ACCESS

Top 15 Countries in Internet Users at Year-End 2000 (millions)
 
 

Country	Weekly Users	All Users	User Percent of Total Population
United States of America	114.4	134.6	47%
Japan	25.4	33.9	27%
Germany	14.9	19.9	24%
Canada	13.1	15.4	51%
U.K.	12.6	16.8	28%
South Korea	12.4	19.0	40%
China	11.3	22.5	2%
Italy	9.3	12.5	22%
France	6.3	9.0	15%
Australia	5.3	7.6	40%
Taiwan	4.5	7.0	32%
Netherlands	4.1	5.5	34%
Sweden	3.8	5.6	49%
Spain	3.6	7.5	14%
Russia	3.0	7.5	5%

Free browser statistics software to check your users.  SMS-FF corporation’s Website counter and statistics generator.

Plagiarism. There are now a number of Web-based search engines that can compare a student's work – by looking for matching words – to electronic library resources, Internet research papers that have been posted by their authors, as well as those for sale on disreputable Websites. Depending on the search engine, you may get a report of what words in the student paper match exactly to known resources. If plagiarism is of great concern to your organization, you may wish to download a free trial copy to try it out. Some of the more popular search engines are listed below with their current Website addresses.
 

• Eve by CaNexus
• IntegriGuard
• Turniton
• Glatt
• Word Check

Translation of Classroom-based Interactions on the Web (see Knowledge Construction and Communication on the Internet)

Theory application in the classroom.  Providing application of theory is a mainstay of good instruction whether online or in the classroom. Keller and Burkman (1993) agree with the situated cognition model and specifically presented numerous guidelines for the design of motivational courses. They define the guidelines in terms of four categories: interest, relevance, expectancy, and satisfaction. The key guidelines as they relate to Web-based instruction in these categories are below.
 
 

Category	Guidelines
Interest	Vary the content organization and presentation. Use active voice and action verbs. Provide opportunities early for students to interact with the instructor, each other and with the content. Provoke debate by introducing contradictory opinions. Appeal to different learning styles. Challenge students to compete among themselves
Relevance	Show how instruction relates to the learner Be an instructor who is also learning new things. Build a strong relationship between the objectives and the outcomes. Teach in a problem-based manner that applies knowledge to real world situations.
Expectancy	Make the course navigation appear easy. Organize the instructional text for easy access and write in a readable style. Follow good graphic and text design principles. Be explicit in the expectations of student participation and quality of assignments.
Satisfaction	Provide opportunities for students to use the new skills and knowledge in the real world. Frequently reinforce learners as to their standing in the course and what they can do to improve and/or maintain high course values. Reward accomplishment with positive feedback. Share excellent work with others – student peers and other institutions