Charalambos Vrasidas - Academia.edu (original) (raw)

Papers by Charalambos Vrasidas

Research paper thumbnail of Distance education and distributed learning

Information Age Publishing eBooks, 2002

This book at 15 x 23 cm or 6" x 9" and 232 pages is a small, easy-to-handle paperback. Its look i... more This book at 15 x 23 cm or 6" x 9" and 232 pages is a small, easy-to-handle paperback. Its look is somewhat utilitarian, adequate, restrained, with limited typefaces and little white space. According to its editors, "as the field of distance education grows, so does the need to reexamine its fundamental assumptions and perspectives" (p. xii). Hence they have pulled together leading contributors to the field to reassess several key issues. These include the hidden curriculum in e-learning (Anderson), faculty productivity and workload (Reeves), research and evaluation (Anglin and Morrison), assessment online (Mason), problem-solving online (Jonassen), collaborative learning online (Harasim), distributed learning (Dede, Whitehouse, and Brown L'Bahy), and the social aspects of teaching and learning (Walker). The editors have a chapter on a framework for distance education, and the book finishes with a critical theory analysis of globalization and information technologies (Zembylas, Vrasidas, and Mc-Issac). This makes for a rich mix of perspectives and some solid reading. The Dede et al. chapter on distributed learning uses an experience with a course offering as the basis for their contention that "the integration of interactive media into learning experiences profoundly shapes students intellectual experiences" (p. 1) and that although most students thought that they wanted more than interaction entirely online, more than half did not choose face-to-face instruction as their first choice. The course is based on a model of student-centered learning environments and constructivist learning principles. Because blended, distributed, flexible, or hybrid learning (all synonyms-take your pick!) is becoming more common on college and university campuses, this research is of particular interest. In the second chapter Vrasidas and Glass propose a theoretical model based on a symbolic interactionist conceptual framework for studying distance and distributed learning environments. This framework consists of three rectangles, one inside the other. At the center is interaction, which involves dialogue, learner control, feedback, and social presence. These BOOK REVIEW/COMPTE RENDU

Research paper thumbnail of Online professional development for teachers

Information Age eBooks, 2004

Teacher Professional Development: Issues and Trends, Charalambos Vrasidas and Gene V. Glass. Onli... more Teacher Professional Development: Issues and Trends, Charalambos Vrasidas and Gene V. Glass. Online Conferences for Professional Development, Terry Anderson and Jo-An Christiansen. Developing Teacher Knowledge and Pedagogy in a Large-Scale, Electronic Conference Environment for Professional Development, Jenny Leach, Bob McCormick, Bob Moon, and David Harrison. A Computer-Mediated Community of Learners in Teacher Education, Carol Greene and Susan Magliaro. Faculty Incentives and Development for Online Learning, Susan Haag, Leach Folkestad, and Suzanne Dietrich. Online Professional Development: Science Inquiry in the Online Environment, Wynne Harlen and Susan Doubler. Emerging and Experienced Professional Selves in Cyber Discourse, Irit Kupferberg and Miriam Ben Peretz. The MEPP Faculty Experience, Greg Kearsley. Using Web-Based Pedagogical Tools to Support Student Self-Regulation: What do Teachers Need to Know?, Anastasia Kitsantas and Nada Dabbagh. Technology Enhancements across Cul...

Research paper thumbnail of Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications

Research paper thumbnail of Teacher use of ICT: Challenges and opportunities

This paper presents the summary of findings from large-scale evaluations of ICT-related teacher p... more This paper presents the summary of findings from large-scale evaluations of ICT-related teacher professional development programs run by the Cyprus Ministry of Education and Culture, the Cyprus Pedagogical Institute, and the Centre for the Advancement of Research and Development in Educational Technology (CARDET). More than eleven thousand teachers participated in professional development programs, which focused among others on computer literacy skills, pedagogical knowledge needed for technology integration, infusing technology-based activities in the curriculum, and online learning. In addition to a large-scale survey conducted, twenty-four case studies were developed in order to examine in depth the effectiveness of teacher professional development and the challenges faced by practicing teachers with respect to the integration of Information and Communication Technologies (ICT) in the curricula. This paper discusses findings from the large scale survey and enriches the findings w...

Research paper thumbnail of Mobile Games for Negotiated-Play and Decision-Making in Health Literacy

Eurasia Journal of Mathematics, Science and Technology Education, 2020

The purpose of this qualitative case study study is to examine the ways in which mobile videogame... more The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.

Research paper thumbnail of Flow and the pedagogical affordances of computer games: a case study

Educational Media International, 2015

Drawing on the theories of symbolic interactionism, social constructivism, and flow, this researc... more Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.

Research paper thumbnail of Science Fiction in Education: case studies from classroom implementations

Educational Media International, 2015

This manuscript reports on findings from the implementation of the EU project “Science Fiction in... more This manuscript reports on findings from the implementation of the EU project “Science Fiction in Education” (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the environment, and providing girls and other marginalised groups with access to science resources, material, and learning opportunities. The central project idea is to achieve this by incorporating science fiction (Sci-Fi) in science teaching. The aim of this paper is to present the framework and the lessons learned from designing and implementing the project. We focus on the following topics: (1) theoretical and empirical underpinnings of Sci-Fi narratives in education: the importance of narratives in education, their benefits, and challenges; (2) interdisciplinary teaching and learning: the interdisciplinary approach, its benefits, and challenges; (3) practical guidelines and innovative teaching ideas: introducing Sci-Fi-Ed; and (4) briefly discuss the lesson learned from the implementation of the project in classrooms in five countries.

Research paper thumbnail of empowerICT TM: In-Service Teacher's Learning to Teach with Technology

Research paper thumbnail of Teacher Professional Development and ICT: Strategies and Models

Yearbook of the National Society for the Study of Education, 2007

charalambos vrasidas and gene v glass The continuous striving for better teachers and better scho... more charalambos vrasidas and gene v glass The continuous striving for better teachers and better schools has taken many different paths. One such path involves the use of Information and Communication Technologies (ICT) in teaching and learning. It is clear that ICT is increasing access to information, inspiring new developments in teaching, and allowing individuals and communities to interact at any time. Debates between technology supporters and skeptics about the use of ICT in classroom teaching have been growing. Although disputes over the value of using ICT in education are one factor, the lack of availability of ICT in schools is another reason its use is limited. Other dynamics include the realities and culture of the typical classroom and teachers' knowledge, skills, beliefs, and expertise (CEO

Research paper thumbnail of Language Learning and User-Centered Design

User-Centered Computer Aided Language Learning

Research paper thumbnail of When Computer Use is Associated with Negative Science Achievement

One surprising result of the Third International Mathematics and Science Study (TIMSS) is that co... more One surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use in the classroom was negatively associated with high student achievement in Cyprus, Hong Kong and the USA. The students from all three countries who indicated that they use computers in the classroom most frequently, were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old USA students, based on the data from the Program for International Student Assessment (PISA). The results of this study are clearer, however, since they show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example in this study, after controlling for the student's socioeconomic status in the USA, the results indicated that the students who used computers frequently at home including for the purpose of writing paper...

Research paper thumbnail of Globalization, information and communication technologies, and the prospect of a ‘global village’: promises of inclusion or electronic colonization?

Journal of Curriculum Studies, 2005

Globalization, information and communication technologies, and the prospect of a 'global village'... more Globalization, information and communication technologies, and the prospect of a 'global village': promises of inclusion or electronic colonization? Michalinos Zembylas; Charalambos Vrasidas

Research paper thumbnail of The nature of technology‐mediated interaction in globalized distance education

International Journal of Training and Development, 2003

The purpose of this paper is to discuss technology‐mediated communication and interaction in glob... more The purpose of this paper is to discuss technology‐mediated communication and interaction in globalized distance education. We will briefly present the context, methods, findings, and implications of a research and development program we have been running for the last five years at Western Illinois University in collaboration with other institutions in the US, Mexico, and Cyprus (Intercollege). The emphasis will be on discussing the differences between face‐to‐face (F2F) and technology‐mediated interaction. Online interaction may be slower and ‘lacking’ in continuity, richness, and immediacy, when compared to F2F interaction; however, in some ways online interaction may be as good as or even superior to F2F interaction. We will use selected findings from our work to theorize the nature of interaction in online distance education in a globalized world. Our argument is that despite differences between F2F and online distance education, the latter should not be considered as second bes...

Research paper thumbnail of Can Computer Use Hurt Science Achievement? The USA Results from PISA

Journal of Science Education and Technology, 2003

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that comp... more A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of

Research paper thumbnail of Emotion, Reason, and Information and Communication Technologies in Education: some issues in a post-emotional society

E-Learning, 2004

In this article, the authors work across issues of information and communication technologies (IC... more In this article, the authors work across issues of information and communication technologies (ICT) in education to explore the meaning of emotional experience in the context of online learning. In light of Mestrovic's (1997) notion of a ‘post-emotional’ society and the increasing role of ICT in education, it is argued that educators need to rethink, modify, or extend some of the assumptions made about the relationship between emotion and reason (e.g. as these assumptions are expressed in the traditional binaries between body and mind, and emotion and reason). The argument put forward is that opportunities and consequent decisions and actions about particular pedagogical practices and philosophies must engage with an analysis of the meaning and implications of these assumptions for learning and learners.

Research paper thumbnail of Levinas and the "inter-face": The ethical challenge of online education

Educational Theory, 2005

Computers have introduced into our common experience ''ideas about the instability of meanings an... more Computers have introduced into our common experience ''ideas about the instability of meanings and the lack of universal and knowable truths.'' 1 Online education, in particular, serves as a site for alternative enactments of the self, that is, the embodiment of multiple identities in learners. 2 These multiple identities are rather complex: they are enactments of the self implicated in the politics, economics, and ethics of everyday life. The capacity of the Web to produce learning environments that are supportive of hybrid identities, complex discourses, and multiple relations among learners raises questions about the ethical response of online educators: How are identity and communication constituted in online education? What are the features of an ethical pedagogy in online education-that is, a pedagogy that considers the ethical implications of online communication?

Research paper thumbnail of The Design of Online Learning Communities: Critical Issues

Educational Media International, 2004

Research paper thumbnail of Complexities in the evaluation of distance education and virtual schooling

Educational Media International, 2003

The purpose of this paper is to discuss the complexities and issues involved in the evaluation of... more The purpose of this paper is to discuss the complexities and issues involved in the evaluation of distance education and virtual schooling. In order to provide an anchor to the issues involved in evaluating online projects we first present the evaluation design of a virtual high school project. Then, the emphasis of the paper is on the goals of the evaluation, stakeholder analysis, evaluator role, data collection, and data analysis. Finally, we discuss the need for evaluation of distance education and the ethical responsibility of the evaluators involved. De la complexité de l'évaluation de l'éducation à distance et de la scolarité virtuelle. Le but de cet article est de discuter des complexités et des problèmes posés par l'évaluation de l'éducation à distance et de la scolarité virtuelle de façon à fournir un ancrage aux problèmes impliqués dans l'évaluation de projets en lignes, nous présentons d'abord un schéma d'évaluation d'un projet d'école secondaire virtuelle. Ainsi l'article met l'accent sur les objectifs de l'évaluation, l'analyse du dépositaire d'enjeux, le rôle de l'évaluation, la collecte des données et leur analyse. Finalement, nous discutons du besoin de l'évaluation de l'éducation à distance et de la responsabilité éthique deś evaluations impliquées. Komplexitäten in der Auswertung von Distance Education und virtueller Schulung Der Zweck dieses Beitrags ist, die mit der Auswertung von Distance Education und virtueller Schulung verbundenen Komplexitäten und Fragen zu erörtern. Als Ausgangspukt zu den Fragen, die mit der Bewertung von Online-Projekten verbunden sind, zeigen wir zuerst den Auswertungsentwurf für ein virtuelles High-School-Projekt. Dann liegt der Schwerpunkt des Papiers auf den Zielen der Auswertung, Interessengruppenanalyse, Auswerterrolle, Datenerfassung und Datenanalyse. Zuletzt erörtern wir den Bedarf nach Auswertung von Distance Education und die ethische Verantwortung der eingebundenen Auswerter.

Research paper thumbnail of Online professional development: lessons from the field

Education + Training, 2004

Research paper thumbnail of ICT for education, development, and social justice

... 123 Tom Power and James Sankale 9 The Digital Divide in Disability and Education 147 Jason Br... more ... 123 Tom Power and James Sankale 9 The Digital Divide in Disability and Education 147 Jason Brent Ellis, Carlo Abreu-Ellis, and Amber Richer 10 School-Community ICT-Mediated Linkages: The Southeast Asian Experience 169 Cher Ping Lim and John Hedberg PART 4 ICT ...

Research paper thumbnail of Distance education and distributed learning

Information Age Publishing eBooks, 2002

This book at 15 x 23 cm or 6" x 9" and 232 pages is a small, easy-to-handle paperback. Its look i... more This book at 15 x 23 cm or 6" x 9" and 232 pages is a small, easy-to-handle paperback. Its look is somewhat utilitarian, adequate, restrained, with limited typefaces and little white space. According to its editors, "as the field of distance education grows, so does the need to reexamine its fundamental assumptions and perspectives" (p. xii). Hence they have pulled together leading contributors to the field to reassess several key issues. These include the hidden curriculum in e-learning (Anderson), faculty productivity and workload (Reeves), research and evaluation (Anglin and Morrison), assessment online (Mason), problem-solving online (Jonassen), collaborative learning online (Harasim), distributed learning (Dede, Whitehouse, and Brown L'Bahy), and the social aspects of teaching and learning (Walker). The editors have a chapter on a framework for distance education, and the book finishes with a critical theory analysis of globalization and information technologies (Zembylas, Vrasidas, and Mc-Issac). This makes for a rich mix of perspectives and some solid reading. The Dede et al. chapter on distributed learning uses an experience with a course offering as the basis for their contention that "the integration of interactive media into learning experiences profoundly shapes students intellectual experiences" (p. 1) and that although most students thought that they wanted more than interaction entirely online, more than half did not choose face-to-face instruction as their first choice. The course is based on a model of student-centered learning environments and constructivist learning principles. Because blended, distributed, flexible, or hybrid learning (all synonyms-take your pick!) is becoming more common on college and university campuses, this research is of particular interest. In the second chapter Vrasidas and Glass propose a theoretical model based on a symbolic interactionist conceptual framework for studying distance and distributed learning environments. This framework consists of three rectangles, one inside the other. At the center is interaction, which involves dialogue, learner control, feedback, and social presence. These BOOK REVIEW/COMPTE RENDU

Research paper thumbnail of Online professional development for teachers

Information Age eBooks, 2004

Teacher Professional Development: Issues and Trends, Charalambos Vrasidas and Gene V. Glass. Onli... more Teacher Professional Development: Issues and Trends, Charalambos Vrasidas and Gene V. Glass. Online Conferences for Professional Development, Terry Anderson and Jo-An Christiansen. Developing Teacher Knowledge and Pedagogy in a Large-Scale, Electronic Conference Environment for Professional Development, Jenny Leach, Bob McCormick, Bob Moon, and David Harrison. A Computer-Mediated Community of Learners in Teacher Education, Carol Greene and Susan Magliaro. Faculty Incentives and Development for Online Learning, Susan Haag, Leach Folkestad, and Suzanne Dietrich. Online Professional Development: Science Inquiry in the Online Environment, Wynne Harlen and Susan Doubler. Emerging and Experienced Professional Selves in Cyber Discourse, Irit Kupferberg and Miriam Ben Peretz. The MEPP Faculty Experience, Greg Kearsley. Using Web-Based Pedagogical Tools to Support Student Self-Regulation: What do Teachers Need to Know?, Anastasia Kitsantas and Nada Dabbagh. Technology Enhancements across Cul...

Research paper thumbnail of Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications

Research paper thumbnail of Teacher use of ICT: Challenges and opportunities

This paper presents the summary of findings from large-scale evaluations of ICT-related teacher p... more This paper presents the summary of findings from large-scale evaluations of ICT-related teacher professional development programs run by the Cyprus Ministry of Education and Culture, the Cyprus Pedagogical Institute, and the Centre for the Advancement of Research and Development in Educational Technology (CARDET). More than eleven thousand teachers participated in professional development programs, which focused among others on computer literacy skills, pedagogical knowledge needed for technology integration, infusing technology-based activities in the curriculum, and online learning. In addition to a large-scale survey conducted, twenty-four case studies were developed in order to examine in depth the effectiveness of teacher professional development and the challenges faced by practicing teachers with respect to the integration of Information and Communication Technologies (ICT) in the curricula. This paper discusses findings from the large scale survey and enriches the findings w...

Research paper thumbnail of Mobile Games for Negotiated-Play and Decision-Making in Health Literacy

Eurasia Journal of Mathematics, Science and Technology Education, 2020

The purpose of this qualitative case study study is to examine the ways in which mobile videogame... more The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.

Research paper thumbnail of Flow and the pedagogical affordances of computer games: a case study

Educational Media International, 2015

Drawing on the theories of symbolic interactionism, social constructivism, and flow, this researc... more Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.

Research paper thumbnail of Science Fiction in Education: case studies from classroom implementations

Educational Media International, 2015

This manuscript reports on findings from the implementation of the EU project “Science Fiction in... more This manuscript reports on findings from the implementation of the EU project “Science Fiction in Education” (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the environment, and providing girls and other marginalised groups with access to science resources, material, and learning opportunities. The central project idea is to achieve this by incorporating science fiction (Sci-Fi) in science teaching. The aim of this paper is to present the framework and the lessons learned from designing and implementing the project. We focus on the following topics: (1) theoretical and empirical underpinnings of Sci-Fi narratives in education: the importance of narratives in education, their benefits, and challenges; (2) interdisciplinary teaching and learning: the interdisciplinary approach, its benefits, and challenges; (3) practical guidelines and innovative teaching ideas: introducing Sci-Fi-Ed; and (4) briefly discuss the lesson learned from the implementation of the project in classrooms in five countries.

Research paper thumbnail of empowerICT TM: In-Service Teacher's Learning to Teach with Technology

Research paper thumbnail of Teacher Professional Development and ICT: Strategies and Models

Yearbook of the National Society for the Study of Education, 2007

charalambos vrasidas and gene v glass The continuous striving for better teachers and better scho... more charalambos vrasidas and gene v glass The continuous striving for better teachers and better schools has taken many different paths. One such path involves the use of Information and Communication Technologies (ICT) in teaching and learning. It is clear that ICT is increasing access to information, inspiring new developments in teaching, and allowing individuals and communities to interact at any time. Debates between technology supporters and skeptics about the use of ICT in classroom teaching have been growing. Although disputes over the value of using ICT in education are one factor, the lack of availability of ICT in schools is another reason its use is limited. Other dynamics include the realities and culture of the typical classroom and teachers' knowledge, skills, beliefs, and expertise (CEO

Research paper thumbnail of Language Learning and User-Centered Design

User-Centered Computer Aided Language Learning

Research paper thumbnail of When Computer Use is Associated with Negative Science Achievement

One surprising result of the Third International Mathematics and Science Study (TIMSS) is that co... more One surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use in the classroom was negatively associated with high student achievement in Cyprus, Hong Kong and the USA. The students from all three countries who indicated that they use computers in the classroom most frequently, were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old USA students, based on the data from the Program for International Student Assessment (PISA). The results of this study are clearer, however, since they show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example in this study, after controlling for the student's socioeconomic status in the USA, the results indicated that the students who used computers frequently at home including for the purpose of writing paper...

Research paper thumbnail of Globalization, information and communication technologies, and the prospect of a ‘global village’: promises of inclusion or electronic colonization?

Journal of Curriculum Studies, 2005

Globalization, information and communication technologies, and the prospect of a 'global village'... more Globalization, information and communication technologies, and the prospect of a 'global village': promises of inclusion or electronic colonization? Michalinos Zembylas; Charalambos Vrasidas

Research paper thumbnail of The nature of technology‐mediated interaction in globalized distance education

International Journal of Training and Development, 2003

The purpose of this paper is to discuss technology‐mediated communication and interaction in glob... more The purpose of this paper is to discuss technology‐mediated communication and interaction in globalized distance education. We will briefly present the context, methods, findings, and implications of a research and development program we have been running for the last five years at Western Illinois University in collaboration with other institutions in the US, Mexico, and Cyprus (Intercollege). The emphasis will be on discussing the differences between face‐to‐face (F2F) and technology‐mediated interaction. Online interaction may be slower and ‘lacking’ in continuity, richness, and immediacy, when compared to F2F interaction; however, in some ways online interaction may be as good as or even superior to F2F interaction. We will use selected findings from our work to theorize the nature of interaction in online distance education in a globalized world. Our argument is that despite differences between F2F and online distance education, the latter should not be considered as second bes...

Research paper thumbnail of Can Computer Use Hurt Science Achievement? The USA Results from PISA

Journal of Science Education and Technology, 2003

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that comp... more A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of

Research paper thumbnail of Emotion, Reason, and Information and Communication Technologies in Education: some issues in a post-emotional society

E-Learning, 2004

In this article, the authors work across issues of information and communication technologies (IC... more In this article, the authors work across issues of information and communication technologies (ICT) in education to explore the meaning of emotional experience in the context of online learning. In light of Mestrovic's (1997) notion of a ‘post-emotional’ society and the increasing role of ICT in education, it is argued that educators need to rethink, modify, or extend some of the assumptions made about the relationship between emotion and reason (e.g. as these assumptions are expressed in the traditional binaries between body and mind, and emotion and reason). The argument put forward is that opportunities and consequent decisions and actions about particular pedagogical practices and philosophies must engage with an analysis of the meaning and implications of these assumptions for learning and learners.

Research paper thumbnail of Levinas and the "inter-face": The ethical challenge of online education

Educational Theory, 2005

Computers have introduced into our common experience ''ideas about the instability of meanings an... more Computers have introduced into our common experience ''ideas about the instability of meanings and the lack of universal and knowable truths.'' 1 Online education, in particular, serves as a site for alternative enactments of the self, that is, the embodiment of multiple identities in learners. 2 These multiple identities are rather complex: they are enactments of the self implicated in the politics, economics, and ethics of everyday life. The capacity of the Web to produce learning environments that are supportive of hybrid identities, complex discourses, and multiple relations among learners raises questions about the ethical response of online educators: How are identity and communication constituted in online education? What are the features of an ethical pedagogy in online education-that is, a pedagogy that considers the ethical implications of online communication?

Research paper thumbnail of The Design of Online Learning Communities: Critical Issues

Educational Media International, 2004

Research paper thumbnail of Complexities in the evaluation of distance education and virtual schooling

Educational Media International, 2003

The purpose of this paper is to discuss the complexities and issues involved in the evaluation of... more The purpose of this paper is to discuss the complexities and issues involved in the evaluation of distance education and virtual schooling. In order to provide an anchor to the issues involved in evaluating online projects we first present the evaluation design of a virtual high school project. Then, the emphasis of the paper is on the goals of the evaluation, stakeholder analysis, evaluator role, data collection, and data analysis. Finally, we discuss the need for evaluation of distance education and the ethical responsibility of the evaluators involved. De la complexité de l'évaluation de l'éducation à distance et de la scolarité virtuelle. Le but de cet article est de discuter des complexités et des problèmes posés par l'évaluation de l'éducation à distance et de la scolarité virtuelle de façon à fournir un ancrage aux problèmes impliqués dans l'évaluation de projets en lignes, nous présentons d'abord un schéma d'évaluation d'un projet d'école secondaire virtuelle. Ainsi l'article met l'accent sur les objectifs de l'évaluation, l'analyse du dépositaire d'enjeux, le rôle de l'évaluation, la collecte des données et leur analyse. Finalement, nous discutons du besoin de l'évaluation de l'éducation à distance et de la responsabilité éthique deś evaluations impliquées. Komplexitäten in der Auswertung von Distance Education und virtueller Schulung Der Zweck dieses Beitrags ist, die mit der Auswertung von Distance Education und virtueller Schulung verbundenen Komplexitäten und Fragen zu erörtern. Als Ausgangspukt zu den Fragen, die mit der Bewertung von Online-Projekten verbunden sind, zeigen wir zuerst den Auswertungsentwurf für ein virtuelles High-School-Projekt. Dann liegt der Schwerpunkt des Papiers auf den Zielen der Auswertung, Interessengruppenanalyse, Auswerterrolle, Datenerfassung und Datenanalyse. Zuletzt erörtern wir den Bedarf nach Auswertung von Distance Education und die ethische Verantwortung der eingebundenen Auswerter.

Research paper thumbnail of Online professional development: lessons from the field

Education + Training, 2004

Research paper thumbnail of ICT for education, development, and social justice

... 123 Tom Power and James Sankale 9 The Digital Divide in Disability and Education 147 Jason Br... more ... 123 Tom Power and James Sankale 9 The Digital Divide in Disability and Education 147 Jason Brent Ellis, Carlo Abreu-Ellis, and Amber Richer 10 School-Community ICT-Mediated Linkages: The Southeast Asian Experience 169 Cher Ping Lim and John Hedberg PART 4 ICT ...