[AISWorld] Contents of International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) and Call for Papers

[NG, Mee Wah Eugenia]

The contents of the latest issue of:

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)
Official Publication of the Information Resources Management Association
Volume 6, Issue 1, January-March 2011
Published: Quarterly in Print and Electronically 
ISSN: 1548-1093 EISSN: 1548-1107
Published by IGI Publishing, Hershey-New York, USA
www.igi-global.com/ijwltt 

Editors-in-Chief: 
Nikos Karacapilidis, University of Patras, Greece
Eugenia M.W. Ng, Hong Kong Institute of Education, China
Mahesh S. Raisinghani, Texas Woman's University, USA

PAPER ONE

Learning and Teaching Styles for Teaching Effectiveness: An Empirical Analysis

Anshu Saxena Arora (Savannah State University, USA)
Reginald Leseane (Savannah State University, USA)
Mahesh S. Raisinghani (Texas Woman's University, USA)

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD's teaching style inventories to match and expand the learning and teaching styles interpretation from the learners' perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=55552

PAPER TWO

An Exploratory Study of Blended Learning Activities in Two Classes

Eugenia M.W. Ng (The Hong Kong Institute of Education, Hong Kong)

Though there are a number of research studies on the adoption of a blended learning approach to enhance learning, few comparative studies have examined the use of this approach for inter-class activities. Two undergraduate classes at different levels of study participated in an online discussion, an online debate, and two face-to-face debates. Data were gathered for triangulated analysis from a questionnaire that solicited participants' opinions, from focus group meetings, and from tracked statistics provided by the learning platform. The tracked statistics showed that the participants often read online postings but not many of them expressed their opinions online. Both the responses to the questionnaire and the opinions expressed in the focus group meetings showed that they preferred a face-to-face approach to an online learning approach. Furthermore, the students embraced the opportunity to interact with another class when preparing and having face-to-face debate.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=55553

PAPER THREE

Learning Through Sharing and Regulation: A Case Study of Using Web-Supported Collaborative Learning with Initiation and Self-Regulated Learning

Chia-Wen Tsai (Ming Chuan University, Taiwan)
Yi-Fen Chen (Chung Yuan Christian University, Taiwan)

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher's initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students' involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled 'Applied Information Technology: Networking' that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students' involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=55554 

PAPER  FOUR

Evaluating e-Learning Initiatives: A Literature Review on Methods and Research Frameworks

Stelios Daskalakis (University of Patras, Greece)
Nikolaos Tselios (University of Patras, Greece)

Evaluation aspects, in relation to e-learning initiatives, are gaining substantial attention. As technology continuously influences learning, technical as well as organizational requirements need to be thoroughly investigated across a variety of stakeholders. In this paper, an outline of those aspects is presented, which occurred from a literature review on methods and research frameworks utilized toward the evaluation of e-learning initiatives. The review identified a series of studies that take advantage of well-established theories in the area of users' acceptance of technology combined with additional, e-learning context-specific factors. Results of the review are presented, according to the adopted research model, to ease the process of locating and retrieving e-learning evaluation paradigms per theoretical model. In addition, research findings are discussed and future implications for e-learning evaluation initiatives as well as potential stakeholders are highlighted.
To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=55555 
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For full copies of the above articles, check for this issue of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) in your institution's library.  This journal is also included in the IGI Global aggregated "InfoSci-Journals" database: http://www.igi-global.com/EResources/InfoSciJournals.aspx. 
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CALL FOR PAPERS

Mission of IJWLTT:

The mission of the International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is to contribute to the broadening of the overall body of knowledge regarding the multi-dimensional aspects of Web-based technologies in contemporaneous educational contexts, assisting researchers, practitioners, and decision makers to design more effective learning systems and scenarios. IJWLTT explores the technical, social, cultural, organizational, human, cognitive, and commercial impact of technology. In addition, IJWLTT endeavors a broad range of authors and expands the dialogue to address the interplay among the diverse and disparate interests affected by technology in education. The journal seeks to explore the impact of Web-based technology on the design, implementation and evaluation of the learning and teaching process, as well as the development of new activities, relationships, skills, and competencies for the various actors implied in such processes.

Coverage of IJWLTT:

The International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) focuses on the dimensions of reporting about developing new WBLT technologies and uses, and also sharing educational experiences and situations including (but not limited to) distance learning, collaborative work, constructivist approaches in on-line class-rooms, designing blended learning and programs, importance of dialogue in distance education programs, CSCL, network learning, etc. IJWLTT also covers aspects such as models and frameworks for the pedagogical design of courses including or supported by WBLT technologies, and for issuing and evaluating educational policies in institutions, and for organizing and managing training policies or departments in companies. Issues in methodologies for the training of teachers and trainers, for the building of multi-disciplinary teams for distance and on-line program administration and delivery are also included in the coverage. 

Topics to be discussed in the journal include (but are not limited to) the following: 

Best practices 
Building multi-disciplinary teams for Web-based learning and teaching 
Building Web-based learning communities 
Constructivist approaches to Web-based learning and teaching 
Decision making in implementing Web-based learning and teaching 
Knowledge building using Web-based learning and teaching technologies 
Management side of Web-based learning and teaching 
Network learning using WLTT 
Project management for implementing WLTT 
Related issues that impact the overall utilization and management of Web-based technologies in education 
Web Based CSCL 
Web-based technologies enabled pedagogical scenarios 
Web-based technologies enabled pedagogical systems and programs 
WLTT implementation: models, methods, and frameworks 

Interested authors should consult the Journal's manuscript submission guidelines at www.igi-global.com/ijwltt. 

All inquiries and submissions should be sent to:

Editors-in-Chief: Dr. Nikos Karacapilidis at nikos at mech.upatras.gr; Dr. Eugenia M.W. Ng at eugenia at ied.edu.hk; Dr.  Mahesh S. Raisinghani at MRaisinghani at mail.twu.edu.