User-centered design of online learning communities

User-Centered Design (UCD) is gaining popularity in both the educational and business sectors. This is due to the fact that UCD sheds light on the entire process of analyzing, planning, designing, developing, using, evaluating, and maintaining computer-based learning. ""User-Centered Design of Online Learning Communities"" explains how computers can be used to augment human intellect for productivity and innovation, both nationally and globally. This book gives guidance to all stakeholders involved in online learning: organizations and businesses, developers, tutors, students, and evaluators; as well as provides best practices for the different phases of developing online learning communities from the analysis and design phase to the development, use, evaluation, and maintenance stage.

Ben ShneidermanNiki LambropoulosRichard A. Schwier and Ben K. DanielBen K. Daniel and David O 'Brien and Asit SarkarEffie Lai-Chong Law and Ebba Thora HvannbergMiranda MowbrayDianna L. Newman and Patricia Barbanell and John FalcoAnne Jelfs and Jen Harvey and Ann JonesCarmel McNaught and Kin Fai Cheng and Paul LamFrances Bell and Elena Zaitseva and Danuta ZakrzewskaMaria Rigou and Spiros Sirmakessis and Dimitris Stavrinoudis and Michalis XenosAndrew Laghos and Panayiotis ZaphirisElizabeth Hartnell-Young and Keryn McGuinness and Peter CuttanceAnh Vu Nguyen-Ngoc and Yassin Rekik and Denis GilletNoppadol PrammanceChris Brook and Ron OliverToshio Mochizuki and Hiroshi Kato and Satoru Fujitani and Kazaru Yaegashi and Shin-ichi Hisamatsu and Tomoko Nagata and Jun Nakahara and Toshihisa Nishimori and Mariko Suzuki

Foreword	p. vii
Preface	p. ix
Section I UCD for Quality in Online Learning Communities
Chapter I User-Centered Design of Online Learning Communities	p. 1
Chapter II Did We Become a Community? Multiple Methods for Identifying Community and Its Constituent Elements in Formal Online Learning Environments	p. 29
Chapter III User-Centered Design Principles for Online Learning Communities: A Sociotechnical Approach for the Design of a Distributed Community of Practice	p. 54
Chapter IV Quality Models of Online Learning Community Systems: Exploration, Evaluation and Exploitation	p. 71
Section II Analysis and Design of Online Communities
Chapter V Designing Online Learning Communities to Encourage Cooperation	p. 102
Chapter VI Videoconferencing Communities: Documenting Online User Interactions	p. 122
Chapter VII Online Communities of Practice as a Possible Model to Support the Development of a Portal for Science Teachers	p. 141
Chapter VIII Developing Evidence-Based Criteria for the Design and Use of Online Forums in Higher Education in Hong Kong	p. 161
Section III Evaluation and Case Studies
Chapter IX Evaluation: A Link in the Chain of Sustainability	p. 186
Chapter X Tools and Methods for Supporting Online Learning Communities and Their Evaluation	p. 215
Chapter XI Evaluation of Attitudes Towards Thinking and Learning in a Call Web Site through CMC Participation	p. 238
Chapter XII Evaluation of an Online Community: Australia's National Quality Schooling Framework	p. 265
Chapter XIII Iterative Design and Evaluation of a Web-Based Experimentation Environment	p. 286
Chapter XIV Understanding Participation in Online Courses: A Case Study of Online Interaction	p. 314
Chapter XV Exploring the Influence of Instructor Actions on Community Development in Online Settings	p. 341
Chapter XVI Promotion of Self-Assessment for Learners in Online Discussion Using the Visualization Software	p. 365
About the Authors	p. 387
Index	p. 398

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