Editors, Editorial Board, Consulting Editors

Validity in Quantitative Content Analysis

Liam Rourke
Terry Anderson

Achievement Differences in Structured Versus Unstructured Instructional Geometry Programs

Robert D. Hannafin

Shall We Dance? A Design Epistemology for Organizational Learning and Performance

Gordon Rowland

Management experts claim that organizational learning, knowledge management, intellectual capital, and related concepts are more important to today's organizations than traditional assets such as natural resources and skilled labor. Management thus enters domains more typically studied by those in training, education, and human performance technology, and fundamental questions asked by philosophers are now asked by CEOs; for example, What is knowledge? and How do people learn? Cook and Brown (1999) responded with an attractive metaphor. They claimed that a "generative dance" of knowledge and knowing results in new knowledge and new knowing. However, they portrayed this dance as if it happens automatically. In this article, it is argued that human intentions play a major role, and that when intentions are added, the dance is accurately described as designing. Design, then, provides alternative answers to the fundamental questions about knowledge and learning, as well as different competencies for professional practice and different directions for enhancing organizational success. An attempt at such answers, competencies, and directions is made by linking literatures on learning and performance with design and by articulating what is essentially a design epistemology.

The Trouble with Learning Objects*

Patrick E. Parrish

Object-oriented instructional design (OOID) offers the promise of universal access to online instructional materials, increased productivity among trainers and educators, and solutions for individualizing learning. However, it is unclear whether it can fulfill these promises to the degree many envision. As with every new instructional technology, it is easy to become overoptimistic about learning objects, but problems of education are always more complex than technology alone can solve. In this article, I take a critical look at the proposed benefits of learning objects described in the published literature, particularly scalability and adaptability. I also look at both the difficulties in defining the term learning object and the limitations of metaphors used to describe the concept, and concludes with propositions for learning object usage.

Student Feedback in the College Classroom: A Technology Solution

James L. Fitch

Technology in the university classroom has made great strides in the area of presentation of materials. Ceiling-mounted projectors and media carts with projection capabilities have made the multimedia classroom presentation a routine event for much of the world of higher education. Now there is technology that permits the instructor to solicit student responses during class via wireless keypads. This allows all students to respond simultaneously and the instructor to know the results immediately. This article reports the results of a pilot study on student reaction to a specific system (LearnStar). Students were uniformly positive in their appraisal of this technology as a teaching tool.

INTERNATIONAL REVIEW

The Impact of Instructional Technology (IT) Culture on Developing Countries

Abbas Johari

Carriers, Dual Perceptions, and the Information Communication Revolution

Fathali M. Moghaddam, and Nadezhda M. Lebedeva

The Impact of Instructional Technology Interventions on Asian Pedagogy

Heng-Yu Ku, Cheng-Chang Pan, Ming-Hsiu Tsai, Yedong Tao, and Richard A. Cornell

The Residual Impact of Information Technology Exportation on Thai Higher Education

Michael Miller, Mei-Yan Lu, and Thapanee Thammetar

Instructional and Information Technology in Papua New Guinea

Amy S.C. Leh and Richard Kennedy

Web-Based Instruction in China: Cultural and Pedagogical Implications and Challenges

Doris Lee

The Impact of Instructional Technology in Turkey

Cengiz Hakan Aydin and Marina Stock McIsaac

RESEARCH ABSTRACTS

Eric Plotnick, Editor

Telecommunications Technology - Teaching with Technology: Use of Telecommunications Technology by Postsecondary Instructional Faculty and Staff in Fall 1998. Statistical Analysis Report. Edward C. Warburton, Xianglei Chen, and Ellen M. Bradburn. 2002. 84 pp.

Educator Competencies - Methods That Work: Educator Competencies for Technology in Public Schools. Miguel Guhlin, Leo Ornelas, and Richard Diem. 2002. 25 pp.

Affordances and Constraints of Technology - Emerging Patterns of Technology Affordances in Teacher Discourse. Alan L. Li. 2002. 35 pp.

Online Instruction - Designing Online Instruction: Analyzing the Process, Product, and Implementation. Arlene C. Borthwick, Constance L. Cassity, and Kate E. Zilla. 2002. 30 pp.

For Profit Internet - Searching for Educational Content in the For- Profit Internet: Case Study and Analysis. Bettina Fabos. 2002. 61 pp.

Computer Proficiency - Computer Proficiency: The Digital Generation Gap. Nina Kelty. 2002. 46 pp.

Technology in the Classroom - Changing Teachers' Perceptions and Use of Technology in the Classroom. Karen S. Ivers. 2002. 6 pp. 46 pp.

Technology-Enhanced Classroom Instruction - Online and Technology-Enhanced Classroom Instruction: A Comparative Study of Student Achievement. David Hyllegard, and David M. Burke. 2002. 33 pp.

Literacy Lessons - 'I Did Not Plan Ahead': Preservice Teachers' Concerns Integrating Print-Based Literacy Lessons with Computer Technology. Janet C. Richards. 2002. 22 pp.

Experiential Teacher Education - Multimedia Case-Based Support of Experiential Teacher Education: Critical Self Reflection and Dialogue in Multi-Cultural Contexts. David S. McCurry. 2002. 10 pp.