Information Science

REFERENCE
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

“Handbook of Research on Practices
and Outcomes in E-Learning: Issues
and Trends provides not only the
advanced and latest development of e-
learning for experienced professionals,
but also provides clear and inclusive
information for novice readers.”
- Harrison Hao Yang, State University
of New York, USA
learning and instruction, a resource dedicated to the latest findings
and implications becomes necessary.
The Handbook of Research on Practices and Outcomes in E-
Learning: Issues and Trends provides academicians, researchers,
and practitioners with a comprehensive view of the historical, concep-
tual, 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:
IT Education; Educational Technologies; Human Aspects of Technology

Market:
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 cutting-
edge 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 E-
Learning 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 E-
Learning 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 E-
Learning 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 implementa-
tion 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