Control and contraint in ELearning

 Control and Constraint in E-Learning: Choosing When to Choose Jon Dron, Unversty of Brghton, UK IdEa Group pubLIshInG Hershey • London • Melbourne • Singapore  Acquisitions Editor: Development Editor: Senior Managing Editor: Managing Editor: Assistant Managing Editor: Copy Editor: Typesetter: Cover Design: Printed at: Kristin Klinger Kristin Roth Jennifer Neidig Sara Reed Sharon Berger Jillian Kozak Cindy Consonery Lisa Tosheff Yurchak Printing Inc Published in the United States of America by Idea Group Publishing (an imprint of Idea Group Inc.) 701 E Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@idea-group.com Web site: http://www.idea-group.com and in the United Kingdom by Idea Group Publishing (an imprint of Idea Group Inc.) Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 0609 Web site: http://www.eurospanonline.com Copyright © 2007 by Idea Group Inc All rights reserved No part of this book may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this book are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Dron, Jon, 1961Control and constraint in e-learning : choosing when to choose / Jon Dron p cm Summary: “This book unifies and synthesizes an assortment of theories about learner control, autonomy, self-direction, adult learning for educationalists, e-learning practitioners and e-learning developers; it provides a theoretical approach to building computer systems to support adults learning via the Internet, existing e-learning environments and how they should be used, and the process of education in general” Provided by publisher Includes bibliographical references and index ISBN 978-1-59904-390-6 (hardcover) ISBN 978-1-59904-392-0 (ebook) Internet in education Computer-assisted instruction Adult learning I Title LB1044.87.D76 2007 371.33’4678 dc22 2006033764 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher  Control and Constraint in E-Learning: Choosing When to Choose Table of Contents Foreword ix Preface xiii Acknowledgments xxii Section i control and learning: a theoretical Background Chapter.I Introducing.Concepts Introduction Learning Projects and Learning Trajectories What is a Teacher? Self-Directed Learning E-Learning Environments On the Special Nature of Networked Computers 14 Conclusion 15 References 16 Chapter.II From.Transactional.Distance.to.Transactional Control 18 Introduction 18 Transactional Distance 19 Garrison and Baynton’s Model of Control 25 Candy and Control 26 Choice, Constraint, and Scale: Introducing Transactional Control 28 Conclusion 35 References 36 Chapter.III Making.Choices:.The.Need.For.Teachers 40 Introduction 40 Kinds of choice 40 Why is Choice so Important? 41 The Significance of Choice 46 Is Choice Always Good? 47 How Choices May Be Made 50 Is it Possible for a Learner to make Appropriate Choices without Guidance? 51 Knowing When a Choice Is Made 53 Conclusion 54 References 55 Chapter.IV All.About.Constraints 57 Introduction 57 The Limits of Choice and the Role of Constraint 58 Intrinsic Constraints 61 Extrinsic Constraints 62 A Model of Constraints 70 Conclusion 74 References 74 Chapter.V Scale 77 Introduction 77 Choice and Scale 78 At What Scale? 81 Choosing the Scale 84 Hierarchies of Choice in Institutional Learning 88 Bucking the Trend: Giving More Control 91 Relevant Choices 91 The Atomic Unit of Transactional Control 93 Instructivism, Constructivism and Transactional Control 94 Conclusion 95 References 95 Chapter.VI Transactional.Control.in.Traditional.Institutional Learning 97 Introduction 97 Breaking Down Lessons: Some Examples 98 Tentative Classifications 106 An Unexpected Anomaly: Transactional Control in Socratic Dialogue 107 Another Anomaly: Transactional Control in a Traditional Lecture 112 A Suggested Process of Analysis 113 Design Process 115 Conclusion 115 Summary of Section I .115 Section II 116 References 117 Section ii e-learning, control, and conStraint Chapter.VII Electronic.Publication 119 Introduction .119 Publishing Content 120 Signposts, Not Fenceposts 125 Granularity, Learning Objects, and Choice 131 Conclusion 136 References 137 Chapter.VIII Finding.Good.Stuff 139 Introduction 139 Resource-Based Learning 140 Criteria for Finding Good Stuff 143 Collaborative Filters and Recommender Systems 146 Shared Annotations 151 Adaptive Hypermedia and Intelligent Tutoring Systems 153 Conclusion 156 References 157 Chapter.IX Asynchronous.Communication 161 Introduction 161 Transactional Control in an Online Discussion Forum 162 An Example of a Discussion Forum in Detail 166 Lessons Learned From the Discussion Forum 180 Dialogue, Choice, and Constraint 181 General Recommendations for Transactional Control in Threaded Dialogue 183 Conclusion 187 References 187 Chapter.X Synchronous.Discussion 189 Introduction 189 Synchronous Text Chat 190 Example of a Text Chat Session 193 Some Approaches to Managing Synchronous Chats 198 Other Synchronous Systems 200 Conclusion 206 References 206 Chapter.XI Integrated.Tools.and.Environments 208 Introduction 208 Integrated Tools and Environments 209 The LMS as a Controller 210 Open Sources, Open Architectures, Open Frameworks 218 General Issues of Control with Learning Management Systems and Stop-Gap Solutions 222 Conclusion 224 Summary of Section II 225 About Section III 225 References 226 Section iii deSigning Better e-learning environmentS Chapter.XII Social.Software.and.E-Learning 228 Introduction 228 The Current Generation 229 Deferred Systems 230 Social Software 231 A New Framework for Mediated Communication in Education 236 Approaches to Online Learning Environment Design 241 Conclusion 244 References 245 Chapter.XIII Design.Principles.for.Social.Software.in.E-Learning 248 Introduction 248 Principle 1: Design for Change 249 Principle 2: Use Stigmergy 251 Principle 3: Survival of the Fittest 255 Principle 4: Parcellate 257 Principle 5: Consider the Entire System 260 Principle 6: Build From the Bottom Up, Design From the Top Down 262 Principle 7: Build for Trust 264 Principle 8: Design for Sociability 266 Conclusion 266 References 268 Chapter.XIV Social.Software.in.E-Learning:.Beyond.Blogs.and Wikis 271 Introduction 271 Examples of Self-Organising Learning Environments in the Context of the Eight Principles 272 Two Examples in Greater Detail 280 Conclusion 291 References 292 Chapter.XV Problems.with.Social.Software.for.E-Learning 294 Introduction 294 Sequence 295 The Impoverished Dialogue of Stigmergy 299 Stigmergy and Creativity 302 The Written Word as Stigmergic Sign 303 Are Crowds Wise? 304 The Matthew Principle 305 Pedagogical Concerns 306 Conclusion 306 References 307 Chapter.XVI Potential.Futures.of.E-Learning 310 Introduction 310 The Future of E-Learning 312 The Future of E-Learning Environments 314 Imagining a Scenario or Two 319 Ubiquity and Economics 324 Where Next? Closer Up 325 Conclusion 326 References 327 Glossary 329 About.the.Authors 335 Index 336 x Foreword I was delighted to receive Jon Dron’s invitation to write some words of welcome to his first book My response to the invitation was affirmative even before I saw the manuscript because of what I knew about the author’s previous work A couple of years ago, one of my doctoral students introduced me to Jon’s writings about transactional distance and self-organisation in network-based learning environments I was very impressed, and concurred with my student’s opinion that she had discovered a source of some inspirational scholarship We initiated a correspondence with Dr Dron, and one of the consequences was his request that I write this foreword I felt it appropriate that I take this on, for I see in this work the sweet beginning of the closing of a circle, the connecting of disparate domains that is long overdue I refer to the quiet and often overlooked domain of distance education theory, on the one hand, and on the other hand, the ebullient, energetic, indeed, brash, new domain of practice referred to as e-learning What Dron does in this book is show how the future success of the latter will be more assured as a consequence of better understanding of the former This theory is not simply about the technology that makes e-learning possible It is primarily about the relationships of learners to teachers, to each other, and their responsibility to themselves This is, in other words, an important study of pedagogy in the post-modern context Reference to post-modern context compels me to admit that it is more than thirty years since I also was first intrigued by questions regarding the ways in which relationships of learners and teachers are mediated through communications technologies Especially, I was intrigued by all the anecdotal evidence of learners who managed their own learning, more or less autonomously, either without the help of a teacher, or drawing on teachers through technology, more or less as one might hire a consultant, to help achieve their personal objectives During a decade as an adult educator, most of that time spent in Africa, I had met people of all educational levels who individually (and also collectively) were self-directing learners (though  Dron Sloep, P B., van Rosmalen, P., Kester, L., Brouns, F., & Koper, R (2006) In search of an adequate yet affordable tutor in online learning networks Paper presented at the Sixth International Conference on Advanced Learning Technologies, Kerkrade, The Netherlands Stojanovic, L., Staab, S., & Studer, R (2001) E-learning based on the semantic Web Paper presented at the WebNet 2001, Orlando, Florida Thomson, I (2005) UK now has more mobiles than people IT Week Williams, R., & Dreher, H (2005) Formative assessment visual feedback in computer graded essays Paper presented at the Informing Science and Information Technology Education 2005, Flagstaff, Arizona Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Glossary  Glossary AI:.Artificial intelligence: A wide variety of computational methods that resemble thought processes in living organisms AJAX: Asynchronous JavaScript and XML: The main technological approach underlying Web 2, enabling Web applications to perform and behave like more traditional desktop applications Asynchronous.discussion: Discussion that occurs discontinuously over a (typically) prolonged period Aware-ware: Software that provides an indication of the presence of others, often used to provide a form of social navigation Behaviourism: A way of viewing education and learning as a set of stimuli and measurable responses, exhibiting the desired behaviour A popular and effective approach to some forms of training, but much maligned as a form of education in higher learning Blog.(or.Weblog): Online journal or diary Usually provides some means of annotation or comment Often uses a system known as Trackbacks, a kind of two-way link between a posting on one blog and a posting on another Typically may be subscribed Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 0 Glossary to and or combined with other blog postings using an RSS reader or aggregator Blogosphere: The space inhabited by the blogging community, a universe of sites which are parcellated, yet linked together by small isthmuses of connections Blogroll: List of links in one blog to others that are linked or related CMS: Course management system: An LMS with a focus on institutional higher learning Collaborative filter: Also known as a recommender system A piece of software that makes use of the opinions of others to recommend resources Automated collaborative filters are a sub-variety that match similar patterns of preference in different users to achieve a closer match to needs Complicity: Complex behaviour arising from simple rules (e.g., the weather or the formation of traffic jams) Constructivism: A group of theories that are based on the principle that knowledge is not simply transferred but actively constructed and thus depends upon previous knowledge, context, intention, and so on Social constructivism suggests that this is an inherently social process and is best accomplished in dialogue with others ELF: E-learning framework: A service-based framework based on the widely Web services technologies, allowing the construction of very rich and varied LMS systems using multiple technologies Evolution: The process of natural selection, whereby reproduction with variation combined with competition for a limited resource, results in ever increasing complexity and suitability to the environment Exaption: In evolutionary terms, a side effect of other changes that may become an adaptation if the conditions are suitable Flash: A proprietary format owned by Macromedia for displaying interactive multimedia content on a Web page Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Glossary  Google.bombing:.An example of how social software can be manipulated Involves intentional clubbing together of many sites to push a particular site to the top of a Google search, using a given search term Often used for political ends History-rich:.A form of social navigation that reveals the history of the browsing of others (usually through some form of annotation) IEEE-LOM:.A standard for learning objects IM:.Instant messenger, a class of application that remains resident on your computer at all times, so that you can instantly contact and be contacted by others Normally text-based, but some provide audio and video chat as well IMS: Used to stand for instructional metadata standard but now just stands for IMS Instructivism:.A (frequently pejorative) term used to describe approaches to teaching that are teacher-led and deal with knowledge transmission rather than knowledge construction IRC: Internet relay chat, a real-time text communication protocol that involves visiting an IRC server to meet and interact with others IRC:.Internet relay chat, a venerable protocol used for asynchronous text chat over the Internet Java: A programming language owned and created by Sun that allows programs to be run on many different computer platforms, including Windows, Macintosh, and Linux operating systems, as well as mobile phones and servers Object-oriented, complex but powerful LMS: Learning management system: A VLE that includes management functionality Mashup:.A term derived from the music industry, used here to describe intentional combinations of two or more Internet-based systems using technologies such as Web services and RSS A common feature of Web 2.0 applications Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited  Glossary MLE:.Managed learning environment: The UK’s preferred name for an LMS MOO:.MUD – object-oriented: A more sophisticated form of MUD that allows participants to create the text-based environment themselves, including objects that may possess (sometimes) very rich behaviours, making them perhaps the most sophisticated integrated learning environments available today Widely used in education before the advent of the Web; they are highly evolved systems Nowadays, often used with a Web interface to make them a little friendlier, they are nonetheless complex environments, which usually take some time to learn to use MUD:.Multi-user dungeon: A form of text-based virtual reality originally designed for mainframe computers in the early 1970s, typically enabling both synchronous and asynchronous communication, and employing a spatial metaphor for moving around the environment OKI:.Open Knowledge Initiative: A project started by MIT that defines a standard LMS architecture, allowing disparate LMS systems and their components to work together Mainly Java-based, but can be used with PHP as a result of the Harmoni project Parcellation:.A central feature of evolutionary and other self-organising systems— separation of one part of an environment from its surroundings PLE:.Personal learning environment: Typically an amalgam or mashup of tools and applications Podcast:.Audio, usually provided using MP3 technology, presented via an RSS feed RDF:.Resource description framework: The XML-based standard underpinning the Semantic Web RLO:.Reusable learning object RSS:.Variously can stand for really simple syndication, RDF site summary or rich site summary A means of exchanging lists of information widely used by numerous forms of social software, including blogs and CoFIND Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Glossary  SCORM:.Shareable content object reuse model: A standard primarily used to enable content to be transferred between one LMS and another Semantic.Web:.An initiative intended to describe resources in a manner that allows machines to make intelligent decisions about how they relate to each other and how they may be used Sematectonic:.A form of stigmergy in which the sign and the change to the environment are the same thing Simplexity:.Simple behaviour resulting from complex interactions (e.g., the regular rhythm of the heartbeat) Social.navigation: Making use of the behaviour of others within a networked environment to influence the behaviour of others, through changes in the interface Inherently stigmergic (see Stigmergy) Social.software:.Software that treats the group as a first class object within the system Stigmergy:.A process of communication through signs left in the environment In sematectonic stigmergy, the signs and changes to the environment are the same thing, while in sign-based stigmergy the signs left in the environment are separate from the behaviour they engender Synchronous.discussion:.Discussion that occurs in real-time (or thereabouts) Threaded.discussion.forum:.A discussion where messages are posted to a central server and displayed according to replies and responses Transactional control: The control exercised or capable of being exercised by an individual in a learning transaction at the point at which a learning trajectory changes direction Transactional.distance:.Michael G Moore’s theory that sees distance in an educational transaction as a pedagogic, not a physical phenomenon Concerns three Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited  Glossary dimensions that may be used to describe any educational transaction: dialogue and structure (control and sequencing by the teacher) which are inversely related, and learner autonomy, which is not VLE:.Virtual learning environment: An environment intended to support learning, typically combining tools for communication, presentation, assessment, and so on VoIP:.Voice over IP: Use of the Internet to provide telephony VR:.Virtual reality: An attempt to represent a user within a three dimensional environment that mimics reality Wear-ware:.Software that changes simply as a result of being used Often used in social navigation Web.2.0:.A popular term which means little, but is generally used to describe the richly interactive environments enabled by approaches such as AJAX Web.services:.An assortment of XML-based standards that allow compliant applications to exchange messages and to interoperate WebMeeting:.A real-time interaction with others through Web-based systems that typically provide video, audio, slide presentation, text chat, real-time polling and other classroom- or meeting-like features Wiki.(Wiki Wiki Web).Web:.Pages that anyone and everyone can edit freely, quickly and easily (from “Wiki Wiki,” Hawaiian for “quickly”) XML:.Extensible Markup Language, a very flexible language for defining other languages, used for very many other standards such as Web services, RDF, IEEELOM, and RSS ZPD:.Zone of proximal development: Vygotskian concept, loosely speaking the current scope for learning something new beyond which it gets too confusing or difficult Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited About the Author 335 About the Author Jon Dron is a principal lecturer at the University of Brighton, UK, where he teaches in the School of Computing, Mathematical & Information Sciences His subject areas include learning technologies, Web mastery, network management, and communication technologies Dron’s doctorate was on self-organisation in network-based learning environments, and he continues to build and research systems in this area He has published over 40 peer-reviewed articles on this and other aspects of elearning, as well as many invited papers and presentations His first degree was in philosophy and, after spending several years as a professional musical entertainer, he gained a Master of Science in information systems In 1997, following some time as a technology manager, he settled on a career in academia Dron is a national teaching fellow of the Higher Education Academy, UK Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited  Index Index A C Ackerman, Mark 54 adaptive hypermedia 153 ambient 316 annotation 128, 151 artificial intelligence (AI) 317 assessment 101, 106 associative array 121 asynchronous communication 161–188 audio conferencing 202 augmented reality 316 autodidaxy 77–78 autonomous learner 120, 123, 125, 164 autonomy 19, 43–44, 70, 120 Candy, Philip C 26, 45 CD-ROM 120 chat 190, 199, 233 session 200 ChatCircles 275 CHEF 220 choice 41, 46, 58–59, 78– 80, 98, 128, 222 density of choice 80 classroom 84, 99 CoFIND 281, 301 collaborative filter 146, 151 communication 161–188, 236, 301 Comtella 279 conferencing audio 202 video 202 consequence 79 constraint 41, 57–76, 190 cost 67 extrinsic constraint 62 intrinsic constraint 61 time 68, 190 B Blackboard 193, 210, 213–214, 233 blogs 152, 271 branching 125 non-linear 125 brand 82 Brand, Stewart 249 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index  constructivism 41 content 249 management 233 context 63, 145 control 23, 30, 45, 49, 82, 140, 151, 62, 210, 263 centralised 214 intrinsic 101 joint control 99 negotiated 104 transactional 78, 97– 118, 106, 112, 162 copyright 146 cost 67 course management system (CMS) 209 D Darwin 83 deferred system 230–231 del.icio.us 231, 253 democratisation 192 dependence 42 dependent learner 164 dialogue 111, 121, 162, 253, 299 internal 123 Digg 234 discussion 111 forum 162, 166 online 162, 165 synchronous 189–207 threaded 162 distance learning 19 transactional distance 106 diversity 128 Dreamweaver 120 DVD 120 dwellings 285 E e-learning 7, 120, 228–247, 251, 259, 61, 271, 294–309 framework 221–222 e-learning framework (ELF) 221, 249 e-mail 251 economics 324 Edinburgh Scenarios 312 education 2, 41, 149 higher education 42 educational transaction 58–59, 63 Educo 272–273 EduRSS 250 elaboration theory 49 electronic information exchange 232 publication 119–138 emotive statement 100 employer 102 evaluation 103–104, 125 evolution 255, 302 exercise 101 extrinsic 60 constraint 62 F face-to-face 121 file sharing 233 filter collaborative 146, 151 flexibility 249, 263 Flickr 233 freedom 249 Friend-Of-A-Friend standard 232 FriendsReunited 233 FrontPage 120 G gaming 233 Garrison and Baynton 25, 43, 57 Google 28, 147, 190 Gould 250 group 231 interaction 104 guidance 51 guided reading 100 H higher education 42 hypertext 125 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited  Index I independence 31 independent learner 164 instant messaging (IM) 200–201, 233 institutional learning 84, 235 instructor 23 integrated tools 208–227 interaction 238 group-content 238 group-group 239 group interaction 104 learner-group 240 teacher-group 240 Internet 121, 129, 139, 146 relay chat (IRC) 189 intrinsic 60 constraint 61 control 101 ITS 154 e-learning ecology 8, 164 institutional 235 learning 84 management system (LMS) 165, 209– 210, 222 outcome 296 resource-based 140–160 self-directed learning 29, 43, 46 style 128 traditional institutional learning 97–118 trajectory 2, 78, 84, 97, 120 lecture 104 traditional lecture 112 linear chat system 199 media 123 linearity 191 list-serv 233 locative 316 J M joint control 99 judgement 100 machine intelligence 236 magazine architecture 249 mashups 234, 249 Matthew principle 147, 305 media 122, 204 linear 123 moderator 163 MOO 190 Moodle 211 Moore 18 Moore, Michael G 45 MySpace 234 K Knowledge Garden 276 Sea 277 knowledge 45, 124 L learner 19, 23, 80 -control 77–78 -led presentation 99 autonomous 125, 164 learner 120, 123 control 139 dependent 164 independent 164 needs 121 self-direction 46 semi-dependent 125 learning 57, 65, 78, 122 activities distance learning 19 N navigation 127 negotiated control 104 NetMeeting 204 network 233 Ning 234 O OKI 249 online discussion 162 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Index  learning 241 ontology 297 open architecture 218 framework 218 knowledge initiative (OKI) 220 source 218 OurWeb 273–274 P pacing 80, 191 parallelism 163 parcellate 180, 183, 199, 204, 257 Peckham experiment 65 peer-to-peer (P2P) 233 personal learning environment (PLE) 315 PHOAKS 28 physical space 66 Plato 48, 107 power 31, 57, 66–67 PowerPoint 122 product development 233 publishing 120 R racial intelligence 119 reading tutor-directed reading 100 recommender system 148 resource-based learning (RBL) 140–143 reusable learning objects (RLOs) 131 RSS 250 S Salmon, Gilly 165 Santa Claus machines 317 scale 78, 210 scheduling 204 SCORM 249 self-directed learning 6, 29, 43, 46 self-direction 46 Semantic Web 318 seminar 99 sensitivity 145 sequence 295 Shakespeare 62 shared annotation 151 Shirky, Clay 232–247 signpost 125 sociability 266, 273 social navigation 253, 272 software 228–247, 248, 271–293, 294– 309 Socrates 48, 109 Socratic dialogue 107–111 space 63 physical 66 virtual 66 spandrels 250 speciation 257 static media 122 stigmergy 251, 253, 273, 299 structure 8, 19, 230, 295 subject matter 62–63 support 31 synchronous media 204 text chat 190 syndication system 233 T tags 231, 253 teacher 3, 19, 40–56, 141, 240 -led presentation 98 control 98 teaching 49 presence 4, threaded discussion 162 time 68 constraint 190 zone 68 traditional institutional learning 97–118 lecture 112 transactional control 18, 55, 78, 82, 97– 118, 106, 112, 162 distance 19, 106 trust 143, 150, 264, 273 tutor 100, 119 -directed reading 100 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited 0 Index online 162 tutorial 80 V video conferencing 202 virtual reality (VR) 120, 205 space 66 virtuality 315 Vygotsky 298 W Web -browsing 202 meeting 203 Web 2.0 205, 228 WebQuest 140 Wiki 152–153, 271–293 World Wide Web 119, 143 Y YouTube 234 Copyright © 2007, Idea Group Inc Copying or distributing in print or electronic forms without written permission of Idea Group Inc is prohibited Single Journal Articles and Case Studies Are Now Right at Your Fingertips! 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