Titlebook: Building University Electronic Educational Environments; IFIP TC3 WG3.2/3.6 I Stephen D. Franklin (Co-Chairs of the Local Organi Book 2000

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Moving towards an Effective Electronic Training Environment,culum, and print-based resources toward flexible delivery by facilitators who encourage collaborative learning and the acquisition of problem-solving techniques, using multimedia resources..This transition is rarely smooth, as educators grapple with the need to adapt traditional teaching and learnin

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Building Electronic Educational Environments: Why, What and How?,n, sharing many characteristics with this new workplace. Added value in new forms of education lies in more interactivity and feedback loops, in reorientation of the “process” of learning and in the use of meta-structures. New computer-based media contribute to this added value by providing dynamic

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Better Learning Online?,ia programs and networked computers, it seems very promising. But as holds true of education anywhere and at any time, no simple blueprint is available to transform educational institutions and the organization of learning processes. So it is legitimate to ask how online learning must be superior to

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Commonalities and Differences in Electronic Educational Environments,rs in University Education and IFIP WG 3.6 on Distance Learning. Conference attendees from a wide variety of backgrounds and countries were invited to share experiences and ideas on Electronic Educational Environments. The similarities and differences in the underlying theories and philosophies held

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Vitaly V. Ganusov,Michio Tomuranicus University at Torun, Poland. It serves the continuing education needs of information specialists and librarians from the entire Central and Eastern European region. An international advisory board made up of leading practitioners and academics in the field of information technology designed th