article i nfo Article history: Accepted 15 October 2010 It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.

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e-Learning, Online Learning, and Distance Learning Environments: Are They the Same?.

IS 2010 Curriculum Guidelines for Undergraduate Degree Programs in Information Systems Association for Computing Machinery (ACM) Association for Information Systems (AIS)

The IS 2010 report is the latest output from model curriculum work for Information Systems (IS) that began in the early 1970s. Prior to this current effort, the most recent version of the IS undergraduate model curriculum is IS 2002 (Gorgone et al., 2003), published in early 2003. IS 2002 was a relatively minor update of IS'97 (Davis et al., 1997). Both IS 2002 and IS '97 were joint efforts by ACM, AIS, and DPMA/AITP (Data Processing Management Association/ Association of Information Technology Professionals). IS'97 was preceded by DPMA'90 (Longenecker and Feinstein 1991) and ACM Curriculum Recommendations 1983 (ACM 1983) and 1973 (Couger 1973). IS 2002 has been widely accepted and it has also been the basis for accreditation of undergraduate programs of Information Systems. This report represents the combined effort of numerous individuals and reflects the interests of thousands of faculty and practitioners. It is grounded in the expected requirements of industry, represents the views of organizations employing the graduates, and is supported by other IS-related organizations.

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Curriculum Guidelines for Undergraduate Degree Programs in Information Systems

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IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems

Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Summary: "This book presents a framework for understanding games for educational purposes while providing a broader sense of current related research. This creative and advanced title is a must-have for those interested in expanding their knowledge of this exciting field of electronic gaming"-Provided by publisher. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher. If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication. AbstrAct Though video games can produce desirable learning outcomes, such as improved performance in school subjects, they also can produce undesirable outcomes, such as increased aggression. Some of the basic learning principles that make video games (particularly violent video games) effective at teaching are discussed in this chapter. A general learning model is presented to explain how video games can produce a variety of effects in their users. This model explains both the immediate, short term effects and cumulative, long term effects of video games. Implications of these principles are discussed in relation to education. The issue of addressing violent video games' effects on aggression is also examined.

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Katharine C. Golas

Papers

Principles of instructional design, 5th edition