Information Science

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The premier reference source for computer science and information technology management

New Release

October 2009

Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends
Edited by: Harrison Hao Yang, State University of New York, USA; Steve Chi-Yin Yuen, University of Southern Mississippi, USA

13-digit ISBN: 978-1-60566-788-1 626 pages; 2010 Copyright Price: US $ 295.00 (hardcover*) Perpetual Access: US $440.00 Print + Perpetual Access: US $590.00 Illustrations: figures, tables (8 1/2” x 11”) Translation Rights: World
*Paperback is not available.

As education continues to integrate technological advancements into learning and instruction, a resource dedicated to the latest findings and implications becomes necessary.
“Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends provides not only the advanced and latest development of elearning for experienced professionals, but also provides clear and inclusive information for novice readers.” - Harrison Hao Yang, State University of New York, USA

The Handbook of Research on Practices and Outcomes in ELearning: Issues and Trends provides academicians, researchers, and practitioners with a comprehensive view of the historical, conceptual, theoretical, and practical perspectives of conventional e-learning and innovative e-learning 2.0. Presenting cutting-edge research, case studies, best practices, and pedagogical approaches and strategies, this defining reference source incorporates the latest and most discussed Web 2.0 technologies in educational learning and practice.

Subject: Market:

IT Education; Educational Technologies; Human Aspects of Technology

This essential publication will be invaluable to academic and research libraries, as well as those interested in the latest advances and applications of e-learning technologies. A wide range of professionals, including program administrators, educators, and communication specialists, will find this resource presents cuttingedge research on how the latest developments in information technology and communication are transforming educational practices. Students and researchers interested in distance learning and online communities will also benefit.

Excellent addition to your library! Recommend to your acquisitions librarian.

www.info-sci-ref.com

Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends
Edited by: Harrison Hao Yang, State University of New York, USA; Steve Chi-Yin Yuen, University of Southern Mississippi, USA

Table of Contents
Section I: Chronical and Conceptual Perspectives Chapter I: Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next? Chien Yu, Mississippi State University, USA Wei-Chieh Wayne Yu, Chang Gung Institute of Technology, Taiwan Chun Fu Lin, Minghsin University of Science & Technology, Taiwan Chapter II: From Web to Web 2.0 and E-Learning 2.0 Clara Pereira Coutinho, University of Minho, Braga, Portugal João Batista Bottentuit Junior, University of Minho, Braga, Portugal Chapter III: E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence Chaka Chaka, Walter Sisulu University, South Africa Chapter IV: The Key Elements of Online Learning Communities Jianxia Du, Mississippi State University, USA Yunyan Liu, Southwest University, China Robert L. Brown, Mississippi State University, USA Section II: E-Learners Chapter V: Generational Learners & E-Learning Technologies Ke Zhang, Wayne State University, USA Curtis J. Bonk, Indiana University, USA Chapter VI: The Digital Generation and Web 2.0: E-Learning Concern or Media Myth? Robin M. Roberts, University of Nevada, Las Vegas, USA Chapter VII: Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program Jeffrey Hsu, Fairleigh Dickinson University, USA Karin Hamilton, Fairleigh Dickinson University, USA Chapter VIII: Online Interaction Styles: Adapting to Active Interaction Styles Dazhi Yang, Purdue University, USA Jennifer C. Richardson, Purdue University, USA Chapter IX: Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning Yuliang Liu, Southern Illinois University Edwardsville, USA Section III: E-Learning Environments and Communities Chapter X: Exploring Ideas and Possibilities of Second Life as an Advanced E-learning Environment Bo Kyeong Kim, Jeonju University, Republic of Korea Youngkyun Baek, Korea National University of Education, Republic of Korea Chapter XI: When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers Jeannine Hirtle, The University of Hawaii at Hilo, USA Samuel Smith, University of Texas at Arlington, USA Chapter XII: Could Web 2.0 Technologies Support Knowledge Management in Organizations? Luiz Fernando de Barros Campos, Federal University of Minas Gerais, Brazil Chapter XIII: E-Learning Design for the Information Workplace Colleen Carmean, Arizona State University, USA Chapter XIV: The Impact of Information Communication Technology (ICT) to the Greek Educational Community Paraskevi Mentzelou, Alexander Technological Educational Institute (A.T.E.I.) of Thessaloniki, Greece Dimitrios Drogidis, School Consultant of Primary Education, Greece Section IV: Professional and Disciplinary Implications Chapter XV: Faculty Use and Perceptions of Web 2.0 in Higher Education Richard Hartshorne, University of North Carolina at Charlotte, USA Haya Ajjan, University of North Carolina at Charlotte, USA Richard E. Ferdig, University of Florida, USA Chapter XVI: Librarian as Collaborator: Bringing E-Learning 2.0 into the Classroom by Way of the Library Susanne Markgren, State University of New York Purchase College, USA Carrie Eastman, State University of New York Purchase College, USA Leah Massar Bloom, State University of New York Purchase College, USA Chapter XVII: Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age? Betül C. Özkan, University of Arizona South, USA Chapter XVIII: New Literacies in New Times: A Multimodal Approach to Literacy Learning Hsiu-Ting Hung, National Kaohsiung First University of Science and Technology, Taiwan Chapter XIX: Transforming Continuing Healthcare Education with ELearning 2.0 Rajani S. Sadasivam, University of Alabama at Birmingham, USA Katie M. Crenshaw, University of Alabama at Birmingham, USA Michael J. Schoen, University of Alabama at Birmingham, USA Raju V. Datla, Massachusetts Medical Society, USA Section V: Pedagogical Design and Implementations Chapter XX: Mode Neutral: The Pedagogy that Bridges Web 2.0 and ELearning 2.0 Brian Smith, Edge Hill University, UK Peter Reed, Edge Hill University, UK Chapter XXI: Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-learning F.R. “Fritz” Nordengren, Des Moines University, USA Ann M. York, Des Moines University, USA Chapter XXII: Student-centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers Kathryn Kennedy, University of Florida, USA Jeff Boyer, University of Florida, USA Catherine Cavanaugh, University of Florida, USA Kara Dawson, University of Florida, USA Chapter XXIII: Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice Clara Pereira Coutinho, University of Minho, Portugal Chapter XXIV: From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design Pearl Chen, California State University, Los Angeles, USA Chapter XXV: A Constructivist Model in Course Design Carl Scott, University of Houston, USA Youmei Liu, University of Houston, USA Madhuri Kumar, University of Houston, USA Chapter XXVI: Student Perceptions and Pedagogical Applications of ELearning Tools in Online Course C. Candace Chou, University of St. Thomas, USA Chapter XXVII: Using Blogfolios to Enhance Interaction in E-Learning Courses Steve Chi-Yin Yuen, The University of Southern Mississippi, USA Harrison Hao Yang, State University of New York at Oswego, USA Chapter XXVIII: Multi-Tier Knowledge Based System Accessing Learning Object Repository using Fuzzy XML Priti Srinivas Sajja, Sardar Patel University, India Chapter XXIX: Finding Information: Factors that Improve Online Experiences Ivan Angelov, University of Plovdiv, Bulgaria Sathish Menon, Analytic Dimension, USA Michael Douma, Institute for Dynamic Educational Advancement (IDEA), USA

About the Editors:
Harrison Hao Yang (EdD, Florida International University, 1996) is a professor in the Department of Curriculum and Instruction at State University of New York at Oswego (USA). His research specialties include assessment and e-folios, distance/flexible education, information literacy, information technology diffusion/integration, learning theories, issues and trends on vocational-technical education, and Web/learning communities. Dr. Yang was the recipient of the SUNY Oswego President Award of Teaching Excellence (2006). Steve Chi-Yin Yuen (PhD, The Pennsylvania State University, 1984) is a professor in the Department of Technology Education at The University of Southern Mississippi (USM), USA. His research specialties include electronic performance support system, e-learning 2.0, handheld technology in teaching and learning, mobile learning, multimedia instruction, Semantic Web, social networking in education, technology planning and implementation in the classrooms, Web 2.0, Web accessibility, and Web-based instruction. Dr. Yuen was the recipient of USM Excellence in Teaching Award (1997 and 2004), Mississippi Technology Educator of the Year (2002), and Fulbright Scholar Lecturing Award (1992).

Excellent addition to your library! Recommend to your acquisitions librarian. www.info-sci-ref.com

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