A 73 page paper discussing the history and growth on online learning, underlying theory and web conferencing tools. The paper provides the introduction and literature review, as well as the introduction to the methodology section discussing types of qualitative research. The goal of the research that will round out this work will be to enhance teachers' use of technology in keeping with the ESEA 2000. Bibliography lists 60 sources.
Name of Research Paper File: CC6_KSeduStudCCNA.rtf
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be visible. 1. Introduction 3 1.1 Legal Requirements 6 1.1.1 Technology 8 1.1.2 Professional Development 9 1.2 Business-Based Training 10 2. Literature Review 11 2.1 Learning Theory and
Styles 15 2.1.1 Readiness to Learn 20 2.1.1.1 Research Into Practice 21 2.1.1.2 Learning Theory for Adults 21 2.1.2 Visual - Visual 24 2.1.3 Visual - Auditory 25 2.2 Faculty
Quality 28 2.3 Technology Effects 29 2.3.1 Completion Dilemmas 32 2.3.2 Learning Management Systems 33 2.3.3 Web Conferencing 37 2.3.3.1 Work Teams 39 2.3.3.2 "Reclaiming" the Wandering Student 41 2.3.3.3
Identity Confirmation 41 2.3.3.5 Implementation of the Web Conference 42 2.3.4 Web Conference Applications 44 2.3.4.1 Macromedia Breeze 46 2.3.4.2 Elluminate 47 2.3.4.2.1 Connecting with Learners 49 2.3.4.2.2 Academic Classroom 50
2.3.4.2.3 Evaluation 53 2.3.4.2.4 Obstacles for Adopting the Technology 54 2.4 Components of Instructional Approaches 57 2.4.1 Lecture 57 2.4.2 Group Discussion 57 2.4.3 Demonstration 58 2.4.4 Active Participation 58
2.5 Business Application 59 2.5.1 Organizational Culture 60 2.5.2 Change Models 61 2.5.3 Effecting Change in the Educational Organization 65 3. Methodology 66 3.1 Integration Efforts 66 3.2 Selecting
a Qualitative Research Method 68 3.2.1 Historical Methods 70 3.2.2 Experimental Research 71 3.2.3 Survey Research 71 3.2.4 Case Study Research 72 1. Introduction
A pamphlet originally published in 1949 titled How to Study Physics encourages learners to continue to learn. The 1955 edition exhorts students to welcome the math
portion of physics study, and to learn to derive formulas rather than simply memorize them. The author writes in defense of understanding concepts, "most of the technological information you
have when you leave college gradually will become obsolete. If all you have learned in college is the end result, you, too, will become obsolete" (Chapman, 1996 [1955]). The
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