Douglas M. Harvey

The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems

In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a cognitive flexibility approach when measuring attitude changes. Specifically, in this study, we examined whether a learning task assigned to the learner impacts his or her attitude toward the emotionally charged and complex topic of sexual harassment. Results suggest a task need to be carefully constructed so that learners may adapt their attitudes toward sexual harassment.

A General Framework for the Development of Web-Based Instruction

Abstract Based on a significant need for categorizing the various components available for use in Web‐based instruction, the authors have developed a hierarchical framework for describing the instructional activities common with this form of instruction. This framework includes six levels ranging from simple information delivery to immersive collaborative environments and includes the general instructional perspective, Web/Internet activities, and specific examples of Web‐based components and tools for each level. It is hoped that this framework will help instructional designers, developers, teachers and trainers in their use of this powerful new instructional tool.

Learning and Instructional Technologies for the 21st Century

In preface, Leslie Moller, an Associate Professor and former Chair of the Technology for Education and Training Division at the University of South Dakota, introduces the book and explains readers how the first AECT Research Symposia resulted a series of reading from leading scholars in instructional technology field. He admits the importance of technology with the main advantages of enabling advanced learning designs, paradigms and learning interactions and adds ―..without consideration to the process of learning and all that it involves, technology, by itself, is not going to make a real difference.‖ He also implies that what we should do is not just adding better or more technology to an existing system but do start over and create an entirely new system.

Single-Sex Computer Classes: An Effective Alternative

ConclusionConsidering the technology gender gap that exists today, there can be no doubt that our current educational system is not engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable (http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections and impede female progression through technology classes. It is these factors that our educational system must address.Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi, 1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice, 1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to pursue higher level computer classes.Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology gap (Kumagi, 1995).