-------- Original-Nachricht -------- Betreff: [isworld] RE: Latest contents of International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) and Call for papers Datum: Mon, 30 Nov 2009 10:00:03 +0800 Von: NG, Mee Wah Eugenia eugenia@ied.edu.hk Antwort an: NG, Mee Wah Eugenia eugenia@ied.edu.hk An: AISWORLD Information Systems World Network isworld@lyris.isworld.org
The contents of the latest issue of:
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) Official Publication of the Information Resources Management Association Volume 4, Issue 4, October-December 2009 Published: Quarterly in Print and Electronically ISSN: 1548-1093 EISSN: 1548-1107 Published by IGI Publishing, Hershey-New York, USA www.igi-global.com/ijwltt
Editors-in-Chief: Eugenia M.W. Ng, Hong Kong Institute of Education, China Nikos Karacapilidis, University of Patras, Greece Mahesh S. Raisinghani, Texas Woman’s University, USA
Special Issue: Adult Learning and Technology
GUEST EDITORIAL PREFACE
Integrating Adult Learning and Technologies for Effective Education
Victor C. X. Wang, California State University at Long Beach, USA
Web-based learning would not be possible without information communication technologies. As courses are taught online on a continuous basis and as degrees are conferred on learners who are able to seek degrees only from online universities, the debate continues regarding the effectiveness of learning or teaching via information communication technologies. Some argue that the whole educational enterprise has been frozen into the pedagogical educational model, which means teachers must direct students’ learning in the traditional classroom settings. The following six articles in this special issue of IJWLLT provides readers with a bird’s eye view of the pertinent issues regarding teaching and learning via information communication technologies.
To read the guest editorial preface, please consult this issue of IJWLLT in your library.
PAPER ONE
Learner-Centered Teaching and the Use of Technology
Annette Greer, East Carolina University, USA Vivian W. Mott, East Carolina University, USA
In this article, the authors explore the use of various learning technologies as tools for facilitating learner-centered teaching. This article offers another perspective on the scholarship of teaching with technology—through discussion of various theoretical models of learner-centered teaching, the role of technology on the student/instructor relationships, the impact on technology in different educational settings, and contexts and learners’ cultural differences. The authors conclude with a brief discussion of future trends, cautions, and speculations related to technology use in learner-centered teaching.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35248
PAPER TWO
Effective Teaching with Technology in Adult Education
Victor C. X. Wang, California State University, Long Beach, USA
Effective teaching with technology in adult education stems from many factors. Not only are teachers of adult learners required to study the tools related to the use of technology, but are also required to study the nature of knowledge, the nature of learning, constructivism and various kinds of teaching philosophies. Without thorough knowledge of these factors, effective teaching with technology cannot occur in adult education, let alone other educational fields. In this article, the author addresses the interrelationships between the use of technologies and the teaching and learning process.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35249
PAPER THREE
Teaching Adult Learners in Online Career and Technical Education
Victor M. Hernández-Gantes, University of South Florida, USA
Online education is becoming an important component of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners; however, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and implications for curriculum design, instruction, and use of technology. The author concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35250
PAPER FOUR
The Role of Learning Styles and Technology
Royce Ann Collins, Kansas State University, USA
Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35251
PAPER FIVE
Comparing the Principles of Adult Learning with Traditional Pedagogical Teaching in Relation to the Use of Technology: The Tacit Dimension in ICT-Based University Teaching
Manuel Ahedo, Rovira i Virgili University, Spain
The traditional principles of adult learning are being subject to critical reconsideration from new adult teaching approaches and a growing use of information and communication technologies (ICTs). ICTs in adult learning have an ambivalent effect. On the one hand, they offer potential improvement in online communicative activities and the transmission of codified or explicit knowledge. On the other hand, they can reduce socially and interactive-mediated tacit teaching and learning. Thus, the crucial criterion for effective and complementary use of ICTs in adult andragogy is whether they enable time and social space for the tacit dimension of teaching and learning. This article analyzes these issues by comparing how two young universities in Spain have dealt with these effects of ICTs in relation to the tacit dimension of learning and teaching.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35252
PAPER SIX
Technological Trends in Adult Education: Past, Present and in the Future
John K. Hope, University of Auckland, New Zealand
In this article, the author provides a critical review of the past two decades of technology use in adult education. The article begins with a brief summary of technological trends, such as the introduction of the Internet and the World Wide Web, that have influenced adult education over the past two decades. Political, economic, social, and pedagogical issues that have influenced the use of technology in adult education are also discussed and possible solutions to these issues are outlined. This article concludes with an attempt to extrapolate future technological trends that could influence the direction of adult education in the decade to come.
To obtain a copy of the entire article, click on the link below. http://www.infosci-on-demand.com/content/details.asp?ID=35253
***************************************************** For full copies of the above articles, check for this issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) in your institution's library. This journal is also included in the IGI Global aggregated “InfoSci-Journals” database: www.infosci-journals.com. *****************************************************
CALL FOR PAPERS
Mission of IJWLTT:
The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.
Coverage of IJWLTT:
The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) focuses on the dimensions of reporting about developing new WBLT technologies and uses, and also sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. IJWLTT also covers aspects such as models and frameworks for the pedagogical design of courses including or supported by WBLT technologies, and for issuing and evaluating educational policies in institutions, and for organizing and managing training policies or departments in companies. Issues in methodologies for the training of teachers and trainers, for the building of multi-disciplinary teams for distance and on-line program administration and delivery are also included in the coverage.
Topics to be discussed in the journal include (but are not limited to) the following:
Best practices Building multi-disciplinary teams for Web-based learning and teaching Building Web-based learning communities Constructivist approaches to Web-based learning and teaching Decision making in implementing Web-based learning and teaching Knowledge building using Web-based learning and teaching technologies Management side of Web-based learning and teaching Network learning using WLTT Project management for implementing WLTT Related issues that impact the overall utilization and management of Web-based technologies in education Web Based CSCL Web-based technologies enabled pedagogical scenarios Web-based technologies enabled pedagogical systems and programs WLTT implementation: models, methods, and frameworks
Interested authors should consult the Journal's manuscript submission guidelines at www.igi-global.com/ijwltt.
All inquiries and submissions should be sent to: Editor-in-Chief: Eugenia Ng at Eugenia@ied.edu.hk
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