Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Teaching Teleapprenticeships: An Innovative Model for Technology Integration in Teacher Education, References Riel–Waugh

University of Illinois, Urbana-Champaign

Publications

Margaret Riel

Author(s): Riel, Margaret
Title: Virtual Communities for Elementary and Secondary Schools.
Journal: ED, Education at a Distance; v8 n1 p8 12 Jan 1994
Year: 1994
Abstract:
Describes activities for elementary and secondary students who participate in AT&T's Learning Network. Topics include learning circles as virtual communities; forming learning circles; planning projects with teachers and students; exchanging work on the projects; creating a final publication as a group; and evaluating the process. (LRW)
Document Number: EJ503445

Author(s): Riel, Margaret
Title: Educational Change in a Technology-Rich Environment.
Journal: Journal of Research on Computing in Education; v26 n4 p452 74 Sum 1994
Year: 1994
Abstract:
Examines the visions for the redesign of schools and the ways in which computers and communications technology have provided the means for these visions. Highlights include changes in instructional practices, including collaborative learning and interdisciplinary themes; change agents in the redesign of schools; and school organization and educational change. (60 references) (LRW)
Document Number: EJ496588

Author(s): Riel, Margaret; Harasim, Linda
Title: Research Perspectives on Network Learning.
Journal: Machine Mediated Learning; v4 n2 3 p91 113 1994
Year: 1994
Abstract:
Examines educational research conducted in various settings that has adopted network learning approaches. Two categories of network learning are described--collaborative network learning and information network access--and approaches and methods used in studying network learning are discussed, including the design of network learning, network interaction, and educational outcomes. (37 references) (LRW)
Document Number: EJ495112

Author(s): Riel, Margaret
Title: Educational Benefits from Student Writing within Learning Circle Projects.
Journal: Writing Notebook: Visions for Learning; v11 n2 p32 3 Nov Dec 1993
Year: 1993
Abstract:
Describes how, by participating in telecommunication networks such as the Learning Network, students benefit through defining themselves for other students who live in distant regions, and through new understandings of themselves in relationship to others. (SR)
Document Number: EJ475685

Author(s): Riel, Margaret
Title: Telecommunications: Avoiding the Black Hole.
Journal: Computing Teacher; v20 n4 p16 7 Dec Jan 1992 93
Year: 1993
Abstract:
Careful planning is required for teachers to take full advantage of the cross-cultural learning opportunities afforded by electronic networks and telecommunications. Networking with more than one classroom and using a well-defined group project integral to other classroom activities are recommended. (EA)
Document Number: EJ456177

Author(s): Riel, Margaret
Title: Making Connections from Urban Schools.
Journal: Education and Urban Society; v24 n4 p477 88 Aug 1992
Year: 1992
Abstract:
Describes a cooperative-learning technique that uses a computer network and involves cooperation among teams separated by physical and social distances. Teachers' messages and students' work illustrate positive features of network connections for inner-city classrooms that are at-risk because of academic, physical, or economic conditions. (RLC)
Document Number: EJ449522

Author(s): Riel, Margaret
Title: Learning Circles around the Globe.
Journal: Writing Notebook: Creative Word Processing in the Classroom; v8 n3 p38 Jan Feb 1991
Year: 1991
Abstract:
Describes the program Learning Circles on the AT&T Learning Network in which groups of six to eight classes from around the world cooperatively on a common theme designed to extend classroom learning and provide a purpose, audience, and motivation for research and writing. (MG)
Document Number: EJ422632

Author(s): Riel, Margaret
Title: Cooperative Learning across Classrooms in Electronic Learning Circles.
Journal: Instructional Science; v19 n6 p445 66 1990
Year: 1990
Abstract:
Discussion of cooperative learning focuses on the use of Learning Circles on the AT&T Learning Network and its effects on teachers. The use of computer networks to link classrooms for learning activities is described and benefits of such activities for teachers are discussed, including knowledge acquisition, developing new instructional strategies, and increasing self-esteem. (18 references) (LRW)
Document Number: EJ423423

Author(s): Riel, Margaret
Title: Building a New Foundation for Global Communities.
Journal: Writing Notebook; v7 n3 p35 7 Jan Feb 1990
Year: 1990
Abstract:
Describes the process of building electronic communities using the AT&T Long Distance Learning Network that enables groups of teachers and learners to work collaboratively in a global context on topics that are part of their curriculum. (MG)
Document Number: EJ402287

Author(s): Riel, Margaret
Title: Computer-Mediated Communication: A Tool for Reconnecting Kids with Society.
Journal: Interactive Learning Environments; v1 n4 p255 63 Dec 1990
Year: 1990
Abstract:
Discusses the use of computer-mediated communication (CMC) in education and summarizes three studies that demonstrated the positive effect of electronic networking on elementary and secondary students' reading and writing skills and their interest in meaningful educational activities. Highlights include knowledge construction; collaborative learning; and the social context of learning. (Contains 19 references.) (LRW)
Document Number: EJ479859

Author(s): Riel, Margaret M.; Levin, James A.
Title: Building Electronic Communities: Success and Failure in Computer Networking.
Journal: Instructional Science; v19 n2 p145 69 1990
Year: 1990
Abstract:
Discussion of the use of computer networks to create electronic communities highlights a research strategy that compared educational activities conducted across electronic networks to examine features of successful and unsuccessful electronic communities. Networks described include university researchers' networks; teacher networks; student networks; and international networking. (24 references) (LRW)
Document Number: EJ416974

Author(s): Riel, Margaret
Title: The Impact of Computers in Classrooms.
Journal: Journal of Research on Computing in Education; v22 n2 p180 90 Win 1989
Year: 1989
Abstract:
Describes study of elementary students that was conducted to assess the impact of microcomputers on classroom organization, interaction between teachers and students, and student learning. Teacher characteristics and their influence on learning outcomes are discussed, and a study that used computers for a writing project is described. (nine references) (LRW)
Document Number: EJ410537

Author(s): Cohen, Moshe; Riel, Margaret
Title: The Effect of Distant Audiences on Students' Writing.
Journal: American Educational Research Journal; v26 n2 p143 59 Sum 1989
Year: 1989
Abstract:
Writing quality of 2 seventh grade classes in Jerusalem of 22 students each was compared in 2 audience conditions: (1) to the teacher for grades, and (2) to a distant peer audience to share ideas. Papers written to communicate with peers were rated more highly than those written for grades. (SLD)
Document Number: EJ409696

Author(s): Cohen, Moshe; Riel, Margaret
Title: Computer Networks: Creating Real Audiences for Students' Writing. Report No. 15.
Year: 1986
Abstract:
A study examined the effect of a computer network which was designed to create a functional learning environment to engage students in writing as a communicative act with a real audience. Subjects, 44 seventh-grade Israeli students, wrote an essay as part of their regular midterm examination and, a week later, wrote another essay for their peers, intended for transmission through an international newswire service to a network of computers located in Virginia. Students wrote their essays in Hebrew without the use of computers. The essays for the network were then translated into Spanish or English for the computer-linked audience. Results indicated that student essays written for a real audience (their peers) were better organized and dealt with the content in a more informative and elaborate fashion than did the essays written for the exam. (Two tables of data are included; 57 references are attached.) (RS)
Document Number: ED347524

Author(s): Riel, Margaret M.
Title: The Educational Potential of Computer Networking. Interactive Technology Laboratory Report #16.
Year: 1986
Abstract:
The educational potential of computer networks will be realized only when educators stop focusing on technical connections and start asking how educational activities that are supported on computer networks can make a significant contribution to education. Computer networks can contribute to accomplishing educational goals in language arts (by improving reading and writing skills); social science (by facilitating international and intercultural sharing of aspects of daily life, news stories, holiday customs, and social problems); science (by extending the range of observations for solving scientific problems); and foreign language learning (by using the Intercultural Learning Network as a functional learning environment, and increasing motivation for the study of foreign languages in the United States and for the improvement of English communication skills in foreign nations). Among the central issues that have evolved from the collaborative work of those using educational networks are that establishing technical connections between participants is only the first step. An active role for the classroom teacher in designing and implementing such activities is vital if networks are to reach their potential. (30 references) (GL)
Document Number: ED311877

Author(s): Riel, Margaret M.; Levin, James A.
Title: Learning with Interactive Media: Dynamic Support for Students and Teachers. Interactive Technology Laboratory Report #4.
Year: 1985
Abstract:
The controversy over appropriate educational uses of computers is framed along a continuum based on the amount of support provided to the user. Software programs in which the user's role is to respond in a pre-determined structure (program controlled software) anchors one end of the continuum, while software which empowers the user to create new ways to use the computer (user control software) anchors the other end. Both positions in the controversy are too static. An alternative position is proposed: a process of educational software use in which the amount of assistance provided by the computer is systematically decreased as novices gain expertise. This principle, termed "dynamic support," applies to students learning to write and to teachers learning to incorporate computers into their classrooms. (21 references) (Author/GL)
Document Number: ED311870

Author(s): Riel, Margaret
Title: The Computer Chronicles Newswire: A Functional Learning Environment for Acquiring Literacy Skills.
Journal: Journal of Educational Computing Research; v1 n3 p317 37 1985
Year: 1985
Abstract:
Discusses educational uses of microcomputers in context of development theories and models of education and describes the development of a computer-supported writing system for the development of academic skills--a children's newswire service--and its influence on the improvement of low-achieving students' reading and writing skills. (MBR)
Document Number: EJ325530

Author(s): Riel, Margaret; Cole, Michael
Title: Mislabeled, but Not Misidentified. Final Progress Report, 7/1/80-6/30/81.
Year: 1982
Abstract:
The paper describes research examining the interrelationships among cognitive, linguistic, and social development in a sample of dysphasic children (having severe linguistic problems disproportionate to cognitive abilities) using microprocessors as a special diagnostic and training environment. Two studies are described; the first (the Comparison Study) examined problem solving, social skills, and linguistic performance of eight dysphasic and eight normal 8- to 10-year-olds on diagnostic and computer-based tasks. Ss worked on computer games in cooperative and didactic sessions. The performance of dysphasic Ss was lower on almost all measures. In the second study (the Training Study), the dysphasic Ss were given training in problem solving on computers. With small amounts of training, the performance of dysphasic Ss resembled that of the control group. The results of both studies suggest that students' educational history can result in the development of secondary deficits. Lower performance is not always a property of individual deficits, but occurs within a system of interrelated activities. Among educational implications discussed are ways to draw the children into educational experiences, in part by redirecting their metacognitive skills from task avoidance to task analysis; considerations in grouping children with language problems; and the role of computers in education. (CL)
Document Number: ED249740

Michael Waugh

Author(s): Waugh, Michael L.; And Others
Title: Organizing Electronic Network-Based Instructional Interactions: Successful Strategies and Tactics, Part I.
Journal: Computing Teacher; v21 n5 p21 2 Feb 1994
Year: 1994
Abstract:
This first in a series of articles on organizing electronic network-based instructional interactions describes and compares macro-organizational elements, strategies, and tactics of three popular electronic networks: the FrEdMail Network, the National Geographic Kids' Network, and the AT&T Learning Network. (Contains five references.) (LRW)
Document Number: EJ478077

Author(s): Lai, Yee Rong; Waugh, Michael L.
Title: From Information Searching to Learning: A Comparison of Contrasting Hypertextual Menu Designs for Computer-Based Instructional Documents.
Year: 1994
Abstract:
This study examined the influence of three different combinations of document structures and menu designs on users' attitude, performance, and learning in five different search tasks. The three types of combinations studied were: (1) an explicit menu signaling hierarchical structure where cross-referencing was not supported (EXH--explicit and hierarchical); (2) an explicit menu signaling hierarchical structure in which cross-referencing capability was embedded (EXN--explicit and network); and (3) an embedded menu signaling both hierarchical structure and cross-referencing capability (EMN--embedded and network). Based upon the specificity, complexity, and boundary of the search targets, five types of searches were studied--when the target was: simple and fully known; simple but not partially known; complex and fully known; complex but only partially known; and complex and the condition for terminating the search was unclear. Results showed that providing cross-reference links in small- or medium-sized online documents can improve search accuracy but not efficiency. EXN produces the best search accuracy, and EMN encourages in-depth search for tasks that are complex and not fully known. Although EXN was best received by the subjects, it resulted in a greater sense of getting lost for those who used the referential links and backtracking links more often. Causes of this disorientation, reasons why EXN and EMN produced better performance were discussed and search strategies employed by the subjects were investigated. The questionnaire used in the study is appended. (Contains 54 references.) (JLB)
Document Number: ED374770

Author(s): Waugh, Michael L.; Levin, James A.
Title: TeleScience Activities: Educational Uses of Electronic Networks.
Journal: Journal of Computers in Mathematics and Science Teaching; v8 n2 p29 33 Win 1988 89
Year: 1989
Abstract:
Described are successful science activities which have been conducted on an international telecommunications network which links schools in the United States, Mexico, Japan, and Israel. Examined are several activities currently being developed. Reports an innovative way to involve a wide range of students in the scientific process. (MVL)
Document Number: EJ389618

Author(s): Waugh, Michael L.; Currier, Dawn
Title: Computer-Based Education: What We Know and Need to Know.
Journal: Journal of Computers in Mathematics and Science Teaching; v5 n3 p13 5 Spr 1986
Year: 1986
Abstract:
Summarizes current state of knowledge about the impact of computer-based education (CBE) including meta-analysis of elementary, secondary, and postsecondary data. Topics include achievement, aptitude, attitude, retention, and time. Outlines directions for future CBE research. (JM)
Document Number: EJ339405

Author(s): Waugh, Michael L.
Title: Pasta Predation.
Journal: Science Teacher; v53 n5 p36 40 May 1986
Year: 1986
Abstract:
Presents a predator-prey simulation which involves students in collecting data, solving problems, and making predictions on the evolution of prey populations. Provides directives on how to perform the chi-square test and also includes an Applesoft BASK program that performs the calculations. (ML)
Document Number: EJ339321

Author(s): Waugh, Michael L.
Title: Apple Interactive Testing.
Journal: InCider; v1 n9 p36 8, 40 2, 44 5 Sep 1983
Year: 1983
Abstract:
Describes an interactive testing program which uses a sequential text file containing test items. Once the file is created the program does the administration and grading of the test. The complete Applesoft program listing is included. (JN)
Document Number: EJ284519

Author(s): Waugh, Michael L.
Title: The Effect of Teacher Involvement on Student Performance in a Computer-Based Science Simulation.
Year: 1986
Abstract:
Designed to investigate whether or not science teachers can positively influence student achievement in, and attitude toward, science, this study focused on a specific teaching strategy and utilization of a computer-based simulation. The software package used in the study was the simulation, Volcanoes, by Earthware Computer Services. The sample population consisted of 20 average and below average eighth grade earth science students who were randomly assigned to one of two computer simulation laboratories. Teacher behavior varied between the two laboratories. In one laboratory, the teacher was a content and simulation expert, employed a discovery and questioning approach to instruction, and moved about among the students. In the other laboratory, the teacher played the role of one unfamiliar with the content of the simulation, offered only minimal assistance, and remained at the teacher's desk. Student attitudes and achievement were measured. Positive attitudes toward science, scientists, and microcomputers were evidenced. Based on the posttest measure, neither laboratory group learned significantly more than the other about the content of the volcanoes simulation. Results are discussed and the attributes of good simulation courseware are specified. (ML)
Document Number: ED277560

Author(s): Waugh, Michael L.
Title: Proposed Directions for Research in Computer-Based Education.
Year: 1985
Abstract:
Several directions for potential research efforts in the field of computer-based education (CBE) are discussed. (For the purposes of this paper, CBE is defined as any use of computers to promote learning with no intended inference as to the specific nature or organization of the educational application under discussion.) Efforts should be directed at examining: (1) CBE effects on student achievement in all subject areas, focusing on such variables as mode of computer use (tutorial or simulation), nature of computer involvement (computer-assisted instruction or computer-managed instruction, substitute for or supplement to instruction), student characteristics, and design of instructional materials; (2) instructional design and motivational appeal of CBE materials and how they may influence student achievement and attitudes; (3) the relationship between instructional design of CAI and the sex and achievement of students; (4) CBE and the learning of science process skills and concepts; (5) effects of CBE experiences on reading and verbal communication skills; and (6) effects of LOGO and computer programming skills on logical thinking processes and problem-solving skills. It is suggested that these and other areas be examined soon in order to maximize the benefits and minimize the disappointments associated with the evolution of CBE. (JN)
Document Number: ED257627

Author(s): Waugh, Michael L.
Title: The Effects of Diagnostic Testing as an Organizing Feedback Mechanism on the Achievement of First Year College Biology Students.
Year: 1977
Abstract:
This document presents achievement results of a study conducted to determine the effects of diagnostic tests administered to provide immediate feedback and to serve an organizing function in the study of course material. Thirty-three first year college students in biology classes comprised experimental and control groups. Results from the first unit taught indicated no significant increase in student achievement. With a second unit of instruction, however, an increase in student achievement did result for those students using diagnostic organizers. (SL)
Document Number: ED141082

Copyright © 1996, ISTE (International Society for Technology in Education). All rights reserved.