FN ISI Export Format
VR 1.0
PT J
AU Ruiz, JG
Mintzer, MJ
Leipzig, RM
AF Ruiz, JG
Mintzer, MJ
Leipzig, RM
TI The impact of e-learning in medical education
SO ACADEMIC MEDICINE
LA English
DT Article
ID WEB SITE; TECHNOLOGY; INSTRUCTION; COMPETENCE; MANAGEMENT; INTERNET
AB The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship.
E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources, E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.
C1 VA Med Ctr, GRECC 11GRC, Miami, FL 33125 USA.
Stein Gerontol Inst, Miami, FL USA.
Univ Miami, Miller Sch Med, Div Gerontol & Geriatr Med, Miami, FL 33152 USA.
Mt Sinai Sch Med, Dept Geriatr & Adult Dev, New York, NY USA.
Mt Sinai Sch Med, Brookdale Dept Geriatr & Adult Dev, New York, NY USA.
RP Ruiz, JG (reprint author), VA Med Ctr, GRECC 11GRC, 1201 NW 16th St, Miami, FL 33125 USA.
EM jruiz2@med.miami.edu
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NR 39
TC 260
Z9 264
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA
SN 1040-2446
J9 ACAD MED
JI Acad. Med.
PD MAR
PY 2006
VL 81
IS 3
BP 207
EP 212
DI 10.1097/00001888-200603000-00002
PG 6
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 025GQ
UT WOS:000236253800002
ER
PT J
AU Tzeng, GH
Chiang, CH
Li, CW
AF Gwo-Hshiung Tzeng
Cheng-Hsin Chiang
Chung-Wei Li
TI Evaluating intertwined effects in e-learning programs: A novel hybrid
MCDM model based on factor analysis and DEMATEL
SO EXPERT SYSTEMS WITH APPLICATIONS
LA English
DT Article
DE e-learning; factor analysis; fuzzy integral; DEMATEL; multiple criteria
decision making (MCDM)
ID FUZZY MEASURE; SYSTEMS
AB Internet evolution has affected all industrial and commercial activity and accelerated e-learning growth. Due to cost, time, or flexibility for designer courses and learners, e-learning has been adopted by corporations as an alternative training method. E-learning effectiveness evaluation is vital, and evaluation criteria are diverse. A large effort has been made regarding e-learning effectiveness evaluation; however, a generalized quantitative evaluation model, which considers both the interaffected relation between criteria and the fuzziness of subjective perception concurrently, is lacking. In this paper, the proposed new novel hybrid MCDM model addresses the independent relations of evaluation criteria with the aid of factor analysis and the dependent relations of evaluation criteria with the aid of DEM-ATEL. The AHP and the fuzzy integral methods are used for synthetic utility in accordance with subjective perception environment. Empirical experimental results show the proposed model is capable of producing effective evaluation of e-learning programs with adequate criteria that tit with respondent's perception patterns, especially when the evaluation criteria are numerous and intertwined. (C) 2006 Elsevier Ltd. All rights reserved.
C1 Natl Chiao Tung Univ, Inst Management Technol, Hsinchu, Taiwan.
Natl Taiwan Univ, Applicat & Serv Div, Taipei 10764, Taiwan.
Kainan Univ, Coll Management, Tao Yuan, Taiwan.
RP Li, CW (reprint author), 7th Floor,Assembly Bldg 1,1001 Ta Hsueh Rd, Hsinchu, Taiwan.
EM samli.mt91g@nctu.edu.tw
RI chiang, cheng-hsin/I-1336-2012; Tzeng, Gwo-Hshiung/B-2775-2009
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NR 54
TC 170
Z9 177
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0957-4174
J9 EXPERT SYST APPL
JI Expert Syst. Appl.
PD MAY
PY 2007
VL 32
IS 4
BP 1028
EP 1044
DI 10.1016/j.eswa.2006.02.004
PG 17
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 130KF
UT WOS:000243797800008
ER
PT J
AU Pituch, KA
Lee, YK
AF Pituch, Keenan A.
Lee, Yao-kuei
TI The influence of system characteristics on e-learning use
SO COMPUTERS & EDUCATION
LA English
DT Article; Proceedings Paper
CT 5th Annual Conference of the
Southern-Association-for-Information-Systems
CY MAR, 2002
CL Savannah, GA
SP S Assoc Info Syst
DE adult learning; computer-mediated communication; distance education and
telelearning; E-learning; web-based learning
ID SOCIAL COGNITIVE THEORY; PERCEIVED EASE; INFORMATION TECHNOLOGY;
EMPIRICAL-EVALUATION; SELF-EFFICACY; ACCEPTANCE; MODELS; PERCEPTIONS
AB The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested alternative models that seek to explain student intention to use an c-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method. The models integrated determinants from the well-established technology acceptance model as well as system and participant characteristics cited in the research literature. Following a demonstration and use phase of the e-learning system, data were collected from 259 college students. Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use. Implications for both researchers and practitioners are discussed. (c) 2004 Elsevier Ltd. All rights reserved.
C1 Univ Texas, Dept Educ Psychol, Austin, TX 78712 USA.
Tajen Inst Technol, Dept Mkt & Distribut Management, Pingtung 907, Taiwan.
RP Pituch, KA (reprint author), Univ Texas, Dept Educ Psychol, 1 Univ Stn D5800, Austin, TX 78712 USA.
EM keenan.pituch@mail.utexas.edu
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NR 56
TC 107
Z9 107
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2006
VL 47
IS 2
BP 222
EP 244
DI 10.1016/j.compedu.2004.10.007
PG 23
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 062EY
UT WOS:000238928600006
ER
PT J
AU Roca, JC
Gagne, M
AF Roca, Juan Carlos
Gagne, Marylene
TI Understanding e-learning continuance intention in the workplace: A
self-determination theory perspective
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE self-determination theory (SDT); technology acceptance model (TAM);
e-learning
ID INFORMATION TECHNOLOGY USAGE; COGNITIVE EVALUATION THEORY; INTRINSIC
MOTIVATION; PERCEIVED USEFULNESS; COMPUTER-TECHNOLOGY; AUTONOMY SUPPORT;
EXTRINSIC MOTIVATION; ELECTRONIC COMMERCE; NEED SATISFACTION; PLANNED
BEHAVIOR
AB Based on self-determination theory (SDT), this study proposed an extended Technology Acceptance Model (TAM) in the context of e-learning service. In the proposed model perceived usefulness, perceived playfulness and perceived ease of use are predicted to be influenced by perceived autonomy support, perceived competence and perceived relatedness. Although TAM has received fairly extensive attention in prior research, this study is one of the first to examine the effects of motivational factors affecting TAM constructs. The results show that applying SDT to e-learning in a work setting can be useful for predicting continuance intention. (C) 2007 Elsevier Ltd. All rights reserved.
C1 [Roca, Juan Carlos] Univ Huela, Dept Financial Econ & Accounting, Huelva 21002, Spain.
[Gagne, Marylene] Concordia Univ, John Molson Sch Business, Dept Management, Montreal, PQ H3G 1M8, Canada.
RP Roca, JC (reprint author), Univ Huela, Dept Financial Econ & Accounting, Pza Merced 11, Huelva 21002, Spain.
EM jcroca@uhu.es; mgagne@jmsb.concordia.ca
RI Gagne, Marylene/H-4957-2013
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NR 98
TC 60
Z9 61
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD JUL
PY 2008
VL 24
IS 4
BP 1585
EP 1604
DI 10.1016/j.chb.2007.06.001
PG 20
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 304TZ
UT WOS:000256133300018
ER
PT J
AU Shee, DY
Wang, YS
AF Shee, Daniel Y.
Wang, Yi-Shun
TI Multi-criteria evaluation of the web-based e-learning system: A
methodology based on learner satisfaction and its applications
SO COMPUTERS & EDUCATION
LA English
DT Article
DE web-based e-learning system; multi-criteria methodology; learner
satisfaction
ID USER-SATISFACTION; INFORMATION-SYSTEMS; PERFORMANCE; MODEL;
METAANALYSIS; INSTRUCTION; SUCCESS
AB The web-based e-learning system (WELS) has emerged as a new means of skill training and knowledge acquisition, encouraging both academia and industry to invest resources in the adoption of this system. Traditionally, most pre- and post-adoption tasks related to evaluation are carried out from the viewpoints of technology. Since users have been widely recognized as being a key group of stakeholders in influencing the adoption of information systems, their attitudes toward this system are pivotal. Therefore, based on the theory of multi-criteria decision making and the research products of user satisfaction from the fields of human-computer interaction and information systems, this study proposed a multi-criteria methodology from the perspective of learner satisfaction to support those evaluation-based activities taking place at the pre- and post-adoption phases of the WELS life cycle. In addition, by following this methodology, this study empirically investigated learners' perceptions of the relative importance of decision criteria. This investigation carried out a survey of college students, and the data thus obtained was then analyzed by analytic hierarchy process in order to derive an integrated preference structure of learners as a ground for evaluation. We found that learners regarded the learner interface as being the most important dimension of, decision criteria. Future applications of these results are recommended and the implications are discussed. (C) 2006 Elsevier Ltd. All rights reserved.
C1 [Shee, Daniel Y.; Wang, Yi-Shun] Natl Changhua Univ Educ, Dept Informat Management, Changhua 500, Taiwan.
RP Shee, DY (reprint author), Natl Changhua Univ Educ, Dept Informat Management, Changhua 500, Taiwan.
EM dyshee@cc.ncue.edu.tw; yswang@cc.ncue.edu.tw
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NR 43
TC 42
Z9 42
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2008
VL 50
IS 3
BP 894
EP 905
DI 10.1016/j.compedu.2006.09.005
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 289WX
UT WOS:000255085700020
ER
PT J
AU Monahan, T
McArdle, G
Bertolotto, M
AF Monahan, Teresa
McArdle, Gavin
Bertolotto, Michela
TI Virtual reality for collaborative e-learning
SO COMPUTERS & EDUCATION
LA English
DT Article
DE cooperative/collaborative learning; interactive learning environments;
lifelong learning; multimedia/hypermedia systems; virtual reality
AB In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved popular, they are often single-user learning environments which provide little in the way of interaction or stimulation for the student. As the concept of lifelong learning now becomes a reality and thus more and more people are partaking ill online courses, researchers are constantly exploring innovative techniques to motivate online students and enhance the e-learning experience. This article presents our research in this area and the resulting development of CLEV-R, a Collaborative Learning Environment with Virtual Reality. This web-based system uses Virtual Reality (VR) and multimedia and provides communication tools to support collaboration among students. In this article, we describe the features of CLEV-R, its adaptation for mobile devices and present the findings from an initial evaluation. (C) 2006 Elsevier Ltd. All rights reserved.
C1 [Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela] Univ Coll Dublin, Sch Comp & Informat Sci, Dublin 4, Ireland.
RP Monahan, T (reprint author), Univ Coll Dublin, Sch Comp & Informat Sci, Dublin 4, Ireland.
EM teresa.monahan@ucd.ie; gavin.mcardle@uccl.ic; michela.bertolotto@ucd.ie
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NR 35
TC 38
Z9 38
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD MAY
PY 2008
VL 50
IS 4
BP 1339
EP 1353
DI 10.1016/j.compedu.2006.12.008
PG 15
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 300BE
UT WOS:000255798500017
ER
PT J
AU Ozkan, S
Koseler, R
AF Ozkan, Sevgi
Koseler, Refika
TI Multi-dimensional students' evaluation of e-learning systems in the
higher education context: An empirical investigation
SO COMPUTERS & EDUCATION
LA English
DT Article
DE e-Learning information systems; Learning management systems; e-Learning
evaluation; e-Learning evaluation survey; Statistical analysis;
Students' satisfaction
ID WEB-BASED COURSES; INFORMATION-SYSTEMS; USER SATISFACTION; MCLEAN MODEL;
ENVIRONMENTS; SUCCESS; PERFORMANCE; TECHNOLOGY; ACCEPTANCE; ATTITUDES
AB There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunei University. UK The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners' satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners' perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Ozkan, Sevgi; Koseler, Refika] Middle E Tech Univ, Inst Informat, TR-06531 Ankara, Turkey.
RP Ozkan, S (reprint author), Middle E Tech Univ, Inst Informat, TR-06531 Ankara, Turkey.
EM sevgi.ozkan@brunel.ac.uk
FU (BAP) Funding Center of Middle East Technical University, Ankara, Turkey
FX This research has been partially funded by the Scientific Research
Projects (BAP) Funding Center of Middle East Technical University,
Ankara, Turkey.
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PU PERGAMON-ELSEVIER SCIENCE LTD
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PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD DEC
PY 2009
VL 53
IS 4
BP 1285
EP 1296
DI 10.1016/j.compedu.2009.06.011
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 513BO
UT WOS:000271297200027
ER
PT J
AU Cho, V
Cheng, TCE
Lai, WMJ
AF Cho, Vincent
Cheng, T. C. Edwin
Lai, W. M. Jennifer
TI The role of perceived user-interface design in continued usage intention
of self-paced e-learning tools
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Human-computer interface; Evaluation of CAL systems
ID TECHNOLOGY ACCEPTANCE MODEL; EXPECTATION-CONFIRMATION MODEL;
HUMAN-COMPUTER INTERACTION; STRUCTURAL EQUATION MODEL; POST-ADOPTION
BELIEFS; INFORMATION-TECHNOLOGY; CONSUMER SATISFACTION; WEB; SYSTEMS;
CONSEQUENCES
AB While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two variables, namely perceived functionality (PF) and perceived system support (PSS), which influence perceived usefulness (PU) and perceived ease of use (PEOU), respectively. We empirically validated the model using data collected from a survey administered to university students in Hong Kong. We found that most hypotheses are valid and PUID is an important antecedent of CUI of a self-paced e-learning tool. We also showed that PU and user satisfaction (USat) are two essential predictors of CUI. However, the impact of PEOU on CUI is indirect via PU as a mediator. Our findings enrich the theory on the continued usage of technology, and provide e-learning developers with managerial insights on how to entice learners to continue using their e-learning tools. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Cho, Vincent; Lai, W. M. Jennifer] Hong Kong Polytech Univ, Dept Management & Mkt, Hong Kong, Hong Kong, Peoples R China.
[Cheng, T. C. Edwin] Hong Kong Polytech Univ, Dept Logist & Maritime Studies, Hong Kong, Hong Kong, Peoples R China.
RP Cho, V (reprint author), Hong Kong Polytech Univ, Dept Management & Mkt, Hong Kong, Hong Kong, Peoples R China.
EM msvcho@polyu.edu.hk
RI Cho, Vincent/E-8667-2011
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NR 78
TC 29
Z9 30
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2009
VL 53
IS 2
BP 216
EP 227
DI 10.1016/j.compedu.2009.01.014
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 468AL
UT WOS:000267785400003
ER
PT J
AU Ravenscroft, A
Matheson, MP
AF Ravenscroft, A
Matheson, MP
TI Developing and evaluating dialogue games for collaborative e-learning
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE belief change; collaboration; dialogue; empirical; modelling; school;
science
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C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
RP Ravenscroft, A (reprint author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
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NR 34
TC 29
Z9 29
PU BLACKWELL PUBLISHING LTD
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DG, OXON, ENGLAND
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD MAR
PY 2002
VL 18
IS 1
BP 93
EP 101
DI 10.1046/j.0266-4909.2001.00215.x
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA 528JQ
UT WOS:000174241000015
ER
PT J
AU Gold, JP
Begg, WB
Fullerton, D
Mathisen, D
Olinger, G
Orringer, M
Verrier, E
AF Gold, JP
Begg, WB
Fullerton, D
Mathisen, D
Olinger, G
Orringer, M
Verrier, E
TI Successful implementation of a novel internet hybrid surgery curriculum
- The early phase outcome of thoracic surgery Prerequisite Curriculum
e-learning project
SO ANNALS OF SURGERY
LA English
DT Article; Proceedings Paper
CT 124th Annual Meeting of the American-Surgical-Association
CY APR 15-17, 2004
CL San Francisco, CA
SP Amer Surg Assoc
ID CD-ROM; EDUCATION; KNOWLEDGE; DIRECTORS; PROGRAM; ONLINE; SKILLS
AB Background: The internet CD-ROM thoracic surgery (TS) e-learning system was implemented in 2001 as a prospective randomized trial testing resident acceptance and educational impact of a unique web-based curriculum system on prematriculated TS residents. The Prerequisite Curriculum (PRC) contains 75 segments organized with textbook and case-based navigational systems.
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Conclusion: The implementation of the TS PRC has been exciting and successful. Future multidisciplinary curricular progress will hopefully continue to build upon this e-leaming strategy.
C1 Thorac Surg Directors Assoc, Arlington, VA 22206 USA.
Albert Einstein Coll Med, Dept Cardiothorac Surg, New York, NY USA.
Univ Colorado, Hlth Sci Ctr, Div Cardiothorac Surg, Denver, CO USA.
Massachusetts Gen Hosp, Div Thorac Surg, Boston, MA 02114 USA.
Med Coll Wisconsin, Dept Surg, Milwaukee, WI 53226 USA.
Univ Michigan, Med Ctr, Dept Surg, Ann Arbor, MI 48109 USA.
Univ Washington, Div Cardiothorac Surg, Seattle, WA 98195 USA.
RP Begg, WB (reprint author), Thorac Surg Directors Assoc, 4900B S 31 St, Arlington, VA 22206 USA.
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NR 36
TC 28
Z9 28
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA
SN 0003-4932
J9 ANN SURG
JI Ann. Surg.
PD SEP
PY 2004
VL 240
IS 3
BP 499
EP 507
DI 10.1097/01.sla.0000137139.63446.35
PG 9
WC Surgery
SC Surgery
GA 849DS
UT WOS:000223519500020
ER
PT J
AU Zaharias, P
Poylymenakou, A
AF Zaharias, Panagiotis
Poylymenakou, Angeliki
TI Developing a Usability Evaluation Method for e-Learning Applications:
Beyond Functional Usability
SO INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
LA English
DT Article
ID EDUCATIONAL SOFTWARE; SYSTEMS; DESIGN
AB In this article, the development of a questionnaire-based usability evaluation method for e-learning applications is described. The method extends the current practice by focusing not only on cognitive but also affective considerations that may influence e-learning usability. The method was developed according to an established methodology in HCI research and relied upon a conceptual framework that combines Web and instructional design parameters and associates them with the most prominent affective learning dimension, which is intrinsic motivation to learn. The latter is proposed as a new usability measure that is considered more appropriate to evaluate e-learning designs. Two large empirical studies were conducted in order to evaluate usability of e-learning courses offered in corporate environments. The results provide valuable evidence for reliability and validity of the method, thus providing evidence that usability practitioners can use it with confidence when evaluating the design of e-learning applications.
C1 [Zaharias, Panagiotis; Poylymenakou, Angeliki] Athens Univ Econ & Business, Dept Management Sci & Technol, Athens 10434, Greece.
[Zaharias, Panagiotis] Univ Aegean, Dept Prod & Syst Design Engn, Hermoupolis, Greece.
RP Zaharias, P (reprint author), Athens Univ Econ & Business, Dept Management Sci & Technol, 76 Patiss Str, Athens 10434, Greece.
EM pz@aueb.gr
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NR 73
TC 25
Z9 25
PU LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS
PI PHILADELPHIA
PA 325 CHESTNUT STREET, STE 800, PHILADELPHIA, PA 19106 USA
SN 1044-7318
J9 INT J HUM-COMPUT INT
JI Int. J. Hum.-Comput. Interact.
PY 2009
VL 25
IS 1
BP 75
EP 98
DI 10.1080/10447310802546716
PG 24
WC Computer Science, Cybernetics; Ergonomics
SC Computer Science; Engineering
GA 394UA
UT WOS:000262473100004
ER
PT J
AU Martinez-Torres, MR
Marin, SLT
Garcia, FB
Vazquez, SG
Oliva, MA
Torres, T
AF Martinez-Torres, M. R.
Toral Marin, S. L.
Barrero Garcia, F.
Gallardo Vazquez, S.
Arias Oliva, M.
Torres, T.
TI A technological acceptance of e-learning tools used in practical and
laboratory teaching, according to the European higher education area
SO BEHAVIOUR & INFORMATION TECHNOLOGY
LA English
DT Article
DE e-learning; technology acceptance model; partial least square
ID INFORMATION-TECHNOLOGY; INTRINSIC MOTIVATION; SOCIAL-INFLUENCE;
DECISION-MAKING; SELF-EFFICACY; MODEL; USAGE; ENVIRONMENTS; PLAYFULNESS;
WORKPLACE
AB The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user's behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based e-learning tools used in practical and laboratory teaching. The research hypotheses derived from this model have empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses have been examined through partial least square. The obtained results strongly support the extended TAM in predicting a student's intention to use e-learning and define a set of external variables with a significant influence in the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential to providing a framework for further improvements of the tool.
C1 [Martinez-Torres, M. R.] Univ Seville, Dept Business Adm & Mkt, Seville, Spain.
[Toral Marin, S. L.; Barrero Garcia, F.; Gallardo Vazquez, S.] Univ Seville, Dept Elect Engn, Seville, Spain.
[Arias Oliva, M.; Torres, T.] Univ Rovira & Virgili, Dept Business Adm, Tarragona, Spain.
RP Martinez-Torres, MR (reprint author), Univ Seville, Dept Business Adm & Mkt, Seville, Spain.
EM rmtorres@us.es
RI Toral, Sergio/E-6309-2010; Martinez-Torres, Rocio/E-6611-2010; Barrero,
Federico/A-9626-2013
OI Toral, Sergio/0000-0003-2612-0388; Martinez-Torres,
Rocio/0000-0002-1640-0020; Barrero, Federico/0000-0002-2896-4472
FU Spanish Education and Science Ministry [EA2005-0176]
FX This research has been funded by the Spanish Education and Science
Ministry, in its Study and Analysis Programme (EA2005-0176).
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NR 60
TC 23
Z9 23
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-929X
J9 BEHAV INFORM TECHNOL
JI Behav. Inf. Technol.
PY 2008
VL 27
IS 6
BP 495
EP 505
DI 10.1080/01449290600958965
PG 11
WC Computer Science, Cybernetics; Ergonomics
SC Computer Science; Engineering
GA 373ZV
UT WOS:000261012900005
ER
PT J
AU Gilbert, J
Morton, S
Rowley, J
AF Gilbert, Jennifer
Morton, Susan
Rowley, Jennifer
TI e-Learning: The student experience
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID EDUCATION
AB The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor's role in e-learning are unformed.
C1 Univ Wales, Sch Business & Reg Studies, Bangor LL57 2DG, Gwynedd, Wales.
Sheffield Hallam Univ, Sheffield S1 1WB, S Yorkshire, England.
RP Rowley, J (reprint author), Univ Wales, Sch Business & Reg Studies, Bangor LL57 2DG, Gwynedd, Wales.
EM j.e.rowley@bangor.ac.uk
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NR 29
TC 22
Z9 22
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-1013
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD JUL
PY 2007
VL 38
IS 4
BP 560
EP 573
DI 10.1111/j.1467-8535.2007.00723.x
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 176UR
UT WOS:000247110900002
ER
PT J
AU Law, KMY
Lee, VCS
Yu, YT
AF Law, Kris M. Y.
Lee, Victor C. S.
Yu, Y. T.
TI Learning motivation in e-learning facilitated computer programming
courses
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Evaluation of CAL systems; Interactive learning environments;
Pedagogical issues; Programming; Programming languages
ID INTRINSIC MOTIVATION; ACADEMIC-ACHIEVEMENT; ENGINEERING STUDENTS;
ALGORITHM ANIMATION; SELF-EFFICACY; PERFORMANCE; COLLEGE; SYSTEM; GOALS;
CONSEQUENCES
AB Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system - Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, 'individual attitude and expectation', 'clear direction', and 'reward and recognition' The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy (C) 2010 Elsevier Ltd. All rights reserved.
C1 [Law, Kris M. Y.] Hong Kong Polytech Univ, Dept Ind Syst & Engn, Hunghom, Hong Kong, Peoples R China.
[Law, Kris M. Y.] Natl Taiwan Univ, Grad Inst Ind Engn, Taipei 10764, Taiwan.
[Lee, Victor C. S.; Yu, Y. T.] City Univ Hong Kong, Dept Comp Sci, Kowloon Tong, Hong Kong, Peoples R China.
RP Law, KMY (reprint author), Hong Kong Polytech Univ, Dept Ind Syst & Engn, Hunghom, Hong Kong, Peoples R China.
RI LAW, Kris/G-5221-2012
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NR 66
TC 21
Z9 21
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD AUG
PY 2010
VL 55
IS 1
BP 218
EP 228
DI 10.1016/j.compedu.2010.01.007
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 588YK
UT WOS:000277110400022
ER
PT J
AU Chao, RJ
Chen, YH
AF Chao, Ru-Jen
Chen, Yueh-Hsiang
TI Evaluation of the criteria and effectiveness of distance e-learning with
consistent fuzzy preference relations
SO EXPERT SYSTEMS WITH APPLICATIONS
LA English
DT Article
DE Consistent fuzzy preference relations (CFPR); Criteria; Comparison;
Distance e-learning; Factor
ID SYSTEMS; SATISFACTION; ACCEPTANCE; SUCCESS; MODELS
AB The electronic learning (e-learning) has gradually become more and more important in today's school in Taiwan. Many colleges and universities offer distance e-learning courses or programs for students. An effective teaching or learning through a distance web e-learning system depends on many factors (or criteria). The analytic hierarchy process (AHP) model is suitable for dealing with the multi-criteria problems. This paper utilizes the consistent fuzzy preference relations (CFPR) in AHP model to evaluate these factors. The CFPR is computational simplicity and guarantees the consistence of decision matrices. Rating the criteria is important. An empirical example using CFPR in AHP model to find the weights is presented. The weight can point out which factor is important, especially when the time, manpower, and financial support are limited. The rating results can be directly used to evaluate the distance e-learning effectiveness and can provide teachers and decision-makers in schools important information for improving e-learning practice in the future. Crown Copyright (C) 2009 Published by Elsevier Ltd. All rights reserved.
C1 [Chao, Ru-Jen; Chen, Yueh-Hsiang] Kao Yuan Univ, Dept Informat Management, Lu Chu Township 821, Kaohsiung Cty, Taiwan.
RP Chao, RJ (reprint author), Kao Yuan Univ, Dept Informat Management, 1821 Chung San Rd, Lu Chu Township 821, Kaohsiung Cty, Taiwan.
EM chaorj@cc.kyu.edu.tw; chris@cc.kyu.edu.tw
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NR 14
TC 21
Z9 21
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0957-4174
J9 EXPERT SYST APPL
JI Expert Syst. Appl.
PD SEP
PY 2009
VL 36
IS 7
BP 10657
EP 10662
DI 10.1016/j.eswa.2009.02.047
PG 6
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 456MO
UT WOS:000266851000053
ER
PT J
AU Gotthardt, M
Siegert, MJ
Schlieck, A
Schneider, S
Kohnert, A
Gross, MW
Schafer, C
Wagner, R
Hormann, S
Behr, TM
Engenhart-Cabillic, R
AF Gotthardt, M
Siegert, MJ
Schlieck, A
Schneider, S
Kohnert, A
Gross, MW
Schafer, C
Wagner, R
Hormann, S
Behr, TM
Engenhart-Cabillic, R
TI How to successfully implement E-learning for both students and teachers
SO ACADEMIC RADIOLOGY
LA English
DT Article
DE teaching; e-learning; online exam
ID EDUCATION; WEB
AB Rationale and Objectives. Electronic learning (e-leaming) may provide a means to enhance learning efficacy. However, introduction of e-learning often fails. We describe a strategy of how an e-learning curriculum was successfully implemented.
Materials and Methods. The curriculum was designed based on published evidence. It consists of self-directed learning, an online discussion forum, and discussion rounds. The e-content in nuclear medicine and radiotherapy was produced by the k-MED team of medical authors, web designers, and psychologists. The online courses were delivered via a dedicated learning management system. The e-content for diagnostic radiology and physics was provided as PDF/HTML script by the respective teachers who objected to participate in the k-MED project. The exam was taken online. Online evaluation of the Curriculum by the students was taken at the end of the course.
Results. The new Curriculum proved very effective. The time for the preparation for the clinical part of the radiology course could be reduced from 4 to 2 weeks. The students particularly enjoyed the self-directed learning. Although the material provided by k-MED received 90%-99% positive scores, the HTML and PDF scripts scored worse (13%-67% positive ratings). The positive results of the evaluation convinced the teachers responsible for physics and diagnostic radiology to participate in k-MED.
Conclusions. As our example shows, new c-learning curricula can successfully be introduced. The strategy of implementation should be based on the existing evidence from the literature. The new curriculum helped to increase the efficacy of teaching and save time as the duration of the respective part of the course could be reduced by half.
C1 Radboud Univ Nijmegen Med Ctr, Dept Nucl Med, NL-6525 GA Nijmegen, Netherlands.
Univ Marburg, Dept Nucl Med, Med Ctr Radiol, Marburg, Germany.
Univ Marburg, Dept Radiat Therapy, Med Ctr Radiol, Marburg, Germany.
Univ Marburg, Dept Diagnost Radiol, Med Ctr Radiol, Marburg, Germany.
Univ Giessen, Giessen, Germany.
Tech Univ Darmstadt, D-64287 Darmstadt, Germany.
RP Gotthardt, M (reprint author), Radboud Univ Nijmegen Med Ctr, Dept Nucl Med, Geert Grooteplein 8, NL-6525 GA Nijmegen, Netherlands.
EM m.gotthardt@nucmed.umcn.nl
RI Marzagao, Daniela/E-2679-2012
CR BENNETT RE, ONLINE TESTING USING
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NR 15
TC 21
Z9 21
PU ASSOC UNIV RADIOLOGISTS
PI OAK BROOK
PA 820 JORIE BLVD, OAK BROOK, IL 60523-2251 USA
SN 1076-6332
J9 ACAD RADIOL
JI Acad. Radiol.
PD MAR
PY 2006
VL 13
IS 3
BP 379
EP 390
DI 10.1016/j.acra.2005.12.006
PG 12
WC Radiology, Nuclear Medicine & Medical Imaging
SC Radiology, Nuclear Medicine & Medical Imaging
GA 020QO
UT WOS:000235925100014
ER
PT J
AU Chen, CM
AF Chen, Chih-Ming
TI Personalized E-learning system with self-regulated learning assisted
mechanisms for promoting learning performance
SO EXPERT SYSTEMS WITH APPLICATIONS
LA English
DT Article
DE Intelligent tutoring systems; Evaluation methodologies; Human-computer
interface; Interactive learning environments; Teaching/learning
strategies
ID WEB-BASED INSTRUCTION
AB With the rapid development of Internet technologies, the conventional computer-assisted learning (CAL) is gradually moving toward to web-based learning. Additionally, instructors typically base their teaching methods to simultaneously interact with all learners in a class based on their professional disciplines in the traditional classroom learning. However, the requirements of individual learners are frequently ignored in the traditional classroom learning. Compared to the conventional classroom learning, individual learners are the focus in web-based learning environments and many web-based learning systems provide personalized learning mechanisms for individual learners. One key problem is that learners have to frequently interact with web-based learning systems even though they lack instructors to monitor their learning attitudes and behavior during learning processes. Hence, a learner's ability to self-regulated learning is clearly all important factor affecting learning performance in a web-based learning environment. Self-regulated learning is a goal-oriented learning strategy that is very suited to self-managed learning to promote learning performance of individual learners in a web-based learning environment. However, how to assist learners in cultivating self-regulated learning abilities efficiently is an important research issue in the self-regulated learning field. This study presents a novel personalized e-learning system with self-regulated learning assisted mechanisms that help learners enhance their self-regulated learning abilities. The proposed self-regulated learning mechanisms assist learners in becoming lifelong learners who have autonomous self-regulated learning abilities. Additionally, four self-regulated learning types, based oil a self-regulated learning competence index and self-regulated learning performance index, are also proposed. Experimental results demonstrate that the proposed self-regulated learning assisted mechanisms aid learners by speeding up their acquisition of self-regulated learning abilities in a personalized e-learning system, and help their learning performance. (c) 2008 Elsevier Ltd. All rights reserved.
C1 Natl Chengchi Univ, Grad Inst Lib Informat & Archival Studies, Taipei 116, Taiwan.
RP Chen, CM (reprint author), Natl Chengchi Univ, Grad Inst Lib Informat & Archival Studies, 64 Sec 2,ZhiNan Rd, Taipei 116, Taiwan.
EM chencm@nccu.edu.tw
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NR 22
TC 20
Z9 21
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0957-4174
J9 EXPERT SYST APPL
JI Expert Syst. Appl.
PD JUL
PY 2009
VL 36
IS 5
BP 8816
EP 8829
DI 10.1016/j.eswa.2008.11.026
PG 14
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 427MG
UT WOS:000264782800011
ER
PT J
AU Smith, GG
Heindel, AJ
Torres-Ayala, AT
AF Smith, Glenn G.
Heindel, Allen J.
Torres-Ayala, Ana T.
TI E-learning commodity or community: Disciplinary differences between
online courses
SO INTERNET AND HIGHER EDUCATION
LA English
DT Article
DE Online instruction; Course Management System (CMS); CMS tools; CMS
features; E-learning; Transactional distance (TD); Distance learning
ID DISTANCE
AB Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations. for spring 2007 online courses, suggested that applied disciplines had a shorter learner-instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized. while e-learning in applied disciplines has become more diversified and more oriented to community practice. (C) 2008 Elsevier Inc. All rights reserved.
RP Smith, GG (reprint author), 4202 E Fowler Ave,EDU 162, Tampa, FL 33620 USA.
EM GSmith@coedu.usf.edu; Heindel.allen@gmail.com; attorres@mail.usf.edu
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TC 19
Z9 19
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1096-7516
J9 INTERNET HIGH EDUC
JI Internet High. Educ.
PY 2008
VL 11
IS 3-4
BP 152
EP 159
DI 10.1016/j.iheduc.2008.06.008
PG 8
WC Education & Educational Research
SC Education & Educational Research
GA 408CT
UT WOS:000263411900005
ER
PT J
AU Vollmar, HC
Schurer-Maly, CC
Frahne, J
Lelgemann, M
Butzlaffl, M
AF Vollmar, H. C.
Schuerer-Maly, C.-C.
Frahne, J.
Lelgemann, M.
Butzlaffl, M.
TI An e-learning platform for guideline implementation - Evidence- and
case-based knowledge translation via the Internet
SO METHODS OF INFORMATION IN MEDICINE
LA English
DT Article; Proceedings Paper
CT Annual Conference of the
German-Society-for-Medical-Informatic-Biometry-and-Epidemiology (GMDS)
CY SEP 11-15, 2005
CL Freburg, GERMANY
SP German Soc Med Informat Biometry & Epidemiol
DE clinical practice guideline (CPG); evidence-based (EBM); continuing
medical education (CME); knowledge translation; e-learning
ID CONTINUING-MEDICAL-EDUCATION; RANDOMIZED CONTROLLED-TRIAL;
GENERAL-PRACTICE; CARE; HEALTH; PHYSICIANS; INSTRUCTION; INFORMATION;
PERFORMANCE; MANAGEMENT
AB Objectives: Effective knowledge translation in medicine is an essential element of a modern health care system. Evidence-based clinical practice guidelines (CPGs) are considered relevant instruments for the transfer of knowledge into clinical practice. To improve this transfer we have created Internet-based continuing medical education (CME) molecules and online case-based learning objects.
Methods: Building upon existing CPGs, an e-learning platform including a multi-step review process was developed to generate CME modules. These CME modules were presented through a modified content management system (CMS) that fulfils specific requirements of CME. An online questionnaire using a four-point Likert scale was designed to receive mandatory feedback from participating physicians. In the second step of development, case-based learning objects were added to the CMS.
Results: Existing clinical practice guidelines allowed a rapid development of CME modules specific to individual clinical indications. The modified CMS proved to be technically stable but also resource-intensive. 3105 physicians registered and used the platform between June 2003 and April 2005. 95% of the physicians expressed positive feedback in an evaluation questionnaire, only 35% of physicians actually used the corresponding CPGs in practice. Suggestions from the CME users led to the development of interactive medical case-based learning objects related to the main topics of the CPGs.
Conclusions: To support the implementation of CPGs, an Internet platform for CME including case-based learning objects and examination tests was developed. An interactive online CME platform can support active learning and may establish an additional stimulus for knowledge translation into daily medical practice.
C1 Univ Witten Herdecke, Fac Med, Competence Ctr Gen Practice & Outpatients, D-58448 Witten, Germany.
Materna GmbH, Dortmund, Germany.
AQUMED, Berlin, Germany.
Univ Witten Herdecke, Med Knowledge Network Evidence, Witten, Germany.
RP Vollmar, HC (reprint author), Univ Witten Herdecke, Fac Med, Competence Ctr Gen Practice & Outpatients, Alfred Herrhausen Str 50, D-58448 Witten, Germany.
EM vollmar@uni-wh.de
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TC 19
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PU SCHATTAUER GMBH-VERLAG MEDIZIN NATURWISSENSCHAFTEN
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WC Computer Science, Information Systems; Health Care Sciences & Services;
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GA 074PR
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PT J
AU Zhang, DS
Nunamaker, JF
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TI A natural language approach to content-based video indexing and
retrieval for interactive E-learning
SO IEEE TRANSACTIONS ON MULTIMEDIA
LA English
DT Article
DE learning by asking; natural language processing; video indexing and
retrieval
ID ACTIVE RETRIEVAL; SYSTEM; AUDIO; NEWS; WEB
AB As a powerful and expressive nontextual media that can capture and present information, instructional videos are extensively used in e-Learning (Web-based distance learning). Since each video may cover many subjects, it is critical for an e-Learning environment to have content-based video searching capabilities to meet diverse individual learning needs. In this paper, we present an interactive multimedia-based e-Learning environment that enables users to interact with it to obtain knowledge in the form of logically segmented video clips. We propose a natural language approach to content-based video indexing and retrieval to identify appropriate video clips that can address users, needs. The method integrates natural language processing, named entity extraction, frame-based indexing, and information retrieval techniques to explore knowledge-on-demand in a video-based interactive e-Learning environment. A preliminary evaluation shows that precision and recall of this approach are better than those of the traditional keyword based approach.
C1 Univ Maryland, Dept Informat Syst, Baltimore, MD 21250 USA.
Univ Arizona, Ctr Management Informat, Tucson, AZ 85721 USA.
RP Zhang, DS (reprint author), Univ Maryland, Dept Informat Syst, Baltimore, MD 21250 USA.
EM zhangd@umbc.edu; jnunamaker@cmi.arizona.edu
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PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855 USA
SN 1520-9210
J9 IEEE T MULTIMEDIA
JI IEEE Trans. Multimedia
PD JUN
PY 2004
VL 6
IS 3
BP 450
EP 458
DI 10.1109/TMM.2004.827505
PG 9
WC Computer Science, Information Systems; Computer Science, Software
Engineering; Telecommunications
SC Computer Science; Telecommunications
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UT WOS:000221350200008
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PT J
AU Dantas, AM
Kemm, RE
AF Dantas, Arianne M.
Kemm, Robert E.
TI A blended approach to active learning in a physiology laboratory-based
subject facilitated by an e-learning component
SO ADVANCES IN PHYSIOLOGY EDUCATION
LA English
DT Article
DE online learning; blended learning; undergraduate; science; predictions;
active learning
ID STUDENTS; INQUIRY; SCIENCE; ONLINE; COMMUNICATION; ENVIRONMENTS;
EXPERIENCES; SIMULATION; ATTITUDES; BIOLOGY
AB Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.
C1 [Dantas, Arianne M.; Kemm, Robert E.] Univ Melbourne, Dept Physiol, Melbourne, Vic 3010, Australia.
RP Dantas, AM (reprint author), Univ Melbourne, Dept Physiol, Melbourne, Vic 3010, Australia.
EM r.kemm@unimelb.edu.au
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NR 43
TC 18
Z9 19
PU AMER PHYSIOLOGICAL SOC
PI BETHESDA
PA 9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA
SN 1043-4046
J9 ADV PHYSIOL EDUC
JI Adv. Physiol. Educ.
PD MAR
PY 2008
VL 32
IS 1
BP 65
EP 75
DI 10.1152/advan.00006.2007
PG 11
WC Education, Scientific Disciplines; Physiology
SC Education & Educational Research; Physiology
GA 272QL
UT WOS:000253874400011
ER
PT J
AU Manouselis, N
Vuorikari, R
Van Assche, F
AF Manouselis, N.
Vuorikari, R.
Van Assche, F.
TI Collaborative recommendation of e-learning resources: an experimental
investigation
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE collaborative filtering; e-learning; recommender systems
ID DESIGN CHOICES; SYSTEMS; INFORMATION; ALGORITHMS; SERVICE
AB Repositories with educational resources can support the formation of online learning communities by providing a platform for collaboration. Users (e.g. teachers, tutors and learners) access repositories, search for interesting resources to access and use, and in many cases, also exchange experiences and opinions. A particular class of online services that take advantage of the collected knowledge and experience of users are collaborative filtering ones. The successful operation of such services in the context of real-life applications requires careful testing and parameterization before their actual deployment. In this paper, the case of developing a learning resources' collaborative filtering service for an online community of teachers in Europe was examined. More specifically, a data set of evaluations of learning resources was collected from the teachers that use the European Schoolnet's learning resource portal. These evaluations were then used to support the experimental investigation of design choices for an online collaborative filtering service for the portal's learning resources. A candidate multi-attribute utility collaborative filtering algorithm was appropriately parameterized and tested for this purpose. Results indicated that the development of such systems should be taking place considering the particularities of the actual communities that are to be served.
C1 [Manouselis, N.] Greek Res & Technol Network GRNET SA, Athens 11527, Greece.
[Vuorikari, R.; Van Assche, F.] European Schoolnet EUN, B-1040 Brussels, Belgium.
RP Manouselis, N (reprint author), 56 Salaminomaxon Str, Athens 15236, Greece.
EM nikosm@ieee.org
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NR 79
TC 17
Z9 17
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD AUG
PY 2010
VL 26
IS 4
BP 227
EP 242
DI 10.1111/j.1365-2729.2010.00362.x
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 626SE
UT WOS:000279986400002
ER
PT J
AU Tsai, MJ
AF Tsai, Meng-Jung
TI The Model of Strategic e-Learning: Understanding and Evaluating Student
e-Learning from Metacognitive Perspectives
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article; Proceedings Paper
CT Conference on Technology Enhanced Learning (TELearn 2007)
CY JUL 14-15, 2007
CL Jhongli City, TAIWAN
HO Natl Cent Univ
DE E-learning; e-Learning model; Evaluation; Strategic e-learning;
e-Learning strategies
ID INFORMATION SEARCHING STRATEGIES; INSTRUCTIONAL-DESIGN; WEB; ONLINE;
ENVIRONMENTS; INQUIRY; SCIENCE
AB This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument-the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four dimensions of characteristics of e-learning environments and three core domains (perceived-skill, affection and self-regulation) of student e-learning strategies. This study also tries to identify and analyze elements corresponding to each domain strategy. Based on this model, the OLSS finally contains 20 items with good construct validity and reliability. This instrument provides a diagnostic instrument for e-learning researchers, system designers, curriculum developers and instructors to evaluate students' e-learning strategies in their experiment, design and development. This study concludes by presenting several future research directions.
C1 Natl Taiwan Univ Sci & Technol, Grad Sch Technol & Vocat Educ, Taipei 106, Taiwan.
RP Tsai, MJ (reprint author), Natl Taiwan Univ Sci & Technol, Grad Sch Technol & Vocat Educ, 43,Sec 4,Keelung Rd, Taipei 106, Taiwan.
EM mjtsai99@mail.ntust.edu.tw
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NR 32
TC 17
Z9 17
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2009
VL 12
IS 1
BP 34
EP 48
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 419ZR
UT WOS:000264258700004
ER
PT J
AU Shih, WC
Tseng, SS
Yang, CT
AF Shih, Wen-Chung
Tseng, Shian-Shyong
Yang, Chao-Tung
TI Wiki-based rapid prototyping for teaching-material design in e-Learning
grids
SO COMPUTERS & EDUCATION
LA English
DT Article
DE teaching material design; Wiki-based authoring; rapid prototyping;
e-Learning grid
ID SYSTEM; INFRASTRUCTURE; METHODOLOGY
AB Grid computing environments with abundant resources can support innovative e-Learning applications, and are promising platforms for e-Learning. To support individualized and adaptive learning, teachers are encouraged to develop various teaching materials according to different requirements. However, traditional methodologies for designing teaching materials are time-consuming. To speed up the development process of teaching materials, our idea is to use a rapid prototyping approach which is based on automatic draft generation and Wiki-based revision. This paper presents the approach named WARP (Wiki-based Authoring by Rapid Prototyping), which is composed of five phases: (1) requirement verification, (2) query expansion, (3) teaching-material retrieval, (4) draft generation and (5) Wiki-based revision. A prototype system was implemented in grid environments. The evaluation was conducted using a two-group t-test design. Experimental results indicate that teaching materials can be rapidly generated with the proposed approach. (c) 2007 Elsevier Ltd. All rights reserved.
C1 [Shih, Wen-Chung; Tseng, Shian-Shyong] Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu 30010, Taiwan.
[Tseng, Shian-Shyong] Asia Univ, Dept Informat Sci & Applicat, Taichung 41354, Taiwan.
[Yang, Chao-Tung] Tunghai Univ, Dept Comp Sci & Informat Engn, High Performance Comp Lab, Taichung 40704, Taiwan.
RP Tseng, SS (reprint author), Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu 30010, Taiwan.
EM gis90805@cis.nctu.edu.tw; sstseng@cis.nctu.edu.tw; ctyang@thu.edu.tw
RI Yang, Chao-Tung/B-4562-2009
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NR 34
TC 16
Z9 16
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2008
VL 51
IS 3
BP 1037
EP 1057
DI 10.1016/j.compedu.2007.10.007
PG 21
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 331PJ
UT WOS:000258024000005
ER
PT J
AU Buyukozkan, G
Ruan, D
Feyzioglu, O
AF Buyukozkan, Gulcin
Ruan, Da
Feyzioglu, Orhan
TI Evaluating e-learning Web site quality in a fuzzy environment
SO INTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS
LA English
DT Article; Proceedings Paper
CT 6th International FLINS Conference on Applied Artificial Intelligence
CY SEP 01-03, 2004
CL Blankenberge, BELGIUM
SP FLINS
ID DECISION-MAKING; E-SERVICES; PREFERENCE RELATIONS; CRITERIA; MODEL;
DEFUZZIFICATION; PERCEPTIONS; GOVERNMENT; LIBRARIES; AREA
AB The proliferation of the Internet and World Wide Web applications has created new opportunities as well as new challenges for institutions and individuals who are either receiving or delivering education. Electronic (e) learning is one of the most important developments in education. It recognizes the shift from teaching to learning and puts the learner or user before the institution. The objectives and expected outcomes of e-learning are largely dependent on the quality of the teaching processes and the effectiveness of online access. Hence, assessing methods for the effectiveness of e-learning Web sites are a critical issue in both practice and research. However, Web site quality is a complex concept and its measurement is expected to be multidimensional in nature. Multicriteria decision-making (MCDM) techniques are widely used for evaluating and ranking such problems containing multiple, usually conflicting criteria. For this reason, this article presents a quality evaluation model based on the MCDM to measure the e-learning Web sites' performance. In addition, the subjectivity and vagueness in the assessment process are dealt with using fuzzy logic. The study has investigated 10 worldwide and 11 locally successful Web sites with the proposed method. By suggesting an aggregated measure based on the Web site quality criteria, it is expected that the method could be useful to the e-learning service providers and system developers, as well as to the researchers related with Web research. (c) 2007 Wiley Periodicals, Inc.
C1 Galatasaray Univ, Ind Engn Dept, TR-34357 Istanbul, Turkey.
CEN SCK, Belgian Nucl Res Ctr, B-2400 Mol, Belgium.
RP Buyukozkan, G (reprint author), Galatasaray Univ, Ind Engn Dept, TR-34357 Istanbul, Turkey.
EM gbuyukozkan@gsu.edu.tr; druan@sckcen.be; ofeyzioglu@gsu.edu.tr
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NR 65
TC 16
Z9 16
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0884-8173
J9 INT J INTELL SYST
JI Int. J. Intell. Syst.
PD MAY
PY 2007
VL 22
IS 5
BP 567
EP 586
DI 10.1002/int.20214
PG 20
WC Computer Science, Artificial Intelligence
SC Computer Science
GA 155UQ
UT WOS:000245604300010
ER
PT J
AU Radon, K
Kolb, S
Reichert, J
Baumeister, T
Fuchs, R
Hege, I
Praml, G
Fischer, M
Nowak, D
AF Radon, Katja
Kolb, Stefanie
Reichert, Jorg
Baumeister, Thomas
Fuchs, Reinhard
Hege, Inga
Praml, Georg
Fischer, Martin
Nowak, Dennis
TI Case-based E-learning in occupational medicine - The NetWoRM Project in
Germany
SO ANNALS OF AGRICULTURAL AND ENVIRONMENTAL MEDICINE
LA English
DT Article
DE medical students; e-learning; occupational training; prevention;
international collaboration
ID EDUCATION; STUDENTS
AB The aim of the NetWoRM Project is the development, evaluation and implementation of a case-based e-learning tool for occupational medicine to increase the knowledge in clinical aspects of occupational medicine. To date, 19 e-learning cases have been developed. Cases were validated by 2 experts and user evaluated. Results of the user evaluation at 3 German Medical Schools are presented. Of 557 medical students registered for the online course 377 answered the online evaluation form (68 %). Depending on the case, the median time spent on a case ranged from 25-43 minutes. Students enjoyed working with the cases and asked to replace more seminars by case-based e-learning. The level of knowledge required to work on the cases was rated high. This was supported by the fact that on median only 47-71 % of the questions were answered correctly. Cases focusing on occupational health problems such as needle stick injuries were rated highest with respect to fun, importance for future career and the overall score. Students enjoy working on e-learning cases as an add-on to traditional teaching. Because of the high international interest the NetWoRM project is currently shared on an international base.
C1 Univ Munich, Inst & Outpatient Clin Occupat & Environm Med, Munich, Germany.
Univ Erlangen Nurnberg, Inst Outpatient Clin Occupat Social & Environm Me, Erlangen, Germany.
Univ Munich, Med Clin, Munich, Germany.
RP Radon, K (reprint author), Univ Munich, Inst & Outpatient Clin Occupat & Environm Med, Munich, Germany.
EM katja.radon@med.uni-muenchen.de
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NR 14
TC 16
Z9 16
PU INST AGRICULTURAL MEDICINE
PI LUBLIN
PA JACZEWSKIEGO 2, PO BOX 185, 20-950 LUBLIN, POLAND
SN 1232-1966
J9 ANN AGR ENV MED
JI Ann. Agr. Env. Med.
PY 2006
VL 13
IS 1
BP 93
EP 98
PG 6
WC Environmental Sciences; Public, Environmental & Occupational Health
SC Environmental Sciences & Ecology; Public, Environmental & Occupational
Health
GA 061WT
UT WOS:000238904900015
ER
PT J
AU Clarke, A
Lewis, D
Cole, I
Ringrose, L
AF Clarke, A
Lewis, D
Cole, I
Ringrose, L
TI A strategic approach to developing e-learning capability for healthcare
SO HEALTH INFORMATION AND LIBRARIES JOURNAL
LA English
DT Article
AB Objectives: This article examines a strategic approach to developing e-learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e-learning developments are considered.
Methods: The 2-year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e-learning within the Northern area and also included a virtual learning environment, usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented.
Results: The MLE has been piloted and on-line learning packages have been acquired. There has been a phased take-LIP of e-learning opportunities and e-tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning.
Conclusions: The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e-learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints-the MLE's benefits are Widely recognized.
C1 NEYNL Workforce Dev Confederat, York, N Yorkshire, England.
Univ Hull, Ctr Lifelong Learning, Kingston Upon Hull HU6 7RX, N Humberside, England.
Univ York, York YO10 5DD, N Yorkshire, England.
RP Clarke, A (reprint author), N&E Yorkshire & No Lincolnshire Workforce Dev Con, Berkley House,Doncastr Rd, Scunthorpe DN15 7DQ, North Lines, England.
EM angie.clarke@nhs.net
CR COLE IJ, 2004, WDC VLE USABILITY RE
COLE IJ, 2005, EISTA 2005 INT C ED
COLE IJ, 2005, WDC VLE USABILITY RE
COLQUHOUN D, 2004, WORKFORCE DEV CONFED
*DEP HLTH, 2001, SKILLS LIF WORKF DEV
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*DEP HLTH, 2004, NHS NOWL SKILLS FRAM
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Department of Health, 1998, INF HLTH INF STRAT M
Department of Health, 2004, AG CHANG WHAT WILL I
Department of Health, 2005, CREAT PAT LED NHS
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Shneiderman B., 1998, DESIGNING USER INTER
NR 18
TC 16
Z9 16
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 1471-1834
J9 HEALTH INFO LIBR J
JI Heatlth Info. Libr. J.
PD DEC
PY 2005
VL 22
SU 2
BP 33
EP 41
DI 10.1111/j.1470-3327.2005.00611.x
PG 9
WC Information Science & Library Science
SC Information Science & Library Science
GA 010EZ
UT WOS:000235171000004
ER
PT J
AU Perkins, GD
Fullerton, JN
Davis-Gomez, N
Davies, RP
Baldock, C
Stevens, H
Bullock, I
Lockey, AS
AF Perkins, Gavin D.
Fullerton, James N.
Davis-Gomez, Nicole
Davies, Robin P.
Baldock, Catherine
Stevens, Harry
Bullock, Ian
Lockey, Andrew S.
TI The effect of pre-course e-learning prior to advanced life support
training: A randomised controlled trial
SO RESUSCITATION
LA English
DT Article
DE Advanced life support; E-learning; Computer assisted learning; Training
ID EDUCATION; STUDENTS; RESUSCITATION; SIMULATION; SEMINAR; SYSTEM
AB Background: The role of e-learning in contemporary healthcare education is quickly developing. The aim of this study was to examine the relationship between the use of an e-learning simulation programme (Microsim (TM), Laerdal, UK) prior to attending an Advanced Life Support (ALS) course and the subsequent relationship to candidate performance.
Methods: An open label, multi-centre randomised controlled study was conducted. The control group received a course manual and pre-course MCQ four weeks prior to the face to face course. The intervention group in addition received the Microsim programme on a CD. The primary outcome was performance during a simulated cardiac arrest at the end of the course. Secondary outcomes were performance during multiple choice exams, resuscitation skills assessments and feedback to Microsim programme.
Results: 572 participants were randomised (287 Microsim, 285 control). There were no significant differences in the primary outcome (performance during a standard cardiac arrest simulation) or secondary outcomes. User evaluations were favorable. 79% would recommend it to colleagues. 9% stated Microsim could replace the entire ALS course, 25% parts. Over 70% of participants' perceived that Microsim improved their understanding of the key learning domains of the ALS course.
Conclusion: Distributing Microsim to healthcare providers prior to attending an ALS courses did not improve either cognitive or psychomotor skills performance during cardiac arrest simulation testing. The challenge that lies ahead is to identify the optimal way to use e-learning as part of a blended approach to learning for this type of training programme. (C) 2010 Elsevier Ireland Ltd. All rights reserved.
C1 [Perkins, Gavin D.; Fullerton, James N.; Davies, Robin P.] Univ Warwick, Warwick Med Sch, Warwick CV4 7AL, England.
[Perkins, Gavin D.; Davis-Gomez, Nicole; Davies, Robin P.] Heart England Fdn Trust, Birmingham B9 5SS, W Midlands, England.
[Fullerton, James N.; Baldock, Catherine] Univ Hosp Coventry & Warwickshire, Coventry CV2 2DX, W Midlands, England.
[Stevens, Harry] Prince Charles Hosp, Merthyr Tydfil CF47 9DT, M Glam, Wales.
[Bullock, Ian] Royal Coll Physicians, London NW1 4LE, England.
[Lockey, Andrew S.] Calderdale & Huddersfield NHS Fdn Trust, Halifax, NS HX3 0PW, Canada.
RP Perkins, GD (reprint author), Univ Warwick, Warwick Med Sch, Warwick CV4 7AL, England.
EM g.d.perkins@warwick.ac.uk
RI Perkins, Gavin/E-7613-2010
FU Laerdal Foundation for Acute Medicine; DH NIHR
FX This study was supported by an unrestricted research grant from the
Laerdal Foundation for Acute Medicine. GDP is funded by a DH NIHR
Clinician Scientist Award.
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NR 23
TC 15
Z9 15
PU ELSEVIER IRELAND LTD
PI CLARE
PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000,
IRELAND
SN 0300-9572
J9 RESUSCITATION
JI Resuscitation
PD JUL
PY 2010
VL 81
IS 7
BP 877
EP 881
DI 10.1016/j.resuscitation.2010.03.019
PG 5
WC Critical Care Medicine; Emergency Medicine
SC General & Internal Medicine; Emergency Medicine
GA 623RC
UT WOS:000279758500022
ER
PT J
AU Jara, M
Mellar, H
AF Jara, Magdalena
Mellar, Harvey
TI Quality enhancement for e-learning courses: The role of student feedback
SO COMPUTERS & EDUCATION
LA English
DT Article; Proceedings Paper
CT Symposium on Learning in Digital Worlds
CY MAR 23-25, 2009
CL Brighton, ENGLAND
DE Distance education and telelearning; Evaluation methodologies;
Post-secondary education
AB The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback - module evaluations and student representation - were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Jara, Magdalena; Mellar, Harvey] Univ London, Inst Educ, London Knowledge Lab, London WC1N 3QS, England.
RP Jara, M (reprint author), Univ London, Inst Educ, London Knowledge Lab, 23-29 Emerald St, London WC1N 3QS, England.
EM m.jara@ioe.ac.uk; h.mellar@ioe.ac.uk
RI Oliveira, Aline/D-2475-2011
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NR 27
TC 15
Z9 15
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2010
VL 54
IS 3
SI SI
BP 709
EP 714
DI 10.1016/j.compedu.2009.10.016
PG 6
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 564ND
UT WOS:000275220700011
ER
PT J
AU Lanzilotti, R
Ardito, C
Costabile, MF
De Angeli, A
AF Lanzilotti, Rosa
Ardito, Carmelo
Costabile, Maria F.
De Angeli, Antonella
TI eLSE methodology: a systematic approach to the e-learning systems
evaluation
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article; Proceedings Paper
CT Workshop on E-Learning and Human-Computer Interaction
CY SEP, 2005
CL Rome, ITALY
DE e-Learning systems; quality; evaluation; controlled experiment
ID USABILITY
AB Quality of e-learning systems is one of the important topics that the researchers are investigating in the last years. This paper refines the concept of quality of e-learning systems and proposes a new framework, called TICS (Technology, Interaction, Content, Services), which focuses on the most important aspects to be considered when designing or evaluating an e-learning system. Our proposal emphasizes user-system interaction as one of such important aspects. Guidelines that address the TICS aspects and an evaluation methodology, called eLSE (e-Learning Systematic Evaluation) have been derived. eLSE methodology combines a specific inspection technique with user-testing. This inspection, called AT inspection, uses evaluation patterns, called Abstract Tasks (ATs), that precisely describe the activities to be performed during inspection. The results of an empirical validation of the AT inspection technique, carried out to validate this technique, have shown an advantage of the AT inspection over the other two usability evaluation methods, demonstrating that Abstract Tasks are effective and efficient tools to drive evaluators and improve their performance.
C1 Univ Bari, Dipartimento Informat, I-70125 Bari, Italy.
Univ Manchester, Sch Informat, Manchester M60 1QD, Lancs, England.
RP Lanzilotti, R (reprint author), Univ Bari, Dipartimento Informat, I-70125 Bari, Italy.
EM Lanzilotti@di.uniba.it; Ardito@di.uniba.it; costabile@di.uniba.it;
Antonella.de-angeli@manchester.ac.uk
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NR 28
TC 15
Z9 15
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2006
VL 9
IS 4
BP 42
EP 53
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 107MS
UT WOS:000242176300005
ER
PT J
AU Esposito, F
Licchelli, O
Semeraro, G
AF Esposito, F
Licchelli, O
Semeraro, G
TI Discovering student models in e-learning systems
SO JOURNAL OF UNIVERSAL COMPUTER SCIENCE
LA English
DT Article; Proceedings Paper
CT 3rd International Conference on Knowledge Management (I-Know 03)
CY JUL 02-04, 2003
CL Graz, AUSTRIA
SP Know Ctr
DE e-learning; learning objects; user context
ID HYPERMEDIA
AB In all areas of the e-era, personalization plays an important role. Particularly in e-learning a main issue is student modeling, that is the analysis of student behavior and prediction of his/her future behavior and learning performance. In fact, nowadays, the most prevailing issue in the e-learning environment is that it is not easy to monitor students' learning behaviors. In this paper we have focused our attention on the system ( the Profile Extractor) based on Machine Learning techniques, which allows for the discovery of preferences, needs and interests of users that have access to an e- learning system. The automatic generation and the discovery of the user profile, to agree as simple student model based on the learning performance and the communication preferences, allow creating a personalized education environment. Moreover, we presented an evaluation of the accuracy of the Profile Extractor system using the classical Information Retrieval metrics.
C1 Univ Bari, Dipartimento Informat, I-70121 Bari, Italy.
RP Esposito, F (reprint author), Univ Bari, Dipartimento Informat, I-70121 Bari, Italy.
EM esposito@di.uniba.it; licchelli@di.uniba.it; semeraro@di.uniba.it
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NR 21
TC 15
Z9 15
PU GRAZ UNIV TECHNOLGOY, INST INFORMATION SYSTEMS COMPUTER MEDIA-IICM
PI GRAZ
PA INFFELDGASSE 16C, GRAZ, A-8010, AUSTRIA
SN 0948-695X
J9 J UNIVERS COMPUT SCI
JI J. Univers. Comput. Sci.
PY 2004
VL 10
IS 1
BP 47
EP 57
PG 11
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods
SC Computer Science
GA 958GF
UT WOS:000231432000006
ER
PT J
AU Gresty, K
Skirton, H
Evenden, A
AF Gresty, Karen
Skirton, Heather
Evenden, Andrew
TI Addressing the issue of e-learning and online genetics for health
professionals
SO NURSING & HEALTH SCIENCES
LA English
DT Article
DE education; e-learning; genetics; health professionals
ID REGISTERED NURSES EXPERIENCES; NURSING-EDUCATION; CURRICULUM; STUDENTS;
ETHICS; MULTIMEDIA; FUTURE
AB Health-care professionals need an appropriate genetics knowledge base to care for patients and their families. However, studies have indicated that nurses and midwives lack the requisite genetics knowledge to practice effectively and safely, with a paucity of resources to address their educational needs. This paper describes an action research study aimed at developing an online genetics resource for students and practitioners in a range of health professions. A literature review of current health-care genetics education was undertaken. In the first phase of the action cycle, a sample of nurses and midwives were surveyed using a questionnaire to discover their perceived learning needs and the acceptability of an e-learning approach. Using the findings, an online resource for health professionals was developed, by means of a life stage structure to expedite accessibility. The developmental process leading to the construction of clinical case studies in this resource (including theory, ethical, and practical issues) and the evaluation strategy are discussed.
C1 [Gresty, Karen; Evenden, Andrew] Univ Plymouth, Sch Biol Sci, Plymouth PL4 8AA, Devon, England.
[Skirton, Heather] Univ Plymouth, Fac Hlth & Social Work, Sch Nursing & Community Studies, Taunton, Somerset, England.
RP Gresty, K (reprint author), Univ Plymouth, Sch Biol Sci, Plymouth PL4 8AA, Devon, England.
EM kgresty@plymouth.ac.uk
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NR 49
TC 14
Z9 14
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 1441-0745
J9 NURS HEALTH SCI
JI Nurs. Health Sci.
PD MAR
PY 2007
VL 9
IS 1
BP 14
EP 20
DI 10.1111/j.1442-2018.2007.00296.x
PG 7
WC Nursing
SC Nursing
GA 270HE
UT WOS:000253711100004
ER
PT J
AU Frank, M
Reich, N
Humphreys, K
AF Frank, M
Reich, N
Humphreys, K
TI Respecting the human needs of students in the development of e-learning
SO COMPUTERS & EDUCATION
LA English
DT Article
DE distance learning; e-learning; electronic mail; experiential learning;
asynchronous learning; qualitative study
ID EDUCATION
AB This paper deals with the process pupils, aged 11 and 12, go through in the course of distance learning using electronic mail. Based on the constructive approach principles for teaching, the idea underlying this course was that students may acquire basic computer skills through experiential learning while actively using the software programs being learned and experiencing through trial and error. During the course of the research, detailed instructions were sent to the learners who performed the assigned tasks. and returned the completed work, or any question, problem or ambiguity, to the teacher for evaluation and reassignment if necessary. The teacher's role was that of guide, facilitator, mentor, manager of resources and students and disseminator of tasks and questions. Collection of data was carried out through interviews, observations, questionnaires, tasks that the students were required to send in, and the portfolios that the students were asked to prepare. The data analysis strategy was that of "content analysis". Six themes appeared over and over again and it appears that there Are two dimensions that all of them have in common. The first dimension relates to the technological aspect and the second dimension relates to the social aspect. A summary of the findings shows that children aged 11-12 find it difficult to learn in a distance learning computerized environment, a situation in which there is no face-to-face contact with the teacher or with other students. The main conclusions of this paper indicate the importance of personal contact and direct connection between teachers and their pupils. It is important for the teacher to take into consideration and respect the varied and various human needs of the children when developing electronic learning for such young learners. (C) 2002 Elsevier Science Ltd. All rights reserved.
C1 Technion Israel Inst Technol, Dept Educ Technol & Sci, IL-32000 Haifa, Israel.
Northumbria Univ, Sch Educ, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England.
RP Frank, M (reprint author), Technion Israel Inst Technol, Dept Educ Technol & Sci, IL-32000 Haifa, Israel.
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NR 32
TC 14
Z9 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD JAN
PY 2003
VL 40
IS 1
BP 57
EP 70
DI 10.1016/S0360-1315(02)00095-7
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 638QY
UT WOS:000180582800004
ER
PT J
AU Corrigan, M
Reardon, M
Shields, C
Redmond, H
AF Corrigan, Mark
Reardon, Michelle
Shields, Connor
Redmond, Henry
TI "SURGENT" - Student e-learning for reality: The application of
interactive visual images to problem-based learning in undergraduate
surgery
SO JOURNAL OF SURGICAL EDUCATION
LA English
DT Article
DE SURGENT; information technology; e-learning; virtual learning; internet
based learning
ID OUTCOMES
AB Information technology has the potential to transform surgical education. Combining symbolic, iconic, and enactive reaching modalities to construct an authentic conceptual model potentially can transform a primarily didactic learning experience into an interactive Web-enhanced one. This Study sought to assess the introduction of a Web-based module to complement traditional surgical Undergraduate curricula.
Adopting the clinical case as its fundamental educational approach, an online resource simulating surgical clinical decision making ("SURGENT," http://www.surgent.ie) was developed, which consists of the interpretation of clinical photographs, laboratory data, and X-rays as well as the formulation of a management plan.
Evaluation was in both a qualitative and a quantitative fashion. An anonymous postcourse survey (73% response) of 117 final medical students was used to by researchers to evaluate access, process, and outcome criteria. SURGENT was used by 98% of students, with 69% spending more than 30 minutes per session on the program. First-class honors in the final surgical clinical examination improved from 11% to 20% (p = 0.01) as compared with the previous control year.
A Web-enhanced interactive surgical module in an undergraduate course can convey successfully information and understanding beyond the textbook. It is intended that SURGENT will supplement textbooks and ward experience, allowing students to develop their clinical decision-making skills.
C1 [Corrigan, Mark; Reardon, Michelle; Shields, Connor; Redmond, Henry] Cork Univ Hosp, Acad Dept Surg, Cork, Ireland.
RP Corrigan, M (reprint author), Cork Univ Hosp, Dept Surg, Cork, Ireland.
EM macorrigan@iformix.com
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NR 15
TC 13
Z9 14
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1931-7204
J9 J SURG EDUC
JI J. Surg. Educ.
PD MAR-APR
PY 2008
VL 65
IS 2
BP 120
EP 125
DI 10.1016/j.jsurg.2007.11.011
PG 6
WC Education, Scientific Disciplines; Surgery
SC Education & Educational Research; Surgery
GA 340RY
UT WOS:000258663900011
ER
PT J
AU Biasutti, M
AF Biasutti, Michele
TI The student experience of a collaborative e-learning university module
SO COMPUTERS & EDUCATION
LA English
DT Article
DE e-learning; Online cooperative learning; Asynchronous environment;
Teacher education; Wiki
ID ONLINE; COMMUNICATION; PARTICIPANTS; ENVIRONMENT; QUALITY
AB The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Liken scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently: more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered. (C) 2011 Elsevier Ltd. All rights reserved.
C1 Univ Padua, Dept Educ, I-35137 Padua, Italy.
RP Biasutti, M (reprint author), Univ Padua, Dept Educ, Via Beato Pellegrino 28, I-35137 Padua, Italy.
EM michele.biasutti@unipd.it
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NR 35
TC 12
Z9 12
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2011
VL 57
IS 3
BP 1865
EP 1875
DI 10.1016/j.compedu.2011.04.006
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 810AY
UT WOS:000294099000002
ER
PT J
AU Lin, KM
AF Lin, Kan-Min
TI e-Learning continuance intention: Moderating effects of user e-learning
experience
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Adult learning; Distance education and telelearning; Evaluation
methodologies
ID TECHNOLOGY ACCEPTANCE MODEL; INFORMATION-TECHNOLOGY; PLANNED BEHAVIOR;
CUSTOMER SATISFACTION; SERVICE CONTINUANCE; EMPIRICAL-ANALYSIS; CRITICAL
INCIDENTS; PERCEIVED EASE; WEB; EXPERTISE
AB This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The results reveal that negative critical incidents and attitude are the main determinants of the users' intention to continue using the e-learning, irrespective of their level of e-learning experience. In addition, the findings show that the user's experience of the e-learning service plays a moderating role. The impact of negative critical incidents on perceived ease of use is greater for less experienced users. By contrast, the impact of negative critical incidents on perceived usefulness is greater for more experienced users. Perceived ease of use has a more critical effect on the attitude and continuance intention of less experienced users, whereas perceived usefulness is found to be a stronger determinant of the attitude and behavioral intention of more experienced users. Moreover, the relationship between satisfaction and continuance intention is stronger for less experienced users than for more experienced users. The implications of the present findings for research and managerial practice are analyzed and discussed. (C) 2010 Elsevier Ltd. All rights reserved.
C1 Ling Tung Univ, Dept Informat Management, Taichung, Taiwan.
RP Lin, KM (reprint author), Ling Tung Univ, Dept Informat Management, 1 Ling Tung Rd, Taichung, Taiwan.
EM linmin@teamail.ltu.edu.tw
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NR 63
TC 11
Z9 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD FEB
PY 2011
VL 56
IS 2
BP 515
EP 526
DI 10.1016/j.compedu.2010.09.017
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 688AL
UT WOS:000284819800018
ER
PT J
AU Hrastinski, S
Keller, C
Carlsson, SA
AF Hrastinski, Stefan
Keller, Christina
Carlsson, Sven A.
TI Design exemplars for synchronous e-learning: A design theory approach
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Synchronous e-learning; Design exemplars; Design research; Design
evaluation
ID INFORMATION-SYSTEMS; COMMUNICATION; PARTICIPATION; MANAGEMENT; SCIENCE;
WORK; ENVIRONMENTS
AB Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research. (C) 2010 Elsevier Ltd. All rights reserved.
C1 [Hrastinski, Stefan] KTH Royal Inst Technol, Dept Media Technol, SE-10044 Stockholm, Sweden.
[Hrastinski, Stefan; Keller, Christina] Uppsala Univ, Dept Informat & Media, SE-75120 Uppsala, Sweden.
[Keller, Christina] Jonkoping Int Business Sch, Dept Informat, SE-55111 Jonkoping, Sweden.
[Carlsson, Sven A.] Lund Univ, Sch Econ & Management, SE-22363 Lund, Sweden.
RP Hrastinski, S (reprint author), KTH Royal Inst Technol, Dept Media Technol, Lindstedtsv 3, SE-10044 Stockholm, Sweden.
EM stefanhr@kth.se
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NR 67
TC 11
Z9 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2010
VL 55
IS 2
BP 652
EP 662
DI 10.1016/j.compedu.2010.02.025
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 615LW
UT WOS:000279137800019
ER
PT J
AU Zeng, QT
Zhao, ZY
Liang, YQ
AF Zeng, Qingtian
Zhao, Zhongying
Liang, Yongquan
TI Course ontology-based user's knowledge requirement acquisition from
behaviors within e-learning systems
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Learning communities; Simulations; Distance and telelearning
ID DESIGN-BASED RESEARCH
AB User's knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user's knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an interactive question-answering process. The association space is proposed to record and formalize the historical interactive information which is used to compute user's knowledge requirement. The second approach is based on user's reading behavior logs in the process of reading e-documents. User's reading actions including underline, highlight, circle, annotation and bookmark, are used to compute user's knowledge requirement. Two experiments are conducted to implement the two proposed approaches and acquire the user's knowledge requirement. The evaluation results show that the user models computed by two approaches are consistent and can reflect user's real knowledge requirements accurately. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Zeng, Qingtian; Liang, Yongquan] Shandong Univ Sci & Technol, Coll Informat Sci & Engn, Qingdao 266510, Peoples R China.
[Zhao, Zhongying] Chinese Acad Sci, Inst Comp Technol, Beijing 100080, Peoples R China.
[Zhao, Zhongying] Chinese Acad Sci, Grad Sch, Beijing 100080, Peoples R China.
[Zhao, Zhongying] Chinese Acad Sci, Shenzhen Inst Adv Technol, Shenzhen 518054, Peoples R China.
RP Zeng, QT (reprint author), Shandong Univ Sci & Technol, Coll Informat Sci & Engn, 579 Qianwangang Rd,Econ & Tech Dev Zone, Qingdao 266510, Peoples R China.
EM qtzeng@sdust.edu.cn; zy.zhao@sub.siat.ac.cn; lyq@sdust.edu.cn
FU National Science Foundation of China [60603090, 90718011, 50875158];
Excellent Young Scientist Foundation of Shandong Province of China
[2006BS01019]; Research Foundation of Shandong Educational Committee
[J08LJ77]; Taishan Scholar Program of Shandong Province
FX This research is supported by the National Science Foundation of China
under Grant Nos. 60603090, 90718011 and 50875158, the Excellent Young
Scientist Foundation of Shandong Province of China under Grant No.
2006BS01019, the Research Foundation of Shandong Educational Committee
under Grant No. J08LJ77, and the Taishan Scholar Program of Shandong
Province. The authors would like to thank all the students for their
efforts in our experiments. We are also appreciate the reviewers and
editor for their valuable suggestions and comments to improve this work.
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NR 22
TC 11
Z9 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2009
VL 53
IS 3
BP 809
EP 818
DI 10.1016/j.compedu.2009.04.019
PG 10
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 484TA
UT WOS:000269069200025
ER
PT J
AU Georgouli, K
Skalkidis, I
Guerreiro, P
AF Georgouli, Katerina
Skalkidis, Ilias
Guerreiro, Pedro
TI A framework for adopting LMS to introduce e-learning in a traditional
course
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article
DE learning management systems; blended learning; web enhancement;
e-learning instructional model
AB As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios.
In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and "learner-centered" factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication.
Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning.
C1 [Georgouli, Katerina] Technol Educ Inst Athens, Dept Informat, Athens, Greece.
[Skalkidis, Ilias] Natl Tech Univ Athens, Fac Elect & Comp Engn, GR-10682 Athens, Greece.
[Guerreiro, Pedro] Univ Nova Lisboa, Dept Informat, P-1200 Lisbon, Portugal.
RP Georgouli, K (reprint author), Technol Educ Inst Athens, Dept Informat, Athens, Greece.
EM kgeor@teiath.gr; skalkidis@gmail.com; pg@di.fct.unl.pt
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NR 28
TC 11
Z9 11
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2008
VL 11
IS 2
BP 227
EP 240
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 304HM
UT WOS:000256100600017
ER
PT J
AU Jong, BS
Chan, TY
Wu, YL
AF Jong, Bin-Shyan
Chan, Te-Yi
Wu, Yu-Lung
TI Learning log explorer in e-learning diagnosis
SO IEEE TRANSACTIONS ON EDUCATION
LA English
DT Article
DE data mining; e-learning; learning diagnosis; learning models; learning
portfolios
ID EDUCATIONAL HYPERMEDIA; SYSTEMS; ALGORITHM
AB This study presents a learning behavior diagnosis system to study students' learning status from learning portfolios. The proposed linking layer enables the proposed system to work on various e-learning platforms without reprogramming. Additionally, the use of a supervisory agent enables teachers and students to obtain their learning status or information provided by the proposed system in both Web and e-mail. Furthermore, the computer engineering curriculum operating systems was adopted to evaluate the proposed system. Evaluations of confidence between learning status and learning achievement yield positive experimental results.
C1 Chung Yuan Christian Univ, Dept Informat & Comp Engn, Chungli 32023, Taiwan.
Chung Yuan Christian Univ, Dept Elect Engn, Chungli 32023, Taiwan.
Leader Univ, Dept Comp Sci & Informat Engn, Tainan 70970, Taiwan.
RP Jong, BS (reprint author), Chung Yuan Christian Univ, Dept Informat & Comp Engn, Chungli 32023, Taiwan.
EM bsjong@ice.cycu.edu.tw; teyi@cg.ice.cycu.edu.tw; ylw@mail.leader.edu.tw
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NR 29
TC 11
Z9 11
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855 USA
SN 0018-9359
J9 IEEE T EDUC
JI IEEE Trans. Educ.
PD AUG
PY 2007
VL 50
IS 3
BP 216
EP 228
DI 10.1109/TE.2007.900023
PG 13
WC Education, Scientific Disciplines; Engineering, Electrical & Electronic
SC Education & Educational Research; Engineering
GA 201KZ
UT WOS:000248831500008
ER
PT J
AU Alexander, S
Golja, T
AF Alexander, Shirley
Golja, Tanja
TI Using students' experiences to derive quality in an e-learning system:
An institution's perspective
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article
DE e-learning quality; benchmarking; complex dynamic systems; learning
management systems (LMS)
AB Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners' experiences of e-learning. These practices are influenced by the teachers' design of e-learning and emerging technologies as well as by the institutional and societal contexts in which both learners and teachers operate. We give an account of two major evaluation studies at the University of Technology, Sydney (UTS), utilising a systems approach to investigate the consequences of e-learning, and we inquire into the value of this particular institutional approach for deriving e-learning quality. We use selections from the large dataset to describe and analyse students' and teaching staff's experiences of an e-learning system (LMS) over a two-year period. Our findings reveal that learners' experiences warrant consideration in shaping future e-learning developments at UTS, and that students value e-learning in facilitating their access to education for making choices about their learning and for enabling engagement in collaborative and interactive learning activities, while they also recognise the current constraints on e-learning imposed by the developers of LMS technologies.
C1 Univ Technol Sydney, Inst Interact Media & Learning, Sydney, NSW 2007, Australia.
RP Alexander, S (reprint author), Univ Technol Sydney, Inst Interact Media & Learning, Sydney, NSW 2007, Australia.
EM shirley.alexander@uts.edu.au; tanja.golja@uts.edu.au
CR *ACODE, 2006, BENCHM PROJ
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NR 41
TC 11
Z9 11
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2007
VL 10
IS 2
BP 17
EP 33
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 174NB
UT WOS:000246947900003
ER
PT J
AU Chan, CH
Robbins, LI
AF Chan, Carlyle H.
Robbins, Lisa I.
TI E-learning systems: Promises and pitfalls
SO ACADEMIC PSYCHIATRY
LA English
DT Article
AB Objective: This review examines the use of e-learning systems in psychiatric education.
Method: The authors review the Instructional System Design process, focusing on ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The authors also report on two representative teaching projects, discussing the planning, work, and assessment required.
Results: The basic operations of these education software systems are relatively easy to learn. The real work is the project preparation which precedes software use and final implementation.
Conclusions: Internet-based learning software is another tool in the educator's armamentarium. Educators must still utilize sound educational pedagogy to create effective learning instruments.
C1 Med Coll Wisconsin, Dept Psychiat & Behav Med, Milwaukee, WI 53226 USA.
RP Chan, CH (reprint author), 8701 Watertown Plank Rd, Milwaukee, WI 53266 USA.
EM cchan@mcw.edu
CR CARLINER S, COURSE MANAGEMENT SY
CLARK D, LEARNING DOMAINS BLO
CLASRK D, DEV INSTRUCTION INST
CONWAY J, ED TECHNOLOGYS EFFEC
COVER R, SHARABLE CONTENT OBJ
Gagne RM, 2004, PRINCIPLES INSTRUCTI
Kruse K., INTRO INSTRUCTIONAL
LYTRAS M, ELEARNING JUST WASTE
MCGIFF RJ, INSTRUCTIONAL SYSTEM
MOLENDA M, SEARCH ELUSIVE AADIE
RYDER M, INSTRUCTIONAL DESIGN
KIRKPATRICKS 4 LEVEL
ADDIE INSTRUCTIONAL
NR 13
TC 11
Z9 11
PU AMER PSYCHIATRIC PUBLISHING, INC
PI ARLINGTON
PA 1000 WILSON BOULEVARD, STE 1825, ARLINGTON, VA 22209-3901 USA
SN 1042-9670
J9 ACAD PSYCHIATR
JI Acad. Psych.
PD DEC
PY 2006
VL 30
IS 6
BP 491
EP 497
DI 10.1176/appi.ap.30.6.491
PG 7
WC Education & Educational Research; Psychiatry
SC Education & Educational Research; Psychiatry
GA 110ZN
UT WOS:000242420200010
ER
PT J
AU Aitken, V
Tabakov, S
AF Aitken, V
Tabakov, S
TI Evaluation of the e-Learning material developed by EMERALD and EMIT for
diagnostic imaging and radiotherapy
SO MEDICAL ENGINEERING & PHYSICS
LA English
DT Article
DE e-Learning; evaluation; medical physics training; ultrasound training
AB Two Leonardo projects, EMERALD, and EMIT, have developed in a partnership of university and hospital departments (the consortia) e-Learning materials in X-ray diagnostic radiology, nuclear medicine, radiotherapy, ultrasound and magnetic resonance imaging for medical physics graduates and other healthcare professionals. These e-Learning materials are described in a separate paper in this issue. To assess the effectiveness and relevance of the e-Learning material, a series of evaluations by student users groups plus experts in medical physics education and training were undertaken.
The students, with backgrounds in physics and clinical ultrasound, reviewed the e-Learning material using an evaluation form developed by the consortia. The student feedback was favourable with students commenting that their level of knowledge had increased having completed the tasks. Areas identified for development were a reduction in text volume and an increase in the time allowed for completion of some tasks. The feedback from the experts was positive with an overall appreciation of the value of the learning material as a resource for students in medical physics field across Europe and identified other disciplines in which the access to the learning material could be useful contribution to their learning. Suggestions made for improvements ranged from grading the tasks into basic and advanced topics to increasing the interactive nature of the material.
These early evaluation of the e-Learning material look promising and provide a framework for further developments in the field. Insight into users and providers views is important if developers are to provide relevant and worthwhile educational, learning opportunities. (c) 2005 Published by Elsevier Ltd on behalf of IPEM.
C1 St Thomas Hosp, KCL, Dept Womens Hlth, London SE1 7EH, England.
Kings Coll Hosp London, KCL, Dept Med Engn & Phys, London SE5 9RS, England.
RP Aitken, V (reprint author), St Thomas Hosp, KCL, Dept Womens Hlth, London SE1 7EH, England.
CR Biggs J. B., 1999, TEACHING QUALITY LEA
BUTLER JA, 1992, MED TEACH, V14, P11
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Frey B. A., 2002, LEARNERS PERCEPTIONS
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NR 15
TC 11
Z9 11
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1350-4533
J9 MED ENG PHYS
JI Med. Eng. Phys.
PD SEP
PY 2005
VL 27
IS 7
BP 633
EP 639
DI 10.1016/j.medengphy.2005.02.010
PG 7
WC Engineering, Biomedical
SC Engineering
GA 963HV
UT WOS:000231795900013
ER
PT J
AU Wiecha, JM
Gramling, R
Joachim, P
Vanderschmidt, H
AF Wiecha, John M.
Gramling, Robert
Joachim, Phyllis
Vanderschmidt, Hannelore
TI Collaborative e-Learning Using Streaming Video and Asynchronous
Discussion Boards to Teach the Cognitive Foundation of Medical
Interviewing: A Case Study
SO JOURNAL OF MEDICAL INTERNET RESEARCH
LA English
DT Article
DE Education, distance; medical history taking; education, medical; online
systems; students, medical; communication; physician-patient relations;
clinical competence; Internet; World Wide Web
AB Background: Advances in electronic technology have created opportunities for new instructional designs of medical curricula.
Objective: We created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills.
Methods: Ten students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning.
Results: In qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion.
Conclusions: Online education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center.
C1 [Wiecha, John M.] Boston Univ, Boston Med Ctr, Dept Family Med, Sch Med, Boston, MA 02118 USA.
[Gramling, Robert] Brown Univ, Dept Family Med, Providence, RI 02912 USA.
[Joachim, Phyllis] Boston Univ, Dept Family Med, Sch Med, Boston, MA 02118 USA.
[Vanderschmidt, Hannelore] Boston Univ, Sch Publ Hlth, Ctr Educ Dev Hlth, Boston, MA 02118 USA.
RP Wiecha, JM (reprint author), Boston Univ, Boston Med Ctr, Dept Family Med, Sch Med, Dowling 5 S,1 BMC Pl, Boston, MA 02118 USA.
EM Wiecha@bmc.org
FU Boston University; Robert Wood Johnson Foundation
FX This work was supported by an Instructional Technology Grant from Boston
University, and by the Robert Wood Johnson Foundation via a Generalist
Physician Faculty Scholars Award, both to Dr. Wiecha.
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NR 27
TC 11
Z9 11
PU JOURNAL MEDICAL INTERNET RESEARCH
PI TORONTO
PA TORONTO GENERAL HOSPITAL, R FRASER ELLIOTT BLDG, 4TH FL, R 4S435, 190
ELIZABETH ST, TORONTO, ON M5G 2C4, CANADA
SN 1438-8871
J9 J MED INTERNET RES
JI J. Med. Internet Res.
PY 2003
VL 5
IS 2
AR e13
DI 10.2196/jmir.5.2.e13
PG 8
WC Health Care Sciences & Services; Medical Informatics
SC Health Care Sciences & Services; Medical Informatics
GA V12UW
UT WOS:000207625100006
ER
PT J
AU Wang, MH
AF Wang, Minhong
TI Integrating organizational, social, and individual perspectives in Web
2.0-based workplace e-learning
SO INFORMATION SYSTEMS FRONTIERS
LA English
DT Article; Proceedings Paper
CT 3rd International Conference on Internet and Web Applications and
Services (ICIW 2008)
CY JUN 08-13, 2008
CL Athens, GREECE
DE E-Learning System; Workplace; Web 2.0; Key performance indicator
ID KNOWLEDGE; TECHNOLOGY; SYSTEM
AB E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes e-learning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 e-learning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach.
C1 Univ Hong Kong, Div Informat & Technol Studies, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
RP Wang, MH (reprint author), Univ Hong Kong, Div Informat & Technol Studies, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
EM magwang@hku.hk
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NR 58
TC 10
Z9 10
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1387-3326
J9 INFORM SYST FRONT
JI Inf. Syst. Front.
PD APR
PY 2011
VL 13
IS 2
SI SI
BP 191
EP 205
DI 10.1007/s10796-009-9191-y
PG 15
WC Computer Science, Information Systems; Computer Science, Theory &
Methods
SC Computer Science
GA 746PI
UT WOS:000289258800004
ER
PT J
AU Ginns, P
Ellis, RA
AF Ginns, Paul
Ellis, Rob A.
TI Evaluating the quality of e-learning at the degree level in the student
experience of blended learning
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID HIGHER-EDUCATION; COEFFICIENT-ALPHA; TEACHING QUALITY; QUESTIONNAIRE;
PERCEPTIONS
AB This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.
C1 [Ginns, Paul] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
RP Ginns, P (reprint author), Univ Sydney, Fac Educ & Social Work, Educ Bldg A35, Sydney, NSW 2006, Australia.
EM p.ginns@usyd.edu.au
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NR 36
TC 10
Z9 11
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0007-1013
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD JUL
PY 2009
VL 40
IS 4
BP 652
EP 663
DI 10.1111/j.1467-8535.2008.00861.x
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 457IK
UT WOS:000266921500006
ER
PT J
AU Kirkwood, A
AF Kirkwood, Adrian
TI E-learning: you don't always get what you hope for
SO TECHNOLOGY PEDAGOGY AND EDUCATION
LA English
DT Article
DE assessment; constructive alignment; e-learning; learning outcomes;
teaching approaches; student learning
AB Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology-led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e-learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e-learning is used in HE. Students' engagement with e-learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re-assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e-learning activities are to be undertaken and the rewards expected to be derived.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
RP Kirkwood, A (reprint author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM a.t.kirkwood@open.ac.uk
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NR 55
TC 10
Z9 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1475-939X
J9 TECHNOL PEDAGOG EDUC
JI Technol. Pedagag. Educ.
PY 2009
VL 18
IS 2
BP 107
EP 121
DI 10.1080/14759390902992576
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA V17KU
UT WOS:000207936900002
ER
PT J
AU Farrimond, H
Dornan, TL
Cockcroft, A
Rhodes, LE
AF Farrimond, H.
Dornan, T. L.
Cockcroft, A.
Rhodes, L. E.
TI Development and evaluation of an e-learning package for teaching skin
examination. Action research
SO BRITISH JOURNAL OF DERMATOLOGY
LA English
DT Article
DE action research; dermatology teaching; e-learning; skin examination;
undergraduate curriculum
ID MEDICAL-STUDENTS; DERMATOLOGY; CURRICULUM; ACQUISITION; EDUCATION;
FEEDBACK; LECTURE; DESIGN; TRIAL
AB Background: Dermatology is one of many specialities competing for space in the undergraduate curriculum, and recent review reveals that in some medical schools only a minority of students receives direct teaching from dermatologists. Enlargement of medical schools and dispersion of students over multiple sites further increase the strain on teaching resources.
Objectives: To develop and obtain 'proof of concept' for a technology to teach skin examination, using an approach grounded in modern theories of learning.
Methods: The requirements for an e-learning technology were identified through literature review and qualitative analysis of stakeholders' requirements with respondent and expert validation. A method of teaching skin examination was developed by applying Anderson's theory of skills acquisition. It was prototyped first on paper, then electronically, and its usability as an instructional tool was evaluated.
Results: The project delivered, firstly, a specification for skin examination derived from published evidence, textbook content, and staff and student consensus; and secondly, a very useable technology to help students learn skin examination (http://www.skillsbase.man.ac.uk). A validation task was completed in 20 min without significant usability problems, and evaluators found it simple, intuitive, interactive and enjoyable to use. Students saw it as an adjunct that would help them build confidence and revise for examinations. Nonstakeholder teachers expressed concern about the apparent simplicity of its contents and felt that it should only be used in association with traditional teaching methods.
Conclusions: Students, educationalists and teachers were able to codesign a useable skin examination package, which merits evaluation of efficacy. In view of the logistic difficulties of teaching dermatology to the growing student population, the technology may be a useful adjunct to traditional teaching methods. Our approach may inform further developments in educational technology in dermatology.
C1 Univ Manchester, Salford M6 8HD, Lancs, England.
Hope Hosp, Salford M6 8HD, Lancs, England.
RP Rhodes, LE (reprint author), Univ Manchester, Salford M6 8HD, Lancs, England.
EM lesley.e.rhodes@manchester.ac.uk
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NR 33
TC 10
Z9 10
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-0963
J9 BRIT J DERMATOL
JI Br. J. Dermatol.
PD SEP
PY 2006
VL 155
IS 3
BP 592
EP 599
DI 10.1111/j.1365-2133.2006.07360.x
PG 8
WC Dermatology
SC Dermatology
GA 072SQ
UT WOS:000239693700015
ER
PT S
AU Hamada, M
AF Hamada, Mohamed
BE Pan, ZG
Diener, H
Jin, XG
Gobel, S
Li, L
TI Visual tools and examples to support active e-learning and motivation
with performance evaluation
SO TECHNOLOGIES FOR E-LEARNING AND DIGITAL ENTERTAINMENT, PROCEEDINGS
SE LECTURE NOTES IN COMPUTER SCIENCE
LA English
DT Article; Proceedings Paper
CT 1st International Conference on Technologies for E-Learning and Digital
Entertainment (Edutainment 2006)
CY APR 16-19, 2006
CL Hangzhou, PEOPLES R CHINA
SP Zhejiang Univ, DEARC, Sch Comp Sci, China Soc Image & Graph, VR Comm, Zhejiang Prov, Hangzhou Natl Animat Base, Zhejiang Univ, State Key Lab CAD&CG, INI GraphicsNet, Int Journal Virtual Real, IFIF SG 16 Entertainment Comp, Nat Sci Fdn China, Peking Univ, Natl Lab Machine Percept, Bhihang Univ, Key Lab VR Tech MOE, Sun Yatsen Univ, Inst Comp Applicat, Hangzhou Dianzi Univ, Nanjing Normal Univ, Hong Kong Polytechn Univ
AB Among the keystones of interactive education are learners' motivation and visual tools that support learners' study at their convenient. In this paper we consider the finite state machines (automata) as an example of an interactive e-learning. Because of its abstract nature, automata seem to be less motivating to study despite its importance as a model of several software and hardware applications. This paper tackles the motivation problem and the design of supporting visual tools. We have three goals: motivating learners through several visual examples, introducing interactive visual tools to support interactive e-learning, and to evaluate the performance of several existing tools to Figure out which is practically more useful. To achieve these goals, a set of visual finite state machines examples was designed, an interactive automata simulator is introduced, and a performance evaluation is carried out. The visual examples and the tools are designed as Java applets, using Java 2D interface, so that they can run on any environment. It also enables the learner to easily access the tools through the web which is a support for interactive e-learning of finite state machines.
C1 Univ Aizu, Languages Proc Lab, Fukushima, Japan.
RP Hamada, M (reprint author), Univ Aizu, Languages Proc Lab, Fukushima, Japan.
EM hamada@u-aizu.ac.jp
CR CAVALCANTE R, 2004, P ACM SIGCSE 04, P140, DOI 10.1145/971300.971349
CHAPMAN M, FINITE STATE MACHINE
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HAMADA M, 2004, P ACM ITICSE 2004 U
HAMADA M, INTERACTIVE AUTOMATA
Hopcroft J. E., 2001, INTRO AUTOMATA THEOR
NR 6
TC 10
Z9 10
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 3-540-33423-8
J9 LECT NOTES COMPUT SC
PY 2006
VL 3942
BP 147
EP 155
PG 9
WC Computer Science, Interdisciplinary Applications; Computer Science,
Theory & Methods
SC Computer Science
GA BEM03
UT WOS:000238089300016
ER
PT J
AU Mandinach, EB
AF Mandinach, EB
TI The development of effective evaluation methods for e-learning: A
concept paper and action plan
SO TEACHERS COLLEGE RECORD
LA English
DT Article
AB E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes.
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NR 47
TC 10
Z9 11
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0161-4681
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD AUG
PY 2005
VL 107
IS 8
BP 1814
EP 1835
DI 10.1111/j.1467-9620.2005.00543.x
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 950EH
UT WOS:000230839900011
ER
PT J
AU Cukusic, M
Alfirevic, N
Granic, A
Garaca, Z
AF Cukusic, Maja
Alfirevic, Niksa
Granic, Andrina
Garaca, Zeljko
TI e-Learning process management and the e-learning performance: Results of
a European empirical study
SO COMPUTERS & EDUCATION
LA English
DT Article
DE e-Learning; e-Learning process management; e-Learning process evaluation
AB The aim of this paper was to design and assess a comprehensive model for managing the e-learning process and to define the relationship between systematic implementation of the model, outcomes of certain e-learning aspects and subject of e-learning. The validation of the model was performed by using two questionnaires sent via e-mail to teachers and field experts from the chosen sample of 14 European schools participating in an EU-funded project. Research results imply the existence of a clear link between planning and controlling of the e-learning process and its learning outcomes. On the other hand, no empirical relationship between the e-learning outcomes and the subject of learning has been established. It is believed that the model and its practical implications can be used by institutions engaged in e-learning, or as a process model for introducing e-learning related activities. (C) 2010 Elsevier Ltd. All rights reserved.
C1 [Cukusic, Maja; Alfirevic, Niksa; Garaca, Zeljko] Fac Econ, Split 21000, Croatia.
[Granic, Andrina] Fac Sci, Split 21000, Croatia.
RP Cukusic, M (reprint author), Fac Econ, Matice Hrvatske 31, Split 21000, Croatia.
EM maja.cukusic@efst.hr
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PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2010
VL 55
IS 2
BP 554
EP 565
DI 10.1016/j.compedu.2010.02.017
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 615LW
UT WOS:000279137800011
ER
PT J
AU Pape-Kohler, C
Chmelik, C
Heiss, MM
Jauch, KW
AF Pape-Koehler, C.
Chmelik, C.
Heiss, M. M.
Jauch, K. W.
TI E-learning in surgical procedure manuals and blogs
SO CHIRURG
LA German
DT Article
DE E-learning; Surgical education; Surgical procedure manual; Blog; E-books
ID RANDOMIZED CONTROLLED-TRIAL; SURGERY CURRICULUM; MEDICAL-STUDENTS;
INTERNET HYBRID
AB E-learning is the constant companion for every surgeon in the initial years of training. Later they will be mostly used as reliable reference works. With the spread of computers and the possibilities of the World Wide Web there is an increasingly large selection of electronic learning options on the market. In this review the most important current surgical e-learning options will be presented.
Inclusion criteria were determined according to a defined term which must be fulfilled for e-learning in operation techniques. Options were identified by an online search and analyzed using a criteria catalogue. This catalogue contained a total of 31 criteria for the fields of aEurocontent presentation", aEuroinfrastructure" and aEuroevaluation". A differentiation was made between online and offline options.
A total of five online and five offline options which fulfilled the inclusion criteria could be indentified. None of the options currently encompass a similarly high number of operations compared to those offered in conventional operation textbooks. The use and combination of media, such as video and animation, are limited to online options and are available in various forms and combinations. The use of options is mostly free of charge and at most registration is necessary. Some of the options are multilingual.
The range of e-learning options for general and visceral surgical operations is at present still limited and reduced to a few platforms. The scientific content and validity of the contents are not always guaranteed. It remains to be seen how the options presented here will develop further and what the results of the necessary scientific evaluation will be.
C1 [Jauch, K. W.] Univ Munich, Klinikum Grosshadern, Chirurg Klin & Poliklin, D-81377 Munich, Germany.
[Pape-Koehler, C.; Chmelik, C.; Heiss, M. M.] Univ Witten Herdecke, Klinikum Koln Merheim, Lehrstuhl Chirurg 1, Klin Viszeral Gefass & Transplantat Chirurg, Cologne, Germany.
RP Jauch, KW (reprint author), Univ Munich, Klinikum Grosshadern, Chirurg Klin & Poliklin, Marchioninistr 15, D-81377 Munich, Germany.
EM Karl-Walter.Jauch@med.uni-muenchen.de
CR Cook DA, 2007, MED EDUC, V41, P897, DOI 10.1111/j.1365-2923.2007.02822.x
Friedl R, 2006, ANN THORAC SURG, V81, P1760, DOI 10.1016/j.athoracsur.2005.09.048
Gold JP, 2004, ANN SURG, V240, P499, DOI 10.1097/01.sla.0000137139.63446.35
Gold JP, 2002, ANN THORAC SURG, V74, P1741, DOI 10.1016/S0003-4975(02)04021-3
Kerfoot BP, 2008, J UROLOGY, V179, P2351, DOI 10.1016/j.juro.2008.01.126
Kerfoot BP, 2006, ACAD MED, V81, P224, DOI 10.1097/00001888-200603000-00004
Prinz A, 2005, BRIT J OPHTHALMOL, V89, P1495, DOI 10.1136/bjo.2005.075077
NR 7
TC 9
Z9 9
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0009-4722
J9 CHIRURG
JI Chirurg
PD JAN
PY 2010
VL 81
IS 1
BP 14
EP 18
DI 10.1007/s00104-009-1759-z
PG 5
WC Surgery
SC Surgery
GA 545OS
UT WOS:000273744500003
ER
PT J
AU Stahl, A
Boeker, M
Ehlken, C
Agostini, H
Reinhard, T
AF Stahl, A.
Boeker, M.
Ehlken, C.
Agostini, H.
Reinhard, T.
TI Evaluation of an Internet-based e-learning ophthalmology module for
medical students
SO OPHTHALMOLOGE
LA German
DT Article
DE E-Learning; Ophthalmology; Medical student; Blended learning
ID EDUCATION; SYSTEM; GUIDE
AB In 2006, the University Eye Hospital Freiburg (Germany) introduced an Internet-based e-learning module as part of the ophthalmology training for medical students.
In the e-learning module, the students encounter the same cases as discussed during lectures and seminars. The case presentation is based on an interactive question-and-answer game. Content, format, usability, and effectiveness of the e-learning module were evaluated by the students over two terms.
Of 307 students, 272 used the e-learning module. On average, 94% of the content was processed per student. More than 75% stated that they had fun working with the e-learning module. Students with frequent e-learning use tended to achieve higher marks in their final ophthalmology exams.
E-learning represents a sensible addendum to the established ophthalmology training for medical students. It is comparably easy to integrate into the curriculum and is well accepted by medical students.
C1 [Stahl, A.; Ehlken, C.; Agostini, H.; Reinhard, T.] Univ Augenklin Freiburg, D-79106 Freiburg, Germany.
[Boeker, M.] Inst Med Biometrie & Med Informat Freiburg, Freiburg, Germany.
RP Agostini, H (reprint author), Univ Augenklin Freiburg, Killianstr 5, D-79106 Freiburg, Germany.
EM Hansjuergen.Agostini@uniklinik-freiburg.de
RI Reinhard, Thomas/E-4012-2010
CR *AAMC, 2007, I IMPR MED ED EFF US
*CARL ZEISS MED, AG RET ATL 1 0 2
Clarke M, 2008, TELEMED J E-HEALTH, V14, P170, DOI 10.1089/tmj.2007.0032
Cook DA, 2004, J GEN INTERN MED, V19, P698, DOI 10.1111/j.1525-1497.2004.30029.x
DICK B, GIESSENER OPHTHALMOL
Ellaway R, 2008, MED TEACH, V30, P455, DOI 10.1080/01421590802108331
Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043, DOI 10.1001/jama.294.9.1043
Gold JP, 2004, ANN SURG, V240, P499, DOI 10.1097/01.sla.0000137139.63446.35
GRUBER A, MEDUNI GRAZ
Grunwald T, 2006, ACAD MED, V81, P213, DOI 10.1097/00001888-200603000-00003
GUTTORMSEN S, 2006, ERGONOMIE, V11
*LRSMED LEARN RES, MULT LEHR UND LERNM
Masters Ken, 2008, Med Teach, V30, P474, DOI 10.1080/01421590802108349
MAYER R, 2007, MULTIMEDIA LEARNING
Muller R, 2000, MULTIMEDIA SYST, V8, P158, DOI 10.1007/s005300000042
Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002
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Zupancic B., 2002, V34, P24, DOI 10.1145/637610.544424
FINDL WIENER AUGENFA
NR 21
TC 9
Z9 10
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0941-293X
J9 OPHTHALMOLOGE
JI Ophthalmologe
PD NOV
PY 2009
VL 106
IS 11
BP 999
EP 1005
DI 10.1007/s00347-009-1916-2
PG 7
WC Ophthalmology
SC Ophthalmology
GA 524WB
UT WOS:000272174000006
ER
PT J
AU Tait, M
Tait, D
Thornton, F
Edwards, M
AF Tait, Michael
Tait, Desiree
Thornton, Frances
Edwards, Mark
TI Development and evaluation of a critical care e-learning scenario
SO NURSE EDUCATION TODAY
LA English
DT Article
DE E-learning; Scenario; Critical care; Student nurses; Attitudes;
Questionnaire
ID NURSING-STUDENTS; INTENSIVE-CARE; SIMULATION; EDUCATION; PATIENT; TEAM
AB This paper describes the development and evaluation of a critical care e-learning scenario for student nurses. At present, there are insufficient opportunities in the United Kingdom (UK) for student nurses to experience clinical placements where their skills in care of the critically-ill can be developed. There is therefore a need for new learning materials that help learners recognise the signs of clinical deterioration and rehearse the management of criticatty-ill patients. One way of meeting this need is by using electronic care scenarios. Several electronic care scenarios have been developed at Swansea University as part of the eWARD project. This article describes the design and evaluation of a critical care scenario that follows the care of a road casualty (John Macadam) after admission to an intensive care unit. The scenario was designed by an advisory team comprising a clinical lecturer and e-learning specialists. After using the scenario, 144 nursing students completed a Web-based questionnaire that collected demographic and attitudinal data for analysis using SPSS. Nursing students had a strongly positive attitude to the scenario with median scores in excess of 20 compared to maxima of 25 for scales measuring ease-of-use, interactivity, realism and confidence. None of the demographic data collected had a significant effect on these attitudes. The positive attitude of student nurses to this scenario strongly supports its use to help learners to (1) acquire knowledge and awareness when real life placements in these settings are not available and (2) extend their knowledge after coming across similar situations in practice. (c) 2008 Elsevier Ltd. All rights reserved.
C1 [Tait, Michael; Tait, Desiree; Thornton, Frances; Edwards, Mark] Swansea Univ, Sch Hlth Sci, Swansea SA2 8PP, W Glam, Wales.
RP Tait, M (reprint author), Swansea Univ, Sch Hlth Sci, Singleton Pk, Swansea SA2 8PP, W Glam, Wales.
EM m.i.tait@swan.ac.uk; d.j.r.tait@swan.ac.uk; f.t.thornton@swan.ac.uk;
m.edwards@swan.ac.u
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NR 40
TC 9
Z9 9
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD NOV
PY 2008
VL 28
IS 8
BP 970
EP 980
DI 10.1016/j.nedt.2008.05.016
PG 11
WC Nursing
SC Nursing
GA 375TG
UT WOS:000261135600010
ER
PT J
AU Chang, WY
Sheen, STH
Chang, PC
Lee, PH
AF Chang, Wen-Yin
Sheen, Shu-Tai Hsiao
Chang, Pi-Chen
Lee, Pi-Hsia
TI Developing an e-learning education programme for staff nurses: Processes
and outcomes
SO NURSE EDUCATION TODAY
LA English
DT Article
DE e-learning; nurses; outcomes
ID EXPERIENCES; INTERNET; SYSTEMS; TAIWAN; CARE
AB Objective: To describe the Instructional System Design Processes (analysis, design, development, implementation, and evaluation) used to develop an e-learning education programme for staff nurses at a 700-bed teaching medical center in Taiwan. Background: Evidence has shown that education via e-learning improves knowledge and skills; however, with cost constraints and limited resources, finding effective alternatives is critical for health professionals. Methods: Five courses required for N2 to N3 Level nurses were designed for both e-learning and traditional in-classroom programmes. Multiple-choice written test questions and a satisfaction questionnaire were used to compare outcomes between programmes. Nursing care skills were rated as pass or fait. Both programmes were begun at the same time and completed within a 3-month period. Results: Forty-two staff nurses participated in this study. All nurses' knowledge scores were > 70 points (out of 100) and all passed nursing care skills. In five courses, only teaching and learning and communication were statistically significantly different (p = 0.001). Nearly all nurses (97.6%) felt satisfied or very satisfied with the programmes. Conclusions: Instructional System Design Processes provide an alternative delivery system for in-service nursing education which allows for individualized leaning. (c) 2008 Elsevier Ltd. All rights reserved.
C1 [Chang, Wen-Yin; Chang, Pi-Chen; Lee, Pi-Hsia] Taipei Med Univ, Coll Nursing, Taipei 110, Taiwan.
[Sheen, Shu-Tai Hsiao] Cathay Gen Hosp, Sijhih City 221, Taipei County, Taiwan.
RP Chang, WY (reprint author), Taipei Med Univ, Coll Nursing, 250 Wu Hsing St, Taipei 110, Taiwan.
EM leslie@tmu.edu.tw; debrasth@cgh.org.tw; pichen@tmu.edu.tw;
pihsia@tmu.edu.tw
FU National Science Council [NSC 92-2314-B-038-028]
FX We would like to extend sincere appreciation to the people who
participated in the study and to Cathy General Hospital in Taipei that
allowed for programme implementation and data collection. Thanks also to
the National Science Council for funding this study (NSC
92-2314-B-038-028).
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NR 26
TC 9
Z9 10
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD OCT
PY 2008
VL 28
IS 7
BP 822
EP 828
DI 10.1016/j.nedt.2008.02.003
PG 7
WC Nursing
SC Nursing
GA 351ZZ
UT WOS:000259466100007
ER
PT J
AU Rohleder, P
Bozalek, V
Carolissen, R
Leibowitz, B
Swartz, L
AF Rohleder, Poul
Bozalek, Vivienne
Carolissen, Ronelle
Leibowitz, Brenda
Swartz, Leslie
TI Students' evaluations of the use of e-learning in a collaborative
project between two South African universities
SO HIGHER EDUCATION
LA English
DT Article
DE collaborative learning; democratic learning; e-learning; higher
education; South Africa; students
AB Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students' evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse.
C1 [Bozalek, Vivienne] Univ Western Cape, Dept Social Work, ZA-7535 Bellville, South Africa.
[Rohleder, Poul; Carolissen, Ronelle; Swartz, Leslie] Univ Stellenbosch, Dept Psychol, ZA-7600 Stellenbosch, South Africa.
[Leibowitz, Brenda] Univ Stellenbosch, Ctr Teaching & Learning, ZA-7600 Stellenbosch, South Africa.
[Swartz, Leslie] Human Sci Res Council, Cape Town, South Africa.
RP Bozalek, V (reprint author), Univ Western Cape, Dept Social Work, Private Bag X17, ZA-7535 Bellville, South Africa.
EM vbozalek@uwc.ac.za
RI Swartz, Leslie/A-5168-2008
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NR 35
TC 9
Z9 9
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
J9 HIGH EDUC
JI High. Educ.
PD JUL
PY 2008
VL 56
IS 1
BP 95
EP 107
DI 10.1007/s10734-007-9091-3
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 304DJ
UT WOS:000256089900006
ER
PT J
AU Deepwell, F
AF Deepwell, Frances
TI Embedding quality in e-learning implementation through evaluation
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article
DE evaluation; quality enhancement; e-learning implementation;
organisational change
AB In relation to quality, evaluation is often used synonymously with quality assurance and monitoring processes (Ehlers et al, 2004). However, evaluation has other purposes, such as for development and knowledge (Chelimsky & Shadish, 1997). In this paper, I present a view of evaluation as an instrument of quality enhancement rather than quality assurance, one that can be used creatively and powerfully to strengthen an initiative. The case example is a five-year evaluation study of an institution-wide implementation of e-learning. The evaluation framework developed for this study has been constructed with three purposes in mind: monitoring, development, and knowledge. In this paper, I argue that the participatory nature of the devised evaluation framework has enhanced the quality of the initiative and afforded its embedding within pedagogical, technological, cultural, and organisational domains.
C1 Coventry Univ, Coventry, W Midlands, England.
RP Deepwell, F (reprint author), Coventry Univ, Coventry, W Midlands, England.
EM f.deepwell@coventry.ac.uk
CR Bacsich P., 2005, THEORY BENCHMARKING
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NR 20
TC 9
Z9 9
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2007
VL 10
IS 2
BP 34
EP 43
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA 174NB
UT WOS:000246947900004
ER
PT B
AU Graf, S
List, B
AF Graf, S
List, B
BE Goodyear, P
Sampson, DG
Yang, DJT
Kinshuk, X
Okamoto, T
Hartley, R
Chen, NS
TI An evaluation of open source e-learning platforms stressing adaptation
issues
SO 5th IEEE International Conference on Advanced Learning Technologies,
Proceedings
LA English
DT Proceedings Paper
CT 5th IEEE International Conference on Advanced Learning Technologies
CY JUL 05-08, 2005
CL Kaohsiung, TAIWAN
SP IEEE TCLT, IEEE Comp Soc, Natl Kaohsiung Normal Univ, Microsoft Res, Natl Sun Yatsen Univ
AB This paper presents an evaluation of open source e-learning platforms. The main focus is on adaptation issues. The result of the evaluation shows that the platform Moodle outperforms all other platforms and also obtained the best rating in the adaptation category.
C1 Tech Univ Vienna, Womens Postgrad Coll Internet Technol, A-1060 Vienna, Austria.
CR Baumgartner P., 2002, E LEARNING PRAXISHAN
Colace F., 2003, P 36 HAW INT C SYST
O'Droma M. S., 2003, Internet and Higher Education, V6, DOI 10.1016/S1096-7516(03)00045-9
Scriven M, 1991, EVALUATION THESAURUS
NR 4
TC 9
Z9 9
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 0-7695-2338-2
PY 2005
BP 163
EP 165
DI 10.1109/ICALT.2005.54
PG 3
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BCR30
UT WOS:000230898800048
ER
PT J
AU Cheng, B
Wang, MH
Yang, SJH
Kinshuk
Peng, J
AF Cheng, Bo
Wang, Minhong
Yang, Stephen J. H.
Kinshuk
Peng, Jun
TI Acceptance of competency-based workplace e-learning systems: Effects of
individual and peer learning support
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Adult learning; Evaluation of CAL systems; Pedagogical issues; Distance
education and telelearning; Cooperative/collaborative learning
ID TECHNOLOGY ACCEPTANCE; CONTINUANCE INTENTION; GENDER; COMMUNITIES;
PERSPECTIVE; KNOWLEDGE; ATTITUDES; MODELS; SAFETY; USAGE
AB Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees' acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees' intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees' behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Cheng, Bo; Wang, Minhong; Peng, Jun] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
[Yang, Stephen J. H.] Natl Cent Univ, Dept Comp Sci & Informat Engn, Chungli, Taiwan.
[Kinshuk] Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada.
RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM magwang@hku.hk
RI Kinshuk, Dr/D-3764-2014
OI Kinshuk, Dr/0000-0003-3923-9003
FU UGC GRF [717708]; Hong Kong SAR Government; University of Hong Kong
[201002160030]; NSERC; iCORE; Xerox
FX This research is supported by a UGC GRF Grant (No. 717708) from the Hong
Kong SAR Government, a Seeding Fund for Applied Research (No.
201002160030) from The University of Hong Kong, in addition to other
support from NSERC, iCORE, Xerox, and the research related funding by
Mr. A. Markin. The authors thank Prof. Haijing Jiang and Mr. Jun Du for
their valuable support to this project.
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NR 77
TC 8
Z9 8
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD AUG
PY 2011
VL 57
IS 1
BP 1317
EP 1333
DI 10.1016/j.compedu.2011.01.018
PG 17
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 748MZ
UT WOS:000289396000021
ER
PT B
AU Balogh, Z
Turcani, M
Burianova, M
AF Balogh, Zoltan
Turcani, Milan
Burianova, Maria
BE Kvasnicka, R
TI MODELLING WEB-BASED EDUCATIONAL ACTIVITIES WITHIN THE COMBINED FORMS OF
EDUCATION WITH THE SUPPORT OF APPLIED INFORMATICS WITH AN E-LEARNING
SUPPORT
SO 7TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION
2010, PROCEEDINGS
LA English
DT Proceedings Paper
CT 7th International Conference on Efficiency and Responsibility in
Education (ERIE 2010)
CY JUN 10-11, 2010
CL Prague, CZECH REPUBLIC
HO Czech Univ Life Sci
DE blended learning; e-learning; e-course; models of learning activities;
Model of Petri nets; Adaptive hypermedial systems; multimedial systems;
standard of evaluation ISO 9126
AB Education and possible further studies have become a rather demanding investment. At the time of imperfect technology, i.e. technology of the previous period, it was a very difficult and doubtable task. But, is an ordinary use of new technologies a formula for the solution? We shall try to adequately answer this question. In our contribution we shall introduce educational activities (e-courses) based on cooperation and experimentation within the combined form of education. The aim will be to describe possibilities of using the known methods of modelling of systems, such as modelling with the support of Petri nets and modelling technologies known from the sphere of engineering cybernetics. We shall describe possibilities of creation of a model of educational activity and in conclusion we shall attempt at assessing the educational e-activities in the context of qualitative aspects of the combined education with the support of e-learning based on ISO standard.
C1 [Balogh, Zoltan; Turcani, Milan; Burianova, Maria] FPV UKF Nitra, Dept Informat, Nitra, Slovakia.
EM zbalogh@ukf.sk; mturcani@ukf.sk; mburianova@ukf.sk
RI Balogh, Zoltan/D-9238-2013
OI Balogh, Zoltan/0000-0002-8900-0693
CR DROSSOS L, 2008, ADAPTING INFORM COMM
KHAN BH, 2006, E LEARNING OSEM DIME
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NR 7
TC 8
Z9 8
PU CZECH UNIVERSITY LIFE SCIENCES PRAGUE
PI PRAGUE 6
PA DEPT SYSTEMS ENG, KAMYCKA 129, PRAGUE 6 165 21, CZECH REPUBLIC
BN 978-80-213-2084-0
PY 2010
BP 14
EP 23
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BSU96
UT WOS:000285851000002
ER
PT J
AU Hogo, MA
AF Hogo, Mofreh A.
TI Evaluation of e-learning systems based on fuzzy clustering models and
statistical tools
SO EXPERT SYSTEMS WITH APPLICATIONS
LA English
DT Article
DE e-Learning; Learner profile; Fuzzy C-means clustering; Kernelized FCM;
Log file analyzer
ID ALGORITHM; DISCOVERY; COURSES
AB This paper introduces a hybridization approach of AI techniques and statistical tools to evaluate and adapt the e-learning systems including e-learners. Learner's profile plays a crucial role in the evaluation process and the recommendations to improve the e-learning process. This work classifies the learners into specific categories based on the learner's profiles; the learners' classes named as regular, workers, casual, bad, and absent. The work extracted the statistical usage patterns that give a clear map describing the data and helping in constructing the e-learning system. The work tries to find the answers of the question how to return the bad students who are away back to be regular ones and find a method to evaluate the e-learners as well as to adapt the content and structure of the e-learning system. The work introduces the application of different fuzzy clustering techniques (FCM and KFCM) to find the learners profiles. Different phases of the work are presented. Analysis of the results and comparison: There is a match with a 78% with the real world behavior and the fuzzy clustering reflects the learners' behavior perfectly. Comparison between FCM and KFCM proved that the KFCM is much better than FCM. (C) 2010 Elsevier Ltd. All rights reserved.
C1 Benha Univ, Benha Higher Inst Technol, Elect Engn Technol Dept, Banha, Egypt.
RP Hogo, MA (reprint author), Benha Univ, Benha Higher Inst Technol, Elect Engn Technol Dept, Banha, Egypt.
EM mofreh_hogo@hotmail.com
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NR 62
TC 7
Z9 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0957-4174
J9 EXPERT SYST APPL
JI Expert Syst. Appl.
PD OCT
PY 2010
VL 37
IS 10
BP 6891
EP 6903
DI 10.1016/j.eswa.2010.03.032
PG 13
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 619DA
UT WOS:000279408200019
ER
PT J
AU Chang, CY
Lee, G
AF Chang, Chun-Yen
Lee, Greg
TI A MAJOR E-LEARNING PROJECT TO RENOVATE SCIENCE LEANING ENVIRONMENT IN
TAIWAN
SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID DIFFERENT FORMS; EARTH-SCIENCES; MEDIA; CAI; PREFERENCES; EDUCATION;
OUTCOMES; CONTEXT; IMPACT
AB This article summarizes a major e-Learning project recently funded by the National Science Council of Taiwan and envisions some of the future research directions in this area. This project intends to initiate the 'Center for excellence in e-Learning Sciences (CeeLS): i(4) future learning environment' at the National Taiwan Normal University. In collaboration with multiple leading institutes and universities involved in the areas of science education, computer science and computer engineering from around the world, NTNU proposes to develop an innovative science learning environment which integrates various modern technologies such as image processing, speech processing, automatic video processing, speech recognition, mobile technologies, machine translation, natural language processing, data mining and machine learning. Our aim is to create an intelligent classroom embedded with individualized and interactive learning materials and assessment tools. To realize the aforementioned goals, the CeeLS endeavors to bring together a group of experts in the area of science education, cognitive science, computer science, and computer engineering. We will propose three closely interrelated research directions conducted by three major projects: (1) Project Classroom 2.0, to establish this envisioned future classroom; (2) Project Mobile 2.0, to enhance the interactions among teacher, students, and student peers, and (3) Project Testing 2.0, to pioneer new technologies on assessment and to assist the CeeLS to carry out program evaluations for the project. Four major changes (in both cognitive and affective domains including students' domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters) will be investigated and evaluated under the innovative learning environment. The investigations will include: (1) Teachers' Teaching Approaches (TTA), (2) Students' Learning Strategies (SLS), (3) Student-Teacher Interactions (STI), and (4) Student Science Learning Outcomes (SLO).
C1 [Chang, Chun-Yen] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei, Taiwan.
[Chang, Chun-Yen] Natl Taiwan Normal Univ, Dept Earth Sci, Taipei, Taiwan.
[Chang, Chun-Yen] Natl Taiwan Normal Univ, Sci Educ Ctr, Taipei, Taiwan.
[Lee, Greg] Natl Taiwan Normal Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan.
RP Chang, CY (reprint author), 88,Sect 4,Ting Chou Rd, Taipei 11677, Taiwan.
EM changcy@ntnu.edu.tw
RI Chang, Chun-Yen/B-1307-2008
OI Chang, Chun-Yen/0000-0003-2373-2004
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NR 19
TC 7
Z9 7
PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET
PI SAKARYA
PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY
SN 1303-6521
J9 TURK ONLINE J EDUC T
JI Turk. Online J. Educ. Technol.
PD JAN
PY 2010
VL 9
IS 1
BP 7
EP 12
PG 6
WC Education & Educational Research
SC Education & Educational Research
GA 551WS
UT WOS:000274244500001
ER
PT J
AU Seddon, F
Biasutti, M
AF Seddon, Frederick
Biasutti, Michele
TI 'Evaluating a music e-learning resource: The participants' perspective'
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Evaluation; Participant perspective; Music e-learning
ID TECHNOLOGY
AB This pilot investigative study tested the efficacy of a music e-learning resource specifically constructed to enable individual learners to play a 12-bar improvised blues by ear, on a musical keyboard, in an e-learning environment. The study also sought the participants' perspective of this experience by eliciting their reflections on the learning experience. Participant perceptions of the role of the 'on-line tutor' in this e-learning environment were also examined. The research adopted a qualitative approach through video-taped observation of the participants as they engaged with the resource. The resulting video data was analysed employing an inductive process of analysis. Semistructured interviews were also conducted with individual participants after the learning sessions were completed. Qualitative analysis of the interview transcriptions provided the participant perspective. Triangulation between the data validated researcher interpretations of the findings. Results revealed (a) all participants successfully engaged with the musical task in the e-learning environment, (b) five learning activities emerged from the analysis of the video data that were interpreted as: 'instruction', 'copying', 'practising', 'playing' and 'evaluating', (c) four 'participant perspective' themes emerged from the interview data that were interpreted as: 'activities', 'feelings', 'evaluation' and 'difficulties' (d) participants sought different levels of interaction with the on-line tutor' who was found to adopt the role of 'remote facilitator'. (C) 2008 Elsevier Ltd. All rights reserved.
C1 [Seddon, Frederick] Univ Padua, Dept Educ, I-35137 Padua, Veneto, Italy.
[Biasutti, Michele] Univ Padua, Fac Psychol, I-35137 Padua, Veneto, Italy.
RP Seddon, F (reprint author), Univ Padua, Dept Educ, Via Beato Pellegrino 28, I-35137 Padua, Veneto, Italy.
EM frederick.seddon@unipd.it
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NR 34
TC 7
Z9 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2009
VL 53
IS 3
BP 541
EP 549
DI 10.1016/j.compedu.2008.12.011
PG 9
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 484TA
UT WOS:000269069200001
ER
PT J
AU Alonso, F
Manrique, D
Vines, JM
AF Alonso, Fernando
Manrique, Daniel
Vines, Jose M.
TI A moderate constructivist e-learning instructional model evaluated on
computer specialists
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Blended learning; Moderate constructivism; Instructional model; Learning
objectives
ID EDUCATION; DESIGN
AB This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Manrique, Daniel] UPM, Dept Inteligencia Artificial, Fac Informat, Madrid 28660, Spain.
[Alonso, Fernando] UPM, Dept Lenguajes & Sistemas Informat Ingn Software, Fac Informat, Madrid 28660, Spain.
RP Manrique, D (reprint author), UPM, Dept Inteligencia Artificial, Fac Informat, Campus Montegancedo S-N, Madrid 28660, Spain.
EM dmanrique@fi.upm.es
RI Manrique, Daniel/F-9625-2013
FU Technical University of Madrid; Ministry of Public Administrations on
research and technological development to produce e-learning teaching
units [P07-1005-354]
FX This research was supported in part by the agreement between the
Technical University of Madrid and the Ministry of Public
Administrations on research and technological development to produce
e-learning teaching units, funded through grant P07-1005-354.
CR Alonso F, 2005, BRIT J EDUC TECHNOL, V36, P217, DOI 10.1111/j.1467-8535.2005.00454.x
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NR 32
TC 7
Z9 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD AUG
PY 2009
VL 53
IS 1
BP 57
EP 65
DI 10.1016/j.compedu.2009.01.002
PG 9
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 447JP
UT WOS:000266187700006
ER
PT J
AU Hawthorne, K
Prout, H
Kinnersley, P
Houston, H
AF Hawthorne, Kamila
Prout, Hayley
Kinnersley, Paul
Houston, Helen
TI Evaluation of different delivery modes of an interactive e-learning
programme for teaching cultural diversity
SO PATIENT EDUCATION AND COUNSELING
LA English
DT Article
DE E-learning; Diversity training; Medical undergraduate training;
Communication skills
ID RANDOMIZED CONTROLLED-TRIAL; UNDERGRADUATE MEDICAL-EDUCATION; COMPUTER;
COMMUNICATION; STUDENTS; IMPACT; SKILLS
AB Objective: UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can Cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations.
Methods: The programme was part of all undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods-a large group setting, small groups with a facilitator, and as part of distance learning; while on community placement. The evaluation included analysis of their Coursework marks, a self-completed evaluation questionnaire, and small group discussions.
Results: Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range.
Conclusion: The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development.
Practice implications: All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools. (c) 2008 Elsevier Ireland Ltd. All rights reserved.
C1 [Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen] Cardiff Univ, Dept Publ Hlth & Primary Care, Cardiff CF14 4XN, S Glam, Wales.
RP Hawthorne, K (reprint author), Cardiff Univ, Dept Publ Hlth & Primary Care, 3rd Floor Neuadd Meirionnydd,Heath Pk, Cardiff CF14 4XN, S Glam, Wales.
EM HawthorneK@cardiff.ac.uk
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NR 36
TC 7
Z9 7
PU ELSEVIER IRELAND LTD
PI CLARE
PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000,
IRELAND
SN 0738-3991
J9 PATIENT EDUC COUNS
JI Patient Educ. Couns.
PD JAN
PY 2009
VL 74
IS 1
BP 5
EP 11
DI 10.1016/j.pec.2008.07.056
PG 7
WC Public, Environmental & Occupational Health; Social Sciences,
Interdisciplinary
SC Public, Environmental & Occupational Health; Social Sciences - Other
Topics
GA 395YC
UT WOS:000262558400003
ER
PT J
AU Ludert, T
Nast, A
Zielke, H
Sterry, W
Rzany, B
AF Luedert, Tilman
Nast, Alexander
Zielke, Hendrik
Sterry, Wolfram
Rzany, Berthold
TI E-learning in the dermatological education at the Charite: evaluation of
the last three years
SO JOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT
LA German
DT Article
DE undergraduate medical education; e-learning; online lectures; learn
management system; computer assisted learning; computer-based training
ID MEDICAL-EDUCATION
AB Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charite-Universitatsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes.
Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staffs opinions about e-learning were surveyed by means of a single anonymous questionnaire.
Results: At the end of winter semester 2006/2007, 93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching.
Conclusions: Our results show, that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching.
C1 [Luedert, Tilman; Nast, Alexander; Rzany, Berthold] Charite Univ Med Berlin, dEBM, Klin Dermatol Venereol & Allergol, D-10117 Berlin, Germany.
[Zielke, Hendrik] Charite Univ Med Berlin, Klin Anasthesiol & Operat Intens Med, D-10117 Berlin, Germany.
RP Nast, A (reprint author), Charite Univ Med Berlin, dEBM, Dermatol Klin, Campus Cahrite Mitte, D-10117 Berlin, Germany.
EM alexander.nast@charite.de
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NR 10
TC 7
Z9 7
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 1610-0379
J9 J DTSCH DERMATOL GES
JI J. Dtsch. Dermatol. Ges.
PD JUN
PY 2008
VL 6
IS 6
BP 467
EP 472
DI 10.1111/j.1610-0387.2008.06738.x
PG 6
WC Dermatology
SC Dermatology
GA 314IC
UT WOS:000256802100005
ER
PT J
AU Mangina, E
Kilbride, J
AF Mangina, Eleni
Kilbride, John
TI Evaluation of keyphrase extraction algorithm and tiling process for a
document/resource recommender within e-learning environments
SO COMPUTERS & EDUCATION
LA English
DT Article
DE document/resource recommender; e-learning environments
AB The research presented in this paper is ail examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent tutoring systems provide a challenging environment due to the large and diverse user population it entails. The overall system concentrates on utilizing a user modeling system to filter results as part of a collaborative document recommendation system. The goal of such a system is to actively seek out and recommend documents that will either encourage the users to expand their knowledge of a given topic or reinforce the knowledge which they already have. The system aims to recommend these documents in a non-intrusive manner with minimal user inconvenience, and attempts to do so by utilizing the Key Extraction Algorithm and automatically extracting queries, searching the web and filtering the search results. Users are encouraged to provide feedback about the resources and links they have viewed. (C) 2006 Elsevier Ltd. All rights reserved.
C1 [Mangina, Eleni; Kilbride, John] Univ Coll Dublin, Sch Informat & Comp Sci, Coll Engn Math & Phys Sci, Dublin 4, Ireland.
RP Mangina, E (reprint author), Univ Coll Dublin, Sch Informat & Comp Sci, Coll Engn Math & Phys Sci, Dublin 4, Ireland.
EM elcni.mangina@ucd.ie
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TC 7
Z9 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2008
VL 50
IS 3
BP 807
EP 820
DI 10.1016/j.compedu.2006.08.012
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 289WX
UT WOS:000255085700014
ER
PT J
AU Chen, CM
Chen, YY
Liu, CY
AF Chen, Chih-Ming
Chen, Yi-Yun
Liu, Chao-Yu
TI Learning performance assessment approach using Web-based learning
portfolios for e-learning systems
SO IEEE TRANSACTIONS ON SYSTEMS MAN AND CYBERNETICS PART C-APPLICATIONS AND
REVIEWS
LA English
DT Article
DE data mining; learning performance assessment; Web-based learning;
Web-based learning portfolio
ID FUZZY ASSOCIATION RULES; ITEM RESPONSE THEORY; ALGORITHMS
AB Learning performance assessment using learning portfolios or Web log data is essential in the Web-based learning field, owing to the rapid growth of e-learning systems globally and lack of assisted authoring tools for Web-based learning performance assessment. The traditional summative evaluation by performing examinations or feedback forms can be employed to evaluate the learning performance for both traditional classroom learning and Web-based learning environments. However, summative evaluation only considers final learning outcomes without considering learning processes of learners. This means that the interactively controlled learning based on the immediate feedback of learning performance cannot be performed in a Web-based learning system. Based on the reasons mentioned earlier, this study presents a data-mining-based learning performance assessment scheme by combining four computational intelligence theories, i.e., gray relational analysis (GRA), K-means clustering scheme, fuzzy association rule mining, and fuzzy inference, in order to identify the learning performance assessment rules using the gathered Web-based learning portfolios of an individual learner. Experimental results indicated that the evaluation results of the proposed scheme are very close to those of summative assessment results. In other words, this scheme can help teachers assess the learning performance of the individual learner precisely utilizing only the learning portfolios in a Web-based learning environment. Therefore, teachers can devote themselves to teaching and designing courseware since they save a lot of time in evaluating learning performance. More significantly, teachers could understand the factors influencing learning performance in a Web-based learning environment according to the obtained interpretable learning performance assessment rules. Besides, teachers can also tune teaching strategies for learners with various learning performances. This result also provides useful information to Web-based learning systems to perform personalized learning mechanisms for individual learners.
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Jee May Elementary Sch, Taipei 241, Taiwan.
Natl Taiwan Univ Sci Technol, Dept Comp & Informat Sci, Taipei 106, Taiwan.
RP Chen, CM (reprint author), Natl Chengchi Univ, Grad Inst Library Informat & Archival Studies, Taipei 116, Taiwan.
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Zaiane O. R., 2001, Proceedings IEEE International Conference on Advanced Learning Technologies, DOI 10.1109/ICALT.2001.943944
NR 32
TC 7
Z9 7
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855 USA
SN 1094-6977
J9 IEEE T SYST MAN CY C
JI IEEE Trans. Syst. Man Cybern. Part C-Appl. Rev.
PD NOV
PY 2007
VL 37
IS 6
BP 1349
EP 1359
DI 10.1109/TSMCC.2007.900641
PG 11
WC Computer Science, Artificial Intelligence; Computer Science,
Cybernetics; Computer Science, Interdisciplinary Applications
SC Computer Science
GA 223TN
UT WOS:000250395300023
ER
PT J
AU Vandeweerd, JMEF
Davies, JC
Pinchbeck, GL
Cotton, JC
AF Vandeweerd, Jean-Michel E. F.
Davies, John C.
Pinchbeck, Gina L.
Cotton, Jo C.
TI Teaching veterinary radiography by E-learning versus structured
tutorial: A randomized, single-blinded controlled trial
SO JOURNAL OF VETERINARY MEDICAL EDUCATION
LA English
DT Article
ID STUDENTS
AB Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.
C1 Univ Liverpool, Dept Vet Clin Sci & Anim Husb, Wirral L64 7TE, Merseyside, England.
Univ Liverpool, Dept Comp Sci, Liverpool L69 7ZF, Merseyside, England.
Univ Liverpool, Dept Vet Clin Sci, Wirral L64 7TE, Merseyside, England.
RP Vandeweerd, JMEF (reprint author), Univ Liverpool, Dept Vet Clin Sci & Anim Husb, Wirral L64 7TE, Merseyside, England.
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NR 19
TC 7
Z9 7
PU UNIV TORONTO PRESS INC
PI TORONTO
PA JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
CANADA
SN 0748-321X
J9 J VET MED EDUC
JI J. Vet. Med. Educ.
PD SPR
PY 2007
VL 34
IS 2
BP 160
EP 167
DI 10.3138/jvme.34.2.160
PG 8
WC Veterinary Sciences
SC Veterinary Sciences
GA 176MW
UT WOS:000247090400019
ER
PT J
AU Martinez, RA
del Bosch, MM
Herrero, MHP
Nuno, AS
AF Martinez, Raquel-Amaya
Milans del Bosch, Maria
Perez Herrero, M. Henar
Sampedro Nuno, Andres
TI Psychopedagogical components and processes in e-learning. Lessons from
an unsuccessful on-line course
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE e-learning; pedagogy; external evaluation
AB In this study we are reporting the results of an external evaluation carried out on an experimental on-line course developed as part of the European project Multidimensional Approach for Multiplication of Training Environments (MAMUT) (E/99/1/61440/PI/III.3.a/CONT). The aim was to identify psychopedagogical processes that might influence the dynamics of the on-line course and to detect unexpected results. Qualitative analysis of the content of the three hundred and fifty six (356) messages written by the participants in the virtual environment was undertaken. The aspects analysed were: Adaptation to Virtual Environment, Content, Resources, Timing, Tasks, Students' characteristics, Students' interaction, and Students-Facilitator interaction. (c) 2004 Elsevier Ltd. All rights reserved.
C1 Univ Oviedo, Dept Educ, Oviedo 33005, Spain.
Univ Oviedo, Image Proc & Multimedia Technol Serv, Hosp Cent Asturias, E-33006 Oviedo, Spain.
RP Martinez, RA (reprint author), Univ Oviedo, Dept Educ, C Aniceto Sela SN, Oviedo 33005, Spain.
EM raquel@pinon.ccu.uniovi.es; milans@spi.uniovi.es; henar@uniovi.es;
andres@spi.uniovi.es
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Collison G., 2000, FACILITATING ONLINE
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NR 20
TC 7
Z9 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD JAN
PY 2007
VL 23
IS 1
BP 146
EP 161
DI 10.1016/j.chb.2004.04.002
PG 16
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 095OT
UT WOS:000241318000010
ER
PT J
AU Chen, YC
Hwang, RH
Wang, CY
AF Chen, Yu-Chien
Hwang, Ren-Hung
Wang, Cheng-Yu
TI Development and evaluation of a Web 2.0 annotation system as a learning
tool in an e-learning environment
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Annotation system; Web 2.0; LMS; Online learning; Usability
AB The emergence of Web 2.0 technology provides more opportunities to foster online communication and sharing in an e-learning environment. The purpose of this study was to develop a Web 2.0 annotation system, MyNote, based on the Web 2.0 core concepts which emphasize ease of access and active sharing and then to gain an understanding about people's perceptions of MyNote from a usability perspective. MyNote was employed on multimedia learning objects in a Learning Management System (M5), and out of the LMS as well in this study. The evaluation results showed that, with factor analysis, interactivity, usefulness, helpfulness, and willingness for future use were categorized to represent the perceptions of MyNote. It was also found that the factors of interactivity and helpfulness were statistically significant to predict the future use of MyNote. Lastly, the habit of taking notes also affected learners' perceptions of using MyNote. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Hwang, Ren-Hung] Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, Chiayi 621, Taiwan.
RP Hwang, RH (reprint author), Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, 168 Univ Rd, Chiayi 621, Taiwan.
EM rhhwang@cs.ccu.edu.tw
FU National Science Council (NSC), Taiwan [NSC-96-2520-S-194-002-MY3]
FX We would like to thank the peer reviewers for their valuable and
constructive comments and suggestions. This work was supported in part
by National Science Council (NSC), Taiwan under Contract
NSC-96-2520-S-194-002-MY3.
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Alexander B., 2006, EDUCAUSE REV, V41, P32
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NR 42
TC 6
Z9 6
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD MAY
PY 2012
VL 58
IS 4
BP 1094
EP 1105
DI 10.1016/j.compedu.2011.12.017
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 905MF
UT WOS:000301275600010
ER
PT J
AU Davids, MR
Chikte, UME
Halperin, ML
AF Davids, Mogamat Razeen
Chikte, Usuf M. E.
Halperin, Mitchell L.
TI Development and evaluation of a multimedia e-learning resource for
electrolyte and acid-base disorders
SO ADVANCES IN PHYSIOLOGY EDUCATION
LA English
DT Article
DE clinical problem solving; Flash; wireframing; prototypes; software
development; System Usability Scale; hyponatremia; usability
ID CARDIOLOGY PATIENT SIMULATOR; MEDICAL-EDUCATION; DELIBERATE PRACTICE;
ADVERSE EVENTS; HOSPITALIZED-PATIENTS; MEASURING USABILITY; EXPERT
PERFORMANCE; CLINICAL-DIAGNOSIS; SCIENCE; ACQUISITION
AB Davids MR, Chikte UME, Halperin ML. Development and evaluation of a multimedia e-learning resource for electrolyte and acid-base disorders. Adv Physiol Educ 35: 295-306, 2011; doi:10.1152/advan.00127.2010.-This article reports on the development and evaluation of a Web-based application that provides instruction and hands-on practice in managing electrolyte and acid-base disorders. Our teaching approach, which focuses on concepts rather than details, encourages quantitative analysis and a logical problem-solving approach. Identifying any dangers to the patient is a vital first step. Concepts such as an "appropriate response" to a given perturbation and the need for electroneutrality in body fluids are used repeatedly. Our Electrolyte Workshop was developed using Flash and followed an iterative design process. Two case-based tutorials were built in this first phase, with one tutorial including an interactive treatment simulation. Users select from a menu of therapies and see the impact of their choices on the patient. Appropriate text messages are displayed, and changes in body compartment sizes, brain size, and plasma sodium concentrations are illustrated via Flash animation. Challenges encountered included a shortage of skilled Flash developers, budgetary constraints, and challenges in communication between the authors and the developers. The application was evaluated via user testing by residents and specialists in internal medicine. Satisfaction was measured with a questionnaire based on the System Usability Scale. The mean System Usability Scale score was 78.4 +/- 13.8, indicating a good level of usability. Participants rated the content as being scientifically sound; they liked the teaching approach and felt that concepts were conveyed clearly. They indicated that the application held their interest, that it increased their understanding of hyponatremia, and that they would recommend this learning resource to others.
C1 [Davids, Mogamat Razeen] Univ Stellenbosch, Div Nephrol, ZA-7505 Cape Town, South Africa.
[Davids, Mogamat Razeen] Univ Stellenbosch, Dept Med, ZA-7505 Cape Town, South Africa.
[Davids, Mogamat Razeen] Tygerberg Hosp, ZA-7505 Cape Town, South Africa.
[Chikte, Usuf M. E.] Univ Stellenbosch, Dept Interdisciplinary Hlth Sci, ZA-7505 Cape Town, South Africa.
[Halperin, Mitchell L.] St Michaels Hosp, Div Nephrol, Toronto, ON M5B 1W8, Canada.
[Halperin, Mitchell L.] Univ Toronto, Toronto, ON, Canada.
RP Davids, MR (reprint author), Univ Stellenbosch, Div Nephrol, POB 19063, ZA-7505 Cape Town, South Africa.
EM mrd@sun.ac.za
RI Davids, Mogamat Razeen/D-2303-2013
OI Davids, Mogamat Razeen/0000-0003-4900-0231
FU South African Universities Health Sciences Information Technology
Consortium; Stellenbosch University
FX This work was supported by grants from the South African Universities
Health Sciences Information Technology Consortium and Stellenbosch
University's Fund for Innovation and Research into Learning and
Teaching.
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NR 62
TC 6
Z9 6
PU AMER PHYSIOLOGICAL SOC
PI BETHESDA
PA 9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA
SN 1043-4046
J9 ADV PHYSIOL EDUC
JI Adv. Physiol. Educ.
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UT WOS:000294770000011
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PT J
AU Brunero, S
Lamont, S
AF Brunero, Scott
Lamont, Scott
TI The 'difficult' nurse-patient relationship: Development and evaluation
of an e-learning package
SO CONTEMPORARY NURSE
LA English
DT Article
DE nursing; nurse patient relationship; difficult patients mental health
liaison
ID EDUCATION; CARE; STUDENTS; QUALITY
AB Nurses in most clinical settings experience difficult 'nurse patient relationships' at various times Attempts to describe and articulate how to manage such difficult relationships can be found, but often lay blame at the patient level and ultimately leave the nurse less confident to improve patient care This study uses an action research approach in working with nurses in a generalist setting in developing an educational strategy that helped to improve their knowledge, skills and confidence in working within the 'difficult nurse patient relationship' paradigm Through the experiential style learning methodology of scenario based learning and applying this via e-learning, an effective educational approach has been developed Using a quasi-experimental design to evaluate the e-learnzng package, significant increases in knowledge, skill, confidence and reduced nurse stress as measured on the 'difficult patient stress scale' were shown This approach allows nurses to reflect on their own behaviour and improve their ability to enhance patient care in difficult to manage nursing care situations
C1 [Brunero, Scott; Lamont, Scott] Prince Wales Hosp, Sydney, NSW, Australia.
RP Brunero, S (reprint author), Prince Wales Hosp, Sydney, NSW, Australia.
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NR 49
TC 6
Z9 6
PU ECONTENT MANAGEMENT
PI MALENY
PA PO BOX 1027, MALENY, QUEENSLAND 4552, AUSTRALIA
SN 1037-6178
J9 CONTEMP NURSE
JI Contemp. Nurse.
PD JUN
PY 2010
VL 35
IS 2
SI SI
BP 136
EP 146
PG 11
WC Nursing
SC Nursing
GA 694DT
UT WOS:000285275900003
ER
PT J
AU Granic, A
Mifsud, C
Cukusic, M
AF Granic, Andrina
Mifsud, Charles
Cukusic, Maja
TI Design, implementation and validation of a Europe-wide pedagogical
framework for e-Learning
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Cross-cultural projects; Interactive learning environments; Pedagogical
issues; Secondary education; Teaching/learning strategies
ID ICT; LESSONS; SCHOOLS
AB Within the context of a Europe-wide project UNITE, a number of European partners set out to design, implement and validate a pedagogical framework (PF) for e- and m-Learning in secondary schools. The process of formulating and testing the PF was an evolutionary one that reflected the experiences and skills of the various European partners and secondary schools involved in the project. The framework involved pedagogies which underpin the teaching of subject matter in a number of European secondary schools as well as the ways in which learning is delivered and assessed. The PF represents an essential part of the e-Learning system conceptualization and development and offers sound concepts for the development of learning scenarios in order to enhance the learning experience of students in secondary schools. A five-component framework which, by means of its constituents, drives and guides the creation of e-Learning scenarios was designed and tested. it is composed of the pedagogical framework context, pedagogical approaches, assessment techniques, teacher education and national specifics and current pedagogical practices implemented in national curricula. A series of learning scenarios were created to test the PF in classrooms. A detailed exemplar of a scenario in practice is offered. An evaluation of the scenarios based on [Reeves, T. C., 1994. Evaluating what really matters in computer-based education. In M. Wild, D. Kirkpatrick (Eds.), Computer education: new perspectives (pp. 219-246). Perth, Australia: MASTEC] pedagogical dimensions revealed that UNITE is based on constructivist and cognitive foundations. With increased experience of the system the teachers' implementation of the pedagogical framework developed into increased mastery in the school context. Teachers from the second validation phase became more confident in their application of the framework principles and evaluated more positively the outcomes. This helped them to become more aware of the opportunities offered by the framework in their secondary school teaching. In order to bring this about the supports for change were put into place at the levels of pedagogical design, administrative support and the provision of the required resources and appropriate continuing professional development. The project has sought to create this support structure to ensure maximal benefits of the system for teaching and learning. Such a pedagogical support PF has offered scope for both collaborative and autonomous learning which have brought about value-added teaching and learning effects in the Europe-wide network of schools. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Granic, Andrina] Fac Sci, Split 21000, Croatia.
[Mifsud, Charles] Univ Malta, Ctr Literacy, Msida, Malta.
[Cukusic, Maja] Fac Econ, Split 21000, Croatia.
RP Granic, A (reprint author), Fac Sci, Nikole Tesle 12, Split 21000, Croatia.
EM andrina.granic@pmfst.hr
RI Roekenes, Fredrik Moerk/F-5382-2013
FU European Community; Ministry of Science, Education and Sports Technology
of the Republic of Croatia [177-0361994-1998]
FX This work has been carried out within the project UNITE 026964: Unified
e-Learning environment for the school, partially supported by the
European Community under the Information Society Technologies (IST)
priority of the 6th Framework Programme for R&D. The research has also
been supported within the Project 177-0361994-1998 Usability and
Adaptivity of Interfaces for Intelligent Authoring Shells funded by the
Ministry of Science, Education and Sports Technology of the Republic of
Croatia.
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NR 75
TC 6
Z9 6
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD DEC
PY 2009
VL 53
IS 4
BP 1052
EP 1081
DI 10.1016/j.compedu.2009.05.018
PG 30
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 513BO
UT WOS:000271297200007
ER
PT J
AU Corovic, S
Bester, J
Miklavcic, D
AF Corovic, Selma
Bester, Janez
Miklavcic, Damijan
TI An e-learning application on electrochemotherapy
SO BIOMEDICAL ENGINEERING ONLINE
LA English
DT Article
ID ELECTRIC-FIELD DISTRIBUTION; STANDARD OPERATING PROCEDURES; CELL
ELECTROPERMEABILIZATION; IRREVERSIBLE ELECTROPORATION; TRANSMEMBRANE
VOLTAGE; SUBCUTANEOUS TUMOR; GENE-TRANSFER; MEMBRANES; MODEL;
OPTIMIZATION
AB Background: Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics.
Methods: The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application.
Results: The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of electroporation process. The second part provides educational content about importance of modelling and visualization of local electric field in electroporation-based treatments. In the third part we developed an interactive module for visualization of local electric field distribution in 3D tissue models of cutaneous tumors for different parameters such as voltage applied, distance between electrodes, electrode dimension and shape, tissue geometry and electric conductivity. The pedagogical efficiency assessment showed that the participants improved their level of knowledge. The results of usability evaluation revealed that participants found the application simple to learn, use and navigate. The participants also found the information provided by the application easy to understand.
Conclusion: The e-learning application we present in this article provides educational material on electrochemotherapy and its underlying principles such as cell and tissue electroporation. The e-learning application is developed to provide an interactive educational content in order to simulate the "hands-on" learning approach about the parameters being important for successful therapy. The e-learning application together with the interactive e-learning environment is available to the users to provide collaborative and flexible learning in order to facilitate knowledge exchange among the experts from different scientific fields that are involved in electrochemotherapy. The modular structure of the application allows for upgrade with new educational content collected from the clinics and research, and can be easily adapted to serve as a collaborative e-learning tool also in other electroporation-based treatments such as gene electrotransfer, gene vaccination, irreversible tissue ablation and transdermal gene and drug delivery. The presented e-learning application provides an easy and rapid approach for information, knowledge and experience exchange among the experts from different scientific fields, which can facilitate development and optimisation of electroporation-based treatments.
C1 [Corovic, Selma; Bester, Janez; Miklavcic, Damijan] Univ Ljubljana, Fac Elect Engn, Ljubljana 1000, Slovenia.
RP Miklavcic, D (reprint author), Univ Ljubljana, Fac Elect Engn, Trzaska 25, Ljubljana 1000, Slovenia.
EM selma.corovic@fe.uni-lj.si; janez.bester@fe.uni-lj.si;
damijan.miklavcic@fe.uni-lj.si
RI Miklavcic, Damijan/A-9497-2008
FU Slovenian Research Agency; European Commission [QLK3-1999-00484, ESOPE
QLK3-2002-02003]; [ANGIOSKIN LSHB-CT-2005512127]
FX This study was supported by the Slovenian Research Agency and by the
European Commission within the 5th framework program under the grants
Cliniporator QLK3-1999-00484 and ESOPE QLK3-2002-02003 and within the
6th framework program under the grant ANGIOSKIN LSHB-CT-2005512127.
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BIOMEDICAL SCI TEACH
NR 50
TC 6
Z9 6
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1475-925X
J9 BIOMED ENG ONLINE
JI Biomed. Eng. Online
PD OCT 20
PY 2009
VL 8
AR 26
DI 10.1186/1475-925X-8-26
PG 15
WC Engineering, Biomedical
SC Engineering
GA 519LQ
UT WOS:000271768500001
ER
PT J
AU Kurilovas, E
Dagiene, V
AF Kurilovas, Eugenijus
Dagiene, Valentina
TI Multiple Criteria Comparative Evaluation of E-Learning Systems and
Components
SO INFORMATICA
LA English
DT Article
DE multiple criteria evaluation of quality; learning objects; virtual
learning environments; score-rating; weights; optimisation
AB The main scientific problems investigated in this paper deal with the problem of multiple criteria evaluation of the quality of the main components of c-learning systems, i.e., learning objects (LOs) and virtual learning environments (VLEs). The aim of the paper is to analyse the existing LO and VLE quality evaluation methods, and to create more comprehensive methods based on learning individualisation approach. LOs and VLEs quality evaluation criteria are further investigated as the optimisation parameters and several optimisation methods are explored to be applied. Application of the experts' additive utility function using evaluation criteria ratings and their weights is explored in more detail. These new elements make the given work distinct from all the other earlier works in the area.
C1 [Kurilovas, Eugenijus; Dagiene, Valentina] Inst Math & Informat, LT-08663 Vilnius, Lithuania.
RP Kurilovas, E (reprint author), Inst Math & Informat, Akad 4, LT-08663 Vilnius, Lithuania.
EM eugenijus.kurilovas@its.smm.lt; dagiene@ktl.mii.lt
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*CALIBRATE, 2008, FP6 IST CALIBRATE CA
*CAT IT LTD, 2004, TECHN EV SEL LEARN M
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NR 27
TC 6
Z9 6
PU INST MATHEMATICS & INFORMATICS
PI VILNIUS
PA AKADEMIJOS 4, VILNIUS 2600, LITHUANIA
SN 0868-4952
J9 INFORMATICA-LITHUAN
JI Informatica
PY 2009
VL 20
IS 4
BP 499
EP 518
PG 20
WC Computer Science, Information Systems; Mathematics, Applied
SC Computer Science; Mathematics
GA 538QK
UT WOS:000273198800004
ER
PT J
AU Yanni, LM
Priestley, JW
Schlesinger, JB
Ketchum, JM
Johnson, BA
Harrington, SE
AF Yanni, Leanne M.
Priestley, John W.
Schlesinger, Jeanne B.
Ketchum, Jessica M.
Johnson, Betty A.
Harrington, Sarah E.
TI Development of a Comprehensive E-Learning Resource in Pain Management
SO PAIN MEDICINE
LA English
DT Article
DE Accreditation Council for Graduate Medical Education (ACGME); Chronic
Pain; Curriculum Development; Medical Education; Pain Management; Pain
Training Programs
ID MEDICAL-STUDENTS ATTITUDES; CHRONIC NONMALIGNANT PAIN; PRIMARY-CARE;
OPIOID ANALGESICS; NONCANCER PAIN; CURRICULUM; EDUCATION; WEB;
QUESTIONS; OUTLINE
AB The prevalence of chronic nonmalignant pain (CNMP), the lack of confidence and reward among trainees and providers caring for patients with CNMP, and the lack of a comprehensive curriculum in pain management prompted the creation of the Virginia Commonwealth University (VCU) Chronic Nonmalignant Pain Management curriculum, an innovative e-learning resource. This article describes the development of the curriculum and presents initial evaluation data.
The curriculum is organized into six modules that cover 20 specific Accreditation Council of Graduate Medical Education competency-based objectives. Broad content and effective instructional design elements promote its utility among a range of learner levels in a variety of medical disciplines.
Twenty-four physician reviewers and over 430 trainees (medical students and graduate medical residents) have evaluated the curriculum. Of the respondents to course evaluation questions, 85.7% (366/427) stated that they would access the practice resources again, 86.3% (366/424) agreed that the treatment of CNMP was more important to them after completing the curriculum, 73.9% (312/422) stated that they would make changes in their behavior or practice, and 92.3% (386/418) stated that they would recommend the curriculum to their colleagues. Qualitative data are uniformly positive. Results of pretest and posttest scores and item analyses have been used to make content changes.
The VCU Chronic Nonmalignant Pain Management curriculum is an e-learning resource that has the potential to fill a significant training void. Design and content changes have been made as a result of initial evaluation data. Data from ongoing evauation will allow curricular refinement.
C1 [Yanni, Leanne M.; Johnson, Betty A.] Virginia Commonwealth Univ, Med Ctr, Dept Internal Med, Div Gen Med, Richmond, VA 23298 USA.
[Ketchum, Jessica M.] Virginia Commonwealth Univ, Med Ctr, Dept Biostat, Richmond, VA 23298 USA.
[Harrington, Sarah E.] Virginia Commonwealth Univ, Med Ctr, Div Hematol & Oncol, Dept Internal Med, Richmond, VA 23298 USA.
[Schlesinger, Jeanne B.] Virginia Commonwealth Univ, Sch Med, Off Fac & Instruct Dev, Richmond, VA 23298 USA.
[Priestley, John W.] Virginia Commonwealth Univ, Sch Med, Technol Serv, Richmond, VA 23298 USA.
RP Yanni, LM (reprint author), Virginia Commonwealth Univ, Div Gen Internal Med, POB 980102,1200 E Broad St, Richmond, VA 23298 USA.
EM lyanni@mcvh-vcu.edu
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NR 38
TC 6
Z9 6
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 1526-2375
J9 PAIN MED
JI Pain Med.
PD JAN-FEB
PY 2009
VL 10
IS 1
BP 95
EP 105
DI 10.1111/j.1526-4637.2008.00511.x
PG 11
WC Medicine, General & Internal
SC General & Internal Medicine
GA 400WZ
UT WOS:000262901400012
ER
PT J
AU Hung, SH
Hwang, SL
Su, MJ
Lue, SH
Hsu, CY
Chen, HL
Chen, HS
AF Hung, Sheng-Hui
Hwang, Shiow-Li
Su, Mei-Ju
Lue, Shih-Ho
Hsu, Chien-Yeh
Chen, Hsiao-Lien
Chen, Heng-Shuen
TI An Evaluation of a Weight-Loss Program Incorporating E-Learning for
Obese Junior High School Students
SO TELEMEDICINE JOURNAL AND E-HEALTH
LA English
DT Article
DE Weight-loss program; obese Chinese adolescents; body mass index; WEP
ID RANDOMIZED CONTROLLED-TRIAL; ADOLESCENT OBESITY; CHILDHOOD OBESITY;
BEHAVIOR-THERAPY; ADIPOSE-TISSUE; INTERNET; CHILDREN; ADULTS; HEALTH;
DIET
AB Obesity in adolescents is continuing to rise at an alarming rate and is becoming an important public health problem in Taiwan. Therefore, the aims of this study were (1) to evaluate the effectiveness of a Weight-loss E-learning Program (WEP) on obese Chinese adolescents and (2) to gauge this group's satisfaction with the WEP. The design was quasi-experimental, using purposive samples from two junior high schools in Taipei, Taiwan. Obese adolescents between 12 and 14 years of age with body mass indexes (BMI) over 25 kg/m(2) were recruited. A 14-week WEP was developed to expedite weight loss for the selected adolescents. Data such as BMI, waist-to-hip ratio, waist circumference, hip circumference, mid-arm circumference, triceps skinfold, blood pressure, and physical fitness were collected through standardized instruments and methods before and after the WEP. The satisfaction of the subjects and four psychosocial variables were evaluated and taken into account by authoritative scales and questionnaires. In total, 37 adolescents participated in this study. After the WEP, we found significant decreases in BMI (p<0.05), waist circumference (p<0.05), and triceps skinfold (p<0.001)in the sample population. Improvements were found in three of four tests of physical fitness (p<0.001, p<0.05, and p<0.01, respectively). All psychosocial variables showed significant favorable changes (p<0.01 for self-esteem scores, p<0.001 for the other three variables) and satisfaction levels for the WEP ranged from 56.6% to 83.8% in four different criteria. The WEP was effective in helping obese Chinese adolescents lose weight. However, there is still room for improvement.
C1 [Lue, Shih-Ho; Chen, Heng-Shuen] Natl Taiwan Univ, Coll Med, Dept Med Informat, Taipei 10051, Taiwan.
[Chen, Hsiao-Lien; Chen, Heng-Shuen] Natl Taiwan Univ, Coll Med, Sch Med, Taipei 10051, Taiwan.
[Chen, Hsiao-Lien; Chen, Heng-Shuen] Natl Taiwan Univ Hosp, Dept Family Med, Taipei, Taiwan.
[Hsu, Chien-Yeh] Taipei Med Univ, Grad Inst Med Informat, Taipei, Taiwan.
[Hwang, Shiow-Li] Chang Gung Inst Technol, Tao Yuan, Taiwan.
[Hung, Sheng-Hui] Cathay Gen Hosp, Taipei, Taiwan.
[Su, Mei-Ju] Natl Taiwan Univ, Coll Elect Engn & Comp Sci, Grad Inst Elect Engn, Taipei 10051, Taiwan.
RP Chen, HS (reprint author), Natl Taiwan Univ, Coll Med, Dept Med Informat, 1,Sec 1,Ren Ai Rd, Taipei 10051, Taiwan.
EM chenhs@ntu.edu.tw
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NR 52
TC 6
Z9 6
PU MARY ANN LIEBERT INC
PI NEW ROCHELLE
PA 140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA
SN 1530-5627
J9 TELEMED J E-HEALTH
JI Telemed. J. e-Health
PD OCT
PY 2008
VL 14
IS 8
BP 783
EP 792
DI 10.1089/tmj.2007.0121
PG 10
WC Health Care Sciences & Services
SC Health Care Sciences & Services
GA 447CQ
UT WOS:000266169600041
ER
PT J
AU Retalis, S
AF Retalis, Symeon
TI Creating Adaptive e-Learning Board Games for School Settings Using the
ELG Environment
SO JOURNAL OF UNIVERSAL COMPUTER SCIENCE
LA English
DT Article
CT 12th International Conference on Artificial Intelligence in Education
(AI-Ed 2005)
CY 2005
CL Amsterdam, NETHERLANDS
SP Int Artificial Intelligence Educ Soc
DE Adaptive environments; Authoring tools; E-Learning; Game based learning
AB The use of digital games in education is well documented in the literature. They have been used in preschool, K-12, the university. A specific type of digital games is board games. Adding board games to the educational process can lead to an interactive stimulating learning experience. With a board game, players often learn from one another while at the same time having fun in a competitive environment. In this paper we propose the "ELG" game, an e-learning board game that adopts the basic elements of a racing board game but fosters students' creativity, problem-solving skills, and imagination as students are trying to reach the end by improving their performance in a variety of learning activities. The innovative feature of the ELG is that it offers an adaptive authoring tool that enables teachers to customize their games according to the needs, interests and motives of students. The teacher enters hierarchically categorized learning activities according to the learning goals of a course, sets the rules and assesses the learning progress easily and simply. Students participate in a discovery or exploration trying to reach the goals. After attaining them their level of activities is upgraded and they are challenged to reach the next learning goal. The dice in ELG is not randomized but controlled by the teachers in order that they can customize adaptive learning rules. The educational benefits of exploiting ELG in the learning process is that the teacher can define the levels of difficulty according to the students' needs and interests, facilitate and monitor the learning rate of each student, combine a variety of evaluation techniques, and address potential learning problems in a timely manner.
C1 Piraeus Univ Educ Technol & Digital Syst, Piraeus, Greece.
RP Retalis, S (reprint author), Piraeus Univ Educ Technol & Digital Syst, Piraeus, Greece.
EM retal@unipi.gr
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NR 24
TC 6
Z9 6
PU GRAZ UNIV TECHNOLGOY, INST INFORMATION SYSTEMS COMPUTER MEDIA-IICM
PI GRAZ
PA INFFELDGASSE 16C, GRAZ, A-8010, AUSTRIA
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JI J. Univers. Comput. Sci.
PY 2008
VL 14
IS 17
BP 2897
EP 2908
PG 12
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods
SC Computer Science
GA 427BI
UT WOS:000264754400009
ER
PT J
AU Huang, CJ
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Guan, CT
AF Huang, Chenn-Jung
Chu, San-Shine
Guan, Chih-Tai
TI Implementation and performance evaluation of parameter improvement
mechanisms for intelligent e-learning systems
SO COMPUTERS & EDUCATION
LA English
DT Article
DE portfolio; open source software; machine learning; support vector
machines; Chinese knowledge and information processing
ID DIAGNOSIS
AB In recent years, designing useful learning diagnosis systems has become a hot research topic in the literature. In order to help teachers easily analyze students' profiles in intelligent tutoring system, it is essential that students' portfolios can be transformed into some useful information to reflect the extent of students' participation in the curriculum activity. It is observed that students' portfolios seldom reflect students' actual studying behaviors in the learning diagnosis systems given in the literature; we thus propose three kinds of learning parameter improvement mechanisms in this research to establish effective parameters that are frequently used in the learning platforms. The proposed learning parameter improvement mechanisms can calculate the students' effective online learning time, extract the portion of a message in discussion section which is strongly related to the learning topics, and detect plagiarism in students' homework, respectively. The derived numeric parameters are then fed into a Support Vector Machine (SVM) classifier to predict each learner's performance in order to verify whether they mirror the student's studying behaviors. The experimental results show that the prediction rate for the SVM classifier can be increased up to 35.7% in average after the inputs to the classifier are "purified" by the learning parameter improvement mechanisms. This splendid achievement reveals that the proposed algorithms indeed produce the effective learning parameters for commonly used e-learning platforms in the literature. (C) 2005 Elsevier Ltd. All rights reserved.
C1 Natl Hualien Univ Educ, Inst Learning Technol, Hualien 970, Taiwan.
RP Huang, CJ (reprint author), Natl Hualien Univ Educ, Inst Learning Technol, 123 Huahsi Rd, Hualien 970, Taiwan.
EM cjhuang@mail.nhlue.edu.tw
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TC 6
Z9 6
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2007
VL 49
IS 3
BP 597
EP 614
DI 10.1016/j.compedu.2005.11.008
PG 18
WC Computer Science, Interdisciplinary Applications; Education &
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SC Computer Science; Education & Educational Research
GA 187MV
UT WOS:000247852800004
ER
PT J
AU Ferran, N
Casadesus, J
Krakowska, M
Minguillon, J
AF Ferran, Nuria
Casadesus, Jaume
Krakowska, Monika
Minguillon, Julia
TI Enriching e-learning metadata through digital library usage analysis
SO ELECTRONIC LIBRARY
LA English
DT Article
DE digital libraries; learning; e-learning
ID WEB
AB Purpose - The purpose of this research is to propose an evaluation framework for analyzing learning objects usage, with the aim of extracting useful information for improving the quality of the metadata used to describe the learning objects, but also for personalization purposes, including user models and adaptive itineraries.
Design/methodology/approach - The paper presents experimental results from the log usage analysis during one academic semester of two different subjects, 350 students. The experiment examines raw server log data generated from the interactions of the students with the classroom learning objects, in order to find relevant information that can be used to improve the metadata used for describing both the learning objects and the learning process.
Findings - Preliminary studies have been carried out in order to obtain an initial picture of the interactions between learners and the virtual campus, including both services and resources usage. These studies try to establish relationships between user profiles and their information and navigational behavior in the virtual campus, with the aim of promoting personalization and improving the understanding of what learning in virtual environments means.
Research limitations/implications - During the formal learning process, students use learning resources from the virtual classroom provided by the academic library, but they also seek information outside the virtual campus. All these usage data are not considered in the model proposed here. Further research is needed in order to obtain a complete view of the seeking information behavior of students for improving the users' profile and creating better personalized services.
Practical implications - This paper suggests how a selection of fields used in the LOM standard could be used for enriching the description of learning objects, automatically in some cases, from the learning objects usage performed by an academic community.
Originality/value - From libraries beginnings, they have been a "quiet storage place". With the development of digital libraries, they become a meeting place where explicit and implicit recommendations about information sources can be shared among users. Social and learning process interactions, therefore, can be considered another knowledge source.
C1 Univ Oberta Catalunya, Barcelona, Spain.
IRTA, Lleida, Spain.
Jagiellonian Univ, Inst Informat & Lib Sci, Krakow, Poland.
Univ Oberta Catalunya, Dept Comp Sci Multimedia & Telecommun, Barcelona, Spain.
RP Ferran, N (reprint author), Univ Oberta Catalunya, Barcelona, Spain.
EM nferranf@uoc.edu
RI Casadesus, Jaume/A-8261-2012; Lopez-Gijon, Javier/F-7686-2012
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TC 6
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PU EMERALD GROUP PUBLISHING LIMITED
PI BRADFORD
PA 60/62 TOLLER LANE, BRADFORD BD8 9BY, W YORKSHIRE, ENGLAND
SN 0264-0473
J9 ELECTRON LIBR
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VL 25
IS 2
BP 148
EP 165
DI 10.1108/02640470710741296
PG 18
WC Information Science & Library Science
SC Information Science & Library Science
GA 170HU
UT WOS:000246654600003
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PT J
AU McNaught, C
Lam, P
AF McNaught, C
Lam, P
TI Building an evaluation culture and evidence base for e-learning in three
Hong Kong universities
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
AB The paper presents a strategy for the systematic evaluation of course websites built under the project e3Learning that operates across three universities in Hong Kong. Tailor- made evaluation plans were produced for each website; the evaluation was conducted by an evaluation officer, and a report was provided to each teacher, thus supporting continuous development. To date, 58 cases of evaluation data have been collected. In this paper, a meta-analysis across these cases is presented in order to see which are the most useful web-assisted functions currently in use in Hong Kong universities. This study indicates the following four functions as being most useful: learning tools such as glossaries, notes and PowerPoints, assessment tasks associated with grades, and creation and exhibition of multimedia projects. The reasons for these rankings are postulated.
C1 Chinese Univ Hong Kong, Ctr Learning Enhancement & Res, Shatin 100083, Hong Kong, Peoples R China.
RP McNaught, C (reprint author), Chinese Univ Hong Kong, Ctr Learning Enhancement & Res, Shatin 100083, Hong Kong, Peoples R China.
EM carmel.mcnaught@cuhk.edu.hk
CR ALEXANDER S, 1994, MULTIMEDIA ED DESIGN, P233
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NR 13
TC 6
Z9 6
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-1013
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD JUL
PY 2005
VL 36
IS 4
BP 599
EP 614
DI 10.1111/j.1467-8535.2005.00538.x
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 948ON
UT WOS:000230725700003
ER
PT J
AU Liaw, SS
Huang, HM
AF Liaw, Shu-Sheng
Huang, Hsiu-Mei
TI Perceived satisfaction, perceived usefulness and interactive learning
environments as predictors to self-regulation in e-learning environments
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Distance education and telelearning; Evaluation of CAL systems;
Interactive learning environments; Teach/learning strategies
ID COMPUTER ANXIETY; INTERNET ANXIETY; EFFICACY; TECHNOLOGY; SYSTEMS;
MODEL; PERCEPTIONS; PERSPECTIVE; MOTIVATION; EXPERIENCE
AB The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and interactive learning environments were all found to predict perceived self-regulation in e-learning environments. Further, perceived usefulness can be influenced by interactive learning environments, perceived self-efficacy, and perceived satisfaction. In addition, perceived satisfaction can be affected by interactive learning environments, perceived self-efficacy, and perceived anxiety. Finally, the study proposes a conceptual model to investigate learner self-regulation in e-learning environments. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Liaw, Shu-Sheng] China Med Univ, Gen Educ Ctr, Taichung 404, Taiwan.
[Huang, Hsiu-Mei] Natl Taichung Technol Univ, Dept Informat Management, Taichung 404, Taiwan.
RP Liaw, SS (reprint author), China Med Univ, Gen Educ Ctr, 91 Shiuesh Rd, Taichung 404, Taiwan.
EM ssliaw@mail.cmu.edu.tw; hmamy.huang@gmail.com
FU [NSC99-2511-S-039-001-MY2]; [NSC100-2628-S-025-001-MY3];
[NSC101-2511-S-039-004-MY2]
FX The research was partial supported by NSC99-2511-S-039-001-MY2,
NSC100-2628-S-025-001-MY3, and NSC101-2511-S-039-004-MY2.
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NR 56
TC 5
Z9 5
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD JAN
PY 2013
VL 60
IS 1
BP 14
EP 24
DI 10.1016/j.compedu.2012.07.015
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 052WV
UT WOS:000312231900002
ER
PT J
AU Evgeniou, E
Loizou, P
AF Evgeniou, Evgenios
Loizou, Peter
TI The Theoretical Base of E-Learning and Its Role in Surgical Education
SO JOURNAL OF SURGICAL EDUCATION
LA English
DT Article
DE surgical education; educational theory; e-learning
ID IMPACT
AB INTRODUCTION: The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet.
EDUCATIONAL THEORY: E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks.
CAN EDUCATIONAL THEORY IMPROVE E-LEARNING? Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material.
E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is, an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective.
CONCLUSIONS: E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. (J Surg 69: 665-669. (C) 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)
C1 [Evgeniou, Evgenios] Wexham Pk Hosp, Dept Plast Surg, Slough SL2 4HL, Berks, England.
[Loizou, Peter] Luton & Dunstable Hosp, Dept ENT, Luton, Beds, England.
RP Evgeniou, E (reprint author), Wexham Pk Hosp, Dept Plast Surg, Wexham Rd, Slough SL2 4HL, Berks, England.
EM evgenios@doctors.org.uk
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NR 20
TC 5
Z9 5
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1931-7204
J9 J SURG EDUC
JI J. Surg. Educ.
PD SEP-OCT
PY 2012
VL 69
IS 5
BP 665
EP 669
DI 10.1016/j.jsurg.2012.06.005
PG 5
WC Education, Scientific Disciplines; Surgery
SC Education & Educational Research; Surgery
GA 998ZV
UT WOS:000308279800019
ER
PT J
AU Bodea, CN
Dascalu, MI
Lytras, MD
AF Bodea, Constanta-Nicoleta
Dascalu, Maria-Iuliana
Lytras, Miltiadis D.
TI A Recommender Engine for Advanced Personalized Feedback in e-Learning
Environments
SO INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION
LA English
DT Article
DE educational recommender systems; personalized feedback; e-learning;
e-assessment; project management
ID SYSTEM
AB The paper presents an educational recommender engine, which is fired by the feedback module of an e-assessment application for the project management domain. The recommendations consist in web pages related to the knowledge gaps of the students who took an e-test. The authors argue that using a recommender engine within the e-assessment would increase the formative values of the e-assessment, transforming it into an innovative educational instrument, which gives the students the opportunity to take control of their own learning and actively participate in the learning process. A short evaluation of the utility of the recommendations is also provided.
C1 [Bodea, Constanta-Nicoleta] Bucharest Acad Econ Studies, Econ Informat Dept, Bucharest 010552, Romania.
[Dascalu, Maria-Iuliana] Politehnica Univ Bucharest, Dept Engn, Bucharest, Romania.
[Lytras, Miltiadis D.] Univ Patras Argolidos, Gerakas Attikis 15344, Greece.
[Dascalu, Maria-Iuliana] Politehnica Univ Bucharest, Dept Engn Taught Foreign Languages, Bucharest, Romania.
RP Bodea, CN (reprint author), Bucharest Acad Econ Studies, Econ Informat Dept, Calea Dorobanti 15-17,Sect 1, Bucharest 010552, Romania.
EM bodea@ase.ro; dascalu@upb.ro; miltiadis.lytras@gmail.com
RI Dascalu, Maria-Iuliana/D-3923-2011
OI Dascalu, Maria-Iuliana/0000-0001-8824-5704
CR [Anonymous], ICB INT PROJ MAN ASS
Australian Flexible Learning Framework, EV ASS PROC
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NR 20
TC 5
Z9 5
PU TEMPUS PUBLICATIONS
PI DURRUS, BANTRY
PA IJEE , ROSSMORE,, DURRUS, BANTRY, COUNTY CORK 00000, IRELAND
SN 0949-149X
J9 INT J ENG EDUC
JI Int. J. Eng. Educ
PY 2012
VL 28
IS 6
SI SI
BP 1326
EP 1333
PG 8
WC Education, Scientific Disciplines; Engineering, Multidisciplinary
SC Education & Educational Research; Engineering
GA 032MY
UT WOS:000310724600011
ER
PT J
AU Jung, I
AF Jung, Insung
TI The dimensions of e-learning quality: from the learner's perspective
SO ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
LA English
DT Article
DE CFA; EFA; e-learning; e-learning quality; Learner's perspective; Quality
ID MODELS
AB The present study was designed to identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions. The results of the exploratory factor analysis arising from a survey of 299 learners revealed that from their perspective, there were seven dimensions in evaluating the e-learning quality: Interaction, Staff Support, Institutional Quality Assurance Mechanism, Institutional Credibility, Learner Support, Information and Publicity and Learning Tasks. And the confirmatory factor analysis with responses obtained from another set of 496 adult learners confirmed a good fit of the seven-factor model to the observed data. While most of these seven dimensions are supported by previous studies, some dimensions, such as technology support, content and evaluation/assessment that e-learning providers had highlighted did not appear to be important for Korean adult learners. Possible explanations for these findings are discussed in relation to learner characteristics, e-learning design, and culture, and further research topics are suggested.
C1 Int Christian Univ, Dept Educ Media & Soc, Mitaka, Tokyo 1818585, Japan.
RP Jung, I (reprint author), Int Christian Univ, Dept Educ Media & Soc, 3-10-2 Osawa, Mitaka, Tokyo 1818585, Japan.
EM isjung@icu.ac.jp
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NR 55
TC 5
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1042-1629
J9 ETR&D-EDUC TECH RES
JI ETR&D-Educ. Tech. Res. Dev.
PD AUG
PY 2011
VL 59
IS 4
BP 445
EP 464
DI 10.1007/s11423-010-9171-4
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 805PI
UT WOS:000293741000001
ER
PT J
AU Diessl, S
Verburg, FA
Hoernlein, A
Schumann, M
Luster, M
Reiners, C
AF Diessl, Stefanie
Verburg, Frederik A.
Hoernlein, Alexander
Schumann, Martin
Luster, Markus
Reiners, Christoph
TI Evaluation of an internet-based e-learning module to introduce nuclear
medicine to medical students: a feasibility study
SO NUCLEAR MEDICINE COMMUNICATIONS
LA English
DT Article
DE Case Train; e learning evaluation medical education; nuclear medicine
ID D3WEB.TRAIN
AB Background The advent of electronic learning, the so-called e-learning, offers new possibilities for instruction in addition to the traditional face-to-face teaching in the education of medical students
Aim To evaluate the additional educational value of a voluntary e-learning module in a nuclear medicine course for third-year medical students
Methods Twenty exemplary nuclear medicine patient cases from our department were developed for e-learning purposes and presented on the Internet using the web-based training program 'Case Train' Subsequently, three selected test cases were handled and evaluated by an unselected population of third-year medical students
Results One hundred and twenty-eight students studied the three patient cases and filled out the evaluation questionnaire completely The most important result is that both the interest in and the subjective feeling of the knowledge level regarding the specialized field of nuclear medicine had increased significantly after working through the three e-learning cases Ninety-seven percent of the evaluating students considered the use of computer-based learning useful The subjective grading of the content of the cases and the handling of the software were graded with high marks by the participants, 1 9 and 2 0, respectively, on a linear scale with 1 being the best and 6 being the worst
Conclusion The addition of e-learning to face-to-face teaching as a form of 'blended learning' is highly appreciated by medical students, and will provide an effective medium for bringing better understanding of nuclear medicine to future colleagues Nud Med Commun 31 1063-1067 (C) 2010 Wolters Kluwer Health vertical bar Lippincott Williams & Wilkins Nuclear Medicine Communications 2010 31 1063-1067
C1 [Diessl, Stefanie; Verburg, Frederik A.; Reiners, Christoph] Univ Wurzburg, Dept Nucl Med, D-97080 Wurzburg, Germany.
[Hoernlein, Alexander; Schumann, Martin] Univ Wurzburg, Fac Comp Sci, D-97080 Wurzburg, Germany.
[Luster, Markus] Univ Ulm, Dept Nucl Med, Ulm, Germany.
RP Diessl, S (reprint author), Univ Wurzburg, Dept Nucl Med, Oberduerrbacher Str 6, D-97080 Wurzburg, Germany.
CR BAUMGARTNER P, 2002, PRACTICAL E LEARNING
Burnette K, 2009, ACAD EMERG MED, V16, pS46, DOI 10.1111/j.1553-2712.2009.00598.x
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IFLAND M, 2008, CASETRAIN CASEPLAYER
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NR 14
TC 5
Z9 5
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA
SN 0143-3636
J9 NUCL MED COMMUN
JI Nucl. Med. Commun.
PD DEC
PY 2010
VL 31
IS 12
BP 1063
EP 1067
DI 10.1097/MNM.0b013e328340821f
PG 5
WC Radiology, Nuclear Medicine & Medical Imaging
SC Radiology, Nuclear Medicine & Medical Imaging
GA 683AJ
UT WOS:000284443800011
ER
PT J
AU Grubisic, A
Stankov, S
Rosic, M
Zitko, B
AF Grubisic, Ani
Stankov, Slavomir
Rosic, Marko
Zitko, Branko
TI Controlled experiment replication in evaluation of e-learning system's
educational influence
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Authoring tools and methods; Distributed learning environments;
Evaluation methodologies; Intelligent tutoring systems
AB We believe that every effectiveness evaluation should be replicated at least in order to verify the original results and to indicate evaluated e-learning system's advantages or disadvantages. This paper presents the methodology for conducting controlled experiment replication, as well as, results of a controlled experiment and an internal replication that investigated the effectiveness of intelligent authoring shell eXtended Tutor-Expert System (xTEx-Sys). The initial and the replicated experiment were based on our approach that combines classical two-group experimental design and with factoral design. A trait that distinguishes this approach from others is the existence of arbitrary number of checkpoint-tests to determine the effectiveness in intermediate states. We call it a pre-and-post test control group experimental design with checkpoint-tests. The gained results revealed small or even negative effect sizes, which could be explained by the fact that the xTEx-Sys's domain knowledge presentation is rather novel for students and therefore difficult to grasp and apply in earlier phases of the experiment. In order to develop and improve the xTEx-Sys, further experiments must be conducted. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Grubisic, Ani; Stankov, Slavomir; Rosic, Marko; Zitko, Branko] Univ Split, Fac Nat Sci Math & Kinesiol, Split 21000, Croatia.
RP Grubisic, A (reprint author), Univ Split, Fac Nat Sci Math & Kinesiol, Teslina 12, Split 21000, Croatia.
EM ani.grubisic@pmfst.hr; slavomir.stankov@pmfst.hr; marko.rosic@pmfst.hr;
branko.zitko@pmfst.hr
FU Ministry of Science, Education and Sports of the Republic of Croatia
[177-0361994-1996]
FX This work has been carried out within scientific project
177-0361994-1996, "Design and evaluation of intelligent e-learning
systems", funded by the Ministry of Science, Education and Sports of the
Republic of Croatia.
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NR 32
TC 5
Z9 5
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2009
VL 53
IS 3
BP 591
EP 602
DI 10.1016/j.compedu.2009.03.014
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 484TA
UT WOS:000269069200005
ER
PT J
AU Tan, PL
Hay, DB
Whaites, E
AF Tan, Po-Li
Hay, D. B.
Whaites, Eric
TI Implementing E-Learning in a Radiological Science Course in Dental
Education: A Short-Term Longitudinal Study
SO JOURNAL OF DENTAL EDUCATION
LA English
DT Article
DE dental education; e-learning; online learning; didactic lecture;
evaluation; radiological science course
ID SCHOOL
AB This short-term longitudinal case study evaluated the quality of learning by comparing assessment outcomes following the traditional face-to-face lecture teaching of a radiological science course to first-year dental students in 2007 with assessment outcomes following conversion of the course to an e-learning format for first-year dental students in 2008. Multiple methods were used to triangulate and add rigor to the study. Not only were multiple-choice exam results from both the 2007 and 2008 cohorts statistically compared, but an interview was conducted with the content provider to capture a different perspective. A survey was also used to provide insights into students' perceptions of the use of e-learning. Finally, the tracking records of students who accessed online lectures were considered in analysis of the data. Due to the positive response from the students, coupled with the nature of the course and an emphasis on the quality of the content, e-learning could be fully implemented, despite some shortcomings, without compromising the quality of learning.
C1 [Tan, Po-Li; Hay, D. B.] Kings Coll London, Kings Learning Inst, London SE1 8WA, England.
[Whaites, Eric] Kings Coll London, Inst Dent, Dept Dent Radiol Imaging, London SE1 8WA, England.
RP Tan, PL (reprint author), Kings Coll London, Kings Learning Inst, 57 Waterloo Rd, London SE1 8WA, England.
EM po_li.tan@kcl.ac.uk
CR *AM DENT ED ASS CT, 2001, BEST PRACT DENT ED
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Jarvis P., 2001, LEARNING LATER LIFE
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Knight J., 2004, J STUD INT EDUC, V8, P5, DOI DOI 10.1177/1028315303260832
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2007, HIGHER ED FACTS FIGU
NR 31
TC 5
Z9 5
PU AMER DENTAL EDUCATION ASSOC
PI WASHINGTON
PA 1400 K STREET, NW, STE 1100, WASHINGTON, DC 20005 USA
SN 0022-0337
J9 J DENT EDUC
JI J. Dent. Educ.
PD OCT
PY 2009
VL 73
IS 10
BP 1202
EP 1212
PG 11
WC Dentistry, Oral Surgery & Medicine
SC Dentistry, Oral Surgery & Medicine
GA 517BK
UT WOS:000271587500008
ER
PT J
AU Tse, MMY
Lo, LWL
AF Tse, Mimi M. Y.
Lo, Lisa W. L.
TI A Web-Based e-Learning Course: Integration of Pathophysiology into
Pharmacology
SO TELEMEDICINE JOURNAL AND E-HEALTH
LA English
DT Article
DE Web-based e-learning; pathophysiology; pharmacology; nursing students
ID NURSING-STUDENTS; EDUCATIONAL PREPARATION; PERCEPTIONS; INSTRUCTION;
NURSES
AB The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.
C1 [Tse, Mimi M. Y.; Lo, Lisa W. L.] Hong Kong Polytech Univ, Sch Nursing, Kowloon, Hong Kong, Peoples R China.
RP Tse, MMY (reprint author), Hong Kong Polytech Univ, Sch Nursing, Kowloon, Hong Kong, Peoples R China.
EM hsmtse@inet.polyu.edu.hk
FU School of Nursing (account code A-PA5D) of The Hong Kong Polytechnic
University, Hong Kong, China
FX We wish to thank all the students who kindly participated in the study.
This work was financially supported by the School of Nursing (account
code A-PA5D) of The Hong Kong Polytechnic University, Hong Kong, China.
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NR 27
TC 5
Z9 5
PU MARY ANN LIEBERT INC
PI NEW ROCHELLE
PA 140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA
SN 1530-5627
J9 TELEMED J E-HEALTH
JI Telemed. J. e-Health
PD NOV
PY 2008
VL 14
IS 9
BP 919
EP 924
DI 10.1089/tmj.2008.0006
PG 6
WC Health Care Sciences & Services
SC Health Care Sciences & Services
GA 382AU
UT WOS:000261577800042
ER
PT J
AU Moja, L
Moschetti, I
Cinquini, M
Sala, V
Compagnoni, A
Duca, P
Deligant, C
Manfrini, R
Clivio, L
Satolli, R
Addis, A
Grimshaw, JM
Dri, P
Liberati, A
AF Moja, Lorenzo
Moschetti, Ivan
Cinquini, Michela
Sala, Valeria
Compagnoni, Anna
Duca, Piergiorgio
Deligant, Christian
Manfrini, Roberto
Clivio, Luca
Satolli, Roberto
Addis, Antonio
Grimshaw, Jeremy M.
Dri, Pietro
Liberati, Alessandro
TI Clinical evidence continuous medical education: a randomised educational
trial of an open access e-learning program for transferring
evidence-based information - ICEKUBE (Italian Clinical Evidence
Knowledge Utilization Behaviour Evaluation) - study protocol
SO IMPLEMENTATION SCIENCE
LA English
DT Article
ID PRIMARY-CARE; COMPETENCE; PERFORMANCE; VALIDATION; DESIGN; SKILLS
AB Background: In an effort to ensure that all physicians have access to valid and reliable evidence on drug effectiveness, the Italian Drug Agency sponsored a free-access e-learning system, based on Clinical Evidence, called ECCE. Doctors have access to an electronic version and related clinical vignettes. Correct answers to the interactive vignettes provide Continuing Medical Education credits. The aims of this trial are to establish whether the e-learning program ( ECCE) increases physicians' basic knowledge about common clinical scenarios, and whether ECCE is superior to the passive diffusion of information through the printed version of Clinical Evidence.
Design: All Italian doctors naive to ECCE will be randomised to three groups. Group one will have access to ECCE for Clinical Evidence chapters and vignettes lot A and will provide control data for Clinical Evidence chapters and vignettes lot B; group two vice versa; group three will receive the concise printed version of Clinical Evidence. There are in fact two designs: a before and after pragmatic trial utilising a two by two incomplete block design ( group one versus group two) and a classical design (group one and two versus group three). The primary outcome will be the retention of Clinical Evidence contents assessed from the scores for clinical vignettes selected from ECCE at least six months after the intervention. To avoid test-retest effects, we will randomly select vignettes out of lot A and lot B, avoiding repetitions. In order to preserve the comparability of lots, we will select vignettes with similar, optimal psychometric characteristics.
C1 [Moja, Lorenzo; Moschetti, Ivan; Sala, Valeria; Liberati, Alessandro] Mario Negri Inst Pharmacol Res, Italian Cochrane Ctr, I-20157 Milan, Italy.
[Cinquini, Michela] Mario Negri Inst Pharmacol Res, Dipartimento Oncol, I-20157 Milan, Italy.
[Compagnoni, Anna] Sendo Fdn, Milan, Italy.
[Duca, Piergiorgio] Univ Milan, Milan, Italy.
[Deligant, Christian; Manfrini, Roberto; Satolli, Roberto; Dri, Pietro] Zadig Sci Publisher, Milan, Italy.
[Addis, Antonio] Italian Drug Agcy AIFA, Rome, Italy.
[Grimshaw, Jeremy M.] Univ Ottawa, Inst Populat Hlth, Ctr Best Practice, Ottawa Hlth Res Inst,Clin Epidemiol Program, Ottawa, ON, Canada.
RP Moja, L (reprint author), Mario Negri Inst Pharmacol Res, Italian Cochrane Ctr, Via Eritrea 62, I-20157 Milan, Italy.
EM moja@marionegri.it; moschetti@marionegri.it; cinquini@marionegri.it;
vsala@marionegri.it; compagnonia@sendo-org.it;
piergiorgio.duca@unimi.it; cdeligant@zadig.it; manfrini@zadig.it;
clivio@marionegri.it; satolli@zadig.it; A.Addis@aifa.gov.it;
jgrimshaw@ohri.ca; dri@zadig.it; alesslib@mailbase.it
RI Grimshaw, Jeremy/D-8726-2013
FU Italian Drug Agency (AIFA); Monzino Foundation; Mario Negri Institute
FX Many thanks to Christine Costantino and Sabrina Bidoli that provided
support and constructive criticism during the preparation of this study.
Funding/support: Italian Drug Agency (AIFA). Lorenzo Moja is funded by
the Monzino Foundation and the Mario Negri Institute. Jeremy Grimshaw
holds a Canada Research Chair in Health Knowledge Transfer and Uptake.
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NR 30
TC 5
Z9 5
PU BIOMED CENTRAL LTD
PI LONDON
PA CURRENT SCIENCE GROUP, MIDDLESEX HOUSE, 34-42 CLEVELAND ST, LONDON W1T
4LB, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD JUL 17
PY 2008
VL 3
AR 37
DI 10.1186/1748-5908-3-37
PG 11
WC Health Care Sciences & Services; Health Policy & Services
SC Health Care Sciences & Services
GA 432RP
UT WOS:000265152100001
ER
PT J
AU Citak, M
Haasper, C
Behrends, M
Kupka, T
Kendoff, D
Huefner, T
Matthies, HK
Krettek, C
AF Citak, M.
Haasper, C.
Behrends, M.
Kupka, T.
Kendoff, D.
Huefner, T.
Matthies, H. K.
Krettek, C.
TI A web-based E-learning tool in academic teaching of trauma surgery.
First experiences and evaluation results
SO UNFALLCHIRURG
LA German
DT Article
DE musculoskeletal; orthopaedics; Internet; lecture
ID SURGICAL EDUCATION; MEDICAL-EDUCATION
AB There are lots of possibilities for universities to offer contents of teaching to students by the Internet. Often the students can download slides or a special lecture note from the intranet of the university. Another way is to make a movie of the lecture and post this lecture movie on the Internet. In the Hanover Medical School we employed an alternative. It was developed by the Trauma Surgery Clinic and the Institute of Medical Informatics at the Hanover Medical School. Our goal was to use just one web-based content resource for the lecture and for the work at home. The Institute of Medical Informatics used a web-based content management system (CMS) Schoolbook to implement this e-learning application.
Since October 2005 the Trauma Surgery Schoolbook has been used in the lecture on trauma surgery in all terms, and we evaluated the academic year 2005/2006. The results of the evaluation showed us that the students were very interested in using this e-learning application. The possibility to reinforce the learning material at home is a good chance for the students. Also the organisation of lectures was improved because the materials were all in one place. The lecturer needs to learn several new tasks, but we also got a positive response. Our experiences of the last academic year showed that it was a good way to use one web-based content resource for teaching and learning in the context of a lecture.
C1 Hannover Med Sch, Unfallchirurg Klin, D-30625 Hannover, Germany.
Hannover Med Sch, Abt Med Informat, D-30625 Hannover, Germany.
RP Citak, M (reprint author), Hannover Med Sch, Unfallchirurg Klin, Carl Neuberg Str 1, D-30625 Hannover, Germany.
EM mcitak@web.de
RI Haasper, Carl/F-3804-2010
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NR 23
TC 5
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013 USA
SN 0177-5537
J9 UNFALLCHIRURG
JI Unfallchirurg
PD APR
PY 2007
VL 110
IS 4
BP 367
EP 372
DI 10.1007/s00113-007-1237-3
PG 6
WC Emergency Medicine; Surgery
SC Emergency Medicine; Surgery
GA 156SN
UT WOS:000245670000012
ER
PT J
AU Styliadis, AD
AF Styliadis, Athanasios D.
TI E-learning documentation of historical living systems with 3-D modeling
functionality
SO INFORMATICA
LA English
DT Article
DE e-learning documentation; digital photography; CAAD; historical living
systems monuments
ID DIGITAL DOCUMENTATION; IMAGES
AB The innovations and improvements in digital imaging sensors and scanners, computer modeling, haptic equipments and e-leaming technology, as well as the availability of many powerful graphics PCs and workstations make haptic-based rendering methods for e-learning documentation with 3-D modeling functionality feasible. E-Learning documentation is a new term in computing, engineering and architecture, related to digital documentation with e-leaming functionality, and introduced to literature for the first time within this paper. In particular, for the historical living systems (architectures, monuments, cultural heritage sites), such a methodolgy must be able to derive pictorial, geometric, spatial, topological, learning and semantic information from the target architectural object (historical living system), in such a way that it can be directly used for e-learning purposes regarding the history, the architecture, the structure and the temporal (time-based) 3-D geometry of the projected historical living system. A practical project is used to demonstrate the functionality and the performance of the proposed methodology. In particular, the processing steps from image acquisition to e-learning documentation of the Aghios Achilleios basilica, twin lakes Prespes, Northern Greece, through its 3-D geometric CAAD (Computer-Aided Architectural Design) model and semantic description are presented. Also, emphasis is placed on introducing and documenting the new term e-learning documentation. Finaly, for learning purposes related to 3-D modeling accuracy evaluation, a comparison test of two image-based approaches is carried out and discussed.
C1 Alexander Inst Technol & Educ, Dept Informat Technol, Thessaloniki 57400, Greece.
RP Styliadis, AD (reprint author), Alexander Inst Technol & Educ, Dept Informat Technol, POB 141, Thessaloniki 57400, Greece.
EM styl@it.teithe.gr
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NR 37
TC 5
Z9 5
PU INST MATHEMATICS & INFORMATICS
PI VILNIUS
PA AKADEMIJOS 4, VILNIUS 2600, LITHUANIA
SN 0868-4952
J9 INFORMATICA-LITHUAN
JI Informatica
PY 2007
VL 18
IS 3
BP 419
EP 446
PG 28
WC Computer Science, Information Systems; Mathematics, Applied
SC Computer Science; Mathematics
GA 216WA
UT WOS:000249908500007
ER
PT J
AU Booth, A
Levy, P
Bath, PA
Lacey, T
Sanderson, M
Diercks-O'Brien, G
AF Booth, A
Levy, P
Bath, PA
Lacey, T
Sanderson, M
Diercks-O'Brien, G
TI Studying health information from a distance: refining an e-learning case
study in the crucible of student evaluation
SO HEALTH INFORMATION AND LIBRARIES JOURNAL
LA English
DT Article
AB Purpose: To present a formative evaluation of the impact of a multimedia case study as a component of a masters course in health informatics delivered by distance learning.
Setting/Participants/Resources: First and second year health informatics students undertaking four core modules of a masters programme at the University of Sheffield.
Methodology: Individual qualitative user surveys and interviews.
Results/Outcomes: Formative evaluation has played a significant role in refining the case study through its text-based, intermediate and CD-ROM based stages. Feedback from students has resulted in clarification of case study tasks, clearer definition of teaching roles and a revised approach to assessment. At the same time it has highlighted the importance of ongoing revision and maintenance in keeping the scenarios realistic and current.
Discussion/Conclusion: The multimedia case study has met many of its original aims in providing greater cohesion for core modules and encouraging greater levels of interaction and multidisciplinary collaboration.
C1 Univ Sheffield, Sch Hlth & Related Res, CHIMR, Sheffield S1 4DA, S Yorkshire, England.
Univ Sheffield, Dept Informat Studies, CHIMR, Sheffield S1 4DA, S Yorkshire, England.
Natl Inst Clin Excellence, London, England.
Univ Sheffield, Learning Dev Media Unit, Sheffield S1 4DA, S Yorkshire, England.
RP Booth, A (reprint author), Univ Sheffield, Sch Hlth & Related Res, CHIMR, Sheffield S1 4DA, S Yorkshire, England.
EM A.Booth@sheffield.ac.uk
RI Booth, Andrew/A-7872-2008
OI Booth, Andrew/0000-0003-4808-3880
CR BACIGALUPO R, 2003, HLTH INFORM J, V9, P5, DOI 10.1177/1460458203009001001
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Urquhart Christine, 2002, Health Info Libr J, V19, P146, DOI 10.1046/j.1471-1842.2002.00388.x
NR 24
TC 5
Z9 5
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 1471-1834
J9 HEALTH INFO LIBR J
JI Heatlth Info. Libr. J.
PD DEC
PY 2005
VL 22
SU 2
BP 8
EP 19
DI 10.1111/j.1470-3327.2005.00610.x
PG 12
WC Information Science & Library Science
SC Information Science & Library Science
GA 010EZ
UT WOS:000235171000002
ER
PT J
AU O'Neill, E
Stevens, NT
Clarke, E
Cox, P
O'Malley, B
Humphreys, H
AF O'Neill, E.
Stevens, N. T.
Clarke, E.
Cox, P.
O'Malley, B.
Humphreys, H.
TI Use of e-learning to enhance medical students' understanding and
knowledge of healthcare-associated infection prevention and control
SO JOURNAL OF HOSPITAL INFECTION
LA English
DT Article
DE e-Learning; Infection prevention and control; Medical education
AB An online infection prevention and control programme for medical students was developed and assessed. There was a statistically significant improvement (P < 0.0001) in the knowledge base among 517 students after completing two modules. The majority of students who completed the evaluation were positive about the learning experience. (C) 2011 The Healthcare Infection Society. Published by Elsevier Ltd. All rights reserved.
C1 [O'Neill, E.] Connolly Hosp, Dept Microbiol, Dublin 15, Ireland.
[O'Neill, E.; Stevens, N. T.; Humphreys, H.] Royal Coll Surgeons Ireland, Dept Clin Microbiol, Dublin 2, Ireland.
[Clarke, E.] Royal Coll Surgeons Ireland, Dept Hlth Informat, Dublin 2, Ireland.
[Cox, P.; O'Malley, B.] Intuit Publishing Ltd, Publ Sect & Hlth, Dublin, Ireland.
[Humphreys, H.] Beaumont Hosp, Dept Microbiol, Dublin 9, Ireland.
RP O'Neill, E (reprint author), Connolly Hosp, Dept Microbiol, Dublin 15, Ireland.
EM eoneill@rcsi.ie
RI Humphreys, Hilary/C-9918-2012
CR Desai N, 2000, J HOSP INFECT, V44, P193, DOI 10.1053/jhin.1999.0673
Kennedy G, 2008, MED TEACH, V30, P10, DOI 10.1080/01421590701798737
O'Brien D, 2009, J HOSP INFECT, V73, P171, DOI 10.1016/j.jhin.2009.07.006
Pellowe C., 2010, Journal of Infection Prevention, V11, P55, DOI 10.1177/1757177410362498
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Reime MH, 2008, NURS EDUC TODAY, V28, P798, DOI 10.1016/j.nedt.2008.03.005
NR 6
TC 4
Z9 4
PU W B SAUNDERS CO LTD
PI LONDON
PA 32 JAMESTOWN RD, LONDON NW1 7BY, ENGLAND
SN 0195-6701
J9 J HOSP INFECT
JI J. Hosp. Infect.
PD DEC
PY 2011
VL 79
IS 4
BP 368
EP 370
DI 10.1016/j.jhin.2011.08.008
PG 3
WC Infectious Diseases
SC Infectious Diseases
GA 846QL
UT WOS:000296918200019
ER
PT J
AU Wang, HC
Chiu, YF
AF Wang, Hei Chia
Chiu, Yi Fang
TI Assessing e-learning 2.0 system success
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Computer-mediated communication; Cooperative/collaborative learning;
Evaluation of CAL systems; Interactive learning environments
ID ONLINE SOCIAL NETWORKING; BUSINESS-TO-BUSINESS; MCLEAN MODEL; CONSUMER
SATISFACTION; CUSTOMER SATISFACTION; EMPIRICAL-EXAMINATION;
COMMUNICATION MEDIUM; PERCEIVED VALUE; QUALITY; WEB
AB Traditional e-learning systems support "one-way" communication. Teachers provide knowledge for learners, but they are unable to use a student's learning experiences to benefit the class as a whole. To address these problems, this study explores e-learning success factors via the design and evaluation of an e-learning 2.0 system. This study develops a theoretical model to assess user satisfaction and loyalty intentions to an e-learning system using communication quality, information quality, system quality, and service quality. The empirical results show that communication quality, information quality, and service quality significantly and positively affect user satisfaction and loyalty intentions to use the e-learning system for sharing experience, communicating with others, and getting feedback. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Wang, Hei Chia; Chiu, Yi Fang] Natl Cheng Kung Univ, Inst Informat Management, Tainan 701, Taiwan.
RP Wang, HC (reprint author), Natl Cheng Kung Univ, Inst Informat Management, 1st Univ Rd, Tainan 701, Taiwan.
EM hcwang@mail.ncku.edu.tw
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NR 95
TC 4
Z9 4
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2011
VL 57
IS 2
BP 1790
EP 1800
DI 10.1016/j.compedu.2011.03.009
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 788IA
UT WOS:000292437400030
ER
PT J
AU Alkhattabi, M
Neagu, D
Cullen, A
AF Alkhattabi, Mona
Neagu, Daniel
Cullen, Andrea
TI Assessing information quality of e-learning systems: a web mining
approach
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE E-learning; Information quality; Information system; Quality framework;
Quality metrics; Web mining
AB E-learning systems provide a promising solution as an information exchanging channel. Improved technologies could mean faster and easier access to information but do not necessarily ensure the quality of this information; for this reason it is essential to develop valid and reliable methods of quality measurement and carry out careful information quality evaluations. This paper proposes an assessment model for information quality in e-learning systems based on the quality framework we proposed previously: the proposed framework consists of 14 quality dimensions grouped in three quality factors: intrinsic, contextual representation and accessibility. We use the relative importance as a parameter in a linear equation for the measurement scheme. Formerly, we implemented a goal-question-metrics approach to develop a set of quality metrics for the identified quality attributes within the proposed framework. In this paper, the proposed metrics were computed to produce a numerical rating indicating the overall information quality published in a particular e-learning system. The data collection and evaluation processes were automated using a web data extraction technique and results on a case study are discussed. This assessment model could be useful to e-learning systems designers, providers and users as it provides a comprehensive indication of the quality of information in such systems. (C) 2010 Elsevier Ltd. All rights reserved.
C1 [Alkhattabi, Mona] Imam Mohammad bin Saud Univ, Coll Comp Sci, Riyadh, Saudi Arabia.
[Neagu, Daniel; Cullen, Andrea] Univ Bradford, Dept Comp, Bradford BD7 1DP, W Yorkshire, England.
RP Alkhattabi, M (reprint author), Imam Mohammad bin Saud Univ, Coll Comp Sci, Riyadh, Saudi Arabia.
EM monaalkhattabi@gmail.com
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NR 27
TC 4
Z9 4
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD MAR
PY 2011
VL 27
IS 2
BP 862
EP 873
DI 10.1016/j.chb.2010.11.011
PG 12
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 725CE
UT WOS:000287622000028
ER
PT J
AU Edwards, P
Felix, L
Harris, J
Ferguson, E
Free, C
Landon, J
Lock, K
Michie, S
Miners, A
Murray, E
AF Edwards, Phil
Felix, Lambert
Harris, Jody
Ferguson, Elaine
Free, Caroline
Landon, Jane
Lock, Karen
Michie, Susan
Miners, Alec
Murray, Elizabeth
TI Assessing the effectiveness and cost effectiveness of adaptive
e-Learning to improve dietary behaviour: protocol for a systematic
review
SO BMC PUBLIC HEALTH
LA English
DT Article
ID TAILORED NUTRITION EDUCATION; BODY-MASS INDEX; PHYSICAL-ACTIVITY;
HEALTH; INTERVENTIONS; WEIGHT; COMMUNICATION; INTERNET; DISEASE; TRIAL
AB Background: The composition of habitual diets is associated with adverse or protective effects on aspects of health. Consequently, UK public health policy strongly advocates dietary change for the improvement of population health and emphasises the importance of individual empowerment to improve health. A new and evolving area in the promotion of dietary behavioural change is e-Learning, the use of interactive electronic media to facilitate teaching and learning on a range of issues, including diet and health. The aims of this systematic review are to determine the effectiveness and cost-effectiveness of adaptive e-Learning for improving dietary behaviours.
Methods/Design: The research will consist of a systematic review and a cost-effectiveness analysis. Studies will be considered for the review if they are randomised controlled trials, involving participants aged 13 or over, which evaluate the effectiveness or efficacy of interactive software programmes for improving dietary behaviour. Primary outcome measures will be those related to dietary behaviours, including estimated intakes of energy, nutrients and dietary fibre, or the estimated number of servings per day of foods or food groups. Secondary outcome measures will be objective clinical measures that are likely to respond to changes in dietary behaviours, such as anthropometry or blood biochemistry. Knowledge, self-efficacy, intention and emotion will be examined as mediators of dietary behaviour change in order to explore potential mechanisms of action. Databases will be searched using a comprehensive four-part search strategy, and the results exported to a bibliographic database. Two review authors will independently screen results to identify potentially eligible studies, and will independently extract data from included studies, with any discrepancies at each stage settled by a third author. Standardised forms and criteria will be used.
A descriptive analysis of included studies will describe study design, participants, the intervention, and outcomes. Statistical analyses appropriate to the data extracted, and an economic evaluation using a cost-utility analysis, will be undertaken if sufficient data exist, and effective components of successful interventions will be investigated.
Discussion: This review aims to provide comprehensive evidence of the effectiveness and cost-effectiveness of adaptive e-Learning interventions for dietary behaviour change, and explore potential psychological mechanisms of action and the effective components of effective interventions. This can inform policy makers and healthcare commissioners in deciding whether e-Learning should be part of a comprehensive response to the improvement of dietary behaviour for health, and if so which components should be present for interventions to be effective.
C1 [Edwards, Phil; Felix, Lambert; Harris, Jody; Ferguson, Elaine; Free, Caroline] Univ London London Sch Hyg & Trop Med, Dept Epidemiol & Populat Hlth, London WC1E 7HT, England.
[Landon, Jane] Natl Heart Forum, London WC1H 9LG, England.
[Lock, Karen; Miners, Alec] Univ London London Sch Hyg & Trop Med, Dept Publ Hlth & Policy, London WC1E 7HT, England.
[Michie, Susan] UCL, Res Dept Clin Educ & Hlth Psychol, London WC1E 7HB, England.
[Murray, Elizabeth] UCL, Res Dept Primary Care & Populat Hlth, London N19 5LW, England.
RP Edwards, P (reprint author), Univ London London Sch Hyg & Trop Med, Dept Epidemiol & Populat Hlth, Keppel St, London WC1E 7HT, England.
EM Phil.Edwards@lshtm.ac.uk
FU National Institute for Health Research (NIHR) [08/57/02]
FX This project was funded by the National Institute for Health Research
(NIHR) Health Technology Assessment Programme (project number 08/57/02)
and will be published in full in Health Technology Assessment (see HTA
Programme website for further project information). The views and
opinions expressed therein are those of the authors and do not
necessarily reflect those of the Department of Health.
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NR 43
TC 4
Z9 4
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1471-2458
J9 BMC PUBLIC HEALTH
JI BMC Public Health
PD APR 21
PY 2010
VL 10
AR 200
DI 10.1186/1471-2458-10-200
PG 8
WC Public, Environmental & Occupational Health
SC Public, Environmental & Occupational Health
GA 595KW
UT WOS:000277610300001
ER
PT J
AU Abel, F
Bittencourt, II
Costa, E
Henze, N
Krause, D
Vassileva, J
AF Abel, Fabian
Bittencourt, Ig Ibert
Costa, Evandro
Henze, Nicola
Krause, Daniel
Vassileva, Julita
TI Recommendations in Online Discussion Forums for E-Learning Systems
SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES
LA English
DT Article
DE Information filtering; user profiles and alert services; online
information services
AB In this paper, we outline the importance of discussion fora for e-learning applications. Due to a weak structure or size of the discussion forum, recommendations are required in order to help learners finding relevant information within a forum. We present a generic personalization framework and evaluate the framework based on a recommender architecture for the e-learning focused discussion forum Comtella-D. In the evaluation, we examine different sources of user feedback and the required amount of user interaction to provide recommendations. The outcomes of the evaluation serve as source for a personalization rule, which selects the most appropriate recommendation strategy based on available user input data. We furthermore conclude that collaborative filtering techniques can be utilize successfully in small data sets, like e-learning related discussion fora.
C1 [Abel, Fabian; Henze, Nicola; Krause, Daniel] Leibniz Univ Hannover, IVS Semant Web Grp, D-30167 Hannover, Germany.
[Bittencourt, Ig Ibert; Costa, Evandro] Univ Fed Alagoas, Comp Inst, BR-57072970 Maceio, AL, Brazil.
[Vassileva, Julita] Univ Saskatchewan, Dept Comp Sci, Saskatoon, SK S7N 5C9, Canada.
RP Abel, F (reprint author), Leibniz Univ Hannover, IVS Semant Web Grp, Appelstr 4, D-30167 Hannover, Germany.
EM abel@kbs.uni-hannover.de; ibert@dsc.ufcg.edu.br; evandro@fapeal.br;
henze@kbs.uni-hannover.de; krause@kbs.uni-hannover.de; jiv@cs.usask.ca
RI Bittencourt, Ig Ibert/G-3504-2012
CR ABEL F, 2008, P 16 WORKSH AD US MO
ABEL F, 2005, P 4 INT SEM WEB C NO
ABEL F, 2006, P 14 WORKSH AD US MO, P12
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NR 49
TC 4
Z9 4
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1314 USA
SN 1939-1382
J9 IEEE T LEARN TECHNOL
JI IEEE Trans. Learn. Technol.
PD APR-JUN
PY 2010
VL 3
IS 2
BP 165
EP 176
DI 10.1109/TLT.2009.40
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 789UG
UT WOS:000292541200011
ER
PT J
AU Kolb, S
Wengenroth, L
Hege, I
Praml, G
Nowak, D
Cantineau, J
Cantineau, A
Gonzalez, M
Monso, E
Pauncu, EA
Vellore, AD
Godnic-Cvar, J
Radon, K
AF Kolb, Stefanie
Wengenroth, Laura
Hege, Inga
Praml, Georg
Nowak, Dennis
Cantineau, Janine
Cantineau, Alain
Gonzalez, Maria
Monso, Eduard
Pauncu, Elena-Ana
Vellore, Arun Dev
Godnic-Cvar, Jasminka
Radon, Katja
CA NetWoRM Grp
TI Case Based e-Learning in Occupational Medicine-A European Approach
SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE
LA English
DT Article
ID INTEGRATION; EDUCATION; STUDENTS; PROJECT
AB Objective. The main aim of the European. Union Project NetWoRM (Net-based training for Work-Related Medicine) is an international case-based e-learning curriculum for occupational medicine (OM). Methods: TO improve teaching in OM, web-based cases have been created and implemented at the University of Munich since 1999. In the last 5 years, die project has been further developed with a view to implement the methods internationally. Results. Overall, 26 cases were developed in a standard English version and 10 cases each were made available for several national European curricula. The evaluation of cases showed easiness in accepting the cases and high level of interest in working with them. Conclusions. Case-based e-learning on an international platform is a unique tool, which supports the quality improvement of education and training in OM throughout Europe in the longer term. (J Occup Environ Med. 2009;51:647-653)
C1 [Kolb, Stefanie; Wengenroth, Laura; Praml, Georg; Nowak, Dennis; Radon, Katja] Univ Munich, Inst & Outpatient Clin Occupat Social & Environm, D-80336 Munich, Germany.
[Hege, Inga] Univ Munich, Med Didact Unit, Ctr Clin, D-80336 Munich, Germany.
[Cantineau, Janine; Cantineau, Alain; Gonzalez, Maria] Hop Civil, Serv Pathol Profess & Med Travail, Strasbourg, France.
[Monso, Eduard] Univ Barcelona, Hosp Germans Trias & Pujol, Barcelona, Spain.
[Pauncu, Elena-Ana] Univ Med & Farm Timisoara, Timisoara, Romania.
[Vellore, Arun Dev] Birmingham Chest Clin, Birmingham, W Midlands, England.
[Godnic-Cvar, Jasminka] AKH Wien, Clin Ctr Vienna, A-1090 Vienna, Austria.
RP Radon, K (reprint author), Univ Munich, Inst & Outpatient Clin Occupat Social & Environm, Ziemssenstr 1, D-80336 Munich, Germany.
EM katja.radon@med.imu.de
FU Klaus Tschira Stiftung gGmBH; Virtual University of Bavaria, Bayhost
(Bavarian University Centre for Middle, East, and Southeast Europe; BFHZ
(Centre for Bavarian-French Cooperation),; European Union
[116470-CP-1-2004-1-DE-MIN-ERVA-M, 135281-LLP-1-2007-1-DE-KA4MP];
Lieselotte and Dr Karl-Otto Winkler-Foundation; German Society for
Occupational Medicine; German Academic Exchange Service and La Caixa
Barcelona
FX The project has been funded by grants of the Klaus Tschira Stiftung
gGmBH, The Virtual University of Bavaria, Bayhost (Bavarian University
Centre for Middle, East, and Southeast Europe), BFHZ (Centre for
Bavarian-French Cooperation), The European Union
(116470-CP-1-2004-1-DE-MIN-ERVA-M; 135281-LLP-1-2007-1-DE-KA4MP), The
Lieselotte and Dr Karl-Otto Winkler-Foundation for Occupational
Medicine, The German Society for Occupational Medicine, The German
Academic Exchange Service and La Caixa Barcelona.
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*INT LAB ORG, 2009, SAF HLTH WORK
Kolb S, 2007, INT ARCH OCC ENV HEA, V80, P553, DOI 10.1007/s00420-006-0164-x
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Vilaseca J, 2008, INTANGIBLE CAPITAL, V4, P191
NR 15
TC 4
Z9 4
PU LIPPINCOTT WILLIAMS & WILKINS
PI PHILADELPHIA
PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA
SN 1076-2752
J9 J OCCUP ENVIRON MED
JI J. Occup. Environ. Med.
PD JUN
PY 2009
VL 51
IS 6
BP 647
EP 653
DI 10.1097/JOM.0b013e3181a90af6
PG 7
WC Public, Environmental & Occupational Health
SC Public, Environmental & Occupational Health
GA 456YO
UT WOS:000266890800003
ER
PT J
AU Waldorff, FB
Steenstrup, AP
Nielsen, B
Rubak, J
Bro, F
AF Waldorff, Frans Boch
Steenstrup, Annette Plesner
Nielsen, Bente
Rubak, Jens
Bro, Flemming
TI Diffusion of an e-learning programme among Danish General Practitioners:
A nation-wide prospective survey
SO BMC FAMILY PRACTICE
LA English
DT Article
ID MEDICAL-EDUCATION; DEMENTIA; GUIDELINES
AB Background: We were unable to identify studies that have considered the diffusion of an e-learning programme among a large population of general practitioners. The aim of this study was to investigate the uptake of an e-learning programme introduced to General Practitioners as part of a nation-wide disseminated dementia guideline.
Methods: A prospective study among all 3632 Danish GPs. The GPs were followed from the launching of the e-learning programme in November 2006 and 6 months forward.
Main outcome measures: Use of the e-learning programme. A logistic regression model ( GEE) was used to identify predictors for use of the e-learning programme.
Results: In the study period, a total of 192 different GPs ( 5.3%) were identified as users, and 17% ( 32) had at least one re-logon. Among responders at first login most have learnt about the e-learning programme from written material ( 41%) or from the internet ( 44%). A total of 94% of the users described their ability of conducting a diagnostic evaluation as good or excellent. Most of the respondents used the e-learning programme due to general interest ( 90%). Predictors for using the e-learning programme were Males ( OR = 1.4, 95% CI 1.1; 2.0) and members of Danish College of General Practice ( OR = 2.2, 95% CI 1.5; 3.1), whereas age, experience and working place did not seem to be influential.
Conclusion: Only few Danish GPs used the e-learning programme in the first 6 months after the launching. Those using it were more often males and members of Danish College of General Practice. Based on this study we conclude, that an active implementation is needed, also when considering electronic formats of CME like e-learning. Trial Registration:
ClinicalTrials.gov Identifier: NCT00392483.
C1 [Waldorff, Frans Boch; Nielsen, Bente] Univ Copenhagen, Inst Publ Hlth, Res Unit, DK-1168 Copenhagen, Denmark.
[Waldorff, Frans Boch; Nielsen, Bente] Univ Copenhagen, Inst Publ Hlth, Dept Gen Practice, DK-1168 Copenhagen, Denmark.
[Waldorff, Frans Boch] Copenhagen Univ Hosp, Rigshosp, Ctr Neurosci, Memory Disorders Res Unit, Copenhagen, Denmark.
[Steenstrup, Annette Plesner] Danish Med Assoc, Dept Educ, Copenhagen, Denmark.
[Rubak, Jens; Bro, Flemming] Univ Aarhus, Inst Res Unit Gen Practice, DK-8000 Aarhus C, Denmark.
RP Waldorff, FB (reprint author), Univ Copenhagen, Inst Publ Hlth, Res Unit, DK-1168 Copenhagen, Denmark.
EM fbw@gpract.ku.dk; APS@dadl.dk; bente.nielsen@dadlnet.dk; jmr@dadlnet.dk;
fbro@alm.au.dk
RI Waldorff, Frans Boch/J-3330-2012
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NR 22
TC 4
Z9 4
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1471-2296
J9 BMC FAM PRACT
JI BMC Fam. Pract.
PD APR 25
PY 2008
VL 9
AR 9
DI 10.1186/1471-2296-9-24
PG 6
WC Primary Health Care; Medicine, General & Internal
SC General & Internal Medicine
GA 308GD
UT WOS:000256375400001
ER
PT J
AU Hamada, M
AF Hamada, Mohamed
TI An Integrated Virtual Environment for Active and Collaborative
e-Learning in Theory of Computation
SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES
LA English
DT Article
DE Computer uses in education; collaborative learning; computer-assisted
instructions; distance learning; theory of computation; automata
AB Active and collaborative learning provides a powerful mechanism to enhance depth of learning, increase material retention, and get learners involved with the learning process instead of passively participate in it. In this paper, a research using Web-based active and collaborative learning in the theory of computation and related fields is presented. The twofold contribution of this work is a novel use of existing technology to improve learning and a longitudinal quasi-experimental evaluation of its use in context. As a first contribution, we introduce an integrated environment that is designed to meet the active learning preferences of computer engineering learners, in addition to a support for collaborative learning. For the second contribution, several classroom experiments are carried out. The analysis of the experiments' outcomes and the students feedback show that our integrated environment is useful as a learning tool, in addition to enhancing learners' motivation to seek more knowledge and information on their own.
C1 Univ Aizu, Software Dept, Language Proc Syst Lab, Fukushima 9658580, Japan.
RP Hamada, M (reprint author), Univ Aizu, Software Dept, Language Proc Syst Lab, Fukushima 9658580, Japan.
EM hamada@u-aizu.ac.jp
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NR 29
TC 4
Z9 4
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1314 USA
SN 1939-1382
J9 IEEE T LEARN TECHNOL
JI IEEE Trans. Learn. Technol.
PD APR-JUN
PY 2008
VL 1
IS 2
BP 117
EP 130
DI 10.1109/TLT.2008.3
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA V16CI
UT WOS:000207847300003
ER
PT S
AU Sosnovsky, S
Brusilovsky, P
Lee, DH
Zadorozhny, V
Zhou, X
AF Sosnovsky, Sergey
Brusilovsky, Peter
Lee, Danielle H.
Zadorozhny, Vladimir
Zhou, Xin
BE Nejdl, W
Kay, J
Pu, P
Herder, E
TI Re-assessing the value of adaptive navigation support in E-learning
context
SO ADAPTIVE HYPERMEDIA AND ADAPTIVE WEB-BASED SYSTEMS
SE LECTURE NOTES IN COMPUTER SCIENCE
LA English
DT Proceedings Paper
CT 5th International Conference on Adaptive Hypermedia and Adaptive
Web-Based Systems
CY JUL 29-AUG 01, 2008
CL Hannover, GERMANY
SP L3S Res Ctr, Leibniz Univ Hannover
ID EDUCATIONAL HYPERMEDIA
AB In a recent study, we discovered a new effect of adaptive navigation support in the context of E-learning: the ability to motivate students to work more with non-mandatory educational content. The results presented in this paper extend the limits of our earlier findings. We describe the implementation of adaptive navigation support for the SQL domain, and report the results of the classroom evaluation of our approach. Among other issues, we investigate whether the use in parallel of two different types of navigation support could change the nature or the magnitude of the previously observed effect. Our study confirms the motivational value of navigation support in the new domain. We observe the increase of this effect after adding the concept-based navigation layer to the existing topic-based adaptive navigation service. The results of the navigational pattern analysis allow us to determine the major source of this increase.
C1 [Sosnovsky, Sergey; Brusilovsky, Peter; Lee, Danielle H.; Zadorozhny, Vladimir; Zhou, Xin] Univ Pittsburgh, Sch Informat Sci, Pittsburgh, PA 15260 USA.
RP Sosnovsky, S (reprint author), Univ Pittsburgh, Sch Informat Sci, 135 N Bellefield Ave, Pittsburgh, PA 15260 USA.
CR Brusilovsky P., 1998, J UNIVERS COMPUT SCI, V4, P429
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NR 7
TC 4
Z9 4
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-70984-8
J9 LECT NOTES COMPUT SC
PY 2008
VL 5149
BP 193
EP 203
PG 11
WC Computer Science, Hardware & Architecture; Computer Science, Information
Systems; Computer Science, Theory & Methods
SC Computer Science
GA BIC53
UT WOS:000258398000022
ER
PT J
AU Begicevic, N
Divjak, B
Hunjak, T
AF Begicevic, Nina
Divjak, Blazenka
Hunjak, Tihomir
TI Prioritization of e-learning forms: a multicriteria methodology
SO CENTRAL EUROPEAN JOURNAL OF OPERATIONS RESEARCH
LA English
DT Article
DE e-learning; mathematical modelling; group decision making; AHP
AB Strategic planning of e-learning implementation includes decision making about the most suitable form of implementing e-learning on different levels in an institution. Decision making about e-learning implementation has been covered as consisting of four phases: (1) intelligence, (2) design, (3) choice and (4) implementation. During the Intelligence phase we have precisely identified our central decision problem and have conducted situation analysis. In the Design phase we have developed alternatives and established criteria and subcriteria. The questionnaire about the importance of the advantages and goals of e-learning implementation and about criteria and subcriteria significant for decision making was created. Essential for the survey was use of Croatian e-learning experts that are familiar with higher education (HE) environment. Further, we connected these findings with the results of the factor analysis which was performed on the survey. The results of the factor analysis have served as input in the multicriteria decision model (AHP) that we have developed in the Choice phase. In the implementation phase we have solved the problem of prioritisation of e-learning options with the help of multi-criteria modelling in the process of group decision making. In this article, firstly we will present and analyze the results of the survey. Secondly, the outputs of factor analysis will be stated and compared with the model used in the questionnaire. Finally, the structure of AHP model will be given and the results of the quantitative evaluation of the model will be presented.
C1 [Begicevic, Nina; Divjak, Blazenka; Hunjak, Tihomir] Univ Zagreb, Fac Org & Informat, Varazhdin 42000, Croatia.
RP Begicevic, N (reprint author), Univ Zagreb, Fac Org & Informat, Pavlinska 2, Varazhdin 42000, Croatia.
EM nina.begicevic@foi.hr; blazenka.divjak@foi.hr; tihomir.hunjak@foi.hr
CR BATES T, 2005, STRATEGY VISIONS ELE
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*SRCE, 2006, SVEUC ZAGR
NR 10
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013 USA
SN 1435-246X
J9 CENT EUROP J OPER RE
JI Cent. Europ. J. Oper. Res.
PD DEC
PY 2007
VL 15
IS 4
BP 405
EP 419
DI 10.1007/s10100-007-0039-6
PG 15
WC Operations Research & Management Science
SC Operations Research & Management Science
GA 292DM
UT WOS:000255246700007
ER
PT S
AU Christodoulopoulos, CE
Papanikolaou, KA
AF Christodoulopoulos, Christos E.
Papanikolaou, Kyparisia A.
GP IEEE Comp Soc
TI A group formation tool in a e-learning context
SO 19TH IEEE INTERNATIONAL CONFERENCE ON TOOLS WITH ARTIFICIAL
INTELLIGENCE, VOL II, PROCEEDINGS
SE Proceedings-International Conference on Tools With Artificial
Intelligence
LA English
DT Proceedings Paper
CT 19th IEEE International Conference on Tools with Artificial Intelligence
CY OCT 29-31, 2007
CL Patras, GREECE
SP IEEE Comp Soc, Biol & Artificial Intelligence Soc, Univ Patras, Wright State Univ, ATRC
AB In this paper we present a web-based group formation tool that supports the instructor to automatically create both homogeneous and heterogeneous groups based on up to three criteria and the learner to negotiate the grouping. Moreover, the instructor is allowed to manually group learners based on specific criteria. A discriminative feature of this tool is the use of the Fuzzy C-Means algorithm for homogeneous grouping, which provides for each learner the probability of belonging to different groups. This information is also provided to the instructor to support him/her in manually exchanging learners or intervening in the initial grouping. Moreover, the learners are informed for the groups formed and they are allowed to negotiate their group assignment. Preliminary evaluation results provide indications for the efficiency of the proposed approach informing homogeneous and heterogeneous groups in a real context.
C1 [Christodoulopoulos, Christos E.] Univ Edinburgh, Coll Sci & Engn, Sch Informat, Edinburgh EH8 9YL, Midlothian, Scotland.
RP Christodoulopoulos, CE (reprint author), Univ Edinburgh, Coll Sci & Engn, Sch Informat, Edinburgh EH8 9YL, Midlothian, Scotland.
EM christos.c@ieee.org; spap@di.uoa.gr
CR Bezdek J. C., 1981, PATTERN RECOGNITION
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NR 14
TC 4
Z9 4
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
SN 1082-3409
J9 PROC INT C TOOLS ART
PY 2007
BP 117
EP 123
DI 10.1109/ICTAI.2007.155
PG 7
WC Computer Science, Artificial Intelligence; Computer Science, Hardware &
Architecture; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BHH43
UT WOS:000253293000020
ER
PT J
AU Varga-Atkins, T
Cooper, H
AF Varga-Atkins, T
Cooper, H
TI Developing e-learning for interprofessional education
SO JOURNAL OF TELEMEDICINE AND TELECARE
LA English
DT Article; Proceedings Paper
CT Telemedicine and eHealth Forum
CY NOV 29-30, 2004
CL London, ENGLAND
HO Royal Soc Med
AB An evidence-based, interprofessional educational course involving first-year undergraduate students studying medicine, nursing, physiotherapy and occupational therapy has been piloted at the University of Liverpool. Part of the content was developed in an online format. To capture the development process and the e-learning writing experience, a focus group was arranged for the content writers. The session was audio-recorded and tapes were transcribed. All the data were subjected to thematic analysis. Twenty-three sub-themes were identified in the 72 comments. These were grouped under six themes, corresponding to the developmental stages of e-learning. The highest number of comments fell under the theme of preparation, followed by content development, evaluation, general design and structure, and finally delivery. Team working contributed to the success of the writing process, reflecting the theme of working interprofessionally.
C1 Univ Liverpool, Ctr Lifelong Learning, Liverpool L69 3GR, Merseyside, England.
Univ Liverpool, Sch Hlth Sci, Div Nursing, Liverpool L69 3BX, Merseyside, England.
RP Varga-Atkins, T (reprint author), Univ Liverpool, Ctr Lifelong Learning, 126 Mt Pleasant, Liverpool L69 3GR, Merseyside, England.
EM tva@liv.ac.uk
CR Cooper H, 2001, J ADV NURS, V35, P228, DOI 10.1046/j.1365-2648.2001.01840.x
Cooper H., 2000, NURSE RES, V8, P28
Cooper H., 2004, LEARNING HLTH SOCIAL, V3, P179, DOI 10.1111/j.1473-6861.2004.00076.x
*QUAL ASS AG HIGH, GUID PREP PROGR SPEC
NR 4
TC 4
Z9 4
PU ROYAL SOC MEDICINE PRESS LTD
PI LONDON
PA 1 WIMPOLE STREET, LONDON W1G 0AE, ENGLAND
SN 1357-633X
J9 J TELEMED TELECARE
JI J. Telemed. Telecare
PY 2005
VL 11
SU 1
BP 102
EP 104
DI 10.1258/1357633054461561
PG 3
WC Health Care Sciences & Services
SC Health Care Sciences & Services
GA 956EZ
UT WOS:000231283400043
ER
PT J
AU Novo-Corti, I
Varela-Candamio, L
Ramil-Diaz, M
AF Novo-Corti, Isabel
Varela-Candamio, Laura
Ramil-Diaz, Maria
TI E-learning and face to face mixed methodology: Evaluating effectiveness
of e-learning and perceived satisfaction for a microeconomic course
using the Moodle platform
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE E-learning; Microeconomics; Virtual environments; Moodle;
Self-perception; Motivation
AB The use of Information and Communication Technologies in higher education has proved to be very effective in different educational environments. A less explored area is their application for evaluation on-line, since it is a different process, with specific components. This work describes a methodology that combines the assessment with multiple choice tests through the virtual environment Moodie and the evaluation by using traditional classroom exams. The proposed mixed methodology ELFF (E-Learning and Face to Face) was implemented during the academic year 2010-2011 in the subject Microeconomics: Markets and Competition in the European Union of the double degree in Law and in Business Administration and Management, to assess complementary aspects of the knowledge acquired. The obtained results show that it clearly promotes the participation of students, increases their motivation and improves their competence and so, their performance in terms of qualifications. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Novo-Corti, Isabel; Varela-Candamio, Laura] Univ A Coruna, Dept Econ Anal & Business Adm, Fac Econ & Business, La Coruna 15071, Spain.
[Ramil-Diaz, Maria] Univ A Coruna, Dept Appl Econ 2, Fac Econ & Business, La Coruna 15071, Spain.
RP Novo-Corti, I (reprint author), Univ A Coruna, Dept Econ Anal & Business Adm, Fac Econ & Business, Campus Elvina S-N, La Coruna 15071, Spain.
EM isabel.novo.corti@udc.es; laura.varela.candamio@udc.es;
maria.ramil@udc.es
CR Baeten M, 2010, EDUC RES REV-NETH, V5, P243, DOI 10.1016/j.edurev.2010.06.001
Cuadrado-Garcia M, 2010, PROCD SOC BEHV, V2, P367, DOI 10.1016/j.sbspro.2010.03.027
Davies J, 2005, BRIT J EDUC TECHNOL, V36, P657, DOI 10.1111/j.1467-8535.2005.00542.x
Duart J.M., 2001, EVALUACION CALIDAD D
Duart J.M., 2000, APRENDER VIRTUALIDAD
Hartwell L. M, 2010, COMPUT EDUC, V38, P370
Liaw S. S, 2009, COMPUT EDUC, V51, P864
Martin Caraballo A. M., 2010, REV FORMACION INNOVA, V3, P57
Martins A. E, 2010, REV FORMACION INNOVA, V2, P1
Su B., 2005, J INTERACTIVE ONLINE, V4, P1
UE, 2000, CONC ED FUT PROM INN
NR 11
TC 3
Z9 3
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD MAR
PY 2013
VL 29
IS 2
SI SI
BP 410
EP 415
DI 10.1016/j.chb.2012.06.006
PG 6
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 078XV
UT WOS:000314135300015
ER
PT J
AU Despotovic-Zrakic, M
Barac, D
Bogdanovic, Z
Jovanic, B
Radenkovic, B
AF Despotovic-Zrakic, Marijana
Barac, Dusan
Bogdanovic, Zorica
Jovanic, Branislav
Radenkovic, Bozidar
TI Integration of web based environment for learning discrete simulation in
e-learning system
SO SIMULATION MODELLING PRACTICE AND THEORY
LA English
DT Article
DE Web-based simulation; Teaching simulation; Discrete event simulation;
GPSS; e-Learning system
ID EVENT SIMULATION; SERVICES
AB This paper proposes a new web-based environment for learning discrete simulation. FONWebGPSS is an application that provides a web-based interface for creating, storing and executing discrete system simulation models in the GPSS language. The primary goal of the paper is to improve the process of learning simulation by integration of the FONWebGPSS in the existing e-learning system, Moodle. Evaluation of the developed integrated solution for learning simulation has been performed within an undergraduate course, Simulation and simulation languages, at the Faculty of Organizational Sciences, University of Belgrade on a testing sample of 208 students divided into an experimental and a control groups. The research results show that students achieve better results on the final test when using the FONWebGPSS application integrated into the e-learning system in comparison with the standard desktop version of the GPSS. (C) 2012 Elsevier B.V. All rights reserved.
C1 [Despotovic-Zrakic, Marijana; Barac, Dusan; Bogdanovic, Zorica; Radenkovic, Bozidar] Univ Belgrade, Fac Org Sci, Belgrade 11000, Serbia.
[Jovanic, Branislav] Univ Belgrade, Inst Phys, Belgrade 11000, Serbia.
RP Bogdanovic, Z (reprint author), Univ Belgrade, Fac Org Sci, Jove Ilica 154, Belgrade 11000, Serbia.
EM maja@elab.rs; dusan@elab.rs; zorica@elab.rs; brana@ipb.ac.rs;
boza@elab.rs
FU MNTRS [174031]
FX The authors are thankful to MNTRS for the financial support Grant number
174031.
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NR 37
TC 3
Z9 3
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1569-190X
J9 SIMUL MODEL PRACT TH
JI Simul. Model. Pract. Theory
PD SEP
PY 2012
VL 27
BP 17
EP 30
DI 10.1016/j.simpat.2012.04.008
PG 14
WC Computer Science, Interdisciplinary Applications; Computer Science,
Software Engineering
SC Computer Science
GA 990ET
UT WOS:000307614500002
ER
PT J
AU Alfieri, J
Portelance, L
Souhami, L
Steinert, Y
McLeod, P
Gallant, F
Artho, G
AF Alfieri, Joanne
Portelance, Lorraine
Souhami, Luis
Steinert, Yvonne
McLeod, Peter
Gallant, Fleure
Artho, Giovanni
TI Development and Impact Evaluation of an E-Learning Radiation Oncology
Module
SO INTERNATIONAL JOURNAL OF RADIATION ONCOLOGY BIOLOGY PHYSICS
LA English
DT Article
DE E-learning; Medical education; Gynecology; Radiologic anatomy; Treatment
planning
ID MEDICAL-EDUCATION; ANATOMY; INSTRUCTION; MODEL
AB Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed.
Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled study was conducted to test the module's effectiveness. Thirtysix radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests.
Results: The randomized control study revealed that the intervention group's pretest and post-test mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and post-test surveys showed a statistically significant change on all measured module objectives.
Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents. (C) 2012 Elsevier Inc.
C1 [Alfieri, Joanne; Portelance, Lorraine; Souhami, Luis; Gallant, Fleure] McGill Univ Hlth Ctr, Dept Radiat Oncol, Montreal, PQ, Canada.
[Artho, Giovanni] McGill Univ Hlth Ctr, Dept Radiol, Montreal, PQ, Canada.
[Steinert, Yvonne; McLeod, Peter] McGill Univ, Ctr Med Educ, Montreal, PQ, Canada.
RP Alfieri, J (reprint author), Montreal Gen Hosp, 1650 Cedar Ave,D5-400, Montreal, PQ H3G 1A4, Canada.
EM Joanne.alfieri@mail.mcgill.ca
FU Philips Medical Systems Canada; Department of Radiation Oncology of the
McGill University Health Centre; Centre for Medical Education, Faculty
of Medicine, McGill University
FX The development phase of this study was supported by an unrestricted
grant from Philips Medical Systems Canada. The evaluation phase was
funded jointly by the Department of Radiation Oncology of the McGill
University Health Centre and by the Centre for Medical Education,
Faculty of Medicine, McGill University.
CR Campeau M, 2007, J CLIN ONCOL S, V25, p18S
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NR 27
TC 3
Z9 3
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0360-3016
J9 INT J RADIAT ONCOL
JI Int. J. Radiat. Oncol. Biol. Phys.
PD MAR 1
PY 2012
VL 82
IS 3
BP E573
EP E580
DI 10.1016/j.ijrobp.2011.07.002
PG 8
WC Oncology; Radiology, Nuclear Medicine & Medical Imaging
SC Oncology; Radiology, Nuclear Medicine & Medical Imaging
GA 894JR
UT WOS:000300423500031
ER
PT J
AU Gonzalez-Gomez, F
Guardiola, J
Rodriguez, OM
Alonso, MAM
AF Gonzalez-Gomez, Francisco
Guardiola, Jorge
Martin Rodriguez, Oscar
Montero Alonso, Miguel Angel
TI Gender differences in e-learning satisfaction
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Gender studies; Evaluation methodologies
ID INDIVIDUAL-DIFFERENCES; ATTITUDES; AGE
AB Student learning skills differ depending on gender. The importance of studying this situation in the classroom is that recommendations can be made taking gender into consideration. In e-learning, the roles of students and teachers change. In line with recent research, the question this paper raises is whether or not gender differences also exist in e-learning. The main contribution this research makes to the literature is to provide evidence on the issues male and female students consider important in their assessment of e-subjects. This study is based on a sample of 1185 students who are doing on-line courses at the Universidad de Granada in Spain. The main conclusion is that female students are more satisfied than male students with the e-learning subjects that make up the sample. Furthermore, we find that female students assign more importance to the planning of learning, as well as to being able to contact the teacher in various ways. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Guardiola, Jorge] Univ Granada & Red Malnutr lberoamer, Dept Appl Econ, Fac Econ & Business, Granada 18011, Spain.
[Gonzalez-Gomez, Francisco; Guardiola, Jorge] Univ Granada, Fac Econ & Business, Dept Appl Econ, Granada 18011, Spain.
[Martin Rodriguez, Oscar] Univ Granada, Ctr Estudios Virtuales, E-18071 Granada, Spain.
[Montero Alonso, Miguel Angel] Univ Granada, Fac Social Sci, Melilla 52005, Spain.
RP Guardiola, J (reprint author), Univ Granada & Red Malnutr lberoamer, Dept Appl Econ, Fac Econ & Business, Campus Cartuja, Granada 18011, Spain.
EM fcojose@ugr.es; jguardiola@ugr.es; omartin@ugr.es; mmontero@ugr.es
RI Gonzalez-Gomez, Francisco/F-3868-2010
OI Gonzalez-Gomez, Francisco/0000-0002-9800-4944
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NR 19
TC 3
Z9 3
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD JAN
PY 2012
VL 58
IS 1
BP 283
EP 290
DI 10.1016/j.compedu.2011.08.017
PG 8
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 868LH
UT WOS:000298524300027
ER
PT B
AU Chen, G
AF Chen, Gang
GP IEEE
TI The Research on Architecture of Intelligent E-learning System
SO ICCSSE 2009: PROCEEDINGS OF 2009 4TH INTERNATIONAL CONFERENCE ON
COMPUTER SCIENCE & EDUCATION
LA English
DT Proceedings Paper
CT 4th International Conference on Computer Science and Education
CY JUL 25-28, 2009
CL Nanning, PEOPLES R CHINA
SP IEEE, Comp Educ Coll & Univ, Natl Res Council, Guangxi Univ, IEEE Control Syst Chapter, Guangzhou, IEEE Control Syst Chapter, Singapore, Univ Melbourne, Univ Virginia, Univ Texas, Univ British Columbia, Xiamen Univ, Chongqing Univ, Xiamen Xinhangha Ctr Comp Educ & Dev
DE E-learning; Architecture; Data Warehouse (DW); Intelligent Decision
Support System (IDSS)
AB This paper discusses building the Integrated E-learning system an open, intelligent, and self-learning system. The system is composed of six modules: Synchronous learning module, Asynchronous learning module, Learning evaluation module, Information service module, Systemic service module, Resource management module. And the system based on data organization in data warehouse with self-learning as its primary goal. Data organization of the whole system is composed of three main parts: E-learning system resource database, model databases and knowledge bases and methods bases,Learning resource database. The characteristics, architecture and the data organizations based on data warehouse are explained in detail.
C1 [Chen, Gang] Jianghan Univ, Coll Maths & Comp Sci, Wuhan 430056, Peoples R China.
EM laochen@jhun.edu.cn
CR EFREM GM, 2001, DECISION SUPPORT DAT, V1, P88
GANG CH, 2004, COMPUTER APPL STUDY, V12
HANG JP, 2006, HUNAN U POSTGRADUATE
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VANDERPERREN W, SEPARATIN CONCERNS H
WEI Y, 2002, COMPUTER ENG APPL, V13, P234
ZH GX, 2007, COMPUTER SCI, V34, P170
NR 8
TC 2
Z9 2
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4244-3519-7
PY 2009
BP 1079
EP 1081
PG 3
WC Computer Science, Theory & Methods; Education & Educational Research;
Education, Scientific Disciplines
SC Computer Science; Education & Educational Research
GA BMA73
UT WOS:000271688600231
ER
PT J
AU Chen, MP
AF Chen, Ming-Puu
TI An Evaluation of the ELNP e-Learning Quality Assurance Program:
Perspectives of Gap Analysis and Innovation Diffusion
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article; Proceedings Paper
CT Conference on Technology Enhanced Learning (TELearn 2007)
CY JUL 14-15, 2007
CL Jhongli City, TAIWAN
HO Natl Cent Univ
DE E-learning; Quality assurance; Courseware; Innovation diffusion
ID ADOPTION
AB The purpose of this study was to examine the appropriateness of a nationwide quality assurance framework for e-learning from participants' perspectives. Two types of quality evaluation programs were examined in this study, including the e-Learning Service Certification program (eLSC) and the e-Learning Courseware Certification program (eLCC). Gap analysis and the innovation attributes were employed to examine participants' perception gaps and attitudes toward the quality framework. The analysis showed that the quality framework obtained adequate validity and reliability. Gap analysis revealed that both the eLSC and eLCC participants perceived the quality of their e-learning overly. The attitude analysis revealed that a) for eLSC, the positive and increased observability was inferred to enhance participants' adoption of eLSC, b) for eLCC, the positive attributes of observability, relative advantage and compatibility were inferred to facilitate and sustain the adoption of eLCC, c) the decreased attributes of trialability/complexity and relative advantage of eLCC indicated the necessity for further improvement. Crystal-clear descriptions and examples of quality criteria are suggested to make the quality assurance framework more amiable and easy of access to e-learning developers and organizations.
C1 Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei, Taiwan.
RP Chen, MP (reprint author), Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei, Taiwan.
EM mpchen@ntnu.edu.tw
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*ASTD, 2006, E LEARN COURS CERT
Borotis S., 2004, P E LEARN 2004 C WAS, P1622
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NR 23
TC 2
Z9 2
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2009
VL 12
IS 1
BP 18
EP 33
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 419ZR
UT WOS:000264258700003
ER
PT J
AU Hou, TH
Houa, HY
AF Hou, Tung-hsu
Houa, Hsing-yu
TI Data Mining the Factors of E-Learning Performance through Decision Trees
and Apriori Associated Rules
SO JOURNAL OF INTERNET TECHNOLOGY
LA English
DT Article
DE E-Learning; data mining; learning performance
ID STUDENTS
AB The purpose of this research is to find out the factors that influence E-Learning performance from the learners' perspectives. The research selected the data on students who were enrolled in a Life-Education course during one semester and did data mining from the web learning portfolios, learning styles and learning experiences using Apriori rules, Decision trees and Cross tables in order to perform statistical analyses. The web learning portfolios include the frequency of attending the class, pasting articles, on-line discussion, reading time, number of pages read, and reading progress. The factors of learning styles include active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The learners' experiences include gender, types of software used, prior computer experience in years, average daily time spent on-line, and prior computer degree of capability. The dependent variables considered in this E-Learning evaluation are the logical and creative performance. We used Clementine software for data mining. In the Decision trees, this research found that the sensing style students could have better logical performance. From Apriori rules and Cross statistical analysis, the high average daily on-line time could create higher performance in creative measurements. Females had better performance in the creative parts of evaluation. Finally, interactive learning is the most important factor in E-Learning.
C1 [Hou, Tung-hsu] Natl Yunlin Univ Sci & Technolog, Dept Ind Engn & Management, Yunlin, Taiwan.
RP Hou, TH (reprint author), Natl Yunlin Univ Sci & Technolog, Dept Ind Engn & Management, Yunlin, Taiwan.
EM hsingyuhou@yahoo.com
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Wang TI, 2008, EXPERT SYST APPL, V34, P2449, DOI 10.1016/j.eswa.2007.04.014
NR 26
TC 2
Z9 2
PU NATIONAL DONG HWA UNIV
PI HUALIEN
PA NATIONAL DONG HWA UNIV, JIT, COMPUTER & IT CENTER, HUALIEN, 00000,
TAIWAN
SN 1607-9264
J9 J INTERNET TECHNOL
JI J. Internet Technol.
PD OCT
PY 2008
VL 9
IS 4
SI SI
BP 411
EP 419
PG 9
WC Computer Science, Information Systems; Telecommunications
SC Computer Science; Telecommunications
GA 367PP
UT WOS:000260564500014
ER
PT J
AU Myers, PM
Watson, B
Watson, M
AF Myers, Philip M.
Watson, Brent
Watson, Molly
TI Effective training programs using instructional systems design and
e-learning
SO PROCESS SAFETY PROGRESS
LA English
DT Article
DE training; PSM; EHS & S; instructional systems design; e-learning; ADDIE
AB In an ever changing business environment, enterprise-wide and plant site-based training initiatives take on added importance. There are training requirements to address process safety management (PSM), risk management, security, and EHS needs and regulations, as well as training programs to address related internal company and business focused directives and initiatives. These ever-changing topics and increasing requirements present ample challenges to companies attempting to provide quality training to their work force for performance improvement. Much has been written regarding the promise of e-learning technologies in meeting these needs. However, technology itself will not solve training challenges. Training programs built using a formal, structured approach, such as instructional systems design (ISD) ensures that a highly effective, quality training program is built and consistently delivered. ISD utilizes the following sequential steps: analysis, design, development, implementation, and evaluation. Use of ISD assures that the proper target audience and specific instructional needs arc, identified, instructional objectives are established, an appropriate instructional strategy is selected, and the evaluation strategy is devised and implemented. This article outlines use of ISD to create and deliver highly effective training programs, and includes a review of new training technologies. (c) 2007 American Institute of Chemical Engineers.
C1 [Myers, Philip M.] Advantage Risk Solut Inc, Sunbury, OH 43074 USA.
[Watson, Brent; Watson, Molly] VisionWeaver Media, Sunbury, OH 43074 USA.
RP Myers, PM (reprint author), Advantage Risk Solut Inc, POB 510, Sunbury, OH 43074 USA.
EM pmyers@ARiskSolution.com
CR *AM SOC TRAIN DEV, 2006, SAT IND
BAKER JA, 2007, REFINERIES INDEP JAN
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DICK W, 2005, SYSTEMATIC DESIGN IN
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NR 13
TC 2
Z9 2
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 1066-8527
J9 PROCESS SAF PROG
JI Process Saf. Prog.
PD JUN
PY 2008
VL 27
IS 2
BP 131
EP 138
DI 10.1002/prs.10245
PG 8
WC Engineering, Chemical
SC Engineering
GA 302LV
UT WOS:000255970700008
ER
PT J
AU Lee, NY
Kim, YH
AF Lee, Nae-Young
Kim, Young-Hae
TI Development and evaluation of an e-learning program for mothers of
premature infants
SO JOURNAL OF KOREAN ACADEMY OF NURSING
LA Korean
DT Article
DE computer-assisted instruction; education; premature
ID LOW-BIRTH-WEIGHT; INTERVENTION; COPE
AB Purpose: It has been attempted to support mother of premature infants by providing information of premature infant care using e-learning because premature infants need continuous care from birth to after discharge. Method: The e-Learning Program for mother of premature was developed with Xpert, Namo web editor, Adobe Photoshop, and PowerPoint and applied for 4 weeks from 4 to 30 September 2006. Result: 1) We found that the contents of information which premature infants' need when being in the hospital and after discharge were the definition of a premature infant, orientation of NICU, care of premature infants, care of premature infants' common diseases, the connection of healthcare resources, exchange of information, and the management of rearing stress. 2) The program content consisted of cause of premature birth, comparison to full-term baby, physiology character, orientation of NICU, common health problems, follow up care, infection control, feeding, normal development physically and mentally, weaning method, and vaccination. Conclusion: Considering the results, this program for mother of premature is a useful means to provide premature-care information to mothers. This information can be readily accessible and can be varied and complex enough to be able to help mothers to the information and assistance they require.
C1 [Lee, Nae-Young; Kim, Young-Hae] Pusan Natl Univ, Coll Nursing, Pusan 602739, South Korea.
RP Kim, YH (reprint author), Pusan Natl Univ, Coll Nursing, 1-10 Ami Dong, Pusan 602739, South Korea.
EM ungaekim@pusan.ac.kr
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NR 36
TC 2
Z9 2
PU KOREAN SOC NURSING SCIENCE
PI SEOUL
PA KOREA SCIENCE & TECHNOL CTR, 635-4 YEOKSAM-DONG, KANGNAM-GU,, SEOUL,
135-703, SOUTH KOREA
SN 2005-3673
J9 J KOREAN ACAD NURS
JI J. Korean Acad. Nurs.
PD FEB
PY 2008
VL 38
IS 1
BP 152
EP 160
PG 9
WC Nursing
SC Nursing
GA 319CL
UT WOS:000257141100017
ER
PT J
AU Chiu, HY
Sheng, CC
Chen, AP
AF Chiu, Hsiao-Ya
Sheng, Chieh-Chung
Chen, An-Pin
TI Modeling agent-based performance evaluation for e-learning systems
SO ELECTRONIC LIBRARY
LA English
DT Article; Proceedings Paper
CT Workshop on Language and Cultural Change
CY FEB, 2005
CL Groningen, NETHERLANDS
DE computer based learning; performance appraisal
ID BALANCED SCORECARD; OPTIONS
AB Purpose - The purpose of this paper is to show how rapidly evolving information technology has dramatically changed the knowledge dissemination process. However, many of them lack a generic evaluation process to verify the system's performance. In an attempt to solve this problem, this study seeks to propose an agent-based model to provide a dynamic, flexible framework for performance evaluations of e-learning projects.
Design/methodology/approach - The paper proposes an agent-based model which comprises a learning model, balanced scorecard and option-pricing approach to evaluate the performance of an e-learning project.
Findings - E-learning could be the paradigm shift of traditional education. Thus, the paper provides organizations with a methodology to deliberately evaluate their e-learning projects by treating it as a continuous improvement process.
Originality/value - The original contributions in this paper are: application of a balance scorecard to weigh different perspectives; application of a real options approach for risk management of e-learning projects; construction of an agent-based system for autonomous qualitative/quantitative information gathering.
C1 [Chiu, Hsiao-Ya; Sheng, Chieh-Chung] Yu Da Coll Business, Dept Management Informat, Chaochiao Township, Taiwan.
[Chen, An-Pin] Natl Chiao Tung Univ, Inst Informat Management, Chaochiao Township, Taiwan.
RP Chiu, HY (reprint author), Yu Da Coll Business, Dept Management Informat, Chaochiao Township, Taiwan.
EM hychiu@webmail.ydu.edu.tw
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NR 21
TC 2
Z9 2
PU EMERALD GROUP PUBLISHING LIMITED
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0264-0473
J9 ELECTRON LIBR
JI Electron. Libr.
PY 2008
VL 26
IS 3
BP 345
EP 362
DI 10.1108/02640470810879491
PG 18
WC Information Science & Library Science
SC Information Science & Library Science
GA 326CO
UT WOS:000257635700006
ER
PT S
AU Glavinic, V
Granic, A
AF Glavinic, Vlado
Granic, Andrina
BE Holzinger, A
TI HCI Research for E-Learning: Adaptability and Adaptivity to Support
Better User Interaction
SO HCI AND USABILITY FOR EDUCATION AND WORK, PROCEEDINGS
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 4th Symposium of the Workgroup Human-Computer Interaction and Usability
Engineering of the Austrian-Computer-Society
CY NOV 20-21, 2008
CL Graz, AUSTRIA
SP Austrian Comp Soc, Med Univ Graz, Mangold, FERK Syst, UPA, CIRCUA, Graz Univ Technol, Tech Univ Wien, Vienna Univ Technol, IFIP, tobii, Stadt Graz, BMD Business Software, Semant Web Sch
DE Adaptivity; e-Learning Systems; Intelligent Tutoring; m-Learning
Systems; Usability Evaluation; User Interfaces; User Sensitive Design
ID INTELLIGENT INTERFACE TECHNOLOGY; USABILITY; EDUCATION; SYSTEMS
AB The paper provides an overview Of Our research being performed in the area of interfaces for e-learning. with the emphasis on application of intelligent methods. We especially address the efforts being done in providing a Suitable interaction for a class of intelligent e-learning systems - Intelligent Tutoring Systems (ITSs). within the research framework of our home institutions. The specific issues being thus studied include adaptivity topics related to knowledge representation. interaction style as well as mobility Support, along with related usability assessment methods. The dependence on intelligent handling of the former sterns from the expected more efficient and effective Solution of problems related to the diversity of users of Information and Communication Technology (ICT) Supported education. In this respect we also shortly tackle and Comment Oil a number of adaptable and adaptive interfaces for e-learning, which are in this context being conceptualized, implemented, and assessed both in vitro and in vivo.
C1 [Glavinic, Vlado] Univ Zagreb, Fac Elect & Comp Engn, Dept Elect Microelect Comp & Intelligent Syst ZEM, HR-1000 Zagreb, Croatia.
EM vlado.glavinic@fer.hr; andrina.granic@pmfst.hr
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NR 43
TC 2
Z9 2
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-89349-3
J9 LECT NOTES COMPUT SC
PY 2008
VL 5298
BP 359
EP 376
PG 18
WC Behavioral Sciences; Computer Science, Cybernetics; Computer Science,
Software Engineering; Computer Science, Theory & Methods; Education &
Educational Research; Psychology, Educational
SC Behavioral Sciences; Computer Science; Education & Educational Research;
Psychology
GA BIQ40
UT WOS:000262045900025
ER
PT B
AU Zub, D
Eessaar, E
AF Zub, Dmitry
Eessaar, Erki
BE Iskander, M
TI Pattern-Based Usability Evaluation of E-Learning Systems
SO Innovative Techniques in Instruction Technology, E-learning,
E-assessment and Education
LA English
DT Proceedings Paper
CT International Conference on Engineering Education, Instructional
Technology, Assessment, and E-learning
CY MAY 31, 2007
CL Bridgeport, CT
SP IEEE, Univ Bridgeport
HO Univ Bridgeport
AB Each pattern describes widely used and generally accepted solution to a recurring problem. In this paper, we propose a novel pattern-based usability evaluation method. It uses Analytic Hierarchy Process (AHP) in order to achieve numerical results based on evaluations of different systems and make this evaluation as objective as possible. We also present results of a case study about usability of several e-learning systems.
C1 [Zub, Dmitry; Eessaar, Erki] Tallinn Univ Technol, Dept Informat, EE-12618 Tallinn, Estonia.
RP Zub, D (reprint author), Tallinn Univ Technol, Dept Informat, Raja 15, EE-12618 Tallinn, Estonia.
EM dmitri.zub@mail.ee; eessaar@staff.ttu.ee
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[Anonymous], 2000, 91261 ISO
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*CLAR NET, OP SOURC ELEARNING
DEMTL M, 2005, THESIS U VIENNA
DUYNE DK, 2006, DESIGN SITES PATTERN
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*WIK, WIK WIK FREE ENC
FLE3 IS LEARNING ENV
OPEN SOURCE LMS OLAT
E LEARNING LEARNING
WEB USABILITY PATTER
NR 22
TC 2
Z9 2
PU SPRINGER
PI DORDRECHT
PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS
BN 978-1-4020-8738-7
PY 2008
BP 117
EP 122
DI 10.1007/978-1-4020-8739-4_21
PG 6
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines
SC Computer Science; Education & Educational Research
GA BIT21
UT WOS:000262481600021
ER
PT J
AU Fu, ZT
Yue, J
Li, DL
Zhang, XS
Zhang, LX
Gao, YJ
AF Fu, Zetian
Yue, Jun
Li, Daoliang
Zhang, Xiaoshuan
Zhang, Lingxian
Gao, Yajie
TI Evaluation of learner adoption intention of e-learning in China: a
methodology based on perceived innovative attributes
SO NEW ZEALAND JOURNAL OF AGRICULTURAL RESEARCH
LA English
DT Article
DE adoption behaviour; adoption intention; e-learning; innovation adoption
theory; perceived innovation attributes
ID SYSTEMS
AB E-leaming, as an innovative and alternative way of distance learning, provides a strong challenge to traditional learning with its unique advantage. This paper, on the diffusion of e-learning adoption in China, investigates people's perceptions and attitudes toward adopting e-leaming, and explores the factors affecting the e-leaming adoption behaviour from an innovation adoption perspective. Based on the model of Rogers' innovation adoption theory, every factor of perceived innovative attributes influencing the individual adoption behaviour namely perceived relative advantage, perceived compatibility, perceived trialability, and perceived observability, will be analysed to test the relationship between the perceived innovative attributes and adoption intention of e-learning. The result shows that the four perceived innovative attributes do have certain influences on people's adoption of e-leaming.
C1 [Fu, Zetian; Yue, Jun; Li, Daoliang; Zhang, Xiaoshuan; Zhang, Lingxian] China Agr Univ, Coll Informat & Elect Engn, Beijing 100083, Peoples R China.
[Yue, Jun] Ludong Univ, Coll Management, Yantai 264006, Peoples R China.
[Gao, Yajie] Financial Times, Beijing 100007, Peoples R China.
RP Zhang, LX (reprint author), China Agr Univ, Coll Informat & Elect Engn, POB 209,17 Qinghua Donglu, Beijing 100083, Peoples R China.
EM zlx131@163.com
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2004, ED IMPORT CHINA REAL
NR 23
TC 2
Z9 2
PU RSNZ PUBLISHING
PI WELLINGTON
PA PO BOX 598, WELLINGTON, 00000, NEW ZEALAND
SN 0028-8233
J9 NEW ZEAL J AGR RES
JI N. Z. J. Agric. Res.
PD DEC
PY 2007
VL 50
IS 5
BP 609
EP 615
PG 7
WC Agriculture, Multidisciplinary
SC Agriculture
GA 335RR
UT WOS:000258308200009
ER
PT S
AU Campanella, S
Dimauro, G
Ferrante, A
Impedovo, D
Lucchese, MG
Modugno, R
Pirlo, G
Sarcinella, L
Stasolla, E
Trullo, CA
AF Campanella, S.
Dimauro, G.
Ferrante, A.
Impedovo, D.
Lucchese, M. G.
Modugno, R.
Pirlo, G.
Sarcinella, L.
Stasolla, E.
Trullo, C. A.
BE Revetria, R
Cecchi, A
Mladenov, V
Zemliak, A
TI Evaluating quality of e-learning courses: Investigating on survey
development
SO PROCEEDINGS OF THE 6TH WSEAS INTERNATIONAL CONFERENCE ON EDUCATION AND
EDUCATIONAL TECHNOLOGY (EDU'07): NEW HORIZONS IN EDUCATION AND
EDUCATIONAL TECHNOLOGY
SE ELECTRICAL AND COMPUTER ENGINEERING
LA English
DT Proceedings Paper
CT 6th WSEAS International Conference on Education and Educational
Technology
CY NOV 21-23, 2007
CL Venice, ITALY
SP WSEAS
DE e-learning; quality evaluation; survey; usability; learnability
AB This paper describes first results in the field of the development of an efficient survey to evaluate quality of e-learning activities. The research intends to evaluate not only quality in use but also quality in learning. It represents an attempt to produce and organize survey questions that allow evaluating not only the easiness in managing a learning product but also its usefulness and learnability. The evaluation instrument enables to monitor the quality of the interface, the quality of the contents and the capability to transfer new knowledge. First results show its efficiency in investigating the organization of e-learning processes.
C1 Univ Bari, Ctr Rete Puglia, I-70124 Bari, Italy.
RI Pirlo, Giuseppe/I-1967-2012
CR ANZALONE F, 2003, ELEARNING COMUNICARE
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MCTIGHE J, 2004, FARE PROGETTAZIONE
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TAYLOR P, 2000, P 9 ANN TEACHING LEA
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NR 30
TC 2
Z9 2
PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC
PI ATHENS
PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE
SN 1790-5117
BN 978-960-6766-16-9
J9 ELE COM ENG
PY 2007
BP 201
EP 206
PG 6
WC Education & Educational Research; Education, Scientific Disciplines
SC Education & Educational Research
GA BHH31
UT WOS:000253273000034
ER
PT S
AU Betts, H
Burgess, J
AF Betts, Helen
Burgess, Joan
BE Park, HA
Murray, P
Delaney, C
TI A preliminary evaluation of the first e-learning nurse prescribing
course in England
SO Consumer-Centered Computer-Suppported Care for Healthy People
SE STUDIES IN HEALTH TECHNOLOGY AND INFORMATICS
LA English
DT Proceedings Paper
CT 9th International Congress on Nursing Informatics
CY 2006
CL Seoul, SOUTH KOREA
SP Korean Soc Med Informat
DE education; distance; post registration nursing education
AB Open Learning has been offered by the University of Winchester since 1991 in a partnership with the publishing company Emap Healthcare. A new on-line module for Independent, Extended and Supplementary Nurse Prescribing was developed by Emap Healthcare to meet a Government initiative to develop the role of nurses. The on-line module was created because of the wide spread national requirement, the need to keep the learning material contemporary and to revise it easily as required. Fourteen students completed the course and this paper reports the preliminary evaluation of the first cohort. Two questionnaires were analysed quantitatively, and qualitatively and both the course management and the e-learning materials evaluations demonstrate the success of thisfirst cohort. Various minor changes to the course management have subsequently been implemented following this analysis.
C1 Univ Winchester, Winchester SO22 4NR, Hants, England.
RP Betts, H (reprint author), Univ Winchester, Winchester SO22 4NR, Hants, England.
CR 2001, DEP HLTH ESSENCE CAR
NR 1
TC 2
Z9 2
PU I O S PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 0926-9630
BN 978-1-58603-622-5
J9 ST HEAL T
PY 2006
VL 122
BP 153
EP 157
PG 5
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Interdisciplinary Applications; Computer
Science, Theory & Methods; Medical Informatics
SC Computer Science; Medical Informatics
GA BGD77
UT WOS:000246181100031
ER
PT B
AU Morales, E
Barron, A
Garcia, F
AF Morales, Erla
Barron, Angela
Garcia, Francisco
GP INSTICC
TI Quality learning objects management - A proposal for e-learning systems
SO ICEIS 2006: Proceedings of the Eighth International Conference on
Enterprise Information Systems: ARTIFICIAL INTELLIGENCE AND DECISION
SUPPORT SYSTEMS
LA English
DT Proceedings Paper
CT 8th International Conference on Enterprise Information Systems (ICEIS
2006)
CY MAY 23-27, 2006
CL Paphos, CYPRUS
SP Inst Syst & Technol Informat, Control & Commun, Cyprus Comp Soc, Univ Cyprus, Aristotle Univ Thessaloniki, Athens Univ Econ & Business
DE learning objects; evaluation; knowledge management
AB Web development is promoting important advantages for educational area specially e-learning systems. By one side Learning Objects (LOs) aim the possibility to reuse specific information and by the other side they can be interchanged though different context and platforms according to the user's needs. However an urgent necessity exists to guarantee the LOs quality content. There exists a plethora of quality criteria to value digital sources but there are only a few suggestions about how to evaluate LOs to structure quality courses. Our proposal consists on a system to evaluate LOs as a continued process taking into account quality criteria related to metadata information, especially the educational category, together with a strategy to ensure a continued LOs quality contents.
C1 Univ Salamanca, Dept Theory & Hist Educ, E-37008 Salamanca, Spain.
RP Morales, E (reprint author), Univ Salamanca, Dept Theory & Hist Educ, Canalejas St 169, E-37008 Salamanca, Spain.
RI Garcia-Penalvo, Francisco/D-5445-2013
OI Garcia-Penalvo, Francisco/0000-0001-9987-5584
CR Bloom B. S., 1956, TAXONOMY ED OBJECTIV
*IMS LOM, 2003, LEARN RES MET
*MERLOT, 2003, MULT ED RES LEARN ON
MORALES E, 2005, M ICTE 05 3 INT C MU
MORALES E, 2005, ICEIS 05 7 INT C ENT
MORALES E, 2005, ITHET 05 6 INT C INF
Moreno F., 2002, DISENO INSTRUCTIVO F
Nesbit J. ., 2004, INT C ED INF SYST TE
Nesbit J.C., 2003, LEARNING OBJECT REV
Polsani P., 2003, USE ABUSE REUSABLE L
Vargo John, 2003, INT J COMPUTERS APPL, V25
Wiley D., 2000, THESIS BRIGHAM YOUNG
NR 12
TC 2
Z9 2
PU INSTICC-INST SYST TECHNOLOGIES INFORMATION CONTROL & COMMUNICATION
PI SETUBAL
PA AVENIDA D MANUEL L, 27A 2 ESQUERDO, SETUBAL, 2910-595, PORTUGAL
BN 972-8865-42-2
PY 2006
BP 312
EP 315
PG 4
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems
SC Computer Science
GA BFH79
UT WOS:000241933000051
ER
PT B
AU Nebot, A
Castro, F
Mugica, F
Vellido, A
AF Nebot, A
Castro, F
Mugica, F
Vellido, A
BE Uskov, V
TI Identification of fuzzy models to predict students performance in an
e-learning environment
SO Proceedings of the Fifth IASTED International Conference on Web-based
Education
LA English
DT Proceedings Paper
CT 5th IASTED International Conference on Web-Based Education
CY JAN 23-25, 2006
CL Puerto Vallarta, MEXICO
SP Int Assoc Sci & Technol Dev, World Modelling Simulat Forum
DE virtual campus; e-learning; Fuzzy Inductive Reasoning; feature relevance
determination
AB Nowadays, e-learning systems such as virtual campus environments have established themselves as a strong alternative to traditional distance education. In turn, the Internet allows the gathering of information on many aspects of students' online behavior in nearly real time. The knowledge extracted from this information can be used to discover students' learning behavior and usability patterns of the courses, as well as to anticipate future behavior related with the teaching-leaming process * In this brief study we use the Fuzzy Inductive Reasoning methodology to predict the final mark of the users of a real virtual campus and to determine relevant features involved in the evaluation process. Experiments carried out with the available data indicate that the final mark can be predicted with a low error and that the number of relevant features identified is small, reducing considerably the complexity of the evaluation process and minimizing the teachers' workload.
C1 Univ Politecn Catalunya, Dept LSI, Barcelona 08034, Spain.
CR Brusilovsky P., 2002, 10 YEAR ANNIVERSARY, V11, P87
CASTRO F, 2005, 6 C NAC INF ED S NAC
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NR 14
TC 2
Z9 2
PU ACTA PRESS
PI CALGARY
PA B6, STE 101, 2509 DIEPPE AVE SW, CALGARY, ALBERTA T3E 7J9, CANADA
BN 0-88986-541-8
PY 2006
BP 74
EP 79
PG 6
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BEA07
UT WOS:000236387500014
ER
PT J
AU Ivergard, T
Hunt, B
AF Ivergard, T
Hunt, B
TI Towards a learning networked organisation: human capital, compatibility
and usability in e-learning systems
SO APPLIED ERGONOMICS
LA English
DT Article; Proceedings Paper
CT Workshop on Contemporary Perspectives on Learning for Work
CY 2000
CL Ostersund, SWEDEN
DE integrated learning systems; usability; learning at work; web-based
learning
AB In all parts of organisations there flourish developments of different new subsystems in areas of knowledge and learning. Over recent decades, new systems for classification of jobs have emerged both at the level of organisations and at a macro-labour market level. Recent developments in job evaluation systems make it possible to cope with the new demands for equity at work (between, for example, genders, races, physical abilities). Other systems have emerged to describe job requirements in terms of skills, knowledge and competence. Systems for learning at work and web-based learning have created a demand for new ways to classify and to understand the process of learning. Often these new systems have been taken from other areas of the organisation not directly concerned with facilitating workplace learning. All these new systems are of course closely interrelated but, in most organisations, a major problem is the severe lack of cohesion and compatibility between the different subsystems.
The aim of this paper is to propose a basis for how different human resource systems can be integrated into the business development of an organisation. We discuss this problem and develop proposals alternative to integrated macro-systems. A key element in our proposition is a structure for classification of knowledge and skill to be used in all parts of the process. This structure should be used as an added dimension or an overlay on all other subsystems of the total process. This will facilitate a continued use of all existing systems within different organisations. We develop Burge's (personal communication) model for learning to show that learning is not a successive linear process, but rather an iterative process. In this way we emphasise the need for greater involvement of learners in the development of learning systems towards increased usability in a networked system.
This paper is divided into two parts which are closely related. The first part gives an overview of the lack of compatibility between the different subsystems. In this first part we note two paradoxes which impact learning and for which we propose solutions. The second part deals with 'usability' aspects of these competency-related systems; in particular, usability in e-learning systems. In this second part we describe an example of a new organisational structure. We conclude by discussing four key concepts that are necessary conditions for organisations to address when developing their human capital. Establishing these conditions helps ensure compatibility and usability in e-learning systems. (C) 2004 Elsevier Ltd. All rights reserved.
C1 Mahidol Univ, Coll Management, Bangkok 10900, Thailand.
RP Ivergard, T (reprint author), Mahidol Univ, Coll Management, 15th Floor,Tower 2 W,18 SCB Pk Plaza,Ratchadapise, Bangkok 10900, Thailand.
EM toni.i@cmmu.net
CR BRISSON M, 1998, COMPETENCIES PUBLIC
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Cooper S., 1998, COMPETENCIES BRIEF O
Ivergard T, 2000, BEHAV INFORM TECHNOL, V19, P163, DOI 10.1080/014492900406155
Ivergard T, 2000, BEHAV INFORM TECHNOL, V19, P139, DOI 10.1080/014492900118731
IVERGARD T, 2000, LEARNING NETWORK PUB
Kaipa P, 2000, BEHAV INFORM TECHNOL, V19, P153, DOI 10.1080/014492900406146
Shackel B, 2000, APPL ERGON, V31, P595, DOI 10.1016/S0003-6870(00)00043-0
NR 9
TC 2
Z9 2
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0003-6870
J9 APPL ERGON
JI Appl. Ergon.
PD MAR
PY 2005
VL 36
IS 2
BP 157
EP 164
DI 10.1016/j.apergo.2004.09.006
PG 8
WC Engineering, Industrial; Ergonomics; Psychology, Applied
SC Engineering; Psychology
GA 898XD
UT WOS:000227108600005
ER
PT J
AU Seki, K
Matsui, T
Okamoto, T
AF Seki, K
Matsui, T
Okamoto, T
TI An adaptive sequencing method of the learning objects or the e-learning
environment
SO ELECTRONICS AND COMMUNICATIONS IN JAPAN PART III-FUNDAMENTAL ELECTRONIC
SCIENCE
LA English
DT Article
DE remote learning; sequencing of learning objects; LOM; multi-objective
optimization problem; genetic algorithm
AB In this study, an e-learning system is developed to handle the c-learning environment based on the learning ecological model. In the learning ecological model, which represents the comprehensive e-learning environment, not only the contents of learning, but also the learning environment are managed and provided, based on the content, the goal, and the configuration of the learning. The major purpose of this study is to realize the function that can manage the diversified learning objects with various information granularities and representation formats, using the learning object metadata, so that each learner can utilize the learning object based on the learning scenario, which is matched to the individual learner. The learning scenario is constructed by sequencing the learning objects based on the learning necessity, the learning history information, and the curriculum information of the object of learning, according to the characteristics of the learning object. As the sequencing procedure, the sequencing of the learning objects is considered, by applying the optimization technique of the multi-objective optimization problem, so that multiple evaluation viewpoints are simultaneously satisfied. The genetic algorithm is used as the optimization procedure. The learning object metadata and the sequencing of the learning objects are discussed in detail in this paper. The evaluation of the developed e-learning system is also described. (C) 2004 Wiley Periodicals, Inc.
C1 Univ Electrocommun, Grad Sch Informat Syst, Chofu, Tokyo 1828585, Japan.
RP Seki, K (reprint author), Univ Electrocommun, Grad Sch Informat Syst, Chofu, Tokyo 1828585, Japan.
CR *ASS BAS ADV ED, 2001, GUID COMP ED LOM VER
FURUTA R, P HYP 97, P167
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*WG, 12 WG
NR 14
TC 2
Z9 2
PU SCRIPTA TECHNICA-JOHN WILEY & SONS
PI NEW YORK
PA 605 THIRD AVE, NEW YORK, NY 10158 USA
SN 1042-0967
J9 ELECTRON COMM JPN 3
JI Electron. Commun. Jpn. Pt. III-Fundam. Electron. Sci.
PY 2005
VL 88
IS 3
BP 54
EP 71
DI 10.1002/ecjc.20163
PG 18
WC Engineering, Electrical & Electronic
SC Engineering
GA 873EM
UT WOS:000225262500006
ER
PT B
AU Cristea, PD
Tuduce, R
AF Cristea, PD
Tuduce, R
BE Uskov, V
TI Test authoring for intelligent e-learning environments
SO Proceedings of the IASTED International Conference on Web-Based
Education
LA English
DT Proceedings Paper
CT IASTED International Conference on Web-Based Education
CY FEB 16-18, 2004
CL Innsbruck, AUSTRIA
SP Int Assoc Sci & Technol Dev, Int Assoc Sci & Technol Dev, Tech Comm Educ, Natl Univ Telecomm Network, IEEE Learning Technol Tech Comm, Hong Kong Inst Educ, Japanese Soc Informat & Syst Educ, Int Soc Engn Educ, Int Acad Open Educ, Bradley Univ, LAS Coll, Brazilian Assoc Open & Distance Educ
DE intelligent e-learning environments; authoring tools
AB Intelligent e-learning environments (ILE) can significantly increase the attractivity of e-learning systems, as well as their teaching efficiency by adapting to each learner's profile (LP) and by providing multiple support to the tutor. The paper presents the authoring of tests for learner evaluation in an ILE, using the collaborative learning methodological approach.
C1 Politehn Univ Bucharest, Bucharest 060042, Romania.
CR Cristea A., 1997, Revue Roumaine des Sciences Techniques, Serie Electrotechnique et Energetique, V42
CRISTEA A, 1999, P ICCE 99 CHIB JAP N, P787
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NR 12
TC 2
Z9 2
PU ACTA PRESS
PI CALGARY
PA B6, STE 101, 2509 DIEPPE AVE SW, CALGARY, ALBERTA T3E 7J9, CANADA
BN 0-88986-406-3
PY 2004
BP 402
EP 407
PG 6
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BCC79
UT WOS:000228663100077
ER
PT J
AU Welle-Strand, A
Thune, T
AF Welle-Strand, A
Thune, T
TI E-learning policies, practices and challenges in two Norwegian
organizations
SO EVALUATION AND PROGRAM PLANNING
LA English
DT Article
DE E-learning evaluation; E-learning policies; goal-effective learning;
information and communications technology; policy analysis
AB This article reports a pilot study on the uses of technology to enable learning within a formal educational setting in a higher education institution and within a corporation. These two Norwegian cases were selected due to their commitment to technology-enabled learning, as expressed in policy and strategy documents. The aim was to investigate the commitment and actual use of information and communications technology (ICT) for learning as well as what key actors think are the major challenges for successful large scale implementation of ICT for learning. The findings indicate that there is insufficient follow-up on e-leaming policies and that there is a general lack of strategic direction and leadership in this area. The key challenges respondents highlight relate to the need for a systematic and pedagogical approach to e-learning in which three equally important considerations must be balanced: organization, pedagogy and technology. Key perspectives of a coherent pedagogical and organizational framework for planning e-leaming are discussed. (C) 2003 Elsevier Science Ltd. All rights reserved.
C1 Norwegian Sch Management BI, Dept Leadership & Org Management, N-1302 Sandvika, Norway.
RP Welle-Strand, A (reprint author), Norwegian Sch Management BI, Dept Leadership & Org Management, N-1302 Sandvika, Norway.
RI Hodgson, Paula/A-5052-2009
CR *BI, 2000, STRAT 2000 2002 STRA
*BI, 1999, EQUIS SELF ASS REP
*BI, 2000, IKT TASK FORC ICT TA
*BI, 2000, INNST FRA ORG REP OR
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NR 17
TC 2
Z9 2
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0149-7189
J9 EVAL PROGRAM PLANN
JI Eval. Program Plan.
PD MAY
PY 2003
VL 26
IS 2
BP 185
EP 192
DI 10.1016/S0149-7189(03)00006-5
PG 8
WC Social Sciences, Interdisciplinary
SC Social Sciences - Other Topics
GA 672EA
UT WOS:000182507100009
ER
PT J
AU Chen, W
Niu, ZD
Zhao, XY
Li, Y
AF Chen, Wei
Niu, Zhendong
Zhao, Xiangyu
Li, Yi
TI A hybrid recommendation algorithm adapted in e-learning environments
SO WORLD WIDE WEB-INTERNET AND WEB INFORMATION SYSTEMS
LA English
DT Article
DE recommendation; e-learning; collaborative filtering; sequential pattern
ID OF-THE-ART; POSSIBLE EXTENSIONS; SYSTEMS
AB With the rapid development of online learning technology, a huge amount of e-learning materials have been generated which are highly heterogeneous and in various media formats. Besides, e-learning environments are highly dynamic with the ever increasing number of learning resources that are naturally distributed over the network. On the other hand, in the online learning scenario, it is very difficult for users without sufficient background knowledge to choose suitable resources for their learning. In this paper, a hybrid recommender system is proposed to recommend learning items in users' learning processes. The proposed method consists of two steps: (1) discovering content-related item sets using item-based collaborative filtering (CF), and (2) applying the item sets to sequential pattern mining (SPM) algorithm to filter items according to common learning sequences. The two approaches are combined to recommend potentially useful learning items to guide users in their current learning processes. We also apply the proposed approach to a peer-to-peer learning environment for resource pre-fetching where a central directory of learning items is not available. Experiments are conducted in a centralized and a P2P online learning systems for the evaluation of the proposed method and the results show good performance of it.
C1 [Chen, Wei; Niu, Zhendong; Zhao, Xiangyu; Li, Yi] Beijing Inst Technol, Sch Comp Sci & Technol, Beijing 100081, Peoples R China.
RP Niu, ZD (reprint author), Beijing Inst Technol, Sch Comp Sci & Technol, Beijing 100081, Peoples R China.
EM wchen@bit.edu.cn; zniu@bit.edu.cn; koopr@126.com; liyi@bit.edu.cn
FU National Natural Science Foundation of China [61003263]; National "973"
Project of China [2012CB720702]; Key Foundation Research Projects of
Beijing Institute of Technology [3070012231001]; CETV New Media Learning
mall; 111 project of Beijing Institute of Technology
FX This work is supported by the National Natural Science Foundation of
China (project no. 61003263), the National "973" Project of China (No.
2012CB720702), the Key Foundation Research Projects of Beijing Institute
of Technology (grant no. 3070012231001), the CETV New Media Learning
mall, and the 111 project of Beijing Institute of Technology.
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NR 32
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1386-145X
EI 1573-1413
J9 WORLD WIDE WEB
JI World Wide Web
PD MAR
PY 2014
VL 17
IS 2
BP 271
EP 284
DI 10.1007/s11280-012-0187-z
PG 14
WC Computer Science, Information Systems; Computer Science, Software
Engineering
SC Computer Science
GA AA0EU
UT WOS:000330769100006
ER
PT J
AU Biedermann, A
Hicks, T
Voisard, R
Taroni, F
Champod, C
Aitken, CGG
Evett, IW
AF Biedermann, A.
Hicks, T.
Voisard, R.
Taroni, F.
Champod, C.
Aitken, C. G. G.
Evett, I. W.
TI E-learning initiatives in forensic interpretation: Report on experiences
from current projects and outlook
SO FORENSIC SCIENCE INTERNATIONAL
LA English
DT Article
DE Education and training; E-learning; Forensic evaluation; Reporting and
communication
ID DATABASE SEARCH; PROPOSITIONS; HIERARCHY; SCIENCE
AB This paper reports on the purpose, design, methodology and target audience of E-learning courses in forensic interpretation offered by the authors since 2010, including practical experiences made throughout the implementation period of this project. This initiative was motivated by the fact that reporting results of forensic examinations in a logically correct and scientifically rigorous way is a daily challenge for any forensic practitioner. Indeed, interpretation of raw data and communication of findings in both written and oral statements are topics where knowledge and applied skills are needed. Although most forensic scientists hold educational records in traditional sciences, only few actually followed full courses that focussed on interpretation issues. Such courses should include foundational principles and methodology - including elements of forensic statistics - for the evaluation of forensic data in a way that is tailored to meet the needs of the criminal justice system.
In order to help bridge this gap, the authors' initiative seeks to offer educational opportunities that allow practitioners to acquire knowledge and competence in the current approaches to the evaluation and interpretation of forensic findings. These cover, among other aspects, probabilistic reasoning (including Bayesian networks and other methods of forensic statistics, tools and software), case pre-assessment, skills in the oral and written communication of uncertainty, and the development of independence and self-confidence to solve practical inference problems. E-learning was chosen as a general format because it helps to form a trans-institutional online-community of practitioners from varying forensic disciplines and workfield experience such as reporting officers, (chief) scientists, forensic coordinators, but also lawyers who all can interact directly from their personal workplaces without consideration of distances, travel expenses or time schedules. In the authors' experience, the proposed learning initiative supports participants in developing their expertise and skills in forensic interpretation, but also offers an opportunity for the associated institutions and the forensic community to reinforce the development of a harmonized view with regard to interpretation across forensic disciplines, laboratories and judicial systems. (C) 2012 Elsevier Ireland Ltd. All rights reserved.
C1 [Biedermann, A.; Hicks, T.; Voisard, R.; Taroni, F.; Champod, C.] Univ Lausanne, Sch Criminal Justice, Inst Forens Sci, Lausanne, Switzerland.
[Biedermann, A.; Hicks, T.] Fdn Format Continue Univ Lausannoise UNIL EPFL, EPFL Quartier Innovat, Lausanne, Switzerland.
[Aitken, C. G. G.] Univ Edinburgh, Sch Math, Edinburgh, Midlothian, Scotland.
RP Taroni, F (reprint author), Univ Lausanne, Sch Criminal Justice, Inst Forens Sci, Lausanne, Switzerland.
EM franco.taroni@unil.ch
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NR 28
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PU ELSEVIER IRELAND LTD
PI CLARE
PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000,
IRELAND
SN 0379-0738
J9 FORENSIC SCI INT
JI Forensic Sci.Int.
PD JUL 10
PY 2013
VL 230
IS 1-3
BP 2
EP 7
DI 10.1016/j.forsciint.2012.10.011
PG 6
WC Medicine, Legal
SC Legal Medicine
GA 173UM
UT WOS:000321106500002
ER
PT J
AU Ruggeri, K
Farrington, C
Brayne, C
AF Ruggeri, Kai
Farrington, Conor
Brayne, Carol
TI A Global Model for Effective Use and Evaluation of e-Learning in Health
SO TELEMEDICINE AND E-HEALTH
LA English
DT Article
DE e-health; distance learning; information management
ID EDUCATION; PROFESSIONALS; METAANALYSIS; PROJECT
AB Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.
C1 [Ruggeri, Kai; Farrington, Conor; Brayne, Carol] Univ Cambridge, Inst Publ Hlth, Cambridge CB3 0FT, England.
RP Ruggeri, K (reprint author), Univ Cambridge, Inst Publ Hlth, Forvie Site,Robinson Way, Cambridge CB3 0FT, England.
EM dar56@cam.ac.uk
FU NIHR
FX The authors wish to thank Dr. Frances Early and Prof. Robert Istepanian
for invaluable input on the contents of this text. This work was
supported by funds from the NIHR's Collaboration for Leadership in
Applied Health Research and Care.
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Turner M, 2009, END LIFE CARE, V3, P59
Watson J, 2002, HLTH POLICY GLOBALIZ, P97
WHO, 2010, WOR HEALT REP, P1
World Health Organization, 2011, MHEALTH NEW HOR HLTH, V3
Wu W. C., 2010, INT J ELECT BUSINESS, V8, P312
Wyatt JC, 2005, BRIT MED J, V331, P1391, DOI 10.1136/bmj.331.7529.1391
NR 38
TC 1
Z9 1
PU MARY ANN LIEBERT INC
PI NEW ROCHELLE
PA 140 HUGUENOT STREET, 3RD FL, NEW ROCHELLE, NY 10801 USA
SN 1530-5627
J9 TELEMED E-HEALTH
JI Telemed. e-Health
PD APR
PY 2013
VL 19
IS 4
BP 312
EP 321
DI 10.1089/tmj.2012.0175
PG 10
WC Health Care Sciences & Services
SC Health Care Sciences & Services
GA 117FV
UT WOS:000316939800013
ER
PT J
AU Blagojevic, M
Micic, Z
AF Blagojevic, Marija
Micic, Zivadin
TI A web-based intelligent report e-learning system using data mining
techniques
SO COMPUTERS & ELECTRICAL ENGINEERING
LA English
DT Article
AB This paper presents a PDCA (Plan, Do, Check, Act) method of improving web-based intelligent reports of an e-learning system as intelligent system, which was created and implemented at the Technical Faculty in Cacak, University of Kragujevac. The focus is on improving LMSs (Learning Management Systems) or e-learning systems by predicting behavior patterns of students and adjusting the structure of these electronic courses. An existing learning management system is improved by using data mining techniques and increasing the efficiency of the courses using custom modules. This study presents the design, implementation, and evaluation of the system. Future work should relate to the continued improvement of the PDCA-created system, as well as the introduction of additional modules and a comparative analysis of the presented and future results. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Blagojevic, Marija; Micic, Zivadin] Univ Kragujevac, Tech Fac Cacak, Dept Informat Technol, Kragujevac, Serbia.
RP Blagojevic, M (reprint author), Univ Kragujevac, Tech Fac Cacak, Dept Informat Technol, Kragujevac, Serbia.
EM marija_b@tfc.kg.ac.rs
FU Serbian Ministry of Education and Science [III 44006]
FX This study was supported by the Serbian Ministry of Education and
Science (Project III 44006,
http://www.mi.sanu.ac.rs/projects/projects.htm#interdisciplinary).
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NR 29
TC 1
Z9 1
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0045-7906
J9 COMPUT ELECTR ENG
JI Comput. Electr. Eng.
PD FEB
PY 2013
VL 39
IS 2
BP 465
EP 474
DI 10.1016/j.compeleceng.2012.09.011
PG 10
WC Computer Science, Hardware & Architecture; Computer Science,
Interdisciplinary Applications; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA 137RD
UT WOS:000318454200028
ER
PT J
AU Dwyer, CP
Hogan, MJ
Stewart, I
AF Dwyer, Christopher P.
Hogan, Michael J.
Stewart, Ian
TI An evaluation of argument mapping as a method of enhancing critical
thinking performance in e-learning environments
SO METACOGNITION AND LEARNING
LA English
DT Article
DE Argument mapping; Critical thinking; e-Learning; Disposition; Cognitive
load
ID METAANALYSIS; SKILLS; INTERVENTIONS; ORGANIZATION; COGNITION; COMPUTER;
MEMORY
AB The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week intervention period on CT ability using the Halpern Critical Thinking Assessment. Results revealed that participation in the AM-infused CT course significantly enhanced overall CT ability and all CT sub-scale abilities from pre- to post-testing and that post-test performance was positively correlated with motivation towards learning and dispositional need for cognition. In addition, AM-infused CT course participants exhibited a significantly larger gain in both overall CT and in argument analysis (a CT subscale) than controls. There were no effects of training on either motivation for learning or need for cognition. However, both the latter variables were correlated with CT ability at post-testing. Results are discussed in light of research and theory on the best practices of providing CT instruction through argument mapping and e-learning environments.
C1 [Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian] NUI, Sch Psychol, Galway, Ireland.
RP Dwyer, CP (reprint author), NUI, Sch Psychol, Galway, Ireland.
EM c.dwyer2@nuigalway.ie
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NR 80
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1556-1623
EI 1556-1631
J9 METACOGN LEARN
JI Metacogn. Learn.
PD DEC
PY 2012
VL 7
IS 3
BP 219
EP 244
DI 10.1007/s11409-012-9092-1
PG 26
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 028OO
UT WOS:000310432000004
ER
PT J
AU Saade, RG
Morin, D
Thomas, JDE
AF Saade, Raafat George
Morin, Danielle
Thomas, Jennifer D. E.
TI Critical thinking in E-learning environments
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE E-learning; Critical thinking; Assessment; Information technology
ID PERCEIVED USEFULNESS; TECHNOLOGY; ACCEPTANCE; EASE
AB One of the primary aims of higher education in today's information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of "interactivity" in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Saade, Raafat George; Morin, Danielle] Concordia Univ, John Molson Sch Business, Montreal, PQ, Canada.
[Thomas, Jennifer D. E.] Pace Univ, Ivan Seidenberg Sch CSIS, New York, NY 10038 USA.
RP Saade, RG (reprint author), Concordia Univ, John Molson Sch Business, Montreal, PQ, Canada.
EM rsaade@jmsb.concordia.ca
CR Akyuz H. I., 2009, INT J HUMAN SCI, V6, P538
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NR 41
TC 1
Z9 1
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD SEP
PY 2012
VL 28
IS 5
BP 1608
EP 1617
DI 10.1016/j.chb.2012.03.025
PG 10
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 987KH
UT WOS:000307415300009
ER
PT J
AU Leong, S
Mc Laughlin, P
O'Connor, OJ
O'Flynn, S
Maher, MM
AF Leong, Sum
Mc Laughlin, Patrick
O'Connor, Owen J.
O'Flynn, Siun
Maher, Michael M.
TI An Assessment of the Feasibility and Effectiveness of an E-Learning
Module in Delivering a Curriculum in Radiation Protection to
Undergraduate Medical Students
SO JOURNAL OF THE AMERICAN COLLEGE OF RADIOLOGY
LA English
DT Article
DE Radiation protection; ionizing radiation; medical students; e-learning
ID EDUCATION; EXPOSURE
AB Purpose: Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained.
Methods: An e-learning module in RP was designed and presented to year 4 medical undergraduates. All students were required to complete premodule and postmodule questionnaires.
Results: Eighty-nine percent (n = 113) and 99% (n = 126) of the 127 medical students successfully completed and returned the premodule and postmodule questionnaires, respectively. After the e-learning module, students' postmodule RP knowledge had improved significantly. Analysis of postmodule RP knowledge suggested that a favorable self-assessment of knowledge of RP, perception of career prospects in radiology, and completion of the e-learning module with an increased number of sessions were factors predictive of improved RP knowledge. Students expressed a preference for didactic lectures and clinical attachment for instruction in RP over e-learning.
Conclusions: The development of an e-learning module in RP is feasible and results in improved knowledge of RP among medical undergraduates. Combining e-learning and more traditional educational programs such as a clinical radiology rotation is likely to improve student experience.
C1 [Leong, Sum; Mc Laughlin, Patrick; O'Connor, Owen J.; Maher, Michael M.] Natl Univ Ireland Univ Coll Cork, Dept Radiol, Cork Univ Hosp, Cork, Ireland.
[O'Flynn, Siun] Natl Univ Ireland Univ Coll Cork, Dept Med Educ, Cork, Ireland.
RP Leong, S (reprint author), Natl Univ Ireland Univ Coll Cork, Dept Radiol, Cork Univ Hosp, Cork, Ireland.
EM leong81@gmail.com
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NR 25
TC 1
Z9 1
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1546-1440
J9 J AM COLL RADIOL
JI J. Am. Coll. Radiol.
PD MAR
PY 2012
VL 9
IS 3
BP 203
EP 209
DI 10.1016/j.jacr.2011.09.014
PG 7
WC Radiology, Nuclear Medicine & Medical Imaging
SC Radiology, Nuclear Medicine & Medical Imaging
GA 961FL
UT WOS:000305449500012
ER
PT J
AU Masoumi, D
Lindstrom, B
AF Masoumi, D.
Lindstrom, B.
TI Quality in e-learning: a framework for promoting and assuring quality in
virtual institutions
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE developing countries; e-learning; e-quality framework; models; quality;
virtual institution
AB With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players' satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions.
C1 [Masoumi, D.; Lindstrom, B.] Univ Gothenburg, Dept Educ Commun & Learning, SE-40530 Gothenburg, Sweden.
RP Masoumi, D (reprint author), Univ Gothenburg, Dept Educ Commun & Learning, Box 300, SE-40530 Gothenburg, Sweden.
EM davoud.masoumi@ped.gu.se
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NR 53
TC 1
Z9 1
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD FEB
PY 2012
VL 28
IS 1
BP 27
EP 41
DI 10.1111/j.1365-2729.2011.00440.x
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 875PC
UT WOS:000299042600004
ER
PT J
AU Cabrera-Lozoya, A
Cerdan, F
Cano, MD
Garcia-Sanchez, D
Lujan, S
AF Cabrera-Lozoya, Andres
Cerdan, Fernando
Cano, Maria-Dolores
Garcia-Sanchez, Diego
Lujan, Sergio
TI Unifying heterogeneous e-learning modalities in a single platform: CADI,
a case study
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Computer-mediated communication; Cooperative/collaborative learning;
Evaluation of CAL systems; Improving classroom teaching
ID CONCEPTUAL-FRAMEWORK; HIGHER-EDUCATION; TECHNOLOGICAL ACCEPTANCE;
DESIGN; ENVIRONMENT; TOOLS; MODEL; STUDENTS; EXPERIENCE; RESOURCES
AB Current e-learning forms are commonly based on improving the learning process through the enhancement of certain skills in students, such as collaborative, competitive or problem-based learning. However, it seems that there is still no e-learning formula that gathers the implementation of a number of more generic educational principles in a single e-learning system or platform. Therefore, this paper presents a web-based framework for the creation, development and implementation of heterogeneous learning environments called CADI. It offers a graphical user interface for students to interact with only the need for any generic WiFi compliant device. Its innovative design allows the instructor to select and combine the developed resources to create varied activities, providing content adapted to every single device. The usefulness of the system was tested by introducing a case study to a group of senior college students. The experience showed that the use of the system helped students to achieve better results in their evaluation. It also showed that the students had no problems interacting with it from the outset, promoting their active learning. Design, implementation and assessment results of the system are also presented and analyzed. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Cabrera-Lozoya, Andres; Cerdan, Fernando; Cano, Maria-Dolores; Garcia-Sanchez, Diego; Lujan, Sergio] Univ Politecn Cartagena UPCT, Informat Technol & Commun Dept, Cartagena 30202, Spain.
RP Cabrera-Lozoya, A (reprint author), Univ Politecn Cartagena UPCT, Informat Technol & Commun Dept, Plaza Hosp 1, Cartagena 30202, Spain.
EM and.cabrera@gmail.com; fernando.cerdan@upct.es; mdolores.cano@upct.es;
diego.gsanchez@upct.es; sergio.lujan@upct.es
FU TCM [CALM TEC2010-21405-C02-02]; programa de becas asociadas a la
realizacion de proyectos en I+D, innovacion y transferencia de
tecnologia; de la Fundacion Seneca; Agencia de Ciencia y Tecnologia de
la RM [10621/BPS/09]; Programa de Ayudas a Grupos de Excelencia de la
Region de Murcia, Fundacion Seneca
FX The authors would like to thank the Higher School of Electrical
Engineering, Universidad Politecnica de Cartagena (UPCT), Spain, and the
students of the Electrical Engineering degree in the subject of Quality
Engineering, 2009-10, for their help and support in this pilot project,
as well as for their valuable suggestions, which actively contributed
towards its development and improvement. This research was supported by
project grants CALM TEC2010-21405-C02-02 (TCM subprogram) and it was
also developed under the framework of "programa de becas asociadas a la
realizacion de proyectos en I+D, innovacion y transferencia de
tecnologia 2009, de la Fundacion Seneca, Agencia de Ciencia y Tecnologia
de la RM, (exp. No 10621/BPS/09)", and "Programa de Ayudas a Grupos de
Excelencia de la Region de Murcia, Fundacion Seneca".
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NR 60
TC 1
Z9 1
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD JAN
PY 2012
VL 58
IS 1
BP 617
EP 630
DI 10.1016/j.compedu.2011.09.014
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 868LH
UT WOS:000298524300055
ER
PT J
AU Freire, LL
Arezes, PM
Campos, JC
AF Freire, Luciana Lopes
Arezes, Pedro Miguel
Campos, Jose Creissac
TI A literature review about usability evaluation methods for e-learning
platforms
SO WORK-A JOURNAL OF PREVENTION ASSESSMENT & REHABILITATION
LA English
DT Review
DE usability evaluation; e-learning systems; interactions of user's context
ID SYSTEMS
AB The usability analysis of information systems has been the target of several research studies over the past thirty years. These studies have highlighted a great diversity of points of view, including researchers from different scientific areas such as Ergonomics, Computer Science, Design and Education. Within the domain of information ergonomics, the study of tools and methods used for usability evaluation dedicated to E-learning presents evidence that there is a continuous and dynamic evolution of E-learning systems, in many different contexts -academics and corporative. These systems, also known as LMS (Learning Management Systems), can be classified according to their educational goals and their technological features. However, in these systems the usability issues are related with the relationship/interactions between user and system in the user's context. This review is a synthesis of research project about Information Ergonomics and embraces three dimensions, namely the methods, models and frameworks that have been applied to evaluate LMS. The study also includes the main usability criteria and heuristics used. The obtained results show a notorious change in the paradigms of usability, with which it will be possible to discuss about the studies carried out by different researchers that were focused on usability ergonomic principles aimed at E-learning.
C1 [Freire, Luciana Lopes; Arezes, Pedro Miguel] Univ Minho, Dept Prod & Syst Engn, Guimaraes, Portugal.
[Campos, Jose Creissac] Univ Minho, Dept Comp Sci, Gualtar, Portugal.
RP Freire, LL (reprint author), Univ Minho, Dept Prod & Syst Engn, Guimaraes, Portugal.
EM lucianafreire@gmail.com; parez-es@dps.uminho.pt;
jose.campos@di.uminho.pt
RI Campos, Jose/B-2506-2008
OI Campos, Jose/0000-0001-9163-580X
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NR 31
TC 1
Z9 1
PU IOS PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 1051-9815
J9 WORK
JI Work
PY 2012
VL 41
SU 1
BP 1038
EP 1044
DI 10.3233/WOR-2012-0281-1038
PG 7
WC Public, Environmental & Occupational Health
SC Public, Environmental & Occupational Health
GA 973LO
UT WOS:000306361801025
ER
PT J
AU Jevremovic, S
Vujin, V
Bogdanovic, Z
Dokic, D
Barac, D
AF Jevremovic, Svetlana
Vujin, Vladimir
Bogdanovic, Zorica
Dokic, Dragan
Barac, Dusan
TI DESIGNING ADAPTIVE E-LEARNING COURSES THROUGH CLOUD COMPUTING
SO METALURGIA INTERNATIONAL
LA English
DT Article
DE adaptive e-learning; cloud computing; learning Java
ID MANAGEMENT
AB Cloud computing is one of the fastest growing areas in the information and communication technology sector. Cloud computing is an area that can be viewed separately from the traditional Internet service due to its dynamic and flexible architecture. Cloud computing can also bring new value to adaptive e-learning systems. In this paper we present a model for implementing adaptive e-learning systems through cloud computing. The evaluation of the implemented environment has been done in an undergraduate course in Java programming at the Higher School of Professional Technological Studies in Sabac, Serbia.
C1 [Vujin, Vladimir; Bogdanovic, Zorica; Barac, Dusan] Univ Belgrade, Fac Org Sci, Belgrade 11001, Serbia.
EM jevremovicsvetlanait@gmail.com; vujin@fon.rs; zorica@elab.rs;
drdjokic@fon.rs; dusan@elab.rs
RI Vujin, Vladimir/A-3022-2013
FU Ministry of Education and Science [174031]
FX The authors of this paper are grateful to Ministry of Education and
Science for financial support grant no. 174031.
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NR 35
TC 1
Z9 1
PU EDITURA STIINTIFICA FMR
PI BUCHAREST
PA CALEA GRIVITEI, NR 83, SECTOR 1, O P 12, BUCHAREST, 010705, ROMANIA
SN 1582-2214
J9 METAL INT
JI Metal. Int.
PY 2012
VL 17
IS 10
BP 213
EP 221
PG 9
WC Metallurgy & Metallurgical Engineering
SC Metallurgy & Metallurgical Engineering
GA 986UD
UT WOS:000307370200037
ER
PT B
AU Turcani, M
Magdin, M
AF Turcani, Milan
Magdin, Martin
BE Capay, M
Mesarosova, M
Palmarova, V
TI The Impact of Interactivity on Students' Results When Passing Through an
E-learning Course
SO DIVAI 2012: 9TH INTERNATIONAL SCIENTIFIC CONFERENCE ON DISTANCE LEARNING
IN APPLIED INFORMATICS: CONFERENCE PROCEEDINGS
LA English
DT Proceedings Paper
CT 9th International Scientific Conference on Distance Learning in Applied
Informatics
CY MAY 02-04, 2012
CL Sturovo, SLOVAKIA
SP MICROCOMP, NextiraOne, European Univ Informat Syst, Nitricka
DE Linear transition; E-learning system; Petri nets; Study results;
Interactivity
ID ENVIRONMENTS
AB Professionals in pedagogy and psychology have been dealing with the issue of employing interactive medial elements within the framework of educational process for the development of students' cognitive and intellectual capacities for a rather long time. The importance of interactivity increased mainly after the implementation of an e-learning support of education, as its standard complement designed not only for the development of knowledge, but also students' skills. In the contribution the impact of interactivity on students' results obtained within academic years 2009/2010 - 2011/2012 while passing the subject Computer Architecture is described. In this period we executed a series of experiments focused on the evaluation of quality and method of instruction using a linear way of presenting study material (with and without a limiting condition) in an e-learning course, into which interactive animations were implemented. All experiments were verified in advance by means of a modelling tool Petri nets. By means of this tool we expressly identified an ideal transition through the e-learning course. Results of these experiments as well as the comparison from the point of view of effectiveness of their employment are presented in the contribution. The impact of interactivity on the quality of study results obtained based on the method of presentation of study material by individual students has been proved.
C1 [Turcani, Milan; Magdin, Martin] Constantine Philosopher Univ Nitro, Dept Comp Sci, Fac Nat Sci, Nitra, Slovakia.
EM mturcani@ukf.sk; mmagdin@ukf.sk
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NR 19
TC 1
Z9 1
PU CONSTANTINE PHILOSOPHER UNIV NITRA
PI NITRA
PA TR A HLINKU 1, NITRA, SK-949 74, SLOVAKIA
BN 978-80-558-0092-9
PY 2012
BP 329
EP 336
PG 8
WC Education & Educational Research; Information Science & Library Science
SC Education & Educational Research; Information Science & Library Science
GA BDE86
UT WOS:000312968600034
ER
PT J
AU Ming, Y
Bai, ZS
AF Ming, Yue
Bai, Zongshan
TI A Mandarin E-Learning System Based on Speech Recognition and Evaluation
SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION
LA English
DT Article
DE pronunciation evaluation; speech recognition; tone recognition; Web 2.0;
Mandarin learning community
ID PRONUNCIATION QUALITY
AB This paper establishes a speaker-independent pronunciation recognition and assessment system under the background of a Mandarin e-learning system framework. The recognition part is based on Hidden Markov Models (HMM) and improved in the aspect of acoustic and tone model. Making use of the recognition and detection results and corresponding parametric scorings, the machine scoring is performed to evaluate the quality of pronunciation its correlation with expert score are discussed. Through integrating recognition and assessment system with Web 2.0, we ultimately establish an open, shared and growing-up virtual Mandarin learning community, where all of learners, viewers, professors, without any restrictions on time and places, can express their perspective about how to advance Mandarin learning freely. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 651-659, 2011; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20349
C1 [Ming, Yue; Bai, Zongshan] Beijing JiaoTong Univ, Sch Comp & Informat Technol, Beijing 100044, Peoples R China.
RP Ming, Y (reprint author), Beijing JiaoTong Univ, Sch Comp & Informat Technol, Beijing 100044, Peoples R China.
EM myname35875235@126.com
FU School of Computer and Information Technology
FX The authors gratefully thank Prof. Qiuqi Ruan and Dr. Weibin Zhu for
helping us with information processing. Also thanks to their colleagues
for constructive discussions. This work is supported by research funds
from the School of Computer and Information Technology.
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TC 1
Z9 1
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 1061-3773
J9 COMPUT APPL ENG EDUC
JI Comput. Appl. Eng. Educ.
PD DEC
PY 2011
VL 19
IS 4
BP 651
EP 659
DI 10.1002/cae.20349
PG 9
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines; Engineering, Multidisciplinary
SC Computer Science; Education & Educational Research; Engineering
GA 849CC
UT WOS:000297102100004
ER
PT J
AU Furcea, L
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Vlad, L.
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liver surgery
SO CHIRURGIA
LA Rumanian
DT Article
DE e-learning platform; laparoscopic liver surgery; training
ID VIRTUAL-REALITY SIMULATION; OPERATING-ROOM; SKILLS; EDUCATION; FUTURE;
IMPACT; TRIAL
AB The rapid expansion of laparoscopic surgery has led to the development of training methods for acquiring technical skills. The importance and complexity of laparoscopic liver surgery are arguments for developing a new integrated system of teaching, learning and evaluation, based on modern educational principles, on flexibility allowing wide accessibility among surgeons. This paper presents the development of e-learning platform designed for training in laparoscopic liver surgery and pre-planning of the operation in a virtual environment. E-learning platform makes it possible to simulate laparoscopic liver surgery remotely via internet connection. The addressability of this e-learning platform is large, being represented by young surgeons who are mainly preoccupied by laparoscopic liver surgery, as well as experienced surgeons interested in obtaining a competence in the hepatic minimally invasive surgery.
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[Scurtu, L.; Plitea, N.; Pisla, D.; Vaida, C.; Detesan, O.; Szilaghy, A.] Univ Tehn Cluj Napoca, Cluj Napoca, Romania.
RP Furcea, L (reprint author), UMF Iuliu Hatieganu Cluj Napoca, Clin Chirurg 3, Str Croitorilor 19-21, Cluj Napoca 400162, Romania.
EM luminita.furcea@yahoo.com
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NR 27
TC 1
Z9 1
PU EDITURA CELSIUS
PI BUCHAREST
PA STR LITOVOI VOIEVOD NR 1, BL OD7A, SC A, AP 20, SECTOR 2, BUCHAREST,
00000, ROMANIA
SN 1221-9118
J9 CHIRURGIA-BUCHAREST
JI Chirurgia
PD NOV-DEC
PY 2011
VL 106
IS 6
BP 799
EP 806
PG 8
WC Surgery
SC Surgery
GA 866KQ
UT WOS:000298380000015
ER
PT J
AU Logar, V
Karba, R
Papic, M
Atanasijevic-Kunc, M
AF Logar, V.
Karba, R.
Papic, M.
Atanasijevic-Kunc, M.
TI Artificial and real laboratory environment in an e-learning competition
SO MATHEMATICS AND COMPUTERS IN SIMULATION
LA English
DT Article; Proceedings Paper
CT 6th Vienna International Conference on Mathematical Modelling (MATHMOD)
CY 2009
CL Vienna, AUSTRIA
DE E-competition; E-learning; Remote experiment; Virtual laboratory
AB In this paper an approach to a study of multivariable system control is presented, where special attention is devoted to the implemented remote experiment. It has been realized through an e-learning environment, based on the E-CHO. Matlab. PHP software and a MySQL database. The e-management system E-CHO has been developed at the Faculty of Electrical Engineering, Ljubljana, Slovenia and is already widely used in different educational, business and academic applications, however, this is its first use in control design. The system is used for the communication with the users and the performance of the remote virtual (simulated) and/or real-time experiments using a laboratory pilot plant. The environment allows testing, design and evaluation of various modelling and control techniques. The system has now been used three times as an e-learning and e-competition game in 2007/2008, 2008/2009 and 2009/2010 and has been accepted very well among the students. In students' opinion the idea of e-learning competition introduces a novel, alternative approach to the study, enables more freedom in work organization, increases learning efficiency and stimulates students' interest. Since the presented system is very adaptable, direct extensions are possible in the sense of virtual and remote experiments with different models and real pilot plants. (C) 2010 IMACS. Published by Elsevier B.V. All rights reserved.
C1 [Logar, V.; Karba, R.; Papic, M.; Atanasijevic-Kunc, M.] Univ Ljubljana, Fac Elect Engn, SI-1000 Ljubljana, Slovenia.
RP Logar, V (reprint author), Univ Ljubljana, Fac Elect Engn, Trzaska 25, SI-1000 Ljubljana, Slovenia.
EM vito.logar@fe.uni-lj.si
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PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0378-4754
J9 MATH COMPUT SIMULAT
JI Math. Comput. Simul.
PD NOV
PY 2011
VL 82
IS 3
SI SI
BP 517
EP 524
DI 10.1016/j.matcom.2010.10.019
PG 8
WC Computer Science, Interdisciplinary Applications; Computer Science,
Software Engineering; Mathematics, Applied
SC Computer Science; Mathematics
GA 867NR
UT WOS:000298461600015
ER
PT J
AU Cheng, CH
Wei, LY
Chen, YH
AF Cheng, Ching-Hsue
Wei, Liang-Ying
Chen, Yao-Hsien
TI A NEW E-LEARNING ACHIEVEMENT EVALUATION MODEL BASED ON ROUGH SET AND
SIMILARITY FILTER
SO COMPUTATIONAL INTELLIGENCE
LA English
DT Article
DE e-learning; rough set theory; minimize entropy principle approach;
similarity filter
ID FUZZY-SETS; STUDENTS EVALUATION; GRADING SYSTEM; RULES; ENTROPY
AB The trend of utilizing information and Internet technologies as teaching and learning tools is rapidly expanding into education. E-learning is one of the most popular learning environments in the information era. The Internet enables students to learn without limitations of space and time. Furthermore, the learners can repeatedly review the context of a course without the barrier of distance. Recently, student-centered instruction has become the primary trend in education, and the e-learning system, which is considered with regard to of personalization and adaptability, is more and more popular. By means of e-learning systems, teachers can adjust the learning schedule instantly for each learner according to a student's achievements and build more adaptive learning environments. Sometimes, teachers give biased assessments of students' achievements under uncontrollable conditions (i.e., tiredness, preference) and are in dire need of overcoming this predicament. To solve the drawback mentioned, a new model to evaluate learning achievements based on rough set and similarity filter is proposed. The proposed model includes four facets: (1) select important features (attributes) to enhance classification performance by feature selection methods; (2) utilize minimal entropy principle approach (MEPA) to fuzzify the quantitative data; (3) select linguistic values for each feature and delete inconsistent data using the similarity threshold (similarity filter); and (4) generate rules based on rough set theory (RST). The practical e-learning achievement data sets are collected by an e-learning online examination system from a university in Taiwan. To verify our model, the performances of the proposed model are compared with the listing models. Results of this study demonstrate that the proposed model outperforms the listing models.
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[Wei, Liang-Ying] Yuanpei Univ, Dept Informat Management, Hsinchu, Taiwan.
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RP Cheng, CH (reprint author), Natl Yunlin Univ Sci & Technol, Dept Informat Management, Touliu, Yunlin, Taiwan.
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PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0824-7935
J9 COMPUT INTELL-US
JI Comput. Intell.
PD MAY
PY 2011
VL 27
IS 2
BP 260
EP 279
DI 10.1111/j.1467-8640.2011.00380.x
PG 20
WC Computer Science, Artificial Intelligence
SC Computer Science
GA 759SB
UT WOS:000290267600005
ER
PT J
AU Chen, CH
Lin, HC
AF Chen, C. H.
Lin, H. C.
TI A Distance e-Learning Platform for Signal Analysis and Measurement Using
FFT
SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION
LA English
DT Article
DE FFT; power system harmonics; VI; THD; IE
ID POWER-SYSTEM HARMONICS; WAVE-FORMS; ALGORITHM; IDENTIFICATION; INTERNET;
TRACKING; TOOL
AB The fast Fourier transform (FFT) and the power spectrum are still powerful tools for analyzing and measuring both stationary and transient signals in power systems. However, the misapplications of FFT can lead to incorrect results caused by some problems such as aliasing effect, spectral leakage, and picket-fence effect. Measurement errors can be efficiently reduced by understanding fundamentals of FFT as well as loading proper windows. This article develops a distance e-learning environment using a graphical programming tool to help electrical students and engineers for enhancing their signal analysis capability via the Internet Explorer (IE). Critical issues pertaining to engineering education, such as programming design of signal analysis. Internet connection, expected learning outcomes, and course evaluation, are discussed in detail. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 71-80, 2011; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20292
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RP Lin, HC (reprint author), Natl Chin Yi Univ Technol, Dept Elect Engn, Taichung, Taiwan.
EM hclin@ncut.edu.tw
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NR 29
TC 1
Z9 1
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 1061-3773
J9 COMPUT APPL ENG EDUC
JI Comput. Appl. Eng. Educ.
PD MAR
PY 2011
VL 19
IS 1
BP 71
EP 80
DI 10.1002/cae.20292
PG 10
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines; Engineering, Multidisciplinary
SC Computer Science; Education & Educational Research; Engineering
GA 728UN
UT WOS:000287900100009
ER
PT J
AU Munoz-Merino, PJ
Kloos, CD
Munoz-Organero, M
AF Munoz-Merino, Pedro J.
Delgado Kloos, Carlos
Munoz-Organero, Mario
TI Enhancement of Student Learning Through the Use of a Hinting Computer
e-Learning System and Comparison With Human Teachers
SO IEEE TRANSACTIONS ON EDUCATION
LA English
DT Article
DE Assessment; computers; e-learning; evaluation; hints
AB This paper reports the results of an experiment in a Computer Architecture Laboratory course classroom session, in which students were divided into two groups for interaction both with a hinting e-learning system and with human teachers generating hints. The results show that there were high learning gains for both groups, demonstrating the effectiveness of the human teachers as well as of the computer-based hinting e-learning system even without the use of adaptive and personalization capabilities. In addition, in the worst case, the difference in favor of human teachers (with a low student-to-teacher ratio of 13.5 students per teacher) would not be significant with respect to the e-learning system, so the computer-based system can replace teachers without a significant loss of effectiveness.
C1 [Munoz-Merino, Pedro J.; Delgado Kloos, Carlos; Munoz-Organero, Mario] Univ Carlos III Madrid, Madrid 28911, Spain.
RP Munoz-Merino, PJ (reprint author), Univ Carlos III Madrid, Madrid 28911, Spain.
EM pedmume@it.uc3m.es; cdk@it.uc3m.es; munozm@it.uc3m.es
RI Delgado Kloos, Carlos/C-2876-2011
OI Delgado Kloos, Carlos/0000-0003-4093-3705
FU Spanish "Plan Nacional de I+D+I" [TIN2008-05163/TSI]; Madrid regional
community [S2009/TIC-1650]
FX Manuscript received November 20, 2009; accepted January 21, 2010. Date
of publication March 29, 2010. Date of current version February 02,
2011. This work was supported in part by the Learn3 project
TIN2008-05163/TSI within the Spanish "Plan Nacional de I+D+I," and by
the Madrid regional community project eMadrid S2009/TIC-1650.
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PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
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JI IEEE Trans. Educ.
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BP 164
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WC Education, Scientific Disciplines; Engineering, Electrical & Electronic
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GA 715YA
UT WOS:000286930400020
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PT J
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Kim, Min Sun
Kym, Hyo-Gun
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LA English
DT Article
AB The marketplace is undergoing constant change in modern times. It is within this setting, therefore, that a key factor that demands focus and attention is the development of human resources to manage information and knowledge in preparation for an increasingly competitive future. Accordingly, as the importance of learning and personal development increases, so does the use of e-Learning, which is now promoted in a variety of corporations.
However, previous research on the field of e-Learning, in the business sector, has taken a perspective which focused on the employees' individual learning characteristics. Even if the causes for specific learning performances have been clarified to some degree these studies have not been of a practical research nature. However, this present study focuses on the verification of the influential factors, on an individual's learning performance in an organizational environment.
For verification of the hypothesis, the researcher distributed questionnaires to 300 people in corporations where e-Learning has been a part of their educational programs. The research was conducted during October 2002 and analyzed through an SPSS 11.0 program.
The results of this study are as follows: firstly, e-Learning strategies combined with management strategies have a significant positive impact on individual learning performances. Second, The organization's atmosphere is partially significant. The organization's enthusiasm for e-Learning has a significant positive impact on individual motivation and the learning performance. However, the innovative disposition of the organization is not considered significant. Third, the organization's Reward and Evaluation system also has a significant positive impact on an individual's learning performance.
The academic significance of this study lies in that the present study has tried to approach the research from an organizational standpoint, whereas previous research on e-Learning has remained conceptual or from the perspective of the individual learner's learning characteristics.
The Practical issues that this study presents are that e-Learning managers should realize the importance of, and try to find ways of promoting, learning motivation within the organization as well adopt the use of an e-Learning system. Besides this, e-Learning operation strategies and a more practical reward and evaluation system should also be implemented.
C1 [Kim, Min Sun] Hyupsung Univ, Dept Distribut Management, Coll Business Adm, Hwaseong Si 403714, Gyeonggi Do, South Korea.
[Um, Hyemi; Kym, Hyo-Gun] Ewha Womans Univ, Coll Business Adm, Seoul 120750, South Korea.
RP Kim, MS (reprint author), Hyupsung Univ, Dept Distribut Management, Coll Business Adm, 14 Sang Ri Bongdam Eup, Hwaseong Si 403714, Gyeonggi Do, South Korea.
EM nabiran@hotmail.com; sunnyminkim@hanmail.net; Kym@ewha.ac.kr
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NR 23
TC 1
Z9 1
PU INT INFORMATION INST
PI TOKYO
PA FAC ENG, HOSEI UNIV, KOGANEI, TOKYO, 184-8584, JAPAN
SN 1343-4500
J9 INFORMATION-TOKYO
JI Information
PD FEB
PY 2011
VL 14
IS 2
BP 433
EP 441
PG 9
WC Engineering, Multidisciplinary
SC Engineering
GA 747LV
UT WOS:000289322200013
ER
PT S
AU Assareh, A
Bidokht, MH
AF Assareh, A.
Bidokht, M. Hosseini
BE Karahoca, A
Kanbul, S
TI Barriers to e-teaching and e-learning
SO WORLD CONFERENCE ON INFORMATION TECHNOLOGY (WCIT-2010)
SE Procedia Computer Science
LA English
DT Proceedings Paper
CT 1st World Conference on Information Technology (WCIT)
CY OCT 06-10, 2010
CL Istanbul, TURKEY
HO Bahcesehir Univ
DE education; elearning; barriers of education; eteaching; elearning
AB Considering rapid growth of Technology and Population seems inevitable that e-education is going to be main agent for education. There has been much research into method of enhancing the quality of learning outcomes of e -education and it has been considered from different perspectives, With a comprehensive literature review of research and survey data provided by concerning e-learning Institutes. This paper is trying to outline a classification of barriers to e-learning and suggesting appropriate solution. In general there are four kinds of barriers 1. The Learners; which has subdivision like financial problem, motivation, assessment of their progress, isolation from peers, inadequate skills and experience in distance learning, affection and social domain 2. Teacher; which has subdivision barriers like lack of adequate knowledge about e-teaching environment, difficulty for assessment of different domain progress 3.Curriculum; ambiguity, quality, resource, teaching process, evaluation 4.The school; organizational and structural factors. Overcoming these groups of barriers needs more cooperation of related factors like curriculum developers, teachers, parent's students, social authorities, technological specialist, and also preparing virtual and actual interaction among children and teachers and society. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor.
EM alireza-assareh@yahoo.com; smhoseini53@yahoo.com
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NR 8
TC 1
Z9 1
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1877-0509
J9 PROCEDIA COMPUT SCI
PY 2011
VL 3
DI 10.1016/j.procs.2010.12.129
PG 5
WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BYK43
UT WOS:000299159800127
ER
PT S
AU Jeong, H
Hong, B
AF Jeong, HwaYoung
Hong, BongHwa
BE Park, JJ
Yang, LT
Lee, C
TI An Application of SCORM Based CAT for E-Learning
SO FUTURE INFORMATION TECHNOLOGY, PT 1
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT 6th International Conference on Future Information Technology
(FutureTech 2011)
CY JUN 28-30, 2011
CL Loutraki, GREECE
DE E-Learning; SCORM; CAT; E-Learning Contents; Learning materials;
Learning multimedia resources
ID SYSTEM
AB Many CATs(Computerized Adaptive Testing) focus on analysis and evaluation of the results of learning. Because tests are based on learning materials, however, it is required to develop the learning process in which the learning materials are interlinked with the questions. For this purpose, this study suggests the CAT system which interfaces with SCORM. In this system, LMS processes and operates the learning materials, and LCMS manages the learning contents. The CAT system interlinked with SCORM provided the learners with the learning contents and items through a separate e-learning server.
C1 [Jeong, HwaYoung] Kyung Hee Univ, Humanitas Coll, Seoul 130701, South Korea.
RP Jeong, H (reprint author), Kyung Hee Univ, Humanitas Coll, Seoul 130701, South Korea.
EM hyjeong@khu.ac.kr; bhhong@khcu.ac.kr
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TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
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BN 978-3-642-22332-7
J9 COMM COM INF SC
PY 2011
VL 184
BP 230
EP 236
PN 1
PG 7
WC Computer Science, Information Systems; Computer Science, Theory &
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SC Computer Science
GA BBV87
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ER
PT J
AU Kazmer, MM
AF Kazmer, Michelle M.
TI Produsage in a/synchronous learner-led e-learning
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LA English
DT Article
DE E-learning; Information organization; Library and information science;
Learner-led
ID DESIGN
AB Creating a successful produsage environment for a required course taught via e-learning requires analyzing various factors: the learning context, learner-led education in required classes, the structure of the class, and reflections and evaluations of each semester's iteration of the course. Taking a produsage perspective, this paper analyzes the long-term development of a required graduate-level course in information organization. The course is examined closely to show how its materials, assignments, technology, instruction, and culture contribute to a learner-led produsage environment and lasting knowledge creation. The analysis leads to implications for course design and working with learners to create knowledge that may be applied in multiple settings.
C1 Florida State Univ, Coll Commun & Informat, Tallahassee, FL 32306 USA.
RP Kazmer, MM (reprint author), Florida State Univ, Coll Commun & Informat, Tallahassee, FL 32306 USA.
EM mkazmer@fsu.edu
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1361-4568
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JI New Rev. Hypermedia Multimed.
PY 2011
VL 17
IS 1
SI SI
BP 121
EP 139
DI 10.1080/13614568.2011.552644
PG 19
WC Computer Science, Information Systems
SC Computer Science
GA 742RT
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PT J
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Stavrakis, M
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AF Koutsabasis, Panayiotis
Stavrakis, Modestos
Spyrou, Thomas
Darzentas, John
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Implications for Design and Development
SO INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
LA English
DT Article
AB This article presents an evaluation of web-based, asynchronous e-learning in academic education, reflecting on its adoption and use in conjunction to teaching in the classroom. The principal aim of the study was to identify the implications of asynchronous e-learning to (a) students' and teachers' overall satisfaction and perceived performance, (b) the organization and management of learning, and (c) social interaction and collaboration between/among students and teachers. The results provide insights for important interaction design and development issues in e-learning such as note-taking and annotations on e-learning content, student comprehension and satisfaction, skipping courses, cost-effective educational and time management, social awareness, collaboration, oflaming,o and oborder-crossing.o The study reports on issues that need to be considered by human-computer interaction researchers, interaction design practitioners, and usability professionals and are complementary to usability and accessibility work in e-learning evaluation studies.
C1 [Koutsabasis, Panayiotis] Univ Aegean, Dept Prod & Syst Design Engn, GR-84100 Hermoupolis, Syros, Greece.
RP Koutsabasis, P (reprint author), Univ Aegean, Dept Prod & Syst Design Engn, GR-84100 Hermoupolis, Syros, Greece.
EM kgp@aegean.gr
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NR 34
TC 1
Z9 1
PU LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS
PI PHILADELPHIA
PA 325 CHESTNUT STREET, STE 800, PHILADELPHIA, PA 19106 USA
SN 1044-7318
J9 INT J HUM-COMPUT INT
JI Int. J. Hum.-Comput. Interact.
PY 2011
VL 27
IS 2
BP 191
EP 213
DI 10.1080/10447318.2011.537206
PG 23
WC Computer Science, Cybernetics; Ergonomics
SC Computer Science; Engineering
GA 714OY
UT WOS:000286820100004
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PT J
AU Micic, Z
Tufegdzic, M
AF Micic, Zivadin
Tufegdzic, Milica
TI Knowledge management modeling to e-learning excellence
SO TECHNICS TECHNOLOGIES EDUCATION MANAGEMENT-TTEM
LA English
DT Article
DE E-learning; Knowledge management (KM); Excellence modeling; LMS Moodle
AB This paper presents basic principles/elements of original, hybrid developed 3D model for knowledge management with IT for E-learning, concerning 12 key aspects/criteria on the level of quality management and with the aim of excellence modeling, supported by the examples of LMS - tool Moodle. The possibilities of E-tearning improvement and implementation are shown by quantitative and qualitative analysis, through basic influential model factors: 1) terminology and leadership, 2) organization, 3) personnel, 4) development, 5) standardization, 6) environment, 7) innovations, 8) processes management, 9).resources and technologies, 10) evaluation and interface, 11) knowledge preservation, as well as 12) application results.
Survey research covers all relevant factors. Process approach is supported by the results of original hybrid model application for knowledge management towards E-learning excellence with LMS Moode.
C1 [Micic, Zivadin] Univ Kragujevac, Dept IT, Tech Fac Cacak, Kragujevac, Serbia.
[Tufegdzic, Milica] Machine Electrotehn Sch, Krusevac, Serbia.
RP Micic, Z (reprint author), Univ Kragujevac, Dept IT, Tech Fac Cacak, Kragujevac, Serbia.
EM micic@kg.ac.is
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PU DRUNPP-SARAJEVO
PI SARAJEVO
PA BOLNICKA BB, SARAJEVO, 71000, BOSNIA & HERCEG
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J9 TECH TECHNOL EDUC MA
JI Tech. Technol. Educ. Manag.-TTEM
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VL 6
IS 4
BP 1333
EP 1344
PG 12
WC Engineering, Multidisciplinary
SC Engineering
GA 879VT
UT WOS:000299361700054
ER
PT J
AU Wagner, P
Schober, B
Gradinger, P
Reimann, R
Spiel, C
AF Wagner, Petra
Schober, Barbara
Gradinger, Petra
Reimann, Ralph
Spiel, Christiane
TI E-Learning-Supported Encouragement of Self-Regulated Learning at the
University
SO ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE
LA German
DT Article
DE self-regulation; Learning; E-Learning; Cooperation; Training; Evaluation
ID STUDENTS; MOTIVATION; SKILLS; INSTRUCTION; ACHIEVEMENT; COMPETENCE;
STRATEGIES
AB This article deals with the evaluation of an e-learning supported program fostering self-regulated learning of students in higher education. The program pursues four goals: (1) self-regulated learning, (2) e-competence, (3) cooperation, (4) knowledge regarding research methods and evaluation. The components of self-regulated learning (goal 1) were investigated by the phase model of self-regulation (Zimmerman, 2000). To analyse the program's effectiveness a quasi-experimental pre-post-test-design was applied. 84 students attended the program (intervention group). Data from the intervention group and from 84 matched controls (control group) were collected using a questionnaire and a performance indicator before and after the intervention. Evaluation results support the effectiveness of the intervention. Effects in all intended goals became evident. Based on the model of self-regulation differences between intervention group and control group could be especially observed in the forethought-(e.g., self-efficacy) and self-reflection-phase (e. g., dealing with failure). All in all, the results of this program show that e-learning supported courses at university should focus accompanying competences like self-regulated learning and cooperation in addition to the content they want to impart.
C1 [Wagner, Petra] Fachhsch Oberosterreich, Fak Gesundheit & Soziales, Linz, Austria.
[Schober, Barbara; Gradinger, Petra; Reimann, Ralph; Spiel, Christiane] Univ Vienna, Fak Psychol, A-1010 Vienna, Austria.
RP Wagner, P (reprint author), FH OO Studienbetriebs GmbH, Fak Gesundheit & Soziales, Garnisonstr 21, A-4020 Linz, Austria.
EM petra.wagner@fh-linz.at
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NR 77
TC 1
Z9 1
PU VERLAG HANS HUBER
PI BERN 9
PA LANGGASS-STRASSE 76, CH-3000 BERN 9, SWITZERLAND
SN 1010-0652
EI 1664-2910
J9 Z PADAGOG PSYCHOL
JI Z. Padagog. Psychol.
PD SEP
PY 2010
VL 24
IS 3-4
BP 289
EP 303
DI 10.1024/1010-0652/a000022
PG 15
WC Psychology, Educational
SC Psychology
GA 659TZ
UT WOS:000282591100011
ER
PT J
AU Brouwers, MC
Makarski, J
Levinson, AJ
AF Brouwers, Melissa C.
Makarski, Julie
Levinson, Anthony J.
TI Study protocol A randomized trial to evaluate e-learning interventions
designed to improve learner's performance, satisfaction, and
self-efficacy with the AGREE II
SO IMPLEMENTATION SCIENCE
LA English
DT Article
ID CLINICAL-PRACTICE GUIDELINES; IMPLEMENTATION; STRATEGIES
AB Background: Practice guidelines (PGs) are systematically developed statements intended to assist in patient, practitioner, and policy decisions. The AGREE II is the revised and updated standard tool for guideline development, reporting and evaluation. It is comprised of 23 items and a user's Manual. The AGREE II is ready for use.
Objectives: To develop, execute, and evaluate the impact of two internet-based educational interventions designed to accelerate the capacity of stakeholders to use the AGREE II: a multimedia didactic tutorial with a virtual coach, and a higher intensity training program including both the didactic tutorial and an interactive practice exercise component.
Methods: Participants (clinicians, developers, and policy makers) will be randomly assigned to one of three conditions. Condition one, didactic tutorial - participants will go through the on-line AGREE II tutorial supported by a virtual coach and review of the AGREE II prior to appraising the test PG. Condition two, tutorial + practice - following the multimedia didactic tutorial with a virtual coach, participants will review the on-line AGREE II independently and use it to appraise a practice PG. Upon entering their AGREE II score for the practice PG, participants will be given immediate feedback on how their score compares to expert norms. If their score falls outside a predefined range, the participant will receive a series of hints to guide the appraisal process. Participants will receive an overall summary of their performance appraising the PG compared to expert norms. Condition three, control arm - participants will receive a PDF copy of the AGREE II for review and to appraise the test PG on-line. All participants will then rate one of ten test PGs with the AGREE II. The outcomes of interest are learners' performance, satisfaction, self-efficacy, mental effort, and time-on-task; comparisons will be made across each of the test groups.
Discussion: Our research will test innovative educational interventions of various intensities and instructional design to promote the adoption of AGREE II and to identify those strategies that are most effective for training. The results will facilitate international capacity to apply the AGREE II accurately and with confidence and to enhance the overall guideline enterprise.
C1 [Brouwers, Melissa C.; Makarski, Julie] McMaster Univ, Dept Oncol, Hamilton, ON, Canada.
[Brouwers, Melissa C.] McMaster Univ, Dept Clin Epidemiol, Hamilton, ON L8S 4L8, Canada.
[Levinson, Anthony J.] McMaster Univ, Div E Learning Innovat, Hamilton, ON, Canada.
RP Brouwers, MC (reprint author), McMaster Univ, Dept Oncol, Hamilton, ON, Canada.
EM mbrouwer@mcmaster.ca
FU Canadian Institutes of Health Research
FX The authors wish to acknowledge the contributions of the members of
AGREE A3 Team who have participated in the AGREE A3 Project. This study
is funded by the Canadian Institutes of Health Research and has received
ethics approval from the Hamilton Health Sciences/Faculty of Health
Sciences Research Board Ethics approval (REB # 09-398; Hamilton,
Ontario, Canada).
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NR 19
TC 1
Z9 2
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1748-5908
J9 IMPLEMENT SCI
JI Implement. Sci.
PD APR 19
PY 2010
VL 5
AR 29
DI 10.1186/1748-5908-5-29
PG 6
WC Health Care Sciences & Services; Health Policy & Services
SC Health Care Sciences & Services
GA 595NU
UT WOS:000277618900001
ER
PT J
AU Buyukozkan, G
Arsenyan, J
Ertek, G
AF Bueyuekoezkan, Guelcin
Arsenyan, Jbid
Ertek, Guerdal
TI Evaluation of E-Learning Web Sites Using Fuzzy Axiomatic Design Based
Approach
SO INTERNATIONAL JOURNAL OF COMPUTATIONAL INTELLIGENCE SYSTEMS
LA English
DT Article
DE Fuzzy axiomatic design; Group decision making; Web site quality;
E-Learning web sites; Fuzzy TOPSIS
ID GROUP DECISION-MAKING; MULTIATTRIBUTE SELECTION; PREFERENCE RELATIONS;
E-GOVERNMENT; QUALITY; TOPSIS; ENVIRONMENT; SYSTEMS; MODEL; BENCHMARKING
AB High quality web site has been generally recognized as a critical enabler to conduct online business. Numerous studies exist in the literature to measure the business performance in relation to web site quality. In this paper, an axiomatic design based approach for fuzzy group decision making is adopted to evaluate the quality of e-learning web sites. Another multi-criteria decision making technique, namely fuzzy TOPSIS, is applied in order to validate the outcome. The methodology proposed in this paper has the advantage of incorporating requirements and enabling reductions in the problem size, as compared to fuzzy TOPSIS. A case study focusing on Turkish e-learning websites is presented, and based on the empirical findings, managerial implications and recommendations for future research are offered.
C1 [Bueyuekoezkan, Guelcin] Galatasaray Univ, Dept Ind Engn, TR-34357 Istanbul, Turkey.
[Arsenyan, Jbid] Bahcesehir Univ, Dept Ind Engn, TR-34100 Istanbul, Turkey.
[Ertek, Guerdal] Sabanci Univ, Fac Engn & Nat Sci, TR-34956 Istanbul, Turkey.
RP Buyukozkan, G (reprint author), Galatasaray Univ, Dept Ind Engn, Ciragan Caddesi 36 Ortakoy, TR-34357 Istanbul, Turkey.
EM gulcin.buyukozkan@gmail.com; jbid.arsenyan@bahcesehir.edu.tr;
ertekg@sabanciuniv.edu
FU Galatasaray University
FX The authors acknowledge the contribution of the expert committee members
without which this study could not be accomplished. Gulcin Buyukozkan
acknowledges also the financial support of the Galatasaray University
Research Fund.
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NR 80
TC 1
Z9 1
PU ATLANTIS PRESS
PI PARIS
PA 29 AVENUE LAUMIERE, PARIS, 75019, FRANCE
SN 1875-6883
J9 INT J COMPUT INT SYS
JI Int. J. Comput. Intell. Syst.
PD APR
PY 2010
VL 3
IS 1
BP 28
EP 42
PG 15
WC Computer Science, Artificial Intelligence; Computer Science,
Interdisciplinary Applications
SC Computer Science
GA 592BO
UT WOS:000277350100004
ER
PT J
AU Arcangeli, B
Bonu, B
Charnet, C
Diana, P
AF Arcangeli, Bianca
Bonu, Bruno
Charnet, Chantal
Diana, Paolo
BE Chova, LG
Belenguer, DM
Torres, IC
TI E-LEARNING FOR PRISONERS: EXPERIENCES FROM ITALY AND FRANCE
SO 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI2010)
LA English
DT Proceedings Paper
CT 3rd International Conference of Education, Research and Innovation
(ICERI)
CY NOV 15-17, 2010
CL Madrid, SPAIN
DE e-learning in prison; Italy-France; social inclusion
AB On-line learning has been considered a valid tool in favouring the education of "weak" individuals, such as women, immigrants as well as prison inmates. In particular as regards the latter, there have been in Europe, in recent years, several projects supported by European or national funds. However, as it was outlined in the European meeting "Pathways to social inclusion" (Budapest, February 2010), there are not systematic data "on the implementation and distribution of e-learning provision in prisons [...] there is no overview of how many prisons offer ePathways to Inclusion [...] and how many participants take up this offer [...]. There is also no systematic knowledge about the implementation or evaluation of e-learning". The collection of systematic information on these various aspects is therefore a major priority for the development of the area.
This article stems from a Grundtvig 2009 learning partnership project, EEPP-Elearning education for prisoners and prisoners professionals, to be completed in August 2011. It is coordinated by the Dipartimento di Sociologia e scienza della politica of the University of Salerno (Italy), while the partners are the Istituto di reclusione ICATT of Eboli (Italy), the Centrul de Reeducare of Buzias (Romania), and Praxiling UMR 5267 Universite de Montpellier3-CNRS (France). EEPP objectives are to establish and develop a dialogue between the organizational and managerial staff of prisons and teachers engaged in working with prisoners on the use of ICT and distance learning in prison; to create, also, a community of trainers able to talk continuously on these issues as well as to be the sponsor of new learning opportunities and the reintegration into society of persons at risk of exclusion. A meeting of the project (Timisoara, March 2010) has been dedicated to illustrate the situation of the partner's countries with reference to the spread of e-learning education into the prisons, in order to identify good practices to be proposed on the project final guidelines and recommendations. This article presents the french and italian experiences and proposes a few more general considerations. In Italy the inquiry concentrated on four elearning educational experiences, conducted from 2005 to 2010, seeking information through direct contact with actors and promoters: the @URORA project, the Trio-Porto Azzurro Project, the University of Tor Vergata and the Carcere di Rebibbia (Roma) Project, the University of Modena e Reggio Project. In short, two of them relate to higher education, one is aimed at children and vocational education, the last provides modular courses at various levels. In France, the inquiry selected two measures of Researche-Action, based on the ethnography of innovation processes, still in progress. The first, directly linked to the Grundtvig project and called " Interactions in Teaching and Educational Technologies in prison ", the other involving monitoring operation of a Cyber-base (R) in the project RAUDIN (Praxiling Bordeaux III, financed by the FEDER and Aquitaine Region). The first research takes place in a Central Maximum Security Prison, the second in a Minimum Security Institution. The two interventions seek to identify and propose innovative teaching practices leaned back against ethnographic observation. The article analyzes in detail these different national experiences seeking to identify limitations and strenghts of the specific contexts.
C1 [Arcangeli, Bianca; Diana, Paolo] Univ Salerno, Salerno, Italy.
EM arcangeli@unisa.it; bruno.bonu@univ-montp3.fr;
chantal.charnet@univ-montp3.fr; diana@unisa.it
CR Alidieres L., 2008, ENSEIGNER MILIEU CAR
Alidieres L., 2009, ENSEIGNEMENT MAISON
Alidieres L., 2010, REFORMES CHANGEMENTS, P375
Arcangeli, 2010, J E LEARNING KNOWLED, V6, P91
Bonu B., INTERACTION IN PRESS
Bonu B., FAITS LANGU IN PRESS
Charnet C., 2009, RESSOURCES NUMERIQUE
Ehlers, 2005, EUROPEAN E LEARNING
Trentin G., 2008, SOSTENIBILITA DIDATT
NR 9
TC 1
Z9 1
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
PY 2010
BP 3505
EP 3511
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BEZ06
UT WOS:000318797403067
ER
PT S
AU Casagranda, M
Colazzo, L
Molinari, A
Tomasini, S
AF Casagranda, Milena
Colazzo, Luigi
Molinari, Andrea
Tomasini, Sara
BE Lytras, MD
DePablos, PO
Avison, D
Sipior, J
Jin, Q
Leal, W
Uden, L
Thomas, M
Cervai, S
Horner, D
TI E-Learning as an Opportunity for the Public Administration
SO TECHNOLOGY ENHANCED LEARNING: QUALITY OF TEACHING AND EDUCATIONAL REFORM
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT 1st International Conference on Reforming Education, Quality of Teaching
and Technology-Enhanced Learning: Learning Technologies, Quality of
Education, Educational Systems, Evaluation, Pedagogies
CY MAY 19-21, 2010
CL Athens, GREECE
SP Int Sci Reform Educ, Qual Teach & Technol Enhanced Learn
ID TEACHER
AB In this paper we will describe the results of a learning project in the Public Administration, highlighting the methodological approach based on a blended training model in a context that has never experienced this type of activities. The observations contained in the paper will be focused on the evaluation results of this experience and the redesign elements in term of alternation between the classroom and distance training, methodologies, the value and use of the e-learning platform and learning evaluation. The elements that emerge will also provide the basis for the design of future teaching actions for this context (in which at this moment we are involved). The objective is to identify a "learning model", related also to the use of technological tools that are able to support lifelong learning and to define dynamics and process relating to facilitating learning activities of teachers and tutors.
C1 [Casagranda, Milena; Colazzo, Luigi; Molinari, Andrea] Univ Trent, Dept Informat & Management Sci, I-38122 Trento, Italy.
RP Casagranda, M (reprint author), Univ Trent, Dept Informat & Management Sci, Via Inama 5, I-38122 Trento, Italy.
EM milena.casagranda@unitn.it; luigi.colazzo@unitn.it;
andrea.molinari@unitn.it; sara.tomasini@unitn.it
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PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-13165-3
J9 COMM COM INF SC
PY 2010
VL 73
BP 431
EP 438
PG 8
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Theory & Methods
SC Computer Science
GA BUX67
UT WOS:000290636700061
ER
PT J
AU Dumciene, A
Lapeniene, D
AF Dumciene, A.
Lapeniene, D.
TI Possibilities of Developing Study Motivation in E-Learning Products
SO ELEKTRONIKA IR ELEKTROTECHNIKA
LA English
DT Article
AB A. Dumciene, D. Lapeniene. Possibilities of Developing Study Motivation in E-Learning Products // Electronics and Electrical Engineering. - Kaunas: Technologija, 2010. - No. 6(102). - P. 43-46.
The aim of the paper is to assess the quality of e-learning products developed in colleges for mixed learning in terms of value attitudes and learning motivation development. Regarding the aspect of value development, nine groups of criteria were employed while ARCS Model by J.M.Keller was used for the assessment of educational opportunities. 10 experts and 122 students provided the evaluations. In terms of eleven criteria, the average evaluations of the experts and the students differed statistically significantly (p<0.05) while opinions did not differ regarding the criteria of confidence and satisfaction (p>0.05). III. 2, bibl. 13, tabl. 4 (in English; abstracts in English, Russian and Lithuanian).
C1 [Dumciene, A.; Lapeniene, D.] Lithuanian Acad Phys Educ, Dept Social Sci & Humanities, LT-44221 Kaunas, Lithuania.
RP Dumciene, A (reprint author), Lithuanian Acad Phys Educ, Dept Social Sci & Humanities, Sporto 6, LT-44221 Kaunas, Lithuania.
EM a.dumciene@lkka.lt
CR ANDERSON J, 2006, HDB QUALITY STANDARD, P407, DOI 10.1007/3-540-32788-6_26
[Anonymous], 2008, E LEARN QUAL ASP CRI
BERGER T, 2006, HDB QUALITY STANDARD, P143, DOI 10.1007/3-540-32788-6_10
Dumciene A, 2008, ITI, P495, DOI 10.1109/ITI.2008.4588460
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Pawley J. B., 2006, HDB QUALITY STANDARD, P65, DOI 10.1007/3-540-32788-6_5
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NR 13
TC 1
Z9 1
PU KAUNAS UNIV TECHNOLOGY
PI KAUNAS
PA KAUNAS UNIV TECHNOL, DEPT ELECTRONICS ENGINEERING, STUDENTU STR 50,
KAUNAS, LT-51368, LITHUANIA
SN 1392-1215
J9 ELEKTRON ELEKTROTECH
JI Elektron. Elektrotech.
PY 2010
IS 6
BP 43
EP 46
PG 4
WC Engineering, Electrical & Electronic
SC Engineering
GA 629TC
UT WOS:000280221600011
ER
PT J
AU Dumciene, A
Sipaviciene, S
AF Dumciene, A.
Sipaviciene, S.
TI Manifestation of Axiological and Motivational Aspects in E-Learning
Products
SO ELEKTRONIKA IR ELEKTROTECHNIKA
LA English
DT Article
AB A. Dumciene, S. Sipaviciene. Manifestation of Axiological and Motivational Aspects in E-Learning Products // Electronics and Electrical Engineering. - Kaunas: Technologija, 2010. - No. 6(102). - P. 135-138. The objective of the present paper is to explore and evaluate the quality of e-learning courses in terms of their promotion of value attitudes and motivation development. The evaluation was conducted by applying thirteen group criteria. The difference between the evaluations of the experts and students it is not statistically significant (p> 0.05). This result helps to draw together the attitudes of the instructors as well as those preparing the products of e-learning and users, i.e. students; this enables to improve the product quality. III. 6, bibl. 16 (In English; summaries in English, Russian and Lithuanian).
C1 [Dumciene, A.] Lithuanian Acad Phys Educ, Dept Social Sci & Humanities, LT-44221 Kaunas, Lithuania.
[Sipaviciene, S.] Lithuanian Acad Phys Educ, Dept Appl Physiol & Physiotherapy, LT-44221 Kaunas, Lithuania.
RP Dumciene, A (reprint author), Lithuanian Acad Phys Educ, Dept Social Sci & Humanities, Sporto 6, LT-44221 Kaunas, Lithuania.
EM a.dumciene@lkka.lt; s.sipaviciene@lkka.lt
CR [Anonymous], 2009, OFFICIAL J EUROPEAN
[Anonymous], 2003, COMMUNICATION COMMIS
Bloom B. S., 1965, TAXONOMY ED OBJECTIV
CIBULSKIS G, 2007, METHODOLOGY ESTIMATI
DUMCIENE A, 2007, HARMONY VALUE ORIENT
Ehlers U. D., 2006, HDB QUALITY STANDARD
EHLERS UD, 2004, EUROPEAN J OPEN DIST, P5
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NR 16
TC 1
Z9 1
PU KAUNAS UNIV TECHNOLOGY
PI KAUNAS
PA KAUNAS UNIV TECHNOL, DEPT ELECTRONICS ENGINEERING, STUDENTU STR 50,
KAUNAS, LT-51368, LITHUANIA
SN 1392-1215
J9 ELEKTRON ELEKTROTECH
JI Elektron. Elektrotech.
PY 2010
IS 6
BP 135
EP 138
PG 4
WC Engineering, Electrical & Electronic
SC Engineering
GA 629TC
UT WOS:000280221600034
ER
PT S
AU Hsu, CL
Wang, AL
Lin, YC
AF Hsu, Chia-ling
Wang, Ai-ling
Lin, Yuh-chang
BE Pan, JS
Chen, SM
Nguyen, NT
TI Instructional Design for Remedial English e-Learning
SO COMPUTATIONAL COLLECTIVE INTELLIGENCE: TECHNOLOGIES AND APPLICATIONS, PT
II
SE Lecture Notes in Artificial Intelligence
LA English
DT Proceedings Paper
CT 2nd International Conference on Computational Collective Intelligence:
Technologies and Applications
CY NOV 10-12, 2010
CL Kaohsiung, TAIWAN
SP Wroclaw Univ Technol, Natl Kaohsiung Univ Appl Sci, Harbin Inst Technol, Shenzhen Graduate Sch, IEEE Signal Proc Soc, Taiwan Assoc Web Intelligence Consortium, Taiwanese Assoc Consumer Elect
HO Natl Kaohsiung Univ Appl Sci
DE Instructional Design; Chance Building; e-learning; Remediation
Instruction; Course Evaluation
AB Society and learning change with the development of technology. In order to keep up the latest development of technology in education, this study focused on a remedial English e-learning course in a university. Hopefully, by using a chance building model, few but important elements would be acquired. The chance building was based on the text mining theory and Key Graph technology to present a visualized scenario. The participants were graduate school students who took the e-learning course. A questionnaire is composed of the ARCS model and preference selection with material topics and types. The results indicated that from the interaction between students' characters and teaching characters some attributes tended to create innovated scenarios. With the nodes and links, different innovated scenarios would be interpreted. As a result, the chance points also appeared in the graph. More studies in chance building model and in empirical experiment are needed.
C1 [Hsu, Chia-ling] Tamkang Univ, Grad Inst C&I, Tamsui 25137, Taipei County, Taiwan.
RP Hsu, CL (reprint author), Tamkang Univ, Grad Inst C&I, 151 Ying Chuan Rd, Tamsui 25137, Taipei County, Taiwan.
EM clhsu@mail.tku.edu.tw; wanga@mail.tku.edu.tw; au1258@mail.au.edu.tw
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NR 24
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-642-16731-7
J9 LECT NOTES ARTIF INT
PY 2010
VL 6422
BP 363
EP 372
PG 10
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Theory & Methods
SC Computer Science
GA BVL03
UT WOS:000291781500039
ER
PT S
AU Josceanu, AM
Dumitrescu, AM
Danciu, T
Isopescu, R
Postelnicescu, P
Plesu, V
Stefan, C
AF Josceanu, Ana Maria
Dumitrescu, Anca Madalina
Danciu, Tiberiu
Isopescu, Raluca
Postelnicescu, Paula
Plesu, Valentin
Stefan, Catalin
BE Klemes, JJ
Lam, HL
Varbanov, PS
TI e-Learning Today
SO PRES 2010: 13TH INTERNATIONAL CONFERENCE ON PROCESS INTEGRATION,
MODELLING AND OPTIMISATION FOR ENERGY SAVING AND POLLUTION REDUCTION
SE Chemical Engineering Transactions
LA English
DT Proceedings Paper
CT 13th Conference on Process Integration, Modelling and Optimisation for
Energy Saving and Pollution Reduction
CY AUG 28-SEP 01, 2010
CL Prague, CZECH REPUBLIC
SP AIDIC
AB Higher education in the technical area has special features and requirements, more difficult to fulfill in a classical long. distance education system: development of laboratory related skills, integrated project design work, interactive seminars oriented towards problem based learning. The students studying for an engineering degree in the University POLITEHNICA of Bucharest benefit from the presence of two learning management systems: an open source application (Moodle), a software package for producing Internet-based courses and web sites and a proprietary portal (AeL LCMS), an innovative and integrated e. Learning solution, supporting most of the education processes: teaching. learning, testing and evaluation, content management, managing and monitoring of the entire educational process. Undergraduate and postgraduate students having access to these facilities were interviewed in connection to their usage of electronic resources deposited in the two LMS, as well as other ICT instruments they might employ for their on. line and off. line learning activities.
C1 [Josceanu, Ana Maria; Dumitrescu, Anca Madalina; Danciu, Tiberiu; Isopescu, Raluca; Postelnicescu, Paula; Plesu, Valentin] Univ Politehn Bucuresti, Ctr Technol Transfer Proc Ind, Bucharest 011061, Romania.
RP Josceanu, AM (reprint author), Univ Politehn Bucuresti, Ctr Technol Transfer Proc Ind, Gheorghe Polizu St,Bldg A, Bucharest 011061, Romania.
EM a_josceanu@chim.upb.ro
RI Isopescu, Raluca/H-5400-2011
CR JOSCEANU AM, 2006, TECHNOLOGY PEDAGOGY
PADRON C, 2005, COLLABORATIVE DEV DI
Ravenscroft A., 2001, EUROPEAN J ED, V36, P133, DOI 10.1111/1467-3435.00056
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NR 5
TC 1
Z9 1
PU AIDIC SERVIZI SRL
PI MILANO
PA VIA GIUSEPPE COLOMBO 81/A, MILANO, MI 20133, ITALY
SN 1974-9791
BN 978-88-95608-05-1
J9 CHEM ENGINEER TRANS
PY 2010
VL 21
BP 1057
EP 1062
DI 10.3303/CET1021177
PG 6
WC Engineering, Environmental; Engineering, Chemical
SC Engineering
GA BTI40
UT WOS:000286978600177
ER
PT B
AU Nasraoui, O
Zhuhadar, L
AF Nasraoui, Olfa
Zhuhadar, Leyla
BE Berntzen, L
Bodendorf, F
Lawrence, E
Perry, M
Smedberg, A
TI Improving Recall and Precision of a Personalized Semantic Search Engine
for E-learning
SO FOURTH INTERNATIONAL CONFERENCE ON DIGITAL SOCIETY: ICDS 2010,
PROCEEDINGS
LA English
DT Proceedings Paper
CT 4th International Conference on the Digital-Society
CY FEB 10-16, 2010
CL St Maarten, NETH ANTILLES
DE personalization; semantic web; evaluation; search engine; E-learning
ID WEB
AB The main objective of this paper is to propose and evaluate an architecture that provides, manages, and collects data that permit high levels of adaptability and relevance to the user profiles. In addition, we implement this architecture on a platform called HyperManyMedia. To achieve this objective, an approach for personalized search is implemented that takes advantage of the semantic Web standards (RDF and OWL) to represent the content and the user profiles. The framework consists of the following phases: (1) building the semantic E-learning domain using the known college and course information as concept and sub-concept, (2) generating the semantic user profiles as ontologies, (3) clustering the documents to discover more refined sub-concepts, (4) re-ranking the user's search results based on his/her profile, and (5) providing the user with semantic recommendations. The implementation of the ontologies models is separate from the design and implementation of the information retrieval system, thus providing a modular framework that is easy to adapt and port to other platforms. Finally, the experimental results show that the user context can be effectively used for improving the precision and recall in E-learning search, particularly by re-ranking the search results based on the user profiles.
C1 [Nasraoui, Olfa; Zhuhadar, Leyla] Univ Louisville, Dept Comp Engn & Comp Sci, Knowledge Discovery & Web Min Lab, Louisville, KY 40292 USA.
RP Nasraoui, O (reprint author), Univ Louisville, Dept Comp Engn & Comp Sci, Knowledge Discovery & Web Min Lab, Louisville, KY 40292 USA.
EM Olfa.nasraoui@louisville.edu; Leyla.zhuhadar@wku.edu
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NR 24
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3953-9
PY 2010
BP 216
EP 221
DI 10.1109/ICDS.2010.63
PG 6
WC Computer Science, Hardware & Architecture; Computer Science, Theory &
Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BOZ73
UT WOS:000278168100038
ER
PT J
AU Thompson, L
Jeffries, M
Topping, K
AF Thompson, Lynne
Jeffries, Mike
Topping, Keith
TI E-mentoring for e-learning development
SO INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
LA English
DT Article
DE e-learning; distance learning; mentoring; e-mentoring; university;
evaluation
AB Creating new distance e-learning modules requires considerable staff expertise. To help develop and expand this, mentoring holds promise. However, in lifelong learning provision, potential module creators are often very distant from potential mentors and asynchronously available. E-mentoring might overcome these logistical constraints. This study explored the viability and effectiveness of e-mentoring for an e-learning module development within arts and humanities. Over two phases of implementation, participants were supported by face-to-face (FtF) training meetings, linked with a Web-based chat room facility. Mentors had eight paid hours per year per mentee, for email, telephone and/or FtF contact. Evaluation was based upon e-questionnaire feedback and FtF interviews with mentors and mentees, with assessment of quality of new modules by programme leaders. It was concluded that e-mentoring offers a promising but not straightforward socio-technical solution for developing new distance e-learning modules. Effective e-mentoring for this purpose should involve systematic induction, mapping all support channels, needs assessment, differentiation and blended forms of communication.
C1 [Topping, Keith] Univ Dundee, Sch Educ, Dundee, Scotland.
[Thompson, Lynne; Jeffries, Mike] Univ Exeter, Dept Lifelong Learning, Exeter, Devon, England.
RP Topping, K (reprint author), Univ Dundee, Sch Educ, Dundee, Scotland.
EM k.j.topping@dundee.ac.uk
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NR 14
TC 1
Z9 1
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1470-3297
J9 INNOV EDUC TEACH INT
JI Innov. Educ. Teach. Int.
PY 2010
VL 47
IS 3
BP 305
EP 315
DI 10.1080/14703297.2010.498182
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 640UD
UT WOS:000281077900007
ER
PT S
AU Adali, T
AF Adali, Terin
BE Uzunboylu, H
Cavus, N
TI Accreditation in e-learning: North Cyprus higher education case
SO WORLD CONFERENCE ON EDUCATIONAL SCIENCES - NEW TRENDS AND ISSUES IN
EDUCATIONAL SCIENCES
SE Procedia Social and Behavioral Sciences
LA English
DT Proceedings Paper
CT World Conference on Educational Sciences
CY FEB 04-07, 2009
CL Nicosia, CYPRUS
DE E-learning; accreditation; North Cyprus; Higher Education; E-xcellence
AB The impact of the e-learning and European Union's education programmes on curriculum development is expected to increase the contribution on the accreditation and evaluation process. The purpose of this study was to provide an overview of accreditation activities and quality assurance of e-learning providers in North Cyprus in order to reveal achievements, deficiencies and trends. A pilot qualitative research model was carried out only by senior executives. The multiple data were collected by self reports, research observation rating scaling, and in-depth interviews. Preliminary results have indicated that accreditation is not taken for granted in North Cyprus e-learning systems yet. (C) 2009 Elsevier Ltd. All rights reserved
C1 [Adali, Terin] Near East Univ, TRNC, Dept Educ Adm, Lefkosa, Turkey.
EM tadali@neu.edu.tr
CR BARON T, 2000, E LEARNING, V1, P46
*COIMBR GROUP U E, 2002, REP PROJ HIGH ED CON
*SEC, 2003, SEC2003905
URE OB, 2003, E LEARNING DESIGNING
NR 4
TC 1
Z9 1
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1877-0428
J9 PROCD SOC BEHV
PY 2009
VL 1
IS 1
BP 2077
EP 2080
DI 10.1016/j.sbspro.2009.01.365
PG 4
WC Education & Educational Research
SC Education & Educational Research
GA BNU46
UT WOS:000275580400355
ER
PT B
AU El-Bakry, HM
Mastorakis, N
AF El-Bakry, Hazem M.
Mastorakis, Nikos
BE Mastorakis, NE
Demiralp, M
Mladenov, V
Bojkovic, Z
TI Modular Networks for Active E-learning
SO AIC '09: PROCEEDINGS OF THE 9TH WSEAS INTERNATIONAL CONFERENCE ON
APPLIED INFORMATICS AND COMMUNICATIONS
SE Recent Advances in Computer Engineering
LA English
DT Proceedings Paper
CT 9th WSEAS International Conference on Applied Informatics and
Communications
CY AUG 20-22, 2009
CL Moscow, RUSSIA
DE Modular Networks; E-Learning; E-Learning Evaluation
AB The distance learning is one of the important fields in which computers and Internet applications are widely used and playing a great role in that trend. Distance education program does not make the learning process related to a specific building or a classroom. It extends the learning process to be available at homes, offices and in any other place in the world. The distances are not frustrating anymore if the virtual classes are used. With the efficient use of advanced technologies, teaching and studying at distances can be effective as the traditional instruction method. Therefore, there is a motivation for developing E-learning system. In this paper, a new approach for evaluating e-learning is presented. Learning is a modular network relation: it is a transaction, an exchange between classweb as one person teaches and another learns; it is a shared experience as colleagues explore a new area together, define terms and create common ground; and it is a common experience as students attend classes and lectures together gaining a similar view of subject areas. A modular network approach provides methods and measures to allow examination of what is exchanged, shared, delivered and received among members of a network, and to examine outcomes such as interpersonal ties, common knowledge, and community. Modular network studies provide insight into what kinds of exchanges comprise learning relationships (e.g., learning how to carry out a procedure, use a new technology, operate within a profession, modification, and adaptation), what balance of learning and production takes place (exposure to new ideas versus completing tasks or assignments), and what balance of classweb and associations within a network make for a good learning combination (e.g., of classweb with whom we are strongly and/or weakly tied). Here, a look at the exciting new kinds of phenomena open to examination by using a modular network approach to e-learning is presented. Modular network approaches inform c-learning by demonstrating and legitimizing the creation of network outcomes without face-to-face structures, outcomes that include collaboration. innovation, shared purpose, and above all, learning - by individuals and groups - in learning communities and communities of practice supported through the supposedly lean communication channels of text-based computer-mediated communication, among participants distributed in time and space.
C1 [El-Bakry, Hazem M.] Mansoura Univ, Fac Comp Sci & Informat Syst, Mansoura, Egypt.
RP El-Bakry, HM (reprint author), Mansoura Univ, Fac Comp Sci & Informat Syst, Mansoura, Egypt.
EM helbakry20@yahoo.com
CR *AICC, 1996, IC STAND US INT
DUVAL P, 2005, EMPOWERING LEARNING
Duval P., 2004, Proceedings of the Fifth International Conference on Information Technology Based Higher Education and Training (IEEE Cat. No.04EX898)
ELBAKRY HM, 2009, WSEAS T COMPUTERS, V8, P48
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Trawler P. R., 2001, ACAD TRIBES TERRITOR
NR 8
TC 1
Z9 1
PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC
PI ATHENS
PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE
BN 978-960-474-107-6
J9 REC ADV COMPUT ENG
PY 2009
BP 373
EP 382
PG 10
WC Computer Science, Information Systems; Computer Science,
Interdisciplinary Applications; Telecommunications
SC Computer Science; Telecommunications
GA BMP43
UT WOS:000273271800061
ER
PT S
AU Ghali, F
Cristea, AI
AF Ghali, Fawaz
Cristea, Alexandra I.
BE Dimitrova, V
Mizoguchi, R
DuBoulay, B
Graesser, A
TI MOT 2.0: A Case Study on the Usefuleness of Social Modeling for
Personalized E-Learning Systems
SO ARTIFICIAL INTELLIGENCE IN EDUCATION: BUILDING LEARNING SYSTEMS THAT
CARE: FROM KNOWLEDGE REPRESENTATION TO AFFECTIVE MODELLING
SE Frontiers in Artificial Intelligence and Applications
LA English
DT Proceedings Paper
CT 14th International Conference on Artificial Intelligence in Education
(AIED 2009)
CY JUL 06-10, 2009
CL Brighton, ENGLAND
SP Int Artificial Intelligence Educ Soc, Natl Sci Fdn, Alelo, Amer Assoc Artificial Intelligence, Univ Sussex, Sch Sci & Technol, Univ Memphis, Inst Intelligent Syst, Univ Leeds, Sch Comp
DE MOT 2.0; social LAOS; adaptive hypermedia
ID HYPERMEDIA
AB In this paper, we report on our findings from the first evaluation of MOT 2.0, an Adaptive Web 2.0 e-learning tool, which supports: 1) collaborative authoring (i.e. editing content of other users, describing content using tags, rating, commenting on the content, etc); 2) authoring for collaboration (i.e., adding author activities, such as defining groups of authors, subscribing to other authors, communication between authors, etc); 3) group-based adaptive authoring via group-based privileges; 4) social annotation i.e., tagging, rating, and feedback on the content via group-based privileges; 5) adaptive authoring, by recommending related content and/or other authors; adaptive delivery based on users' activities. Our main contributions are: 1) defining a new social layer in LAOS, a five-layer model for generic adaptive hypermedia authoring; 2) removing the barrier between tutors, learners and authors, which all become authors, with different sets of privileges; 3) adding the power of group-based authoring to the course creating.
C1 [Ghali, Fawaz; Cristea, Alexandra I.] Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England.
EM F.Ghali@warwick.ac.uk; A.I.Cristea@warwick.ac.uk
RI Cristea, Alexandra/E-8035-2013
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NR 17
TC 1
Z9 1
PU I O S PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 0922-6389
BN 978-1-60750-028-5
J9 FR ART INT
PY 2009
VL 200
BP 333
EP 340
DI 10.3233/978-1-60750-028-5-333
PG 8
WC Computer Science, Artificial Intelligence; Computer Science,
Interdisciplinary Applications; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BMS76
UT WOS:000273499000040
ER
PT S
AU Kacalak, W
Majewski, M
AF Kacalak, Wojciech
Majewski, Maciej
BE Huang, DS
Jo, KH
Lee, HH
Kang, HJ
Bevilacqua, V
TI E-Learning Systems with Artificial Intelligence in Engineering
SO EMERGING INTELLIGENT COMPUTING TECHNOLOGY AND APPLICATIONS, PROCEEDINGS
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 5th International Conference on Intelligent Computing
CY SEP 16-19, 2009
CL Ulsan, SOUTH KOREA
SP IEEE Computat Intelligence Soc, Int Neural Network Soc, Natl Nat Sci Fdn China
DE E-learning system; User-computer interaction; Speech interface;
Artificial intelligence; Mobile technology; Cybernetics
ID SPEECH RECOGNITION; COMMAND
AB This paper presents a new concept of intelligent e-learning systems with intelligent two-way speech communication between an e-learning system and the user. The system uses intelligent methods for analysis. evaluation and assessment of user knowledge and skills as well as e-learning process control; supervision and optimization. Developed as a prototype for mobile technologies, the communication system by speech and a natural language between the intelligent e-learning system and external users consists of intelligent mechanisms for biometric user identification, speech recognition, word and sentence recognition, sentence meaning analysis; and user reaction assessment. Also discussed are selected problems of the new concept of intelligent e-learning systems using intelligent speech communication. The discussion focuses on recognition and evaluation of spoken natural language sentences with use of hybrid neural networks.
C1 [Kacalak, Wojciech; Majewski, Maciej] Koszalin Univ Technol, Fac Mech Engn, PL-75620 Koszalin, Poland.
RP Kacalak, W (reprint author), Koszalin Univ Technol, Fac Mech Engn, Raclawicka 15-17, PL-75620 Koszalin, Poland.
EM wojciech.kacalak@tu.koszalin.pl; maciej.majewski@tu.koszalin.pl
CR Ayres T, 2006, SCI COMPUT PROGRAM, V59, P109, DOI 10.1016/j.scico.2005.07.007
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Paek T, 2007, USER MODEL USER-ADAP, V17, P93, DOI 10.1007/s11257-006-9021-6
Rosenberg MJ, 2001, ELEARNING STRATEGIES
Wald Mike, 2008, Universal Access in the Information Society, V6, DOI 10.1007/s10209-007-0093-9
NR 7
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-642-04069-6
J9 LECT NOTES COMPUT SC
PY 2009
VL 5754
BP 918
EP 927
PG 10
WC Computer Science, Artificial Intelligence; Computer Science,
Interdisciplinary Applications; Computer Science, Theory & Methods
SC Computer Science
GA BLZ67
UT WOS:000271604900097
ER
PT B
AU Kurilovas, E
Dagiene, V
AF Kurilovas, Eugenijus
Dagiene, Valentina
BE Remenyi, D
TI Quality Evaluation and Optimisation of e-Learning System Components
SO PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON E-LEARNING
LA English
DT Proceedings Paper
CT 8th European Conference on e-Learning
CY OCT 29-30, 2009
CL Bari, ITALY
HO Univ Bari
DE Managing quality in e-learning; multiple criteria evaluation; learning
object repositories; virtual learning environments; optimisation
AB The main research object of the paper is investigation and proposal of the comprehensive Learning Object Repositories (LORs) quality evaluation tool suitable for their multiple criteria evaluation and optimisation. Both LORs 'internal quality' and 'quality in use' evaluation (decision making) criteria are analysed in the paper. The authors have analysed several well-known LORs quality evaluation methods. In their opinion, the comprehensive multiple criteria evaluation tool of LOR quality should include both general software 'internal quality' evaluation criteria and 'quality in use' evaluation criteria suitable for the particular project or user. In the authors' opinion, the proposed LOR 'Architecture' group criteria are general 'internal quality' evaluation criteria, and 'Metadata', 'Storage', 'Graphical user interface' and 'Other' are 'customisable' 'quality in use' evaluation criteria. The authors have also presented their comprehensive Virtual Learning Environments (VLEs) quality evaluation tool combining both 'internal quality' (i.e., 'General Architecture') and 'quality in use' (i.e., 'Adaptation') technological evaluation criteria. The authors have proposed to use the quality evaluation rating tool while evaluating LORs and VLEs. The authors have analysed that if we want to optimise LORs and VLEs (or the other learning software packages) for the individual learner needs, i.e., to personalise his/her learning process in the best way in conformity with their prerequisites, preferred learning speed and methods etc., we can use the proposed multiple criteria LORs and VLEs expert evaluation tools together with the experts preferred weights of evaluation criteria. In this case we have the multiple criteria optimisation task using criteria ratings and their weights. Quality evaluation criteria of the main e-Learning system components, i.e., LORs and VLEs are further investigated as the possible learning software packages optimisation parameters. Several optimisation methods are explored in the paper to be applied to optimise the learning software packages in conformity with the individualised learners needs. Several open source VLEs evaluation results are also presented in the paper.
C1 [Kurilovas, Eugenijus; Dagiene, Valentina] Inst Math & Informat, Vilnius, Lithuania.
EM Eugenijus.Kurilovas@itc.smm.lt; Dagiene@ktl.mii.lt
CR Dagiene V, 2007, INF TECHNOL CONTROL, V36, P402
DAGIENE V, 2008, MONOGRAPH I MATH INF
Duval E., 2002, D LIB MAGAZINE, V8
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Kurilovas E., 2005, Informatics in Education, V4
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Zavadskas EK, 2008, INFORMATICA-LITHUAN, V19, P303
2004, TECHNICAL EVALUATION
2006, TECHNICAL EVALUATION
NR 16
TC 1
Z9 1
PU ACADEMIC CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
BN 978-1-906638-52-8
PY 2009
BP 315
EP 324
PG 10
WC Computer Science, Information Systems; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BQD30
UT WOS:000280732200040
ER
PT J
AU Lustigova, Z
Lustig, F
Mechlova, E
Malcik, M
AF Lustigova, Zdena
Lustig, Frantisek
Mechlova, Erika
Malcik, Martin
TI A New E-learning Strategy for Cognition of the Real World in Teaching
and Learning Science
SO NEW EDUCATIONAL REVIEW
LA English
DT Article
DE inquiry based learning; remote and virtual technologies; science
education; remote and open laboratory; e-lab
AB Computer supported inquiry based learning environments are developing along the lines of integrated learning and combining multiple approaches; but till now, they have rarely included virtual and remote experimental environments to form a unified body of information and knowledge in both collaborative and constructivist way.
With progress in information technologies, the chance to handle real objects by application of remote and virtual experiments across the Internet has emerged. This paper describes how a scientifically exact and problem-solving-oriented remote and virtual science experimental environment might help to build a new strategy for science education. The main features of the new strategy are (1) the observations and control of real world phenomena, possibly materialized in data, their processing and evaluation, (2) verification of hypotheses combined with the development of critical thinking, supported by (3) sophisticated relevant information search, classification and storing tools and (4) collaborative environment, supporting argumentative writing and teamwork, public presentations and defense of achieved results, all either in real presence, in telepresence or in combination of both. Only then real understanding of generalized science laws and their consequences can be developed.
This science learning and teaching environment (called ROL - Remote and Open Laboratory), has been developed and used by Charles University in Prague since 1996, offered to science students in both formal and informal learning, and also to science teachers within their professional development studies, since 2003.
RI Lustigova, Zdena/J-8270-2013
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NR 22
TC 1
Z9 1
PU WYDAWNICTWO ADAM MARSZALEK
PI TORUN
PA UL LUBICKA 44, TORUN, 87-100, POLAND
SN 1732-6729
J9 NEW EDUC REV
JI New Educ. Rev.
PY 2009
VL 17
IS 1
BP 305
EP 317
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 435UP
UT WOS:000265369100023
ER
PT S
AU Pribeanu, C
Balog, A
Iordache, DD
AF Pribeanu, Costin
Balog, Alexandru
Iordache, Dragos Daniel
BE Cordeiro, J
Shishkov, B
Ranchordas, AK
Helfert, M
TI Measuring the Usability of Augmented Reality e-Learning Systems: A
User-Centered Evaluation Approach
SO SOFTWARE AND DATA TECHNOLOGIES
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT 3rd International Conference on Software and Data Technologies
CY JUL 05-08, 2008
CL Oporto, PORTUGAL
SP Inst Syst & Technologies Informat, Control & Commun, Workflow Management Coalit, Proc Thought Leadership, IICREST
DE User-centered design; Usability; Formative usability evaluation;
Augmented reality; e-Learning
ID VIRTUAL ENVIRONMENTS; TECHNOLOGY; ACCEPTANCE; MODELS
AB The development of Augmented Reality (AR) systems is creating new challenges and opportunities for the designers of e-learning systems. The mix of real and virtual requires appropriate interaction techniques that have to be evaluated with users in order to avoid usability problems. Formative usability aims at finding usability problems as early as possible in the development life cycle and is suitable to support the development of such novel interactive systems. This work presents an approach to the user-centered usability evaluation of an e-learning scenario for Biology developed on an Augmented Reality educational platform. The evaluation has been carried on during and after a summer school held within the ARiSE research project. The basic idea was to perform usability evaluation twice. In this respect, we conducted user testing with a small number of students during the summer school in order to get a fast feedback from users having good knowledge in Biology. Then, we repeated the user testing in different conditions and with a relatively larger number of representative users. In this paper we describe both experiments and compare the usability evaluation results.
C1 [Pribeanu, Costin; Balog, Alexandru; Iordache, Dragos Daniel] ICI Bucharest, Bucharest, Romania.
RP Pribeanu, C (reprint author), ICI Bucharest, Bd Maresal Averescu 8-10, Bucharest, Romania.
EM pribeanu@ici.ro; alexb@ici.ro; iordache@ici.ro
RI Pribeanu, Costin/B-5497-2009
OI Pribeanu, Costin/0000-0001-8182-5909
CR Bach C., 2004, P MIX WORKSH IUI CAD, P72
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JEON S, 2006, INT J VIRTUAL REALIT, V5, P33
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Theofanos M., 2005, J USABILITY STUDIES, V1, P27
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NR 20
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-05200-2
J9 COMM COM INF SC
PY 2009
VL 47
BP 175
EP 186
PG 12
WC Computer Science, Information Systems; Computer Science, Software
Engineering; Computer Science, Theory & Methods; Telecommunications
SC Computer Science; Telecommunications
GA BPV32
UT WOS:000280080300014
ER
PT B
AU Tsiatsos, T
Konstantinidis, A
Ioannidis, L
Tseloudi, C
AF Tsiatsos, Th
Konstantinidis, A.
Ioannidis, L.
Tseloudi, Ch
BE Kefalas, P
Stamatis, D
Douligeris, C
TI Implementing Collaborative e-Learning Techniques in Collaborative
Virtual Environments: The case of Second Life
SO PROCEEDINGS OF THE 2009 FOURTH BALKAN CONFERENCE IN INFORMATICS
LA English
DT Proceedings Paper
CT 4th Balkan Conference in Informatics
CY SEP 17-19, 2009
CL Thessaloniki, GREECE
SP Univ Macedonia, Econom & Social Sci, Alexander Technol Educ Inst, Aristotle Univ Thessaloniki, CITY Liberal Studies, SE European Res Ctr, Greek Comp Soc
AB This paper reviews and compares the most promising collaborative virtual environment platforms, which have been used or proposed for supporting educational activities in terms of their potential to support collaborative e-learning. The most promising environment according to the results of this review is Second Life. Second Life is further examined by validating the platform's features, philosophy and policies against some basic design principles for collaborative virtual learning environments in order to better assess its design adequacy for online learning. Furthermore, this paper presents the features that we have implemented within the Second Life platform, in order to facilitate the jigsaw collaborative e-learning scenario. Finally, we present a case study concerning the evaluation of Second Life by undergraduate students in order to assess its potential to support collaborative e-learning techniques.
C1 [Tsiatsos, Th; Konstantinidis, A.; Ioannidis, L.; Tseloudi, Ch] Aristotle Univ Thessaloniki, Dept Informat, Thessaloniki, Greece.
RP Tsiatsos, T (reprint author), Aristotle Univ Thessaloniki, Dept Informat, Thessaloniki, Greece.
EM tsiatsos@csd.auth.gr; akons@csd.auth.gr; lioannid@csd.auth.gr;
chtselou@csd.auth.gr
CR Aronson E., 1997, JIGSAW CLASSROOM BUI
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NR 10
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3783-2
PY 2009
BP 181
EP 186
DI 10.1109/BCI.2009.33
PG 6
WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BVA30
UT WOS:000290888000029
ER
PT B
AU Wu, YH
Tan, XQ
Gu, SM
AF Wu Yuan-hong
Tan Xiao-qiu
Gu Shen-ming
BE Liu, H
Zheng, XG
TI A Learning Evaluation System Based on Classifier fusion for E-learning
SO 2009 IEEE INTERNATIONAL SYMPOSIUM ON IT IN MEDICINE & EDUCATION, VOLS 1
AND 2, PROCEEDINGS
LA English
DT Proceedings Paper
CT IEEE International Symposium on IT in Medicine and Education
CY AUG 14-16, 2009
CL Jinan, PEOPLES R CHINA
SP IEEE Beijing Sect, Shandong Normal Univ, Lanzhou Univ, Xiamen Univ, Henan Univ Technol, Wuhan Univ Technol, E China Normal Univ, Birmingham City Univ, Univ So Queensland
AB Aiming at the problem that the accuracy of an individual classifier such as Naive Bayes (NB), is not satisfactory in the present E-learning performance evaluation system, a classifier combination system has been constructed Classifier fusion is a process that combines a set of outputs from multiple classifiers in order to achieve a more reliable and complete decision. In this work the application of Ordered Weighted Averaging (OWA) operator as a classifier fusion approach for online learning evaluation has been investigated to combine the decisions of four underlying individual classifiers with different approaches. Considering data which gathered from E-learning platform, the accuracy of OWA-based classifier fusion system has been compared with the individual classifiers. The experiment results show a considerable improvement of online learning evaluation accuracy.
C1 [Wu Yuan-hong; Tan Xiao-qiu; Gu Shen-ming] Zhejiang Ocean Univ, Sch Math Phys & Informat Sci, Zhoushan 361004, Peoples R China.
EM wu-yh@139.com; tanxq@zjou.edu.cn; gsm@zjou.edu.cn
CR HU DL, 2008, INT C COMP SCI SOFTW, P376
KONG ZZ, 2008, J CHINESE COMPUTER S, V6, P1093
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NR 8
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4244-3929-4
PY 2009
BP 749
EP 752
DI 10.1109/ITIME.2009.5236321
PG 4
WC Computer Science, Information Systems; Education & Educational Research;
Education, Scientific Disciplines; Social Sciences, Interdisciplinary
SC Computer Science; Education & Educational Research; Social Sciences -
Other Topics
GA BNL21
UT WOS:000274846800149
ER
PT B
AU Wu, ZG
Doulai, P
AF Wu, Zhengui
Doulai, Parviz
BE Li, WH
Zhou, JH
TI Identification and Prioritization of Variables that Influence Learning
Content Development in e-Learning Platforms
SO 2009 2ND IEEE INTERNATIONAL CONFERENCE ON COMPUTER SCIENCE AND
INFORMATION TECHNOLOGY, VOL 1
LA English
DT Proceedings Paper
CT 2nd IEEE International Conference on Computer Science and Information
Technology
CY AUG 08-11, 2009
CL Beijing, PEOPLES R CHINA
SP IEEE
DE learning object; development cost; variables
AB E-Learning is widely used to facilitate and enhance learning in higher education. For developing any e-Learning program, direct and indirect costs associated with digital learning content should be measured. Normally, over 60% of total e-Learning costs are spent on design, development, publication and evaluation of learning content. However, the rapid growth of high quality digital content has become a challenge to tertiary education institutions.
This paper discusses the employment of new technology known as learning objects for creating cost effective learning content. By investigating essential factors that affect learning content development, variables influencing the development cost are identified. Identified variables associated with content development process are prioritized based on the extent and significance of each variable in the context of 'cost'. Through taking control of these seemingly controllable variables, the content development cost can be minimized and thus cost effective learning content can be created.
C1 [Wu, Zhengui; Doulai, Parviz] Univ Wollongong, Fac Informat, SECTE, Wollongong, NSW 2500, Australia.
RP Wu, ZG (reprint author), Univ Wollongong, Fac Informat, SECTE, Wollongong, NSW 2500, Australia.
EM zgw998@uow.edu.au; parviz_doulai@uow.edu.au
CR *AUSTR FLEX LEARN, 2002, BANDW CONN NAT ACC B, P216
CODONE S, 2001, E LEARNING PRIMER RA, P4
DALZIEL J, 2005, COLIS PROJECT COLLAB, P187
FALLON C, 2003, E LEARNING STANDARDS, P5
FORLANI O, 2006, P ADV INT C TEL INT, P2
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*ITRC, 2007, POL PRACT DES IMPL P
JORDAN DH, 2002, EVALUATION IMPLEMENT, P124
SCHONE BJ, 2008, ENGAGING INTERACTION
WILEY DA, INSTRUCTIONAL USE LE, P1
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NR 12
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4244-4518-9
PY 2009
BP 444
EP 449
PG 6
WC Computer Science, Information Systems; Computer Science, Theory &
Methods
SC Computer Science
GA BPS76
UT WOS:000279807700097
ER
PT S
AU Carchiolo, V
Longheu, A
Mangioni, G
Nicosia, V
AF Carchiolo, V.
Longheu, A.
Mangioni, G.
Nicosia, V.
BE Nguyen, NT
Borzemski, L
Grzech, A
Ali, M
TI Adaptive E-Learning: An architecture based on PROSA P2P network
SO NEW FRONTIERS IN APPLIED ARTIFICIAL INTELLIGENCE
SE LECTURE NOTES IN ARTIFICIAL INTELLIGENCE
LA English
DT Proceedings Paper
CT 21st International Conference on Industrial, Engineering and Other
Applications of Applied Intelligent Systems
CY JUN 18-20, 2008
CL Wroclaw, POLAND
SP Inst Info Sci & Engn, Wroclaw Univ Technol, Int Soc Appl Intelligence, ISAI, Amer Assoc Artificial Intelligence, Assoc Comp Mach, Canadian Soc Computat Studies Intelligence, European Neural Network Soc, Japanese Soc Artificial Intellgence, Taiwanese Assoc Artificial Intelligence, Texas State Univ, San Marcos
AB Effective E-Learning requires ability to adapt in order to provide students with personalised learning path, based on specified goals and personal profiles, as well as the possibility of re-evaluating learning paths during the learning process based on actually learned topics. Moreover, shared teaching materials spread over the network, requiring an effective and efficient management solution for their storage and retrieval. In this paper we propose an E-Learning architecture where personalisation and dynamic adaption is achieved through the construction of learning paths tailored to each student's knowledge and needs, also allowing dynamically re-evaluation of such paths during the learning process, according to personal test results and/or needs. In addition, we arrange teaching materials into PROSA (P2P Resource Organisation by Social Acquaintances), a P2P network that tries to mimic the way social links among peers are established and evolve, in order to build a self organising network for an effective and efficient resource sharing and retrieval.
C1 [Carchiolo, V.; Longheu, A.; Mangioni, G.; Nicosia, V.] Univ Catania, Fac Ingn, Dipartimento Ingn Informat & Telecomunicaz, I-95125 Catania, Italy.
RP Carchiolo, V (reprint author), Univ Catania, Fac Ingn, Dipartimento Ingn Informat & Telecomunicaz, Viale Andrea Doria 6, I-95125 Catania, Italy.
RI Nicosia, Vincenzo/C-7890-2013
OI Nicosia, Vincenzo/0000-0003-0636-3278
CR Albert R, 2002, REV MOD PHYS, V74, P47, DOI 10.1103/RevModPhys.74.47
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Clarke I., 2001, LECT NOTES COMPUTER, V2009, P46
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NEJDL W, 2002, EDUTELLA P2P NETWORK, P604
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SRIPANIDKULCHAI K, POPULARITY GNUTELLA
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NR 22
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-69045-0
J9 LECT NOTES ARTIF INT
PY 2008
VL 5027
BP 777
EP 786
PG 10
WC Computer Science, Artificial Intelligence
SC Computer Science
GA BHV18
UT WOS:000256666400081
ER
PT S
AU Cui, XC
Wang, HQ
Cao, ZH
AF Cui, Xinchun
Wang, Haiqing
Cao, Zaihui
BE Pan, ZG
Zhang, XP
ElRhalibi, A
Woo, W
Li, Y
TI An Ajax-based terminology system for E-learning 2.0
SO TECHNOLOGIES FOR E-LEARNING AND DIGITAL ENTERTAINMENT, PROCEEDINGS
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 3rd International Conference on E-Learning and Games (Edutainment 2008)
CY JUN 25-27, 2008
CL Nanjing, PEOPLES R CHINA
SP Natl Sci Fdn China, Int Journal Virtual Real, Transact Edutainment, Nanjing Normal Univ, Hohai Univ, LIAM NLPR, Inst Automat, CAS
DE terminology system; e-learning 2.0; interaction; Ajax
AB This paper presents the design, implementation and evaluation of a terminology system, which is an e-learning 2.0 community aiming to provide users timely and resultful help when they encounter a new term in their e-learning. It consists of term display module, term add module, term modify module and term query module. By introducing Ajax technology, it outgoes other terminology systems by better interaction, higher efficiency and prompt revisability.
C1 [Cui, Xinchun; Wang, Haiqing; Cao, Zaihui] Qufu Normal Univ, Coll Info Tech & Comm, Rizhao 276826, Peoples R China.
EM cxcsd@126.com; whqet@126.com; czhhn@126.com
CR DENG G, PILOT STUDY E LEARNI
DOWNES S, E LEARNING 2 0
Garrett J. J., AJAX NEW APPROACH WE
Horton W., 1996, WEB PAGE DESIGN COOK
KARRER T, UNDERSTANDING E LEAR
MCLAUGHLIN B, MASTERING AJAX
Novak J.D., 1984, LEARNING LEARN
WANG P, 2006, CONQUER AJAX DETAILE
BASKETBALL DICT HOOP
NR 9
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-69734-3
J9 LECT NOTES COMPUT SC
PY 2008
VL 5093
BP 135
EP 146
PG 12
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BIE17
UT WOS:000258875600015
ER
PT B
AU Grote, B
Hoffmann, H
Reinhardt, J
AF Grote, Brigitte
Hoffmann, Harriet
Reinhardt, Jeelka
BE Williams, R
Remenyi, D
TI e-Learning and Web 2.0 in the Humanities - Development, Testing and
Evaluation of Didactic Models Beyond the Distribution of Online-Material
SO 7TH EUROPEAN CONFERENCE ON E-LEARNING, VOL 1
LA English
DT Proceedings Paper
CT 7th European Conference on e-Learning
CY NOV 06-07, 2008
CL Ayia Napa, CYPRUS
SP Univ Cyprus
DE Web 2.0; humanities; blended learning; evaluation; e-learning
AB This paper deals with the possibilities and limits of applying e-Learning in the Humanities based on results from comprehensive student and teacher surveys as well as perennial and intensive e-Learning consulting services. These services have been provided for the Department of Philosophy and Humanities at Freie Universitat Berlin (FUB), Germany, within the framework of the project "FU e-Learning" (FUeL) funded by the German Federal Ministry of Education and Research (BMBF). The focus of the project, and of this paper, is on solutions to integrating e-Learning and face-to-face teaching that can be realized with manageable time and effort. This paper states, based on empirical findings, that the basic application of e-Learning (in the sense of limiting it to online distribution of information and material) is firmly anchored in university teaching in the Humanities. However, more complex scenarios that entail not only administrative but also pedagogical benefits are not yet part of everyday teaching in the Humanities. This paper analyses the reasons for the below average implementation, and proposes a number of measures to overcome this situation. These measures include, among others, propagating prototypical scenarios and best practice examples, proposing didactic models for e-Learning suitable to university teaching, improving the lecturers' e-competence by offering training and consulting services, and introducing concepts and tools of e-Learning 2.0. The effectiveness of these measures is illustrated in two ways: First, by means of the results of evaluation activities accompanying a project on developing and testing complex e-Learning scenarios for the Humanities, where within six months after the implementation of the measures, the quantity and - most notably - the quality of e-Learning usage at the institute increased considerably. Second, by means of a case study of e-Learning 2.0 in the Humanities at FUB, which illustrates how the easy-to-use and collaborative Web 2.0 applications can be integrated into everyday teaching at a low cost, while at the same time meeting the specific demands of learning and teaching methods in the Humanities.
C1 [Grote, Brigitte; Hoffmann, Harriet; Reinhardt, Jeelka] Free Univ Berlin, Ctr Digital Syst, D-1000 Berlin, Germany.
EM brigitte.grote@fu-berlin.de; harriet.hoffman@fu-berlin.de;
jeelka.reinhardt@fu-berlin.de
CR APOSTOLOPOULOS N, 2005, GRUNDFRAGEN MULTIMED, V3, P25
DITTLER M, 2002, LERNPLATTFORMEN PRAX, P175
Downes S., 2005, ELEARN MAGAZINE
HIPFL I, 2003, HDB ELEARNING GEISTE
*HIS, 2008, KAP E LEARN DTSCH HO
Karrer T., 2007, UNDERSTANDING E LEAR
KERRES M, 2007, WEB 2 0 SCHLAGWORT O, V6
KERRES M, 2005, 6 SCIL
Mayring P, 2007, QUALITATIVE INHALTSA
MERKT M, 2007, STUDIEREN NEU ERFIND
MOSSNER N, 2004, BLENDED LEARNING GEI
SCHILTZ G, 2006, LEARNING EFFECTIVE U, P119
SCHILTZ G, 2004, CAMPUS 2004, P245
NR 13
TC 1
Z9 1
PU ACADEMIC CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
BN 978-1-906638-22-1
PY 2008
BP 468
EP 476
PG 9
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Theory & Methods; Education & Educational
Research
SC Computer Science; Education & Educational Research
GA BIV62
UT WOS:000263192600058
ER
PT S
AU Isa, PM
Abu Samah, SA
Jusoff, K
AF Isa, Posiah Mohd
Abu Samah, Sid Akmar
Jusoff, Kamaruzaman
BE Ardil, C
TI Inculcating Values and Ethics in Higher Education e-Learning Drive: UiTM
i-Learn User Policy
SO PROCEEDINGS OF WORLD ACADEMY OF SCIENCE, ENGINEERING AND TECHNOLOGY, VOL
28
SE Proceedings of World Academy of Science Engineering and Technology
LA English
DT Proceedings Paper
CT Conference of the World-Academy-of-Science, Engineering and Technology
CY APR 25-27, 2008
CL Rome, ITALY
SP WASET
DE e-learning; technology utilization; academic misbehaviour; values and
ethics
AB With the advent of cyber technology, one aspect of teaching is starting to take root in the institution of higher education and that is e-learning. The current scenario in the education sector of developing countries such as Malaysia is also experiencing the beginning of participation in the exploration and exploitation of e-learning initiatives. Like in many other trends, be it social, economic or political, put forth, particularly from the propagation of ideas of the western countries, developing countries take on to these like wild bush fire. This is also observed in the education sector. This paper attempts to address some of the challenges that have cropped up as far as learning with technology is concerned. The borderless realm of knowledge warrants behaviour that may lead to academic dishonesty. In frequent observations, some actions on the part of the students may precariously endanger the credibility of their assignments, projects and evaluation. To sustain these values for the good of their future, we need to address these challenges and to make known to these students the implications that these behaviour create on their study and their future.
Some considerations have been discussed in the subsequent part of the paper to help curb academic dishonesty in the university. The role taken by the institutions of higher education has to be comprehensive, if not total. It is particularly important that the management of student affairs, the faculty and several other parties be able to see these issues as very serious before the undesirable elements of technology usage sits deeply enrooted in the teaching-learning process. After all, the future of a nation depends on the stewardship of these students when they graduate one day and work in the government or private sectors of the country.
CR ABUBAKAR SH, 2006, INT C GLOB U DIST ED
ABUSAMAH SA, 2005, INT C ISS LANG TEACH
HERBERT PV, 1993, SPEAKERS TOASTMASTER
Hinman L. M., 2000, ACAD INTEGRITY WORLD
ISA PM, 2006, INT E LEARN SEM ADV
KENNEDY K, 2000, COLL STUDENT J JUN
MUKTI NA, ED TECHNOLOGY SOC, V7, P143
OLT MR, 2002, ETHICS DISTANCE ED S
SARDI J, 2007, E LEARNING HDB U TEK
SSEKAMANYA SA, 2006, INT C IBN KHALD LEG
Tisdell E. J., 2001, SPIRITUALITY ADULT H
NR 11
TC 1
Z9 1
PU WORLD ACAD SCI, ENG & TECH-WASET
PI CANAKKALE
PA PO BOX 125, CANAKKALE, 17100, TURKEY
SN 1307-6884
J9 PROC WRLD ACAD SCI E
PY 2008
VL 28
BP 452
EP 456
PG 5
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BIL80
UT WOS:000260628900081
ER
PT B
AU Jugureanu, R
Istrate, O
Georgescu, I
AF Jugureanu, Radu
Istrate, Olimpius
Georgescu, Ilinca
BE Williams, R
Remenyi, D
TI Implementing Nationwide e-Learning Projects - A Guarantee of a Better
Future
SO 7TH EUROPEAN CONFERENCE ON E-LEARNING, VOL 1
LA English
DT Proceedings Paper
CT 7th European Conference on e-Learning
CY NOV 06-07, 2008
CL Ayia Napa, CYPRUS
SP Univ Cyprus
DE e-Learning; educational system; educational software; computer-assisted
learning; information technology
AB Modern society is based on information, and this has led to the use of IT&C being used as a reference point for systemic changes being implemented in educational systems. Since the beginning of the information revolution, challenges have been shaped by three major factors. These directions, highlighted at the Lisbon and Feira Summits, are the equipping of schools, the training of teachers and the provision of necessary resources. The Lisbon Strategy, which aims to make the European Union the most dynamic and competitive knowledge-based economy in the world, places special emphasis on education. The Lisbon strategy intends to rely on relevant experience gained by European countries with regard to their individual educational programs and projects to archive its social and economic goals. This strategy has the potential to reinforce innovation, to sustain excellence, and to create opportunities for further multidisciplinary developments. At SIVECO we are working to accelerate the process. Our sensible premise for advancement bases itself upon the need to form transferable competencies, to rethink teaching-learning strategies as well as the evaluation of national educational systems. Advances in Information and Communication Technology (ICT) models, technologies, and infrastructure can only occur if we develop new generations based on specific understanding techniques, cognitive tools for living and working in tomorrow's knowledgeable Europe. However, the development of effective programs should be oriented towards delivering improved education and training to the European workforce. Nowadays, we are witnessing a revolution in education. This revolution is directly affecting the tools used by teachers and pupils as well as the way that these new IT&C resources act as an agent for change when introducing new pedagogical paradigms in schools. While the basic principles remain the same - with teachers teaching students in the classroom - ICT tools allow for enhanced interactivity and advanced communication between the main beneficiaries, by improving personal experience, exercises and direct experimentation methodology.
Romania implemented a major educational program starting with 2001. The IT-based Educational System, which aims to support the objectives of the educational reform in conformity with the European strategies, was an ambitious endeavor initiated by the Ministry of Education and Research. The strategy of the Romanian government aims to utilise ICT to support its involvement in the educational reform, as it conforms to the eEurope action plan developed by the European Union in 2005. SIVECO Romania has developed many successful eLearning products and packages. Almost every educational institution in Romania currently utilises at least one of these popular packages, with 3300 Secondary schools and all High schools benefitting from nearly 1700 of these IT-based packages.
C1 [Jugureanu, Radu; Georgescu, Ilinca] SIVECO Romania, Bucharest, Romania.
EM radu.jugureanu@siveco.ro; olimpius.istrate@elearning.ro;
ilinca.georgescu@siveco.ro
RI Istrate, Olimpius/E-8553-2011
CR Arneberg P., 2007, PROVISION E LEARNING
*COMM EUR COMM, 2001, CONCR FUT OBJ ED SYS
*EDUCONLINUX, 2007, SURV DIST LEARNINGSS
*EUR COMM DIR GEN, 2003, ICT ED TRAIN
JUGUREANU R, 2006, INT C VIRT LEARN 200
JUGUREANU R, 2007, 2 INT C ICT DEV ED T
NOVEANU E, 2008, USING ICT ROMANIAN E
VLADA M, 2007, S E EUROPEAN SPACE C
NR 8
TC 1
Z9 1
PU ACADEMIC CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
BN 978-1-906638-22-1
PY 2008
BP 550
EP 556
PG 7
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Theory & Methods; Education & Educational
Research
SC Computer Science; Education & Educational Research
GA BIV62
UT WOS:000263192600068
ER
PT B
AU Liu, FJ
AF Liu, Feng-Jung
BE Lee, G
Ahn, TN
Howard, D
Slezak, D
TI Design of Self-directed e-Learning Material Recommendation System with
On-line Evaluation
SO ICHIT 2008: INTERNATIONAL CONFERENCE ON CONVERGENCE AND HYBRID
INFORMATION TECHNOLOGY, PROCEEDINGS
LA English
DT Proceedings Paper
CT International Conference on Convergence and Hybrid Information
Technology
CY AUG 28-29, 2008
CL Daejeon, SOUTH KOREA
SP SERC, Korean Informat Assoc Soc
AB Along with explosive growth of the IT and Internet, they have led much development on education, such as e-learning, distance learning and on-line learning etc., which provide learners with another better alternative for learning at anytime and anywhere. Practically, the essence of the Information technology application on education is that Learning is the essential and the technology is the auxiliary. That is, on education, the information technology just acts as a method or a tool in the process of learning.
As the IT gets more mature, the e-learning becomes more popular. If the e-learning can effectively exploit the techniques of Data-mining, it will make user-learning more efficient. Thus, in this project, we not only continue the e-learning activity-based material recommendation system construction, but also design the self-evaluation system supporting with semantic search for an adaptive learning platform.
In this paper, we mainly propose the ontology-based self-evaluation system with material recommendation system for providing a better learning platform. In the item bank construction, we will invite some domain experts to assist the collection and creation of examination questions and classification. We believe such self-directed learning system will be good for the improvement on the efficiency of the e-learning and will be beneficial to get more achievements on learning for learners.
CR Berners-Lee T., 2001, SCI AM, P29
HELFLIN JD, 2001, SEMANTIC WEB KNOWLED
HSAIO HW, 1993, INT C COMP ED TAIW C, P337
Hwang GJ, 2003, J INF SCI ENG, V19, P229
LEE YJ, 2005, THEIS NATL CHUNG CHE
Liao Ching-Yi, 2006, 23 WORKSH COMB MATH, P362
LIU FJ, 2007, IEEE INT S MULT ISM
Masiello I, 2005, COMPUT EDUC, V45, P171, DOI 10.1016/j.compedu.2004.07.001
Shih BJ, 2007, J COMPUT ASSIST LEAR, V23, P477, DOI 10.1111/j.1365-2729.2007.00230.x
Tsai CJ, 2001, LECT NOTES COMPUT SC, V2074, P429
NR 10
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3328-5
PY 2008
BP 274
EP 277
PG 4
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic; Robotics; Remote Sensing
SC Computer Science; Engineering; Robotics; Remote Sensing
GA BIK58
UT WOS:000260412900047
ER
PT S
AU Mazzoleni, MC
Rognoni, C
Finozzi, E
Giorgi, I
Pugliese, F
Pagani, M
Imbriani, M
AF Mazzoleni, M. Cristina
Rognoni, Carla
Finozzi, Enrico
Giorgi, Ines
Pugliese, Franco
Pagani, Marco
Imbriani, Marcello
BE Andersen, SK
Klein, GO
Schulz, S
Aarts, J
Mazzoleni, MC
TI Development of an E-learning System for Occupational Medicine: Usability
Issues
SO EHEALTH BEYOND THE HORIZON - GET IT THERE
SE Studies in Health Technology and Informatics
LA English
DT Proceedings Paper
CT 21st International Congress of the
European-Federation-for-Medical-Informatic (MIE2008)
CY MAY 25-28, 2008
CL Gothenburg, SWEDEN
SP European Federat Med Informat
DE e-learning; usability; education; occupational medicine
ID PROJECT
AB The ann of the present paper is to describe the process of developing an e-learning system for continuous medical education in the field of occupational medicine, with special focus on usability. The following steps are described: the needs analysis of the potential users; the prototype of the system that has been set Lip; the usability evaluation of the prototype by a sample of ten users; the analysis of the potential improvements; the evaluation of the revised system. The results of the usability tests point out that investing in improving usability was useful, even when they have not been recommended as mandatory. Only data collected from real active users will provide a more exhaustive evaluation, nevertheless it can be considered that positive results can be expected..
C1 [Mazzoleni, M. Cristina; Finozzi, Enrico; Giorgi, Ines; Imbriani, Marcello] Fdn Maugeri IRCCS, I-27100 Pavia, Italy.
RP Mazzoleni, MC (reprint author), Fdn Maugeri IRCCS, Via Maugeri 4, I-27100 Pavia, Italy.
EM cmazzoleni@fsm.it; cmazzoleni@fsm.it
CR Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x
Farrimond H, 2006, BRIT J DERMATOL, V155, P592, DOI 10.1111/j.1365-2133.2006.07360.x
Nielsen J., 2000, WHY YOU ONLY NEED TE
Olson Curtis A, 2004, J Contin Educ Health Prof, V24, P100, DOI 10.1002/chp.1340240207
Radon K, 2006, ANN AGR ENV MED, V13, P93
ROGNONI C, 2008, MIE2008 P IN PRESS
Vollmar HC, 2006, METHOD INFORM MED, V45, P389
Wilson AS, 2006, RHEUMATOLOGY, V45, P1158, DOI 10.1093/rheumatology/kel077
NR 8
TC 1
Z9 1
PU I O S PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 0926-9630
BN 978-1-58603-864-9
J9 ST HEAL T
PY 2008
VL 136
BP 579
EP 584
PG 6
WC Health Care Sciences & Services; Medical Informatics
SC Health Care Sciences & Services; Medical Informatics
GA BNF16
UT WOS:000274308700095
ER
PT S
AU Yan, L
Yang, JM
Yang, ZK
Liu, SY
Huang, L
AF Yan, Li
Yang, Jiumin
Yang, Zongkai
Liu, Sanya
Huang, Lei
BE Pan, ZG
Zhang, XP
ElRhalibi, A
Woo, W
Li, Y
TI Research and application of learning activity management system in
college and university e-learning
SO TECHNOLOGIES FOR E-LEARNING AND DIGITAL ENTERTAINMENT, PROCEEDINGS
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 3rd International Conference on E-Learning and Games (Edutainment 2008)
CY JUN 25-27, 2008
CL Nanjing, PEOPLES R CHINA
SP Natl Sci Fdn China, Int Journal Virtual Real, Transact Edutainment, Nanjing Normal Univ, Hohai Univ, LIAM NLPR, Inst Automat, CAS
DE LAMS (learning activity management system); college & university
teaching; e-learning application research
AB LAMS (learning activity management system) is a very flexible learning design tool. With the combination of LAMS and the content, teachers/lecturers can easily organize the learning activities for the Students in e-learning. This paper focuses oil the application and functions of LAMS ill college and university e-learning. Through formal research and evaluation of the impact of LAMS on e-learning in 3 disciplines (carried out in Huazhong Normal University), the presentation summarizes both the merits and the downsides of the application of LAMS in College & university e-learning and concludes with reflection oil how further work will go oil.
C1 [Yan, Li; Yang, Zongkai; Liu, Sanya] Huazhong Normal Univ, Engn Res Ctr Educ Informat Technol, Wuhan 430079, Peoples R China.
EM yanli@mail.ccnu.edu.cn; yjm@mail.ccnu.edu.cn; zkyang@mail.ccnu.edu.cn;
lsy5918@mail.ccnu.edu.cn; ccnuet@163.com
CR Britain S., 2004, REV LEARNING DESIGN
DALZIEL J, 2006, IMPLEMENTING LEARNIN, P75
DALZIEL JR, 2004, REUSABLE E LEARNING
HUANG R, 2003, CHINA AUDIOVISUAL ED, P75
HUANG R, 2003, CHINA AUDIOVISUAL ED, P69
KENNY, 2003, ANN C P HERDSA HIGH
MARSHALL S, 2004, COMFORT ZONE
RUSSELL T, 2005, LEARNING ACTIVITY MA
WANG Y, 2006, OPEN ED RES, P74
NR 9
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-69734-3
J9 LECT NOTES COMPUT SC
PY 2008
VL 5093
BP 171
EP 179
PG 9
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BIE17
UT WOS:000258875600019
ER
PT B
AU Yunus, Y
Salim, J
AF Yunus, Yusminar
Salim, Juhana
BE Zaman, HB
Sembok, TMT
VanRijsbergen, K
Zadeh, L
Buza, P
Shih, T
Taib, MN
TI Framework for the Evaluation of E-learning in Malaysian Public Sector
from the pedagogical perspective
SO INTERNATIONAL SYMPOSIUM OF INFORMATION TECHNOLOGY 2008, VOLS 1-4,
PROCEEDINGS: COGNITIVE INFORMATICS: BRIDGING NATURAL AND ARTIFICIAL
KNOWLEDGE
LA English
DT Proceedings Paper
CT International Symposium on Information Technology
CY AUG 26-29, 2008
CL Kuala Lumpur, MALAYSIA
SP IEEE
HO Univ Kebangsaan, Fac Informat Sci & Technol
ID DESIGN
AB E-learning has emerged as an attractive alternative for the delivery of teaching and learning and training. It has the potential to benefit student, instructor cold the society at large. The advent Internet and multimedia has injected a paradigm shift training, teaching and learning thus contributes to easier, flexible, attractive, meaningful and effective learning without the Constraint of time and location. Nevertheless, most e-learning focused more on technical matters whereas less attention is given to the pedagogical aspect. Apart from that, unsatisfactory quality of e-learning hinders the learning effectiveness and resulting in no benefit or added value to its users. The purpose of this paper is to examine the effectiveness of e-learning from the perspective of pedagogy and the criteria which contributes to the effectiveness. This study also attempts to propose an Evaluation Framework for the Public Sector E-learning from the pedagogical perspective. The said framework consists of five main evaluation criteria that influenced the effectiveness of e-learning from the perspective of pedagogy namely individual, knowledge, learning, content and relationship between instructor & learner. This is a preliminary study whereby the data collection has not been carried out yet.
C1 [Yunus, Yusminar; Salim, Juhana] Univ Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia.
RP Yunus, Y (reprint author), Univ Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia.
EM yusminar_00@yahoo.com; js@ftsm.ukm.my
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ALDRICH C, 2002, ONLINE LEARNING, V6, P20
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Conole G, 2004, COMPUT EDUC, V43, P17, DOI 10.1016/j.compedu.2003.12.018
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Douglas DE, 2004, J COMPUT INFORM SYST, V44, P41
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NR 45
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4244-2327-9
PY 2008
BP 1843
EP 1850
PG 8
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Interdisciplinary Applications;
Telecommunications
SC Computer Science; Telecommunications
GA BIK22
UT WOS:000260353301060
ER
PT B
AU Zaitseva, L
Bule, J
AF Zaitseva, Larissa
Bule, Jekaterina
BE Diaz, P
Ignacio, A
Mora, E
TI E-learning courses use and evaluation in Riga Technical University
SO 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES,
PROCEEDINGS
LA English
DT Proceedings Paper
CT 8th IEEE International Conference on Advanced Learning Technologies
CY JUL 01-05, 2008
CL Santander, SPAIN
SP IEEE Comp Soc, IEEE Tech Comm Learning Technol
AB The paper describes the experiment of Riga Technical University. The experiment goal is to evaluate effectiveness of e-learning, system inclusion into a teaching process. The e-learning courses used for the experiment are outlined. The methods of efficiency evaluation are mentioned.
C1 [Zaitseva, Larissa; Bule, Jekaterina] Riga Tech Univ, Dept Software Engn, LV-1048 Riga, Latvia.
EM Larisa.Zaiceva@cs.rtu.lv; Jekaterina.Bule@cs.rtu.lv
CR *BLACKB, BLACKB ED INN EV
BODENDORF F, 2005, P ADV TECHNOLOGY LEA, V2, P66
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Zaitseva L, 2005, Proceedings of the Eighth IASTED International Conference on Computers and Advanced Technology in Education, P453
ZAITSEVA LV, 2006, ED TECHNOLOGIES SOC, V9, P422
NR 7
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3167-0
PY 2008
BP 1057
EP 1058
DI 10.1109/ICALT.2008.273
PG 2
WC Computer Science, Information Systems; Computer Science, Software
Engineering; Education & Educational Research; Engineering, Electrical &
Electronic
SC Computer Science; Education & Educational Research; Engineering
GA BHZ85
UT WOS:000257822100301
ER
PT B
AU Zhang, BH
AF Zhang Baohua
GP IEEE Computer Society
TI Research on Evaluation of E-learning modelling Based on Petri nets Zhang
Baohua
SO 2008 INTERNATIONAL CONFERENCE ON ADVANCED COMPUTER THEORY AND
ENGINEERING
LA English
DT Proceedings Paper
CT International Conference on Advanced Computer Theory and Engineering
(ICACTE 2008)
CY DEC 20-22, 2008
CL Phuket, THAILAND
SP Int Assoc Comp Sci & Informat Technol
AB Petri nets (PN) are useful for the modeling because PN combine in a comprehensive way discrete events and continuous behaviors. On one hand, PN are suitable for modelling the discrete part of e-learning and for providing a discrete abstraction of continuous behaviors, on the other hand, GSPN may dynamic descript the system and has good detail simulation ability. This paper focuses on the advantages of GSPN as a modelling tool for E-learning and design a new E-learning GSPN model to simulate a study course; the model is fit to do further research on network study system.
C1 Inner Mongolia Univ Sci & Technol, Sch Informat Engn, Baotou City 014010, Mongol Peo Rep.
RP Zhang, BH (reprint author), Inner Mongolia Univ Sci & Technol, Sch Informat Engn, Baotou City 014010, Mongol Peo Rep.
EM zbh_wj2004@sina.com
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NR 8
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3489-3
PY 2008
BP 699
EP 703
DI 10.1109/ICACTE.2008.145
PG 5
WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BIV29
UT WOS:000263135200135
ER
PT J
AU Kawalek, JP
Hart, D
AF Kawalek, John Paul
Hart, Diane
TI Managing e-learning group processes using teleological enquiring
principles
SO JOURNAL OF INFORMATION TECHNOLOGY
LA English
DT Article
DE e-learning; knowledge management; teleology; process; methodology;
monitoring; systems
ID KNOWLEDGE MANAGEMENT; SYSTEMS THINKING
AB This paper is concerned with managing e-learning communities. It reports on the process and methods adopted in an EU project called MEDFORIST. The challenges of managing this project were considerable because there was significant social diversity amongst the e-leaning community members. The paper outlines some key principles derived from teleology (or, the 'study of purpose') that were used to structure some key aspects of the management of the e-learning group processes. These principles were developed and used, in order to structure enquiring activities to inform the design, monitoring and evaluation activities in the provision of e-learning group processes. The paper outlines the use of such enquiry as a foundation for the continued development of the application of e-learning in contexts in which divergent human groups come together in unstructured, non-prescriptive human learning activities. As such, the paper outlines some key methodological requirements for managing e-learning group processes.
C1 Univ Sheffield, Sch Management, Sheffield S1 4DT, S Yorkshire, England.
RP Kawalek, JP (reprint author), Univ Sheffield, Sch Management, Mappin St, Sheffield S1 4DT, S Yorkshire, England.
EM J.Kawalek@sheffield.ac.uk
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NR 52
TC 1
Z9 1
PU PALGRAVE MACMILLAN LTD
PI BASINGSTOKE
PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND
SN 0268-3962
J9 J INF TECHNOL
JI J. Inf. Technol.
PD JUN
PY 2007
VL 22
IS 2
BP 133
EP 151
DI 10.1057/palgrave.jit.2000083
PG 19
WC Computer Science, Information Systems; Information Science & Library
Science; Management
SC Computer Science; Information Science & Library Science; Business &
Economics
GA 171HQ
UT WOS:000246727200004
ER
PT J
AU Hezser-von Wehrs, V
Pfafflin, M
May, TW
AF Hezser-v. Wehrs, Verena
Pfaefflin, Margarete
May, Theodor W.
TI E-learning courses in epilepsy - Concept, evaluation, and experience
with the e-learning course "Genetics of epilepsies"
SO EPILEPSIA
LA English
DT Article
DE e-learning course; epilepsy; knowledge; genetics; evaluation
ID MEDICAL-EDUCATION; CURRICULUM; STUDENTS; PROJECT
AB Purpose: To evaluate the efficacy of the e-learning course "Genetics of Epilepsies" and to assess the experiences of the participants and e-moderators with this new approach.
Methods: Prospective, controlled study with waiting group (control group, n = 18) and e-learning group (n = 20). The control group got the same reference literature list as the e-learning group. Both groups were assessed twice: The e-learning group before and after the course; the control group was assessed at the same times. Primary outcome measure: increase in knowledge about genetics of epilepsies using questionnaires based on items formulated by experts (internal consistency, Cronbach's alpha = 0.86). Main hypothesis: greater increase of knowledge in the e-learning group compared to control group. Secondary outcome measures: assessment of the educational course and learning environment by participants and by tutors/e-moderators.
Results: Significant time x group interaction and group effect (ANOVA, each p < 0.01) with regard to knowledge. At baseline, the groups did not differ with respect to knowledge about genetics of epilepsy. In contrast to the control group, the increase of knowledge in the e-learning group was highly significant (p < 0.001). The majority of the participants of the e-learning course was content with their personal learning process (75% agree, 15% strongly agree). Most of them reported a gain in competence in the treatment and counseling of people with epilepsy (38.9% agree, 50% strongly agree). All participants would recommend this course to others and all but one participant are interested in other e-learning courses.
Conclusion: The study indicates e-learning courses are an appropriate tool to improve knowledge of physicians in genetics of epilepsy.
C1 European Epilepsy Acad eV, EUREPA, Bielefeld, Germany.
Epilepsy Res Fdn eV, Bielefeld, Germany.
Epilepsy Ctr Bethel, Bielefeld, Germany.
RP May, TW (reprint author), Gesell Epilepsieforsch eV, Maraweg 13, D-33617 Bielefeld, Germany.
EM Theodor.May@evkb.de
CR ALMON G, 2000, E MODERATING KEY TEA
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*U MANNH, 2006, E LEARN MED DAT BANK
NR 20
TC 1
Z9 1
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0013-9580
J9 EPILEPSIA
JI Epilepsia
PD MAY
PY 2007
VL 48
IS 5
BP 872
EP 879
DI 10.1111/j.1528-1167.2007.01029.x
PG 8
WC Clinical Neurology
SC Neurosciences & Neurology
GA 169FR
UT WOS:000246578600003
ER
PT S
AU Alonso, F
Lopez, G
Manrique, D
Soriano, FJ
AF Alonso, Fernando
Lopez, Genoveva
Manrique, Daniel
Soriano, Francisco J.
BE SanchezTorrubia, MG
TI E-learning instructional approach with learning objects
SO PROCEEDINGS OF THE 6TH WSEAS INTERNATIONAL CONFERENCE ON E-ACTIVITIES:
E-ACTIVITIES: NETWORKING THE WORLD
SE ELECTRICAL AND COMPUTER ENGINEERING
LA English
DT Proceedings Paper
CT 6th WSEAS International Conference on E-ACTIVITIES
CY DEC 14-16, 2007
CL Puerto de la Cruz, SPAIN
SP WSEAS
DE distance learning; instructional model; blended learning process;
learning objective; learning object; constructivism; objectivism
AB This paper presents a novel e-learning instructional model and its application to teaching a Java language programming course for information technology specialists working for the Spanish public administration. This is a general-purpose instructional model, based on the concept of learning objective and composed of learning objects. Additionally, a blended approach to the learning process in web-based distance education is also presented. This approach combines self-paced learning, live e-learning and face-to-face classrooms. An evaluation has been conducted to compare the grades of students at the end of the course. The students were divided into three groups by instructional conditions: traditional face-to-face classroom, distance learning contents virtualization where videoconferencing substituted face-to-face classroom teaching, and distance learning applying the model proposed in this paper. The results indicate that the grades attained by students that took the distance learning course using the proposed instructional model are similar to the scores attained by students taught according to the traditional classroom method. Both these student groups outperformed students who took the distance learning version of the course without the instructional model.
C1 [Alonso, Fernando; Lopez, Genoveva; Manrique, Daniel; Soriano, Francisco J.] Univ Politecn Madrid, Fac Informat, Madrid, Spain.
RI Manrique, Daniel/F-9625-2013
CR ALONSO F, 2005, BRIT J EDUC TECHNOL, V1, P217
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CARMAN JM, 2004, BLENDED LEARNING DES
CEY T, 2001, MOVING CONSTRUCTIVIS
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Tuckman BW, 2002, COMPUT EDUC, V39, P261, DOI 10.1016/S0360-1315(02)00045-3
NR 13
TC 1
Z9 1
PU WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC
PI ATHENS
PA AG LOANNOU THEOLOGOU 17-23, 15773 ZOGRAPHOU, ATHENS, GREECE
SN 1790-5117
BN 978-960-6766-22-0
J9 ELE COM ENG
PY 2007
BP 242
EP 247
PG 6
WC Business; Business, Finance; Computer Science, Artificial Intelligence;
Computer Science, Interdisciplinary Applications; Education &
Educational Research; Telecommunications
SC Business & Economics; Computer Science; Education & Educational
Research; Telecommunications
GA BHH47
UT WOS:000253296700041
ER
PT B
AU Debevc, M
Stjepanovic, Z
Povalej, P
Verlic, M
Kokol, P
AF Debevc, Matjaz
Stjepanovic, Zoran
Povalej, Petra
Verlic, Mateja
Kokol, Peter
BE Stephanidis, C
TI Accessible and adaptive e-learning materials: Considerations for design
and development
SO Universal Access in Human-Computer Interaction: Applications and
Services, Pt 3, Proceedings
LA English
DT Proceedings Paper
CT 4th International Conference on Universal Access in Human-Computer
Interaction held at the HCI International 2007
CY JUL 22-27, 2007
CL Beijing, PEOPLES R CHINA
SP ICS FORTH, Human Comp Interact Lab
DE e-learning; accessibility; adaptive user interfaces; usability;
evaluation; people with special needs
ID USABILITY; SOFTWARE
AB The aspect of accessibility and adaptivity is important for future of e-Learning applications. Creating e-Learning applications for everybody, including people with special needs, remains the question. The problem with development of e-Learning applications for everybody is that learner ability and weaknesses are usually neglected as important factors while developing applications. Most of nowadays applications offer lots of unclear information, unsuitable contents and non-adapted mechanisms. This paper suggests basic guidelines for successful design and structuring accessible and adaptive e-Learning applications that consider the requests and needs of people with special needs. It provides an example of design and realization of e-Learning application for receiving ECDL certificate, which includes easy adaptivity and basic accessibility factors. Experimental results of usability testing and pedagogical effectiveness have shown that material, designed following these guidelines, is appropriate and that there must be extra attention paid to learnability factor in the future.
C1 Univ Maribor, SLO-2000 Maribor, Slovenia.
RP Debevc, M (reprint author), Univ Maribor, Smetanova 17, SLO-2000 Maribor, Slovenia.
CR ACHETEMEIER S, 2003, J ASYNCHRONOUS LEARN, V7
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NR 24
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
BN 978-3-540-73282-2
PY 2007
BP 549
EP 558
PG 10
WC Computer Science, Artificial Intelligence; Computer Science,
Cybernetics; Computer Science, Interdisciplinary Applications; Computer
Science, Theory & Methods; Education & Educational Research;
Engineering, Industrial; Psychology, Social; Sociology
SC Computer Science; Education & Educational Research; Engineering;
Psychology; Sociology
GA BGL82
UT WOS:000248239000061
ER
PT B
AU Yi, LY
Zuo, MZ
Wang, ZX
AF Yi, Ling-yun
Zuo, Ming-zhang
Wang, Zhi-xin
BE Spector, JM
Sampson, DG
Okamoto, T
Kinshuk, X
Cerri, SA
Ueno, M
Kashihara, A
TI A model for analyzing and evaluating the return on investment in
e-learning
SO 7th IEEE International Conference on Advanced Learning Technologies,
Proceedings
LA English
DT Proceedings Paper
CT 7th IEEE International Conference on Advanced Learning Technologies
CY JUL 18-20, 2007
CL Niigata, JAPAN
SP IEEE TCLT, IEEE Comp Soc, Univ Electro Commun
DE e-learning; return on investment; fuzzy comprehensive evaluation
AB As investment in e-learning accelerates rapidly worldwide, it is important to improve the economic performance in the existing e-learning initiatives. This article presents a model for analyzing and evaluating the return on investment (ROI) in e-learning. The article also explains each component of the model in details. The model highlights the important issues that must be addressed to optimize the investment strategy. The model also further identifies the return on the investment by the mathematical method of fuzzy comprehensive evaluation.
C1 Cent China Normal Univ, Dept Informat Technol, Wuhan 430079, Peoples R China.
CR BRANOON B, 2003, ELEARING DEVELOPERS, P1
ENGELBRECHT E, 2003, PROGRESSIO, V25, P38
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FISHBONE DIAGRAM PRB
NR 4
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-2916-5
PY 2007
BP 79
EP 81
DI 10.1109/ICALT.2007.20
PG 3
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research; Education, Scientific Disciplines
SC Computer Science; Education & Educational Research
GA BGQ95
UT WOS:000249886800021
ER
PT S
AU Yukawa, T
Amarume, H
Fukumura, Y
AF Yukawa, Takashi
Amarume, Hiraku
Fukumura, Yoshimi
BE Apolloni, B
Howlett, RJ
Jain, L
TI An important posting notification function in an intelligent bulletin
board system for e-Learning
SO Knowledge-Based Intelligent Information and Engineering Systems: KES
2007 - WIRN 2007, Pt III, Proceedings
SE LECTURE NOTES IN ARTIFICIAL INTELLIGENCE
LA English
DT Proceedings Paper
CT 11th International Conference on Knowledge-Based Intelligent
Informational and Engineering Systems/17th Italian Workshop on Neural
Networks
CY SEP 12-14, 2007
CL Vietri sul Mare, ITALY
SP Univ Degli Studi, Milano, Second Univ Naples, Comune Vietri Mare, Comune Salerno, Reg Campania, Minist Riforme Innovaz nella P A, Ctr Reg Informat Commun Technol
DE e-Learning; bi-directional communication; asynchronous communication;
bulletin board system; text processing; concept base
AB This paper describes a discussion support function on the intelligent bulletin board system (iBBS), which aim to enhance educative effectiveness of e-Learning programs. Bi-directional communication plays an important role in asynchronous e-Learning systems. The authors have proposed the support functions for activization of communication. The paper proposes implementation and improvement for the iBBS, and demonstrates its performance through an experimental evaluation.
C1 Nagaoka Univ Technol, Nagaoka, Niigata 9402188, Japan.
CR Baeza-Yates R., 1999, MODERN INFORM RETRIE
DEERWESTER S, 1990, J AM SOC INFORM SCI, V41, P391, DOI 10.1002/(SICI)1097-4571(199009)41:6<391::AID-ASI1>3.0.CO;2-9
SALTON G, 1988, READINGS INFORM RETR, P323
Schutze Hinrich, 1995, P 4 ANN S DOC AN INF, P161
YUKAWA T, 2006, P ED MEDIA 2006, P2493
YUKAWA T, 2001, P 13 INT C TOOLS ART, P2570
NR 6
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-540-74828-1
J9 LECT NOTES ARTIF INT
PY 2007
VL 4694
BP 761
EP 768
PG 8
WC Computer Science, Artificial Intelligence; Computer Science,
Cybernetics; Engineering, Electrical & Electronic; Robotics; Imaging
Science & Photographic Technology
SC Computer Science; Engineering; Robotics; Imaging Science & Photographic
Technology
GA BGV12
UT WOS:000250749400093
ER
PT B
AU Lee, T
Lee, J
AF Lee, Taerim
Lee, Jungjin
BE Rizzi, A
Vichi, M
TI Quality assurance of web based e-Learning for statistical education
SO COMPSTAT 2006: Proceedings in Computational Statistics
LA English
DT Proceedings Paper
CT 17th Symposium on Computational Statistics (COMSTAT 2006)
CY AUG 28-SEP 01, 2006
CL Rome, ITALY
DE statistical education; e-Learning; self regulated learning; quality
assurance; process base model
AB e-Learning is an on-line education defined as the self paced or real time delivery of training and education over the internet to an end user device. In view of statistical education e-Learning has many advantages such as reduction of education cost, repeated learning, customized education, and self-paced learning. e-Learning system for Statistics Education has improved the lack of two-way communication and repetition, the main weakness of the existing media, TV, radio and written text. And it has extended the opportunity of learner by operating a variety of curriculum on the basis of e-learning. This paper describes the e-learning contents e-StatEdu for statistical education that anyone who wants to study could study anywhere, anytime with the internet and multimedia system. Those e-learning contents combine the e-lecture, e-book, simulation experiment, web link for reference, computer-aided tutor for statistical learning(CATS), self-evaluation system, and a statistical package for the practice of data analysis.
Also the guideline and evaluation criteria of quality assurance of e-Learning contents was considered for each developing process of analysis & planning, design & development, implementation and evaluation.
C1 Korea Natl Open Univ, Dept Informat Stat, Seoul, South Korea.
RP Lee, T (reprint author), Korea Natl Open Univ, Dept Informat Stat, Seoul, South Korea.
CR BAHNG SH, 2002, P E LEARN VIS 2002
BEUR G, 1987, J COMPUTING RES, V31, P207
HALL B, 2002, P E LEARN VIS 2002
JUNG IS, 1997, ANAL ED EFFECTIVENES
JUNG IS, 1999, EVALUATION STUDY EFF
KWAK D, 2004, 7 INT WORKSH DIST ED
LEE TR, 2003, INTRO STAT
MITTAG H, 2004, P 2004 FALL C KOR ST, P307
MOHERD, 2003, ED KOREA 2002 2003
NR 9
TC 1
Z9 1
PU PHYSICA-VERLAG GMBH & CO
PI HEIDELBERG
PA TIERGARTENSTR 17, D-69121 HEIDELBERG, GERMANY
BN 3-7908-1708-2
PY 2006
BP 429
EP 438
DI 10.1007/978-3-7908-1709-6_34
PG 10
WC Computer Science, Artificial Intelligence; Statistics & Probability
SC Computer Science; Mathematics
GA BFJ07
UT WOS:000242170000034
ER
PT S
AU Lin, IC
Chien, YM
Chang, IC
AF Lin, I-Chun
Chien, Yu-Mei
Chang, I-Chiu
BE Park, HA
Murray, P
Delaney, C
TI Quality evaluation on an e-learning system in continuing professional
education of nurses
SO Consumer-Centered Computer-Suppported Care for Healthy People
SE STUDIES IN HEALTH TECHNOLOGY AND INFORMATICS
LA English
DT Proceedings Paper
CT 9th International Congress on Nursing Informatics
CY 2006
CL Seoul, SOUTH KOREA
SP Korean Soc Med Informat
DE continuing education; e-learning system; nurse education; distance
learning; web-based learning system
ID SERVICE QUALITY; WEB; SATISFACTION; LESSONS; SUCCESS; MODEL
AB Maintaining high quality in Web-based learning is a powerful means of increasing the overall efficiency and effectiveness of distance learning. Many studies have evaluated Web-based learning but seldom evaluatefrom the information systems (IS) perspective. This study applied the famous IS Success model in measuring the quality of a Web-based learning system using a Web-based questionnaire for data collection. One hundred and fifty four nurses participated in the survey. Based on confirmatory factor analysis, the variables of the research model fit for measuring the quality of a Web-based learning system. As Web-based education continues to grow worldwide, the results of this study may assist the system adopter (hospital executives), the learner (nurses), and the system designers in making reasonable and informed judgments with regard to the quality of Web-based learning system in continuing professional education.
C1 Natl Chung Cheng Univ, Dept Informat Management, Chiayi, Taiwan.
RP Lin, IC (reprint author), Natl Chung Cheng Univ, Dept Informat Management, Chiayi, Taiwan.
CR Agarwal R, 2000, MIS QUART, V24, P665, DOI 10.2307/3250951
Ayer S, 1998, J ADV NURS, V27, P1034, DOI 10.1046/j.1365-2648.1998.00580.x
CHANG IC, 2005, IN PRESS GOVT INFORM
CHAPPLE M, 2005, NURS EDUC TODAY, V22, P24
DeLone W. H., 1992, INFORMATION SYSTEMS, V3, P60, DOI 10.1287/isre.3.1.60
DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9
Forman D, 2002, NURS EDUC TODAY, V22, P76, DOI 10.1054/nedt.2001.0740
Fresen JW, 2005, INT J EDUC DEV, V25, P317, DOI 10.1016/j.ijedudev.2004.12.002
Gillham David, 2002, Nurse Educ Pract, V2, P257, DOI 10.1016/S1471-5953(02)00053-7
Kennedy DM, 2005, NURS EDUC TODAY, V25, P23, DOI 10.1016/j.nedt.2004.09.008
Khan B.H., 2001, FRAMEWORK WEB BASED
Lu J, 2003, INFORM MANAGE-AMSTER, V40, P497, DOI 10.1016/S0378-7206(02)00064-2
McGorry S. Y., 2003, INTERNET HIGH EDUC, V6, P159, DOI 10.1016/S1096-7516(03)00022-8
Muylle S, 2004, INFORM MANAGE-AMSTER, V41, P543, DOI 10.1016/S0378-7206(03)00089-2
PARASURAMAN A, 1985, J MARKETING, V49, P41, DOI 10.2307/1251430
Rahm D., 1997, Public Productivity and Management Review, V20, P459, DOI 10.2307/3380685
Rai A, 2002, INFORM SYST RES, V13, P50, DOI 10.1287/isre.13.1.50.96
SCHAAF D, 1997, TRAINING, V34, pA6
Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4
Ward R, 1997, NURS EDUC TODAY, V17, P178, DOI 10.1016/S0260-6917(97)80130-X
Washer P, 2001, NURS EDUC TODAY, V21, P455, DOI 10.1054/nedt.2001.0583
Watson RT, 1998, MIS QUART, V22, P61, DOI 10.2307/249678
Wilkinson A, 2004, INT J NURS STUD, V41, P411, DOI 10.1016/j.ijnurstu.2003.11.001
Sit Janet W H, 2005, Nurse Educ Today, V25, P140, DOI 10.1016/j.nedt.2004.11.004
Wyatt JC, 2000, J AM MED INFORM ASSN, V7, P426
YARNOZ AZ, 2000, NURS EDUC TODAY, V22, P311
NR 26
TC 1
Z9 1
PU I O S PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 0926-9630
BN 978-1-58603-622-5
J9 ST HEAL T
PY 2006
VL 122
BP 220
EP 224
PG 5
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Interdisciplinary Applications; Computer
Science, Theory & Methods; Medical Informatics
SC Computer Science; Medical Informatics
GA BGD77
UT WOS:000246181100045
ER
PT S
AU Matsuda, Y
Takeuchi, T
Takahashi, Y
Ozawa, K
Nishimoto, Y
Terauti, H
AF Matsuda, Yoshimi
Takeuchi, Tomiko
Takahashi, Yukiko
Ozawa, Kazuhiro
Nishimoto, Yutaka
Terauti, Hidemasa
BE Park, HA
Murray, P
Delaney, C
TI Development and evaluation of the e-learning teaching materials for
surgical nursing training
SO Consumer-Centered Computer-Suppported Care for Healthy People
SE STUDIES IN HEALTH TECHNOLOGY AND INFORMATICS
LA English
DT Proceedings Paper
CT 9th International Congress on Nursing Informatics
CY 2006
CL Seoul, SOUTH KOREA
SP Korean Soc Med Informat
DE e-learning; surgical nursing; training
AB We investigated e-learning teaching materials with a questionnaire for 55 nursing students. Students thought the materials easy to use. In addition, the teaching materials which we developed gave them the confidence of thinking, "I can do it". We affect training by imaging a nursing procedure and think anxiery to training to be be relieved. However, load of PC became high in these teaching materials to display of two motion pictures simultaneously in one screen, so it would be necessary to produce the teaching materials considered transmission rate.
C1 Gifu Univ, Gifu, Japan.
RP Matsuda, Y (reprint author), Gifu Univ, Sch Med, Dept Med Surg Nursing, 1-1 Yanagido, Gifu 5011194, Japan.
NR 0
TC 1
Z9 1
PU I O S PRESS
PI AMSTERDAM
PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS
SN 0926-9630
BN 978-1-58603-622-5
J9 ST HEAL T
PY 2006
VL 122
BP 811
EP 811
PG 1
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Interdisciplinary Applications; Computer
Science, Theory & Methods; Medical Informatics
SC Computer Science; Medical Informatics
GA BGD77
UT WOS:000246181100189
ER
PT B
AU Nerguizian, V
Rafaf, M
AF Nerguizian, Vahe
Rafaf, Mustapha
GP IEEE
TI E-learning project based approach for analog electronic circuits
SO 2006 1st IEEE International Conference on E-Learning in Industrial
Electronics
LA English
DT Proceedings Paper
CT 1st IEEE International Conference on E-Learning in Industrial
Electronics
CY DEC 18-20, 2006
CL Hammamet, TUNISIA
SP IEEE
AB Laboratories thought in analog electronic circuits' undergraduate course use weekly session type experiments, where each experiment requires some measurement data collections for pre-specified experiments. Unfortunately, with this classical approach, the student does not have enough opportunity to be independent, creative and innovative. This paper describes a new laboratory teaching method called Project Based Approach (PBA). This approach permits the students to analyze, synthesize, and innovate with new ideas and solutions. It will also increase students' interest in the considered disciplines. The PAB is implemented at Ecole de technologie superieure with successful results, and is appreciated and supported by the students.
This article presents the description, challenges, implementation, evaluation and validation of the electronic circuits' laboratory projects using a project based approach. It emphasizes also on techniques and solutions to implement the e-learning method to analog electronic circuits' course. This approach can also be adapted to other undergraduate courses.
C1 Ecole Technol Super, Dept Elect Engn, Montreal, PQ H3C 1K3, Canada.
RP Nerguizian, V (reprint author), Ecole Technol Super, Dept Elect Engn, 1100 Notre Dame W, Montreal, PQ H3C 1K3, Canada.
CR ALI G, 2006, P 4 ANN IEEE C PERV
Berry FC, 2003, IEEE T EDUC, V46, P467, DOI 10.1109/TE.2003.818757
Consonni D, 2001, IEEE T EDUC, V44, P5, DOI 10.1109/13.912704
Davenport D, 2000, IEEE T EDUC, V43, P443, DOI 10.1109/13.883356
Dimitrova M., 2003, Proceedings. 14th International Workshop on Database and Expert Systems Applications
Furse C, 2004, IEEE T EDUC, V47, P18, DOI 10.1109/TE.2003.816066
SENG LC, 2003, P 2003 INT C CYB CW, P418
NR 7
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4244-0323-3
PY 2006
BP 181
EP 184
DI 10.1109/ICELIE.2006.347184
PG 4
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
Electronic
SC Computer Science; Engineering
GA BGH69
UT WOS:000247031200034
ER
PT B
AU Nosu, K
Kurokawa, T
AF Nosu, Kiyoshi
Kurokawa, Tomoya
GP IEEE
TI Facial tracking for an emotion-diagnosis robot to support e-Learning
SO Proceedings of 2006 International Conference on Machine Learning and
Cybernetics, Vols 1-7
LA English
DT Proceedings Paper
CT 5th International Conference on Machine Learning and Cybernetics
CY AUG 13-16, 2006
CL Dalian, PEOPLES R CHINA
SP IEEE Syst Man & Cybernet Soc, Hebei Univ, Hong Kong Polytech Univ, Harbin Inst Technol
DE facial tracking; emotion; diagnosis; robot; e-Learning; estimation
AB There have been a lot of researches on the detection/estimation of human emotions from facial expressions. However, most of them have extracted facial features for some specific emotions from the still pictures of artificial actions or performances. This paper describes facial tracking for e-Learaing support robot which can estimate a emotion of e-Learning user from his/her facial expression in real-time;(1) The criteria of the facial expression to classify the eight emotions was obtained by the time sequential subjective evaluation on the emotions as well as the time sequential analysis of a facial expression by image processing.(2) The coincidence ratio between the discriminated emotions based upon the criteria of emotion diagnosis and the time sequential subjective evaluation on emotions for ten e-Learning subjects was 69%.(3) Then, the possibility of the real time emotion diagnosis robot to support e-Learning was confirmed by the facial image processing at the 15 frame/sec. rate as well as the simple emotion diagnosis algorithm based upon the Mahalonobis distance.
C1 Tokai Univ, Sch High Technol Human Welfare, Numazu 4100395, Japan.
RP Nosu, K (reprint author), Tokai Univ, Sch High Technol Human Welfare, Nishino 317, Numazu 4100395, Japan.
CR COWIE R, 2001, IEEE SIGNAL PROC JAN, P33
Ekman P., 1982, EMOTION HUMAN FACE
LEE KK, 2003, P 2003 IEEE INT C RO, P2567
Pantic M, 2000, IMAGE VISION COMPUT, V18, P881, DOI 10.1016/S0262-8856(00)00034-2
PANTIC M, 2000, IEEE T PATTERN ANAL, V12, P12
Zhang Z., 1998, P 3 IEEE INT C AUT F, P454
NR 6
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 1-4244-0060-0
PY 2006
BP 3811
EP 3816
PG 6
WC Automation & Control Systems; Computer Science, Artificial Intelligence;
Computer Science, Cybernetics
SC Automation & Control Systems; Computer Science
GA BFE36
UT WOS:000241452305101
ER
PT S
AU Przybyszewski, K
AF Przybyszewski, Krzysztof
BE Rutkowski, L
Tadeusiewicz, R
Zadeh, LA
Zurada, J
TI A new evaluation method for e-learning systems
SO ARTIFICIAL INTELLIGENCE AND SOFT COMPUTING - ICAISC 2006, PROCEEDINGS
SE LECTURE NOTES IN COMPUTER SCIENCE
LA English
DT Article; Proceedings Paper
CT 8th International Conference on Artificial Intelligence and Soft
Computing (ICAISC 2006)
CY JUN 25-29, 2006
CL Zakopane, POLAND
SP Polish Neural Network Soc, Acad Humanities & Econ, Czestochowa Univ, Dept Comp Engn, IEEE Computat Intelligence Soc, Poland Chapter
AB The paper describes a conception of application of the fuzzy numbers for assessing students progress in learning, knowledge assimilation and abilities. The method of judge is based on operations performed on the fuzzy numbers and fuzzy sets. It has been used for assessing one-choice test and the results have been compared with teachers marks.
C1 AHE Univ, Dept Comp Sci Management & Transport, Inst Distance Educ Res, Lodz, Poland.
RP Przybyszewski, K (reprint author), AHE Univ, Dept Comp Sci Management & Transport, Inst Distance Educ Res, Rewolucji 1905r 64, Lodz, Poland.
EM kprzybyszewski@wshe.lodz.pl
RI Zurada, Jacek/B-8687-2013
CR DEBUIS D, 1978, INT J SYST SCI, V9, P613
NIEMIERKO B, 1997, SCH MARKS DIDACTIC C
PRZYBYSZEWSKI K, 2005, AUTOMATYKA, V3, P799
PRZYBYSZEWSKI K, 2000, WSHE SCI BOOKLETS, V4, P90
RUTKOWSKI L, 2005, METHODS TECHNIQUES A
NR 5
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 3-540-35748-3
J9 LECT NOTES COMPUT SC
PY 2006
VL 4029
BP 1209
EP 1216
PG 8
WC Computer Science, Artificial Intelligence
SC Computer Science
GA BEV54
UT WOS:000239600000126
ER
PT J
AU Hutten, H
Stiegmaier, W
Rauchegger, G
AF Hutten, H
Stiegmaier, W
Rauchegger, G
TI KISS - A new approach to self-controlled e-learning of selected chapters
in Medical Engineering and other fields at bachelor and master course
level
SO MEDICAL ENGINEERING & PHYSICS
LA English
DT Article
DE e-learning; sequential programme structure; performance control; cardiac
pacemakers; evaluation results
AB Modem life style requires new methods for individual lifelong learning, based on access at every time and from every place. This fundamental requirement is provided by the Internet. The Internet technology promises an increasing potential in the future for e-learning or tele-learning. Some special requirements are password-controlled access, applicability of most commercially available PCs and laptops equipped with standard software (Microsoft Internet Explorer 6.0), central evaluation of the students' performance, inclusion of an examination part, provision of a picture gallery and a comprehensive glossary accessible in the learning mode. The KISS-shell has been developed based on the Oracle 10g application server in combination with a relational data base (Oracle 8i) on the server side and a web browser based interface using JavaScript for user control of data input on the client side (Kontrolliertes Intelligentes Selbstgesteuertes Studium, KISS). The first tutorial application has been realized with a chapter about cardiac pacemakers. The weight of that chapter (or module) is about 2 ECTS (i.e. the equivalent of 30 working hours; European Credit Transfer System, ECTS). The internal structure of the chapter is organized in sequential mode. It consists of five main sections. Each of those five sections is subdivided into five subsections of comparable length. Progression from one subsection to the next is possible only after successfully passing through the respective examination. The whole learning programme with the pacemaker chapter has been evaluated by 10 students. The system will be presented together with first experiences including the evaluation results. Until now the program has not been used for training purposes. (c) 2005 IPEM. Published by Elsevier Ltd. All rights reserved.
C1 Graz Univ Technol, Inst Med Engn, A-8010 Graz, Austria.
Univ Appl Sci, Carinthia Tech Inst, Klagenfurt, Austria.
Cortron GmbH, Graz, Austria.
RP Hutten, H (reprint author), Graz Univ Technol, Inst Med Engn, Inffeldgasse 18, A-8010 Graz, Austria.
EM hutten@cortronik.co.at
CR Arnold K., 2000, JAVA PROGRAMMING LAN
AVEDAL K, 2000, PROFESSIONAL JSP
HASU T, 2004, THESIS TAMPERE U TEC
Schaldach M. M, 1992, ELECTROTHERAPY HEART
WARSCHAT J, 1999, STARKUNG KERNKOMPETE
Webster J. G., 1995, DESIGN CARDIAC PACEM
NR 6
TC 1
Z9 2
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1350-4533
J9 MED ENG PHYS
JI Med. Eng. Phys.
PD SEP
PY 2005
VL 27
IS 7
BP 611
EP 616
DI 10.1016/j.medengphy.2005.05.003
PG 6
WC Engineering, Biomedical
SC Engineering
GA 963HV
UT WOS:000231795900010
ER
PT S
AU Niewiadomski, A
AF Niewiadomski, A
BE Vojtas, P
Bielikova, M
CharronBost, B
Sykora, O
TI Interval-valued data structures and their application to e-learning
SO SOFSEM 2005:THEORY AND PRACTICE OF COMPUTER SCIENCE
SE LECTURE NOTES IN COMPUTER SCIENCE
LA English
DT Article; Proceedings Paper
CT 31st Conference on Current Trends in Theory and Practice of Computer
Science
CY JAN 22-28, 2005
CL Liptovsky Jan, SLOVAKIA
SP Slovak Soc Comp Sci, Comenius Univ, Fac Math, Phys & Indormat, Czech Soc Comp Sci, Slovak Univ Tehnol, Fac Informat & Informat Technologies, PJ Safarik Univ, Fac Sci, Inst Informat
AB The paper is devoted to the problem of replacing crisp numbers with interval numbers in, soft computations. The original concept of an interval-valued vector (IVV) is introduced, and the new extensions of classic similarity measures are proposed to handle IVV matching. Finally, the presented data structure and the matching methods are used in the process of an automated evaluation of tests in e-learning (distance learning within the Internet).
C1 Tech Univ Lodz, Inst Comp Sci, PL-93005 Lodz, Poland.
RP Niewiadomski, A (reprint author), Tech Univ Lodz, Inst Comp Sci, Ul Wolczanska 215, PL-93005 Lodz, Poland.
EM aniewiadomski@ics.p.lodz.pl
CR Cross V. V., 2002, SIMILARITY COMPATIBI
ENTEMANN CW, 2000, FUZZY SETS SYSTEMS, V113, P162
Karnik N.N., 1998, INTRO TYPE 2 FUZZY L
Moore R, 2003, FUZZY SET SYST, V135, P5, DOI 10.1016/S0165-0114(02)00246-4
NIEWIADOMSKI A, 2002, E COMMERCE INTELLIGE
NIEWIADOMSKI A, IN PRESS ACAD ON LIN
NIEWIADOMSKI A, 2003, THEROTICAL APPL COMP, V5, P193
NIEWIADOMSKI A, 2004, P 4 UKR POL C ENV ME, P133
Ross T.J., 1995, FUZZY LOGIC ENG APPL
SZCZEPANIAK PS, 2003, INTELLIGENT EXPLORAT
NR 10
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 3-540-24302-X
J9 LECT NOTES COMPUT SC
PY 2005
VL 3381
BP 403
EP 407
PG 5
WC Computer Science, Theory & Methods
SC Computer Science
GA BCC14
UT WOS:000228554400049
ER
PT S
AU Scotti, S
Mauri, M
Cerutti, S
Mainardi, L
Villamira, M
AF Scotti, S.
Mauri, M.
Cerutti, S.
Mainardi, L.
Villamira, M.
GP IEEE
TI Quantitative evaluation of distant student psychophysical responses
during the e-learning processes
SO 2005 27th Annual International Conference of the IEEE Engineering in
Medicine and Biology Society, Vols 1-7
SE PROCEEDINGS OF ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING
IN MEDICINE AND BIOLOGY SOCIETY
LA English
DT Proceedings Paper
CT 27th Annual International Conference of the
IEEE-Engineering-in-Medicine-and-Biology-Society
CY AUG 31-SEP 03, 2005
CL Shanghai, PEOPLES R CHINA
SP IEEE Engn Med & Biol Soc, Chinese Acad Engn Sci
AB Using 4 biometric sensors, including GSR (Galvanic Skin Response), BVP (Blood Volume Pulse), EKG (Electro Cardio Grapy) and EEG (Electro Encephalon Grapy), this paper proposes to attempt to correlate the presentation of relaxing, engaging or stressful content to the subjective measures provided by participants in experiments. Once the participant interacts with content from one of the 3 conditions, they may or may not be selectively relaxed, engaged or stressed, and their scores on a psychological self-questionnaire (STAI: State-Trait Anxiety Inventory) should show that. From correlating the subjective ratings with the experimental conditions, is proposed to allow to develop algorithms. that can be used to classify learners' affective state during synchronous or asynchronous coursework. It is proposed that the algorithm could be used synchronously for the teacher to get student feedback in real time.
C1 Polytech Univ, Dept Bioengn, Milan, Italy.
RP Scotti, S (reprint author), Polytech Univ, Dept Bioengn, Milan, Italy.
CR ANGESLEVA J, P SIGGRAPH 2004 LOS
COLORNI A, 2002, WEBLEARNING ESPERIEN
KAPOOR A, 2004, P ICPR04 C CAMBR
LANG PJ, 1995, AM PSYCHOL, V50, P372, DOI 10.1037//0003-066X.50.5.372
WANG H, 2004, P ACM SIGCHI 2004 VI
NR 5
TC 1
Z9 1
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 1094-687X
BN 0-7803-8740-6
J9 P ANN INT IEEE EMBS
PY 2005
BP 1196
EP 1199
DI 10.1109/IEMBS.2005.1616638
PG 4
WC Engineering, Biomedical
SC Engineering
GA BER00
UT WOS:000238998401037
ER
PT B
AU Soreanu, P
Saucan, E
AF Soreanu, P
Saucan, E
BE Devedzic, V
Spector, JM
Sampson, DG
TI Semi-continuous monitoring of student feedback in interactive
synchronous e-learning environments
SO 3RD IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES,
PROCEEDINGS
LA English
DT Proceedings Paper
CT 3rd IEEE International Conference on Advanced Learning Technologies
CY JUL 09-11, 2003
CL ATHENS, GREECE
SP Informat & Telemat Inst, Ctr Res & Technol Hellas, IEEE Learning Technol Task Force, IEEE Comp Soc, Dais Cultural & Athlet Ctr
AB The paper presents a new program tool intended to increase the feedback received from students during interactive synchronous sessions. It works in a semi-continuous, nonobtrusive way, giving information about predefined parameters. The results are monitored online by the instructor and the data is logged for further evaluation. Instructors using the program have reported a significant change of their perceived level of interaction with the students. The better feedback allows them more adaptability to the student needs, without interrupting the flow of the session. The program is independent of the conferencing environment and runs in parallel with it.
C1 ORT Braude Engn Coll, Dept Software Engn, Karmiel, Israel.
NR 0
TC 1
Z9 1
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 0-7695-1967-9
PY 2003
BP 276
EP 277
PG 2
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BX21H
UT WOS:000184643900065
ER
PT S
AU Spaniol, M
Klamma, R
Jarke, M
AF Spaniol, M
Klamma, R
Jarke, M
BE Karagiannis, D
Reimer, U
TI Data integration for multimedia E-learning environments with XML and
MPEG-7
SO PRACTICAL ASPECTS OF KNOWLEDGE MANAGEMENT
SE LECTURE NOTES IN ARTIFICIAL INTELLIGENCE
LA English
DT Article; Proceedings Paper
CT 4th International Conference on Practical Aspects of Knowledge
Management
CY DEC 02-03, 2002
CL VIENNA, AUSTRIA
SP Univ Vienna, Inst Informat & Business Informat, Dept Knowledge Management
AB Integration of heterogeneous data is one of the greatest challenges for versatile e-learning environments, since support for different multimedia data formats is often restricted or adaptions are necessary to fit strict requirements. Therefore, we examine the opportunities given by new metadata standards like MPEG-7 and XML for knowledge management in terms of automated processing, evaluation and presentation of e-content. In Germany's first interdisciplinary and collaborative research center on "Media and Cultural Communications", we are studying the influence of transcription, localization and (re-) addressing on e-learning environments. Exemplarily, we want to introduce our Virtual Entrepreneurship Lab (VEL) as an approach tu comply with these tasks in a multimedia e-learning environment.
C1 Rhein Westfal TH Aachen, D-52056 Aachen, Germany.
RP Spaniol, M (reprint author), Rhein Westfal TH Aachen, Ahornstr 55, D-52056 Aachen, Germany.
CR Benitez A.B., 2002, INTRO MPEG 7 MULTIME, P111
Clark J., 1999, XML PATH LANGUAGE XP
CLARKE P, 2000, P PAKM2000 PRACT ASP
DIENG R, 1998, P 11 BANFF WORKSH KN
Fensel D., 1998, P 11 INT FLAIRS C FL
GANDON F, 2000, P PAKM2000 PRACT ASP
Hunter J, 2001, IEEE T CIRC SYST VID, V11, P765, DOI 10.1109/76.927438
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JARKE M, 2002, P 14 INT C ADV INF S, P4
JARKE M, 2001, P 34 ANN HAW INT C S
KLAMMA R, 2002, P IEEE INT C ADV LEA, P519
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KLOCKNER K, 2000, P INT C4 ICDE C DIST
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Smith B, 2001, FORMAL ONTOLOGY INFO, piii
STUDER R, 2002, MANAGING USER FOCUSE
VANBEEK P, 2002, INTRO MPEG 7 MULTIME, P163
ZITTERBART M, 2002, I AM HERE MOBILE LEA
NR 25
TC 1
Z9 1
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 3-540-00314-2
J9 LECT NOTES ARTIF INT
PY 2002
VL 2569
BP 244
EP 255
PG 12
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems
SC Computer Science
GA BW15A
UT WOS:000180993200023
ER
PT J
AU Evans, AM
Ellis, G
Norman, S
Luke, K
AF Evans, Alison M.
Ellis, Gemma
Norman, Sharon
Luke, Karl
TI Patient safety education - A description and evaluation of an
international, interdisciplinary e-learning programme
SO NURSE EDUCATION TODAY
LA English
DT Article
DE E-learning; Inter-professional; Patient safety; Education; Distance
ID ADVERSE EVENTS; HOSPITALIZED-PATIENTS
AB Patient safety is a priority within healthcare across the globe. Delivering safer healthcare demands a system wide approach and educators have a responsibility to play a full role. This article describes how e-learning can be a means of engaging and educating an international group of critical care professionals studying at Masters level. Using online tools such as blogs, wikis and discussion boards students are introduced to quality and safety subjects and tools to help them improve care at a local level. Working together as a collaborative of different professionals has engaged the student group helping them understand their role in reducing harm and has resulted in improvements to care. (C) 2014 Elsevier Ltd. All rights reserved.
C1 [Evans, Alison M.; Ellis, Gemma; Norman, Sharon; Luke, Karl] Cardiff Univ, Univ Wales Hosp, Dept Anaesthet Intens Care & Pain Management, Cardiff CF14 4XN, S Glam, Wales.
RP Evans, AM (reprint author), Cardiff Univ, Univ Wales Hosp, Dept Anaesthet Intens Care & Pain Management, B Block 3rd Floor,Heath Pk, Cardiff CF14 4XN, S Glam, Wales.
EM wnsame1@cardiff.ac.uk
CR 1000lives plus, 2012, IMPR METH
BRENNAN TA, 1991, NEW ENGL J MED, V324, P370, DOI 10.1056/NEJM199102073240604
Hogan H, 2012, BMJ QUAL SAF, V21, P737, DOI 10.1136/bmjqs-2011-001159
Hrastinski S, 2009, COMPUT EDUC, V52, P78, DOI 10.1016/j.compedu.2008.06.009
Institute for Healthcare Improvement, 2012, IMPR
Institute for Healthcare Improvement, 2003, IHI COLL MOD ACH BRE
Langley G. L., 2009, IMPROVEMENT GUIDE PR
LEAPE LL, 1991, NEW ENGL J MED, V324, P377, DOI 10.1056/NEJM199102073240605
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World Health Organisation, 2011, WHO PAT SAF CURR GUI
NR 15
TC 0
Z9 0
PU CHURCHILL LIVINGSTONE
PI EDINBURGH
PA JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND
SN 0260-6917
EI 1532-2793
J9 NURS EDUC TODAY
JI Nurse Educ. Today
PD FEB
PY 2014
VL 34
IS 2
SI SI
BP 248
EP 251
DI 10.1016/j.nedt.2013.03.009
PG 4
WC Education, Scientific Disciplines; Nursing
SC Education & Educational Research; Nursing
GA AA8LM
UT WOS:000331347000016
ER
PT J
AU Worm, BS
Buch, SV
AF Worm, Bjarne Skjodt
Buch, Steen Vigh
TI Does Competition Work as a Motivating Factor in E-Learning? A Randomized
Controlled Trial
SO PLOS ONE
LA English
DT Article
AB Background and Aims:Examinations today are often computerized and the primary motivation and curriculum is often based on the examinations. This study aims to test if competition widgets in e-learning quiz modules improve post-test and follow-up test results and self-evaluation. The secondary aim is to evaluate improvements during the training period comparing test-results and number of tests taken.
Methods: Two groups were randomly assigned to either a quiz-module with competition widgets or a module without. Pre-, post-and follow up test-results were recorded. Time used within the modules was measured and students reported time studying. Students were able to choose questions from former examinations in the quiz-module.
Results: Students from the competing group were significantly better at both post-and follow-up-test and had a significantly better overall learning efficiency than those from the non-competing group. They were also significantly better at guessing their post-test results.
Conclusion: Quiz modules with competition widgets motivate students to become more active during the module and stimulate better total efficiency. They also generate improved self-awareness regarding post-test-results.
C1 [Worm, Bjarne Skjodt] Univ Copenhagen, Bispebjerg Hosp, Dept Anesthesia & Intens Care, DK-1168 Copenhagen, Denmark.
[Buch, Steen Vigh] Rigshosp, Dept Vasc Surg, DK-2100 Copenhagen, Denmark.
RP Worm, BS (reprint author), Univ Copenhagen, Bispebjerg Hosp, Dept Anesthesia & Intens Care, DK-1168 Copenhagen, Denmark.
EM bsworm@gmail.com
CR Bruggen L, 2012, PERSPECTIVES MED ED, V1, P162
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Yousefy Alireza, 2012, J Educ Health Promot, V1, P4, DOI 10.4103/2277-9531.94412
NR 21
TC 0
Z9 0
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD JAN 17
PY 2014
VL 9
IS 1
AR e85434
DI 10.1371/journal.pone.0085434
PG 6
WC Multidisciplinary Sciences
SC Science & Technology - Other Topics
GA 297EA
UT WOS:000330237000034
ER
PT J
AU Debevc, M
Stjepanovic, Z
Holzinger, A
AF Debevc, Matjaz
Stjepanovic, Zoran
Holzinger, Andreas
TI Development and evaluation of an e-learning course for deaf and hard of
hearing based on the advanced Adapted Pedagogical Index method
SO INTERACTIVE LEARNING ENVIRONMENTS
LA English
DT Article
DE distance learning; deaf education; sign language; video streaming;
web-based education; learning management system; usability; pedagogical
effectiveness
ID MEDICAL-EDUCATION; INFORMATION; TECHNOLOGY; STUDENTS; DESIGN;
HYPERMEDIA; USABILITY; SOFTWARE; LECTURES; SYSTEMS
AB Web-based and adapted e-learning materials provide alternative methods of learning to those used in a traditional classroom. Within the study described in this article, deaf and hard of hearing people used an adaptive e-learning environment to improve their computer literacy. This environment included streaming video with sign language interpreter video and subtitles. The courses were based on the learning management system Moodle, which also includes sign language streaming videos and subtitles. A different approach is required when adapting e-learning courses for the deaf and hard of hearing: new guidelines must be developed concerning the loading and display of video material. This is shown in the example of the e-learning course, ECDL (European Computer Driving Licence). The usability of the e-learning course is analyzed and confirmed using two methods: first, the Software Usability Measurement Inventory (SUMI) evaluation method, and second, the Adapted Pedagogical Index (AdaPI), which was developed as part of this study, and gives an index to measure the pedagogical effectiveness of e-learning courses adapted for people with disabilities. With 116 participants, of whom 22 are deaf or hard of hearing, the e-learning course for the target group has been found suitable and appropriate according to both evaluation methods.
C1 [Debevc, Matjaz] Univ Maribor, Fac Elect Engn & Comp Sci, SLO-2000 Maribor, Slovenia.
[Stjepanovic, Zoran] Univ Maribor, Fac Mech Engn, SLO-2000 Maribor, Slovenia.
[Holzinger, Andreas] Med Univ Graz, Inst Med Informat Stat & Documentat, Res Unit Human Comp Interact, Graz, Austria.
RP Debevc, M (reprint author), Univ Maribor, Fac Elect Engn & Comp Sci, SLO-2000 Maribor, Slovenia.
EM matjaz.debevc@uni-mb.si
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NR 53
TC 0
Z9 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1049-4820
EI 1744-5191
J9 INTERACT LEARN ENVIR
JI Interact. Learn. Environ.
PD JAN 2
PY 2014
VL 22
IS 1
BP 35
EP 50
DI 10.1080/10494820.2011.641673
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 292JT
UT WOS:000329898700004
ER
PT J
AU Persico, D
Manca, S
Pozzi, F
AF Persico, Donatella
Manca, Stefania
Pozzi, Francesca
TI Adapting the Technology Acceptance Model to evaluate the innovative
potential of e-learning systems
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE E-learning; Evaluation; Technology Acceptance Model (TAM); Tracking;
Learning outcomes; Educational innovation
ID INFORMATION-TECHNOLOGY; USER ACCEPTANCE; METHODOLOGY; DIFFUSION;
EDUCATION
AB This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system's components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers' adoption of new tools and students' learning outcomes) have also been used to complement the data. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Persico, Donatella; Manca, Stefania; Pozzi, Francesca] Natl Res Council Italy, Inst Educ Technol, I-16149 Genoa, Italy.
RP Persico, D (reprint author), Natl Res Council Italy, Inst Educ Technol, Via De Marini 6, I-16149 Genoa, Italy.
EM persico@itd.cnr.it
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NR 45
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
EI 1873-7692
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD JAN
PY 2014
VL 30
BP 614
EP 622
DI 10.1016/j.chb.2013.07.045
PG 9
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 295BF
UT WOS:000330090900069
ER
PT J
AU Alsabawy, AY
Cater-Steel, A
Soar, J
AF Alsabawy, Ahmed Younis
Cater-Steel, Aileen
Soar, Jeffrey
TI IT infrastructure services as a requirement for e-learning system
success
SO COMPUTERS & EDUCATION
LA English
DT Article
DE IT infrastructure services; Perceived usefulness; User satisfaction;
Customer and organizational value; E-learning systems success
ID INFORMATION-TECHNOLOGY INFRASTRUCTURE; CONFIRMATORY FACTOR-ANALYSIS;
MANAGEMENT-SYSTEM; ACCEPTANCE MODEL; CONTINUANCE INTENTION;
EMPIRICAL-EXAMINATION; STRATEGIC MANAGEMENT; PERCEIVED USEFULNESS; USER
SATISFACTION; BUSINESS VALUE
AB Evaluation of e-learning systems success is an essential process in managing and developing these types of systems. There are still arguments about the factors can be used to evaluate the success of e-learning systems. Inadequate attention has been paid to investigate the role of IT infrastructure services as a foundation to create the success of e-learning systems. The focus of this study is the role of IT infrastructure services in terms of the success of e-learning systems. A model is proposed which includes five constructs: IT infrastructure services; perceived usefulness; user satisfaction; customer value; and organizational value. A quantitative study was conducted at an Australian University, with survey responses from 110 Academic staff members and 720 students who use the e-learning system. The empirical study confirmed that an IT infrastructure services is a valid and reliable construct to measure e-learning systems success. In addition, this study provides evidence of the critical role of IT infrastructure services in the success of e-learning systems via its significant effect on perceived usefulness, user satisfaction, customer value, and organizational value. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Alsabawy, Ahmed Younis; Cater-Steel, Aileen; Soar, Jeffrey] Univ So Queensland, Sch Informat Syst, Toowoomba, Qld 4350, Australia.
[Alsabawy, Ahmed Younis] Univ Mosul, Fac Business & Econ, Mosul, Iraq.
RP Alsabawy, AY (reprint author), Univ So Queensland, Sch Informat Syst, Toowoomba, Qld 4350, Australia.
EM AhmedYounis.Al-Sabawy@usq.edu.au; Aileen.Cater-Steel@usq.edu.au;
Jeffrey.Soar@usq.edu.au
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NR 118
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
EI 1873-782X
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2013
VL 69
BP 431
EP 451
DI 10.1016/j.compedu.2013.07.035
PG 21
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 233WO
UT WOS:000325600400038
ER
PT J
AU Hughes, M
AF Hughes, M.
TI Evaluation of the Effectiveness of a Pilot Transition Year Asthma
e-learning Programme
SO IRISH JOURNAL OF MEDICAL SCIENCE
LA English
DT Meeting Abstract
C1 [Hughes, M.] Asthma Soc Ireland, Dublin 1, Ireland.
CR Franck LS, 2008, PAEDIAT NURSING, V20, P10
Kintner EK, 1996, THESIS U ARIZONA TUC
NR 2
TC 0
Z9 0
PU SPRINGER LONDON LTD
PI LONDON
PA 236 GRAYS INN RD, 6TH FLOOR, LONDON WC1X 8HL, ENGLAND
SN 0021-1265
EI 1863-4362
J9 IRISH J MED SCI
JI Irish J. Med. Sci.
PD NOV
PY 2013
VL 182
SU 10
BP S462
EP S462
PG 1
WC Medicine, General & Internal
SC General & Internal Medicine
GA 241TO
UT WOS:000326191100067
ER
PT J
AU Chrysafiadi, K
Virvou, M
AF Chrysafiadi, Konstantina
Virvou, Maria
TI PeRSIVA: An empirical evaluation method of a student model of an
intelligent e-learning environment for computer programming
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Student model; Personalized systems; Adaptive learning; Evaluation
ID USER STEREOTYPES; EDUCATIONAL-SYSTEMS; FUZZY TECHNIQUES; KNOWLEDGE;
DESIGN; PATTERNS; LANGUAGE; DECADE; TUTOR
AB In this paper an evaluation method for assessing the effectiveness, accuracy and validity of a student model was presented. Our method is called PeRSIVA and is a combination of the well-known evaluation method of Kirkpatrick and the layered evaluation framework. These well-known and commonly used evaluation techniques have been selected in order to design an accurate and correct evaluation methodology, since there are no clear guidelines in the literature for the evaluation of the student model of an adaptive tutoring system. Furthermore, PeRSIVA method was used to evaluate the hybrid student model, which combines an overlay model with stereotypes and fuzzy logic techniques, of an e-learning system. Particularly, PeRSIVA assesses the results of student modeling in students' satisfaction, performance, progress, behavior and state, as well as the validity of the conclusions drawn by the student model and the validity of the adaptation decision making. The e-learning system was used by the students of a postgraduate program in the field of informatics in the University of Piraeus and the evaluation results demonstrated learning improvements in students and adaptation success to students' needs. (C) 2013 Elsevier Ltd. All rights reserved.
C1 [Chrysafiadi, Konstantina; Virvou, Maria] Univ Piraeus, Dept Informat, GR-18534 Piraeus, Greece.
RP Chrysafiadi, K (reprint author), Univ Piraeus, Dept Informat, Karaoli & Dimitriou Str 80, GR-18534 Piraeus, Greece.
EM kchrysafiadi@yahoo.gr; mvirvou@unipi.gr
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NR 59
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD OCT
PY 2013
VL 68
BP 322
EP 333
DI 10.1016/j.compedu.2013.05.020
PG 12
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA 213SP
UT WOS:000324080800031
ER
PT J
AU Davids, MR
Chikte, UME
Halperin, ML
AF Davids, Mogamat Razeen
Chikte, Usuf M. E.
Halperin, Mitchell L.
TI An efficient approach to improve the usability of e-learning resources:
the role of heuristic evaluation
SO ADVANCES IN PHYSIOLOGY EDUCATION
LA English
DT Article
DE simulation; iterative design; user-centered design; interface design
ID DESIGN; INDUSTRY; STATE
AB Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated whether heuristic evaluation of our multimedia e-learning resource by a panel of experts would be an effective and efficient alternative to testing with end users. We engaged six inspectors, whose expertise included usability, e-learning, instructional design, medical informatics, and the content area of nephrology. They applied a set of commonly used heuristics to identify usability problems, assigning severity scores to each problem. The identification of serious problems was compared with problems previously found by user testing. The panel completed their evaluations within 1 wk and identified a total of 22 distinct usability problems, 11 of which were considered serious. The problems violated the heuristics of visibility of system status, user control and freedom, match with the real world, intuitive visual layout, consistency and conformity to standards, aesthetic and minimalist design, error prevention and tolerance, and help and documentation. Compared with user testing, heuristic evaluation found most, but not all, of the serious problems. Combining heuristic evaluation and user testing, with each involving a small number of participants, may be an effective and efficient way of improving the usability of e-learning materials. Heuristic evaluation should ideally be used first to identify the most obvious problems and, once these are fixed, should be followed by testing with typical end users.
C1 [Davids, Mogamat Razeen] Univ Stellenbosch, Div Nephrol, ZA-7505 Cape Town, South Africa.
[Davids, Mogamat Razeen] Univ Stellenbosch, Dept Med, ZA-7505 Cape Town, South Africa.
[Davids, Mogamat Razeen] Tygerberg Hosp, ZA-7505 Cape Town, South Africa.
[Chikte, Usuf M. E.] Univ Stellenbosch, Dept Interdisciplinary Hlth Sci, ZA-7505 Cape Town, South Africa.
[Halperin, Mitchell L.] St Michaels Hosp, Li Ka Shing Knowledge Inst, Toronto, ON M5B 1W8, Canada.
[Halperin, Mitchell L.] Univ Toronto, Div Nephrol, Toronto, ON, Canada.
RP Davids, MR (reprint author), Univ Stellenbosch, Div Nephrol, POB 19063, ZA-7505 Cape Town, South Africa.
EM mrd@sun.ac.za
FU South African Universities Health Sciences IT Consortium; Stellenbosch
University's Fund for Innovation and Research into Learning and Teaching
FX This work was supported by grants from the South African Universities
Health Sciences IT Consortium and Stellenbosch University's Fund for
Innovation and Research into Learning and Teaching.
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NR 34
TC 0
Z9 0
PU AMER PHYSIOLOGICAL SOC
PI BETHESDA
PA 9650 ROCKVILLE PIKE, BETHESDA, MD 20814 USA
SN 1043-4046
J9 ADV PHYSIOL EDUC
JI Adv. Physiol. Educ.
PD SEP
PY 2013
VL 37
IS 3
BP 242
EP 248
DI 10.1152/advan.00043.2013
PG 7
WC Education, Scientific Disciplines; Physiology
SC Education & Educational Research; Physiology
GA 216VB
UT WOS:000324312100006
ER
PT J
AU Behrends, M
Stiller, G
Illiger, K
Nitschke, M
Egbert, N
Kruckeberg, J
AF Behrends, M.
Stiller, G.
Illiger, K.
Nitschke, M.
Egbert, N.
Krueckeberg, J.
TI E-LEARNING AS INTEGRAL PART OF TEACHING-LEARNING PROCESSES IN CONTINUING
EDUCATION FOR AMBIENT ASSISTED LIVING TECHNOLOGIES AND SERVICES
SO BIOMEDICAL ENGINEERING-BIOMEDIZINISCHE TECHNIK
LA English
DT Article; Proceedings Paper
CT Tri-State Conference of the
German-Swiss-and-Austrian-Society-for-Biomedical-Technology (BMT)
CY 2013
CL Graz, AUSTRIA
SP German Swiss & Austrian Soc Biomed Technol
DE ambient assisted living; continuing education; training and further
education; e-learning; case studies
AB In the project MHH-QuAALi, financed within a program of the German Federal Ministry for Education and Research (BMB), a training course for nurses and technicians in the field of ambient assisted living technologies and services is developed. A central point within the overall concept of the training course is the use of e-learning. The article presents the first experiences and evaluation results. It is shown that e-learning can support different aspects of the teaching-learning process, especially interdisciplinary learning and collaboration.
C1 [Behrends, M.; Stiller, G.; Illiger, K.; Krueckeberg, J.] Tech Univ Carolo Wilhelmina Braunschweig, Inst Technol, Peter L Reichertz Inst Med Informat, Hannover, Germany.
[Behrends, M.; Stiller, G.; Illiger, K.; Krueckeberg, J.] Hannover Med Sch, Hannover, Germany.
[Nitschke, M.] Univ Appl Sci & Arts, Fac Diakonia Hlth & Social Affairs, Hannover, Germany.
[Egbert, N.] Univ Appl Sci, Fac Business Management & Social Sci, Osnabruck, Germany.
RP Behrends, M (reprint author), Tech Univ Carolo Wilhelmina Braunschweig, Inst Technol, Peter L Reichertz Inst Med Informat, Hannover, Germany.
EM behrends.marianne@mh-hannover.de
CR Behrends M., 2008, BRUCKENSCHLAG MED IN
Bremer C., 2005, ONLINE PADAGOGIK, V2, P175
Gerstenmaier J., 2009, HDB ERWACHSENENBILDU, P169, DOI 10.1007/978-3-531-91834-1_10
Kerres M., 2001, MULTIMEDIALE TELEMED
Kerres M., 2004, HANDLUNGSORIENTIERTE, P77
Kruckeberg J., 2011, DEMOGRAPHISCHER WANE, P4
Schulmeister R., 2004, DIDAKTIK NEUE MEDIEN, P19
NR 7
TC 0
Z9 0
PU WALTER DE GRUYTER GMBH
PI BERLIN
PA GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY
SN 0013-5585
EI 1862-278X
J9 BIOMED ENG-BIOMED TE
JI Biomed. Eng.-Biomed. Tech.
PD AUG
PY 2013
VL 58
SU 1
DI 10.1515/bmt-2013-4412
PG 2
WC Engineering, Biomedical; Medical Informatics
SC Engineering; Medical Informatics
GA 286JD
UT WOS:000329463600474
ER
PT J
AU Catteau, C
Faulks, D
Mishellany-Dutour, A
Collado, V
Tubert-Jeannin, S
Tardieu, C
Hugues, P
Roger-Leroi, V
Hennequin, M
AF Catteau, C.
Faulks, D.
Mishellany-Dutour, A.
Collado, V.
Tubert-Jeannin, S.
Tardieu, C.
Hugues, P.
Roger-Leroi, V.
Hennequin, M.
TI Using e-learning to train dentists in the development of standardised
oral health promotion interventions for persons with disability
SO EUROPEAN JOURNAL OF DENTAL EDUCATION
LA English
DT Article
DE distance learning; dental education; programme evaluation; health
promotion; people with disability
ID HANDICAPPED-CHILDREN; SELF-EFFICACY; EDUCATION; PROFESSIONALS;
INSTITUTION; BARRIERS; CARE
AB Background: This study aims to evaluate whether an e-learning curriculum was sufficient to impart the necessary knowledge to dentists to allow them to implement an oral health promotion intervention in an institution for persons with disability.
Materials and methods: Participants were asked to complete a 10-module online training course and to implement a standardised intervention in an institution. The outcome measures were as follows: online tracking of progress; multiple choice questionnaires completed at the end of most modules; self-efficacy questionnaire completed before and after online training; completion of training and calibration in the use of a standardised risk assessment form; initiation and full completion of an oral health promotion intervention in an institution; satisfaction of participants with the online training experience; and evaluation of the impact of the intervention by the institution staff.
Results: The study sample included 26 dentists. The 10 modules were passed by 24 dentists, and the mean value of the highest overall score recorded in the multiple questionnaires was 88.4% (+/- 4.0). Twenty participants completed the self-efficacy questionnaire before and after training; the mean values of scores after training were statistically different and higher than those at baseline. Questionnaire regarding satisfaction with the online training experience was completed by 22 participants; all of them stated that they were satisfied with the online training experience.
Conclusions: The results indicate that the online training course helped participants to increase self-efficacy and to provide interventions in institutions. This study could have implications for both undergraduate and postgraduate dental education in France.
C1 [Catteau, C.; Faulks, D.; Mishellany-Dutour, A.; Collado, V.; Tubert-Jeannin, S.; Roger-Leroi, V.; Hennequin, M.] Univ Auvergne, Clermont Univ, Clermont Ferrand, France.
[Catteau, C.] Univ Lille 2, Fac Chirurg Dent, Lille, France.
[Faulks, D.; Mishellany-Dutour, A.; Collado, V.; Tubert-Jeannin, S.; Roger-Leroi, V.; Hennequin, M.] CHU Clermont Ferrand, Serv Odontol, Clermont Ferrand, France.
[Tardieu, C.] Aix Marseille Univ, Fac Odontol, UMR 7268, Marseille, France.
[Tardieu, C.] Hop Enfants La Timone, APHM, Serv Odontol, Marseille, France.
[Hugues, P.] Soc Francaise Acteurs Sante Publ Bucco Dent, Paris, France.
RP Faulks, D (reprint author), CROC EA4874, UFR Odontol, 11 Bvd Charles Gaulle, F-63000 Clermont Ferrand, France.
EM denise.faulks@udamail.fr
FU French General Direction of Health
FX This study was funded by the French General Direction of Health. The
authors would like to thank: Dr A. Abbe-Denizot, Dr S. Albecker, Prof.
P. Allison, Dr E-N. Bory, Mr F-X. Charbonnier, Dr F. Cohen, Prof M.
Folliguet, Dr H. Guerroumi, Prof O. Laboux, Mme B. Le Nouvel, Dr L.
Marchetto, Dr A. Moutarde, Dr B. Sarry. Special thanks to Dr P. Karsenty
(French General Direction of Health) and Dr F. Courson (President of the
Societe Francaise des Acteurs de la Sante Publique Bucco-Dentaire).
CR Adiwoso ASAW, 1999, INT DENT J, V49, P82
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Mitsea A G, 2001, J Clin Pediatr Dent, V26, P111
Pilcher E S, 2001, Eur J Dent Educ, V5, P53, DOI 10.1034/j.1600-0579.2001.005002053.x
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Rodriguez Vazquez C, 2002, SPEC CARE DENT, V22, P65, DOI DOI 10.1111/J.1754-4505.2002.TB01164.X
Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002
Stark CM, 2011, J NUTR EDUC BEHAV, V43, P316, DOI 10.1016/j.jneb.2011.01.010
NR 23
TC 0
Z9 0
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1396-5883
J9 EUR J DENT EDUC
JI Eur. J. Dent. Educ.
PD AUG
PY 2013
VL 17
IS 3
BP 143
EP 153
DI 10.1111/eje.12024
PG 11
WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines
SC Dentistry, Oral Surgery & Medicine; Education & Educational Research
GA 175DL
UT WOS:000321210100003
ER
PT J
AU Chunwijitra, S
Berena, AJ
Okada, H
Ueno, H
AF Chunwijitra, Sila
Berena, Arjulie John
Okada, Hitoshi
Ueno, Haruki
TI Advanced Content Authoring and Viewing Tools Using Aggregated Video and
Slide Synchronization by Key Marking for Web-Based e-Learning System in
Higher Education
SO IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS
LA English
DT Article
DE aggregated video; authoring tool; video-based content; key marking;
WebELS learning
ID PLATFORM; DESIGN
AB In this paper, we propose a new online authoring tool for e-Learning system to meet the social demands for internationalized higher education. The tool includes two functions an authoring function for creating video-based content by the instructor, and a viewing function for self-learning by students. In the authoring function, an instructor creates key markings onto the raw video stream to produce virtual video clips related to each slide. With key markings, some parts of the raw video stream can be easily skipped. The virtual video clips form an aggregated video stream that is used to synchronize with the slide presentation to create learning content. The synchronized content can be previewed immediately at the client computer prior to saving at the server. The aggregated video becomes the baseline for the viewing function. Based on aggregated video stream methodology, content editing requires only the changing of key markings without editing the raw video file. Furthermore, video and pointer synchronization is also proposed for enhancing the students' learning efficiency. In viewing function, video quality control and an adaptive video buffering method are implemented to support usage in various network environments. The total system is optimized to support cross-platform and cloud computing to break the limitation of various usages. The proposed method can provide simple authoring processes with clear user interface design for instructors, and help students utilize learning contents effectively and efficiently. In the user acceptance evaluation, most respondents agree with the usefulness, ease-of-use, and user satisfaction of the proposed system. The overall results show that the proposed authoring and viewing tools have higher user acceptance as a tool for e-Learning.
C1 [Chunwijitra, Sila] Grad Univ Adv Studies, Tokyo, Kanagawa 2400193, Japan.
[Berena, Arjulie John; Okada, Hitoshi; Ueno, Haruki] Natl Inst Informat, Tokyo 1050123, Japan.
RP Chunwijitra, S (reprint author), Grad Univ Adv Studies, Tokyo, Kanagawa 2400193, Japan.
EM sila@nii.ac.jp; berena@nii.ac.jp; okada@nii.ac.jp; ueno@nii.ac.jp
FU Science Research Foundation of Japan; Amada Foundation; MEXT; SATREPS of
JST; JICA
FX The authors would like to express sincere thanks to all persons who
supported the WebELS project of Nil Japan, especially to Dr. Vuthichai
Ampornarambeth, Prof. Nobuo Shimamoto and Dr. Pao Sriprasertsuk for
contributions in designing and implementing the WebELS system. The
project is funded by Science Research Foundation of Japan, Amada
Foundation, MEXT, SATREPS of JST and JICA. We express sincere thanks to
Genetec Corporation for a collaborative development and business, and
the Sahara Solar Breeder (SSB) project for collaborations using WebELS.
CR Ampornaramveth V, 2006, Proceedings of the Fifth IASTED International Conference on Web-based Education, P388
Blinco K., 2004, WHITE
Bodendorf F., 2005, LEARNING, V1, P127
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Borko H., 2004, ED RES, V33, P3, DOI DOI 10.3102/0013189X033008003
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Cohen Eli B., 2006, Interdisciplinary Journal of Knowledge & Learning Objects, V2
Dong B, 2009, ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, P125
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Pocatilu Paul, 2010, WSEAS Transactions on Computers, V9
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Tu WQ, 2005, IEICE T COMMUN, VE88B, P4030, DOI 10.1093/ietcom/e88-b.10.4030
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Woolf P., 2004, TECHNOLOGY
NR 24
TC 0
Z9 0
PU IEICE-INST ELECTRONICS INFORMATION COMMUNICATIONS ENG
PI TOKYO
PA KIKAI-SHINKO-KAIKAN BLDG MINATO-KU SHIBAKOEN 3 CHOME, TOKYO, 105, JAPAN
SN 0916-8532
J9 IEICE T INF SYST
JI IEICE Trans. Inf. Syst.
PD AUG
PY 2013
VL E96D
IS 8
BP 1754
EP 1765
DI 10.1587/transinf.E96.D.1754
PG 12
WC Computer Science, Information Systems; Computer Science, Software
Engineering
SC Computer Science
GA 202RG
UT WOS:000323236700019
ER
PT J
AU Guiahi, M
Ellsworth, TR
Sheeder, J
Brakman, A
AF Guiahi, M.
Ellsworth, T. R.
Sheeder, J.
Brakman, A.
TI EVALUATION OF AN E-LEARNING FAMILY PLANNING CURRICULUM FOR OBSTETRICS
AND GYNECOLOGY RESIDENTS
SO CONTRACEPTION
LA English
DT Meeting Abstract
C1 [Guiahi, M.] Univ Colorado Anschutz, Aurora, CO USA.
NR 0
TC 0
Z9 0
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0010-7824
J9 CONTRACEPTION
JI Contraception
PD AUG
PY 2013
VL 88
IS 2
BP 310
EP 311
PG 2
WC Obstetrics & Gynecology
SC Obstetrics & Gynecology
GA 196BM
UT WOS:000322748400076
ER
PT J
AU Lavender, DT
Omoni, G
Lee, K
Wakasiaki, S
Campbell, M
Watiti, J
Mathai, M
AF Lavender, Dame Tina
Omoni, Grace
Lee, Karen
Wakasiaki, Sabina
Campbell, Malcolm
Watiti, James
Mathai, Matthews
TI A pilot quasi-experimental study to determine the feasibility of
implementing a partograph e-learning tool for student midwife training
in Nairobi
SO MIDWIFERY
LA English
DT Article
DE Partograph; e-Learning; Midwife; Quasi-experimental
ID OBSTRUCTED LABOR; MANAGEMENT; OUTCOMES
AB Objective: the partograph is a tool used globally to record labour progress. Although it has the potential to improve maternal and neonatal outcomes, some midwives struggle with using it in practice. Training in partograph use is limited, and the theory is often divorced from practice. Innovative ways of improving training are urgently required. We therefore aimed to determine whether the use of an e-learning tool is beneficial for learning partograph skills.
Design: an uncontrolled before-and-after study was conducted, informed by Kirkpatrick's four-stage model of evaluation; we report on the first two stages. We included a cohort of third and fourth year midwifery students who were studying at one university in Nairobi. The same hypothetical case scenario was used, pre- and post-implementation of the World Health Organization partograph e-learning tool, to assess students' partograph completion ability. Views on the tool were also sought, using semi-structured questionnaires. Data were analysed using standard statistical techniques and framework analysis.
Findings: 92 (88%) students participated. Students expressed positive views about the e-learning tool. However, the mean post-intervention score (27.21) was less than half of the maximum obtainable score. There was some improvement in test scores; year three mean score pre-intervention was 21.39 (SD 5.72), which increased to 25.10 (5.41) post-intervention (paired-i=3.47, p=0.001); year four mean score pre-intervention was 24.39 (5.98) which increased to 29.30 (6.77) post-intervention (paired t=3.85, df=91, p<0.001). In the post-test, year four students scored higher than year three students (unpaired t=3.28, df=90, p=0.001). Students were unable to plot cervical dilatation correctly, once established labour had been confirmed.
Key conclusion: e-Learning training is acceptable to student midwives and has the potential to be an effective means of teaching the practical application of the partograph. However, in this study, their inability to correctly plot transference from the latent to active phase of labour suggests that the padograph itself may be too complicated. Modifications and further evaluation of the e-learning tool would be required before any widespread implementation. Furthermore, students need the clinical support to operationalise their learning; educating qualified midwives and obstetricians to be positive role models when completing the partograph would be one potential solution. Further research is required, taking on board the recommendations from our pilot study, to investigate the impact of partograph e-learning on practice and clinical outcomes. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Lavender, Dame Tina; Lee, Karen; Campbell, Malcolm] Univ Manchester, Manchester M13 9PL, Lancs, England.
[Omoni, Grace; Wakasiaki, Sabina] Univ Nairobi, Sch Nursing Sci, Nairobi, Kenya.
[Watiti, James] East Cent & Southern African Hlth Community, Arusha, Tanzania.
[Mathai, Matthews] World Hlth Org, Dept Maternal Newborn Child & Adolescent Hlth, CH-1211 Geneva 27, Switzerland.
RP Lavender, DT (reprint author), Univ Manchester, Jean McFarlane Bldg, Manchester M13 9PL, Lancs, England.
EM tina.lavender@manchester.ac.uk; omonigrace@hotmail.com;
karen.e.lee@manchester.ac.uk; swakasiaka@gmail.com;
malcolm.campbell@manchester.ac.uk; jwatiti@ecsa.or.tz; mathaim@who.int
FU UK Department for Business, Innovation and Skills (BIS); UK Higher
Education Sector
FX This is an EPA Project funded by the UK Department for Business,
Innovation and Skills (BIS) for the benefit of the African Further and
Higher Education Sector and the UK Higher Education Sector.
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NR 34
TC 0
Z9 0
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0266-6138
J9 MIDWIFERY
JI Midwifery
PD AUG
PY 2013
VL 29
IS 8
BP 876
EP 884
DI 10.1016/j.midw.2012.10.003
PG 9
WC Nursing
SC Nursing
GA 178FS
UT WOS:000321431200010
ER
PT J
AU Vavpotic, D
Zvanut, B
Trobec, I
AF Vavpotic, Damjan
Zvanut, Bostjan
Trobec, Irena
TI A Comparative Evaluation of E-learning and Traditional Pedagogical
Process Elements
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article
DE E-learning; Teaching methods; Tools; Evaluation; Model; Pedagogical
process
ID NURSING-STUDENTS; ACCEPTANCE; METHODOLOGIES; TECHNOLOGY; EDUCATION;
IMPACT
AB In modern pedagogical processes various teaching methods and approaches (elements of the pedagogical process - EPPs) are used ranging from traditional ones (e.g., lectures, books) to more recent ones (e.g., e-discussion boards, e-quizzes). Different models for evaluation of the appropriateness of EPPs have been proposed in the past. However, the literature shows that these models typically focus only on the appropriateness of a single EPP and do not provide information about its relative appropriateness in relation to other EPPs. Unfortunately, this considerably limits the use of such evaluation models for the needs of the educational institutions' management. In order to decide which EPPs to promote or modify, management requires a comparative overview of the appropriateness of all EPPs that are part of the pedagogical process under consideration. Therefore the goal of our study was to design a model which would facilitate a comparative evaluation of many e-learning and traditional EPPs by simultaneously considering perspectives of students' and teachers' who participate in a certain pedagogical process. We applied the proposed model to three real-life pedagogical processes that are presented in this paper. Three groups of students, their teachers, and the college's management participated in the study. The management confirmed that the evaluation model provided them with valuable information in order to plan actions for improvement of the pedagogical processes.
C1 [Vavpotic, Damjan] Univ Ljubljana, Fac Comp & Informat Sci, Ljubljana 1000, Slovenia.
[Zvanut, Bostjan; Trobec, Irena] Univ Primorska, Fac Hlth Sci, Izola 6310, Slovenia.
RP Vavpotic, D (reprint author), Univ Ljubljana, Fac Comp & Informat Sci, Trzaska 25, Ljubljana 1000, Slovenia.
EM damjan.vavpotic@fri.uni-lj.si; bostjan.zvanut@fvz.upr.si;
irena.trobec@fvz.upr.si
RI Iaochite, Roberto/G-1613-2012
CR Aleman JLF, 2011, NURS EDUC TODAY, V31, P866, DOI 10.1016/j.nedt.2010.12.026
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Forsberg E, 2011, NURS EDUC TODAY, V31, P757, DOI 10.1016/j.nedt.2010.11.015
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Young L. E., 2007, NURS EDUC TODAY, V27, P755
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NR 28
TC 0
Z9 0
PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PD JUL
PY 2013
VL 16
IS 3
BP 76
EP 87
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 219CL
UT WOS:000324482100006
ER
PT J
AU DeBate, RD
Severson, HH
Cragun, DL
Gau, JM
Merrell, LK
Bleck, JR
Christiansen, S
Koerber, A
Tomar, SL
Brown, KRM
Tedesco, LA
Hendricson, W
AF DeBate, Rita D.
Severson, Herbert H.
Cragun, Deborah L.
Gau, Jeff M.
Merrell, Laura K.
Bleck, Jennifer R.
Christiansen, Steve
Koerber, Anne
Tomar, Scott L.
Brown, Kelli R. McCormack
Tedesco, Lisa A.
Hendricson, William
TI Evaluation of a theory-driven e-learning intervention for future oral
healthcare providers on secondary prevention of disordered eating
behaviors
SO HEALTH EDUCATION RESEARCH
LA English
DT Article
ID GENERAL DENTAL PRACTITIONERS; DOMESTIC VIOLENCE; ANOREXIA-NERVOSA;
TRAINING-PROGRAM; BULIMIA-NERVOSA; PAROTID-GLAND; SPECIAL NEEDS; SHARED
RISK; ADOLESCENTS; DISEASE
AB Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed.
C1 [DeBate, Rita D.; Cragun, Deborah L.; Merrell, Laura K.; Bleck, Jennifer R.] Univ S Florida, Coll Publ Hlth, Dept Community & Family Hlth, Tampa, FL 33612 USA.
[Severson, Herbert H.] Deschutes Res Inc, Eugene, OR 97401 USA.
[Gau, Jeff M.] Oregon Res Inst, Eugene, OR 97403 USA.
[Christiansen, Steve] Inter Vis Media, Eugene, OR 97401 USA.
[Koerber, Anne] Univ Illinois, Chicago Coll Dent, Dept Pediat Dent, Div Behav Sci, Chicago, IL 60612 USA.
[Tomar, Scott L.] Univ Florida, Coll Dent, Dept Community Dent & Behav Sci, Gainesville, FL 32610 USA.
[Brown, Kelli R. McCormack] Univ Florida, Coll Hlth & Human Performance, Dept Hlth Educ & Behav, Gainesville, FL 32611 USA.
[Tedesco, Lisa A.] Emory Univ, James T Laney Sch Grad Studies, Atlanta, GA 30322 USA.
[Tedesco, Lisa A.] Emory Univ, Rollins Sch Publ Hlth, Atlanta, GA 30322 USA.
[Hendricson, William] Univ Texas Hlth Sci Ctr San Antonio, San Antonio Dent Sch, Dent Deans Off, San Antonio, TX 78229 USA.
RP DeBate, RD (reprint author), Univ S Florida, Coll Publ Hlth, Dept Community & Family Hlth, 13201 Bruce B Downs Blvd, Tampa, FL 33612 USA.
EM rdebate@health.usf.edu
RI chen, zhu/K-5923-2013
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NR 70
TC 0
Z9 0
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0268-1153
J9 HEALTH EDUC RES
JI Health Educ. Res.
PD JUN
PY 2013
VL 28
IS 3
BP 472
EP 487
DI 10.1093/her/cyt050
PG 16
WC Education & Educational Research; Public, Environmental & Occupational
Health
SC Education & Educational Research; Public, Environmental & Occupational
Health
GA 153YP
UT WOS:000319639000009
ER
PT J
AU Li, Y
Fu, ZT
Duan, YQ
AF Li, Yan
Fu, Zetian
Duan, Yanqing
TI Evaluating System Quality of e-Learning Programs: A Study Based on
Factor Analysis
SO SENSOR LETTERS
LA English
DT Article
DE System Quality; e-Learning System; Factor Analysis
ID COMPUTER-TECHNOLOGY; USER ACCEPTANCE; SUCCESS; MODEL; INFORMATION;
TEACHERS; ADOPTION; DELONE; TAM
AB Advances of e-learning technologies increase the number of the e-learners and the scales of e-learning programs in China. However, assessing the e-learning system quality is critical as to improve the effectiveness of e-learning system and the increase the users' reuse. This study employed a rigorous scale development procedure and factor analysis to measure the system quality. The empirical samples are 110 universities students from e-learning continuous program. The results indicate that system functionality, system reactivity and system interactivity system are the main three dimensions for the evaluation of system quality.
C1 [Li, Yan] China Agr Univ, Int Coll Beijing, Beijing 100083, Peoples R China.
[Fu, Zetian] China Agr Univ, Coll Informat & Elect Engn, Beijing 100083, Peoples R China.
[Duan, Yanqing] Univ Bedfordshire, Sch Business, Luton LU1 3JU, Beds, England.
RP Fu, ZT (reprint author), China Agr Univ, Coll Informat & Elect Engn, Beijing 100083, Peoples R China.
EM fzt@cau.edu.cn
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NR 17
TC 0
Z9 0
PU AMER SCIENTIFIC PUBLISHERS
PI VALENCIA
PA 26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA
SN 1546-198X
EI 1546-1971
J9 SENSOR LETT
JI Sens. Lett.
PD JUN-JUL
PY 2013
VL 11
IS 6-7
SI SI
BP 1180
EP 1184
DI 10.1166/sl.2013.2863
PG 5
WC Chemistry, Analytical; Electrochemistry; Instruments & Instrumentation;
Physics, Applied
SC Chemistry; Electrochemistry; Instruments & Instrumentation; Physics
GA 266ED
UT WOS:000328005300031
ER
PT J
AU Arevalo, CR
Bayne, SC
Beeley, JA
Brayshaw, CJ
Cox, MJ
Donaldson, NH
Elson, BS
Grayden, SK
Hatzipanagos, S
Johnson, LA
Reynolds, PA
Schonwetter, DJ
AF Arevalo, Carolina R.
Bayne, Stephen C.
Beeley, Josie A.
Brayshaw, Christine J.
Cox, Margaret J.
Donaldson, Nora H.
Elson, Bruce S.
Grayden, Sharon K.
Hatzipanagos, Stylianos
Johnson, Lynn A.
Reynolds, Patricia A.
Schoenwetter, Dieter J.
TI Framework for E-Learning Assessment in Dental Education: A Global Model
for the Future
SO JOURNAL OF DENTAL EDUCATION
LA English
DT Article
DE dental education; assessment; e-learning; haptics; measuring learning;
educational methodology
AB The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.
C1 [Arevalo, Carolina R.; Elson, Bruce S.] Kings Coll London, London SE1 9NH, England.
[Bayne, Stephen C.] Univ Michigan, Sch Dent, Dept Cariol Restorat Sci & Endodont, Ann Arbor, MI 48109 USA.
[Beeley, Josie A.] Univ Glasgow, Sch Med, Glasgow, Lanark, Scotland.
[Brayshaw, Christine J.; Donaldson, Nora H.] Kings Coll London, Inst Dent, London SE1 9NH, England.
[Cox, Margaret J.] Kings Coll London, Haptel Lab, London SE1 9NH, England.
[Grayden, Sharon K.] Univ Michigan, Sch Dent, Off Dean, Ann Arbor, MI 48109 USA.
[Hatzipanagos, Stylianos; Reynolds, Patricia A.] Kings Coll London, Ctr Technol Enhanced Learning, London SE1 9NH, England.
[Johnson, Lynn A.] Univ Michigan, Sch Dent, Ann Arbor, MI 48109 USA.
[Schoenwetter, Dieter J.] Univ Manitoba, Fac Dent, Winnipeg, MB, Canada.
RP Reynolds, PA (reprint author), Kings Coll London, Ctr Technol Enhanced Learning, Franklin Wilkins Bldg,150 Stanford St, London SE1 9NH, England.
EM p.a.reynolds@kcl.ac.uk
RI Iaochite, Roberto/G-1613-2012
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NR 45
TC 0
Z9 0
PU AMER DENTAL EDUCATION ASSOC
PI WASHINGTON
PA 1400 K STREET, NW, STE 1100, WASHINGTON, DC 20005 USA
SN 0022-0337
J9 J DENT EDUC
JI J. Dent. Educ.
PD MAY
PY 2013
VL 77
IS 5
BP 564
EP 575
PG 12
WC Dentistry, Oral Surgery & Medicine
SC Dentistry, Oral Surgery & Medicine
GA 142XN
UT WOS:000318831000005
ER
PT J
AU Bharuthram, S
Kies, C
AF Bharuthram, Sharita
Kies, Carolynn
TI Introducing e-learning in a South African Higher Education Institution:
Challenges arising from an intervention and possible responses
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
AB This article draws on research conducted at a tertiary institution in South Africa as part of the redesigning of an English for Educational Development (EED) course to include an e-learning online discussion component. The subject material used was based on HIV/AIDS topics that students had to debate within an online discussion forum. Framed by the concept of Multiliteracies and the Social Constructivist view of teaching and learning, this study problematizes students' experiences of the online component in an attempt to explore the potential benefits of and challenges in using e-learning in teaching and learning and the extent to which e-learning should be adopted into the EED curriculum. The benefits derived and challenges faced by the students and the writers during the implementation of the intervention are presented with the aim of generating further discussions from researchers on national and international levels. This article briefly contextualizes the study by providing some background information, theory and the research process. It then draws on a number of evaluation tools ranging from course evaluations; classroom discussions and observations; reflective notes; as well as minutes of meetings to evaluate both students and writers participation and experiences. Practitioner Notes What is already known about this topic? center dot Advancements in technology make it imperative to include technology into teaching and learning. center dot Using technology can be both rewarding and challenging. center dot Technology contributes to flexible modes of teaching and learning. What this paper adds center dot Provides an understanding of the University context in South Africa and the literacy levels of students entering higher education in South Africa. center dot Discusses the negative impact that a lack of basic language proficiency has on teaching and learning initiatives. While technical skills are important, it is not sufficient for epistemological success. center dot Discusses some specific benefits of and challenges in using an e-learning discussion forum. This discussion would be useful for practitioners prior to the implementation of e-learning into the curriculum. Implications for practice and/or policy center dot Care and caution must be exercised in developing institutional policies that recommend e-learning interventions. Merely providing ongoing e-learning training for academics is not sufficient. It is imperative that academics are exposed to current literature on the issues that will prevent them falling into traps, eg, using e-learning to replace teacher interaction or making unrealistic demands on students based on the assumption that all student are technologically literate. center dot Consideration must be given to the social context of students as well as the expertise of students prior to adoption of e-learning into the curriculum. center dot Highlights the importance of using a scaffolding approach to develop expertise of students. center dot Stresses the need for Higher Education Institutions to revisit their minimum entrance requirements.
C1 [Bharuthram, Sharita] Univ Western Cape, Dept English, ZA-7535 Bellville, South Africa.
[Kies, Carolynn] Univ Western Cape, Ctr Innovat Educ & Commun Technol, ZA-7535 Bellville, South Africa.
RP Bharuthram, S (reprint author), Univ Western Cape, Dept English, Private Bag X17, ZA-7535 Bellville, South Africa.
EM sbharuthram@uwc.ac.za
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NR 29
TC 0
Z9 0
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD MAY
PY 2013
VL 44
IS 3
BP 410
EP 420
DI 10.1111/j.1467-8535.2012.01307.x
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 122YJ
UT WOS:000317354200018
ER
PT J
AU Katuk, N
Kim, J
Ryu, H
AF Katuk, Norliza
Kim, Jieun
Ryu, Hokyoung
TI Experience beyond knowledge: Pragmatic e-learning systems design with
learning experience
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Learning experience; Expert learners; Novice learner; Flow; Content
sequencing; Optimal flow channel
ID COMPUTER-MEDIATED ENVIRONMENTS; CONTINUANCE INTENTION; FLOW;
METACOGNITION; SATISFACTION; INSTRUCTION; TECHNOLOGY; MOTIVATION;
EDUCATION; QUALITY
AB With the growing demand in e-learning system, traditional e-learning systems have dramatically evolved to provide more adaptive ways of learning, in terms of learning objectives, courses, individual learning processes, and so on. This paper reports on differences in learning experience from the learner's perspectives when using an adaptive e-learning system, where the learner's knowledge or skill level is used to configure the learning path. Central to this study is the evaluation of a dynamic content sequencing system (DCSS), with empirical outcomes being interpreted using Csikszentmihalyi's flow theory (i.e., Flow, Boredom, and Anxiety). A total of 80 participants carried out a one-way between-subject study controlled by the type of e-learning system (i.e., the DCSS vs. the non-DCSS). The results indicated that the lower or medium achievers gained certain benefits from the DCSS, whilst the high achievers in learning performance might suffer from boredom when using the DCSS. These contrasting findings can be suggested as a pragmatic design guideline for developing more engaging computer-based learning systems for unsupervised learning situations. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Katuk, Norliza] Northern Univ Malaysia, Coll Arts & Sci, Dept Informat Technol, Sintok, Kedah, Malaysia.
[Kim, Jieun; Ryu, Hokyoung] Hanyang Univ, Coll Engn, Dept Ind Engn, Seoul 133791, South Korea.
[Kim, Jieun] Royal Coll Art, Sch Design, London, England.
RP Ryu, H (reprint author), Hanyang Univ, Coll Engn, Dept Ind Engn, Seoul 133791, South Korea.
EM hryu@hanyang.ac.kr
CR Al-Dujaily A., ED TECHNOLO IN PRESS
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NR 66
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD MAY
PY 2013
VL 29
IS 3
BP 747
EP 758
DI 10.1016/j.chb.2012.12.014
PG 12
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 114UX
UT WOS:000316769300030
ER
PT J
AU Ozyurt, O
Ozyurt, H
Baki, A
Guven, B
AF Ozyurt, Ozcan
Ozyurt, Hacer
Baki, Adnan
Guven, Bulent
TI Integration into mathematics classrooms of an adaptive and intelligent
individualized e-learning environment: Implementation and evaluation of
UZWEBMAT
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Adaptive educational hypermedia; Individualized e-learning; Intelligent
tutoring systems; Improving classroom teaching; Secondary education
ID EDUCATIONAL HYPERMEDIA SYSTEMS; STYLES; STUDENTS; INSTRUCTION; TEACHERS;
SUBJECT
AB The purpose of this study is to design an adaptive and intelligent individualized e-learning environment based on learning style and expert system named UZWEBMAT and to evaluate its effects on students' learning of the unit of probability. In the study, initially, learning objects were prepared in three different ways in relation to Visual-Auditory-Kinesthetic (VAK) learning style for each subject of the probability unit. These were appropriate for secondary school mathematics curricula. Then, they were transferred into the digital environment. Each student may follow a different course, and the solution supports s/he will get may also differ highlighting the individual learning. The sample of the study consists of 81 10th grade students from two high schools in Trabzon, Turkey. Qualitative and quantitative data were collected from students to answer research questions. Quantitative data were given as frequency distribution and percentages. Qualitative data were analyzed using qualitative data analysis methods. Results of the study indicated that opinions regarding UZWEBMAT are rather positive. Aiming at individual learning, UZWEBMAT provides the most appropriate environment for students. In addition, UZWEBMAT can be used as well to reinforce traditional classroom education. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Ozyurt, Ozcan] Karadeniz Tech Univ, Dept Comp Technol, Trabzon Vocat Sch, Trabzon, Turkey.
[Ozyurt, Hacer; Baki, Adnan; Guven, Bulent] Karadeniz Tech Univ, Dept Sci & Math Educ, Trabzon, Turkey.
RP Ozyurt, O (reprint author), Karadeniz Tech Univ, Dept Comp Technol, Trabzon Vocat Sch, Trabzon, Turkey.
EM oozyurt@ktu.edu.tr; hacerozyurt@ktu.edu.tr; abaki@ktu.edu.tr;
bguven@ktu.edu.tr
CR Akbulut Y, 2012, COMPUT EDUC, V58, P835, DOI 10.1016/j.compedu.2011.10.008
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NR 52
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD MAY
PY 2013
VL 29
IS 3
BP 726
EP 738
DI 10.1016/j.chb.2012.11.013
PG 13
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 114UX
UT WOS:000316769300028
ER
PT J
AU Vural, OF
AF Vural, Omer Faruk
TI The Impact of a Question-Embedded Video-based Learning Tool on
E-learning
SO KURAM VE UYGULAMADA EGITIM BILIMLERI
LA English
DT Article
DE Video-based Learning; E-learning; Online Education; Distance Education;
Design Learning Tool
ID INFORMATION-PROCESSING APPROACH; TEACHING PRACTICAL SKILLS;
INSTRUCTIONAL-MATERIALS; DISTANCE
AB In this study, it is mainly focused on investigating the effect of question-embedded online interactive video environment on student achievement. A quasi-experimental design was development to compare the effectiveness of a question-embedded interactive video environment (QVE) and an interactive video environment without the question component (IVE). The data were collected from 318 teacher education students enrolled in an introduction level computer literacy course. Two different course materials were designed, developed and implemented to teach the same content and the same data collections instruments were used to assess student achievement. A computer knowledge evaluation form was utilized at the beginning and at the end of the study to examine about the students' computer literacy and knowledge. A quantitative design method was used to inquire the effect of question-embedded online video-based environment tool on student achievement. Two quizzes and two surveys were performed. The research results show that the question-embedded video-based environment tool promote the student learning, improve the amount of interaction of the student as well as time spent with the learning materials. Simply incorporating interactive video into e-learning environment may not always result with improving learning. However, QVE tool may lead to better learning outcomes and higher learner achievement.
C1 Gaziantep Univ, Coll Educ, Dept Comp & Instruct Technol Educ, TR-27300 Gaziantep, Turkey.
RP Vural, OF (reprint author), Gaziantep Univ, Coll Educ, Dept Comp & Instruct Technol Educ, TR-27300 Gaziantep, Turkey.
EM vural@gantep.edu.tr
RI Roekenes, Fredrik Moerk/F-5382-2013
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NR 26
TC 0
Z9 0
PU EDAM
PI ISTANBUL
PA KISIKLI MH ALEMDAG CD YAN YOL SK, SBK IS MERKEZI NO 5, KAT 1 USKUDAR,
ISTANBUL, 81190, TURKEY
SN 1303-0485
J9 KURAM UYGUL EGIT BIL
JI Kuram Uygulamada Egit. Bilim.
PD SPR
PY 2013
VL 13
IS 2
BP 1315
EP 1323
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA 131IA
UT WOS:000317985100037
ER
PT J
AU Kim, S
Kim, H
Han, S
AF Kim, SooHwan
Kim, HyeonCheol
Han, SeonKwan
TI A development of learning widget on m-learning and e-learning
environments
SO BEHAVIOUR & INFORMATION TECHNOLOGY
LA English
DT Article
DE humancomputer interface; architectures for educational technology
system; evaluation of CAL (Computer Assisted Learning) system; improving
classroom teaching; teaching; learning strategies
ID INFORMATION TECHNOLOGY; PERCEIVED USEFULNESS; EASE
AB This article describes the development of learning widget on m-learning and e-learning environments. A widget is a small, simple and useful application supporting user-oriented contents. The user may select and install widgets that are convenient as well as an auto-updating application including weather or calendar. These widgets are especially more useful, because they are able to be installed on a mobile device, a website or a desktop computer. If we take advantage of widgets for education, we may use this learning tool for delivering and pulling learning contents, essences of lessons or word learning. To that end, we developed an effective learning widget and then verified its usability, usefulness and effectiveness for m-learning and e-learning. That is, we evaluated the learning widget with a heuristic evaluation method. We identified 72 interface problems by using a set of 10 usability criteria or heuristics. In addition, we considered how to design the learning widget with consideration given to devices on m-learning and e-learning. Moreover, we experimented by conducting a pilot test with 34 students, a field test with 60 teachers and technology acceptance model (TAM) analysis with 15 teachers. We verified the effectiveness and usefulness of learning with a questionnaire, a quiz and TAM, where the subjects, after using the learning widget in real learning activities, rated the widget's efficacy. The result shows that the learning widget is useful for m-learning and e-learning environments.
C1 [Kim, SooHwan; Kim, HyeonCheol] Korea Univ, Dept Comp Sci Educ, Seoul, South Korea.
[Han, SeonKwan] Gyeong In Natl Univ Educ, Dept Comp Educ, Inchon, South Korea.
RP Han, S (reprint author), Gyeong In Natl Univ Educ, Dept Comp Educ, Inchon, South Korea.
EM han@ginue.ac.kr
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NR 29
TC 0
Z9 0
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0144-929X
J9 BEHAV INFORM TECHNOL
JI Behav. Inf. Technol.
PD FEB 1
PY 2013
VL 32
IS 2
BP 190
EP 202
DI 10.1080/0144929X.2011.605907
PG 13
WC Computer Science, Cybernetics; Ergonomics
SC Computer Science; Engineering
GA 109QU
UT WOS:000316384200008
ER
PT S
AU Adewale, TO
Daramola, CF
AF Adewale, Tinuade Olubunmi
Daramola, Cecilia Funmilayo
BE Ivala, E
TI E-Learning in Obafemi Awolowo University, Ile-Ife, Nigeria Distance
Learning Centre: An Evaluation of Opportunities and Challenges
SO PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON E-LEARNING
SE Proceedings of the International Conference on e-Learning
LA English
DT Proceedings Paper
CT 8th International Conference on E-Learning
CY JUN 27-28, 2013
CL Cape Town, SOUTH AFRICA
HO Cape Peninsula Univ Technol
DE distance education; e-learning; pedagogies; multimedia; centre for
distance learning
ID EDUCATION
AB The Universal declaration of Human Rights (1948) Art 26 included the right to education and the equal accessibility to higher education to all on the basis of merit. Yet six decades later it has not happened. In many countries of the world, participation in higher education is still limited on the basis of class, income and geographical location (Spronk 2008). Distance education and developments in e-learning offer the potential to open more access to higher education. The term e-learning has come into use since the late 1990s and is often equated with open distance learning. However, it is important to remember that these two terms are not synonymous. Till date, the adoption of e-learning in higher education institutions has served to enhance the quality of learning for on-campus students, but has not yet translated into a substantial increase in opportunities for part-time and distance learners (Mackeogh& Seamus Fox). This paper discusses the opportunities that exist and challenges that hinder the successful adoption of e-learning technology as a medium of instruction at the Distance Learning Centre (CDL) of Obafemi Awolowo University (OAU) Ile-Ife, Nigeria. The results indicate that e-learning in this University is still at an infant stage. This research reveals the fact that OAU like other Nigerian Universities had been investing more and promoting administrative software that supports teaching and learning. The participants of this research are the management and teaching staff of OAU centre for Distance Learning Centre. This study recommends that professionals with emphasis on e-learning pedagogies and establishment of substantive e-learning support structures are the criteria that can sustain the newly established the e-learning industry in OAU. These support systems are essential for the development of distance learning centre in OAU as well as other universities in Nigeria. Its aims and objectives of reaching everyone that desire university education irrespective of his/her basic qualification and geographical location will also be achieved.
C1 [Adewale, Tinuade Olubunmi] Obafemi Awolowo Univ, Hezekiah Oluwasanmi Lib, Ife, Nigeria.
EM dotunike@yahoo.com; funlayodaramola@yahoo.com
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NR 23
TC 0
Z9 0
PU ACAD CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
SN 2048-8882
BN 978-1-909507-28-9
J9 PR INT CONF ELEARN
PY 2013
BP 17
EP 23
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BFV02
UT WOS:000321497600003
ER
PT S
AU Al-Hujran, O
Aloudat, A
Al-Hennawi, H
Ismail, HN
AF Al-Hujran, Omar
Aloudat, Anas
Al-Hennawi, Hanin
Ismail, Hanaa Nabeel
BE Zhang, L
Li, X
Chen, J
TI Challenges to E-learning Success: The Student Perspective
SO PROCEEDINGS OF THE 2013 INTERNATIONAL CONFERENCE ON INFORMATION,
BUSINESS AND EDUCATION TECHNOLOGY (ICIBET 2013)
SE Advances in Intelligent Systems Research
LA English
DT Proceedings Paper
CT International Conference on Information, Business and Education
Technology (ICIBET)
CY MAR 14-15, 2013
CL Beijing, PEOPLES R CHINA
DE e-learning; technology awareness; collaborative interaction; social
learning; social network
ID DEVELOPING-COUNTRIES; TECHNOLOGIES; ACCEPTANCE; SATISFACTION;
ENVIRONMENTS; EXPERIENCES
AB This paper reports in-depth qualitative findings based upon direct comments from students. evaluation and perspectives of e-learning paradigm and tools. A focus group interviews with nine students were used at the main data collection tool. Findings indicate several challengesto e-learning success that include increasing awareness and understanding of e-learning, managing resistance to new learning methods, guaranteeing continuous availability of the e-learning system, focusingmore on the role of educator and institute in influencing student positively to use e-learning, supporting clear e-learning use policies, and designing e-learning platforms that blends the rich aspects of social networking within its learning tools.
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NR 30
TC 0
Z9 0
PU ATLANTIS PRESS
PI PARIS
PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE
SN 1951-6851
BN 978-90-78677-57-4
J9 ADV INTEL SYS RES
PY 2013
VL 26
BP 1197
EP 1205
PG 9
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems
SC Computer Science
GA BFK72
UT WOS:000320283600257
ER
PT B
AU Amin, IM
Isa, WARWM
Sidek, AF
Ibrahim, H
Zulkipli, ZA
AF Amin, Indah Mohd
Isa, Wan Abdul Rahim Wan Mohd
Sidek, Aiza Farhana
Ibrahim, Hamidah
Zulkipli, Zulinda Ayu
GP IEEE
TI Investigating Motivational Dimensions for E-Learning: A Case Study of
Dental Students
SO 2013 IEEE BUSINESS ENGINEERING AND INDUSTRIAL APPLICATIONS COLLOQUIUM
(BEIAC 2013)
LA English
DT Proceedings Paper
CT IEEE Business Engineering and Industrial Applications Colloquium (BEIAC)
CY APR 07-09, 2013
CL MALAYSIA
SP IEEE, IEEE Malaysia, IEEE Malaysia Power Elect Ind Elect Ind Applicat Joint Chapter
DE motivational quality; website motivational checklist; e-learning; human
computer interaction
ID ARCS MODEL; ENVIRONMENT; DESIGN
AB As various technologies been incorporated into education and training, the evolution of e-learning also takes its turn in many universities. In Malaysia, the evaluation of motivational dimensions of the application is considered vital as e-learning had been embedded and integrated as part of teaching and learning assistance tool in many universities. The aim of this research is to investigate the dimensions of motivation of dental students in using e-learning as part of their learning-assisted-tool. The adapted questionnaires from Website Motivational Checklist (WebMAC) professional were distributed to 144 dental students from a Malaysian public university. The motivational dimensions investigated are meaningful, stimulation, easy-to-use and organization. The outcome of the study revealed that the e-learning website can be improved to increase the motivational dimensions. Some improvements on meaningful, stimulation and easy-to-use motivational dimensions are being required.
C1 [Amin, Indah Mohd; Sidek, Aiza Farhana; Ibrahim, Hamidah] Univ Teknol MARA UiTM, Fac Dent, Shah Alam, Selangor, Malaysia.
RP Amin, IM (reprint author), Univ Teknol MARA UiTM, Fac Dent, Shah Alam, Selangor, Malaysia.
EM indahma@salam.uitm.edu.my
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NR 30
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4673-5968-9
BN 978-1-4673-5967-2
PY 2013
BP 214
EP 218
PG 5
WC Engineering, Industrial; Engineering, Electrical & Electronic
SC Engineering
GA BHW90
UT WOS:000326881600044
ER
PT S
AU Bocioaca, L
AF Bocioaca, Laurentiu
BA Colibaba, A
BF Colibaba, A
BE Roceanu, I
Logofatu, B
Stanescu, M
Blaga, M
TI EFFICIENCY E-LEARNING PLATFORMS IN THE TRAINING OF THE ROMANIAN JUDO
SPECIALISTS
SO QUALITY AND EFFICIENCY IN E-LEARNING, VOL 3
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 9th International Conference eLearning and Software for Education
CY APR 25-26, 2013
CL Bucharest, ROMANIA
SP Games & Learn Alliance, intuitext Grup SOFTWIN, ASCENDIA DESIGN, SAP, INSOFT Dev & Consult, MAGUAY, Adv Technol Syst, PLAGIAT
DE management; training; education; electronic educational platforms;
assessment
AB Using educational platforms in teacher training and professional improvement of the structures contained in the National Physical Education and Sport System, contribute significantly to the development of sport training. Data obtained from the studies on the quality and efficiency of educational programs (training) in the field of sport, at national and international level, reveal that the variety and complexity of managerial methods require the use of electronic training platforms. So, there are significant data concerning the amount of specific information in our field, the number of users training programs and evaluation of athletes and coaches. Electronic educational platforms, allow the fast and unlimited access to training resources, optimize system evaluation and training in the judo, representing the fundamental strategic direction for Romanian Judo Federation.
C1 [Bocioaca, Laurentiu] Natl Univ Phys Educ & Sport Bucharest, Bucharest, Romania.
EM laurbocioaca@yahoo.com
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Duncan W., 1983, MANAGEMENT, P94
Irena G., 2010, ORG PSYCHOL, P31
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Priedman M., 1980, NY TIMES MAGAZINE, P122
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NR 9
TC 0
Z9 0
PU CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE
PI BUCHAREST
PA PANDURI ST, 68-72, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2013
BP 22
EP 25
PG 4
GA BJG74
UT WOS:000328100900003
ER
PT B
AU Chen, YT
Lv, XM
Jiang, YF
Wu, TX
AF Chen Yatian
Lv Xiaomeng
Jiang Yufeng
Wu Tongxiang
GP IEEE
TI Research on Learning-Monitoring System for E-Learning
SO PROCEEDINGS OF THE 2013 8TH INTERNATIONAL CONFERENCE ON COMPUTER SCIENCE
& EDUCATION (ICCSE 2013)
LA English
DT Proceedings Paper
CT 8th International Conference on Computer Science and Education (ICCSE)
CY APR 26-28, 2013
CL Colombo, SRI LANKA
SP Inst Elect & Elect Engineers, Natl Res Council Comp Educ Coll & Univ, Inst Elect & Elect Engineers Sri Lanka Sect
HO Sri Lanka Inst Informat Technol
DE E-Learning; learning-monitoring system; participation of teachers
AB In order to solve the problem of low self-learning ability of Chinese domestic students through network, to build a comprehensive network learning-monitoring system with advanced network technology. Through the system teachers can involve in the E-Learning process of students directly. They can also obtain all the data of students-E-Learning through the database. The system provides teachers the data after systematical statistical analysis. These data can be used as main basis of summative evaluation of students-E-Learning, especially of the process evaluation. The use of monitoring system significantly improve the learning effect of those students with poor learning consciousness.
C1 [Chen Yatian; Lv Xiaomeng; Jiang Yufeng; Wu Tongxiang] Changshu Inst Technol, Sch Humanities, Changshu, Jiangsu, Peoples R China.
RP Chen, YT (reprint author), Changshu Inst Technol, Sch Humanities, Changshu, Jiangsu, Peoples R China.
EM yatianchen@cslg.cn
CR Chen Qi, 1997, CONT ED PSYCHOL
Dai Xiying, 2004, THESIS NE NORMAL U
Liu Chengxin, 2003, NETWORK ED APPL
Wan Jiafu, 2003, PRINCIPLE APPL NETWO
Wu Fati, 2003, ONLINE ED APPL
Zhu Zhiting, 2007, ONLINE ED APPL
Zhu Zhiting, 2002, BASIS ONLINE ED APPL
NR 7
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4673-4463-0
BN 978-1-4673-4464-7
PY 2013
BP 16
EP 18
PG 3
WC Computer Science, Interdisciplinary Applications; Computer Science,
Theory & Methods; Education, Scientific Disciplines
SC Computer Science; Education & Educational Research
GA BIB64
UT WOS:000327302900005
ER
PT B
AU Daradoumis, T
Bassi, R
Xhafa, F
Caballe, S
AF Daradoumis, Thanasis
Bassi, Roxana
Xhafa, Fatos
Caballe, Santi
BE Xhafa, F
Barolli, L
Nace, D
Vinticinque, S
Bui, A
TI A review on massive e-learning (MOOC) design, delivery and assessment
SO 2013 EIGHTH INTERNATIONAL CONFERENCE ON P2P, PARALLEL, GRID, CLOUD AND
INTERNET COMPUTING (3PGCIC 2013)
LA English
DT Proceedings Paper
CT 8th International Conference on P2P, Parallel, Grid, Cloud and Internet
Computing (3PGCIC)
CY OCT 28-30, 2013
CL Compiegne, FRANCE
SP IEEE Comp Soc
HO Univ Technol Compiegne
DE MOOC; OER; agents; e-learning; virtual learning environment (VLE)
AB MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.
C1 [Daradoumis, Thanasis] Univ Aegean, Sch Social Sci, DCTC, Mitilini, Greece.
RP Daradoumis, T (reprint author), Univ Aegean, Sch Social Sci, DCTC, Mitilini, Greece.
EM adaradoumis@uoc.edu; rox@roxanabassi.com.ar; fxhafa@uoc.edu;
scaballe@uoc.edu
CR Clow D., 2013, 3 C LEARN AN KNOWL, DOI DOI 10.1145/2460296.2460332
Commonwealth of Learning (COL), 2013, PERSP OP DIST LEARN
Gascuena J., 2005, AGENT BASED INTELLIG
Glance D., 2012, 1 MONDAY J
Guardia L., 2013, MOOC DESIGN PRINCIPL
Hill P., 2013, EMERGING STUDENT PAT
Khribi MK, 2009, EDUC TECHNOL SOC, V12, P30
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Siemens G., 2013, PERSPECTIVES OPEN DI, P5
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Zaiane O., 2002, BUILDING RECOMMENDER
NR 16
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-0-7695-5094-7
PY 2013
BP 208
EP 213
DI 10.1109/3PGCIC.2013.37
PG 6
WC Computer Science, Hardware & Architecture
SC Computer Science
GA BJM75
UT WOS:000329179100029
ER
PT S
AU del Blanco, A
Serrano, A
Martinez, I
Fernandez-Manjon, B
Stanescu, IA
AF del Blanco, Angel
Serrano, Angel
Martinez, Ivan
Fernandez-Manjon, Baltasar
Stanescu, Ioana Andreea
BE Roceanu, I
Stanescu, I
Barbieru, D
TI INTEGRATING SERIOUS GAMES INTO E-LEARNING PLATFORMS: PRESENT AND FUTURE
SO QUALITY AND EFFICIENCY IN E-LEARNING, VOL 2
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 9th International Conference eLearning and Software for Education
CY APR 25-26, 2013
CL Bucharest, ROMANIA
SP Games & Learn Alliance, intuitext Grup SOFTWIN, ASCENDIA DESIGN, SAP, INSOFT Dev & Consult, MAGUAY, Adv Technol Syst, PLAGIAT
DE serious games; eAdventure; e-learning standards; SCORM; LMS; Moodle
AB Simulations and Serious Gaines (SGs) are very promising educational tools as they include new powerful characteristics such as learner engagement or authentic environment for learning. Moreover SGs are highly interactive applications that can provide valuable information about the in-game students' interaction. Educators can take advantage of this information with different purposes such as students' assessment, evaluation of the game design or for learning analytics purposes. But there are several open issues that should be addressed related to the fully integration of games into e-Learning platforms. This paper presents our experience integrating SGs into existing e-learning platform using the SCORM standard. This paper also discusses how the current e-learning standards trends will affect SGs integration on the existing and future educational platforms by exploring the possibilities of the next SCORM generation.
C1 [del Blanco, Angel; Serrano, Angel; Martinez, Ivan; Fernandez-Manjon, Baltasar] Univ Complutense Madrid, Dept Software Engn & Artificial Intelligence, eUCM Res Grp, E-28040 Madrid, Spain.
EM angel.dba@fdi.ucm.es; angel.serrano@fdi.ucm.es; imartinez@fdi.ucm.es;
balta@fdi.ucm.es; ioana.stanescu@adlnet.ro
CR ADL, 2009, ADV DISTR LEARN SHAR
Amory A, 1999, BRIT J EDUC TECHNOL, V30, P311, DOI 10.1111/1467-8535.00121
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del Blanco A., 2010, ACM INT WORKSH MULT, P25
del Blanco A., 2012, IEEE EDUCON 2012 C, P1113
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Garris R., 2002, Simulation & Gaming, V33, DOI 10.1177/1046878102238607
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NR 20
TC 0
Z9 0
PU CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE
PI BUCHAREST
PA PANDURI ST, 68-72, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2013
BP 231
EP 237
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BJG73
UT WOS:000328100100036
ER
PT J
AU Farrus, M
Costa-Jussa, MR
AF Farrus, Mireia
Costa-jussa, Marta R.
TI Automatic Evaluation for E-Learning Using Latent Semantic Analysis : A
Use Case
SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING
LA English
DT Article
DE E-learning; automatic test assessment; web platform; latent semantic
analysis
ID TEXT
AB Assessment in education allows for obtaining, organizing, and presenting information about how much and how well the student is learning. The current paper aims at analysing and discussing some of the most state-of-the-art assessment systems in education. Later, this work presents a specific use case developed for the Universitat Oberta de Catalunya, which is an online university. An automatic evaluation tool is proposed that allows the student to evaluate himself anytime and receive instant feedback. This tool is a web-based platform, and it has been designed for engineering subjects (i.e., with math symbols and formulas) in Catalan and Spanish. Particularly, the technique used for automatic assessment is latent semantic analysis. Although the experimental framework from the use case is quite challenging, results are promising.
C1 [Farrus, Mireia] Univ Pompeu Fabra, Barcelona, Spain.
[Costa-jussa, Marta R.] Inst Infocomm Res, Singapore, Singapore.
RP Farrus, M (reprint author), Univ Pompeu Fabra, Barcelona, Spain.
RI Costa-jussa, Marta/M-7886-2013
OI Costa-jussa, Marta/0000-0002-5703-520X
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NR 25
TC 0
Z9 0
PU ATHABASCA UNIV PRESS
PI ATHABASCA
PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA
SN 1492-3831
J9 INT REV RES OPEN DIS
JI Int. Rev. Res. Open Distance Learn.
PY 2013
VL 14
IS 1
BP 239
EP 254
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 190XA
UT WOS:000322375400014
ER
PT S
AU Fedrizzi, M
Molinari, A
AF Fedrizzi, Mario
Molinari, Andrea
BE Pasi, G
Montero, J
Ciucci, D
TI A Multi-Expert Fuzzy TOPSIS-based Model for the Evaluation of e-Learning
Paths
SO PROCEEDINGS OF THE 8TH CONFERENCE OF THE EUROPEAN SOCIETY FOR FUZZY
LOGIC AND TECHNOLOGY (EUSFLAT-13)
SE Advances in Intelligent Systems Research
LA English
DT Proceedings Paper
CT 8th Conference of the European-Society-for-Fuzzy-Logic-and-Technology
(EUSFLAT)
CY SEP 11-13, 2013
CL Milan, ITALY
SP European Soc Fuzzy Log & Technol, Dept Informat, Syst & Commun, Banca Popolare Sondrio
HO Univ Milano Bicocca
DE fuzzy TOPSIS; OWA aggregation; group consensus; learning management
systems; e-learning paths
ID DECISION-MAKING
AB In e-learning settings, the evaluation of different alternatives regarding learning paths' proposals is nowadays crucial, due to the great attention devoted to the construction of learning objects (LO) available through Learning Management Systems (LMS). In this paper, we present a model aiming to support this evaluation process, in presence of multiple attributes and of a panel of experts involved in educational processes.
The evaluation of alternatives of e-learning paths, is carried out by each expert using the TOPSIS method under the assumption that the scores are linguistically assessed and represented by positive triangular fuzzy numbers. Given the individual rankings of alternatives, a consensus modelling mechanism is introduced where the disagreement between the rankings of single experts and the group ranking is measured with a Spearman foot rule distance. A compromise solution (consensual group ranking) is determined through a constrained optimization model where the objective function is represented by a OWA-based aggregation of individual distances and constraints are imposed on individual disagreements.
C1 [Fedrizzi, Mario] Univ Trento, Dept Ind Engn, I-38123 Trento, Italy.
RP Fedrizzi, M (reprint author), Univ Trento, Dept Ind Engn, Via Mesiano 77, I-38123 Trento, Italy.
CR Advanced Distributed Learning, 2004, SCORM 2004
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NR 18
TC 0
Z9 0
PU ATLANTIS PRESS
PI PARIS
PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE
SN 1951-6851
BN 978-90786-77-78-9
J9 ADV INTEL SYS RES
PY 2013
VL 32
BP 554
EP 558
PG 5
GA BID40
UT WOS:000327668700084
ER
PT B
AU Gharibpoor, M
Sargazi, S
Aref, M
AF Gharibpoor, Mahshid
Sargazi, Setare
Aref, Masoumeh
GP IEEE
TI Efficiency evaluation of e-learning compared to traditional education in
human resource development (Case Study: Small and medium enterprises in
Shiraz)
SO 2013 7TH INTERNATIONAL CONFERENCE ON E-COMMERCE IN DEVELOPING COUNTRIES:
WITH FOCUS ON E-SECURITY (ECDC)
LA English
DT Proceedings Paper
CT 7th International Conference on e-Commerce in Developing Countries with
Focus on e-Security (ECDC)
CY APR 17-18, 2013
CL IRAN
SP Univ Isfahan, Kish Free Zone Org, Cent Bank Islam Republ Iran, IEEE, Islam World Sci Citat Ctr, Iran Chamber Commerce Industries & Mines, Pishgaman Grp, Behestan Grp, Mobinnet, Tosan Negin Software Dev Co, ITT, Irangate Internet Serv, Melli Bank, Bank Mellat, Sharif Univ Technol, e Police, e Commerce Dev Off, Q F A, Univ E London, Lawrence Tech, Shiraz Univ, Univ Sains Malaysia, Univ Western Sydney
DE human resource development; e-learning; traditional education;
efficiency; data envelopment analysis
AB Human capital is the most valuable asset of an organization that can create a sustainable competitive advantage for organizations. Therefore, organizations must continually develop its human resources by deciding to maintain them. Organizations have realized the importance of it and now have even passed traditional education and taken e-learning for developing their human resources. Due to the extensive learning of new methods of teaching, what is important now is to determine the efficacy of these two methods. For this purpose, this paper studied both traditional and e-learning training methods which are used by small and medium-sized enterprises and tried to compare the efficiency of these two methods. Efficiency measured using data envelopment analysis and eventually came to the conclusion that e-learning is more efficient than traditional education.
C1 [Gharibpoor, Mahshid; Aref, Masoumeh] Ferdowsi Univ Mashhad, Fac Adm & Econ Sci, Mashhad, Iran.
RP Gharibpoor, M (reprint author), Ferdowsi Univ Mashhad, Fac Adm & Econ Sci, Mashhad, Iran.
CR Albadawi A., SHARIF, V43, P31
Balaguercol T. D., 2009, APPL ECON, V41, P2991
Cooper W.W, 2007, DATA ENVELOPMENT ANA
FARRELL MJ, 1957, J R STAT SOC SER A-G, V120, P253, DOI 10.2307/2343100
Gholipoor A., HUMAN RESOURCE MANAG
Mosadegh Hadi, SCI TECHNOLOGY RES C, V26, P569
Oxford, 2007, OXF ADV LEARN DICT
Rahnama M., GEOGRAPHIC, V10
Taheri Shahnam, PRODUCTIVITY ITS INV, P9
Thanassoulis E., 2003, INTRO THEORY APPL DA
Xiaohui Wang, 2007, HUMAN RESOURCE DEV, V6, P96
Zolfaghari M., HAYAT J, P1
NR 12
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4799-0393-1
BN 978-1-4799-0394-8
PY 2013
PG 8
WC Computer Science, Interdisciplinary Applications; Engineering,
Electrical & Electronic
SC Computer Science; Engineering
GA BHO22
UT WOS:000326046500019
ER
PT S
AU Hamdan, MZ
AF Hamdan, Mohamed Ziad
BE Ivala, E
TI An Inter-Independence Collaborative Strategy for Sustainable
Transnational Higher Education in the Info-Global Age: A new Science of
e-Learning in the Making
SO PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON E-LEARNING
SE Proceedings of the International Conference on e-Learning
LA English
DT Proceedings Paper
CT 8th International Conference on E-Learning
CY JUN 27-28, 2013
CL Cape Town, SOUTH AFRICA
HO Cape Peninsula Univ Technol
DE transnational higher education; inter-independence; collaboration;
inter-independence collaboration; inter-independence collaborative
strategies; inter-independence collaboration model; information age;
globalization
AB Due to the accelerating developments of globalization, digital information and communication technologies. the nature, mission, and academic identity of higher education have been changed. As a result, a new form of higher education has emerged. That is "transnational higher education (TNHE)". However, in addition to the direct influence of info - global advances on TNHE, additional internal factors such as economic and academic concerns are interring the scene, governing consequently with other factors, the goals, processes, resources, and directions which TNHE is apt to pursue. Moreover, TNHE is facing as any forming science, several challenges related to: incongruent missions and / or priorities, problem of accreditation, insufficient resources, inappropriate methods of teaching and learning, mismanagement, lenient governance and regulations, and biased attitudes. To counteract above shortcomings and contributing to the advancement of TNHE, this article is introducing two working principles: inter-independence and collaboration. And then produced two operational mechanisms: the first, a strategic inter-independence collaborative model by which each TNHE partner could achieve its academic and professional needs, and the second, a quality audit / evaluation framework that could help each TNHE institution focusing on achieving its priority goals.
EM mhamdanz@yahoo.com
CR Altbach Philip G., 2010, INT HIGHER ED, V58, P2
Baird Jeanette, 2006, QUALITY AUDIT ASSURA
Bennett Paul, 2004, 11 ENQA
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NR 48
TC 0
Z9 0
PU ACAD CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
SN 2048-8882
BN 978-1-909507-28-9
J9 PR INT CONF ELEARN
PY 2013
BP 165
EP 175
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA BFV02
UT WOS:000321497600022
ER
PT J
AU Heartfield, M
Morello, A
Harris, M
Lawn, S
Pols, V
Stapleton, C
Battersby, M
AF Heartfield, Marie
Morello, Andrea
Harris, Melanie
Lawn, Sharon
Pols, Vincenza
Stapleton, Carolyn
Battersby, Malcolm
TI e-Learning competency for practice nurses: an evaluation report
SO AUSTRALIAN JOURNAL OF PRIMARY HEALTH
LA English
DT Article
ID CARE
AB Practice nurses in Australia are now funded to facilitate chronic condition management, including self-management support. Chronic disease management requires an established rapport, support and proactivity between general practitioners, patients and the practice nurses. To achieve this, training in shared decision making is needed. e-Learning supports delivery and achievement of such policy outcomes, service improvements and skill development. However, e-learning effectiveness for health care professionals' is determined by several organisational, economic, pedagogical and individual factors, with positive e-learning experience linked closely to various supports. This paper reinforces previous studies showing nurses' expanding role across general practice teams and reports on some of the challenges of e-learning. Merely providing practice nurses with necessary information via web-based learning systems does not ensure successful learning or progress toward improving health outcomes for patients.
C1 [Heartfield, Marie; Morello, Andrea; Harris, Melanie; Lawn, Sharon; Pols, Vincenza; Battersby, Malcolm] Flinders Univ S Australia, Flinders Human Behav & Hlth Res Unit, Margaret Tobin Ctr, Adelaide, SA 5001, Australia.
[Stapleton, Carolyn] Australian Medicare Local Alliance, Manuka, ACT 2603, Australia.
RP Heartfield, M (reprint author), Flinders Univ S Australia, Flinders Human Behav & Hlth Res Unit, Margaret Tobin Ctr, POB 2100, Adelaide, SA 5001, Australia.
EM marie.heartfield@flinders.edu.au
CR Australian Government Department of Human Services, 2013, PRACT NURS INC PROGR
Australian Medicare Local Alliance, 2012, GEN PRACT NURS NAT S
Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x
Clinton G, 2012, ETR&D-EDUC TECH RES, V60, P111, DOI 10.1007/s11423-011-9216-3
Department of Veterans' Affairs, 2013, COORD VET AFF
Eley Robert, 2008, J Clin Nurs, V17, P2758, DOI 10.1111/j.1365-2702.2008.02285.x
Eysenbach G, 2001, J MED INTERNET RES, V3, DOI 10.2196/jmir.3.2.e20
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Low R, 2010, GAMING COGNITION THE, P169
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Roblyer M, 2013, INTEGRATING ED TECHN
Wagner EH, 2001, HEALTH AFFAIR, V20, P64, DOI 10.1377/hlthaff.20.6.64
Wearne S, 2011, AUST FAM PHYSICIAN, V40, P1000
NR 24
TC 0
Z9 0
PU CSIRO PUBLISHING
PI COLLINGWOOD
PA 150 OXFORD ST, PO BOX 1139, COLLINGWOOD, VICTORIA 3066, AUSTRALIA
SN 1448-7527
EI 1836-7399
J9 AUST J PRIM HEALTH
JI Aust. J. Prim. Health.
PY 2013
VL 19
IS 4
BP 287
EP 291
DI 10.1071/PY13033
PG 5
WC Health Care Sciences & Services; Health Policy & Services; Primary
Health Care; Public, Environmental & Occupational Health
SC Health Care Sciences & Services; General & Internal Medicine; Public,
Environmental & Occupational Health
GA 298BO
UT WOS:000330299100005
ER
PT J
AU Jadhav, M
Rizwan, S
Nehete, A
AF Jadhav, Manan
Rizwan, Shagufta
Nehete, Aditi
BE Kalra, BM
Garg, D
Prasad, R
Kumar, S
TI User Profiling based Adaptive Test Generation and Assessment in E -
Learning System
SO PROCEEDINGS OF THE 2013 3RD IEEE INTERNATIONAL ADVANCE COMPUTING
CONFERENCE (IACC)
SE IEEE International Advance Computing Conference
LA English
DT Proceedings Paper
CT 3rd IEEE International Advance Computing Conference (IACC)
CY FEB 22-23, 2013
CL Ghaziabad, INDIA
SP IEEE, Ajay Kumar Garg Engn Coll (AKGEC), Dept Comp Sci & Engn, IEEE Comp Soc, India Council, Ajay Kumar Garg Engn Coll (AKGEC), IEEE Student Branch, Natl Internet Exchange India (NIXI), Jackson Engineers Ltd
DE Adaptive Assessment; E - Learning; Intelligent Tutoring System;
Personalized Learning; Test Evaluation; Test Remedial; User Profiling
AB In this paper, we describe a User profiling based E-Learning System with Adaptive Test Generation and Assessment. This system uses rule-based Intelligence Technique and implicit User Profiling to judge the proficiency level of the student and generates tests for them accordingly. More specifically it's a Test Generation, Assessment and Remedial System where the student can give a test after he has completed studying a particular concept where the difficulty level of the test will be decided by the expert system engine. After the completion of the test, the system helps the student in improving the proficiency of the concept either if it is expected by the concept or if he faces difficulty in understanding the concept. Based on the type of errors made in the test, the Test Remedial System will help the student to improve in that domain of understanding of the concept. Every phase transition is rule-based which considers the user's profile and the concept importance to make sure that he does well where it is required. Preliminary Experimental Implementations show that with User Profiling we can reduce the amount of efforts required by the user to clear a concept. Moreover, with test remedial we assure that the user actually covers all erroneous domains under a particular concept depending on its importance.
C1 [Jadhav, Manan; Nehete, Aditi] VJTI, Dept Comp Technol, Bombay, Maharashtra, India.
RP Jadhav, M (reprint author), VJTI, Dept Comp Technol, Bombay, Maharashtra, India.
EM manan.jadhav@gmail.com; shaguftarjpt673@gmail.com; aditinehete@gmail.com
CR Chen SP, 2008, KAM: 2008 INTERNATIONAL SYMPOSIUM ON KNOWLEDGE ACQUISITION AND MODELING, PROCEEDINGS, P302, DOI 10.1109/KAM.2008.60
Hatzilygeroudis I., 2005, P IASTED INT C WEB B, P534
Hatzilygeroudis Ioannis, 2006, 6 INT C ADV LEARN TE, P651, DOI 10.1109/ICALT.2006.1652526
Kumar Bhowmick P., 2010, IEEE STUD TECHN S TE, P196
Li Xin, 2005, INFORM DISTRIBUTED M, P109
LIU LZ, 2009, IEEE INT S IT MED ED, P485
Priya S.S., 2012, INT C COMP COMM INF, P1
NR 7
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 2164-8263
J9 IEEE INT ADV COMPUT
PY 2013
BP 1425
EP 1430
PG 6
WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BFX48
UT WOS:000321780700254
ER
PT S
AU Khatri, B
Chouskey, P
Singh, M
AF Khatri, Bhavna
Chouskey, Pradeep
Singh, Manmohan
BE Tomar, GS
Dixit, M
Wang, FZ
TI Comparative Analysis Study of E-Learning and Traditional Learning in
Technical Institution
SO 2013 INTERNATIONAL CONFERENCE ON COMMUNICATION SYSTEMS AND NETWORK
TECHNOLOGIES (CSNT 2013)
SE International Conference on Communication Systems and Network
Technologies
LA English
DT Proceedings Paper
CT 3rd International Conference on Communication Systems and Network
Technologies (CSNT)
CY APR 06-08, 2013
CL Gwalior, INDIA
SP IEEE, IEEE Comp Soc, IEEE India Council MTT Soc, MIR Labs India, Sergeant Infotech Pvt Ltd
DE E-learning; analysis; Knowledge Management (KM); Student satisfaction
AB The E-Learning is learning through electronic means with the Internet as the renowned choice. The success of E-Learning depends on the following factors: learning effectiveness, cost effectiveness and Institutional commitment, access, faculty satisfaction, and student satisfaction. As accessing has become more widely permitted through the open courseware and the like with reduced E-Learning cost as a result, more ELearning employment should yield higher achievements in learning effectiveness, and faculty and student satisfaction toward E-Learning. Among four components of E-Learning included contents, LMS (Learning Management Systems), communication, and evaluation; the quality of learning material or online E-Learning content gets more challenging as it is the main criteria in teachers' up-todate skills and students' learning quality. In this paper we present the results of our survey conduced on various aspects of the analysis of the ELearning system.
C1 [Khatri, Bhavna] SDITS, Dept Comp Applicat, Khandwa, India.
RP Khatri, B (reprint author), SDITS, Dept Comp Applicat, Khandwa, India.
EM bhavna_khatri2006@yahoo.co.in; dr.pradeep.chouksey@gmail.com;
manmohan_sati@yahoo.co.in
CR Brown Gillian, 1983, DISCOURSE ANAL
Coomey S, 2001, TEACHING LEARNING ON
Curran C, 1999, TELEMATICS OPEN DIST
Curran C, 1995, TELEMATIC SERVICES T
MONTEITH M, 2001, EXPERIENCES INNOVATI, V38, P119
Salmon G., 2000, E MODERATING KEY TEA
NR 6
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 2329-7182
BN 978-0-7695-4958-3
BN 978-1-4673-5603-9
J9 INT CONF COMM SYST
PY 2013
BP 770
EP 773
DI 10.1109/CSNT.2013.165
PG 4
WC Computer Science, Hardware & Architecture; Engineering, Electrical &
Electronic; Telecommunications
SC Computer Science; Engineering; Telecommunications
GA BHJ87
UT WOS:000325660700159
ER
PT J
AU Kratochvil, J
AF Kratochvil, Jiri
TI Evaluation of e-learning course, Information Literacy, for medical
students
SO ELECTRONIC LIBRARY
LA English
DT Article
DE Academic libraries; Czech Republic; E-learning; Evaluation; Information
literacy; Librarians; Medical students; Students; Libraries
ID EDUCATION; INSTRUCTION; UNIVERSITY; LIBRARY; ONLINE; IMPACT; SKILLS;
FACE
AB Purpose - The main purpose of this article is to describe and to evaluate the results of evaluation of the e-learning course, Information Literacy, which is taught by the librarians at the Faculty of Medicine, Masaryk University. In the article the results are discussed to inform about the librarians' experience with tutoring the course.
Design/methodology/approach - The survey covers the medical students who enrolled on the course between autumn 2008 and autumn 2010. The students were requested to fill the questionnaire designed in Google Documents and based on the quantitative method, including a five-point Likert scale combined with closed and open ended questions.
Findings - Results show the medical students are satisfied with the e-learning course, Information Literacy, because of time and space flexibility, studying at their own pace and online interactive tutorials. More than half the students found the gradual releasing of the study materials and the tasks as the main motivation for continous learning. Most of the students were satisfied with the taught topics like methodology of searching in the databases Web of Science, Scopus and medical databeses, using EndNoteWeb and citation style ISO 690. Most of the tasks like searching in the online databases, working with EndNoteWeb or finding the impact factor of a journal were evaluated as beneficial.
Practical implications - The results have suggested several important revisions to the e-learning course, Information Literacy. The librarians have decided to create the interactive tutorials explaining the importance of the topics according to the students' needs in the future and writing a scientific paper and remove the parts of tutorials describing the library terminology and catalogues. Besides this decision, two new tasks verifying online access to the full text of journals and finding signs of plagiarism in a short text have been added since spring 2011. Finally the librarians will prepare some printed material supporting the course and improve the publicity of their e-learning course among the teachers who can recommend the course to their students.
Originality/value - The article presents one of the first experiences with the e-learning course Information Literacy for medical students in the Czech Republic. The results and its discussion can help other librarians who are going to prepare a similar e-learning course in planning the conception of their course.
C1 Masaryk Univ, Masaryk Univ Campus Lib, Brno, Czech Republic.
RP Kratochvil, J (reprint author), Masaryk Univ, Masaryk Univ Campus Lib, Brno, Czech Republic.
EM kratec@ukb.muni.cz
RI Kratochvil, Jiri/A-7677-2010
CR ALA Association of College and Research Libraries (ACRL), 2000, INF LIT COMP STAND H
ALCU, 2008, INF ED STRAT U CZECH
Appelt KM, 2010, COLL RES LIBR, V71, P245
Association of College & Research Libraries, 1989, PRES COMM INF LIT FI
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Brandejsova J., 2008, E LEARNING MASARYK U
Brandejsova J., 2006, DEV E LEARNING ITS I
Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x
Conole G., 2004, J INTERACTIVE MEDIA, V12
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Joint N, 2003, ELECTRON LIBR, V21, P322, DOI 10.1108/02640470310491559
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Masarykova univerzita, 2005, AKT DLOUH ZAM MAS UN
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UNESCO, 2003, PRAG DECL AN LIT SOC
Wang MY, 2004, ELECTRON LIBR, V22, P408, DOI 10.1108/02640470410561929
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Zhang L, 2007, J ACAD LIBR, V33, P478, DOI 10.1016/j.acalib.2007.03.006
NR 35
TC 0
Z9 0
PU EMERALD GROUP PUBLISHING LIMITED
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND
SN 0264-0473
J9 ELECTRON LIBR
JI Electron. Libr.
PY 2013
VL 31
IS 1
BP 55
EP 69
DI 10.1108/02640471311299137
PG 15
WC Information Science & Library Science
SC Information Science & Library Science
GA 107PZ
UT WOS:000316234500004
ER
PT B
AU Kuncova, M
Vojackova, H
AF Kuncova, Martina
Vojackova, Hana
BE Kvasnicka, R
TI EVALUATION OF THE E-LEARNING SYSTEM AT COLLEGE OF POLYTECHNICS JIHLAVA
SO EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2013
LA English
DT Proceedings Paper
CT 10th International Conference on Efficiency and Responsibility in
Education 2013
CY JUN 06-07, 2013
CL Prague, CZECH REPUBLIC
SP Czech Univ Life Sci Prague, Fac Econ & Management, Czech Univ Life Sci Prague, Dept Syst Engn
DE E-learning; project; e-courses; system evaluation; questionnaires;
academic opinion
AB Education process faces various changes because of the rapid expansion of electronic communication Students and teachers use more frequently computers, internet and other information and communication technologies including e-learning. Each university or college has some of the learning management systems that help to create e-courses. The system can be evaluated by different methods and from different point of view. In this article we try to evaluate LMS Moodle that is used for e-learning at College of Polytechnic Jihlava. Programmers and lectors evaluated the usability of the system according to the 36 criteria and teachers expressed their view through the questionnaire that we analyze.
C1 [Kuncova, Martina; Vojackova, Hana] Coll Polytech Jihlava, Dept Econ Studies, Jihlava, Czech Republic.
EM bartoska@pef.czu.cz
CR Brno University of Technology, 2012, MOODL TVORB STUD MAT
Charles University in Prague, 2013, MOODL UK
College of Polytechnics Jihlava, 2013, WEB PAG E LEARN COUR
Costabile M. F., 2005, P 38 HAW INT C SYST, P8
Jura P., 2006, THESIS T BATA U ZLIN, P56
Koubkova J., 2012, THESIS U EC PRAGUE, P87
Kubes T., 2005, ANAL PREVODU PODKLAD
Kucera P., 2009, J EFFICIENCY RESPONS, V2, P41
Kuncova M, 2012, EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2012, P303
Kunstova R., 2012, J EFFICIENCY RESPONS, V5, P185
Mazalkova M, 2009, MA COMPUT SCI ENG, P74
Nocar D., 2004, E LEARNING DISTANCNI
Oliva J., 2009, VYUZITI MOODLE VZDEL, P43
Postulkova H., 2011, SPOKOJENOST UZIVATEL
University of Economics in Prague, 2013, MOODL FAK MAN
University of Ostrava, 2013, E LEARNING
NR 16
TC 0
Z9 0
PU CZECH UNIVERSITY LIFE SCIENCES PRAGUE
PI PRAGUE 6
PA DEPT SYSTEMS ENG, KAMYCKA 129, PRAGUE 6 165 21, CZECH REPUBLIC
BN 978-80-213-2378-0
PY 2013
BP 354
EP 362
PG 9
GA BIE19
UT WOS:000327802000046
ER
PT B
AU Laily, N
Kurniawati, A
Puspita, IA
AF Laily, Nur
Kurniawati, Amelia
Puspita, Ika Arum
GP IEEE
TI Critical Success Factor for E-learning Implementation in Institut
Teknologi Telkom Bandung Using Structural Equation Modeling
SO 2013 INTERNATIONAL CONFERENCE OF INFORMATION AND COMMUNICATION
TECHNOLOGY (ICOICT)
LA English
DT Proceedings Paper
CT International Conference of Information and Communication Technology
(ICoICT)
CY MAR 20-22, 2013
CL Bandung, INDONESIA
SP Inst Teknologi Telkom, IEEE Indonesia Sect, Minist Informat & Commun, PT Telkom Indonesia, PT Telkomsel
DE E-learning; Critical Success Factor; and Structural Equation Modeling
AB Over time, the world has entered the era of globalization, information and communication technology is rapidly evolving. The rapid advancement of this technology must be complemented by efforts to improve the quality of education and knowledge. One way to support efforts to improve the quality of education and knowledge, among others is a good learning strategy, and it is fully supported by e-learning.
In the application of e-learning in IT Telkom no previous studies conducted on the factors that support successful implementation of e-learning, as well as a detailed evaluation of the success of e-learning is being applied. This leads to the need to determine the critical success factors that can be applied to achieve the effectiveness of e-learning in IT Telkom.
This study is a confirmatory research that examined the influence of student computing, student collaboration, student content, technology access and infrastructure to the effectiveness of e-learning at IT Telkom. The process of taking samples came from 342 IT Telkom students from three different faculties, namely the Faculty of Electrical and Communication, Faculty of Industrial Engineering and the Faculty of Science. Data analysis using Structural Equation Modeling with AMOS software.
The results of this study indicate that the greatest influence on the effectiveness of e-learning is the dimension of Student Collaboration with the value of 45% influence on the acceptance of e-learning by students, and 32% of the performance of e-learning. Based on these studies concluded that the factors that most influence the effectiveness of e-learning is a Student Collaboration IT Telkom.
C1 [Laily, Nur; Kurniawati, Amelia; Puspita, Ika Arum] Inst Teknol Telkom, Ind Engn Fac, Bandung, Indonesia.
RP Laily, N (reprint author), Inst Teknol Telkom, Ind Engn Fac, Bandung, Indonesia.
EM nurlailymuftimanah@gmail.com; amelia.kurniawati@gmail.com;
ikaarumpuspita@yahoo.com
CR Arbuckle L. James, 2007, AMOS 18 USERS GUIDE
Eom Sean, 2008, STRATEGIES ENHANCING
Hu, 2005, EXAMINING E LEARNING
Kim Eyong B, 2009, STUDENT CHARACTERIST
Masrom Maslin, 2007, TECHNOLOGY ACCEPTANC
Muzid, 2005, YOGYAKARTA, VI
Selim Hassan M., 2007, CRITICAL SUCCESS FAC
Soekartawi, 2003, PROSP CHALL E LEARN
Suyanto, 2005, MENGENAL E LEARNING, V1
Wagner N, 2008, EDUC TECHNOL SOC, V11, P26
Waheed, 2005, EMPIRICAL STUDY LEAR
NR 11
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4673-4992-5
BN 978-1-4673-4990-1
PY 2013
BP 427
EP 432
PG 6
WC Computer Science, Theory & Methods; Engineering, Electrical &
Electronic; Telecommunications
SC Computer Science; Engineering; Telecommunications
GA BHW22
UT WOS:000326825500077
ER
PT J
AU Hoang, LP
Arch-Int, N
AF Loc Phuoc Hoang
Arch-Int, Ngamnij
TI Assessment of Open-Ended Questions using a Multidimensional Approach for
the Interaction and Collaboration of Learners in E-Learning Environments
SO JOURNAL OF UNIVERSAL COMPUTER SCIENCE
LA English
DT Article
DE E-learning collaboration; multidimensional assessment (M-DA); free-text
answers assessment; vector space model; collaborative virtual
environment
ID CLASSROOM
AB Currently, the assessment of learners in conventional e-learning systems is only one dimension in which learners are required to produce answers, for example, by selecting multiple-choice, true/false, or matching answers or by giving short answers. This type of assessment still lacks interactions among the learners, and thus, it might not fully support learning. Many researchers have endeavored to propose an open-ended question method for evaluation, but their methods still focus on content assessment rather than learners' activities, which again lacks interactions among the learners. This paper concentrates on creating a new assessment method using open-ended questions with the aim of enhancing collaborations, activities and interactions of learners at the same time. The objectives are as follows: 1) to develop a process model for multidimensional assessment (M-DA) to enable effective learning; 2) to develop free-text answer assessments using a vector space model and a semantic extraction model; and 3) to develop an algorithm for evaluating learners based on a M-DA to encourage learners' activities. In addition, we created an environment for learners to be actively assessed and to interact with others when studying online. Two groups of parallel learners taking an e-course were tested on the two systems in a virtual learning environment. The results of the experiment noted that the system with multidimensional assessment showed a better outcome than the system without M-DA.
C1 [Loc Phuoc Hoang; Arch-Int, Ngamnij] Khon Kaen Univ, Dept Comp Sci, Fac Sci, Khon Kaen, Thailand.
RP Hoang, LP (reprint author), Khon Kaen Univ, Dept Comp Sci, Fac Sci, Khon Kaen, Thailand.
EM loc_hp@qtttc.edu.vn; ngamnij@kku.ac.th
FU Khon Kaen University, Thailand [KKU Ref. 0514.1.11.1/5658]
FX This work was supported by a scholarship from the Khon Kaen University,
Thailand, in the Ph.D. Program, Grant No. KKU Ref. 0514.1.11.1/5658.
CR Abdalgader K, 2010, LECT NOTES ARTIF INT, V6464, P435, DOI 10.1007/978-3-642-17432-2_44
Alfonseca E., 2004, PROCEEDINGS OF ESTAL, P25
Alier M, 2012, J UNIVERS COMPUT SCI, V18, P106
Assareh A, 2011, PROCEDIA COMPUT SCI, V3, DOI 10.1016/j.procs.2010.12.129
Caballe S, 2012, J UNIVERS COMPUT SCI, V18, P25
Castellanos- Nieves D., 2011, JOURNAL OF INFORMATI, V181, P1517
Fardoun H., 2012, INTERNATIONAL CONFER
Fardoun H., 2009, JOURNAL OF ADVANCES, V40, P1297
He Y., 2009, JOURNAL OF COMPUTERS, V53, P890
Hou W. J., 2010, PROCEEDINGS OF IEA A, V1, P235
Hurtado C, 2011, J UNIVERS COMPUT SCI, V17, P332
Islama Md.S., 2011, JOURNAL OF INTERNATI, V43, P15
Loc H. P., 2012, PROCEEDINGS OF THE 2, P153
Noorbehbahani F., 2011, JOURNAL OF COMPUTERS, V56, P337
Ozkan S., 2009, JOURNAL OF COMPUTERS, V53, P1285
Sakar C., 2007, ACM SIGCSE BULLETIN, P224
Tissenbaum M, 2012, J UNIVERS COMPUT SCI, V18, P327
Wang L, 2010, FRONTIERS ED CHINA, V5, P4, DOI DOI 10.1007/S11516-010-0003-4
Wong D., 2007, SCHOOL OF MANAGEMENT
Zhang W., 2008, JOURNAL OF KNOWLEDGE, V21, P879
NR 20
TC 0
Z9 0
PU GRAZ UNIV TECHNOLGOY, INST INFORMATION SYSTEMS COMPUTER MEDIA-IICM
PI GRAZ
PA INFFELDGASSE 16C, GRAZ, A-8010, AUSTRIA
SN 0948-695X
J9 J UNIVERS COMPUT SCI
JI J. Univers. Comput. Sci.
PY 2013
VL 19
IS 7
BP 932
EP 949
PG 18
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods
SC Computer Science
GA 193XQ
UT WOS:000322595200006
ER
PT S
AU Morales, D
Centeno, G
Vallellano, C
Doblas, FJ
Martinez-Donaire, AJ
Estevez, A
Garcia-Lomas, FJ
AF Morales, D.
Centeno, G.
Vallellano, C.
Doblas, F. J.
Martinez-Donaire, A. J.
Estevez, A.
Garcia-Lomas, F. J.
BE Alvarez, M
Batista, M
Marcos, M
TI Self-evaluation E-learning System for Manufacturing Engineering Subjects
SO NEW FRONTIERS IN MANUFACTURING ENGINEERING AND MATERIALS PROCESSING
TRAINING AND LEARNING
SE Materials Science Forum
LA English
DT Proceedings Paper
CT 3rd Special Symposium on New Frontiers in Manufacturing Engineering and
Materials Processing Training and Learning
CY JUL 18-20, 2012
CL Las Palmas de Gran Canaria, SPAIN
SP Mfg Engn Soc, Univ Cadiz, Escuela Super Ingn, ULPGC, Conf Directores Escuelas Ingn Tecn Ind, Consejo Gen Ingn Tecn Ind
DE E-learning; Self-evaluation; Manufacturing
AB This work presents a project of teaching innovation on the subject Technology of Manufacturing that has been developed for the last five years. The objective is to stimulate students for training through a self-evaluation system based on e-learning tools, in agreement with the guidelines of the European Higher Education Area (EHEA). The system includes a methodology to perform a series of evaluations about theoretical and practical knowledge which allows the student self-learning. The data obtained with the proposed system are analyzed and the effect on student results is discussed. The evolution in time of the student grades, their involvement and satisfaction with the project, and its influence in their final score are presented.
C1 [Morales, D.; Centeno, G.; Vallellano, C.; Doblas, F. J.; Martinez-Donaire, A. J.; Estevez, A.; Garcia-Lomas, F. J.] Univ Seville, Dept Mech & Mat Engn, Seville 41092, Spain.
RP Morales, D (reprint author), Univ Seville, Dept Mech & Mat Engn, Camino Descubrimientos S-N, Seville 41092, Spain.
EM dmpalma@us.es
RI Vallellano, Carpoforo/B-8086-2013; Morales-Palma, Domingo/B-8867-2011
OI Vallellano, Carpoforo/0000-0001-5903-1336; Morales-Palma,
Domingo/0000-0001-5816-9528
CR [Anonymous], 2007, STAND GUID QUAL ASS
Boneu M., 2007, REV U SOC CONOCIMIEN, V4, P36
Centeno G., 2011, P 2 CIDU 2011
Groover M.P., 2010, FUNDAMENTALS MODERN
Kalpakjian S., 2009, MANUFACTURING ENG TE
Lang H., 2000, FUNDAMENTAL PRINCIPL
Schey J.A., 2002, INTRO MANUFACTURING
NR 7
TC 0
Z9 0
PU TRANS TECH PUBLICATIONS LTD
PI STAFA-ZURICH
PA LAUBLSRUTISTR 24, CH-8717 STAFA-ZURICH, SWITZERLAND
SN 0255-5476
J9 MATER SCI FORUM
PY 2013
VL 759
BP 121
EP 128
DI 10.4028/www.scientific.net/MSF.759.121
PG 8
WC Engineering, Manufacturing; Materials Science, Multidisciplinary
SC Engineering; Materials Science
GA BGM95
UT WOS:000323529800014
ER
PT S
AU Moses, R
AF Moses, Ren
BE Ivala, E
TI E-Learning of Highway Traffic Flow in Real Time
SO PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON E-LEARNING
SE Proceedings of the International Conference on e-Learning
LA English
DT Proceedings Paper
CT 8th International Conference on E-Learning
CY JUN 27-28, 2013
CL Cape Town, SOUTH AFRICA
HO Cape Peninsula Univ Technol
DE traffic flow; wireless communications; e-learning; intelligent
transportation
AB The goal of this project is to improve students' understanding of the relationship between microscopic and macroscopic highway traffic flow parameters in real time through online transmission of data from advanced traffic management centers located across the United States to a computerized laboratory. The paradigm shift in the transportation community from building new roads to using advanced technologies is challenging universities to produce graduates who are proficient in the design and operation of Intelligent Transportation Systems (ITS). The cornerstone of this e-learning process is the innovative idea of Wireless Communications in Transportation (WCT) laboratory. The WCT laboratory is a multidisciplinary effort with a singular focus of educating undergraduate students - in sufficient depth and breadth - in the design and operation of diverse wireless communications systems to fulfill the needs of the transportation system. The objectives of the WCT laboratory are to: (a) provide a multidisciplinary environment for civil and electrical engineering students to interact on topics common to both fields of study, (b) teach students the technology, terminology, capabilities, limitations, and design requirements of wireless communications, and (c) to increase students' proficiency in simulation, implementation, and experimentation of wireless systems that can be used to collect, disseminate, and support data transmission requirements to fulfill ITS user services and other transportation needs. Students use the proposed WCT laboratory to experiment with wireless communications devices using real time data collected through an instrumented vehicle and through online data links with various field equipment operated by local highway agencies. The use of real time traffic data enables students to learn how to perform Dedicated Short-range Communication (DSRC) experiments which are typically applied in toll plazas; learning how to build automatic incident detection algorithm for urban freeways; and learning how to simulate real time traffic flow. In general, students are able to conduct experiments which relates to application of Intelligent Transportation Systems to monitoring, analysis, evaluation, and prediction of transportation system performance and behavior. Efforts are underway to formalize the establishment of a multidisciplinary course and integrate the course into the undergraduate curricula of both electrical and civil engineering disciplines.
C1 [Moses, Ren] FAMU FSU Coll Engn, Dept Civil Engn, Tallahassee, FL USA.
EM moses@eng.fsu.edu
CR ITS America, 2002, NAT INT TRANSP SYST
National Highway Traffic Safety Administration, 2012, TRAFF SAF FACTS 2010
Texas Transportation Institute, 2012, 2011 URB MOB REP
U.S. Department of Transportation Intelligent Transportation Systems Joint Program Office, 1995, US JOINT PROGR OFF I
US Department of Transportation ITS Joint Program Office, 1999, BUILD PROF CAP ITS D
NR 5
TC 0
Z9 0
PU ACAD CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
SN 2048-8882
BN 978-1-909507-28-9
J9 PR INT CONF ELEARN
PY 2013
BP 515
EP 518
PG 4
WC Education & Educational Research
SC Education & Educational Research
GA BFV02
UT WOS:000321497600065
ER
PT J
AU Queiros, R
Leal, JP
AF Queiros, Ricardo
Leal, Jose Paulo
TI Ensemble - an E-Learning Framework
SO JOURNAL OF UNIVERSAL COMPUTER SCIENCE
LA English
DT Article
DE e-learning; interoperability; standards; automatic evaluation
AB E-Learning frameworks are conceptual tools to organize networks of e-learning services. Most frameworks cover areas that go beyond the scope of e-learning, from course to financial management, and neglects the typical activities in everyday life of teachers and students at schools such as the creation, delivery, resolution and evaluation of assignments. This paper presents the Ensemble framework - an e-learning framework exclusively focused on the teaching-learning process through the coordination of pedagogical services. The framework presents an abstract data, integration and evaluation model based on content and communications specifications. These specifications must base the implementation of networks in specialized domains with complex evaluations. In this paper we specialize the framework for two domains with complex evaluation: computer programming and computer-aided design (CAD). For each domain we highlight two Ensemble hotspots: data and evaluations procedures. In the former we formally describe the exercise and present possible extensions. In the latter, we describe the automatic evaluation procedures.
C1 [Queiros, Ricardo] CRACS, Oporto, Portugal.
[Queiros, Ricardo] INESC Porto LA, Oporto, Portugal.
[Queiros, Ricardo] DI ESEIG IPP, Oporto, Portugal.
[Leal, Jose Paulo] Univ Porto, CRACS, P-4100 Oporto, Portugal.
[Leal, Jose Paulo] Univ Porto, INESC Porto LA, P-4100 Oporto, Portugal.
[Leal, Jose Paulo] Univ Porto, Fac Sci, P-4100 Oporto, Portugal.
RP Queiros, R (reprint author), CRACS, Oporto, Portugal.
EM ricardo.queiros@eu.ipp.pt; zp@dcc.fc.up.pt
CR Chafle G., 2004, P 13 INT WORLD WID W, P134, DOI 10.1145/1013367.1013390
Curbera F, 2002, IEEE INTERNET COMPUT, V6, P86, DOI 10.1109/4236.991449
Eap Ty Mey, 2004, P 13 INT WORLD WID W, P376, DOI 10.1145/1013367.1013483
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NR 13
TC 0
Z9 0
PU GRAZ UNIV TECHNOLGOY, INST INFORMATION SYSTEMS COMPUTER MEDIA-IICM
PI GRAZ
PA INFFELDGASSE 16C, GRAZ, A-8010, AUSTRIA
SN 0948-695X
J9 J UNIVERS COMPUT SCI
JI J. Univers. Comput. Sci.
PY 2013
VL 19
IS 14
BP 2127
EP 2149
PG 23
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods
SC Computer Science
GA 273NP
UT WOS:000328542200007
ER
PT J
AU Ruso, J
Krsmanovic, M
Horvat, A
AF Ruso, Jelena
Krsmanovic, Maja
Horvat, Ana
TI SELF-EVALUATION AS A PART OF THE INFRASTRACTURE FOR E-LEARNING
SO METALURGIA INTERNATIONAL
LA English
DT Article
DE Self-assessment; Higher education; E-learning; Web-based assessment
AB The increasing availability of Internet has emerged a great interest of the educational community in developing Web-based assessment and self-assessment tools, to support not only distance learning, but also to improve learning in traditional class. Self-evaluation that provides feedback facilitates the active involvement of students in the learning process and help students to gradually improve their knowledge on each subject. This paper presents an introduction to student assessment used with the aim to support and improve e-learning. Aim of this paper, through a literature review and best practices, introduce and prove the usefulness of self-assessment as a tool for e-learning in higher education. Web-based dynamic assessment and web-based self-assessment tool explains the ease of use, features and role of administrators, instructors and students as participants in W-PARES.
C1 [Ruso, Jelena; Krsmanovic, Maja; Horvat, Ana] Univ Belgrade, Fac Org Sci, Belgrade 11001, Serbia.
RP Ruso, J (reprint author), Univ Belgrade, Fac Org Sci, Belgrade 11001, Serbia.
EM jelena.ruso@fon.rs; krsmanovic.maja@fon.rs; horvat.ana@fon.rs
CR Calvo-Mora A., 2006, QUALITY ASSURANCE ED, V14, P99, DOI [10.1108/09684880610662006, DOI 10.1108/09684880610662006]
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Espasa A, 2010, HIGH EDUC, V59, P277, DOI 10.1007/s10734-009-9247-4
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NR 28
TC 0
Z9 0
PU EDITURA STIINTIFICA FMR
PI BUCHAREST
PA CALEA GRIVITEI, NR 83, SECTOR 1, O P 12, BUCHAREST, 010705, ROMANIA
SN 1582-2214
J9 METAL INT
JI Metal. Int.
PY 2013
VL 18
SI 3
BP 177
EP 183
PG 7
WC Metallurgy & Metallurgical Engineering
SC Metallurgy & Metallurgical Engineering
GA 084PU
UT WOS:000314552400035
ER
PT S
AU Wood, D
Bilsborow, C
AF Wood, Denise
Bilsborow, Carolyn
BE Ivala, E
TI Enhancing Creative Problem Solving in the Higher Education Curriculum
Through the use of Innovative e-Learning Technologies
SO PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON E-LEARNING
SE Proceedings of the International Conference on e-Learning
LA English
DT Proceedings Paper
CT 8th International Conference on E-Learning
CY JUN 27-28, 2013
CL Cape Town, SOUTH AFRICA
HO Cape Peninsula Univ Technol
DE creativity; creative problem solving; design-based research;
undergraduate research; technology enhanced learning
ID DESIGN-BASED RESEARCH
AB The importance of fostering graduate skills in creativity and innovation is acknowledged by higher education institutions (HEIs) and employers. However, the lack of practical guidelines and a scaffold to guide educators in the design and redevelopment of their courses is a significant impediment to the goal of embedding creativity within the curriculum. This paper reports on the findings from a project funded through the Office for Learning and Teaching, Higher Education Division, Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education in Australia, which aimed to address these challenges by developing a framework and supporting online tool to scaffold educators and students through a creative problem solving approach. Following a design-based research (DBR) methodology, the study employed a mixed-methods approach involving multiple iterations to design, develop, trial and implement a creative problem solving (CPS) framework and tool, which has been trialled in ten courses across different disciplines and HEIs across Australia. The outcomes from these trials have informed the development of principles and practical guidelines for application in the classroom in a range of contexts, both nationally and internationally. The findings reported in this paper focus on the DBR process and the experience of trials of the CPS tool in one of the ten courses included in the study; a first-year undergraduate course offered in the School of Communication, International Studies and Languages at the University of South Australia. Educator and student evaluations conducted at the conclusion of each offering of the course show the benefits of the CPS approach, with educators stating that students who use the CPS tool demonstrate much greater creativity and divergence in the approaches they adopt in their digital media research assignments, and many students reporting greater confidence in their ability to generate ideas for their research and to come up with alternative and sophisticated solutions to creative problems. The evaluations also identified several usability issues, which were addressed through the multiple iterations and trials that informed each stage of the redesign of the tool. The final section of this paper discusses the implications of the findings from this project and the benefits of design-based research as a methodology informing the design, development and implementation of technology enhanced learning innovations.
C1 [Wood, Denise; Bilsborow, Carolyn] Univ S Australia, Adelaide, SA 5001, Australia.
EM denise.wood@unisa.edu.au
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McWilliam E, 2008, BRIT EDUC RES J, V34, P651, DOI 10.1080/01411920802224204
McWilliam E., 2007, P 30 HERDSA ANN C EN
Reeves T. C., 2005, Journal of Computing in Higher Education, V16, DOI 10.1007/BF02961476
Robinson K., 2001, OUT OUR MINDS LEARNI
Robinson K., 1998, ALL OUR FUTURES CREA
Collins A., 1992, New Directions in Educational Technology. Proceedings of the NATO Advanced Research Workshop
The Design-Based Research Collective, 2003, ED RES, V32, P5, DOI DOI 10.3102/0013189X032001005
Titus P. A., 2000, J MARKETING ED, V22, P225, DOI DOI 10.1177/0273475300223006
Torrance E. P., 1978, CREATIVE CHILD ADULT, V3, P80
Tosey P., 2006, DEV CREATIVITY HIGHE, P19
Wood D., 2009, P ATN ASS C MELB
Wood D., 2010, INT J 1 YEAR HIGHER, V1, P31
Wood D., 2009, INT J LEARNING, V15, P111
Wood D., 2011, P 2011 AMS WORLD MAR
NR 36
TC 0
Z9 0
PU ACAD CONFERENCES LTD
PI NR READING
PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND
SN 2048-8882
BN 978-1-909507-28-9
J9 PR INT CONF ELEARN
PY 2013
BP 416
EP 424
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA BFV02
UT WOS:000321497600053
ER
PT S
AU Wu, B
Zhang, CY
AF Wu, Bing
Zhang, Chenyan
BE Yarlagadda, P
Kim, YH
TI Evaluation Research in E-Learning System
SO MEASUREMENT TECHNOLOGY AND ENGINEERING RESEARCHES IN INDUSTRY, PTS 1-3
SE Applied Mechanics and Materials
LA English
DT Proceedings Paper
CT 2nd International Conference on Measurement, Instrumentation and
Automation (ICMIA 2013)
CY APR 23-24, 2013
CL Guilin, PEOPLES R CHINA
SP Queensland Univ Technol, Korea Maritime Univ, Inha Univ
DE Evaluation; E-Learning; System Performance; Source title
AB We review on the literatures gleaned from science citation index expanded (SCI-EXPANED) and Social Sciences Citation Index (SSCI) database on web of science, concerning evaluation research in E-Learning system. The result indicates that the number of citation literature on this topic mainly distributes in recently 7 years, reaching climax of 30 in 2012 and then followed by 2011. The main research territory is Taiwan. And from the analysis of research area, computer science accounts for 83.3333%. Accordingly the percentage of source title as computers education is 41.667%. The related research can be classified into evaluation part of the system and evaluation the whole E-Learning system.
C1 [Wu, Bing] Tongji Univ, Sch Econ & Management, Shanghai 200092, Peoples R China.
RP Wu, B (reprint author), Tongji Univ, Sch Econ & Management, Shanghai 200092, Peoples R China.
CR Alkhattabi Mona, 2011, COMPUT HUM BEHAV, V27, P862
Bueyuekoezkan Guelcin, 2010, INT J COMPUTATIONAL, V3, P28
Chen YC, 2012, COMPUT EDUC, V58, P1094, DOI 10.1016/j.compedu.2011.12.017
Chiu HY, 2008, ELECTRON LIBR, V26, P345, DOI 10.1108/02640470810879491
De Maio C, 2012, APPL SOFT COMPUT, V12, P113, DOI 10.1016/j.asoc.2011.09.004
Ferreira-Satler M, 2012, SOFT COMPUT, V16, P1129, DOI 10.1007/s00500-011-0788-y
Ho LA, 2009, ADOLESCENCE, V44, P581
Hogo MA, 2010, EXPERT SYST APPL, V37, P6891, DOI 10.1016/j.eswa.2010.03.032
Jeong HY, 2006, LECT NOTES COMPUT SC, V3942, P326
Kurilovas E, 2009, INFORMATICA-LITHUAN, V20, P499
Lee CH, 2009, EXPERT SYST APPL, V36, P5733, DOI 10.1016/j.eswa.2008.06.111
Palacios-Marques D, 2013, INT J PROJ MANAG, V31, P14, DOI 10.1016/j.ijproman.2012.08.002
Shee DY, 2008, COMPUT EDUC, V50, P894, DOI 10.1016/j.compedu.2006.09.005
Tai DWS, 2008, ELECTRON LIBR, V26, P329, DOI 10.1108/02640470810879482
Tseng ML, 2011, IND MANAGE DATA SYST, V111, P869, DOI 10.1108/02635571111144955
NR 15
TC 0
Z9 0
PU TRANS TECH PUBLICATIONS LTD
PI STAFA-ZURICH
PA LAUBLSRUTISTR 24, CH-8717 STAFA-ZURICH, SWITZERLAND
SN 1660-9336
BN 978-3-03785-750-2
J9 APPL MECH MATER
PY 2013
VL 333-335
BP 2239
EP 2242
DI 10.4028/www.scientific.net/AMM.333-335.2239
PG 4
WC Engineering, Mechanical; Instruments & Instrumentation
SC Engineering; Instruments & Instrumentation
GA BJM26
UT WOS:000329080300447
ER
PT S
AU Wu, XQ
Liu, TL
Li, B
Liu, XM
AF Wu XiuQin
Liu TieLiang
Li Bing
Liu XiaoMing
BE Yarlagadda, P
Kim, YH
TI The Enterprise E_learning Training System's Building Based on
Constructivism Learning Theory
SO MECHATRONICS AND INDUSTRIAL INFORMATICS, PTS 1-4
SE Applied Mechanics and Materials
LA English
DT Proceedings Paper
CT International Conference on Mechatronics and Industrial Informatics
(ICMII 2013)
CY MAR 13-14, 2013
CL Guangtzhou, PEOPLES R CHINA
SP Univ Nottingham, Queensland Univ Technol, Korea Maritime Univ
DE E_learning; Training System; Constructivism Learning Theory
AB The enterprise E_learning training system is changing enterprises' training concept and forms, and it has been public used by some developed countries' enterprises, because it's no limitation of teaching place, timely information transmission and tracking, high rewarding for investment, rapidly refreshment of course content and reusability and so on. This article sets up an enterprise E_learning training system based on the constructivism learning theory from the point of enterprise learning model. This system is divided into several son systems include learning management, resource management, teaching management and evaluation management, and describe the training system's running process and strategies in a detail way.
C1 [Wu XiuQin; Liu TieLiang; Li Bing; Liu XiaoMing] Northeast Petr Univ, Sch Comp & Informat Technol, Daqing, Peoples R China.
RP Wu, XQ (reprint author), Northeast Petr Univ, Sch Comp & Informat Technol, Daqing, Peoples R China.
EM wxqltl@163.com; ltldqpi@163.com; wxqdqpi@163.com;
LiuXiaoming0607@163.com
CR Ge DaoKai, 2012, CHINA HIGHER ED RES, P47
Huang JiaWen, 2012, MODERN DISTANCE ED R, P212
LO Ta-Sheng, 2011, J SYSTEMS SCI SYSTEM, P136
Luo Ying, 2010, DISTANCE ED CHINA, P115
Wu Feng, 2010, MODERN DISTANCE ED R, P212
Wu YongHe, 2012, OPEN ED RES, P98
Zhou ZL, 2010, INFORMATION TECHNOLOGY FOR MANUFACTURING SYSTEMS, PTS 1 AND 2, P459, DOI 10.4028/www.scientific.net/AMM.20-23.459
NR 7
TC 0
Z9 0
PU TRANS TECH PUBLICATIONS LTD
PI STAFA-ZURICH
PA LAUBLSRUTISTR 24, CH-8717 STAFA-ZURICH, SWITZERLAND
SN 1660-9336
BN 978-3-03785-694-9
J9 APPL MECH MATER
PY 2013
VL 321-324
BP 3045
EP 3048
DI 10.4028/www.scientific.net/AMM.321-324.3045
PG 4
WC Engineering, Electrical & Electronic; Engineering, Mechanical; Materials
Science, Multidisciplinary
SC Engineering; Materials Science
GA BGW26
UT WOS:000324348201300
ER
PT J
AU Zollner, B
Sucha, M
Berg, C
Muss, N
Amann, P
Amann-Neher, B
Oestreicher, D
Engelhardt, S
Sarikas, A
AF Zollner, Barbara
Sucha, Michael
Berg, Christoph
Muss, Nadine
Amann, Peter
Amann-Neher, Bernadette
Oestreicher, Dorothee
Engelhardt, Stefan
Sarikas, Antonio
TI Pharmacases.de - A student-centered e-learning project of clinical
pharmacology
SO MEDICAL TEACHER
LA English
DT Article
ID MEDICAL-EDUCATION; TEACHERS
AB Aim: The aim of the project Pharmacases. de was to develop an innovative concept for creating high-quality e-learning content which integrates and promotes the theoretical and cooperative skills of final-year medical students and is easily adoptable by cooperating institutes and hospitals.
Methods and results: A peer-teaching concept was developed in which final-year medical students with the elective pharmacology independently researched and wrote e-learning cases of clinical pharmacology ("pharmacases"). Subject-specific expertise was acquired by consulting a peer network of elective students of other disciplines. The created material was subjected to a multi-step peer review and published on the open-access internet platform http://www.pharmacases.de. At present, the website contains 45 e-learning cases, 27 quizzes, and a student-managed discussion forum. Each month, approximately 1200 students access the e-learning content on the website with above-average evaluation results.
Summary and conclusion: The didactic concept of Pharmacases. de enabled the efficient generation of high-quality e-learning content in a student-centered and interdisciplinary manner and was well received by the students. It will likely facilitate the transfer of theoretical pharmacological knowledge into clinical practice.
C1 [Zollner, Barbara; Sucha, Michael; Berg, Christoph; Muss, Nadine; Amann, Peter; Amann-Neher, Bernadette; Engelhardt, Stefan; Sarikas, Antonio] Tech Univ Munich, D-80802 Munich, Germany.
[Oestreicher, Dorothee] Univ Erlangen Nurnberg, D-91054 Erlangen, Germany.
RP Sarikas, A (reprint author), Tech Univ Munich, Inst Pharmacol & Toxicol, Biedersteiner Str 29, D-80802 Munich, Germany.
EM sarikas@ipt.med.tum.de
CR Bulte C, 2007, MED TEACH, V29, P583, DOI 10.1080/01421590701583824
Cornwall MG, 1979, 790601 U AMST CENTR
Masters Ken, 2008, Med Teach, V30, P474, DOI 10.1080/01421590802108349
Maxwell S, 2012, BRIT J CLIN PHARMACO, V74, P621, DOI 10.1111/j.1365-2125.2012.04300.x
Nikendei C, 2009, MED TEACH, V31, P591, DOI 10.1080/01421590902833010
Ochsmann E, 2010, DTSCH ARZTEBL, V107, pA654
Ryan RM, 2000, AM PSYCHOL, V55, P68, DOI 10.1037//0003-066X.55.1.68
Ten Cate O, 2007, MED TEACH, V29, P591, DOI 10.1080/01421590701606799
Tolsgaard MG, 2007, MED TEACH, V29, P553, DOI 10.1080/01421590701682550
Ward JPT, 2001, LANCET, V357, P792, DOI 10.1016/S0140-6736(00)04173-8
Wheeler S, 2008, BRIT J EDUC TECHNOL, V39, P987, DOI 10.1111/j.1467-8535.2007.00799.x
NR 11
TC 0
Z9 0
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 0142-159X
J9 MED TEACH
JI Med. Teach.
PY 2013
VL 35
IS 3
BP 251
EP 253
DI 10.3109/0142159X.2013.759642
PG 3
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 130OQ
UT WOS:000317928300020
ER
PT J
AU Houri, D
Watanabe, T
Hayashi, K
Kurozawa, Y
AF Houri, Daisuke
Watanabe, Tatsuo
Hayashi, Kazuhiko
Kurozawa, Youichi
TI Evaluation of an E-Learning Distance Education System in the Graduate
School of Medical Sciences of Tottori University
SO YONAGO ACTA MEDICA
LA English
DT Article
DE distance education; graduate education; graduate student
AB Three years have passed since the introduction of a new e-learning system as part of the graduate study program in the Faculty of Medicine of Tottori University. To improve this system, a survey was conducted among graduate students and faculty members to evaluate it. The subjects of the study were 138 graduate students (in the doctoral programs in Medical Science, 1st- and 2nd-term doctoral programs in Life Science, 1st- and 2nd-term doctoral programs in the Institute of Regenerative Medicine and Biofunction, and Clinical Psychology) as well as 108 faculty of the Graduate School of Medical Sciences of Tottori University. Graduate students reported that the e-learning education system is adequate and that they are satisfied to an above average level. The reasons for dissatisfaction with the system were roughly divided into 3 categories: "contents", "system" and "student reports". This e-learning system is still at an early stage of development, but we are pushing forward to improve this in anticipation of increasing the use of web learning modalities in the future.
C1 [Houri, Daisuke] Tottori Univ, Fac Med, Sch Med, Div Med Educ,Dept Social Med, Yonago, Tottori 6838503, Japan.
[Watanabe, Tatsuo] Tottori Univ, Div Integrat Physiol, Dept Funct Morphol & Regulatory Sci, Sch Med,Fac Med, Yonago, Tottori 6838503, Japan.
[Hayashi, Kazuhiko] Tottori Univ, Div Mol Pathol, Dept Pathol & Microbiol, Sch Med,Fac Med, Yonago, Tottori 6838503, Japan.
[Kurozawa, Youichi] Tottori Univ, Dept Social Med, Div Hlth Adm & Promot, Sch Med,Fac Med, Yonago, Tottori 6838503, Japan.
RP Houri, D (reprint author), Tottori Univ, Fac Med, Sch Med, Div Med Educ,Dept Social Med, Yonago, Tottori 6838503, Japan.
FU university president's discretionary funds for "Promoting Improvement of
Education and Research at Tottori University"
FX This research was partially carried out as part of the "Research on
Improving E-Learning Education in Tottori University Graduate School of
Medical Sciences" project, supported by the university president's
discretionary funds for "Promoting Improvement of Education and Research
at Tottori University".
CR Fujimoto T, 2009, IPSJ SIG TECHNICAL R, V32, P17
Houri D, 2009, YONAGO IGAKU ZASSHI, V60, P177
Tanaka N, 2007, KAWASAKI IRYO FUKUSH, V17, P153
Ueta K, 2010, IPSJ SIG TECHNICAL R, P1
NR 4
TC 0
Z9 0
PU TOTTORI UNIV, FACULTY MEDICINE
PI YONAGO
PA 86 NISHI-CHO, YONAGO, TOTTORI-KEN 683-8503, JAPAN
SN 0513-5710
J9 YONAGO ACTA MED
JI Yonago Acta Med.
PD DEC
PY 2012
VL 55
IS 4
BP 69
EP 73
PG 5
WC Medicine, Research & Experimental
SC Research & Experimental Medicine
GA 066IR
UT WOS:000313214600001
ER
PT J
AU Marziali, E
Mackenzie, CS
Tchernikov, I
AF Marziali, E.
Mackenzie, C. S.
Tchernikov, I.
TI DEVELOPMENT AND EVALUATION OF AN E-LEARNING PROGRAM FOR NURSING
ASSISTANTS: MANAGING CHALLENGING RELATIONSHIPS IN NURSING HOME CARE
ENVIRONMENTS
SO GERONTOLOGIST
LA English
DT Meeting Abstract
C1 [Marziali, E.; Tchernikov, I.] Baycrest, Toronto, ON, Canada.
[Mackenzie, C. S.] Univ Manitoba, Winnipeg, MB, Canada.
NR 0
TC 0
Z9 0
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 0016-9013
J9 GERONTOLOGIST
JI Gerontologist
PD NOV
PY 2012
VL 52
SU 1
BP 348
EP 348
PG 1
WC Gerontology
SC Geriatrics & Gerontology
GA 061ZG
UT WOS:000312888202763
ER
PT J
AU Phizacklea, J
Koecher, S
Kobialka, K
Davis, G
Cossburn, M
AF Phizacklea, J.
Koecher, S.
Kobialka, K.
Davis, G.
Cossburn, M.
TI STUDENT LED DEVELOPMENT AND EVALUATION OF UNDERGRADUATE NEUROLOGY
VIRTUAL PATIENT E-LEARNING MODULES
SO JOURNAL OF NEUROLOGY NEUROSURGERY AND PSYCHIATRY
LA English
DT Meeting Abstract
CT Annual Meeting of the Association-of-British-Neurologists
CY MAY 28-31, 2012
CL Brighton, ENGLAND
SP Assoc British Neurologists
C1 [Phizacklea, J.; Koecher, S.; Kobialka, K.; Davis, G.; Cossburn, M.] Cardiff Univ, Cardiff CF10 3AX, S Glam, Wales.
NR 0
TC 0
Z9 0
PU BMJ PUBLISHING GROUP
PI LONDON
PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND
SN 0022-3050
J9 J NEUROL NEUROSUR PS
JI J. Neurol. Neurosurg. Psychiatry
PD NOV
PY 2012
VL 83
SU 2
DI 10.1136/jnnp-2012-304200a.113
PG 1
WC Clinical Neurology; Psychiatry; Surgery
SC Neurosciences & Neurology; Psychiatry; Surgery
GA 170QW
UT WOS:000320869500109
ER
PT J
AU Trophilme, C
Cabaud, JJ
Vessiere, S
AF Trophilme, C.
Cabaud, J. -J.
Vessiere, S.
TI Interest of transfusion safety e-learning for nurses: Assessment after
two years
SO TRANSFUSION CLINIQUE ET BIOLOGIQUE
LA French
DT Article
DE Transfusion safety; Training; Knowledge evaluation; Continuing
professional development
AB In front of increasing organizational difficulties, health institutions opted for a transfusion safety e-learning training. Hindsight of two years, an initial assessment highlights success factors and desirable improvements. (C) 2012 Elsevier Masson SAS. All rights reserved.
C1 [Trophilme, C.] Hop Bichat Claude Bernard, F-75877 Paris 18, France.
[Cabaud, J. -J.; Vessiere, S.] Inst Natl Transfus Sanguine, F-75739 Paris 15, France.
RP Trophilme, C (reprint author), Hop Bichat Claude Bernard, 46 Rue Henri Huchard, F-75877 Paris 18, France.
EM catherine.trophilme@bch.aphp.fr
CR Cazellet L., 2009, PLACE USAGE TIC FORM
Chabot O, 2009, PRESSE MED, V38, P1434
Epuron E., 2012, TECHNOL INNOV HOSP, V13, P34
Fourgous JM, 2012, APPRENDRE AUTREMENT
Trophilme C., 2009, GAZ TRANSFUS, V219, P14
NR 5
TC 0
Z9 0
PU ELSEVIER FRANCE-EDITIONS SCIENTIFIQUES MEDICALES ELSEVIER
PI PARIS
PA 23 RUE LINOIS, 75724 PARIS, FRANCE
SN 1246-7820
J9 TRANSFUS CLIN BIOL
JI Transfu. Clin. Biol.
PD NOV
PY 2012
VL 19
IS 4-5
BP 241
EP 243
DI 10.1016/j.tracli.2012.07.011
PG 3
WC Hematology; Immunology
SC Hematology; Immunology
GA 043DW
UT WOS:000311524100023
ER
PT J
AU Wilson, A
AF Wilson, Amy
TI Effective professional development for e-learning: What do the managers
think?
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID TEACHERS; COMMUNITIES; PROJECT
AB Introducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to answer three related questions. How do institutions of vocational education within New Zealand structure their institutional provision of e-learning professional development? What training or other development opportunities are provided by institutions? What do e-learning managers feel are the types of e-learning professional development that work best in terms of lecturer development and support? A literature review was completed and interviews were held with e-learning managers from 13 institutions. The data collected from the interviews were then analysed using a grounded analysis approach. The analysis process yielded concepts that were related to different types of professional development training, information and support. The analysis provided a structure of professional development. Furthermore, the efficiency of the types of e-learning professional development was analysed based on e-learning managers' perception and evaluation models. Professional development with opportunities for skill acquisition and collaboration was deemed the most effective. Practitioner Notes What is already known about this topic Academic staff need new skills to teach e-learning. There are different levels of professional development, which vary in duration and scope. Professional development needs to be relevant for academic staff to benefit. What this paper adds This paper discusses the types of professional development made available at tertiary institutions for staff new to e-learning. This paper explains what e-learning managers feel is the most effective professional development format. This paper analyses why the e-learning managers feel this format is the most effective. Implications for practice and/or policy Managers will be better informed why particular types of professional development for e-learning work well. Academic staff will be better informed about what professional development might best suit them. Academic staff will be better informed about what managers feel about effective professional development and be able to have a greater role in the evaluation feedback cycle.
RP Wilson, A (reprint author), Massey Univ, Sch Curriculum & Pedag, Palmerston North, New Zealand.
EM a.d.wilson@massey.ac.nz
CR Bringer JD, 2006, FIELD METHOD, V18, P245, DOI 10.1177/1525822X06287602
Charmez K., 2006, CONSTRUCTING GROUNDE
Chen CH, 2011, BRIT J EDUC TECHNOL, V42, pE5, DOI 10.1111/j.1467-8535.2010.01143.x
Cohen L., 2004, RES METHODS ED
Cooper Alice, 2004, ENHANCING STAFF ED D, P56, DOI 10.4324/9780203416228_chapter_4
Desimone LM, 2009, EDUC RESEARCHER, V38, P181, DOI 10.3102/0013189X08331140
Duncan-Howell J, 2010, BRIT J EDUC TECHNOL, V41, P324, DOI 10.1111/j.1467-8535.2009.00953.x
Ham V., 2007, EVALUATION E LEARNIN
Hardt P., 2010, IMPACT J APPL RES WO, V1, P183
Hegarty B., 2005, APPROACHES IMPLICATI
Holtham C., 2005, 2 INT FORUM TEACHER
Kirkpatrick D.L., 1998, EVALUATING TRAINING
Knight P., 2007, HIGHER ED Q, V61, P420, DOI [10. 1111/j. 1468-2273. 2007. 00350. x, DOI 10.1111/J.1468-2273.2007.00350.X]
Kopcha TJ, 2010, ETR&D-EDUC TECH RES, V58, P175, DOI 10.1007/s11423-008-9095-4
McCracken G., 1993, LONG INTERVIEW
Prebble T., 2005, IMPACT STUDENT SUPPO
Punch KF, 2005, INTRO SOCIAL RES QUA
Richter D, 2011, TEACH TEACH EDUC, V27, P116, DOI 10.1016/j.tate.2010.07.008
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Strauss A., 1990, BASICS QUALITATIVE R
White P. J., 2005, E LEARNING GUIDELINE
Wilson A. D., 2004, EFEST C WELL
Wilson G., 2007, MAKING TRANSITION E, P121
NR 23
TC 0
Z9 0
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD NOV
PY 2012
VL 43
IS 6
BP 892
EP 900
DI 10.1111/j.1467-8535.2011.01248.x
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA 021XX
UT WOS:000309920300021
ER
PT J
AU Schubart, J
AF Schubart, Jane
TI An E-Learning Program to Prevent Pressure Ulcers in Adults with Spinal
Cord Injury: A Pre- and Post- Pilot Test Among Rehabilitation Patients
Following Discharge to Home
SO OSTOMY WOUND MANAGEMENT
LA English
DT Article
DE pressure ulcer; spinal cord injuries; patient education; Internet; risk
assessment
ID INFORMATION NEEDS; VETERANS; PEOPLE; HEALTH; INTERVENTIONS; MANAGEMENT;
RISK; KNOWLEDGE; PATTERNS; MODEL
AB Pressure ulcers (PrUs) are the most common medical complication following spinal cord injury (SCI), as well as costly and potentially life-threatening. Every individual with SCI is at life-long risk for developing PrUs, yet many lack access to readily available, understandable, and effective PrU prevention strategies and practices. To address barriers to adequate PrU prevention education, an interactive e-learning program to educate adults with SCI about PrU prevention and management was developed and previously pilot-tested among inpatients. This recent pilot study was conducted to evaluate the feasibility of using the learning portion of the program by adults with SCI following discharge to home among 15 outpatients with SCI. Fourteen patients (nine men, five women, median age 37 years) completed the program intervention and pre- and follow-up questionnaires. The median score for pre-program knowledge and skin care management practice was 96 (possible score: 0 to 120; range 70-100). Post-program use median score was 107 (range 97-114). The greatest improvement was in the responses to knowledge and practice questions about skin checks and preventing skin problems (P <0.005). In terms of their experiences and perceptions, the program was well received by the study participants. Further evaluation involving large samples is necessary to confirm these findings and ascertain the effect of this e-learning program on PrU incidence. Internet interventions that are proven effective hold tremendous potential for bringing prevention education to groups who would otherwise not receive it.
C1 [Schubart, Jane] Penn State Univ, Coll Med, Dept Surg, Hershey, PA 17033 USA.
[Schubart, Jane] Penn State Univ, Coll Med, Dept Med, Hershey, PA 17033 USA.
[Schubart, Jane] Penn State Univ, Coll Med, Dept Publ Hlth Sci, Hershey, PA 17033 USA.
RP Schubart, J (reprint author), Penn State Univ, Coll Med, Dept Surg, 500 Univ Dr, Hershey, PA 17033 USA.
EM jschubart@hmc.psu.edu
FU Paralyzed Veterans of America Education Foundation
FX This project was funded in part by a grant from the Paralyzed Veterans
of America Education Foundation (Principal Investigator: J. Schubart).
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NR 58
TC 0
Z9 0
PU H M P COMMUNICATIONS
PI MALVERN
PA 83 GENERAL WARREN BLVD, STE 100, MALVERN, PA 19355 USA
SN 0889-5899
J9 OSTOMY WOUND MANAG
JI Ostomy Wound Manag.
PD OCT
PY 2012
VL 58
IS 10
BP 38
EP 49
PG 12
WC Surgery
SC Surgery
GA 030GN
UT WOS:000310559100006
ER
PT J
AU Shepherd, JD
Badger-Brown, KM
Legassic, MS
Walia, S
Wolfe, DL
AF Shepherd, John D.
Badger-Brown, Karla M.
Legassic, Matthew S.
Walia, Saagar
Wolfe, Dalton L.
TI SCI-U: E-learning for patient education in spinal cord injury
rehabilitation
SO JOURNAL OF SPINAL CORD MEDICINE
LA English
DT Article
DE Disability; Patient education; Rehabilitation; Physical; Spinal cord
injuries
ID INFORMATION NEEDS; PROGRAM; PEOPLE; INDIVIDUALS; IMPACT; VIDEO
AB Background/objectives: To develop an online patient education resource for use in spinal cord injury rehabilitation.
Participants: The development process involved more than 100 subject-matter experts (SMEs) (rehabilitation professionals and consumers) from across Canada. Preliminary evaluation was conducted with 25 end-users.
Methods: An iterative development process was coordinated by a project team; SMEs (including patients) developed the content in working groups using wiki-based tools. Multiple rounds of feedback based on early prototypes helped improve the courses during development.
Results: Five courses were created, each featuring more than 45 minutes of video content and hundreds of media assets. Preliminary evaluation results indicate that users were satisfied by the courses and perceived them to be effective.
Conclusions: This is an effective process for developing multimedia patient education resources; the involvement of patients in all parts of the process was particularly helpful. Future work will focus on implementation, integration into clinical practice and other delivery formats (smart phones, tablets).
C1 [Shepherd, John D.] Univ Hlth Network, Toronto Rehabil Inst, Lyndhurst Ctr, Rehabil Engn Lab, Toronto, ON M4G 3V9, Canada.
[Badger-Brown, Karla M.] Badger Brown Med Commun, Toronto, ON, Canada.
[Legassic, Matthew S.; Walia, Saagar; Wolfe, Dalton L.] Lawson Hlth Res Inst, London, ON, Canada.
RP Shepherd, JD (reprint author), Univ Hlth Network, Toronto Rehabil Inst, Lyndhurst Ctr, Rehabil Engn Lab, 520 Sutherland Dr, Toronto, ON M4G 3V9, Canada.
EM jdshepherd@mac.com
FU Rick Hansen Institute
FX This article is based the award-winning abstract in Education presented
at the 5th National SCI Conference in Toronto, Ontario, in October 2012.
London, Ontario, Canada. The study was funded by Rick Hansen Institute.
Partners: Toronto Rehab/University Health Network (Toronto, ON), Spinal
Cord Injury Ontario (previously CPA Ontario, Toronto, ON), Alberta
Health Services (Edmonton & Calgary, AB), Lawson Health Research
Institute (London, ON).
CR Austin Boren S, 2006, AMIA ANN S P, V2006, P51
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Wolfe DL, 2004, TOP SPINAL CORD INJ, V10, P41
Zhang DS, 2006, INFORM MANAGE-AMSTER, V43, P15, DOI 10.1016/j.im.2005.01.004
NR 36
TC 0
Z9 0
PU MANEY PUBLISHING
PI LEEDS
PA STE 1C, JOSEPHS WELL, HANOVER WALK, LEEDS LS3 1AB, W YORKS, ENGLAND
SN 1079-0268
J9 J SPINAL CORD MED
JI J. Spinal Cord. Med.
PD SEP
PY 2012
VL 35
IS 5
SI SI
BP 319
EP 329
DI 10.1179/2045772312Y.0000000044
PG 11
WC Clinical Neurology
SC Neurosciences & Neurology
GA 022GF
UT WOS:000309945000008
ER
PT J
AU Lai, HJ
Wang, CY
AF Lai, Horng-Ji
Wang, Ching-Yi
TI Examining public librarian's information literacy, self-directed
learning readiness, and e-learning attitudes: A study from Taiwan
SO MALAYSIAN JOURNAL OF LIBRARY & INFORMATION SCIENCE
LA English
DT Article
DE Public libraries; Information literacy; Self-directed learning
readiness; E-learning attitudes; Adult learners
ID LEARNERS; INTERNET; MODEL
AB The purpose of this study was to explore the current situation of public librarian's information literacy, self-directed learning readiness and e-learning attitudes in Taiwan. It also sought to identify the relationships among the three variables and the predictive ability of information literacy and self-directed learning readiness on e-learning attitudes. This study employed a survey questionnaire that contained the following: information literacy scale, self-directed learning readiness scale and e-learning attitude scale. The subjects were 385 public librarians from three cities: Taipei, Taichung and Kaohsiung. The research results showed that, public librarian's perceptions toward information literacy, self-directed learning readiness, and e-learning attitudes were positive. Statistical analysis revealed that public librarian's who hold a library science degree performed significantly better than those who had graduated from non-library science departments on three sub-factors of information literacy (information querying, information organisation and information evaluation). Respondents who had received more training had better information evaluations and love of learning scores. The stepwise regression analysis indicated that the information evaluation was the strongest predictor in determining public librarian's e-learning attitudes followed by creative learning, love of learning, and independent learning.
C1 [Lai, Horng-Ji] Natl Chi Nan Univ, Grad Inst Adult & Continuing Educ, Puli Township 545, Nantou County, Taiwan.
[Wang, Ching-Yi] Natl Yunlin Univ Sci & Technol, Dept Culture Heritage & Conservat, Touliu 640, Yunlin, Taiwan.
RP Lai, HJ (reprint author), Natl Chi Nan Univ, Grad Inst Adult & Continuing Educ, 1 Univ Rd, Puli Township 545, Nantou County, Taiwan.
EM hjlai@ncnu.edu.tw; wangcyi@yuntech.edu.tw
CR American Library Association, 1998, INTR INF LIT
Beitler Michael A, 2007, Journal of Workspace Learning, V19, DOI 10.1108/13665620710831191
Brockett R. G., 1991, SELF DIRECTION ADULT
Chu RJC, 2009, J COMPUT ASSIST LEAR, V25, P489, DOI 10.1111/j.1365-2729.2009.00324.x
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Hiemstra R., 2006, INT J SELF DIRECTED, V3, P45
Horton Forest Woody Jr., 2008, Computers in Libraries, V28
Hung ML, 2010, COMPUT EDUC, V55, P1080, DOI 10.1016/j.compedu.2010.05.004
Hung S. Y., 2003, THESIS NATL KAOHSIUN
Julien H, 2005, LIBR INFORM SCI RES, V27, P281, DOI 10.1016/j.lisr.2005.04.002
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Knowles M. S., 1975, SELF DIRECTED LEARNI
Knowles M. S., 1980, MODERN PRACTICE ADUL
Lai HJ, 2011, EDUC TECHNOL SOC, V14, P98
Lai HJ, 2011, EDUC TECHNOL SOC, V14, P81
Lema JD, 2009, INT J HOSP MANAG, V28, P18, DOI 10.1016/j.ijhm.2008.03.010
Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001
Liaw SS, 2007, COMPUT HUM BEHAV, V23, P399, DOI 10.1016/j.chb.2004.10.018
Lin G. L., 2006, THESIS NATL KAOHSIUN
Merriam SB, 2007, LEARNING ADULTHOOD
Muirhead B, 2007, EDUC TECHNOL SOC, V10, P1
Nikitenko G., 2009, THESIS U SAN FRANCIS
Probert E, 2009, COMPUT EDUC, V53, P24, DOI 10.1016/j.compedu.2008.12.018
Shinkareva O., 2006, LEARNING INSTRUCTION
Silen C, 2008, TEACH HIGH EDUC, V13, P461, DOI 10.1080/13562510802169756
Spear G.E., 1988, SELF DIRECTED LEARNI
Stern Caroline, 2010, International Information and Library Review, V42, DOI 10.1016/j.iilr.2010.04.011
Svirko E, 2008, MED TEACH, V30, pE219, DOI 10.1080/01421590802334275
Taiwan Central Personnel Administration, 2007, TRAINING DEV
Teng Y. L., 1995, ADULT INSTRUCTION SE
Tough A., 1971, ADULT LEARNING PROJE
Vogt P. W., 2001, DICT STAT METHODOLOG
NR 38
TC 0
Z9 0
PU UNIV MALAYA, FAC COMPUTER SCIENCE & INFORMATION TECH
PI KUALA LUMPUR
PA UNIV MALAYA, FAC COMPUTER SCIENCE & INFORMATION TECH, KUALA LUMPUR,
50603, MALAYSIA
SN 1394-6234
J9 MALAYS J LIBR INF SC
JI Malays. J. Libr. Sci.
PD AUG
PY 2012
VL 17
IS 2
BP 101
EP 115
PG 15
WC Information Science & Library Science
SC Information Science & Library Science
GA 003IA
UT WOS:000308602800007
ER
PT J
AU Miners, A
Harris, J
Felix, L
Murray, E
Michie, S
Edwards, P
AF Miners, Alec
Harris, Jody
Felix, Lambert
Murray, Elizabeth
Michie, Susan
Edwards, Phil
TI An economic evaluation of adaptive e-learning devices to promote weight
loss via dietary change for people with obesity
SO BMC HEALTH SERVICES RESEARCH
LA English
DT Article
DE Economic evaluation; e-learning; cost-utility analysis; obesity and
weight management
ID RANDOMIZED CONTROLLED-TRIAL; COST-EFFECTIVENESS; NUTRITION EDUCATION;
PHYSICAL-ACTIVITY; BEHAVIOR-CHANGE; HEALTH; INTERVENTIONS; INTERNET;
ADULTS; RISK
AB Background: The prevalence of obesity is over 25 % in many developed countries. Obesity is strongly associated with an increased risk of fatal and chronic conditions such as cardiovascular disease and type 2 diabetes. Therefore it has become a major public health concern for many economies. E-learning devices are a relatively novel approach to promoting dietary change. The new generation of devices are 'adaptive' and use interactive electronic media to facilitate teaching and learning. E-Learning has grown out of recent developments in information and communication technology, such as the Internet, interactive computer programmes, interactive television and mobile phones. The aim of this study is to assess the cost-effectiveness of e-learning devices as a method of promoting weight loss via dietary change.
Methods: An economic evaluation was performed using decision modelling techniques. Outcomes were expressed in terms of Quality-Adjusted Life-Years (QALYs) and costs were estimated from a health services perspective. All parameter estimates were derived from the literature. A systematic review was undertaken to derive the estimate of relative treatment effect.
Results: The base case results from the e-Learning Economic Evaluation Model (e-LEEM) suggested that the incremental cost-effectiveness ratio was approximately 102,000 pound per Quality-Adjusted Life-Year (QALY) compared to conventional care. This finding was robust to most alternative assumptions, except a much lower fixed cost of providing e-learning devices. Expected value of perfect information (EVPI) analysis showed that while the individual level EVPI was arguably negligible, the population level value was between 37 pound M and 170 pound M at a willingness to pay between 20,000 pound to 30,000 pound per additional QALY.
Conclusion: The current economic evidence base suggests that e-learning devices for managing the weight of obese individuals are unlikely to be cost-effective unless their fixed costs are much lower than estimated or future devices prove to be much more effective.
C1 [Miners, Alec] London Sch Hyg & Trop Med, Fac Publ Hlth & Policy, London WC1E 7HT, England.
[Harris, Jody; Felix, Lambert; Edwards, Phil] London Sch Hyg & Trop Med, Fac Epidemiol & Populat Hlth, London WC1E 7HT, England.
[Murray, Elizabeth] UCL, Royal Free Hosp, Res Dept Primary Care & Populat Hlth, London NW3 2PF, England.
[Michie, Susan] UCL, Res Dept Clin Educ & Hlth Psychol, London WC1E 7HB, England.
RP Miners, A (reprint author), London Sch Hyg & Trop Med, Fac Publ Hlth & Policy, Keppel St, London WC1E 7HT, England.
EM alec.miners@lshtm.ac.uk
FU National Institute for Health Research, Health Technology Assessment
Programme
FX National Institute for Health Research, Health Technology Assessment
Programme
CR [Anonymous], 2011, OECD HLTH DAT
Ara R, 2007, OBES REV, V8, P363, DOI 10.1111/j.1467-789X.2007.00352.x
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Barton P, 2004, HLTH TECHNOLOGY ASSE
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Curtis L, 2010, UNIT COSTS HLTH SOCI
Department of Health, 2004, CHOOS HLTH MAK HLTH
Edwards P, 2011, HEALTH TECHNOL ASSES, V15, P37
Eng T., 2001, EHEALTH LANDSCAPE TE
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Gould SM, 2000, J NUTR EDUC, V32, P204, DOI 10.1016/S0022-3182(00)70558-9
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NICE, 2006, CG43 NICE
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World Health Organization, 2002, RED RISKS
NR 43
TC 0
Z9 0
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1472-6963
J9 BMC HEALTH SERV RES
JI BMC Health Serv. Res.
PD JUL 7
PY 2012
VL 12
AR 190
DI 10.1186/1472-6963-12-190
PG 9
WC Health Care Sciences & Services
SC Health Care Sciences & Services
GA 003LP
UT WOS:000308613300001
ER
PT J
AU Morgulis, Y
Kumar, RK
Lindeman, R
Velan, GM
AF Morgulis, Yuri
Kumar, Rakesh K.
Lindeman, Robert
Velan, Gary M.
TI Impact on learning of an e-learning module on leukaemia: a randomised
controlled trial
SO BMC MEDICAL EDUCATION
LA English
DT Article
DE E-learning; Computer-assisted learning; Medical education; Leukaemia
ID HEALTH-PROFESSIONS; MEDICAL-EDUCATION; METAANALYSIS; STUDENTS; DESIGN
AB Background: e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources.
Methods: A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period.
Results: Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive.
Conclusions: A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.
C1 [Morgulis, Yuri; Lindeman, Robert; Velan, Gary M.] Univ New S Wales, Dept Pathol, Sch Med Sci, Fac Med, Sydney, NSW 2052, Australia.
[Kumar, Rakesh K.] Prince Wales Hosp, Dept Hematol, Sydney, NSW 2031, Australia.
RP Velan, GM (reprint author), Univ New S Wales, Dept Pathol, Sch Med Sci, Fac Med, Sydney, NSW 2052, Australia.
EM g.velan@unsw.edu.au
RI Kumar, Rakesh/J-6124-2012
OI Kumar, Rakesh/0000-0002-9531-8411
CR Alepis E, 2010, US CHINA ED REV, V7, P84
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Nicholson DT, 2006, MED EDUC, V40, P1081, DOI 10.1111/j.1365-2929.2006.02611.x
O'Leary FM, 2010, EMERG MED AUSTRALAS, V22, P324, DOI 10.1111/j.1742-6723.2010.01302.x
Paechter M, 2010, COMPUT EDUC, V54, P222, DOI 10.1016/j.compedu.2009.08.005
Patridge MR, 2011, POSTGRAD MED J, V24, P249
Ricks C, 2008, PEDIATR EMERG CARE, V24, P284, DOI 10.1097/PEC.0b013e31816ecb5c
Velan GM, 2002, MED TEACH, V24, P412, DOI 10.1080/01421590220145806
Velan GM, 2010, JIAMSE, V20, P32
Wong G, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-12
NR 24
TC 0
Z9 0
PU BIOMED CENTRAL LTD
PI LONDON
PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND
SN 1472-6920
J9 BMC MED EDUC
JI BMC Med. Educ.
PD MAY 28
PY 2012
VL 12
AR 36
DI 10.1186/1472-6920-12-36
PG 9
WC Education & Educational Research; Education, Scientific Disciplines
SC Education & Educational Research
GA 994UW
UT WOS:000307959700001
ER
PT J
AU Schroter, D
Alyami, M
AF Schroeter, Daniela
Alyami, Mohammed
TI Evaluation in Distance Education and E-Learning: The Unfolding Model
SO AMERICAN JOURNAL OF EVALUATION
LA English
DT Book Review
C1 [Schroeter, Daniela; Alyami, Mohammed] Western Michigan Univ, Evaluat Ctr, Kalamazoo, MI 49008 USA.
RP Schroter, D (reprint author), Western Michigan Univ, Evaluat Ctr, Kalamazoo, MI 49008 USA.
CR Joint Committee on Standards for Educational Evaluation, 1994, PROGR EV STAND ASS E
Messick S., 1989, ED MEASUREMENT, P13
RUHE V, 2008, EVALUATION DISTANCE
NR 3
TC 0
Z9 0
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1098-2140
J9 AM J EVAL
JI Am. J. Eval.
PD MAR
PY 2012
VL 33
IS 1
BP 143
EP 145
DI 10.1177/1098214011411576
PG 3
WC Social Sciences, Interdisciplinary
SC Social Sciences - Other Topics
GA 941AV
UT WOS:000303935100012
ER
PT J
AU Bremer, C
AF Bremer, C.
TI Enhancing e-learning quality through the application of the AKUE
procedure model
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE efficiency; e-learning; procedure model; project management; quality
assurance; work division
AB The paper describes the procedure model AKUE, which aims at the improvement and assurance of quality and cost efficiency in the context of the introduction of e-learning and the development of digital learning material. AKUE divides the whole planning and implementation process into four different phases: analysis, conception, implementation, and evaluation. AKUE analyses at which level of the organization or curriculum decisions have to be made. Accordingly, it differentiates various types of projects for which different planning methods and quality criteria are applied. For each step, specific worksheets and procedures are applied in order to support planning and decision making. Through the definition of outcomes and feedback loops at each step, quality standards and cost efficiency can be achieved.
C1 Goethe Univ Frankfurt, D-60054 Frankfurt, Germany.
RP Bremer, C (reprint author), Goethe Univ Frankfurt, Senckenberganlage 15, D-60054 Frankfurt, Germany.
EM bremer@sd.uni-frankfurt.de
CR Balli C., 2002, QUALITAETSENTWICKLUN
Bremer C, 2010, FOKUS MEDIENPAEDAGOG, P299
Bremer Claudia, 2009, E LEARNING HOCHSCHUL, P61
Bremer Claudia, 2009, LERNEN DIGITALEN ZEI, P233
Bruder R., 2006, QUALITAETSSICHERUNG, P87
Carstensen D., 2005, QUALITAETSSICHERUNG
Carstensen D., 2004, HDB QUALITAET STUDIU, V1, p[1, 1]
DIN, 2004, 10322 DIN PAS
DIN, 2006, 1068 DIN PAS
DIN, 2004, 10321 DIN PAS
Girke G., 2005, KOMPENDIUM LEITFADEN
Harvey L, 2000, QUALITAT QUALITATSSI, P17
Phipps R., 2000, QUALITY LINE BENCHMA
Rogers E.M., 1995, DIFFUSION INNOVATION
Schenkel Peter, 2000, QUALITAETSBEURTEILUN, P137
Schenkel Peter, 2000, QUALITAETSBEURTEILUN, P164
Seibt D., 2001, HDB E LEARNING, P1
Seufert S., 2004, E LEARNING STRATEGIE, P281
Tergan Sigmar-Olaf, 2000, QUALITATSBEURTEILUNG, P52
NR 19
TC 0
Z9 0
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD FEB
PY 2012
VL 28
IS 1
BP 15
EP 26
DI 10.1111/j.1365-2729.2011.00444.x
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 875PC
UT WOS:000299042600003
ER
PT S
AU Andreica, A
AF Andreica, Alina
BE Chova, LG
Martinez, AL
Torres, IC
TI LEARNING WITHIN AN INTEGRATED E-LEARNING ENVIRONMENT
SO INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
CONFERENCE
SE INTED Proceedings
LA English
DT Proceedings Paper
CT 6th International Conference of Technology, Education and Development
(INTED)
CY MAR 05-07, 2012
CL Valencia, SPAIN
DE e-learning; learning portal; system integration framework; learning
facilities and feed-back
AB The paper focuses on the impact and advantages that an integrated learning environment brings in learning. We analyze the learning advantages of applying systematic e-learning tools additional to face-to-face classes. In this respect, we use our university's e-learning portal - UBBOnline, which was presented at INTED 2011. The case study is performed on an MA course in IT management and a class of around 40 students.
We reveal the advantages of using a modular template for presenting the learning content, with specific goals, theoretical, practical and feed-back contents for each module. Additionally, we use advanced mechanisms for task scheduling and management and discussion lists, which can be configured on the most important course topics. On-line evaluation facilities are also available (yet not included in the present case study). Student-to-student and student-to-teacher communication can be performed by using the integrated e-mail and chat facilities.
The global learning environment integrates capabilities to access educational and fee information within the AcademicInfo system. Data is automatically provisioned from this system into the learning portal, therefore students access the educational content of the courses they have chosen in their current study contract. Sites are automatically created for the courses provided from AcademicInfo system and teachers have design permissions to the sites of the courses they deliver.
We present and analyze the student feed-back consequent to administering a dedicated survey for evaluating the e-learning facilities provided within the course. The survey was created by using built-in portal facilities. Students express a positive perception and emphasize the advantages of having the educational resources available at any time and of using advanced guidance and communication tools.
Teachers can evaluate learning efficiency by analyzing grades and access statistics on various sections of the site; these reports are important tools both for improving the quality of the educational content and for monitoring student activity
The e-learning tools that are addressed within the paper, used in an integrated manner, bring important advantages in learning. The research is going to continue by monitoring student grades on a longer term; we expect these results to confirm previous findings and experiences, i.e. students who use e-learning tools become more autonomous in learning and working based on specific guidelines, and may averagely score better (smaller grade dispersion) in on-line evaluations than face-to-face groups.
C1 [Andreica, Alina] Univ Babes Bolyai, IT Dept, R-3400 Cluj Napoca, Romania.
EM alina.andreica@ubbcluj.ro
CR Allen M., 2002, GUIDE E LEARNING
Andrianov AM, 2011, EXPERT OPIN DRUG DIS, V6, P419, DOI 10.1517/17460441.2011.560603
Bianca Andreica Alina, 2011, P WEBIST 2011 SCI TE, P631
Bianca Andreica Alina, 2010, 4 INT C MOB UB COMP, P0
Bianca Andreica Alina, 2011, P EDULEARN 2011, P3970
Bianca Andreica Alina, 2011, SYN 2010 12 INT S SY, P573
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PostgreSQL Team, HIGH AV LOAD BAL REP
Singh G., 2005, J U TEACHING LEARNIN, V2
Webster R., 2006, TEACHING E LEARNIGN
NR 12
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
SN 2340-1079
BN 978-84-615-5563-5
J9 INTED PROC
PY 2012
BP 576
EP 585
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BHQ76
UT WOS:000326396400078
ER
PT B
AU Antony, J
Ramakrishnan, S
Joy, MT
Thottupuram, R
AF Antony, Joms
Ramakrishnan, Sandhya
Joy, Manoj T.
Thottupuram, Rubin
BE Murthy, S
Sampson, D
TI SMS based E-Assessments enabling better Student Engagement, Evaluation
and Recommendation Services in E-Learning making use of Fuzzy Rules and
Course Ontologies
SO 2012 IEEE FOURTH INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR EDUCATION
(T4E)
LA English
DT Proceedings Paper
CT IEEE 4th International Conference on Technology for Education (T4E)
CY JUL 18-20, 2012
CL Hyderabad, INDIA
SP IEEE, IEEE Comp Soc, IEEE Tech Comm Learning Technol (LT)
HO Int Inst Informat Technol (IIIT)
DE Short Message Sevices; Clickers; Fuzzy rules; Semantic Web; Course
Ontologies
AB Considering the exponential growth in communication, network and web technology areas, Innovative E-Learning practices are gaining importance. This paper proposes a model for meaningful interactive engagement of teachers and learners in classrooms or in distant mode. Here we make use of short message services for conducting quizzes pertaining to a concept in a course. Electronic Clickers which were extensively used in this regard have a number of limitations. In this context it is possible to make use of mobile phones to our advantage. The scores obtained can be considered as a student state variable which can possibly belong to a certain fuzzy set. This way we can identify more state variables belonging to student/teacher domains and based on certain fuzzy rules, we can classify the students. Now it is possible to provide personalized recommendations based on a course ontology which is used to connect different concepts in a course.
C1 [Antony, Joms; Ramakrishnan, Sandhya] Amal Jyothi Coll Engn, Dept Informat Technol, Kottayam 686518, Kerala, India.
RP Antony, J (reprint author), Amal Jyothi Coll Engn, Dept Informat Technol, Kottayam 686518, Kerala, India.
EM jomsantony@amaljyothi.ac.in
CR Bloom, 1956, HDB COGNITIVE DOMAIN
Boyce, 2007, DEV DOMAIN ONTOLOGIE
Caldwel Jane E., 2007, CLICKERS LARGE CLASS
Dubois D.J., 1980, FUZZY SETS SYSTEMS T
Hanson Coral M., 2008, INTERACTIVE ED MULTI
JANG JSR, 1993, IEEE T SYST MAN CYB, V23, P665, DOI 10.1109/21.256541
Min Wang Xiao, 2008, INT S COMP INT DES
Scornavacca Eusebio, 2007, 40 HAW INT C SYST SC
Sevarac Zoran, 2006, 6 IEEE INT C ADV LEA
Yang Qing, 2010, INT C INT COMP COGN
NR 10
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-0-7695-4759-6
PY 2012
BP 119
EP 125
DI 10.1109/T4E.2012.9
PG 7
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines
SC Computer Science; Education & Educational Research
GA BDD73
UT WOS:000312855800018
ER
PT B
AU Avramescu, T
Enachescu, V
Manea, M
Camen, D
Reggiani, I
Galassi, L
AF Avramescu, Taina
Enachescu, Viorela
Manea, Madalina
Camen, Dragos
Reggiani, Ilaria
Galassi, Luca
BE Chova, LG
Martinez, AL
Torres, IC
TI NEW APPROACHES IN MEDICAL E-LEARNING
SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI 2012)
LA English
DT Proceedings Paper
CT 5th International Conference of Education, Research and Innovation
(ICERI)
CY NOV 19-21, 2012
CL Madrid, SPAIN
DE medical education; medical e-learning; problem based learning;
ultrasound education; nurse education; patient education
AB Over the last two decades Medical Doctors have to face the need to be high qualified professionals with always updated competencies and practical skills. Learning on the Internet by the "e learning" method, fundamentally changed the way by which doctors can get information and be involved in educational activities designed to ensure their continuous medical education.
E-EDUMED is an transnational Leonardo da Vinci Transfer of Inovation project focused on improvement/updating/ equal chances to knowledge/ harmonization in training of medical specialists. It represents a continous medical education approach by interactive on-line education in consultancy with acreditated programme tutors, assuring a secured final evaluation. The project developed a complex Web site in English and partners languages and a virtual health educational center (http://www.e-edumed.ro/), providing on-line education and training materials by an interactive lifelong learning platform. 2 interactive training modules in ultrasound and nurses education and a module addressed to patients aiming to improve health culture were developed.
For the ultrasound module the selected approach is based on a modular architecture focused on three levels (PPT presentation, text, image). Content is structured in the best way to build gradual competences. For each module we developed packages containing a section with anatomical bases, clinical signs and pathological findings, ultrasound images and videos. The nurse module is designed to give nurses additional education to prepare her/him for advanced nursing practice and to respond to the actual demands in health care in the provision of primary health care to individuals, families but also to communities. An E-Learning platform has been set up for the delivery of the online courses and to host the PBL repository. The e-learning platform hosts asynchronous online courses - educational materials in a traditional style of presentation, PPT and course notes (text and images), questions and tests associated with each section, multimedia lessons that include sections with commented video images. Also the platform includes synchronous online courses - courses implemented in the virtual class e- EDUMED allowing a tutor via the Internet to bring together a group of students in real time. The teacher can present materials (case studies, moving images, making complete ultrasound) and can receive information and feedback from students. PowerPoint presentations are also available. Schedule and topics courses will be announced in advance and students can enroll. Claroline is the open source E-Learning platform implemented for the delivery of the online course and host the Virtual Classroom (PBL repository). Learning pathway has been realized through an innovative methodological model combining both theoretical and practical aspects, in order to enhance the learning skills based on the study of real cases thanks to the Problem Based Learning (PBL) approach implemented into a virtual environment (virtual classrooms). The learning path area is composed by different modules, as many as foreseen by the didactic strategy. Within each module, different type and number of learning objects that can be considered as elementary bulks of learning (Multimedia lessons, Video lessons and Quizzes). The project will support Medical Institutes to grow exploiting and following the changes of contexts and environment where they operate.
C1 [Avramescu, Taina] Univ Craiova, Dept Med Sci, Craiova, Romania.
EM taina_mistico@yahoo.com; vemd1@yahoo.com; madalinamanea2005@yahoo.com;
camen.dragos@live.com; i.reggiani@forcom.it; l.galassi@forcom.it
CR [Anonymous], 2005, WBT WORLDRO 02 B F P
[Anonymous], 2007, ED CULT
[Anonymous], 2010, OVERVIEWS ED SYSTEMS
Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028
Cook DA, 2004, J GEN INTERN MED, V19, P698, DOI 10.1111/j.1525-1497.2004.30029.x
Embedding E-Learning in Further Education The EU Health Policy Forum, STRAT PRIOR INCL SPE
Gormley GJ, 2009, MED TEACH, V31, pE6, DOI 10.1080/01421590802334317
Masters Ken, 2008, Med Teach, V30, P474, DOI 10.1080/01421590802108349
McKimm J, 2009, S E ASIAN J MED ED, V3, P3
Swanwick T, 2008, POSTGRAD MED J, V84, P339, DOI 10.1136/pgmj.2008.068288
NR 10
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-616-0763-1
PY 2012
BP 4192
EP 4202
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA BEW64
UT WOS:000318422204034
ER
PT J
AU Babic-Kekez, S
Popov, S
AF Babic-Kekez, Snezana
Popov, Slobodan
TI Managing of departments and classes through e-learning in the state of
emergency
SO TECHNICS TECHNOLOGIES EDUCATION MANAGEMENT-TTEM
LA English
DT Article
DE classes management; distance learning; teacher competence
AB This paper considers the problem of developing teaching competencies for work in emergency situations. It presents the Program of teacher training for the management of department and teaching distance learning. The program aims to train teachers in emergency situations such as pandemics or natural disasters, with the use of modern media and technology to hold a certain amount of classes by distance learning..
The specific objectives of the program are to train teachers to respect the standards produced teaching materials (electronic teaching unit, electronic tests) and enable them to independently implement the text, sound, photography, video, animation, and movie as standardized units (SCORM packages) and to acquire knowledge needed to communicate electronically in an environment for distance learning. The results of evaluation seminars suggest that it need differentiation of content for module 2 and module 3 based on a previous knowledge of participants, because there is a statistically significant difference in the assessment of participants on the independent use of knowledge in practice.
C1 [Babic-Kekez, Snezana] Univ Novi Sad, Tech Fac Mihajlo Pupin, Zrenjanin, Serbia.
[Popov, Slobodan] Ctr Dev & Applicat Sci Technol & Informat, Novi Sad, Serbia.
RP Babic-Kekez, S (reprint author), Univ Novi Sad, Tech Fac Mihajlo Pupin, Zrenjanin, Serbia.
EM snezanabk@gmail.com
CR Babic-Kekez S., 2000, 9 INT SCI C INF ED Q
Gojkov G., 2008, GOALS COMPETENCE TEA
Popov S, 2009, TEHNICKO INFORM OBRA
NR 3
TC 0
Z9 0
PU DRUNPP-SARAJEVO
PI SARAJEVO
PA BOLNICKA BB, SARAJEVO, 71000, BOSNIA & HERCEG
SN 1840-1503
J9 TECH TECHNOL EDUC MA
JI Tech. Technol. Educ. Manag.-TTEM
PY 2012
VL 7
IS 1
BP 354
EP 360
PG 7
WC Engineering, Multidisciplinary
SC Engineering
GA 930KJ
UT WOS:000303138000045
ER
PT S
AU Ciloglugil, B
Inceoglu, MM
AF Ciloglugil, Birol
Inceoglu, Mustafa Murat
BE Murgante, B
Gervasi, O
Misra, S
Nedjah, N
Rocha, AMAC
Taniar, D
Apduhan, BO
TI User Modeling for Adaptive E-Learning Systems
SO COMPUTATIONAL SCIENCE AND ITS APPLICATIONS - ICCSA 2012, PT III
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 12th International Conference on Computational Science and Its
Applications (ICCSA)
CY JUN 18-21, 2012
CL Salvador de Bahia, BRAZIL
SP Univ Fed Bahia (UFBA), Univ Fed Reconcavo Bahia (UFRB), Univ Estadual Feira Santana (UEFS), Univ Perugia, Univ Basilicata (UB), Monash Univ, Kyushu Sangyo Univ (KSU), Brazilian Comp Soc, Coordenacao Aperfeicoamento Pessoal Nivel Super (CAPES), Natl Council Sci & Technol Dev (CNPq), Fundacao Amparo Pesquisa Estado Bahia (FAPESB), Bahia Governo, Secretaria Ciencia, Tecnologia & Inovacao
DE Adaptive Systems; E-Learning; Ontologies; Personalization; User
Modeling; Semantic Web
ID HYPERMEDIA; EDUCATION; STYLES
AB Adaptive systems have been a hot topic in various areas like hypermedia systems, e-commerce systems, e-learning environments and information retrieval. In order to provide adaptivity, these systems need to keep track of different types of information about their users. Therefore, user modeling is at the heart of the adaptation process. In this paper, different user modeling techniques will be reviewed with the focus on what needs to be modeled and how it will be modeled, i.e., the demographic information of the users are collected in most of these systems, however, how it will be used in the adaptation process depends on the methodology being followed. The evaluation of different user modeling approaches and examination of some recent adaptive e-learning systems' architectures will also be provided.
C1 [Ciloglugil, Birol] Ege Univ, Dept Comp Engn, TR-35100 Izmir, Turkey.
RP Ciloglugil, B (reprint author), Ege Univ, Dept Comp Engn, TR-35100 Izmir, Turkey.
EM birol.ciloglugil@ege.edu.tr; mustafa.inceoglu@ege.edu.tr
CR Akbulut Y, 2012, COMPUT EDUC, V58, P835, DOI 10.1016/j.compedu.2011.10.008
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La Garanderie A., 2006, ENSEIGNER U THEORIE
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Milosevic D., 2006, INT J EMERGING TECHN, V1, P2
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VanLehn K., 1988, FDN INTELLIGENT TUTO, P55
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NR 33
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-642-31136-9
J9 LECT NOTES COMPUT SC
PY 2012
VL 7335
BP 550
EP 561
PG 12
WC Computer Science, Interdisciplinary Applications; Computer Science,
Theory & Methods
SC Computer Science
GA BBU88
UT WOS:000308288600042
ER
PT J
AU Csikosova, A
Senova, A
Culkova, K
AF Csikosova, Adriana
Senova, Andrea
Culkova, Katarina
BE Baskan, GA
Ozdamli, F
Kanbul, S
Ozcan, D
TI Improving of communication and presentation skills of the universities'
students through e-learning
SO 4TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012)
SE Procedia Social and Behavioral Sciences
LA English
DT Proceedings Paper
CT 4th World Conference on Educational Sciences (WCES)
CY FEB 02-05, 2012
CL Barcelona, SPAIN
SP Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc
HO Univ Barcelona
DE E - learning; life education; presentation skills; research
AB We live in information society, in which internet has became necessary media that is needy for the work, education, information and contacts. Authors in the contribution show to the necessity of communication and humanization during education process of the universities' students with technical orientation, mainly through e-learning activities that are necessary part of living style of present young generation. In the contribution there is inscribed attention to the whole road of capabilities and skills for work and whole life education through e-learning. It indicates that in present time universities and colleges must elaborate and realize education programs for obtaining and improving of key competencies of the students. Part of the contribution is also presentation of information and evaluation of research, orientated to the using of concrete forms of e-learning at the Technical University. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
C1 [Csikosova, Adriana; Senova, Andrea; Culkova, Katarina] Tech Univ Kosice, Fac Min Ecol Proc Control & Geotechnol, Dept Business & Management, Kosice 04201, Slovakia.
EM adriana.csikosova@tuke.sk
RI Csikosova, Adriana/C-4625-2012
CR Antosova M, 2008, MANAZMENT UDSKYCH Z
Bajtos J, 2008, VYBRANE STATE DIDAKT
Sole M., 2009, KVALITA INOVACIA PRO, P68
Sutoova A, 2009, KVALITA PRODUKCIE 20, P80
Teplicka K, 2011, UNINFOS 2011 UNIVERZ, P144
Teplicka K, 2010, TECHNOLOGIA VZDELAVA, V1, P13
NR 6
TC 0
Z9 0
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1877-0428
J9 PROCD SOC BEHV
PY 2012
VL 46
BP 2847
EP 2851
DI 10.1016/j.sbspro.2012.05.575
PG 5
WC Education & Educational Research
SC Education & Educational Research
GA BDQ57
UT WOS:000314465903002
ER
PT B
AU Serrano, PD
Saez, PV
Merino, MD
Sanchez, AR
AF del Solar Serrano, Patricia
Villoria Saez, Paola
del Rio Merino, Mercedes
Rodriguez Sanchez, Antonio
BE Chova, LG
Martinez, AL
Torres, IC
TI E-LEARNING EXPERIENCE IN BUILDING ENGINEERING: A CASE STUDY
SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI 2012)
LA English
DT Proceedings Paper
CT 5th International Conference of Education, Research and Innovation
(ICERI)
CY NOV 19-21, 2012
CL Madrid, SPAIN
DE E-learning; traditional teaching; higher education; Information and
Communication Technology
ID MOODLE
AB The aim of this paper is to present evaluation findings from a case study of the use of e-learning methodology in Spanish higher education. To this end, the research developed here shows the results of a survey questionnaire conducted in the first year discipline "Introduction to Construction" of the Building Engineering School at the Technical University of Madrid (Universidad Politecnica de Madrid). The students were asked their opinion and experience on the e-learning methodology implemented in their class curriculum. This paper provides an overview of the study developed, describes the methodology used, summarizes the implementation experiences of the students involved and presents the main findings.
Results show that over 71% of the students prefer practical lessons rather than traditional teaching. In addition, 57% of respondents agree with studying the theory by their own. Therefore, summarizing lectures, highlighting the key points and answering the major questions asked by the students, are essential factors to be implemented in future teaching lessons. In addition, solving practical exercises during the class has been the main measure chosen by students, as their questions and doubts can be immediately solved by the lecturer.
In short, e-learning teaching should be commonly used and enhanced, as 74% of the students agree on implementing this method and 54% of them consider e-learning a high valued measure (4 on a 5 point scale).
C1 [del Solar Serrano, Patricia; Villoria Saez, Paola; del Rio Merino, Mercedes; Rodriguez Sanchez, Antonio] Univ Politecn Madrid, Sch Bldg Engn, E-28040 Madrid, Spain.
EM patricia.delsolar@upm.es; paola.villoria@upm.es; mercedes.delrio@upm.es;
antonio.rodriguezs@upm.es
CR Carvalho A, 2011, BRIT J EDUC TECHNOL, V42, P824, DOI 10.1111/j.1467-8535.2010.01097.x
Ciudad A., 2010, AM J BUSINESS ED, V3, P13
Clausen T, 2005, IEEE T EDUC, V48, P213, DOI 10.1109/TE.2005.846045
Cornell R. M., 2011, J INFORM SYSTEMS, V25, P109
Dasgupta S, 2002, GROUP DECIS NEGOT, V11, P87, DOI 10.1023/A:1015221710638
Escobar-Rodriguez T, 2012, COMPUTERS ED, V58, P1085
Gutierrez E, 2010, COMPUT EDUC, V54, P562, DOI 10.1016/j.compedu.2009.09.006
Ilein M, 2010, INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION, 2010, P99
Kaminski J., 2005, ONLINE J NURSING INF, V9
Martin-Blas T, 2009, COMPUT EDUC, V52, P35, DOI 10.1016/j.compedu.2008.06.005
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Romero C, 2008, COMPUT EDUC, V51, P368, DOI 10.1016/j.compedu.2007.05.016
Seluakumaran K, 2011, ADV PHYSIOL EDUC, V35, P369, DOI 10.1152/advan.00008.2011
Yu Y., 2004, J INFORM SYSTEMS ED, V15, P365
NR 14
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-616-0763-1
PY 2012
BP 5683
EP 5689
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BEW64
UT WOS:000318422205105
ER
PT B
AU Haavisto, P
Dickinson, P
AF Haavisto, Piia
Dickinson, Paul
BE Chova, LG
Martinez, AL
Torres, IC
TI INTEGRATING AN ONLINE E-LEARNING COURSE INTO UNIVERSITY'S LEARNING BY
DEVELOPMENT MODEL (A FINNISH CASE STUDY)
SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI 2012)
LA English
DT Proceedings Paper
CT 5th International Conference of Education, Research and Innovation
(ICERI)
CY NOV 19-21, 2012
CL Madrid, SPAIN
AB Purpose - The purpose of this paper is to describe and assess the reality of Laurea's LbD-pedagogical framework and its connections to a "Relese"-online course, financed by the European Commission. This study is focused on those who would like to start their own business in order to return to the labour market but do not have necessary entrepreneurship skills, competencies and know-how to do that.
Approach - This is a qualitative case study related to a "Relese"-online course and its implementation in Finland. Student- and teacher feedback as well as the course results form the basis for the study. The e-learning course consisted of introduction lessons, workshops about different areas of business life, online-counselling, evaluation and feedback. At the end of the course each student provided an individual business plan.
Findings - From a Finnish point of view there were quite many challenges in the "Relese"-online course. It should be clearly defined, who is the right target group unemployed, those working and wanting a career change or students that are about to graduate. The reason being they all need a different kind of a course and materials. Those that created their business plans had a lot of enthusiasm and found the course meaningful.
Conclusions - The course content should be changed towards one with more practical materials and more appealing contents with closer co-operation with the Labour and Employment Ministry. Entrepreneurship does not have real appeal in Finland and thus structural changes would be needed, but combined with practical up-to-date elements, (such as social media and creating web-sites) it could be a success.
C1 [Haavisto, Piia; Dickinson, Paul] Laurea Peer Peer P2P, Hyvinkaa, Finland.
EM piia.haavisto@laurea.fi; paul.dickinson@laurea.fi
CR Egbert J., 2001, Journal of Technology and Teacher Education, V9
Harman K, 2005, Interdisciplinary Journal of Knowledge and Learning Objects, V1
Heiskanen H., 2008, TAVOITTEENA OPPIVA O
Helakorpi S., OPPILAITOKSEN JOHTAM
Hung D., 2001, Educational Technology, V41
Hung D., 2001, Educational Technology, V41
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Kallioinen O., 2008, COMPETENCE BASED CUR
Koohang A., 2005, INFORM SCI J, V8, P75
Koohang Alex, 2009, Interdisciplinary Journal of e-Learning and Learning Objects, V5
Koohang A, 2003, J INF TECHNOL, V2, P106
Lietsala K., 2008, SOCIAL MEDIA INTRO T
Mustonen P., 2009, SERIES KR, VKR-1:2009
Pimentel J., 1999, JALN, V3
Randall B., 2001, J ED MULTIMEDIA HYPE, V4, P357
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Woolfolk A. E., 1993, ED PSYCHOL
NR 18
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-616-0763-1
PY 2012
BP 5527
EP 5533
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BEW64
UT WOS:000318422205079
ER
PT B
AU Horvathova, D
Brodenec, I
AF Horvathova, Dana
Brodenec, Ivan
BE Capay, M
Mesarosova, M
Palmarova, V
TI E-learning Environment in Multimedia and Internet Technologies Teaching
SO DIVAI 2012: 9TH INTERNATIONAL SCIENTIFIC CONFERENCE ON DISTANCE LEARNING
IN APPLIED INFORMATICS: CONFERENCE PROCEEDINGS
LA English
DT Proceedings Paper
CT 9th International Scientific Conference on Distance Learning in Applied
Informatics
CY MAY 02-04, 2012
CL Sturovo, SLOVAKIA
SP MICROCOMP, NextiraOne, European Univ Informat Syst, Nitricka
DE Multimedia; Internet technologies; LMS Moodle; E-learning
AB The aim of this article is to bring some of the experience we have got from teaching the subjects Multimedia and Internet Technologies which are part of both teacher training and applied informatics study programme. Students of teacher training do not get so much possibility to have the teacher's role and are not much confronted with own responsibility for creating presentations, tasks, seminars and evaluation of them. They also know the work with learning management system only as a student. We have given them the opportunity to try their teaching skills. They could try the role of teacher in the LMS Moodle, created interesting tasks for younger colleagues, students of applied informatics, they learned to evaluate and take responsibility for it. The results were striking. We use the experience with such system also in the subject Internet technologies where the students get experience with programming activities which are part of such system.
C1 [Horvathova, Dana; Brodenec, Ivan] Matej Bel Univ, Fac Nat Sci, Dept Informat, Bansko Bystrica, Slovakia.
EM dana.horvathova@umb.sk; ivan.brodenec@umb.sk
CR Brodenec I., MATINF
Brodenec I., 2010, OBJEKTOVY PRISTUP VO
Clark J. M., 1991, EDUC PSYCHOL REV, V3, P1991
DIVAI, 2008, NITRA PRIRODOVEDEC C, p[307, 341]
Horvathova D., 2011, PROJEKT ROZVOJ ZNALO
Horvathova D., 2012, 18TH NATIONAL CONFER, P87
Horvathova D., 2011, 14TH INTERNATIONAL C, P373
Huba M., 2007, AUTORI E VZDELAVANIA
Metodicko-pedagogicke centrum, 2012, DOSTUPNE NA INTERNET
Vitko P., 2008, MULTIEDIA A ICH VYUZ
NR 10
TC 0
Z9 0
PU CONSTANTINE PHILOSOPHER UNIV NITRA
PI NITRA
PA TR A HLINKU 1, NITRA, SK-949 74, SLOVAKIA
BN 978-80-558-0092-9
PY 2012
BP 137
EP 145
PG 9
WC Education & Educational Research; Information Science & Library Science
SC Education & Educational Research; Information Science & Library Science
GA BDE86
UT WOS:000312968600014
ER
PT B
AU Imran, AS
Cheikh, FA
AF Imran, Ali Shariq
Cheikh, Faouzi Alaya
GP IEEE
TI Multimedia Learning Objects Framework for E-Learning
SO 2012 INTERNATIONAL CONFERENCE ON E-LEARNING AND E-TECHNOLOGIES IN
EDUCATION (ICEEE)
LA English
DT Proceedings Paper
CT International Conference on e-Learning and e-Technologies in Education
(ICEEE)
CY SEP 24-26, 2012
CL Lodz, POLAND
SP Soc Digital Informat & Wireless Commun (SDIWC), IEEE Poland Sect, Visibil Magazine, TopSEOs, Hackin9 IT Secur Magazine
HO Tech Univ Lodz
AB With the growing interest in flexible and blended education, the usage of recorded lecture videos as a part of learning material, is becoming an everyday activity in most of the higher education institutions. Flexible education provides students with the opportunity to select how, when, and where to study compared to ordinary on-campus education. Additionally, lecture videos contain most of the instructional content. The content of these videos are in general non-scripted and unedited, and thus do not provide the required level of interactivity. Therefore, these videos fail to captivate students' attention for a long time, and thus their effective use remains a challenge. In this regard, Multimedia Learning Object (MLO) can play an important role in future flexible education. MLOs are media rich documents that have pedagogical values encapsulated with all needed features such as navigation structures and surrogates. We propose in this paper a framework for interactive MLOs in distance and blended education. The framework supports creation, storage, distribution, and evaluation of automatically extracted learning objects from digital media. The framework not only conforms to industry standards, but also provide novel methods and techniques to develop Video Learning Objects (VLOs).
C1 [Imran, Ali Shariq; Cheikh, Faouzi Alaya] Gjovik Univ Coll, Dept Comp Sci & Media Technol, N-2802 Gjovik, Norway.
RP Imran, AS (reprint author), Gjovik Univ Coll, Dept Comp Sci & Media Technol, POB 191, N-2802 Gjovik, Norway.
EM ali.imran@hig.no
CR Academic ADL Co-Lab, LIBSCORM LIB
[Anonymous], SCORM
Blackboard Inc, BLACKB DIG CONT
Desire2Learn, BLACKB DIG CONT
Harman K., 2005, INTERDISCIPLINARY J, V1, P66
IEEE LTSC, LEARN OBJ MET LOM WO
Imran A. S., 2012, P 6 IEEE IN IN PRESS
Imran A. S., 2011, IM PROC ICIP 2011 18, P2989
Imran A. S., 2010, 18 EUR SIGN PROC C E, P333
Imran A. S., 2012, 5 INT S COMM CONTR S, P1
Imran A. S., 2009, P 17 ACM INT C MULT, P1139, DOI 10.1145/1631272.1631538
Liu T., 2004, IEEE 6 INT S MULT SO, p574
Mu X., 2005, INTERDISCIPLINARY J, V1, P109
Northrup P. T., 2007, LEARNING OBJECTS INS
NR 14
TC 0
Z9 0
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-1-4673-1678-1
PY 2012
BP 105
EP 109
PG 5
WC Computer Science, Interdisciplinary Applications; Computer Science,
Theory & Methods
SC Computer Science
GA BCK24
UT WOS:000310434700020
ER
PT S
AU Cheung, R
Kazemian, HB
AF Cheung, Ronnie
Kazemian, Hassan B.
BE Fong, S
TI An Adaptive Framework for Personalized E-Learning
SO NETWORKED DIGITAL TECHNOLOGIES
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT 3rd International Conference on Networked Digital Technologies (NDT
2011)
CY JUL 11-13, 2011
CL Macau, PEOPLES R CHINA
SP Springer
HO Univ Macau
DE e-learning; ontology; personalization; adaptive system
AB In this paper, an adaptive hypermedia framework is used in the design and development of an adaptive personalized e-learning system for Java programming. Learners with different learning goals, background and learning aptitudes are treated differently by including a model of knowledge and preferences in the system. A personalized e-learning framework is developed to provide a basic Java programming course that allows students to learn on his/her own pace and with adaptive features. The system evaluation shows that most students consider the personalized e-learning system useful for learning basic Java programming.
C1 [Cheung, Ronnie; Kazemian, Hassan B.] London Metropolitan Univ, London, England.
RP Cheung, R (reprint author), London Metropolitan Univ, London, England.
EM ccheung@acm.org; h.kazemian@londonmet.ac.uk
CR Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306
Caballe Santi, 2010, Journal of Digital Information Management, V8
Chen J, 2010, LECT NOTES COMPUT SC, V6483, P31
Cheung R, 2010, LECT NOTES COMPUT SC, V6483, P52, DOI 10.1007/978-3-642-17407-0_6
Gomez-Perez A, 2002, IEEE INTELL SYST, V17, P54, DOI 10.1109/5254.988453
Sampson D., 2002, INTERACTIVE ED MULTI, P24
NR 6
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-22184-2
J9 COMM COM INF SC
PY 2011
VL 136
BP 292
EP 306
PG 15
WC Computer Science, Hardware & Architecture; Computer Science, Theory &
Methods
SC Computer Science
GA BBI72
UT WOS:000306987900025
ER
PT B
AU El Alami, M
Romero, M
de Arriaga, F
AF El Alami, M.
Romero, M.
de Arriaga, F.
BE Torres, IC
Chova, LG
Martinez, AL
TI QUALITY ASSESSMENT OF INTELLIGENT E-LEARNING SYSTEMS
SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI)
LA English
DT Proceedings Paper
CT 4th International Conference of Education, Research and Innovation
(ICERI)
CY NOV 14-16, 2011
CL Madrid, SPAIN
DE Quality assessment; e-learning; intelligent e-learning; evaluation;
multi-agent systems; methodology; artificial intelligence
AB Future education and specifically higher and continuous education goes, no doubt, through e-learning and related practices. But ordinary e-learning is not the best method to take advantage of the computer for educational purposes. With the arrival of Distributed Artificial Intelligence, e-learning systems have increased quite a bit their capability and functionality by incorporating several techniques becoming intelligent e-learning systems. The paper, first of all, analyses the functionality of intelligent e-learning systems and the Artificial Intelligence techniques included from the user's point of view, to set up possible standards and their limitations, taking into account the different ways of analysing and designing intelligent e-learning systems. The paper also explores the few partial attempts so far done to assess the quality of those systems their pros and cons.
One of the important contributions of the paper is the development of a quality assessment methodology, which is finally applied to the quality assessment of an intelligent e-learning system, already developed, to show practically how the concepts introduced in the methodology and methods of measurement are applied in a practical way.
C1 [El Alami, M.] Univ Abdelmalek Essaadi, Tetouan, Morocco.
EM melalami@ensa.ac.ma; mromero@uned.es; fernando.dearriaga@upm.es
CR Arriaga A., 2003, P INT C ART INT APPL, P380
Arriaga A., 2003, ADV TECHNOLOGY BASED, P2009
Arriaga A., 2002, P INT C TECHN ED ICT, P1355
Brooks R. A., 1990, DESIGNING AUTONOMOUS
de Arriaga F., 2003, P 10 IEEE INT C EL C, P136
de Arriaga F., 2002, J ROGELIO SEGOVIA FD, V3, P20
de Arriaga F., 2001, P BITE 2001 EINDH, P157
de Arriaga F., 2002, P INT C TECHN ED ICT, P1222
de Arriaga F., 2003, P 2 ANIEI INT C INF, V1, P161
de Arriaga F, 2003, TECHNICAL REPORT, P1
de Arriaga F., 2003, ADV TECHNOLOGY BASED, VI, P316
Iqbal A., 1999, SOFTWARE ERGONOMIE 9, P169
Jonson-Laird P. N., 1983, MENTAL MODELS
Laureano A. L., 1998, INTERACTIVE LEARNING, V6, P23
Laureano A. L., 2001, J EXPT THEORETICAL A, V13, P147
Laureano A. L., 2000, CYBERNET SYST, V31, P1
Linn R., 1991, EDUC RES, V20, P15, DOI 10.3102/0013189X020008015
Luckin R., 1999, INT J ARTIFICIAL INT, V10, P198
Messick S., 1994, EDUC RES, V23, P13, DOI [10.3102/0013189X023002013, DOI 10.3102/0013189X023002013]
Messick S., 1989, ED MEASUREMENT, P13
Mitrovic A., 1999, INT J ARTIFICIAL INT, V10, P230
NEWELL A, 1982, ARTIF INTELL, V18, P87, DOI 10.1016/0004-3702(82)90012-1
Pao Y., 1992, IEEE T POWER SYSTEMS, V7
Pao Y.H., 1989, ADAPTIVE PATTERN REC
PAO YH, 1995, NEUROCOMPUTING, V9, P149, DOI 10.1016/0925-2312(95)00066-F
Ugena A., 1996, P CIMASI 96 CAS, P149
VanLehn K., 1997, INT J ARTIFICIAL INT, V8, P179
Webb G., 1997, INT J ARTIFICIAL INT, V8, P97
NR 28
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-615-3324-4
PY 2011
BP 1162
EP 1171
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BEK53
UT WOS:000317080001026
ER
PT J
AU Freire, L
Arezes, PM
Campos, JC
AF Freire, Luciana
Arezes, Pedro M.
Campos, Jose C.
BE Arezes, P
Baptista, JS
Barroso, MP
Carneiro, P
Cordeiro, P
Costa, N
Melo, R
Miguel, AS
Perestrelo, GP
TI The importance of qualitative evaluation on E-learning systems
SO SHO2011: INTERNATIONAL SYMPOSIUM ON OCCUPATIONAL SAFETY AND HYGIENE
LA Portuguese
DT Proceedings Paper
CT 7th International Symposium on Occupational Safety and Hygiene (SHO)
CY FEB 10-11, 2011
CL Guimaraes, PORTUGAL
SP Portuguese Soc Occupat Safety & Hlth
HO Univ Minho, Sch Engn
DE Ergonomics; Design; Usability; Qualitative Evaluation; E-learning
ID USABILITY
AB It is increasingly common to find research on the usability of E-learning systems. From the results of these investigations, it seems clear that most of them point to the need for a critical discussion about usability evaluation methods for specific education systems, particularly on the importance of methods focus on the primary users. However, it also seems to be urgent and essential to investigate how ergonomic analysis has been applied, as well as the necessary adaptations to such usability analysis methods, in order to set up assessments which are more consistent with the nature of the systems. It is now known that, in general terms, users go through several stages of interaction with the system throughout the period of tasks execution. In each of these interaction phases, their behavior and actions can lead them to success, or failure, with regard to compliance with the pre-set goals. Many of the commonly used usability evaluation methods do not stop to analyze the interactions occurring in the context of use. This paper presents a critical review of usability evalution for E-learning systems.
EM lucianafreire@gmail.com; parezes@dps.uminho.pt; jose.campos@di.uminho.pt
CR Albert B., 2010, USABILITY LAB CONDUC
Carvalho A. A. A., 2005, CADERNOS SACAUSEF SI, V2, P55
Downey S., 2005, HUMAN RESOURCE DEV I, V8, P47, DOI DOI 10.1080/1367886042000338245
Fortin M. F., 2006, PROCESSO INVESTIGACA
Freire L., 2010, OCCUPATIONAL SAFETY, P256
Hertzum M, 2010, INT J HUM-COMPUT INT, V26, P567, DOI 10.1080/10447311003781300
Hollingsed T., 2007, USABILITY INSPECTION
ISO, 1998, 9241 ISO
Kirakowski J., 1990, CHI 90 P NEW YORK AP, P235
LITTO Frederic Michael, 2009, EDUCACAO DISTANCIA E
Myers MD, 1997, MIS QUART, V21, P241, DOI 10.2307/249422
Nielsen J., 1994, USABILITY INSPECTION
Shneiderman B., 1998, DESIGNING USER INTER
Tullis T., 2008, MEASURING USER EXPER
Zaharias P, 2009, INT J HUM-COMPUT INT, V25, P75, DOI 10.1080/10447310802546716
NR 15
TC 0
Z9 0
PU PORTUGUESE SOC OCCUPATIONAL SAFETY & HYGIENE
PI GUIMARAES
PA DPS-UNIVERSIDADE MINHO, GUIMARAES, 4800-058, PORTUGAL
PY 2011
BP 278
EP 282
PG 5
WC Ergonomics; Public, Environmental & Occupational Health
SC Engineering; Public, Environmental & Occupational Health
GA BFQ71
UT WOS:000320995400047
ER
PT B
AU Gomez, A
Carrion, M
Payo, I
Sanchez-Rodriguez, L
Ramiro, C
Espildora, E
Hernandez-Labrado, GR
AF Gomez, A.
Carrion, M.
Payo, I
Sanchez-Rodriguez, L.
Ramiro, C.
Espildora, E.
Hernandez-Labrado, G. R.
BE Torres, IC
Chova, LG
Martinez, AL
TI DEVELOPEMENT OF AN E-LEARNING PROCEDURE FOR SOLVING ENGINEERING PROBLEMS
SO 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
(ICERI)
LA English
DT Proceedings Paper
CT 4th International Conference of Education, Research and Innovation
(ICERI)
CY NOV 14-16, 2011
CL Madrid, SPAIN
DE E-learning; virtual platform; engineering problems
AB The European Higher Education Area involves a change in University teaching models, directing them towards a competency-based learning. These competencies can be specific, related to career guidance, or generic, concerning the capabilities and skills the student needs to achieve in a complete education. This implies a more active involvement of students in all stages of the educational process, acting not only as a passive recipient of conceptual schemes, but contrasting their ideas with teachers through study, practice and dialogue. Therefore, the EHEA intends not to focus the teaching-learning process on an exam result, applying the concept of continuous assessment.
Moreover, many subjects in Engineering Degrees have as definition of their specific competencies the "acquisition of basic knowledge on the subject and its application to engineering problems". Because of this, it is necessary to provide the students with a huge number of typical cases in order to improve their ability to acquire these competencies.
When the number of students in a course is very high, as it is the case of Engineering Degrees in the University of Castilla - La Mancha, the use of a virtual platform is a valuable tool for, on one hand, the continuous assessment of students by teachers and, on the other hand, the self-assessment, feedback and communication of students with the teacher. By this way they can develop not only specific competencies but also generic ones such as "Knowledge of Information and Communication Technology" or "Capability to transmit information, ideas, problems and solutions to both specialist and non-specialist people".
The aim of this work is developing a software tool compatible with Moodle, virtual platform currently in use at UCLM, allowing to a high number of students of the Engineering Degrees to be trained in solving problems which require analytical equations, without an excessive overload for the teachers involved. This tool can be used for student self-assessment and might also be useful for problems evaluation by the teacher. The tool has been implemented in MATLAB and is able to parameterize certain input values of a problem to obtain different solutions. In this way each student can solve a different problem. Once the student enters the solution in the Moodle platform, it automatically generates a response: "Correct" or "Wrong". In this latter case, the steps that should have been followed to reach the correct solution also appear, thus providing feedback to the student.
In this work, different teachers are involved, whose subjects in Electrical Engineering and Industrial Electronics and Automatic Engineering Degrees have a high number of analytical problems.
C1 [Gomez, A.; Carrion, M.; Payo, I; Sanchez-Rodriguez, L.; Ramiro, C.; Espildora, E.; Hernandez-Labrado, G. R.] Univ Castilla La Mancha, Escuela Ingn Ind Toledo, E-13071 Ciudad Real, Spain.
EM Aranzazu.Gomez@uclm.es; Miguel.Carrion@uclm.es; Ismael.Payo@uclm.es;
Luis.Sanchez@uclm.es; Carmen.Ramiro@uclm.es; Eva.Espildora@uclm.es;
GabrielR.Hernandez@uclm.es
CR Castro E., 2004, MOODLE MANUAL PROFES
Drofenik U., 2001, NEW WEB BASED INTERA
Garces Osado A, 2011, ACT JORN INN TIC ED, P7
Gudimetla P., 2006, C AUSTR ASS ENG ED
Hanselman DC, 2005, MASTERING MATLAB 7
Marin L.M., 2011, ACT C INT EVALTRENDS, P1457
MatWorks, 2010, PROGR FUND GUID CREA
Rabadan Gomez A.B., 2011, ACT 2 JORN INN TIC E, P15
Rehan S., 2004, 3 INT INT ED C
Vizcarro C., 2010, EVALUACION RESULTADO
Yadav A, 2011, J ENG EDUC, V100, P253
NR 11
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-615-3324-4
PY 2011
BP 6069
EP 6076
PG 8
WC Education & Educational Research
SC Education & Educational Research
GA BEK53
UT WOS:000317080006012
ER
PT B
AU Gonzalez-Alvarez, I
Gonzalez-Alvarez, M
Bermejo, M
AF Gonzalez-Alvarez, Isabel
Gonzalez-Alvarez, Marta
Bermejo, Marival
BE Chova, LG
Torres, IC
Martinez, AL
TI E-LEARNING: TEST ON-LINE
SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
CONFERENCE
LA English
DT Proceedings Paper
CT 5th International Technology, Education and Development Conference
(INTED)
CY MAR 07-09, 2011
CL Valencia, SPAIN
DE Exploit of classes; students; European Area for Higher Education
AB According to Bologna's Declaration (1999), we should adapt our syllabus to conform ourselves to the European Area for Higher Education. One of the most important changes produced to our syllabus by the Declaration is that student is the responsible of his own knowledge.
The objective of this study was to evaluate the exploit of classes by student using auto evaluation technique.
C1 [Gonzalez-Alvarez, Isabel; Gonzalez-Alvarez, Marta; Bermejo, Marival] Fac Pharm, Dept Engineers Area Pharm & Pharmaceut, Miguel Hernandez, Spain.
EM Isabel.gonzalez@umh.es
CR Brown G., 1997, ASSESSING STUDENT LE
De la Cruz M. A., 1994, INTRO TECNICAS EVALU
NR 2
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-614-7423-3
PY 2011
BP 3729
EP 3732
PG 4
WC Education & Educational Research
SC Education & Educational Research
GA BHR19
UT WOS:000326447703115
ER
PT S
AU Granda, JC
Quiroga, J
Garcia, DF
Suarez, FJ
AF Granda, Juan C.
Quiroga, Jose
Garcia, Daniel F.
Suarez, Francisco J.
GP IEEE
TI QUALITY ASSESSMENT OF SPEECH CODECS IN SYNCHRONOUS E-LEARNING
ENVIRONMENTS
SO 2011 IEEE INTERNATIONAL CONFERENCE ON MULTIMEDIA AND EXPO (ICME)
SE IEEE International Conference on Multimedia and Expo
LA English
DT Proceedings Paper
CT IEEE International Conference on Multimedia and Expo (ICME)
CY JUL 11-15, 2011
CL Barcelona, SPAIN
SP IEEE, IEEE Signal Proc Soc, IEEE Circuits & Syst Soc, IEEE Comp Soc, IEEE Commun Soc
HO Universitat Ramon Llull, La Salle
DE Speech quality; Mean Opinion Score; objective measurement; subjective
measurement; synchronous e-learning
AB Synchronous e-learning tools always include an audioconference feature so participants in e-learning sessions can communicate orally. Audio quality is critical to avoid misunderstandings and improve user experience. Therefore, it is important to evaluate the audio quality that speech codecs can provide. Few existing assessment works consider the resources consumed (CPU or bitrate) to provide the audio quality, although synchronous e-learning sessions usually involve various participants, making resource consumption an important issue. In this paper, both objective and subjective audio quality measurement methods are used to characterize and estimate the audio quality of twenty speech codecs as a function of the resources consumed during synchronous e-learning sessions. Although users' opinions on audio quality are often more pessimistic than the evaluation provided by objective measurements, the correlation between objective and subjective measurements is high for medium-quality codecs. Users perceive lower audio quality for low-quality codecs than indicated by objective measurements, while they are not able to identify high-quality codecs, scoring them similarly to medium-quality codecs.
C1 [Granda, Juan C.; Quiroga, Jose; Garcia, Daniel F.; Suarez, Francisco J.] Univ Oviedo, Dept Comp Sci, Gijon 33204, Spain.
RP Granda, JC (reprint author), Univ Oviedo, Dept Comp Sci, Campus Viesques, Gijon 33204, Spain.
EM jcgranda@uniovi.es; uo81580@uniovi.es; dfgarcia@uniovi.es;
fjsuarez@uniovi.es
CR Beuran R., 2004, CERNOPEN2004007
*EBU, 2003, TECHNICAL REV, V3296
*EBU, 2000, TECHNICAL REV, V283
Garcia DF, 2007, INT J ED INF TECHNOL, V1, P95
Granda Juan C, 2008, Proceedings of the IASTED International Conference on Internet and Multimedia Systems and Applications
Hall TA, 2001, P SOC PHOTO-OPT INS, V4522, P128, DOI 10.1117/12.434293
LAM KH, 1996, P IEEE INT C AC SPEE, V1, P487
Light J., 2004, Proceedings. Second Annual Conference on Communication Networks and Services Research, DOI 10.1109/DNSR.2004.1344751
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Ozer H, 2003, P SOC PHOTO-OPT INS, V5020, P55, DOI 10.1117/12.477313
RAMO A, 2005, P 8 INT S SIGN PROC, V2, P603, DOI 10.1109/ISSPA.2005.1581010
NR 11
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 1945-7871
BN 978-1-61284-349-0
J9 IEEE INT CON MULTI
PY 2011
PG 6
WC Computer Science, Hardware & Architecture; Computer Science, Software
Engineering; Engineering, Electrical & Electronic; Telecommunications
SC Computer Science; Engineering; Telecommunications
GA BXU70
UT WOS:000297172100128
ER
PT S
AU Harley, Z
Harley, E
AF Harley, Zenon
Harley, Eric
BE Chova, LG
Belenguer, DM
Martinez, AL
TI E-LEARNING AND E-ASSESSMENT FOR A COMPUTER PROGRAMMING COURSE
SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
SE EDULEARN Proceedings
LA English
DT Proceedings Paper
CT 3rd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 04-06, 2011
CL Barcelona, SPAIN
DE e-learning; e-assessment; computer programming; encryption.
AB We have developed an e-learning and e-assessment tool for a first year university course on computer programming. The tool presents information and questions to the student and provides immediate feedback to the student regarding correctness and score. An answer may be textual, or a selection from multiple choice, or a complete computer program involving several files. When a program is required, the answer is open-ended in the sense that the contents of the program are only checked in terms of functionality. That is, the program must meet the functional specifications given in the question. The results are packaged for the instructor in a specially-formatted file that contains the questions as they were presented to the student, the student's answers, and an automated assessment. The tool is platform-independent, since it is written in Java with no particular operating system dependencies. It is capable of shuffling questions, presenting a random subset of a group of questions, and awarding partial credit for repeated tries or case mismatches (where case is important). The tool includes security features to improve evaluation integrity, including encryption of answers within the tool and encryption of student results.
EM zenon@skythink.com; eharley@ryerson.ca
CR Boston C, 2002, ERIC CLEARINGHOUSE A
Costagliola G., 2009, J E LEARNING KNOWLED, V5, P79
Graff M., 2003, ELECT J E LEARNING, V1, P21
Hamlet D., 2001, ENG SOFTWARE
Lay S, IMS QUEST TEST INT O
Ontario Council of Academic Vice-Presidents, OCAV UND DEGR LEV EX
Woit W., 2000, P 2000 ACM C COMP SC
Woit W., 2003, P 2003 ACM C COMP SC
Woodford K., 2004, COMFORT ZONE, P948
NR 9
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
SN 2340-1117
BN 978-84-615-0441-1
J9 EDULEARN PROC
PY 2011
BP 2074
EP 2080
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BHQ18
UT WOS:000326292902015
ER
PT S
AU He, YQ
Yuan, JW
AF He Yongqiang
Yuan Jinwu
BE Wu, YW
TI Study on the Evaluation System of E-Learning Based on E-Learning
Portfolio
SO COMPUTING AND INTELLIGENT SYSTEMS, PT III
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT International Conference on Computing, Information and Control (ICCIC
2011)
CY SEP 17-18, 2011
CL Wuhan, PEOPLES R CHINA
DE E-learning portfolio; E-learning; evaluation system; design concept;
content planning; evaluation module
AB E-learning is act for a new learning way, in the evaluation development function, the evaluation main body interaction and the participation, the evaluation content is comprehensive aspect and so on, the evaluation way diversification as well as evaluation process dynamic development all needs further to obtain the strengthening, thus forms the new study evaluation idea. E-learning Portfolio is a kind of strong tool of realizing learning evaluation which makes students complete self-evaluation, self-reflective thinking and self-management in the E-learning. This paper analyzes design concept of E-learning portfolio, expounds content planning of E-learning portfolio, and analysis and designs the evaluation module of E-learning portfolio.
C1 [He Yongqiang; Yuan Jinwu] Henan Inst Engn, Network Management Ctr, Zhengzhou, Peoples R China.
RP He, YQ (reprint author), Henan Inst Engn, Network Management Ctr, Zhengzhou, Peoples R China.
EM hehuea@sohu.com
CR He Y, 2010, EBISS 2010 IN PRESS
Khan B. H., 2005, MANAGING E LEARNING
Li Q, 2006, MODERN DISTANCE ED, P59
Wang Y, 2004, OPEN ED RES, P56
Wang Y, 2009, RES DESIGN APPL EPOR
Wu C, 2007, MODERN DISTANCE ED R, P63
Zhang H.Y, 2005, MODERN DISTANCE ED R, V2, P63
Zhao W, 2004, OPEN ED RES, P59
Zhong Z, 2008, DISTANCE ED CHINA, P41
NR 9
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-24009-6
J9 COMM COM INF SC
PY 2011
VL 233
BP 420
EP 426
PG 7
WC Computer Science, Information Systems; Computer Science,
Interdisciplinary Applications; Computer Science, Theory & Methods
SC Computer Science
GA BCH16
UT WOS:000310189400057
ER
PT J
AU Hercegfi, K
AF Hercegfi, Karoly
TI Event-Related Assessment of Hypermedia-Based E-Learning Materials With
an HRV-Based Method That Considers Individual Differences in Users
SO INTERNATIONAL JOURNAL OF OCCUPATIONAL SAFETY AND ERGONOMICS
LA English
DT Article
DE human computer interaction (HCI); software ergonomics; software
usability testing and evaluation; empirical methods; heart rate
variability (HRV); e-learning; hypermedia
ID HEART-RATE-VARIABILITY
AB This paper reports results of an assessment of e-learning materials with the INTERFACE software evaluation methodology. On the one hand, this method of analysis allows us to identify ergonomics problems; on the other, to decide to what extent those problems and their severity concern all users in general and to what extent they depend on the users type and characteristics. This is the first publication to apply the new marking, export, and statistical features of INTERFACE used in a quantitative analysis of heart rate variability (HRV) curves instead of earlier time-based statistics and qualitative methods. It presents correlations between event-related characteristics of human computer interaction and the currently required mental effort showed with HRV. The paper also discusses correlations between variables and cognitive-style test scores which indicate the role of individual differences in ergonomics.
C1 Budapest Univ Technol & Econ, Dept Ergon & Psychol, H-1117 Budapest, Hungary.
RP Hercegfi, K (reprint author), Budapest Univ Technol & Econ, Dept Ergon & Psychol, Magyar Tudosok Krt 2,Bldg Q, H-1117 Budapest, Hungary.
EM hercegfi@erg.bme.hu
RI Hercegfi, Karoly/H-4114-2012
CR AKAIKE H, 1969, ANN I STAT MATH, V21, P243, DOI 10.1007/BF02532251
[Anonymous], 1991, 91261991 ISOIEC
GRAY AH, 1980, IEEE T ACOUST SPEECH, V28, P609, DOI 10.1109/TASSP.1980.1163489
Hercegfi K, 2011, INT J OCCUP SAF ERGO, V17, P105
HERCEGFI K, 1999, P EDEN EUR DIST ED N
Izso L., 2001, DEV EVALUATION METHO
Izso L, 2000, BEHAV INFORM TECHNOL, V19, P297, DOI 10.1080/01449290050086408
Lin T., 2006, P 8 INT C MULT INT I, P364, DOI 10.1145/1180995.1181063
MULDER G, 1973, ERGONOMICS, V16, P69, DOI 10.1080/00140137308924483
Mulder G., 2000, ENG PSYCHOPHYSIOLOGY, P79
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Rowe D. W., 1998, P 17 INT C THERM DRE, P18
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NR 13
TC 0
Z9 0
PU CENTRAL INST LABOUR PROTECTION-NATL RESEARCH INST
PI WARSAW
PA UL CZERNIAKOWSKA 16, WARSAW, 00-701, POLAND
SN 1080-3548
J9 INT J OCCUP SAF ERGO
JI Int. J. Occup. Saf. Ergon.
PY 2011
VL 17
IS 2
BP 119
EP 127
PG 9
WC Ergonomics; Public, Environmental & Occupational Health
SC Engineering; Public, Environmental & Occupational Health
GA 785MP
UT WOS:000292233400002
ER
PT B
AU Hrmo, R
Kucerka, D
AF Hrmo, Roman
Kucerka, Daniel
GP IEEE
TI Information competence and evolution of e-learning text with the fog
index
SO 2011 14TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING
(ICL)
LA English
DT Proceedings Paper
CT 14th International Conference on Interactive Collaborative Learning
(ICL)/11th International Conference on Virtual-University (VU)
CY SEP 21-23, 2011
CL Piestany, SLOVAKIA
SP Virtual Univ (VU), Education.sk, Konferencie.sk, Cedefop Refernet, European Univ Informat Syst, Soc Portuguesa Educ Engenharia (SPEE), Schola Ludus, CSVS, Soc Italiana e-Learning (SIe-L)
DE Competence; information competence; e-learning; e-learning text; Fog
index
AB The aim of this contribution is to lead the reader into the problems of information competency and e-learning. In electronic education the students use information competencies, that's why we tried to clarify also the problem of creating the educational e-learning texts. The contribution also informs about the results of evaluation of the quality of prepared e-learning educational texts for the subject Engineering production for secondary vocational schools. The research was realized via statistical method Fog index. The minimum length of the text is 100 words and calculated Fog index should have the value cca 12. The value of Fog index of e-learning educational text is 11,89.
C1 [Hrmo, Roman; Kucerka, Daniel] Slovak Tech Univ Bratislava, Fac Mat Sci & Technol Trnava, Inst Engn Pedag & Human, Trnava, Slovakia.
EM roman.hrmo@stuba.sk; daniel.kucerka@inmail.sk
CR BEHRENS SJ, 1994, COLL RES LIBR, V55, P309
HRMO R., 2003, KLUCOVE KOMPETENCIE
HRMO R., 2010, P JOINT INT IGIP SEF
Huraj L, 2009, REC ADV COMPUT ENG, P357
KOPECKY K., 2006, E LEARNING NEJEN PRO
KUCERKA D., 2011, MVVTP 2010 15 MEDZ V, ps86
MINISTERSTVO SKOLSTVA SR, 2008, ZAK C 245 2008 Z Z Z
PRUCHA J., 2009, PEDAGOGICKY SLOVNIK
ZLAMAL J., 2009, DIDAKTIKA PROFESNIHO
NR 9
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4577-1747-5
PY 2011
BP 390
EP 394
PG 5
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BZZ89
UT WOS:000303452100073
ER
PT B
AU Kaewkiriya, T
Utakrit, N
Tsuji, H
AF Kaewkiriya, Thongchai
Utakrit, Nattavee
Tsuji, Hiroshi
GP IEEE
TI Experimental Evaluation of Distributed e-Learning Management System
SO 2011 IEEE REGION 10 CONFERENCE TENCON 2011
LA English
DT Proceedings Paper
CT IEEE Region 10 Conference on TENCON
CY NOV 21-24, 2011
CL INDONESIA
SP IEEE, IEEE Region 10, IEEE Indonesia Section, IEEE Region 10 Women Engn, IEEE COMSOC Chapter, IEEE MTT/APS Chapter, Univ Indonesia, Dept Elect Engn
DE E-Learning; Web services; Distributed Learning Management system
AB Quantity of learning material provided by Internet is growing very fast. Furthermore, knowledge is distributed through online by internet societies or individual. In some organizations, development of e-Learning or learning material for students on Internet is limited because of teaching materials in each subject requires a lot of resources. That is to say, the development of an organized learning management system which can collect information easily is very important. Currently, we do not have a learning management system can implement this function. Actually, LMS is the learning management which cannot collect learning material but only distribute it on internet. This research presents the distributed learning management system via web services technology which can not only collect but also distribute learning material through internet.
The proposed learning process consists of three steps: (Step 1) Learners must type username, password and name of school to register. After that the web Portal agent will check username and password with the school. (Step 2) learning history (Learning Profile) of learners. If the user has no history of the Teacher Service, the web portal agent may also request web services to search a suitable teacher for the learner. (Step 3) By the selection of pictured teachers, learners chose services of teachers that fit their requirements. After that, a web portal agent will deliver the duty to the selected teachers. In our experimentation, this consisted of 30 students. Evaluation results from specific experts in this field equaled Level 2.83 (excellent) for all three levels. Satisfaction of using the Learning Management System equaled Level 2.72 (also excellent) for all three levels.
C1 [Kaewkiriya, Thongchai] Thai Nichi Inst Technol, Fac Informat Technol, Suanluang, BKK, Thailand.
RP Kaewkiriya, T (reprint author), Thai Nichi Inst Technol, Fac Informat Technol, 1771-1 Pattanakarn Rd, Suanluang, BKK, Thailand.
EM kaewkiriya2006@yahoo.com; nattaveeu@kmutnb.ac.th;
tsuji@cs.osakafu-u.ac.jp
CR [Anonymous], 2004, RAMKUMHANG J BKK THA, P143
Ding Lianhong, 2010, 2 INT WORKSH ED TECH, P177, DOI 10.1109/ETCS.2010.378
IEEE LTSC, 2002, P148411D9 IEEE LTSC
Kamolphiwong S.Kamolphiwong, 2002, P INT C COMP ED ICCE, V2, P580
Lester A.Gerhardt, 2005, ANN INT C ITHET 6 IE, pF1A
M Tuentong, 2005, KMUTNB, V1, P371
Pisuta A, 2010, EFFECTS INTERACTIVE, P1
S Nattakorn, 2006, J MONGKUT I TECHNOLO, V2, P1
T Heepthaisong, 2007, NCCIT 07 THAIL, P445
T Kaewkiriya., 2011, JAP CAMB JOINT S INF, P35
Yi Jin, 2009, INT C WIR NETW INF S, P162
Yu-Tzu Linyand Ja-Ling, 2010, INT C DIG GAM INT TO, P207
Zaiane O., 2002, P INT C COMP ED, V1, P55
Zhuhadar Leyla, 2009, IEEE WIC ACM INT C W, P91
NR 14
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4577-0255-6
PY 2011
BP 1193
EP 1197
PG 5
WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic
SC Computer Science; Engineering
GA BYP60
UT WOS:000299628600230
ER
PT J
AU Kriesen, GL
AF Kriesen, Gretchen L.
TI Print Still Matters in an e-Learning World, and Training Companies Need
to Properly Manage It
SO JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT
LA English
DT Article
DE behavioral systems analysis; print production management; e-learning
ID BEHAVIORAL SYSTEMS-ANALYSIS
AB This report demonstrates how the application of Behavioral Systems Analysis (BSA) methods assisted in assessing a small training company's Print Production Management (PPM) system. PPM is the process by which printed materials are conceptualized, estimated, released to a commercial printer, proofed, and delivered to the client. The current PPM process had not been evaluated or updated to reflect shifts in both the training and printing industries. The assessment found that the unrevised process was becoming obsolete, hindering performance, and costing the organization time and money. Recommendations were made for staffing and work-flow, and implementation of tools were developed to support performance and contribute to successful execution of projects with printed elements. This report includes a follow-up evaluation made eight months after study completion.
C1 Crease Pants Consulting, Rochester, NY 14625 USA.
RP Kriesen, GL (reprint author), Crease Pants Consulting, 578 Penfield Rd, Rochester, NY 14625 USA.
EM gkriesen@rochester.rr.com
CR Brethower D., 1982, IND BEHAV MODIFICATI, P350
Dana M., 2008, PRINT PROFESSIONAL
Diener LH, 2009, J ORGAN BEHAV MANAGE, V29, P108, DOI 10.1080/01608060902874534
Esler B., 2007, GRAPHIC ARTS MONTHLY, V79, P4
Fischer T., 2007, GRAPHIC ARTS MONTHLY, V79, P10
Ludwig T. D., 2010, UNDERSTANDING COMPLE
McGee H. M., 2008, ANN C INT ASS BEH AN
McGee H. M., 2007, BIANN C FLOR ASS BEH
McGee HM, 2010, BEHAV MODIF, V34, P415, DOI 10.1177/0145445510383527
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Rummler G. A., 2004, SERIOUS PERFORMANCE
Schramm J., 2006, SOC HUMAN RESOUR JUN
NR 15
TC 0
Z9 0
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0160-8061
J9 J ORGAN BEHAV MANAGE
JI J. Organ. Behav. Manage.
PY 2011
VL 31
IS 3
BP 179
EP 195
DI 10.1080/01608061.2011.589721
PG 17
WC Psychology, Applied; Management
SC Psychology; Business & Economics
GA 888OR
UT WOS:000300013800003
ER
PT S
AU Li, J
Cui, XR
AF Li, Juan
Cui, Xue-rong
BE Tan, HH
Zhou, MZ
TI Employing the E-Learning Platform to Monitor and Control the Teaching
and Learning Process
SO ADVANCES IN INFORMATION TECHNOLOGY AND EDUCATION, PT I
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT International Conference on Computer Science and Education (CSE 2011)
CY JUL 09-10, 2011
CL Qingdao, PEOPLES R CHINA
SP Springer, Int Sci & Engn Ctr
DE E-learning platform; teaching and learning process; teaching-learning
quality; computer network; evaluation of teaching
AB In order to monitor and control the teaching and learning process in real-time, the e-learning platform is developed via computer network. programming language and database. This article describes the implementation of the platform and introduces the modules in the e-learning platform by which teachers may monitor the effect of teaching, students may know the effect of learning and teachers may know the feedback real-time evaluation of teaching by students. As a result, teachers and students may adjust their teaching-learning methods, contents and schedules and then teaching-learning quality would be improved.
C1 [Li, Juan; Cui, Xue-rong] China Univ Petr E China, Dept Comp & Commun Engn, Qingdao 266555, Peoples R China.
RP Li, J (reprint author), China Univ Petr E China, Dept Comp & Commun Engn, Qingdao 266555, Peoples R China.
EM lijuanlijuan@sina.com; cuixuerong@163.com
CR Alaba Olumuyiwa Bamidele, 2009, 2009 2nd International Conference on Adaptive Science & Technology (ICAST 2009), DOI 10.1109/ICASTECH.2009.5409699
Kczkowska J., 2007, INT C COMP TOOL, P2465
Llopis M, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P664
Mihaescu C., 2005, INT C COMP TOOL, P815
NR 4
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-22417-1
J9 COMM COM INF SC
PY 2011
VL 201
BP 283
EP 287
PN 1
PG 5
WC Computer Science, Theory & Methods; Engineering, Multidisciplinary
SC Computer Science; Engineering
GA BZP68
UT WOS:000302336400039
ER
PT S
AU Liao, WW
Ho, RG
AF Liao, Wen-Wei
Ho, Rong-Guey
BE Ma, M
Oliveira, MF
Pereira, JM
TI A Cloud Observational Learning System of Art Education via E-Learning in
Taiwan
SO SERIOUS GAMES DEVELOPMENT AND APPLICATIONS
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 2nd International Conference on Serious Games Development and
Applications
CY SEP 19-20, 2011
CL Lisbon, PORTUGAL
SP INESC ID, Tech Univ Lisbon, Glasgow Sch Art, Coventry Univ, Serious Games Inst, Univ Derby
HO Tech Univ Lisbon
DE Cloud Education; Observational Learning; Art education
AB This study tried to apply observational learning of social learning theory in the curriculum of art education in an elementary school. Art creation skills are complicated and difficult to memorize, and thus this study expected to utilize computer to assist in the instruction. In order to solve the problems such as long creation process, massive information, complicated computing, and the difficulty to learn from others' works, this study developed a cloud education system to assist instruction. This course was taught on two groups by two teachers. The group using the cloud education system was the on-line observational learning group, and the other group was the general observational learning group. For students' evaluation, this study used "Measurement of Children's Painting Expression Ability" designed by Guo (1994) to be the evaluation instrument; higher score represents stronger painting performance ability, and vice versa. 61 pieces of work collected by the researcher were analyzed and scored by two teachers, and a statistical analysis was conducted based on the results.
Image expression ability, color expression ability, space expression ability, and aesthetic expression ability were all significantly different between the two groups; that is, the scores of the on-line observational learning group were better than those of the general observational group. But there was no significant difference in completeness expression ability, showing that these two groups were equal in this ability. Besides, after the instruction was finished, this study used a questionnaire to survey students and conducted a teacher interview on their satisfaction with the system. The results showed that students were highly satisfied with the functions of high-speed computing, repeated play, fine work quotation, work observation and learning of this system, and teachers had a high evaluation about using this system to teach.
C1 [Liao, Wen-Wei; Ho, Rong-Guey] Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei 106, Taiwan.
RP Liao, WW (reprint author), Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, 162 He Ping E Rd,Sect 1, Taipei 106, Taiwan.
EM abard@ice.ntnu.edu.tw; hrg@ntnu.edu.tw
CR Bandura A, 1977, SOCIAL LEARNING THEO
Braaksma M., 2002, THESIS U AMSTERDAM N
Chen K.M., 1995, ELEMENTARY SCH SUBJE
Conn S., 2008, GARTNER SAYS CLOUD C
Couzijn M.J., 1995, THESIS U AMSTERDAM N
Esiner E. W., 1972, ED ARTISTIC VISION
Guo R., 1994, INT C ARTS ED AS TAI, P303
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Sheppard J., 1983, PAINT OLD MASTERS
Westen D., 2006, PSYCHOLOGY
Yunghans M., 1981, SCH ARTS, V80, P50
ZIMMERMA.BJ, 1973, J EDUC PSYCHOL, V65, P127, DOI 10.1037/h0034824
NR 14
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-642-23833-8
J9 LECT NOTES COMPUT SC
PY 2011
VL 6944
BP 106
EP 116
PG 11
WC Computer Science, Software Engineering; Computer Science, Theory &
Methods
SC Computer Science
GA BBD95
UT WOS:000306582700010
ER
PT B
AU Brito, BL
Leon, IP
AF Lopez Brito, Belen
Padilla Leon, Isabel
BE Chova, LG
Torres, IC
Martinez, AL
TI SOME CHARACTERISTICS WHICH FAVOUR THE E-LEARNING METHOD SUCCESS AT THE
TIME OF TEACHING MATHEMATICS AT THE UNIVERSITY
SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
CONFERENCE
LA English
DT Proceedings Paper
CT 5th International Technology, Education and Development Conference
(INTED)
CY MAR 07-09, 2011
CL Valencia, SPAIN
DE Learning on line; Conditional Activities; Moodle; Picasst
AB With this job we pretend to give a general overview of some characteristics which might mean the success of e-learning at the time of teaching Algebra at a Engineering University.
This success doesn't rely just on the technique dimension of the process (e. g. the platform used), but also on the control of a serie of variables, such as the way of showing the contents, the e-activities which are ran and the evaluation tools used. In Las Palmas de Gran Canaria University, platform MOODLE is used. In this context, in order to help the presentation of the contents, the use of conditionals has been considered. This tool allow us to control the access of the student to every resource depending on the objectives which have been reached until that moment.
Related to the evaluating e-activities, it is necessary to analize which evaluating activities have to be developed in order to guarantee a reliable and objective information about the student knowledge. The evaluation is not only limited to test the results of the knowledge transmission process, but also it should turn into a regulator factor of the direction of the process. The questionnaires and surveys which are offered by the MOODLE are able to redirect the teaching-learning process thanks to the feedback which is stablished between teacher and student. All within the contionals setting. In this way, the teacher is able to draw up, individually, the way that every student should gradually trace to achieve the success in the subject.
C1 [Lopez Brito, Belen; Padilla Leon, Isabel] Univ Las Palmas Gran Canaria, Dept Math, Las Palmas Gran Canaria, Spain.
EM blopez@dma.ulpgc.es; ipadilla@dma.ulpgc.es
CR [Anonymous], 2009, PAGINA PRINCIPAL MOO
Enrique Castro Lopez- Tarruella, 2009, MOODLE MANUAL PROFES
Enrique Castro Lopez- Tarruella, 2009, MOODLE MANUAL USUARI
Gonzalez Benito Guillermo, 2007, PROYECTO DESARROLLO
Perez Onate Borja, INTRO MODDLE
NR 5
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-614-7423-3
PY 2011
BP 4477
EP 4485
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA BHR19
UT WOS:000326447704069
ER
PT S
AU Recio, JCM
Santos, JA
AF Marcos Recio, Juan Carlos
Alcolado Santos, Julio
BE Chova, LG
Belenguer, DM
Martinez, AL
TI A NEW EDUCATIONAL PARADIGM: FROM E-LEARNING TO CLOUD LEARNING
(C-LEARNING). KNOWLEDGE IN THE CLOUD
SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
SE EDULEARN Proceedings
LA English
DT Proceedings Paper
CT 3rd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 04-06, 2011
CL Barcelona, SPAIN
DE Cloud Learning; c-learning; Community Manager; Community Education
Manager; Distance Learning; Teaching tools; Web 2.0
AB Education is going through an unprecedented moment, as is increasingly the tools that aid offers technology. These paradigms do not use education as a key element, but rely on the rationalization of teachers and students who find benefits in models of management through distance education.
Web 2.0 has allowed the emergence of online learning platforms (Moodle, Sakai...), thanks to their tools of communication, collaboration and evaluation (E-mail, forum, chat, wikis, test, WebQuest...), developing new styles pedagogical education as e-learning or b-learning. In Higher Education, have implemented more quickly this new educational space, and the universities have achieved an officially accepted system.
The virtual classroom has been added to the physical classroom. Teachers have evolved from e-tutor to the e-moderator, to become a facilitator of learning, where the motto is learning to learn. Although this situation has not been enough to attract the attention of students.
For students, their classmates are members of their virtual community and using the technology found in the cloud (Gmail, Facebook, Twitter, Youtube, WordPress, SecondLife...), to send information, communicate, share resources...; through the PC, notebook or PDA's, IPhone, Tablets PC... And they spend a quarter of the time on Social Networks and Blogs, as stated in a recent Nielsen's research of June 15, 2010 ("Social Networks / Blogs Now Account for One in Every Four and a Half Minutes Online").
For this reason, the social networks is beginning to be applied in many universities, creating a new educational environment called Social Learning.
Who uses the official platform of e-learning? Why do students use social networking instead of learning platforms? Why students do not use learning platforms? Is the teacher responsible? How can we create educational reality supported by technology? And / or How does it combine the two main actors: teachers and students? This situation leads us to rethink the professor and the pedagogical model of learning and research on how attitudes have to handle, responsibilities to assume, have to possess skills or improve and how to work towards that union with their audience, the students.
In this entire context, Cloud Learning (C-Learning) is the concept behind it. This is a new educational world, global, open, using the formal structures of universities and non-formal offers cloud. Therefore, learning extends to the tools of virtual reality (Second Life and OpenSim), Social Networks (Facebook, Twenty...) microblogging (Twitter), blogs... This new reality requires teachers to expand their scope of education, beyond the formal classroom and virtual learning to a space in the cloud, transforming intocommunity education manager, acquiring new knowledge and skills.
In this article, we offer some suggestions on the environment and the skills of the new teacher, who works with Web 2.0 tools and use the type of education in the cloud, (c-learning).
C1 [Marcos Recio, Juan Carlos; Alcolado Santos, Julio] Univ Complutense Madrid, Sch Informat Sci, E-28040 Madrid, Spain.
EM jmarcos@ccinf.ucm.es; learning@jalcolado.es
CR AERCO and Territorio Comanche, 2009, FUNC COMM MAN
[Anonymous], 2010, 5 ED INN SEM TITL CO
[Anonymous], 2009, ANN REP DEV INF SOC
[Anonymous], 2008, ANN REP DEV INF SOC
Benito Osorio D., 2009, RELADA ELECT J ADA M, V3, P160
Cobo C., 2011, COLLECCIO TRANSMEDIA
Marcos Recio J. C., 2010, 5 INT C PRESS SPEC J
Martinez E, 2010, RELADA ELECT J ADA M, V4, P112
Monterroso E., 2009, RELADA ELECT J ADA M, V3, P206
ORIHUELA J. L., 2006, REVOLUCION BLOGS
Salmon G., 2001, E MODERATING E LEARN
VVAA. AIMC-Association for the Media Research (Asociacion para la Investigacion de Medios de Comunicacion), 2009, SURF NETW 11 AIMC SR
NR 12
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
SN 2340-1117
BN 978-84-615-0441-1
J9 EDULEARN PROC
PY 2011
BP 4932
EP 4941
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BHQ18
UT WOS:000326292904142
ER
PT B
AU Marilena, G
Madalina-Silvia, I
Stefan, FP
AF Marilena, Gheorghe
Madalina-Silvia, Ignatov
Stefan, Funar Petru
BE Rusu, C
TI E - LEARNING. AN INNOVATING CONCEPT IN HUMAN RESOURCES TRAINING
SO MANAGEMENT OF TECHNOLOGICAL CHANGES, BOOK 2
LA English
DT Proceedings Paper
CT 7th International Conference on Management of Technological Changes
CY SEP 01-03, 2011
CL Alexandroupolis, GREECE
SP Democritus Univ Thrace, Gheorghe Asachi Tech Univ, Central & E European Management Dev Assoc, Ctr Continu Educ & Train, Region E Macedonia & Thrace
AB The e-learning process is coming as a real solution for human resources professional development, with fewer efforts from the stakeholders' part, including here the assigned time for study. The multiple access way on the common platform, the multidisciplinary on-line library, the possibility of watching live how to make an audit or a risk evaluation and the excellent communication assure the efficiency of the learning process, through multidisciplinary approach of one real problem/subject. The e-learning method, as a viable alternative to the classic learning methods, permits to increase the number of knowledge users and the registered students simultaneously with the decongestion of the classrooms' and laboratories' occupation degree. The main goal of e-learning training programs is to improve the future graduates' performance, in order to access key jobs within Romanian Labour Market as well as within other EU enterprises. E-learning design consists in modern IT equipment acquisition, than syllabus, books, lectures and paper converting into secure pdf. The second step was to design the web interface in order to assure an easy and secure access, without disruption, through a friendly menu. The interest links were included, too. Keywords: e-learning, knowledge database, multidisciplinary integration, transparency, common platform for learning process.
C1 [Marilena, Gheorghe; Madalina-Silvia, Ignatov; Stefan, Funar Petru] Univ Politehn Bucuresti, Certificate & Improving Ctr, Fac Engineers & Technol Management, Bucharest, Romania.
EM office@cpac.ro; ignatov.madalina@rdslink.ro; office@cpac.ro
CR Ignatov M., 2009, QUALITY MANAGE UNPUB
ISO, 2006, 2 ISO IWA, P4
NR 2
TC 0
Z9 0
PU DEMOCRITUS UNIV THRACE
PI KOMOTINI
PA UNIV CAMPUS, KOMOTINI, 69100, GREECE
BN 978-960-99486-3-0
PY 2011
BP 349
EP 352
PG 4
WC Economics; Management
SC Business & Economics
GA BBI19
UT WOS:000306940000088
ER
PT S
AU Mikulik, V
AF Mikulik, Vit
BE Chova, LG
Belenguer, DM
Martinez, AL
TI EFFECTIVITY OF TRAINING REALISED BY VARIOUS FORMS OF E-LEARNING OR BY
COMPUTER AS ONE OF THE MOST IMPORTANT FACTORS IN EVALUATION OF EDUCATION
SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
SE EDULEARN Proceedings
LA English
DT Proceedings Paper
CT 3rd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 04-06, 2011
CL Barcelona, SPAIN
DE Effectivity; Teaching
AB Effectivity plays an important role in the evaluation of education in various fields. Even though the term is primarily used in economics, even the fields of pedagogy, the process of education and teaching cannot avoid this phenomenon. The author of the article points out that there exist certain general regularities which are applied in concrete areas. He refers to the fact that effectivity can be viewed from different angles. This corresponds to the notion which the term 'effectivity of education' refers to and what kind of activity is observed. In the next part of the article the author focuses on the possible way of determination of effectivity and further various possibilities are offered. The effectivity of education happens to be an issue in the classic education as well as in the education realised by various form of E-learning or with the help of computers and the Internet. The article deals with this problem, too. The author of the article outlines possible ways of increasing of effectivity. The article appertains to the project with the registration number CZ.1.07/2.2.00/15.0485 and is co-financed by the European Social Fund and the State Budget of the Czech Republic.
C1 [Mikulik, Vit] Brno Univ Technol, CS-61090 Brno, Czech Republic.
EM mikulik@fa.vutbr.cz
CR BRANKA J., 2009, UCAST DALSIM VZDELAV
FOJTU A, 2008, OBJEVUJEME PLANETU I
KOLAR Z., 2009, ANAL VYUCOVANI
KOPECKY K., 2006, E LEARNING NEJEN PRO
VANEK J., 2008, E LEARNING JEDNA CES
VLCEK J., 1992, VYKLADOVY LEXIKON PO
NR 6
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
SN 2340-1117
BN 978-84-615-0441-1
J9 EDULEARN PROC
PY 2011
BP 4423
EP 4427
PG 5
WC Education & Educational Research
SC Education & Educational Research
GA BHQ18
UT WOS:000326292904067
ER
PT B
AU Morente, L
Veredas, FJ
Mesa, H
Morris, E
AF Morente, Laura
Veredas, Francisco J.
Mesa, Hector
Morris, Enrique
BE Traver, V
Fred, A
Filipe, J
Gamboa, H
TI PULAB Computational-Intelligence Aided Management, Diagnosis,
Teleassistance and e-Learning of Pressure Ulcers
SO HEALTHINF 2011: PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON HEALTH
INFORMATICS
LA English
DT Proceedings Paper
CT 4th International Conference on Health Informatics (HEALTHINF 2011)
CY JAN 26-29, 2011
CL Rome, ITALY
SP Inst Syst & Technol Informat, Control & Comm, IEEE, Engn Med & Biol Soc, IEEE, Portugal EMBS Chapter, European Soc Engn & Med, Biomed Engn Soc
DE Pressure Ulcer; Computational Intelligence; Computer Vision;
Teleassistance; e-Learning; Nursing Informatics; Software; Collaborative
Diagnosis
AB The pressure ulcer is a clinical pathology with high prevalence rates, which involve high costs for the Health systems. The health promotion carried on these lesions, as well as the prevention, suitable evaluation and correct treatment, have become effective indicators of the quality of health assistance. PULAB (Pressure Ulcer LABoratory) is a computational tool that enables remote management, diagnosis and monitoring of pressure ulcers, which include digital images of the wounds. This teleassistance software gives support to the collaborative work of multiple clinical experts to concurrently evaluate the pressure ulcers by reaching consensus on each particular case, based on the effective analysis of automatically segmented and tissue-labeled images of the wounds. In the current phase of our research project an e-learning module for pressure ulcer diagnosis education is being designed, which will turn this software into a valuable pedagogical tool for pressure-ulcer-management training for undergraduate students and professional clinicians.
C1 [Morente, Laura] Escuela Univ Enfermeria, Malaga, Spain.
RP Morente, L (reprint author), Escuela Univ Enfermeria, Malaga, Spain.
EM lmorente@malaga.es; fvn@uma.es; hector@lcc.uma.es; emorris@alu.uma.es
CR Beeckman D, 2008, J CLIN NURS, V17, P1697, DOI 10.1111/j.1365-2702.2007.02200.x
Bolwell C, 1993, Decubitus, V6, P20
Bours G J, 1999, Ostomy Wound Manage, V45, P28
Comaniciu D, 2002, IEEE T PATTERN ANAL, V24, P603, DOI 10.1109/34.1000236
Edsberg LE, 2007, OSTOMY WOUND MANAG, V53, P40
EPUAP European Pressure Ulcer Advisory Panel, 1999, EPUAP REV, V1, P31
Gawlitta D, 2007, ANN BIOMED ENG, V35, P273, DOI 10.1007/s10439-006-9222-5
Gunningberg L, 2004, J Wound Care, V13, P286
Horn SD, 2002, J AM GERIATR SOC, V50, P1816, DOI 10.1046/j.1532-5415.2002.50510.x
Melotti Rita Maria, 2003, Epidemiol Prev, V27, P141
Tannen A, 2004, INT J NURS STUD, V41, P607, DOI 10.1016/j.ijnurstu.2004.01.005
Tsuji S, 2005, WOUND REPAIR REGEN, V13, P209, DOI 10.1111/j.1067-1927.2005.130213.x
Veredas F, 2010, IEEE T MED IMAGING, V29, P410, DOI 10.1109/TMI.2009.2033595
Woodbury M Gail, 2004, Ostomy Wound Manage, V50, P22
NR 14
TC 0
Z9 0
PU SCITEPRESS
PI SETUBAL
PA AV D MANUELL, 27A 2 ESQ, SETUBAL, 2910-595, PORTUGAL
BN 978-989-8425-34-8
PY 2011
BP 394
EP 398
PG 5
WC Medical Informatics
SC Medical Informatics
GA BYL00
UT WOS:000299184900059
ER
PT S
AU Muresan, M
Gogu, E
Radu, DAM
AF Muresan, Mihaela
Gogu, Emilia
Radu, Daniela Ana-Maria
BE Frunzeti, T
Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI E-LEARNING VERSUS BLENDED-LEARNING IN HIGHER EDUCATION
SO ANYWHERE, ANYTIME - EDUCATION ON DEMAND, VOL I
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 7th International Scientific Conference eLearning and Software for
Education
CY APR 28-29, 2011
CL Bucharest, ROMANIA
DE e-Learning; blended-Learning; intercultural sensitivity
AB The present contribution summarizes the results of a pilot research organized within the framework of Romanian research project eMulticult, financed through the national budget for research and innovation.
The research team has developed various training modules for foreign languages learning and for increasing the trainees' intercultural sensitivity through better intercultural communication skills. These modules have been designed as specific e-content resources and implemented through a virtual platform. During one month, the students interacted with the virtual platform for knowledge acquisition, reflections on self-behaviour and self evaluation. Simultaneously they participated also to the in-class education process for validating their knowledge and particular understanding. The participants to the pilot blended-learning programme, have been invited to express their opinion on the e-education process. The results of the survey aiming at revealing the trainees' perception on the benefits of the blended-learning are presented in this article.
C1 [Muresan, Mihaela; Gogu, Emilia; Radu, Daniela Ana-Maria] Dimitrie Cantemir Christian Univ, Bucharest, Romania.
EM mihaela.muresan@yahoo.com; arina_emilia@yahoo.com; daniela.radu@ucdc.ro
CR [Anonymous], 2005, KRATHWOHLS TAXONOMY
[Anonymous], 2001, COMMON EUROPEAN FRAM
BHAWUK DPS, 1992, INT J INTERCULT REL, V16, P413, DOI 10.1016/0147-1767(92)90031-O
Bloom B. S., 1956, TAXONOMY ED OBJECTIV
Derne S., 2008, GLOBALIZATION GROUND
Drucker P., 2004, HARVARD BUSINESS SEP, P95
Hill B., 2006, HDB ADV COMPREHENSIV
Hohstede G., 2004, CULTURES ORG SOFTWAR
Lundgren U., 2005, INTERCULTURAL UNDERS
Starkey H., 2002, DEV INTERCULTURAL DI
Van der Wende C.M., 2003, J STUD INT EDUC, V7, P193
WULF Christoph, 2002, GLOBALISIERUNG HERAU, V15, P75
NR 12
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2011
BP 558
EP 564
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BYQ77
UT WOS:000299797400086
ER
PT J
AU Naughton, C
Smeed, J
Roder, J
AF Naughton, Christopher
Smeed, Juliette
Roder, John
TI Delimiting the Prospect of Openness: An Examination of Initial Student
Approaches to E-Learning
SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING
LA English
DT Article
DE Online learning; strategic learner; dialogue; discussion forum; Web 2.0;
affordance
AB When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature.
C1 [Naughton, Christopher; Smeed, Juliette] New Zealand Tertiary Coll, Christchurch, New Zealand.
[Roder, John] Univ Auckland, Auckland 1, New Zealand.
RP Naughton, C (reprint author), New Zealand Tertiary Coll, Christchurch, New Zealand.
CR Aldrich C., 2009, LEARNING ONLINE GAME
Bauman Zygmunt, 1993, POSTMODERN ETHICS
BIGGS J, 1993, BRIT J EDUC PSYCHOL, V83, P3
Biggs J., 2007, TEACHING QUALITY LEA
Castells Manuel, 2000, RISE NETWORK SOC, V1
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Davis B, 2006, COMPLEXITY ED INQUIR
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Salmon G., 2000, E MODERATING KEY TEA
SIEMENS G, 2008, NEW STRUCTURES SPACE
NR 26
TC 0
Z9 0
PU ATHABASCA UNIV
PI ATHABASCA
PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA
SN 1492-3831
J9 INT REV RES OPEN DIS
JI Int. Rev. Res. Open Distance Learn.
PY 2011
VL 12
IS 2
BP 103
EP 120
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 769FG
UT WOS:000290995600007
ER
PT J
AU Ohrstrom, P
AF Ohrstrom, Peter
TI Helping Autism-Diagnosed Teenagers Navigate and Develop Socially Using
E-Learning Based on Mobile Persuasion
SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING
LA English
DT Article
DE E-learning; autism; mobile learning; persuasive technology
ID ASPERGER-SYNDROME
AB The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user's perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered.
C1 Univ Aalborg, Aalborg, Denmark.
RP Ohrstrom, P (reprint author), Univ Aalborg, Aalborg, Denmark.
CR AAGAARD M, 2008, PERSUASIVE 08
AAGAARD M, 2010, EVALUATION PROTOTYPE
BELL E, 2006, COMPUTER APPL PEOPLE
Bolte S, 2004, FOCUS ON AUTISM RESEARCH, P247
Dawe M., 2006, P SIGCHI C HUM FACT, P1143, DOI 10.1145/1124772.1124943
Ferguson H, 2005, EDUC TRAIN DEV DISAB, V40, P60
Fogg BJ, 2003, PERSUASIVE TECHNOLOG
Friedman B., 2002, VALUE SENSITIVE DESI
GERDES A, 2010, PERSUASIVE
Golan O, 2006, DEV PSYCHOPATHOL, V18, P591, DOI 10.1017/S0954579406060305
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Gyori M., 2010, EVALUATION PROTOTYPE
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Ohrstrom P, 2007, THEOR MED BIOETH, V28, P221, DOI 10.1007/s11017-007-9037-x
RANFELT AM, 2007, ACM INT C P SERIES, V350
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Volkmar FR, 2004, J CHILD PSYCHOL PSYC, V45, P135, DOI 10.1046/j.0021-9630.2003.00317.x
NR 21
TC 0
Z9 0
PU ATHABASCA UNIV
PI ATHABASCA
PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA
SN 1492-3831
J9 INT REV RES OPEN DIS
JI Int. Rev. Res. Open Distance Learn.
PY 2011
VL 12
IS 4
SI SI
BP 54
EP 71
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 769FP
UT WOS:000290997000005
ER
PT S
AU Oliveira, LS
Oliveros, DV
Pimentel, MD
Queiroz-Neto, JP
AF Oliveira, Lilian S.
Oliveros, Didier V.
Pimentel, Maria da Graca
Queiroz-Neto, Jose Pinheiro
GP IEEE
TI Work in Progress - Alternative Interfaces for e-Learning Platforms used
in Remote Areas
SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE)
SE Frontiers in Education Conference
LA English
DT Proceedings Paper
CT 41st Annual Frontiers in Education Conference (FIE)
CY OCT 12-15, 2011
CL Rapid City, SD
SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol
DE Distance learning; interactive digital TV; LMS
ID TV
AB Several studies show that distance learning is a viable way to provide quality education in areas of difficult access. In the Amazon state, in Brazil, a region where most towns have no roads and transport is primarily via rivers, some projects have gained notoriety for providing effective results in education. These initiatives provide inclusion of people who live in geographically isolated cities. This article discusses the use of a web-based e-learning platform in a region with no high speed internet available and uses Digital TV as an alternative. The software developed using the Brazilian Digital TV pattern and its middleware called GINGA. This paper reports a study on how the extensions can be used. The software developed is an alternative to help these students that lived in isolated areas. The study case was applied to the Federal Institute College from Amazon (IFAM) that offers technician courses as environment and tourism. This Project observed the internet quality and proposes the use of Digital TV as a good option to local with restrictions from the Internet. To prove the viability of the software developed, we made an experimental test with real users. We conducted usability evaluations using the think aloud protocol and used a control group to compare the learning level of two groups. The first students group use the Digital TV software and the second group the web-based tool, after watching the class they answer five questions about the class content.
C1 [Oliveira, Lilian S.; Oliveros, Didier V.; Pimentel, Maria da Graca] Univ Sao Paulo, BR-05508 Sao Paulo, Brazil.
RP Oliveira, LS (reprint author), Univ Sao Paulo, BR-05508 Sao Paulo, Brazil.
EM lilianso@icmc.usp.br; davo@icmc.usp.br; mgp@icmc.usp.br;
pinheiro@ifam.edu.br
CR Al-Khalifa H.S., 2006, P 17 C HYP HYP OD DE
Alm N, 2008, COMPUT ENTERTAIN, V6, P1, DOI DOI 10.1145/1350843.1350849
Arantes F., 2010, P 2008 ACM S APPL CO, P123
Barrere E., 2009, 20 S BRAS INF ED FLO
Buchinger S., 2009, P EUROITV 09, P179, DOI 10.1145/1542084.1542121
Carliner S., 2008, E LEARNING HDB COMPR
Cattelan R.G., 2008, P 2008 ACM S APPL SO, P1246
Celes C.S.F., 2007, 18 S BRAS INF ED SBI, P1
Chorianopoulos K., 2007, COMPUT ENTERTAIN
Collazos C., 2009, P 2009 2 INT C ADV C, P381
Damasio M. J., 2003, P 1 EUR C INT TEL VI
dos Santos D. T., 2007, FRONT ED C 36 ANN, P1
Eronen L., 2004, THESIS HELSINKI U TE
French T., 2003, P 1 EUR C INT TEL VI, P29
GINGA, 156062007 GINGA NBR
Im S., 2006, HYBR INF TECHN 2006, V2, P679, DOI 10.1109/ICHIT.2006.253682
Lamont S., CASE STUDY SUCCESSFU
Lopez M.R., 2007, COMPUT ENTERTAIN, V5, P7
Lytras M., 2002, INTERACTIVE TELEVISI
Moore M., 2005, DISTANCE ED SYSTEMS
Morris S., 2005, INTERACTIVE TV STAND
Pazos-Arias JJ, 2008, COMPUT EDUC, V50, P927, DOI 10.1016/j.compedu.2006.09.008
Piccolo LSG, 2007, LECT NOTES COMPUT SC, V4662, P361
Pimentel M.d.G., 2005, P 11 BRAZ S MULT WEB, P1
Soares L. F. G., 2007, J BRAZILIAN COMPUTER, V12
Soares L.F.G., 2007, J BRAZILIAN COMPUTER, V13
NR 26
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 0190-5848
BN 978-1-61284-469-5
J9 PROC FRONT EDUC CONF
PY 2011
PG 6
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines; Engineering, Electrical & Electronic
SC Computer Science; Education & Educational Research; Engineering
GA BYZ96
UT WOS:000300879800168
ER
PT S
AU Pastor, R
Hernandez, R
Ros, S
Robles-Gomez, A
Caminero, A
Castro, M
Hernandez, R
AF Pastor, Rafael
Hernandez, Roberto
Ros, Salvador
Robles-Gomez, Antonio
Caminero, Agustin
Castro, Manuel
Hernandez, Rocael
GP IEEE
TI A Video-Message Evaluation Tool Integrated in the UNED E-learning
Platform
SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE)
SE Frontiers in Education Conference
LA English
DT Proceedings Paper
CT 41st Annual Frontiers in Education Conference (FIE)
CY OCT 12-15, 2011
CL Rapid City, SD
SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol
DE Video assignments; e-learning; evaluation process; service integration
AB Use of multimedia services has become very important in learning process. This is due to the traditional approach of document based assignments not provide any feature which allows to evaluate some basic competences (oral communications skill, for example). In this paper, the UNED (Spanish University for Distance Education) solution will be presented focusing on user's interaction: lecturers and students. In the first case, the lecturer has to define a task and propose a solution (available only at the end of task availability). This solution is also video/audio based, so the student can learn about it and compare it with his/her solution. The student has several attempts, in order to try better responses and decides which of these attempts will be selected as final response. The whole interaction schema will be presented and how is integrated in the e-learning platform as a usual task (like document based tasks). This integration permits the use of all features of the platform evaluation tool, simplifying the evaluation process and tasks grading (no special procedures are required).
EM rpastor@scc.uned.es; roc@galileo.edu; sros@scc.uned.es;
arobles@scc.uned.es; accamineros@scc.uned.es; mcastro@ieec.uned.es;
roc@galileo.edu
CR Fallery B., 2008, CTS 2008 INT S COLL
Pastor R., 2010, EDUCON 2010 IEEE ENG
Pastor R., 2010, FIE 2010 FRONT ED AN
Pastor R., 2009, HCI 2009 INT C HUM C
Rodrigo C., 2010, ICALT 2010 10 IEEE I, P658
NR 5
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 0190-5848
BN 978-1-61284-469-5
J9 PROC FRONT EDUC CONF
PY 2011
PG 6
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines; Engineering, Electrical & Electronic
SC Computer Science; Education & Educational Research; Engineering
GA BYZ96
UT WOS:000300879800300
ER
PT B
AU Pedro, N
Lemos, S
Wunsch, L
AF Pedro, Neuza
Lemos, Susana
Wunsch, Luana
BE Chova, LG
Torres, IC
Martinez, AL
TI E-LEARNING PROGRAMS IN HIGHER EDUCATION: BENEFITS AND LIMITS FROM
STUDENTS' PERSPECTIVEi
SO INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
CONFERENCE
LA English
DT Proceedings Paper
CT 5th International Technology, Education and Development Conference
(INTED)
CY MAR 07-09, 2011
CL Valencia, SPAIN
DE e-learning; higher education; students perceptions
AB ICT-enhanced learning and online learning environments are presented as a major challenge for educational institutions. In higher education, colleges and universities tend to feel the pressure for proactively embrace technologies in their administrative routines and teaching practices. This increasing pace of change led to the progressive development of distance learning with an emphasis on e-learning. Some authors even consider that the traditional, face-to-face, classroom (as we now perceive it) could disappear in a near future (Shachar & Neumann, 2010).
When it comes to organizing programs for ICT-integration and e-learning initiatives in higher education, the need to think about how these programs can converge with universities' strategic plans, faculties direction councils' ambitions and departments projects tend to be highly valued. In the contrary, students opinions, their favourable/ unfavourable positions regarding the defined lines of actions, their concerns, suggestions and needs tend to be poorly considered. Thus, in a critical and determinant resolution, it is necessary to include students in the institution decision-making processes (Castells & Benner, 2004; Behrens, 2009), especially when main changes, that directly affect this audience, are intend to be implemented.
Trying to fill this gap, the study described in this paper reports the inputs collected from the analysis of students' point of view regarding the e-learning program developed for the University of Lisbon.
An empirical research based on qualitative-analysis methods were conduct. Data was collected in 2010 through semi-structured interviews developed with the students unions form each faculty. As participants, the study presents twelve students' representatives nine of the eleven faculties of the University of Lisbon.
From the information collected, it was possible to perceive the students' association evaluation of the pertinence of the universities' e-learning program, considering 4-domains of analysis: (i) value and relevance of an e-learning program for their institution, (ii) identified potential of the e-learning program for the each faculty;(iii) positive and inhibit factors of the programs' implementation process, (v) benefits and limits of the initiative for the students.
C1 [Pedro, Neuza; Lemos, Susana; Wunsch, Luana] Univ Lisbon, Inst Educ, P-1699 Lisbon, Portugal.
EM nspedro@ie.ul.pt; silemos@ie.ul.pt; lpriscila@campus.ul.pt
CR GILLHAM B., 2005, RES INTERVIEWING RAN
GODDARD A., 1998, TIMES HIGHER ED NOV
Jara M, 2010, COMPUT EDUC, V54, P709, DOI 10.1016/j.compedu.2009.10.016
Laurillard D., 2005, CHANGING HIGHER ED D
MARGARYAN A., 2008, ARE DIGITAL NATIVES
OBLINGER D., 2005, ED NET GENERATION, P21
Patton M. Q., 2000, QUALITATIVE RES EVAL
PEDRO N., 2010, P INT C ED TECHN INN
PLATTEAUX M. H., 2004, P NETW LEARN C LANC
PRENSKY M., 2001, DIGITAL NATIVES DIGI
SHACHAR M., 2010, MERLOT J ONLINE LEAR, V2, P318
SINGH G., 2004, J INF TECHNOL, V3, P313
Tapscott D., 1998, GROWING DIGITAL RISE
WATSON S., 2003, TERTIARY ED MANAGEME, V9, P145, DOI 10.1023/A:1023586004922
NR 14
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-614-7423-3
PY 2011
BP 2047
EP 2056
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BHR19
UT WOS:000326447702015
ER
PT S
AU Richiteanu-Nastase, R
Mihaila, AR
Nisioiu, CF
AF Richiteanu-Nastase, Ramona
Mihaila, Alexandru Robert
Nisioiu, Codrin-Florentin
BE Frunzeti, T
Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI PUTTING ICT'S TECHNOLOGIES TO PRACTICE: E-LEARNING ABOUT SELF CAREER
SO ANYWHERE, ANYTIME - EDUCATION ON DEMAND, VOL I
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 7th International Scientific Conference eLearning and Software for
Education
CY APR 28-29, 2011
CL Bucharest, ROMANIA
DE e-learning; ICT's technologies; computerized career evaluation; CACG
systems; online counselling/e-counselling
AB The time we live in is sometimes called the Computer Age because of the dramatic changes in all areas of social, cultural and professional life that have been brought about by Internet and computer networks. Social sciences have also felt the influence of Information and Communication Technologies. Internet Counselling/Counselling via the Internet has gained ground in recent years against to direct counselling. Several names are used for counselling services using information and communication technologies: e-counselling, online advice, counselling mediated by computer, cyber-counselling. These services are a consistent part of the e-learning system, system that offers a great variety of information about careers and career paths, about self discovering tests and professional CVs, CACG systems (computer-assisted career guidance) and online counselling. The present paper analysis these services and the advantages/disadvantages that emerge by using them.
C1 [Richiteanu-Nastase, Ramona; Mihaila, Alexandru Robert] Acad Econ Studies Bucharest, Teacher Training Dept, Bucharest, Romania.
EM ramona_richiteanu@yahoo.com; alexandru.mihaila@dppd.ase.ro;
codrin.nisioiu@ie.ase.ro
RI Nisioiu, Codrin-Florentin/A-7178-2008
OI Nisioiu, Codrin-Florentin/0000-0002-2689-3551
CR Gore Paul A., 2008, ENCY COUNSELING
John I., 2009, ELEARNING 2009, P23
Kidd J.M., 2006, UNDERSTANDING CAREER
Stevens DT, 1998, J CAREER DEV, V24, P195, DOI 10.1177/089484539802400303
Xxx C, CAR EXPL COUNS TEST
NR 5
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2011
BP 335
EP 340
PG 6
WC Education & Educational Research
SC Education & Educational Research
GA BYQ77
UT WOS:000299797400053
ER
PT S
AU Robles-Gomez, A
Tobarra, L
Ros, S
Hernandez, R
Caminero, AC
Pastor, R
AF Robles-Gomez, Antonio
Tobarra, Llanos
Ros, Salvador
Hernandez, Roberto
Caminero, Agustin C.
Pastor, Rafael
GP IEEE
TI Automatic Assessment for the e-Learning of the Network Services in the
context of the EHEA
SO 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE)
SE Frontiers in Education Conference
LA English
DT Proceedings Paper
CT 41st Annual Frontiers in Education Conference (FIE)
CY OCT 12-15, 2011
CL Rapid City, SD
SP IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol
DE Automatic Assessment; e-Learning; Network Services; European Higher
Education Area (EHEA)
ID DESIGN
AB This work presents a new system for the automatic assessment of practical activities in the context of the EHEA. A subject focused on the configuration of network services has been chosen to implement the new automatic evaluation platform. Unlike traditional platforms based on theoretical contents to evaluate the students' knowledge, the proposed system is able to immediately evaluate students' practical skills and, additionally, provide them with feedback about the correctness of their activities. Therefore, faculty can dynamically follow the students' progress in order to adjust the learning process to their needs. Since the UNED University serves a large number of students via a distance-learning methodology, the use of scalable assessment platforms within the students' learning process is crucial to keep it working efficiently. Automatic assessment systems are also of particular interest when practical activities are performed within higher engineering courses.
C1 [Robles-Gomez, Antonio; Tobarra, Llanos; Ros, Salvador; Hernandez, Roberto; Caminero, Agustin C.; Pastor, Rafael] UNED, Dept Sistemas Comunicac & Control, Madrid, Spain.
RP Robles-Gomez, A (reprint author), UNED, Dept Sistemas Comunicac & Control, Madrid, Spain.
EM arobles@scc.uned.es; llanos.tobarra@gmail.com; sros@scc.uned.es;
roberto@scc.uned.es; accaminero@scc.uned.es; rpastor@scc.uned.es
CR Amaral JN, 2005, IEEE T EDUC, V48, P127, DOI 10.1109/TE.2004.837048
Bergsten H., 2003, JAVASERVER PAGES
Chappel D. A., 2002, JAVA WEB SERVICES US
Guerrero JF, 2007, IEEE T EDUC, V50, P34, DOI 10.1109/TE.2006.886463
Hudson TA, 2006, IEEE T EDUC, V49, P39, DOI 10.1109/TE.2005.853072
Martinez M., 2005, INT C MICR SYST ED M, P23
Pastor R, 2009, LECT NOTES COMPUT SC, V5621, P488, DOI 10.1007/978-3-642-02774-1_53
Ros S., 2010, 40 ASEE IEEE FRONT E, P1
Santamaria M., 2007, ADAPTING UNED EHEA V
Sotomayor B, 2009, IEEE INTERNET COMPUT, V13, P14, DOI 10.1109/MIC.2009.119
The European Higher Education Area, 1999, JOINT DEC EUR MIN ED
Vicent L., 2006, 36 ASEE IEEE FRONT E, P6
Williams RD, 2003, IEEE T EDUC, V46, P296, DOI 10.1109/TE.2002.808278
NR 13
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
SN 0190-5848
BN 978-1-61284-469-5
J9 PROC FRONT EDUC CONF
PY 2011
PG 6
WC Computer Science, Interdisciplinary Applications; Education, Scientific
Disciplines; Engineering, Electrical & Electronic
SC Computer Science; Education & Educational Research; Engineering
GA BYZ96
UT WOS:000300879800057
ER
PT S
AU Sardelich, ME
AF Sardelich, Maria Emilia
BE Chova, LG
Belenguer, DM
Martinez, AL
TI A TRIANGULAR APPROACH TO ART TEACHER E-LEARNING TRAINING: THE BRAZILIAN
EXPERIENCE AT UNIMES VIRTUAL
SO EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
SE EDULEARN Proceedings
LA English
DT Proceedings Paper
CT 3rd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 04-06, 2011
CL Barcelona, SPAIN
DE e-Learning in Higher Education; art teacher e-learning training;
triangular approach to art teacher
AB Art has been a compulsory curricular component in Basic Education in Brazil since 1996. The art teacher training courses were regulated in 1978. Despite the training courses being regulated for 33 years, Brazil hasn't got enough art teachers to meet the demand in all Basic Education schools. In view of Brazil's teacher shortage and continental dimensions e-learning training is a great opportunity to meet a demand that is suppressed of teachers in the whole country. For that reason Santos Metropolitan University (UNIMES), has been offering the Art Teacher E-Learning Training course since 2007. This paper aims to report the experiment that's being developed in the Visual Arts Degree. Given the extent of aspects that could be covered on this topic, this paper focuses on the option for the Triangular Approach to Teaching Art. This epistemological approach comprises three actions, "to do", "to read" and "to contextualize" the artistic production. Teachers working in this course had the first challenge as to how to keep up with the student's artistic production at a distance and find out what resources are offered by the Learning Management Systems (LMS) Moodle to monitor student's artistic productions from afar. We note that the communication resource in the LMS Moodle enables artistic proposition as well as visualization and evaluation of the process/product at a distance.
C1 [Sardelich, Maria Emilia] Univ Metropolitana Santos, Santos, Brazil.
EM emilisar@hotmail.com
CR Adorno T., 1998, PRISMAS CRITICA CULT
Barbosa A. M., 2005, ARTE EDUCACAO CONT C
Barbosa A. M., 1998, TOPICOS UTOPICOS
Brasil. Ministerio da Educacao. Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira, 2010, CENS ED SUP 2009
Canclini N. G., 1997, CULTURAS HIBRIDAS ES
De Kerchove D., 1999, INTELIGENCIAS CONEXI
Machado A., 1995, ARTE VIDEO
Marin-Viadel R., 1997, ARTE INDIVIDUO SOC, P55
Martin-Barbero Jesus, 2009, REV ELECT TEORIA EDU, P19
Sardelich Maria Emilia, 2008, AN C IB AM ED ART SE
Universidade Metropolitana de Santos, 2006, PROJ PED LIC ART VIS
Vygotsky L. S., 1998, LINGUAGEM DESENVOLVI
NR 12
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
SN 2340-1117
BN 978-84-615-0441-1
J9 EDULEARN PROC
PY 2011
BP 550
EP 554
PG 5
WC Education & Educational Research
SC Education & Educational Research
GA BHQ18
UT WOS:000326292900080
ER
PT B
AU Skrinarova, J
Krnac, M
AF Skrinarova, Jarmila
Krnac, Michal
GP IEEE
TI E-learning course for scheduling of computer grid
SO 2011 14TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING
(ICL)
LA English
DT Proceedings Paper
CT 14th International Conference on Interactive Collaborative Learning
(ICL)/11th International Conference on Virtual-University (VU)
CY SEP 21-23, 2011
CL Piestany, SLOVAKIA
SP Virtual Univ (VU), Education.sk, Konferencie.sk, Cedefop Refernet, European Univ Informat Syst, Soc Portuguesa Educ Engenharia (SPEE), Schola Ludus, CSVS, Soc Italiana e-Learning (SIe-L)
DE e-learning; model ADDIE; modelling; simulation; grid scheduling;
particle swarm optimization
ID TOOLKIT
AB The aim of this work is to describe the design, implementation and evaluation of an e-learning course focused on scheduling jobs in a computer grid. These topics belong to applied informatics master's study program. Themes of grid scheduling are part of courses, term and research projects. Our course titled Research project uses inter-subject relations among distributed operating systems, optimization, softcomputing and architecture of computers.
C1 [Skrinarova, Jarmila; Krnac, Michal] Matej Bel Univ, Dept Informat FNS, Banska Bystrica, Slovakia.
EM jarmila.skrinarova@umb.sk; krnac.miso@gmail.com
CR ARSOPOULOS PK. E., NATURAL COMPUTING, V12, P235
Buyya R, 2002, CONCURR COMP-PRACT E, V14, P1175, DOI 10.1002/cpe.710
Fibich P., MODEL GRID SCHEDULIN, P17
Huang S. T., 2005, SOFTW ENG C 2005 APS
Huba M., 2007, AUTHORS DISTANCE LEA
LI L. J., COMPUTING STRUCTURE, V85, P340
Liu H., FUTURE GENERATION CO
Skrinarova J, 2008, PROCEEDINGS OF THE 2008 1ST INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY, P289
Sulistio A, 2008, CONCURR COMP-PRACT E, V20, P1591, DOI 10.1002/cpe.1307
Xhafa F., FUTURE GENERATION CO, V26, P608
NR 10
TC 0
Z9 0
PU IEEE
PI NEW YORK
PA 345 E 47TH ST, NEW YORK, NY 10017 USA
BN 978-1-4577-1747-5
PY 2011
BP 352
EP 356
PG 5
WC Computer Science, Interdisciplinary Applications; Education &
Educational Research
SC Computer Science; Education & Educational Research
GA BZZ89
UT WOS:000303452100065
ER
PT J
AU Stefanovic, D
Drapsin, M
Nikolic, J
Scepanovic, D
Radjo, I
Drid, P
AF Stefanovic, Darko
Drapsin, Miodrag
Nikolic, Jelena
Scepanovic, Danijela
Radjo, Izet
Drid, Patrik
TI Empirical study of student satisfaction in e-learning system environment
SO TECHNICS TECHNOLOGIES EDUCATION MANAGEMENT-TTEM
LA English
DT Article
DE E-learning; E-learner satisfaction; Higher education
ID MODEL; TECHNOLOGY; ACCEPTANCE; SUCCESS; CONTEXT
AB Information and communication technology (ICT) can improve the operational processes of any business and the education industry is no exception. Today, ICT plays a major role in many pedagogical activities, such as instructional delivery, material preparation, class communication and evaluation. Electronic learning (e-learning) environments offer the possibilities for communication, interaction and multimedia material delivery that enhance learner-directed learning, especially in higher education. Universities in Serbia have been successfully implemented a variety of open (distance) learning activities, but e-learning research and practices, in general, are relatively new and limited. Little is known about why many e-learners stop their learning after their initial experience.
This study proposed an integrated model with four dimensions: instructor dimension, course dimension, technology dimension and environmental dimension. A survey was conducted to investigate the potential factors which are in the field of the university or faculty management and have impact on e-learner satisfaction. The questionnaire was used as an instrument for data collection and the subjects of this study were the students who were enrolled in the online learning courses. The results revealed that instructor response timeliness, e-learning course flexibility, e-learning course quality, technology quality, Internet quality, diversity in assessment and interaction in e-learning environment are the critical factors affecting e-learners' satisfaction. The results presented in this paper can help universities or faculties to adopt e-learning technology, and to reduce the risk of fail during implementation process or system exploitation. Furthermore, researchers can use the findings of this study as a basis to initiate other related studies in the e-learning area.
C1 [Stefanovic, Darko; Nikolic, Jelena] Univ Novi Sad, Fac Tech Sci, Novi Sad 21000, Serbia.
[Drapsin, Miodrag] Univ Novi Sad, Fac Med, Novi Sad 21000, Serbia.
[Radjo, Izet] Univ Sarajevo, Fac Sport & Phys Educ, Sarajevo 71000, Bosnia & Herceg.
[Drid, Patrik] Univ Novi Sad, Fac Sport & Phys Educ, Novi Sad 21000, Serbia.
RP Stefanovic, D (reprint author), Univ Novi Sad, Fac Tech Sci, Novi Sad 21000, Serbia.
EM darkoste@gmail.com
FU Ministry of Science of Serbia [47028]
FX Research for this article was conducted under the project "Improving the
competitiveness of Serbia in the process of joining the European Union,
Ministry of Science of Serbia, no. 47028, for the period 2011th-2014th
year.
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NR 53
TC 0
Z9 0
PU DRUNPP-SARAJEVO
PI SARAJEVO
PA BOLNICKA BB, SARAJEVO, 71000, BOSNIA & HERCEG
SN 1840-1503
J9 TECH TECHNOL EDUC MA
JI Tech. Technol. Educ. Manag.-TTEM
PY 2011
VL 6
IS 4
BP 1152
EP 1164
PG 13
WC Engineering, Multidisciplinary
SC Engineering
GA 879VT
UT WOS:000299361700034
ER
PT S
AU Tai, DWS
Chen, JL
Wang, R
AF Tai, David W. S.
Chen, Jia-Ling
Wang, Ray
BE Lin, S
Huang, X
TI Research on Fuzzy Linguistic Evaluation in e-Learning Using AHP and
TOPSIS Based on Web Resources
SO ADVANCES IN COMPUTER SCIENCE, ENVIRONMENT, ECOINFORMATICS, AND
EDUCATION, PT IV
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT International Conference on Advances in Computer Science, Environment,
Ecoinformatics, and Education
CY AUG 21-22, 2011
CL Wuhan, PEOPLES R CHINA
SP Int Sci & Educ Res Assoc, Beijing Gireida Educ Co Ltd, Wuhan Univ Sci & Technol
DE Assessment criteria; Fuzzy linguistic; AHP; TOPSIS
ID QUALITY; MCDM; SELECTION; CONTEXT; SERVICE; SUCCESS; MODEL
AB This study proposes a holistic approach for determining critical attributes in e-learning measurements. There is an abundance of literature pertaining to the e-learning framework, but there is a shortage of literature on how to properly implement the framework in uncertainty with variance and interactive relationships. This paper also considers the nature of fuzziness in human perception and avoids the erroneous assumptions of conventional analytic hierarchy process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), proposing a hybrid approach. AHP is employed to weight the criteria in an objective way. Then, TOPSIS is applied to rank the alternatives for this evaluation. In order using the fuzzy theory to represent customer perception based on linguistic assessment aspects in uncertainty. The 4 dependence aspects and 25 interactive criteria were evaluated from a sample of fifteen respondents. The results and concluding remarks are discussed.
EM david60123@gmail.com
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Zhang G., 2005, P 19 INT C ADV INF N, V2005
NR 30
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-23338-8
J9 COMM COM INF SC
PY 2011
VL 217
BP 376
EP 381
PN 4
PG 6
WC Computer Science, Information Systems; Computer Science, Theory &
Methods
SC Computer Science
GA BCP34
UT WOS:000310949300069
ER
PT S
AU Tascovici, DE
Dragomir, RG
AF Tascovici, Daliana Ecaterina
Dragomir, Robert Gabriel
BE Frunzeti, T
Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI THE TEACHERS' EVALUATION ON THE PERSPECTIVES OF E-LEARNING DIMENSIONS
SO ANYWHERE, ANYTIME - EDUCATION ON DEMAND, VOL I
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 7th International Scientific Conference eLearning and Software for
Education
CY APR 28-29, 2011
CL Bucharest, ROMANIA
DE teachers' evaluation; education; students; performance criteria;
professional responsibilities
AB The present paper's purpose is to observe and also notice both the position of the teachers on the new perspectives of education and the specific points of their evaluation within these aspects. All this implies a certain analysis of the results obtained from a few questionnaires fulfilled by the teachers and also, their students. The work analyses the teachers' evaluation within the diagnostic evaluation, as a part of an ample research project of evaluation.
C1 [Tascovici, Daliana Ecaterina; Dragomir, Robert Gabriel] Spiru Haret Univ, Campulung Muscel, Romania.
EM dalianatascovici@yahoo.com; robert73d@yahoo.com
CR Adrian Neculau, 1996, PSIHOLOGIA SOCIALA A
Antonesei L, 1996, PAIDEIA FUNDAMENTE C, P62
Calin MannC, 2003, TEORIA SI METATEORIA, P176
Carolina Platon, 2005, EVALUAREA CALITATII
Dragomir R., 2010, 6 INT SCI C EL SOFTW
Georgescu Elisabeta, 1996, INVATAMANTUL PRIMAR, P84
Liliana Ezechil, 2007, INDRUMAREA PRACTICII, P11
Mircea Cristea, 1994, REV PEDAGOGIC, VXLIII, P19
Robert Dragomir, 2008, 2 INT C BUS INF TECH
NR 9
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2011
BP 221
EP 227
PG 7
WC Education & Educational Research
SC Education & Educational Research
GA BYQ77
UT WOS:000299797400035
ER
PT S
AU Trif, L
AF Trif, Letitia
BE Frunzeti, T
Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI TEACHING COMPETENCES IN THE E-LEARNING COMMUNITY
SO ANYWHERE, ANYTIME - EDUCATION ON DEMAND, VOL II
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 7th International Scientific Conference eLearning and Software for
Education
CY APR 28-29, 2011
CL Bucharest, ROMANIA
DE educational policies; teaching competences; society of knowledge
AB Educational policies documents at European level reaffirm the statute of teachers as key actors in any strategy that targets the socio-economic stimulation and development. For instance, as part of the European strategy for development by 2010, the Report of the European Council on the concrete objectives of educational and formation systems mentioned, first on the priority list, the increase in quality and efficiency of educational and formation systems in the European Union and the improvement of initial and continuous formation programmes for teachers. Traditional formation practices no longer offer those who train to become educators all the competences needed in order to prepare students to face the professional activity successfully in a society and economy based on knowledge. Teaching in the Society of Knowledge include: the actual use of the new technologies in the classroom in order to promote the necessary competences for the 21 century; the identification of ways in which students and teachers can use computers and Internet to improve the learning process through research, communication, collaboration and through strategies and instruments specific to productivity; the offering of learning opportunities through practical experiments and creating curricular projects and evaluations which relate to the national standards in the field of education and technology; didactic strategies which encourage the focusing on the student and formation of superior level thinking abilities; collaboration with the colleagues in order to improve the teaching process by solving problems and participating in improving lesson plans. The teacher is responsible for the creation of an adequate learning environment, and for preparing activities which would facilitate the use of technology by the students in order to learn and communicate. In a modern and efficient educational environment, technology offers students the opportunities: to become capable of using the information and communication technologies; to research, analyse and evaluate information; to use instruments specific to productivity creatively and efficiently; to communicate, collaborate, edit and create; to become well-informed, responsible and involved citizens.
C1 [Trif, Letitia] 1DECEMBRIE 1918 Univ, Nicolae Iorga, Alba Iulia, Romania.
EM trifletitia@yahoo.com
CR [Anonymous], 2009, J ED SCI
Cedefop, 2009, EUR GUID VAL NONF IN
European Commission, 2001, COMM COMM MAK EUR AR
European Commission, 2002, ED TRAIN EUR DIV SYS
European Commission, 2008, EUR QUAL FRAM LIF LE
Hanches L., 2007, POLITICI ED ADAPTARE
Keogh H., 2009, STATE DEV ADULT LEAR
Voiculescu F., 2010, GHID METODOLOGIC PED
NR 8
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2011
BP 544
EP 548
PG 5
WC Education & Educational Research
SC Education & Educational Research
GA BYQ79
UT WOS:000299797600085
ER
PT S
AU Vaju, G
Herman, C
Donici, C
AF Vaju, George
Herman, Cosmin
Donici, Catalin
BE Frunzeti, T
Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI COMPARATIVE ASPECTS FOR SOME FREE e-LEARNING PLATFORMS
SO ANYWHERE, ANYTIME - EDUCATION ON DEMAND, VOL II
SE eLearning and Software for Education
LA English
DT Proceedings Paper
CT 7th International Scientific Conference eLearning and Software for
Education
CY APR 28-29, 2011
CL Bucharest, ROMANIA
DE e-learning; education; evaluation; Moodle; LRN
AB The authors applied several years in the educational facilities offered by the concept of eLearning. Following the effort of knowledge and use of various means of assisted education have found powerful systems available to other users free of charge. The paper presents a list of free computer based learning systems that have been tested effectively. It also presents the main characteristics and a comparative study of their performance.
C1 [Vaju, George] Grp Scolar Grigore Moisil Bistrita, Bistrita, Romania.
EM vaju.george@gmail.com; contact@moodle.ro; catalin.donici@moodle.ro
CR Donnelly R., 2007, J FURTHER HIGHER ED, V31, P31, DOI 10.1080/03098770601167864
Kidd T., 2010, ONLINE ED ADULT LEAR
Lewis D., 2010, ONLINE ED ADULT LEAR, P101
Schneckenberg D, 2010, BRIT J EDUC TECHNOL, V41, P979, DOI 10.1111/j.1467-8535.2009.01046.x
Tomei L.A., 2010, ONLINE ED ADULT LEAR, P29
Trutt W., 2005, SURVEY TECHNOLOGY EN
NR 6
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
SN 2066-026X
J9 ELEARN SOFTW EDUC
PY 2011
BP 102
EP 107
PG 6
WC Education & Educational Research
SC Education & Educational Research
GA BYQ79
UT WOS:000299797600014
ER
PT B
AU Vojackova, H
Kuncova, M
Benesova, M
AF Vojackova, Hana
Kuncova, Martina
Benesova, Martina
BE Kvasnicka, R
TI PROJECT OF THE E-LEARNING SUPPORT CREATION AT VSP JIHLAVA AND ITS
EVALUATION
SO EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2011
LA English
DT Proceedings Paper
CT 8th International Conference on Efficiency and Responsibility in
Education
CY JUN 09-10, 2011
CL Prague, CZECH REPUBLIC
SP Czech Univ Life Sci Prague, Fac Econom Management, Czech Univ Life Sci Prague, Dept Systems Engn, European Social Fund, European Union
DE E-learning; e-courses; questionnaires
AB The College of Polytechnics Jihlava (VSPJ) is one of the youngest public colleges in the Czech Republic. Currently, there are, however, more than 3,000 students studying six fields of study. Under the terms of improving the quality of teaching (not only for the combined form of study students), VSPJ submitted the project "Introducing E-learning System into Teaching and Creating E-courses at College of Polytechnics Jihlava" in the middle of March 2011. In the year of 2009, creating e-courses started, in the middle of March 2011 (i.e. approximately in two thirds of the project duration), 145 of 150 planned e-courses are prepared and tested. As a part of testing, there are partly students who have already passed the particular subjects (without having the chance to use e-learning), and partly there are evaluators who are colleagues from other Czech colleges and universities. Thus, in this article, we try to describe the development of the project of creating e-courses and the statistical evaluation of the questionnaires filled in by the full-time and combined form of study students by the middle of March 2011.
EM kuncova@vspj.cz
CR Charles University in Prague, MOODL UK
College of Polytechnics Jihlava, 2011, JIHL PROF
College of Polytechnics Jihlava, WEB PAG E LEARN COUR
College of Polytechnics Jihlava, INF SYST
Kubes T, 2005, AN PREV PODK VYUK PR
Kucera P., 2009, J EFFICIENCY RESPONS, V2, P41
Mazalkova M, 2009, MA COMPUT SCI ENG, P74
Misovic M., 2009, METODIKA TVORBY DIST
Myrick J.C., 2010, MOODLE 1 9 TESTING A
Rice W., 2006, MOODLE E LEARNING CO
NR 10
TC 0
Z9 0
PU CZECH UNIVERSITY LIFE SCIENCES PRAGUE
PI PRAGUE 6
PA DEPT SYSTEMS ENG, KAMYCKA 129, PRAGUE 6 165 21, CZECH REPUBLIC
BN 978-80-213-2183-0
PY 2011
BP 322
EP 330
PG 9
WC Economics; Education & Educational Research
SC Business & Economics; Education & Educational Research
GA BYZ55
UT WOS:000300799300036
ER
PT S
AU Yan, S
Shang, JX
Liu, LC
AF Yan, Shou
Shang, Jiaxing
Liu, Lianchen
BE Wu, YW
TI Design and Implementation of Status Monitoring System for E-Learning Web
Service
SO COMPUTING AND INTELLIGENT SYSTEMS, PT III
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT International Conference on Computing, Information and Control (ICCIC
2011)
CY SEP 17-18, 2011
CL Wuhan, PEOPLES R CHINA
DE Elaborate course; status; monitor; evaluation
AB This paper is based on the "National Elaborate Course Integration Project", aiming to monitoring the service status of distributed elaborate course web servers across the nation. An evaluation index,system is developed and a comprehensive evaluation method is applied to evaluate the web server's connectivity. This paper also proposes a monitoring strategy management method to optimize the regular monitoring. Detailed system design and historical implementation results are provided to, prove the feasibility and effectiveness of the system.
C1 [Yan, Shou; Shang, Jiaxing; Liu, Lianchen] Tsinghua Univ, Natl CIMS Engn Res Ctr, Beijing 100084, Peoples R China.
RP Yan, S (reprint author), Tsinghua Univ, Natl CIMS Engn Res Ctr, Beijing 100084, Peoples R China.
EM shou5856@sina.cn
CR Bates A. W., 2005, TECHNOLOGY E LEARNIN
Li D., 2006, J TIANJIN U SOCIAL S, V8, P373
Liu L.C., 2008, CHINA ED INFO, V15, P4
Gonzalez FJM, 2004, INT J INFORM MANAGE, V24, P313, DOI 10.1016/j.ijinfomgt.2004.04.009
Saaty Thomas L, 2008, International Journal of Services Science, V1, DOI 10.1504/IJSSCI.2008.017590
Wang G.H., 2006, THEORY METHOD DECISI
NR 6
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-24009-6
J9 COMM COM INF SC
PY 2011
VL 233
BP 158
EP 165
PG 8
WC Computer Science, Information Systems; Computer Science,
Interdisciplinary Applications; Computer Science, Theory & Methods
SC Computer Science
GA BCH16
UT WOS:000310189400022
ER
PT S
AU Yang, ZF
Zhu, M
Shen, XX
Wang, W
AF Yang, Zhifeng
Zhu, Mao
Shen, Xiangxing
Wang, Wei
BE Lin, S
Huang, X
TI Web-Based E-learning Behaviors of College Students Study
SO ADVANCES IN COMPUTER SCIENCE, ENVIRONMENT, ECOINFORMATICS, AND
EDUCATION, PT IV
SE Communications in Computer and Information Science
LA English
DT Proceedings Paper
CT International Conference on Advances in Computer Science, Environment,
Ecoinformatics, and Education
CY AUG 21-22, 2011
CL Wuhan, PEOPLES R CHINA
SP Int Sci & Educ Res Assoc, Beijing Gireida Educ Co Ltd, Wuhan Univ Sci & Technol
DE E-learning; Learning behaviors; Information collection and storage;
Information analysis and evaluation
ID LIBRARY
AB This thesis first introduces the new characteristics of E-learning behavior (ELB) and the necessity of evaluating the behavior. The contents and methods for studying ELB under the circumstances of Internet are emphasized: with behavioral science and behavioral theory as the basis, the information on ELB is collected and stored, and the new characteristics of ELB is analyzed and evaluated by statistical method. The innovation points and important value of evaluation of ELB and research on its Construction are summarized.
C1 [Yang, Zhifeng; Shen, Xiangxing; Wang, Wei] Wuhan Univ, Sch Informat Management, Wuhan 430072, Peoples R China.
RP Yang, ZF (reprint author), Wuhan Univ, Sch Informat Management, Wuhan 430072, Peoples R China.
EM x.shen@whu.edu.cn
CR Chen L., 2005, OPEN ED RES, V11, P48
Du J., THE RESEARCH OF MINI
Hummel Karin Anna, ANYTIME ANYWHERE LEA
Lee W., 2002, 32ND ASEE IEEE FRONT
Shen XX, 2006, J AM SOC INF SCI TEC, V57, P493, DOI 10.1002/asi.20288
Shen XX, 2008, ELECTRON LIBR, V26, P39, DOI 10.1108/02640470810851725
Wang C., 2009, COMPUTER APPL SOFTWA, V25, P201
Wei D., 2006, CHINA ED INFO, V12, P40
Yang Jie, 2009, Journal of Computer Applications, V29, DOI 10.3724/SP.J.1087.2009.00826
NR 9
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 1865-0929
BN 978-3-642-23338-8
J9 COMM COM INF SC
PY 2011
VL 217
BP 154
EP 159
PN 4
PG 6
WC Computer Science, Information Systems; Computer Science, Theory &
Methods
SC Computer Science
GA BCP34
UT WOS:000310949300028
ER
PT J
AU Goddard, K
Brown, T
Hukin, J
DeZorzi, P
Johnston, D
Punnett, A
Rassekh, S
Shaikh, F
Olson, R
AF Goddard, Karen
Brown, Tanya
Hukin, Juliette
DeZorzi, Pia
Johnston, Donna
Punnett, Angela
Rassekh, Shawn
Shaikh, Furqan
Olson, Rob
TI CASE-BASED INTERACTIVE E-LEARNING PROGRAMS FOR PEDIATRIC ONCOLOGY:
RATIONALE, DEVELOPMENT AND USER EVALUATION RESULTS
SO PEDIATRIC BLOOD & CANCER
LA English
DT Meeting Abstract
C1 [Goddard, Karen; Olson, Rob] BC Canc Agcy, Vancouver, BC, Canada.
[Brown, Tanya; Hukin, Juliette; DeZorzi, Pia] BC Childrens Hosp, Vancouver, BC, Canada.
[Johnston, Donna] Childrens Hosp Eastern Ontario, Ottawa, ON K1H 8L1, Canada.
[Punnett, Angela; Shaikh, Furqan] Hosp Sick Children, Toronto, ON M5G 1X8, Canada.
[Rassekh, Shawn] Simon Fraser Univ, Fac Sci, Vancouver, BC, Canada.
RI rassekh, shahrad/G-5301-2010
OI rassekh, shahrad/0000-0001-8005-2641
NR 0
TC 0
Z9 0
PU WILEY-LISS
PI HOBOKEN
PA DIV JOHN WILEY & SONS INC, 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 1545-5009
J9 PEDIATR BLOOD CANCER
JI Pediatr. Blood Cancer
PD NOV
PY 2010
VL 55
IS 5
BP 974
EP 974
PG 1
WC Oncology; Hematology; Pediatrics
SC Oncology; Hematology; Pediatrics
GA 663SN
UT WOS:000282910200709
ER
PT J
AU Bouarab-Dahmani, F
Si-Mohammed, M
Comparot, C
Charrel, PJ
AF Bouarab-Dahmani, Farida
Si-Mohammed, Malik
Comparot, Catherine
Charrel, Pierre-Jean
TI Automated Evaluation of Learners with ODALA: Application to Relational
Databases E-learning
SO INTERNATIONAL JOURNAL OF COMPUTATIONAL INTELLIGENCE SYSTEMS
LA English
DT Article
DE Self-learning; Error diagnosis; Learners' evaluation; Learners' marking;
Learner's model; E-learning
ID STUDENT; SYSTEMS
AB This paper deals with an approach for an automated evaluation of the learners' state of knowledge when learning by doing. This approach is called ODALA for "Ontology-Driven Auto-evaluation for e-Learning Approach". It takes place in the context of Computer Based Human Learning Environment (CBHLE) in a self-learning by doing mode. ODALA is based on the teaching domain ontology and on errors classification and detection. The evaluation process is composed of four stages: (1) form analysis of learner's solutions, (2) semantic analysis, (3) marking, and (4) updating of the learner's model. We bring the approach into play in the context of relational databases teaching: we present the results of the relational databases self-learning system (RDB-E-LEARN) development, where the main stages of our evaluation approach are implemented.
C1 [Bouarab-Dahmani, Farida; Si-Mohammed, Malik] Tizi Ouzou Univ, Dept Comp Sci, Tizi Ouzou 15000, Algeria.
[Comparot, Catherine; Charrel, Pierre-Jean] Univ Toulouse 2, Team IC3, IRIT UTM, F-31047 Toulouse, France.
RP Bouarab-Dahmani, F (reprint author), Tizi Ouzou Univ, Dept Comp Sci, Bp 17, Tizi Ouzou 15000, Algeria.
EM dahmani_farida@yahoo.fr; maliksim@hotmail.com; comparot@univ-tlse2.fr;
charrel@univ-tlse2.fr
CR ANDERSON JR, 1985, BYTE, V10, P159
Baker RS, 2004, LECT NOTES COMPUT SC, V3220, P531
BISAULT J, 1995, MEMOIRE IUFM THEORIE
BOUARABDAHMANI F, 2008, P INT C COGN EXPL LE
BOUARABDAHMANI F, 2008, P TECHN ENH LEARN C
BOUARABDAHMANI F, 1999, MED INT C COMP TECHN
BOUARABDAHMANI F, 2008, P INT C WEB INF TECH
BOUARABDAHMANI F, 2005, P INT C MACH INT ACI
BOUZEGHOUB A, 2005, STICEFR J, V12
BROWN J, 1975, 3135 BBN INC
ELLIS HJC, 2007, IEEE T ED, V50
GARCIA I, 2006, 7 IFAC S ADV CONTR E
GOLDSTEIN I, 1976, 387 MIT
HADJI C, 1997, EVALUATION DEMYSTIFI
HAIRE S, 2003, ALSIC J, V6, P21
Horacek H, 2006, LECT NOTES COMPUT SC, V4053, P339
JEAN S, 2000, THESIS U MAINE
Johnson W. I, 1986, INTENTION BASED DIAG
KAHRAMAN CC, 2009, IJCIS J, V2
Kazanidis I, 2008, LECT NOTES COMPUT SC, V4823, P196, DOI 10.1007/978-3-540-78139-4_18
KNIGHT K, 2006, ED TECHNOLOGY SOC, V9, P23
LABAT JM, 2002, TICE C FRANC, P81
LI X, 2008, IJCIS J, V1
MICHEL C, 2003, DOCUMENT NUMERIQUE J, V1
Nicaud JF, 2006, LECT NOTES COMPUT SC, V4053, P433
PSYCHE V, 2003, STICEF REVIENT, V10
PY D, 2001, THESIS U RENNES
RUTH G, 1973, 130 MIT MAC TR
SAMPSON D, 2002, ED TECHNOLOGY SOC, V5, P202
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Snae C., 2007, INTERDISCIPLINARY J, V3
Tchetagni JMP, 2002, LECT NOTES COMPUT SC, V2363, P708
VIN L, 1986, COMMUNICATION CONNAI
Wenger E., 1987, ARTIFICIAL INTELLIGE
NR 35
TC 0
Z9 0
PU ATLANTIS PRESS
PI PARIS
PA 29 AVENUE LAUMIERE, PARIS, 75019, FRANCE
SN 1875-6883
J9 INT J COMPUT INT SYS
JI Int. J. Comput. Intell. Syst.
PD SEP
PY 2010
VL 3
IS 3
BP 357
EP 369
PG 13
WC Computer Science, Artificial Intelligence; Computer Science,
Interdisciplinary Applications
SC Computer Science
GA 618OK
UT WOS:000279365200011
ER
PT J
AU Ma, V
Olson, RA
Hukin, J
Johnson, D
Singhal, A
Goddard, K
AF Ma, V.
Olson, R. A.
Hukin, J.
Johnson, D.
Singhal, A.
Goddard, K.
TI A CASE-BASED INTERACTIVE E-LEARNING PROGRAM FOR PEDIATRIC
NEURO-ONCOLOGY: RATIONALE, DEVELOPMENT AND USER EVALUATION RESULTS
SO NEURO-ONCOLOGY
LA English
DT Meeting Abstract
CT 14th International Symposium on Pediatric Neuro-Oncology
CY JUN 20-23, 2010
CL Vienna, AUSTRIA
C1 [Ma, V.; Olson, R. A.; Hukin, J.; Singhal, A.; Goddard, K.] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada.
[Olson, R. A.; Goddard, K.] BC Canc Agcy, Vancouver, BC, Canada.
[Hukin, J.; Singhal, A.] BC Childrens Hosp, Vancouver, BC, Canada.
[Johnson, D.] Childrens Hosp Eastern Ontario, Ottawa, ON K1H 8L1, Canada.
NR 0
TC 0
Z9 0
PU OXFORD UNIV PRESS INC
PI CARY
PA JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA
SN 1522-8517
J9 NEURO-ONCOLOGY
JI Neuro-Oncology
PD JUN
PY 2010
VL 12
IS 6
BP II56
EP II56
PG 1
WC Oncology; Clinical Neurology
SC Oncology; Neurosciences & Neurology
GA 611LW
UT WOS:000278817700254
ER
PT B
AU Abdellatief, M
Sultan, AM
Jabar, MA
Abdullah, R
AF Abdellatief, Majdi
Sultan, Abu Bakar Md
Jabar, Marzanah A.
Abdullah, Rusli
BE Baharom, F
Mahmuddin, M
Yusof, Y
Ishak, WHW
Saip, MA
TI Developing General View of Quality Models for E-learning from Developers
Perspective
SO PROCEEDINGS OF KNOWLEDGE MANAGEMENT 5TH INTERNATIONAL CONFERENCE 2010
LA English
DT Proceedings Paper
CT 5th International Conference on Knowledge Management
CY MAY 25-27, 2010
CL Kuala Terengganu, MALAYSIA
SP Appl Sci Field, UUM Coll Arts & Sci, Univ Utara Malaysia, KMPro, Emerald Insight ltd, ASRIA, Aspati Multimedia, RICOH, Gurteen, Academia, Arusnet Serv Sdn Bhd, Kuzana Enterprise, Knowledge Board, MKEnt, Chan Seng Kedai Perabut, UMHSB, ITU UUM, Comp Professional Enrichment & Dev Div, Knowledge Manage, PWM
DE Quality characteristic; E-learning System; quality evaluation
ID SYSTEMS
AB The growth of the Internet and web as a source of information and communication has led companies to use websites as an education tool. E-learning is gaining more acceptance as days pass because it provides learning opportunity any time and in any place. Moreover, e-learning has the potential to benefit learner/student, instructor, manager, administrator, organization and society in many ways. Thus it is important to evaluate e-learning from these various perspectives. The main aim of this work is to propose new technique to evaluate e-learning website qualify from developer's view. Our technique adopts the weights of quality characteristics which are obtained by carefully selected questionnaires' from professional developer. We also present the evaluation process using AHP technique and the result of trial evaluation for validation of our technique. As result, we believe that proposed technique will be useful to effective evaluation, as well as to develop system with high quality. Furthermore, this technique would enhance the relationship between instructors and developers
C1 [Abdellatief, Majdi; Sultan, Abu Bakar Md; Jabar, Marzanah A.; Abdullah, Rusli] Univ Putra Malaysia, Fac Comp Sci & Informat Technol, Serdang, Malaysia.
EM khwaja24@yahoo.com; abakar@fsktm.upm.edu.my; marzanah@fsktm.upm.edu.my;
rusli@fsktm.upm.edu.my
CR ABDULLAH R, 2008, IJCSNS INT J COMPUTE, P8
[Anonymous], 1998, 1061 IEEE
Arbaugh J. B., 2002, J HIGH TECHNOLOGY MA, V13, P203, DOI DOI 10.1016/S1047-8310(02)00049-4
ARDITO C, 2006, SYSTEMATIC EVALUATIO, P14
BARUQUE LB, 2007, P 2007 EUR AM C TEL
BRITAIN S, 2003, FRAMEWORK PEDAGOGICA
CARAMIHAI M, 2009, CASE STUDY WORLD ACA
CHIEW TK, 2003, MALAYS J COMPUT SCI, P16
Chiu CM, 2005, COMPUT EDUC, V45, P399, DOI 10.1016/j.compedu.2004.06.001
Chua B. B., 2004, P 21 ASCILITE C, P184
DELONE WH, 2003, J MANAGEMENT INFORM
FRANCH X, 2003, IEEE SOFTWARE, V20
*ISO IEC, 1979612006 ISOIEC
*ISO IEC, 2000, 91261234 ISOIEC
KITCHENHAM B, 1996, SOFTWARE QUALITY ELU
LNG MC, 2003, 14 INT C SOFTW QUAL
MCCALL JA, 1979, SOFTWARE QUALITY MAN
OZKAN S, 2009, ELSEVIER COMPUTERS E, V1285
PAECHTER M, 2010, ELSEVIER COMPUTERS E, V54, P222
PAULSEN MF, 2003, WORK PACKAGE ONE DEL
PRUENGKAM R, 2005, 5 IEEE INT C
SANTOS LO, 1999, ICSE 99 2 WORKSH SOF
Shee DY, 2008, COMPUT EDUC, V50, P894, DOI 10.1016/j.compedu.2006.09.005
SUN C, 2004, 1581138700404 ACM
Wang WT, 2009, COMPUT EDUC, V53, P761, DOI 10.1016/j.compedu.2009.02.021
Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006
YUNUS Y, 2008, FRAMEWORK EVALUATION
NR 27
TC 0
Z9 0
PU UNIV UTARI MALAYSIA-UUM
PI SINTOK
PA COLL ARTS & SCI, INFOR TECHNOL BLDG, SINTOK, KEDAH 06010, MALAYSIA
BN 978-983-2078-39-5
PY 2010
BP 143
EP 149
PG 7
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Information Science & Library Science; Management
SC Computer Science; Information Science & Library Science; Business &
Economics
GA BPZ20
UT WOS:000280416300023
ER
PT B
AU Barsan, E
Hanzu-Pazara, R
Arsenie, P
Grosan, N
AF Barsan, Eugen
Hanzu-Pazara, Radu
Arsenie, Paulica
Grosan, Nicolae
BE Rusu, C
TI E-LEARNING - A STEP FORWARD IN ACADEMIC TRAINING
SO QUALITY MANAGEMENT IN HIGHER EDUCATION, VOL 2
LA English
DT Proceedings Paper
CT 6th International Seminar on the Quality Management in Higher Education
CY JUL 08-09, 2010
CL Tulcea, ROMANIA
SP Minist Educ Res Youth & Sports, Dimitrie Cantemir Univ, Sif Moldova, SC Leineweber Ro SRL, SC Doipitici SRL
AB In the present times the access to higher education must be possible for all individuals interests in. For many of these the E-learning can be the only solution for access to teaching materials. Our University applies this system and results are better than has estimated before releasing. The E-learning system is developed in many countries, in some of them with a long history. During times many papers have written about the methods and impact of E-learning training methods on users. We can learn from others experience and improve our system in order to offer better information and to facilitate the transfer of innovative ideas from teachers to students in the same time. To evaluate the results of E-learning system use by our students we analyzed the number of users and how the accesses to this learning system increase their performance and examination results. In the some time we study if other individuals access the system and what for. The analyze results show an increased interest for the system even for students who participate to the daily classes in order to have knowledge and information before to be presented in the classroom. Usage of the system permits an increased of number of evaluation passing of 30% and more. The study shows the possibility to increase the present level of training, making possible the access to higher education for individuals who wants, but haven't necessary time to participate to daily courses due to their social and economical life. The E-learning system is useful for students and for teachers also, facilitating the communication between. The system has applied in the maritime training field, which have his particularities, like practical training on sea for students during study years or interest of present seamen to pass to officer statute and for these persons the E-learning is the only solution to finalize their academic studies.
C1 [Barsan, Eugen; Hanzu-Pazara, Radu; Arsenie, Paulica; Grosan, Nicolae] Constanta Maritime Univ, Constanta, Romania.
EM ebirsan@inbox.com; hanzu@imc.ro; arseniep@imc.ro; v.n_grosan@yahoo.com
CR GHOSH SB, 2006, WORLD LIB INF C 72 G, P35
RAICU G, 2008, P E COMM LIN C BUCH, P175
RAICU G, 2006, CONSTANTA MARITIME U, V8
NR 3
TC 0
Z9 0
PU UNIV TECH GHEORGHE ASACHI IASI
PI IASI
PA ADRESA BD DIMITRIE MANGERON, NR 67, IASI, 700050, ROMANIA
BN 978-973-662-568-8
PY 2010
BP 349
EP 352
PG 4
WC Education & Educational Research; Social Sciences, Interdisciplinary
SC Education & Educational Research; Social Sciences - Other Topics
GA BTW63
UT WOS:000288291700087
ER
PT B
AU Belibani, R
AF Belibani, Rosalba
BE Chova, LG
Belenguer, DM
Torres, IC
TI E-LEARNING FOR ARCHITECTURE
SO 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
(INTED 2010)
LA English
DT Proceedings Paper
CT 4th International Technology, Education and Development Conference
(INTED)
CY MAR 08-10, 2010
CL Valencia, SPAIN
DE E-learning; Education; Design; Architecture
AB It has been for a few years now that new technologies have been entering the learning field and new educational methods are taking full advantage of these available technologies, testing and verifying the possible synergy between teaching innovations and the changes that these technologies have already brought to the practice and to project designs of professional studies. Education is undergoing a rapid process of evolution, particularly in Higher Education where there is a concurrence between technological advancement due to e-learning and the need to modify traditional educational models. For these reason many universities and teaching institutions are strongly pointing towards long-distance teaching environments, such as telematic universities that train students who are not obliged to attend lessons, giving them maximum flexibility in time and learning mode, thanks to e-learning environments implemented in Internet. The Council of Europe (Lisbon 2000) has set a major aim for Europe to become before 2010 "the most dynamic and competitive knowledge society in the world, with sustainable economic growth, higher and better employment, and greater social cohesion". In March 2001 the Council of Europe presented an e-learning action plan calling for a significant program of updating and coordination between European education systems. These include:- developing and integrating ICT in education and training;- developing high quality educational materials;- creating flexible infrastructures to make e-learning accessible to all;- promoting a universal digital instruction;- creating lifelong learning opportunities.
The main goals that the work develops are:
1. the construction of an interactive course on architectural design for architectural long-distance teaching, with the support of online thematic databases, and definition of guidelines for the methodology of architectural e-learning;
2. the selection of the appropriate platform in order to release the courses, taking into account the technological requirements as interactivity, the catchment area, the system expansibility;
3. verify the efficacy of e-learning through the observation and the monitoring of the courses and the arrangement of tools and tests for quality and quantity verification. The work take into account the experience of the Multimedia Laboratory of Architecture (LaMA).
This presentation comes from a lasted two years research PRIN 2006 entitled "Research and experimental evaluation of e-learning new model and tecnologies in architecture education", national coordinator Prof. Lucio Barbera, Faculty of Architecture "Ludovico Quaroni" - Universita degli Studi di Roma "La Sapienza". Title of research of the Unit Research in Rome: "Guidelines for architectural e-learning methodology: research on the evaluation criteria and optimisation of the technological requirements." Some parts of this paper are extracted from Belibani R., Fabbri L. (2009). "Experiences e-learning for the architecture on the web platform" [1].
C1 [Belibani, Rosalba] Univ Roma La Sapienza, Rome, Italy.
EM Rosalba.belibani@uniroma1.it
CR Belibani R., 2009, FORMAZIONE ARCHITETT, P16
Elia G, 2008, COLLABORATIVE LEARNI
NR 2
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-613-5538-9
PY 2010
BP 371
EP 376
PG 6
WC Education & Educational Research
SC Education & Educational Research
GA BEZ08
UT WOS:000318805500052
ER
PT B
AU Blaga, M
Harlock, S
AF Blaga, Mirela
Harlock, Simon
BE Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI EVALUATION OF THE E-LEARNING MODULES FOR TEXTILES&APPAREL
SO ADVANCED DISTRIBUTED LEARNING IN EDUCATION AND TRAINING TRANSFORMATION
LA English
DT Proceedings Paper
CT 6th International Scientific Conference on eLearning and Software for
Education
CY APR 15-16, 2010
CL Bucharest, ROMANIA
SP Siveco, Adv Distributed Learning, Altfactor, ComputerLand, AVITECH, Expert Trade Co, Adv Technol Syst
DE Leonardo da Vinci programme; e-learning tools; evaluation;
Textile&Apparel
AB The paper is presenting a short overview of eLiTA (e-Learning in Textiles & Apparel) Project, developed within the EU financed Leonardo da Vinci programme. The project is built-up on two previous Leonardo da Vinci funded projects, which developed e-learning materials on apparel technology, carpet technology, hosiery technology and dyeing printing and finishing. The project result consists of a new Internet-Based European wide learning tools. The paper aims to present the list of topics covered within each of the modules and the evaluation results of the learning packages as well as learning process.
C1 [Blaga, Mirela] Gheorghe Asachi Tech Univ, Iasi, Romania.
EM mblaga@tex.tuiasi.ro; s.coharlock@media-innovations.ltd.uk
CR BLAGA M, 2009, 4 INT C VIRT LEARN I, P134
TEXTAG FINAL EVALUAT
NR 2
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
PY 2010
BP 419
EP 426
PG 8
WC Computer Science, Information Systems; Computer Science, Software
Engineering; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BQZ21
UT WOS:000282189000057
ER
PT B
AU Bremer, C
AF Bremer, Claudia
BE Chova, LG
Belenguer, DM
Torres, IC
TI FIT FOR E-LEARNING? TRAININGS FOR E-LEARNING COMPETENCIES
SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
LA English
DT Proceedings Paper
CT 2nd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 05-07, 2010
CL Barcelona, SPAIN
DE e-learning and blended learning qualification; competencies; trainers
and teachers training
AB In order to design and tutor online and blended learning courses, trainers and teachers need to obtain appropriate qualification. In this paper different competency models for online teaching which developed in Germany 2005 - 2008 will be addressed as well as different settings to qualify teachers and trainers appropriately. Finally the results of an evaluation of two different training settings will be presented in order to compare an in house versus a transorganisational training program.
C1 [Bremer, Claudia] Goethe Univ Frankfurt, Studiumdigitale, Frankfurt, Germany.
EM bremer@studiumdigitale.uni-frankfurt.de
CR Albrecht Rainer, 2002, CAMPUS 2002 VIRTUELL
Albrecht Rainer, 2004, E LEARNING STRATEGIE
Alexander S., 1998, EVALUATION INFORM TE
Arbeitsgruppe Neue Medien in der universitaren Lehrerbildung, 2005, STAND MOD INF MED ST
Aufenanger Stefan, 1997, MEDIENKOMPETENZ INFO, P15
Baacke Dieter, 1996, MEDIENKOMPETENZ ALS
Bachmann G., 2001, CAMPUS 2002 VIRTUELL, P87
Bates A. W., 2000, MANAGING TECHNOLOGIC
Bremer C., 2009, GRUNDFRAGEN MULTIMED, V2009, P36
Bremer C., 2003, HOCHSCHULDIDAKTISCHE, P323
Bremer Claudia, 2008, OFFENER BILDUNGSRAUM, P134
Bremer Claudia, 2004, MEDIENKOMPETENZ HOCH, P197
Bremer Claudia, 2002, CAMPUS 2002 VIRTUELL
Bremer Claudia, 2009, E LEARNING 2009 LERN, P325
Bremer Claudia, 2006, DELFI 2006 4 ELEARNI, P195
Dennis A. R., 1999, P 32 HAW INT C SYST
Diepold Peter, 2004, E LEARNING STRATEGIE
Kleimann Bernd, 2004, HIS HOCHSCHULPLANUNG, V165
Kompetenznetz E-Learning Hessen der Hessischen Hochschulen & httc e.V, 2008, LERNZ VERG HES UNPUB
Ramsden P., 1995, RECOGNISING REWARDIN
Salmon G., 2000, E MODERATING KEY TEA
Seufert Sabine, 2004, E LEARNING STRATEGIE
Tulodziecki G., 1997, NEUE MEDIEN NEUE AUF
Wannemacher Klaus, 2004, E LEARNING STRATEGIE
Wedekind Joachim, 2004, E LEARNING STRATEGIE
NR 25
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-613-9386-2
PY 2010
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA BEY96
UT WOS:000318781705073
ER
PT B
AU Cameselle, C
Urrejola, S
Gouveia, S
AF Cameselle, C.
Urrejola, S.
Gouveia, S.
BE Chova, LG
Belenguer, DM
Torres, IC
TI E-LEARNING: NEW TOOLS FOR NEW TEACHING
SO 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
(INTED 2010)
LA English
DT Proceedings Paper
CT 4th International Technology, Education and Development Conference
(INTED)
CY MAR 08-10, 2010
CL Valencia, SPAIN
DE E-learning; platform; Claroline; University teaching
AB The University of Vigo has been running a program to promote the e-learning for undergraduate and graduate students since 2003. Professors can use the e-learning platform called "Claroline" as an additional tool for the courses they teach. Although "Claroline" is a web platform for e-learning and collaborative work, and it was designed for the e-learning courses, it is commonly used as a complement of the traditional university teaching. "Claroline" provides a new virtual environment for the university teaching with a lot of possibilities. The main feature of the e-learning is the availability of the teaching material on the Internet with no limitations of time or space. Therefore, the students can access easily at any time to the teaching material, exercises or evaluation. Furthermore, the wifi access to the Internet provides a fast and secure access to the platform from any place in the University Campus. However, it is not easy to start using an e-learning platform due to the great differences between the traditional teaching and the e-learning. For instance, it is necessary to create new teaching material in HTML format, since the pdf files or powerpoint presentations are not the appropriate way to present the teaching material on the "web". Once the Professors adapted to the new environment, it is expected that the combination of the e-learning and the traditional university teaching provides a better training and skills to the students and improves the general quality of the university teaching.
C1 [Cameselle, C.; Gouveia, S.] Univ Vigo, Dept Chem Engn, Vigo 36310, Spain.
EM claudio@uvigo.es; urrejola@uvigo.es; gouveia@uvigo.es
CR Casar A, 2006, ANN C CLAR US ACCU 2
Casar Sarasola A., 2008, P WORLD C ED MULT HY, P903
Casar-Sarasola A., 2007, ANN C CLAR US ACCU 2
NR 3
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-613-5538-9
PY 2010
BP 2524
EP 2527
PG 4
WC Education & Educational Research
SC Education & Educational Research
GA BEZ08
UT WOS:000318805502066
ER
PT B
AU Rodriguez, MDC
AF Castro Rodriguez, Ma. Del Pilar
BE Chova, LG
Belenguer, DM
Torres, IC
TI TRAINING PROGRAMMES TO E-LEARNING ADVISORS AT UNIVERSIDAD POPULAR
AUTONOMA DEL ESTADO DE PUEBLA
SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
TECHNOLOGIES
LA English
DT Proceedings Paper
CT 2nd International Conference on Education and New Learning Technologies
(EDULEARN)
CY JUL 05-07, 2010
CL Barcelona, SPAIN
DE training; advisor; onsite education; E-learning; competences
AB A large number of upper education institutions offer E-Learning systems because it provides a new business opportunity as well as Long Life Learning schemes for people in need of distance education according to global demands. E-Learning programs raise a challenge to onsite teaching, learning and evaluation processes and they must be adapted to specific characteristics of the system and their users. They must take into account training to administrative assistants, but particularly, it requires the professionalization of teachers in order to transform them in virtual advisors. Through this system, the responsible staff designs many programs previously structured, according to a new role for training individuals' talent oriented to the development of specific competences. The training of advisors involves shared responsibility and collaborative tasks with the academic body in order to develop team work approach. Likewise the advisors must be trained constantly because they have to develop some teaching competences, common among E-Learning system like academic ones, orientation, information and communication management, psycho-pedagogical, evaluative, researching and other abilities and attitudes. Each function contains specific competences to develop, including a specific level of complexity. These competences are shared with the institutional vision, pay attention to technology innovations, strengthen collaborative networks and create new methodologies.
Besides, advisors must have good knowledge of contents and strategies of their own subjects and a significant working experience. However, some studies point out that specific conditions have to be created for the advisors, so that they can develop innovative competences because most of them come from onsite education. The advisors bring some onsite practices and they have a lot of problems to assume E-Learning principles, pedagogical strategies, design of e-activities and other necessary resources. It is possible to shift them to E-Learning but they may need some aid. Universidad Popular Autonoma del Estado de Puebla, UPAEP, is concerned about these questions and their E-Learning system. Therefore, "UPAEP Online" has designed training programmes to empower the advisors for professionalization in an innovative, creative vision, focused in the student, collaborative and according to educational and social changes happening in Mexico.
C1 [Castro Rodriguez, Ma. Del Pilar] Univ Popular Autonoma Estado Puebla, Puebla, Mexico.
EM pilar.castro@upaep.mx
CR ALTBACH P., 2009, CURR TEND WORLD C UP
ANUIES, 2006, CONS ADV UPP ED MEX
ARDAVIN, 2010, COMPETITIVNESS ED RE
CORTIGLIA, 2005, FLEX PED MOD PROP VI
CORTIGLIA M, 2005, TECHNOLOGICAL PEDAGO
CORTIGLIA M., 2009, COURSE ED BASED COMP
GARCIA ARETIO L, 2007, DISTANCE ED VIRTUAL
KHVILON E, 2004, COMMUNICATION INFORM
MANPOWER, 2009, INT LAT AM TAL LAB M
MARTINEZ-OTERO V., 2007, REV IBEROAMERICANA E
NR 10
TC 0
Z9 0
PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
PI VALENICA
PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN
BN 978-84-613-9386-2
PY 2010
BP 279
EP 287
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA BEY96
UT WOS:000318781700045
ER
PT S
AU Debevc, M
Kosec, P
Holzinger, A
AF Debevc, Matjaz
Kosec, Primoz
Holzinger, Andreas
BE Leitner, G
Hitz, M
Holzinger, A
TI E-Learning Accessibility for the Deaf and Hard of Hearing - Practical
Examples and Experiences
SO HCI IN WORK AND LEARNING, LIFE AND LEISURE
SE Lecture Notes in Computer Science
LA English
DT Proceedings Paper
CT 6th Symposium of the Workgroup Human-Computer Interaction and Usability
Engineering
CY NOV 04-05, 2010
CL Klagenfurt, AUSTRIA
DE E-learning; accessibility; usability; user interfaces; video streaming;
human-computer interaction; deaf and hard of hearing
ID SOFTWARE USABILITY; INDIVIDUALS; LECTURES
AB Development of information and communication technology has offered new horizons to the deaf and hard of hearing for their integration into working, social and economic environment. Despite the positive attitude of international guidelines, the lack of accessibility of e-learning material is still noticeable for these users. The process of adapting the e-learning materials for deaf and hard of hearing required different approach and guidelines to properly displaying sign language video. Paper presents basic e-learning accessibility guidelines for deaf and hard of hearing and basic directions for suitable design of e-learning sites accessibility. E-learning course (European Computer Driving License Course - ECDL) for deaf, automated video recording system and the transparent presentation of a sign language interpreter within the e-learning material are used as examples of good practice. Evaluations of these examples show high degree of satisfaction, ease of use and comprehension.
C1 [Debevc, Matjaz; Kosec, Primoz] Univ Maribor, Fac Elect Engn & Comp Sci, SLO-2000 Maribor, Slovenia.
RP Debevc, M (reprint author), Univ Maribor, Fac Elect Engn & Comp Sci, Smetanova Ulica 17, SLO-2000 Maribor, Slovenia.
EM matjaz.debevc@uni-mb.si; pkosec@uni-mb.si;
andreas.holzinger@meduni-graz.at; andreas.holzinger@meduni-graz.at
CR CALDWELL B, 2008, WCAG 2 0 WEB CONTENT
Debevc M, 2004, DISABIL REHABIL, V26, P1048, DOI 10.1080/09638280410001702441
DEBEVC M, 2008, USABILITY TESTING E
Debevc M, 2011, MULTIMED TOOLS APPL, V54, P181, DOI 10.1007/s11042-010-0529-8
DEBEVC M, 2007, LNCS, V4556, P549
*EUR COMM, 2009, WEB ACC
*EUR COMM, 2006, MIN DECL
Fels DI, 2006, AM ANN DEAF, V151, P423, DOI 10.1353/aad.2006.0045
HANSON VL, 2008, HUMAN COMPUTER INTER, P885
Haualand H, 2009, DEAF PEOPLE HUMAN RI
HILZENSAUER M, 2006, INFORM TECHNOLOGY DE, P183
Holzinger A, 2005, COMMUN ACM, V48, P71, DOI 10.1145/1039539.1039541
KIRAKOWSKI J, 1993, BRIT J EDUC TECHNOL, V24, P210, DOI 10.1111/j.1467-8535.1993.tb00076.x
Kosec P, 2009, INT J ENG EDUC, V25, P763
KOSEC P, 2010, 12 INT C COMP HELP P
KRONREIF G, 2000, 7 INT C COMP HELP PE
Marschark M, 2004, AM ANN DEAF, V149, P51, DOI 10.1353/aad.2004.0013
Moores DF, 2010, AM ANN DEAF, V154, P415
OLIVRIN GJL, 2007, W3C VID WEB WORKSH S
OLSEN MG, 2010, ACCESSIBLE IS PUBLIC
Roberts VL, 2006, INT J HUM-COMPUT ST, V64, P489, DOI 10.1016/j.ijhcs.2005.11.001
Straetz K., 2004, C P 8 ERCIM WORKSH U
United Nations, 2006, CONV RIGHTS PERS DIS
VANDERHEIDEN GC, 1992, RESNA INT C TOR CAN
*WEBAIM, 2009, WEBAIM GUID WEB ACC
2010, SIGN LANGUAGES EUROP
NR 26
TC 0
Z9 0
PU SPRINGER-VERLAG BERLIN
PI BERLIN
PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY
SN 0302-9743
BN 978-3-642-16606-8
J9 LECT NOTES COMPUT SC
PY 2010
VL 6389
BP 203
EP 213
PG 11
WC Computer Science, Artificial Intelligence; Computer Science, Information
Systems; Computer Science, Theory & Methods
SC Computer Science
GA BUY86
UT WOS:000290737700013
ER
PT B
AU Ding, ZF
Li, R
AF Ding, Zhenfan
Li, Rong
GP IEEE
TI Design of Web-based Research e-Learning Platform
SO 2010 INTERNATIONAL CONFERENCE ON E-EDUCATION, E-BUSINESS, E-MANAGEMENT
AND E-LEARNING: IC4E 2010, PROCEEDINGS
LA English
DT Proceedings Paper
CT International Conference on e-Education, e-Business, e-Management and
e-Learning
CY JAN 22-24, 2010
CL Sanya, PEOPLES R CHINA
SP IACSIT
DE research e-learning platform; works publish and evaluation; security
design
AB In order to satisfy the course needs of web database programming, this paper introduces a research teaching platform based on IIS environment. Students can cooperatively do the research project according to the teacher arrangement, and upload the research reports and web page works to the web server for communication and evaluation. The system takes a serious of measures for the security protection and increasing efficiency.
C1 [Ding, Zhenfan; Li, Rong] E China Jiao Tong Univ, Sch Informat Engn, Nanchang, Peoples R China.
RP Ding, ZF (reprint author), E China Jiao Tong Univ, Sch Informat Engn, Nanchang, Peoples R China.
EM zfding@ecjtu.jx.cn; li_rong163@163.com
CR DING ZF, 2008, WEB PROGRAM DESIGN, P198
DING ZF, 2007, J E CHINA JIAOTONG U, V1, P63
ZHANG DP, 2006, JIANGXI ED RES, V11, P74
NR 3
TC 0
Z9 0
PU IEEE COMPUTER SOC
PI LOS ALAMITOS
PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA
BN 978-0-7695-3948-5
PY 2010
BP 131
EP 134
DI 10.1109/IC4E.2010.89
PG 4
WC Computer Science, Information Systems; Computer Science, Software
Engineering
SC Computer Science
GA BOZ74
UT WOS:000278171700028
ER
PT B
AU Dobre, I
AF Dobre, Iuliana
BE Popescu, V
Jugureanu, R
Stefan, V
Radu, C
TI IMPROVING AN E-LEARNING SYSTEM USING TECHNOLOGIES FOR NATURAL LANGUAGE
PROCESSING
SO ADVANCED DISTRIBUTED LEARNING IN EDUCATION AND TRAINING TRANSFORMATION
LA English
DT Proceedings Paper
CT 6th International Scientific Conference on eLearning and Software for
Education
CY APR 15-16, 2010
CL Bucharest, ROMANIA
SP Siveco, Adv Distributed Learning, Altfactor, ComputerLand, AVITECH, Expert Trade Co, Adv Technol Syst
DE e-learning; natural language processing; semantic analyzer; knowledge
representation
AB This paper is presenting the phases for the realization of an e-learning system as well as possible improvements of these phases using technologies for natural language processing. Therefore, after the targeted objectives are defined and the documentation, instruments & tools and necessary technologies were prepared, is mandatory to organize the training and assessment processes. Further is presented the semantic analyzer realization and architecture, the analyzer being necessary to generate the questions from the evaluation module with the support of the instruments and resources specific to natural language. The last phase presents how is generated the correct answer and the objectivity score for each questions as well as the system testing as a close out of the realization process.
C1 [Dobre, Iuliana] Petr Gas Univ Ploiesti, Ploiesti, Romania.
EM iulianadobre@yahoo.com
CR Anderson J. R., 1996, ARCHITECTURE COGNITI
DOBRE I, 2008, P 3 INT C VIRT LEARN
Dumitrescu S., 2009, B TECHNICAL SERIES, VLXI, P147
IFTENE A, 2008, RESURSE LINGVISTICE, P105
Miclea M., 1994, PSIHOLOGIE COGNITIVA
MINKER W, 1999, STOCHASTICALLY BASED
TRANDABAT D, 2006, RESURSE LINGVISTICE, P51
TUFIS D, 2009, NATO SCI PEACE SEC D, V21, P3
2009, ANALIZOR SEMANTIC PE
2009, INTELIGENTA ARTIFICI
NR 10
TC 0
Z9 0
PU EDITURA UNIVERSITARA
PI BUCHAREST
PA BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA
PY 2010
BP 209
EP 218
PG 10
WC Computer Science, Information Systems; Computer Science, Software
Engineering; Education & Educational Research
SC Computer Science; Education & Educational Research
GA BQZ21
UT WOS:000282189000027
ER
EF