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Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS.", "publicationTitle": "First Monday", "publisher": "", "place": "", "date": "2009", "volume": "14", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "lane_insidious_2009", "url": "http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2530/2303", "accessDate": "2009-10-06T06:03:26Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0009", "rights": "", "extra": "", "tags": [ { "tag": "#nosource" }, { "tag": "⛔ No DOI found", "type": 1 }, { "tag": "❌ nosource" } ], "collections": [], "relations": {}, "dateAdded": "2009-10-06T06:08:50Z", "dateModified": "2026-03-13T07:30:28Z" } }, { "key": "I5CBMK9E", "version": 5264, "library": { 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"publicationTitle": "Social Forces", "publisher": "", "place": "", "date": "1983", "volume": "61", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "987–998", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "luhmann_insistence_1983", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0026", "rights": "", "extra": "", "tags": [ { "tag": "#nonfile" }, { "tag": "#nosource" }, { "tag": "GER520" }, { "tag": "❌ nosource" }, { "tag": "❓ Multiple DOI", "type": 1 }, { "tag": "❓ nonfile" } ], "collections": [], "relations": {}, "dateAdded": "2010-01-27T04:27:11Z", "dateModified": "2026-03-13T07:30:28Z" } }, { "key": "8GNT9RQT", "version": 5264, "library": { "type": "group", "id": 267, "name": "Media Theory", "links": { "alternate": { "href": "https://www.zotero.org/groups/media_theory", "type": 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"numberOfVolumes": "", "edition": "", "date": "1971", "publisher": "Ohio State University Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "arnold_new_1971", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Books", "callNumber": "0047", "rights": "", "extra": "", "tags": [ { "tag": "#nonfile" }, { "tag": "#nosource" }, { "tag": "history" }, { "tag": "planning" }, { "tag": "suburbia" }, { "tag": "❌ nosource" }, { "tag": "❓ nonfile" } ], "collections": [], "relations": {}, "dateAdded": "2010-01-27T04:27:11Z", "dateModified": "2026-03-13T07:30:28Z" } }, { "key": "EFIFDG8T", "version": 5257, "library": { "type": "group", "id": 267, "name": "Media Theory", "links": { "alternate": { "href": "https://www.zotero.org/groups/media_theory", "type": "text/html" } } }, "links": { "self": { "href": 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"name": "ahmad assem", "links": { "alternate": { "href": "https://www.zotero.org/ahmadassem", "type": "text/html" } } }, "creatorSummary": "Turkle", "parsedDate": "2011-01-11", "numChildren": 1 }, "data": { "key": "WDBPUMH2", "version": 5266, "itemType": "book", "title": "Alone Together: Why We Expect More from Technology and Less from Each Other", "creators": [ { "creatorType": "author", "firstName": "Sherry", "lastName": "Turkle" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2011-01-11", "publisher": "Basic Books", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0-465-01021-0", "DOI": "", "citationKey": "turkle_alone_2011", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Alone Together", "language": "", "libraryCatalog": "Amazon.com", "callNumber": "0016", "rights": "", "extra": "", "tags": [ { 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} } }, "creatorSummary": "Hampton et al.", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "B3IKCIIZ", "version": 5265, "itemType": "report", "title": "Social networking sites and our lives | Pew Internet & American Life Project", "creators": [ { "creatorType": "author", "firstName": "Keith", "lastName": "Hampton" }, { "creatorType": "author", "firstName": "Lauren", "lastName": "Sessions Goulet" }, { "creatorType": "author", "firstName": "Lee", "lastName": "Rainie" }, { "creatorType": "author", "firstName": "Kristen", "lastName": "Purcell" } ], "abstractNote": "Questions have been raised about the social impact of widespread use of social networking sites (SNS) like Facebook, LinkedIn, MySpace, and Twitter. Do these technologies isolate people and truncate their relationships? Or are there benefits associated with being connected to others in this way? The Pew Research Center’s Internet & American Life Project decided to examine SNS in a survey that explored people’s overall social networks and how use of these technologies is related to trust, tolerance, social support, and community and political engagement. \n\nThe findings presented here paint a rich and complex picture of the role that digital technology plays in people’s social worlds. Wherever possible, we seek to disentangle whether people’s varying social behaviors and attitudes are related to the different ways they use social networking sites, or to other relevant demographic characteristics, such as age, gender and social class.", "reportNumber": "", "reportType": "", "institution": "Pew Research Center", "place": "", "date": "2011", "seriesTitle": "Pew Internet & American Life Project", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "hampton_social_2011", "url": "http://pewinternet.org/Reports/2011/Technology-and-social-networks/Summary.aspx", "accessDate": "2011-06-20T06:22:06Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0008", "rights": "", "extra": "", "tags": [ { "tag": "#nosource" }, { "tag": "❌ nosource" } ], "collections": [], "relations": { "owl:sameAs": "http://zotero.org/groups/38572/items/WM3ISP29" }, "dateAdded": "2011-06-20T06:26:39Z", "dateModified": "2026-03-13T07:30:27Z" } }, { "key": "9QFIU3GU", "version": 5264, "library": { "type": "group", "id": 267, "name": "Media Theory", "links": { "alternate": { "href": "https://www.zotero.org/groups/media_theory", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/267/items/9QFIU3GU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/media_theory/items/9QFIU3GU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3512, "username": "ggatin", "name": "Glen Gatin", "links": { "alternate": { "href": "https://www.zotero.org/ggatin", "type": "text/html" } } }, "lastModifiedByUser": { "id": 7216966, "username": "ahmadassem", "name": "ahmad assem", "links": { "alternate": { "href": "https://www.zotero.org/ahmadassem", "type": "text/html" } } }, "creatorSummary": "Mackay and Jacobson", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "9QFIU3GU", "version": 5264, "itemType": "journalArticle", "title": "Reframing information literacy as a metaliteracy", "creators": [ { "creatorType": "author", "firstName": "Thomas", "lastName": "Mackay" }, { "creatorType": "author", "firstName": "Trudi", "lastName": "Jacobson" } ], "abstractNote": "Social media environments and online communities are innovative collaborative\ntechnologies that challenge traditional definitions of information\nliteracy. Metaliteracy is an overarching and self-referential framework\nthat integrates emerging technologies and unifies multiple literacy types.\nThis redefinition of information literacy expands the scope of generally\nunderstood information competencies and places a particular emphasis\non producing and sharing information in participatory digital environments.", "publicationTitle": "College & Research Libraries", "publisher": "", "place": "", "date": "2011", "volume": "72", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "62-78", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.5860/crl-76r1", "citationKey": "mackay_reframing_2011", "url": "http://crl.acrl.org/content/72/1/62.abstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "#nosource" }, { "tag": "❌ nosource" } ], "collections": [], "relations": {}, "dateAdded": "2011-07-29T14:44:04Z", "dateModified": "2026-03-13T07:30:27Z" } }, { "key": "9W2X6CAK", "version": 5264, "library": { "type": "group", "id": 267, "name": "Media Theory", "links": { "alternate": { "href": "https://www.zotero.org/groups/media_theory", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/267/items/9W2X6CAK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/media_theory/items/9W2X6CAK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3512, "username": "ggatin", "name": "Glen Gatin", "links": { "alternate": { "href": "https://www.zotero.org/ggatin", "type": "text/html" } } }, "lastModifiedByUser": { "id": 7216966, "username": "ahmadassem", "name": "ahmad assem", "links": { "alternate": { "href": "https://www.zotero.org/ahmadassem", "type": "text/html" } } }, "creatorSummary": "Mikropoulos and Natsis", "parsedDate": "2011-04", "numChildren": 2 }, "data": { "key": "9W2X6CAK", "version": 5264, "itemType": "journalArticle", "title": "Educational virtual environments: A ten-year review of empirical research (1999-2009)", "creators": [ { "creatorType": "author", "firstName": "Tassos A.", "lastName": "Mikropoulos" }, { "creatorType": "author", "firstName": "Antonis", "lastName": "Natsis" } ], "abstractNote": "This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational value of VR and incorporate their learning goals in Educational Virtual Environments (EVEs). Although VR supports multisensory interaction channels, visual representations predominate. Few are the studies that incorporate intuitive interactivity, indicating a research trend in this direction. Few are the settings that use immersive EVEs reporting positive results on users' attitudes and learning outcomes, indicating that there is a need for further research on the capabilities of such systems. Features of VR that contribute to learning such as first order experiences, natural semantics, size, transduction, reification, autonomy and presence are exploited according to the educational context and content. Presence seems to play an important role in learning and it is a subject needing further and intensive studies. Constructivism seems to be the theoretical model the majority of the EVEs are based on. The studies present real world, authentic tasks that enable context and content dependent knowledge construction. They also provide multiple representations of reality by representing the natural complexity of the world. Findings show that collaboration and social negotiation are not only limited to the participants of an EVE, but exist between participants and avatars, offering a new dimension to computer assisted learning. Little can yet be concluded regarding the retention of the knowledge acquired in EVEs. Longitudinal studies are necessary, and we believe that the main outcome of this study is the future research perspectives it brings to light.", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "April 2011", "volume": "56", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "769-780", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "16/j.compedu.2010.10.020", "citationKey": "mikropoulos_educational_2011", "url": "http://www.sciencedirect.com/science/article/pii/S0360131510003052", "accessDate": "2011-06-24T08:09:26Z", "PMID": "", "PMCID": "", "ISSN": "0360-1315", "archive": "", "archiveLocation": "", "shortTitle": "Educational virtual environments", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "0009", "rights": "", "extra": "", "tags": [ { "tag": "#nonfile" }, { "tag": "#nosource" }, { "tag": "Applications in subject areas", "type": 1 }, { "tag": "Interactive learning environments", "type": 1 }, { "tag": "Pedagogical issues", "type": 1 }, { "tag": "Virtual reality", "type": 1 }, { "tag": "⚠️ Invalid DOI", "type": 1 }, { "tag": "❌ nosource" }, { "tag": "❓ nonfile" } ], "collections": [], "relations": {}, "dateAdded": "2011-06-24T08:09:26Z", "dateModified": "2026-03-13T07:30:27Z" } }, { "key": "XQPFKJT6", "version": 5264, "library": { "type": "group", "id": 267, "name": "Media Theory", "links": { "alternate": { "href": "https://www.zotero.org/groups/media_theory", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/267/items/XQPFKJT6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/media_theory/items/XQPFKJT6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3512, "username": "ggatin", "name": "Glen Gatin", "links": { "alternate": { "href": "https://www.zotero.org/ggatin", "type": "text/html" } } }, "lastModifiedByUser": { "id": 7216966, "username": "ahmadassem", "name": "ahmad assem", "links": { "alternate": { "href": "https://www.zotero.org/ahmadassem", "type": "text/html" } } }, "creatorSummary": "Freitas and Neumann", "parsedDate": "2009-02", "numChildren": 2 }, "data": { "key": "XQPFKJT6", "version": 5264, "itemType": "journalArticle", "title": "The use of exploratory learning for supporting immersive learning in virtual environments", "creators": [ { "creatorType": "author", "firstName": "Sara de", "lastName": "Freitas" }, { "creatorType": "author", "firstName": "Tim", "lastName": "Neumann" } ], "abstractNote": "User interfaces are becoming more intuitive following the requirements of the individual learner and reinforcing the drive towards more personalised learning and greater learner autonomy. There are clearly a new set of challenges emerging for teaching practitioners that will have implications upon not just what is learned but importantly upon lesson planning. This paper explores these changes to teaching through a consideration of an exploratory learning model which allows practitioners to rethink how they teach in 3D and immersive spaces where learning sequences and experiences are choreographed to support peer interactions and exchanges. The ELM extends from Kolb's experiential learning model to adapt the use of 3D applications, and provides examples from research and development projects to exemplify how the model works in practice. 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The copyright of all content published in IRRODL is retained by the authors. However, all IRRODL content is licensed under a Creative Commons licence with the following conditions: Content may be re-used, reprinted, or translated as long as it is attributed to the author(s) and to IRRODL. For more details and examples of allowed use under IRRODL's Creative Commons licence, visit http://creativecommons.org/licenses/by/3.0/ . For any use of content that does not conform to this Creative Commons licence, you must obtain permission from the managing editor at irrodl@athabascau.ca .", "extra": "Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. 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