Computer Mediated Consultation Articles from EBSCO Searches
E-health: Technology-mediated Health Communication.
Author(s): Kreps, Gary L.
Journal of Health Psychology; Jan2003, Vol. 8 Issue 1, p5, 2p
Abstract: Introduces a series of articles on technology-mediated health communication. Electronic health applications and opportunities; Development and application of criteria for evaluating e-health programs; Development and evaluation of several e-health programs.
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Student perspectives on transitioning to new technologies for distance learning
Author(s): Cartwright JC; Menkens R
CIN: Computers, Informatics, Nursing (CIN COMPUT INFORM NURS), 2002 Jul-Aug; 20(4): 143-9 (18 ref)
Abstract: This article reports on students' perceptions of their learning experiences when an existing distance-learning master's program transitions to new technologies and new instructional strategies. Unique elements addressed in this article include (1) findings when a program with extensive experience delivering distance education changes to new technologies and (2) findings when a multidimensional format is used to evaluate program delivery. The technology changes involved migrating from a satellite-based technician-supported videoconferencing system to a land-based faculty-operated videoconferencing system and the addition of class Web materials and asynchronous computer conferencing to course delivery. The multidimensional evaluation format examined student experiences within the context of specific interactions among instructional activities, technology applications, and desired learning outcomes. The evaluation process involved (1) open-ended and structured items in course surveys and (2) an end-of-year student focus group discussion. A formative evaluation approach was used; this article reports on efforts to address the problems identified. Findings include (1) program planners should not assume that prior institutional experiences with distance education facilitate a smooth transition to use of different technologies and (2) a formative multidimensional approach to program evaluation is critical for understanding student experiences with technology-mediated distance education.
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Using Technology Mediated Instruction To Support an Introductory Structures Course for Construction Undergraduates.
Author(s): Burt, R. A.
Journal of Construction Education v7 n2 p97-105 Sum 2002
Abstract: Presents an incremental approach to developing a website to support an introductory construction structures course. Outlines the structure and content of the web. Provides results of a survey of 135 undergraduates during the Fall 2000 and 2001 semesters that suggest the website is a useful tool in supporting an introductory structures course. (SK)
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Forging into the Wired Wilderness: A Case Study of a Technology-Mediated Distributed Discussion-Based Class.
Author(s): Yoo, Youngjin; Kanawattanachai, Prasert; Citurs, Alex
Journal of Management Education v26 n2 p139-63 Apr 2002
Abstract: A binational management course used computer-mediated small-group discussions between students in the United States and Hungary. Individual and dyad (U.S.-Hungarian student pairs) case analyses were evaluated using an integrative complexity measure. Despite technical difficulties, students produced complex and comprehensive arguments after three sessions. (Contains 28 references.) (SK)
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Graduate and Inservice Education. [SITE 2002 Section].
Author(s): Crawford, Caroline M., Ed.
Notes: In: Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference (13th, Nashville, TN, March 18-23, 2002); see IR 021 349.
Publication Year: 2002
Abstract: This document contains the papers on graduate and inservice education from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: Geographic Information Systems in teacher education; re-certification and accreditation; construction of a Web site by graduate teacher education students; Web-based professional development forum to enhance teacher education; building an educational technology masters degree program with ISTE/NCATE standards; the Learning Schools Programme (United Kingdom); Web-based guidance system for the living technology teacher; using technology to engage and empower students outside of the classroom; developing effective teaching skills through instructional technologies; university-schools collaboration in the appropriate use of information communication technologies; Web-based multimedia for educators course; Utah state-wide professional development model; integrating inquiry-based learning into project-based methodology using a constructivist approach; composite picture of the state of computer use and teacher training; Canada-wide Francophone network of teaching expertise; helping inservice teachers facilitate the use of information technology during preservice teacher field experiences; e-supervision of graduate students using videoconferencing; knowledge creation strategies in teacher education; technology in the children's literature course; use of instructional technologies in enhancing effective teaching skills; triadic collaboration--a three-sided approach to technology integration; the Portuguese Information Society; WebQuests for course delivery and integration training; Web-based conferencing to promote interactivity and collaboration in teacher preparation; information technology education for teachers in Hong Kong; hybrid courses; exploding barriers and obstacles to language learning; using moral development theory to teach K-12 cyber-ethics; learning environments in adult teacher education; effectiveness of types of learner interactivity in an online professional development course; evaluation of a Goals 2000 faculty development project; graduate instruction combining online, on-site, and face-to-face; professional development CD-ROM for dealing with disruptive pupils; technology innovation challenge grant lessons learned; establishing graduate cohorts for inservice teachers in rural regions; Project MITTS (Master Instructional Technology TeacherS); using online sessions in traditional face-to-face graduate education classes; computer camp for teachers; using a resource-based learning environment to foster self-directed learning in inservice teachers; technology use in case-based teacher education; formative evaluation of an online master's program; PalmOS handheld computers and standards, assessment, and accountability; incorporating cognitive learning theory and instructional design models in graduate-level multimedia development courses; integrated constructionist model for meaningful online learning; writing scenarios for learning to teach with technology; ChalkTalk OnLine; and learning to teach for understanding in a technology-mediated professional development environment. Several brief summaries of conference presentations are also included. Most papers contain references. (MES)
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Telecommunications: Preservice, Inservice, Graduate, and Faculty. [SITE 2002 Section].
Author(s): Espinoza, Sue, Ed.
Notes: In: Proceedings of Society for Information Technology & Teacher Education International Conference (13th, Nashville, Tennessee, March 18-23, 2002); see IR 021 349.
Country of Publication: U.S.; Tennessee
Publication Year: 2002
Abstract: This document contains the following papers on preservice, inservice, graduate, and faculty use of telecommunications from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Alternative Classroom Observation through Two-Way Audio/Video Conferencing Systems" (Phyllis K. Adcock and William Austin); (2) "Looking into Classrooms: A Technology Mediated Observation Program for Preservice Teachers" (Judith A. Boccia, Patricia L. Fontaine, F. Michael Lucas); (3) "Video Conferencing as a Tool To Link Colleges of Education with K-12 Schools: A P3T3 Project Initiative" (James D. Lehman and Rabih Razouk); (4) "In Their Own Words: Pre-Service Teachers' Perceptions of ICT Integration" (Petrea Redmond and Peter Albion); (5) "Improving Experiment Project Evaluation through Web-Based Self- and Peer Assessment" (Yao-Ting Sung, Chen-Shan Lin, Chee-Lung Lee Kuo-En Chang); (6) "A Comparison to Two Types of Electronic Communication in an Undergraduate Teacher Education Course" (Melissa A. Thomeczek); and (7) "The Collaboratory in Your Program" (Bonnie Thurber and Bob Davis). Brief summaries of conference presentations on a video conference virtual field trip and helping students pass PRAXIS I are also included. Most papers contain references. (MES)
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Relational control and interactive media choice in technology-mediated communications situations.
Author(s): Kayany, Joseph M., Wotring, C. Edward
Human Communication Research; Mar96, Vol. 22 Issue 3, p399, 21p, 3 charts
Abstract: Develops a framework to examine the communication goals of interacting partners and how these affect interactive media choice. Relational control as the major factor in media choice in technology-mediated communication situations when the relational dimension of communication goals is competitive.
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The evolution of distance learning: Technology-mediated interactive learning.
Author(s): Dede, Christopher J.
Journal of Research on Computing in Education; Spring90, Vol. 22 Issue 1, p247, 18p
Abstract: Describes how the delivery of instruction over distance could become an even more powerful and useful educational medium through incorporating ideas from cooperative learning and computer supported cooperative work. Advances in information technology that could improve education; Design of distance learning environments; How distance learning can enhance pluralism.
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Audience awareness in technology-mediated environments.
Author(s): Helman, J. K. Gallini & N.
Educational Technology Abstracts 1/1/2003 Vol. 0 Issue p.0, 1
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Technology-Mediated Communication
Ergonomics Abstracts 1/1/2003 Vol. 0 Issue p.0, 1
Author(s): GATTIKER; U.E.; ED
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Technology-mediated leadership development networks: expanding educative possibilities
JOURNAL OF EDUCATIONAL ADMINISTRATION 2003; VOL 41; PART 2 p.201, 18 p.
Author(s): Webber, C. F.
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A Multifaceted Approach to Technology Mediated Learning
JOURNAL OF EDUCATIONAL TECHNOLOGY SYSTEMS 2003; VOL 31; PART 2 p.157, 20 p.
Author(s): Ganesan, N.
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E-health: Technology-mediated Health Communication.
Journal of Health Psychology Jan2003, Vol. 8 Issue 1, p5, 2p
Author(s): Kreps, Gary L.
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The Nature and Prevention of Harm in Technology-Mediated Self-Help Settings: Three Exemplars
Journal of Technology in Human Services 1/1/2003 Vol. 17 Issue 2-3 p.267, 27
Author(s): Waldron PhD, Vincent
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Forging into the wired wilderness: a case study of a technology-mediated distributed discussion-based class.
Human Resources Abstracts 9/1/2002 Vol. 37 Issue 3 p.325, 148
Author(s): Yoo, Youngjin, Prasert Kanawattanachai, and Alex Citurs.
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How to Improve Learning Outcomes Using Technology-Mediated Instruction (TMI)
COMPUTERS IN LIBRARIES -ANNUAL CONFERENCE AND EXHIBITION USA- 2002; CONF 17 p.366
Author(s): Williams, B. A.
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A Model for Selecting Technology Mediated Learning Strategies
EDUCATIONAL TECHNOLOGY -SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ- 2002; VOL 42; PART 6 p.49, 6 p.
Author(s): Palaskas, T.
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Learning to Teach for Understanding in a Technology-Mediated Professional Development Environment
TECHNOLOGY AND TEACHER EDUCATION ANNUAL 2002; VOL 2 p.923, 5 p.
Author(s): Williams, R.
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Looking into Classrooms: Technology-Mediated Observation Program for Preservice Teacher Education
TECHNOLOGY AND TEACHER EDUCATION ANNUAL 2002; VOL 4 p.2418, 5 p.
Author(s): Boccia, J.; Fontaine, P.
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A Framework for the Design of Research in Technology-Mediated Learning Environments: A Sociocultural Perspective
EDUCATIONAL TECHNOLOGY -SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ- 2001; VOL 41; PART 2 p.15, 7 p.
Author(s): Gallini, J. K.
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Developing a Discourse Community of Preservice Teachers in a Technology-Mediated Context
TEACHER EDUCATOR 2000; VOL 35; PART 4 p.64, 19 p.
Author(s): Edens, K. M.; Gallini, J. K.
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Strategies to Reduce Stress - Instructors New to Technology-Mediated Instruction
TECHNOLOGY AND TEACHER EDUCATION ANNUAL 1999; VOL 1 p.538, 4 p.
Author(s): Goodale, C.
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Theories and methods in mediated communication.
Author(s): Whittaker, Steve
Graesser, Arthur C. (Ed); Gernsbacher, Morton Ann (Ed); et al; 2003. Handbook of discourse processes. Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers. pp. 243-286
Abstract: The main part of this review is organized around 3 main theoretical approaches to technology-mediated communication. First, this chapter discusses the general characteristics of mediated communication theories and methods in this area. Then the author characterizes each theory in detail and evaluates the evidence for it. This chapter concludes with a discussion of practical and theoretical issues. (PsycINFO Database Record (c) 2003 APA, all rights reserved)
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Describing functional requirements for knowledge sharing communities.
Author(s): Garrett, Sandra, Purdue U, School of Industrial Engineering, West Lafayette, IN, US
Caldwell, Barrett, Purdue U, School of Industrial Engineering, West Lafayette, IN, US
Behaviour & Information Technology, Vol 21(5), Sep-Oct 2002. Special Issue: WWDU 2002--World Wide Work: Proceedings of the 6th International Scientific Conference on Work With Display Units held in BerchtesgadenMay 22-25, 2002. pp. 359-364. Journal URL:
Abstract: Human collaboration in distributed knowledge sharing groups depends on the functionality of information and communication technologies (ICT) to support performance. Since many of these dynamic environments are constrained by time limits, knowledge must be shared efficiently by adapting the level of information detail to the specific situation. This paper focuses on the process of knowledge and context sharing with and without mediation by ICT, as well as issues to be resolved when determining appropriate ICT channels. Both technology-rich and non-technology examples are discussed. (PsycINFO Database Record (c) 2003 APA, all rights reserved)
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Teaching family therapy in an electronic age.
Author(s): Maggio, Laura Muscato, Springfield Coll, Chenail, Ron, Todd, Tracy
Abstract: Presents 3 uses of educational technology within the field of family therapy, with each of the authors elaborating on 1 of the 3 distinct types. The article discusses distance education and ways to create distributed learning environments for teaching qualitative research. This taps into technologies such as the Internet, the telephone, and the fax machine to help students "travel" where the information is stored. Also described is an online brief therapy course, and a multimedia program for analysis and presentation of family of origin issues, each developed by 1 of the other 2 authors. The article discusses some of the general issues raised by technology-mediated learning. (PsycINFO Database Record (c) 2002 APA, all rights reserved)
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Research commentary: Technology-mediated learning-A call for greater depth and breadth of research.
Author(s): Alavi, Maryam, Emory U, The GoizuetaBusinessSchool, Atlanta, GA, US
Leidner, Dorothy E.
Information Systems Research, Vol 12(1), 2000. pp. 1-10.
Abstract: Universities and corporate training facilities have been investing in information technologies (ITs) to improve education and training at an increasing rate during the past decade. Many new companies are emerging to provide tools and services to enable the effective design of IT-based learning solutions. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice. This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. This question requires an explicit consideration of relationships among technology capabilities, instructional strategy, psychological processes, and contextual factors involved in learning. The essay also recommends attention to a greater breadth of research questions, including issues of how technology-mediated learning affects program design and what structures and processes universities can employ to facilitate innovation. (PsycINFO Database Record (c) 2002 APA, all rights reserved)
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Toward assessment of knowledge-building practices in technology-mediated work group interactions.
Author(s): Derry, Sharon J., Gance, Stephen, Gance, Laure Lee, Schlager, Mark
Lajoie, Susanne P. (Ed); 2000. Computers as cognitive tools: No more walls, Vol. II. Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers. pp. 29-68
Abstract: Describes the authors' research on the Teacher Professional Development Institute (referred to as TAPPED IN, or TI). The researchers were interested in how TI-type environments afford and constrain the social construction of new knowledge. The authors developed an overarching framework for studying social knowledge construction in online communities and outlined a program of research and a practical set of metrics for studying and evaluating online professional communities as knowledge construction entities. They used four different theoretical frameworks as guides for their research: a situative-sociocultural perspective, sociocognitive theory, argumentation, and group information processing theory. The authors suggest that the four frameworks together guide and enhance the study and evaluation of social knowledge construction in working online communities and note that an integrated approach involving the use of multiple perspectives and methodologies allows for a much fuller picture of knowledge construction than could be gained from only one view. (PsycINFO Database Record (c) 2002 APA, all rights reserved)
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The impact of telemedicine technology on information exchange and role expression in an interdisciplinary team.
Author(s): Whitener, Betty Lynn, U North Carolina at Chapel Hill, US
Dissertation Abstracts International: Section B: The Sciences & Engineering, Vol 59(12-B), Jun 1999. pp. 6289.
Abstract: This study examines the effects of the implementation of a telemedicine program on the content and process of communication among members of two interdisciplinary teams of clinicians, one based in Chapel Hill in the University of North Carolina Medical School and the other at Our Community Hospital in Scotland Neck, in rural northeastern North Carolina. The Chapel Hill team either travels to the rural site or meets the rural team via telemedicine technology to coordinate and strengthen geriatric health care services at the rural site. The central question is: does the introduction of telemedicine technology affect the transfer of information among members of the teams? This study uses an intensive case-study and content analysis approach. Key informants—interdisciplinary team members—were interviewed in depth. Issues explored in these interviews included proof of concept; the impact of technology on the interdisciplinary team approach; and telepresence, collegiality and privacy. Team interactions also were assessed for content, using a taxonomy of group roles, and process, using the System for the Multiple Level Observation of Groups (SYMLOG). Members of the combined team reported that they were generally satisfied with the telemedicine system but that they felt more time pressure and acted more formally in telemedicine sessions than in face-to-face sessions. University-based practitioners who initiated the use of proxies for conducting physical examinations reported satisfaction that the exams were done properly, but the rural-based practitioners who performed the proxy examinations expressed reservations about their roles. SYMLOG analysis revealed that in telemedicine sessions almost everyone exhibited friendlier behavior and the rural participants became more dominant than in face-to-face sessions. Group role analysis revealed that the university-based practitioners dominated telemedicine sessions (filling two group roles to every one filled by the rural-based practitioners) to a lesser degree than they dominated face-to-face sessions (filling six group roles to every one filled by rural-based practitioners). This finding suggests that rural practitioners are empowered to participate more equally with university-based practitioners in technology-mediated interactions than in face-to-face interactions. (PsycINFO Database Record (c) 2002 APA, all rights reserved)