Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education

Section I: Learning Environments Chapter I: E-Learning Classifications: Differences And Similarities Solomon Negash, Kennesaw State University, USA Marlene V. Wilcox, Bradley University, USA Chapter II: Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: Towards a Constructivism Pedagogical Approach: A Case Study at the University of Crete (EDIAMME) Panagiotes S. Anastasiades, University of Crete, Greece Chapter III: Teaching IT through Learning Communities in a 3D Immersive World: The Evolution of Online Instruction Richard E. Riedl, Western Carolina University, USA Regis Gilman, Appalachian State University, USA John H. Tashner, Appalachian State University, USA Stephen C. Bronack, Appalachian State University, USA Amy Cheney, Appalachian State University, USA Robert Sanders, Appalachian State University, USA Roma Angel, Appalachian State University, USA Chapter IV: Online Synchronous vs. Asynchronous Software Training through the Behavioral Modeling Approach: A Longitudinal Field Experiment Charlie C. Chen, Appalachian State University, USA R.S. Shaw, Tamkang University, Taiwan Section II: Effectiveness and Motivation Chapter V: A Framework for Distance Education Effectiveness: An Illustration using a Business Statistics Course Murali Shanker, Kent State University, USA Michael Y. Hu, Kent State University, USA Chapter VI: Differentiating Instruction to Meet the Needs of Online Learners Silvia Braidic, California University of Pennsylvania, USA Chapter VII: Exploring Student Motivations for IP Teleconferencing in Distance Education Thomas F. Stafford, University of Memphis, USA Keith Lindsey, Trinity University, USA Section III: Interaction and Collaboration Chapter VIII: Collaborative Technology: Improving Team Cooperation and Awareness in Distance Learning for IT Education Levent Yilmaz, Auburn University, USA Chapter IX: Chatting To Learn: A Case Study on Student Experience of Online Moderated Synchronous Discussions in Virtual Tutorials Lim Hwee Ling, The Petroleum Institute, UAE Fay Sudweeks, Murdoch University, Australia Chapter X: What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course? Xinchun Wang, California State University, Fresno, USA Chapter XI: Achieving a Working Balance between Technology and Personal Contact within a Classroom Environment Stephen Springer, Texas State University, USA Section IV: Course Design and Classroom Teaching Chapter XII: On the Design and Application of an Online Web Course for Distance Learning Y. J. Zhang, Tsinghua University, China Chapter XIII: Teaching Information Security in a Hybrid Distance Learning Setting Michael E. Whitman, Kennesaw State University, USA Herbert J. Mattord, Kennesaw State University, USA Chapter XIV: A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum Albert D. Ritzhaupt, University of North Florida, USA T. Grandon Gill, University of South Florida, USA Chapter XV: Delivering Online Asynchronous IT Courses to High School Students: Challenges and Lessons Learned Amy B. Woszczynski, Kennesaw State University, USA Section V: Economic Analysis and Adoption Chapter XVI: Motivators and Inhibitors of Distance Learning Courses Adoption: The Case of Spanish Students Carla Ruiz Mafé, University of Valencia, Spain Silvia Sanz Blas, University of Valencia, Spain José Tronch García de los Ríos, University of Valencia, Spain Chapter XVII: ICT Impact on Knowledge Industries: The Case of E-Learning at Universities Morten Falch, Technical University of Denmark, Denmark Hanne W. Nicolajsen, Technical University of Denmark, Denmark Chapter XVIII: Economies of Scale in Distance Education Sudhanva. V. Char, Life University, USA