International Handbooks on Information Systems978-3-662-07682-8/1.pdf · International Handbooks on Information Systems ... and Operations Management ... 2.1 lntroduction ...

International Handbooks on Information Systems

Series Editors

Peter Bernus, Jacek Blaiewicz, Günter Schmidt, Michael Shaw

Springer-Verlag Berlin Heidelberg GmbH

Titles in the Series

P. Bernus, K. Mertins and G. Schmidt (Eds.) Handbook on Architectures of Information Systems ISBN 3-540-64453-9

M. Shaw, R. Blanning, T. Strader and A. Whinston (Eds.) Handbook on Electronic Commerce ISBN 3-540-65822-X

J. Blazewicz, K. Ecker, B. Plateau and D. Trystram (Eds.) Handbook on Parallel and Distributed Processing ISBN 3-540-66441-6

H.H. Adelsberger, B. Collis and J.M. Pawlowski (Eds.) Handbook on Information Technologies for Education and Training ISBN 3-540-67803-4

Heimo H. Adelsherger · Betty Collis Jan M. Pawlowski (Eds.)

Handbook on Information Technologies for Education and Training

With 103 Figures and 34 Tables

i Springer

Prof. Dr. Heimo H. Adelsberger University of Essen Information Systems for Production and Operations Management UniversitatsstraBe 9 45141 Essen Germany

Prof. Dr. Betty Collis University of '!Wente Faculty of Educational Science and Technology Postbox 217

7500 AE Enschede The Netherlands

Dipl. Wirt. Inform. Jan M. Pawlowski University of Essen Information Systems for Production and Operations Management UniversitatsstraBe 9 45141 Essen Germany

Cataloging-in-Publication Data applied for Die Deutsche Bibliothek - CIP-Einheitsaufnahme Handbook on Information Technologies for Educcation and Training I Heimo H. Adelsberger ... (Ed.).

(International Handbooks on Information Systems) ISBN 978-3-662-07684-2 ISBN 978-3-662-07682-8 (eBook)DOI 10.1007/978-3-662-07682-8

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© Springer-Verlag Berlin Heidelberg 2002

Originally published by Springer-Verlag Berlin Heidelberg New York in 2002

Softcover reprint of the hardcover I st edition 2002

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Foreword

Information Technologies for Education and Training have gained increasing atten­tion and significance in the past decade. Accordingly, the availability of an enormous amount of information sources through the Internet, the technological progress in the ICT sector, and an increasing flexibility in organizations and enterprises have accelerated the information and knowledge growth in our society. Knowledge and Lifelong Learning have become critical success factors for the long-term positioning on the global market. Recent mergers of globally distributed enterprises show that knowledge has to be available and transferable within a short time frame. Global, flexible, and service-oriented organizations need highly qualified employees.

These trends also show the rapidly growing significance of new aspects of ba­sie and further education. Traditional education, ending with a graduation, will be complemented by a lifelong leaming process. Every individual is required to contin­uously leam new and changing knowledge. Consequently, the support of leaming processes through innovative technologies becomes an elementary component of every educationallevel.

The Handbook is a comprehensive guide for researchers and practitioners work­ing with Educational Technologies. lts overall goal is to enable the reader to gain a deep understanding of past, current, and future research and applications in the field of Educational Technologies. It will provide a reference source for both practitioners and researchers in the enterprise and educational sector.

From a research perspective, the reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods of Educational Technologies. Based on these fundamentals he will be able to develop new and innovative ap­proaches for the next generation of Educational Technologies.

In the first chapter, an introduction to technologies and their applications for edi.Ication and training is presented. Technologies can be classified in many differ­ent ways, and described with many different Iabels, often varying between country to country or author to author. Categorizations will be introduced as an overview of technology-related terminology relevant for this Handbook. However, the Hand­book is not about technologies in themselves, but as applied in leaming-related con­texts. The Handbook is divided in five parts:

VI Foreword

The first part on Technologies describes state-of-art information and com­munication technologies and their utilization in an educational context.

Next, the Design and Development Lifecycle part deals with methods, con­cepts, and tools for designers and developers of educational technologies.

Design, implementation, use, and management of educational technolo­gies require diversified competencies and knowledge. Thus, in the Hu­man Actors part, new and changing requirements for actors in educational processes are discussed. This part also covers comprehensive aspects of workspaces in educational organizations.

Obviously, the design and development of educational technologies cannot be separated from their application domains. Within the Subject Area part, concepts and best-practice cases for the utilization of educational technolo­gies in specific subjects areas or domains are introduced.

In the concluding part on Leaming Settings, seenarios involving informa­tion and communication technologies in different learning situations are described. Successful implementations and future seenarios help readers to utilize the concepts of previous parts in their own contexts.

Heimo H. Adelsherger Betty Collis Jan M. Pawlowski

Contents

1 Information Technologies for Education and Training . . . . . . . . . . . . . . 1 Betty Collis

1.1 lntroducticin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Categories Re1ating to Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.3 Perspectives on Technology Levels: Micro, Meso, Macro............. 15 1.4 Convergence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 1.5 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Part I. Technologies

2 WWW in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 David Mioduser, Rafi Nachmias

2.1 lntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 2.2 WWW in Education: Precedents and Landmarks . . . . . . . . . . . . . . . . . . . . 24 2.3 Main Educational Functions of WWW . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.4 Models of Implementation of the WWW in Education . . . . . . . . . . . . . . . 27 2.5 Current Technological and Pedagogical State . . . . . . . . . . . . . . . . . . . . . . . 32

2.6 Ernerging Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 2. 7 Final Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

3 Communication Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Chee-Kit Looi

3.1 Introduction................................................... 45 3.2 Emails ....................................................... 46 3.3 Newsgroups or Discussion Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 3.4 Annotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 3.5 Chat Groups .................................................. 48 3.6 MUDs and MOOs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 3.7 WOOs: Web-based MOOs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 3.8 3D Virtual Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 3.9 Conclusion.................................................... 54

VIII Contents

4 Management Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Ann E. Barron, Catherine Rickeiman 4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 4.2 The Move to Web-Based Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 4.3 Course Management Systems .................................... 58 4.4 Learning Management Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 4.5 Options and Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

5 Authoring Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Philip Barker 5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 5.2 Historical Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5.3 Current Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 5.4 Case Studies: Web-based Teaching and Learning . . . . . . . . . . . . . . . . . . . . 69 5.5 Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 5.6 Conclusion...................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

6 Intelligent and Adaptive Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Kinshuk, Ashok Pate!, David Russell 6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 6.2 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 6.3 Granular Interface Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 6.4 Feedback from an Independent Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . 85 6.5 Teacher: An Important Environmental Context . . . . . . . . . . . . . . . . . . . . . . 86 6.6 Adapting to the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 6.7 Hyper-IES: A Granular Tutoring System ........................... 89 6.8 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

7 Performance-Support Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Thomas C. Reeves, Arjan Raven 7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 7.2 Online Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 7.3 EPSS ........................................................ 96 7.4 Knowledge Management ........................................ 102 7.5 The Future of Performance-Support ............................... 109

8 Web-Based 3D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Stephan Diehl 8.1 Introduction ................................................... 113 8.2 3D Technologies for the WWW .................................. 113 8.3 3D Leaming Content on the WWW ............................... 115 8.4 Multiuser Worlds .............................................. 117 8.5 The Role of the Teacher ......................................... 117 8.6 Conclusion .................................................... 118

Contents IX

9 Electronic Note-Taking ........................................ 121 Rainer Müller, Thomas Ottmann 9.1 Introduction ................................................... 121 9.2 System Requirements ........................................... 122 9.3 A Review ofExisting Systems ................................... 124 9.4 Authoring on the Fly ........................................... 132 9.5 Conclusion .................................................... 134

10 Digital TV and Video .. . .. .. .. . .. .. .. . .. .. .. .. . .. .. .. . .. .. .. . 139 Peter J. Bates 10.1 Introduction ................................................... 139 10.2 Towards Video-enriched Interactive Learning Experiences ............ 140 10.3 Distribution of Video-enriched Learning Experiences to the Horne ..... 140 10.4 Personalized TV- the new Killer Application? ..................... 144 10.5 Convergence ofTechnologies and Horne Networking ................ 146 10.6 Trends in Learning Resource Provision ............................ 146 10.7 Implications for Traditional Learning Institutions .................... 148 10.8 Conclusions ................................................... 149

Part II. Design and Development Lifecycle

11 Design Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 JefMoonen 11.1 lntroduction ................................................... 153 11.2 Traditional Design and Development Methodology for Digital Learn-

ing Material ................................................... 154 11.3 Perspectives for Design and Development Methodologies ............ 156 11.4 Methodologies from an Instructional-design Perspective .............. 157 11.5 Methodologies from a Multimedia Perspective ...................... 159 11.6 Methodologies from a Web-based Resource Perspective .............. 160 11.7 Lessons Learned and Future Developments . . . . . . . . . . . . . . . . . . . . . . . . . 163 11.8 Issues Involving Design and Development Methodologies ............ 164 11.9 The 3-Space Design Strategy .................................... 167 11.10 A New Approach: The 3-Space Design Strategy .................... 170 11.11 Conclusion .................................................... 175

12 Development Approaches .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 181 Trevor Doerksen 12.1 lntroduction ................................................... 181 12.2 An Overview of Development Approaches ......................... 182 12.3 Focuses for Development Methodologies .......................... 187 12.4 Uncoupled Content as a Basis for Methodology ..................... 190 12.5 Summary ..................................................... 196

X Contents

13 Pedagogical Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Joost Lowyck

13.1 Definition of the Pedagogical Design .............................. 199

13.2 History of Pedagogical Design of Computer-related Resources ........ 199

13.3 Implications of Instructional Design Models on Learners and Designers of Computer-related Learning Resources ........................... 202

13.4 Characteristics of Instructional Design Models ...................... 209

13.5 Conclusion .................................................... 212

14 Learning Settingsand Activities ............................... 219 Ron Oliver

14.1 Introduction ................................................... 219

14.2 Exploring Contemporary Learning Environments ................... 220

14.3 Designing Web-based Learning Environments ...................... 221

14.4 Designing Learning Activities .................................... 222

14.5 Leaming Supports .............................................. 225

14.6 The Leaming Resources ......................................... 227 14.7 Summary and Conclusions ...................................... 229

15 User-interface Design ........................................ 233 Reinhard Oppermann

15.1 lntroduction ................................................... 233

15.2 General Requirements for User-Interface Design .................... 234 15.3 Specific User-Interface Design for Leaming Software ................ 236 15.4 Conclusion .................................................... 246

16 Designing Virtua1 Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Gilbert Paquette

16.1 lntroduction ................................................... 249 16.2 Distributed Modelsfora VLC .................................... 250

16.3 The Virtual Learning Center Model ............................... 255

16.4 Basis for a Design Strategy ...................................... 262

16.5 Outline of an Instructional Engineering Method ..................... 266

16.6 Conclusion .................................................... 269

17 Metadata Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Julia Innes, Rory McGreal

17.1 Introduction and Definitions ..................................... 273

17.2 Metadata: Basic Aspects ........................................ 274

17.3 Alternative Approaches ......................................... 277

17.4 Implementation Case ........................................... 286

17.5 Conclusion .................................................... 288

Contents XI

18 Adoption Factors and Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Brent Wilson, Lorraine Sherry, Jackie Dobrovolny, Mike Batty, Martin Ryder 18.1 Introduction ................................................... 293 18.2 Facilitating Conditions .......................................... 296 18.3 The Adoption Process .......................................... 299 18.4 Concluding Thought: Continuing the Va1ue Conversation ............. 303

19 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 Heiner Rindermann 19.1 Introduction ................................................... 309 19.2 Special Attributes of Communication Technologies for Education and

Teaching ..................................................... 316 19.3 Evaluation of Communication Technologies for Education and Teaching 319 19.4 Conclusion and Future Developments ............................. 324

Part 111. Human Actors

20 Developments in Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Greg Kearsley 20.1 Background ................................................... 333 20.2 Telelearning ................................................... 334 20.3 Engagement Theory ............................................ 335 20.4 Organizational Learning and Knowledge Management ............... 337 20.5 Measurement of Learning ....................................... 338 20.6 Discussion and Conclusions ..................................... 339

21 Role of the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Kwok-Wing Lai 21.1 Introduction ................................................... 343 21.2 Professional Development and the Custodial Role ................... 345 21.3 Teacher as Custodian ........................................... 346 21.4 How did Students Respond to these Strategies? ..................... 350 21.5 Conclusion .................................................... 352

22 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Keith W. Miller 22.1 Introduction ................................................... 355 22.2 Teaching with Technology: Five Ethical Issues ...................... 356 22.3 Concluding Remarks ........................................... 361

23 Teacher Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Claudio Dondi, Michaela Moretti 23.1 Introduction ................................................... 365 23.2 ICT and new ODL Scenarios ..................................... 366 23.3 Teachers' and Trainers' Attitudes Towards ODL .................... 370

XII Contents

23.4 European Experiences Compared ................................. 373 23.5 Conclusions ................................................... 376

24 Competencies for Educators .................................. 381 Michael Szabo

24.1 Introduction ................................................... 381 24.2 Competencies for the Educationa1 Professional ..................... 386 24.3 Summary ..................................................... 395

25 The IT Specialist ....... ..................................... 399 Paul E. Resta

25.1 Introduction ................................................... 399 25.2 The Changing Role of the Information Technology Professional ....... 400 25.3 The Changing Skill Sets of the Information Technology Professional ... 402 25.4 The Growing Demand for Information Technology Support in Educa-

tional Organizations ............................................ 404 25.5 Recruiting and Retaining Information Technology Staff .............. 406 25.6 Continuing Professional Development of the Information Technology

Staff ......................................................... 408 25.7 Conclusions ................................................... 409

26 Cultural Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Sabine Seufert

26.1 Introduction ................................................... 411 26.2 Definitions .................................................... 412 26.3 Cultural Levels ................................................ 414 26.4 Dimensions of Culture-related Differences ......................... 414 26.5 Design Guidelines for Culture-related Flexibility in Online Learuing

Environments ................................................. 418 26.6 Conclusion .................................................... 420

Part IV. Subject Areas

27 Computer Science ........................................... 425 David Marshall

27.1 Introduction ................................................... 425 27.2 Developing Courseware ......................................... 426 27.3 Overview of Current Implementations ............................. 429 27.4 Using Movies to Illustrate Algorithms ............................. 431 27.5 Automated Coursework Assessment .............................. 440 27.6 Conclusions ................................................... 445

Contents XIII

28 Mathematics and Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449 Jari A. Multisilta 28.1 Introduction ................................................... 449 28.2 The Learning Process ........................................... 450 28.3 Classification of Educational Tools for Mathematics and Statistics ..... 451 28.4 Technical lssues ............................................... 451 28.5 Examples ..................................................... 452 28.6 Conclusions ................................................... 455

29 Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 Dean A. Zollman 29.1 Underlying Instructional Principles ............................... 459 29.2 Data Collection with Video ...................................... 461 29.3 Computer-Based Laboratories .................................... 463 29.4 Portable Labaratory Measurements ............................... 466 29.5 Expanding the Topics Which Can Be Taught ....................... 467 29.6 IT for Large Classes ............................................ 468 29.7 Advanced Level Instruction ...................................... 469 29.8 Conclusions ................................................... 470

30 Engineering ................................................ 475 Rachelle S. Heller 30.1 Introduction ................................................... 475 30.2 Environments of Higher Education ................................ 475 30.3 Technology Use for Engineering Education ........................ 478 30.4 Discussion .................................................... 481

31 Business ................................................... 485 Susan Stoney 31.1 Introduction ................................................... 485 31.2 Designing an Altemate Delivery Option ........................... 485 31.3 Conclusion .................................................... 492

32 Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 Koenraad de Smedt, William J. Black 32.1 lntroduction ................................................... 495 32.2 Large-scale Resources .......................................... 498 32.3 Tools for Processing and Simulation .............................. 503 32.4 Courseware, Multimedia, and Hypermedia ......................... 508 32.5 Discussion and Conclusion ...................................... 516

33 Languages ................................................. 523 Bernd Rüschoff 33.1 Introduction ................................................... 523 33.2 The Knowledge Society ......................................... 524 33.3 Language Learning and Constructivism ............................ 525

XIV Contents

33.4 Constructivism and Constructionism .............................. 527 33.5 Current Materials .............................................. 529 33.6 Technology-Enhanced Materials for Language Learning: a Typology ... 530 33.7 Perspectives ................................................... 535 33.8 Summary ..................................................... 537

Part V. Learning Settings

34 Elementary/Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543 Gien Bull, Randy Bell, Cheryl Mason, Joe Garofalo 34.1 Introduction ................................................... 543 34.2 Computer Literacy ............................................. 544 34.3 Computer-Assisted lnstruction ................................... 546 34.4 School Reform ................................................ 548 34.5 Discipline-Based Reforms ....................................... 551 34.6 Summary ..................................................... 554

35 Network Services for Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557 Kwok Lai-kuen, Tony R. Eastham 35.1 Background ................................................... 557 35.2 lntroduction to Networks in Education ............................. 557 35.3 Architecture ................................................... 559 35.4 Technical Support, User Training, and Services ..................... 560 35.5 Common Services Provided by Networks in Education ............... 563 35.6 Specific Services Provided by Networks in Education ................ 569 35.7 Recommendations for an Education-Specific Network ............... 572 35.8 Conclusions ................................................... 575 35.9 Acknowledgment .............................................. 575

36 The University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577 Stephen Brown 36.1 Introduction ................................................... 577 36.2 Developments in Higher Education ............................... 578 36.3 Pros and Cons of IT in Learning and Teaching ...................... 584 36.4 Barriers to Successful Imp1ementation ............................. 586 36.5 A New Paradigm: the WWW .................................... 590 36.6 Curriculum vs. Colture Change ................................... 592

37 Virtual Corporate Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 599 Wolfgang Kraemer, Peter Sprenger, August-Wilhelm Scheer 37.1 From Information Society to Knowledge Society .................... 599 37.2 Characteristics of Virtual Corporate Universities .................... 601 37.3 Case Study: The DaimlerChrysler Corporate University .............. 609

Contents XV

38 The Global Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615 RobinMason 38.1 Definitions .................................................... 615 38.2 Global Education as a Research Field ............................. 616 38.3 Online Tutoring ................................................ 617 38.4 Online Course Design .......................................... 617 38.5 Going Global .................................................. 618 38.6 The Student on a Global Course .................................. 619 38.7 The Institution with a Global Spread .............................. 620 38.8 Conclusions ................................................... 621

39 Digital Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623 Edward A. Fox, Marcos A. Gonr;alves, Neill A. Kipp 39.1 Background ................................................... 623 39.2 Theory ....................................................... 625 39.3 Case Sturlies .................................................. 631 39.4 Prospects ..................................................... 633

40 Online Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643 Claudia Lemke, Norbert ]esse, Walter Brenner 40.1 lntroduction ................................................... 643 40.2 Examples of Online Learning Systems ............................. 644 40.3 Conclusion .................................................... 650

41 Electronic Business and Education ........ ..................... 653 Jan M. Pawlowski, Heimo H. Adelsherger 41.1 lntroduction ................................................... 653 41.2 Electronic Business ............................................ 654 41.3 E-Markets for Education ........................................ 660 41.4 Scenario for Electronic Education Markets ......................... 662 41.5 Conclusion .................................................... 669

Index .......................................................... 673

List of Contributors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685