By et al Francisco Milton Mendes Neto (Editor)

The web and development of desktop networks have eradicated geographic obstacles, growing an atmosphere the place schooling should be dropped at a scholar irrespective of the place that pupil might be. The luck of distance studying courses and the supply of many Web-supported functions and multimedia assets have elevated the effectiveness of computer-supported studying. notwithstanding, expertise keeps to develop and maintaining with the most recent tendencies could be tricky. Advances in Computer-Supported studying clarifies the hot applied sciences, purposes, and study in computer-supported studying. It is helping scholars, lecturers, and researchers achieve a bigger figuring out of this box and the developments which are using computer-supported studying ahead. It stocks the information of foreign researchers in computer-supported studying, providing the practices and demanding situations confronted via designers. Readers of this booklet will achieve an figuring out of the present country of computer-supported studying and the place will probably be sooner or later.

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Advances in Computer-Supported Learning

The net and progress of desktop networks have eradicated geographic boundaries, growing an atmosphere the place schooling should be delivered to a pupil regardless of the place that scholar could be. The luck of distance studying courses and the provision of many Web-supported functions and multimedia assets have elevated the effectiveness of computer-supported studying.

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A Design framework for online learning environments. British Journal of Educational Technology, 33(4), 493-496. Moallem, M. (2001). Applying constructivist and objectivist learning theories in the design of a Web-based course: Implications for practice. Educational Technology & Society, 4(3), 113-125. Moore, M. , & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company. Naidu, S. (2003). Designing instruction for e-learning environment. In M. G. Moore & W.

Is prohibited. 26 Coffey WebCT WebCT (2005) provides a range of tools that the tool designers group into three categories: organizational tools, communication tools, and student learning activities. The organizational tools include calendaring, a search tool, and a syllabus for the course. The communication tools provide announcements to the class, instant messaging, discussion threads, e-mail, and the ability to determine who is online. The student learning activities toolset provides assessment capabilities to create quizzes, self-tests, and surveys.

Is prohibited. Integrating Visual Representations of Knowledge 29 This section contains a description of two systems that support visual representations of knowledge in the form of concept maps, Tuft’s VUE system, and the Florida Institute for Human and Machine Cognition’s CmapTools. A great many systems of this type exist, but the ones cited have been selected because they are representative of the types of features and capabilities found in such systems. Generally speaking, these systems have clearly defined groundings in pedagogical theory, less emphasis on information management, and more disparate feature sets.

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