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</o:shapelayout></xml><![endif]--></head><body lang=ZH-TW link=blue vlink=purple style='text-justify-trim:punctuation'><div class=WordSection1><p class=MsoNoSpacing><span lang=EN-US>The contents of the latest issue of:<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US>International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)<o:p></o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US>Official Publication of the Information Resources Management Association<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Volume 6, Issue 4, October – December 2011<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Published: Quarterly in Print and Electronically <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>ISSN: 1548-1093 EISSN: 1548-1107<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Published by IGI Publishing, Hershey-New York, USA<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/ijwltt">www.igi-global.com/ijwltt</a> <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Editors-in-Chief: <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Nikos Karacapilidis, University of Patras, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Eugenia M.W. Ng, Hong Kong Institute of Education, China<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Mahesh S. Raisinghani, Texas Woman’s University, USA<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US>PAPER ONE<o:p></o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Learning Management Systems and Learning 2.0<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Alexandros Soumplis, Hellenic Open University, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Eleni Koulocheri, Hellenic Open University, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Nektarios Kostaras, Hellenic Open University, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Nikos Karousos, Hellenic Open University, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Michalis Xenos, Hellenic Open University, Greece<o:p></o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US><o:p> </o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US>The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.<o:p></o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US><o:p> </o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US>To obtain a copy of the entire article, click on the link below.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/article/learning-management-systems-learning/62850">http://www.igi-global.com/article/learning-management-systems-learning/62850</a><o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>To read a PDF sample of this article, please visit<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/viewtitlesample.aspx?id=62850">http://www.igi-global.com/viewtitlesample.aspx?id=62850</a> <o:p></o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US><o:p> </o:p></span></b></p><p class=MsoNoSpacing><b><span lang=EN-US>PAPER TWO<o:p></o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Exploring the Influence of Affiliation Motivation in the Effectiveness of Web-Based Courses<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Maurício Gregianin Testa, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Brazil<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Edimara Mezzomo Luciano, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Brazil<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Students are considered the central element of any learning process. This article examines one specific characteristic of students in Web-based courses: their affiliation motivation. The objective is to explore the influence of affiliation motivation on students in the effectiveness of Web-based courses. The authors conducted a case study of a Brazilian Web-based course. Six different data collection strategies were used: open and semi-structured interviews, direct observations, record and document analyses, and a structured survey. The results show the significant influence of three main constructs related to affiliation motivation (attention, positive stimulation, and emotional support) in four dimensions related to students: (1) their satisfaction, (2) their perceptions of course results and quality, (3) their perceptions of the effectiveness of Web-based courses compared with that of on-site courses, and (4) their perceptions regarding the advantages and disadvantages of Web-based courses.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>To obtain a copy of the entire article, click on the link below.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/article/exploring-influence-affiliation-motivation-effectiveness/62851">http://www.igi-global.com/article/exploring-influence-affiliation-motivation-effectiveness/62851</a><o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>To read a PDF sample of this article, please visit<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/viewtitlesample.aspx?id=62851">http://www.igi-global.com/viewtitlesample.aspx?id=62851</a> <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US>PAPER THREE<o:p></o:p></span></b></p><p class=MsoNoSpacing><b><span lang=EN-US><o:p> </o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US>Design and Evaluation of a Web-Based Tool for Teaching Computer Network Design to Undergraduates<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Nurul I. Sarkar, Auckland University of Technology, New Zealand<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Krassie Petrova ,Auckland University of Technology, New Zealand<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Previous studies have shown that motivating students to learn about local area network (LAN) design can be difficult when presented in the traditional lecture format. To overcome this problem, a Web-based tool (“WebLan-Designer”) was developed as an aid in teaching and learning of LAN design at the introductory level. A WebLan-Designer provides a set of learning resources (tutorials, quizzes, network modeling, network design scenarios, key terms and definitions, and review questions and answers) and assists undergraduate students in learning the basics of both wired and wireless LAN design. The tool is Internet-based and can be accessed at any time so that students can study LAN design at their own pace and convenience. This flexible learning approach contributes positively to distance education and e-learning. The effectiveness of WebLan-Designer is evaluated both formally and informally; positive student and peer feedback indicates that the design and implementation of the tool has been successful and that using WebLan-Designer may have a positive impact on student learning and comprehension.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>To obtain a copy of the entire article, click on the link below.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/article/design-evaluation-web-based-tool/62852">http://www.igi-global.com/article/design-evaluation-web-based-tool/62852</a><o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>To read a PDF sample of this article, please visit<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><a href="http://www.igi-global.com/viewtitlesample.aspx?id=62852">http://www.igi-global.com/viewtitlesample.aspx?id=62852</a> <br><br><o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>*****************************************************<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>For full copies of the above articles, check for this issue of the <b>International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) </b>in your institution's library. This journal is also included in the IGI Global aggregated “<b>InfoSci-Journals</b>” database: <a href="http://www.igi-global.com/EResources/InfoSciJournals.aspx">http://www.igi-global.com/EResources/InfoSciJournals.aspx</a>. <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>*****************************************************<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><b><span lang=EN-US>CALL FOR PAPERS<o:p></o:p></span></b></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Mission of IJWLTT:<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>The mission of the <b>International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)</b> 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.<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Coverage of IJWLTT:<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>The <b>International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)</b> 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. <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Topics to be discussed in the journal include (but are not limited to) the following: <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Best practices <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Building multi-disciplinary teams for Web-based learning and teaching <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Building Web-based learning communities <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Constructivist approaches to Web-based learning and teaching <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Decision making in implementing Web-based learning and teaching <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Knowledge building using Web-based learning and teaching technologies <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Management side of Web-based learning and teaching <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Network learning using WLTT <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Project management for implementing WLTT <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Related issues that impact the overall utilization and management of Web-based technologies in education <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Web Based CSCL <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Web-based technologies enabled pedagogical scenarios <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>Web-based technologies enabled pedagogical systems and programs <o:p></o:p></span></p><p class=MsoNoSpacing style='margin-left:36.0pt'><span lang=EN-US>WLTT implementation: models, methods, and frameworks <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Interested authors should consult the Journal's manuscript submission guidelines at <a href="http://www.igi-global.com/ijwltt">www.igi-global.com/ijwltt</a>. <o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>All inquiries and submissions should be sent to:<o:p></o:p></span></p><p class=MsoNoSpacing><span lang=EN-US><o:p> </o:p></span></p><p class=MsoNoSpacing><span lang=EN-US>Editors-in-Chief: Dr. Mahesh S. Raisinghani at <a href="mailto:MRaisinghani@mail.twu.edu">MRaisinghani@mail.twu.edu</a>;<o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US>Dr. Eugenia M.W. Ng at <a href="mailto:eugenia@ied.edu.hk">eugenia@ied.edu.hk</a>;</span><span lang=EN-US style='font-family:"Times New Roman","serif"'><o:p></o:p></span></p></div></body></html>