Editorial

e-JIST Vol 7 No 1

As Executive Editor, let me welcome both old and new subscribers to the first edition of e-JIST for 2004. This edition has taken much longer than expected to produce and my apologies to all contributors who have waited patiently while I have laboured over the various papers and submissions. I trust you will find the collection of papers both insightful and useful.

We start the 2004 year with an interesting collection of contributions from a number of international authors and practitioners, all focussing on instructional approaches aiming to improve the teaching and learning experience through the use of technology-based environments. First up, Hermann Astleitner and Peter Lintner from the University of Salzburg in Austria provide a paper on their research into the role that motivational instructional strategies influence motivation in self-regulated learning. This builds on the previous work of Keller and the more recent work of Rheinberg, Vollmeyer and Rollett. The outcomes demonstrate that much more work is required in this area in the future.

Elizabeth Murphy from Memorial University of Newfoundland, Canada follows with a paper on the design of web-based learning environments using a learning object approach. Building on the concepts of ‘reuseablity’ and ‘repurposability’ as described in earlier works by Wiley, Murphy reports on a recent study which attempts to operationalise concepts such as ‘granularity’, ‘reuseability’, ‘scalability’ and ‘interoperability’. This attempt to move from theory to practice provides food for thought for those involved in instructional design in e-learning environments.

The final paper in this section is from Peter Van Petegem and Toby De Loght from the University of Antwerp, Belgium, and Ann Shortridge from the University of Arkansas, USA. They describe and report on their recent work involving the AILO model of ‘powerful learning’ which was recently trialled at the University of Antwerp. Particular reference to the importance of interactivity in learning and the development of what they term ‘powerful adequate dialogue learning’ emerge from their discussion.

In the ‘Current Practice’ section, we have a number of reports of ‘works in progress’ from different parts of the globe, starting with RMIT University’s Armstrong, Berry and Lamshed’s short piece on the increasing use blogs as electronic learning journals. Ken Neo from Malaysia describes his experience of using multimedia tools to enhance teaching and learning practice with particular reference to the use of Authorware to create multiple choice tests. Ken Eustace (Charles Sturt University), Joseph Meloche (The University of Wollongong) and James Henri (The University of Hong Kong) discuss the results of research into the educational value of student use of online forums, and the values of such a curriculum model for continuous learning by distance education for information professionals. Stacie Gomm from Utah State University and Andrew Gibbons from Brigham Young University build on the previous work of Norman (1990) to describe how embedded languages exist within products we use in our everyday lives, and how developers of instruction or products should design learning products which are more conducive to the users’ world. We finish this section with a paper from a team of researchers from The University of Missouri – Rolla (Hall, Digennaro, Ward, Havens and Ricca) who have some interesting observations on web-based learning environments and the use of a progressive scaffolding approach in their design. All contributions here demonstrate the variety of approaches and thinking to teaching and learning in the technology age.

In the ‘Commentary’ section, Boris Handal provides a different view on the adoption of technology-based approaches to education in schools, noting the importance of teachers’ beliefs and the strong influence they have on the decisions made in the classroom about how teaching and learning take place. Is this merely stating the obvious or something many teachers are doing subconsciously?

In the ‘Melting Pot’ section, there are three more contributions from very different parts of the world. Alejandro Franco J provides an interesting piece on the emergence of e-learning in Columbia. I’m sure many will relate to the challenges he describes! Iroha Kalu and C.O. Ekwueme from The University of Calabar, Nigeria, raise issues about the literacy level and attitude of science teachers towards information and communication technology (ICT) application in science, technology, and mathematics education. Their research shows surprisingly low levels of literacy amongst teachers in Nigeria. Finally, Pichai Tongdeelert from Kasetsart University in Bangkok, Thailand discusses the Collaborative Computer Network Based Learning (CCNBL) where designers can integrate collaborative learning technologies and collaborative learning strategies in the design and development process.

I hope you enjoy this bumper edition of e-JIST and I look forward to receiving your comments, suggestions and contributions in the future.

Alan Smith
Executive Editor – e-JIST
smith@usq.edu.au