Deals with the application of psychological theory and research to the development and assessment of learning resources on the web. The 12 chapters explore web-based learning and demands on the learner, the psychology of the learner, psychologically powerful dimensions of the web, and online research. For example, learning styles, the interaction between individual characteristics and technologies, and issues of anonymity and identity in cyberspace are some of the dimensions of the learning context considered. Annotation c. Book News, Inc., Portland, OR (booknews.com)
This book is about using the Internet as a teaching tool. It starts with the psychology of the learner and looks at how best to fit technology to the student, rather than the other way around. The authors include leading authorities in many areas of psychology, and the book takes a broad look at learners as people. Thus, it includes a wide range of materials from how the eye "reads" moving graphs on a Web page to how people who have never met face-to-face can interact on the Internet and create "communities" of learners. The book considers many Internet technologies, but focuses on the World Wide Web and new "hybrid" technologies that integrate the Web with other communications technologies. This book is essential to researchers is psychology and education who are interested in learning. It is also used in college and graduate courses in departments of psychology and educational psychology. Teachers and trainers at any level who are using technology in their teaching (or thinking about it) find this book very useful.
Key Features
* Distinguished authors with considerable expertise in their fields
* Broad "intra-disciplinary" perspective on learning and teaching on the Web
* Focus on the Web and emerging Web-based technologies
* Special attention to conducting educational research on-line
* Emphasis on the Social and Psychological Context
* Analyses of effective Web-based learning resources
* Firmly grounded in contemporary psychological research and theory
Arvustused
"...the chapters in Learning and Teaching on the World Wide Web explore many interesting theoretical avenues and practical issues concerning the Internet experience..." --APPLIED COGNITIVE PSYCHOLOGY
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Key Features * Distinguished authors with considerable expertise in their fields * Broad intra-disciplinary perspective on learning and teaching on the Web * Focus on the Web and emerging Web-based technologies * Special attention to conducting educational research on-line * Emphasis on the Social and Psychological Context * Analyses of effective Web-based learning resources * Firmly grounded in contemporary psychological research and theory
Contributors xiii About the Authors xv Preface xxiii Acknowledgments xxvii Learning and Teaching on the World Wide Web Christopher R. Wolfe From 3 Rs to 3 Ws? 1(2) Web-Based Learning and Demands on the Learner 3(2) Demands on the Reader 3(1) Demands of Heterogeneous Information 4(1) Demands for Cognitive Flexibility 4(1) Social Demands 4(1) The Psychology of the Learner and Web-Based Learning 5(6) Individual Differences 6(1) Learning as a Social Act 7(1) Basic Cognitive Processes 8(1) Sensitivity to the Learning Context 9(2) Psychological Dimensions of the Web and Web-Based Learning 11(4) Identity and the Internet 11(1) The Power of Anonymity 12(1) User Perceptions and Social Stereotypes 13(1) The Potential for Internet Abuse 14(1) On-line Research on Web-Based Learning 15(4) Structure and Organization 19(1) Conclusions 20(3) References 21(2) The Psychology of Human-Computer Mismatches Valerie F. Reyna Charles J. Brainerd Judith Effken Richard Bootzin Farrell J. Lloyd Human--Computer Mismatches: A Framework for Assessment 23(2) Research Agenda 25(1) Dilemmas in the Application of Learning Technologies 26(9) The Learning and Memory Mismatch 27(2) The Individual-Differences Mismatch 29(2) The Perception-Presentation Mismatch 31(2) The Socialization Mismatch 33(2) Teaching Hemodynamics: An Empirical Example 35(12) Visual Display and Learning 36(1) Constraints on Perception 37(2) Instructional Display Formats 39(1) Summary and Conclusions 40(1) References 41(6) Individual Characteristics and Web-Based Courses Margaret D. Anderson Presentation Medium 47(1) Characteristics of the Individual 47(10) Personality Dimensions 48(4) Learning Style 52(2) Executive Cognitive Processes 54(2) Learner Profile 56(1) Malleability of Individual Characteristics 57(2) Personality Characteristics 57(1) Approach to Learning 58(1) Executive Cognitive Processes 58(1) Characteristics of Experience 59(2) Knowledge (Declarative and Procedural) 59(2) Attitude 61(1) Salient Elements of Web-Based Course Design 61(4) Control 62(1) Feedback 63(1) Task Characteristics 64(1) Interactive Model of Learner Characteristics and Web-Based Courses 65(2) Conclusions 67(7) References 68(6) Teaching Advanced Literacy Skills for the World Wide Web M. Anne Britt Gareth L. Gabrys Literacy Skills for Internet Users 74(8) Integration 75(2) Sourcing 77(3) Corroboration 80(2) Summary 82(1) Teaching Advanced Literacy Skills 82(6) Skills Tutorial 83(1) Content Modules 84(1) Practice Environment 85(2) Effectiveness of the Sourcers Apprentice 87(1) Conclusions 88(4) References 89(3) Creating Informal Learning Environments on the World Wide Web Christopher R. Wolfe Informal Education 92(1) The Nature of the Web 93(2) The Dragonfly Web Pages 95(7) Expository Text 96(1) Interactive Experiences 97(1) Side Bars 98(1) Links to Related Resources 99(1) Off-line Investigations 99(1) Assessment and Evaluation 100(2) Principles Guiding the Dragonfly Web Pages 102(5) APA Learner-Centered Psychological Principles 102(2) Play and Learning 104(2) ``Intution and Mental Representation 106(1) Strategies for Creating Informal Learning Environments on the Web 107(6) Create Meaningful Contexts 107(1) Make the Experience Interactive 108(1) Work with the Web (Not against It) 109(1) References 110(3) Cooperative Learning and Computer-Supported Intentional Learning Experiences Lawrence W. Sherman Introduction 113(1) The Influence of Kurt Lewin: A Brief History 114(4) Cooperative Learning 118(4) Cooperative Goal Structures 118(1) Competitive Goal Structure 119(1) Individual Goal Structures 120(1) Goal Structures and Evaluation 120(1) Postmodern Thought and Cooperative Learning 121(1) Technology 122(4) Conclusions 126(5) References 127(4) From Real to Virtual Communities: Cognition, Knowledge, and Interaction in the World Wide Web Giuseppe Riva Introduction 131(2) Cognitions in the Net: A Networked Approach to Knowledge 133(4) Interbrainframe: The Cognitive Skills Needed to Handle Hypermedia 135(1) Collective Intelligence: The Instructional Ecosystem Created by the Net 136(1) Communication in the Net: A Psychosocial Approach to CMC 137(5) Virtual Conversation: The Characteristics of Conversation in CMC 138(4) Community in the Net: Creating Shared Contextual Meaning 142(5) Understanding Situations: The First Step Toward Shared Contextual Meaning 142(2) Creating Community: The Second Step Toward Shared Contextual Meaning 144(3) Conclusions 147(6) References 148(5) How can the Web Support the Learning of Psychology? Nick Hammond Annie Trapp Introduction 153(1) Educational Theory and Web-Based Learning 154(4) Ways of Using the Web in Learning Psychology 158(7) Reception 160(2) Construction and Integration 162(1) Dialogue 163(1) Community of Practice 164(1) Summary and Conclusions 165(6) Variety and Context of Use of the Web 165(1) Emerging Issues 166(2) References 168(3) Gender Identities on the World Wide Web Christine H. Jazwinski Introduction 171(3) Virtual Social Interaction 174(5) Definitions 174(1) Dimensions of Virtual Interaction 175(1) Comparison of Virtual Interaction Media 176(2) Theoretical Accounts 178(1) Virtual Gender 179(5) Gender 179(1) Virtual Gender 179(1) Virtual Gender Differences 180(3) Masking Gender: Gender Bending and Gender Concealment 183(1) Conclusions and Future Directions 184(7) References 186(5) Caught in the Web: Research and Criticism of Internet Abuse with Application to College Students Janet Morahan-Martin Introduction 191(2) Research on Internet Abuse 193(5) Assessment of Internet Abuse 194(1) Incidence 194(1) Online versus Offline Studies 195(1) Time Online 195(1) Demographics 196(1) Ways of Using the Internet 197(1) Explanations for Internet Abuse: Characteristics of Internet Abusers 198(1) Explanations for Internet Abuse: Characteristics of the Internet 199(5) Changes in Social Interaction 199(3) Escape, Relaxation, and Excitement 202(1) Mood Alteration 203(1) Power and Mastery 204(1) Internet Abuse: Symptom, Cause, or Effect? 204(6) Cause and Effect 205(2) Alternative Explanations 207(3) College Students and Internet Use and Abuse 210(4) Developmental Issues of College Students 211(1) Why the Internet? 212(2) Conclusions 214(7) References 216(5) Doing Educational Research on the Internet Adam N. Joinson Tom Buchanan Doing Research on the Web 221(5) What Is On-line Research? 221(1) Issues in On-line Research 222(4) Behavior on the Internet and Education 226(5) Why Be Interested in Internet-Based Behavior? 226(1) How Can Internet Behavior Be Characterized? 227(3) Models of Internet Behavior 230(1) Internet Behavior and Educational Material Design 231(5) Web-Based Material Delivery 231(1) Computer Conferencing 232(2) Assessment and the Web 234(2) Conclusions and New Horizons 236(7) Future Challenges for Web Research 236(1) General Web Teaching Issues 237(1) New Medium, New Learning? 238(1) A Look to the Future 239(1) References 240(3) The Mental Web: Pedagogical and Cognitive Implications of the Net Jennifer Wiley Jonathan W. Schooler Introduction 243(1) Differences between the Web and Classroom Learning Contexts 244(2) Physicality 244(1) Social Interactions 244(1) Conversational Pragmatics 245(1) Depersonalization 246(1) Differences between Web Learning and Textbook Learning 246(4) Diversity of Resources 247(1) Permanence 247(1) Authenticity 247(1) Motivation 247(1) Familiarity 248(1) Multimodality 248(1) Flexibility versus Linearity 248(2) Customization 250(1) Future Research 250(4) The Web as an Extension of the Mind 254(5) References 257(2) Author Index 259(12) Subject Index 271
Christopher R. Wolfe is director of Quantitative Researching and Instructional Computing at Miami University. He is also an officer of the Society for Computers in Psychology and founding editor of the Dragonfly Web Pages, an award winning Web site for science and children.
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