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This paper explores a number of key issues that have been identified as being important in the identification and evaluation of best practice within the context of e-learning and virtual campuses. The "Promoting Best Practice in Virtual Campuses" (PBP-VC) project is a two year European Commission Education Audiovisual and Culture Executive Agency (EACEA) co-financed project that is aimed at providing a deeper understanding of the key issues and success factors underlying the implementation and sustainability of virtual campuses. The PBP-VC project team have been working with stakeholders from a number of large virtual campus projects across Europe in identifying and exploring key issues relating to best practice and sustainability. The importance of developing a practical framework for identifying, evaluating and promoting best practice in virtual campuses and e-learning can be demonstrated by the significant number of high profile e-learning and virtual campus failures both within Europe and globally. In many cases their failure has been quite spectacular with millions of dollars being wasted as a result some quite basic errors in overlooking key best practice issues that have occurred across several large-scale projects. This paper will provide a description of the different issues relating to models for best practice and sustainability that has been developed by the PBP-VC project. (Contains 7 figures.)

The study of database systems is typically core in undergraduate and postgraduate programmes related to computer science and information systems. However, one component of this curriculum that many learners have difficulty with is database analysis and design, an area that is critical to the development of modern information systems. This paper proposes a set of principles for the design of a games-based learning environment to help the learner develop the skills necessary to understand and perform database analysis and design effectively. The paper also presents some preliminary results on the use of this environment.

This paper reports on the work of a European Commission DG Education and Culture co-financed project PBP-VC, Promoting Best Practice in Virtual Campuses, which is aimed at providing a deeper understanding of the key issues and critical success factors underlying the implementation of virtual campuses. The paper outlines a tentative model of issues underpinning best practice in virtual campuses derived from an initial literature-based investigation of existing virtual campus initiatives within the European Union. It is proposed that the tentative model will build upon key principles that have been identified for the development of an online constructivist learning environment based on problem-based learning and on a suitable model for knowledge construction and evolution. The tentative model comprises five main areas that can be viewed as being interrelated: (1) Organizational issues; (2) Technological issues; (3) Pedagogical Issues; (4) Financial Issues; and (5) Consolidation Issues. At a meta level the authors hypothesize the presence of the sustainability issue. The project is working towards developing a practical framework to help guide the process of creating best practice in virtual campuses, as well as raising awareness of issues and approaches to creating sustainable virtual campuses. In addition to the investigation of European Union virtual campus projects, the paper will consider virtual campus projects outside the European Union (e.g. North America, Asia, Africa) in order to identify best practices and explore the use of constructivist learning environments. The last phase of the PBP-VC project will be to conduct in depth face-to-face research with specific virtual campus projects and initiatives in order to learn more about the issues that underpin best practice, as well as sending out detailed questionnaires to virtual campus projects and initiatives throughout the European Union, as well as beyond. The detailed framework for best practices built upon the principles for the development of an online constructivist learning environment based on problem-based learning highlighted in this paper will be at last developed and refined. (Contains 2 figures, 2 tables, and 1 note.

Within many educational institutions across the world, the delivery of undergraduate and post-graduate courses is facilitated by online learning technologies. The development and transformation of traditional academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience. Over the past four years, two online Masters Degree programmes, namely "Management of eBusiness" and "IT with Web Technology", have been developed and delivered at the University of Paisley in Scotland. Much of the content of these two programmes have also been delivered using more traditional, face-to-face methods, thus enabling the authors to compare both modes of learning and delivery over a number of years. The authors identified a number of factors related to enhancing student performance among online learners. These factors are both educational and social in nature and include experienced learners studying strategically, self-sufficient learners, flexibility of access to learning materials, learner control over the pace of study and assessments aimed at developing greater learner reflection. This paper explores these factors, highlighting a number of lessons learnt, as well as putting forward some recommendations that will be of interest to readers who are themselves involved in the development and delivery of online learning programmes. (Contains 2 figures and 4 tables.)

The article discusses the results of an empirical research about the collaboration and communication among tertiary students in Great Britain using UNITE, an immersive online 3D environment. The students adopted an active approach to learning within the context of constructivist principles which guides the development of UNITE. The use of UNITE led students to be cognitively engaged as learning was hands-on. In using UNITE, an emphasis on the social component of learners interaction was made.

Since small-medium sized enterprises (SMEs) play a vital role within many major economies throughout the world, their ability to successfully adopt and utilize the Internet and electronic commerce is of prime importance in ensuring their stability and future survival. This paper highlights some of the important issues identified by SME managers relating to the adoption of Internet related technology that government policy makers will have to address if their initiatives aimed at increasing adoption among SMEs are to succeed. Initial findings will be reported of a study carried out by the authors into the use made of the Internet and electronic commerce and key issues influencing its use by SMEs among a sample of 484 businesses within West Central Scotland. The study has drawn upon a number of data collection techniques such as questionnaires sent to 2,500 small businesses, in-depth face-to-face interviews and telephone interviews. With a base response rate of 20% the data reveals interesting details relating to actual connectivity levels, attitudes with regard to how small businesses perceive the Internet and electronic commerce, as well as the impact of government policy on Internet connectivity and adoption. The results gained from the study will be compared with figures relating to businesses in the rest of Scotland and the UK, as well as the US, Canada and Japan, and European countries that include Sweden, Germany, France and Italy. The issues raised from this study will be compared with similar studies carried out in other countries such as Australia, New Zealand and British Columbia, as well as countries within the European Union in order to provide a wider international context for the results of the study. [ABSTRACT FROM AUTHOR]