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Learning And Teaching On The World Wide Web / Edition 1

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Overview

The World Wide Web has had a significant impact on learning and teaching since it was created. Forty percent of college courses now list Web resources in the syllabus, and more than a quarter have their own Web page. This book draws from a broad range of psychological theory and research to create an "intra-disciplinary" perspective on Web-based learning and teaching. It starts with the psychology of the learner and considers how best to fit Web technology to the student. Thus it includes a wide range of materials from the perception of moving graphics to how strangers can create "virtual communities of learners." The book considers many Internet technologies, but focuses on the World Wide Web and new "hybrid" technologies that integrate the Web with other communication technologies. This book will be indispensable to psychologists and educational researchers interested in learning. Teachers and trainers who use the Web in their teaching will find this an especially useful compilation of relevant psychological theory and research. Imperative for the researcher, this book is nonetheless accessible to students.

Audience: Researchers in education, social and cognitive psychology.

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Editorial Reviews

From the Publisher
"...the chapters... explore many interesting theoretical avenues and practical issues concerning the Internet experience..."
-APPLIED COGNITIVE PSYCHOLOGY
Booknews
Deals with the application of psychological theory and research to the development and assessment of learning resources on the web. The 12 chapters explore web-based learning and demands on the learner, the psychology of the learner, psychologically powerful dimensions of the web, and online research. For example, learning styles, the interaction between individual characteristics and technologies, and issues of anonymity and identity in cyberspace are some of the dimensions of the learning context considered. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780127618913
  • Publisher: Elsevier Science
  • Publication date: 3/1/2001
  • Series: Educational Psychology Series
  • Edition number: 1
  • Pages: 308
  • Product dimensions: 0.81 (w) x 6.00 (h) x 9.00 (d)

Meet the Author

Christopher R. Wolfe is director of Quantitative Researching and Instructional Computing at Miami University. He is also an officer of the Society for Computers in Psychology and founding editor of the Dragonfly Web Pages, an award winning Web site for science and children.

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Table of Contents

Contributors.
About the Authors.
Preface.
Acknowledgments.
C.R. Wolfe, Learning and Teaching on the World Wide Web.
V.F. Reyna, C.J. Brainerd, J. Effken, R. Bootzin, and F.J. Lloyd, The Psychology of Human-Computer Mismatches.
M.D. Anderson, Individual Characteristics and Web-Based Courses.
M.A. Britt and G.L. Gabrys, Teaching Advanced Literacy Skills for the World Wide Web.
C.R. Wolfe, Creating Informal Learning Environments on the World Wide Web.
L.W. Sherman, Cooperative Learning and Computer-Supported Intentional Learning Experiences.
G. Riva, From Real to Virtual Communities: Cognition, Knowledge, and Interaction in the World Wide Web.
N. Hammond and A. Trapp, How Can the Web Support the Learning of Psychology?
C.H. Jazwinski, Gender Identities on the World Wide Web.
J. Morahan-Martin, Caught in the Web: Research and Criticism of Internet Abuse with Application to College Students.
A.N. Joinson and T. Buchanan, Doing Educational Research on the Internet.
J. Wiley and J.W. Schooler, The Mental Web: Pedagogical and Cognitive Implications of the Net.
Author Index.
Subject Index.

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