The use of the Internet as an instructional tool in higher education is rapidly increasing. The author provides a research framework for the study of campus-wide academic instruction using the Web. This framework consists of three levels: (a) the macro level, which focuses on the diffusion process of the Internet on the campus instruction from the institutional perspective; (b) the mezzo level, which focuses on the emergence of new pedagogies and learning paradigms in courses that integrate the Web into traditional instruction; and (c) the micro level, which concerns the actual usage of the Web in the teaching and learning process of specific courses. First, a background and description of the research framework is provided. Second, the author describes how this framework serves as the research agenda for the study of Virtual TAU—a campus-wide implementation project aimed at integrating the Internet into the traditional instruction of Tel-Aviv University (TAU). Finally, a preliminary discussion of the issues and concerns raised by this research effort is provided.

This paper aims to present and discuss educational issues and relevant research to universities and colleges in the Arabian Gulf Region. This include cultural, students ’ learning preferences and the use of information and communication technology. It particularly focuses on interactive learning through the consideration of learning styles. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems design with a particular focus on the design of Interactive Learning Systems (ILSs). A study to examine the learning style profile of undergraduate students in a cohort of Management Information Systems at a UAE university has been conducted, and a discussion and recommendations on how these findings can be reflected on the design of ILSs are provided.

This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. In this study, the principles of transformative learning theory, a subset of constructivism within adult education, were applied to the design of professional development experiences for educators in online settings. This study of transformation focused on change existing in two forms: the transforming of perspective (how people view the world and their work); and the transforming of action (how this translates to their practice). Using an action research framework, I investigated how best to prepare tertiary educators to teach (and learn) in online environments. Located at an Australian regional university, I collaborated with teachers from a polytechnic in Singapore to build the professional capacity of the group in online learning and teaching. The challenge for a collaborative practitioner planning and conducting research that enabled informed decisions to be made about action and practice was balanced by the opportunity to trace transformative learning processes through the highly visible online environment. In this paper, I employ the notion of learning as a journey to describe, reflect upon and interrogate my doctoral research design.

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This paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequen-tial/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web-based interaction: learner-tutor, learner-learner, and learner-information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design. Web-based learning interaction and learning styles