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How Can an Evaluation Rubric Promote Interactive Qualities? Malone, Malm, Loren, Nay, Oliver, Saunders, and Thompson, (1997, October) point out that both students and faculty have additional responsibilities in a distance environment. Faculty must alter both course design and teaching strategies to take advantage of technologies and assure maximum interaction. But they say that students must assume more responsibility for their learning taking the initiative for requesting clarification and feedback to make up for the immediacy offered by face-to-face formats. Malone et al., cite the need for well-researched criteria to help faculty know what they are aiming for when they evaluate the effectiveness of their distance courses.

Part 1 Introduction and Background on Integrating Technology in Education Chapter 1 Educational Technology in Context:

Part II Integrating Software and Media Tutors and Tools into Teaching and Learning Chapter 3 Teaching with Instructional Software

Part III Linking to Learn: Principles and Strategies Chapter 7 Introducing the Internet and Other Distance Learning Tools

Some can now distinguish student emotion and attentiveness with help from animated characters or avatars. Others sense students' metacognitive learning strategies and motivation capabilities, painting a broader picture of their academic capabilities as learners.

for pre-unit testing,

as a practice tool,