When the Course Management System Isn\u27t Enough

Many articles have been written extoling the need for interactivity in the online classroom. Zundel (2006) states that not only should interactivity be effectively integrated, but that it is essential for enhancing the learning in online courses just as interactivity is essential for on-campus learners. Mabrito (2004) contends that success is enhanced in online courses by engaging students as active learners rather than passive participants. Mabrito goes on to state that this engagement should include ample opportunities for students to interact with not only the course content, but also with the instructor and fellow classmates

Look! Up in Cyberspace! Is it Web 2.0? Is it Web 3.0? No! It’s SuperWeb – Technologies for the Classroom!

Using the familiar Bloom‟s Taxonomy pyramid, traditionally applied in educational learning objectives, can be useful in helping to choose the right technology to assist in reaching the desired educational outcomes. Many Web technologies provide free or low-cost teaching tools. Some of the many options available for the computer are provided here along with lesson ideas to incorporate these tools into the learning environment

Action Research: Fly in the Cloud then Share the View

There is a growing bifurcation of society into those who are Informed (techno-savvy) versus the increasing number of people who are Uninformed (non-techno-savvy) when it comes to utilization of cloud-based Web 2.0 applications. The authors propose wide-spread participation in a cloud-based application. This action research is designed to gather input about one cloud-based technology that has the potential to move users from Uninformed to Informed by the nature of efficient work flow, collaboration, and shared resources (Charles & Dickens, 2012; Fisher, 2011)

Online Integrity: Student Authentication in an Online Course

Distance education has been around for over 100 years and has progressed from print based or correspondence study to radio, television, audio or video recordings, and on to video conferencing and computer mediated instruction (Wang and Gearhart, 2006). In 2000, Dooley and Murphy stated that delivery via the Internet was relatively new and challenging for higher education institutions. Most would agree that even though delivery via the Internet might no longer be considered “relatively new,” it can still be considered challenging