CHAPTER 1: TEACHING AND LEARNING INTERNET SKILLS

• Surveys of Internet use indicate that the average age of Internet users is increasing. 
• The continuous growth of the Internet means that a large proportion of Internet users are novices, which means that there is a large and growing market for the learning of Internet skills.

 Overview of Internet skills

• motor skills
• perceptual skills
• graphical user interface skills
• Internet client software skills: e-mail, newsreaders, FTP, and browsers
• conceptual models of how the Internet works
• models of the social organization of the Internet
• work vs. home skills

 Strategies for learning and teaching Internet skills

• self-directed learning
• informal workgroup learning (e.g., interaction with local experts)
• workshops or short courses
• computer books
• Web tutorials

 (description of a sample Internet short course)

CHAPTER 2:  INTRANETS FOR LEARNING AND PERFORMANCE SUPPORT

(contrast of former “classroom training” view with Intranet-based just-in-time performance support view)

Learning and performance support: in addition to training, computers are also being used for performance support.  Electronic performance support systems are a blend of learning and work, with an emphasis on performance as the goal. 

Older definitions of EPSSs focused on components.  According to Gloria Gery, the coiner of the term, an EPSS may be thought of as “an electronic system that provided integrated, on-demand accessed information, advice, learning experiences, examples, and tools to enable a high level of job performance with a minimum of support from other people.”

Newer definitions emphasize impact rather than components, emphasizing “performance-centered design” that reflects a users goals within a given work environment.

Advantages of EPSSs:

• provide access to information
• provide procedural guidance
• provide a collection of tools that support performance
• allow all user selection
• minimize the need for rote learning, thus reducing demands on memory
• embed learning into contexts
• allow novices to perform at a level approaching that of experts on many tasks
• make the right tool available at the right time
• “clarifies relationships, sequences, priorities, decisions, and standards”
• prevents “reinventing the wheel”

Computers are also being used to create open-ended learning environments that encourage exploration and problem solving.

Advantages of Intranets

• Allows for greater access: e.g., EPSS easily available from all workstations.
• Allows for more content creation:  almost everyone can become a content creator.

Concerns and issues

• information overload
• fragmented and poorly utilized resources
• poor updating
• inability of users to properly use the system
• organizational barriers

Characteristics of adult learners

• independent self-concept
• experience
• strong intrinsic motivation

Implications for adult learning

• identification of what needs to be learned is of critical importance.
• Users need training and how to use the system and deciding what resources are best for them.
• encouragement of reflection that allows people to learn from their work activities .

CHAPTER 3: COURSE DEVELOPMENT ON THE WORLD WIDE WEB

Basics

• online syllabi
• e-mail
• Web links
• help with information competency

Advanced

• homework submission
• Web forms
• online testing to find online conferencing

Bells and whistles

• multimedia
• three-dimensional models

Guidelines for course development on the Web

• technology: questions about software, access, computer skills.
• Curriculum: making sure that technology service one’s goals and objectives; new andragogical principles adapted to online learning.
• Construction: authorship, technical assistance, infrastructure, site organization.
• Evaluation: ease-of-use, relevance, functional efficacy and winning, student evaluation, and plans for improvement.

Style

• white space
• language
• focused on objectives
• layout
• organization
• navigation
• readability
• feedback

Problems

• dead links
• backups
• technical jargon
• alternate means of access

CHAPTER 4 ADULT LEARNERS AND INTERNET BASED DISTANCE EDUCATION

A Typology

1. traditional distance learning supplemented with Internet activities (e.g., telecourses augmented by email).

2. Computer conference in

3. Virtual courses and institutions of

Studies about a adult learning with online instruction

• students have been found to progress from process management to the making of meaning (i.e., constructing new knowledge).
• Asynchronicity is more popular
• students experienced little interactivity when they don't keep up or contribute actively.
• Students who view learning as mastering content are less likely to see conferencing as important.
• It is necessary for students to develop strategies for managing peer behavior.
• About half of students thought the workload in an online course is comparable to that of a face-to-face course, but 39 percent thought it was greater.
• Major obstacles include the technology, and demanding personal schedules, and difficult content.
• Major benefits include flexibility of time and location, interesting content, and enhanced learning environments.
• Most students in Web based courses want to take more Web based courses in the future.

Adult learner progress

• Social and academic integration are important in success for adult distance learners

• institutions can facilitate this integration by good course design, stronger teaching and counseling, orientation sessions, and effective administrative support services. 

I hope that's enough to give you the flavor of the book.  As always, if you find any of these ideas interesting you are encouraged to read the book. 

CHAPTER 5: FACILITATING GROUP LEARNING ON THE INTERNET

CHAPTER 6: ONLINE EDUCATION: A STUDY OF EMERGING PEDAGOGY

CHAPTER 7: ETHICAL CONSIDERATIONS IN INTERNET BASED ADULT EDUCATION

CHAPTER 8: ADULT LEARNING AND THE INTERNET: THEMES AND THINGS TO COME