Schenk, Karen D.

The chapter, "Online mental training using WebExcellence" was written by the listed authors including Laura G. Farres (Douglas College Faculty). The idea of providing mental training1 (MT) and sport psychology services online is becoming more prevalent as technology continues to shape education and the Web becomes more popular. In September 2000, an Internet search for “mental training” using the Google search engine identified 11,700 sites (Stodel & Farres, 2000a). An identical search in March 2004 revealed approximately 74,700 sites, representing an increase of almost 650%. Although a dynamic and fully interactive online MT environment does not yet appear to have been realised, it surely will not be long before this happens. In this chapter we highlight the importance of thoughtful design when developing such training and present a framework to guide the development of online MT.

The chapter, "Designing online mental training using WebExcellence" was written by the listed authors including Laura G. Farres (Douglas College Faculty). The idea of providing mental training1 (MT) and sport psychology services online is becoming more prevalent as technology continues to shape education and the Web becomes more popular. In September 2000, a search for “mental training” using Google identified 11,700 sites (Stodel & Farres, 2000a). An identical search in February 2006 revealed approximately 1,330,000 sites, representing an increase of over one hundredfold and by April, 2007, this number had ballooned to 80,800,000. Although a dynamic and fully interactive online MT environment does not yet appear to have been realized, it seems likely in the future. In this chapter we highlight the importance of thoughtful design when developing such training and present a framework to guide the development of online MT.

The chapter, "The future of university and organizational learning" was written by the listed authors including Laura G. Farres (Douglas College Faculty). In this chapter, the authors examine some of the issues surrounding the use of technology and how it may impact the future of university teaching and organizational training. They conclude that educators need to become proactive in the development and use of technology in the teaching process. To this end, and in an effort to address the concerns of learners and educators in the climate of online learning, we developed a framework - the Demand Driven Learning Model (DDLM) (MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001). This framework is a timely response to rapid technological advances that may affect education and provides both support and guidance for educators in an effort to ensure the most serious challenges of e-learning are anticipated and met in practice. The development of a successful and comprehensive model provides a foundation for the design of future online courses and programs and will ultimately set the quality standard for e-learning.