`H$$ @@@ @@@@ Iv$p$ EN DB $P     & . 6V F7 x  cAs G  Abrami2001 Ahmad1998 Ahmad2001 Alavi1994* Alavi19953 Alavi1997+ Alavi2000 Alavi2001  Alavi2002 Alavi2003 Allen2002- Arbaugh2000 Barclay2001Bargeron20024 Benbunan-Fich1999; Benbunan-Fich2002@ Boettcher20018 Bostrom2002 Bourhis2002 Bower20037British Computer Society.2003:Bruckman2002 Burrell2002$ Carroll1999, Center2002 Chang1997 Coppala20020 Coppola2000  d'Apollonia20011 Davis1999 Durante2003 Foster1997Gallaher2002+ Gallupe2000 Gallupe2003 Greenwood1997 Grudin20020 Gupta2002/ Hackley19975 Harasim19956 Hiltz19942 Hiltz1995 Hiltz19974 Hiltz19990 Hiltz2000 Hiltz20029 Hiltz2002 Hislop1997&Hoblubec1998'Hoblubec1998" Holcomb2000 Hoppe1997 Ives20011 Jankowski1997 Jarvenpaa1993 Jarvenpaa1995% Jarvenpaa1995E Jessup1998 Johnson1997& Johnson1998& Johnson1998' Johnson1998' Johnson1998( Johnson1998( Johnson1998) Johnson1999) Johnson1999Jonassen1985 Jun20028 Kadlec200221 Kashy1999% Knoll1995 Koohang2003AL'Allier2003# Larsen2002 Leetiernan2002 Leidner1993 Leidner1995 Leidner2001  Lenzer1997 Li2002  Lou2001 Mabry2002 Marakas2002G Mayadas2002 McCray1997= McGraw-Hill2003# McInerney2002. Moore1997< Morgan2003> Morrissey2002" Muir200007Munkvold2003 Palmer1997 Parsons1997 Pendergast1997" Pfeil2000 Piccoli1998  Piccoli2001H PITAC Report2001B Prensky2000D Robey20000 Rotter20000 Rotter20022 Sanocki2002F Schank1999C Schank2001( Smith1998? Sosbe2003 Spiros2003" Taj20001 Thoennessen19998 Thomas20022.Thompson19971 Tsai199992 Turoff19950 Turoff20000* Valancich19953 Vogel1997 Wagner1997/ Webster1997 Wellman1997* Wheeler1995  Wolfram19943 Yoo1997 Yoo2002! Zack1998 Zhang2002Zhanghai2001   AuthorsjJournals Keywords U                                |j Ahmad, R. Ahmad, Rami Alavi, Maryam Allen, MikeArbaugh, J. B.Barclay, Kathleen H.Bargeron, David Benbasat, I.Benbunan-Fich, R.Benbunan-Fich, Raquel.Boettcher, Judith V.Bostrom, Robert P. Bourhis, JohnBower, Holly H.British Computer Society. Bruckman, AmyBurrell, NancyCarroll, Lynn A.,)Center, American Productivity and QualityChang, VanessaCoppala, Nancy WaltersCoppola, Nancy Davis, N. E.Durante, AngelaFoster, K. Dale Gallaher, James William, Jr.;Gallupe, R. BrentGreenwood, TamaraGrudin, Jonathan Gupta, AnoopHackley, PeterHarasim, Linda M.Hiltz, Starr Roxanne($Hiltz, Starr Roxanne, Turoff, MurrayHislop, Gregory H. Hoadley, E. Hoblubec, E. Holcomb, Ron Hoppe, Betsy Ives, BlakeJankowski, David J.Jarvenpaa, S. L.Jarvenpaa, Sirkka L.,'Jessup, Leonard M., Wheeler, Bradley C.Johnson, David W.Johnson, Roger T.Johnson, S. S.Jonassen, D. H. Jun, Sohee Kadlec, Chris Kashy, E.Knoll, Kathleen Koohang, AlexL'Allier, James J.Larsen, Kai R. T.Leetiernan, ScottLeidner, D. E. Lenzer, R. Li, Francis Mabry, EdwardMarakas, George M.0+Mayadas, Frank, John Bourne, Janet C. MooreMcCray, Gordan E. McGraw-HillMcInerney, Claire R. Moore, M.Morgan, GlendaMorrissey, CharlesMuir, Charles T.Munkvold, Bjrn Erik Palmer, JohnParsons, B. JeffreyPendergast, Mark Pfeil, George Piccoli, G.Piccoli, Gabriele PITAC Report Prensky, Marc R., Ahmad Report, PITAC@=Robey, Daniel, Bourdreau, Marie-Claude, Rose, Gregory M. Rose Rotter, NaomiRotter, Naomi G.Sanocki, ElizabethSchank, Roger C. Smith, K. Sosbe, TImSpiros, Rebecca Kathryn Taj, ShahramThoennessen, M.Thomas, Dominc Thompson, M. Tsai, Y.Turoff, MurrayValancich, Joseph S. Vogel, D.Wagner, Christian Webster, JaneWellman, Barry Wells, R. A.Wheeler, Bradley C. Wolfram, D. Yoo, YoungjinZack, Michael H.Zhang, Dongsong Zhanghai, Yu  ,(#Academy of Management Journal AMJ 0*Academy of Management Learning & Education82Accounting, Management, and Information TechnologyChief Learning OfficierCommunications of the ACM0,Database for Advances in Information SystemsEdge$Group Decsision and NegotiationInformation & Management Information Systems Research Interfaces,)Journal of Asynchronous Learning Networks<9Journal of Education for Libaray and Information Sciences0+Journal of information technology education<7Journal of Information Technology For Teacher Education$Journal of Management Education,)Journal of Management information Systems MIS Quarterly4.Programmed Learning and Educational Technology Syllabus0*The American Journal of Distance EducationTheory Into Practice  UAdult LearningDes ApplicationsAUTOMOBILE factories AUTOMOBILESBUSINESS educationBusiness networks.CAICOLLEGE teachers$Communication in organizations.Communications Computer assisted instructionComputer networksComputer networks.Computer programming COMPUTER-assisted instruction COMPUTERS COOPERATION Coursewaresal CurriculaData processing Data processing managementDECISION support systemsDISTANCE educationD?Distance education United States Computer-assisted instruction.Distance learningDistributed Learning EDUCATION Education Data processing.Equipment & suppliesExperimental/theoreticalGraduate studiesGROUP work in education Hybrid Instructional ModelgZ$ Information management educationInformation studiesInformation systemsINFORMATION technology("Information technology Management.Instructional DesigneIntegrated approachInter-organizational work Internet Interpersonal communicationKnowledge workers LEARNINGLearning AssessmentLearning Models MANAGEMENTManagerial skillsMISMULTIMEDIA systems Online information servicesONLINE instruction PerceptionsalPerformance evaluationPOSTSECONDARY education$ Schools and educational services Simulation Social impactSoftware & systems Students StudiesStudy & teaching TEACHERS Teaching Team building(#TEAM learning approach in educationTeamsTeams in the workplace. TECHNOLOGY Technology-Supported Learning TRAININGTraining & developmentTrust UNITED StatesUNIVERSITIES & colleges,(UNIVERSITIES & colleges -- Graduate work83University extension United States Data processing.USVirtual organizationsVirtual reality Virtual teams Virtuality Web-based Distance LearningZ0-WORLD Wide Web (Information retrieval system)           d+3X*4~Ahmad, R. Piccoli, G.a 1998^WVirtual learning environments: An information technology basic skills course on the webl Hoadley, E. Benbasat, I.0*Americas Conference on Information Systems  Baltimore, MDyCalls for revolutionizing business education are being answered by a proliferation of virtual learning environments. Virtual universities are emerging and more and more universities are developing and offering virtual courses capitalizing on ever-growing and ubiquitous Internet-related technologies. This paper presents an implementation of a web-based virtual learning environment that was created to offer an IT introductory college level course for undergraduate business students at a large university in the U.S. The environment consists of several virtual areas to conduct the classroom activities and house the relevant resources and information. Theory predicts that higher level of "learner control" leads to more effective learning. Control and flexibility, among other advantages offered to the learner in virtual environments, are the intended benefits of this implementation.  Alavi, Maryam 1994HAComputer mediated collaborative learning: An emperical evaluation MIS Quarterly159-174NHhttp://emisq.aisnet.org/pdf.asp?Vpath=18-02&PDFpath=18-02-159.pdf&Spath=<6Alavi, Maryam Wheeler, Bradley C. Valancich, Joseph S. 1995leUsing IT to reengineer business education: An exploratory investigation of collaborative telelearning MIS Quarterly0193=293-211fNHhttp://emisq.aisnet.org/pdf.asp?Vpath=19-03&PDFpath=19-03-293.pdf&Spath=,%Alavi, Maryam Yoo, Youngjin Vogel, D.  1997HBUsing information technology to add value to management education.$Academy of Management Journalp406. 1310-1333=(!INFORMATION technology MANAGEMENT("Presents a study conducted using information technology to add value to management education. Analysis of the impacts of the information-technology-enabled partnership on the students and faculty; Suggestions for the effective delivery of value-added multiple-institution management course.D=http://search.epnet.com/direct.asp?an=9712240498&db=buh&tg=AN&Alavi, Maryam Gallupe, R. Brentr 2000.(The transformation of business education  New York, NY  Prentice Hallt"Alavi, Maryam Leidner, D. E. 2001leResearch Commentary: Technology-mediated learning - A call for greater deapth and breadth of researcha"Information Systems Research121n 1-10@:http://search.epnet.com/direct.asp?an=4278935&db=buh&tg=AN4.Alavi, Maryam Marakas, George M. Yoo, Youngjin 2002TMA comparitive study of distributed learning environments on learning outcomeso"Information Systems Research134404-415`YTechnology-Supported Learning; Distributed Learning; Learning Assessment; Learning ModelsAdvances in information and communication technologies have fueled rapid growth in the popularity of technology-supported distributed learning (DL). Many educational institutions, both academic and corporate, have undertaken initiatives that leverage the myriad of available DL technologies. Despite their rapid growth in popularity, however, alternative technologies for DL are seldom systematically evaluated for learning ef.cacy. Considering the increasing range of information and communication technologies available for the development of DL environments, we believe it is paramount for studies to compare the relative learning outcomes of various technologies. In this research, we employed a quasi-experimental .eld study approach to investigate the relative learning effectiveness of two collaborative DL environments in the context of an executive development program. We also adopted a framework of hierarchical characteristics of group support system (GSS) technologies, outlined by DeSanctis and Gallupe (1987), as the basis for characterizing the two DL environments. One DL environment employed a simple e-mail and listserv capability while the other used a sophisticated GSS (herein referred to as Beta system). Interestingly, the learning outcome of the e-mail environment was higher than the learning outcome of the more sophisticated GSS environment. The post-hoc analysis of the electronic messages indicated that the students in groups using the e-mail system exchanged a higher percentage of messages related to the learning task. The Beta system users exchanged a higher level of technology sense-making messages. No signi.cant difference was observed in the students satisfaction with the learning process under the two DL environments.HBhttp://pubsonline.informs.org/main/pdfstore/dfb60343c7_article.pdf textual Menu Jun, Sohee 2002D>E-learning: An evaluation of knowledge acquisition in training & ALLIANT INTERNATIONAL UNIVERSITY 108 PhDThe digital economy places a premium on new business models, customization, and innovation. To guarantee success in this environment, individuals and organizations must remain flexible, acquire new skills continuously, and identify new ways of managing knowledge and information. Although technology is driving much of the change in business and work environments, it also serves as a prime tool for keeping pace with rapid change. The benefits of e-learning, defined as instructional content or learning experiences delivered or facilitated by electronic technology, rely on the relationships that link learning, people, and organizational performance. There is a strong economic incentive for business to embrace e-learning. Each year government and private industry in the United States spend billions of dollars on training and development activities. In a 1999 ASTD “State of the Industry Report”, the typical firm spent about $2 million on training in 1997, up from $1.4 million in 1996. Projected total expenditures for 1998 were expected to be up slightly as well ($2.1 million). Figures like these inevitably lead some to question whether this money is being well spent. This study applied the methodological framework of the Internal Referencing Strategy (IRS) as well as Kirkpatrick's levels of training analysis and Malcolm Knowles theory on Andragogy to determine knowledge acquisition between two different types of learning modes: e-learning and the classroom. Three hypotheses were developed to explore how well participants learned in the classroom or online environment. A paper and pencil, 35-item, multiple choice pre- and post-test were administered to Human Resources professionals throughout the United States. These participants were enrolled in the online or classroom courses of the “Human Resources Learning Systems” (an HR certification course containing 6 different learning modules) through various Universities. In summary, differences were found between the two learner groups in their pre-treatment knowledge. Post-tests revealed that e-learners learned just as much as the classroom learners. Additionally, there were no significant differences in training satisfaction between the two groups.ADVISER Kane, Jeffrey )V('&E 906|5: 1995 0262082365HALearning networks : a field guide to teaching and learning onlinep Cambridge, Mass.  MIT Press7 x, 3290)Linda Harasim ... [et al.]. ill. ; 24 cm. 4-Education Data processing. Computer networks.bHarasim, Linda M.1("Main 2nd floor LB1028.43 .L43 1995 1994 0893919284Hiltz, Starr RoxanneLEThe virtual classroom : learning without limits via computer networksa  Norwood, N.J.g Ablex Pub. Corp.xix, 384("Starr Roxanne Hiltz. ill. ; 24 cm.zsDistance education United States Computer-assisted instruction. University extension United States Data processing.a Main 2nd floor LC5803 .C65*#Hiltz, Starr Roxanne Wellman, Barryj 1997<5Asynchronous learning networks as a virtual classroom\ Communications of the ACM\409 44-49Online information services Internet Virtual reality Communications Social impact Distance learning Applications Computer networks Internet Interpersonal communication Students EducationComputer-mediated communication can enable people with shared interests to form and sustain relationships and communities. Online communities provide emotional support and sociability as well as information and instrumental aid related to shared tasks. Online virtual classrooms combine the characteristics of online communities and computer-supported workgroups. An historical perspective is presented, and studies of how computer-mediated communication affects community interaction are summarized. Also presented are survey examples of different kinds of communities communicating through the Internet. Asynchronous learning networks are examined as an example of an online community.http://proquest.umi.com/pqdweb?INT=0&SelLanguage=0&TS=1056208671&Did=000000014021521&Fmt=6&Deli=1&Mtd=2&Idx=7&SK=3&ScQ=000017752|000000000637897|*&RQT=309&Q=1&IE=x.pdfD=Hiltz, Starr Roxanne Nancy Coppola Naomi Rotter Murray Turoff 2000~wMeasuring the Importance of Collaborative Learning for the Effectiveness of ALN: A Multi-Measure, Multi-Method Approachf0)Journal of Asynchronous Learning Networksn42103-126>8Are there any differences in outcomes between traditional classroom-based university courses and courses delivered via ALN, which feature extensive on-line interaction among students? Under what conditions are ALN courses most effective? What can be done to improve the publishability of ALN evaluations, and counter the attacks of critics? After providing background on the New Jersey Institute of Technology (NJIT) Virtual Classroom (VC) projects, this paper describes three studies that address the issue of the importance of collaborative learning strategies to the success of ALN for students. A three-year longitudinal field study of 26 courses that are part of an undergraduate degree in Information Systems compared the process and outcomes of learning using an on-line anytime/anywhere environment to those for comparison sections taught in the traditional classroom. An embedded field experiment looked at the separate and joint effects of working on-line versus in the classroom and of working individually versus in groups. Semi-structured interviews with experienced ALN faculty probed their pedagogy and their perceptions of whether or not students learned, on the average, more, less, or about the same as in their traditional sections. The results support the premise that when students are actively involved in collaborative (group) learning on-line, the outcomes can be as good as or better than those for traditional classes, but when individuals are simply receiving posted material and sending back individual work, the results are poorer than in traditional classrooms.Bst century, e-Learning has been widely used in both academic education and corporate training. However, many e-Learning systems present multimedia instructional material in a static, passive, and unstructured manner, giving learners little control over learning content and process. As a result, higher effectiveness and greater societal potential of e-Learning are hindered. This thesis makes two primary contributions to this trend. From a theoretical perspective, we propose a new concept called “Virtual Mentor (VM)” and a research framework called Media StructuRalization Theory (MSRT). The VM refers to a multimedia-based e-Learning environment that emphasizes interaction, flexibility, and self-direction. The MSRT aims at providing guidance toward effective design and implementation of virtual mentor systems. From a technical perspective, we have developed a prototype VM system called Learning by Asking (LBA), which integrates various information technologies. The major technical innovation is adoption of a novel natural language approach to content-based video indexing and retrieval. We conducted empirical studies to validate a few propositions of the MSRT. The results demonstrated that structuring of multimedia content and the use of instructional videos improved learning outcome significantly. The learning performance of students in an eLearning environment with content structuring and synchronized multimedia instruction is comparable to that of students in traditional classrooms. Our research was enabled by the LBA system, which provides a learner-centered, self-paced, and interactive online learning environment. In order to enhance personalized and just-in-time learning, the LBA system allows learners to ask questions in conversational English and watch appropriate multimedia instructions retrieved by LBA that address learners' interests. Traditional video indexing and retrieval approaches are based on scene changes or other image cues in videos that are not normally available in video lectures. We propose a novel two-phase natural language approach to identifying relevant video clips for content-based video indexing and retrieval. It integrates natural language processing, named entity extraction, frame-based indexing, and information retrieval techniques. The preliminary evaluation reveals that this approach is better than the traditional keyword-based approach in terms of precision and recall."ADVISER Nunamaker, Jay F. Zhanghai, Yu 2001B8Pfeil, George Holcomb, Ron Muir, Charles T. Taj, Shahram 2000leVisteon's Sterling Plant Uses Simulation-Based Decision Support in Training, Operations, and planning Interfaces301115-134TNDECISION support systems AUTOMOBILES Equipment & supplies AUTOMOBILE factoriesXQDiscusses the benefits gained by Visteon Automotive Systems with the use of a strategic decision support system in its automotive parts and components plant. Integration of a plant-floor information systems and simulation for three related reinforcing purposes; Increase in the production of front axles for various types of automobiles.n@:http://search.epnet.com/direct.asp?an=2979180&db=buh&tg=AN0)Piccoli, Gabriele Ahmad, Rami Ives, Blakec 2001Web-Based Virtual Learning Environments: A Research Framework and a Prelimanary assessment of effectiveness in basic IT skills training MIS QuarterlyI254e401-426 December 2001 MISQVirtual LearningF?http://emisq.aisnet.org/pdf.asp?VPath=25-04&PDFPath=PICCOLI.PDF  PITAC Report,l 2001@:Using Information Technology to Transform the Way We Learn :4President's Information Technology Advisory Committe46 pages February 2001t*$http://www.itrd.gov/pitac/index.html Prensky, Marc 2000"Digital Game-Based Learningi  McGraw-Hillt 0071363440~http://www.amazon.com/exec/obidos/tg/detail/-/0071363440/qid=1059436836/sr=1-1/ref=sr_1_1/103-3368405-3914204?v=glance&s=booksD=Robey, Daniel, Bourdreau, Marie-Claude, Rose, Gregory M. Rose5 2000^WInformation technology and organizational learning: a review and assessment of research82Accounting, Management, and Information Technology10125-155Schank, Roger C. 1999HAThe Disrespected Student--OR--The Need For The Virtual University, Edge59>8http://www.edge.org/3rd_culture/schank/schank_index.htmlSchank, Roger C. 2001}Designing World-Class E-Learning : How IBM, GE, Harvard Business School, And Columbia University Are Succeeding At E-LearningS  McGraw-Hilll 0071377727~http://www.amazon.com/exec/obidos/tg/detail/-/0071377727/qid=1059437253/sr=1-2/ref=sr_1_2/103-3368405-3914204?v=glance&s=books Sosbe, TIm 200360Ed Sketch: Ford's Drive Toward Quality EducationChief Learning OfficierMay 2003ZShttp://www.clomedia.com/content/templates/clo_cloprofile.asp?articleid=180&zoneid=4Spiros, Rebecca KathrynY 2003Individual differences in motivation during distance training: The influence of goal orientation and self-efficacy on learning outcomesg & THE GEORGE WASHINGTON UNIVERSITY 114 PhDe Recent advances in computer and telecommunications technologies have led to an increased use of distance training (DT) methodologies for work-related training (referred to as the “e-learning revolution,” Berry, 2000). However, there has been little theory-based, empirical research on the individual characteristics of trainees that affect DT outcomes. Because learners have more control over their learning experience in DT than in traditional, face-to-face training, their motivation is expected to predict their success in DT. Drawing from social cognitive theory and goal orientation theory, this dissertation proposes a model of how individual motivational factors are related to distance training outcomes. Trainees' self-efficacy and goal orientations are expected to influence their motivation levels and success in DT. A study of 111 trainees in a management consulting firm tested the hypothesized model. Fifty-five trainees completed a Web-based training (WBT) course on project management skills; a comparison group of 61 trainees completed the same training course in a classroom environment. There were no significant mean differences between the WBT and classroom groups on the training outcomes studied: declarative knowledge, self-reported learning, reactions, and self-efficacy toward application. Hierarchical regression analyses showed that motivation to learn was a significant predictor of self-reported training outcomes for the WBT group, after controlling for demographics, prior experience, and training methodology preference. Motivation to learn was not, however, predictive of performance on the declarative knowledge test. The study found support for the proposition that the same individual difference factors that have been shown to be predictive of motivation in past traditional training research influence motivation in a distance training setting. Consistent with expectations, self-efficacy toward learning via technology and mastery goal orientation were positive predictors of motivation to learn. Furthermore, self-efficacy toward learning via technology was a significant, direct predictor of reactions and application self-efficacy, and these relationships were partially mediated by motivation to learn. These findings are discussed in terms of how the study contributes to a better understanding of motivational constructs, training contexts, and person by situation interactions. Suggestions for DT practice and future research directions are presented.$ADVISER Offermann, Lynn R.6/Thoennessen, M. Kashy, E. Tsai, Y. Davis, N. E. 1999HBImpacts of asynchronous learning networks in large lecture classes&Group Decsision and Negotiationa8371-384f*#Turoff, Murray Hiltz, Starr Roxannee 1995>7Software design and the future of the virtual classroom>7Journal of Information Technology For Teacher Educationc4c2-197-215Wagner, Christians 199781Learning through Role Play with Computer SoftwareE0*Americas Conference on Information Systems|vhttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/wagner.htm"Webster, Jane Hackley, Peter 1997F@Teaching effectiveness in technology-mediated distance learning.$Academy of Management Journalt406a 1282-1312f$DISTANCE education TECHNOLOGYDevelops a conceptualization of influences on outcomes of technology-mediated distance learning, using research in management communications, education and information systems. Reference to an exploratory study utilizing both qualitative and quantitative techniques to examine students reaction to distance learning; Identification of the key influences on outcomes; Implications for practice and research.D=http://search.epnet.com/direct.asp?an=9712240497&db=buh&tg=AN Wolfram, D. 1994`YAudio-graphics for distance education: A case study in students attitudes and perceptionss@9Journal of Education for Libaray and Information Sciencesr353b179-186textual Menu@`<s, but when individuals are simply receiving posted material and sending back individual work, the results are poorer than in traditional classrooms. \par } y probed their pedagogy and their perceptions of whether or not st # 4$Gallaher, James William, Jr.; 2002TNThe adoption of e-learning across professional groups in a Fortune 500 company 0*UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN 128} PhD At a time when learning is being recognized as a critical part of organizational success, new structures are challenging the ways that organizations learn. As organizations strive to compete for cost effectiveness and efficiency, e-learning has become a desirable method to provide knowledge and skills on a global basis in a way that is both effective and efficient. Organizations are using e-learning alternatives that allow employees to get help to solve complex problems and complete projects important to business success without waiting for scheduled training or traveling to a training site. However, there is little empirical evidence regarding cultural concerns and their relationship to the implementation of e-learning, organizations have limited guidance on strategies for successful implementation. The purpose of the study was to determine the impact of professional group membership on the rate of adoption of e-learning. The sample consisted of Engineering, Finance, Human Resources, Legal, and Marketing professionals from a Fortune 500 manufacturing company. These professional groups were selected for participation in the study based on potential exposure to e-learning courses. Professional groups were categorized based on Rogers (1995) five categories of adoption: Laggard, Late Majority, Early Majority, Early Adopter, and Innovator. Survey was the method of data collection. A mail questionnaire was used to measure the rate of adoption e-learning, concerns about e-learning, and specific demographic variables. Data analysis included the use of basic descriptive, multiple regression, and analysis of variance. The statistical analysis was used to investigate the relationship between professional group membership and rate of adoption of e-learning and concerns about e-learning. Results revealed that professional groups do indeed adopt e-learning at different rates but that primary concerns about e-learning were the same. Recommendations for HRD professionals, business managers, and HRD educators and researchers are provided.ADVISER Wentling, Tim #nA ,%*$Knoll, Kathleen Jarvenpaa, Sirkka L. 19952,Learning to work in distributed global teams82Hawaii international conference on system sciences 92-101International teamwork is one of the core components of network organizations. A set of studies was conducted to observe how students learned to work in globally dispersed virtual teams. Nineteen teams of three to seven graduate students, who resided in 13 different universities in nine different countries, were observed for five weeks. Many teams had members separated by a 16-hour time difference. Students were challenged to push the limits of electronic mail by collaborating on unstructured tasks with people they would never meet face-to-face. Students learned a variety of collaboration, socialization, and global communication skills while accomplishing difficult workLEhttp://www.cs.tcd.ie/courses/ism/sism/resource/papers/knoll/hicss.htm$Koohang, Alex Durante, Angela 2003Learners Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model2+Journal of information technology education2xqWeb-based Distance Learning Instructional Design Perceptions Courseware Adult Learning Hybrid Instructional Model|The purpose of this study is to measure learners perceptions toward the Web-based distance learning activities/assignments portion of a hybrid program. These activities and assignments were designed based on a set of appropriate instructional parameters and objectives. By measuring learners perceptions, this study attempts to find whether these activities/assignments promote learning. This study gives attention to the variables of age, gender, and experience with the Internet to find whether these variables are significant factors in learners perceptions toward the Web-based distance learning activities/ assignments portion of the hybrid program. A ten-item Likert-type instrument was designed based on the instructional parameters and objectives. The instrument collects information about the learners perceptions of Web-based distance learning activities and assignments portion of the hybrid program. The subjects of this study were 106 students who were enrolled in an undergraduate hybrid program in management designed for working adults. In addition to descriptive analyses, three separate Analyses of Variance (one-way ANOVA) were conducted to answer the research questions in this study. Results indicated that overall students gravely perceived that the Web-based distance learning activities/ assignments portion of their hybrid program promoted learning. Age and gender were not significant factors. However, there was a significant difference among levels of learners experience with the Internet and their perceptions toward the Web-based distance learning activities/assignments portion of the hybrid program. Subjects who had more experience with the Internet indicated significantly higher perceptions toward the Web-based distance learning activities/assignments portion of the hybrid program. The findings are discussed and recommendations are made based on the results of this study.60http://jite.org/documents/Vol2/v2p105-113-78.pdfL'Allier, James J. 2003*$The Value of Performance SimulationsChief Learning OfficierMay 2003XQhttp://www.clomedia.com/content/templates/clo_feature.asp?articleid=163&zoneid=29,,&Larsen, Kai R. T. McInerney, Claire R. 20024-Preparing to work in the virtual organizationuInformation & Management396; 445lVirtual organizations; Virtual teams; Knowledge workers; Information studies; Information management education; Inter-organizational work; Virtuality; Team building; TrustForming virtual organizations (VOs) is a new workplace strategy that is also needed to prepare information, technology, and knowledge workers for functioning well in inter-organizational teams. University information studies programs can simulate VOs in courses and teach certain skill sets that are needed in VO work: critical thinking, analytical methods, ethical problem solving, stakeholder analysis, and writing policy are among the needed skills and abilities. Simulated virtual teams allow participants to learn to trust team members and to understand how communication and product development can work effectively in a virtual workspace. It is hoped that some of these methods could be employed in corporate training programs also. In an innovative course, inter-university VOs were created to develop information products. Groups in four geographically dispersed universities cooperated in the project; at its conclusion, students answered a self-administered survey about their experience. Each team's success or difficulties were apparently closely related to issues of trust in the team process. Access to and ease of communication tools also played a role in the participants' perceptions of the learning experience and teamwork.6/http://dx.doi.org/10.1016/S0378-7206(01)00108-2&Leidner, D. E. Jarvenpaa, S. L.c 1993TNThe information age confronts education: Case studies on electronic classrooms"Information Systems Research41r 24-54UNIVERSITIES & colleges EDUCATION UNIVERSITIES & colleges -- Graduate work COMPUTER-assisted instruction Data processing COMPUTERS UNITED StatestnExamines the use and outcomes of computer-based instructional technology in then context of graduate business education in the United States. Presentation of case studies; Problems in graduate education; Description of an electronic classroom; Identification of potential computer-based teaching methods; Development of a model in-class learning for future research.@:http://search.epnet.com/direct.asp?an=4431790&db=buh&tg=AN&Leidner, D. E. Jarvenpaa, S. L.c 1995d]The use of information technology to enchance management school education: A theoretical view2 MIS Quarterlyr193t265-291aNHhttp://emisq.aisnet.org/pdf.asp?Vpath=19-03&PDFpath=19-03-265.pdf&Spath= Lenzer, R. Johnson, S. S. 1997& Seeing things as they really areForbes magaziner 159H5I122-129Ma, Nancy Walters Hiltz, Starr Roxanne Rotter, Naomi G. B7" HBDFC?12/ !C"4 59m/direct.asp?an=9901667&db=buh&tg=ANLMxxZack, Michael H. 1998PJAn MIS course integrating information technology and organizational issues2,Databaseitive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.`Yhttp://proquest.umi.com/pqdweb?Did=000000114285447&Fmt=4&Deli=1&Mtd=1&Idx=2&Sid=2&RQT=30960McCray, Gordan E. Hoppe, Betsy Greenwood, Tamara 1997|uStrategies for Supporting User Populations with Divergent Capabilities in a Technology-Intensive Learning Environment0*Americas Conference on Information Systems|vhttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/mccray.htm  McGraw-Hillo 2003rkMcGraw-Hill Study Summary: Web-Based Technology has Immediate Impact on Student Success in Higher Educationf2 Pagesr June 2003\XQhttps://www.mcgrawhill.ca/highereducation/images/studentsuccess4epressrelease.pdf1Moore, M. Thompson, M. 1997& The effects of distance learning University Park, PAp (!The Pennsulvania State University Morgan, Glenda 2003.(Faculty Use of Course Management Systems6 pagesMay 2003LFhttp://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0302/ekf0302.pdfMorrissey, Charles 2002.'The Realities of the Virtual University081Eighth Americas Conference on Information Systemsc 2417-2422s August 2002\82http://aisel.isworld.org/publication.asp?Pub=AMCIS 20031852334185 (alk. paper)^WImplementing collaboration technologies in industry : case examples and lessons learneda London ; New Yorka Springerxii, 308*$Computer supported cooperative work,[edited and partially written by] Bjrn Erik Munkvold ; with contributions from Sigmund Akselsen ... [et al.]. ill. ; 23 cm. "BCS". Information technology Management. Communication in organizations. Teams in the workplace. Business networks. Computer networks.6/Munkvold, Bjrn Erik British Computer Society.,f&Main 5th floor HD30.2 .I38 20030Pendergast, Mark 1997XQTechnology Supported Education: Virtual WSU Business Administration Pilot Programa0*Americas Conference on Information SystemsxqThis paper discusses a new initiative at Washington State University that will provide the opportunity for place-bound students across the state to earn a Bachelor of Arts in Business Administration. This degree will be fully AACSB accredited. The program under way at WSU will differ from traditional distance learning methods in that it will provide both live interaction between instructor and student via two-way audio/video connections as well as self-study course materials. Students will enter the Virtual Business Degree program after completing an AA degree at a local community college and will be able to complete their BA in two years. Electronic technology such as WWW, email, online audio and video lectures, chat rooms, and EMAIL will be the primary mechanisms used to deliver course materials and administer assignments and exams. Starting in January of 1998, courses will be delivered to students at four learning centers in remote areas of the state. The success of the program will be assessed on a course by course basis and as a whole. Multivariate statistical analysis will be used to measure the differences in student achievement and satisfaction as compared to students in the traditional classroom environment. From this we hope to measure not only the viability of the program but the relative success of distance learning techniques employed in the various courses.y~whttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/penderg.htme ,$:8N@;4d^Bargeron, David Grudin, Jonathan Gupta, Anoop Sanocki, Elizabeth Li, Francis Leetiernan, Scott 2002RKAsynchronous Collaboration Around Multimedia Applied to On-Demand Educationd0)Journal of Management information Systemse184a117-147zDISTANCE education WORLD Wide Web (Information retrieval system) TRAINING MULTIMEDIA systems COMPUTER-assisted instructionMultimedia content is a central component of on-demand training and education delivered over the World Wide Web. Supporting asynchronous collaboration around educational multimedia is potentially a significant tool for delivering online educational content effectively. A multimedia annotation system rightly integrated with e-mail provides a powerful platform on which to base such functionality. In this paper we describe a series of studies of such as system. First, we built a prototype annotation system and refined it based on results of laboratory tests. We then extended the system to support asynchronous collaboration for on-demand training and studied its effectiveness in two corporate training courses, assessing student experience, instructor experience, and user interface appropriateness. Having identified possibilities for enhancing engagement and collaboration with the tool, we conducted another set of laboratory studies. Through this iterative process we are creating a platform and identifying processes for its use, which enable students and instructors to exploit the advantages of asynchronous education while compensating for the reduction in face-to-face interaction. [ABSTRACT FROM AUTHOR]@:http://search.epnet.com/direct.asp?an=6495243&db=buh&tg=AN,&Benbunan-Fich, R. Hiltz, Starr Roxanne 1999D=Effects of asynchronous learning networks: A field Experimentc&Group Decsision and Negotiationx8409-426Benbunan-Fich, Raquel. 2002.(Improving Education and Training with IT Communications of the ACM 456 94-996 June 2002\Boettcher, Judith V. 2001&Reflections on the PITAC ReportSyllabus 14-17/ November 20012+http://www.syllabus.com/article.asp?id=56646/Bostrom, Robert P. Kadlec, Chris Thomas, Dominc 2002rlImplementing and Use of Collaboration Technology in e-Learning: The Case of a Joint University-Corporate MBA Munkvold, Bjrn Erik\VImplementing Collaboration Technologies in Industry: Case Examples and Lessons Learned London, New York SpringerBower, Holly H.N 2003tnOn Emulating Classroom Discussion in a Distance-Delivered OBHR Course: Creating an On-Line Learning Community.0*Academy of Management Learning & Education21 22-37,%DISTANCE education ONLINE instructionI discuss the difficulty and promise of offering an executive MBA OBHR course via an asynchronous, web-based course delivery medium. After a discussion of the rationale and trends in delivering this type of course, I present an example of how a quality classroom discussion was emulated using electronic bulletin board technology to create an on-line student-centered learning community. In this type of class, the discussion forum successfully captures and goes beyond the advantages of regular classroom discussion. In sharing one experience, this article serves as a useful source of information for other faculty who want to create a student-centered learning community in their distance classrooms. This article extends the burgeoning literature on effective distance learning by demonstrating not only how classroom discussion can be captured in the on-line venue, but also how a learning community can be created. [Copyright 2003 Elsevier]@:http://search.epnet.com/direct.asp?an=9324013&db=buh&tg=AN Bruckman, Amy 2002*$The Future of E-Learning Communities Communications of the ACMr454t 60-63 April 2002Carroll, Lynn A. 1999*#Multimodal integrated team trainingr Communications of the ACMa429\ 68-72:Teams Training Integrated approach Applications Virtual reality Information systems Performance evaluation Managerial skills US Software & systems Training & developmentDistributed mission training is the creation of a shared environment comprised of real, virtual and constructive systems that allow teams of individuals to train both individually and collectively. While DMT is primarily a team-training concept that has evolved in the US DOD for its operational forces, its foundations in terms of training principles and technologies have far-reaching implications to the field of human training in general. The concept of DMT and its potential applications have their roots in the creation of an immersive, fully integrated, seamless information system that connects independent simulation-based training environments to operate together.http://gateway.proquest.com/openurl?ctx_ver=Z39.88-2003&res_id=xri:PQD&rft_val_fmt=ori:fmt:kev:mtx:journal&genre=article&rft_id=xri:PQD:DID=000000044310382&svc_dat=xri:pqil:fmt=htmll.(American Productivity and Quality Center 2002RKTechnology mediated learning: Enhancing the management education experiance  Houston, TXd Author"Chang, Vanessa Palmer, John 1997pjThree Instructional Principles Applied to Computer-Based Learning (CBL) in Subjects with Large Enrollments0*Americas Conference on Information SystemsD>The rationale for choosing computer-based learning and three instructional principles (mastery learning, overlearning and automaticity, and pre-requisite knowledge and skills) needed for the introduction of Computer-Based Learning (CBL) in an introductory Information Systems subject with a large enrollment are described in this paper. This paper concludes with a summary of a study conducted in 1993 and 1994 on the use of CBL in a first year Information Systems unit offered by the School of Information Systems, Curtin University of Technology, Perth, Western Australia.|uhttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/chang.htmt 7R><.=jG .81Lou, Yiping Abrami, Philip C. d'Apollonia, Sylvia 2001JDSmall group and individual learning with technology: A meta-analysis:Review of Educational Research 713e449-521^.Group dynamics Learning Information technology , This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.n`Yhttp://proquest.umi.com/pqdweb?Did=000000114285447&Fmt=4&Deli=1&Mtd=1&Idx=2&Sid=2&RQT=3094 2,Mayadas, Frank, John Bourne, Janet C. Moore 2002b\Elements of Quality Online Education: Practice and Direction, Volume 4 in the Sloan-C series4\ @ 3Elements of Quality Online Education: Practice and Direction, Volume 4 in the Sloan-C series (2002) provides overviews of the status of online education, examples of effective practices, and directions for research and development. Volume 4 addresses these questions: What pedagogical practices promote effective learning online? What are the key areas for achieving cost effective quality in online programs? What services enable new populations of learners to access higher education? What motivates faculty satisfaction in online teaching? What practices assure student satisfaction? Introduction Frank Mayadas, John Bourne, Janet C. Moore I. Learning Effectiveness Learning Effectiveness: What the Research Tells Us Karen Swan Cognitive Presence for Effective Asynchronous Online Learning: The Role of Reflective Inquiry, Self-direction and Metacognition D. Randy Garrison Improving Quantitative Research Methods in Studies of Asynchronous Learning Networks (ALN) Starr Roxanne Hiltz, J.B. Arbaugh II. Cost Effectiveness Linking Cost Effectiveness with Institutional Goals: Best Practices in Online Education Tana Bishop The Costs of Learner-Centered Online Learning: An Exploratory Case Study Christine Geith Balancing Efficiency and Effectiveness in First Year Reading and Writing Gregory L. Waddoups, Gary L. Hatch, and Samantha Butterworth III. Access Improving Access to Online Learning: Current Issues, Practices & Directions John Sener Access Issues and the Current State of Practice at the University of Maryland University College Merrily Stover Removing Barriers to Access: Policy Initiatives to Make Distance Learning Accessible, Affordable, and Available to All Learners Bruce N. Chaloux IV. Faculty Satisfaction Faculty Satisfaction in the Online Teaching-Learning Environment Melody M. Thompson The IUPUI Story of Change Erwin Boschmann Institutional Support for Online Faculty: Expanding the Model Marie J. Fetzner V. Student Satisfaction Student Satisfaction with Online Learning: An Expanding Universe John Sener and Joeann Humbert Longitudinal Success Measures for Online Learning Students at the Rochester Institute of Technology Karen Vignare A Preliminary Investigation of Teaching Presence in the SUNY Learning Network Peter J. Shea, Eric E. Fredericksen, Alexandra M. Pickett, and William E. Pelz LXR]81http://www.aln.org/publications/books/volume4.asp60McCray, Gordan E. Hoppe, Betsy Greenwood, Tamara 1997|uStrategies for Supporting User Populations with Divergent Capabilities in a Technology-Intensive Learning Environment0*Americas Conference on Information Systems|vhttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/mccray.htm  McGraw-Hillo 2003rkMcGraw-Hill Study Summary: Web-Based Technology has Immediate Impact on Student Success in Higher Educationf2 Pagesr June 2003\XQhttps://www.mcgrawhill.ca/highereducation/images/studentsuccess4epressrelease.pdf1Moore, M. Thompson, M. 1997& The effects of distance learning University Park, PAp (!The Pennsulvania State University Morgan, Glenda 2003.(Faculty Use of Course Management Systems6 pagesMay 2003LFhttp://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0302/ekf0302.pdfMorrissey, Charles 2002.'The Realities of the Virtual University081Eighth Americas Conference on Information Systemsc 2417-2422s August 2002\82http://aisel.isworld.org/publication.asp?Pub=AMCIS 20031852334185 (alk. paper)^WImplementing collaboration technologies in industry : case examples and lessons learneda London ; New Yorka Springerxii, 308*$Computer supported cooperative work,[edited and partially written by] Bjrn Erik Munkvold ; with contributions from Sigmund Akselsen ... [et al.]. ill. ; 23 cm. "BCS". Information technology Management. Communication in organizations. Teams in the workplace. Business networks. Computer networks.6/Munkvold, Bjrn Erik British Computer Society.,f&Main 5th floor HD30.2 .I38 20030Pendergast, Mark 1997XQTechnology Supported Education: Virtual WSU Business Administration Pilot Programa0*Americas Conference on Information SystemsxqThis paper discusses a new initiative at Washington State University that will provide the opportunity for place-bound students across the state to earn a Bachelor of Arts in Business Administration. This degree will be fully AACSB accredited. The program under way at WSU will differ from traditional distance learning methods in that it will provide both live interaction between instructor and student via two-way audio/video connections as well as self-study course materials. Students will enter the Virtual Business Degree program after completing an AA degree at a local community college and will be able to complete their BA in two years. Electronic technology such as WWW, email, online audio and video lectures, chat rooms, and EMAIL will be the primary mechanisms used to deliver course materials and administer assignments and exams. Starting in January of 1998, courses will be delivered to students at four learning centers in remote areas of the state. The success of the program will be assessed on a course by course basis and as a whole. Multivariate statistical analysis will be used to measure the differences in student achievement and satisfaction as compared to students in the traditional classroom environment. From this we hope to measure not only the viability of the program but the relative success of distance learning techniques employed in the various courses.y~whttp://aisel.isworld.org/html.asp?Vpath=AMCIS/1997&HTMLpath=http://hsb.baylor.edu/ramsower/ais.ac.97/papers/penderg.htme