Editorial

e-JIST Vol 7 No 2

Welcome to this second edition of e-JIST for 2004. I trust you will find this collection of papers both insightful and useful. You may notice that several of our past contributors have provided new material for this edition. As always, your feedback on any of the published works would be most appreciated.

We start this edition with contributions from a number of international authors and practitioners, all focussing on instructional approaches aiming to improve the teaching and learning experience through the use of technology-based environments. First up, Boris Handal and Anthony Herrington from Australia provide an examination of the concepts of field dependent and field independent cognitive styles within the context of computer-based instruction. Following a review of these learning style constructs and various research studies associated with hypermedia environments, a number of potential avenues for future research are provided.

The first paper also leads neatly into the next contribution from Hermann Astleitner from the University of Salzberg, Austria, entitled “Multimedia Elements and Emotional Processes”. He argues that existing theoretical models regarding multimedia cognitive and motivational processes do not incorporate emotional processes and this work provides a suggested model for doing so. The implications for instructional design and e-learning strategies are also explored.

A different perspective on multimedia design is provided in the next paper by S.L. Muthukumar from Nanyang Technological University, Singapore. He too focuses on the issues surrounding the development of ‘engaging’ online courseware and provides an interesting contrast to the Astleitner perspective.

The final paper in this section is by Terry Anderson and Norine Wark from Athabasca University, Canada, who ask “Why do teachers get to learn the most?”  The authors undertook a research project to address this issue by developing an innovative instructional design in which collaborative groups of students working at a distance, create, share and assess learning content with their peers through online learning portals. There conclusions make interesting food for thought.

In the ‘Current Practice’ section, the single contribution is from Paul Hoskin from the University of Notre Dame, now based at the University of Freiburg, Germany. He to is writing on the theme of learning styles, preferences and metacognition. This work reports on a small case study he recently conducted with engineering students and has makes some interesting observations.

In the ‘Commentary’ section, Tzung-I Tang from Kai Nan University, Taiwan, offers a piece on ‘adaptive structuring theory’ through a study of learners use of distance education systems. In the Melting Pot section, Mara Alagic from Witchita State University, USA introduces the concept of a theoretical model called CALEM which has emerged with the range of new learning environment now on offer. Both these contributions show the types of research currently being undertaken by practitioners around the world.

Finally I have included a book review of Christine Talbot’s publication “Studying at a Distance” for your interest.

I do hope you enjoy this edition of e-JIST which will be our last for this year. I look forward to receiving your comments, suggestions and contributions in the future. If you are not already on our mailing list drop me an email and I will make sure you are notified when our next edition is published in early 2005.

Until next time…

Alan Smith
Executive Editor – e-JIST
smith@usq.edu.au