Based Learning

    A. Individual Differences

    B. Learning as a Social Act

    C. Basic Cognitive Processes

    D. Sensitivity to the Learning Context

IV. Psychological Dimensions of the Web and Web-Based Learning

    A. Identity and the Internet

    B. The Power of Anonymity

    C. User Perceptions and Social Stereotypes

    D. The Potential for Internet Abuse

V. On-line Research on Web-Based Learning

VI. Structure and Organization

VII. Conclusions

VIII. References

I. Human-Computer Mismatches: A Framework for Assessment

II. Research Agenda

III. Dilemmas in the Application of Learning Technologies

    A. Dilemma 1: The Learning and Memory Mismatch

    B. Dilemma 2: The Individual-Differences Mismatch

    C. Dilemma 3: The Perception-Presentation Mismatch

    D. Dilemma 4: The Socialization Mismatch

IV. Teaching Hemodynamics: An Empirical Example

    A. Visual Display and Learning

    B. Constraints on Perception.

    C. Instructional Display Formats

V. Summary and Conclusions

VI. References

I. Presentation Medium

II. Characteristics of the Individual

    A. Personality Dimensions

    B. Learning Style

    C. Executive Cognitive Processes

    D. Learner Profile

III. Malleability of Individual Characteristics

    A. Personality Characteristics

    B. Approach to Learning

    C. Executive Cognitive Processes

IV. Characteristics of Experience

    A. Knowledge (Declarative and Procedural)

    B. Attitude

V. Salient Elements of Web Based Course Design

    A. Control

    B. Feedback

    C. Task Characteristics

VI. Interactive Model of Learner Characteristics and Web Based Courses

VII. Conclusions

VIII. References

I. Literacy Skills for Internet Users

    A. Integration

    B. Sourcing

    C. Corroboration

    D. Summary

II. Teaching Advanced Literacy Skills

    A. Skills Tutorial

    B. Content Modules

    C. Practice Environment

    D. Effectiveness of the Sourcer’s Apprentice

III. Conclusions

IV. References

I. Informal Education

II. The Nature of the Web

III. The Dragonfly Web Pages

    A. Expository Text

    B. Interactive Experiences

    C. Side Bars

    D. Links to Related Resources

    E. Off-line Investigations

    F. Assessment and Evaluation

IV. Principles Guiding the Dragonfly Web Pages

    A. APA Learner-Centered Psychological Principles

    B. Play and Learning

    C. "Intuition" and Mental Representation

V. Strategies for Creating Informal Learning Environments on the Web

    A. Create Meaningful Contexts

    B. Make the Experience Interactive

    C. Work With the Web (Not Against it)

VI. References

I. Introduction

    A The Influence of Kurt Lewin: Brief History

II. Cooperative Learning

    A. Cooperative Goal Structures

    B. Competitive Goal Structure

    C. Individual Goal Structures

    D. Goal Structures and Evaluation

    E. Postmodern Thought and Cooperative Learning

III. Technology1

IV. Conclusions

IV. References

I. Introduction

II. Cognitions in the Net: A Networked Approach to Knowledge

    A. Interbrainframe: The Cognitive Skills Needed to Handle Hypermedia

    B. Collective Intelligence: The Instructional Ecosystem Created by the Net

III. Communication in the Net: A Psycho-social Approach to CMC

    A. Virtual Conversation: the Characteristics of Conversation in CMC

IV. Community in The Net: Creating Shared Contextual Meaning

    A. Understanding Situations: The First Step Towards Shared Contextual Meaning

    B Creating Community: The Second Step Towards Shared Contextual Meaning

V. Conclusions

VI. References

I. Introduction

II. Educational Theory and Web-Based Learning

III. Varieties of use of the Web in Learning Psychology

    A. Reception

    B. Construction and Integration

    C. Dialogue

    D. Community of Practice

IV. Summary and Conclusions

    A. Variety and Context of use of the Web

    B. Emerging issues

V. References

I. Introduction

II. Virtual Social Interaction

    A. Definitions

    B. Dimensions of Virtual Interaction

    C. Comparison of Virtual Interaction Media

    D. Theoretical Accounts

II. Virtual Gender

    A. Gender

    B. Virtual Gender

    C. Virtual Gender Differences

    D. Masking Gender: Gender Bending and Gender Concealment

III. Conclusions and Future Directions

IV. References

 

Chapter 10

Caught in the Web: Research and Criticism of Internet Abuse with Application to College Students

Janet Morahan-Martin

Bryant College

I. Research on Internet Abuse

    A. Assessment of Internet Abuse

    B. Incidence

    C. Online vs. Offline Studies

    D. Time Online

    E. Demographics

    F. Ways of Using the Internet

II. Explanations for Internet Abuse: Characteristics of Internet Abusers

III. Explanations for Internet Abuse: Characteristics of the Internet

    A. Changes in Social Interaction

    B. Escape, Relaxation, and Excitement

    C. Mood Alteration

    D. Power and Mastery

IV. Internet Abuse: Symptom, Cause or Effect

    A. Cause and Effect

    B. Alternative Explanations

V. College Students and Internet Use and Abuse

A. Developmental Issues of College Students

    B. Why the Internet?

VI. Conclusions

VII. References

Chapter 11

Doing Educational Research on the Internet

Adam N. Joinson

The Open University

Tom Buchanan

University of Westminster

I. Doing Research on the WWW

    A. What is On-Line Research?

    B. Issues in On-Line Research

II. Behavior on the Internet & Education

    A. Why be Interested in Internet-Based Behavior?

    B. How Can Internet Behavior be Characterized?

    C. Models of Internet-Behavior

III. Internet Behavior and Educational Material Design

    A. WWW-Based Material Delivery

    B. Computer Conferencing

    C. Assessment and the WWW

IV. Conclusions and New Horizons

    A. Future Challenges for WWW Research

    B. General WWW-Teaching Issues

    C. New Medium, New Learning?

    D. A Look to the Future

V. References

I. Differences Between the Web and Classroom Learning Contexts

    A. Physicality

    B. Social Interactions

    C. Conversational Pragmatics

    D. Depersonalization

II. Differences Between Web Learning and Textbook Learning

    A. Diversity of Resources

    B. Permanence

    C. Authenticity

    D. Motivation

    E. Familiarity

    F. Multi-Modality

    G. Flexibility vs. Linearity

    H. Customization

III. Future Research

IV. The Web as an Extension of the Mind

V. References
 

Author Index

Subject Index

You may purchase this book at Academic Press, Amazon.Com, and other fine book stores.

See Christopher Wolfe's Academic Vita.

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