3-Dimensional Online Learning Environments: Examining Attitudes toward Information Technology between Students in Internet-Based 3-Dimensional and Face-to-Face Classroom Instruction
Educational Media International Volume 42, Number 3, ISSN 0952-3987
3-dimensional online learning environments can provide a means for users with limited connectivity to the Internet to participate as fully as their broadband-enabled peers in collaborative experiences, information sharing and feedback. Nearly 90% of the universities in the USA that support distributed learning programmes use web-based course delivery methods. Directors of these programmes state that web-based delivery allows them to handle the wide range of connectivity among student populations. 3-Dimensional online learning environments can increase online course interaction and feedback beyond current web-based document delivery in a cost effective and scaleable manner. This article examines attitudes to information technology of students in a 3-dimensional online learning environment versus those involved in face-to-face classroom instruction at the University of North Texas. We were interested in looking to see how the benefits of immersion, interaction and feedback provided by the 3-dimensional online learning environment would impact on the students' attitudes to information technology for an established traditional course.
Jones, J.G., Morales, C. & Knezek, G.A. (2005). 3-Dimensional Online Learning Environments: Examining Attitudes toward Information Technology between Students in Internet-Based 3-Dimensional and Face-to-Face Classroom Instruction. Educational Media International, 42(3), 219-236.
Cited ByView References & Citations Map
Yu-Fen Chen, Chihlee Institute of Technology; Huai-en Mo
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Christine Russell, Florida State College at Jacksonville, United States; Mary Farwell & Deborah Ferrell, East Carolina University, United States; Brown McFadden, Beaufort County Community College, United States; Nasseh Tabrizi, East carolina University, United States
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Kenneth Luterbach, Florida Atlantic University, United States; Diane Rodriguez, Barry University, United States
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