Participants' perceptions of web infused environments: A survey of teaching beliefs, learning approaches, and communication

Journal of Research on Technology in Education

Volumn 34, Issue 2, 2001, Pages 139-156

  Gallini, Joan K ^a   Barron, Daniel ^b  

^a NEW MEXICO HIGHLANDS UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

Effects of Web infused environments; Interaction with online tools; Perceptions of Web infused learning and instruction; Shifts in pedagogical learning approaches

Indexed keywords

EID: 85010604918     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2001.10782341     Document Type: Article

References (56)

1. Ahern, T., & El-Hindi, A. (2000). Improving the instructional congruency of a computer-mediated small-group discussion: A case study in design and delivery. Journal of Research on Computing in Education, 32(3), 385-400.
2. American Psychological Association. (1997). Learner-centered psychological principles framework for school redesign and reform [Online document]. Washington, DC: Author. Available: www.apa.org/ed/lcp.html.
3. Bannon, L. (1986). Computer-mediated communication. In D. Norman & N. Draper (Eds.), User-centered system design: New perspectives on human-computer interaction (pp. 399-410). Hillsdale, NJ: Lawrence Erlbaum Associates.
4. Barrett, S. (1999). Information systems: An exploration of the factors influencing effective use. Journal of Research on Computing in Education, 32(1), 4-16.
5. Becker, H., & Riel, M. (1999, April). Teacher professionalism, school work culture, and the emergence of constructivist-compatible pedagogies. Paper presented at the American Educational Research Association conference, Montreal, Canada.
6. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In LB. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Rubert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Bonk, C., & Cunningham, D. (1998). Searching for-learner-centered constructivist and sociocultural components of collaborative educational learning tools. In C. Bonk, & K. King (Eds.), Electronic collaborators: Learner centered technologies for literacy, apprenticeship, and discourse (pp. 33-50). Hillsdale: NJ: Lawrence Erlbaum Associates.
8. Bonk, C, & King, K. (Eds.) (1998). Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse. Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Brickner, D. (1995). The effects of first and second order barriers to change on degree and nature of computer usage of secondary mathematics teachers: A case study. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.Brooks: J. B., & Brooks, M.G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
10. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 188-228). New York: Cambridge University Press.
11. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
12. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heineman Educational Books.
13. Clark, G. (1996). Glossary of CBT/WBT terms [Online document]. (Note: This document is no longer available on the Web.)
14. Cobb, P. (1994). What is mind? Constructivist and socio cultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
15. Dede, C. L. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on Computing in Education, 22(2), 247-264.
16. Dewey, J. (1916). Democracy and education. New York: Free Press.
17. Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 170-198). New York: Scholastic.
18. Ertmer, P., Addison, P., Lane, M., Ros, E., & Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
19. Fishman, B. (1999). Characteristics of students related to computer-mediated communications activity. Journal of Research in Computing in Education, 32(1), 73-97.
20. Gallini, J., Barron, D., & Hart, N. (2000, April). Online instruction with technology tools for active learning. Paper presented at the American Educational Research Conference, New Orleans, LA.
21. Gallini, J., & Zhang, Y. (1997). Socio-cognitive constructs and characteristics of classroom communities: An exploration of relationships. Journal of Educational Computing Research, 17(4), 321-339.
22. Geoghegan, W H. (1994, July). Whatever happened to instructional technology? Paper presented at the 22nd annual conference of the International Business Schools Computing Association, Baltimore, MD.
23. Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers' integration of computers. American Journal of Education, 101, 261-315.
24. Harris, J., & Jones, G. (1999). A descriptive study of telementoring among students, subject matter experts, and teachers: Message flow and function patterns. Journal of Research on Computing in Education, 32(1), 36-53.
25. Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences: Learning & instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
26. Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693-719). New York: Macmillan.
27. Khan, B. H. (Ed.). (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications.
28. Krajcik, J., Soloway, E., Blumenfeld, P., & Marx, R. (1998). Scaffolded technology tools to promote teaching and learning in science. In C. Dede (Ed.), ASCD Yearbook 1998: Learning with technology (pp. 31-45). Alexandria, VA: Association for Supervision and Curriculum Development.
29. Lave, J., & Wenger, E. (1991). Situated learning. Cambridge, United Kingdom: Cambridge University Press.
30. Luria, A. R. (1981). Language and cognition. Washington, DC: Winston.
31. Marcinkiewicz, H. R. (1993). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26,220-237.
32. Marshall, H. (1996). Recent and emerging theoretical frameworks for research on classroom learning: Contributions and limitations. Educational Psychologist, 31(314), 147-244 (complete issue).
33. McCombs, B. L. et al. (1992). Learner centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association and the Mid-continent Regional Educational Laboratory.
34. Means, B. (1994). Introduction: Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise (pp. 1-21). San Francisco: Jossey Bass.
35. Moore, G. (1991). Crossing the chasm. New York: Harper Business. O'Connor, M. C. (1998). Can we trace the efficacy of social constructivism? In P. D. Pearson & A. Iran-Nejad (Eds.), Review of research in education, 23 (pp. 25-71). Washington, DC: American Educational Research Association.
36. O'Malley, J., & McCraw, H. (1999). Students' perceptions of distance learning, online learning, and the traditional classroom. Online Journal of Distance Learning Administration [Online serial], 2(4). Available: www.westga.edu/-distance/omalley24.html.
37. Pea, R. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. The Journal of Learning Sciences, 3(3), 285-299.
38. Piaget, J. (1952). The origins ofintelligence in children. New York: Norton.
39. Prawat, J. R. (1996). Constructivism, modern and postmodern. Educational Psychologist, 31 (314), 215-225.
40. Reeves, T., & Reeves, P. (1997). Effective dimensions of interactive learning on the World Wide Web. In B. H. Khan (Ed.), Web-based instruction (pp. 59-66). Englewood Cliffs, NJ: Educational Technology Publications.
41. Relan, A., & Gillani, B. B. (1997). Web-based information and the traditional classroom: Similarities and differences. In B. H. Khan (Ed.), Web-based instruction (pp. 41-46). Englewood Cliffs, NJ: Educational Technology Publications.
42. Rogers, E. (1995). Diffusion of innovations. New York: Free Press.
43. Rogoff, B. (1990). Cooperative learning across classrooms in electronic learning circles: Instructional Science, 19, 445-466.
44. Salomon, G., & Perkins, D. (1998). Individual and social aspects of learning. In P. D. Pearson and A. Iran-Nejad (Eds.), Review of research in education, 23 (pp. 1-24). Washington, DC: American Educational Research Association.
45. Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
46. Schrage, M. (1990). Shared minds: The technologies of collaboration. New York: Random House.
47. Scott, B., & Hannafin, R. (2000). How teachers and parents view classroom learning environments: An exploratory study. Journal of Research on Computing in Education, 32(3), 401-416.
48. Sherry, L., & Wilsor, B. (1997). Transformative communication as a stimulus to Web innovations. In R. H. Khan (Ed.), Web-based instruction (pp. 67-73). Englewood Cliffs, NJ: Educational Technology Publications.
49. Sprague, D., & Dede, C. (1999). Construnivism in the classroom. Learning & Leading with Technology, 27(1), 6-9.
50. Taylor, P., Fraser, B. J., & White, L. R. (1994, April). CLES: An instrument for monitoring the development of constructivist learning environments. Paper presented at the Americar_ Educational Research Association annual convention, New Orleans, LA.
51. Tobin, K., & Dawson, G. (1992). Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development 40(1), 81-92.
52. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Syntheses, 8(1), 121-140.
53. Vygotsky, L. (1978).Mind in society. Cambridge, MA: Harvard University Press.
54. Vygotsky, L. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press.
55. Wagner, E. D., & McCombs, B. L (1995). Learner-centered psychological principles in practice: Designs for distance education. Educational Technology, 35(2), 32-35.
56. Wertsch, J. V. (1991). A socio cultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85-100). Washington, DC: American Psychological Association.