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1
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0003543677
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The phrase "virtual classroom" is taken from Starr Roxanne Hiltz, (Norwood, NJ: Ablex Publishing)
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The phrase "virtual classroom" is taken from Starr Roxanne Hiltz, The Virtual Classroom: Learning Without Limits via Computer Networks (Norwood, NJ: Ablex Publishing, 1994).
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(1994)
The Virtual Classroom: Learning Without Limits Via Computer Networks
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2
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84880435968
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The requirements for Macintosh users differ slightly. Some of these computer specifications will be revised in 1997 when the SUN Y Learning Network is placed onto the World Wide Web
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The requirements for Macintosh users differ slightly. Some of these computer specifications will be revised in 1997 when the SUN Y Learning Network is placed onto the World Wide Web.
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3
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0039693779
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Information technology and academic productivity
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January/February
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William F. Massy and Robert Zemsky, "Information Technology and Academic Productivity," Educom Review 31 (January/February, 1996): 13.
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(1996)
Educom Review
, vol.31
, pp. 13
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Massy, W.F.1
Zemsky, R.2
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4
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84880397502
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The view of Massy and Zemsky might be compared to the more ambitious outlook of Linda Harasim, Starr Roxanne Hiltz, Lucio Teles, and Murray Turoff in their book, (Cambridge: MIT Press). For example, they write "The real question...is not whether a course can be done online but what is the best media mix to achieve the goals of the course...."
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The view of Massy and Zemsky might be compared to the more ambitious outlook of Linda Harasim, Starr Roxanne Hiltz, Lucio Teles, and Murray Turoff in their book, Learning Networks: A Field Guide to Teaching and Learning Online (Cambridge: MIT Press, 1995). For example, they write "The real question...is not whether a course can be done online but what is the best media mix to achieve the goals of the course...." (p. 24).
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(1995)
Learning Networks: A Field Guide to Teaching and Learning Online
, pp. 24
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5
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0004255456
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The relevant sections from Hobbes and Locke were downloaded from sites (within the public domain) on the Internet: and http://www.jim.com/jamesd/ 2ndtreat.htm. The relevant sections from Rousseau, scanned into the Lotus Notes course documents, were taken from, translated by Donald A. Cress (Indianapolis: Hackett Publishing). Permission to scan the portions of this text was obtained at a reasonable cost from Hackett Publishing
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The relevant sections from Hobbes and Locke were downloaded from sites (within the public domain) on the Internet: http://ccwf.cc.utexas.edu/~thurmy/ Philosophy/Hobbes-Leviathan and http://www.jim.com/jamesd/2ndtreat.htm. The relevant sections from Rousseau, scanned into the Lotus Notes course documents, were taken from Rousseau: The Basic Political Writings, translated by Donald A. Cress (Indianapolis: Hackett Publishing, 1987). Permission to scan the portions of this text was obtained at a reasonable cost from Hackett Publishing.
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(1987)
Rousseau: The Basic Political Writings
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6
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85039636164
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As can be seen from the reproduction, each D question also allows the student to send a response only to me, the professor. However, it was only at the beginning of the semester that a few students, anxious about the quality of their responses, elected this option
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As can be seen from the reproduction, each D question also allows the student to send a response only to me, the professor. However, it was only at the beginning of the semester that a few students, anxious about the quality of their responses, elected this option.
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7
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84880434955
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The numbers listed for Rousseau do not include the buttons for The Social Contract, which, as indicated in note 4 above, was not read
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The numbers listed for Rousseau do not include the buttons for The Social Contract, which, as indicated in note 4 above, was not read.
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8
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85039632611
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I do not know if every student followed this path of activity: Specifically, I do not know if each student first read the book and then proceeded to the annotext or if some students simply ignored the book and answered the questions in the annotext. If some students did opt for the latter maneuver, the sheer frequency of the annotext buttons would have forced them to read quite a bit of text that they might have thought they could avoid
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I do not know if every student followed this path of activity: Specifically, I do not know if each student first read the book and then proceeded to the annotext or if some students simply ignored the book and answered the questions in the annotext. If some students did opt for the latter maneuver, the sheer frequency of the annotext buttons would have forced them to read quite a bit of text that they might have thought they could avoid.
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9
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84880434536
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The view of the screen, reproduced below, has been altered in order to protect the privacy of the students enrolled in the course: The surnames of all participants have been deleted from the reproduction
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The view of the screen, reproduced below, has been altered in order to protect the privacy of the students enrolled in the course: The surnames of all participants have been deleted from the reproduction.
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10
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85039650890
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The educator becomes less an authority figure and more a resource and facilitator for the learning activities of the group
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Harasim, et al
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"The educator becomes less an authority figure and more a resource and facilitator for the learning activities of the group." Harasim, et al, Learning Networks, p. 31
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Learning Networks
, pp. 31
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11
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6544260913
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Videodiscs and the politics of knowledge
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T]he lecturer must cease to be a controller of knowledge, and must become a manager of learning. in David S. Miall, ed., (Oxford: Clarendon Press)
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"[T]he lecturer must cease to be a controller of knowledge, and must become a manager of learning." Roger Martles, "Videodiscs and the Politics of Knowledge," in David S. Miall, ed., Humanities and the Computer: New Directions (Oxford: Clarendon Press, 1990), p. 42.
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(1990)
Humanities and the Computer: New Directions
, pp. 42
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Martles, R.1
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12
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85039654215
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In the discussion that follows, especially regarding the intrinsic considerations, my point is not to claim that on-line education is inferior to education within any small classroom: Obviously, some classroom education could be so poor, that almost any on-line course would be an improvement. My point is more mundane: Are there features of on-line courses which, all things equal, provide reason for caution
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In the discussion that follows, especially regarding the intrinsic considerations, my point is not to claim that on-line education is inferior to education within any small classroom: Obviously, some classroom education could be so poor, that almost any on-line course would be an improvement. My point is more mundane: Are there features of on-line courses which, all things equal, provide reason for caution?
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15
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0004215471
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The fundamental characteristic of network learning is the premise of collaborative approaches to learning. Networks are group communication environments that augment social connectivity."
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"The fundamental characteristic of network learning is the premise of collaborative approaches to learning. Networks are group communication environments that augment social connectivity." Harasim, et al, Learning Networks, pp. 274-5.
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Learning Networks
, pp. 274-275
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Harasim1
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16
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0002468112
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On-line education: A new domain
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in Mason and Kaye, eds., (Oxford: Pergamon Press, 1989), 55
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Harasim, "On-Line Education: A New Domain," in Mason and Kaye, eds., Mindweave: Communication, Computers and Distance Education (Oxford: Pergamon Press, 1989), p. 72, 55.
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Mindweave: Communication, Computers and Distance Education
, pp. 72
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Harasim1
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17
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0010107797
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Global education through learning circles
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in Harasim, ed., (Cambridge: MIT Press)
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Margaret Riel, "Global Education Through Learning Circles," in Harasim, ed., Global Networks: Computers and International Communication (Cambridge: MIT Press, 1993), p. 222.
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(1993)
Global Networks: Computers and International Communication
, pp. 222
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Riel, M.1
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18
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84880413917
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The written world: On the theory and practice of computer conferencing
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in Mason and Kaye
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Andrew Feenberg, "The Written World: On the Theory and Practice of Computer Conferencing," in Mason and Kaye, eds., Mindweave, p. 27.
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Mindweave
, pp. 27
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Feenberg, A.1
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20
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84880407784
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in Mason and Kaye, eds., Mindweave, 72
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Soren Nipper, "Third Generation Distance Learning and Computer Conferencing," in Mason and Kaye, eds., Mindweave, pp. 71, 72.
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Third Generation Distance Learning and Computer Conferencing
, pp. 71
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Nipper, S.1
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21
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0011355240
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The spirit of the age
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in, ed. Gertrude Himmelfarb (Garden City, NY: Doubleday)
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John Stuart Mill, "The Spirit of the Age," in Essays on Politics and Culture, ed. Gertrude Himmelfarb (Garden City, NY: Doubleday, 1963), pp. 8-9.
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(1963)
Essays on Politics and Culture
, pp. 8-9
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Mill, J.S.1
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22
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84880412862
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Reflections on a certain book
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Apparently, this was true even of Kant, at least according to Somerset Maugham: "It was his custom to fix his eyes on a student who sat close to him and judge by the look on his face whether or not he understood what he said.", in (Garden City, NY: Doubleday, 1953), pp. 167-168
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Apparently, this was true even of Kant, at least according to Somerset Maugham: "It was his custom to fix his eyes on a student who sat close to him and judge by the look on his face whether or not he understood what he said." "Reflections on a Certain Book," in The Vagrant Mood (Garden City, NY: Doubleday, 1953), pp. 167-168.
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The Vagrant Mood
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23
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0002127864
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Learning and teaching
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ed. Timothy Fuller (New Haven: Yale University Press)
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"Learning and Teaching," in The Voice of Liberal Learning: Michael Oakeshott on Education, ed. Timothy Fuller (New Haven: Yale University Press, 1989), pp. 61-62.
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(1989)
The Voice of Liberal Learning: Michael Oakeshott on Education
, pp. 61-62
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24
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84880447948
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Education: The engagement and its frustration
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See, for example, "Education: The Engagement and Its Frustration," in The Voice of Liberal Learning, esp. pp. 68-70.
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The Voice of Liberal Learning
, pp. 68-70
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25
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0004215471
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The traditional face-to-face classroom learning situation is generally assumed to be the best to support learning, with other learning modes perhaps perceived as less effective. There is no evidence to support this assumption. In fact, quite the opposite is true: Online environments facilitate learning outcomes that are equal or superior to those generated in the face-to-face situation."
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"The traditional face-to-face classroom learning situation is generally assumed to be the best to support learning, with other learning modes perhaps perceived as less effective. There is no evidence to support this assumption. In fact, quite the opposite is true: Online environments facilitate learning outcomes that are equal or superior to those generated in the face-to-face situation." Harasim, et al, Learning Networks, p. 27.
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Learning Networks
, pp. 27
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Harasim1
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