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ETS 2002 IEEE European Test Symposium

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ETS
2002
IEEE

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Case study on technology and distance in education at the Harvard Business School

13 years 10 months ago

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For almost a century, the Harvard Business School has used case studies as the basis for experiential learning in both MBA and Executive Education courses. This article presents a...

Brian J. DeLacey, Dorothy A. Leonard

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Id	Views	Title	Status

1	201	Case study on technology and distance in education at the Harvard Business School	claim
2	179	Forum MATRIX	claim
3	166	Distributed and Online Distance Lecturing Environment (The Virtual Blackboard Project)	claim
4	164	Evaluating the usability of Web-based learning tools	claim
5	155	The experience of practitioners with technology-enhanced teaching and learning	claim
6	153	Overcoming Social and Psychological Barriers to Effective On-line Collaboration	claim
7	150	Assessing group learning and shared understanding in technology-mediated interaction	claim
8	146	AccessAbility: Enabling Technology for Life Long Learning Inclusion in an Electronic Classroom - 2000	claim
9	146	Teaching Motor Disability Assessment over the Web: MODASPECTRA	claim
10	146	An Architecture for Web-based e-Learning Promoting Re-usable Adaptive Educational e-Content	claim
11	146	Creating Lifelong Learners through Quality Assurance	claim
12	144	Creating Shared Knowledge: Instructional Knowledge Management Systems	claim
13	144	Best Practices in Technology-Mediated Learning in American Business Education	claim
14	142	A Framework for Technology Convergence in Learning and Working	claim
15	139	Automated Tutorial and Assignment Assessment	claim
16	139	Integrating technology into learning and working: A promising future	claim
17	134	Principles of Best Practice for 21st Century Education	claim
18	132	Theories for Deep Change in Affect-sensitive Cognitive Machines: A Constructivist Model	claim
19	129	Introducing the Strawberry Discovery and Niche Process	claim
20	129	Adaptive Web-based Engine for the Evaluation of eLearning Resources	claim
21	129	Knowledge-on-Demand in e-Learning and e-Working Settings	claim
22	126	Collaborative multimedia development teams in higher education	claim
23	125	The Social Life of Avatars: Presence and Interaction in Shared Virtual Environments	claim
24	124	Contrasts in learning: a collaborative evaluation by practitioners and students	claim
25	121	Interactions of organizational culture and collaboration in working and learning	claim
26	121	Establishing Connections: Interactivity Factors for a Distance Education Course	claim
27	121	Using Workflow Technology to Manage Flexible e-Learning Services	claim
28	120	Review of Computer-Supported Collaborative Work Systems	claim
29	116	Human Activity Systems: A Theoretical Framework for Designing Learning for Multicultural Settings	claim
30	114	Adoption of Communication Technologies in a Texas Health Setting	claim
31	113	Towards Capturing Complexity: an interactive framework for institutional evaluation	claim
32	109	Evaluating an interactive learning environment in management education	claim
33	107	Improving use of learning technologies in higher education through participant oriented evaluations	claim
34	105	Academics in Academia: the Forgotten Resource in the Rush to New Technologies	claim
35	104	Two Kinds of Scaffolding: The Dialectical Process within the Authenticity-Generalizibility (A-G) Continuum	claim
36	104	Distance Education at a Glance	claim
37	101	Student-Centered Teaching Meets New Media: Concept and Case Study	claim
38	100	How to Annotate Educational Multimedia with Non-Functional Requirements	claim
39	100	E-tivities: The key to active online learning	claim
40	99	Online Learning Technology in an SME Work-Based Setting	claim
41	98	Integrating distributed learning in work situations: A case study	claim
42	96	The Wisconsin School of the Air: success story with implications	claim
43	95	A Model for Teaching Electronic Commerce Students	claim
44	92	Email as a learning technology in the South Pacific: An evaluation	claim
45	92	Technological and Pedagogical Convergence between Work-based and Campus-based Learning	claim
46	91	Integrating Internet in Adult Education Schools: The RedVEDA Project	claim
47	91	An evaluation of an online course for medical practitioners	claim
48	91	Keeping it flexible: integrating technology into distance education in the South Pacific	claim
49	90	The Experience of Practitioners with Technology-Enhanced Teaching and Learning: A Response	claim
50	90	Learning to look: real and virtual artifacts	claim
51	87	IT-Giftedness in Children and Adolescents	claim
52	87	Web-based Corporate Learning in Siberia: Reflections on an American Model	claim
53	85	Implications of Presenting Pre-University Courses Using the Blended e-Learning Approach	claim
54	85	In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization	claim
55	84	Distance Learning Development and Delivery Applications	claim
56	83	Teaching for Learning	claim
57	83	Knowledge Management in the SocioTechnical World The Graffiti Continues	claim
58	82	A Framework for Intelligent Virtual Training Environment: The Steps from Specification to Design	claim
59	80	To wire or not to wire? Encyclopaedia Britannica versus Microsoft Encarta	claim
60	80	Effective Use of a Range of Authentic Assessments in a Web Assisted Pharmacology Course	claim
61	78	Technology in Organizational Learning: Using High Tech for High Touch	claim
62	77	Power, Voice and Democratization: Feminist Pedagogy and Assessment in CMC	claim
63	75	What does 'impact' mean in the evaluation of learning technology?	claim
64	67	Multimedia as a Cognitive Tool	claim
65	66	Monitoring distance education students' practical programming activities	claim
66	63	The Integrated e-Learning System-RAPSODY Based on Distance Ecology Model and Its Practice	claim
67	62	Online Learning in the European Community: New Learning	claim

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