| Preface |
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vii | |
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Section A: Research on Educational Technology Policy in the United States, Australia, Canada, and the European Union |
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Research Styles and the Internet |
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1 | (10) |
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Research on Educational Technology Policy in the United States, Australia, Canada, and the European Union |
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11 | (24) |
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Section B: Internet Technology and Educational Research |
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Technology Adoption and the Internet |
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35 | (16) |
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Narrowing the Focus: Reflection and Choice |
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51 | (19) |
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Section C: Conducting Case Study Educational Research on Web |
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Case Study Research and Online Learning: Types, Typologies, and Thesis Research |
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70 | (11) |
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An Intrinsic, Quantitative Case Study of WebCT Developers |
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81 | (10) |
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Qualitative Case Method and Web-Based Learning: The Application of Qualitative Research Methods to the Systematic Evaluation of Web-Based Learning Assessment Results |
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91 | (20) |
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Online Assessment in Programming Courses: A Multiple Case Study |
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111 | (18) |
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Section D: Conducting Action Research with Web Tools |
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Action Research with Internet Communications Tools |
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129 | (16) |
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Self-Assessment During Online Discussion: An Action Research Perspective |
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145 | (16) |
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Advanced Broadband Enabled Learning: An Example of Participatory Action Research |
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161 | (18) |
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Action Research with Internet Database Tools |
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179 | (11) |
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Designing Effective Online Educational Literature Searches: Procedures for Content Analysis and Validation |
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190 | (12) |
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Technical Research for Improving Web-Based Instructional Artifacts |
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202 | (18) |
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Assessment of Students by a Teacher with a Hand Held Device and a Networkable Database |
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220 | (14) |
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Section E: Exploring the Complexities in Online Formative Evaluations |
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Conducting Formative Evaluations of Online Instructional Materials |
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234 | (12) |
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Strategies to Collect and Use Online Student Feedback: Improving Teaching through Formative Evaluation |
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246 | (14) |
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Section F: Conducting Experimental Research on Online Teaching and Learning |
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Experimental Research and the Internet |
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260 | (22) |
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The Impact of Internet Learning Technology: Experimental Methods of Determination |
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282 | (20) |
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Effects of Anonymity and Accountability During Online Peer Assessment |
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302 | (32) |
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Can Seventh Graders Learn Fractions from a Web-Based Pedagogical Agent? Using Comparison Groups Three Times Over Several Weeks |
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334 | (15) |
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Proposal to Conduct Experimental Research on the Effects of Language Style and Voice Type of a Pedagogical Agent on Fifth Grade Learning and Motivation |
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349 | (19) |
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Section G: Conducting Qualitative Educational Research on the Web |
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Alternative Approaches to Assessment with Online Technologies: Integrating Process and Product Outcomes |
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368 | (16) |
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Knowledge Construction Online: Does Constructivism Deliver the Goods? |
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384 | (19) |
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Conducting Qualitative Educational Research on the Internet |
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403 | (10) |
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Section H: Virtual Ethnography and Discourse |
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Critical Virtual Ethnography |
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413 | (26) |
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Virtual Ethnography and Discourse Analysis |
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439 | (18) |
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Section I: Conducting Correlational Research on the Web |
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Correlational Research and the Internet |
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457 | (10) |
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Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning |
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467 | (16) |
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| About the Authors |
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483 | (5) |
| Index |
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488 | |
