Collaborative Learning in an Internet Graduate Course: A Case Study 
AnalysisBy: Patricia Comeaux, & Mary Anne Nixon

As educators transition their courses from a traditional classroom to an Internet learning environment, a paramount concern is maintaining the essentials of a collaborative learning environment.  In the premier issue of WebNet Journal, Carlson and Repman (1999) raise essential questions in asking "how can collaboration be encouraged?" and "how can real-world, contextualized experiences be provided?" in Web-based environments. This paper addresses those questions as it describes and analyzes the challenges of creating and maintaining a collaborative learning environment for students enrolled in an online graduate course in project management.  The course is examined in conjunction with the relevant scholarly literature on collaborative learning in the traditional, as well as the virtual, classroom.  Through a case study analysis, the paper provides detailed descriptions of how this online course was designed and structured to make use of teams (small groups) as the basis of its communication and learning environment in a Web-based context. 

Collecting User Requirements in a Virtual Population: A Case Study|
Jonathan Lazar, Elizabeth Hanst, Judah Buchwalter, & Jennifer Preece

When developing an information system, it is important to develop a system that can meet the needs of the users. Requirements gathering is traditionally performed through site visits or other face-to-face meetings. In the age of the Internet and World Wide Web, informational systems are being built for populations that are geographically distributed. In such populations, face-to-face meetings might be costly or unfeasible. This paper presents a case study of developing an online community for users who are geographically distributed. The user requirements were collected via electronic surveys. Two "community leaders" helped to facilitate this process, thereby increasing user participation in the development of the online community. A number of issues that were considered in the development process will be discussed. We will also present a number of techniques involving community leaders that can be applied to other development projects.

An Adaptive Hypermedia System for Improving an Organization's Customer Support
Major Timothy Schmoyer, & Major Bernard J. Jansen

Using the paradigm of adaptive hypermedia along with usability design techniques, an  adaptive hypermedia system was developed that automated the customer support tasks of an organization charged with the maintenance and upkeep of a large governmental building.  We present the theoretical underpinnings of the system, the design methodology, along with the development and implementation of the system.  The system is currently in use, resulting in positive improvements in organizational support to the customer.  The system has been so successful that plans are currently underway to expand the implementation of the system to other locations.  We discuss our current and ongoing improvements to the system, which include the introduction of software agents and voice technology.

Conflict Management among Adult Learners in the Computer-Mediated Environment
Shahron Williams van Rooij

Working adults seeking to develop professionally and pursue a pattern of growth through lifelong learning often select computer-mediated instruction as an alternative to the time-and-place constraints of the traditional classroom. These adult learners approach online learning with an existing set of communication styles and skills honed in their respective work environments. Those diverse styles, coupled with specific needs and expectations about the learning process itself, may lead to conflict. If not managed properly, online conflict can adversely affect the learning experience of all course participants.

For faculty members, particularly those making the transition from on-ground to online instruction, the management of online conflict requires a reassessment of traditional instructional strategies and a redefinition of the instructor's role in the learning process. The purpose of this paper is to explore online conflict management among adult learners by: a) identifying specific challenges to teaching and learning posed by the computer-mediated environment; b) examining adult learner needs and expectations when taking courses online; c) reviewing some objectives of computer-mediated discussion; d) assessing the role of the instructor in computer-mediated instruction; e) offering some preventive measures against online conflict; and f) providing some practical approaches to managing online conflict when it does occur.

Proposal of an Integrated Toll Involving Multiple Technologies for the Development of Courses on the Web
Elaine Harada Teixeira de Oliveira, Rafael Humberto Scapin, Wilson Bittencourt Vicentini

Distance Education (DE) is a type of education where students interact with an instructor outside of the classroom confines (Gonçalves, 1996; Little & Venkatesh, 1995; Perraton, 1988; Relan & Gillani, 1997). As the Internet rapidly emerges, the World Wide Web (Web) has become an increasingly powerful, global, interactive, and dynamic medium for sharing information. Web-based instruction can be viewed as an innovative approach for delivering instruction to a remote audience. We can define web-based instruction as a hypermedia-based instructional program that utilizes the attributes and resources of the Web to create a meaningful learning environment that is fostered and supported (Khan, 1997). This article presents WebCourse, a hierarchical, web-based tool composed of three interconnected modules that help instructors create and manage web-based courses, and give teacher assistants (TAs), and students useful tools to participate effectively in such a course.