To understand how one's course efforts fit along the ten level continuum, elaboration of each level is provided below along with some course and program examples. For additional clarification of continuum, see the first author's homepage that interact ively demonstrates each level (see http://php.indiana.edu/~cjbonk).

At the lowest level of course integration, the Web can be a marketing tool to promote one's courses and teaching ideas to those in other locales through electronic fliers, syllabi, and announcements. This is the easiest way to start using the Web f or educational purposes. Consequently, this form of using the Web is fairly common. For example, Indiana University has accumulated a fairly extensive list of Web syllabi (http://bacs.ucs.indiana.edu/~courses/). Similarly, the University of Michigan Sc hool of Information has complied a list of faculty course syllabi and placed it on-line (http://archimedes.si.umich.edu/cfdocs/tcyun/ladybugs/home/splash.cfm). Third, the UCLA Humanities Department created the E-Campus (http://ecampus.humnet.ucla.edu/). However, as alluded to previously, the most complete listing of college syllabi is located at the World Lecture Hall (http://www.utexas.edu/world/lecture/). As syllabi on display at these locations indicate, there are huge variations in how the Web is u sed for instruction.

As with traditional forms of college learning, marketing a Web course or an entire degree program is a matter of gaining the attention of the potential student. Prior to advertising the availability of a course, it is necessary to identify and target the appropriate audience for whom the program will be directed. Similar to print or television advertising, the message should be creative and presented with sufficient frequency to capture the attention of the potential student so that he or she will se ek additional information on the course or degree program.

For example, after some low technology ratings by Yahoo and others, UCLA became worried that they did not market their courses well. In response, they decided to put their humanities courses on the Web. However, they used a top down exclusionary proc ess that initially lacked faculty buy-in and understanding. Dissension and protest grew as student fees were billed separately for this cost. At the same time, requiring syllabi and perhaps some lecture notes to be placed in prespecified formats on the Web does little to really enhance learning, but may actually encourage the skipping of classes. It places administrators in control of faculty instead of allowing faculty creativity to flourish. In addition, it begs questions regarding who owns the inte llectual property when faculty produce materials for a Web site predesigned by the university.

Despite efforts by UCLA and other universities, it is hard to locate courses in a given subject area delivered over the Web, or Web-based programs of study, using common Internet search engines. For instance, searching for a course in educational psyc hology brings many URLís of academic departments of educational psychology, but few hits where the course is delivered over the Web. Most of the syllabi that are located are for conventional face-to-face courses. Thus, the challenge in marketing a course or program is the same one faced by commercial businesses wishing to use the Web. The potential user must find the appropriate home page and then the homepage must invite the user to pursue relevant information.

Based on a content analysis of the Web syllabi at the World Lecture Hall, Cummings et al. developed a 3 x 3 matrix to describe the flow of communication patterns facilitated by the Web (see Table 2). The first cell represents the most common form comm unication, instructors providing information on the course objectives, requirements, due dates, when topics will be discussed in class, and outlines of course content. In contrast to photocopied syllabi, the next most common function of electronic syllab us is to have students communicate to the instructor. Since Web pages may be used to collect data, students are able to take pre-tests prior to class sessions, provide feedback on the important as well as vague points in a given class session, and take q uizzes and tests over the Web. These features are represented in the second cell of the first column. One of the more exciting developments of using the Web to stimulate learning is represented in the third cell of the first column. Here, practitioners may be involved in class discussions taking place in electronic conferences that are neither place-based nor dependent on all participants being available at the same time. Case-based problems may be used to gain practitionersí perceptions on the merits of various solutions relative to what the professional literature suggests as appropriate evidence-based procedures.

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Given the above interaction possibilities, it is clear that we can learn a lot from Level 1 of the Web integration continuum. Just how are our colleagues teaching the same courses we teach? How are they attempting to attract students to their course? What age or type of student are they targeting? What books, resources, and assessment criteria do they use? How are they incorporating the Web in their instruction? How do other instructors approach the same general content? Answers to such question s in both content heavy courses like introductory educational psychology as well as advanced seminars on learning and memory are extremely useful. Level 1 Web integration activities, therefore, appear to offer rich opportunities for educational psycholog y instructors to collaborate and exchange ideas. It may also be a way to check how teacher education reform efforts are playing out in different university settings. In this way, the marketing of syllabi also becomes a way to exchange ideas with colleag ues, policy makers, and administrators.

At the second level of the integration continuum, the Web is a resource for student exploration both in and outside of class. Instructors provide links to the Web pages relevant to the content of the courses. This use of the Web tends to be a com ponent within many on-line courses such as the typical listing of Web resources in class syllabi, handouts, or activities. For instance, Smartweb contains a section called "Very Smart Weblinks" that provides Web resources for students to explore (http:// www.indiana.edu/~smartweb/links/weblinks.html). Students in the course can also contribute to the list of links by suggesting useful Web sites. Similarly, an educational psychology course Web site at Valdosta State University provides links to related m aterials (http://www.valdosta.edu/~whuitt/psy702/).

Level 2 use of the Web fosters student exploration and knowledge discovery. Given the surface level learning of most undergraduate survey courses, this instructional technique encourages students (as well as instructors) to explore course material in greater depth and at their own leisure. In addition, students might pursue areas that have more personal meaning or professional consequences.

Such knowledge quests need not be totally open ended. It is likely that Level 2 Web integration will most often utilize predesigned Web links or sequences. Like WebQuests at the K-12 level, the Web can provide the resources for a lesson plan. Here, students are guided in their journeys to discover key information from various Web sites such as exploring the ETS Web site for vital information on standardized testing or the APA Web site for information on the 14 learner-centered principles.

Educational psychologists might embed these Web exploration activities as a means to display instructional design approaches in action. For instance, Web activities could be designed for illustrate concepts and principles related to social learning, d iscovery, guided, constructivist, and social constructivist theory. In fact, instructors might embed such explorations and then force students to reflect on what learning theories they were addressing in each activity. Or, better still, students might b e required to create Web sites that display various instructional approaches in action. Similarly, small groups might compete to create Web-based lessons representing different forms of instruction. Needless to say, there are numerous opportunities for employing Level 2 resources in one's class.

Third, the Web can be utilized by students to generate resources and exemplary products for the class. Instead of simply collecting student generated resources at the end of a class, instructors might ask permission to publish it on the Web. Henc e, integrating Level 3 Web integration can help current students learn the subject matter as well as provide resources for future students. For example, students in the Library and Information Science program at Indiana University created the "Internet R esource Guide" (http://www.slis.indiana.edu/Students/student-guides.html) that covers such topics as peace studies, entertainment, wetands, and cartoons.

The first author has utilized this level of Web integration to post interactive glossaries students have created for his class, links to examples of key concept, summary resources on such topics as distance learning and K-12 collaboration, and school s imulation experiences. In each case, the students were happy to share activities or resources they created that would have taken weeks or months for the instructor to create.

Educational psychology instructors may find a myriad of ways to embed Level 3 Web integration in their classes. Level 3 is useful for at least four reasons. First of all, it motivates students by granting credit for work performed in class. Our expe rience shows that if students know that the best stuff might be put in display, they will put more time and effort into the product. Second, if such work is exemplary, then the instructor has just gained high quality resources for his or her next class. Third, this work serves a legacy for one class and a model or example for others. The course legacy aspect helps maintain learning communities after a particular unit or semester has ended. At the same time, posting example answers is crucial to overco ming future student anxiety about course requirements and establishing quality standards. Such posting is important since demonstrations and modeling are difficult to perform on the Web as compared to instructional other instructional techniques like fee dback and questioning (Bonk, Malikowski, Angeli, & East, 1998; Bonk & Sugar, 1998). Fourth, publishing student work reveals to colleagues and peers the range and quality of student learning in one's class.

Fourth, instructors can create a set of class resources on the Web for current and prospective student access. This level is an expansion of Level 2 because it not only includes Web resources but also other student resources such as lecture notes, PowerPoint presentations, and instructor guidance and tips.

For instance, Bobweb (a graduate level course in educational psychology) is a Web site that contains resources and tools to support instruction (see http://www.indiana.edu/~bobweb; see also Figure 1). The Bobweb site was created for graduate students and teachers to use in conjunction with a course on Alternative Instructional Strategies: Critical, Creative, Cooperative, Motivational (a master's level course). It has access to books, handouts, Web links, discussion groups, a student informatio n page, FAQs about the course, PowerPoint presentations, learner-centered resources, and an electronic bulletin board, etc. related to these topics. These Web resources help teach a course provided via videoconferencing to various Indiana school district s and IU campuses.

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Our Web development team is currently designing a slightly different type of course resource at this level intended to be a set of Web resources for readers of an introductory educational psychology textbook. Here a team of instructional designers and content specialists are currently working with Houghton Mifflin Company to create a Web site called "Insite" to supplement the ninth edition of the educational psychology textbook, ìPsychology Applied to Teachingî (see http://members. xoom.com/insiteinsite/). Items in the Insite Web site will include opportunities to get information, reflect on experiences, construct knowledge, and share knowledge with weekly activities, course Web links, technology demonstrations, PowerPoint slides, hyperlinked glossary, student work samples, reflection questions, practice tests, online discussions, etc. The Insite Web site also provides pedagogical suggestions for using the book, suggestions for using technology in classroom, and various Web resour ces. Once completed, we may design an undergraduate educational psychology course for any educational psychology professor to use.

While the Bobweb and Insite Web sites are fairly sophisticated materials, activities at Level 4 of the Web integration continuum can be relatively easy to design and implement. First, one needs some content. Second, one needs to know someone with Web publishing expertise or find a tool that automates the process. Third, all resources placed on the Web will require maintenance and updating. As a result, instructors should be highly selective of what they post to the Web and be careful about copyrigh ted material. Educational psychology professors might upload lecture notes, handouts, PowerPoint slides, or surveys. Prior student work might also prove useful, especially if you experiment with innovative tasks and activities. Once posted to the Web, these resources might be used by other instructors teaching the same course. In effect, while Level 4 represents a wide gamut of Web resources, what distinguishes them from the higher levels of the continuum is that they are typically nongraded materials . Once course materials are graded, we move to Levels 5-10 of the continuum.

At the fifth level, students use the Web as a substantive and graded part of the course experience. For instance, student online discussions about their weekly course readings can significantly impact their depth of processing of the material and h elp create a sense of a learning community within the regular class (Hara, Bonk, & Angeli, in press). This level of using the Web is becoming increasingly popular. For instance, as a result of UCLA "requiring computer Web sites for all of its arts a nd sciences courses" (Noble, 1998), many courses with computer conferencing or graded online components were launched (http://www.sscnet.ucla.edu/classes/).

During the past year, the first author was involved in designing one project at Level 5 called TICKIT: Teacher Institute for Curriculum Knowledge about the Integration of Technology (http://www.indiana.edu/~tickit) for 25 teachers from 5 rural s chools in Indiana to learn to integrate technology in the curriculum. TICKIT teachers receive six graduate credits while experimenting with technology in their teaching. TICKIT Projects and teacher training activities and workshops to date have included Web quests, Web searching, Web editing/publishing, electronic newsletters, Photoshop, Inspiration, PowerPoint, Hyperstudio, e-mail activities with Key pals from foreign countries, computer conferencing, digital camera and digitizing images and scanning s tuff, collaborative writing, alternative instructional strategies, videoconferencing, etc.

The reason this project is listed at Level 5 is that participants in TICKIT are required to participant in electronic discussions for part of their course grades. During the fall of 1998, we employed COW (Conferencing on the Web) for stu dent discussions. Currently, we are piloting V-Groups within the Virtual University (VU) from Simon Fraser University for student required their Web activities. In the VU, we are having the teachers engage in online debates and reading reactions using a tool called V-Groups.

At Level 5 a college instructor is not giving up control over his or her course, but is enhancing and extending the course. The graded component not only holds students accountable for their work, but it guarantees that instructor commitments to creat e the conference and associated topics is not wasted. Electronic discussions also allow students a chance to digest the extensive material related to courses such as educational psychology course. Thus, with Web discussions and reflections, students mig ht delve deeper into issues of importance and pursue areas of personal relevance. Moreover, they may become bonded with classmates in ways not possible in a traditional classroom setting. More importantly, some studies indicate that shy and introverted students might become high contributors (Cooney, 1998).

Unless totally ignored by both students and instructors, the use of Web-based conferencing tools will change the general dynamic of the regular classroom (Bonk & King, 1998). For instance, students might come to having read the online discussions and are more aware of peer positions on issues (Hara, Bonk, & Angeli, in press). Hara et al. found that in a graduate educational psychology class, the use of a student to start discussion and one to end or wrap up discussion each week fostered inter active discussion and depth to the dialogue. Without preset starters and wrappers, discussion is disjointed and scattered. Simple pedagogical interventions may determine the success of Web integration.

Sixth, student electronic conferencing and course activities can extend beyond one's class to include peers, practitioners, teachers, and experts from other classes and countries. Linda Harasim (1993) states that computer networks make the world m ore connected. By communicating with other students who are from different schools and countries, students gain multiple perspectives. There are many tools available for such electronic conferencing, such as AltaVista Forum, COW, FirstC lass, Caucus, WebCrossing, and Domino.

In terms of student interaction with peers and experts around the world, for past 5 semesters we have been using COW Web based conferencing tool for preservice teacher training within introductory educational psychology (see, for example, http:/ /cow.cee.indiana.edu; write to authors for password access). For instance, many IU instructors in COW are using it for their two credit lab/field experience reflections. We are in the midst of a three year study wherein students conferencing with in COW served as a safe harbor for preservice teachers to try out instructional ideas and reflect on their early field experiences with students from other classes and universities around the world (Bonk, Malikowski, Angeli, & East, 1998). In addition, we have used COW for chapter discussions, small group work, and other reflections in the Smartweb undergraduate course mentioned below. We have also created mentoring programs between my graduate and undergraduate students. Finally, som e teachers in TICKIT project, mentioned above, are using COW for students to collaborate with peers from other schools.

The COW project recently evolved into The Intraplanetary Teacher Learning Exchange (TITLE). This is a Web activity wherein preservice teachers at Indiana University are discussing their early field experiences with peers at universities in Finland, Korea, Peru, Texas A&M, University of South Carolina, and students in the Cultural Immersion Program at IU. These preservice teachers are building and writing case situations on the Web using COW tool and getting feedback from stu dents and practicing teachers around the globe. Here, we are researching the forms of electronically mentoring students. We are also interested in how to extend discussion, engage students in critical thinking, and encourage them to justify their reason ing.

A graduate level project at Level 6 involves Jack Cummings' creation of an electronic journal that allows experts in the field as well as practitioners and students the chance to comment directly on recent publications (see http://www.indiana.edu/~ejou rnal/). Each article published in this journal serves a starting activity for discussion on such topics as assessment, consultation, invention, and prevention/health promotion. The ultimate purpose of Web use here is to stimulate dialogue among a learni ng community of school psychologists.

Level 6 Web integration brings your students to the world and the world to your students. Not only can your undergraduate preservice teachers go online to ask questions of practitioners and peers, these professionals can ask questions of your students and offer timely advice. As indicated, conferencing tools can enhance field experiences within educational psychology. Having expert mentors might also help with team projects or proposals as well as with initiation into professional organizations and internships (Cummings, Bonk, & Jacobs, 1999).

Seventh, one's Web resources might be repurposed for use by other instructors and students. For instance, while electronic conferencing at the Level 6 can generate meaningful discussions, the topics of discussions with above average student posts m ight prove useful for other instructors and students in similar courses.

One Level 7 example is the Caseweb Web site (http://www.indiana.edu/~caseweb; see also Figure 2). The Caseweb contains cases originally written by students during the field observation in real schools and is intended to be used by undergraduate educati onal psychology instructors around the world (Bonk, Daytner, Daytner, Dennen, & Fischler, 1999). To develop the Caseweb, we repurposed the best cases from over 700 that IU students wrote in COW from 1997-1998 so that others around the w orld could debate them. At this time, there are about 40 cases in the Caseweb (2 or more for each typical educational psychology chapter) as well as case intros, some sample mentoring and feedback, and a bulletin board system for discussion. Some educat ional psychology instructors are using these cases as student quizzes while others are using them as points of discussion.

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Level 7 is exciting since it allows one's teaching ideas to impact students anywhere in the world. It also fosters personal reflection on one's own teaching and learning. Educational psychology instructors might find ways to repurpose many resources for others to use on the Web. In addition to case scenarios, they might have developed useful student surveys and questionnaires, sample tests, testing systems, or class activities. The Web, therefore, becomes a tool in which to build resources that can be globally shared with colleagues. Sharing experiences about both traditional and online teaching will likely prove invaluable for novice professors as well as those teaching educational psychology for years. Hence, while we think we are repurposing o ur work for others to use in their instruction, we may also be supplying the mental yardsticks for reflecting on one's own performance. If each college instructor posted their best instructional resource for the teaching of educational psychology (or any course for that matter) to the Web, there would be an amazing wealth of free or inexpensive teaching resources.

At the eighth level of integration, the Web is an alternative delivery mechanism for an entire course but only for local students who lack the time to take it via traditional means (e.g., working parents or those with performance careers). Since t he target audiences at the level are students living on-campus, instructors can assume that the students have access to the resources provided by their respective universities, such as libraries and computer labs. For example, an undergraduate educationa l psychology course we developed at Indiana University called the Smartweb relies on common campus e-mail and file sharing systems (see http://www.indiana.edu/~smartweb).

The Smartweb is an elaborate undergraduate educational psychology that utilizes a calendar interface that enables students to jump to a particular week within the course, read and complete assignments, preview what is coming, or review what has passed. Course components and activities within the Smartweb include student electronic portfolios, weekly chapter activities, small group work, discussion groups, reflection papers, avatars, peer commenting and interaction capabilities, Web link suggestions, p ersonal profiles, administrivia, cafes, syllabus, agenda, etc. (see Figure 3). For instance, students can submit suggested Web links in relation to course topics as well as student profiles that documents their interests, goals, majors, technology experi ences, etc. In attempting to foster student interaction, students can comment on and rank peer Web link suggestions and personal profiles. Perhaps more importantly, each student develops a portfolio of all the work completed over the semester. Tools we re developed on the Smartweb to facilitate peer and instructor feedback on any week within one's portfolio.

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The Web site received its name from the final course project has students reading Perkins' "Smart Schools" book then creating smarter schools in small groups. There has been minimal lecturing in the Smartweb since we began teaching it two years ago; i nstead, we have emphasized plenty of instructional strategies for critical and creative thinking as well as cooperative learning.

In addition to the Smartweb, the World Lecture Hall lists two other educational psychology courses that appear to be at this level of Web integration. It is likely that educational psychology courses at Level 8 will proliferate during the next few yea rs. If this occurs, educational psychologists will have an interesting opportunity to take a leadership position in evaluation and assessment of such courses. What will be crucial is for the instructors of those courses to communicate ideas and success stories with each other. The Insite Web site, mentioned earlier, will be one place wherein those stories might accumulate.

The ninth level involves teaching an entire course on the Web to students located off campus and around the world. This kind of course offers opportunities for students who cannot be physically on campus to study with other students (e.g., Owston, 1997). There are many examples for this level including courses at Michigan State University's Virtual University (http://www.vu.msu.edu/), Technology-Assisted Lifelong Learning at Oxford University (http://www.conted.ox.ac.uk/intall.html), and Taming th e Electronic Frontier (http://www.virtualschool.edu/98a/).

At Indiana University, Professor Katheleen Gilbert has developed and taught a course for graduate or undergraduate credit related to death and dying called "Grief in the Family Context" (see http://www.indiana.edu/~famlygrf/). Since students from Hawa ii to Israel enroll in this course, the sun never sets on it. Here, students are expected to utilize technologies such as Web browsers, Web-based conferencing, e-mail, and tools for sending and receiving files. Similarly, Professor David Perry at Indian a University offers a graduate level educational psychology course called Learning and Cognition in Education to students throughout the planet. Web resources, computer conferences, electronic syllabi, course schedules, and lecture notes back up his cou rse (see http://education.indiana.edu/~p540/webcourse/index.html).

Level 9 offers unique opportunities for students to learn with peers at other locales and in different time zones. Here, students can share course knowledge and become good friends with students they may never meet. Through socially shared knowledge, teacher education students might build perspective taking and interpersonal skills; key skills in becoming an effective teacher. During the coming decades, the chance to share knowledge and ideas across such distances is bound to impact teacher educatio n programs and the teaching of educational psychology. Such global collaboration and dialogue is definitely among the strengths of Web-based learning (for a list of Web instruction benefits and problems, see Bonk & Dennen, in press).

Some instructors who now teach courses with minimal Web integration might team up to offer a joint Web course across university settings. Some instructors might combine pieces of Web courses that they have separately developed to jointly offer an cros s-institutional educational psychology course. Or perhaps teacher education accrediting bodies will start recommending various Web-based courses to schools receiving marginal or failing reviews.

The tenth and final level involves embedding Web-based course development efforts within larger programmatic initiatives of a university, department, or Internet service company (Rowley, Lujan, & Dolence, 1998). In terms of traditional univers ities with programmatic efforts in distance learning, examples of the former include Ohio University MBA Program--The Ohio University MBA Without Boundaries (http://mbawb.cob.ohiou.edu/), and the University of Illinois' Master's Degree in Library and Info rmation Science program (http://alexia.lis.uiuc.edu/gslis/leep3/index.html#head), and the IU Master's Degree in Language Education Program (http://education.indiana.edu/~disted/masters.html). Well known for profit institutions and commercial organization include the University of Phoenix (http://www.uophx.edu/), Walden University's master's degree in Educational Change and Technology Innovation (see http://www.waldenu.edu/), and the Western Governors University (http://www.wgu.edu). Those seeking more i nformation, might visit the Yahoo site that lists universities providing Distance Education courses for both kinds of organizations (http://dir.yahoo.com/Education/Distance_Learning/Colleges_and_Universities/).

At Indiana University, the School of Education recognizes that it must market beyond its residential students. For instance, the Language Education has started a master's program that takes advantage of both Web-based and interactive videoconferencing . While not all courses are online at this time, they are working toward that goal. These Web courses can be arranged within this Master's program to emphasize Elementary or Secondary Reading, TESL, or Adult Literacy. More information can be found at: h ttp://education.indiana.edu/~disted/masters.html.

These cyber or virtual universities are becoming very popular in such countries as Pacific Rim countries such as Korea. One of underlying rationales for this Web-based instruction boom in Korean education institutions is to expand the accessibility of quality of instruction to people who are enrolled in different universities. This trend is spurred by new educational law called "credit bank system," a policy to grant a degree based on the amount of credits a student register in his/her credit bank reg ardless of which school he or she is enrolled.

For example, there is the Korea Virtual University or "Cyber UNIV;" a consortium of a group of large urban universities in Korea such as Chunnam University, Ewha Women's University, Kyunghee University, Kwanghoon University, Hannam University, etc. Thi s consortium is offering students Web-based instruction possibilities (see http://cyber.chonnam.ac.kr/kvu/index.html). One of advantages of this united Cyber UNIV is provide students with a variety choices of courses offered by different universities and professors. The Cyber UNIV offers a broad range of instruction with ramifications for each of the ten levels of the Web integration continuum. In addition to individual course listings of what is offered via the Web from various departments, programs, and universities, there also are special nondegree programs. Nondegree programs might include specialist or certificate programs in such areas as information management technologist. However, the majority of Web-based courses in the Cyber University hav e been individual courses taught entirely course on the Web that have a large group of students such as basic level courses (e.g., psychology, communication, law, etc.) in various majors for both undergraduate and graduate levels.

A second example of this Web-based instruction boom in Korea is found at Seoul National University. Seoul National University (see http://www.snu.ac.kr/engsnu/index.html) has created the Virtual Campus (see http://snuvc.snu.ac.kr/) to provide a unifor m platform for all Internet-based courses. As a development tool for designing and running an entire course on the Web, TopClass helps students orient themselves to taking Web-based courses fairly quickly because of the same interface designs. The Virtua l Campus also provides students with step-by-step online instruction regarding how to use the TopClass. Such online help is vital for novice and anxious computer users.

The range of institutions offering entire programs on the Web is proliferating. In fact, Internet companies, university consortia, and other services are emerging to administer these programs. It is conceivable that teacher education institutions o r for-profit Internet businesses might try to locate the best Web courses for different aspects of an undergraduate degree in teaching. How educational psychology will be affected by these large scale consortia is unclear. However, since educational psy chology is certain to be affected, it is vital to spend time now in a proactive stance and pushing Web-based instruction forward so that other stakeholders in teacher education actually seek out educational psychologists for leadership and advice within W eb-based learning. In this way, educational psychology could become a more central component of teacher education, instead of less.

It is vital to think deeply about the level of your Web integration efforts. Each decision made has long-term impacts on the design of your course, cost-benefit analyses, student attitudes, and student overall participation and interaction pattern s. The ten level Web integration continuum provides an initial step for thinking about the degree to which you will incorporate the Web in your teaching and learning settings. We recommend that you use it to think about appropriate ways to integrate the Web at each level.

Once you have determined the level at which you will embed Web activities in your teaching, you will need to decide on the instructional strategies that might make the Web effective (Bonk & Dennen, in press; Bonk & Reynolds 1997). How will you embed activities at the appropriate times to engage learners? What types of creative thinking techniques will foster students' generative processes? For example, you might try brainstorming ideas on the Web or using computer conferencing and chat tools to free up student inhibitions.

Besides student divergent processes, you will want to include opportunities to foster critical thinking and evaluative processes. For instance, one might help preservice teachers in educational psychology courses reflect on their experiences with onli ne reflection questions that link field experiences to key textbook concepts. In addition, one might structure electronic debates on key issues seen in the field with forced compromise positions. If there are specific course readings, reading reactions and rebuttals might encourage students to defend ideas, analyze the credibility of sources, draw appropriate conclusions, and distinguish relevant from irrelevant information; all vital critical thinking skills.

Web instructors might also embed cooperative learning or team oriented activities such as having assigned "critical friends" or e-mail pals in the course respond to one's work in a private conference. Using the jigsaw method for reading assignments, w herein different members of a group read different chapters of a book, can force students to contribute pieces to an online conference also helps foster teamwork and collaboration skills (Bonk, 1998). As Bonk and Dennen (in press) point out, templates of such pedagogical activities are too often ignored in the development of Web courseware, where glitzy technology with prespecified formats is the norm.

In addition to instructional strategies, instructors need to reflect on how they will use the Web to enhance learning from a learner-centered perspective (Bonk & Cummings, 1998; Bonk & Reynolds, 1997). In linking their dozen recommendations t o different aspects of the 14 learner-centered principles from APA, Bonk and Cummings (1998) begin an important next step in Web instruction--to frame Web-based instruction from psychologically sound learning theory.

In their recommendations, they point out how groups can form on the Web, what the Web encourages or nearly mandates for instructors, and how to create psychological safe learning environments on the Web. For instance, embedding student choice in activ ities is a way to foster intrinsic motivation within the course and build on learning strengths. However, it might also overwhelm students who are new to Web-based instruction and already confused by the assignment structures.

Certainly students need clear task structuring and immediate feedback in a Web course. Unlike traditional instruction, on the Web, students are expecting feedback on every post they submit. In a traditional class, the instructor may only call on a fe w students to get their answers, but on the Web, everyone contributes. Establishing peer mentors or buddies effectively reduces the amount of work an instructor has to do in these environments. At the same time, students cannot fall asleep on the web; t hey need to read every comment in order to meaningfully participate.

Finally, as good teachers do in traditional classrooms, Bonk and Cummings (1998) point out that Web instructors need to find ways to vary the forms of electronic mentoring and apprenticeship. For instance, at any point in instruction, one can now inco rporate peer mentoring, practitioner mentoring, cross cultural mentoring, or self-reflection. Given the variety of methods that are possible, instructors should not simply recreate their lectures on the Web. Some direct instruction is fine and valuable at the appropriate times, but Web instructors need to find ways to model answers, praise students for their work, offer advice, and pushing them to explore and reflect.

There has been an explosion of instructional ideas and courses on the Web during the past few years as well as new funding opportunities for creating courses with Web components. As a result, it is relatively easy to find examples of Web-based ins truction at each of the 10 levels of Web integration. Whether one teaches college courses in educational psychology, knowledge management, or anthropology, some form of Web-based instruction is bound to affect them. It is our hope that frameworks like t he integration continuum provide a means to reflect on and make sense of all the changes that Web instruction fosters.

We are moving ahead on four different fronts. First of all, we are continuing to fine-tune and expand the various courses that we are already teaching on the Web. We hope to begin marketing such courses beyond the Indiana University community next fa ll. Second, we are in the midst of reforming our entire teacher education program. As part of that reform, we may begin offering large section classes for undergraduate educational psychology. If this occurs, we will develop extensive Web-based instruc tion components to enhance, extend, and transform that course. Aspects of the Smartweb course, mentioned earlier, could be embedded in such a class. Third, we hope to expand upon our initial attempts to create The Intraplanetary Teacher Learning Exch ange (TITLE). If we do, tens of thousands of students from around the world the globe will be discussing their early field experiences and offering each advise on how to handle various dilemmas. Finally, As indicated, we are developing new Web-based learning tools for the Psychology Applied to Teaching introductory educational psychology text from Houghton Mifflin (see http://members.xoom.com/insiteinsite/). We hope to not only develop this supplemental text resource, but eventually team wit h Houghton Mifflin to create an educational psychology on the Web course for any instructor, no matter what course format or book they use. Those four developments will place us in a position to test Web tools along the entire Web integration continuum.< /P>

Clearly college instructors have many options for Web-based instruction. It is likely that such options will only increase in the foreseeable future. What can you do to make sense of these options? Think about what your intended goals are before cho osing a level for Web integration or courseware tools. Think about how you will be rewarded within your institution as well as personally before you start. Think about the range of people who might gain from your Web efforts. If we reflectively plan ho w to use the Web as a pedagogical device now, student learning will hopefully be more relevant, exciting, and powerful in the future.

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Bonk, C. J., Daytner, K., Daytner, G., Dennen, V., & Malikowski, S. (1999, April). Online mentoring of preservice teachers with Web-based cases, conversations, and collaborations: Two years in review. Paper presented at the American Ed ucational Research Association (AERA) annual convention, Montreal.

Bonk, C. J., & Dennen, V. P. (in press for fall 1999). Teaching on the Web: With a little help from my pedagogical friends. Journal of Computing in Higher Education.

Bonk, C. J., & King, K. S. (1998). Computer conferencing and collaborative writing tools: Starting a dialogue about student dialogue. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborato rs: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 3-23). Mahwah, NJ: Erlbaum.

Bonk, C. J., Malikowski, S., Angeli, C., & East, J. (1998). Case-based conferencing for preservice teacher education: Electronic discourse from the field. Journal of Educational Computing Research, 19(3), 267-304.

Bonk, C. J., Malikowski, S., Supplee, L., & Angeli, C. (1998, April). Holy COW: Scaffolding case-based ìConferencing on the Webî with preservice teachers. Paper presented at the American Educational Research Associati on (AERA) annual convention, San Diego, CA.

Bonk, C. J., & Reynolds, T. H. (1997). Learner-centered web instruction for higher-order thinking, teamwork, and apprenticeship. In B. H. Khan (Ed.) Web-based instruction, Englewood Cliffs, NJ: Educational Technology Publications.

Bonk, C. J., & Sugar, W. A. (1998). Student role play in the World Forum: Analyses of an Arctic learning apprenticeship. Interactive Learning Environments, 6(1-2), 1-29.

Cooney, D. H. (1998). Sharing aspects within Aspects: Real-time collaboration in the high school English classroom. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprentice ship, and discourse (pp.26 3-287). Mahwah, NJ: Erlbaum.

Cummings, J. A. (1998, April). Promoting academic discourse with the web. Paper to be presented at the American Educational Research Association annual convention, San Diego, CA.

Cummings, J. A., Bonk, C. J., & Jacobs, B. (1999). Twenty-First century syllabi: Dynamic tools for promoting interactivity. Unpublished manuscript, Indiana University, Bloomington, IN.

Hara, N., Bonk, C. J., & Angeli, C. (in press). Content analysis of online discussion in educational psychology courses. Instructional Science.

Harasim, L. M. (1993). Networld: Networks as social space. In L. M. Harasim (Ed.), Global networks: Computer and international communication, (pp. 15-34). Cambridge, MA: MIT Press.

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Noble, D. F. (1998). Digital diploma mills: The automation of higher education. [On-line]. Available: http://www.firstmonday.dk/issues/issues3_1/noble/index.html

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Table 1. Ten Level Web Integration Continuum for College Courses (Bonk & Dennen, in press; Rowley, Lujan & Dolence, 1998).

Table 2. Communication Flow Facilitated by Web-based Syllabi