The seven principles for good practice in undergraduate education, developed by Arthur Chickering and Zelda Gamson, will be reviewed. The use of technology, especially web-based online technology, to apply these principles in teaching and learning will be examined; an example of such an implementation in an online computer class will be given together with some very specific teaching aids that can successfully be used in online classes; and further suggestions for successful online teaching will be discussed. Limitations of the study and recommendations for future implementations will be also discussed.
This article examines two graduate programs, one masters and one doctoral, that rely heavily on technological delivery systems. These systems include the use of audiobridge. videotapes, electronic mail, and compressed video. In addition, the programs utilize electronic library access, bulletin boards, and a special tool that was developed in-house, the Electronic Classroom. Included is a survey of "National Cluster" students in the doctoral program. The survey was used to assess the influence that technology, especially telecommunications. has had on the students' ability to complete their course of study, their career. and/or work status, and their personal interaction with friends and colleagues. Preliminary analysis of the survey data indicate that the instruction that these students received enabled them to perform in a positive way throughout their study. Student skill levels were increased, and the carryover to their work place was evident.
Today, CAI lessons are being prepared mostly by educators alone or by computer professionals alone. Experience shows that while teachers alone or computer programmers alone can do the job, the resulting CAI lesson will not, on the average, be a very good product. This is reflected in the fact that the market today is full of inferior CAI products. This article considers the investigating of alternate methods and concludes that a team effort of experienced educators and highly skilled computer professionals is essential for the production of “better” CAI lessons. A model illustrating such a team effort for the development and production of high quality CAI material is presented and analyzed.
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