Online University Degrees

Subject Matter: We accept anything related to teaching or researching online or in cyber-enhanced classes anywhere in the world; or how traditional knowledge and/or conventional cognitive processing are enhanced, destroyed and transformed by the medium of cyberspace. Poetry, graphics, and other creative writing can touch on any of the themes listed below and need not be didactic nor pedagogical.

Submissions can be Academic or Otherwise (see distance universites )

Non-academic submissions include WAOE organization statements and reports, business reports, news articles, POETRY and ORIGINAL ART WORK about cyberspace, BOOK REVIEWS, and the writings and drawings of CHILDREN. Submit a brief description of the submission and the URL where it can be found by e-mail, and permission to edit in recombinant fashion. DO NOT SEND FULL TEXT BY E-MAIL. DO NOT SEND E-MAIL ATTACHMENTS.

Browse through the description of the various divisions for ideas on content.

Submission Procedure: Submit a brief bio, an abstract of your paper, and the URL where it can be found to Professor Keefer. The paper will be reviewed at the URL within a month and the writer will be notified immediately if it is accepted. We prefer unlinked URLs from personal ( distance universites ) pages. If you give us a URL at a commercial or educational site, make sure you have the rights to your paper and can publish it in JOE. Some submissions can be accepted by disc in snail mail as long as the document is coded in html under the writer's last name. Please send your abstract by e-mail and if appropriate, the snail mail address will be forwarded to you.

This section includes academic APA articles on hard-core cognitive science addressing the issues of how the brain processes, remembers, creates and forgets information in cyberspace, as well as hypothetical and experimental articles on the metaphorical comparison to exercise physiology and application of different cognitive domains to the wild west of cyberspace. Creativity needs rules and structures but when and how do we break these rules to enhance our thinking, charting new territory in those cerebral fissures, increasing our synaptic connections? What are the connections between mental and physical conditioning? We encourage the submission of nonlinear experiments, games, poetry, artwork and stories to encourage synchronicity between right and left brain functions.The brain gym paradigm continues with creative ways to make learning fun for children.

Is the marriage between corporations and universities enhancing education, or insuring the docile, disciplined, financially lucrative life-long learning of carefully marketed money-making individuals? What program is good for what? Is the customer always right? Which program is simple, efficient, cheap; which program enhances creativity and independent thinking, which is better to memorize facts, which program fosters too much conformity or template thinking?How do the different approaches satisfy the demands of performative, mentored, collaborative and self-directed learning? How many people experience wonder, humor and surprise with corporate courseware? When and how does greedy commercialization compromise education and when are starving cyber intellectuals too pure for their own survival? What excellent projects are corporations backing? When are corporations more creative than universities? Empirical descriptions and quantitative analyses of increments in learning can be used to validate the efficacy of certain kinds of software. What are children's favorite programs?