Instructional and Cognitive Impacts of Web-Based Education-

Beverly Abbey earned her doctorate of philosophy from the University of North Texas in Information Science, specializing in Computer Education and Cognitive Systems. The idea for this book was conceived while she was an assistant professor in Educational Technology at Texas A&M University-Commerce teaching graduate courses in instructional design, instructional technology theories and multimedia authoring. She has a consultancy business specializing in instructional design and training serving the Dallas-Fort Worth area. Abbey is currently working on research in ethics, cognitive problem solving, instructional technology evaluation and multimedia instructional design. Currently, she is Director of Instructional Technology at Austin College in Sherman, Texas.

Conditions for Web-Based Learning with Real Events; Design Guidelines for Web-Based Courses; Cognitive Implications for Page Design for Web-Based Instruction; A Ten Level Web Integration Continuum for Higher Education; Instructional Design Considerations for Web-Based Instruction; But Will They Learn?; Collaborative Communication Design for Web-Based Instruction; Guidelines Based Upon Learning Theory for the Design and Evaluation of Web-Based Instruction; Instructional Design Meets HCI; Preparing Tomorrow's Teachers to Use Web-Based Education; Aids and Cautions for the Development of Web Pages to Supplement Traditional Courses; Theory and Practice of On-Line Course Development; Situated Cognition as an Instructional Design Strategy; A Case Study of Lessons Learned for the Web-Based Educator; Examining the Range of Student Needs in the Design and Development of a Web-Based Course; Layers of Navigation for Hypermedia Environments; Strengthening Learning on the Web - Programmed Instruction Constructivism; Designing Technology Enhanced Learning Environments.