Technologies for knowledge-building discourse
Communications of the ACM - Special issue on technology in K–12 education
The virtual classroom: learning without limits via computer networks
The virtual classroom: learning without limits via computer networks
Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
Communications of the ACM
Web-based multimedia tools for sharing educational resources
Journal on Educational Resources in Computing (JERIC)
An XML-based approach to multimedia software engineering for distance learning
SEKE '02 Proceedings of the 14th international conference on Software engineering and knowledge engineering
Developing Instructional Web Sites – A Software Engineering Approach
Education and Information Technologies
Students' Perceptions of the Technological Supports for Problem-based Learning
Education and Information Technologies
Design of a virtual community based interactive learning environment
Information Sciences—Informatics and Computer Science: An International Journal - Special issue: Interactive virtual environments and distance education
A perspective on fulfilling the expectations of distance education
CITC4 '03 Proceedings of the 4th conference on Information technology curriculum
A novel approach for assisting teachers in analyzing student web-searching behaviors
Computers & Education
Behaviour & Information Technology
Web-based lecture system using slide sharing for classroom questions and answers
International Journal of Knowledge and Web Intelligence
Towards effective course-based recommendations for public tenders
International Journal of Knowledge and Web Intelligence
Hi-index | 4.10 |
Much of the online post-secondary education available in North America and Europe has been created piece-meal. This situation arose because educators began adopting computer networking in the mid-1970s, soon after the invention of packet-switched networks (1969) and e-mail and computer conferencing (1971) for exchange of scientific information. In late 1993, the author set out to help design a system using the Internet that would encourage the adoption of a collaborative learning approach. She and her colleagues also wanted to develop embedded tools to meet the needs of both instructors and students. The goal of their system, now known as the Virtual-U (http://www.vu.vlei. com), was to provide a flexible frame-work to support advanced pedagogies based on active learning, collaboration, multiple perspectives, and knowledge building. With two years of field trials serving more than 8,000 students and hosting 300 courses from 14 institutions, the Virutal-U provides a flexible yet well-organized framework for online, collaborative education. It brings together a multidisciplinary research team of educators, HCI specialists, engineers, computer scientists, and database and instructional designers, fulfilling the promise of integrated online learning.