"... In PAGE 41: ... B.2 The second experimental study The logical groupings of data for variables in Table17 (the internal replication) are now ex- plained. Variable (7) Experience (programming experience) is graded as: 1 a nal year student, 2 a new graduate student, and 3 a PhD student.... ..."

"... In PAGE 7: ...5 934 + Table 1. Participation in CHAT Hits on Course Content Pages and Group-work Scores Participation in CHAT Seminars Table2 divides students into Home students (resident and studying in the UK) and International (studying away from home in the UK). For the reasons above, most Home and International students showed different patterns of participation in the on-line CHAT.... ..."

"... In PAGE 61: ... Table 3 shows also that dropped out students did not use tools of learning environment (like WebCT apos;s discussing forum) to get help from each other but instead the face-to-face discussing with students at the own high school were fruitful for learning process. Table4 : Needs for contact lessons, videoconferencing or chat in learning environment. Topic of Contact Video Chat in Average programming lessons Conference WebCT Variables and symbols 44 % 20 % 24 % 29 % Assignment, input/output 52 % 12 % 20 % 28 % Loops 40 % 16 % 24 % 27 % If and logical operations 56 % 8 % 20 % 28 % Arrays 52 % 16 % 40 % 36 % Methods 56 % 20 % 28 % 35 % Applets and graphics 56 % 16 % 24 % 32 % Animations (thread) 64 % 20 % 24 % 36 % Average 53 % 16 % 26 % On questionnaire students estimated the usefulness of contact lessons, videoconferencing or chat in learning environment as an optional method for a Web-Based programming course.... In PAGE 61: ... Topic of Contact Video Chat in Average programming lessons Conference WebCT Variables and symbols 44 % 20 % 24 % 29 % Assignment, input/output 52 % 12 % 20 % 28 % Loops 40 % 16 % 24 % 27 % If and logical operations 56 % 8 % 20 % 28 % Arrays 52 % 16 % 40 % 36 % Methods 56 % 20 % 28 % 35 % Applets and graphics 56 % 16 % 24 % 32 % Animations (thread) 64 % 20 % 24 % 36 % Average 53 % 16 % 26 % On questionnaire students estimated the usefulness of contact lessons, videoconferencing or chat in learning environment as an optional method for a Web-Based programming course. As we can see in Table4 even 53 % of students wished for contact-lessons (face-to-face) besides of Web-Based lessons. When we compare the information in Table 3 and Table 4... In PAGE 62: ... Only exception is arrays: even 40% of students believed that chat in learning environment might help to learn arrays. Quite expectedly the needs for support mainly correlates the feelings of di culties (com- paring Table 2 and Table4 ). But even students found loops not so bad to learn, still 40% of them want contact-lessons to support the learning of loops.... In PAGE 62: ... We found it important that not only the best students but also those students who own problems with learning process also realize the bene t of support tools like chat or discussing forum in Web-Based learning environment and start to use them as a natural way of learning. As we can see in Table4 students can learn very much from each other and in distance education contacts with other students via Web can be as fruitful as discussing in face-to-face. 5 Conclusions As we can clearly see high school students had di culties with studying independent via Internet.... ..."

"... In PAGE 2: ... Chinese students traditionally enrol in business and engineering degrees (Electronic Times, 2001), hence it can be inferred that the enrolment of international students in engineering is also rising and hence the enrolment of New Zealanders is not flat, as might be concluded from the data of Table 2, but is actually in decline. Data relating enrolment engineering by ethnicity and gender was available for the year 2000 ( Table3 , p7). It shows that although Pakeha1 form the majority of student enrolees (68%) they are half as likely to enrol in engineering as are their Asian counterparts, and of those Pakeha who do enrol only 20% are female.... In PAGE 4: ... The New Zealand Context: The New Zealand situation within the context of subject selection and subject competency does not appear to be the same as the international scene discussed above. Table3 , a selection of the latest data available from the New Zealand Ministry of Education website, shows a strong uptake of mathematics and science subjects by Year 13 students and a reasonably balanced male and female enrolment. Table 3.... In PAGE 7: ... Sampling populations of Year 13 pupils within Greater Auckland, based on school gender type and schools authority, July 2001. (Based on Table3 , p8 - Population strata within the Auckland Region.) Strata samples of Year 13 Pupils - Auckland Region School Authority School Gender-type Male Female Totals Coeducational 261=32.... ..."

"... In PAGE 9: ... One of the initial outcomes of Project Atlas is a way to compare the flow of international students into countries across the world. From Table3 , we can gather some interest- ing comparative information about how different several major countries are in terms of from where their international students reside. First, the United States attracts the largest number of international student visi- tors by a large margin.... ..."

"... In PAGE 10: ... The sites included those for a North American cereal manufacturer, a North American credit card company, and an international bever- age manufacturer. Table3 describes the traces of the web servers, all from the week of August 13, 2001. The servers themselves were located in geographically distributed data centers and the individual logs from each site were aggre- gated and sorted into a single log file.... ..."

"... In PAGE 5: ... A new and more comprehensive privatisation programme was launched in 1992, which has resulted in the transfer of the majority of state enterprises into private ownership. As shown in Table1 , by the end of August 2001, 119 enterprises out of the original portfolio of 144 had been privatised.3 Although progress has been most substantial among small and medium sized enterprises, it has not been restricted to these categories, and over 70 percent of large enterprises have also been privatised.... ..."