Paradoxically some "extreme" didactic needs, such as those of students who are unable to attend normal education regularly (e.g., hospitalized and/or homebound students), have shown themselves to be ideal for the development of a teaching style aimed at stimulating the active role of the student, at fostering a learning process based…

The research and development in Europe of new educational technologies and methodologies is in continuous progress. We are not, however, seeing at the same time an equally wide diffusion of these technologies and methodologies in organizational contexts (Blain, 2011). In short, there is a quite marked difference between the speed with which…

Discussion of the use of information and communication technologies to support educational processes focuses on electronic learning systems and problems related to the management of the complexity of these systems. Presents electronic learning models and discusses the need for specific research about their organizational development. (Author/LRW)

Discusses the need to acquire a new culture that sees distance education as a further opportunity rather than as an alternative to face-to-face education. Suggests the need for educational mediators in continuous and distance education and proposes a program for training mediators based on the Metafore Project. (LRW)

Discussion of the need for training and lifelong learning in light of new information and communication technologies focuses on small businesses with few employees who need rapid and continuous training. Topics include communities of practice; network-based learning; distance education; enterprise training; mutual training; knowledge creation;…

Discusses elements that help define the term "quality" in distance education, emphasizing the need for interaction between all components in the process. Topics include three generations of distance education; quality as process management; the relationship between technology, interactivity, and quality; cost-quality ratio; and cost-benefits…

Examines three main aspects of using the Internet in education concerning (1) activities that can be carried out on the Internet; (2) skills and knowledge teachers need to make full use of the opportunities that networking offers; and (3) classification of the educational goals that can be pursued with the aid of networking. (AEF)

Examines computer conferencing systems for distance education from a design perspective. Outlines structured and unstructured communication, organization and management of communication structures, and functions for users and managers of conferencing environments. Contrasts Web- and non Web-conferencing. Suggests how to choose a…

Examines the education/methodological aspects of DeskTop Conferencing (DTC) used in classroom learning, adult distance education, and inservice training. Describes a project involving Italian primary and secondary schools aimed at collaboratively producing a hypermedia package using DTC. Lists guidelines for organizing multimedia conferencing in…

Logical communication structures organize basic telecommunications services to meet the aims and requirements of groups working on the Internet. This article clarifies logical communication structures within an educational context and illustrates how the communication requirements of work or study groups correspond to a variety of…