Education through the Internet is being shaped by the next wave of Web technology where productivity, collaborative tools and the ubiquity of computers play a major role in changing methods of peer interaction and collaboration. Because future educational technologists will play vital roles in navigating through this technical complexity and exploring potential learning opportunities, it is imperative to understand their intentions to participate in online teaching. This study adopted Ajzen's Theory of Planned Behavior (TpB) as a theoretical framework, and used its four constructs (attitude, subjective norm, perceived control and intention) to survey 119 educational technology doctoral students' intentions to participate in online teaching. Hierarchical multiple regression analysis and content analysis were used to analyze the data collected. Results showed that the attitudinal and subjective norm constructs of TpB had significant impacts on prediction of participants' intentions to participate in online teaching. Results also indicated that age and online teaching experience played a significant mediating role in affecting participants' attitude toward online teaching. Implications of the findings were discussed. Practitioner Notes What is already known about this topic Concerns and issues related to personal dimension variables for the successful adoption of online teaching in higher education settings. Future educational technologists will play vital roles in navigating through this technical complexity and exploring potential learning opportunities. Successful online instructors are the ones who are equipped with effective pedagogical practices and technological know‐how to improve the quality of online learning experiences. What this paper adds Issues related to technology readiness with other personal dimension variables for the successful adoption of online teaching. Future educational technologists' positions and readiness toward online teaching. Age, computer usage and online teaching experience were factors that significantly differentiated respondents' intentions to participate in online teaching. Respondents' overall attitudes about the worth of online teaching and their concerns about the control of online teaching had an effect on their intentions to participate in online teaching. Similarly, respondents perceived that the public and colleagues' viewpoints about usefulness of online teaching also had an effect on their intentions to participate in online teaching. Implications for practice and/or policy Help educators, researchers, administrators and policy makers to obtain a baseline understanding of future educational technologists' intentions to participate in online teaching as well as factors that may affect the introduction of new technology into learning environments. Respondents cited features associated with the Internet (such as remote access, any time availability and rich resources) as the major reasons for them to consider teaching online. Another major reason for adoption...

The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3-D technology such as avatars, 3-D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem-based learning environment. The community of inquiry model was adopted to analyse and interpret data collected from transcripts and group interviews. The results indicated that although the attributes of 3-D technology promoted participants' social presence, this positive online social experience did not completely contribute to participants' cognitive presence due to inherent technology attributes. Additionally, critical technical and instructional features of the 3-D environment were required in order to further enhance teaching presence and overall learning experience.Research into learning and teaching with Internet technology has been widely recognised and discussed in recent years. One exciting trend in this field is the development of 3-D multiuser virtual environments (3-D MUVEs) where emphasis is placed on promoting community participants' social presence and collaborative inquiry (Barab, Thomas,

This study has reviewed major design approaches for electronic performance support systems and identified two common problems: users' inability to comprehend screen-based material and poorly designed instructional scaffolds. This paper presents a design approach, called the 'Matrix-Aided Performance System' ( MAPS ), which enables these problems to be avoided. The MAPS design framework incorporates Ausubel's theory of advance organizers and a matrix information display structure. The latter is derived from a thorough analysis of the knowledge domains relevant to a particular user's performance objectives and information needs. A multidimensional information display is then used in order to minimize user's navigational confusion. The paper discusses the MAPS design framework and provides two working examples of its use. The effectiveness and impact of our design approach has been field tested; the findings, design guidelines and some future research suggestions are presented.

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just‐in‐time support to perform various tasks. Because teachers have time constraints, a PSS can be used to support them with classroom technology integration. Both quantitative and qualitative data were used to answer the research questions. Qualitative data included focus group interviews and a perception questionnaire; these data were used to identify factors related to the participant' experiences. In addition, a pre‐ and post‐knowledge test was administered to the preservice teachers (n = 28) to study potential learning impact of a PSS for technology integration. Results showed that, although their learning improvement was not statistically significant, the participants reacted to PSS use positively, with caution. Based on the results, it is recommended that the PSS environment should be updated based on the feedback from the participants, and additional long‐term studies should be conducted to validate the current findings. Practitioner Notes What is known about this topic Preservice teachers often lack technology integration skills. Preservice teachers often do not have the necessary support that can help them develop technology integration skills. Performance support systems (PSS) are known to provide just‐in‐time training and learning opportunities. What this paper adds Provides a framework for developing a PSS based on the principles of advance organizers. Provides support to further investigate the use of PSS for preservice and in‐service teachers' professional development. Implications for practice and/or policy Institutions should investigate the effectiveness of using a PSS to support preservice teachers with technology integration issues. K‐12 schools should investigate the effectiveness of using a PSS to support teachers with technology integration issues. Designers of PSS should incorporate appropriate learning theories in the design framework of a PSS.

Technology provides the means to create useful learning and practice environments for learners. Well‐designed cognitive tutor systems, for example, can provide appropriate learning environments that feature cognitive supports (ie, scaffolding) for students to increase their procedural knowledge. The purpose of this study was to conduct a series of usability tests of a dialogue‐based design framework for the presentation of domain knowledge and assess how it can be used to actively engage learners in learning about research methods. Three formal usability assessments and an instructor adoption assessment were conducted during the development of the tutoring system. Each usability assessment employed diverse data collection methods to ensure broad and in‐depth coverage of findings. The findings revealed that the dialogue metaphor enabled natural and participatory interactions between the system and users. The feedback prompts or hints and support resources provided opportunities for learning during the process of problem solving. Future research to extend the support of usability assessments is also discussed.