 | Journal of Instructional Science and Technology ISSN: 1324-0781 Editors-in-Chief: Olugbemiro JEGEDE (jegede@ouhk.edu.hk) and Som NAIDU(s.naidu@meu.unimelb.edu.au) |
| Volume 1 No 2, March 1996 - - - Abstracts - - - |
Enriching Computer-Mediated Group Learning by Coupling Constructivism with Collaborative Learning | ||
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| W. R. Klemm and J. R. Snell E-mail: wklemm@vetmed.tamu.edu, jsnell@vetmed.tamu.edu Department of Veterinary Anatomy & Public Health Texas A & M University College Station, TX 77843 | ||
AbstractGroup learning can be a powerful educational experience, whether in distance or on-site education. However, group learning is often trivialised by the threaded-topic discussion format that is typically used in computer conference systems. Teachers can lead a group to raise the intellectual level of group discourse by requiring student groups to produce tangible work products (not just opinion comments) and by creating a logical structure to achieve this end. Secondly, the teacher's efforts can be leveraged by promoting interdependent student teams in which students help each other to produce the academic deliverables. | ||
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Gender Imbalances in Computer Access Among Environmental Science Students | ||
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| Dirk H. R. Spennemann E-mail: dspennemann@csu.edu.au School of Environmental and Information Sciences Charels Sturt University, Albury, N.S.W. Australia | ||
AbstractThe survey of environmental science students at Charles Sturt University studying both in internal and external mode, has shown that the low socio-economic standing of women is carried through to the ownership and access to computers. The observed differences are very severe, clearly setting the women students at a disadvantage. These data seem to confirm the fear that the current economic imbalances between the genders will translate into imbalances in information access and information manipulation, thus resulting in ongoing, or even exacerbated inequity. | ||
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