ABSTRACT
In this chapter, the authors describe a CD-ROM-based environment that allows students to work independently at any time and place. Different media possess different symbolic systems, which in turn tap different physical and mental processing capabilities. Among the research and development projects are the following domains: oral communication, vocabulary development, beginning literacy, reading comprehension, and early literacy intervention. To foster reflection, the learning environment uses embedded discussants. Topics discussed in the newsgroups were categorized into four areas: technical remarks, content remarks, general remarks, and testing-assessment remarks. Analysis of the newsgroup transcript dialogues between students show that they learned to contextualize, discuss, and elaborate target concepts. Multimedia, case-based instruction seemed to be an effective tool for students to explore authentic classroom settings containing multiple participants. In summary, the identification of features that may lead to successful implementation of multimedia programs, especially in terms of online discussion, is extremely relevant if the transformation of preservice education serves as the goal.
