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Blackboard, eCollege, WebCT Quick Start Guides Quick Start Guides are 1-4 pages in length and contain the essential information for getting started with Respondus, Respondus LockDown Browser, StudyMate Class Server, and StudyMate Author. Additional information for Respondus and StudyMate Author can be found in the online help (press the F1 key in Respondus or StudyMate Author) or in the complete user guides.

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ONLINE LEARNER'S PREFERENCES FOR INTERACTION.

EDITORIAL Three Types of Interaction Michael G. Moore

Research has demonstrated that an important factor in student success in university studies is the opportunity for students to work in groups. While many academics would like to include group work, there is often hesitation because of bad experiences when groups have fallen apart and have failed to complete the tasks or left the work to one or a few students who have felt badly put upon.

Resources for Moderators and Facilitators of Online Discussion

Deliberations on teaching and learning in higher education

A prerequisite to the use of computer mediated communication (CMC) when facilitating online instruction is access to a high level of computing power and a reliable telecommunication infrastructure. After saying that, I want to emphasize in the strongest way that when developing and delivering instruction, whether online or not, the use of technology is secondary to well-designed learning goals and objectives. What distinguishes online instruction from entertainment or recreation is the purposefulness of the designers and developers in provoking certain intelligent responses to the learning materials, context, and environment.

Below you will find information and resources for a variety of topics concerning Webcourses@UCF. You may use the navigation (above) to jump to the specific section you would like to explore.

Asynchronous Learning Networks --a term coined by Frank Mayadas of the Sloan Foundation signifies any technology enabled collaborative learning environment using remote resources that can be accessed from anywhere at anytime and yet create a community of learners who are actively interacting, sharing ideas, learning and helping each other learn.

This article describes an ongoing informal study of a distance learning course that uses multiple emerging interactive media to increase and enhance students' participation. (The co-authors are, respectively, the course instructor and a doctoral student in education who took the course and conducted research on students' participation patterns.) First, we present the conceptual context underlying our vision of interactive media for learning; next, we describe the design of the course and the educational interactions this fosters; then, we analyze the learning outcomes that result from this instructional strategy; and finally we discuss the evolution of emerging interactive media. This structure parallels the "scholarship of teaching" framework presented in Randy Bass's article.

Cooperative learning Brothers and fellow professors in the College of Education and Human Development, Roger and David W. Johnson are the nation's leading researchers on cooperative learning. They head the Cooperative Learning Center which focuses on making classrooms and schools more cooperative places and on teaching cooperative skills-leadership, communication, decision making, trust building, and conflict resolution.

Welcome to the University of Central Florida Faculty Handbook. Please click on each section heading to view content or select the button above to view the entire document.