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Editorial: Interactive LearningEnvironments in the WiderContextRoy Rada & Masoud YazdaniPublished online: 09 Aug 2010.

To cite this article: Roy Rada & Masoud Yazdani (1998) Editorial: Interactive LearningEnvironments in the Wider Context, Interactive Learning Environments, 6:3, 189-204

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Editorial: Interactive Learning Environments in the WiderContext

Interactive Learning Environments (ILE) has been in transition and at the sametime the journal community in which it exists has been growing. The publish-er of ILE has changed, and the founding editor retired. The two new co-editorshave embarked on a broadening of scope for the journal and are working withthe community to bring quality papers to the journal and to attract readers.

In this editorial, the traditional meaning of the term ILE is first examined.Then the competing journals in the field of computing and education are ana-lyzed. A listing of almost 180 serials in the area of computing and educationwill hopefully be a useful reference. Different categories of the serials areoffered and ILE is placed within this categorization, both as to where it hasbeen and where it might go.

HISTORICAL MEANING

Elliot Soloway was the founder of ILE. What did he mean by the term “inter-active learning environments”? In a tutorial Soloway (1995) said: “This tutori-al [about ILE] begins with a historical survey of the various teaching andtraining technologies and then discusses the architectures of computer-assistedinstruction systems, simulations, intelligent tutoring systems, microworlds, andinteractive learning environments . . . What will be the roles in learning ofmultimedia, computer-aided design systems, ubiquitous access to information,and the home information appliance? While AI and HCI concepts are used, theyare defined as needed.” The emphasis is on AI and HCI, and technological inno-vation for student learning.

Several extracts from other sources illustrate further the meaning of the term“interactive learning environments”:

• Boyle et al. (1994), in a research report, said: “There has been a rapidexpansion of interest in the area of interactive learning environments overthe last few years. We are concerned with the design and construction ofstudent centered learning environments for the acquisition of programmingskills.”

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• Repenning (1994), in a journal paper, said: “This paper introduces theAgentsheets programming substrate employed by designers to createinteractive learning environments that are geared toward end-users solvingspecific problems.

• Daniel Suthers (1999), for his course entitled “Interactive LearningEnvironments”, offered: “Drawing upon fields such as educational andcognitive psychology, human–computer interaction, and software engineer-ing . . . We will emphasize the interplay between multiple levels of design,including the design of interactive learning experiences, interfaces provid-ing shared active representations that mediate these learning experiences,and the underlying software architecture.”

Soloway’s team at the University of Michigan has six grants from theNational Science Foundation in 1999 to explore topics related to interactivelearning environments, and publications (such as Jackson, et al., 1998) fromSoloway’s team using that term continue to appear.

Successful work in interactive learning environments often combines theo-ry, engineering, and experimentation. A quality publication may:

• Begin with a theory of human learning and of a new tool to support thatlearning

• Describe the new features of the tool that the research team has built• Experiment with users of the tool

Each of these activities of theory, engineering, and experimentation can be thesubject of intense effort.

As an example of the advances in one activity, consider research on theengineering model. Theorists have more or less agreed that an engineeredcomponent of a learning environment should contain at least a model of thestudent, a model of the domain, and a model of pedagogy. Researchers eachhave multiple refinements of this basic model. Practitioners (Farance &Tonkel, 1998) have agreed on a model that shows six key components: coach,delivery, learner, evaluation, knowledge, and records (see Fig. 1). Elaboratingthese engineering models remains a long-term challenge.

JOURNALS IN COMPUTING AND EDUCATION

The diagram of a learning architecture presented in Figure 1 represents the viewof an engineer who builds a computing system to support a student learning.

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The computing system is intended to implement the “coach”, “delivery”, and“evaluation” roles. However, the same model could be applied to a human sys-tem in which the teacher or someone else fulfills those roles. The educationenterprise must also, however, go beyond the roles suggested by that architec-ture to a wider set of roles to include ultimately the society in which this learn-ing activity is embedded. Of the journals published on the subject of computingand education, what are the interests represented and how will ILE fit withinthis? An appendix to this editorial provides an extensive list of journals pub-lished in the area of computing and education (see “Appendix: ScholarlyJournals in Computers and Education”).

Educational technology journals can be categorized as to whether theyfocus on the technology, on the outcomes of certain technologies, or on thepolicy for on-line education.

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Fig. 1. Learning technologies standards architecture. This reference model for aninteractive learning environment shows six key components. Generally,knowledge is delivered to the learner, whose progress through the knowl-edge is evaluated. Records are stored of the progress, and the coach super-vises the smooth running of the learning experience.

Learner

Delivery Evaluation

Coach

Knowledge Records

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A number of journals have a technology focus:

• The Journal of Education Multimedia and Hypermedia(www.aace.org/pubs/jemh/index.html) focuses on the multimedia andhypermedia tools that are used in on-line education.

• The Journal of Interactive Learning Research (www.aace.org/pubs/jilr) wasearlier the Journal of Artificial Intelligence in Education. It focuses on thetools that are used in on-line education and how new tools might impact ped-agogy, as illustrated in the paper “Using situated learning and multimedia toinvestigate higher-order thinking” (Herrington & Oliver, 1999).

• Computers & Education (www.elsevier.com/inca/publications/store/3/4/7/)publishes papers for researchers about educational system developmentusing techniques from graphics, simulation, computer-aided design, and soon. A typical paper is “An intelligent tutor for intrusion detection on com-puter systems” (Rowe & Schiav, 1998).

From technology to outcomes is a natural step, and the following journalsfocus on outcomes:

• Active Learning is linked to the British government funding of educationaltechnology projects. The journal highlights developments in informationtechnology and their impact on higher education.

• The Journal of Asynchronous Learning Networks (www.aln.org/alnweb/)wants research articles that include experimental, quantitative results aboutthe impact of Asynchronous Learning Networks. For instance, Arvan et al.(1998) present evidence from nine projects that were specifically aimed atusing technology to achieve higher student/faculty ratios, without sacrific-ing instructional quality.

• The Journal of Educational Technology & Society (ifets.gmd.de/periodical)seeks academic articles on the issues affecting the developers of education-al systems and educators who implement and manage such systems. Thearticles discuss the perspectives of both communities and their relation toeach other.

After the combination of technology and outcomes would come policy:

• The Journal of Computing in Higher Education(http://www-unix.oit.umass.edu/~carolm/jche/) focuses on instructionaltechnology and educational management information systems. The mixof papers in the journal covers both policy on introducing technology andexperiences with particular technologies.

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• The American Journal of Distance Education(www.ed.psu.edu/acsde/Jour.html) addresses the practice of distanceeducation in the Americas. Articles include ones like “Methodology forcost-benefit analysis of web-based tele-learning: Case study of the Bellonline institute” (Whalen & Wright, 1999).

This dimension of technology to policy is only one of many useful catego-rizations of journals. Some journals focus on a domain of applications. Forinstance, Computers in the Social Studies Journal (www.cssjournal.com/jour-nal/) is an electronic educational journal dedicated to the advancement of per-sonal computers in social studies classrooms (K-12). Some journals focus ona tool type. For instance, the Interpersonal Computing and Technology Journal(jan.ucc.nau.edu/~ipct-j/) is a scholarly journal that focuses on computer-mediated communication in educational settings.

Other criteria by which to compare journals would be the backgrounds of theireditors and the sources of funding for the authors. In this light, the Journal of theLearning Sciences is particularly relevant to Interactive Learning Environments.The founding editors of ILE and Journal of the Learning Sciences have similarbackgrounds and receive support from similar funding agencies. The Journal ofthe Learning Sciences (www.cc.gatech.edu/aimosaic/faculty/kolodner/jls/) is acognitive science journal whose authors have backgrounds in artificial intelli-gence, cognitive science, and educational technology. Papers in both journals fre-quently acknowledge National Science Foundation support.

The cost of the journal subscription and the association that the journalmight have with a professional society suggests another categorization of jour-nals. Computers in the Social Studies Journal (www.cssjournal.com/journal)charges a subscription of $5 per year—it is on-line only. The Journal ofEducational Technology & Society takes this a step further and is free on-line,as are several other journals. Some journals, like the Journal of Computing inHigher Education, are available only in paper form—for this particular jour-nal the subscription fee is $35 per year, the same annual price as the AmericanJournal of Distance Education. The Journal of Educational Multimedia andHypermedia and Journal of Interactive Learning Research are $50 per year.At the other extreme is the journal Computers & Education, for whichElsevier/Pergamon charges $1,003 per year.

Many journals have an affiliation with a professional society. For instance,the Association for the Advancement of Computing in Education publishesthe Journal of Educational Multimedia and Hypermedia and several other

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journals in our list. Some of the journals are simply created by an individual,such as From Now On. An affiliation with a professional society typicallyincreases the reputation of a journal, and being published by a major publish-er also gives the journal credibility.

DIRECTIONS

Our review of journals about computers and education has revealed, amongother things, that:

• Over 100 exist• They cover a wide range of topics• Their websites are typically engaging• Subscription prices and number of subscriptions vary widely

We are challenged to build our niche in this market.The demand for on-line education has never been greater and the importance

of technological innovation is high. However, these technical innovations mustbe balanced with successful diffusion of the innovation. ALT-J is an interna-tional journal devoted to research and good practice in the use of learning tech-nologies within higher education. Its founding editor wrote an emotionalfarewell (Jacobs, 1998) that speaks to the challenges of diffusion of educationaltechnology:

The reality is that take-up has not been as widespread as we imag-ined it would be—not by a long way—and neither the hardware northe courseware is fully able to match user-expectations. Why? . . .The most ambitious courseware, which manages to squeeze the lastdrop of capability out of the available technology, disappoints thoseteachers and students who are not impressed by technical achieve-ment per se, or who are initially impressed but soon rebel againstthe constraints the computer imposes on them.

Jacobs has confronted the challenges of balancing discovery and diffusion.We want to encourage discovery of new technology and to also pay atten-

tion to the acceptance of the technology by users. Of the new technologies thatmight be discovered, what will teachers and students use? The successful inno-vation (Surry & Farquhar, 1997) has these characteristics: (1) it can be tried

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on a limited basis before adoption; (2) it offers observable results; (3) it has anadvantage relative to the status quo; (4) it is not overly complex; and (5) it iscompatible with existing practices and values. Perhaps an understanding ofdiffusion theory can augment an understanding of artificial intelligence orhuman–computer interaction in guiding the development of interactive learn-ing environments.

We continue to welcome articles dealing with courseware and the peda-gogic and engineering issues that impact on an individual student learning ininteraction with the computer. Relevant courseware production and individuallearning topics include:

• Allowing learners to be the content providers• Methods of courseware production• The role of teachers and schools in content provision• Innovative learning situations• Tools for learning• Increasing the quality and range of learning• Cognitive, social, developmental, and motivational aspects of how learning

occurs• How learners construct knowledge from their on-line experiences• Useful forms of on-line tutorial feedback• Active and independent learning

However, we shall also welcome articles dealing with evaluation of theimpact of open and frequent communication among learners withinknowledge-building classrooms and the role of peer tutoring and mentoring incomputer-mediated learning. The virtual classroom may use courseware but isprimarily an environment for student–student and student–teacher interaction,and the appropriate systems for particular students and learning materialremains to be delineated. Group activity topics include:

• Informal knowledge exchange networks• Participation in on-line discussion• Computer-supported teamwork projects• Collaborative learning processes• Peer tutoring and mentoring in computer-mediated learning• Self assessment and peer assessment in virtual classrooms• Interactive video and audio technologies

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The journal welcomes analyses of the role of schools, governments, or cor-porations in developing virtual schools and universities that transcend space,time, and organizational boundaries. Social and organizational issues include:

• Creating a learning society• Accrediting informally acquired knowledge• Bringing provisions to women to equalize technological access• Maintaining cohesive curricula on-line• Unbundling of assessment, delivery, and content production• The impact of sharing students and teachers across schools

We are building on ILE’s strong history. Two special issues are soon toappear in ILE. The guest editors of the first are Betty Collis and Jan Ring. Thatspecial issue combines technological research and diffusion research. JoePsotka is the guest editor for the second special issue and focuses on latentsemantic indexing as a new technology for individual learning. We renew ourinvitation to everyone to submit his or her research results to ILE.

REFERENCES

Arvan, L., Ory, J.C., Bullock, C.D., Burnaska, K.K., & Hanson, M. (1998). The SCALE effi-ciency projects. Journal ALN, 2 (2), retrieved from http://www.aln.org/alnweb/journal/vol2_issue2/arvan2.htm (May 1999).

Boyle, T., Gray, J., Wendl, B., & Davies, M. (1994). Interactive learning environments pro-gramming. Manchester Metropolitan University Department of Computing ResearchReport 1994, retrieved from http://www.doc.mmu.ac.uk/RESEARCH/res-rep/subsub-sectionstar1_3_0_1_0_1.html (May 1999).

Farance, F., & Tonkel, J. (1998). Learning technology systems architecture specification, ver-sion 4.00, IEEE Learning Technology Standards Committee, retrieved fromhttp://www.edutool.com/ltsa (May 1999).

Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigatehigher-order thinking. Journal of Interactive Learning Research, 10 (1).

Jackson, S., Krajcik, J., & Soloway, E. (1998). The design of guided learner-adaptable scaf-folding in interactive learning environments. CHI ’98, retrieved from hi-ce.eecs.umich.edu/papers/CHI98/CHI98.html (May 1999).

Jacobs, G. (1998). Time for a change. Editorial in ALT-Journal, 6 (2), retrieved from www.warwick.ac.uk/alt-E/publish/alt-J/Contents/vol6no2/vol6no2.htm#ed (May 1999).

Repenning, A. (1994). Programming substrates to create interactive learning environments.Interactive Learning Environments, 4 (1).

Rowe, N.C., & Schiav, S. (1998) An intelligent tutor for intrusion detection on computer sys-tems. Computers & Education, 31, 395–404.

Soloway, E. (1995). Interactive learning environments: Where they’ve come from and where

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they’re going. Tutorial at CHI ’95, retrieved from http://info.acm.org/sigchi/chi95/AP/t02.html (May 1999).

Surry, D., & Farquhar, J. (1997). Diffusion theory and instructional technology. Journal ofInstructional Science and Technology, 2 (1).

Suthers, D. (1999). ISC 691: Interactive learning environments. Course at University of Hawaii,taught in Spring 1999, retrieved from http://lilt.ics.hawaii.edu/classes/ICS691/Spring99/(May 1999).

Whalen, T., & Wright, D. (1999). Methodology for cost-benefit analysis of web-based tele-learning: Case study of the Bell online institute. American Journal of DistanceEducation, 13 (1).

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APPENDIX: SCHOLARLY JOURNALS IN COMPUTERS ANDEDUCATION

Many journals are relevant to those who explore computers and education.Which scholarly journals are specifically about computers and education? Apartial answer to this question is provided by a study of information from var-ious secondary sources and by studying the Web. The list that has been com-piled here claims neither to be exhaustive nor necessarily accurate but doesclaim to be more complete and accurate than any other list the authors couldfind. Again the conditions for inclusion in our list are that the journal must becurrently in print and must focus on computers and education.

The sources of information include:

• PubList.com is a directory of information about 150,000 periodicals. Thedirectory is freely accessible on the web at www.publist.com.PubList.com information comes from sources such as Ulrich’sInternational Periodicals Directory. In the list of subject headings forclassifying serials, exactly one heading matches the concern of educationand computing. It is a subheading under “education” and is called “com-puters and technology”. That subheading goes to a list of 138 titles that isavailable at http://www.publist.com/indexes/EDU039000.html. Severalperiodicals in that list are no longer available, such as Agoraletter andGames and Simulations to Enhance Quality Learning.

• OCLC First Search was searched with the words “education” or “learning”.Based on a scan of over 3000 journal titles in OCLC First Search thatincluded one of those two words, 26, relevant journals were retrieved ofwhich several were not in the Publist.com list.

• The British government funded in 1998 a project at the Department ofEducational Studies at the University of Sheffield. One of the informationcollection activities initially performed by that project was a listing of on-line sites for publications relevant to on-line teaching (seewww.shef.ac.uk/uni/projects/csnl/projects/cbcgw/onlinej.htm). That sitelisted 51 on-line education serials, and several of those were not availablethrough the previously listed sources.

Several websites provide information about on-line education but do notprovide a listing of scholarly journals. Those websites include thefollowing:

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• Edutech is an on-line resource for education and technologies athttp://agora.unige.ch/tecfa/edutech/welcome_frame.html. The site is main-tained by the University of Geneva, Switzerland, Faculty of Psychology andEducational Sciences.

• DeLiberations is the outcome of “The Interactive Electronic MagazineProject”, part of the eLib (Electronic Libraries) Programme, and is based inthe Educational and Staff Development Unit of the Academic Registrar’sOffice at London Guildhall University (see www.lgu.ac.uk/deliberations).

• Distance-Educator.com offers a line of products and services for open, life-long, technology-based teaching and learning at www.distance-educator.com.

Many newsletters, e-mail distributions, serial reports, and other publica-tions about on-line education are available, but that list is not provided here.What follows are journals that focus on computers and education. After thejournal name there is sometimes an annotation between parentheses. A semi-colon separates different attribute values within an annotation.

1 ALT-J (http://www.csv.warwick.ac.uk/alt-E/; Association for LearningTechnology Journal; circulation 925)

2 Active Learning (http://www.cti.ac.uk/publ/actlea/)3 American Journal of Distance Education (http://www.ed.psu.edu/

acsde/Jour.html)4 Australian Journal of Educational Computing (http://cleo.murdoch.edu.

au/ajet/ajet.html; sponsored by several professional societies)5 CAELL Journal (Computer-Assisted English Language Learning

Journal; from www.iste.org)6 CALICO Journal (Computer Assisted Language Instruction Consortium

Journal; www.calico.org)7 Cause/Effect (http://cause-www.niss.ac.uk/pub/ce/cause-effect.html; cir-

culation of 6,000 managers in higher education; peer-reviewed)8 Computer Assisted Language Learning (http://www.swets.nl/sps/

journals/call.html)9 Computer Education (from K K Roy Publishers in Calcutta, India)10 Computer Education (a journal for high school teachers interested in

computing from Staffordshire University in England)11 Computers & Education (http://www.elsevier.com/inca/publications/

store/3/4/7/)

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12 Computers and Composition: An International Journal for Teachers ofWriting (http://www.cwrl.utexas.edu/~ccjrnl/; Ablex Publishing; sub-scription $45 per year for paper version)

13 Computers and the Humanities (http://ach.org/; published 6 times a yearby Kluwer)

14 Computers in Education Journal (http://www.asee.org/pubs/html/division.htm; 1,200 subscribers; American Society for EngineeringEducation Computers in Education Division)

15 Computers in Education: Engineering, Science, and Mathematics16 Computers in the Schools17 Connections(from ISTE at www.iste.org)18 Continuing Professional Development (http://www.openhouse.org.uk/

virtual-university-press/cpd/welcome.htm; on-line and in paper form)19 Distance Education20 DLRN-J (Distance Learning Resource Network Electronic Journal;

http://www.wested.org/tie/dlrn/dlrn-j.html; funded by WestEd forStarSchools)

21 Education and Information Technologies22 Educational Technology Research & Development23 Educational Software Review24 Educational Technology25 Educational Technology and Society (http://zeus.gmd.de/ifets/

periodical/; free on-line; large subscription)26 Educational Technology Review (http://www.aace.org/pubs/etr/)27 Electronic Learning in Your Classroom28 Electronics Education29 European Journal of Open and Distance Learning (http://www1.nks.no/

eurodl/;free)30 From Now On (www.fno.org/home.html; not peer-reviewed and largely

a one-person publication)31 Global Anthological Journal of Action Learning (http://www.free-

press.com/journals/gajal/)32 Hands On! (http://www.terc.edu/handson/handson.html; circulation

20,000 for K-12 science teachers)33 HyperNexus (from ISTE at www.iste.org)34 IICS Quarterly (International Interactive Communications Society;

circulation 5,000)35 Innovations in Education and Training International

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36 Interactive37 Interactive Learning Environments38 International Journal of Cognitive Education & Mediated Learning39 International Journal of Computer Algebra in Mathematics Education40 International Journal of Computers for Mathematical Learning41 International Journal of Computers in Adult Education and Training42 International Journal of Continuing Engineering Education and Life-

long Learning (http://www.mscp.edte.utwente.nl/ptk/; one focus is oninteractive learning environments; initiated by UNESCO)

43 International Journal of Educational Telecommunications (www.aace.org/pubs/ijet/)

44 Interpersonal Computing and Technology Journal (jan.ucc.nau.edu/~ipct-j)

45 Jisuanji Jiao yu Xue (Shanghai Municipal Bureau of Education; circula-tion 50,000)

46 Journal du Multimedia et des Nouvelles Technologies47 Journal of ALN (Asynchronous Learning Networks; http://www.aln.

org/alnweb/journal/jaln.htm)48 Journal of Artificial Intelligence in Education49 Journal of Chemical Education (divched.chem.wisc.edu/Journal/)50 Journal of Chemical Education Internet (divched.chem.wisc.edu/

JCEWWW)51 Journal of Chemical Education Software (divched.chem.wisc.edu/

JCESoft/)52 Journal of Computer Assisted Learning53 Journal of Computer Mediated Communication54 Journal of Computer Science Education (from ISTE at www.iste.org)55 Journal of Computers in Mathematics and Science Teaching56 Journal of Computing in Childhood Education57 Journal of Computing in Higher Education58 Journal of Computing in Teacher Education59 Journal of Educational Computing Research60 Journal of Educational Multimedia and Hypermedia61 Journal of Educational Technology Systems62 Journal of Information Systems Education63 Journal of Information Technology for Teacher Education64 Journal of Instruction Delivery Systems65 Journal of Instructional Science and Technology

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66 Journal of Interactive Instruction Development67 Journal of Interactive Learning Research (www.aace.org/pubs/jilr/)68 Journal of the Learning Sciences (www.cc.gatech.edu/aimosaic/

faculty/kolodner/jls)69 Journal of Library Services for Distance Education (www.westga.

edu/library/jlsde/; on-line journal)70 Journal of Medical Education Technologies71 Journal of Research on Computing in Education (International

Association for Computing in Education)72 Journal of Online Learning (published by ISTE; www.iste.org)73 Journal of Special Education Technology74 Journal of Structural Learning & Intelligent Systems75 Journal of Technology and Teacher Education

(www.aace.org/pubs/jtate/)76 Journal of Visual Literacy77 Learning and Leading with Technology (published by ISTE; www.iste.org)78 Logo Exchange (published by ISTE; www.iste.org)79 Mathematica in Education and Research80 Media & Methods81 MultiMedia Schools82 National Forum of Instructional Technology Journal83 National Teaching & Learning Forum (www.ntlf.com)84 New Horizons in Adult Education (ejournals.cic.net/journals/n/

newhorizons)85 Online Chronicle of Distance Education & Communication (www.fcae.

nova.edu/disted/)86 On the Horizon (horizon.unc.edu/horizon)87 Programmed Learning & Educational Technology88 ReCall (http://www.hull.ac.uk/cti/eurocall/recall.htm; European

Association for Computer Assisted Language Learning; EUROCALL)89 Research & Reflection: Leadership and Organization (www.gonzaga.

edu/rr/)90 Research in Humanities Computing91 SACE Bulletin (Saskatchewan Association for Computers in Education)92 Social Science Computer Review93 Software and Networks for Learning94 Syllabus (www.syllabus.com)95 THE (Technological Horizons in Education)

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96 Teaching and Computers97 Technology and Learning98 Technos99 Ucitelj (Association of Teachers in Serbia)100 Virtual University Journal (www.openhouse.org.uk/virtual-university-

press/vuj/)101 Visual Literacy Review102 WebNet Journal: Internet Technologies, Application & Issues

(www.webnetjrl.com; most of the editorial board members are from edu-cational technology units in academia)

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