FN ISI Export Format VR 1.0 PT Li, L Lee, H Law, R AF Li, Li Lee, Hee "Andy" Law, Rob TI Technology-mediated management learning in hospitality organisations SO INTERNATIONAL JOURNAL OF HOSPITALITY MANAGEMENT LA English DT Article DE Management learning and development; Technology; Hospitality industry ID KNOWLEDGE; ENVIRONMENT; REFLECTION AB This study examines the role of information and communication technology (ICT) applications in management learning and development in hospitality organisations. Managers who search for authentic social knowledge are most likely to use learning management systems, company intranets, email applications and search engines. Managers who look for personal knowledge are most likely to select search engines, online audio or video communication applications, telephone conferencing and customer online community websites. This study provides evidence that e-learning practices in management development do not fully support managers' learning. The paper lastly offers solutions to address this mismatch. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Li, Li; Lee, Hee "Andy"; Law, Rob] Hong Kong Polytech Univ, Sch Hotel & Tourism Management, Kowloon, Hong Kong, Peoples R China. RP Li, L (reprint author), Hong Kong Polytech Univ, Sch Hotel & Tourism Management, Kowloon, Hong Kong, Peoples R China EM hmlili@polyu.edu.hk hmandyle@polyu.edu.hk hmroblaw@polyu.edu.hk CR ZUBERSKERRITT J, 2010, LEARNING ORG, V9, P114 Lopez-Saez P, 2010, J KNOWL MANAG, V14, P690, DOI 10.1108/13673271011074845 SOTO JP, 2009, INTELIGENCIA ARTIFIC, V42, P46 *CIPD, 2009, ANN SURV REP 2008 TR Chia R, 2008, MANAGE LEARN, V39, P141, DOI 10.1177/1350507607087579 BROWN JS, 2008, EDUCAUSE REV, V43, P16 LI J, 2008, J WORKPLACE LEARNING, V21, P347 Bayne S, 2008, TEACH HIGH EDUC, V13, P395, DOI 10.1080/13562510802169665 BYOSIERE P, 2008, J KNOWLEDGE MANAGEME, V12, P67, DOI 10.1108/13673270810859523 Chalkiti K, 2008, CURR ISSUES TOUR, V11, P381, DOI 10.1080/13683500802316006 Baum T, 2007, TOURISM MANAGE, V28, P1383, DOI 10.1016/j.tourman.2007.04.005 Gray DE, 2007, MANAGE LEARN, V38, P495, DOI 10.1177/1350507607083204 BIRCHALL D, 2007, HUMAN RESOURCE DEV I, V10, P187 LI L, 2007, 6 EUR C E LEARN COP SADLERSMITH E, 2006, LEARNING DEV MANAGER MUMFORD A, 2006, MANAGEMENT DEV STRAT Chou SW, 2005, J COMPUT ASSIST LEAR, V21, P65 DANSKIN P, 2005, J KNOWLEDGE MANAGEME, V9, P91, DOI 10.1108/13673270510590245 *IOH, 2005, ETRAINING SIGALA M, 2005, INT HDB TOURISM ED, P367 YAPP C, 2005, PERSONALIZATION 21 C, P41 Young SSC, 2004, J COMPUT ASSIST LEAR, V20, P133, DOI 10.1111/j.1365-2729.2004.00073.x BARROWBRITTON D, 2004, J HOSPITALITY TOURIS, V16, P26 Foster J, 2003, BRIT J EDUC TECHNOL, V34, P455, DOI 10.1111/1467-8535.00342 MARSICK VJ, 2003, HUMAN RESOURCE DEV Q, V14, P389 GRAFF M, 2003, J INTERACTIVE LEARNI, V14, P425 RITCHIE J, 2003, QUALITATIVE RES PRAC, P220 Kramarski B, 2002, J COMPUT ASSIST LEAR, V18, P33 Yu FY, 2002, COMPUT EDUC, V38, P117 CURTIS G, 2002, BUSINESS INFORM SYST Raelin JA, 2001, MANAGE LEARN, V32, P11 CHEETHAM G, 2001, J EUROPEAN IND TRAIN, V25, P246 HAGER P, 2001, INT HDB LIFELONG L 1, P79 PAULSEN MF, 2001, ONLINE REPORT PEDAGO STANDING C, 2000, J KNOWLEDGE MANAGEME, V4, P244 RAELIN JR, 1999, HUMAN RESOURCE PLANN, V22, P12 JONASSEN D, 1995, AM J DISTANCE ED, V9, P7 ERAUT M, 1994, DEV PROFESSIONAL KNO LUNDVALL BA, 1994, J IND STUDIES, V1, P23 MORSE JM, 1994, HDB QUALITATIVE RES, P220 HARRIAUGSTEIN ES, 1991, LEARNING CONVERSATIO MARSICK VJ, 1990, INFORMAL INCIDENTAL KOLB DA, 1984, EXPERIENTIAL LEARNIN ZIMAN J, 1978, RELIABLE KNOWLEDGE E POLANYI M, 1967, TACIT DIMENSION NR 45 TC 0 Z9 0 PU ELSEVIER SCI LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND SN 0278-4319 J9 INT J HOSP MANAG JI Int. J. Hosp. Manag. PD JUN PY 2012 VL 31 IS 2 BP 451 EP 457 DI 10.1016/j.ijhm.2011.07.003 PG 7 WC Hospitality, Leisure, Sport & Tourism SC Social Sciences - Other Topics GA 895AF UT WOS:000300467900017 ER PT J AU Fernandez, S Borrajo, D AF Fernandez, Susana Borrajo, Daniel TI Using linear programming to solve clustered oversubscription planning problems for designing e-courses SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Automated planning; Application; e-Learning; Linear programming; Oversubscription AB The automatic generation of individualized plans in specific domains is an open problem that combines aspects related to automated planning, machine learning or recommendation systems technology. In this paper, we focus on a specific instance of that task; that of generating e-learning courses adapted to students' profiles, within the automated planning paradigm. One of the open problems in this type of automated planning application relates to what is known as oversubscription: given a set of goals, each one with a utility, obtain a plan that achieves some (or all) the goals, maximizing the utility, as well as minimizing the cost of achieving those goals. In the generation of e-learning designs there is only one goal: generating a course design for a given student. However, in order to achieve the goal, the course design can include many different kinds of activities, each one with a utility (that depend on the student profile) and cost. Furthermore, these activities are usually grouped into clusters, so that at least one of the activities in each cluster is needed, though many more can be used. Finally, there is also an overall cost threshold (usually in terms of student time). In this paper, we present our work on building an individualized e-learning design. We pose each course design as a variation of the oversubscription problem, that we call the clustered-oversubscription problem, and we use linear programming for assisting a planner to generate the design that better adapts to the student. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Fernandez, Susana; Borrajo, Daniel] Univ Carlos III Madrid, Dept Informat, Madrid, Spain. RP Fernandez, S (reprint author), Univ Carlos III Madrid, Dept Informat, Avda Univ,30 Leganes, Madrid, Spain EM susana.fernandez@uc3m.es daniel.borrajo@uc3m.es FU Spanish MICINN[TIN2008-06701-C03-03, TIN2005-08945-C06-05] FX This work has been partially supported by the Spanish MICINN under projects TIN2008-06701-C03-03 and TIN2005-08945-C06-05. 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The stored data (virtual courses, e-learning log file, demographic and academic data of students, admissions/registration info, and so on) can be useful for machine learning algorithms. In this article, we cite the most current articles that use machine learning techniques for educational proposes and we present a case study for predicting students' marks. Students' key demographic characteristics and their marks in a small number of written assignments can constitute the training set for a regression method in order to predict the student's performance. Finally, a prototype version of software support tool for tutors has been constructed. C1 Univ Patras, Dept Math, Educ Software Dev Lab, GR-26110 Patras, Greece. 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Intell. Rev. PD APR PY 2012 VL 37 IS 4 BP 331 EP 344 DI 10.1007/s10462-011-9234-x PG 14 WC Computer Science, Artificial Intelligence SC Computer Science GA 909DN UT WOS:000301542600005 ER PT J AU Koskinen, KU AF Koskinen, Kaj U. TI Problem absorption as an organizational learning mechanism in project-based companies: Process thinking perspective SO INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT LA English DT Article DE Organizational learning; Problem solving; Problem absorption; Process thinking; Project-based company ID INNOVATION; KNOWLEDGE; QUALITY; ORDER AB In organizations existing rules and norms are usually used as the basis for solving new problems even when this means stretching those rules. Such absorption of new problems by rules reduces the need to explore and develop new solutions and to encode those solutions into new rules. Furthermore, one way that organizational learning can occur is through problem solving, i.e. learning takes place through identifying and resolving problems that occur in the execution of projects. Thus, finding a viable perspective and approach with which project-based companies can understand how their organizational learning through problem solving activities take place in the course of time is a very important issue. Therefore, the goal of this paper is to explore the potential of process thinking to open up new ways to understand organizational learning particularly through problem absorption within problem solving in project-based companies. All in all, with the help of this paper we have sought to offer a brief illustration of how process thinking may help to understand this issue. (C) 2011 Elsevier Ltd. and IPMA. All rights reserved. C1 Tampere Univ Technol, FI-28101 Tampere, Finland. 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J. Proj. Manag. PD APR PY 2012 VL 30 IS 3 BP 308 EP 316 DI 10.1016/j.ijproman.2011.08.008 PG 9 WC Management SC Business & Economics GA 906DS UT WOS:000301325700004 ER PT J AU Cheng, B Wang, MH Moormann, J Olaniran, BA Chen, NS AF Cheng, Bo Wang, Minhong Moormann, Juergen Olaniran, Bolanle A. Chen, Nian-Shing TI The effects of organizational learning environment factors on e-learning acceptance SO COMPUTERS & EDUCATION LA English DT Article DE Adult learning; Distance education and telelearning; Lifelong learning ID INFORMATION-TECHNOLOGY; TRAINING EFFECTIVENESS; USER ACCEPTANCE; UNIFIED VIEW; MODEL; MOTIVATION; KNOWLEDGE; INTENTION; WORKPLACE; ATTITUDES AB Workplace learning is an important means of employees' continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees' characteristics, technological attributes, and training design elements, with little attention to workplace contextual effects. The study aims to investigate the impacts of organizational learning environment factors, including managerial support, job support, and organizational support, on employees' motivation to use a workplace e-learning system. A model was proposed based on the expectancy theory of training motivation and the social influences and facilitating conditions in technology acceptance models. The model was tested on sample data collected from mainland China using Structural Equation Modeling and Moderated Structural Equation Modeling. The results suggested that employees' perceived managerial support and job support had a significant impact on their perceived usefulness of the e-learning system for individual learning, and that perceived organizational support had a significant influence on the perceived usefulness of the e-learning system for social learning. Perceived usefulness for individual learning was found to completely mediate the environmental influences on individuals' motivation to use the system, while perceived usefulness for social learning made partial mediation in the effects of the environmental factors on intention to use. In addition, perceived job support was found to have moderating effects on the relationship between employees' perceived usefulness of the e-learning system and their intention to use the system. Consistent with previous findings, employees' perceptions about the usefulness of the e-learning system have significant effects on their intention to use the system in the work setting. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Cheng, Bo; Wang, Minhong] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Moormann, Juergen] Frankfurt Sch Finance & Management, ProcessLab, Frankfurt, Germany. [Olaniran, Bolanle A.] Texas Tech Univ, Dept Commun Studies, Lubbock, TX 79409 USA. [Chen, Nian-Shing] Natl Sun Yat Sen Univ, Dept Informat Management, Kaohsiung, Taiwan. RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China EM magwang@hku.hk FU UGC GRF from the Hong Kong SAR Government[717708]; University of Hong Kong[201011159210, 201002160030] FX This research is supported by a UGC GRF Grant (No. 717708) from the Hong Kong SAR Government, a Seeding Fund for Basic Research (No. 201011159210), and a Seed Fund for Applied Research (No.201002160030) from The University of Hong Kong. The corresponding author would thank Professor Jonathan Michael Spector for his valuable guidance and support to this project. 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Educ. PD APR PY 2012 VL 58 IS 3 BP 885 EP 899 DI 10.1016/j.compedu.2011.10.014 PG 15 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 884NI UT WOS:000299714400003 ER PT J AU van Seters, JR Ossevoort, MA Tramper, J Goedhart, MJ AF van Seters, J. R. Ossevoort, M. A. Tramper, J. Goedhart, M. J. TI The influence of student characteristics on the use of adaptive e-learning material SO COMPUTERS & EDUCATION LA English DT Article DE Intelligent tutoring systems; Interactive learning environments; Multimedia/hypermedia systems; Post-secondary education; Teaching/learning strategies ID COMPUTER-SIMULATIONS; GENDER-DIFFERENCES; PRIOR KNOWLEDGE; HYPERMEDIA; FEEDBACK; MOTIVATION; INSTRUCTION; EDUCATION; GAME; TOOL AB Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive e-learning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting demographic data and measuring motivation and prior knowledge. We also measured the learning paths students followed and learning strategies they used when working with adaptive e-learning material in a molecular biology course. We then combined these data to study if and how student characteristics relate to the learning paths and strategies they used. We observed that students did follow different learning paths. Gender did not have an effect, but (mainly Dutch) BSc students differed from (international) MSc students in the intrinsic motivation they had and the learning paths and strategies they followed when using the adaptive e-learning material. (C) 2011 Elsevier Ltd. All rights reserved. C1 [van Seters, J. R.; Tramper, J.] Univ Wageningen & Res Ctr, NL-6700 EV Wageningen, Netherlands. [Ossevoort, M. A.; Goedhart, M. J.] Univ Groningen, Fac Math & Nat Sci, NL-9700 AK Groningen, Netherlands. RP van Seters, JR (reprint author), Univ Wageningen & Res Ctr, POB 8129, NL-6700 EV Wageningen, Netherlands EM janneke.vanseters@wur.nl m.a.ossevoort@rug.nl hans.tramper@wur.nl m.j.goedhart@rug.nl CR Lowrie T, 2011, COMPUT EDUC, V57, P2244, DOI 10.1016/j.compedu.2011.06.010 Vos N, 2011, COMPUT EDUC, V56, P127, DOI 10.1016/j.compedu.2010.08.013 VANSETERS J, 2011, ELECT J BIOTECHNOLOG, V14 VANSETERS JR, 2011, BIOCH MOL BIOL ED, DOI DOI 10.1002/BMB20563 Greene JA, 2010, COMPUT EDUC, V55, P1027, DOI 10.1016/j.compedu.2010.04.013 Azevedo R, 2010, EDUC PSYCHOL-US, V45, P210, DOI 10.1080/00461520.2010.515934 Winne PH, 2010, EDUC PSYCHOL-US, V45, P267, DOI 10.1080/00461520.2010.517150 Virtanen P, 2010, EDUC PSYCHOL-UK, V30, P323, DOI 10.1080/01443411003606391 Park SI, 2009, COMPUT EDUC, V52, P649, DOI 10.1016/j.compedu.2008.11.014 Knutov E, 2009, NEW REV HYPERMEDIA M, V15, P5, DOI 10.1080/13614560902801608 Schiaffino S, 2008, COMPUT EDUC, V51, P1744, DOI 10.1016/j.compedu.2008.05.008 Liu HC, 2008, J SCI EDUC TECHNOL, V17, P466, DOI 10.1007/s10956-008-9115-5 Moos DC, 2008, CONTEMP EDUC PSYCHOL, V33, P270, DOI 10.1016/j.cedpsych.2007.03.001 BROOKHART SM, 2008, GIVE EFFECTIVE FEEDB BIEMANS H, 2008, J AGR ED EXTENSION, V14, P265 Karabenick SA, 2007, EDUC PSYCHOL-US, V42, P139 Narciss S, 2007, COMPUT HUM BEHAV, V23, P1126, DOI 10.1016/j.chb.2006.10.006 Hattie J, 2007, REV EDUC RES, V77, P81, DOI 10.3102/003465430298487 SESSINK ODT, 2007, J INTERACTIVE LEARNI, V18, P533 VASILYEVA E, 2007, INT J CONTINUING ENG, V17, P337 Nicol DJ, 2006, STUD HIGH EDUC, V31, P199, DOI 10.1080/03075070600572090 Armani J, 2005, EDUC TECHNOL SOC, V8, P36 NARCISS S, 2004, INSTRUCTIONAL DESIGN, P181 Pintrich PR, 2003, J EDUC PSYCHOL, V95, P667, DOI 10.1037/0022-0663.95.4.667 Shute V, 2003, EDUC PSYCHOL, V38, P105 MELIS E, 2003, INT C ART INT ED Krathwohl DR, 2002, THEOR PRACT, V41, P212 Shashaani L, 2001, COMPUT EDUC, V37, P363 Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87 SULLIVAN P, 2001, COMMUNITY COLL J RES, V25, P805 MELIS E, 2001, INT J ARTIFICIAL INT, V12, P385 MASON BJ, 2001, CTR INSTRUCTIONAL IN VIRVOU M, 2001, ICALT WINNE PH, 2000, HDB SELF REGULATION, P531 VANDERLINDEN WJ, 2000, COMPUTERIZED ADAPTIV BOEKAERTS M, 1999, INT J ED RES, V31, P445, DOI DOI 10.1016/S0883-0355(99)00014-2 Brusilovsky P, 1998, COMPUT NETWORKS ISDN, V30, P291 Brusilovsky P, 1996, USER MODEL USER-ADAP, V6, P87 Winne PH, 1996, LEARN INDIVID DIFFER, V8, P327 WINNE PH, 1995, EDUC PSYCHOL, V30, P223 MORRISON GR, 1995, CONTEMP EDUC PSYCHOL, V20, P32 JOHNSON DW, 1993, INTERACTIVE INSTRUCT, P133 Kulhavy RW, 1989, EDUC PSYCHOL REV, V1, P279 MCAULEY E, 1989, RES Q EXERCISE SPORT, V60, P48 BLOOM BS, 1956, HDB D MCKAY CO INC, V1 NR 45 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 APR PY 2012 VL 58 IS 3 BP 942 EP 952 DI 10.1016/j.compedu.2011.11.002 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 884NI UT WOS:000299714400008 ER PT J AU Navarrete-Navarro, P Murillo-Cabeza, F Bono-de-Seras, R Rodriguez-Romero, R Rodriguez-Zarallo, A Vazquez-Mata, G AF Navarrete-Navarro, Pedro Murillo-Cabeza, Francisco Bono-de-Seras, Rocio Rodriguez-Romero, Rafael Rodriguez-Zarallo, Antonio Vazquez-Mata, Guillermo TI Development of an acute ischemic stroke management course for hospital physicians in emergency departments and intensive care units SO EUROPEAN JOURNAL OF EMERGENCY MEDICINE LA English DT Article DE acute ischemic stroke; emergency medicine education and training; intravenous thrombolysis ID TISSUE-PLASMINOGEN ACTIVATOR; THROMBOLYSIS AB The objective of this study was to evaluate a training course on acute ischemic stroke (AIS) for hospital physicians, part of a regional strategy on AIS patient care. The course comprised an initial self-study (e-Learning) stage and 1-day theoretical-practical course on initial AIS management for Critical Care and Emergency physicians in the Andalusian Health Service (Spain). Data were collected on regional implementation of the stroke code and intravenous thrombolysis treatment. Between 2006 and 2009, 12 courses were attended by 356 physicians from emergency (n=148) and critical care (n=208) departments in the Andalusian health system. The initial stage was failed by 46.4% of trainees; the 1-day AIS course was successfully completed by all trainees, who reported a high satisfaction level. By the end of 2009, all hospitals had adopted the stroke code and approximately 5-6% of patients with AIS received intravenous thrombolysis. This type of healthcare strategy proved effective to improve AIS care in our setting. European Journal of Emergency Medicine 19: 108-111 (C) 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins. C1 [Navarrete-Navarro, Pedro] Hosp Univ Virgen de las Nieves, Dept Crit Care & Emergency Med, ICU, Hosp Traumatol, Granada 18014, Spain. [Murillo-Cabeza, Francisco; Rodriguez-Zarallo, Antonio] Hosp Univ Virgen del Rocio, Dept Crit Care & Emergency Med, Seville, Spain. [Rodriguez-Romero, Rafael] Hosp Univ Virgen del Rocio, Dept Neurol & Neuroradiol, Seville, Spain. RP Navarrete-Navarro, P (reprint author), Hosp Univ Virgen de las Nieves, Dept Crit Care & Emergency Med, ICU, Hosp Traumatol, Ave Madrid 59, Granada 18014, Spain EM pnavarro@ugr.es CR Hemphill JC, 2009, EMERG MED CLIN N AM, V27, P27, DOI 10.1016/j.emc.2008.08.009 MCNAMARA RM, 2009, ANN EMERG MED, V53, P339 Navarro PN, 2008, MED INTENSIVA, V32, P431 Hacke W, 2008, NEW ENGL J MED, V359, P1317 Barroso B, 2008, EUR J EMERG MED, V15, P71 Demchuk AM, 2005, STROKE, V36, P2110, DOI 10.1161/01.STR.0000181116.15426.58 MARLER JR, 1995, NEW ENGL J MED, V333, P1581 HACKE W, 1995, JAMA-J AM MED ASSOC, V274, P1017 GOLDSTEIN LB, 1989, ARCH NEUROL-CHICAGO, V46, P660 HLTH PLAN ACUTE STRO NR 10 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 0969-9546 J9 EUR J EMERG MED JI Eur. J. Emerg. Med. PD APR PY 2012 VL 19 IS 2 BP 108 EP 111 DI 10.1097/MEJ.0b013e328347fab2 PG 4 WC Emergency Medicine SC Emergency Medicine GA 900PA UT WOS:000300898600009 ER PT J AU Gutierrez-Martinez, JM Garcia-Cabot, A de-Marcos, EGL Barchino, R Gutierrez-de-Mesa, JA Martinez, JJ Oton, S Hilera, JR de-Blas, JM AF Gutierrez-Martinez, Jose-Maria Garcia-Cabot, Antonio Garcia Luis de-Marcos, Eva Barchino, Roberto Gutierrez-de-Mesa, Jose-Antonio Martinez, Jose-Javier Oton, Salvador Hilera, Jose-Ramon de-Blas, Juan-Manuel TI E-LEARNING CONTENTS AUTOMATIC CONVERSION SO INTERNATIONAL JOURNAL OF INNOVATIVE COMPUTING INFORMATION AND CONTROL LA English DT Article DE Transformation; IMS; Content packaging; SCORM ID SYSTEMS; SERVICE AB In this paper, an automatic transformation tool between different content packaging specifications is proposed. The aim of this tool is to serve as a gateway for independent, heterogeneous Learning Management Systems, thus achieving interoperability. The tool is designed to support all existing content packaging specifications, but in this paper we focus on two of the most important: IMS and SCORM. The paper also describes in detail the conversion process for these two specifications, by depicting all the aspects of the tool. C1 [Gutierrez-Martinez, Jose-Maria; Garcia-Cabot, Antonio; Garcia Luis de-Marcos, Eva; Barchino, Roberto; Gutierrez-de-Mesa, Jose-Antonio; Martinez, Jose-Javier; Oton, Salvador; Hilera, Jose-Ramon; de-Blas, Juan-Manuel] Univ Alcala De Henares, Dept Comp Sci, Tech Sch Comp Sci Engn, Madrid 28871, Spain. RP Gutierrez-Martinez, JM (reprint author), Univ Alcala De Henares, Dept Comp Sci, Tech Sch Comp Sci Engn, Madrid 28871, Spain EM josem.gutierrez@uah.es a.garciac@uah.es eva.garcial@uah.es roberto.barchino@uah.es jantonio.gutierrez@uah.es josej.martinez@uah.es jose.hilera@uah.es juan.mbq@uah.es FU FPI of the "Junta de Comunidades de Castilla-La Mancha"; Government of Madrid Autonomous Community; University of Alcala[CCG10-UAH/TIC-5915] FX This research is co-funded by: (1) the FPI research staff education program of the "Junta de Comunidades de Castilla-La Mancha" and (2) the Government of Madrid Autonomous Community and University of Alcala (grant CCG10-UAH/TIC-5915). The authors also gratefully acknowledge the helpful comments and suggestions of the reviewers, which have improved the presentation. 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J. Innov. Comp. Inf. Control PD MAR PY 2012 VL 8 IS 3B BP 2065 EP 2088 PG 24 WC Automation & Control Systems; Computer Science, Artificial Intelligence SC Automation & Control Systems; Computer Science GA 907GI UT WOS:000301405400005 ER PT J AU Links, M Sargeant, C Waters, A Liauw, W Thomas, P AF Links, Matthew Sargeant, Chris Waters, Amy Liauw, Winston Thomas, Patrice TI Implementing a Multi-professional Web-based Learning Environment for a Comprehensive Cancer Centre: Obstacles, Solutions and Reflections SO JOURNAL OF CANCER EDUCATION LA English DT Article DE e-learning; Multi-professional learning; Continuing professional development; Quality and safety ID MEDICAL-EDUCATION; FRAMEWORK; AUSTRALIA; DELIVERY; REFORM AB There is an urgent need for efficient cancer education programmes to promote safe practice in a comprehensive cancer centre. Educational practice has developed historically in an unplanned and inefficient way. Developments in educational theory and information technology provide an opportunity to develop systems with better educational methodology, better efficiency and potential for better impact on safety outcomes. We have developed such a programme at St. George Comprehensive Cancer Centre in Sydney, Australia, and describe here our experience in the first 2 years of implementing such a programme. In this article, we describe the programme, the obstacles and solutions we encountered and our reflections on the journey so far. C1 [Links, Matthew; Sargeant, Chris; Waters, Amy; Liauw, Winston; Thomas, Patrice] St George Canc Care Ctr, Sydney, NSW 2217, Australia. [Links, Matthew; Liauw, Winston] Univ NSW, St George Clin Sch, Sydney, NSW 2052, Australia. [Links, Matthew; Sargeant, Chris] Canc Inst NSW, Sydney, NSW 2015, Australia. RP Links, M (reprint author), St George Canc Care Ctr, Gray St, Sydney, NSW 2217, Australia EM matthew.links@sesiahs.health.nsw.gov.au FU Cancer Institute NSW FX We would like to acknowledge the support of the Cancer Institute NSW who funded the latter part of this project and the support of all the staff who gave their time so enthusiastically. 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PD MAR PY 2012 VL 27 IS 1 BP 37 EP 41 DI 10.1007/s13187-011-0261-8 PG 5 WC Oncology; Medical Informatics SC Oncology; Medical Informatics GA 895IU UT WOS:000300490600007 ER PT J AU Ferris, AE Lawthom, C AF Ferris, A. E. Lawthom, C. TI E-LEARNING IN EPILEPSY SO JOURNAL OF NEUROLOGY NEUROSURGERY AND PSYCHIATRY LA English DT Meeting Abstract CT Annual Meeting of the Association-of-British-Neurologists CY 2011 CL Gateshead, ENGLAND SP Assoc British Neurologists C1 [Ferris, A. E.; Lawthom, C.] Royal Gwent Hosp, Newport, Gwent, Wales. EM amakdr@gmail.com NR 0 TC 0 Z9 0 PU B M J 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 MAR PY 2012 VL 83 IS 3 DI 10.1136/jnnp-2011-301993.73 PG 1 WC Clinical Neurology; Psychiatry; Surgery SC Neurosciences & Neurology; Psychiatry; Surgery GA 897AE UT WOS:000300612200076 ER PT J AU Rizvi, H Naresh, K Radia, D AF Rizvi, H. Naresh, K. Radia, D. TI Virtual Slide Based e-learning - Initial Experience from the London Deanery e-learning Project SO JOURNAL OF PATHOLOGY LA English DT Meeting Abstract CT 201st Winter Scientific Meeting of the Pathological-Society-of-Great-Britain-and-Ireland CY JAN 05-06, 2012 CL London, ENGLAND SP Barts & London Med Sch, Barts & London NHS Trust, Pathol Soc Great Britain & Ireland HO Dept Cellular Pathol C1 [Rizvi, H.] Barts & London NHS Trust, London, England. [Naresh, K.] Imperial NHS Healthcare Trust, London, England. [Radia, D.] Guys & St Thomas NHS Fdn Trust, London, England. NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0022-3417 J9 J PATHOL JI J. Pathol. PD MAR PY 2012 VL 226 SU 1 BP S18 EP S18 PG 1 WC Oncology; Pathology SC Oncology; Pathology GA 897QR UT WOS:000300669800063 ER PT J AU Ruth, S AF Ruth, Stephen TI The Import-Export Paradigm for High-Quality College Courses An Answer to Tuition's Through-the-Roof Cost Spiral? SO IEEE INTERNET COMPUTING LA English DT Article AB Three new free Stanford online courses drew 300,000 applicants in the fall semester of 2011. Might very high-quality courses with the best streaming lectures, student aids, exams, quizzes, mentoring, and so on facilitate an import-export approach to e-learning? C1 George Mason Univ, Fairfax, VA 22030 USA. RP Ruth, S (reprint author), George Mason Univ, Fairfax, VA 22030 USA EM ruth@gmu.edu CR HAURWITZ R, 2011, AUSTIN AM STATE 0427 ALLEN E, 2011, GOING DISTANCE ONLIN HAUPTMAN A, 2011, INSIDE HIGHER E 1205 JASCHIK S, 2011, INSIDE HIGHER E 1207 KOLOWICH S, 2011, INSIDE HIGHER E 1213 2011, NY TIMES 0905 KOLLER D, 2011, NY TIMES 1205 MAK T, 2011, POLITICO 1019 GRAVOIS J, 2011, WASHINGTON MONTH SEP 2011, WASHINGTON POST 1218 *COLL PLANN MAN, 2011, 2011 COLL CONSTR REP FRIED V, 2011, 201102 AM ENT I RUTH S, 2010, IEEE INTERNET COMPUT, V14, P80 GREENE J, 2010, ADM BLOAT AM U REAL YOUNG J, 2010, CHRONICLE HIGHE 0809 MILLER B, 2010, COURSE INNOVATION US LEDERMAN D, 2010, INSIDE HIGHER E 0714 2010, 21 CENTURY CAMPUS RE 2004, CONTEXTS POSTSECONDA NR 19 TC 0 Z9 0 PU IEEE COMPUTER SOC PI LOS ALAMITOS PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1314 USA SN 1089-7801 J9 IEEE INTERNET COMPUT JI IEEE Internet Comput. PD MAR-APR PY 2012 VL 16 IS 2 BP 82 EP 86 PG 5 WC Computer Science, Software Engineering SC Computer Science GA 900AO UT WOS:000300859200013 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 Cook DA, 2010, MED EDUC, V44, P765, DOI 10.1111/j.1365-2923.2010.03723.x Merk M, 2010, ANN ANAT, V192, P383, DOI 10.1016/j.aanat.2010.01.008 Crossingham JL, 2009, HPB, V11, P523, DOI 10.1111/j.1477-2574.2009.00097.x McCarney R, 2007, BMC MED RES METHODOL, V7, DOI 10.1186/1471-2288-7-30 CAMPEAU M, 2007, J CLIN ONCOL S, V25, pS18 Nicholson DT, 2006, MED EDUC, V40, P1081, DOI 10.1111/j.1365-2929.2006.02611.x Cook DA, 2006, MED TEACH, V28, P594, DOI 10.1080/01421590601028854 Cook DA, 2005, ACAD MED, V80, P541 Shaffer K, 2004, ACAD RADIOL, V11, P1059, DOI 10.1016/j.acra.2004.05.018 Hariri S, 2004, MED EDUC, V38, P896, DOI 10.1111/j.1365-2929.2004.01897.x Cook DA, 2004, J GEN INTERN MED, V19, P698 Reid JR, 2004, AM J ROENTGENOL, V182, P797 Valentini V, 2004, RADIOTHER ONCOL, V70, P165, DOI 10.1016/j.radonc.2004.01.018 KIRKPATRICK DL, 2004, EVALUATING TRAINING Letterie GS, 2003, AM J OBSTET GYNECOL, V188, P849 COHEN HB, 2003, J DENT EDUC, V67, P661 Chumley-Jones HS, 2002, ACAD MED, V77, pS86 NATTESTAD A, 2002, EUR J DENT ED S3, V6, P125 NATTESTAD A, 2002, EUROPEAN J DENT ED, V6, P127 PELLEGRINO JW, 2002, NSF K 12 MATH SCI CU, P76 *NRC, 2001, KNOW WHAT STUD KNOW, P177 Fukuchi SG, 2000, AM J SURG, V179, P337 CURRAN V, 2000, EVAL HLTH PROF, V23, P318 WESTON C, 1999, INTERNET HIGH EDUC, V2, P35 DICK W, 1996, SYSTEMATIC DESIGN IN Pelizzari CA, 1996, INT J RADIAT ONCOL, V34, P205 SKEFF KM, 1992, EVAL HEALTH PROF, V15, P350 NR 27 TC 0 Z9 0 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 Dowling, M Power, M O'Boyle, G AF Dowling, Maura Power, Moya O'Boyle, Geraldine TI Continuing education for urology nurses: harnessing the potential of e-learning SO INTERNATIONAL JOURNAL OF UROLOGICAL NURSING LA English DT Article DE Blended learning; Continuing education; e-Learning; Prostate cancer; Urology nurses ID PROSTATE-CANCER AB The module Living with cancer of the lower urinary tract' was developed to address the learning needs of specialized urology nurses working in hospitals and generalist nurses caring for urology patients in practice settings. The module is also offered to oncology nurses undertaking specialist postgraduate education. The module is delivered by a blended learning approach and supported by the technology offered on the Blackboard Learning System (Version 9.1), a virtual learning environment that facilitates the delivery of on-line and flexible learning. While a number of challenges were faced during the module development and delivery, the positive benefits of collaborative working between university and expert nurse clinicians, and shared learning between urology and oncology nurses was evident. C1 [Dowling, Maura] Natl Univ Ireland, Sch Nursing & Midwifery, Galway, Ireland. [Power, Moya] Galway Univ Hosp, Dept Urol, Galway, Ireland. [O'Boyle, Geraldine] Galway Univ Hosp, Dept Radiotherapy, Galway, Ireland. 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J. Urol. Nurs. PD MAR PY 2012 VL 6 IS 1 BP 30 EP 34 DI 10.1111/j.1749-771X.2011.01134.x PG 5 WC Nursing SC Nursing GA 897QJ UT WOS:000300668700006 ER PT J AU Kantak, SS Winstein, CJ AF Kantak, Shailesh S. Winstein, Carolee J. TI Learning-performance distinction and memory processes for motor skills: A focused review and perspective SO BEHAVIOURAL BRAIN RESEARCH LA English DT Review DE Motor learning; Performance; Motor memory ID TRANSCRANIAL MAGNETIC STIMULATION; RANDOM VARIABLE PRACTICE; RAPID AIMING TASK; CONTEXTUAL INTERFERENCE; PROCEDURAL CONSOLIDATION; GUIDANCE HYPOTHESIS; BANDWIDTH KNOWLEDGE; RELATIVE FREQUENCY; PRACTICE SCHEDULE; ERROR-DETECTION AB Behavioral research in cognitive psychology provides evidence for an important distinction between immediate performance that accompanies practice and long-term performance that reflects the relative permanence in the capability for the practiced skill (i.e. learning). This learning-performance distinction is strikingly evident when challenging practice conditions may impair practice performance, but enhance long-term retention of motor skills. A review of motor learning studies with a specific focus on comparing differences in performance between that at the end of practice and at delayed retention suggests that the delayed retention or transfer performance is a better indicator of motor learning than the performance at (or end of) practice. This provides objective evidence for the learning-performance distinction. This behavioral evidence coupled with an understanding of the motor memory processes of encoding, consolidation and retrieval may provide insight into the putative mechanism that implements the learning-performance distinction. Here, we propose a simplistic empirically-based framework - motor behavior-memory framework - that integrates the temporal evolution of motor memory processes with the time course of practice and delayed retention frequently used in behavioral motor learning paradigms. In the context of the proposed framework, recent research has used noninvasive brain stimulation to decipher the role of each motor memory process, and specific cortical brain regions engaged in motor performance and learning. Such findings provide beginning insights into the relationship between the time course of practice-induced performance changes and motor memory processes. This in turn has promising implications for future research and practical applications. (C) 2011 Elsevier B.V. All rights reserved. C1 [Kantak, Shailesh S.; Winstein, Carolee J.] Univ So Calif, Motor Behav & Neurorehabil Lab, Div Biokinesiol & Phys Therapy, Herman Ostrow Sch Dent, Los Angeles, CA 90089 USA. 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Brain Res. PD MAR 1 PY 2012 VL 228 IS 1 BP 219 EP 231 DI 10.1016/j.bbr.2011.11.028 PG 13 WC Behavioral Sciences; Neurosciences SC Behavioral Sciences; Neurosciences & Neurology GA 895CA UT WOS:000300472600027 ER PT J AU Jara, CA Candelas, FA Torres, F Dormido, S Esquembre, F AF Jara, Carlos A. Candelas, Francisco A. Torres, Fernando Dormido, Sebastian Esquembre, Francisco TI Synchronous Collaboration of Virtual and Remote Laboratories SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE collaborative learning; distance and remote teaching; learning environments ID ENGINEERING-EDUCATION; JAVA; TOOL AB Virtual and remote laboratories (VRLs) are e-learning resources which enhance the accessibility of experimental setups providing a distance teaching framework which meets the student's hands-on learning needs. In addition, online collaborative communication represents a practical and a constructivist method to transmit the knowledge and experience from the teacher to students, overcoming physical distance and isolation. Thus, the integration of learning environments in the form of VRLs inside collaborative learning spaces is strongly desired. Considering these facts, the authors of this document present an original approach which enables user to share practical experiences while they work collaboratively through the Internet. This practical experimentation is based on VRLs, which have been integrated inside a synchronous collaborative e-learning framework. This article describes the main features of this system and its successful application for science and engineering subjects. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 124-136, 2012; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20380 C1 [Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando] Univ Alicante, Dept Phys Syst Engn & Signal Theory, Alicante 03690, Spain. [Dormido, Sebastian] UNED Univ, Dept Comp Sci, Madrid 28040, Spain. [Esquembre, Francisco] Univ Murcia, Dept Math, E-30100 Murcia, Spain. RP Jara, CA (reprint author), Univ Alicante, Dept Phys Syst Engn & Signal Theory, Carretera San Vicente del Raspeig S-N, Alicante 03690, Spain EM cajb@dfists.ua.es FU Ministerio de Educacion y Ciencia of the Spanish Government[DPI2005-06222] FX The work presented in this article is supported by the "Ministerio de Educacion y Ciencia" of the Spanish Government through FPI grants program and research project DPI2005-06222. Authors would like to thank for this financial support. 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Appl. Eng. Educ. PD MAR PY 2012 VL 20 IS 1 BP 124 EP 136 DI 10.1002/cae.20380 PG 13 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 894LO UT WOS:000300428400013 ER PT J AU Granjo, JF Rasteiro, MG Gando-Ferreira, LM Bernardo, FP Carvalho, MG Ferreira, AG AF Granjo, J. F. Rasteiro, M. G. Gando-Ferreira, L. M. Bernardo, F. P. Carvalho, M. G. Ferreira, A. G. TI A Virtual Platform to Teach Separation Processes SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE E-learning; virtual laboratories; web platform; separation processes; chemical processes AB In this article the Unit Operations and Separation Processes area of a virtual platform called LABVIRTUAL (http://labvirtual.eq.uc.pt) is presented aiming to support the autonomous study of undergraduate students engaged in a Chemical Engineering degree, especially in Portuguese-speaking countries. The main features, subjects, computational applications, and examples in the platform are described, as well as a first assessment by the students. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 175-186, 2012; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20383 C1 [Granjo, J. F.; Rasteiro, M. G.; Gando-Ferreira, L. M.; Bernardo, F. P.; Carvalho, M. G.; Ferreira, A. G.] Univ Coimbra, Dept Chem Engn, Fac Sci & Technol, P-3030790 Coimbra, Portugal. RP Rasteiro, MG (reprint author), Univ Coimbra, Dept Chem Engn, Fac Sci & Technol, P-3030790 Coimbra, Portugal EM mgr@eq.uc.pt FU POSC, Portugal[743/4.2/C/REG] FX We want to acknowledge the receipt of financial support from POSC, Portugal, contract 743/4.2/C/REG, which enabled the development of the platform partially described in this article. CR RASTEIRO MG, 2009, ED CHEM ENG, V4, pE9 MENDES D, 2009, COMPUT APPL ENG ED RASTEIRO MG, 2008, 10 INT CHEM BIOL ENG Liu SX, 2007, COMPUT APPL ENG EDUC, V15, P198, DOI 10.1002/cae.20098 WANKAT PC, 2007, SEPARATION PROCESS E SELMER A, 2007, T ICHEME D, V2, P38 RASTEIRO MG, 2007, INT C ENG ED COIMBR SEADER JD, 2006, SEPARATION PROCESS P FELDER R, 2006, CHEM ENG EDUC, V40, P110 EDGAR TF, 2006, CHEM ENG EDUC, V40, P231 WANKAT PC, 2006, CHEM I ENG ED, V40, P165 KLEIN A, 2006, T ICHEME D, V1, P134 LOBO LQ, 2006, TERMODINAMICA PROPRI, V1 MCCABE W, 2005, UNIT OPERATIONS CHEM STREICHER SJ, 2005, CHEM ENG EDUC, V39, P288 HENRY J, 2005, AICHE ANN M C P, P3640 SINNOTT RK, 2003, COULSON RICHARDSONS, V6 GEANKOPOLIS CJ, 2003, TRANSFER PROCESSES S Shin D, 2002, COMPUT CHEM ENG, V26, P319 KADIYALA M, 2000, J ENG EDUC, V89, P177 RUGARCIA A, 2000, CHEM ENG EDUC, V34, P71 PERRY R, 1997, PERRYS CHEM ENG HDB GANDOFERREIRA LM, 1994, THESIS FAC ENG PORT KISTER H, 1990, DISTILLATION OPERATI TREYBAL RE, 1980, MASS TRANSFER OPERAT WHITNEY RP, 1949, CHEM ENG PROGR, V45 WASHBURN EW, 1929, INT CRITICAL TABLES, V3 NR 27 TC 0 Z9 0 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 2012 VL 20 IS 1 BP 175 EP 186 DI 10.1002/cae.20383 PG 12 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 894LO UT WOS:000300428400017 ER PT J AU Cheng, YM AF Cheng, Yung-Ming TI The Effects of Information Systems Quality on Nurses' Acceptance of the Electronic Learning System SO JOURNAL OF NURSING RESEARCH LA English DT Article DE system quality; information quality; service quality; user-interface design quality; nurses' acceptance of the e-learning system ID USER ACCEPTANCE; EMPIRICAL-EXAMINATION; INTRINSIC MOTIVATION; QUESTIONNAIRE SURVEY; NURSING-STUDENTS; TECHNOLOGY; ONLINE; MODEL; ADOPTION; INTENTION AB Background: To ensure the quality of healthcare provision, nurses must continuously enhance their professional knowledge and competencies via continuing education. As compared with traditional learning, electronic learning (e-learning) is a more flexible method for nurses' in-service learning. Hence, e-learning is expected to play a key role in providing continuing education for nurses. Purpose: The main purpose of this study was to examine whether system quality, information quality, service quality, and user-interface design quality as the antecedents to nurse beliefs can affect nurses' intention to use the e-learning system. Methods: A cross-sectional design was used to investigate the effects of information systems quality on nurses' acceptance of the e-learning system. This study gathered sample data from nurses at 3 hospitals in Taiwan. A total of 450 questionnaires were distributed, and 320 effective questionnaires were analyzed in this study, indicating an effective response rate of 71.1%. Collected data were analyzed using structural equation modeling. Results: System quality, information quality, and user-interface design quality had significant effects on perceived usefulness (PU), perceived ease of use (PEOU), and perceived enjoyment (PE), and service quality had significant effects on PU and PEOU. Moreover, PEOU had significant effects on PU and PE, and the effects of PU, PEOU, and PE on intention to use were significant. Conclusions/Implications for Practice: User-interface design quality is the most key antecedent that can make significant impacts on nurses' PU and PE, and more efforts should be made to develop a friendlier user interface via designing useful and enjoyable features to induce nurses to use the e-learning system. Moreover, system quality can make the greatest impact on nurses' PEOU; thus, medical institutions should effectively enhance system quality to deliver benefits and pleasure to boost nurses' usage intention of the e-learning system via reducing the complexity. C1 [Cheng, Yung-Ming] Chaoyang Univ Technol, Dept Business Adm, Taichung, Taiwan. 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Nurs. Res. PD MAR PY 2012 VL 20 IS 1 BP 19 EP 30 DI 10.1097/JNR.0b013e31824777aa PG 12 WC Nursing SC Nursing GA 896YW UT WOS:000300608400003 ER PT J AU Sung, E Mayer, RE AF Sung, Eunmo Mayer, Richard E. TI Affective impact of navigational and signaling aids to e-learning SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE e-Readers; e-Lessons; Navigational aids; Signaling aids; Usability ID GRAPHIC ORGANIZERS; TEXT; COMPREHENSION; STUDENTS; DESIGN; MEMORY; MODEL AB College students had 30 min to study a 17-frame online lesson on distance learning that included navigational aids (for showing the learner's location in the lesson), signaling aids (for highlighting the important content), both aids, or no aids. On a 30-item usability survey consisting of 8 usability scales, students who received navigational aids produced significantly higher mean ratings on each of the 8 usability scales ease of use, satisfaction of use, awareness of lesson structure, awareness of lesson length, awareness of location, ease of navigation, lesson comprehension, and lesson learning with effect sizes ranging from d = 0.50 to d = 1.35. Students who received signaling aids produced significantly higher ratings on 4 of the 8 usability scales ease of use, satisfaction of use, lesson comprehension, and lesson learning with effect sizes ranging from d = 0.39 to d = 2.15. Results help to clarify the mechanism underlying previous findings showing that students learned more from e-lessons that contained navigational aids. In the present study, there was a significant positive correlation between usability rating and recall test score for 5 of the 8 usability scales (particularly for ease of use), indicating partial support for the prediction that learners' satisfaction with an e-learning system is related to their learning outcome. Results support the predictions of the emotional design hypothesis and have implications for the design of e-learning interfaces. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Sung, Eunmo] Seoul Natl Univ, Dept Educ, Seoul, South Korea. [Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol, Santa Barbara, CA 93106 USA. RP Sung, E (reprint author), Seoul Natl Univ, Dept Educ, Seoul, South Korea EM eunmo04@snu.ac.kr mayer@psych.ucsb.edu CR MAYER RE, 2011, APPL SCI LEARNING CRESPO RG, 2011, COMPUT HUM BEHAV, V27, P445 Churchill D, 2011, EDUC TECHNOL SOC, V14, P203 PLASS J, 2010, COGNITIVE LOAD THEOR SIEGENTHALER E, 2010, J USABILITY STUD, V6, P25 MAYER RE, 2009, MULTIMEDIA LEARNING MAEHR ML, 2009, HDB MOTIVATION SCH, P77 SCHIEFELE U, 2009, HDB MOTIVATION SCH, P197 SUNG E, 2009, J ED INFORM MEDIA, V15, P133 MCDOWELL M, 2009, INTEGRATING AMAZON K CLARK RCC, 2008, E LEARNING SCI INSTR Naumann J, 2007, J EDUC PSYCHOL, V99, P791, DOI 10.1037/0022-0663.99.4.791 SILVIA PJ, 2006, EXPLORING PSYCHOL IN Nokelainen P, 2006, EDUC TECHNOL SOC, V9, P178 SHAPIRO AM, 2005, CAMBRIDGE HDB MULTIM, P313 Zhang DS, 2005, INT J HUM-COMPUT INT, V18, P293, DOI 10.1207/s15327590ijhc1803_3 MAYER RE, 2005, CAMBRIDGE HDB MULTIM, P183 ROUET JF, 2005, CAMBRIDGE HDB MULTIM, P297 DILLON A, 2005, CAMBRIDGE HDB MULTIM, P569 NORMAN DA, 2004, EMOTIONAL DESIGN Mayer RE, 2003, EDUC PSYCHOL-US, V38, P43 Robinson DH, 2003, ETR&D-EDUC TECH RES, V51, P25 SHAVELSON RJ, 2002, SCI RES ED Hidi S, 2001, EDUC PSYCHOL REV, V13, P191 ALESSI SM, 2001, MULTIMEDIA LEARNING ROSENBERG MJ, 2001, E LEARNING STRATEGIE Wichansky AM, 2000, ERGONOMICS, V43, P998 Lohr LL, 2000, COMPUT HUM BEHAV, V16, P161 Kiewra KA, 1999, INSTR SCI, V27, P373 SWELLER J, 1999, INSTRUCTIONAL DESIGN Robinson DH, 1998, READ RES INSTRUCT, V37, P85 Reichle ED, 1998, PSYCHOL REV, V105, P125 SHNEIDERMAN B, 1998, DESIGNING USER INTER Lorch RF, 1995, J EDUC PSYCHOL, V87, P537 ROBINSON DH, 1995, J EDUC PSYCHOL, V87, P455 LORCH RF, 1993, J EDUC PSYCHOL, V85, P281 FLEMING M, 1993, INSTRUCTIONAL MESSAG ROBINSON DH, 1993, THESIS U NEBRASKA JUST MA, 1992, PSYCHOL REV, V99, P122 RENNINGER KA, 1992, ROLE INTEREST LEARNI JONASSEN DH, 1990, DESIGNING HYPERMEDIA Lorch RF, 1989, EDUC PSYCHOL REV, V1, P209 SHNEIDERMAN B, 1989, HYPERTEXT HANDS ON COHEN J, 1988, STAT POWER ANAL BEHA JONASSEN DH, 1988, EDUC TECHNOL, V28, P13 JONASSEN DH, 1986, EDUC PSYCHOL, V21, P269 HARTLEY J, 1985, DESIGNING INSTRUCTIO LOMAN NL, 1983, J EDUC PSYCHOL, V75, P402 MEYER BJF, 1980, READ RES QUART, V16, P72 MEYER BJF, 1975, ORG PROSE ITS EFFECT NR 50 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 MAR PY 2012 VL 28 IS 2 BP 473 EP 483 DI 10.1016/j.chb.2011.10.019 PG 11 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 888UA UT WOS:000300028900024 ER PT J AU Francesca, V Christoforos, B Quinto, S Roberto, C AF Francesca, Verga Christoforos, Benetatos Quinto, Sacchi Roberto, Carta TI Development of a petroleum knowledge tutorial system for university and corporate training SO PETROLEUM SCIENCE LA English DT Article DE E-learning; training; petroleum; engineering; tutorial AB The increasingly rapid development of the disciplines of petroleum engineering and petroleum geology has led to new methodologies and interpretation techniques forming new knowledge that should be offered quickly and efficiently to modern engineers and geologists. This need is equally important for students as well as for young professionals. Access and training to all scientific information is necessary to ensure success in their future careers. Today, e-learning has become a common medium for the management and distribution of on-line educational content. Learning Management Systems (LMSs) were not only developed to handle a large variety of multimedia content that provides an organized knowledge repository used to accelerate access to information and skill acquisition; but, LMSs can also keep detailed statistics on the use of the available material offering a powerful training and educational tool. In this document, the Petroleum Knowledge Tutorial System, an LMS platform offering a variety of online educational and training options to petroleum engineers and geologists, is presented. It was created using Moodle, open-source software that can be used to create on-line courses. The platform covers fundamental educational concepts in a structured way. It follows an optimized "workflow" that can be applied not only to solve a specific exercise but also any similar problem encountered over the course of one's career. The platform was designed to offer a repository of learning material in various forms and to favor user-platform interactions. It can be used for training and evaluation purposes through exercises and problem solving that the user can perform online by using browsing software along with internet access. Special tools were created and implemented on the platform to assist the user in completing a variety of tasks including performing exercises involving calculations with given data and plots of points or lines on graphs without leaving the learning environment. Furthermore, videos with detailed explanations follow each learning module and provide the full solution to every exercise. The LMS automatically keeps a large statistical database including the users' access to activities on the platform that can be exported and further processed to improve the platform functionality and evaluate the users' performance. C1 [Francesca, Verga; Christoforos, Benetatos; Quinto, Sacchi] Politecn Torino, DITAG, Petr Engn Grp, I-10129 Turin, Italy. [Roberto, Carta] HOPLO Srl, I-09127 Cagliari, Italy. RP Christoforos, B (reprint author), Politecn Torino, DITAG, Petr Engn Grp, Corso Duca Abruzzi 24, I-10129 Turin, Italy EM christoforos.benetatos@polito.it CR *ADOB SYST INC, 2010, ADOB CAPT *GNU OP SYST, 2010, FREE SOFTW DEF Martin-Blas T, 2009, COMPUT EDUC, V52, P35, DOI 10.1016/j.compedu.2008.06.005 *SCHL, 2009, LOG INT CHARTS 2009 Mahdizadeh H, 2008, COMPUT EDUC, V51, P142, DOI 10.1016/j.compedu.2007.04.004 BRINE J, 2007, CIT 2007 7 IEEE INT, P1059 MCKEVITT P, 2007, INT PETR TECHN C 116 RICE WH, 2007, MOODLE TEACHING TECH, P192 DAFT ER, 2007, ORG AZIENDALE, P548 RICE WH, 2006, MOODLE E LEARNING CO, P256 CANCANNON F, 2005, BRIT J EDUC TECHNOL, V36, P501 DOUGIAMAS M, 2003, P EDMEDIA 2003 C HON DOUGIAMAS M, 2001, MOODLE OPEN SOURCE S *MOODL, MOODL COURS MAN SYST NR 14 TC 0 Z9 0 PU SPRINGER HEIDELBERG PI HEIDELBERG PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY SN 1672-5107 J9 PETROL SCI JI Pet. Sci. PD MAR PY 2012 VL 9 IS 1 BP 110 EP 120 DI 10.1007/s12182-012-0191-z PG 11 WC Energy & Fuels; Engineering, Petroleum SC Energy & Fuels; Engineering GA 884QS UT WOS:000299723900017 ER PT J AU Jeong, HY Choi, CR Song, YJ AF Jeong, Hwa-Young Choi, Cheol-Rim Song, Young-Jae TI Personalized Learning Course Planner with E-learning DSS using user profile SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Decision Support System; Decision matrix; Course Planner; e-Learning system ID ITEM RESPONSE THEORY; DECISION-MAKING; SYSTEM; KNOWLEDGE; STYLES AB Various methods of e-learning systems, based on information and communications, and geared towards improving learning effectiveness and students' attention span, have been studied. However, most e-learning systems force students to follow the learning course or content established by a teacher. These methods are convenient, but they limit the effectiveness of e-learning. To overcome this limitation and increase effective learning, new techniques that reflect alternative learning styles, such as adaptive learning and personalized learning, have been studied. In this study, we proposed a Personalized Learning Course Planner (PLCP) that allows students to easily select the learning course they desire. User profile data was collected from the students' initial priorities about learning contents as well as the test scores after their study. E-Learning Decision Support System (EL-DSS) in PLCP suggests an appropriate learning course organization, according to calculated results based on the user profile data. To verify the effectiveness of the proposed system, we implemented an English learning system consisting of PLCP. We conducted an experiment with 30 university students and evaluated students' satisfaction by questionnaire analysis. The results indicate that the proposed system improved learning effectiveness and student satisfaction. Further investigation of the participants indicated that suggesting a learning course suitable for students' previous test scores and priorities encouraged students to concentrate on the lesson. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Choi, Cheol-Rim; Song, Young-Jae] Kyung Hee Univ, Dept Comp Engn, Yongin 446701, Gyeonggi Do, South Korea. [Jeong, Hwa-Young] Kyung Hee Univ, Sch Gen Educ, Seoul 130701, South Korea. RP Choi, CR (reprint author), Kyung Hee Univ, Dept Comp Engn, Yongin 446701, Gyeonggi Do, South Korea EM hyjeong@khu.ac.kr cr_brian@khu.ac.kr yjsong@khu.ac.kr CR Lau WWF, 2010, COMPUT EDUC, V54, P275, DOI 10.1016/j.compedu.2009.08.014 Zeng QT, 2009, COMPUT EDUC, V53, P809, DOI 10.1016/j.compedu.2009.04.019 Huang SL, 2009, COMPUT EDUC, V53, P701, DOI 10.1016/j.compedu.2009.04.011 Ozpolat E, 2009, COMPUT EDUC, V53, P355, DOI 10.1016/j.compedu.2009.02.018 Chang YC, 2009, COMPUT EDUC, V53, P273, DOI 10.1016/j.compedu.2009.02.008 Baylari A, 2009, EXPERT SYST APPL, V36, P8013, DOI 10.1016/j.eswa.2008.10.080 Lin CH, 2009, EXPERT SYST APPL, V36, P7975, DOI 10.1016/j.eswa.2008.10.066 Chen SM, 2009, EXPERT SYST APPL, V36, P4773, DOI 10.1016/j.eswa.2008.06.021 TOH Y, 2009, COMPUT EDUC, V53, P1120 CRISTOBAL R, 2009, COMPUT EDUC, V53, P828 Chen CM, 2008, COMPUT EDUC, V51, P787, DOI 10.1016/j.compedu.2007.08.004 Chen CM, 2008, EXPERT SYST APPL, V34, P2298, DOI 10.1016/j.eswa.2007.03.010 Hsu MH, 2008, EXPERT SYST APPL, V34, P683, DOI 10.1016/j.eswa.2006.10.004 Lee WP, 2007, EXPERT SYST APPL, V32, P1194, DOI 10.1016/j.eswa.2006.02.009 Hartley R, 2007, COMPUT EDUC, V48, P268, DOI 10.1016/j.compedu.2005.01.005 ENRIQUE A, 2007, COMPUT EDUC, V49, P495 Wang KH, 2006, J COMPUT ASSIST LEAR, V22, P207, DOI 10.1111/j.1365-2729.2006.00166.x Wang YM, 2006, FUZZY SET SYST, V157, P1333, DOI 10.1016/j.fss.2005.11.017 FABIO A, 2003, LECT NOTES COMPUTER, V2773, P959 GANESH DB, 2002, DECIS SUPPORT SYST, V32, P297 MARGARET M, 2002, E LEARNING DEV 0507 SACKS MM, 2002, P LOND COMM S 2002 EOM SB, 2001, DECISION SUPPORT SYS NR 23 TC 0 Z9 0 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 FEB 15 PY 2012 VL 39 IS 3 BP 2567 EP 2577 DI 10.1016/j.eswa.2011.08.109 PG 11 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 858SP UT WOS:000297823300037 ER PT J AU Li, JW Chang, YC Chu, CP Tsai, CC AF Li, Jian-Wei Chang, Yi-Chun Chu, Chih-Ping Tsai, Cheng-Chang TI A self-adjusting e-course generation process for personalized learning SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Collaborative voting approach; e-Learning; Evolutionary algorithms (EAs); Maximum likelihood estimation (MLE); Personalized e-course ID PARTICLE SWARM OPTIMIZATION; GENETIC ALGORITHM; NEURAL-NETWORKS; SYSTEM; WEB; MODEL AB This paper proposes a self-adjusting e-course generation process, which support to provide a truly personalized learning environment. The proposed process is divided into four steps: (1) determining learning concept structure, (2) adjusting the difficulty of the e-learning material, (3) analyzing a learner's ability and learning goals, and (4) composing personalized e-courses. Meanwhile, this paper applies the collaborative voting approach to determine the difficulty of the e-learning material, and the maximum likelihood estimation (MLE) to analyze a learner's ability and her/his learning goals. Since evolutionary algorithms (EAs) have been developed to find close optimal solutions, this paper adopts them to compose personalized e-courses that meet individual learners' demands. Once a learner learns one or more learning concepts covered in a personalized e-course, the feedback information from the learner must be returned to: (I) self-adjust the difficulty of the e-learning material for step 2, and (II) update the learners' ability and learning goals for step 3. Furthermore, to find appropriate EAs for personalized e-course composition, this paper devises some experiments to compare two widely applied EAs, Genetic algorithms (GA) and Particle Swarm Optimization (PSO). When the number of e-learning materials is less than 300, the experimented results indicate that the executing effectiveness of PSO is better than that of GA. Besides, to validate the practicability of the proposed process, an e-course authoring tool based on the proposed process is developed to generate personalized e-courses. The generated personalized e-courses have been provided to 103 actual learners who participate in an "Introduction to Computer" curriculum. The investigation results indicate that the proposed process adapts to learners by utilizing the feedback from many learners. In other words, learning experiences of one organization/class can benefit to another organization/class's learners in the same curriculum. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Chang, Yi-Chun] Hungkuang Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan. [Li, Jian-Wei] Chaoyang Univ Technol, Dept Informat & Commun Engn, Taichung, Taiwan. [Chu, Chih-Ping; Tsai, Cheng-Chang] Natl Cheng Kung Univ, Dept Comp Sci & Informat Engn, Tainan 70101, Taiwan. RP Chang, YC (reprint author), Hungkuang Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan EM changyc@sunrise.hk.edu.tw FU National Science Council of the Republic of China[NSC 99-2218-E-241-003-MY2, NSC 99-2221-E-324-020] FX The research is supported by the National Science Council of the Republic of China under the Grant No. NSC 99-2218-E-241-003-MY2 and NSC 99-2221-E-324-020. 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Appl. PD FEB 15 PY 2012 VL 39 IS 3 BP 3223 EP 3232 DI 10.1016/j.eswa.2011.09.009 PG 10 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 858SP UT WOS:000297823300105 ER PT J AU Diez-Bedmar, MB Perez-Paredes, P AF Belen Diez-Bedmar, Maria Perez-Paredes, Pascual TI THE TYPES AND EFFECTS OF PEER NATIVE SPEAKERS' FEEDBACK ON CMC SO LANGUAGE LEARNING & TECHNOLOGY LA English DT Article DE Writing; Computer-Assisted Language Learning; Collaborative Learning; Technology-Mediated Communication; Computer-Mediated Communication ID COMPUTER-MEDIATED COMMUNICATION; E-MAIL EXCHANGE; NEGOTIATED INTERACTION; LEXICAL ACQUISITION; CORRECTIVE FEEDBACK; FORM; TELECOLLABORATION; MODEL; WIKI; DISCUSSIONS AB Online collaborative writing tasks are frequently undertaken in forums and wikis. Variation between these two communication modes has yet to be examined, particularly type of feedback and its effects. We investigated the type of feedback and the impact of English native-speakers' feedback on Spanish peers' discourse restructuring in the context of an online collaborative writing task involving tertiary level students of English and Spanish as foreign languages. The collaborative task was to develop a tourist brochure in the foreign language in a Moodle e-learning environment. Two corpora were compiled of learner exchanges. The communication formats of both forums and wikis determined the type of feedback provided by peers in online communication tasks. Regarding the effect of such feedback, we can conclude that, although morphosyntactic and lexical feedback is largely acknowledged and incorporated, the Spanish peers seemed to accept it without further follow-up or discussion. Affective feedback, in the main, provoked no language-based reaction. These effects vary, however, by forums and the wiki sub-tasks. C1 [Belen Diez-Bedmar, Maria] Univ Jaen, Jaen, Spain. [Perez-Paredes, Pascual] Univ Murcia, E-30001 Murcia, Spain. 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Learn. Technol. PD FEB PY 2012 VL 16 IS 1 BP 62 EP 90 PG 29 WC Education & Educational Research; Linguistics SC Education & Educational Research; Linguistics GA 903RS UT WOS:000301137400007 ER PT J AU Ashleigh, M Ojiako, U Chipulu, M Wang, JK AF Ashleigh, Melanie Ojiako, Udechukwu Chipulu, Max Wang, Jaw Kai TI Critical learning themes in project management education: Implications for blended learning SO INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT LA English DT Article DE Students; Customers; Project management education ID TRANSFERABLE SKILLS; TECHNOLOGY; STUDENTS; SUCCESS; ORGANIZATION; ENVIRONMENT; PEDAGOGY; SYSTEMS; TRUST AB This research examines the underlying reasons why students taking project management courses emphasise skills that are transferable and the utilisation of e-learning environments as critical to their learning experiences. Students' opinions are expressed through a series of fouls groups. We found that the underlying reasons for students' emphasis on these two factors as crucial to learning and teaching project management could be classed under five higher-order themes. The implications of our findings are that in order to develop desired human, conceptual and technical skills, a teaching approach based on a blend of learning that resides at the intersection of the 'transferable skills' and 'e-learning environments' construct is required for the effective teaching of project management. For effectiveness, this blended form of andragogy (learning :Focused on adults) must be flexible enough to cater for the vast variations in the profiles of students, and their individual learning preferences. (C) 2011 Elsevier Ltd. PMA and IPMA. All rights reserved. C1 [Ashleigh, Melanie; Ojiako, Udechukwu; Chipulu, Max; Wang, Jaw Kai] Univ Southampton, Southampton SO9 5NH, Hants, England. 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J. Proj. Manag. PD FEB PY 2012 VL 30 IS 2 BP 153 EP 161 DI 10.1016/j.ijproman.2011.05.002 PG 9 WC Management SC Business & Economics GA 890HY UT WOS:000300136900002 ER PT J AU Busstra, MC Hulshof, PJM Houwen, J Elburg, L Hollman, PCH AF Busstra, Maria C. Hulshof, Paul J. M. Houwen, Jan Elburg, Lucy Hollman, Peter C. H. TI Nutrient analysis explained for non-chemists by using interactive e-learning material SO JOURNAL OF FOOD COMPOSITION AND ANALYSIS LA English DT Article DE Food composition; Nutrient analysis; Food analysis; Food chemistry; Training; Distance learning; E-learning; Higher education in nutrition and dietetics; Interactive digital learning materials ID INSTRUCTIONAL-DESIGN; QUALITY AB The diverse educational and professional background of individuals involved in food composition data work presents challenges in their training. In particular, it is difficult to explain chemical analysis of nutrients to individuals lacking a background in chemistry. Therefore an interactive e-learning module entitled "Nutrient Analysis for Non-chemists" was developed. Interactive e-learning provides a powerful set of tools to stimulate a learning process tailored to the needs and background of course members. In its design, specific aims derived from theories on learning and instruction were first formulated: motivate the student; provide an authentic learning context; visualize important concepts; promote active learning; and avoid unnecessary cognitive load. The e-learning module developed contains a large variety of interactive exercises, animations, and background information. The following four topics or cases were elaborated: Fats and Fatty Acids, Proteins and Amino Acids, Carbohydrates and Fiber, and Elements. In diverse educational settings, the module was evaluated by course members of postgraduate courses who highly appreciated it with an overall score of 4.5 on a 5-point scale. The e-learning module that was developed can be nicely integrated into a blended learning course on food composition data. However, it is also very well suited for individual distance learning. (C) 2011 Elsevier Inc. All rights reserved. C1 [Busstra, Maria C.; Hulshof, Paul J. M.; Elburg, Lucy; Hollman, Peter C. H.] Wageningen Univ, Div Human Nutr, NL-6700 EV Wageningen, Netherlands. [Houwen, Jan] Topshare Int BV, NL-6700 AE Wageningen, Netherlands. [Hollman, Peter C. H.] RIKILT Inst Food Safety, NL-6700 AE Wageningen, Netherlands. RP Busstra, MC (reprint author), Wageningen Univ, Div Human Nutr, POB 8129, NL-6700 EV Wageningen, Netherlands EM cora.busstra@wur.nl FU EU[FOOD-CT-2005-513944)] FX We want to thank the following experts for their contributions to and/or their critical review of the module: Wulf Becker, John van Camp. Bianca van Dam, Jayne Ireland, Anna-Maija Lampi, Erwin Temminghoff and Susanne Westenbrink. This work was prepared on behalf of the EuroFIR consortium and funded under the EU 6th Framework Food Quality and Safety Program (Project Contract No: FOOD-CT-2005-513944). 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Food Compos. Anal. PD FEB PY 2012 VL 25 IS 1 BP 88 EP 95 DI 10.1016/j.jfca.2011.07.003 PG 8 WC Chemistry, Applied; Food Science & Technology SC Chemistry; Food Science & Technology GA 888AQ UT WOS:000299976600013 ER PT J AU Aronson, JK AF Aronson, Jeffrey K. TI What do clinical pharmacologists do? A questionnaire survey of senior UK clinical pharmacologists SO BRITISH JOURNAL OF CLINICAL PHARMACOLOGY LA English DT Editorial Material ID MEDICAL-STUDENTS; PRIMARY-CARE; 1ST YEAR; THERAPEUTICS; DOCTORS; VIEWS; PERFORMANCE; PAY AB Since the discipline expanded during 19701990, the number of UK consultant clinical pharmacologists has fallen. This paper describes the results of a questionnaire survey of the work patterns of 53 UK consultant clinical pharmacologists, including 35 (66%) employed by universities and 13 (25%) employed by the National Health Service (NHS). The range of activities undertaken includes: teaching medical students and others the principles of clinical pharmacology and practical therapeutics; research in a wide range of pharmacological and therapeutic areas; patient care, mostly in acute and general hospital medicine and in out-patient clinics; service both locally and nationally on a wide range of committees related to drug therapy; editorial work on learned journals and preparation of written teaching materials, including journal articles, didactic textbooks, reference books, and e-learning materials. The median amount of time that a UK consultant clinical pharmacologist spends on these activities is 50 hours per week; several work more than that. The time is spent as follows: teaching 10%; research 40%; clinical work 30%; policy and administration 12%; editorial work and writing 8%. The numbers of physicians who have been newly registered with the General Medical Council as clinical pharmacologists each year has so far been undiminished, but the number of consultant posts has fallen in 19902010. Many trainees therefore leave the discipline when they become consultants. C1 Green Templeton Coll, British Pharmacol Soc, Oxford OX2 6HG, England. RP Aronson, JK (reprint author), Green Templeton Coll, British Pharmacol Soc, Woodstock Rd, Oxford OX2 6HG, England EM jeffrey.aronson@clinpharm.ox.ac.uk CR Aronson JK, 2011, BRIT J CLIN PHARMACO, V71, P787, DOI 10.1111/j.1365-2125.2011.03910.x Serumaga B, 2011, BRIT MED J, V342, DOI 10.1136/bmj.d108 ARONSON JK, 2011, BRIT MED J, V342, pD2762 *ROYAL COLL PHYS, 2011, CLIN PHARM THER CONS Aronson JK, 2010, BRIT J CLIN PHARMACO, V70, P3, DOI 10.1111/j.1365-2125.2010.03699.x Aronson J, 2010, QJM-INT J MED, V103, P361, DOI 10.1093/qjmed/hcp097 Aronson JK, 2010, BRIT J CLIN PHARMACO, V69, P111, DOI 10.1111/j.1365-2125.2009.03604.x *CTR WORKF INT, 2010, MED SPEC WORKF FACTS Matheson C, 2009, POSTGRAD MED J, V85, P582, DOI 10.1136/pgmj.2008.071639 Campbell SM, 2009, NEW ENGL J MED, V361, P368 Agrawal A, 2009, BRIT J CLIN PHARMACO, V67, P592, DOI 10.1111/j.1365-2125.2009.03414.x MANT D, 2009, PHARM MATTERS, V2, P20 GAZARIAN M, 2009, PEDIATR DRUGS, V11, P63 Heaton A, 2008, BRIT J CLIN PHARMACO, V66, P128, DOI 10.1111/j.1365-2125.2008.03197.x Holland R, 2008, BRIT J CLIN PHARMACO, V65, P303, DOI 10.1111/j.1365-2125.2007.03071.x Aronson JK, 2008, BRIT J CLIN PHARMACO, V65, P154, DOI 10.1111/j.1365-2125.2008.03101.x GLASZIOU PP, 2008, EVIDENCE BASED MED M ILLING J, 2008, PREPARED ARE MED GRA Tobaiqy M, 2007, BRIT J CLIN PHARMACO, V64, P363, DOI 10.1111/j.1365-2125.2007.02925.x Hilmer SN, 2007, FUND CLIN PHARMACOL, V21, P217, DOI 10.1111/j.1472-8206.2007.00473.x Zajicek A, 2007, CLIN PHARMACOL THER, V81, P481, DOI 10.1038/sj.clpt.2007.6100136 Aronson JK, 2007, BRIT J CLIN PHARMACO, V63, P131, DOI 10.1111/j.1365-2125.2006.02860.x ARONSON JK, 2007, CLIN PHARM SUITABLE Han WH, 2006, SCOT MED J, V51, P27 Cohen A, 2006, BRIT J CLIN PHARMACO, V62, P379, DOI 10.1111/j.1365-2125.2006.02760.x Wall D, 2006, MED TEACH, V28, P435, DOI 10.1080/01421590600625171 Lewis LD, 2006, BRIT J CLIN PHARMACO, V62, P1, DOI 10.1111/j.1365-2125.2006.02721.x Maxwell SRJ, 2006, LANCET, V367, P799 2005, PEDANIUS DIOSCORIDES Aronson JK, 2004, BRIT J CLIN PHARMACO, V57, P693, DOI 10.1111/j.1365-2125.2004.02150.x ARONSON JK, 2004, SIDE EFFECTS DRUGS A, pR25 Ellis A, 2002, BRIT MED J, V324, P1591 Shelley JH, 1999, LANCET, V353, P1870 *ROYAL COLL PHYS W, 1999, CLIN PHARM THER CHAN WALLEY T, 1993, BRIT J CLIN PHARMACO, V36, P11 *DRUG RES BOARD, 1972, EUR J CLIN PHARMACOL, V4, P131 *WHO STUD GROUP, 1970, WHO TECHN REP SER, V446 *CLIN PHARM COMM, 1969, CLIN PHARM REORG NAT *DEP HLTH, INV GEN PRACT GMS CO *DEP HHS, NIH SMRB REC NEW TRA ARONSON JK, OPENING PLENARY LECT NR 41 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0306-5251 J9 BRIT J CLIN PHARMACO JI Br. J. Clin. Pharmacol. PD FEB PY 2012 VL 73 IS 2 BP 161 EP 169 DI 10.1111/j.1365-2125.2011.04079.x PG 9 WC Pharmacology & Pharmacy SC Pharmacology & Pharmacy GA 873IU UT WOS:000298876300002 ER PT J AU Ehlers, UD Hilera, JR AF Ehlers, U. -D. Hilera, J. R. TI Special Issue on quality in e-learning SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Editorial Material AB Quality is at the heart of education and training in all countries. Knowledge, information, and learning technologies are seen as a vital tool for achieving this. The promises of e-learning are to open up our systems to the world, improve access for all, and increase learning effectiveness. In addition, knowledge, information, and learning technologies are seen as a catalyst for change in our efforts to reform and modernize education and training for an improved knowledge society. C1 [Ehlers, U. -D.] Baden Wurttemberg Cooperat State Univ, Stuttgart, Germany. [Hilera, J. R.] Univ Alcala De Henares, Alcala De Henares, Spain. RP Ehlers, UD (reprint author), Baden Wurttemberg Cooperat State Univ, Stuttgart, Germany CR WIRTH M, 2006, HDB QUALITY STANDARD, P97 BOTEL C, 2004, QUALITATSENTWICKLUNG, P19 FROHLICH W, 2004, QUALITATSENTWICKLUNG, P9 *PLS RAMB MAN, 2004, STUD CONT LEARN IN V FEDERKEIL G, 2004, 57 HUM CENTR HOCHSCH *FRAUNH IPSI, 2003, AUSW UMFR FRAUNH IPS *DAN EV I, 2003, 5 ENQA DAN EV I BALLI C, 2002, QUALITATSENTWICKLUNG, P5 VANBUREN ME, 2002, 2002 ASTD STATE IND NR 9 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 1 EP 3 DI 10.1111/j.1365-2729.2011.00448.x PG 3 WC Education & Educational Research SC Education & Educational Research GA 875PC UT WOS:000299042600001 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 BREMER C, 2010, FOKUS MEDIENPAEDAGOG, P299 BREMER C, 2009, E LEARNING HOCHSCHUL, P61 BREMER C, 2009, LERNEN DIGITALEN ZEI, P233 BRUDER R, 2006, QUALITAETSSICHERUNG, P87 *DIN, 2006, 1068 DIN PAS GIRKE G, 2005, KOMPENDIUM LEITFADEN CARSTENSEN D, 2005, QUALITAETSSICHERUNG SEUFERT S, 2004, E LEARNING STRATEGIE, P281 CARSTENSEN D, 2004, HDB QUALITAET STUDIU, P1 *DIN, 2004, 10321 DIN PAS *DIN, 2004, 10322 DIN PAS BALLI C, 2002, QUALITAETSENTWICKLUN SEIBT D, 2001, HDB E LEARNING, P1 TERGAN SO, 2000, QUALITAETSBEURTEILUN, P137 MEIER A, 2000, QUALITAETSBEURTEILUN, P164 HARVEY L, 2000, QUALITAT QUALITATSSI, P17 SCHENKEL P, 2000, QUALITATSBEURTEILUNG, P52 PHIPPS R, 2000, QUALITY LINE BENCHMA ROGERS EM, 1995, DIFFUSION INNOVATION 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 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 CR MASOUMI D, 2010, QUALITY E LEARNING C MASOUMI D, 2009, INT J INTERNET ENTER, V6, P124, DOI 10.1504/IJIEM.2009.023926 DIRCKINCKHOLMFE.L, 2009, TECHNOLOGY ENHANCED, V4 KYVIK S, 2009, HIGH EDUC DYNAM, V27, P1, DOI 10.1007/978-1-4020-9248-0 EHLERS UD, 2009, QUALITY ASSURANCE ED, V17, P343 Wahlstedt A, 2008, BRIT J EDUC TECHNOL, V39, P1020, DOI 10.1111/j.1467-8535.2008.00821_1.x *SWED NAT AG HIGH, 2008, E LEARN QUAL ASP CRI BROGAN AP, 2008, E LEARNING HDB PAST, P167 HERRINGTON J, 2007, FLEXIBLE LEARNING IN, P26 Chua A, 2007, BRIT J EDUC TECHNOL, V38, P133, DOI 10.1111/j.1467-8535.2006.00652.x Ellis RA, 2007, EDUC TECHNOL SOC, V10, P60 HUDDLESTONE J, 2007, COGNITION TECHNOLOGY, V10, P237 Arnseth HC, 2006, INT J COMP-SUPP COLL, V1, P167, DOI 10.1007/s11412-006-8874-3 HOLSAPPLE CW, 2006, DECISION SCI J INNOV, V4, P67 EHLERS UD, 2006, HDB QUALITY STANDARD, P1 MARSHALL S, 2006, MM VERSION 2 PROCESS Fresen JW, 2005, INT J EDUC DEV, V25, P317, DOI 10.1016/j.ijedudev.2004.12.002 GAGNE RM, 2005, PRINCIPLES INSTRUCTI MOORE JC, 2005, SLOAN CONSORTIUM QUA HOSIE P, 2005, ASSESS EVAL HIGH EDU, V30, P539 ACHTEMEIER SD, 2005, INNOVATIVE HIGHER ED, V2, P117 OLIVER R, 2005, RES LEARNING TECHNOL, V13, P173 THAM CM, 2005, J LEADERSHIP ORG STU, V11, P15 CONNOLLY M, 2005, QUALITY HIGHER ED, V11, P59 KHAN BH, 2005, E LEARNING QUICK CHE WIRTH MA, 2005, EFMD CERTIFICATION E INGLIS A, 2005, INT REV RES OPEN DIS HARVEY L, 2004, QUALITY HIGHER ED, V10, P149 Stoyanov S, 2004, ETR&D-EDUC TECH RES, V52, P41 NISBET D, 2004, J ELITERACY, V1, P122 COHEN MS, 2004, FRONT ED C SAV GA WATTY K, 2003, QUALITY HIGHER ED, V9, P213 MCGORRY SY, 2003, INTERNET HIGHER ED, V6, P159 ZHAO F, 2003, QUALITY ASSURANCE ED, V11, P214 SHEPHERD C, 2003, E LEARNINGS GREATEST DILLON C, 2003, HDB DISTANCE ED, P235 DIRR PJ, 2003, HDB DISTANCE ED, P461 PACEY L, 2003, HDB DISTANCE ED, P171 OLIVER R, 2003, P 16 OP DIST LEARN A LAURILLARD D, 2002, RETHINKING U TEACHIN MOORE J, 2002, ELEMENTS QUALITY SLO HUSSON WJ, 2002, HIGHER ED EUROPE, V27, P253 SIMS R, 2002, DISTANCE EDUC, V23, P135 NOVAK RJ, 2002, NEW DIRECTIONS HIGHE, V118, P79 FRYDENBERG J, 2002, QUALITY STANDARDS E Biggs J, 2001, HIGH EDUC, V41, P221 ROVAI AP, 2001, INTERNET HIGHER ED, V4, P105, DOI 10.1016/S1096-7516(01)00053-7 OLIVER R, 2001, P MOV ONL 2 C SO CRO VOLERY T, 2000, INT J ED MANAGEMENT, V14, P216 MCKINNON KR, 2000, BENCHMARKING MANUAL PHIPPS R, 2000, QUALITY LINE BENCHMA MOORE MG, 1996, DISTANCE ED SYSTEMS CHICKERING AW, 1996, IMPLEMENTING 7 PRINC NR 53 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 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 Ossiannilsson, E Landgren, L AF Ossiannilsson, E. Landgren, L. TI Quality in e-learning - a conceptual framework based on experiences from three international benchmarking projects SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE benchmarking; e-learning; online learning; quality enhancement AB Between 2008 and 2010, Lund University took part in three international benchmarking projects, E-xcellence+, the eLearning Benchmarking Exercise 2009, and the First Dual-Mode Distance Learning Benchmarking Club. A comparison of these models revealed a rather high level of correspondence. From this finding and from desktop studies of the current discourse regarding e-learning, a conceptual framework for e-learning has emerged based on a range of critical success factors. This model could be used as a foundation for future e-learning and as an inspiration to develop, implement, evaluate, and internalize e-learning. It shows that various aspects of accessibility, flexibility, interactiveness, personalization, and productivity should be embedded in all levels of management and services within the field of e-learning in higher education. To meet students' expectations, demands, and rights, these critical issues should be taken into account from a holistic perspective with transparency and innovation in mind. Therefore, successful e-learning requires change from an organizational as well as a pedagogical perspective. One conclusion from this study is that a revolution is on the way and that learning will be reoriented along paradigms of collaboration and networking. Globalization, sustainability, and lifelong learning will be some of the leading concepts in this process. C1 [Ossiannilsson, E.] Lund Univ, Ctr Educ Dev, S-22100 Lund, Sweden. Lund Univ, Lib Head Off, S-22100 Lund, Sweden. RP Ossiannilsson, E (reprint author), Lund Univ, Ctr Educ Dev, S-22100 Lund, Sweden EM ebba.ossiannilsson@ced.lu.se CR JOHNSON L, 2011, 2011 HORIZON REPORT OSSIANNILSSON E, 2011, J INT J MANAGEMENT E DEJONGHE AM, 2010, ARE TRADITIONAL U RE EHLERS UD, 2010, CHANG CULT HIGH ED, P1, DOI 10.1007/978-3-642-03582-1_1 CONOLE G, 2010, CONNECTED C 28 JUN 2 BATES T, 2010, EVOLUTION REVOLUTION PAULSEN MF, 2010, INAUGURAL REFLECTION OSSIANNILSSON E, 2010, QUALITY ASSURANCE E, P32 WILLIAMS K, 2010, REPORT BENCHMARKING DOWNES S, 2010, ROLE ED DIGITAL WORL BATES T, 2010, STRATEGIC THINKING E ROBINSON K, 2010, TEDTALK JALDEMARK J, 2010, THESIS UMEA U WHEELER S, 2010, UNESCOS OER C 3 MAY ACETO S, 2010, VISION LEARNING EURO, P18 BATES T, 2010, WELL HAS YOUR I INTE MORIARTY JP, 2009, BENCHMARKING INT J, V16, P484, DOI 10.1108/14635770910972423 UBACHS G, 2009, QUALITY ASSESSMENT E SCHREURS B, 2009, REVIEWING VIRTUAL CA, P59 BONK CJ, 2009, WORLD IS OPEN WEB TE MCLOUGHLIN C, 2008, INT J TEACHING LEARN, V20, P10 VANVUGHT F, 2008, BENCHMARKING EUROPEA *SWED NAT AG HIGH, 2008, E LEARN QUAL ASP CRI ADELSBERGER HH, 2008, P ED MEDIA 2008 WORL, P4068 VANVUGHT F, 2008, PRACTICAL GUIDE BENC NILSSON JO, 2008, PROJEKT NATBASERAD U MORIARTY JP, 2008, THESIS LINCOLN U EHLERS UD, 2006, HDB QUALITY STANDARD, P1 SIEMENS G, 2005, INT J INSTRUCTIONAL, V2 OSSIANNILSSON E, CONCEPTUAL IN PRESS OSSIANNILSSON E, J INT J MAN IN PRESS NR 31 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 42 EP 51 DI 10.1111/j.1365-2729.2011.00439.x PG 10 WC Education & Educational Research SC Education & Educational Research GA 875PC UT WOS:000299042600005 ER PT J AU Meier, C Seufert, S Euler, D AF Meier, C. Seufert, S. Euler, D. TI Quality assessment and development in the course of the EFMD CEL programme accreditation SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE accreditation; EFMD CEL; e-learning; quality criteria; quality management AB This paper reviews the experiences and learnings derived from the European Foundation for Management Development's programme accreditation teChnology-Enhanced Learning (EFMD CEL) programme accreditation. The EFMD CEL quality framework is briefly described, and an overview of the programmes that have pursued accreditation is presented. Subsequently, the evaluation results for the programmes having undergone accreditation/re-accreditation are analysed. This analysis moves from a more aggregated view to a more detailed view, and observations are related to relevant findings in the literature. Also, the key issues and recommendations identified by the auditors for further development of the programmes reviewed are discussed, as are the evaluation results for three programmes that have undergone re-accreditation. Key findings are the following: (1) the quality criteria at the core of the EFMD CEL quality framework are applicable for diverse programmes; (2) the programmes receive differentiated evaluations on the different quality dimensions and quality criteria; (3) auditors' ideas for improvement and recommendations most commonly pertain to the quality dimensions Pedagogy and Organization/Culture; (4) noticeable quality improvements are indeed initiated through the EFDM CEL audit and accreditation process; and (5) quality management is not a one-way street, and slippage with regard to some quality criteria may be observed in re-accreditation results. C1 [Meier, C.; Seufert, S.; Euler, D.] Univ St Gallen, Inst Business Educ & Educ Management, CH-9010 St Gallen, Switzerland. RP Meier, C (reprint author), Univ St Gallen, Inst Business Educ & Educ Management, CH-9010 St Gallen, Switzerland EM christoph.meier@unisg.ch CR *EFMD, 2011, EFMD CEL INTR GUID *EFMD, 2010, EFMD CELAPPLICATION ASTROM E, 2008, HOGSKOLEVERKETS RAPP SEUFERT S, 2008, INNOVATIONSORIENTIER KIDNEY G, 2007, INT J E LEARNING, V6, P17 *EFMD, 2006, EFMD CEL CRIT IND ST EHLERS U, 2006, HDB QUALITY STANDARD WIRTH M, 2006, HDB QUALITY STANDARD, P97 KHAN B, 2005, MANAGING E LEARNING MOORE JC, 2005, SLOAN CONSORTIUM QUA EHLERS U, 2005, CEDEFOP PANORAMA SER, V116 WIRTH M, 2005, THESIS U ST GALL *ISO, 2005, 1979612005E ISOIEC ROMISZOWSKI A, 2004, EDUC TECHNOL, V44, P5 ZEMSKY R, 2004, THWARTED INNOVATION SEUFERT S, 2004, 2 SCIL BARKER K, 2002, CANADIAN RECOMMENDED HARVEY L, 2000, QUALITAT QUALITATSSI, V41, P17 *ISO, 1999, 100151999E ISO 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 52 EP 64 DI 10.1111/j.1365-2729.2011.00442.x PG 13 WC Education & Educational Research SC Education & Educational Research GA 875PC UT WOS:000299042600006 ER PT J AU Marshall, S AF Marshall, S. TI Improving the quality of e-learning: lessons from the eMM SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE e-learning maturity model; eMM; quality AB The quality of e-learning can be defined in many different ways, reflecting different stakeholders and the complexity of the systems and processes used in higher education. These different conceptions of quality can be mutually contradictory and, while politically significant, may also be beyond the direct control or influence of institutional leaders. The e-learning maturity model (eMM) provides a framework for e-learning quality improvement that measures the capability of institutions to sustainably engage in e-learning and visualizes that capability in a way that assists leaders and managers using that information to undertake systematic and targeted improvements in their institution's e-learning activities. This paper synthesizes the outcomes of multiple international eMM assessments to extract a set of starting points for institutions intending to improve the quality of e-learning experienced by their students. C1 Victoria Univ Wellington, Univ Teaching Dev Ctr, Wellington 6049, New Zealand. RP Marshall, S (reprint author), Victoria Univ Wellington, Univ Teaching Dev Ctr, POB 600, Wellington 6049, New Zealand EM Stephen.Marshall@vuw.ac.nz CR GIBBS G, 2010, DIMENSIONS QUALITY Gray K, 2010, HIGH EDUC RES DEV, V29, P291, DOI 10.1080/07294360903532024 MARSHALL S, 2010, J DISTANCE ED, V24, P143 LAW DCS, 2010, QUALITY ASSURANCE ED, V18, P64 ALLEN IE, 2010, CLASS DIFFERENCES ON JOHNSON L, 2010, HORIZON REPORT 2010 HENARD F, 2010, LEARNING OUR LESSON BATES T, 2010, WELL HAS YOUR I INTE *JISC, 2009, EFF PRACT DIG AG *USDE, 2009, EV EV BAS PRACT ONL MARSHALL S, 2009, REPORT ACODE EMM PRO HIGGINS A, 2009, TAKING LEAD STRATEGI Rowlands I, 2008, ASLIB PROC, V60, P290, DOI 10.1108/00012530810887953 BRADLEY D, 2008, REV AUSTR HIGHER ED USORO A, 2008, E LEARNING, V5, P75 *U LOND, 2008, BENCHM E LEARN U LON BACSICH P, 2008, BENCHMARKING PHASE 2 *MED, 2008, DIG STRAT 2 0 NEAL T, 2008, REPORT DISTANCE FLEX KATZ RN, 2008, TOWER CLOUD HIGHER E MARSHALL SJ, 2008, WHAT ARE KEY FACTORS MARSHALL S, 2008, 14 ANN SLOAN C INT C CHALMERS D, 2007, REV AUSTR INT QUALIT GUNN R, 2007, STRATEGIC CHANGE, V16, P201 SERO, 2007, BASELINE STUDY E ACT KEEGAN D, 2007, E LEARNING INITIATIV INGLIS A, 2007, P ACILITE SING 2007, P419 MARSHALL S, 2006, EMM VERSION 2 PROCES EHLERS UD, 2006, HDB QUALITY STANDARD, P1 MARSHALL S, 2006, NZ TERTIARY I E LEAR WILLS S, 2006, P 7 INT C INF TECHN THAIR A, 2006, STAFF EDUC DEVEL SER, P52 DEFREITAS S, 2006, THINK PIECE BECTA E KURZWEIL R, 2005, SINGULARITY IS NEAR VONDERWELL S, 2005, J RES TECHNOLOGY ED, V38, P213 HARVEY L, 2005, QUALITY ASSURANCE ED, V13, P263, DOI DOI 10.1108/09684880510700608 HRABE DP, 2005, DISTANCE LEARNING, V2, P13 MARSHALL S, 2005, DETERMINATION NZ TER *SPICE, 2005, SOFTW PROC ASS VERS ANDERSON T, 2004, THEORY PRACTICE ONLI NEUHAUSER C, 2004, J INTERACTIVE ONLINE, V3, P1 WELLER M, 2004, OPEN LEARNING, V19, P293 JOCHEMS W, 2004, INTEGRATED E LEARNIN, P1 CONOLE G, 2004, P NETW LEARN C 2004 WEEDON E, 2004, P NETW LEARN C 2004 RAMSDEN P, 2003, LEARNING TEACH HIGHE DUDERSTADT J, 2003, EDUCAUSE REV, V38, P48 *SREB, 2003, PRINC GOOD PRACT FDN LAURILLARD D, 2002, RETHINKING U TEACHIN MARSHALL S, 2002, 19 ASCILITE C UN AUC WATTY K, 2002, 2002 AUSTR ASS I RES RADLOFF A, 2001, M CROSS ROADS P 18 A, P11 KENNY J, 2001, M CROSS ROADS P 18 A, P327 TAYLOR JC, 2001, 20 ICDE WORLD C DUSS TAYLOR J, 2001, 29 STEPS HEAVEN STRA SALMON G, 2000, E MODERATING KEY TEA GIERTZ B, 2000, C P TQM HIGH ED I VE, V2, P295 WILEY DA, 2000, INSTRUCTIONAL USE LE, P1 ELEMAM K, 1998, SPICE THEORY PRACTIC VANVUGHT F, 1997, QUALITY ASSURANCE AS, P80 PAULK MC, 1993, IEEE SOFTWARE, V10, P18, DOI 10.1109/52.219617 BARNETT R, 1992, IMPROVING HIGHER ED BALL C, 1991, FUTURE HIGHER ED, P100 NR 63 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 65 EP 78 DI 10.1111/j.1365-2729.2011.00443.x PG 14 WC Education & Educational Research SC Education & Educational Research GA 875PC UT WOS:000299042600007 ER PT J AU Kavadella, A Tsiklakis, K Vougiouklakis, G Lionarakis, A AF Kavadella, A. Tsiklakis, K. Vougiouklakis, G. Lionarakis, A. TI Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE dental education; blended learning; dental radiology; students' attitudes; educational effectiveness ID COURSE TAUGHT; EDUCATION; TECHNOLOGY; LEARNERS; ANATOMY; SCHOOL; IMPLEMENTATION; ATTITUDES; DENTISTRY AB Aims: The purpose of this study was to develop and implement a blended course (a combined face-to-face and online instruction) on undergraduate oral radiology and evaluate it by comparing its educational effectiveness (derived from students performance and answers to questionnaires) to a conventional courses. Students attitudes concerning the blended methodology were also registered. Methodology: An original course was developed and implemented, and its electronic version was uploaded to an e-learning educational platform. The course was attended by two groups of final-year students, who were taught by either the conventional face-to-face methodology or the blended learning methodology. Students answered a series of questionnaires, before and after following the course, regarding their perceptions, attitudes and evaluation of the course. Additionally, they completed knowledge assessment tests and their grades (before and after the course) were compared. Educational effectiveness of the course was determined by analysing the results of the questionnaires and the tests. Results: Students in the blended group performed significantly better than their colleagues of the conventional group in the post-course knowledge test, and female students of the blended group performed better than male students. Students evaluated high the course content, organisation, educational material, and the blended group students additionally appreciated the course design and clarity of instructions. Students' attitudes towards elements of blended learning (effectiveness, motivation and active engagement) were very positive. Most of the blended group students, who attended the face-to-face meeting (approx. 91%), evaluated it as helpful for summarising the subject and clarifying difficult issues. Conclusions: Blended learning is effective and well evaluated by dental students and can be implemented in undergraduate curriculum for teaching oral radiology. C1 [Kavadella, A.; Tsiklakis, K.; Vougiouklakis, G.] Univ Athens, Sch Dent, GR-10679 Athens, Greece. [Lionarakis, A.] Hellen Open Univ, Sch Humanities, Patras, Greece. RP Kavadella, A (reprint author), 46 Ilektras Apostolou St, Athens 14121, Greece EM akavad@dent.uoa.gr CR Handal B, 2010, EUR J DENT EDUC, V14, P50, DOI 10.1111/j.1600-0579.2009.00591.x Wright EF, 2010, J DENT EDUC, V74, P110 CHEN ML, 2010, J MED SYST Woltering V, 2009, ADV HEALTH SCI EDUC, V14, P725, DOI 10.1007/s10459-009-9154-6 Strother EA, 2009, J DENT EDUC, V73, P1361 Shah R, 2009, EUR J DENT EDUC, V13, P223, DOI 10.1111/j.1600-0579.2009.00579.x Tan PL, 2009, J DENT EDUC, V73, P1202 Farah CS, 2009, EUR J DENT EDUC, V13, P172, DOI 10.1111/j.1600-0579.2009.00570.x Durham JA, 2009, EUR J DENT EDUC, V13, P100, DOI 10.1111/j.1600-0579.2008.00549.x Linjawi AL, 2009, EUR J DENT EDUC, V13, P87, DOI 10.1111/j.1600-0579.2008.00545.x Ford PJ, 2009, EUR J DENT EDUC, V13, P46, DOI 10.1111/j.1600-0579.2008.00536.x GIBBARD LL, 2009, ELECT J E LEARN, V7, P301 Sheridan C, 2008, EUR J DENT EDUC, V12, P225, DOI 10.1111/j.1600-0579.2008.00523.x Pahinis K, 2008, J DENT EDUC, V72, P1048 Neuhaus KW, 2008, EUR J DENT EDUC, V12, P163, DOI 10.1111/j.1600-0579.2008.00513.x Mattheos N, 2008, EUR J DENT EDUC, V12, P85 Akkoyunlu B, 2008, INTERNET HIGH EDUC, V11, P26, DOI 10.1016/j.iheduc.2007.12.006 Pahinis K, 2007, J DENT EDUC, V71, P269 GINNS P, 2007, INTERNET HIGH EDUC, V10, P53, DOI 10.1016/j.iheduc.2006.10.003 OLAPIRIYAKUL K, 2006, INTERNET HIGH EDUC, V9, P287, DOI 10.1016/j.iheduc.2006.08.001 Shaffer K, 2004, ACAD RADIOL, V11, P1059, DOI 10.1016/j.acra.2004.05.018 DZIUBAN CD, 2004, EDUCAUSE CTR APPL RE, V7, P1 BOBERICK KG, 2004, J DENT EDUC, V68, P1245 UTTS J, 2003, J STAT ED, V11 TWIGG C, 2003, EDUCAUSE REV SEP, P3828 NATTESTAD A, 2002, EUROPEAN J DENT ED, V6, P127 GRIMES EB, 2002, J DENT EDUC, V66, P100 PILCHER ES, 2001, EUR J DENT EDUC, V5, P53 HETERICK B, LEARNING MARKET SPAC DEDE C, ROLE EMERGING TECHNO NR 30 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1396-5883 J9 EUR J DENT EDUC JI Eur. J. Dent. Educ. PD FEB PY 2012 VL 16 IS 1 BP E88 EP E95 DI 10.1111/j.1600-0579.2011.00680.x PG 8 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA 877SJ UT WOS:000299202600014 ER PT J AU Loogma, K Kruusvall, J Umarik, M AF Loogma, Krista Kruusvall, Jueri Uemarik, Meril TI E-learning as innovation: Exploring innovativeness of the VET teachers' community in Estonia SO COMPUTERS & EDUCATION LA English DT Article DE E-learning; VET teachers; Use of ICT; Innovativeness; Adopters of innovation ID ICT AB In this article, the acceptance of e-learning by teachers of vocational secondary and professional higher education institutions (hereafter: VET teachers) in Estonia has been analysed. The analysis is based on questionnaire study, carried out in 2007. The theoretical framework of the article has been inspired by Everett Rogers' innovation diffusion theory. It appears that there exists a statistically reliable difference between innovators and the remaining adopter categories among VET teachers. One can see that in the context of the VET teachers' working environment, a multi-dimensional innovation gap appears, embracing gaps in the actual use of e-learning tools, different types of skills and competences, access and support indicators. The model of innovativeness constructed shows that the competences are predictors of innovativeness. The development of competences related to e-learning (ICT competence, e-learning competence, pedagogical competence) and innovativeness are closely related. It will be argued that while one of the challenges for the developers of e-learning is to provide teachers with relevant continuous training as well as making efforts in developing existing support structures, we can assume that for different adopter categories among teachers different strategies and support schemes should be applied, as the values and attitudes of different groups vary. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Loogma, Krista; Kruusvall, Jueri; Uemarik, Meril] Tallinn Univ, Ctr Educ Res, Tallinn, Estonia. RP Loogma, K (reprint author), 5 Uus Sadama, EE-10120 Tallinn, Estonia EM krista.loogma@tlu.ee FU Estonian Research Council[SF0130018s09]; Estonian Information Technology Foundation FX This study was carried out with funding from the Estonian Information Technology Foundation and accomplished within the research project funded by the Estonian Research Council "Education Change as Social Innovation" (SF0130018s09) led by senior researcher, Head of the Centre of Educational Research at Tallinn University, dr. Krista Loogma. 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Educ. PD FEB PY 2012 VL 58 IS 2 BP 808 EP 817 DI 10.1016/j.compedu.2011.10.005 PG 10 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LC UT WOS:000298523800012 ER PT J AU Bhuasiri, W Xaymoungkhoun, O Zo, H Rho, JJ Ciganek, AP AF Bhuasiri, Wannasiri Xaymoungkhoun, Oudone Zo, Hangjung Rho, Jae Jeung Ciganek, Andrew P. TI Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty SO COMPUTERS & EDUCATION LA English DT Article DE E-learning; Critical success factors; Developing countries; Delphi method; AHP ID SELF-DETERMINATION THEORY; TECHNOLOGY ACCEPTANCE MODEL; DETERMINATION THEORY PERSPECTIVE; CONTINUANCE INTENTION; INFORMATION-TECHNOLOGY; INTRINSIC MOTIVATION; DELPHI METHOD; EXTRINSIC MOTIVATION; SYSTEMS SUCCESS; MEDIA RICHNESS AB This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners' behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Xaymoungkhoun, Oudone; Zo, Hangjung; Rho, Jae Jeung] Korea Adv Inst Sci & Technol, Dept Management Sci, Taejon 305701, South Korea. [Ciganek, Andrew P.] Univ Wisconsin, Coll Business & Econ, Whitewater, WI 53190 USA. 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Educ. PD FEB PY 2012 VL 58 IS 2 BP 843 EP 855 DI 10.1016/j.compedu.2011.10.010 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LC UT WOS:000298523800015 ER PT J AU Tanabe, S Masuda, N AF Tanabe, Shoma Masuda, Naold TI Evolution of cooperation facilitated by reinforcement learning with adaptive aspiration levels SO JOURNAL OF THEORETICAL BIOLOGY LA English DT Article DE Iterated prisoner's dilemma; Baldwin effect ID ITERATED PRISONERS-DILEMMA; TIT-FOR-TAT; PHENOTYPIC PLASTICITY; NATURAL-SELECTION; GAME; DYNAMICS; MODEL; STRATEGY AB Repeated interaction between individuals is the main mechanism for maintaining cooperation in social dilemma situations. Variants of tit-for-tat (repeating the previous action of the opponent) and the win-stay lose-shift strategy are known as strong competitors in iterated social dilemma games. On the other hand, real repeated interaction generally allows plasticity (i.e., learning) of individuals based on the experience of the past. Although plasticity is relevant to various biological phenomena, its role in repeated social dilemma games is relatively unexplored. In particular, if experience-based learning plays a key role in promotion and maintenance of cooperation, learners should evolve in the contest with nonlearners under selection pressure. By modeling players using a simple reinforcement learning model, we numerically show that learning enables the evolution of cooperation. We also show that numerically estimated adaptive dynamics appositely predict the outcome of evolutionary simulations. The analysis of the adaptive dynamics enables us to capture the obtained results as an affirmative example of the Baldwin effect, where learning accelerates the evolution to optimality. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Masuda, Naold] Univ Tokyo, Grad Sch Informat Sci & Technol, Bunkyo Ku, Tokyo 1138656, Japan. [Masuda, Naold] Japan Sci & Technol Agcy, PRESTO, Kawaguchi, Saitama 3320012, Japan. [Tanabe, Shoma] Univ Tokyo, Fac Engn, Bunkyo Ku, Tokyo 1138656, Japan. RP Masuda, N (reprint author), Univ Tokyo, Grad Sch Informat Sci & Technol, Bunkyo Ku, 7-3-1 Hongo, Tokyo 1138656, Japan EM masuda@mist.i.u-tokyo.ac.jp FU MEXT, Japan[20760258, 23681033, 20115009] FX We thank Reiji Suzuki and Kohei Tamura for the valuable discussions. N.M. acknowledges the support provided through Grants-in-Aid for Scientific Research Nos. 20760258 and 23681033, and Innovative Areas "Systems Molecular Ethology" No. 20115009)) from MEXT, Japan. 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Theor. Biol. PD JAN 21 PY 2012 VL 293 BP 151 EP 160 DI 10.1016/j.jtbi.2011.10.020 PG 10 WC Biology; Mathematical & Computational Biology SC Life Sciences & Biomedicine - Other Topics; Mathematical & Computational Biology GA 878GP UT WOS:000299243800017 ER PT J AU Nilsson, M Ostergren, J Fors, U Rickenlund, A Jorfeldt, L Caidahl, K Bolinder, G AF Nilsson, Mikael Ostergren, Jan Fors, Uno Rickenlund, Anette Jorfeldt, Lennart Caidahl, Kenneth Bolinder, Gunilla TI Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting? SO BMC MEDICAL EDUCATION LA English DT Article ID MEDICAL-STUDENTS; CROSSOVER TRIAL; VALIDITY; INDEX; RELIABILITY; INSTRUCTION; SCORES AB Background: The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods: The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results: 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion: Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students. C1 [Nilsson, Mikael; Ostergren, Jan; Bolinder, Gunilla] Karolinska Inst, Dept Med, Karolinska Univ Hosp Solna, S-17176 Stockholm, Sweden. [Fors, Uno] Stockholm Univ, Dept Comp & Syst Sci DSV, S-16440 Kista, Sweden. [Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth] Karolinska Inst, Dept Mol Med & Surg, Karolinska Univ Hosp Solna, S-17176 Stockholm, Sweden. RP Nilsson, M (reprint author), Karolinska Inst, Dept Med, Karolinska Univ Hosp Solna, S-17176 Stockholm, Sweden EM Mikael.Nilsson@karolinska.se CR Auseon AJ, 2009, J ELECTROCARDIOL, V42, P339, DOI 10.1016/j.jelectrocard.2009.01.004 Cook DA, 2009, ADV HEALTH SCI EDUC, V14, P79, DOI 10.1007/s10459-007-9089-8 BATTALIO J, 2009, AM J DISTANCE ED, V23, P71 Schultz KK, 2009, AM J PHARM EDUC, V73 Romanelli F, 2009, AM J PHARM EDUC, V73 Brown T, 2009, AUSTRALAS J EDUC TEC, V25, P524 LESSARD Y, 2009, STUD HLTH TECHNOL IN, V150, P931 DENT JA, 2009, PRACTICAL GUIDE MED Nilsson M, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-25 LITZINGER SHL, 2007, J ENG EDUC, V96, P309 Cook DA, 2006, MED EDUC, V40, P900, DOI 10.1111/j.1365-2929.2006.02542.x Cook DA, 2006, ACAD MED, V81, P231 BONK C, 2006, HDB BLENDED LEARNING Massa LJ, 2006, LEARN INDIVID DIFFER, V16, P321, DOI 10.1016/j.lindif.2006.10.001 LINK TM, 2006, BMC MED EDUC, V6, P34 MCNULTY JA, 2006, BMC MED EDUC, V6, P7 JOHNSON G, 2006, P WORLD C ED MULT HY, P1861 Cook DA, 2005, ACAD MED, V80, pS97 Cook DA, 2005, ACAD MED, V80, P266 Felder RM, 2005, INT J ENG EDUC, V21, P103 HALL E, 2005, INT J LIFELONG LEARN, V24, P243 MASIELLO I, 2005, COMPUTERS ED Sabry K, 2003, BRIT J EDUC TECHNOL, V34, P443, DOI 10.1111/1467-8535.00341 Salerno SM, 2003, ANN INTERN MED, V138, P747 FINCHER RME, 1988, SOUTHERN MED J, V81, P1291 FELDER RM, 1988, ENG EDUC, V78, P674 INDEX LEARNING STYLE NR 27 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 JAN 16 PY 2012 VL 12 AR 5 DI 10.1186/1472-6920-12-5 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 890PJ UT WOS:000300156400001 ER PT J AU Kim, HJ Caytiles, RD Kim, TH AF Kim, Hye-jin Caytiles, Ronnie D. Kim, Tai-hoon TI Design of an Effective WSN-Based Interactive u-Learning Model SO INTERNATIONAL JOURNAL OF DISTRIBUTED SENSOR NETWORKS LA English DT Article ID ORIENTED APPROACH; SYSTEMS AB Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at any time. The u-learning model is a web-based e-learning system utilizing various state-of-the-art features of WSN that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. It is based on the theory of connectivism which asserts that knowledge and the learning of knowledge are distributive and are not located in any given place but rather consist of the network of connections formed from experiences and interactions with a knowing community. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment. C1 [Kim, Tai-hoon] GVSA, Newnham, Tas 7248, Australia. [Kim, Tai-hoon] Univ Tasmania, Newnham, Tas 7248, Australia. [Kim, Hye-jin] Jeonju Univ, Continuing Educ Ctr, Jeonju 560759, South Korea. [Caytiles, Ronnie D.] Hannam Univ, Multimedia Engn Dept, Taejon 306791, South Korea. RP Kim, TH (reprint author), GVSA, Newnham, Tas 7248, Australia EM taihoonn@paran.com FU Security Engineering Research Center; Korea Ministry of Knowledge Economy FX This paper was supported by the Security Engineering Research Center, granted by the Korea Ministry of Knowledge Economy. CR DOWNES S, 2011, COONECTIVISM CONNECT YAHYA S, 2010, INT J ED DEV USING I, V6 Hwang GJ, 2009, COMPUT EDUC, V53, P402, DOI 10.1016/j.compedu.2009.02.016 Chu HC, 2008, ELECTRON LIBR, V26, P303, DOI 10.1108/02640470810879464 Hwang GJ, 2008, EDUC TECHNOL SOC, V11, P81 Hwang GH, 2006, EXPERT SYST APPL, V31, P299, DOI 10.1016/j.eswa.2005.09.050 YANG SJH, 2005, INT J ADV LEARNING T, V2 KWON O, 2005, P 38 ANN HAW INT C S, P85 ZHANG G, 2005, P AINA 19 INT C ADV, P639 TOWNSEND C, 2005, WIRELESS SENSOR NETW, pCH22 ISODA YI, 2004, P AINA 04, V1, P512 WANG YK, 2004, P 2 IEEE INT WORKSH, P154 UEMUKAI T, 2004, P 24 INT C DISTR COM, P562 Hwang GJ, 2003, COMPUT EDUC, V40, P217 OGATA H, 2003, J T PROCESSING SOC J, V45, P2354 MOSTEFAOUI SK, 2003, P 5 INT C INF INT WE KINDBERG T, 2002, IEEE PERVAS COMPUT, V1, P70, DOI 10.1109/MPRV.2002.993146 Feeney LM, 2001, IEEE COMMUN MAG, V39, P176, DOI 10.1109/35.925687 Abowd GD, 1999, IBM SYST J, V38, P508 STOCKWELL T, 1998, ACCELERATED LEARNING COLLINS M, 1991, ADULT ED VOCATION CR CARINE W, BAGHERA PROJECT MULT SIEMENS G, CONNECTIVISM LEARNIN NR 23 TC 0 Z9 0 PU HINDAWI PUBLISHING CORPORATION PI NEW YORK PA 410 PARK AVENUE, 15TH FLOOR, #287 PMB, NEW YORK, NY 10022 USA SN 1550-1329 J9 INT J DISTRIB SENS N JI Int. J. Distrib. Sens. Netw. PY 2012 AR 514836 DI 10.1155/2012/514836 PG 12 WC Computer Science, Information Systems; Telecommunications SC Computer Science; Telecommunications GA 907LU UT WOS:000301419900001 ER PT J AU Lin, JQ Nishino, H Kagawa, T Utsumiya, K AF Lin, Jiaqing Nishino, Hiroaki Kagawa, Tsuneo Utsumiya, Kouichi TI A method of two-handed gesture interactions with applications based on commodity devices SO COMPUTERS & MATHEMATICS WITH APPLICATIONS LA English DT Article DE Two-handed gesture interaction; Human-computer interface; Multiple applications control; Home appliances AB Recent progress on human-computer interface technology has enabled more intuitive and natural communications between humans and sensor-based devices in many fields such as games, e-learning, augmented reality (AR), and medical image processing. While traditional human-computer interface devices such as the keyboard and mouse still dominate in our daily life, we propose a new method of two-handed gesture interactions to control applications based on commodity devices such as Wiimote, the primary controller for Nintendo's Wii game console. Our main goal is to construct a unified way to interact with computers and their application systems just like using home appliances. The proposed system allows users to track their fingers moving in three-dimensional space in real time and define each gesture's function by using the commodity devices. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Lin, Jiaqing; Nishino, Hiroaki; Kagawa, Tsuneo; Utsumiya, Kouichi] Oita Univ, Dept Comp Sci & Intelligent Syst, Oita 8701192, Japan. RP Lin, JQ (reprint author), Oita Univ, Dept Comp Sci & Intelligent Syst, 700 Dannoharu, Oita 8701192, Japan EM jiaqing930@gmail.com hn@oita-u.ac.jp t-kagawa@oita-u.ac.jp utsumiya@oita-u.ac.jp CR LIN JQ, 2011, 2011 INT C COMPL INT, P697 Wingrave CA, 2010, IEEE COMPUT GRAPH, V30, P71, DOI 10.1109/MCG.2009.109 LIN JQ, 2010, P 9 ACM INT C VIRT R, P139 NISHINO H, 2010, P IEEE 24 INT C ADV, P1225, DOI 10.1109/AINA.2010.112 CHOW YW, 2009, WORLD ACAD SCI ENG T, V50 Lee JC, 2008, IEEE PERVAS COMPUT, V7, P39, DOI 10.1109/MPRV.2008.53 SCHOU T, 2007, 19 AUSTR C COMP HUM, V251, P231 LEE JC, JC LEES PROJECTS MANAGED LIB NINTENDO NR 9 TC 0 Z9 0 PU PERGAMON-ELSEVIER SCIENCE LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND SN 0898-1221 J9 COMPUT MATH APPL JI Comput. Math. Appl. PD JAN PY 2012 VL 63 IS 2 SI SI BP 448 EP 457 DI 10.1016/j.camwa.2011.07.052 PG 10 WC Computer Science, Interdisciplinary Applications; Mathematics, Applied SC Computer Science; Mathematics GA 896UA UT WOS:000300595700010 ER PT J AU Ellaway, R AF Ellaway, Rachel TI eMedical Teacher SO MEDICAL TEACHER LA English DT Editorial Material ID E-LEARNING RESEARCH; DESIGN C1 No Ontario Sch Med, Toronto, ON, Canada. RP Ellaway, R (reprint author), No Ontario Sch Med, Toronto, ON, Canada EM rachel.ellaway@nosm.ca CR Ellaway RH, 2011, MED TEACH, V33, P303, DOI 10.3109/0142159X.2011.550969 ELLAWAY R, 2010, MED TEACH, V33, P173 Ellaway R, 2010, MED TEACH, V32, P95, DOI 10.3109/01421590903573966 de Leng BA, 2009, SIMUL HEALTHC, V4, P217, DOI 10.1097/SIH.0b013e3181a39612 MAYER RE, 2009, MULTIMEDIA LEARNING Poulton T, 2009, MED TEACH, V31, P752, DOI 10.1080/01421590903141082 Cook DA, 2009, MED TEACH, V31, P158, DOI 10.1080/01421590802691393 WEAL M, 2009, P IEEE INT C PERV CO, P1 McGee JB, 2008, MED TEACH, V30, P164, DOI 10.1080/01421590701881673 ENGESTROM Y, 2008, TEAMS KNOTS ACTIVITY Ellaway R, 2008, MED TEACH, V30, P180, DOI 10.1080/01421590701874066 SCANLON E, 2005, J COMPUT ASSIST LEAR, V21 MILLER GE, 1990, ACAD MED, V65, pS63 ENGESTROM Y, 1987, LEARNING EXPANDING A NR 14 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 2012 VL 34 IS 3 BP 259 EP 261 DI 10.3109/0142159X.2012.662451 PG 3 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 898VK UT WOS:000300770300030 ER PT J AU Jokic, S Pardanjac, M Eleven, E Durin, S AF Jokic, Snezana Pardanjac, Marjana Eleven, Erika Durin, Savina TI TRAINING AND DEVELOPMENT OF EMPLOYEES THROUGH E-LEARNING SO METALURGIA INTERNATIONAL LA English DT Article DE e-learning; ICT; employee training and development; competitiveness AB Constantly searching for increased efficiency and effectiveness, corporations, as well as small and medium enterprises (SME) look for a way to gain and maintain competitive advantage in the market. The development of intellectual capital, know-what, know-how and know-why and understanding the importance of this knowledge becomes the key to achieving the desired effects. The ability of organizations to educate and train employees while at workplace is utterly valuable. E-learning is one way that enables employees to obtain and renew the knowledge necessary to perform their tasks. This paper focuses on the application of e-learning in organizations. Innovations in information and communication technologies, as well as the current development of e-learning, conditions create new forms of learning, attractive to small and medium-sized organizations for overcoming traditional barriers such as lack of financial resources, lime, expertise and facilities. The paper presents the corporation needs to learn. The purpose of this paper is to explore existing and potential role of e-learning in small and medium organizations as a means of developing skills of employees. The results show that respondents have a positive attitude towards the use of e-learning for personal training and development. However, this kind of training in surveyed corporations was not used. It is also notable that ICT is not used frequently enough, and it is necessary to train, motivate and encourage employees to use it. C1 [Jokic, Snezana; Pardanjac, Marjana; Eleven, Erika; Durin, Savina] Tech Fac Mihajlo Pupin, Zrenjanin, Serbia. EM smaletin@tfzr.uns.ac.rs mbarbara@tfzr.uns.ac.rs erikae@tfzr.uns.ac.rs savina@tfzr.uns.ac.rs CR Glusac D, 2010, TECH TECHNOL EDUC MA, V5, P397 JOKIC S, 2010, P SISY SUB SEPT 10 1, P591 HAMBURG I, 2005, P EDEN 2005 ANN C HE, P79 DEROUIN RE, J MANAGEMENT, V31, P920 TYNJALA P, J WORKPLACE LEARNING, V17, P318 BACHMAN K, CORPORATE E LEARNING SAMBROOK S, E LEARNING SMALL ORG NR 7 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 2012 VL 17 IS 4 BP 149 EP 153 PG 5 WC Metallurgy & Metallurgical Engineering SC Metallurgy & Metallurgical Engineering GA 896SE UT WOS:000300590900030 ER PT J AU Brtka, E Brtka, V Radosav, D AF Brtka, Eleonora Brtka, Vladimir Radosav, Dragica TI THE CLUSTERING DATA MINING MODULE AS A PART OF THE E-LEARNING SYSTEM SO METALURGIA INTERNATIONAL LA English DT Article DE e-Learning; data mining; Course Menagment System; clustering AB The data mining techniques and their applications are widely recognized as powerful tools in various domains. In the domain of education there is a variety of data of various types collected during the process. The main question is: Is it possible to process collected data with the Data Mining System and what are main advantages of data mining and e-learning interaction? In this paper we present an insight into the possible interaction between Course Management System and Data Mining Techniques. The main goal of this work is to investigate some data mining techniques in order to deliver most appropriate learning object to the learner. The proposed application of educational data mining techniques is clustering followed by a case study We have used free data mining tool so that any user can immediately begin to apply data mining without having to purchase a commercial tool or program a specific personalized tool. C1 [Brtka, Eleonora; Brtka, Vladimir; Radosav, Dragica] Univ Novi Sad, Tech Fac Mihajlo Pupin, Zrenjanin, Serbia. RP Brtka, E (reprint author), Univ Novi Sad, Tech Fac Mihajlo Pupin, Zrenjanin, Serbia EM eleonorabrtka@gmail.com brtkav@gmail.com radosav@tfzr.uns.rs CR CHEN CM, 2009, INT J EXPERT SYST, V36, P8816 BRTKA E, 2009, INFOTECH P VRNJACK B BRTKA E, 2009, THESIS U NOVI SAD ZR CRISTOBAL R, 2008, INT J COMPUTERS ED, V51, P368 MOSTOW J, 2006, NAT LANG ENG, V12, P195, DOI 10.1017/S1351324906004153 Dringus LP, 2005, COMPUT EDUC, V45, P141, DOI 10.1016/j.compedu.2004.05.003 WITTEN IH, 2005, DATA MINING PRACTICA TANG T, 2005, INT J E LEARNING, V4, P105 MOSTOW J, 2005, P WORKSH ED DAT MIN, P15 ZORRILLA ME, 2005, WEB MIN WORKSH CAT, P1 KLOSGEN W, 2002, HDB DATA MINING KNOW SPENCE R, 2001, INFORM VISUALIZATION HAND D, 2001, PRINCIPLES DATA MINI ZAIANE O, 2001, P C ADV TECHN ED BAN, P60 DUDA RO, 2000, PATTERN CLASSIFICATI Jain AK, 1999, ACM COMPUT SURV, V31, P264 AOHRN A, 1999, THESIS NORWEGIAN U S AGARWAL R, 1993, P ACM SIGMOD INT C M, P1 MACQUEEN JB, 1967, P 5 BERK S MATH STAT, V1, P281, DOI DOI 10.1234/12345678 NR 19 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 2012 VL 17 IS 4 BP 220 EP 223 PG 4 WC Metallurgy & Metallurgical Engineering SC Metallurgy & Metallurgical Engineering GA 896SE UT WOS:000300590900043 ER PT J AU Cisar, SM Cisar, P Vasic, D Obradovic, B Vasiljevic, P AF Cisar, Sanja Maravic Cisar, Petar Vasic, Dragana Obradovic, Borislav Vasiljevic, Petar TI COMPUTER ADAPTIVE TESTS IN EVALUATION OF KNOWLEDGE OF C plus plus PROGRAMMING LANGUAGE SO METALURGIA INTERNATIONAL LA English DT Article DE computer adaptive tests; e-learning; knowledge tests; marking of knowledge; adaptability AB The paper discusses the application of the computer adaptive test in knowledge evaluation of the programming language C++. For the purpose of this research an application was realized which enables adaptive testing. Its functionality was checked in practice. A survey was carried out among students for the purpose of evaluation, the attained data was statistically analyzed and interpreted. Based on the results of the research if was determined that there is a statistically significant difference in favor of the students in the experimental group as opposed to the students who had taken the test in the conventional way (paper-pencil tests). C1 [Cisar, Sanja Maravic] Subotica Tech Coll Appl Sci, Subotica, Serbia. [Cisar, Petar] Telekom Srbija, Subotica, Serbia. [Vasic, Dragana] Univ Singidunum, Belgrade, Serbia. [Obradovic, Borislav] Univ Novi Sad, Fac Sports & Phys Educ, Novi Sad 21000, Serbia. [Vasiljevic, Petar] Univ Novi Sad, Tech Fac Novi Sad, Novi Sad 21000, Serbia. RP Cisar, SM (reprint author), Subotica Tech Coll Appl Sci, Subotica, Serbia EM sanjam@vts.su.ac.rs peter.cisar@gmail.com dragana.vasic@tfzr.rs boriscons@yahoo.com petarv@uns.ac.rs CR Glusac D, 2011, TECH TECHNOL EDUC MA, V6, P464 Carmigniani J, 2011, MULTIMED TOOLS APPL, V51, P341, DOI 10.1007/s11042-010-0660-6 Ivankovic Z, 2010, ACTA POLYTECH HUNG, V7, P167 Cisar SM, 2010, ACTA POLYTECH HUNG, V7, P139 Glusac D, 2010, TECH TECHNOL EDUC MA, V5, P397 Ivankovic Z, 2010, TECH TECHNOL EDUC MA, V5, P484 JEKIC R, 2010, GUI KOMPJUTERIZOVANO FUERSTNER I, 2010, PRODUCTS SERVICES R, P179 KARDAN S, 2009, 2009 6 INT C INF TEC, P1134, DOI 10.1109/ITNG.2009.154 Goldik Z, 2008, EUR J ANAESTH, V25, P349, DOI 10.1017/S0265021508003876 LILLEY M, 2007, THESIS Ju GFN, 2005, 5th IEEE International Conference on Advanced Learning Technologies, Proceedings, P822 BAKER F, 2001, BASICS ITEM RESPONSE, pCH5 MCBRIDGE JR, 2001, COMPUTERIZED ADAPTIV WAINER H, 2000, COMPUTERIZED ADAPTIV EMBRETSON SE, 2000, ITEM RESPONSE THEORY WISE SL, 2000, PSICOLOGICA, V21, P135 CONEJO R, 2000, LECT NOTES COMPUTER, V1839, P605 BOCIJ P, 1999, INT J ED TECHNOLOGY, V1, P1 RUDNER LM, 1998, ONLINE INTERACTIVE C CARLSON RD, 1994, J EDUC TECHNOL SYST, V22, P213 HAMBLETON RK, 1991, FUNDAMENTALS ITEM RE LORD FM, 1980, APPL ITEM RESPONSE T BLISS LB, 1980, J EDUC MEAS, V17, P147 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 *MATHW, COMP AD TEST DEM RUDNER L, ON LINE INTERACTIVE NR 27 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 2012 VL 17 IS 4 BP 39 EP 46 PG 8 WC Metallurgy & Metallurgical Engineering SC Metallurgy & Metallurgical Engineering GA 896SE UT WOS:000300590900007 ER PT J AU Ayad, E Yagi, Y AF Ayad, Essam Yagi, Yukako TI Virtual microscopy beyond the pyramids, applications of WSI in Cairo University for E-education & telepathology SO ANALYTICAL CELLULAR PATHOLOGY LA English DT Article DE Telepathology; Egypt; Cairo University; Italy; UCDMC; WSI; E-learning AB Background: Telepathology, the practice of pathology at a long distance, has advanced continuously since 1986. The progress of telepathology passed through four stages: Static, Dynamic, Hybrid & Whole Slide Imaging. Materials and methods: A pilot project between the Italian Hospital in Cairo& the Civico Hospital in Palermo was completed successfully, applying the static & dynamic techniques of telepathology. This project began in 2003 and continued till now. In 2004, centers in Venice, London and Pittsburgh participated actively in our project. Results: Over eight years we consulted on many problematic pathological cases with specialized pathological centers in Italy, UK & USA. In addition to the highly specialized scientific value, we saved a lot of time and money. Conclusion: We concluded from our experience that telepathology is a very useful and applicable tool for additional consulting on difficult pathological cases especially for emerging countries. In view of this success we have already established our Digital Telepathology Unit in Cairo University, using the WSI technique in teaching which was greatly successful and encouraged us to build a huge digital pathology library which will expand our telepathology & E-learning programs to cover staff and students in Egypt and Eastern Mediterranean. C1 [Ayad, Essam] Cairo Univ, Dept Pathol, Fac Med, Digital Pathol Unit, Cairo, Egypt. [Yagi, Yukako] Massachusetts Gen Hosp, MGH Pathol Imaging & Commun Technol PICT Ctr, Boston, MA 02114 USA. RP Ayad, E (reprint author), Cairo Univ, Dept Pathol, Fac Med, Digital Pathol Unit, Cairo, Egypt EM essamayad@yahoo.com CR Weinstein RS, 2009, HUM PATHOL, V40, P1057, DOI 10.1016/j.humpath.2009.04.006 GILBERTSON JR, 2006, BMC CLIN PATHOL, V6, P4 HO J, 2006, HUM PATHOL, V37, P331 Yagi Y, 2005, J TELEMED TELECARE, V11, P109, DOI 10.1258/1357633053688705 SICURELLO F, 2004, APPL INFORM ETELEMAT, V4, P4 NR 5 TC 0 Z9 0 PU IOS PRESS PI AMSTERDAM PA NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS SN 2210-7177 J9 ANAL CELL PATHOL JI Anal. Cell. Pathol. PY 2012 VL 35 IS 2 BP 93 EP 95 DI 10.3233/ACP-2011-0027 PG 3 WC Oncology; Cell Biology; Pathology SC Oncology; Cell Biology; Pathology GA 889VI UT WOS:000300102500004 ER PT J AU Karamizadeh, Z Zarifsanayei, N Faghihi, AA Mohammadi, H Habibi, M AF Karamizadeh, Z. Zarifsanayei, N. Faghihi, A. A. Mohammadi, H. Habibi, M. TI The Study of Effectiveness of Blended Learning Approach for Medical Training Courses SO IRANIAN RED CRESCENT MEDICAL JOURNAL LA English DT Article DE Blended Learning; Efficacy; Medical Students ID EDUCATION AB Background: Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach. Methods: This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire. Results: There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach. Conclusion: Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects. C1 [Zarifsanayei, N.] Shiraz Univ Med Sci, Distance Educ Planning Ctr Excellence E Learning, Shiraz, Iran. [Karamizadeh, Z.] Shiraz Univ Med Sci, Dept Pediat Endocrine, Shiraz, Iran. [Mohammadi, H.] Shiraz Univ Med Sci, Dept Pediat, Shiraz, Iran. [Habibi, M.] Shiraz Univ Med Sci, Dept Med Educ, Shiraz, Iran. RP Zarifsanayei, N (reprint author), Shiraz Univ Med Sci, Distance Educ Planning Ctr Excellence E Learning, Shiraz, Iran EM nzarifsanaee@gmail.com CR VALIATHAN P, 2008, DESIGNING BLENDED LE Pereira JA, 2007, MED EDUC, V41, P189, DOI 10.1111/j.1365-2929.2006.02672.x BOETTCHER JV, 2007, INNOVATE J ONLINE ED, V3 Taradi SK, 2005, ADV PHYSIOL EDUC, V29, P35, DOI 10.1152/advan.00026.2004 NEUMEIER P, 2005, RECALL, V17, P163, DOI 10.1017/S0958344005000224 WATKINS R, 2005, PREPARING E LEARNERS MOORE JC, 2005, SLOAN CONSORTIUM QUA Hudson JN, 2004, MED EDUC, V38, P887, DOI 10.1111/j.1365-2929.2004.01892.x DERNTL M, 2004, P 2004 ACM S APPL CO, P916 CHANDRA V, 2004, THESIS CRTIN U TECHN SINGH H, 2003, EDUC TECHNOL, V43, P51 MARSH GE, 2003, ONLINE J DISTANCE LE Greenhalgh T, 2001, BRIT MED J, V322, P40 KOMPES G, READINESS ELEARNING NR 14 TC 0 Z9 0 PU IRANIAN RES CRESCENT SOC PI DUBAI PA PO BOX 2330, DUBAI, 00000, U ARAB EMIRATES SN 1561-4395 J9 IRAN RED CRESCENT ME JI Iran. Red Crescent Med. J. PD JAN PY 2012 VL 14 IS 1 BP 41 EP 44 PG 4 WC Medicine, General & Internal SC General & Internal Medicine GA 890AR UT WOS:000300118000009 ER PT J AU Lin, JW Lai, YC AF Lin, Jian-Wei Lai, Yuan-Cheng TI A SYNCHRONOUS COOPERATION SYSTEM FOR LEARNING ENTITY-RELATIONSHIP DIAGRAM SO INTERNATIONAL JOURNAL OF INNOVATIVE COMPUTING INFORMATION AND CONTROL LA English DT Article DE Entity-relationship diagram; Real-time communication; Cooperative learning ID ENGINEERING-EDUCATION; ENVIRONMENT; CLASSROOM; DESIGN AB Collaborative e-learning via Internet is becoming popular because it certainly improves learning effectiveness. Moreover, real-time communication further enhances the efficient sharing of knowledge and experiences within a collaborative group. Therefore, this paper proposes a premier synchronous collaboration system for learning entity-relationship model, called SCLERA to enable students to learn data model in the database field in a real-time cooperation manner. This paper first describes the design methodology of SCLERD, including network protocol and software architecture. Then system performance and educational evaluation are conducted to verify the system's feasibility and efficiency. The results of performance evaluation show that current devices and bandwidth can easily afford the needs of SCLERD. The results of educational evaluation unveil that most of students in the experiment group have better learning achievement than those in the control group. Also, all evaluated items receive positive feedback from the results of questionnaire. C1 [Lin, Jian-Wei] Ching Yun Univ, Jhongli 320, Taiwan. [Lai, Yuan-Cheng] Natl Taiwan Univ Sci & Technol, Taipei 106, Taiwan. RP Lin, JW (reprint author), Ching Yun Univ, 229 Chien Hsin Rd, Jhongli 320, Taiwan EM jwlin@cyu.edu.tw laiyc@cs.ntust.edu.tw CR Lai YC, 2010, COMPUT APPL ENG EDUC, V18, P344, DOI 10.1002/cae.20265 Darbyshire P, 2010, INT J INNOV COMPUT I, V6, P2113 Ito A, 2010, INT J INNOV COMPUT I, V6, P1501 SU YS, 2010, COMPUT EDUC, V55, P752 Wang QY, 2009, COMPUT EDUC, V53, P1138, DOI 10.1016/j.compedu.2009.05.023 Shyr WJ, 2009, INT J INNOV COMPUT I, V5, P4291 CARLOS AJ, 2009, COMPUT EDUC, V52, P126 LAI YC, 2009, INT J ONLINE ENG, V5, P30 Rebolj D, 2008, COMPUT APPL ENG EDUC, V16, P105, DOI 10.1002/cae.20129 Teng Z, 2008, INT J INNOV COMPUT I, V4, P1489 Radharamanan R, 2008, INT J INNOV COMPUT I, V4, P433 MUNOZ I, 2008, FULL DUPLEX AUDIO PL Baghaei N, 2007, INT J COMP-SUPP COLL, V2, P159, DOI 10.1007/s11412-007-9018-0 Yang ZK, 2007, COMPUT EDUC, V48, P171, DOI 10.1016/j.compedu.2004.12.007 ELMASRI R, 2006, FUNDAMENTALS DATABAS Gillet D, 2005, IEEE T EDUC, V48, P696, DOI [10.1109/TE.2005.852592, 10.1109/.TE.2005.852592] Snow C, 2005, IEEE T EDUC, V48, P705, DOI 10.1109/TE.2005.854577 SOLLER A, 2005, INT J ARTIFICIAL INT, V15, P261 *SYB, 2005, SYB POW DES Zurita G, 2004, COMPUT EDUC, V42, P289, DOI 10.1016/j.compedu.2003.08.005 ROSATELLI MC, 2004, INT J ARTIFICIAL INT, V14, P1 *OR, 2004, OR DES AVOURIS N, 2004, P 2 INT WORKSH DES C, P13 Liu TC, 2003, J COMPUT ASSIST LEAR, V19, P371, DOI 10.1046/j.0266-4909.2003.00038.x *EMB, 2003, EMB ER STUD *MICR, 2003, MICR OFF VIS Sheremetov L, 2002, COMPUT EDUC, V39, P161 Bafoutsou G, 2002, INT J INFORM MANAGE, V22, P281 *AV, 2002, AV AB SOLLER A, 2001, INT J ARTIFICIAL INT, V12, P40 *DAT, 2001, DAT DEZIGN MARJANOVIC O, 1999, COMPUTER, V15, P129 ALAVI M, 1994, MIS QUART, V18, P159 JOHNSON DW, 1993, LEARNING TOGETHER AL TEOREY TJ, 1986, COMPUT SURV, V18, P197 GORDON CE, 1986, DATABASE MANAGEMENT NG PA, 1981, IEEE T SOFTWARE ENG, V7, P85 CHEN PP, 1976, ACM T DATABASE SYST, V1, P1 *CA, CA ERW NR 39 TC 0 Z9 0 PU ICIC INT PI KUMAMOTO PA TOKAI UNIV, 9-1-1, TOROKU, KUMAMOTO, 862-8652, JAPAN SN 1349-4198 J9 INT J INNOV COMPUT I JI Int. J. Innov. Comp. Inf. Control PD JAN PY 2012 VL 8 IS 1B BP 827 EP 843 PG 17 WC Automation & Control Systems; Computer Science, Artificial Intelligence SC Automation & Control Systems; Computer Science GA 883QI UT WOS:000299648400023 ER PT J AU Hsieh, TC Yang, C AF Hsieh, Tsui-Chuan Yang, Chyan TI DO ONLINE LEARNING PATTERNS EXHIBIT REGIONAL AND DEMOGRAPHIC DIFFERENCES? SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE regional difference; demographic differences; online learning pattern ID LATENT CLASS ANALYSIS; DIGITAL DIVIDE; INTERNET USAGE; EVERYDAY LIFE; GENDER; PREFERENCES; INFORMATION; COMMERCE; STUDENTS; NUMBER AB This paper used a multi-level latent class model to evaluate whether online learning patterns exhibit regional differences and demographics. This study discovered that the Internet learning pattern consists of five segments, and the region of Taiwan is divided into two segments and further found that both the user and the regional segments are highly interpretable. The individual segments are dictated by demographic variables, such as age and gender. For instance, younger people were good at employing Internet services; those 21-30 years old adopted e-learning, browsed blogs, and enjoyed the Internet more than others; and females preferred e-learning applications more than males did. On the other hand, the regional segments are dictated by the individual segments. For instance, the service area segment comprised a higher proportion of members who were good at online learning applications. The agricultural area segment made up a higher proportion of members who were traditional users. The findings provide both product or service providers/vendors and curriculum designers with an applicable guideline for developing service strategies for better matches and higher service satisfaction between the curriculum and the users' needs. C1 [Hsieh, Tsui-Chuan; Yang, Chyan] Natl Chiao Tung Univ, Inst Informat Management, Hsinchu 300, Taiwan. RP Hsieh, TC (reprint author), Natl Chiao Tung Univ, Inst Informat Management, 1001 Univ Way, Hsinchu 300, Taiwan EM terrynctu@gmail.com professor.yang@gmail.com CR Lopez-Bonilla JM, 2010, SOC SCI COMPUT REV, V28, P177, DOI 10.1177/0894439309341229 Yang C, 2010, CYBERPSYCH BEH SOC N, V13, P141, DOI 10.1089/cyber.2009.0105 Aypay A, 2010, TURK ONLINE J EDUC T, V9, P116 Kiyici FB, 2010, TURK ONLINE J EDUC T, V9, P185 Sahin YG, 2010, TURK ONLINE J EDUC T, V9, P234 Delialioglu O, 2010, TURK ONLINE J EDUC T, V9, P97 YUKELTURK E, 2010, TURKISH ONLINE J ED, V9, P24 Henry KL, 2010, STRUCT EQU MODELING, V17, P193, DOI 10.1080/10705511003659342 GROSS J, 2009, ELECT LIB, V28, P657 *RDEC EX YUAN, 2009, DIG DIV TAIW SURV Hargittai E, 2008, COMMUN RES, V35, P602, DOI 10.1177/0093650208321782 Colley A, 2008, COMPUT HUM BEHAV, V24, P2005, DOI 10.1016/j.chb.2007.09.002 Jackson LA, 2008, CYBERPSYCHOL BEHAV, V11, P437, DOI 10.1089/cpb.2007.0157 HORN MLV, 2008, MULTIVARIATE BEHAV R, V43, P289 Livingstone S, 2007, NEW MEDIA SOC, V9, P671, DOI 10.1177/14614448070803351 Nylund KL, 2007, STRUCT EQU MODELING, V14, P535 AGRESTI A, 2007, INTRO CATEGORICAL DA Goodman LA, 2007, ANNU REV SOCIOL, V33, P1, DOI 10.1146/annurev.soc.33.040406.131720 Korupp SE, 2005, EUR SOCIOL REV, V21, P409, DOI 10.1093/esr/jci030 Wasserman IM, 2005, SOC SCI QUART, V86, P252 Selwyn N, 2005, EUR J COMMUN, V20, P5, DOI 10.1177/0267323105049631 VERMUNT J, 2005, LATENT GOLD 4 0 USER Sam HK, 2005, EDUC TECHNOL SOC, V8, P205 Bijmolt THA, 2004, INT J RES MARK, V21, P323, DOI 10.1016/j.ijresmar.2004.06.002 Changchien SW, 2004, EXPERT SYST APPL, V27, P35, DOI 10.1016/j.eswa.2003.12.017 CHEN W, 2004, IT SOC, V1, P39 Wilson KR, 2003, SOC SCI COMPUT REV, V21, P133, DOI 10.1177/0894439303251554 Mills BF, 2003, GROWTH CHANGE, V34, P219 Vermunt JK, 2003, SOCIOL METHODOL, V33, P213 DONNERMEYER JF, 2003, IT SOC, V1, P107 Torkzadeh G, 2002, INFORM SYST RES, V13, P187 Weiser EB, 2001, CYBERPSYCHOL BEHAV, V4, P723 Anderson B, 2001, AM BEHAV SCI, V45, P456 Song HS, 2001, EXPERT SYST APPL, V21, P157 Shah DV, 2001, POLIT COMMUN, V18, P141 Teo TSH, 2001, INTERNET RES, V11, P125 HOWARD PEN, 2001, AM BEHAV SCI, V45, P382 Teo TSH, 2000, BEHAV INFORM TECHNOL, V19, P283 Citrin AV, 2000, IND MANAGE DATA SYST, V100, P294 LOHSE GL, 2000, J INTERACTIVE MARKET, V14, P15 Wald A, 1943, T AM MATH SOC, V54, P426 NR 41 TC 0 Z9 0 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 2146-7242 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2012 VL 11 IS 1 BP 60 EP 70 PG 11 WC Education & Educational Research SC Education & Educational Research GA 885YC UT WOS:000299816400006 ER PT J AU Amal, R Messoussi, R AF Amal, Rifai Messoussi, Rochdi TI Modelling method of recursive entity SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB With the development of the Information and Communication Technologies, great masses of information are published in the Web. In order to reuse, to share and to organise them in distance formation and e-learning frameworks, several research projects have been achieved and various standards and modelling languages developed. In our previous article, the limits of theses languages were examined and a new method named the recursive entity modelling method (REMM) was established to overcome these limits. But, when it was revised, some limitations were discovered. So, in this paper, an improved version of the REMM will be proposed, and the diagram of classes for a scenario modelled by this version will be established. In addition, both the learning scenario package and the generic XML schema permitting to implement these scenarios will be conceived. C1 [Amal, Rifai] Univ IbnTofail, Fac Sci, LSTED, Team Data Proc & Engn Decis, Kenitra, Temara, Morocco. [Messoussi, Rochdi] Tohoku Univ, Sendai, Miyagi 980, Japan. RP Amal, R (reprint author), Univ IbnTofail, Fac Sci, LSTED, Team Data Proc & Engn Decis, 17 Lot Abbadi,Rue Chaouene, Kenitra, Temara, Morocco EM rifai_amal@yahoo.fr messoussi@gmail.com CR RIFAI A, 2009, INT C E LEARN BUS EN VILLIOTLECLERCQ E, 2007, THESIS U J FOURRIER PERNIN JP, 2004, ACT C TICE MED NIC PERNIN JP, 2004, C TICE 2004 COMP OCT SCHNEIDER D, 2003, C GUER *IMS LD, 2003, IMS LEARN DES SPEC *SCORM, 2002, ADL SHAR CONT OBJ RE DAELE A, 2002, CONCEPTION MISE OEUV *LOM, 2002, 1484 LOM IEEE KOPER R, 2001, MODELING UNITS STUDY KOPER R, 2000, CHANGE RENEWAL ED TE, P50 LASNIER F, 2000, REUSSIR FORMATION CO MARTEL C, 1998, THESIS U SAVOIE CHAM PAQUETTE G, 1997, REV INFORM COGNITO, V8, P37 NR 14 TC 0 Z9 0 PU WILEY-BLACKWELL 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 JAN PY 2012 VL 43 IS 1 BP 28 EP 38 DI 10.1111/j.1467-8535.2010.01141.x PG 11 WC Education & Educational Research SC Education & Educational Research GA 867TC UT WOS:000298476200021 ER PT J AU Hung, JL AF Hung, Jui-long TI Trends of e-learning research from 2000 to 2008: Use of text mining and bibliometrics SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB This study investigated the longitudinal trends of e-learning research using text mining techniques. Six hundred and eighty-nine (689) refereed journal articles and proceedings were retrieved from the Science Citation Index/Social Science Citation Index database in the period from 2000 to 2008. All e-learning publications were grouped into two domains with four groups/15 clusters based on abstract analysis. Three additional variables: subject areas, prolific countries and prolific journals were applied to data analysis and data interpretation. Conclusions include that e-learning research is at the early majority stage and foci have shifted from issues of the effectiveness of e-learning to teaching and learning practices. Educational studies and projects and e-learning application in medical education and training are growing fields with the highest potential for future research. Approaches to e-learning differ between leading countries and early adopter countries, and government policies play an important role in shaping the results. C1 Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA. RP Hung, JL (reprint author), Boise State Univ, Dept Educ Technol, 1910 Univ Dr, Boise, ID 83725 USA EM andyhung@boisestate.edu CR ZHANG K, 2009, INT J E LEARNING, V8, P49 *WIK, 2009, HIST VIRT LEARN ENV *AMB INS RES, 2009, REP GLOB SELF PAC E Shih ML, 2008, COMPUT EDUC, V51, P955, DOI 10.1016/j.compedu.2007.10.004 Thelwall M, 2008, J INF SCI, V34, P605, DOI 10.1177/0165551507087238 Ou S, 2008, J INF SCI, V34, P308, DOI 10.1177/0165551507084630 KESHAVAL, 2008, INFORM STUDIES, V14, P223 MASIE E, 2008, ASTD HDB WORKPLACE L, P377 2007, OPEN FLEX LEARN SER, P1 FELDMAN R, 2007, TEXT MINING HDB ADV Kostoff RN, 2007, J INF SCI, V33, P21, DOI 10.1177/0165551506067124 MIHALCA L, 2007, COGNITION BRAIN BEHA, V11, P115 Nicholson P, 2007, Computers and Education: E-Learning, From Theory to Practice, P1 LOCKWOOD F, 2007, OPEN FLEX LEARN SER, pR16 ZHANG K, 2006, INT J INFORM COMMUNI, V2, P37 MAGOULAS GD, 2006, ADV WEB BASED ED PER ZHANG K, 2005, GLOBAL PERSPECTIVES, P21 FLEM JA, 2004, ASSESSMENT EFFECTIVE, V29, P39 ROGERS EM, 2003, DIFFUSION INNOVATION GOVINDASAMY T, 2002, INTERNET HIGHER ED, V4, P287 HUNG D, 2002, J INTERACTIVE LEARNI, V13, P393 WINN WD, 2002, EDUC PSYCHOL REV, V1, P331 ROSENBERG MJ, 2001, E LEARNING STRATEGIE WENTLING T, 2000, E LEARNING REV LIT Jain AK, 1999, ACM COMPUT SURV, V31, P264 OKUBO Y, 1997, STI WORKING PAPERS FAYYAD UM, 1996, ADV KNOWLEDGE DISCOV FELDMAN R, 1995, P 1 INT C KNOWL DISC, P112 NR 28 TC 0 Z9 0 PU WILEY-BLACKWELL 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 JAN PY 2012 VL 43 IS 1 BP 5 EP 16 DI 10.1111/j.1467-8535.2010.01144.x PG 12 WC Education & Educational Research SC Education & Educational Research GA 867TC UT WOS:000298476200019 ER PT J AU Smyth, R AF Smyth, Robyn TI The power of role-based e-learning SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Book Review C1 [Smyth, Robyn] Univ New England, Armidale, NSW 2351, Australia. RP Smyth, R (reprint author), Univ New England, Armidale, NSW 2351, Australia EM rsmyth@une.edu.au CR WILLS S, 2011, CONNECT E LEARN, P1 NR 1 TC 0 Z9 0 PU WILEY-BLACKWELL 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 JAN PY 2012 VL 43 IS 1 BP E40 EP E41 DI 10.1111/j.1467-8535.2011.01274_8.x PG 2 WC Education & Educational Research SC Education & Educational Research GA 867TC UT WOS:000298476200017 ER PT J AU Verdu, E Regueras, LM Verdu, MJ Leal, JP de Castro, JP Queiros, R AF Verdu, Elena Regueras, Luisa M. Verdu, Maria J. Leal, Jose P. de Castro, Juan P. Queiros, Ricardo TI A distributed system for learning programming on-line RID C-6071-2009 SO COMPUTERS & EDUCATION LA English DT Article DE Distributed learning environments; Interactive learning environments; Programming and programming languages; Teaching/learning strategies ID HIGHER-EDUCATION; GENDER; PERFORMANCE; COMPETITION; MOTIVATION; STRATEGY; TOOL AB Several Web-based on-line judges or on-line programming trainers have been developed in order to allow students to train their programming skills. However, their pedagogical functionalities in the learning of programming have not been clearly defined. EduJudge is a project which aims to integrate the "UVA On-line Judge", an existing on-line programming trainer with an important number of problems and users, into an effective educational environment consisting of the e-learning platform Moodie and the competitive learning tool QUESTOURnament. The result is the EduJudge system which allows teachers to apply different pedagogical approaches using a proven e-learning platform, makes problems easy to search through an effective search engine, and provides an automated evaluation of the solutions submitted to these problems. The final objective is to provide new learning strategies to motivate students and present programming as an easy and attractive challenge. EduJudge has been tried and tested in three algorithms and programming courses in three different Engineering degrees. The students' motivation and satisfaction levels were analysed alongside the effects of the EduJudge system on students' academic outcomes. Results indicate that both students and teachers found that among other multiple benefits the EduJudge system facilitates the learning process. Furthermore, the experiment also showed an improvement in students' academic outcomes. It must be noted that the students' level of satisfaction did not depend on their computer skills or their gender. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Verdu, Elena; Regueras, Luisa M.; Verdu, Maria J.; de Castro, Juan P.] Univ Valladolid, Sch Telecommun Engn, ETSI Telecomunicac, E-47011 Valladolid, Spain. [Leal, Jose P.] Univ Porto, Dept Comp Sci, P-4169007 Oporto, Portugal. [Queiros, Ricardo] Polytech Inst Porto, Sch Management & Ind Studies, P-4480876 Vila Do Conde, Portugal. RP Verdu, MJ (reprint author), Univ Valladolid, Sch Telecommun Engn, ETSI Telecomunicac, Paseo Belen 15, E-47011 Valladolid, Spain EM elever@tel.uva.es luireg@tel.uva.es marver@tel.uva.es zp@dcc.fc.up.pt jpdecastro@tel.uva.es ricardo.queiros@eu.ipp.pt FU European Commission[135221-LLP-1-2007-1-ES-KA3-KA3MP] FX The EduJudge project (ref. 135221-LLP-1-2007-1-ES-KA3-KA3MP) has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. CR Oncu S, 2011, COMPUT EDUC, V57, P1098, DOI 10.1016/j.compedu.2010.12.009 Regueras LM, 2011, IEEE T EDUC, V54, P302, DOI 10.1109/TE.2010.2053933 FERNANDEZ JL, 2011, IEEE T EDUC, DOI 10.1109/TE.2010.2098442 Wauters K, 2010, J COMPUT ASSIST LEAR, V26, P549, DOI 10.1111/j.1365-2729.2010.00368.x Yang YF, 2010, COMPUT EDUC, V55, P1202, DOI 10.1016/j.compedu.2010.05.017 Burguillo JC, 2010, COMPUT EDUC, V55, P566, DOI 10.1016/j.compedu.2010.02.018 DECASTRO JP, 2010, EDUJUDGE SYSTEM HDB VERDU E, 2010, NEW LEARNING PARADIG, P11 Lau WWF, 2009, BRIT J EDUC TECHNOL, V40, P696, DOI 10.1111/j.1467-8535.2008.00847.x Regueras LM, 2009, IEEE T EDUC, V52, P279, DOI 10.1109/TE.2008.928198 DECASTRO JP, 2009, P 9 IEEE INT C ADV L, P75 van der Pol J, 2008, COMPUT EDUC, V51, P1804, DOI 10.1016/j.compedu.2008.06.001 Vekiri I, 2008, COMPUT EDUC, V51, P1392, DOI 10.1016/j.compedu.2008.01.003 Siddiqui A, 2008, COMPUT EDUC, V51, P252, DOI 10.1016/j.compedu.2007.05.008 Trotman A, 2008, COMPUT EDUC, V50, P821, DOI 10.1016/j.compedu.2006.08.008 Tremblay G, 2008, SOFTWARE PRACT EXPER, V38, P307, DOI 10.1002/spe.839 Wang FL, 2008, LECT NOTES COMPUT SC, V5169, P283 BRAUGHT G, 2008, ACM SIGSE B, V40, P200 REVILLA MA, 2008, OLYMPIADS INFORM, V2, P131 GUERREIRO P, 2008, INT J INTERNET ED, V10, P38 ROESSLING G, 2008, P 13 ANN SIGCSE C IN, P363 Levy Y, 2007, COMPUT EDUC, V48, P185, DOI 10.1016/j.compedu.2004.12.004 Van Vugt M, 2007, PSYCHOL SCI, V18, P19 EDWARDS SH, 2007, J COMPUTING SMALL CO, V22, P44 REGUERAS LM, 2007, INT J CONTINUING ENG, V17, P447 GOMES A, 2007, P INT C ENG ED TRUONG N, 2007, THESIS U TECHNOLOGY McDowell C, 2006, COMMUN ACM, V49, P90, DOI 10.1145/1145287.1145293 ANDERSON JR, 2006, MOUNTAIN PLAINS J BU, V7, P1 SPACCO J, 2006, ACM SIGCSE B, V38, P13 RICHARDS ML, 2006, ACM SIGCSE B, V38, P17 MCKINNEY D, 2006, P 37 SIGCSE TECHN S, P138 CARVALLO JP, 2006, P WORKSH SOFTW QUAL, P9 LAHTINEN E, 2005, SIGCSE B, V37, P14 HIGGINS CA, 2005, ACM J ED RESOURCES C, V5, P1 PILLAY N, 2005, SIGCSE B, V37, P107 HENG PS, 2005, EVALUATION BOSS ONLI Lawrence R, 2004, IEEE T EDUC, V47, P459, DOI 10.1109/TE.2004.825053 Lilley M, 2004, COMPUT EDUC, V43, P109, DOI 10.1016/j.compedu.2003.12.008 Daly C, 2004, IEEE T EDUC, V47, P10, DOI 10.1109/TE.2003.816064 MORY EH, 2004, HDB RES ED COMMUNICA, P745 TAUER M, 2004, J PERS SOC PSYCHOL, V86, P849 Rongas T, 2004, IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P678 WIEDENBECK S, 2004, P 16 WORKSH PSYCH PR, P97 Vansteenkiste M, 2003, MOTIV EMOTION, V27, P273 Chang LJ, 2003, INNOV EDUC TEACH INT, V40, P16, DOI 10.1080/1355800032000038840 HIGGINS C, 2003, ED INFORM TECHNOLOGI, V8, P287, DOI 10.1023/A:1026364126982 SKIENA SS, 2003, PROGRAMMING CHALLENG JENKINS T, 2002, P 3 ANN LTSN ICS C H, P53 VIHTONEN E, 2002, P INT S TECHN INF CO, P371 BYRNE P, 2001, P 6 ANN C INN TECHN, P4952 JENKINS T, 2001, P 6 C INN TECHN COMP, P53 MANNE F, 2000, P 2000 NORSK INF, P129 FRAENKEL JR, 2000, DESIGN EVALUATE RES LEE FL, 2000, ED J, V28, P85 Hislop GW, 1999, GROUP DECIS NEGOT, V8, P385 RICE WR, 1999, P 29 ASEE IEEE FRONT DALY C, 1999, P 4 ANN SIGCSE C CRA, P155 DONOHUE TL, 1997, EDUCATION, V118, P237 STRAUB DW, 1989, MIS QUART, V13, P147 NR 60 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 JAN PY 2012 VL 58 IS 1 BP 1 EP 10 DI 10.1016/j.compedu.2011.08.015 PG 10 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300001 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 CR Lowrie T, 2011, COMPUT EDUC, V57, P2244, DOI 10.1016/j.compedu.2011.06.010 Ding N, 2011, COMPUT EDUC, V56, P325, DOI 10.1016/j.compedu.2010.06.004 Hung ML, 2010, COMPUT EDUC, V55, P1080, DOI 10.1016/j.compedu.2010.05.004 Ho CL, 2010, COMPUT EDUC, V55, P858, DOI 10.1016/j.compedu.2010.03.017 Chu RJC, 2010, COMPUT EDUC, V55, P255, DOI 10.1016/j.compedu.2010.01.011 Lu HP, 2010, BRIT J EDUC TECHNOL, V41, P307, DOI 10.1111/j.1467-8535.2009.00937.x Cuadrado-Garcia M, 2010, PROCD SOC BEHV, V2, P367, DOI 10.1016/j.sbspro.2010.03.027 ROBIN HK, 2009, COMPUT EDUC, V52, P730 Kay RH, 2008, COMPUT EDUC, V51, P1304, DOI 10.1016/j.compedu.2008.01.001 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Li N, 2007, COMPUT EDUC, V48, P301, DOI 10.1016/j.compedu.2005.01.007 Ong CS, 2006, COMPUT HUM BEHAV, V22, P816, DOI 10.1016/j.chb.2004.03.006 GARLAND D, 2005, J INTERACTIVE ONLINE, V4, P67 Volman M, 2005, TEACH TEACH EDUC, V21, P15, DOI 10.1016/j.tate.2004.11.003 BLANCO E, 2005, GUIA AFORTIC GUIA EV GRAY D, 2004, EUROPEAN J OPEN DIST PUTREVU S, 2001, ACAD MARKETING SCI R Comber C, 1997, EDUC RES, V39, P123 Whitley BE, 1997, COMPUT HUM BEHAV, V13, P1 NR 19 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 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 J AU Chen, HJ AF Chen, Hsiu-Ju TI Clarifying the empirical connection of new entrants' e-learning systems use to their job adaptation and their use patterns under the collective-individual training environment SO COMPUTERS & EDUCATION LA English DT Article DE Adult learning; Applications in e-learning; Distance education and telelearning; Distributed learning environments; Media in education ID TECHNOLOGY ACCEPTANCE MODEL; ORGANIZATIONAL SOCIALIZATION; INFORMATION-SYSTEMS; SUCCESS MODEL; SELF-EFFICACY; INTRINSIC MOTIVATION; NEWCOMER ADJUSTMENT; LONGITUDINAL-FIELD; PERCEIVED EASE; CONTINUED USE AB In recent years, with the development of e-learning, it is feasible for enterprises to adopt information systems to enhance organizations' human capital and knowledge renewal for competition. e-Learning systems designed for new entrants training aim to facilitate new entrants' job adaptation; however, the empirical link between their system use and job adaptation lacks. In addition, the influence of environmental variables on new entrants' e-learning training still needs clarification. Thus, based on the theoretical framework of the IS (information system) success model, this study is motivated to make an empirical connection of new entrants' e-learning systems use to their job adaptation, including organizational socialization and overall job-adaptation outcome, and also to clarify their system use patterns under different collective-individual socialization training environments. Data from one hundred and eighty-six valid respondents who entered their organizations within a year were gathered and analyzed with PLS (partial least square). The results suggested the valid connection of new entrants' e-learning systems use to their organizational socialization and overall job-adaptation outcome. New entrants also presented partially different system use patterns for adaptation under the different human interaction environments. The findings facilitated the design of training programs for new entrants at the e-learning environment. (C) 2011 Elsevier Ltd. All rights reserved. C1 I Shou Univ, Dept Informat Management, Dashu Township 840, Kaohsiung Count, Taiwan. RP Chen, HJ (reprint author), I Shou Univ, Dept Informat Management, 1,Sec 1,Syuecheng Rd, Dashu Township 840, Kaohsiung Count, Taiwan EM hjchen@isu.edu.tw FU National Science Council of the Republic of China[NSC98-2410-H- 214-002] FX The author would like to thank the Co-Editor, Dr. Rachelle S. Heller, and the anonymous reviewers for their valuable comments to improve this paper. The author also thanked Journal Manager Jake Holdridge and Mr. James Coggins for all their help. This research was supported by the The author would like to thank the Co-Editor, Dr. Rachelle S. Heller, and the anonymous reviewers for their valuable comments to improve this paper. The author also thanked Journal Manager Jake Holdridge and Mr. James Coggins for all their help. This research was supported by the National Science Council of the Republic of China under the grant of NSC98-2410-H- 214-002. 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Educ. PD JAN PY 2012 VL 58 IS 1 BP 321 EP 337 DI 10.1016/j.compedu.2011.07.010 PG 17 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300030 ER PT J AU Huang, EY Lin, SW Huang, TK AF Huang, Eugenia Y. Lin, Sheng Wei Huang, Travis K. TI What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction SO COMPUTERS & EDUCATION LA English DT Article DE e-learning; Learning styles; Online participation; e-learning performance; Interactive learning environments ID FIELD-DEPENDENCE; PERFORMANCE; PERSONALITY; STUDENTS; BEHAVIOR; SATISFACTION; INSTRUMENTS; PERCEPTIONS; EDUCATION; NETWORKS AB Learning style is traditionally assumed to be a predictor of learning performance, yet few studies have identified the mediating and moderating effects between the two. This study extends previous research by proposing and testing a model that examines the mediating processes in the relationship between learning style and e-learning performance and the moderating effects of prior knowledge. The results show that the sensory/intuitive dimension of learning style predicts learning performance indirectly through the mediation of online participation. However, other types of learning styles do not affect online participation. Sensory students demonstrate a higher level and intuitive students a lower level of online participation. Prior knowledge plays an important role as a moderator between online participation and learning performance. This study was conducted in the context of software usage instruction using empirical data from 219 undergraduate students. (C) 2012 Elsevier Ltd. All rights reserved. C1 [Huang, Eugenia Y.; Huang, Travis K.] Natl Chengchi Univ, Dept Management Informat Syst, Coll Commerce, Taipei 116, Taiwan. [Lin, Sheng Wei] Soochow Univ, Sch Business, Dept Comp Sci & Informat Management, Taipei 100, Taiwan. [Huang, Travis K.] Ling Tung Univ, Dept Informat Management, Coll Informat Sci, Taichung 406, Taiwan. RP Huang, EY (reprint author), Natl Chengchi Univ, Dept Management Informat Syst, Coll Commerce, 64,Sec 2,ZhiNan Rd, Taipei 116, Taiwan EM huang.eugenia@gmail.com larman520@gmail.com travisk.huang@gmail.com FU National Science Council, Taiwan, R.O.C.[NSC 98-2410-H-004-015]; College of Commerce, National Chengchi University FX This research was partially funded by National Science Council, Taiwan, R.O.C. under contract number NSC 98-2410-H-004-015 and a research grant from College of Commerce, National Chengchi University. The authors would also like to thank Professor Rachelle S. Heller, Co-Editor, and four anonymous reviewers for making the publication of this paper possible. 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Educ. PD JAN PY 2012 VL 58 IS 1 BP 338 EP 349 DI 10.1016/j.compedu.2011.08.003 PG 12 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300031 ER PT J AU Tsai, MJ Hou, HT Lai, ML Liu, WY Yang, FY AF Tsai, Meng-Jung Hou, Huei-Tse Lai, Meng-Lung Liu, Wan-Yi Yang, Fang-Ying TI Visual attention for solving multiple-choice science problem: An eye-tracking analysis SO COMPUTERS & EDUCATION LA English DT Article DE Teaching/learning strategies; Applications in subject areas; Media in education; Interdisciplinary projects; Evaluation methodology ID ARITHMETIC WORD-PROBLEMS; BEHAVIORAL-PATTERNS; COMPREHENSION; KNOWLEDGE; ONLINE; MOVEMENTS; STRATEGIES; FIXATIONS; TEACHERS; CHILDREN AB This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention were recorded by an eye tracker. Participants were asked to think aloud during the entire task. A 4 (options) x 4 (factors) repeated measures design, two paired t-tests and effect sizes analyses were conducted to compare the fixation duration between chosen and rejected options and between relevant and irrelevant factors. Content analyses were performed to analyze participants' responses and think aloud protocols and to examine individual's Hot Zone image. Finally, sequential analysis on fixated LookZones was further utilized to compare the scan patterns between successful and unsuccessful problem solvers. The results showed that, while solving an image-based multiple-choice science problem, students, in general, paid more attention to chosen options than rejected alternatives, and spent more time inspecting relevant factors than irrelevant ones. Additionally, successful problem solvers focused more on relevant factors, while unsuccessful problem solvers experienced difficulties in decoding the problem, in recognizing the relevant factors, and in self-regulating of concentration. Future study can be done to examine the reliability and the usability of providing adaptive instructional scaffoldings for problem solving according to students' visual attention allocations and transformations in a larger scale. Eye-tracking techniques are suggested to be used to deeply explore the cognitive process during e-learning and be applied to future online assessment systems. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Tsai, Meng-Jung; Liu, Wan-Yi] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei 106, Taiwan. [Hou, Huei-Tse] Natl Taiwan Univ Sci & Technol, Grad Inst Appl Sci & Technol, Taipei 106, Taiwan. [Yang, Fang-Ying] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei, Taiwan. RP Tsai, MJ (reprint author), Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, 93,Sec 4,Keelung Rd, Taipei 106, Taiwan EM mjtsai99@mail.ntust.edu.tw FU National Science Council of Taiwan[NSC 98-2511-S-011-004-MY2, 98-2511-S-003-047-MY2, 99-2511-S-011-006-MY3, 100-2918-I-011-001] FX This study is supported by National Science Council of Taiwan under the following grants: NSC 98-2511-S-011-004-MY2, 98-2511-S-003-047-MY2, 99-2511-S-011-006-MY3 and 100-2918-I-011-001. The authors appreciate Dr. Hung-Ta Pal's help in MATLAB programming, Dr. Bradley Love's comments and the reviewers' suggestions for revisions. 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Educ. PD JAN PY 2012 VL 58 IS 1 BP 375 EP 385 DI 10.1016/j.compedu.2011.07.012 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300034 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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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 Yusoff, NM Salim, SS AF Yusoff, Nor'ain Mohd Salim, Siti Salwah TI Investigating cognitive task difficulties and expert skills in e-Learning storyboards using a cognitive task analysis technique SO COMPUTERS & EDUCATION LA English DT Article DE Applications in subject areas; Distance education and telelearning; Learning communities; Pedagogical issues ID KNOWLEDGE ELICITATION; ELICITING KNOWLEDGE; DESIGN; PRESENTATIONS AB E-learning storyboards have been a useful approach in distance learning development to support interaction between instructional designers and subject-matter experts. Current works show that researchers are focusing on different approaches for use in storyboards, and there is less emphasis on the effect of design and process difficulties faced by instructional designers and subject-matter experts. This study explores problem aspects of the cognitive task and the skills required of subject-matter experts by applying a cognitive task analysis approach from the expert point of view. The result shows that subject-matter experts face difficulties in making decisions on three elements during e-learning course development. The three elements are storyboard templates, prescriptive interactive components, and review process. It is found that the representation skills and decision making of the three elements allows subject-matter experts to decide on alternatives of the task process. The result also indicates that it is important to leverage the design and process skills of subject-matter experts as it affects their interaction with instructional designers. Three recommendations are made: training development, prescriptive interactive components development, and interaction design document development. A new framework can be recommended to train subject-matter experts as e-learning storyboard users, and in turn provide for effective interaction between them and instructional designers. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Yusoff, Nor'ain Mohd] Multimedia Univ, Fac Informat Technol, Cyberjaya 63100, Malaysia. [Salim, Siti Salwah] Univ Malaya, Fac Comp Sci & Informat Technol, Kuala Lumpur 50603, Malaysia. RP Yusoff, NM (reprint author), Multimedia Univ, Fac Informat Technol, Cyberjaya 63100, Malaysia EM norain.yusoff@mmu.edu.my salwa@um.edu.my FU Multimedia University Malaysia[IP20110707004]; University of Malaya FX We would like to thank the three anonymous instructional designers at Multimedia Production Unit in Multimedia University Malaysia for participating in the study. We would also like to thank Dr Choo Yee Ting, Nur Syarafina Rush, and Noor Natasha Mohd. Irwan Serigar for, their invaluable help and support in data collections and writing assistance. The research is funded by Multimedia University Malaysia (Mini Funding No. IP20110707004) and University of Malaya (Postgraduate Research grant). 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Educ. PD JAN PY 2012 VL 58 IS 1 BP 652 EP 665 DI 10.1016/j.compedu.2011.09.009 PG 14 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300058 ER PT J AU Lin, WS Wang, CH AF Lin, Wen-Shan Wang, Chun-Hsien TI Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit SO COMPUTERS & EDUCATION LA English DT Article DE Improving classroom teaching; Teaching/learning strategies ID USER ACCEPTANCE; ONLINE BANKING; ENVIRONMENT; PERFORMANCE; STUDENTS; EXTENSION; OUTCOMES; DELONE AB The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at investigating the critical features the e-learning system can provide in assisting learning. Both quantitative (survey) and qualitative (focus group interview) methods are applied in this paper. Results reveal that the information quality and task-technology fit influence the confirmation of system acceptance. Perceived usefulness and system satisfaction have major impacts on continuance intentions. Notions from contingency theory are used to interpret these findings. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Lin, Wen-Shan] Natl Chiayi Univ, Dept Management Informat Syst, Chiayi 600, Taiwan. [Wang, Chun-Hsien] Natl Chiayi Univ, Dept Bioind & Agribusiness Adm, Chiayi 600, Taiwan. RP Lin, WS (reprint author), Natl Chiayi Univ, Dept Management Informat Syst, 580 Sinmin Rd, Chiayi 600, Taiwan EM wslin66@gmail.com chwang@mail.ncyu.edu.tw FU Foundation of Taiwan Industrial Technology Research & Development (gs1); National Science Council (gs2) in Taiwan, R.O.C.[NSC 98-2410-H-415-002-] FX The authors would like to thank the comments received from reviewers. This paper is supported by the Foundation of Taiwan Industrial Technology Research & Development (gs1) and the National Science Council (gs2) in Taiwan, R.O.C. (NSC 98-2410-H-415-002-) CR Lin KM, 2011, COMPUT EDUC, V56, P515, DOI 10.1016/j.compedu.2010.09.017 So HJ, 2010, EDUC TECHNOL SOC, V13, P189 Lee J, 2010, BRIT J EDUC TECHNOL, V41, P181, DOI 10.1111/j.1467-8535.2008.00909.x Miller KD, 2010, ORGAN SCI, V21, P97, DOI 10.1287/orsc.1080.0409 Chang HH, 2010, INT J HUM-COMPUT ST, V68, P69, DOI 10.1016/j.ijhcs.2009.09.010 Bechor T, 2010, INFORM MANAGE-AMSTER, V47, P17, DOI 10.1016/j.im.2009.09.004 Cho V, 2009, COMPUT EDUC, V53, P216, DOI 10.1016/j.compedu.2009.01.014 Cheung MY, 2009, INT J ELECTRON COMM, V13, P9, DOI 10.2753/JEC1086-4415130402 Petter S, 2009, INFORM MANAGE-AMSTER, V46, P159, DOI 10.1016/j.im.2008.12.006 Stoel MD, 2009, INFORM MANAGE-AMSTER, V46, P181, DOI 10.1016/j.im.2008.10.002 Al-Somali SA, 2009, TECHNOVATION, V29, P130, DOI 10.1016/j.technovation.2008.07.004 MCGILL TJ, 2009, COMPUT EDUC, V52, P495 Vatanasombut B, 2008, INFORM MANAGE-AMSTER, V45, P419, DOI 10.1016/j.im.2008.03.005 Bhattacherjee A, 2008, J COMPUT INFORM SYST, V49, P17 McGill TJ, 2008, J COMPUT ASSIST LEAR, V24, P191, DOI 10.1111/j.1365-2729.2007.00253.x Schmitt N, 2008, J VOCAT BEHAV, V72, P317, DOI 10.1016/j.jvb.2007.10.007 Liaw SS, 2008, COMPUT EDUC, V50, P950, DOI 10.1016/j.compedu.2006.09.007 Chiu CM, 2008, INFORM MANAGE-AMSTER, V45, P194, DOI 10.1016/j.im.2008.02.003 Akkoyunlu B, 2008, EDUC TECHNOL SOC, V11, P183 NJENGA JK, 2008, BRIT J EDUC TECHNOL, V41, P199 LIM DH, 2008, ED TECHNOLOGY SOC, V12, P282 Yang X, 2007, INFORM MANAGE-AMSTER, V44, P456, DOI 10.1016/j.im.2007.04.003 Karahanna E, 2006, MIS QUART, V30, P781 Komiak SYX, 2006, MIS QUART, V30, P941 Kamis AA, 2006, INFORM MANAGE-AMSTER, V43, P904, DOI 10.1016/j.im.2006.08.006 Wu JH, 2006, INFORM MANAGE-AMSTER, V43, P728, DOI 10.1016/j.im.2006.05.002 Benbunan-Fich R, 2006, INFORM MANAGE-AMSTER, V43, P778, DOI 10.1016/j.im.2005.09.001 HAIR JF, 2006, MULTIVARIATE DATA AN BONK C, 2006, HDB BLENDED LEARNING Saade R, 2005, INFORM MANAGE-AMSTER, V42, P317, DOI 10.1016/j.im.2003.12.013 Chin WW, 2003, INFORM SYST RES, V14, P189 DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 BRANSFORD JD, 2002, PEOPLE LEARN BRAIN M Bhattacherjee A, 2001, MIS QUART, V25, P351 LIN LC, 2001, J COMPUTER ASSISTED, V17, P409 Wood H, 1999, COMPUT EDUC, V33, P153 Zigurs I, 1998, MIS QUART, V22, P313 CHIN WW, 1998, MODERN METHODS BUSIN, P295 Fornell C, 1996, J MARKETING, V60, P7 Lee J, 1996, ORGAN STUD, V17, P729 GOODHUE DL, 1995, MIS QUART, V19, P213 DAVIS FD, 1989, MANAGE SCI, V35, P982 NUNNALLY JC, 1978, PSYCNOMETRIC THEORY NR 43 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 JAN PY 2012 VL 58 IS 1 BP 88 EP 99 DI 10.1016/j.compedu.2011.07.008 PG 12 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 868LH UT WOS:000298524300010 ER PT J AU van Seters, JR Wellink, J Tramper, J Goedhart, MJ Ossevoort, MA AF van Seters, Janneke R. Wellink, Joan Tramper, Johannes Goedhart, Martin J. Ossevoort, Miriam A. TI A web-based adaptive tutor to teach PCR primer design SO BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION LA English DT Article DE Adaptive e-learning; PCR; taxonomy of educational objectives; higher education ID GENE AB When students have varying prior knowledge, personalized instruction is desirable. One way to personalize instruction is by using adaptive e-learning to offer training of varying complexity. In this study, we developed a web-based adaptive tutor to teach PCR primer design: the PCR Tutor. We used part of the Taxonomy of Educational Objectives (the three cognitive processes: remember, understand, and apply) to design exercises of varying complexity. Using this method, we demonstrated that we were able to systematically categorize exercises. There was also a good learning effect and a positive student perception when using the PCR Tutor. C1 [van Seters, Janneke R.; Tramper, Johannes] Univ Wageningen & Res Ctr, Dept Bioproc Engn, Wageningen, Netherlands. [Wellink, Joan] Univ Wageningen & Res Ctr, Dept Mol Biol, NL-6703 HA Wageningen, Netherlands. [Goedhart, Martin J.; Ossevoort, Miriam A.] Univ Groningen, Fac Math & Nat Sci, Inst Didact & Curriculum Dev, Groningen, Netherlands. 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Mol. Biol. Educ. PD JAN-FEB PY 2012 VL 40 IS 1 BP 8 EP 13 DI 10.1002/bmb.20563 PG 6 WC Biochemistry & Molecular Biology; Education, Scientific Disciplines SC Biochemistry & Molecular Biology; Education & Educational Research GA 876HV UT WOS:000299099300002 ER PT J AU Triola, MM Huwendiek, S Levinson, AJ Cook, DA AF Triola, Marc M. Huwendiek, Soeren Levinson, Anthony J. Cook, David A. TI New directions in e-learning research in health professions education: Report of two symposia SO MEDICAL TEACHER LA English DT Article ID MEDICAL-EDUCATION; VIRTUAL PATIENTS; METAANALYSIS; STUDENTS; PATIENT AB Background: The use of Computer Assisted Instruction (CAI) is rising across health professions education. Research to date is of limited use in guiding the implementation and selection of CAI innovations. Aims: In the context of two symposia, systemic reviews were discussed that evaluate literature in Internet-based learning, Virtual Patients, and animations. Each session included a debate with the goal of reaching consensus on best current practices and future research. Methods: Thematic analysis of the discussions was performed to arrange the questions by theme, eliminate redundancy, and craft them into a cohesive narrative. Results: The question analysis revealed that there are clear advantages to the use of CAI, and that established educational theories should certainly inform the future development and selection of CAI tools. Schools adopting CAI need to carefully consider the benefits, cost, available resources, and capacity for teachers and learners to accept change in their practice of education. Potential areas for future research should focus on the effectiveness of CAI instructional features, integration of e-learning into existing curricula and with other modalities like simulation, and the use of CAI in assessment of higher-level outcomes. Conclusions: There are numerous opportunities for future research and it will be important to achieve consensus on important themes. C1 [Triola, Marc M.] NYU, Sch Med, Div Educ Informat, New York, NY 10016 USA. [Huwendiek, Soeren] Univ Heidelberg Hosp, Ctr Virtual Patients Heidelberg, Heidelberg, Germany. [Levinson, Anthony J.] McMaster Univ, Hamilton, ON, Canada. [Cook, David A.] Mayo Clin, Coll Med, Rochester, MN USA. [Cook, David A.] Mayo Clin, Div Gen Internal Med, Rochester, MN USA. 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Teach. PY 2012 VL 34 IS 1 BP E15 EP E20 DI 10.3109/0142159X.2012.638010 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 877IQ UT WOS:000299171600003 ER PT J AU De Maio, C Fenza, G Gaeta, M Loia, V Orciuoli, F Senatore, S AF De Maio, C. Fenza, G. Gaeta, M. Loia, V. Orciuoli, F. Senatore, S. TI RSS-based e-learning recommendations exploiting fuzzy FCA for Knowledge Modeling SO APPLIED SOFT COMPUTING LA English DT Article DE Knowledge Modeling; e-Learning; Web 2.0; Fuzzy logic; Formal Concept Analysis; Agent-based system ID RETRIEVAL; WEB AB Nowadays, Web 2.0 focuses on user generated content, data sharing and collaboration activities. Formats like Really Simple Syndication (RSS) provide structured Web information, display changes in summary form and stay updated about news headlines of interest. This trend has also affected the e-learning domain, where RSS feeds demand for dynamic learning activities, enabling learners and teachers to access to new blog posts, to keep track of new shared media, to consult Learning Objects which meet their needs. This paper presents an approach to enrich personalized e-learning experiences with user-generated content, through a contextualized RSS-feeds fruition. The synergic exploitation of Knowledge Modeling and Formal Concept Analysis techniques enables the design and development of a system that supports learners in their learning activities by collecting, conceptualizing, classifying and providing updated information on specific topics coming from relevant information sources. An agent-based layer supervises the extraction and filtering of RSS feeds whose topics cover a specific educational domain. (C) 2011 Elsevier B. V. All rights reserved. C1 [De Maio, C.; Fenza, G.; Loia, V.; Senatore, S.] Univ Salerno, Dipartimento Informat, I-84084 Fisciano, SA, Italy. [Gaeta, M.; Orciuoli, F.] Univ Salerno, Dipartimento Ingn Elettron & Ingn Informat, I-84084 Fisciano, SA, Italy. RP Senatore, S (reprint author), Univ Salerno, Dipartimento Informat, Via Ponte don Melillo, I-84084 Fisciano, SA, Italy FU EC[ICT-2009.4.2, 257886] FX This research is partially supported by the EC under the Project ARISTOTELE "Personalised Learning & Collaborative Working Environments Fostering Social Creativity and Innovations Inside the Organisations", VII FP, Theme ICT-2009.4.2 (Technology-Enhanced Learning), Grant Agreement n. 257886. 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Soft. Comput. PD JAN PY 2012 VL 12 IS 1 BP 113 EP 124 DI 10.1016/j.asoc.2011.09.004 PG 12 WC Computer Science, Artificial Intelligence; Computer Science, Interdisciplinary Applications SC Computer Science GA 847PY UT WOS:000296986100011 ER PT J AU Park, HW AF Park, Han Woo TI Examining academic Internet use using a combined method SO QUALITY & QUANTITY LA English DT Article DE Academic Internet use; Qualitative survey; Word frequency analysis; Semantic network analysis; Semantic mapping; Content analysis; University students; e-Learning; e-Research; e-Science; Korea ID ELECTRONIC INFORMATION-SERVICES; E-SCIENCE; BEHAVIOR; SEARCH; SINGAPORE; LESSONS AB Since the inception of the Internet in South Korea, the Internet has become an important medium for information and communication among collegians due to its complete integration into everyday school lives. This study examines the scholarly use and role of advanced computer and communications technologies in general and the Internet in particular via an open-ended, qualitative survey among Korean university students. Through word frequency analysis and semantic mapping, this paper identifies the key issues in academic Internet use. In addition to information science methods, content analysis is used to investigate the attitudinal and behavior dimensions in scholarly Internet use. The results are expected to enable professors and policymakers to target populations who underutilize the educational potential of Internet technologies and to design e-learning programs for such students. C1 Yeungnam Univ, Dept Media & Commun, Gyongsan 712749, Gyeongsangbuk D, South Korea. RP Park, HW (reprint author), Yeungnam Univ, Dept Media & Commun, 214-1 Dae Dong, Gyongsan 712749, Gyeongsangbuk D, South Korea EM hanpark@ynu.ac.kr CR Chung CJ, 2010, SOC SCI INFORM, V49, P215, DOI 10.1177/0539018409359370 PARK HW, 2009, J KOREAN DATA ANAL S, V11, P731 SOON C, 2009, ROUTL ADV RES METHOD, P109 Tremayne M, 2008, NEW MEDIA SOC, V10, P703, DOI 10.1177/1461444808094353 Cheong PH, 2008, NEW MEDIA SOC, V10, P771, DOI 10.1177/1461444808094356 Thelwall M, 2008, J AM SOC INF SCI TEC, V59, P1702, DOI 10.1002/asi.20834 Buente W, 2008, J AM SOC INF SCI TEC, V59, P1743, DOI 10.1002/asi.20883 Caldas A, 2008, J COMPUT-MEDIAT COMM, V13, P769, DOI 10.1111/j.1083-6101.2008.00419.x HALAVAIS A, 2008, SEARCH ENGINE SOC PARK HW, 2008, INT INF LIBR REV, V40, P104, DOI DOI 10.1016/j.iilr.2007.12.003 BOYD D, 2008, YOUTH IDENTITY DIGIT, P119 EBNER M, 2008, UNIVERSAL ACCESS INF, V7, P1615 CHANG YK, 2008, ASEF WORKSH GAT DIG BRAMBLE WJ, 2008, EC DISTANCE ONLINE L *NIDA, 2008, REP 2 HALF YEAR 2007 FORD N, 2008, WEB BASED LEARNING T Urquhart C, 2007, J AM SOC INF SCI TEC, V58, P1188, DOI 10.1002/asi.20562 Rowley J, 2007, J AM SOC INF SCI TEC, V58, P1162, DOI 10.1002/asi.20593 Wirth W, 2007, J COMPUT-MEDIAT COMM, V12 Jankowski NW, 2007, J COMPUT-MEDIAT COMM, V12 Schroeder R, 2007, J COMPUT-MEDIAT COMM, V12 2007, KOREA HERALD 0704, P4 BARON NS, 2007, 2007 AOIR C VANC CAN FARMER J, 2006, USES BLOGS, P91 BENOIT PJ, 2006, EFFECTS TRADITIONAL BURGESS J, 2006, USES BLOGS, P104 *KOR PRESS FDN, 2006, SURV INT NEWSP 2006 ADAMIC L, 2005, WEB SOC NETW, V25, P211 Nardi BA, 2004, COMMUN ACM, V47, P41, DOI 10.1145/1035134.1035163 PARK HW, 2004, J KOREAN DATA ANAL S, V6, P1377 CARRCHELLMAN AA, 2004, GLOBAL PERSPECTIVES Foster A, 2003, J DOC, V59, P321, DOI 10.1108/00220410310472518 MATTHEWS D, 2003, INTERNET HIGH EDUC, V6, P125 NENTWICH M, 2003, CYBERSCIENCE RES AGE PARK HW, 2002, NETCOM NETWORKS COMM, V16, P155 PARK HW, 2002, J AM SOC INFORM SCI, V53, P602 KELLNER D, 2002, HDB NEW MEDIA, P90 *PEW INT AM LIF PR, 2002, INT GOES COLL STUD L BORGATTI SP, 2002, UCINET WINDOWS BAUER MW, 2000, QUALITATIVE RES TEXT, P131 GOLDMAN SR, 1999, COGNITION TECHNOLOGY LEYDESDORFF L, 1995, CHALLENGE SCIENTOMET SHUELL TJ, 1992, ADAPTIVE LEARNING EN, P19 NR 43 TC 1 Z9 1 PU SPRINGER PI DORDRECHT PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS SN 0033-5177 J9 QUAL QUANT JI Qual. Quant. PD JAN PY 2012 VL 46 IS 1 BP 251 EP 266 DI 10.1007/s11135-010-9344-6 PG 16 WC Social Sciences, Interdisciplinary; Statistics & Probability SC Social Sciences - Other Topics; Mathematics GA 850BR UT WOS:000297169900015 ER PT J AU Toman, C Thifault, MC AF Toman, Cynthia Thifault, Marie-Claude TI Historical Thinking and the Shaping of Nursing Identity SO NURSING HISTORY REVIEW LA English DT Article AB Nursing history was a core component of nurse training programs as early as 1907, when American Adelaide Nutting published her three-volume history. However, it had all but disappeared by the end of the 20th century, supplanted by other subjects. The University of Ottawa Nursing History Research Unit developed two online nursing history courses, in English and French, respectively, which proved popular and prompted substantial interest in the reintroduction of nursing history to our curriculum. This article presents findings of a study that examined the concept of "historical thinking"-what it is, how it develops, and what it contributes to practice-based professions-based on student postings in these courses. Analysis suggests that primary sources and critical appraisal skills are keys to the formation of historical thinking, and that these courses fostered a strong sense of professional identity among participants who often lamented lack of previous exposure to nursing history. Online nursing history courses can capitalize on e-learning technologies, and fit crowded curricula and student learning styles, while extending the reach of historians beyond traditional university walls. C1 [Toman, Cynthia] Univ Ottawa, Sch Nursing, Ottawa, ON K1H 8M5, Canada. [Toman, Cynthia] Univ Ottawa, Dept Hist, Ottawa, ON K1H 8M5, Canada. [Toman, Cynthia] Univ Ottawa, AMS Nursing Hist Res Unit, Ottawa, ON K1H 8M5, Canada. RP Toman, C (reprint author), Univ Ottawa, Sch Nursing, 451 Smyth Rd, Ottawa, ON K1H 8M5, Canada CR Dolan B, 2010, SOC HIST MED, V23, P393, DOI 10.1093/shm/hkq005 D'Antonio P, 2010, NURS OUTLOOK, V58, P113, DOI 10.1016/j.outlook.2010.01.004 TOSH J, 2010, PURSUIT HIST AIMS ME, P191 Padilha MI, 2009, NURS INQ, V16, P171, DOI 10.1111/j.1440-1800.2009.00446.x Boschma G, 2009, NURS INQ, V16, P93, DOI 10.1111/j.1440-1800.2009.00459.x HUGHESWARRINGTO.M, 2009, HIST THINKING HIGHER, P7 Fairman J, 2008, J HIST MED ALL SCI, V63, P435, DOI 10.1093/jhmas/jrn018 Madsen W, 2008, NURS EDUC TODAY, V28, P524, DOI 10.1016/j.nedt.2007.09.008 WINEBURG S, 2007, TEACHING HIST, V129, P6 WINEBURG S, 2007, TEACHING HIST, V129, P11 MORTIMER B, 2005, NEW DIRECTIONS HIST Lewenson SB, 2004, J PROF NURS, V20, P374, DOI 10.1016/j.profnurs.2004.08.003 VONHEYKING A, 2004, CANADIAN SOCIAL STUD, V39, P1 LEWENSON SB, 2004, J PROFESSIONAL NURSI, V20, P376 *U OTT, 2004, SURV DET HIST NURS C OLWELL R, 2002, TEACHING HIST J METH, V27, P22 Nelson S, 2002, NURS HIST REV, V10, P175 WINEBURG S, 2001, HIST THINKING OTHER SEIXAS P, 1996, HDB ED HUMAN DEV, P765 DOCK LL, 1931, SHORT HIST NURSING E NUTTING MA, 1907, HIST NURSING EVOLUTI NR 21 TC 0 Z9 0 PU SPRINGER PUBLISHING CO PI NEW YORK PA 11 WEST 42ND STREET, NEW YORK, NY 10036 USA SN 1062-8061 J9 NURS HIST REV JI Nurs. Hist. Rev. PY 2012 VL 20 BP 184 EP 204 DI 10.1891/1062-8061.20.184 PG 21 WC History & Philosophy Of Science; History Of Social Sciences; Nursing SC History & Philosophy of Science; Social Sciences - Other Topics; Nursing GA 799PS UT WOS:000293299200008 ER PT J AU Behmann, M Bisson, S Walter, U AF Behmann, M. Bisson, S. Walter, U. TI Social Medicine in Medical Faculties: Realisation of the Topic in the Specialty "Social Medicine, Occupational Health" SO GESUNDHEITSWESEN LA German DT Article DE social medicine; teaching; medical education ID LICENSING REGULATIONS; CURRICULUM; CATALOG AB Purpose of the Study: The 9th Revision of German Medical Licensing Regulations for Physicians has come into effect on October 1st 2003. Social medicine was separated into the fields, occupational health, social medicine" and the various cross-sectional modules: epidemiology, biometry, medical computer science; health economics, health-care system, public health; prevention, health promotion; rehabilitation, physical medicine, naturopathic treatment. This paper studies the realisation of teaching in the field social medicine at German medical faculties. Methods: The survey was conducted in collaboration with the German Association for Social Medicine and Prevention (DGSMP). A survey was conducted at 38 institutes of 36 German medical faculties. The written questionnaire contained mostly selection items in which chances and barriers of the field were queried with supply items. Information about time scale, general conditions and resources was aked for. On the basis of the guidelines of the DGSMP, the topics to be taught were evaluated concerning their relevance and integration into education. Results: The response rate was 68% (n = 26). Social insurance, basic principles, responsibility in the Social Security Code and the different providers were judged as the most important topics. There was a strong demand for lecturing material. 82% (n = 18) of the faculties wished to have specific material, for example e-learning, examples, lesson plans, curricula and also textbooks. 91% (n = 19) of the faculties requested an exchange of information between the faculties concerning educational contents, motivation of students and e-learning. Discussion: The realisation of teaching is different between the faculties concerning the number of hours, teaching methods and number of students per year. The motivation of the students is one of the problems, but also the lack of acceptance within the clinic. Specific resources and exchange between the faculties are necessary concerning e-learning, which is offered at only few faculties so far, but interest for a more intensive usage exists. Potentials of social medicine are the promotion of awareness among the students and the "identification of basics for medical acts in the social security system". Social medicine offers the possibility to connect the theoretical institutes with the clinic. C1 [Behmann, M.] Hannover Med Sch, Inst Epidemiol Sozialmed & Gesundheitssyst Forsch, D-30625 Hannover, Germany. RP Behmann, M (reprint author), Hannover Med Sch, Inst Epidemiol Sozialmed & Gesundheitssyst Forsch, OE 5410,Carl Neuberg Str 1, D-30625 Hannover, Germany EM Behmann.Mareike@mh-hannover.de CR GOSTOMZYK JG, 2009, HDB WEITERBILDUNG PR Walter U, 2007, GESUNDHEITSWESEN, V69, P240, DOI 10.1055/s-2007-973838 Brennecke R, 2006, GESUNDHEITSWESEN, V68, P48, DOI 10.1055/s-2005-858956 PFAFF H, 2006, BUNDESGESUNDHEITSBLA, V49, P111 Erler A, 2005, GESUNDHEITSWESEN, V67, P355 Brennecke R, 2005, GESUNDHEITSWESEN, V67, P81, DOI 10.1055/s-2005-857883 MAU W, 2005, REHABILITATION, V44, P129 BRENNECKE R, 2004, LEHRBUCH SOZIALMEDIZ Strauss B, 2003, PSYCHOTHER PSYCH MED, V53, P43 SCHWARTZ FW, 2003, PUBLIC HLTH BUCH GES 2002, GESUNDHEITSWESEN, V64, P292 2002, SACHVERSTANDIGENRAT DILLMAN DA, 2000, MAIL INTERNET SURVEY NR 13 TC 0 Z9 0 PU GEORG THIEME VERLAG KG PI STUTTGART PA RUDIGERSTR 14, D-70469 STUTTGART, GERMANY SN 0941-3790 J9 GESUNDHEITSWESEN JI Gesundheitswesen PD DEC PY 2011 VL 73 IS 12 BP 853 EP 859 DI 10.1055/s-0030-1265191 PG 7 WC Public, Environmental & Occupational Health SC Public, Environmental & Occupational Health GA 884RS UT WOS:000299726500013 ER PT J AU Chang, HC Liu, CF Hwang, HG AF Chang, Hui-Chuan Liu, Chung-Feng Hwang, Hsin-Ginn TI Exploring Nursing E-Learning Systems Success Based on Information System Success Model SO CIN-COMPUTERS INFORMATICS NURSING LA English DT Article DE E-learning systems; Information System Success Model; Intention; Nursing; Satisfaction ID EDUCATION; NURSES; ONLINE; FIT AB E-learning is thought of as an innovative approach to enhance nurses' care service knowledge. Extensive research has provided rich information toward system development, courses design, and nurses' satisfaction with an e-learning system. However, a comprehensive view in understanding nursing e-learning system success is an important but less focused-on topic. The purpose of this research was to explore net benefits of nursing e-learning systems based on the updated DeLone and McLean's Information System Success Model. The study used a self-administered questionnaire to collected 208 valid nurses' responses from 21 of Taiwan's medium-and large-scale hospitals that have implemented nursing e-learning systems. The result confirms that the model is sufficient to explore the nurses' use of e-learning systems in terms of intention to use, user satisfaction, and net benefits. However, while the three exogenous quality factors (system quality, information quality, and service quality) were all found to be critical factors affecting user satisfaction, only information quality showed a direct effect on the intention to use. This study provides useful insights for evaluating nursing e-learning system qualities as well as an understanding of nurses' intentions and satisfaction related to performance benefits. C1 [Liu, Chung-Feng] Chia Nan Univ Pharm & Sci, Dept Informat Management, Tainan, Taiwan. [Chang, Hui-Chuan] Natl Chung Cheng Univ, Inst Informat Management, Minhsiung, Taiwan. [Hwang, Hsin-Ginn] Natl Chiao Tung Univ, Inst Informat Management, Hsinchu, Taiwan. RP Liu, CF (reprint author), Chia Nan Univ Pharm & Sci, Dept Informat Management, 60 Erh Jen Rd,Sec 1, Tainan, Taiwan EM fredliu@mail.chna.edu.tw FU National Science Council of Taiwan[NSC 96-2416-H-041-001] FX The authors thank and recognize the National Science Council of Taiwan for funding this study (NSC 96-2416-H-041-001). CR Ozkan S, 2009, COMPUT EDUC, V53, P1285, DOI 10.1016/j.compedu.2009.06.011 Lee BC, 2009, COMPUT EDUC, V53, P1320, DOI 10.1016/j.compedu.2009.06.014 Chang WY, 2008, NURS EDUC TODAY, V28, P822, DOI 10.1016/j.nedt.2008.02.003 CLARK RCC, 2008, E LEARNING SCI INSTR MAUREEN S, 2008, CIN-COMPUT INFORM NU, V26, P23 Nahm ES, 2006, CIN-COMPUT INFORM NU, V24, P261 Kreideweis J, 2005, CIN-COMPUT INFORM NU, V23, P68 *DOH TAIW, 2005, INV CURR STAT COMP M Cragg CE, 2004, CIN-COMPUT INFORM NU, V22, P19 FLETCHER GH, 2004, T H E J, V32, P4 Atack L, 2003, J ADV NURS, V44, P289 Venkatesh V, 2003, MIS QUART, V27, P425 DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 ROGERS EM, 2003, DIFFUSION INNOVATION YOUNG K, 2003, IND COMMER TRAIN, V35, P137 NELSON EA, 2003, NURS ADMIN Q, V27, P29 Kenny A, 2002, J ADV NURS, V38, P127 Bhattacherjee A, 2001, MIS QUART, V25, P351 ROSENBERG MJ, 2001, E LEARNING STRATEGIE Maki RH, 2000, BEHAV RES METH INS C, V32, P230 Carnwell R, 2000, J ADV NURS, V31, P1018 Hu LT, 1999, STRUCT EQU MODELING, V6, P1, DOI 10.1080/10705519909540118 HAIR JF, 1998, MULTIVARIATE DATA AN HALL B, 1997, WEB BASED TRAINING C GOODHUE D, 1995, MANAGE SCI, P1827 BENTLER PM, 1992, PSYCHOL BULL, V112, P400 DELONE WH, 1992, INFORMATION SYSTEMS, V3, P60 DAVIS, 1989, MIS Q, V13, P319 BENTLER PM, 1989, EQS STRUCTURAL EQUAT FORNELL C, 1981, J MARKETING RES, V18, P39 NR 30 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 1538-2931 J9 CIN-COMPUT INFORM NU JI CIN-Comput. Inform. Nurs. PD DEC PY 2011 VL 29 IS 12 BP 741 EP 747 DI 10.1097/NCN.0b013e31821a1651 PG 7 WC Computer Science, Interdisciplinary Applications; Medical Informatics; Nursing SC Computer Science; Medical Informatics; Nursing GA 865RN UT WOS:000298328100008 ER PT J AU Thomson, NM Campbell, DE O'Leary, FM AF Thomson, Natasha M. Campbell, Dianne E. O'Leary, Fenton M. TI Teaching medical students to resuscitate children: An innovative two-part programme SO EMERGENCY MEDICINE AUSTRALASIA LA English DT Article DE aptitude; cardiopulmonary resuscitation; child; knowledge; medical; student ID CARDIOPULMONARY-RESUSCITATION; CARDIAC-ARREST; LIFE-SUPPORT; EDUCATION; KNOWLEDGE; COMPETENCE; SKILLS; PERFORMANCE; SIMULATION; RETENTION AB Objective: The objective of the present study was to design and evaluate a novel, blended learning approach to the teaching of paediatric resuscitation to medical students. Methods: Participants were recruited from the Graduate Medical Program at the University of Sydney. The course incorporated an initial e-learning module and a subsequent practical component. The e-learning module taught basic and advanced life support. Students then attended a 90 min practical session, which focussed on team work and the psychomotor components of resuscitation. Improvement in knowledge was measured by a multiple choice question (MCQ) test. The MCQ was completed prior to beginning the whole course, after completion of the e-learning module and again at follow up 8 months later. Students also completed an evaluation survey. Results: Twenty-one students participated. There was a significant objective increase in knowledge from pre-course to post e-learning scores, median scores (interquartile range) from 12/23 (10.5 to 13.5) to 21/23 (20 to 22.5), P < 0.001. This significant increase in knowledge was still apparent at follow up 8 months later. Median MCQ score at follow up was 17/23 (14 to 18.5), P < 0.002. Students self-rated significant improvements in their knowledge, confidence and ability to perform basic and advanced life support for the whole course and between individual components (P < 0.001). Conclusions: A novel paediatric resuscitation course for medical students was developed and evaluated. This demonstrated significant objective improvements in student knowledge throughout the course, at course completion and at 8 month follow up. There were also significant subjective improvements in knowledge, confidence and ability to perform paediatric resuscitation. C1 [Thomson, Natasha M.; O'Leary, Fenton M.] Childrens Hosp, Emergency Dept, Westmead, NSW 2145, Australia. [Thomson, Natasha M.; Campbell, Dianne E.; O'Leary, Fenton M.] Univ Sydney, Discipline Paediat & Child Hlth, Sydney Med Sch, Sydney, NSW 2006, Australia. [O'Leary, Fenton M.] Univ Sydney, Discipline Emergency Med, Sydney Med Sch, Sydney, NSW 2006, Australia. RP O'Leary, FM (reprint author), Childrens Hosp, Emergency Dept, Locked Bag 4001, Westmead, NSW 2145, Australia EM fentono@chw.edu.au CR O'Leary FM, 2010, EMERG MED AUSTRALAS, V22, P324, DOI 10.1111/j.1742-6723.2010.01302.x Davis D, 2009, CHEST, V135, p42S, DOI 10.1378/chest.08-2517 Balmer MC, 2008, BRIT DENT J, V204, P453, DOI 10.1038/sj.bdj.2008.300 Wayne DB, 2008, CHEST, V133, P56, DOI 10.1378/chest.07-0131 BARTON P, 2008, CLIN TEACH, V5, P36 HOGAN J, 2008, FOCUS HLTH PROFESSIO, V10, P36 Gemke RJBJ, 2007, POSTGRAD MED J, V83, P265, DOI 10.1136/pgmj.2006.050377 Madden C, 2006, NURS EDUC TODAY, V26, P218, DOI 10.1016/j.nedt.2005.10.003 HARLOW S, 2006, EDUC FORUM, V71, P41 CAMERON P, 2006, TXB PAEDIAT EMERGENC Hamilton R, 2005, J ADV NURS, V51, P288 Abella BS, 2005, JAMA-J AM MED ASSOC, V293, P305 HURYK LA, 2005, NURS MANAGE, V36, P48 ORNATO J, 2005, CARDIOPULMONARY RESU Weller JM, 2004, MED EDUC, V38, P32, DOI 10.1046/j.1365-2923.2004.01739.x Jewkes F, 2003, ARCH DIS CHILD, V88, P118 Kaufman DM, 2003, BRIT MED J, V326, P213 SINGH H, 2003, EDUC TECHNOL, V43, P51 GALLAGHER A, 2003, 131 ANN M AM PUBL HL Morgan PJ, 2002, MED EDUC, V36, P534 Durojaiye L, 2002, J PAEDIATR CHILD H, V38, P241 Misch DA, 2002, ADV HEALTH SCI EDUC, V7, P153 Phillips PS, 2001, BRIT MED J, V323, P22 Davies N, 2000, J CLIN NURS, V9, P400 HARRISON GA, 1999, ANAESTH INTENSIVE CA, V27, P52 Brady RM, 1997, J PAEDIATR CHILD H, V33, P113 Maibach EW, 1996, PEDIATRICS, V97, P94 LAVE J, 1990, SITUATED LEARNING LE KOLB DA, 1984, EXPT LEARNING EXPERI *MARK TOOLS INC, ZOOM ONL CREAT TOOL NR 30 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1742-6731 J9 EMERG MED AUSTRALAS JI Emerg. Med. Australas. PD DEC PY 2011 VL 23 IS 6 BP 741 EP 747 DI 10.1111/j.1742-6723.2011.01477.x PG 7 WC Emergency Medicine SC Emergency Medicine GA 860DW UT WOS:000297930000011 ER PT J AU Seluakumaran, K Jusof, FF Ismail, R Husain, R AF Seluakumaran, Kumar Jusof, Felicita Fedelis Ismail, Rosnah Husain, Ruby TI Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study RID B-8814-2010 RID B-9619-2010 SO ADVANCES IN PHYSIOLOGY EDUCATION LA English DT Article DE e-learning; blended learning; virtual learning environment; web-based teaching ID ONLINE QUIZZES; PARTICIPATION; EDUCATION; SUCCESS; TOOL AB Seluakumaran K, Jusof FF, Ismail R, Husain R. Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study. Adv Physiol Educ 35: 369-377, 2011; doi:10.1152/advan.00008.2011.-Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students who used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum. C1 [Seluakumaran, Kumar; Jusof, Felicita Fedelis; Ismail, Rosnah; Husain, Ruby] Univ Malaya, Fac Med, Dept Physiol, Kuala Lumpur 50603, Malaysia. RP Seluakumaran, K (reprint author), Univ Malaya, Fac Med, Dept Physiol, Kuala Lumpur 50603, Malaysia EM kumarselvakumaran@um.edu.my CR Kibble JD, 2011, ADV PHYSIOL EDUC, V35, P95, DOI 10.1152/advan.00053.2010 Urena MAG, 2009, CIR ESPAN, V85, P165, DOI 10.1016/j.ciresp.2009.01.001 Dobson JL, 2008, ADV PHYSIOL EDUC, V32, P297, DOI 10.1152/advan.90162.2008 Shah IM, 2008, EMERG MED J, V25, P354, DOI 10.1136/emj.2007.053082 Ludert T, 2008, J DTSCH DERMATOL GES, V6, P467, DOI 10.1111/j.1610-0387.2008.06738.x Ramos C, 2008, COMPUT EDUC, V50, P1174, DOI 10.1016/j.compedu.2006.11.003 Dantas AM, 2008, ADV PHYSIOL EDUC, V32, P65, DOI 10.1152/advan.00006.2007 Kommalage M, 2008, ADV PHYSIOL EDUC, V32, P81, DOI 10.1152/advan.00067.2007 KUKOLJATARADI S, 2008, CROAT MED J, V49, P344 Alegret M, 2008, METHOD FIND EXP CLIN, V30, P184 Pineda J, 2008, METHOD FIND EXP CLIN, V30, P97 SURI H, 2008, HELLO ARE YOU LANDSC Lovatt J, 2007, CHEM EDUC RES PRACT, V8, P390 Mazzolini M, 2007, COMPUT EDUC, V49, P193, DOI 10.1016/j.compedu.2005.06.011 Kibble J, 2007, ADV PHYSIOL EDUC, V31, P253, DOI 10.1152/advan.00027.2007 Uribe-Tirado A, 2007, PROF INFORM, V16, P468, DOI 10.3145/epi.2007.sep.09 Sparacia G, 2007, RADIOGRAPHICS, V27, P573, DOI 10.1148/rg.272065077 RICE W, 2007, MOODLE TEACHING TECH KIBBLE JD, 2007, ADV PHYSIOL EDUC, V31, P377 Costa-Santos C, 2007, ST HEAL T, V129, P1366 MACHADO M, 2007, 2007 37 ANN FRONT ED, V1, P1730 COLE J, 2007, USING MOODLE TEACHIN BEATTY B, 2006, TECHTRENDS, V50, P36 Taradi SK, 2005, ADV PHYSIOL EDUC, V29, P35, DOI 10.1152/advan.00026.2004 HARRINGTON CF, 2004, ONLINE J DIST LEARN, V7 LI Q, 2004, TECHTRENDS, V48, P24 ASPDEN L, 2004, ED MEDIA INT, V41, P245, DOI 10.1080/09523980410001680851 WHEELER B, 2004, EDUCAUSE REV, V39, P68 CADER R, 2003, NURS TIMES, V99, P24 DELANGE P, 2003, ACCOUNTING ED, V12, P1 DOUGIAMAS M, 2003, WORLD C ED MULT HYP, P171 HAYWARD LM, 2002, J PHYS THER, V17, P48 Dewhurst DG, 2000, COMPUT EDUC, V35, P223 DAVIS MJ, 1997, ADV PHYSIOL EDUC, V17, P1 ALAVI M, 1994, MIS QUART, V18, P159 NR 35 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 DEC PY 2011 VL 35 IS 4 BP 369 EP 377 DI 10.1152/advan.00008.2011 PG 9 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA 863GR UT WOS:000298151300009 ER PT J AU Chen, ML Su, ZY Wu, TY Shieh, TY Chiang, CH AF Chen, Man-Ling Su, Zhi-Yuan Wu, Teng-Yen Shieh, Tien-Yu Chiang, Chi-Hui TI Influence of Dentistry Students' e-Learning Satisfaction: A Questionnaire Survey SO JOURNAL OF MEDICAL SYSTEMS LA English DT Article DE e-Learning; Dentistry student; Structural equation modeling ID MEDICAL-EDUCATION; USER ACCEPTANCE; TECHNOLOGY; SIMULATOR; PROGRAM; SYSTEMS AB Dental school graduates operating on patients without having had sufficient practice in school is potentially dangerous to the patients. In order to minimize this danger, it is necessary to establish a virtual learning environment for students. In this study, we incorporated DentSim, a clinical dentistry simulator, into an e-Learning platform. In addition to overcoming the time and space constraints on learning, DentSim can simulate clinical conditions. It also allows students to practice reading case histories and inspecting and diagnosing patients. To construct the research model for this study, we incorporated the four major factors for measuring e-Learner satisfaction-'learner interface', 'learning community', 'content' and 'personalization' with the variable of 'intention to use'. The subjects were 350 dental students studying at the College of Oral Medicine. The structural equation modeling (SEM) results showed that Factors that influenced 'intention to use' include 'learner interface', 'learning community' and 'personalization', and 'intention to use' affect 'e-Learner satisfaction' with the system. C1 [Chen, Man-Ling; Shieh, Tien-Yu] Kaohsiung Med Univ, Coll Dent Med, Sch Dent, Kaohsiung 807, Taiwan. [Su, Zhi-Yuan; Chiang, Chi-Hui] Chia Nan Univ Pharm & Sci, Dept Informat Management, Tainan 717, Taiwan. [Wu, Teng-Yen] Natl Chung Cheng Univ, Dept Informat Management, Chiayi 621, Taiwan. [Shieh, Tien-Yu] Kaohsiung Med Univ Hosp, Dept Oral & Maxillofacial Surg, Kaohsiung 807, Taiwan. [Chiang, Chi-Hui] Natl Yunlin Univ Sci & Technol, Dept Informat Management, Yunlin 640, Taiwan. RP Shieh, TY (reprint author), Kaohsiung Med Univ, Coll Dent Med, Sch Dent, Kaohsiung 807, Taiwan EM tiyush@kmu.edu.tw CR Grottke O, 2009, BRIT J ANAESTH, V103, P594, DOI 10.1093/bja/aep224 Kahol K, 2009, J BIOMED INFORM, V42, P593, DOI 10.1016/j.jbi.2009.02.008 Fraser K, 2009, MED EDUC, V43, P784, DOI 10.1111/j.1365-2923.2009.03412.x Chen CY, 2009, J MED SYST, V33, P317, DOI 10.1007/s10916-008-9193-1 Heetebry I, 2005, J MED SYST, V29, P611, DOI 10.1007/s10916-005-6129-x Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 Lau F, 2004, J MED SYST, V28, P71, DOI 10.1023/B:JOMS.0000021522.30587.ff FLETCHER GH, 2004, T H E J, V32, P4 Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 Reis J, 2003, J MED SYST, V27, P1 YOUNG K, 2003, IND COMMER TRAIN, V35, P137 NELSON EA, 2003, NURS ADMIN Q, V27, P29 THORNBORY G, 2003, OCCUP HLTH, V55, P23 KOHN LT, 2000, ERR IS HUMAN BUILDIN MARKI RH, 2000, BEHAV RES METH INSTR, V32, P230 HAIR JF, 1998, MULTIVARIATE DATA AN TARR M, 1998, IND COMMER TRAIN, V30, P104 Shomaker D, 1997, J NURS EDUC, V36, P328 ALAVI M, 1995, MIS QUART, V19, P293 DALY JM, 1994, J NURS EDUC, V33, P172 ALAVI M, 1994, MIS Q, V18, P150 DAVIS FD, 1989, MIS QUART, V13, P319 DAVIS FD, 1989, MANAGE SCI, V35, P982 PARKINSON CF, 1989, NURS HEALTH CARE, V10, P498 SHACHTMAN N, E LEARNING MOVES OUT NR 26 TC 0 Z9 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0148-5598 J9 J MED SYST JI J. Med. Syst. PD DEC PY 2011 VL 35 IS 6 BP 1595 EP 1603 DI 10.1007/s10916-010-9435-x PG 9 WC Health Care Sciences & Services; Medical Informatics SC Health Care Sciences & Services; Medical Informatics GA 859ZJ UT WOS:000297914200025 ER PT J AU Maia, B Cunha, JPAR AF Maia, Bruno Cunha, Joao P. A. R. TI Computer program for distance learning of pesticide application technology SO ANAIS DA ACADEMIA BRASILEIRA DE CIENCIAS LA English DT Article DE e-learning; pesticide application; spraying; teaching/learning strategies AB Distance learning presents great potential for mitigating field problems on pesticide application technology. Thus, due to the lack of teaching material about pesticide spraying technology in the Portuguese language and the increasing availability of distance learning, this study developed and evaluated a computer program for distance learning about the theory of pesticide spraying technology using the tools of information technology. The modules comprising the course, named Pulverizar, were: (1) Basic concepts, (2) Factors that affect application, (3) Equipments, (4) Spraying nozzles, (5) Sprayer calibration, (6) Aerial application, (7) Chemigation, (8) Physical-chemical properties, (9) Formulations, (10) Adjuvants, (11) Water quality, and (12) Adequate use of pesticides. The program was made available to the public on July 1(st), 2008, hosted at the web site www.pulverizar.iciag.ufu.br, and was simple, robust and practical on the complementation of traditional teaching for the education of professionals in Agricultural Sciences. Mastering pesticide spraying technology by people involved in agricultural production can be facilitated by the program Pulverizar, which was well accepted in its initial evaluation. C1 [Maia, Bruno; Cunha, Joao P. A. R.] Univ Fed Uberlandia, Inst Ciencias Agr, BR-38400902 Uberlandia, MG, Brazil. RP Cunha, JPAR (reprint author), Univ Fed Uberlandia, Inst Ciencias Agr, Caixa Postal 593,Campus Umuarama, BR-38400902 Uberlandia, MG, Brazil EM jpcunha@iciag.ufu.br FU Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES); Fundacao de Amparo a Pesquisa do Estado de Minas Gerais (FAPEMIG); Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) FX The authors would like to thank Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES), Fundacao de Amparo a Pesquisa do Estado de Minas Gerais (FAPEMIG), and Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) for financial support. 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PD DEC PY 2011 VL 83 IS 4 BP 1413 EP 1420 PG 8 WC Multidisciplinary Sciences SC Science & Technology - Other Topics GA 857VL UT WOS:000297751100028 ER PT J AU Clay, C Chamley, C Coad, J Mills, N Clouder, L AF Clay, Collette Chamley, Carol Coad, Jane Mills, Natalie Clouder, Lynn TI HOW WAS IT FOR US? REFLECTIONS FROM A UK E-LEARNING DEVELOPMENT FOR HEALTH PROFESSIONALS IN THE FIELD OF PAEDIATRICS AND CHILD HEALTH SO ACTA PAEDIATRICA LA English DT Meeting Abstract C1 [Clay, Collette; Chamley, Carol; Coad, Jane; Mills, Natalie; Clouder, Lynn] Coventry Univ, Fac Hlth & Life Sci, CCFAR, Coventry, W Midlands, England. NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0803-5253 J9 ACTA PAEDIATR JI Acta Paediatr. PD DEC PY 2011 VL 100 SU 463 SI SI BP 110 EP 110 PG 1 WC Pediatrics SC Pediatrics GA 854OD UT WOS:000297503200223 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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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 Huang, CJ Liao, JJ Shen, HY Aye, NN Wang, YW Chen, HX Yang, DX Luo, YC Chuang, YT AF Huang, Chenn-Jung Liao, Jia-Jian Shen, Hung-Yen Aye, Nwe Ni Wang, Yu-Wu Chen, Hong-Xin Yang, Dian-Xiu Luo, Yun-Cheng Chuang, Yi-Ta TI Using Learning Style-Based Diagnosis Tool to Enhance Collaborative Learning in an Undergraduate Engineering Curriculum SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE e-learning platform; learning style; computer-supported cooperative learning; diagnosis; feedback; weighted decision graph ID TEACHING STYLES; EDUCATION; SYSTEM AB In this study, an intelligent learning style aware diagnosis agent for computer-supported cooperative learning is proposed. Learners are first assigned to heterogeneous groups based on their learning styles questionnaire given right before the beginning of learning activities on the e-learning platform. The proposed diagnosis agent then scrutinizes each learner's learning portfolio on e-learning platform and automatically issues feedback messages in case some learner's behavior that is unfitted to his/her learning styles or devious argument on discussion board or wiki is detected. The Moodle, an open-source software e-learning platform, is used to establish the cooperative learning environment for this study. The experimental results reveal that the proposed learning style aware diagnosis agent indeed boosts the performance of the learners. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 739-746, 2011; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20359 C1 [Chen, Hong-Xin; Yang, Dian-Xiu] Natl Taiwan Univ, Inst Comp Sci & Informat Engn, Taipei 10764, Taiwan. [Luo, Yun-Cheng] Natl Tsing Hua Univ, Dept Comp Sci & Informat Engn, Hsinchu, Taiwan. [Chuang, Yi-Ta] Natl Chiao Tung Univ, Dept Comp Sci & Informat Engn, Hsinchu, Taiwan. [Luo, Yun-Cheng] Natl Tsing Hua Univ, Inst Comp Sci & Informat Engn, Hsinchu, Taiwan. [Huang, Chenn-Jung; Liao, Jia-Jian; Shen, Hung-Yen; Aye, Nwe Ni; Wang, Yu-Wu] Natl Dong Hwa Univ, Dept Comp Sci & Informat Engn, Hualien, Taiwan. RP Huang, CJ (reprint author), Natl Dong Hwa Univ, Dept Comp & Informat Sci, Hualien, Taiwan EM cjhuang@mail.ndhu.edu.tw FU National Science Council of the Republic of China, Taiwan[NSC 96-2628-E-259-022-MY3, NSC 97-2218-E-259-005] FX The authors would like to thank the National Science Council of the Republic of China, Taiwan, for financially supporting this research under Contract Nos. NSC 96-2628-E-259-022-MY3 and NSC 97-2218-E-259-005. 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Appl. Eng. Educ. PD DEC PY 2011 VL 19 IS 4 BP 739 EP 746 DI 10.1002/cae.20359 PG 8 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 849CC UT WOS:000297102100014 ER PT J AU Barchino, R De Marcos, L Gutierrez, JM Oton, S Jimenez, L Gutierrez, JA Hilera, JR Martinez, JJ AF Barchino, Roberto De Marcos, Luis Maria Gutierrez, Jose Oton, Salvador Jimenez, Lourdes Antonio Gutierrez, Jose Ramon Hilera, Jose Javier Martinez, Jose TI Assessment Design: A Step Towards Interoperability SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE assessment; e-learning; interoperability AB The assessment in e-learning systems is a basic element to successfully complete any formative action. In this article we present a generic, flexible, interoperable and reusable language for design assessments, and its implementation in the EDVI Learning Management System. This language is based on XML and we have used XML Schema technology. We also describe the language attributes required to set the assessment plan based on our practical experience in e-learning courses. The main purpose of this language is to make the assessment design interoperable among systems in a simple and efficient way. An adequate implementation will also reduce the time required to configure assessment activities, simplifying and automating them. (C) 2009Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 770-776, 2011; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20363 C1 [Barchino, Roberto; De Marcos, Luis; Maria Gutierrez, Jose; Oton, Salvador; Jimenez, Lourdes; Antonio Gutierrez, Jose; Ramon Hilera, Jose; Javier Martinez, Jose] Univ Alcala De Henares, Dept Comp Sci, Madrid, Spain. [Antonio Gutierrez, Jose] Univ Alcala De Henares, Dept Math, Madrid, Spain. [Antonio Gutierrez, Jose] Univ Alcala De Henares, Innovat Programs, Madrid, Spain. RP Barchino, R (reprint author), Univ Alcala De Henares, Dept Comp Sci, Madrid, Spain EM roberto.barchino@uah.es FU MITyC[FIT-350200-2007-6, FIT-350101-2007-9, PAV-070000-2007-103]; MEC[CIT-410000-2007-5]; JCCM[EM2007-004] FX Contract grant sponsor: MITyC; Contract grant numbers: FIT-350200-2007-6, FIT-350101-2007-9, PAV-070000-2007-103. Contract grant sponsor: MEC; Contract grant number: CIT-410000-2007-5. Contract grant sponsor: JCCM; Contract grant number: EM2007-004. CR *IMS GLOB LEARN CO, 2009, QUEST TEST INT SPEC *EUR COMM STAND, 2008, LEARN TECHN STAND OB Barchino R, 2007, INT J ENG EDUC, V23, P454 2006, LEARNING TECHNOLOGY 2006, XML EXTENSIBLE MARKU BARCHINO R, 2005, IADIS VIRT MULT COMP BARCHINO R, 2005, US CHINA ED REV, V2, P31 BARCHINO R, 2004, C IB AM SIST CIB INF *ADL, 2004, SHAR CONT OBJ REF MO BARCHINO R, 2001, 7 JORN ENS U INF JEN NR 10 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 770 EP 776 DI 10.1002/cae.20363 PG 7 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 849CC UT WOS:000297102100017 ER PT J AU Gordon, M Chandratilake, M Baker, P AF Gordon, Morris Chandratilake, Madawa Baker, Paul TI Improved junior paediatric prescribing skills after a short e-learning intervention: a randomised controlled trial SO ARCHIVES OF DISEASE IN CHILDHOOD LA English DT Article ID MEDICAL-STUDENTS; EDUCATIONAL INTERVENTIONS; INSTRUCTIONAL-DESIGN; HEALTH-PROFESSIONS; ERRORS; METAANALYSIS; DOCTORS AB Objective Medication errors are common, with junior doctors accounting for the majority in acute healthcare. Paediatrics is uniquely challenging, but the evidence base to guide prescribing education is limited. The authors set out to develop a short, educationally sound, low cost e-learning resource for paediatric prescribing to improve junior doctors' prescribing skills and to evaluate its effectiveness. Design A non-blinded randomised controlled trial. Setting North Western Deanery Foundation School, UK. Participants 162 volunteer foundation (junior) doctors randomised into control (86) and intervention (76) groups. Interventions On study entry, participants were assessed on prescribing skill, prescribing habits and confidence. The intervention group completed the e-learning course designed for the study, which took 1-2 h. At 1 and 3 months after the intervention, both groups were assessed on similar prescribing assessments, habits and confidence. Main outcome measures Total score (expressed as a percentage) on prescribing assessments, confidence and satisfaction scores. Results There were no preintervention differences in prescribing assessments (67% vs 67%, p=0.56). Postintervention, the e-learning group scored significantly higher than the control group (63% vs 79%, p<0.0001). At 3 months, the e-learning group still scored significantly higher (69% vs 79%, p<0.0001), with improved confidence scores (p<0.0001). Conclusions This short e-learning resource significantly improved the paediatric prescribing skills of junior doctors. Outcomes were maintained at 3 months, suggesting the utility of low cost, low fidelity, educationally sound e-learning interventions. However, the direct impact on patient outcomes following this intervention has yet to be determined. C1 [Gordon, Morris; Baker, Paul] Univ Salford, Fac Hlth & Social Care, Manchester, Lancs, England. [Gordon, Morris] Fairfield Hosp, Dept Paediat, Bury, England. [Chandratilake, Madawa] Univ Dundee, Dept Med Educ, Dundee, Scotland. [Baker, Paul] N Western Deanery, Manchester, Lancs, England. RP Gordon, M (reprint author), Univ Salford, Mary Seacole Bldg,MS 1-90,Frederick Rd Campus, Manchester M6 6PU, England EM morris@betterprescribing.com CR Cohen MD, 2010, QUAL SAF HEALTH CARE, V19, P493, DOI 10.1136/qshc.2009.033480 Schulz KF, 2010, ANN INTERN MED, V152, P726 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 *ROYAL COLL PAED C, 2010, FRAM COMP TRAIN GEN Celebi N, 2009, MED EDUC, V43, P1010, DOI 10.1111/j.1365-2923.2009.03452.x Ross S, 2009, BRIT J CLIN PHARMACO, V67, P629, DOI 10.1111/j.1365-2125.2008.03330.x Ross S, 2009, BRIT J CLIN PHARMACO, V67, P662, DOI 10.1111/j.1365-2125.2009.03395.x Horton R, 2009, LANCET, V373, P435 Wong ICK, 2009, ARCH DIS CHILD, V94, P161, DOI 10.1136/adc.2007.116442 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181 Coombes ID, 2008, MED EDUC, V42, P427, DOI 10.1111/j.1365-2923.2008.03029.x Conroy S, 2008, ARCH DIS CHILD, V93, P313, DOI 10.1136/adc.2007.127761 Davey AL, 2008, QUAL SAF HEALTH CARE, V17, P146 Rajasekaran SK, 2008, MED TEACH, V30, P717, DOI 10.1080/01421590802216274 COOMBES I, 2007, CLIN TEACH, V4, P128 Ghaleb MA, 2006, ANN PHARMACOTHER, V40, P1766, DOI 10.1345/aph.1G717 Garbutt JM, 2005, ACAD MED, V80, P594 Atkinson RK, 2003, J EDUC PSYCHOL, V95, P774, DOI 10.1037/0022-0663.95.4.774 Karaalp A, 2003, MED TEACH, V25, P515, DOI 10.1080/014215903100100418 Hassan NAGM, 2000, EUR J CLIN PHARMACOL, V55, P873 KOHN LT, 1999, ERR IS HUMAN BUILDIN Sweller J, 1998, EDUC PSYCHOL REV, V10, P251 GAGNE R, 1992, PRINCIPLES INSTRUCTI MILLER GA, 1956, PSYCHOL REV, V63, P81 NR 24 TC 0 Z9 0 PU B M J PUBLISHING GROUP PI LONDON PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND SN 0003-9888 J9 ARCH DIS CHILD JI Arch. Dis. Child. PD DEC PY 2011 VL 96 IS 12 BP 1191 EP 1194 DI 10.1136/archdischild-2011-300577 PG 4 WC Pediatrics SC Pediatrics GA 846SH UT WOS:000296923000022 ER PT J AU Chen, LC Lien, YH AF Chen, Liang-Chu Lien, Yen-Hsuan TI Using author co-citation analysis to examine the intellectual structure of e-learning: A MIS perspective SO SCIENTOMETRICS LA English DT Article DE Intellectual structure; E-learning; Author co-citation analysis; MIS ID MANAGEMENT FIELD; JOURNALS; SCIENCE AB The increased use of e-learning techniques as an accepted form of teaching has resulted in a growing volume of academic research dedicated to their assessment. Despite the importance of the technique, there is little comprehensive knowledge on e-learning, especially in non-educational fields. Author co-citation analysis (ACA) is an analytical method for identifying the intellectual structure of specific knowledge domains through the relationship between two similar authors. ACA has been applied to many fields, such as information retrieval, knowledge management, and strategic management; however, it has not yet been used to analyze e-learning development. This study examines the intellectual structure of e-learning from the perspective of management information systems (MIS). By applying the ACA method, we analyze and categorize international and Taiwanese research topics into clusters. Our results show that Taiwanese authors put more effort into practical studies of business training, while international authors focus on a users' psychological reaction to learning context. Altogether, our research provides a clear intellectual analysis of e-learning practices from 1996 to 2009, enabling us to thoroughly study and understand the influence of these techniques on modern education. C1 [Chen, Liang-Chu; Lien, Yen-Hsuan] Natl Def Univ, Dept Informat Management, Coll Management, Taipei 112, Taiwan. RP Chen, LC (reprint author), Natl Def Univ, Dept Informat Management, Coll Management, 70,Sec 2,Zhongyang N Rd, Taipei 112, Taiwan EM nctuhorse@gmail.com misaki5168@gmail.com FU National Science Council (NSC), Taiwan[NSC 96-2416-H-606-002-MY2, 98-2410-H-606-006-MY2] FX This research was partially sponsored by the National Science Council (NSC), Taiwan under Grant No: NSC 96-2416-H-606-002-MY2 & 98-2410-H-606-006-MY2. CR Zhao DZ, 2011, SCIENTOMETRICS, V87, P115, DOI 10.1007/s11192-010-0317-2 Ma RM, 2009, SCIENTOMETRICS, V81, P33, DOI 10.1007/s11192-009-2063-x Lim A, 2009, COMMUN ACM, V52, P111, DOI 10.1145/1536616.1536645 Shih ML, 2008, COMPUT EDUC, V51, P955, DOI 10.1016/j.compedu.2007.10.004 Chen NS, 2008, COMPUT EDUC, V50, P1009, DOI 10.1016/j.compedu.2006.10.001 Nerur SP, 2008, STRATEG MANAGE J, V29, P319, DOI 10.1002/smj.659 CLARK RC, 2007, E LEARNING SCI INSTR HSU MJ, 2007, THESIS NATL CHENGCHI Nerur S, 2005, COMMUN ACM, V48, P71 Acedo FJ, 2005, INT BUS REV, V14, P619, DOI 10.1016/j.ibusrev.2005.05.003 Rainer RK, 2005, COMMUN ACM, V48, P91, DOI 10.1145/1042091.1042096 CHEN HJ, 2005, THESIS NAT SUN YS U CHEN NS, 2004, P TAIW AC NETW C 200, P107 Tsay MY, 2003, SCIENTOMETRICS, V58, P529 SUBRAMANI M, 2003, 0323 U MINN KHAN BH, 2001, WEB BASED TRAINING, P75 Ding Y, 1999, J INFORM SCI, V25, P67 White HD, 1998, J AM SOC INFORM SCI, V49, P327 CHEN NS, 1997, 8 INT C INF MAN TAIP, P667 BANDURA A, 1986, SOCIAL FDN THOUGHT A WHITE HD, 1982, J DOC, V38, P255 WHITE HD, 1981, J AM SOC INFORM SCI, V32, P163 NR 22 TC 0 Z9 0 PU SPRINGER PI DORDRECHT PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS SN 0138-9130 J9 SCIENTOMETRICS JI Scientometrics PD DEC PY 2011 VL 89 IS 3 BP 867 EP 886 DI 10.1007/s11192-011-0458-y PG 20 WC Computer Science, Interdisciplinary Applications; Information Science & Library Science SC Computer Science; Information Science & Library Science GA 840XC UT WOS:000296474400009 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 CR PELLOWE C, 2010, J INFECT PREV, V11, P55, DOI 10.1177/1757177410362498 O'Brien D, 2009, J HOSP INFECT, V73, P171, DOI 10.1016/j.jhin.2009.07.006 Reime MH, 2008, NURS EDUC TODAY, V28, P798, DOI 10.1016/j.nedt.2008.03.005 Kennedy G, 2008, MED TEACH, V30, P10, DOI 10.1080/01421590701798737 PRATT RJ, 2001, J HOSP INFECT S, V47, pS1 Desai N, 2000, J HOSP INFECT, V44, P193 NR 6 TC 0 Z9 0 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 Barros, H Silva, A Costa, E Bittencourt, II Holanda, O Sales, L AF Barros, Heitor Silva, Alan Costa, Evandro Bittencourt, Ig Ibert Holanda, Olavo Sales, Leandro TI Steps, techniques, and technologies for the development of intelligent applications based on Semantic Web Services: A case study in e-learning systems SO ENGINEERING APPLICATIONS OF ARTIFICIAL INTELLIGENCE LA English DT Article DE Semantic Web Services; Intelligent Tutoring System; Grinv Middleware; Ontology AB Semantic Web Services domain has gained special attention in academia and industry. It has been adopted as a promise to enable automation of all aspects of Web Services provision and uses, such as service creation, selection, discovery, composition, and invocation. However, the development of intelligent systems based on Semantic Web Services (SWS) is still a complex and time-consuming task, mainly with respect to the choice and integration of technologies. In this paper, we discuss some empirical issues associated with the development process for such systems and propose a systematic way for building intelligent applications based on SWS by providing the development process with steps, techniques and technologies. In addition, one experiment concerning the implementation of a real e-learning system using the proposed approach is described. The evaluation results from this experiment showed that our approach has been effective and relevant in terms of improvements in the development process of intelligent applications based on SWS. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Barros, Heitor; Silva, Alan; Costa, Evandro; Bittencourt, Ig Ibert; Holanda, Olavo; Sales, Leandro] Fed Univ Alagoas UFAL, Inst Comp, Maceio, Alagoas, Brazil. RP Bittencourt, II (reprint author), Fed Univ Alagoas UFAL, Inst Comp, Campus AC Simoes S-N, Maceio, Alagoas, Brazil EM heitorbarros@ic.ufal.br alanpedro@dsc.ufcg.edu.br evandro@ic.ufal.br ig.ibert@ic.ufal.br olavoholanda@ic.ufal.br leandro@ic.ufal.br CR MARINHO T, 2010, S APPL COMP SILVA A, 2010, 2 INT C SOFTW SERV S, P127 Razzaq L, 2009, IEEE T LEARN TECHNOL, V2, P157, DOI 10.1109/TLT.2009.23 CALADO I, 2009, SAC, P694 WOOLF BP, 2009, BUILDING INTELLIGENT BITTENCOURT II, 2009, KNOWLEDGE BASED SYST, V22 BARROS H, 2009, AN S BRAS INF ED BITTENCOURT II, 2009, INT C ENT INF SYST, P780 BITTENCOURT II, 2008, IEEE MULTIDISCIPLINA, V3, P17 BITTENCOURT II, 2008, CONSTRUCTING INTELLI, P228 WEISE T, 2008, P 2008 3 INT C INT W CLARO DB, 2008, 26 S BRAS RED COMP S FARRELL J, 2007, SEMANTIC ANNOTATIONS BRAMBILLA M, 2007, ACM T INTERNET TECHN, V8 MARTIN D, 2007, P 6 INT SEM WEB C 2, P340 CORREIA BL, 2007, PROGRAMA NACL INTEGR Choi N, 2006, SIGMOD RECORD, V35, P34 Aleven V, 2006, LECT NOTES COMPUT SC, V4053, P61 KLUSCH M, 2006, AAMAS 06, P915 SRINIVASAN N, 2006, HICSS 06 HASSELWANTER T, 2006, LNCS SERIES VANLEHN K, 2005, INT J ARTIFICIAL INT, V15, P147 ERL T, 2005, SERVICE ORIENTED ARC KOEDINGER KR, 2005, CAMBRIDGE HDB LEARNI DENKER G, 2005, P 2 EUR SEM WEB C ES, P78 DEVEDZIC V, 2004, INT J ARTIFICIAL INT, V14, P39 MARTIN D, 2004, OWL S SEMANTIC MARKU AGGARWAL R, 2004, P IEEE INT C SERV CO MIZOGUCHI R, 2004, NEW GENERATION COMPU, V22 CHEN W, 2004, COGNITIVE SUPPORT LE MAJITHIA S, 2004, LECT NOTES COMPUTER, P269 SONG Z, 2004, MOBIQUITOUS 2004, P310 KUMAR V, 2004, P ITS 04 WORKSH MOD, P71 SIRIN E, 2004, P SEM WEB SERV WORKS PAOLUCCI M, 2004, P WORKSH SEM WEB SER SHESHAGIRI M, 2004, THESIS U MARYLAND DACONTA MC, 2003, SEMANTIC WEB GUIDE F BRUSILOVSKY P, 2003, INT J CONTINUING ENG, V13, P75 Paolucci M, 2002, LECT NOTES COMPUT SC, V2342, P333 Berners-Lee T, 2001, SCI AM, V284, P34 McIlraith SA, 2001, IEEE INTELL SYST APP, V16, P46, DOI 10.1109/5254.920599 DUBOULAY B, 2001, INT J ARTIFICIAL INT, V12, P235 BROEKSTRA J, 2001, SEMANTICS WWW KOEDINGER KR, 1997, INT J ARTIFICIAL INT, V8, P30 BRUSILOVSKY P, 1996, LNCS, V1086, P261 GRUBER TR, 1993, KNOWL ACQUIS, V5, P199 *UDDI, OASIS NR 47 TC 0 Z9 0 PU PERGAMON-ELSEVIER SCIENCE LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND SN 0952-1976 J9 ENG APPL ARTIF INTEL JI Eng. Appl. Artif. Intell. PD DEC PY 2011 VL 24 IS 8 SI SI BP 1355 EP 1367 DI 10.1016/j.engappai.2011.05.007 PG 13 WC Automation & Control Systems; Computer Science, Artificial Intelligence; Engineering, Multidisciplinary; Engineering, Electrical & Electronic SC Automation & Control Systems; Computer Science; Engineering GA 841WM UT WOS:000296545900005 ER PT J AU Zahidah, Z Noorhidawati, A Zainab, AN AF Zahidah, Z. Noorhidawati, A. Zainab, A. N. TI Exploring the needs of Malay manuscript studies community for an e-learning platform SO MALAYSIAN JOURNAL OF LIBRARY & INFORMATION SCIENCE LA English DT Article DE Malay manuscripts studies; Soft System Methodology; Digital libraries; E-Learning; Philology; Transliterating and annotation tools ID DIGITAL-LIBRARY AB Philology studies are often associated with traditional methods of teaching and learning. This study explores the possibility of e-learning adoption amongst Malay manuscripts learning community. The Soft System Methodology (SSM) is used to guide the investigation. SSM emphasises on understanding the problem situations faced by Malay manuscript learning community and expresses the situations in rich pictures. The manuscript learning community comprises lecturers, students and researchers in the field of philology. Data were gathered from interviews, focus group discussions and observations. Academy of Malay Studies, University of Malaya is the case study setting, focusing on lecturers who teach and students who enrol in a philology course as well as doctoral students researching on manuscript studies. The findings highlight problems faced by the various stakeholders and propose solutions in the form of a conceptual model for a collaborative electronic platform to improve teaching and learning as well as utilizing digitized manuscript surrogates held in a digital library of Malay manuscripts. C1 [Zahidah, Z.; Noorhidawati, A.; Zainab, A. N.] Univ Malaya, Fac Comp Sci & Informat Technol, Digital Lib Res Grp, Kuala Lumpur, Malaysia. RP Zahidah, Z (reprint author), Univ Malaya, Fac Comp Sci & Informat Technol, Digital Lib Res Grp, Kuala Lumpur, Malaysia EM zahidahz@perdana.um.edu.my noorhidawati@um.edu.my zainab@um.edu.my CR Zainab AN, 2009, LIBRI, V59, P275, DOI 10.1515/libr.2009.024 CRESWELL JW, 2009, RES DESIGN QUALITATI GHANI RA, 2009, P INT C EL ENG INF I, P154 HILMI MRM, 2009, THESIS U MALAYA KUAL ZURAIDAH AM, 2008, LIB REV, V57, P537 WARWICK J, 2008, TMME, V5, P1551 DELBRIDGE R, 2008, LIB MANAGEMENT, V29, P538, DOI 10.1108/01435120810894545 Abdullah A, 2008, ELECTRON LIBR, V26, P446, DOI 10.1108/02640470810893729 YARON DJ, 2008, P 8 ACM IEEE CS JOIN, P70 ACHOURI A, 2008, P 9 IBIMA C INF MAN Abdullah A, 2007, MALAYS J LIBR INF SC, V12, P99 DELBRIDGE R, 2007, LIB MANAGEMENT, V28, P306, DOI 10.1108/01435120710774459 HILMI MRM, 2007, P INT C LIB INF SOC, P223 EDZAN CNN, 2007, THESIS U MALAYA KUAL MARSHALL BB, 2006, ACM J ED RESOURCES C, V6, P1 SOMMERVILLE MM, 2005, ELECT LIB, V27, P409 DRIGAS AS, 2005, P 5 INT WSEAS C DIST, P90 BOZZI A, 2005, P 9 ICCC INT C EL PU, P139 NICHOLAS S, 2004, LECT NOTES COMPUTER, V3, P135 NICHOLAS S, 2003, LECT NOTES COMPUTER, V3, P135 HANCOCK B, 2002, TRENT FOCUS RES DEV ROSE J, 2002, SOFT SYSTEM METHODOL RUMPLER B, 1999, LIB REV, V48, P181 CHECKLAND P, 1998, SYSTEMS THINKING SYS CALABRETTO S, 1998, INT J DIGIT INF JODI, V1, P1 Bozzi A, 1997, LECT NOTES COMPUT SC, V1324, P269 DING CM, 1987, BIJDR TAAL-LAND-V, V143, P425 NR 27 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 DEC PY 2011 VL 16 IS 3 BP 31 EP 47 PG 17 WC Information Science & Library Science SC Information Science & Library Science GA 842HX UT WOS:000296589000004 ER PT J AU Kim, J Lee, W AF Kim, JaMee Lee, WonGyu TI Assistance and possibilities: Analysis of learning-related factors affecting the online learning satisfaction of underprivileged students SO COMPUTERS & EDUCATION LA English DT Article DE Distance education and telelearning; Elementary education; Pedagogical issue; e-learning; Online learning; Online education AB Online learning is used for different purposes such as the actualization of equal opportunity in education or excellence in education. In Korea, nationwide online learning has been launched since 2005 to boost the self-directed learning capabilities and academic achievement of underprivileged students. The purpose of this study was to examine factors affecting the online learning satisfaction of underprivileged students. The subjects in this study were 1043 students and 915 underprivileged students. The underprivileged students were found to be more satisfied with online learning than the students, and the students who were under the guidance of their online homeroom teachers (hereinafter called the students of class type) expressed better satisfaction than the others who studied on their own (hereinafter called the students of self-study type). And the learning support function (F3) was identified as the variable that exerted the largest influence on the satisfaction level of the underprivileged students. This study was significant in that it attempted to suggest what kind of assistance should be provided to raise the online learning satisfaction of underprivileged students and to set up learning assistance models geared toward underprivileged students by covering diverse relevant elements without leaning toward any particular one. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Lee, WonGyu] Korea Univ, Coll Educ, Dept Comp Educ, Seoul 136701, South Korea. [Kim, JaMee] Korea Univ, Grad Sch, Dept Comp Sci Educ, Seoul 136701, South Korea. 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Educ. PD DEC PY 2011 VL 57 IS 4 BP 2395 EP 2405 DI 10.1016/j.compedu.2011.05.021 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 833CT UT WOS:000295860100018 ER PT J AU Jara, CA Candelas, FA Puente, ST Torres, F AF Jara, Carlos A. Candelas, Francisco A. Puente, Santiago T. Torres, Fernando TI Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory SO COMPUTERS & EDUCATION LA English DT Article DE Blended learning; E-learning; Interactive environments; Robotics; Virtual and remote laboratories ID ENGINEERING-EDUCATION; INTERNET ROBOTS; PERCEPTIONS; SOFTWARE AB Automatics and Robotics subjects are always greatly improved when classroom teaching is supported by adequate laboratory courses and experiments following the "learning by doing" paradigm, which provides students a deep understanding of theoretical lessons. However, expensive equipment and limited time prevent teachers having sufficient educational platforms, and several low cost and flexible solutions have been developed to permit an effective teaching in Automatics and Robotics at a reasonable cost. Virtual and remote laboratories are inside this group of solutions as Web-based experimentation tools which have demonstrated the importance and effectiveness of hand-on experiences. This paper presents an experience teaching based on a blended-learning method using as experimentation tool a virtual and remote robotic laboratory called RobUALab, which is also described in the paper, in Automatics and Robotics subjects of the Computer Science degree at the University of Alicante. Students experiment with a set of hand-on exercises about Automatics and Robotics using RobUALab, firstly in face-to-face classes where they experiment in-situ with the real plant and, afterwards, they access to the experimentation environment in order to finish remotely their practical exercises outside the laboratory. The results obtained in the evaluation of the educational methodology proposed attest its efficiency in terms of learning degree and performance of the students. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Jara, Carlos A.; Candelas, Francisco A.; Puente, Santiago T.; Torres, Fernando] Univ Alicante, Dept Phys Syst Engn & Signal Theory, San Vicente Del Raspeig, Spain. 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Educ. PD DEC PY 2011 VL 57 IS 4 BP 2451 EP 2461 DI 10.1016/j.compedu.2011.07.003 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 833CT UT WOS:000295860100024 ER PT J AU Tsai, CC Ho, HNJ Liang, JC Lin, HM AF Tsai, Chin-Chung Ho, Hsin Ning Jessie Liang, Jyh-Chong Lin, Hung-Ming TI Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students SO LEARNING AND INSTRUCTION LA English DT Article DE Epistemic beliefs; Conceptions of learning; Self-efficacy; Science learning; Science education ID EPISTEMOLOGICAL BELIEFS; PERSONAL EPISTEMOLOGY; SECONDARY-SCHOOL; HONG-KONG; RELATIONAL ANALYSIS; GRADE-LEVEL; STRATEGIES; ACHIEVEMENT; COLLEGE; TAIWAN AB This study examined the relationships among Taiwanese high school students' scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students' absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students' self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Tsai, Chin-Chung; Ho, Hsin Ning Jessie] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei 106, Taiwan. [Liang, Jyh-Chong] Natl Taiwan Univ Sci & Technol, Grad Inst Appl Sci & Technol, Taipei 106, Taiwan. [Lin, Hung-Ming] Minghsin Univ Sci & Technol, Dept Business Adm, Hsinchu, Taiwan. RP Tsai, CC (reprint author), Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, 43,Sec 4,Keelung Rd, Taipei 106, Taiwan EM cctsai@mail.ntust.edu.tw hojessie@gmail.com aljc@mail.ntust.edu.tw hmlin@must.edu.tw CR Kuhn D, 2010, SCI EDUC, V94, P810, DOI 10.1002/sce.20395 Tavakol M, 2010, ADV HEALTH SCI EDUC, V15, P369, DOI 10.1007/s10459-009-9203-1 Mason L, 2010, METACOGN LEARN, V5, P67, DOI 10.1007/s11409-009-9048-2 Liang JC, 2010, ASIA-PAC EDUC RES, V19, P43 Yang YF, 2010, LEARN INSTR, V20, P72, DOI 10.1016/j.learninstruc.2009.01.003 Liang JC, 2010, INT J SCI EDUC, V32, P2273, DOI 10.1080/09500690903397796 CHEN AJ, 2010, CONTEMP EDUC PSYCHOL, V35, P75, DOI DOI 10.1016/J.CEDPSYCH.2009.10.003 Tsai CC, 2009, COMPUT EDUC, V53, P1092, DOI 10.1016/j.compedu.2009.05.019 Ozkal K, 2009, LEARN INDIVID DIFFER, V19, P71, DOI 10.1016/j.lindif.2008.05.005 Kienhues D, 2008, BRIT J EDUC PSYCHOL, V78, P545, DOI 10.1348/000709907X268589 Hong E, 2008, LEARN INSTR, V18, P499, DOI 10.1016/j.learninstruc.2007.10.002 Moos DC, 2008, COMPUT HUM BEHAV, V24, P1686, DOI 10.1016/j.chb.2007.07.001 Lee MH, 2008, SCI EDUC, V92, P191, DOI 10.1002/sce.20245 Tsai CC, 2008, INT J SCI EDUC, V30, P353, DOI 10.1080/09500690701191425 Ferla J, 2008, LEARN INDIVID DIFFER, V18, P271, DOI 10.1016/j.lindif.2007.11.003 PHAN PH, 2008, ELECT J RES ED PSYCH, V14, P157 BROWNLEE J, 2008, KNOWING KNOWLEDGE BE Chan KW, 2007, ASIA-PAC EDUC RES, V16, P199 Stathopoulou C, 2007, CONTEMP EDUC PSYCHOL, V32, P255, DOI 10.1016/j.cedpsych.2005.12.002 Mason L, 2006, LEARN INSTR, V16, P492, DOI 10.1016/j.learninstruc.2006.09.007 Muis KR, 2006, EDUC PSYCHOL REV, V18, P3, DOI 10.1007/s10648-006-9003-6 HAIR JF, 2006, MULTIVARIATE DATA AN LIU M, 2006, J INTERACTIVE LEARNI, V17, P225 Paulsen MB, 2005, RES HIGH EDUC, V46, P731, DOI 10.1007/s11162-004-6224-8 Cano F, 2005, BRIT J EDUC PSYCHOL, V75, P203, DOI 10.1348/000709904X22683 Hofer BK, 2004, EDUC PSYCHOL, V39, P43 Tsai CC, 2004, INT J SCI EDUC, V26, P1733, DOI 10.1080/0950069042000230776 Chan KW, 2004, TEACH TEACH EDUC, V20, P817, DOI 10.1016/j.tate.2004.09.002 Conley AM, 2004, CONTEMP EDUC PSYCHOL, V29, P186, DOI 10.1016/j.cedpsych.2004.01.004 Hofer BK, 2004, CONTEMP EDUC PSYCHOL, V29, P129, DOI 10.1016/j.cedpsych.2004.01.002 Li J, 2003, J EDUC PSYCHOL, V95, P258, DOI 10.1037/0022-0663.95.2.258 QIAN G, 2002, PERSONAL EPISTEMOLOG, P365 GRAVILL JI, 2002, M 8 AM C INF SYST DA ELDER AD, 2002, PERSONAL EPISTEMOLOG Li J, 2001, ETHOS, V29, P111 Bong M, 2001, J EDUC PSYCHOL, V93, P23 Hofer BK, 2000, CONTEMP EDUC PSYCHOL, V25, P378, DOI 10.1006/ceps.1999.1026 Kuhn D, 2000, COGNITIVE DEV, V15, P309 Driver R, 2000, SCI EDUC, V84, P287 Dahlin B, 2000, BRIT J EDUC PSYCHOL, V70, P65 SCHRAW G, 2000, ISSUES MEASURE MENTM PHAN H, 2000, M AUSTR ASS RES ED S Pajares F, 1999, CONTEMP EDUC PSYCHOL, V24, P390 PROSSER M, 1999, UNDERSTANDING LEARNI Vermunt JD, 1998, BRIT J EDUC PSYCHOL, V68, P149 Tsai CC, 1998, INT J SCI EDUC, V20, P413 CHIN WW, 1998, MODERN METHODS BUSIN Hofer BK, 1997, REV EDUC RES, V67, P88 Marton F, 1997, LEARN INSTR, V7, P21 PEDHAZUR EJ, 1997, MULTIPLE REGRESSION BANDURA A, 1997, SELF EFFICACY EXERCI PAI Y, 1997, CULTURAL FDN ED DEMASTES SS, 1995, SCI EDUC, V79, P637 SHELL DF, 1995, J EDUC PSYCHOL, V87, P386 QIAN GY, 1995, J EDUC PSYCHOL, V87, P282 HOFER BK, 1994, ANN M AM PSYCH ASS L PINTRICH PR, 1993, EDUC PSYCHOL MEAS, V53, P801 MARTON F, 1993, INT J ED RES, V19, P277 SCHOMMER M, 1990, J EDUC PSYCHOL, V82, P498 BANDURA A, 1986, SOCIAL FDN THOUGHT A FOMELL C, 1981, J MARKETING RES, V18, P39, DOI DOI 10.2307/3151312 SALJO R, 1979, LEARNING LEARNERS PE NR 62 TC 1 Z9 1 PU PERGAMON-ELSEVIER SCIENCE LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND SN 0959-4752 J9 LEARN INSTR JI Learn Instr. PD DEC PY 2011 VL 21 IS 6 BP 757 EP 769 DI 10.1016/j.learninstruc.2011.05.002 PG 13 WC Education & Educational Research; Psychology, Educational SC Education & Educational Research; Psychology GA 820WB UT WOS:000294935700006 ER PT J AU Kim, H Lee, E Chun, J Kim, KP AF Kim, Hyunah Lee, Eunjung Chun, Junchul Kim, Kwanghoon Pio TI A SCORM-based e-Learning Process Control Model and Its Modeling System SO KSII TRANSACTIONS ON INTERNET AND INFORMATION SYSTEMS LA English DT Article DE e-Learning process; e-Learning activity sequencing prerequisites; SCORM content package's menifest AB In this paper, we propose an e-Learning process control model that aims to graphically describe and automatically generate the manifest of sequencing prerequisites in packaging SCORM's content aggregation models. In specifying the e-Learning activity sequencing, SCORM1 provides the concept of sequencing prerequisites to be manifested on each e-Learning activity of the corresponding tree-structured content organization model. However, the course developer is required to completely understand the SCORM's complicated sequencing prerequisites and other extensions. So, it is necessary to achieve an efficient way of packaging for the e-Learning content organization models. The e-Learning process control model proposed in this paper ought to be an impeccable solution for this problem. Consequently, this paper aims to realize a new concept of process-driven e-Learning content aggregating approach supporting the e-Learning process control model and to implement its e-Learning process modeling system graphically describing and automatically generating the SCORM's sequencing prerequisites. Eventually, the proposed model becomes a theoretical basis for implementing a SCORM-based e-Learning process management system satisfying the SCORM's sequencing prerequisite specifications. We strongly believe that the e-Learning process control model and its modeling system achieve convenient packaging in SCORM's content organization models and in implementing an e-Learning management system as well. C1 [Kim, Hyunah; Lee, Eunjung; Chun, Junchul; Kim, Kwanghoon Pio] Kyonggi Univ, Dept Comp Sci, Suwonsi 443760, Gyeonggido, South Korea. RP Kim, KP (reprint author), Kyonggi Univ, Dept Comp Sci, Suwonsi 443760, Gyeonggido, South Korea EM hakim@kgu.ac.kr ejlee@kgu.ac.kr jcchun@kgu.ac.kr kwang@kgu.ac.kr FU GRRC of Gyeonggi Province FX This work was supported by the GRRC program of Gyeonggi Province. We would like to extend our appreciation to our fellow researchers in the MIC Lab, Graphics Processing Lab and the Collaboration Technology Research Lab (CTRL) at Kyonggi University, and transfer also thanks to the GRRC colleagues and the officers of Gyeonggi Province. Additionally, the implementation of the e-Learning process control modeling system has been performed on the BEIT's Grid Computing Facility. CR KIM KH, 2009, HDB RES BUSINESS PRO KIM H, 2009, P KSII 1 INT C INT I, P331 ZHUGE H, 2008, IEEE T KNOWLEDGE JUL PARK N, 2008, P IEEE 4 INT C SEM K, P322 2006, ADV DISTRIBUTED LEAR Kim KH, 2005, LECT NOTES COMPUT SC, V3483, P38 2004, ADV DISTRIBUTED LEAR ZHUGE H, 2004, KNOWLEDGE GRID 2002, ADV DISTRIBUTED LEAR ELLIS CA, 1983, P 1983 WOULD COMP C ELLIS CA, 1980, ACM COMPUTING SURVEY, V12 NR 11 TC 0 Z9 0 PU KSII-KOR SOC INTERNET INFORMATION PI GANGNAM-GU PA KOR SCI & TECHNOL CTR, 409 ON 4TH FLR, MAIN BLDG, 635-4 YEOKSAM 1-DONG, GANGNAM-GU, SEOUL 00000, SOUTH KOREA SN 1976-7277 J9 KSII T INTERNET INF JI KSII Trans. Internet Inf. Syst. PD NOV 29 PY 2011 VL 5 IS 11 BP 2121 EP 2142 DI 10.3837/tiis.2011.11.014 PG 22 WC Computer Science, Information Systems; Telecommunications SC Computer Science; Telecommunications GA 895RS UT WOS:000300514600013 ER PT J AU Chen, CC Symons, FJ Reynolds, AJ AF Chen, Chin-Chih Symons, Frank J. Reynolds, Arthur J. TI Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities SO BEHAVIORAL DISORDERS LA English DT Article ID SEVERE EMOTIONAL DISTURBANCE; EDUCATIONAL-ACHIEVEMENT; SCHOOLS; RISK; DELINQUENCY; ADOLESCENTS; INTERVENTION; INSTRUCTION; DISORDERS; MOBILITY AB This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted of 1,370 economically disadvantaged, predominantly minority students living in a large urban area. Findings indicated that students with high-incidence disabilities had higher rates of juvenile delinquency and adult crime. Individual (classroom adjustment), family (parent participation in school and child abuse/neglect), and school factors (preschool program participation, school quality, and school mobility) were differentially associated with juvenile delinquency and adult crime while controlling for demographics and early child and family risks. Implications for intervention, policy, and future research to address the needs of students with high-incidence disabilities are discussed. C1 [Chen, Chin-Chih] Virginia Commonwealth Univ, Richmond, VA 23284 USA. [Symons, Frank J.; Reynolds, Arthur J.] Univ Minnesota, Minneapolis, MN 55455 USA. RP Chen, CC (reprint author), Virginia Commonwealth Univ, 1015 W Main St,Apt 501, Richmond, VA 23284 USA EM ccchen@vcu.edu CR NEWMAN L, 2010, COMP TIME OUTCOMES Y BLACKORBY J, 2007, SEELS WHAT MAKES DIF Barton-Arwood SM, 2005, EXCEPT CHILDREN, V72, P7 Quinn MM, 2005, EXCEPT CHILDREN, V71, P339 Reynolds AJ, 2004, CHILD DEV, V75, P1299 NEWMAN L, 2004, SCH ENGAGEMENT ELEME BLACKORBY J, 2004, SEELS ENGAGEMENT ACA Wehby JH, 2003, J EMOT BEHAV DISORD, V11, P194 McHale BG, 2003, J DEV PHYS DISABIL, V15, P123 WIENER J, 2003, LEARNING DISABILITIE, V18, P77 WAGNER M, 2003, ACHIEVEMENTS YOUTH D MARDER C, 2003, SOCIAL ADJUSTMENT YO Pocock SJ, 2002, STAT MED, V21, P2917, DOI 10.1002/sim.1296 Demie F, 2002, EDUC RES-UK, V44, P197, DOI 10.1080/00131880210135304 Vance JE, 2002, J AM ACAD CHILD PSY, V41, P36 NEWMAN L, 2002, FAMILY SUPPORTS ED H OSHER D, 2002, MINORITY ISSUES SPEC, P93 Jonson-Reid M, 2001, SOC WORK RES, V25, P213 Reynolds AJ, 2001, JAMA-J AM MED ASSOC, V285, P2339 TREMBLAY RE, 2001, CHILD DELINQUENTS DE, P137 MCCORD J, 2001, JUVENILE CRIME JUVEN Keogh BK, 2000, FOCUS EXCEPT CHILD, V33, P1 Loeber R, 2000, DEV PSYCHOPATHOL, V12, P737 McEvoy A, 2000, J EMOT BEHAV DISORD, V8, P130 Jonson-Reid M, 2000, CHILD ABUSE NEGLECT, V24, P505 Temple JA, 1999, J SCHOOL PSYCHOL, V37, P355 Malmgren K, 1999, J LEARN DISABIL, V32, P194 Verdugo RR, 1999, EDUC URBAN SOC, V31, P286 Tobin TJ, 1999, BEHAV DISORDERS, V24, P109 TIBBETTS SG, 1999, CRIMINOLOGY, V37, P834 WERNER EE, 1999, DEV PERSPECTIVES CHI, P15 *CLS, 1999, STUD CHILDR CHIC PUB Doren B, 1996, J SPEC EDUC, V29, P363 BRYANT ES, 1995, J EMOT BEHAV DISORD, V3, P76 BENDERSKY M, 1994, DEV PSYCHOL, V30, P484 WALDIE K, 1993, J LEARN DISABIL, V26, P417 DISHION TJ, 1991, DEV PSYCHOL, V27, P172 HIERONYMUS AN, 1990, IOWA TESTS BASIC SKI CASEY P, 1990, UNDERSTANDING TROUBL, P80 BRONFENBRENNER U, 1989, ANN CHILD DEV, V6, P187 MURPHY DM, 1986, REM SPEC EDUC, V7, P7 HIERONYMUS AN, 1980, IOWA TESTS BASIC SKI NR 42 TC 0 Z9 0 PU COUNCIL CHILDREN BEHAVIORAL DISORDERS PI ARLINGTON PA COUNCIL EXCEPTIONAL CHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, VA 22201-5704 USA SN 0198-7429 J9 BEHAV DISORDERS JI Behav. Disord. PD NOV PY 2011 VL 37 IS 1 BP 5 EP 18 PG 14 WC Psychology, Clinical; Psychology, Educational SC Psychology GA 897FH UT WOS:000300631100003 ER PT J AU Wahl, SE Latayan, MB AF Wahl, Stacy E. Latayan, Monica B. TI Nursing Education Innovation: Using e-Learning Technology to Meet Learners' Needs SO JOURNAL OF CONTINUING EDUCATION IN NURSING LA English DT Editorial Material AB Globalization, rapid advances in health care and research, and evidence-based practice challenge organizations to meet the continuing education needs of their professional staff while functioning within the confines of economic cutbacks. This column describes an innovative way technology was used to offer asynchronous learning to all members of one organization's nursing staff. J Contin Educ Nurs 2011; 42(11): 483-484. C1 [Wahl, Stacy E.; Latayan, Monica B.] N Shore Univ Hosp, Dept Educ Res & Profess Practice, Manhasset, NY 11030 USA. RP Wahl, SE (reprint author), N Shore Univ Hosp, Dept Educ Res & Profess Practice, Manhasset, NY 11030 USA EM swahl@nshs.edu CR Sweeney NM, 2008, J CONTIN EDUC NURS, V39, P34 Clarke A, 2005, HEALTH INFO LIBR J, V22, P33 Seymour B, 2003, J ADV NURS, V42, P288 NR 3 TC 0 Z9 0 PU SLACK INC PI THOROFARE PA 6900 GROVE RD, THOROFARE, NJ 08086 USA SN 0022-0124 J9 J CONTIN EDUC NURS JI J. Contin. Educ. Nursing PD NOV PY 2011 VL 42 IS 11 BP 483 EP 484 DI 10.3928/00220124-20111024-03 PG 2 WC Nursing SC Nursing GA 884WH UT WOS:000299739000003 ER PT J AU Schmeling, A Kellinghaus, M Becker, JC Schulz, R Schafer, A Pfeiffer, H AF Schmeling, Andreas Kellinghaus, Manuel Becker, Jan Carl Schulz, Ronald Schaefer, Angelika Pfeiffer, Heidi TI A web-based e-learning programme for training external post-mortem examination in curricular medical education SO INTERNATIONAL JOURNAL OF LEGAL MEDICINE LA English DT Article DE External post-mortem examination; Curricular medical education; e-learning AB In Germany, the external post-mortem examination is considered a medical duty and may be performed by any licensed physician. Concerning legal medicine as a curricular subject in teaching medical students, the external post-mortem examination is regarded a core area. At the University of Muenster, 15 virtual cases of death have been developed by using the web-based Inmedea Simulator. The programme allows performing all relevant steps in executing a complete external post-mortem examination. A particular importance was attached to the aspect of training users in approaching the subject in a systematic way to interpret significant forensic findings correctly and to comprehend their medico-legal implications. The programme was used for the first time in the academic term of 2010/2011. The overall reception of the programme by the medical students resulted to be positive in a first evaluation. C1 [Schmeling, Andreas; Kellinghaus, Manuel; Schulz, Ronald; Pfeiffer, Heidi] Inst Rechtsmed, D-48149 Munster, Germany. [Becker, Jan Carl] Inst Ausbildung & Studienangelegenheiten, D-48149 Munster, Germany. [Schaefer, Angelika] INMEDEA GmbH, D-72770 Reutlingen, Germany. 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J. Legal Med. PD NOV PY 2011 VL 125 IS 6 BP 857 EP 861 DI 10.1007/s00414-011-0613-2 PG 5 WC Medicine, Legal SC Legal Medicine GA 876EV UT WOS:000299091200013 ER PT J AU Sanchez-Rebull, MV Campa-Planas, F Hernandez-Lara, AB AF Sanchez-Rebull, Maria-Victoria Campa-Planas, Fernando Hernandez-Lara, Ana B. TI Dolceta online consumer education: development of the financial education module in Spain SO PROFESIONAL DE LA INFORMACION LA Spanish DT Article DE Consumer education; financial education; e-learning; European educational project AB Dolceta (Development of online consumer education tool for adults) is an ongoing project involving 28 countries of the European Union, with support from the European Commission. The main objective of this paper is to describe how the Dolceta module on financial education was constructed in the case of the Spanish platform, how decisions related to this module were made, and the cooperation and coordination processes developed to construct the contents and activities of this module in line with the other participating European countries. Thus, we intend to describe the organization and development at the European level of a learning experience through the use of new information and communication technologies (ICT) in the fields of financial and consumer education, in order to publicize this experience and to guide other similar initiatives, especially at an early stage. C1 [Sanchez-Rebull, Maria-Victoria; Hernandez-Lara, Ana B.] Univ Rovira & Virgili, Dept Gest Empresas, Fac Ciencias Econ & Empresariales, Area Org Empresas, Reus, Tarragona, Spain. RP Sanchez-Rebull, MV (reprint author), Univ Rovira & Virgili, Dept Gest Empresas, Fac Ciencias Econ & Empresariales, Area Org Empresas, Av Univ 1, Reus, Tarragona, Spain EM mariavictoria.sanchez@urv.cat fernando.campa@urv.cat anabeatriz.hernandez@urv.cat CR Arvanitis S, 2010, BRIT J EDUC TECHNOL, V41, pE70, DOI 10.1111/j.1467-8535.2009.00971.x BENITO D, 2009, REV U SOC CONOCIMIEN, V6, P1 MCGILL T, 2009, COMPUT EDUC, P496 SUN PC, 2008, COMPUT EDUC, V50, P183 ROBINSON J, 2008, 7 EUR C E LEARN, V2, P366 YAMASHITA Y, 2008, P SICE ANN C, V1 BAILEY S, 2006, GUIDELINES CONSUMER CABERO J, 2005, FORMACION INTERNET G BENITO A, 2005, NUEVAS CLAVES DOCENC GOTTSCHAU J, 2005, TAK RESP CCN C P BRA, P141 STOLL L, 2004, APRENDER TIEMPO QUE *MIN ED CULT DEP, 2003, DOC MARC INT SIST U Barker P, 2002, INNOV EDUC TEACH INT, V39, P3, DOI 10.1080/13558000110097082 CARNELL E, 2002, SUPPORTING EFFECTIVE MA L, 2000, INFORMATION TECHNOLO, V1, P209 ALRO H, 2000, STUDENT INQUIRY COOP *MIN EUR ED, 1999, DECL BOL NR 17 TC 0 Z9 0 PU EPI PI BARCELONA PA APARTADO 32 280, BARCELONA, 08080, SPAIN SN 1386-6710 J9 PROF INFORM JI Prof. Inf. PD NOV-DEC PY 2011 VL 20 IS 6 BP 682 EP 688 DI 10.3145/epi.2011.nov.13 PG 7 WC Information Science & Library Science SC Information Science & Library Science GA 875KZ UT WOS:000299030100013 ER PT J AU Savage, C Amanalibi, S Andersson, A Lohr, SC Eliasson, Z Eriksson, H Erlandsson, A Goobar, S Holm, J Johansson, C Langendahl, E Lindberg, A Lundin, J Uhrdin, A Schwarz, UV AF Savage, Carl Amanalibi, Shirin Andersson, Agneta Lohr, Susanne Carrera Eliasson, Zenitha Eriksson, Hanna Erlandsson, Anette Goobar, Sofia Holm, Jenny Johansson, Claudia Langendahl, Elin Lindberg, Amie Lundin, Jennifer Uhrdin, Anna Schwarz, Ulrica von Thiele TI Turning the tables: When the student teaches the professional - A case description of an innovative teaching approach as told by the students SO NURSE EDUCATION TODAY LA English DT Article DE Adaptive reflection; Continuing professional education; e-learning; Roles of the teacher; Undergraduate nursing education ID NURSING-STUDENTS; FRAMEWORK AB Background: Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Methods: Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Results: Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. Conclusions: The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Savage, Carl] Karolinska Inst, Med Management Ctr, LIME, S-17177 Stockholm, Sweden. [Amanalibi, Shirin; Andersson, Agneta; Lohr, Susanne Carrera; Eliasson, Zenitha; Eriksson, Hanna; Erlandsson, Anette; Goobar, Sofia; Holm, Jenny; Johansson, Claudia; Langendahl, Elin; Lindberg, Amie; Lundin, Jennifer; Uhrdin, Anna] Karolinska Inst, Sch Nursing, S-17177 Stockholm, Sweden. RP Savage, C (reprint author), Karolinska Inst, Med Management Ctr, LIME, Berzelius Vag 3, S-17177 Stockholm, Sweden EM carl.savage@ki.se CR Iley K, 2011, NURS EDUC TODAY, V31, P323, DOI 10.1016/j.nedt.2010.06.009 Bradbury-Jones C, 2011, NURS EDUC TODAY, V31, P368, DOI 10.1016/j.nedt.2010.07.008 Staun M, 2010, NURS EDUC TODAY, V30, P631, DOI 10.1016/j.nedt.2009.12.013 Lekalakala-Mokgele E, 2010, NURS EDUC TODAY, V30, P638, DOI 10.1016/j.nedt.2009.12.017 Wong BM, 2010, ACAD MED, V85, P1425, DOI 10.1097/ACM.0b013e3181e2d0c6 Goddard L, 2010, NURS EDUC TODAY, V30, P398, DOI 10.1016/j.nedt.2009.09.012 Pfefferle PI, 2010, NURS EDUC TODAY, V30, P411, DOI 10.1016/j.nedt.2009.09.014 Choi WHH, 2010, NURS EDUC TODAY, V30, P355, DOI 10.1016/j.nedt.2009.09.005 Gray MT, 2010, NURS EDUC TODAY, V30, P376, DOI 10.1016/j.nedt.2009.10.001 SAVAGE C, 2010, AMEE GLASG Greenhalgh T, 2009, MILBANK Q, V87, P391, DOI 10.1111/j.1468-0009.2009.00562.x TINSLEY R, 2009, NETWORKS, V11, P11 Ross MT, 2008, MED EDUC, V42, P915, DOI 10.1111/j.1365-2923.2008.03147.x Loke AJTY, 2007, INT J NURS STUD, V44, P237, DOI 10.1016/j.ijnurstu.2005.11.028 PALMER PJ, 2007, COURAGE TEACH EXPLOR COUGHLAN P, 2007, J APPL BEHAV SCI, V43, P122 Ross MT, 2007, MED TEACH, V29, P527, DOI 10.1080/01421590701665886 KNOWLES MS, 2005, ADULT LEARNER DEFINI PARKS SD, 2005, LEADERSHIP CAN BE TA Graneheim UH, 2004, NURS EDUC TODAY, V24, P105, DOI 10.1016/j.nedt.2003.10.001 BIGGS JB, 2003, TEACHING QUALITY LEA ANDERSON LW, 2001, TAXONOMY LEARNING TE Harden RM, 2000, MED TEACH, V22, P334 BRANSFORD JD, 2000, PEOPLE LEARN BRAIN M POTTER WJ, 1999, J APPL COMMUNICATION, V27, P27 HEIFETZ R, 1994, LEADERSHIP EASY ANSW SCHON D, 1991, REFLECTIVE PRACTITIO KOLB DA, 1984, EXPERIENTIAL LEARNIN ARGYRIS C, 1978, ORG LEARNING DEWEY J, 1938, EXPERIENCE ED NR 30 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 J9 NURS EDUC TODAY JI Nurse Educ. Today PD NOV PY 2011 VL 31 IS 8 BP 803 EP 808 DI 10.1016/j.nedt.2010.11.023 PG 6 WC Nursing SC Nursing GA 858GF UT WOS:000297783200015 ER PT J AU Aleman, JLF de Gea, JMC Mondejar, JJR AF Fernandez Aleman, Jose Luis Manuel Carrillo de Gea, Juan Rodriguez Mondejar, Juan Jose TI Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students SO NURSE EDUCATION TODAY LA English DT Article DE Computer-assisted learning; Medical-surgical nursing; Nurse education ID EDUCATION; SKILLS; COURSES; NURSES AB Purpose: This paper presents a novel approach of computer-assisted learning for nursing education in university undergraduate courses. Background: The most innovative aspect of the proposal is the design of nursing assignments as on-line competitions. The effects of competitive e-learning versus conventional teaching methods on the acquisition and retention of knowledge were compared in a course on medical-surgical nursing. Method: A total of 116 students of mixed gender, age, computer experience and educational background in a second-year course on medical-surgical nursing participated in the study. Data were collected from nursing students at four time points. The on-line activities were carried out using a web-based automatic evaluation system. Results: The study revealed that the competitive e-learning method produced significant cognitive gains for the experimental group students in the immediate follow-up test. Nevertheless, both teaching methods resulted in similar knowledge retention in the 10-week follow-up test. Conclusion: Significant benefits were found following our approach. The work of the students could be evaluated along the course, the workload of instructors was reduced and students received immediate feedback by the on-line judge, which promoted both independent learning and reflective thinking. The approach is applicable to any other nursing educational institution. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Fernandez Aleman, Jose Luis; Manuel Carrillo de Gea, Juan] Univ Murcia, Dept Informat & Sistemas, Fac Informat, E-30071 Murcia, Spain. [Rodriguez Mondejar, Juan Jose] Univ Murcia, Hosp Gen Univ Reina Sofia, Comunidad Autonoma Reg Murcia, E-30071 Murcia, Spain. RP Aleman, JLF (reprint author), Univ Murcia, Dept Informat & Sistemas, Fac Informat, Campus Espinardo, E-30071 Murcia, Spain EM aleman@um.es jmcdg1@um.es juanjose.rodriguez@um.es CR Aleman JLF, 2011, IEEE T EDUC, V54, P501, DOI 10.1109/TE.2010.2087761 Gerdprasert S, 2010, NURS EDUC TODAY, V30, P464, DOI 10.1016/j.nedt.2009.10.007 Bloomfield J, 2010, INT J NURS STUD, V47, P287, DOI 10.1016/j.ijnurstu.2009.08.003 ALEMAN JLF, 2010, REVISTAESALUD, V22, P1 Carroll C, 2009, J CONTIN EDUC HEALTH, V29, P235, DOI 10.1002/chp.20041 Little BB, 2009, J NURS EDUC, V48, P381, DOI 10.3928/01484834-20090615-05 Regueras LM, 2009, IEEE T EDUC, V52, P279, DOI 10.1109/TE.2008.928198 Ainsley B, 2009, J CONTIN EDUC NURS, V40, P228, DOI 10.9999/00220124-20090422-02 Kelly M, 2009, NURS EDUC TODAY, V29, P292, DOI 10.1016/j.nedt.2008.09.004 Lu DF, 2009, J NURS EDUC, V48, P70 Kaveevivitchai C, 2009, NURS EDUC TODAY, V29, P65, DOI 10.1016/j.nedt.2008.06.010 Sheridan C, 2008, EUR J DENT EDUC, V12, P225, DOI 10.1111/j.1600-0579.2008.00523.x Reime MH, 2008, NURS EDUC TODAY, V28, P798, DOI 10.1016/j.nedt.2008.03.005 Bloomfield JG, 2008, J ADV NURS, V63, P222, DOI 10.1111/j.1365-2648.2008.04653.x Beeckman D, 2008, J CLIN NURS, V17, P1697, DOI 10.1111/j.1365-2702.2007.02200.x SIMPSON RL, 2006, NURS MANAGE, V37, P42 Billings DM, 2005, J PROF NURS, V21, P126, DOI 10.1016/j.profnurs.2005.01.002 GLASGOW ME, 2005, NURS LEADERSH FORUM, V9, P175 WOODFORD K, 2004, P ASCILITE C, P948 Leal JP, 2003, SOFTWARE PRACT EXPER, V33, P567, DOI 10.1002/spe.522 Atack L, 2002, J ADV NURS, V40, P457 Lewis MJ, 2001, NURS EDUC TODAY, V21, P26, DOI 10.1054/nedt.2000.0494 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 23 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 J9 NURS EDUC TODAY JI Nurse Educ. Today PD NOV PY 2011 VL 31 IS 8 BP 866 EP 871 DI 10.1016/j.nedt.2010.12.026 PG 6 WC Nursing SC Nursing GA 858GF UT WOS:000297783200026 ER PT J AU Glogowska, M Young, P Lockyer, L Moule, P AF Glogowska, Margaret Young, Pat Lockyer, Lesley Moule, Pam TI How 'blended' is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context SO NURSE EDUCATION TODAY LA English DT Article DE e-learning; Blended learning; Continuing professional development; Health care AB Purpose: This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. Method: A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Results: Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Conclusion: Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam] Univ W England, Fac Hlth & Life Sci, Bristol BS16 1DD, Avon, England. RP Glogowska, M (reprint author), Univ W England, Fac Hlth & Life Sci, Glenside Campus,Blackberry Hill, Bristol BS16 1DD, Avon, England EM margaret2.glogowska@uwe.ac.uk pat2.young@uwe.ac.uk Lesley.lockyer@uwe.ac.uk pam.moule@uwe.ac.uk CR MOULE P, 2010, J RES NURSING, V15, P1 YOUNG P, 2010, EVALUATION INTRO BLE McVeigh H, 2009, NURS EDUC TODAY, V29, P91, DOI 10.1016/j.nedt.2008.07.004 MOULE P, 2008, SCOPING E LEARNING U LITTLEJOHN A, 2007, CONNECT E LEARN, P1 GINNS P, 2007, INTERNET HIGH EDUC, V10, P53, DOI 10.1016/j.iheduc.2006.10.003 STACEY E, 2007, ED INFORM TECHNOLOGI, V12, P165, DOI DOI 10.1007/S10639-007-9037-5 CONOLE G, 2007, CONT PERSPECTIVES E, P147 INNES A, 2006, J VOCATIONAL ED TRAI, V58, P303 GLEN S, 2006, E LEARNING NURSING, P1 OLIVER M, 2005, E LEARNING, V2, P17 WELKER J, 2005, J EDUC TECHNOL SYST, V34, P33, DOI 10.2190/67FX-B7P8-PYUX-TDUP SIT JWH, 2005, NURS EDUC TODAY, V25, P140 MADOCJONES I, 2005, SOCIAL WORK ED, V24, P755 *HIGH ED FUND COUN, 2005, HEFCE STRAT E LEARN Haigh J, 2004, NURS EDUC TODAY, V24, P547, DOI 10.1016/j.nedt.2004.07.008 GARRISON DR, 2004, INTERNET HIGH EDUC, V7, P95, DOI 10.1016/j.iheduc.2004.02.001 HEINZE A, 2004, ED CHANG ENV C P 13 *DEP ED SKILLS, 2003, UN E LEARN STRAT *DEP HLTH, 2001, WORK TOG LEARN TOG F KAMIN C, 2001, ED HLTH, V14, P21 DEARING R, 1997, HIGHER ED LEARNING S MARSHALL C, 1995, DESIGNING QUALITATIV NR 23 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 J9 NURS EDUC TODAY JI Nurse Educ. Today PD NOV PY 2011 VL 31 IS 8 BP 887 EP 891 DI 10.1016/j.nedt.2011.02.003 PG 5 WC Nursing SC Nursing GA 858GF UT WOS:000297783200030 ER PT J AU Chin-Roemer, R DeCrease, B Gomez, R AF Chin-Roemer, Robin DeCrease, Ben Gomez, Ricardo TI Exploring e-learning development: studies of ICT access and educational usage in Latin America SO INFORMATION DEVELOPMENT LA English DT Article DE e-learning; information and communication technologies; public access to ICTs; libraries; telecenters; cybercafe's; education; Latin America ID INFORMATION; TECHNOLOGY; SCHOOLS; ROLES AB This paper examines how the accelerating spread of Information and Communication Technologies (ICTs) in developing countries can be correlated to an increase in the potential for the implementation of e-learning programs and pedagogies. Using data from a University of Washington team's 2008 landscape study of public access venues, as well as a review of literature in the fields of ICT and e-learning, this document surveys the progress of Latin America and analyzes useful directions for research within and across the topics of e-learning and ICT. C1 [Gomez, Ricardo] Univ Washington, Informat Sch, Seattle, WA 98105 USA. [Chin-Roemer, Robin; DeCrease, Ben] Univ Washington, Master Lib & Informat Sci Program, Seattle, WA 98105 USA. RP Gomez, R (reprint author), Univ Washington, Informat Sch, Mary Gates Hall 370-N,Box 352840, Seattle, WA 98105 USA EM robincr@uw.edu benjamminld@gmail.com rgomez@uw.edu CR Hilbert M, 2010, WORLD DEV, V38, P756, DOI 10.1016/j.worlddev.2009.11.019 ALLEN IE, 2010, LEARNING DEMAND ONLI Hamuy E, 2010, COMPUT EDUC, V54, P169, DOI 10.1016/j.compedu.2009.08.001 Hsieh PH, 2010, COMPUT EDUC, V54, P27, DOI 10.1016/j.compedu.2009.07.007 Salinas A, 2009, INT J EDUC DEV, V29, P573, DOI 10.1016/j.ijedudev.2009.04.003 Maher D, 2009, COMPUT EDUC, V53, P511, DOI 10.1016/j.compedu.2009.03.009 Barbour MK, 2009, COMPUT EDUC, V52, P402, DOI 10.1016/j.compedu.2008.09.009 Bawane J, 2009, DISTANCE EDUC, V30, P383, DOI 10.1080/01587910903236536 *INT TEL UN, 2009, INF SOC STAT PROF 20 SCAGNOLI N, 2009, POLICY FUTURES ED, V7, P555 KWAPONG OAT, 2009, E LEARNING, V6, P164 Rye SA, 2009, INFORM TECHNOL DEV, V15, P17, DOI 10.1002/itdj.20110 GOMEZ R, 2009, PERFORMANCE MEASUREM, V10, P33, DOI 10.1108/14678040910949675 MUHIRWA JM, 2009, INT REV RES OPEN DIS, V10, P2009 GOMEZ R, 2009, MEASURING GLOBAL PUB Sanchez J, 2008, COMPUT EDUC, V51, P1621, DOI 10.1016/j.compedu.2008.04.001 Kim P, 2008, INT J EDUC DEV, V28, P435, DOI 10.1016/j.ijedudev.2007.11.002 BARRETO R, 2008, J CRITICAL ED POLICY, V6 TCHOMBE T, 2008, BIENNIAL ASS DEV ED, P24 CAMPBELL M, 2008, CHRON HIGHER EDUC, pA27 LAROSA MJ, 2007, ATLAS SURVEY LATIN A Lallement DM, 2006, RENEW SUST ENERG REV, V10, P46, DOI 10.1016/j.rser.2004.08.002 Omekwu CO, 2006, ELECTRON LIBR, V24, P847, DOI 10.1108/02640470610714260 ABOUSHADI R, 2006, C PAPERS LAW SOC, P1 Mariscal J, 2005, TELECOMMUN POLICY, V29, P409, DOI 10.1016/j.telpol.2005.03.004 BATCHELOR S, 2005, DAC J, V6, P27 HUNTER J, 2005, AUSTR ACAD RES LIB, V36, P113 SCIADAS G, 2005, DIGITAL DIVIDE DIGIT STEWART BL, 2004, INTERNET HIGH EDUC, V7, P299, DOI 10.1016/j.iheduc.2004.09.003 CAVANAUGH C, 2004, EFFECTS DISTANCE ED WAGNER D, 2004, INFORM TECHNOLOGIES VALENTE JA, 2003, INTERFACE COMUNICACA, V7, P139 GUTTMAN C, 2003, ED INFORM SOC van der Meij H, 2002, BRIT J EDUC TECHNOL, V33, P189 SILVA L, 2002, INFORM TECHNOLOGY PE, V15, P8, DOI 10.1108/09593840210421499 KELLOG L, 2002, VIRTUAL SCH AM TREND MARLOWFERGUSON R, 2002, WORLD ED ENCY BATES T, 2001, NATL STRATEGIES E LE, V70, P1 BOLLAG B, 2001, CHRONICLE HIGHER ED HARASIM L, 2000, INTERNET HIGH EDUC, V3, P41 CASTELLS M, 1996, RISE NETWORK SOC INF NR 41 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 0266-6669 J9 INFORM DEV JI Inf. Dev. PD NOV PY 2011 VL 27 IS 4 BP 280 EP 289 DI 10.1177/0266666911424076 PG 10 WC Information Science & Library Science SC Information Science & Library Science GA 865ZN UT WOS:000298349500006 ER PT J AU Rojko, A Hercog, D Jezernik, K AF Rojko, A. Hercog, D. Jezernik, K. TI E-training in mechatronics using innovative remote laboratory 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 Remote laboratories; Distance learning; E-training; Adult education; Mechatronics ID EDUCATION; SYSTEM AB This paper describes a novel E-training developed for teaching mechatronics. The training has been developed as part of the Leonardo da Vinci lifelong learning programs and MeRLab project (Innovative Remote Laboratory in the E-training of Mechatronics). The primary target group are engineers or technicians who have already completed formal education in the field of mechanical, electrical engineering or other technical fields, but have no knowledge of mechatronics, although their job requires it. For the training, special E-learning platform has been built in the user friendly environment, which is based on combination of commercial eCampus platform and open-source Moodle platform. The complete materials with the animations, graphical presentations, tests and the utilities such as discussion forums are offered. In addition to E-learning materials, the remote laboratory experiments are also available. The training has been executed with a group of 70 participants from Slovenia and second group of 6 participants from Austria. 90% of participants have successfully finished this quite extensive training. Results of anonymous survey show that they have evaluated the training as excellent and think that the gained knowledge will be useful in their further career. (C) 2010 IMACS. Published by Elsevier B.V. All rights reserved. C1 [Rojko, A.; Hercog, D.; Jezernik, K.] Univ Maribor, Fac Elect & Comp Sci, SI-2000 Maribor, Slovenia. RP Rojko, A (reprint author), Univ Maribor, Fac Elect & Comp Sci, SI-2000 Maribor, Slovenia EM andreja.rojko@uni-mb.si CR ROJKO A, 2009, ORGANIZACIJA, V42, P23, DOI 10.2478/v10051-008-0025-3 Lazar C, 2008, IEEE T IND ELECTRON, V55, P2368, DOI 10.1109/TIE.2008.920650 DEBEVC M, 2008, EUROPEAN J OPEN DIST ROJKO A, 2008, P 13 INT POW EL MOT, P2380 ROJKO A, 2008, P INT S REM ENG VIRT, P1 Hercog D, 2007, IEEE T IND ELECTRON, V54, P3057, DOI 10.1109/TIE.2007.907009 Bauer P, 2007, INT J ENG EDUC, V23, P1210 Gillet D, 2005, IEEE T EDUC, V48, P696, DOI [10.1109/TE.2005.852592, 10.1109/.TE.2005.852592] Brandl K, 2005, LANG LEARN TECHNOL, V9, P16 Valera A, 2005, IEEE CONTR SYST MAG, V25, P35 Castellanos ARS, 2005, INT J ENG EDUC, V21, P790 Ko CC, 2005, INT J ENG EDUC, V21, P1017 Tan KK, 2005, INT J ENG EDUC, V21, P1031 Duan B, 2005, INT J ENG EDUC, V21, P1068 Sanchez J, 2004, IEEE T EDUC, V47, P321, DOI 10.1109/TE.2004.825525 Casini M, 2004, IEEE CONTR SYST MAG, V24, P36, DOI 10.1109/MCS.2004.1299531 BASSO M, 2004, P 2004 IEEE C COMP A, P196 Yeung K, 2003, COMPUT IND, V52, P305, DOI 10.1016/S0166-3615(03)00133-7 Dabney JB, 2003, INT J ENG EDUC, V19, P478 Swamy N, 2002, IEEE T EDUC, V45, P145, DOI 10.1109/TE.2002.1013879 Ko CC, 2001, IEEE T EDUC, V44, P76, DOI 10.1109/13.912713 Corradini ML, 2001, IEEE DECIS CONTR P, P2833, DOI 10.1109/CDC.2001.980703 Tan KK, 2000, INT J ENG EDUC, V16, P273 Salzmann C, 2000, INT J ENG EDUC, V16, P255 *U MAR, DSP BAS REM CONTR LA NR 25 TC 0 Z9 0 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 508 EP 516 DI 10.1016/j.matcom.2010.10.017 PG 9 WC Computer Science, Interdisciplinary Applications; Computer Science, Software Engineering; Mathematics, Applied SC Computer Science; Mathematics GA 867NR UT WOS:000298461600014 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 CR Grimaldi D, 2009, MEASUREMENT, V42, P485, DOI 10.1016/j.measurement.2008.09.003 ATANASIJEVICKUN.M, 2008, 17 IFAC WORLD C SEOU SKOGESTAD S, 2005, MULTIVARIABLE FEEDBA WELLSTEAD PE, 2004, CE 108 COUPLED ELECT PUSTISEK M, 2003, STATE ART TECHNOLOGI Yang SH, 2002, COMP AID CH, V10, P1033 Matko D, 2001, IEEE T EDUC, V44, P342, DOI 10.1109/13.965782 *MATHW INC, 1998, US MATL VERS 5 HOFFMAN CM, 1994, MATH COMPUT SIMULAT, V36, P479 MACIEJOWSKI J, 1989, MULTIVARIABLE FEEDBA MORARI M, 1989, ROBUST PROCESS CONTR PATEL RV, 1982, MULTIVARIABLE SYSTEM NR 12 TC 0 Z9 0 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 Scherer, A Kropil, P Heusch, P Buchbender, C Sewerin, P Blondin, D Lanzman, RS Miese, F Ostendorf, B Bolke, E Modder, U Antoch, G AF Scherer, A. Kroepil, P. Heusch, P. Buchbender, C. Sewerin, P. Blondin, D. Lanzman, R. S. Miese, F. Ostendorf, B. Boelke, E. Moedder, U. Antoch, G. TI Case-based interactive PACS learning. Introduction of a new concept for radiological education of students RID B-3917-2012 SO RADIOLOGE LA German DT Article DE Medical education; Picture Archiving and Communication System (PACS); Case collection; E-learning; Radiology ID MEDICAL-STUDENTS; TEACHING FILE; SYSTEM; UNIVERSITY; COMPUTER; INTERNET; PROGRAM AB Purpose. Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g. diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. Materials and methods. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Results. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Conclusion. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula. C1 [Scherer, A.; Kroepil, P.; Heusch, P.; Buchbender, C.; Blondin, D.; Lanzman, R. S.; Miese, F.; Moedder, U.; Antoch, G.] Univ Dusseldorf, Inst Diagnost & Intervent Radiol, D-40225 Dusseldorf, Germany. [Sewerin, P.; Ostendorf, B.] Univ Dusseldorf, Klin Endokrinol Diabetol & Rheumatol, D-40225 Dusseldorf, Germany. [Boelke, E.] Univ Dusseldorf, Klin & Poliklin Strahlentherapie & Radiol Onkol, D-40225 Dusseldorf, Germany. RP Kropil, P (reprint author), Univ Dusseldorf, Inst Diagnost & Intervent Radiol, Moorenstr 5, D-40225 Dusseldorf, Germany EM patric.kroepil@med.uni-duesseldorf.de CR ROTTHOFF T, 2010, PATIENT ED COUNS, V30 Ng CKC, 2009, COMPUT METH PROG BIO, V94, P26, DOI 10.1016/j.cmpb.2008.10.004 Ketelsen D, 2009, ROFO-FORTSCHR RONTG, V181, P362, DOI 10.1055/s-2008-1027770 ROTTHOFF T, 2009, Z EVID FORTBILD QUAL, V103, P165 Heye T, 2008, ROFO-FORTSCHR RONTG, V180, P337, DOI 10.1055/s-2008-1027217 Pinto A, 2008, RADIOL MED, V113, P144, DOI 10.1007/s11547-008-0227-z Kainberger F, 2007, ROFO-FORTSCHR RONTG, V179, P1137, DOI 10.1055/s-2007-963509 Zajaczek JEW, 2006, NEURORADIOLOGY, V48, P640, DOI 10.1007/s00234-006-0108-x Schutze B, 2006, ROFO-FORTSCHR RONTG, V178, P525, DOI 10.1055/s-2006-926628 ALVAREZ A, 2006, ACAD RADIOL, V13, P512 Hofer M, 2005, ROFO-FORTSCHR RONTG, V177, P1290 Trumm C, 2005, RADIOLOGE, V45, P724, DOI 10.1007/s00117-005-1239-5 Grunewald M, 2004, ROFO-FORTSCHR RONTG, V176, P885, DOI 10.1055/s-2004.812750 Simonsohn AB, 2004, DEUT MED WOCHENSCHR, V129, P552, DOI 10.1055/s-2004-820543 Grunewald M, 2003, ACAD RADIOL, V10, P543 Huang C, 2003, COMPUT MED IMAG GRAP, V27, P157 Durfee SM, 2003, ACAD RADIOL, V10, P205 Seitz J, 2003, RADIOLOGE, V43, P66, DOI 10.1007/s00117-002-0836-9 Weinberger E, 2002, AM J ROENTGENOL, V179 LOWITT NR, 2002, ACAD MED, V77, P933 DUGAS M, 2001, BMC MED ED, V1, P5 Jurasszovich H, 2000, RADIOLOGE, V40, P388 Fischer MRG, 1999, DEUT MED WOCHENSCHR, V124, P1401 Achenbach S, 1997, RADIOLOGE, V37, P299 NR 24 TC 0 Z9 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0033-832X J9 RADIOLOGE JI Radiologe PD NOV PY 2011 VL 51 IS 11 BP 969 EP + DI 10.1007/s00117-011-2241-8 PG 7 WC Radiology, Nuclear Medicine & Medical Imaging SC Radiology, Nuclear Medicine & Medical Imaging GA 866OO UT WOS:000298390700010 ER PT J AU Furcea, L Graur, F Scurtu, L Plitea, N Pisla, D Vaida, C Detesan, O Szilaghy, A Neagos, H Muresan, A Vlad, L AF Furcea, L. Graur, F. Scurtu, L. Plitea, N. Pisla, D. Vaida, C. Detesan, O. Szilaghy, A. Neagos, H. Muresan, A. Vlad, L. TI The advantages of implementing an e-learning platform for laparoscopic liver surgery SO CHIRURGIA LA Romanian 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. C1 [Furcea, L.; Graur, F.; Neagos, H.; Muresan, A.; Vlad, L.] UMF Iuliu Hatieganu Cluj Napoca, Clin Chirurg 3, Cluj Napoca 400162, Romania. [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 CR Pisla D, 2010, CHIRURGIA-BUCHAREST, V105, P677 Schout BMA, 2010, SURG ENDOSC, V24, P536, DOI 10.1007/s00464-009-0634-9 RAMOSSALGADO F, 2010, REV MEX UROL, V70, P31 RUDOWSKI P, 2010, MED TE IN PRESS 0414 Aggarwal R, 2009, BRIT J SURG, V96, P1086, DOI 10.1002/bjs.6679 Larsen CR, 2009, BRIT MED J, V338, DOI 10.1136/bmj.b2074 Larsen CR, 2009, BRIT MED J, V338, DOI 10.1136/bmj.b1802 Kundhal PS, 2009, SURG ENDOSC, V23, P645, DOI 10.1007/s00464-008-0043-5 SCHAAFSMA BE, 2009, GYNECOL SURG, V6, P339 Graur F, 2009, IFMBE PROC, V26, P251 GRAUR F, 2009, 21 SMIT INT C SIN 7 Udwadia TE, 2008, WORLD J SURG, V32, P2150, DOI 10.1007/s00268-008-9685-7 Grantcharov TP, 2008, NAT CLIN PRACT GASTR, V5, P232, DOI 10.1038/ncpgasthep1101 Satava RM, 2008, WORLD J SURG, V32, P141, DOI 10.1007/s00268-007-9374-y Pinto A, 2008, RADIOL MED, V113, P144, DOI 10.1007/s11547-008-0227-z ANSORG J, 2008, 6 YEARS EXPERIENCE M Panait L, 2006, SURG ENDOSC, V20, P113, DOI 10.1007/s00464-005-0113-x Lang HK, 2005, ARCH SURG-CHICAGO, V140, P629 Gallagher AG, 2005, ANN SURG, V241, P364, DOI 10.1097/01.sla.0000151982.85062.80 Grantcharov TP, 2004, BRIT J SURG, V91, P146, DOI 10.1002/bjs.4407 TOMULESCU V, 2004, CHIRURGIA BUCUR, V99, P523 Molinas CR, 2004, HUM REPROD, V19, P185, DOI 10.1093/humrep/deh025 Lamade W, 2000, ARCH SURG-CHICAGO, V135, P1256 Haluck RS, 2000, ARCH SURG-CHICAGO, V135, P786 DELINGETTE H, 1999, DEUXIEME JOURNEES RE, P109 ZUCKER KA, 1993, WORLD J SURG, V17, P3 LANGEBAEK R, BASIC CLIN SKILLS E NR 27 TC 0 Z9 0 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 Kim, S Cheon, J Han, S Kim, H AF Kim, Soohwan Cheon, Jongpil Han, Seonkwan Kim, Hyeoncheol TI Examining Differences of Users' Perceptions of Multimedia Content Types in a National Online Learning System SO ASIA-PACIFIC EDUCATION RESEARCHER LA English DT Article DE Multimedia type; online learning; national online learning system; TAM; e-learning ID INFORMATION TECHNOLOGY; PERCEIVED USEFULNESS; EASE; SATISFACTION; ACCEPTANCE; RESOURCES; MEDIA AB This study investigates students' perceptions of four different multimedia types (animation, video, plain drill, and game types) in a national online learning system (i.e., Cyber Home Learning System). A total of 324 students from 3(rd) to 6(th) grades who were actually using the system participated in this study. Based on the Technology Acceptance Model (TAM), perceived case of use, perceived usefulness, and satisfaction were collected. The analysis of the relationships between the three perceptions and the participants' actual time to use the system confirmed that the perceptions were significant factors contributing to the actual use. So, three comparisons of the three perceptions were conducted in terms of grade levels, multimedia content types, and gender. The findings indicated that some perceptions of multimedia content types differed by grade levels and gender. More specifically, lower grade students were more favorable to multimedia contents, and all graders were not satisfied with video type. Male students had more positive perceptions toward video, plain drill, and game types of multimedia content than female students. This study provides practical implications to designing multimedia content when considering grade level and gender. C1 [Kim, Soohwan; Kim, Hyeoncheol] Korea Univ, Seoul, South Korea. [Cheon, Jongpil] Texas Tech Univ, Lubbock, TX 79409 USA. RP Kim, S (reprint author), Korea Univ, Seoul, South Korea EM harrykim@korea.ac.kr CR Littlejohn A, 2008, COMPUT EDUC, V50, P757, DOI 10.1016/j.compedu.2006.08.004 LEE GS, 2008, J KOREA CONTENTS SOC, V8, P182 SUBRAMANIAM M, 2008, ANN ACAD MED, V37, P9 *KERIS, 2008, OV CHLS CYB HOM LEAR LEE KO, 2008, STUDY AFFECTING FACT WINNE PH, 2007, COMPUT HUM BEHAV, V26, P787 SHIN BH, 2007, J CHILD ED, V16, P119 KIM Y, 2007, J KOREAN ASS COMPUTE, V10, P61 SONG GY, 2007, THESIS CHONBUK NATL HAIR JF, 2006, MULTIVARIATE DATA AN LEE JY, 2006, ED TECHNOLOGY RES, V22, P109 KWON S, 2006, J ED INFORM MEDIA, V12, P106 Wixom BH, 2005, INFORM SYST RES, V16, P85, DOI 10.1287/isre.1050.0042 MAYER RE, 2005, CAMBRIDGE HDB MULTIM, P1 ZHANG D, 2005, INFORM MANAGE, V43, P15 CONDIE R, 2005, IMPACT ICT INITIATIV HAN T, 2005, 20052 CR KERIS Lucas K, 2004, COMMUN RES, V31, P499, DOI 10.1177/0093650204267930 CAVANAUGH C, 2004, EFFECTS DISTANCE ED PASSEY D, 2004, EMERGENT FINDINGS MO Calverley G, 2003, COMPUT EDUC, V41, P205, DOI 10.1016/S0360-1315(03)00028-9 Zhang DS, 2003, INFORM SYST FRONT, V5, P207 KARP GG, 2003, J INTERACTIVE ONLINE, V2, P1 YOO PJ, 2003, KOREAN ASS ED INFORM, V9, P229 HARRIS M, 2003, WHAT RES SAYS ICT MO Arbaugh JB, 2002, MANAGE LEARN, V33, P331 Mayer RE, 2002, EDUC PSYCHOL REV, V14, P87 Moon JW, 2001, INFORM MANAGE, V38, P217 SWAN K, 2001, DISTANCE EDUC, V22, P306 ALESSI SM, 2001, MULTIMEDIA LEARNING MAYER RE, 2001, MULTIMEDIA LEARNING *KPMG CONS, 2001, SUSQ CYB CHART SCH C Warkentin ME, 1997, DECISION SCI, V28, P975 Chidambaram L, 1996, MIS QUART, V20, P143 ALAVI M, 1995, MIS QUART, V19, P293 NAJJAR LJ, 1995, GITGVU9528 KHALILI A, 1994, J RES COMPUTING ED, V27, P48 SEGARS AH, 1993, MIS QUART, V17, P517 ADAMS DA, 1992, MIS QUART, V16, P227 KOZMA RB, 1991, REV EDUC RES, V61, P179 DAVIS FD, 1989, MIS QUART, V13, P319 FLETCHER D, 1989, MACHINE MEDIATED LEA, V3, P361 BOSCO J, 1986, EDUC TECHNOL, V25, P7 KULIK JA, 1985, COMPUT HUM BEHAV, V1, P59 CLARK RE, 1983, REV EDUC RES, V53, P445 KULIK JA, 1983, J EDUC PSYCHOL, V75, P19 SEWELL EH, 1980, ED COMMUNICATION TEC, V28, P9 NUNNALLY J, 1978, PSYCHOMETRIC THEORY NR 48 TC 0 Z9 0 PU DE LA SALLE UNIV-MANILA PI MANILA PA 2401 TAFT AVE, MANILA, 1004, PHILIPPINES SN 0119-5646 J9 ASIA-PAC EDUC RES JI Asia-Pac. Educ. Res. PD NOV PY 2011 VL 20 IS 3 BP 621 EP 628 PG 8 WC Education & Educational Research SC Education & Educational Research GA 854GA UT WOS:000297481800017 ER PT J AU Beijer, LJ Rietveld, ACM van Stiphout, AJL AF Beijer, L. J. Rietveld, A. C. M. van Stiphout, A. J. L. TI Auditory discrimination as a condition for E-learning based Speech Therapy: A proposal for an auditory discrimination test (ADT) for adult dysarthric speakers SO JOURNAL OF COMMUNICATION DISORDERS LA English DT Article DE Auditory speech discrimination; ADT; Neurological impairments; Dysarthria; Web based speech training ID PARKINSONS-DISEASE; STROKE; PERCEPTION; PROMINENCE; TEMPO AB Background: Web based speech training for dysarthric speakers, such as E-learning based Speech Therapy (EST), puts considerable demands on auditory discrimination abilities. Aims: To discuss the development and the evaluation of an auditory discrimination test (ADT) for the assessment of auditory speech discrimination skills in Dutch adult dysarthric speakers as a prelude to EST. Method: Five ADT subtests were developed, each addressing a vital speech dimension in speech therapy: articulation (segmental elements), intensity, overall pitch, speech rate and intonation. A healthy control group of 36 participants performed a 'same-different task in each subtest. ADT items yielding scores of at least 80% but below 100% correctly responding healthy controls were considered sensitive to diminished auditory discrimination. Subsequently, the ADT was carried out by 14 neurological patients with dysarthric speech and 14 matched healthy controls. Score percentages, sensitivity indices and reaction times (ms) on only sensitive items were compared. Results: The majority of the ADT items met the 'minimal 80% to below 100% criterion' in the healthy control group. The neurological participants performed lower on all outcome measures across all subtests than the healthy controls, although not all of these differences achieved statistical significance. Conclusions: The results of the healthy control group show that the majority of the ADT items meet our criterion for sensitivity to diminished auditory discrimination. The poorer performance of dysarthric patients across all subtests supports the sensitivity of the ADT. However, further research involving larger and more homogeneous groups of neurological patients is required. Learning outcomes: Readers will be encouraged to (1) identify potential factors that may hinder web based speech training and (2) estimate the value of assessing auditory discrimination skills as a vital condition for (web based) speech training in dysarthric patients. (C) 2011 Elsevier Inc. All rights reserved. C1 [Beijer, L. J.; Rietveld, A. C. M.; van Stiphout, A. J. L.] Sint Maartensklin, Sect Res Dev & Educ, NL-6500 GM Nijmegen, Netherlands. [Rietveld, A. C. M.] Radboud Univ Nijmegen, Fac Arts, Dept Language & Speech, NL-6525 HT Nijmegen, Netherlands. RP Beijer, LJ (reprint author), Sint Maartensklin, Sect Res Dev & Educ, POB 9011, NL-6500 GM Nijmegen, Netherlands EM L.Beijer@maartenskliniek.nl A.Rietveld@let.ru.nl A.vanStiphout@maartenskliniek.nl CR Straatman LV, 2010, J ACOUST SOC AM, V128, P1884, DOI 10.1121/1.3474236 Beijer LJ, 2010, TELEMED J E-HEALTH, V16, P732, DOI 10.1089/tmj.2009.0183 Beijer LJ, 2010, TELEMED J E-HEALTH, V16, P178, DOI 10.1089/tmj.2009.0104 KIM JS, 2010, SEMINARS NEUROLOGY, V29, P534 Lee H, 2009, J CLIN NEUROL, V5, P65, DOI 10.3988/jcn.2009.5.2.65 Gopinath B, 2009, STROKE, V40, P1496, DOI 10.1161/STROKEAHA.108.535682 PIRON L, 2009, J TELEMED TELECARE, V14, P257 RIETVELD T, 2009, ALGEMENE FONETIEK Quene H, 2008, J ACOUST SOC AM, V123, P1104, DOI 10.1121/1.2821762 BOERSMA P, 2008, PRAAT DOING PHONETIC Guehl D, 2008, NEUROPSYCHOLOGIA, V46, P2326, DOI 10.1016/j.neuropsychologia.2008.03.007 MASHIMA PA, 2008, TELEMED J E-HEALTH, V14, P1101, DOI 10.1089/tmj.2008.0080 BAMIOU DE, 2008, ANN GEN PSYCHIAT, V7, pS12, DOI DOI 10.1186/1744-859X-7-S1-S12 Van Borsel J, 2008, CLIN LINGUIST PHONET, V22, P679, DOI 10.1080/02699200801976695 DelliFraine JL, 2008, J TELEMED TELECARE, V14, P62, DOI 10.1258/jtt.2007.070709 Quene H, 2007, J PHONETICS, V35, P353, DOI 10.1016/j.wocn.2006.09.001 Bamiou DE, 2006, NEUROLOGY, V67, P614 HOPPESTAD BS, 2006, DISABILITY REHABILIT, V1, P3 BINNENPOORTE D, 2005, INTERSPEECH 2005 RIETVELD T, 2005, STAT LANGUAGE RES AN Palmer R, 2004, J MED SPEECH-LANG PA, V12, P183 de Swart BJM, 2003, NEUROLOGY, V60, P498 DEMANEZ L, 2003, ACTA OTORHINOLARYNGO, V57, P243 MOORE BCJ, 2003, INTRO PSYCHOL HEARIN Smith BL, 2002, PHONETICA, V59, P232 De Bodt MS, 2002, J COMMUN DISORD, V35, P283 SCHNEIDER W, 2002, E PRIME REFERENCE GU HILL J, 2002, J TELEMED TELECARE, V8, P187, DOI DOI 10.1258/13576302320272158 Ramig LO, 2001, J NEUROL NEUROSUR PS, V71, P493 Neijenhuis KAM, 2001, AUDIOLOGY, V40, P69 CHEN AJ, 2001, LANGUAGE SPECIFIC EF, P1403 Hausler R, 2000, ACTA OTO-LARYNGOL, V120, P689 Gussenhoven C, 2000, LANG SPEECH, V43, P183 Gussenhoven C, 1998, J PHONETICS, V26, P371 KRAAYEVELD J, 1997, THESIS RADBOUD U NIJ BENJAMINI Y, 1995, J ROY STAT SOC B MET, V57, P289 KIRK RE, 1995, EXPT DESIGN PROCEDUR BAAYEN H, 1995, CELEX DATABASE CONSO RVACHEW S, 1994, J SPEECH HEAR RES, V37, P347 KENT RD, 1992, INTELLIGIBILITY SPEE HERMES DJ, 1991, J ACOUST SOC AM, V90, P97 WILLOTT JF, 1991, AGING AUDITORY SYSTE VANROOIJ JCGM, 1991, ACTA OTO-LARYNGOL, P177 MOULINES E, 1990, SPEECH COMMUN, V9, P453 VANHESSEN A, 1987, PROGR REPORT I PHONE, V12, P56 RIETVELD ACM, 1985, J PHONETICS, V13, P299 DEPIJPER JR, 1983, THESIS UTRECHT U UTR SORIN C, 1981, J PHONETICS, V9, P359 PLOMP R, 1979, AUDIOLOGY, V18, P43 DURRANT JD, 1977, BASES HEARING SCI LIBERMAN AM, 1957, J EXP PSYCHOL, V54, P358 NR 51 TC 0 Z9 0 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 0021-9924 J9 J COMMUN DISORD JI J. Commun. Disord. PD NOV-DEC PY 2011 VL 44 IS 6 BP 701 EP 718 DI 10.1016/j.jcomdis.2011.05.002 PG 18 WC Linguistics; Rehabilitation SC Linguistics; Rehabilitation GA 852WS UT WOS:000297388800012 ER PT J AU Baillargeon, M Maheux, B Gilbert, A AF Baillargeon, Martine Maheux, Brigitte Gilbert, Andree TI The Challenge of Teaching Occupational Medicine to Medical Students The Universite de Montreal Experience SO JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE LA English DT Article ID ENVIRONMENTAL MEDICINE; HEALTH; CURRICULUM; MORTALITY; EDUCATION; DISEASE; SCHOOLS; WORK AB Nonrecognition and mismanagement of work-related diseases is often linked to inadequate medical training. However, undergraduate training in occupational medicine faces many challenges, including lack of student interest and limited curriculum time. The purpose of this article is to present an undergraduate training program developed in one medical school to ensure that all medical students acquire the basic knowledge to recognize workrelated health conditions and understand the fundamental principles of workers' comprehensive care. The program involves various learning methods including case studies, small-group learning, interactive large-group teaching, field activities, and e-learning. It has resulted in improving students' attitudes and competencies in occupational medicine and requires little curriculum time. C1 [Baillargeon, Martine] Univ Montreal, Sch Med, Dept Environm & Occupat Hlth, Montreal, PQ H3C 3J7, Canada. [Maheux, Brigitte; Gilbert, Andree] Univ Montreal, Sch Med, Dept Social & Prevent Med, Montreal, PQ H3C 3J7, Canada. [Baillargeon, Martine; Maheux, Brigitte; Gilbert, Andree] Montreal Publ Hlth Dept, Montreal, PQ, Canada. RP Baillargeon, M (reprint author), 1301 Sherbrooke E, Montreal, PQ H2L 1M3, Canada EM mbaillar@santepub-mtl.qc.ca CR Shanahan EM, 2010, OCCUP MED-OXFORD, V60, P566, DOI 10.1093/occmed/kqq108 Braeckman L, 2009, J OCCUP ENVIRON MED, V51, P1455, DOI 10.1097/JOM.0b013e3181bfa4ff Tyler IV, 2009, ACAD MED, V84, P1307, DOI 10.1097/ACM.0b013e3181b189b4 MAHEUX B, 2009, ENFANCE VIEILLESSE S *ASS FAC MED CAN, 2009, ENV SCAN BEST PRACT Grime P, 2006, OCCUP MED-OXFORD, V56, P110, DOI 10.1093/occmed/kqi006 Hamzaoglu O, 2005, IND HEALTH, V43, P677 Schulte PA, 2005, J OCCUP ENVIRON MED, V47, P607, DOI 10.1097/01.jom.0000165086.25595.9d Weevers HJA, 2005, FAM PRACT, V22, P197, DOI 10.1093/fampra/cmh727 GEHANNO JF, 2005, ARCH MAL PROF ENVIRO, V66, P313 Wynn PA, 2003, OCCUP MED-OXFORD, V53, P347, DOI 10.1093/occmed/kqg055 Wynn PA, 2003, OCCUP MED-OXFORD, V53, P349, DOI 10.1093/occmed/kqg058 Steenland K, 2003, AM J IND MED, V43, P461, DOI 10.1002/ajim.10216 Shanahan EM, 2000, OCCUP MED-OXFORD, V50, P246 Goldman RH, 1999, J OCCUP ENVIRON MED, V41, P47 NEWMAN LS, 1995, NEW ENGL J MED, V333, P1128 KOH D, 1995, OCCUP MED-OXFORD, V45, P27 KRAUT A, 1994, AM J IND MED, V25, P267 *CSST, STAT ANN 2009 NR 19 TC 0 Z9 0 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 NOV PY 2011 VL 53 IS 11 BP 1258 EP 1261 DI 10.1097/JOM.0b013e31822cfd4f PG 4 WC Public, Environmental & Occupational Health SC Public, Environmental & Occupational Health GA 845DO UT WOS:000296803400009 ER PT J AU Joo, YJ Lim, KY Park, SY AF Joo, Young Ju Lim, Kyu Yon Park, Su Yeong TI Investigating the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer in corporate e-learning SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID STUDENT ENGAGEMENT; EXPERIENCE AB E-learning in corporate training has been growing rapidly because of the pursuit of time and budget efficiency in course development and delivery. However, according to previous studies, efficiency does not always guarantee training effectiveness, which is the major concern of human resource development. It is therefore necessary to identify the factors influencing the effectiveness of e-learning courseware and understand their interrelationships. The purpose of the study is to investigate the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer. The study participants were 379 learners who completed an e-learning courseware at a large Korean company and responded to an online survey. Based on the results of structural equation modelling, the findings suggest that organisational support and learning flow have direct effects on learning transfer and learners' satisfaction, while learning flow mediates organisational support and learners' satisfaction. C1 [Joo, Young Ju; Park, Su Yeong] Ewha Womans Univ, Seoul, South Korea. [Lim, Kyu Yon] Ajou Univ, Suwon 441749, South Korea. RP Joo, YJ (reprint author), Ewha Womans Univ, Seoul, South Korea EM youngju@ewha.ac.kr CR KIM NY, 2009, THESIS EWHA WOMANS U *IDC, 2009, WORLDW US CORP E LEA KIM HG, 2008, KOREAN STUDIES INFOR, V6, P27 RYU JH, 2007, KOREAN J CORPORATE E, P121 Lee H, 2006, ETR&D-EDUC TECH RES, V54, P529 Wilkinson RG, 2006, SOC SCI MED, V62, P1768, DOI 10.1016/j.socscimed.2005.08-036 Sass DA, 2006, STRUCT EQU MODELING, V13, P566, DOI 10.1207/s15328007sem1304_4 JUNG KS, 2006, KOREAN J INFORM SYST, V15, P1 DeRouin RE, 2005, J MANAGE, V31, P920, DOI 10.1177/0149206305279815 KLINE RB, 2005, PRINCIPLES PRACTICE KIM MR, 2005, J KOREAN ED, V32, P165 MERRIAM SB, 2005, J LIFELONG LEARNING, V14, P1 Shin NM, 2004, BRIT J EDUC TECHNOL, V35, P275, DOI 10.1111/j.0007-1013.2004.00389.x Skadberg YX, 2004, COMPUT HUM BEHAV, V20, P403, DOI 10.1016/S0747-5632(03)00050-5 SUSAN E, 2004, HUMAN RESOURCE DEV Q, V15, P449 CROMWELL SE, 2004, HUMAN RESOURCE DEV Q, V15, P449 Maurer TJ, 2003, J APPL PSYCHOL, V88, P707, DOI 10.1037/0021-9010.88.4.707 Shernoff DJ, 2003, SCHOOL PSYCHOL QUART, V18, P158 AZEVEDO R, 2003, ANN M AM ED RES ASS KIM SW, 2003, KOREAN J CORPORATE E, V5, P83 HYUN YS, 2003, J KOREAN ED, V41, P299 NICHOLAS L, 2003, CORPORATE E LE UNPUB HOLTON EF, 2003, IMPROVING LEARNING T ROBINS SP, 2003, ORG BEHAV Rhoades L, 2002, J APPL PSYCHOL, V87, P698, DOI 10.1037//0021-9010.87.4.698 Bandalos DL, 2002, STRUCT EQU MODELING, V9, P78 AWONIYI EA, 2002, INT J TRAINING DEV, V6, P25 STROTHER J, 2002, INT REV RES OPEN DIS, V3, P1 TRACEY JB, 2001, HUMAN RESOURCE DEV, V12, P5, DOI DOI 10.1002/1532-1096(200101/02)12:L<5::AID-HRDQ2>3.0.00;24 NOE RA, 2001, EMPLOYEE DEV KING FB, 2000, INT J INSTRUCTIONAL, V27, P147 RUSSELL TL, 1999, NO SIGNIFICANT DIFFE Webster J, 1997, ACAD MANAGE J, V40, P1282 KIDDER PJ, 1997, NATL PRODUCTIVITY RE, V16, P79 HOLTON EF, 1997, HUMAN RESOURCE DEV Q, V8, P95 Hoffman DL, 1996, J MARKETING, V60, P50 Curran PJ, 1996, PSYCHOL METHODS, V1, P16 CSIKSZENTMIHALY.M, 1996, CREATIVITY FLOW PSYC HOLTON EF, 1996, HUMAN RESOURCE DEV Q, V7, P5 XIAO J, 1996, HUMAN RESOURCE DEV Q, V7, P55 LEE DH, 1996, KOREAN J IND ORG PSY, V9, P59 TRACEY JB, 1995, J APPL PSYCHOL, V80, P239 BRINKERHOFF RO, 1995, HUMAN RESOURCE DEV Q, V6, P263 CLARKE SG, 1994, BRIT J PSYCHOL, V85, P511 KISHTON JM, 1994, EDUC PSYCHOL MEAS, V54, P757 SKINNER EA, 1993, J EDUC PSYCHOL, V85, P571 ROUILLER JZ, 1993, HUMAN RESOURCE DEV Q, V4, P377 FAERMAN SR, 1993, PUBLIC PRODUCTIVITY, V16, P299 HAIR JF, 1992, MULTIVARIATE DATA AN, pE9 TANNENBAUM SI, 1992, ANNU REV PSYCHOL, V43, P399 BROAD ML, 1992, TRANSFER TRAINING AC TREFZ MK, 1991, THESIS OHIO STATE U BALDWIN TT, 1988, PERS PSYCHOL, V41, P63 MASSIMINI F, 1988, OPTIMAL EXPERIENCE P, P266 NOE RA, 1986, ACAD MANAGE REV, V11, P736 NR 55 TC 0 Z9 0 PU WILEY-BLACKWELL 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 NOV PY 2011 VL 42 IS 6 BP 973 EP 984 DI 10.1111/j.1467-8535.2010.01116.x PG 12 WC Education & Educational Research SC Education & Educational Research GA 847JI UT WOS:000296968800029 ER PT J AU Chang, C AF Chang, Chiungsui TI Usability testing for e-learning material for new employee training: A design-based research approach SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article C1 Tamkang Univ, Dept Educ Technol, Taipei 25137, Taiwan. RP Chang, C (reprint author), Tamkang Univ, Dept Educ Technol, 151 Ying Chuan Rd, Taipei 25137, Taiwan EM cschang@mail.tku.edu.tw CR Wong LH, 2011, COMPUT HUM BEHAV, V27, P1783, DOI 10.1016/j.chb.2011.03.005 PARDOBALLESTER C, 2009, DEV EVALUATING LANGU, P86 CHENG YC, 2009, P ED MEDIA 2009 WORL PERTERSON R, 2009, P ED MEDIA 2009 WORL RUBIN J, 2008, HDB USABILITY TESTIN Koohang A, 2005, BRIT J EDUC TECHNOL, V36, P407, DOI 10.1111/j.1467-8535.2005.00472.x Wang F, 2005, ETR&D-EDUC TECH RES, V53, P5 STONE D, 2005, USER INTERFACE DESIG YUTDHANA S, 2005, ESL APPL LINGUIST, P169 MILLER MJ, 2005, USABILITY E LEARNING COSTABILE MF, 2005, USABILITY EVALUATION Joseph D, 2004, EDUC PSYCHOL, V39, P235 Crowther MS, 2004, BRIT J EDUC TECHNOL, V35, P289, DOI 10.1111/j.0007-1013.2004.00390.x Collins A, 2004, J LEARN SCI, V13, P15 SCHOLTZ J, 2004, USABILITY EVALUATION *DES BAS RES COLL, 2003, ED RES, V32, P5, DOI DOI 10.3102/0013189X032001005 Hartson HR, 2003, INT J HUM-COMPUT INT, V15, P145 REEVES TC, 2003, INTERACTIVE LEARNING BARNUM CM, 2002, USABILITY TESTING RE ROHN JA, 2002, P C HUM FACT COMP SY NIELSEN J, 2000, WHY YOU ONLY NEED TE DUMAS JS, 1999, PRACTICAL GUIDE USAB *INT ORG STAND, 1998, 924111 INT ORG STAND WEINSCHENK S, 1997, GUI DESIGN ESSENTIAL NEILSEN J, 1994, USABILITY INSPECTION, P25 GOULD JD, 1988, HDB HUMAN COMPUTER I, P757 NR 26 TC 0 Z9 0 PU WILEY-BLACKWELL 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 NOV PY 2011 VL 42 IS 6 BP E125 EP E130 DI 10.1111/j.1467-8535.2011.01216.x PG 6 WC Education & Educational Research SC Education & Educational Research GA 847JI UT WOS:000296968800003 ER PT J AU Martin, M AF Martin, Marie TI Web 2.0-based e-learning SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Book Review EM mmartin@martech.org.uk CR LEE MJW, 2010, WEB 20 BASED LEARNIN NR 1 TC 0 Z9 0 PU WILEY-BLACKWELL 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 NOV PY 2011 VL 42 IS 6 BP E172 EP E173 DI 10.1111/j.1467-8535.2011.01247_7.x PG 3 WC Education & Educational Research SC Education & Educational Research GA 847JI UT WOS:000296968800019 ER PT J AU Menon, A Korner-Bitensky, N Straus, SE Teasell, R McKibbon, AK Thorpe, KE Chignell, M Woodbury, EI Harriman, M Lammi, BM Miller, C AF Menon, A. Korner-Bitensky, N. Straus, S. E. Teasell, R. McKibbon, A. K. Thorpe, K. E. Chignell, M. Woodbury, E., I Harriman, M. Lammi, B. M. Miller, C. TI An interactive e-learning resource for implementing stroke rehabilitation best practices SO STROKE LA English DT Meeting Abstract CT 2nd Canadian Stroke Congress CY OCT 02-04, 2011 CL Ottawa, CANADA C1 [Korner-Bitensky, N.] McGill Univ, Montreal, PQ, Canada. [Menon, A.; Straus, S. E.; Thorpe, K. E.; Chignell, M.] Univ Toronto, Toronto, ON, Canada. [Teasell, R.] Univ Western Ontario, London, ON, Canada. [McKibbon, A. K.] McMaster Univ, Hamilton, ON, Canada. [Woodbury, E., I] Canadian Stroke Strategy, Ottawa, ON, Canada. [Harriman, M.] Heart & Stroke Fdn Canada, Ottawa, ON, Canada. [Lammi, B. M.] Canadian Assoc Occupat Therapists, Ottawa, ON, Canada. [Miller, C.] Canadian Physiotherapy Assoc, Ottawa, ON, Canada. NR 0 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 0039-2499 J9 STROKE JI Stroke PD NOV PY 2011 VL 42 IS 11 BP E626 EP E626 PG 1 WC Clinical Neurology; Peripheral Vascular Disease SC Neurosciences & Neurology; Cardiovascular System & Cardiology GA 842EM UT WOS:000296574500213 ER PT J AU Kofranek, J Matousek, S Rusz, J Stodulka, P Privitzer, P Matejak, M Tribula, M AF Kofranek, Jiri Matousek, Stanislav Rusz, Jan Stodulka, Petr Privitzer, Pavol Matejak, Marek Tribula, Martin TI The Atlas of Physiology and Pathophysiology: Web-based multimedia enabled interactive simulations SO COMPUTER METHODS AND PROGRAMS IN BIOMEDICINE LA English DT Article DE Physiological modelling; E-learning; Multimedia; Interactive simulations ID MEDICAL-EDUCATION; MODEL AB The paper is a presentation of the current state of development for the Atlas of Physiology and Pathophysiology (Atlas). Our main aim is to provide a novel interactive multimedia application that can be used for biomedical education where (a) simulations are combined with tutorials and (b) the presentation layer is simplified while the underlying complexity of the model is retained. The development of the Atlas required the cooperation of many professionals including teachers, system analysts, artists, and programmers. During the design of the Atlas, tools were developed that allow for component-based creation of simulation models, creation of interactive multimedia and their final coordination into a compact unit based on the given design. The Atlas is a freely available online application, which can help to explain the function of individual physiological systems and the causes and symptoms of their disorders. (C) 2010 Elsevier Ireland Ltd. All rights reserved. C1 [Kofranek, Jiri] Charles Univ Prague, Fac Med 1, Dept Pathol Physiol, Inst Pathol Physiol, Prague 12853 2, Czech Republic. [Rusz, Jan] Czech Tech Univ, Fac Elect Engn, Dept Circuit Theory, Prague 16627 6, Czech Republic. RP Kofranek, J (reprint author), Charles Univ Prague, Fac Med 1, Dept Pathol Physiol, Inst Pathol Physiol, U Nemocnice 5, Prague 12853 2, Czech Republic EM kofranek@gmail.com CR Kofranek J, 2010, PHYSIOL RES, V59, P897 2010, MATH MODEL INTEGRATE Doberer D, 2009, INTENS CARE MED, V35, P2173, DOI 10.1007/s00134-009-1528-y KONSTANTINIDIS S, 2009, J INT TECHNOL HEALTH, V7, P363 RODRIGUEZBARBER.A, 2009, ADV PHYSIOL EDUC, V32, P304 Bamidis PD, 2009, IFIP ADV INF COMM TE, V307, P769 FRITZSON P, 2009, P 7 MOD C COM IT, P193 Wayne DB, 2008, CHEST, V133, P56, DOI 10.1378/chest.07-0131 HESTER RL, 2008, FASEB J, V22 2008, CLICKONCE DEPLOYMENT MEYERS RD, 2008, WEB HUMAN PHYSL TEAC Abram SR, 2007, ADV PHYSIOL EDUC, V31, P202, DOI 10.1152/advan.00114.2006 Day RS, 2006, ARTIF INTELL MED, V38, P47, DOI 10.1016/j.artmed.2006.01.001 KOFRANEK J, 2005, INTERDISCIPLINARY AS, P142 FRITZSON P, 2004, PRINCIPLES OBJECT OR SILBERNAGL S, 2003, COLOR ATLAS PHYSL KOFRANEK J, 2001, P 10 WORLD C MED INF, P1042 SILBERNAGL S, 2000, COLOR ATLAS PATHOPHY COLLINS D, 1995, DESIGNING OBJECT ORI KRASNER GE, 1988, J OBJECT ORIENTED PR, V1, P26 COLEMAN TG, 1983, PHYSIOLOGIST, V26, P15 COMENIUS JA, 1656, SCHOLA LUDUS SEU ENC MANGOUROVA V, COMPUTER ME IN PRESS NR 23 TC 1 Z9 1 PU ELSEVIER IRELAND LTD PI CLARE PA ELSEVIER HOUSE, BROOKVALE PLAZA, EAST PARK SHANNON, CO, CLARE, 00000, IRELAND SN 0169-2607 J9 COMPUT METH PROG BIO JI Comput. Meth. Programs Biomed. PD NOV PY 2011 VL 104 IS 2 BP 143 EP 153 DI 10.1016/j.cmpb.2010.12.007 PG 11 WC Computer Science, Interdisciplinary Applications; Computer Science, Theory & Methods; Engineering, Biomedical; Medical Informatics SC Computer Science; Engineering; Medical Informatics GA 847AU UT WOS:000296945100013 ER PT J AU Olmos, P Vega, L AF Olmos, Paula Vega, Luis TI The Use of the Script Concept in Argumentation Theory SO ARGUMENTATION LA English DT Article DE Argumentation theory; Artificial intelligence; Cognitive science; e-learning; Enthymeme; Legal argumentation; Script ID DECISION-MAKING AB In recent times, there have been different attempts to make an interesting use of the concept of script (as inherited from the fields of psychology and cognitive sciences) within argumentation theory. Although, in many cases, what we find under this label are computerized routines mainly used in e-learning collaborative proceses involving argumentation, either as an educational means or an educational goal, there are also other studies in which the concept of script plays a more theoretical role as the kind of commonly human cognitive structure that could account for the way in which argumentation might develop in ordinary language and ordinary settings. We aim at exploring these latter possibilities, differentiating between the global ascription of the script concept to argumentation practices as procedural and regulated actions from the somewhat more suggestive association between socially shared scripts (expected narratives, plausible sequences, customary experiences, etc.) and the way some enthymemes work from an interactive, rhetorical perspective. The concept of script could help us understand some more procedural than propositional aspects of the cognitive sets shared by arguer and audience and account for the communicative success of apparently defective argumentation. C1 [Olmos, Paula] Univ Carlos III Madrid, Inst Class Studies Lucio Anneo Seneca, E-28903 Getafe, Spain. [Vega, Luis] Univ Nacl Educ Distancia, Dept Log Hist & Philosophy Sci, E-28040 Madrid, Spain. RP Olmos, P (reprint author), Univ Carlos III Madrid, Inst Class Studies Lucio Anneo Seneca, Edificio Ortega & Gasset,C Madrid 133, E-28903 Getafe, Spain EM polmos@inst.uc3m.es lvega@fsof.uned.es CR WALTON D, 2008, J APPL LOGIC, V6, P361 Rouse J, 2007, PHILOS SOC SCI, V37, P46, DOI 10.1177/0048393106296542 HUMPHREYS SC, 2007, ATTIC ORATORS, P140 WALTON D, 2007, DISSENSUS SEARCH COM, P1 VEGA L, 2007, P 6 C ISSA, P1411 BICCHIERI C, 2006, GRAMMAR SOC NATURE D Weinberger A, 2005, INSTR SCI, V33, P1, DOI 10.1007/s11251-004-2322-4 Weinberger A, 2005, CSCL 2005: COMPUTER SUPPORTED COLLABORATIVE LEARNING 2005: THE NEXT 10 YEARS, PROCEEDINGS, P717 TINDALE CW, 2004, RHETORICAL ARGUMENTA ANDRIESSEN JEB, 2003, ARGUING LEARN CONFRO WEINBERGER A, 2003, SCRIPTS COMPUTER SUP KOLLAR I, 2003, P INT C COMP SUPP CO, P59 Walton D, 2001, PHILOS RHETORIC, V34, P93 TINDALE CW, 1999, ACTS ARGUING RHETORI WAGENAAR WA, 1993, ANCHORED NARRATIVES BENOIT PJ, 1992, READINGS ARGUMENTATI, P165 PENNINGTON N, 1988, J EXP PSYCHOL LEARN, V14, P521 1987, OXFORD ENGLISH DIC S PENNINGTON N, 1986, J PERS SOC PSYCHOL, V51, P242 ABELSON RP, 1981, AM PSYCHOL, V36, P715 SHANK RC, 1977, SCRIPTS PLANS GOALS GAGNON JH, 1973, SEXUAL CONDUCT SOCIA 1971, OXFORD ENGLISH DICT GAGNON JH, 1968, ETC REV GEN SEMANTIC, V25, P173 BEX FJ, ARTIFICIAL IN PRESS NR 25 TC 0 Z9 0 PU SPRINGER PI DORDRECHT PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS SN 0920-427X J9 ARGUMENTATION JI Argumentation PD NOV PY 2011 VL 25 IS 4 BP 415 EP 426 DI 10.1007/s10503-011-9212-0 PG 12 WC Communication; Linguistics; Language & Linguistics; Philosophy SC Communication; Linguistics; Philosophy GA 845PB UT WOS:000296833900001 ER PT J AU Llamas-Nistal, M Caeiro-Rodriguez, M Castro, M AF Llamas-Nistal, Martin Caeiro-Rodriguez, Manuel Castro, Manuel TI Use of E-Learning Functionalities and Standards: The Spanish Case SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE E-learning functionalities; e-learning platforms; digital repositories; standards AB This paper shows the results of a survey performed in Spain on the different functionalities of e-learning platforms. This survey was filled in by a group of teachers, experts in engineering education from across Spain, within the scope of the Spanish Chapter of the IEEE Education Society. This paper presents their opinions on several aspects of e-learning functionalities, such as knowledge levels, levels of use, and usefulness, as well as describing the most commonly used platforms. One of the objectives of this work is to create a debate in the international community about the use of e-learning platforms and their main functionalities, the most frequently used standards, the implications for and the levels of support by institutions in their use of e-learning platforms, and in general, their advantages and disadvantages. C1 [Llamas-Nistal, Martin; Caeiro-Rodriguez, Manuel] Univ Vigo, Telemat Dept, Vigo 36310, Spain. [Castro, Manuel] UNED Univ, Dept Comp Engn, Madrid 28040, Spain. RP Llamas-Nistal, M (reprint author), Univ Vigo, Telemat Dept, Vigo 36310, Spain EM Martin.Llamas@det.uvigo.es Manuel.Caeiro@det.uvigo.es mcastro@ieec.uned.es FU Spanish "Ministerio de Ciencia e Innovacion" (Science and Innovation Ministry)[EA2008-0120, TIN2008-06083-C01/TSI, TIN2010-21735-C02-01]; CYTED Program[508AC0341 SOLITE] FX This work was supported by the Spanish "Ministerio de Ciencia e Innovacion" (Science and Innovation Ministry) under Grants EA2008-0120, TIN2008-06083-C01/TSI, and TIN2010-21735-C02-01, and by the CYTED Program under Coordinating Action 508AC0341 SOLITE. CR PASTOR R, 2009, IEEE RITA, V4, P27 JESUKIEWICZ P, 2009, ADL SHARABLE CONTENT MEIER R, 2009, 1 FINTDI C VIG SPAIN Moreno-Ger P, 2008, COMPUTER, V41, P24 GONZALEZBARBONE V, 2007, P 37 ASEE IEEE FRONT WILD F, 2007, P EC TEL 2007 SESS C LAY S, 2006, IMS GLOBAL IN PRESS MERINO PJM, 2006, P 36 ASEE IEEE FRONT, P13 SMYTHE C, 2005, IMS GLOBAL IN PRESS KOPER R, 2003, VER 1 0 PUB IN PRESS *IEEE, 2002, 14841212002 IEEE SALMON G, 2000, E MODERATING KEY TEA *E LEARN IND, AUSTR FLEX LEARN FRA CAPITULO ESPANOL SOC *U VIG, CEN WS LT LEARN TECH HILLMANN D, DCMI ED WORKING GROU LLAMASNISTAL M, EA20080120 *IEEE, IEEE ED SOC SPAN CHA SMYTHE C, IMS GLOBAL IN PRESS *CESEI, PROJ EA2008 0120 POL *CESEI, PROJ EA2008 0120 WOR NR 21 TC 1 Z9 1 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD NOV PY 2011 VL 54 IS 4 BP 540 EP 549 DI 10.1109/TE.2010.2090154 PG 10 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 840YQ UT WOS:000296478700004 ER PT J AU Weyten, L Rombouts, P Catteau, B De Bock, M AF Weyten, Ludo Rombouts, Pieter Catteau, Benoit De Bock, Maarten TI Validation of Symbolic Expressions in Circuit Analysis E-Learning SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Analog circuits; circuit analysis; distance learning; e-learning; network theory; training ID TOOL AB Symbolic circuit analysis is a cornerstone of electrical engineering education. Solving a suitable set of selected problems is essential to developing professional skills in the field. Anew method is presented for automatic validation of circuit equations representing a student's intermediate steps in the solving process. Providing this immediate feedback may strongly enhance the training effects. The new method was embedded in a Web-based e-learning system and has proved to be useful in circuit analysis training, both at an introductory level and for more advanced problems in analog electronics. C1 [Weyten, Ludo; Rombouts, Pieter; Catteau, Benoit; De Bock, Maarten] Univ Ghent, Dept Elect & Informat Syst ELIS, Fac Engn, B-9000 Ghent, Belgium. RP Weyten, L (reprint author), Univ Ghent, Dept Elect & Informat Syst ELIS, Fac Engn, B-9000 Ghent, Belgium EM weyten@elis.ugent.be CR WEYTEN L, 2010, CASTR Assaad RS, 2009, IEEE T EDUC, V52, P39, DOI 10.1109/TE.2008.917190 Weyten L, 2009, IEEE T EDUC, V52, P185, DOI 10.1109/TE.2008.924213 Butz BP, 2006, IEEE T EDUC, V49, P216, DOI 10.1109/TE.2006.872407 Smaill CR, 2005, IEEE T EDUC, V48, P658, DOI 10.1109/TE.2005.852590 PALMA L, 2005, IEEE T EDUC, V48, P729, DOI 10.1109/TE.2005.850711 LUCHETTA A, 2001, IEEE T EDUC, V44, P213 Pota HR, 1997, IEEE T EDUC, V40, P22, DOI 10.1109/13.554666 Huelsman LP, 1996, IEEE T EDUC, V39, P243, DOI 10.1109/13.502071 TENG JF, 1994, INT J ELEC ENG EDUC, V31, P324 NR 10 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD NOV PY 2011 VL 54 IS 4 BP 564 EP 568 DI 10.1109/TE.2010.2090882 PG 5 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 840YQ UT WOS:000296478700007 ER PT J AU Aleman, JLF AF Fernandez Aleman, Jose Luis TI Automated Assessment in a Programming Tools Course SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Active learning; competitive learning; e-learning; programming tools; Web tool AB Automated assessment systems can be useful for both students and instructors. Ranking and immediate feedback can have a strongly positive effect on student learning. This paper presents an experience using automatic assessment in a programming tools course. The proposal aims at extending the traditional use of an online judging system with a series of assignments related to programming tools. Some empirical results on how students use an automated assessment system in a CS2 course are presented. Research suggested that automated assessment systems promoted the students' interest and produced statistically significant differences in the scores between experimental and control groups. C1 Univ Murcia, Fac Informat, Dept Informat & Syst, E-30071 Murcia, Spain. RP Aleman, JLF (reprint author), Univ Murcia, Fac Informat, Dept Informat & Syst, Campus Espinardo, E-30071 Murcia, Spain EM aleman@um.es CR Cebrian M, 2009, IEEE T EVOLUT COMPUT, V13, P477, DOI 10.1109/TEVC.2008.2008797 Regueras LM, 2009, IEEE T EDUC, V52, P279, DOI 10.1109/TE.2008.928198 PRESSMAN R, 2009, SOFTWARE ENG PRACTIT PRESTON J, 2009, T EDUTAINMENT, V3, P70 ENGLISH J, 2009, P 14 INN TECHN COMP, P371 GARCIAMATEOS G, 2009, P 14 INN TECHN COMP, P45 MONTOYADATO FJ, 2009, P 14 INT C REL SOFTW, P75 GUERREIRO P, 2008, INT J INTERNET ED, V10, P38 BOWRING JF, 2008, P 39 SIGCSE TECHN S, P87 GUERREIRO P, 2006, P ITICSE 2006, P8 DOUCE C, 2005, J ED RESOURCES COMPU, V5, P1 HIGGINS CA, 2005, J ED RESOURCES COMPU, V5, P1 JOY M, 2005, J ED RESOURCES COMPU, V5, P1 DOUCE C, 2005, P 9 INT C COMP AID A, P1 MYERS GJ, 2004, ART SOFTWARE TESTING DALY C, 2004, P 35 SIGCSE TECHN S, P210 Leal JP, 2003, SOFTWARE PRACT EXPER, V33, P567, DOI 10.1002/spe.522 Guzdial M, 2002, COMMUN ACM, V45, P17 LANG TA, 1997, REPORT STAT MED ANNO BROWN PO, 1997, P AAAI FALL S SOC IN, P93 BEIZER B, 1990, SOFTWARE TESTING TEC BULLOCK A, 1977, FONTANA DICT MODERN BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 23 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD NOV PY 2011 VL 54 IS 4 BP 576 EP 581 DI 10.1109/TE.2010.2098442 PG 6 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 840YQ UT WOS:000296478700009 ER PT J AU Choi, H Pargeon, K Bausell, R Wong, JB Mendiratta, A Bakken, S AF Choi, Hyunmi Pargeon, Kim Bausell, Rebecca Wong, John B. Mendiratta, Anil Bakken, Suzanne TI Temporal lobe epilepsy surgery: What do patients want to know? SO EPILEPSY & BEHAVIOR LA English DT Article DE Focus group; Patient decision aid; Shared decision making; Epilepsy surgery ID SHARED DECISION-MAKING; AID; KNOWLEDGE; TRIAL AB Patients with pharmacoresistant temporal lobe epilepsy (TLE) contemplating brain surgery must make a complex treatment decision involving trade-offs. Patient decision aids, containing information on the risks and benefits of treatment interventions, increase patient knowledge and facilitate shared decision making between patients and physicians. We conducted five focus groups to describe the information patients need to make informed decisions about RE surgery. Twenty patients who had undergone TLE surgery described the information used in their decision-making process, and evaluated the potential for a patient decision aid to assist other patients who are considering surgery. Thematic analysis revealed information needs that were both experiential (i.e., learning about other patients' experiences through testimonials) and factual (i.e., individualized statistical information). Patients also made suggestions on how this information should be delivered to patients. These data will accelerate the development of a patient decision aid designed to assist TLE patients in their decision making about epilepsy surgery. (C) 2011 Elsevier Inc. All rights reserved. C1 [Choi, Hyunmi; Pargeon, Kim; Bausell, Rebecca; Mendiratta, Anil] Columbia Univ, Dept Neurol, New York, NY USA. [Wong, John B.] Tufts Univ, Sch Med, Dept Med, Div Clin Decis Making, Boston, MA 02111 USA. [Bakken, Suzanne] Columbia Univ, Dept Biomed Informat, New York, NY USA. [Bakken, Suzanne] Columbia Univ, Sch Nursing, New York, NY USA. RP Choi, H (reprint author), Columbia Comprehens Epilepsy Ctr, Neurol Inst, 710 W 168th St,Box 210, New York, NY 10032 USA EM hc323@columbia.edu FU Epilepsy Foundation of America Targeted Research Initiative; Center for Evidence-Based Practice in the Underserved[P30NR010677] FX This work was funded by the Epilepsy Foundation of America Targeted Research Initiative on Health Outcomes Award (to H.C.). Dr. Bakken is supported by the Center for Evidence-Based Practice in the Underserved (P30NR010677). CR OCONNOR AM, 2009, COCHRANE DB SYST REV, V3, DOI DOI 10.1002/14651858.CD001431.PUB2 O'Connor AM, 2007, MED DECIS MAKING, V27, P554, DOI 10.1177/0272989x07307319 Garg AX, 2005, JAMA-J AM MED ASSOC, V293, P1223 Green MJ, 2004, JAMA-J AM MED ASSOC, V292, P442 Whelan T, 2004, JAMA-J AM MED ASSOC, V292, P435 Stevenson FA, 2003, PATIENT EDUC COUNS, V50, P291, DOI 10.1016/S0738-3991(03)00052-1 Engel J, 2003, NEUROLOGY, V60, P538 Swarztrauber K, 2003, EPILEPSY BEHAV, V4, P19, DOI 10.1016/S1525-5050(02)00687-X OCONNOR AM, 2003, COCHRANE DB SYST REV, V2, DOI DOI 10.1002/14651858.CD001431 Weston WW, 2001, CAN MED ASSOC J, V165, P438 Elwyn G, 2001, J EVAL CLIN PRACT, V7, P211 *COMM QUAL HLTH CA, 2001, CROSS QUAL CHASM NEW Kwan P, 2000, NEW ENGL J MED, V342, P314 Braddock CH, 1999, JAMA-J AM MED ASSOC, V282, P2313 O'Connor AM, 1999, BRIT MED J, V319, P731 OCONNOR AM, 1999, J NATL CANC I MONOGR, V25, P67 Semah F, 1998, NEUROLOGY, V51, P1256 Gilliam F, 1997, EPILEPSIA, V38, P233 VAUGHN S, 1996, FOCUS GROUP INTERVIE NR 19 TC 0 Z9 0 PU ACADEMIC PRESS INC ELSEVIER SCIENCE PI SAN DIEGO PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA SN 1525-5050 J9 EPILEPSY BEHAV JI Epilepsy Behav. PD NOV PY 2011 VL 22 IS 3 BP 479 EP 482 DI 10.1016/j.yebeh.2011.07.038 PG 4 WC Behavioral Sciences; Clinical Neurology; Psychiatry SC Behavioral Sciences; Neurosciences & Neurology; Psychiatry GA 845ML UT WOS:000296826700011 ER PT J AU Scalise, K Timms, M Moorjani, A Clark, L Holtermann, K Irvin, PS AF Scalise, Kathleen Timms, Michael Moorjani, Anita Clark, LaKisha Holtermann, Karen Irvin, P. Shawn TI Student Learning in Science Simulations: Design Features That Promote Learning Gains SO JOURNAL OF RESEARCH IN SCIENCE TEACHING LA English DT Article DE virtual laboratories; simulations; science education; instructional technology; educational technology; learning gains; middle school; high school; visualizations; inquiry learning; online learning; e-learning; project-based learning ID INQUIRY-BASED SCIENCE; TECHNOLOGY; CLASSROOM AB This research examines science-simulation software available for grades 6-12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6-12 student learning gains and losses using virtual laboratories and science-simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research-based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research-identified best practices. The overall goal was to consider where the most progress is being made in effective virtual-lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. (C) 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1050-1078, 2011 C1 [Scalise, Kathleen; Clark, LaKisha; Irvin, P. Shawn] Univ Oregon, Eugene, OR 97403 USA. [Timms, Michael; Moorjani, Anita] WestEd, Oakland, CA USA. [Holtermann, Karen] Univ Calif Berkeley, Berkeley, CA 94720 USA. RP Scalise, K (reprint author), Univ Oregon, Eugene, OR 97403 USA EM kscalise@uoregon.edu CR TIMMS M, 2011, 2011 NARST ANN INT C Minner DD, 2010, J RES SCI TEACH, V47, P474, DOI 10.1002/tea.20347 AKPAN J, 2010, J COMPUTERS MATH SCI, V29, P113 Chen CH, 2010, EDUC TECHNOL SOC, V13, P133 JAAKKOLA T, 2010, J RES SCI TEACH, V48, P71 Eskrootchi R, 2010, EDUC TECHNOL SOC, V13, P236 She HC, 2009, COMPUT EDUC, V53, P1297, DOI 10.1016/j.compedu.2009.06.012 SCALISE K, 2009, CONV ARG ENG SCI LEA Marbach-Ad G, 2008, J RES SCI TEACH, V45, P273, DOI 10.1002/tea.20222 STACY A, 2008, CHEM ED GROUP M BERK DEJONG T, 2008, COMPUTER SIMULATIONS Kim MC, 2007, SCI EDUC, V91, P1010, DOI 10.1002/sce.20219 Linn MC, 2006, SCIENCE, V313, P1049, DOI 10.1126/science.1131408 MA J, 2006, ACM COMPUT SURV, V38, P1 ZUMBACH J, 2006, J COMPUTERS MATH SCI, V25, P281 *NAT RES COUNC, 2006, AM LAB REP INV HIGH *WHAT WORKS CLEAR, 2006, EV STAND REV STUD SRINIVASAN S, 2005, J ED MULTIMEDIA HYPE, V14, P151 KELLER HE, 2005, SCI ED REV, V4, P2 Marx RW, 2004, J RES SCI TEACH, V41, P1063, DOI 10.1002/tea.20039 Cross TR, 2004, AM BIOL TEACH, V66, P408 Wiesner TF, 2004, J ENG EDUC, V93, P195 Kester L, 2004, INT J SCI EDUC, V26, P239, DOI 10.1080/69032000072809 WILLIAMS M, 2004, J SCI EDUC TECHNOL, V13, P189 REIF RJ, 2004, VIRTUAL ANATOMY ALTE Songer NB, 2003, SCI EDUC, V87, P490, DOI 10.1002/sce.10085 Ashburn SJ, 2002, AM BIOL TEACH, V64, P503 Songer NB, 2002, J RES SCI TEACH, V39, P128 BAYRAKTAR S, 2002, J RES TECHNOLOGY ED, V34, P173 KULIK JA, 2002, INFOBRIEF SCH MATH S AKPAN JP, 2001, ELECT J SCI ED, V5, P1 Becker HJ, 2000, FUTURE CHILD, V10, P44 Land SM, 2000, ETR&D-EDUC TECH RES, V48, P61 OLSON S, 2000, INQUIRY NATL SCI ED BECKER H, 2000, 7 U CAL U MINN CTR R AKPAN JP, 1999, J SCI EDUC TECHNOL, V8, P107 COOPER HM, 1998, SYNTHESIZING RES GUI DEJONG T, 1998, REV EDUC RES, V68, P180 HUPPERT J, 1998, RES SCI TECHNOLOGICA, V16, P231 GREDLER ME, 1996, HDB RES ED COMMUNICA, P521 THOMPSON AD, 1996, ED TECHNOLOGY REV RE MILES MB, 1994, QUALITATIVE DATA ANA MILES MB, 1994, WITHIN CASE DISPLAYS, pCH5 CARNEY TF, 1990, COLLABORATION INQUIR JACKSON GB, 1980, REV EDUC RES, V50, P438 NR 45 TC 1 Z9 1 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0022-4308 J9 J RES SCI TEACH JI J. Res. Sci. Teach. PD NOV PY 2011 VL 48 IS 9 BP 1050 EP 1078 DI 10.1002/tea.20437 PG 29 WC Education & Educational Research SC Education & Educational Research GA 834MM UT WOS:000295965000004 ER PT J AU Sun, LL Wang, H AF Sun, Lili Wang, Hua TI Access control and authorization for protecting disseminative information in E-learning workflow SO CONCURRENCY AND COMPUTATION-PRACTICE & EXPERIENCE LA English DT Article DE workflow; access control; E-learning ID SCHEME AB E-learning defined as learning activities performed over electronic devices is rapidly increasing and has become one of the key e-commerce applications with a growing commercial market in the near future. Access control and authorization in E-learning workflow is a vital problem with low costs and no location limits for students. E-learning organizers prefer to disseminate their message as widely as possible, while at the same time authorized people only are able to access disseminative information. However, in the E-learning workflow it is a challenge to protect from access, such as reading and updating, the digital message that has been disseminated out from the organizations. This paper aims to substantially provide a foundation for developing appropriate security solutions for organizations' secure dissemination of digital information. An application-level secure architecture is developed based on the references on both server side and client side. The architecture provides control and tracking capabilities for dissemination and usage of digital information while others provide only tracking capability. The outcomes of this paper can immediately apply to prevent unauthorized dissemination of digital content amongst agents of universities regardless of their intention or possession of the digital information and will contribute to higher security in E-learning. Copyright (C) 2011 John Wiley & Sons, Ltd. C1 [Sun, Lili; Wang, Hua] Univ So Queensland, Dept Maths & Comp, Toowoomba, Qld 4350, Australia. RP Wang, H (reprint author), Univ So Queensland, Dept Maths & Comp, Toowoomba, Qld 4350, Australia EM wang@usq.edu.au CR LIU X, 2010, P 10 IEEE ACM INT S, P534 HU R, 2010, P IEEE 8 INT C WEB S Wang H, 2009, IEEE T KNOWL DATA EN, V21, P840, DOI 10.1109/TKDE.2008.132 CHEN J, 2009, ACM T SOFTWARE ENG M Chen JJ, 2008, ICSE'08 PROCEEDINGS OF THE THIRTIETH INTERNATIONAL CONFERENCE ON SOFTWARE ENGINEERING, P141 Stafford TF, 2005, IEEE T EDUC, V48, P301, DOI 10.1109/TE.2004.842904 Wang H, 2005, IEEE T KNOWL DATA EN, V17, P425 SCHMIDT K, 2005, INT J WEB SERV RES, V2, P77 YONG J, 2005, 9 INT C COMP SUPP CO Wang H, 2004, CONCURRENT ENG-RES A, V12, P247, DOI 10.1177/1063293X04046194 *CISC SYST, 2004, E LEARN PARTN E LEAR MENDLING J, 2004, E LEARN WORKSH HANN NEELY S, 2004, SAC 2004, P963 Wang H, 2003, IEEE T SYST MAN CY A, V33, P697, DOI 10.1109/TSMCA.2003.819917 ELKHATIB K, 2003, INT J DISTANCE ED TE, V1, P11 WHITE G, 2003, CHANGING LANDSACPE E LI Q, 2003, P 2003 ACM WORKSH XM, P94 PARK J, 2002, P 7 ACM S ACC CONTR, P57 BERTINO E, 2002, ACM T INFORM SYST, V5, P290 SEUFERT S, 2002, INT J E LEARNING, V1, P43 DAMIANI E, 2002, P 2002 ACM WORKSH XM, P90 LOWE H, 2002, P EUR C E LEARN, P43 LYTRAS M, 2002, P WORLD C E LEARN CO, P2658 SEUFERT S, 2001, E LEARNING BUSINESS, P11 WANG H, 2001, 2 INT C WEB INF SYST, P53 Goldschlag D, 1999, COMMUN ACM, V42, P39 CYNTHIA D, 1999, IMA VOLUMES MATH ITS, V107, P31 JAJODIA S, 1997, P ACM SIGMOD INT C M, P474 BRAD C, 1996, SUPERDISTRIBUTION *ISO, 1996, 101813 ISOIEC NR 30 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1532-0626 J9 CONCURR COMP-PRACT E JI Concurr. Comput.-Pract. Exp. PD NOV PY 2011 VL 23 IS 16 SI SI BP 2034 EP 2042 DI 10.1002/cpe.1748 PG 9 WC Computer Science, Software Engineering; Computer Science, Theory & Methods SC Computer Science GA 838FV UT WOS:000296273600011 ER PT J AU Sumak, B Hericko, M Pusnik, M AF Sumak, Bostjan Hericko, Marjan Pusnik, Maja TI A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Review DE E-learning; Acceptance; Meta-analysis; Moderator analysis ID CONTINUANCE INTENTION; PERCEIVED EASE; INFORMATION-TECHNOLOGY; INTRINSIC MOTIVATION; PRESERVICE TEACHERS; COLLEGE-STUDENTS; MODEL; SYSTEM; IMPACT; ADOPTION AB Existing literature in the field of e-learning technology acceptance reflects a significant number of independent studies that primarily investigate the causal relationships proposed by technology acceptance theory, such as the technology acceptance model (TAM). To synthesize the existing knowledge in the field of e-learning technology acceptance, we have conducted a systematic literature review of 42 independent papers, mostly published in major journals. Furthermore, in order to view the research context by combining and analyzing the quantitative results of the reviewed research studies, a meta-analysis of the causal effect sizes between common TAM-related relationships was conducted. The main findings of this study, which is the first of its kind, are: (1) TAM is the most-used acceptance theory in e-learning acceptance research, and (2) the size of the causal effects between individual TAM-related factors depends on the type of user and the type of e-learning technology. The results of the meta-analysis demonstrated a moderating effect for user-related factors and technology-related factors for several evaluated causal paths. We have gathered proof that the perceived ease of use and the perceived usefulness tend to be the factors that can influence the attitudes of users toward using an e-learning technology in equal measure for different user types and types of e-learning technology settings. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Sumak, Bostjan; Hericko, Marjan; Pusnik, Maja] Univ Maribor, Fac Elect Engn & Comp Sci, SLO-2000 Maribor, Slovenia. RP Sumak, B (reprint author), Univ Maribor, Fac Elect Engn & Comp Sci, Smetanova Ulica 17,Slomskov Trg 15, SLO-2000 Maribor, Slovenia EM Bostjan.Sumak@uni-mb.si Marjan.Hericko@uni-mb.si Maja.Pusnik@uni-mb.si CR Lee YH, 2011, KNOWL-BASED SYST, V24, P355, DOI 10.1016/j.knosys.2010.09.005 Lin KM, 2011, COMPUT EDUC, V56, P515, DOI 10.1016/j.compedu.2010.09.017 Pynoo B, 2011, COMPUT HUM BEHAV, V27, P568, DOI 10.1016/j.chb.2010.10.005 Karaali D, 2011, COMPUT HUM BEHAV, V27, P343, DOI 10.1016/j.chb.2010.08.012 Chen HJ, 2010, COMPUT EDUC, V55, P1628, DOI 10.1016/j.compedu.2010.07.005 Liu Y, 2010, COMPUT EDUC, V55, P1211, DOI 10.1016/j.compedu.2010.05.018 Sanchez RA, 2010, COMPUT HUM BEHAV, V26, P1632, DOI 10.1016/j.chb.2010.06.011 Bourgonjon J, 2010, COMPUT EDUC, V54, P1145, DOI 10.1016/j.compedu.2009.10.022 Liu IF, 2010, COMPUT EDUC, V54, P600, DOI 10.1016/j.compedu.2009.09.009 Lee MC, 2010, COMPUT EDUC, V54, P506, DOI 10.1016/j.compedu.2009.09.002 Sanchez-Franco MJ, 2010, COMPUT EDUC, V54, P37, DOI 10.1016/j.compedu.2009.07.005 Lee BC, 2009, COMPUT EDUC, V53, P1320, DOI 10.1016/j.compedu.2009.06.014 Sorebo O, 2009, COMPUT EDUC, V53, P1177, DOI 10.1016/j.compedu.2009.06.001 Wang WT, 2009, COMPUT EDUC, V53, P761, DOI 10.1016/j.compedu.2009.02.021 Teo T, 2009, COMPUT EDUC, V53, P1000, DOI 10.1016/j.compedu.2009.05.017 Tao YH, 2009, COMPUT EDUC, V53, P929, DOI 10.1016/j.compedu.2009.05.009 Cho V, 2009, COMPUT EDUC, V53, P216, DOI 10.1016/j.compedu.2009.01.014 Sanchez-Franco MJ, 2009, COMPUT EDUC, V52, P588, DOI 10.1016/j.compedu.2008.11.006 Liu SH, 2009, COMPUT EDUC, V52, P599, DOI 10.1016/j.compedu.2008.11.002 McGill TJ, 2009, COMPUT EDUC, V52, P496, DOI 10.1016/j.compedu.2008.10.002 Teo T, 2009, COMPUT EDUC, V52, P302, DOI 10.1016/j.compedu.2008.08.006 Liaw SS, 2008, COMPUT EDUC, V51, P864, DOI 10.1016/j.compedu.2007.09.005 Padilla-Melendez A, 2008, COMPUT EDUC, V51, P609, DOI 10.1016/j.compedu.2007.06.013 Roca JC, 2008, COMPUT HUM BEHAV, V24, P1585, DOI 10.1016/j.chb.2007.06.001 Lee YC, 2008, COMPUT EDUC, V50, P1423, DOI 10.1016/j.compedu.2007.01.001 van Raaij EM, 2008, COMPUT EDUC, V50, P838, DOI 10.1016/j.compedu.2006.09.001 Chiu CM, 2008, INFORM MANAGE-AMSTER, V45, P194, DOI 10.1016/j.im.2008.02.003 ZHANG S, 2008, TSINGHUA SCI TECHNOL, V13, P312, DOI 10.1016/S1007-0214(08)70050-6 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Kampenes VB, 2007, INFORM SOFTWARE TECH, V49, P1073, DOI 10.1016/j.infsof.2007.02.015 Ngai EWT, 2007, COMPUT EDUC, V48, P250, DOI 10.1016/j.compedu.2004.11.007 TOTAL S, 2007, COMPUT EDUC, V49, P957 King WR, 2006, INFORM MANAGE-AMSTER, V43, P740, DOI 10.1016/j.im.2006.05.003 Pituch KA, 2006, COMPUT EDUC, V47, P222, DOI 10.1016/j.compedu.2004.10.007 Ong CS, 2006, COMPUT HUM BEHAV, V22, P816, DOI 10.1016/j.chb.2004.03.006 Roca JC, 2006, INT J HUM-COMPUT ST, V64, P683, DOI 10.1016/j.ijhcs.2006.01.003 Huedo-Medina TB, 2006, PSYCHOL METHODS, V11, P193, DOI 10.1037/1082-989X.11.2.193 Liaw SS, 2006, COMPUT HUM BEHAV, V22, P177, DOI 10.1016/j.chb.2004.09.003 Lee MKO, 2005, INFORM MANAGE-AMSTER, V42, P1095, DOI 10.1016/j.im.2003.10.007 Saade R, 2005, INFORM MANAGE-AMSTER, V42, P317, DOI 10.1016/j.im.2003.12.013 Ong CS, 2004, INFORM MANAGE-AMSTER, V41, P795, DOI 10.1016/j.im.2003.08.012 WAGNER GD, 2004, J EUROPEAN IND TRAIN, V28, P383 Hu PJH, 2003, INFORM MANAGE-AMSTER, V41, P227, DOI 10.1016/S0378-7206(03)00050-8 Yi MY, 2003, INT J HUM-COMPUT ST, V59, P431, DOI [10.1016/S1071-5819(03)00114-9, 10.1016/S0171-5819(03)00114-9] Venkatesh V, 2003, MIS QUART, V27, P425 Lee JS, 2003, EDUC TECHNOL SOC, V6, P50 Higgins JPT, 2002, STAT MED, V21, P1539, DOI 10.1002/sim.1186 BROWN ITJ, 2002, EJISDC, P1 Peterson RA, 2001, J CONSUM RES, V28, P450 Venkatesh V, 2000, INFORM SYST RES, V11, P342 DAVIS FD, 1989, MIS QUART, V13, P319 COHRAN WG, 1954, BIOMETRICS, V10, P101 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 NOV PY 2011 VL 27 IS 6 BP 2067 EP 2077 DI 10.1016/j.chb.2011.08.005 PG 11 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 831ZL UT WOS:000295769500001 ER PT J AU Hernandez, B Montaner, T Sese, FJ Urquizu, P AF Hernandez, Blanca Montaner, Teresa Javier Sese, F. Urquizu, Pilar TI The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools? SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE Social motivations; ICT interactive tools; e-Learning; Knowledge ID TECHNOLOGY ACCEPTANCE MODEL; INFORMATION-SYSTEMS CONTINUANCE; WORD-OF-MOUTH; VIRTUAL COMMUNITIES; BEHAVIORAL INTENTION; USER ACCEPTANCE; ONLINE; INTERNET; PARTICIPATION; DETERMINANTS AB There is an increasing interest among educational institutions and private organizations to understand the role of ICT interactive tools (e.g. forums, blogs, chats, blackboards, newsgroups) in the successful implementation of an e-learning system. In this study, we offer a social perspective in the study of e-learning, and posit that individuals' actions are socially embedded. Therefore, we attempt to identify social motivations that underlie learners' attitudes and usage behavior of ICT interactive tools. We propose a comprehensive conceptual framework that identifies two groups of social motivations: (1) anticipated reciprocal relationships and (2) anticipated extrinsic rewards. The empirical test of the framework in a university setting reveals that both types of social motivations significantly influence learners' attitudes. Specifically, social influence and altruism, both of which relate to reciprocal relationships, and recognition by the instructor, which refers to extrinsic rewards and personal benefits, exert a strong positive effect on attitudes toward and usage of ICT interactive tools. The usage leads to improved intentions to continue using these technologies in the future. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Hernandez, Blanca; Montaner, Teresa; Javier Sese, F.; Urquizu, Pilar] Univ Zaragoza, Dept Mkt, Zaragoza 50018, Spain. RP Hernandez, B (reprint author), Univ Zaragoza, Dept Mkt, Maria de Luna S-N, Zaragoza 50018, Spain EM bhernand@unizar.es montagut@unizar.es javisese@unizar.es purquizu@unizar.es CR Lin KY, 2011, COMPUT HUM BEHAV, V27, P1152, DOI 10.1016/j.chb.2010.12.009 Udo GJ, 2011, COMPUT HUM BEHAV, V27, P1272, DOI 10.1016/j.chb.2011.01.009 Lee MC, 2010, COMPUT EDUC, V54, P506, DOI 10.1016/j.compedu.2009.09.002 LAI HM, 2010, COMPUT EDUC, V56, P948 Vergeer M, 2009, J COMPUT-MEDIAT COMM, V15, P189, DOI 10.1111/j.1083-6101.2009.01499.x Kim HB, 2009, TOURISM MANAGE, V30, P266, DOI 10.1016/j.tourman.2008.07.001 Casalo LV, 2009, IND MANAGE DATA SYST, V109, P532, DOI 10.1108/02635570910948650 Wan ZY, 2008, INFORM MANAGE-AMSTER, V45, P513, DOI 10.1016/j.im.2008.08.003 Lin HF, 2008, INFORM MANAGE-AMSTER, V45, P522, DOI 10.1016/j.im.2008.08.002 Hrastinski S, 2008, INFORM MANAGE-AMSTER, V45, P499, DOI 10.1016/j.im.2008.07.005 Roca JC, 2008, COMPUT HUM BEHAV, V24, P1585, DOI 10.1016/j.chb.2007.06.001 Limayem M, 2008, INFORM MANAGE-AMSTER, V45, P227, DOI 10.1016/j.im.2008.02.005 Chiu CM, 2008, INFORM MANAGE-AMSTER, V45, P194, DOI 10.1016/j.im.2008.02.003 Hsu CL, 2008, INFORM MANAGE-AMSTER, V45, P65, DOI 10.1016/j.im.2007.11.001 PARK N, 2008, J COMPUTER MEDIATED, V13, P163 Liao CC, 2007, COMPUT HUM BEHAV, V23, P2804, DOI 10.1016/j.chb.2006.05.006 Proserpio L, 2007, ACAD MANAG LEARN EDU, V6, P69 Schepers J, 2007, INFORM MANAGE-AMSTER, V44, P90, DOI 10.1016/j.im.2006.10.007 Casalo L, 2007, ONLINE INFORM REV, V31, P775, DOI 10.1108/14684520710841766 Wu JH, 2007, COMPUT HUM BEHAV, V23, P162, DOI 10.1016/j.chb.2004.04.003 ERTNER PZ, 2007, J COMPUTER MEDIATED, V12, P412 Arbaugh JB, 2006, ACAD MANAG LEARN EDU, V5, P435 Roca JC, 2006, INT J HUM-COMPUT ST, V64, P683, DOI 10.1016/j.ijhcs.2006.01.003 Lee YC, 2006, ONLINE INFORM REV, V30, P517, DOI 10.1108/14684520610706406 FONG J, 2006, J BUS RES, V61, P233 Lee MKO, 2005, INFORM MANAGE-AMSTER, V42, P1095, DOI 10.1016/j.im.2003.10.007 Luarn P, 2005, COMPUT HUM BEHAV, V21, P873, DOI 10.1016/j.chb.2004.03.003 Algesheimer R, 2005, J MARKETING, V69, P19 Arbaugh JB, 2005, ACAD MANAG LEARN EDU, V4, P135 Shang RA, 2005, INFORM MANAGE-AMSTER, V42, P401, DOI 10.1016/j.im.2004.01.009 Bock GW, 2005, MIS QUART, V29, P87 HUNG Y, 2005, COMPUTER STANDARDS I, V27, P359 Yang HD, 2004, DECIS SUPPORT SYST, V38, P19, DOI 10.1016/S0167-9236(03)00062-9 Hsu CL, 2004, INFORM MANAGE-AMSTER, V41, P853, DOI 10.1016/j.im.2003.08.014 Ong CS, 2004, INFORM MANAGE-AMSTER, V41, P795, DOI 10.1016/j.im.2003.08.012 Hwang A, 2004, ACAD MANAG LEARN EDU, V3, P139 Koh J, 2004, EXPERT SYST APPL, V26, P155, DOI 10.1016/S0957-4174(03)00116-7 HENNINGTHURAU T, 2004, J INTERACT MARK, V18, P38 Lewis W, 2003, MIS QUART, V27, P657 Venkatesh V, 2003, MIS QUART, V27, P425 Alavi M, 2003, ACAD MANAG LEARN EDU, V2, P139 Ridings CM, 2002, J STRATEGIC INF SYST, V11, P271 Chau PYK, 2002, J MANAGE INFORM SYST, V18, P191 Lemon KN, 2002, J MARKETING, V66, P1 QUANHAASE A, 2002, INTERNET EVERYDAY LI, P291 HATS A, 2002, INT J ELECTRON COMM, V6, P25 Bhattacherjee A, 2001, MIS QUART, V25, P351 Balasubramanian S, 2001, INT J ELECTRON COMM, V5, P103 LAU A, 2001, J ELECTRON COMMER RE, V2, P205 Lederer AL, 2000, DECIS SUPPORT SYST, V29, P269 Hogg MA, 2000, ACAD MANAGE REV, V25, P121 LIN CC, 2000, INT J INFORM MANAGEM, V20, P197 GEFEN D, 2000, J ASS INFORM SYSTEMS, V8 ROBERTS P, 2000, INTERACTING COMPUTER, V12, P269 Karahanna E, 1999, MIS QUART, V23, P183 ANDREASSEN TW, 1999, J SERV RES-US, V1, P324 Sundaram DS, 1998, ADV CONSUM RES, V25, P527 BAUMEISTER RF, 1998, HDB SOCIAL PSYCHOL, P680 Taylor S, 1995, MIS QUART, V19, P561 BENTLER PM, 1995, EQS STRUCTURAL EQUAT ENGEL JF, 1993, CONSUMER BEHAV, P8 JORESKOG KG, 1993, LISREL, P8 LEA M, 1992, J ORG COMPUTING, V2, P321 AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179 STEENKAMP JB, 1991, INT J RES MARK, V8, P283 DAVIS FD, 1989, MANAGE SCI, V35, P982 ANDERSON JC, 1988, PSYCHOL BULL, V103, P411 TESSER A, 1988, ADV EXPT SOCIAL PSYC, V21, P181 BAGOZZI R, 1988, ACAD MARK SCI, V16, P74 OLIVER RL, 1987, J ECON PSYCHOL, V8, P469 GOODWIN C, 1987, ADV CONSUM RES, V14, P378 GRANOVETTER M, 1985, AM J SOCIOL, V91, P481 AJZEN I, 1985, ACTION CONTROL COGNI EPSTEIN JL, 1983, 346 J HOPK U CTR SOC FORNELL C, 1981, J MARKETING RES, V18, P39 AJZEN I, 1980, UNDERSTANDING ATTITU WARSHAW PR, 1980, J MARKETING RES, V17, P153 SARASON SB, 1974, PSYCHOL SENSE COMMUN AJZEN I, 1973, J PERS SOC PSYCHOL, V27, P41 NR 79 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 NOV PY 2011 VL 27 IS 6 BP 2224 EP 2232 DI 10.1016/j.chb.2011.07.001 PG 9 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 831ZL UT WOS:000295769500018 ER PT J AU Torras, ME Mayordomo, R AF Eulalia Torras, M. Mayordomo, Rosa TI Teaching presence and regulation in an electronic portfolio SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE Teaching presence; Online teacher and learning processes; e-Learning; Self-regulation; Instructional support; Electronic portfolios ID SELF-REGULATION; METACOGNITION; ENVIRONMENTS; DISCOURSE; IMMEDIACY; SCAFFOLDS; EDUCATION; TOOLS AB Teaching presence provides conceptual coherence to construct, operationalise and interpret the regulation of online learning environments. Electronic portfolios contribute to the regulatory process moving from an internalisation to an external regulation. The aim of this research is to analyse the relationship between the techno-pedagogical design of an electronic portfolio (Transfolio), the teaching presence focused on the use of the tool and the student regulation processes. This study analyses the online teaching-learning processes supported by Transfolio of two post-graduate courses by focusing on the techno-pedagogical support and on the regulation process. The nature of our research objectives leads us to use a mixed methodology based on a naturalistic observation, content analysis and comparative statistics. Results show that the teaching-learning process is characterised by the patterns of co-regulation and self-regulation. Also, results show the importance of the techno-pedagogical support provided by the teacher, not only in regard to the nature of this instructional support but also concerning how it is presented to the student and the importance that is attributed to it in the teaching-learning process, that is, what it is that assistance is offered in. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Eulalia Torras, M.] Univ Int Catalunya, Catalunya, Spain. [Mayordomo, Rosa] Univ Oberta Catalunya, Catalunya, Spain. RP Torras, ME (reprint author), Univ Int Catalunya, Catalunya, Spain EM mtorrasv@uoc.edu mmayordomo@uoc.edu CR Akyol Z, 2011, INTERNET HIGH EDUC, V14, P183, DOI 10.1016/j.iheduc.2011.01.005 HADWIN AF, 2011, EDUC PSYCHOL HANDB, P65 Chesney S, 2010, COMPUT EDUC, V54, P701, DOI 10.1016/j.compedu.2009.09.027 Coll C, 2009, EUR J EDUC, V44, P521 Efklides A, 2009, PSICOTHEMA, V21, P76 Barbera E, 2009, PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON E-LEARNING, P44 Dinsmore D, 2008, EDUC PSYCHOL REV, V20, P391, DOI 10.1007/s10648-008-9083-6 Winters F, 2008, EDUC PSYCHOL REV, V20, P429, DOI 10.1007/s10648-008-9080-9 Schunk D, 2008, EDUC PSYCHOL REV, V20, P463, DOI 10.1007/s10648-008-9086-3 Alexander P, 2008, EDUC PSYCHOL REV, V20, P369, DOI 10.1007/s10648-008-9089-0 Kaplan A, 2008, EDUC PSYCHOL REV, V20, P477, DOI 10.1007/s10648-008-9087-2 Lajoie S, 2008, EDUC PSYCHOL REV, V20, P469, DOI 10.1007/s10648-008-9088-1 JARVELA S, 2008, SOCIAL PSYCHOL ED, V11, P299, DOI DOI 10.1007/S11218-007-9047-6 CASPI A, 2008, SOCIAL PSYCHOL ED, V11, P323, DOI DOI 10.1007/S11218-008-9054-2 KICKEN W, 2008, J VOCATIONAL ED TRAI, V60, P223, DOI DOI 10.1080/13636820802305561 BARBERA E, 2008, BRIT J EDUC TECHNOL, V40, P342 CHUNG HH, 2008, BRIT J EDUC TECHNOL, V39, P170 BURAPHADEJA V, 2008, AM J DISTANCE ED, V22, P1 CAMBRIDGE D, 2008, ELECT PORTFOLIOS 2 0 GARRISON DR, 2007, INTERNET HIGH EDUC, V10, P157, DOI 10.1016/j.iheduc.2007.04.001 KANUKA H, 2007, BRIT J ED TECHNOLOGY, V41 JUWAH C, 2006, INTERACTIONS ONLINE Hadwin AF, 2005, INSTR SCI, V33, P413, DOI 10.1007/s11251-005-1274-7 Choi I, 2005, INSTR SCI, V33, P483, DOI 10.1007/s11251-005-1277-4 Azevedo R, 2005, INSTR SCI, V33, P367, DOI 10.1007/s11251-005-1272-9 Dabbagh N, 2005, INSTR SCI, V33, P513, DOI 10.1007/s11251-005-1278-3 Lizzio A, 2005, BRIT J EDUC PSYCHOL, V75, P373, DOI 10.1348/000709905X25355 Azevedo R, 2005, EDUC PSYCHOL, V40, P193 Pea RD, 2004, J LEARN SCI, V13, P423 WEINBERG D, 2002, QUALITATIVE RES METH PICCIANO AG, 2002, J ASYNCHRONOUS LEARN, V6, P22 ANDERSON T, 2001, J ASYNCHRONOUS LEARN, V5, P1 GARRISON RD, 2001, AM J DISTANCE ED, V15, P7 ROURKE L, 2001, INT J ARTIFICIAL INT, V12, P8 Karasavvidis I, 2000, LEARN INSTR, V10, P267 GARRISON R, 2000, INTERNET HIGH EDUC, V11, P1 GUNAWARDENA CN, 1997, J EDUC COMPUT RES, V17, P341 STAKE RE, 1995, ART CASE STUDY RES GARRISON R, 1991, INT J LIFELONG ED, V10, P287 SANDERS JA, 1990, COMMUN EDUC, V39, P341 GORHAM J, 1988, COMMUN EDUC, V37, P40 NR 41 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 NOV PY 2011 VL 27 IS 6 BP 2284 EP 2291 DI 10.1016/j.chb.2011.07.007 PG 8 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 831ZL UT WOS:000295769500024 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 CR Bliuc AM, 2011, COMPUT EDUC, V56, P856, DOI 10.1016/j.compedu.2010.10.027 NAM CW, 2011, COMPUT EDUC, V56, P689 Seddon F, 2010, J RES MUSIC EDUC, V58, P147, DOI 10.1177/0022429410369226 Tsai CW, 2010, COMPUT EDUC, V54, P1137, DOI 10.1016/j.compedu.2009.10.021 De Smet M, 2010, COMPUT EDUC, V54, P1167, DOI 10.1016/j.compedu.2009.11.002 Biasutti M, 2010, MUSIC EDUC RES, V12, P47, DOI 10.1080/14613800903568262 Chao IT, 2010, INT REV RES OPEN DIS, V11, P106 Seddon F, 2009, COMPUT EDUC, V53, P541, DOI 10.1016/j.compedu.2008.12.011 Amhag L, 2009, COMPUT EDUC, V52, P656, DOI 10.1016/j.compedu.2008.11.012 WEST JA, 2009, USING WIKIS ONLINE C Jara CA, 2009, COMPUT EDUC, V52, P126, DOI 10.1016/j.compedu.2008.07.007 Nagel L, 2009, INTERACT LEARN ENVIR, V17, P37, DOI 10.1080/10494820701501028 Wheeler S, 2008, BRIT J EDUC TECHNOL, V39, P987, DOI 10.1111/j.1467-8535.2007.00799.x Shih WC, 2008, COMPUT EDUC, V51, P1037, DOI 10.1016/j.compedu.2007.10.007 Hew KF, 2008, COMPUT EDUC, V51, P1111, DOI 10.1016/j.compedu.2007.11.002 EL-Deghaidy H, 2008, COMPUT EDUC, V51, P988, DOI 10.1016/j.compedu.2007.10.001 So HJ, 2008, COMPUT EDUC, V51, P318, DOI 10.1016/j.compedu.2007.05.009 JOHNSON R, 2008, INT J HUMAN COMPUTER, V66, P365 CHARMAZ K, 2008, SAGE HDB QUALITATIVE, P240 Gilbert J, 2007, BRIT J EDUC TECHNOL, V38, P560, DOI 10.1111/j.1467-8535.2007.00723.x Dewiyanti S, 2007, COMPUT HUM BEHAV, V23, P496, DOI 10.1016/j.chb.2004.10.021 Hudson B, 2006, BRIT J EDUC TECHNOL, V37, P577, DOI 10.1111/j.1467-8535.2006.00553.x Jones A, 2005, COMPUT EDUC, V44, P395, DOI 10.1016/j.compedu.2004.04.004 ANDERSON B, 2004, INT REV RES OPEN DIS, V5 Macdonald J, 2003, COMPUT EDUC, V40, P377, DOI 10.1016/S0360-1315(02)00168-9 Angeli C, 2003, BRIT J EDUC TECHNOL, V34, P31 GARRISON DR, 2003, E LEARNING 21 CENTUR BLASS E, 2003, J FURTHER HIGHER ED, V27, P227 STRAUSS A, 1998, BASICS QUALITATIVE R MARSH HW, 1993, J HIGH EDUC, V64, P1 MARSH HW, 1992, HIGHER ED HDB THEORY, V8, P143 VYGOTSKY LS, 1978, MIND SOC DEV HIGHER GLASER BG, 1967, DISCOVERY GROUNDED T KAISER HF, 1960, EDUC PSYCHOL MEAS, V20, P141 ONEILL S, BRIT J ED T IN PRESS NR 35 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 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 Keramati, A Afshari-Mofrad, M Kamrani, A AF Keramati, Abbas Afshari-Mofrad, Masoud Kamrani, Ali TI The role of readiness factors in E-learning outcomes: An empirical study SO COMPUTERS & EDUCATION LA English DT Article DE E-Learning; Readiness factors; Outcomes; Evaluation methodologies; Iran ID TECHNOLOGY; ENVIRONMENTS; PERFORMANCE; MANAGEMENT; SATISFACTION; MOTIVATION; ATTITUDES; SUPPORT; COUNTRY; ONLINE AB Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers' motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Keramati, Abbas; Kamrani, Ali] Univ Tehran, Tehran, Iran. [Afshari-Mofrad, Masoud] Tarbiat Modares Univ, Informat Technol Management Dept, Tehran, Iran. RP Keramati, A (reprint author), Univ Tehran, POB 11155-4563, Tehran, Iran EM keramati@ut.ac.ir m.afshari@ut.ac.ir kamrani.ali@gmail.com FU University of Tehran[7314812/1/03] FX The authors would like to thank the reviewers for their constructive and invaluable comments. The authors also would like to declare their appreciation to University of Tehran for the financial support for this study (Grant Number 7314812/1/03). 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Educ. PD NOV PY 2011 VL 57 IS 3 BP 1919 EP 1929 DI 10.1016/j.compedu.2011.04.005 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 810AY UT WOS:000294099000007 ER PT J AU Hsieh, PAJ Cho, V AF Hsieh, Po-An J. Cho, Vincent TI Comparing e-Learning tools' success: The case of instructor-student interactive vs. self-paced tools SO COMPUTERS & EDUCATION LA English DT Article DE e-Learning tool; IS success model; Multi-group comparison; Media richness ID TECHNOLOGY ACCEPTANCE MODEL; INFORMATION-TECHNOLOGY; ORGANIZATIONAL CONTEXT; MEASUREMENT INVARIANCE; PERCEIVED USEFULNESS; LONGITUDINAL-FIELD; USER ACCEPTANCE; USAGE BEHAVIOR; E-MAIL; DESIGN AB e-Learning tools have profoundly transformed modern pedagogical approaches. Vendors provide different types of systems, such as self-paced (SP) and instructor-student interactive (ISI) e-Learning tools. Although both types of tools represent promising solutions to facilitate the learning process, it is important to theoretically identify a framework to evaluate the success of these tools and assess whether one type of tool is more effective than another. Toward this end, we (1) propose a model to evaluate e-Learning tools' success by extending and contextualizing Seddon's information systems (IS) success model for the e-Learning environment and (2) formulate four hypotheses to predict the differences in the success factors between SP and ISI tools. We test the model and hypotheses using data from 783 students across seven higher education institutions in Hong Kong. The results support the proposed e-Learning tool success model and three of the four hypotheses. ISI tools outperform SP tools in terms of system quality, perceived usefulness, satisfaction, and learning outcome. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Hsieh, Po-An J.; Cho, Vincent] Hong Kong Polytech Univ, Dept Management & Mkt, 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 FU Hong Kong Research Grant Council[B-Q17P]; Hong Kong Polytechnic University[U040] FX We are grateful to two anonymous referees for their constructive comments on an earlier version of this paper. The first author acknowledges the financial support from the Hong Kong Research Grant Council (General Research Fund #B-Q17P). The second author acknowledges the financial support from the Hong Kong Polytechnic University under grant number U040. 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Educ. PD NOV PY 2011 VL 57 IS 3 BP 2025 EP 2038 DI 10.1016/j.compedu.2011.05.002 PG 14 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 810AY UT WOS:000294099000016 ER PT J AU Rao, CP Prameela, MD AF Rao, Chitra P. Prameela, M. D. TI Do medical students prefer e-learning to reading printed textbooks? SO CURRENT SCIENCE LA English DT Letter C1 [Rao, Chitra P.; Prameela, M. D.] Manipal Univ, Kasturba Med Coll, Dept Anat, Mangalore 575004, India. RP Rao, CP (reprint author), Manipal Univ, Kasturba Med Coll, Dept Anat, Mangalore 575004, India EM chitra.rao@manipal.edu CR AYATOLLAHI J, 2010, DENT RES J, V7, P7 Ameh N, 2008, AFR HEALTH SCI, V8, P40 RAJAB LD, 2005, J DENT EDUC, V69, P387 STROMSO HI, 2004, MED EDUC, V38, P398 Inamdar SC, 2004, NATL MED J INDIA, V17, P8 NR 5 TC 0 Z9 0 PU INDIAN ACAD SCIENCES PI BANGALORE PA C V RAMAN AVENUE, SADASHIVANAGAR, P B #8005, BANGALORE 560 080, INDIA SN 0011-3891 J9 CURR SCI INDIA JI Curr. Sci. PD OCT 10 PY 2011 VL 101 IS 7 BP 825 EP 825 PG 1 WC Multidisciplinary Sciences SC Science & Technology - Other Topics GA 838CP UT WOS:000296264700004 ER PT J AU Lau, ASM AF Lau, Adela S. M. TI Hospital-Based Nurses' Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence SO JOURNAL OF MEDICAL INTERNET RESEARCH LA English DT Article DE E-learning & Collective Intelligence; Web 2.0 tools; human behavioral adoption ID TECHNOLOGY ACCEPTANCE MODEL; USER ACCEPTANCE; INFORMATION TECHNOLOGY; PLANNED BEHAVIOR; PERCEIVED EASE; HEALTH; EDUCATION; WEB-2.0 AB Background: Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives: The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods: The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Results: Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P < .05). Behavioral intention was positively correlated with attitude (r = .72, P < .05), perceived behavioral control (r = .58, P < .05), and subjective norm (r = .45, P < .05). In their decomposed constructs, perceived usefulness (r = .7, P < .05), relative advantage (r = .64, P < .05), and compatibility (r = .60, P < .05) were positively correlated with attitude, but perceived ease of use was not significantly correlated (r = .004, P < .05) with it. Peer (r = .47, P < .05), senior management (r = .24, P < .05), and hospital (r = .45, P < .05) influences had positive correlations with subjective norm. Resource (r = .41, P < .05) and technological (r = .69, P < .05) conditions were positively correlated with perceived behavioral control. Conclusions: The identified behavioral perceptions may further health policy makers' understanding of nurses' concerns regarding and barriers to the adoption of Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. C1 Hong Kong Univ Sci & Technol, HKUST, Interdisciplinary Programs Off, Kowloon, Hong Kong, Peoples R China. RP Lau, ASM (reprint author), Hong Kong Univ Sci & Technol, HKUST, Interdisciplinary Programs Off, Kowloon, Hong Kong, Peoples R China EM adela@ust.hk CR Heilman JM, 2011, J MED INTERNET RES, V13, P153, DOI 10.2196/jmir.1589 Wicks P, 2010, J MED INTERNET RES, V12, DOI 10.2196/jmir.1549 Chou WYS, 2009, J MED INTERNET RES, V11, DOI 10.2196/jmir.1249 Burrell AR, 2009, CRIT CARE RESUSC, V11, P155 KONSTANTINIDIS ST, 2009, STUD HLTH TECHNOL IN, V150, P354 LAU A, 2009, SOCIAL WEB EVOLUTION, P132 Shin DH, 2008, CYBERPSYCHOL BEHAV, V11, P378, DOI 10.1089/cpb.2007.0117 Eysenbach G, 2008, J MED INTERNET RES, V10, DOI 10.2196/jmir.1030 McGee JB, 2008, MED TEACH, V30, P164, DOI 10.1080/01421590701881673 GOODING J, 2008, INT J INFORM COMMUNI, V4, P44 Pawlak R, 2008, J PRIM PREV, V29, P57, DOI 10.1007/s10935-008-0127-y Hughes B, 2008, J MED INTERNET RES, V10, DOI 10.2196/jmir.1056 Sandars J, 2007, POSTGRAD MED J, V83, P759, DOI 10.1136/pgmj.2007.063123 Kim DH, 2007, INT J MED INFORM, V76, P790, DOI 10.1016/j.ijmedinf.2006.09.001 McLean R, 2007, MED J AUSTRALIA, V187, P174 Boulos MNK, 2007, HEALTH INFO LIBR J, V24, P2, DOI 10.1111/j.1471-1842.2007.00701.x SANTORO E, 2007, RECENT PROG MED, V98, P484 SITTIG DFL, 2007, J MED INTERNET RES, V9, pE9, DOI DOI 10.2196/JMIR.9.2.E9 LAU A, 2007, ELECT GOVT INT J, V4, P20, DOI 10.1504/EG.2007.012177 CONNOR E, 2007, MED REF SER QUART, V26, P1, DOI 10.1300/J115v26n01lowbar01 MASON R, 2007, INTERNET HIGH EDUC, V10, P196, DOI 10.1016/j.iheduc.2007.06.003 ZEJICEK M, 2007, 2007 INT CROSS DISC, DOI DOI 10.1145/1243441.1243453 BOULOS MN, 2006, BMC MED EDUC, V6, P41 BALLANTYNE NJ, 2006, INFORMAL LEARNING 1 BENBASAT I, 2005, J ASSOC INF SYST, V6, P72, DOI DOI 10.1016/J.JSIS.2007.12.002 Shih YY, 2004, INTERNET RES, V14, P213, DOI 10.1108/10662240410542643 O'Neill PA, 2002, ACAD MED, V77, P552 Lederer AL, 2000, DECIS SUPPORT SYST, V29, P269 Leone L, 1999, EUR J SOC PSYCHOL, V29, P161 Dillon TW, 1998, COMPUT NURS, V16, P151 Iacovou CL, 1995, MIS QUART, V19, P465 TAYLOR S, 1995, INFORM SYST RES, V6, P144 FINK A, 1995, ANAL SURVEY DATA DAVIS FD, 1989, MIS QUART, V13, P319 DAVIS FD, 1989, MANAGE SCI, V35, P982 DAVIS FD, 1986, THESIS MIT CAMBRIDGE AJZEN I, 1980, UNDERSTANDING ATTITU FISHBEIN M, 1974, PSYCHOL REV, V81, P59 NR 38 TC 0 Z9 0 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. PD OCT-DEC PY 2011 VL 13 IS 4 AR e92 DI 10.2196/jmir.1398 PG 12 WC Health Care Sciences & Services; Medical Informatics SC Health Care Sciences & Services; Medical Informatics GA 879EU UT WOS:000299313300023 ER PT J AU Harris, J Felix, L Miners, A Murray, E Michie, S Ferguson, E Free, C Lock, K Landon, J Edwards, P AF Harris, J. Felix, L. Miners, A. Murray, E. Michie, S. Ferguson, E. Free, C. Lock, K. Landon, J. Edwards, P. TI Adaptive e-learning to improve dietary behaviour: a systematic review and cost-effectiveness analysis SO HEALTH TECHNOLOGY ASSESSMENT LA English DT Article ID RANDOMIZED CONTROLLED-TRIAL; TAILORED NUTRITION EDUCATION; RECEIVING FOOD ASSISTANCE; FAT INTAKE INTERVENTION; REDUCING RISK-FACTORS; PHYSICAL-ACTIVITY; WEIGHT-LOSS; VEGETABLE CONSUMPTION; PROSPECTIVE DERIVATION; CARDIOVASCULAR RISK AB Background: 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 health. The high level of accessibility, combined with emerging advances in computer processing power, data transmission and data storage, makes interactive e-learning a potentially powerful and cost-effective medium for improving dietary behaviour. Objective: This review aims to assess the effectiveness and cost-effectiveness of adaptive e-learning interventions for dietary behaviour change, and also to explore potential psychological mechanisms of action and components of effective interventions. Data sources: Electronic bibliographic databases (Cumulative Index to Nursing and Allied Health Literature, The Cochrane Library, Dissertation Abstracts, EMBASE, Education Resources Information Center, Global Health, Health Economic Evaluations Database, Health Management Information Consortium, MEDLINE, PsycINFO and Web of Science) were searched for the period January 1990 to November 2009. Reference lists of included studies and previous reviews were also screened; authors were contacted and trial registers were searched. Review methods: Studies were included if they were randomised controlled trials, involving participants aged >= 13 years, which evaluated the effectiveness of interactive software programs for improving dietary behaviour. Primary outcomes were measures of dietary behaviours, including estimated intakes or changes in intake of energy, nutrients, dietary fibre, foods or food groups. Secondary outcome measures were clinical outcomes such as anthropometry or blood biochemistry. Psychological mediators of dietary behaviour change were also investigated. Two review authors independently screened results and extracted data from included studies, with any discrepancies settled by a third author. Where studies reported the same outcome, the results were pooled using a random-effects model, with weighted mean differences (WMDs), and 95% confidence intervals (CIs) were calculated. Cost-effectiveness was assessed in two ways: through a systematic literature review and by building a de novo decision model to assess the cost-effectiveness of a 'generic' e-learning device compared with dietary advice delivered by a health-care professional. Results: A total of 36,379 titles were initially identified by the electronic searches, of which 43 studies were eligible for inclusion in the review. All e-learning interventions were delivered in high-income countries. The most commonly used behavioural change techniques reported to have been used were goal setting; feedback on performance; information on consequences of behaviour in general; barrier identification/problem solving; prompting self-monitoring of behaviour; and instruction on how to perform the behaviour. There was substantial heterogeneity in the estimates of effect. E-learning interventions were associated with a WMD of +0.24 (95% CI 0.04 to 0.44) servings of fruit and vegetables per day; -0.78g (95% CI -2.5g to 0.95g) total fat consumed per day; -0.24g (95% CI -1.44g to 0.96g) saturated fat intake per day; -1.4% (95% CI -2.5% to -0.3%) of total energy consumed from fat per day; +1.45g (95% CI -0.02g to 2.92g) dietary fibre per day; +4 kcal (95% CI -85 kcal to 93 kcal) daily energy intake; -0.1 kg/m(2) (95% CI -0.7 kg/m(2) to 0.4 kg/m(2)) change in body mass index. The base-case results from the E-Learning Economic Evaluation Model suggested that the incremental cost-effectiveness ratio was approximately 102,112 per quality-adjusted life-year (QALY). Expected value of perfect information (EVPI) analysis showed that although the individual-level EVPI was arguably negligible, the population-level value was between 37M pound and 170M pound at a willingness to pay of 20,000-30,000 pound per additional QALY. Limitations: The limitations of this review include potential reporting bias, incomplete retrieval of completed research studies and data extraction errors. Conclusion: The current clinical and economic evidence base suggests that e-learning devices designed to promote dietary behaviour change will not produce clinically significant changes in dietary behaviour and are at least as expensive as other individual behaviour change interventions. Future work recommendations: Despite the relatively high EVPI results from the cost-effectiveness modelling, further clinical trials of individual e-learning interventions should not be undertaken until theoretically informed work that addresses the question of which characteristics of the target population, target behaviour, content and delivery of the intervention are likely to lead to positive results, is completed. C1 [Harris, J.; Felix, L.; Ferguson, E.; Free, C.; Edwards, P.] London Sch Hyg & Trop Med, Fac Epidemiol & Populat Hlth, London WC1, England. [Miners, A.; Lock, K.] London Sch Hyg & Trop Med, Fac Publ Hlth & Policy, London WC1, England. [Murray, E.] UCL, Res Dept Primary Care & Populat Hlth, London, England. [Michie, S.] UCL, Res Dept Clin Educ & Hlth Psychol, London, England. [Landon, J.] Natl Heart Forum, London, England. RP Edwards, P (reprint author), London Sch Hyg & Trop Med, Fac Epidemiol & Populat Hlth, London WC1, England FU National Institute for Health Research FX Funding: The National Institute for Health Research Health Technology Assessment programme. 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Assess. PD OCT PY 2011 VL 15 IS 37 BP 1 EP + DI 10.3310/hta15370 PG 156 WC Health Care Sciences & Services SC Health Care Sciences & Services GA 894YG UT WOS:000300462800001 ER PT J AU Lee, YH Hsieh, YC Hsu, CN AF Lee, Yi-Hsuan Hsieh, Yi-Chuan Hsu, Chia-Ning TI Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to use E-Learning Systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning system; Technology Acceptance Model (TAM); Innovation Diffusion; Eheory (IDT); Employee training; Structural equation modeling; System adoption; End-users' perception ID INFORMATION-TECHNOLOGY; ADOPTION; TRUST; USAGE; EASE AB This study intends to investigate factors affecting business employees' behavioral intentions to use the e-learning system. Combining the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposes an extended technology acceptance model. The proposed model was tested with data collected from 552 business employees using the e-learning system in Taiwan. The results show that five perceptions of innovation characteristics significantly influenced employees' e-learning system behavioral intention. The effects of the compatibility, complexity, relative advantage, and trialability on the perceived usefulness are significant. In addition, the effective of the complexity, relative advantage, trialability, and complexity on the perceived ease of use have a significant influence. Empirical results also provide strong support for the integrative approach. The findings suggest an extended model of TAM for the acceptance of the e-learning system, which can help organization decision makers in planning, evaluating and executing the use of e-learning systems. C1 [Lee, Yi-Hsuan; Hsu, Chia-Ning] Natl Cent Univ, Dept Business Adm, Zhongli, Taiwan. [Hsieh, Yi-Chuan] Ching Yun Univ, Dept Appl Foreign Languages, Zhongli, Taiwan. RP Lee, YH (reprint author), Natl Cent Univ, Dept Business Adm, Zhongli, Taiwan EM yihsuanlee@mgt.ncu.edu.tw ychsieh@cyu.edu.tw ning0910@hotmail.com CR Liao CC, 2009, INT J INFORM MANAGE, V29, P309, DOI 10.1016/j.ijinfomgt.2009.03.004 Xu ZC, 2009, KNOWL-BASED SYST, V22, P18, DOI 10.1016/j.knosys.2008.04.009 Lau SH, 2008, BRIT J EDUC TECHNOL, V39, P685, DOI 10.1111/j.1467-8535.2007.00770.x Chang SC, 2008, BRIT J EDUC TECHNOL, V39, P71, DOI 10.1111/j.1467-8535.2007.00742.x SHIH CH, 2007, THESIS DAYEH U LEE YH, 2007, THESIS HUAFAN U YANG MM, 2007, THESIS NATL CHENG KU Pituch KA, 2006, COMPUT EDUC, V47, P222, DOI 10.1016/j.compedu.2004.10.007 McFarland DJ, 2006, COMPUT HUM BEHAV, V22, P427, DOI 10.1016/j.chb.2004.09.009 HAIR JF, 2006, MULTIVARIATE DATA AN WU JP, 2006, INT J E LEARNING, V5, P287 DeRouin RE, 2005, J MANAGE, V31, P920, DOI 10.1177/0149206305279815 Wu JH, 2005, INFORM MANAGE-AMSTER, V42, P719, DOI 10.1016/j.im.2007.07.001 Carter L, 2005, INFORM SYST J, V15, P5, DOI 10.1111/j.1365-2575.2005.00183.x CHAN TC, 2005, THESIS CHAOYANG U TE Ong CS, 2004, INFORM MANAGE-AMSTER, V41, P795, DOI 10.1016/j.im.2003.08.012 Gefen D, 2004, J MANAGE INFORM SYST, V21, P263 HUANG LY, 2004, THESIS NATL SUN YS U Venkatesh V, 2003, MIS QUART, V27, P425 Hardgrave BC, 2003, J MANAGE INFORM SYST, V20, P123 Legris P, 2003, INFORM MANAGE-AMSTER, V40, P191 MUN YY, 2003, HUMAN COMPUTER STUDI, V59, P431 Chen LD, 2002, INFORM MANAGE-AMSTER, V39, P705 Arbaugh JB, 2002, MANAGE LEARN, V33, P331 ARBAUGH JB, 2002, J HIGH TECHNOLOGY MA, V13, P203 Horton RP, 2001, J INFORM TECHNOL, V16, P237, DOI 10.1080/02683960110102407 Piccoli G, 2001, MIS QUART, V25, P401 CHAU YK, 2001, DECISION SCI, V32, P669 Agarwal R, 2000, INFORM SYST RES, V11, P418 Venkatesh V, 2000, MANAGE SCI, V46, P186 AGARWAL R, 2000, ED TECHNOLOGY RES DE, V40, P90 Sigala M, 2000, SPRING COMP SCI, P396 Karahanna E, 1999, MIS QUART, V23, P183 Agarwal R, 1999, DECISION SCI, V30, P361 Igbaria M, 1997, MIS QUART, V21, P279 JOHANSEN R, 1996, UPSIZING INDIVIDUAL Taylor S, 1995, MIS QUART, V19, P561 TAYLOR S, 1995, INFORM SYST RES, V6, P144 CHIN WW, 1995, MIS QUART, V19, P237 ROGERS EM, 1995, DIFFUSION INNOVATION SEGARS AH, 1993, MIS QUART, V17, P517 MOORE GC, 1991, INFORMATION SYSTEMS, V2, P192 DAVIS FD, 1989, MANAGE SCI, V35, P982 FORNELL C, 1981, J MARKETING RES, V18, P39 AJZEN I, 1980, UNDERSTANDING ATTITU NR 45 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 OCT PY 2011 VL 14 IS 4 SI SI BP 124 EP 137 PG 14 WC Education & Educational Research SC Education & Educational Research GA 874OV UT WOS:000298968800012 ER PT J AU Sultan, WH Woods, PC Koo, AC AF Sultan, Waleed H. Woods, Peter Charles Koo, Ah-Choo TI A Constructivist Approach for Digital Learning: Malaysian Schools Case Study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Constructivist; learning; environments; classroom; process ID PROFESSIONAL SERVICE FIRMS; STUDENTS; KNOWLEDGE; MATHEMATICS; ENVIRONMENT; CLASSROOM; TEACHERS; CONTEXTS; INQUIRY; SCIENCE AB The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian schools, (b) success, if any, of the classroom students who would undertake Classmate PC (CMPC) classroom putting while into practice a constructivist approach to learning, and (c) develop a conceptual framework model based on students' communication in a constructivist learning environment. Yet, (d) there is a strong need to address Constructivist Learning Environments (CLEs) practices on local Malaysian settings. A modified Constructivist eLearning Environment Questionnaire (CLEQ) survey used in this study was multiply regressed against student Perceived Learning Outcomes (PRCVD). Findings revealed different aspects of students' learning outcomes and enforcement to use creative thinking in building students' knowledge within constructivism learning context. C1 [Sultan, Waleed H.; Woods, Peter Charles; Koo, Ah-Choo] Multimedia Univ, Fac Creat Multimedia, Cyberjaya 63100, Malaysia. 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Technol. Soc. PD OCT PY 2011 VL 14 IS 4 SI SI BP 149 EP 163 PG 15 WC Education & Educational Research SC Education & Educational Research GA 874OV UT WOS:000298968800014 ER PT J AU Shih, WC Tseng, SS Yang, CC Liang, T AF Shih, Wen-Chung Tseng, Shian-Shyong Yang, Che-Ching Liang, Tyne TI Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Teaching method retrieval; Due time setting; Volunteer tutor; Availability; Trustworthiness ID E-LEARNING GRIDS; TO-PEER NETWORK; FAQ RETRIEVAL; PATENT RETRIEVAL; SEARCH; CLASSIFICATION; SYSTEMS; WEB AB As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching methods demanded by tutors might not be in well-organized forms or even unwritten. Thus, the technology of conventional information retrieval cannot be simply applied to retrieve teaching methods. Therefore, we propose to invite experts (teachers) to join the support environment and provide ad hoc teaching methods. Nevertheless, it is difficult for tutors to decide how long they will wait for replies from remote teachers, which is called a due time setting problem. Furthermore, a trade-off inherent in the problem is that an early reply does not necessarily mean a good one. Our idea is to propose an interactive approach to deal with the uncertainty during retrieving teaching methods. In this study, we define this problem and evaluate several waiting strategies. A prototype has been designed and implemented, and experiments have been conducted to evaluate the performance of the four waiting strategies. The results show that waiting strategies have a significant impact on retrieval performance. C1 [Shih, Wen-Chung; Tseng, Shian-Shyong] Asia Univ, Dept Appl Informat & Multimedia, Taichung 41354, Taiwan. [Yang, Che-Ching; Liang, Tyne] Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu 30010, Taiwan. 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Technol. Soc. PD OCT PY 2011 VL 14 IS 4 SI SI BP 207 EP 221 PG 15 WC Education & Educational Research SC Education & Educational Research GA 874OV UT WOS:000298968800018 ER PT J AU Li, YY Dong, MK Huang, RH AF Li, Yanyan Dong, Mingkai Huang, Ronghuai TI Designing Collaborative E-Learning Environments based upon Semantic Wiki: From Design Models to Application Scenarios SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Collaborative knowledge construction; E-learning 2.0; Interactive query; Semantic wiki ID WEB AB The knowledge society requires life-long learning and flexible learning environment that enables fast, just-in-time and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops flexible e-learning environments for different application scenarios aiming to facilitate collaborative knowledge construction and maximize resource sharing and utilization. One application scenario is to support hybrid learning by deploying an online course platform and the first round of using has shown that the course platform can effectively facilitate and support students to fulfill task-driven learning in a more flexibly and friendly collaborative manner. The other application scenario is to build a teamwork platform for supporting collaborative e-research. After several months' trial, team members agree that the platform can well meet their collaborative research work demands with the advantage of quick, easy and convenient operating assistance. The kernel idea of the collaborative e-learning environments is to enable structural organization of resources with semantic association while providing diverse customized facilities. C1 [Li, Yanyan; Dong, Mingkai; Huang, Ronghuai] Beijing Normal Univ, Knowledge Sci & Engn Inst, Sch Educ Technol, Beijing 100875, Peoples R China. [Dong, Mingkai] Siemens Ltd China, Corp Technol, Beijing, Peoples R China. RP Li, YY (reprint author), Beijing Normal Univ, Knowledge Sci & Engn Inst, Sch Educ Technol, Beijing 100875, Peoples R China EM liyy1114@gmail.com dongmk@gmail.com Huangrh@bnu.edu.cn CR Su AYS, 2010, COMPUT EDUC, V55, P752, DOI 10.1016/j.compedu.2010.03.008 ROSEN A, 2009, E LEARNING 2 0 PROVE ACQUA L, 2009, P WORLD C ENG COMP S, P604 Li YQ, 2009, PROCEEDINGS OF THE 2009 INTERNATIONAL CONFERENCE ON PUBLIC ECONOMICS AND MANAGEMENT ICPEM 2009, VOL 8, P342 Buffa M, 2008, J WEB SEMANT, V6, P84, DOI 10.1016/j.websem.2007.11.003 Hage H, 2008, LECT NOTES COMPUT SC, V5091, P438 Lange C, 2008, LECT NOTES COMPUT SC, V5021, P832 HAPPEL H, 2007, P C SOFTW ENG KNOWL Yang SJH, 2006, EDUC TECHNOL SOC, V9, P188 CLARK D, 2006, E LEARNING AGE, V8 VOLKEL M, 2006, J WEB SEMANT, V5, P251 OREN E, 2006, P 17 INT C DAT EXP S, P509 CHENG Z, 2005, P 19 IEEE INT C ADV, P567 DECKER B, 2005, P WORKSH SEM WEB EN AUMUELLER D, 2005, SEMANTIC WIKI EXPERI Sampson DG, 2004, EDUC TECHNOL SOC, V7, P26 AZOUAOU F, 2004, INT WORKSH APPL SEM CAMPANINI SE, 2004, P 1 IT SEM WEB WORKS KOLOVSKI V, 2003, P 2003 INT C COMP SY, P591 STROULIA E, 2003, P 8 INT C INT US INT, P303 WU AS, 2002, INT C COMP SUPP COLL GOECKS J, 2002, P INT US INT C, P87 BHATT GD, 2001, J KNOWLEDGE MANAGEME, V5, P68 MISANCHUK M, 2001, BUILDING COMMUNITY O STOJANOVIC L, 2001, E LEARNING BASED SEM MALHOTRA Y, 2000, KNOWLEDGE MANAGEMENT DAVIS FD, 1989, MIS QUART, V13, P319 NR 27 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 OCT PY 2011 VL 14 IS 4 SI SI BP 49 EP 63 PG 15 WC Education & Educational Research SC Education & Educational Research GA 874OV UT WOS:000298968800006 ER PT J AU Wang, MH Vogel, D Ran, WJ AF Wang, Minhong Vogel, Doug Ran, Weijia TI Creating a performance-oriented e-learning environment: A design science approach SO INFORMATION & MANAGEMENT LA English DT Article DE E-learning; Design science; Workplace; Performance; Ontology; Intelligent agent ID INFORMATION-SYSTEMS; MANAGEMENT AB E-learning is now being used by many organizations as an approach for enhancing the skills of knowledge workers. However, most applications have performed poorly in motivating employee learning, being perceived as less effective due to a lack of alignment of learning with work performance. To help solve this problem, we developed a performance-oriented approach using design science research methods. It uses performance measurement to clarify organizational goals and individual learning needs and links them to e-learning applications. The key concept lies in a Key Performance Indicator model, where organizational mission and vision are translated into a set of targets that drive learning towards a goal of improving work performance. We explored the mechanisms needed to utilize our approach and examined the necessary conceptual framework and implementation details. To demonstrate the effectiveness of the approach, a prototype workplace e-learning system was developed and used to evaluate the effectiveness of our approach. (C) 2011 Elsevier B.V. All rights reserved. C1 [Wang, Minhong; Ran, Weijia] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Vogel, Doug] City Univ Hong Kong, Dept Informat Syst, Hong Kong, Hong Kong, Peoples R China. [Ran, Weijia] SUNY Albany, Coll Comp & Informat, Albany, NY 12222 USA. [Ran, Weijia] Univ Hong Kong, Lab Knowledge Management & E Learning, Hong Kong, Hong Kong, Peoples R China. RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China EM magwang@hku.hk FU UGC GRF, Hong Kong SAR Government[717708]; Seeding Fund for Basic Research[200911159142]; University of Hong Kong[201002160030] FX The authors thank the editor and reviewers of Information & Management for their constructive comments on this paper. This research is supported by a UGC GRF Grant (No. 717708) from the Hong Kong SAR Government, a Seeding Fund for Basic Research (No. 200911159142), and a seed Fund for Applied Research (No. 201002160030) from The University of Hong Kong. The authors also thank Professor Haijing Jiang for his valuable support to this project. CR Cheng B, 2011, COMPUT EDUC, V57, P1317, DOI 10.1016/j.compedu.2011.01.018 Blake MB, 2009, COMPUT EDUC, V53, P966, DOI 10.1016/j.compedu.2009.05.014 March ST, 2008, MIS QUART, V32, P725 Sitzmann T, 2008, J APPL PSYCHOL, V93, P280, DOI 10.1037/0021-9010.93.2.280 Sirin E, 2007, J WEB SEMANT, V5, P51, DOI 10.1016/j.websem.2007.03.004 Gregor S, 2007, J ASSOC INF SYST, V8, P312 Hussain Z, 2007, INFORM MANAGE-AMSTER, V44, P74, DOI 10.1016/j.im.2006.10.006 OZDEMIR OZ, 2007, INF MANAGE, V44, P467 Li XQ, 2006, INFORM MANAGE-AMSTER, V43, P283, DOI 10.1016/j.im.2005.07.001 Wang MH, 2006, INFORM MANAGE-AMSTER, V43, P179, DOI 10.1016/j.im.2005.06.001 KIRKPATRICK DL, 2006, EVALUATING TRAINING Knight C, 2006, EDUC TECHNOL SOC, V9, P23 TYNJALA P, 2005, J WORKPLACE LEARNING, V17, P318 Hevner AR, 2004, MIS QUART, V28, P75 Barab S, 2004, J LEARN SCI, V13, P1 NR 15 TC 1 Z9 1 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 0378-7206 J9 INFORM MANAGE-AMSTER JI Inf. Manage. PD OCT PY 2011 VL 48 IS 7 BP 260 EP 269 DI 10.1016/j.im.2011.06.003 PG 10 WC Computer Science, Information Systems; Information Science & Library Science; Management SC Computer Science; Information Science & Library Science; Business & Economics GA 854JT UT WOS:000297491500002 ER PT J AU Nejdl, W Brusilovsky, P AF Nejdl, Wolfgang Brusilovsky, Peter TI Editorial: Special Section on Social Web Technologies in E-Learning SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Editorial Material NR 0 TC 0 Z9 0 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 OCT-DEC PY 2011 VL 4 IS 4 BP 291 EP 291 DI 10.1109/TLT.2011.27 PG 1 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 861EA UT WOS:000298000700001 ER PT J AU Sampson, DG Zervas, P AF Sampson, Demetrios G. Zervas, Panagiotis TI Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Article DE Authoring tools; e-learning standards; learning environments; learning objects AB During the last years, the design and development of technology-enhanced training systems for disabled groups of learners has attracted the attention of the technology-enhanced learning community. However, although a number of such systems have been designed to meet accessibility needs and preferences for those groups, most of them anticipate special-purpose e-training material and keep their e-training activities local to the particular system in use. As a result, neither reuse of existing digital training resources (widely available nowadays in web-based repositories) nor sharing of best technology-facilitated training practices among the communities of educational practitioners and training organizations is supported by these systems. Within this context, in this paper, we present the eAccess2Learn Framework which aims at providing tools and services that facilitate the design and development of accessible e-training resources and courses that bare the potential to be interexchanged between different e-training platforms and programs, thus making them potentially exploitable and reusable between different disabled user groups. C1 [Sampson, Demetrios G.; Zervas, Panagiotis] Univ Piraeus, Dept Digital Syst, GR-18532 Piraeus, Greece. [Sampson, Demetrios G.; Zervas, Panagiotis] Ctr Res & Technol Hellas, Informat & Telemat Inst, GR-18532 Piraeus, Greece. RP Sampson, DG (reprint author), Univ Piraeus, Dept Digital Syst, 150 Androutsou Str, GR-18532 Piraeus, Greece EM sampson@unipi.gr pzervas@iti.gr FU e-Access Project; European Community[EL/2003/B/F/148233, LLP-LDV/2007/EL/04]; e-Access II Project FX The work presented in this paper was supported by the e-Access Project that was funded by the European Community under the Leonardo da Vinci Programme (Contract No: EL/2003/B/F/148233), as well as by the e-Access II Project (http://www.eaccess2learn.eu) that was funded by the European Community under the Leonardo da Vinci (LdV) Sectoral Programme of the Lifelong Learning Programme (Contract No: LLP-LDV/2007/EL/04). CR LUCKIN R, 2010, REDESIGNING LEARNING SEALE J, 2009, COMPUT EDUC, V54, P1107 SAMPSON D, 2009, P 9 IEEE INT C ADV L HARPER S, 2008, HUM COM INT, P61, DOI 10.1007/978-1-84800-050-6_6 CALDWELL B, 2008, WEB CONTENT ACCESSIB EARL S, 2008, ACCESSIBLE LEARNING *ISO IEC, 2008, JTC1SC36247511 ISOIE *ISO IEC, 2008, JTC1SC36247512 ISOIE *ISO IEC, 2008, JTC1SC36247513 ISOIE SAMPSON D, 2008, P 11 IASTED INT C CO Karpouzis K, 2007, COMPUT EDUC, V49, P54, DOI 10.1016/j.compedu.2005.06.004 LUCKIN R, 2007, COMPUT EDUC, V50, P449 MCALPINE I, 2007, P ICT PROV CHOIC LEA Nevile L, 2006, EDUC TECHNOL SOC, V9, P215 Di Iorio A, 2006, EDUC TECHNOL SOC, V9, P3 Zimmermann A, 2005, USER MODEL USER-ADAP, V15, P275, DOI 10.1007/s11257-005-1092-2 Alonso F, 2005, BRIT J EDUC TECHNOL, V36, P217, DOI 10.1111/j.1467-8535.2005.00454.x SMYTHE C, 2005, IMS LEARNER INFORM P *W3C WEB ACC IN, 2005, INTR WEB ACC NEVILE L, 2005, P INT WORLD WID WEB MCGREAL R, 2004, ONLINE ED USING LEAR KARAMPIPERIS P, 2004, NEW REV HYPERMEDIA M, V10, P181, DOI 10.1080/13614560512331326008 JACKL A, 2004, IMS ACCESSFORALL MET MIRABELLA V, 2004, P INT CROSS DISC WOR KEATES S, 2003, COUNTERING DESIGN EX NORTON M, 2003, IMS LEARNER INFORM P *IMS GLOB LEARN CO, 2003, LEARN DES SPC *IMS GLOB LEARN CO, 2002, IMS GUID DEV ACC LEA STARY C, 2002, P US INT ALL 7 INT C, P91 JACOBS I, 2002, USER AGENT ACCESSIBI *IEEE LEARN TECHN, 2002, WG12 LEARN OBJ MET DEY AK, 2001, UNDERSTANDING USING, V5, P4 STEPHANIDIS C, 2001, USER INTERFACES ALL BOWE F, 2000, UNIVERSAL DESIGN ED TREVIRANUS J, 2000, AUTHORING TOOL ACCES PACIELLO M, 2000, WEB ACCESSIBILITY PE CHISHOLM W, 1999, WEB CONTENT ACCESSIB NR 37 TC 0 Z9 0 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 OCT-DEC PY 2011 VL 4 IS 4 BP 353 EP 364 DI 10.1109/TLT.2011.11 PG 12 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 861EA UT WOS:000298000700007 ER PT J AU Nathavitharana, KA AF Nathavitharana, K. A. TI Online generic induction for doctors in training: an end to repetition? SO BRITISH JOURNAL OF HOSPITAL MEDICINE LA English DT Editorial Material AB Multi-professional collaboration across the West Midlands has developed an online generic induction package consisting of 18 statutory, mandatory and general modules. The material incorporates best practises in e-learning, including an assessment component. C1 Worcestershire Acute Hosp NHS Trust, Alexandra Hosp, Redditch B98 7UB, Worcs, England. RP Nathavitharana, KA (reprint author), Worcestershire Acute Hosp NHS Trust, Alexandra Hosp, Redditch B98 7UB, Worcs, England EM kamal.nathavitharana@worcsacute.nhs.uk CR *NHS LIT AUTH, 2011, NHSLA RISK MAN HDB *GEN MED COUNC, 2011, TRAIN DOCT FDN SPEC *CAR QUAL COMM, 2010, ESS STAND QUAL SAF *BRIT MED ASS, 2010, EV YOU NEED KNOW SHA *MED SPEC TRAIN EN, 2010, REF GUID POSTGR SPEC BRADT G, 2009, ONBOARDING GET YOUR NR 6 TC 0 Z9 0 PU MA HEALTHCARE LTD PI LONDON PA ST JUDES CHURCH, DULWICH ROAD, LONDON SE24 0PB, ENGLAND SN 1750-8460 J9 BRIT J HOSP MED JI Br. J. Hosp. Med. PD OCT PY 2011 VL 72 IS 10 BP 586 EP 589 PG 4 WC Medicine, General & Internal SC General & Internal Medicine GA 858WR UT WOS:000297834400024 ER PT J AU Turani, A Al-Shrouf, F AF Turani, Aiman Al-Shrouf, Faiz TI Intelligent e-Learning Framework for Practicing Educational Testing Services SO INTERNATIONAL ARAB JOURNAL OF INFORMATION TECHNOLOGY LA English DT Article DE Intelligent e-learning; web service e-learning and mobile e-learning AB This paper presents conceptual framework architecture of an e-Learning system that could be used to prepare students for an educational testing service like exam. The preparation process consists of two main activities that will be conducted in a distant learning environment: completing interactive learning activities based on subject materials and conducting a set online sample tests. The architecture employs intelligent software agents to facilitate the personalization of learning objects to be presented to each student. The system will be deployed using the web services platform, allowing access through personal computers, mobile devices and PDAs. The main objective of the system is to provide learners with more flexibility and to reduce their preparation time for the ETS exam by allowing them to navigate through materials and exam based on their academic profile from various access points. The architecture will be fully implemented by the Applied Science University in Jordan to be used by their graduating students in their preparation for setting the educational testing services exam. It will replace the current traditional way where students need to set in certain dates to conduct educational testing services tutorial sessions and paper-based exams. C1 [Turani, Aiman; Al-Shrouf, Faiz] Appl Sci Univ, Fac IT, Al Ramtha, Jordan. RP Turani, A (reprint author), Appl Sci Univ, IT Coll, Al Ramtha, Jordan FU Applied Science University (ASU), Faculty of Information Technology; department of Computer Science, Jordan FX We would like to thank Dr Gazee Alkateeb for providing support and material related to this research. Also, we would like to owe thanks to Applied Science University (ASU), Faculty of Information Technology and the department of Computer Science, Jordan for supporting this research CR DERNTL M, 2004, P IEEE INT C ADV LEA, P614 BOURAS C, 2002, ED TECHNOLOGY SOC, V5, P11 LAURILLARD D, 2002, P 19 ANN C AUSTR SOC, P4 TATTERSALL C, EML IMS LEARNING DES *LAMS, LEARN ACT MAN SYST NR 5 TC 0 Z9 0 PU ZARKA PRIVATE UNIV PI ZARQA PA COLLEGE COMPUTING & INFORMATION TECHNOLOGY, PO BOX 2000, ZARQA, 13110, JORDAN SN 1683-3198 J9 INT ARAB J INF TECHN JI Int. Arab J. Inf. Technol. PD OCT PY 2011 VL 8 IS 4 BP 372 EP 375 PG 4 WC Computer Science, Artificial Intelligence; Computer Science, Information Systems; Engineering, Electrical & Electronic SC Computer Science; Engineering GA 846VH UT WOS:000296930800005 ER PT J AU Shyu, SHP Huang, JH AF Shyu, Stacy Huey-Pyng Huang, Jen-Hung TI Elucidating usage of e-government learning: A perspective of the extended technology acceptance model SO GOVERNMENT INFORMATION QUARTERLY LA English DT Article DE E-government; E-government learning; E-learning; Technology acceptance model ID TAX-FILING SYSTEMS; USER ACCEPTANCE; INFORMATION-TECHNOLOGY; PERCEIVED USEFULNESS; INTRINSIC MOTIVATION; SELF-EFFICACY; COVARIANCE-STRUCTURES; COMPUTER-TECHNOLOGY; DECISION-MAKING; EASE AB Learning is critical to both economic prosperity and social cohesion. E-government learning, which refers to the government's use of web-based technologies to facilitate learning about subjects that are useful to citizens, is relatively new, relevant, and potentially cost-effective. This work proposes and verifies that the technology acceptance model (TAM) can explain and predict usage of e-government learning. The TAM examines how perceived ease of use and perceived usefulness and their antecedents influence intention and usage of a system. This study identifies antecedents that account for individual differences, thereby enhancing the explanatory power of the built model. A survey is used to collect data from users of an e-government learning website in Taiwan. Structural equation modeling is employed to examine the fit of the data to the model. From a theoretical point of view, this research extends the TAM to e-government learning and identifies the perceived e-government learning value and perceived enjoyment as antecedents of usage of e-government learning. This study also provides directions for future research and approaches to promote e-government learning. (C) 2011 Elsevier Inc. All rights reserved. C1 [Shyu, Stacy Huey-Pyng] Natl Kaohsiung First Univ Sci & Technol, Grad Inst Business Management, Kaohsiung 811, Taiwan. [Huang, Jen-Hung] Natl Chiao Tung Univ, Dept Management Sci, Hsinchu, Taiwan. 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Inf. Q. PD OCT PY 2011 VL 28 IS 4 BP 491 EP 502 DI 10.1016/j.giq.2011.04.002 PG 12 WC Information Science & Library Science SC Information Science & Library Science GA 837EX UT WOS:000296175000007 ER PT J AU Carriero, A Zobel, BB Bonomo, L Meloni, G Cotroneo, A Cova, M Ettorre, GC Fugazzola, C Garlaschi, G Macarini, L Mucelli, RP Sironi, S Torricelli, P Capaccioli, L Zuiani, C AF Carriero, A. Zobel, B. Beomonte Bonomo, L. Meloni, G. Cotroneo, A. Cova, M. Ettorre, G. C. Fugazzola, C. Garlaschi, G. Macarini, L. Mucelli, R. Pozzi Sironi, S. Torricelli, P. Capaccioli, L. Zuiani, C. TI E-learning in radiology: Italian multicentre experience SO RADIOLOGIA MEDICA LA English DT Article DE E-Learning; Video conferencing; Radiology AB Purpose. The aim of our work was to design, implement and evaluate an e-learning programme in favour of trainee radiologists enrolled at the many specialty schools located throughout Italy, in the spirit of "sharing culture". Materials and methods. Once a common educational programme and time slot had been identified and planned, the programme was delivered via Internet-based video conferencing once a week for 2-h lectures. Each lecture was followed by interaction between the teaching staff and trainees at the individual sites. The universities involved were Trieste, Udine, Verona, Milano Bicocca, Novara, Varese, Genova, Sassari, Rome "Campus", Rome "Cattolica", Chieti, Foggia, Catania, Modena and Firenze. The University of Rome "Cattolica" participated in the project with two locations: Rome "Policlinico Gemelli" and Rome "Cattolica Campus of Campobasso". Results. Eighteen lectures were conducted, for a total of 36 h. "Transient" connection interruption occurred 13 times for a total of 33 min over 2,160 min of lessons. Video quality and, in particular, details of radiological images shown in slides or moving pictures, were rated as very good by 71% of trainees, good by 24% and satisfactory by 4.5%; no one gave a rating of unsatisfactory. Conclusions. Based on our experience, whereas e-learning in radiology has become established and compulsory, there is the need for legislation that on the one hand protects online teaching activity and on the other allows study and continuing medical education (CME) credits to be recognised. C1 [Carriero, A.] Univ A Avogadro, Ist Radiol, Novara, Italy. [Zobel, B. Beomonte] Univ Roma, Rome, Italy. [Bonomo, L.] Univ Roma Cattolica, Rome, Italy. [Meloni, G.] Univ Sassari, I-07100 Sassari, Italy. [Cotroneo, A.] Univ G dAnnunzio, Chieti, Italy. [Cova, M.] Univ Trieste, Trieste, Italy. [Ettorre, G. C.] Univ Catania, Catania, Italy. [Fugazzola, C.] Univ Varese, Varese, Italy. [Garlaschi, G.] Univ Genoa, Genoa, Italy. [Macarini, L.] Univ Foggia, Foggia, Italy. [Mucelli, R. Pozzi] Univ Verona, I-37100 Verona, Italy. [Sironi, S.] Univ Milano Bicocca, Milan, Italy. [Torricelli, P.] Univ Modena, I-41100 Modena, Italy. [Capaccioli, L.] Univ Florence, Florence, Italy. [Zuiani, C.] Univ Udine, I-33100 Udine, Italy. RP Carriero, A (reprint author), Univ A Avogadro, Ist Radiol, Novara, Italy EM profcarriero@virgilio.it CR Pinto A, 2008, RADIOL MED, V113, P144, DOI 10.1007/s11547-008-0227-z Perriss RW, 2006, CLIN RADIOL, V61, P377, DOI 10.1016/j.crad.2006.01.006 DALLAPALMA L, 2006, RADIOL MED, V111, P621 BONAMICO M, 2006, NUOVI STRUMENTI E LE Scarsbrook AF, 2005, CLIN RADIOL, V60, P831, DOI 10.1016/j.crad.2005.04.008 LUCCICHENTI G, 2004, RADIOL MED, V108, P542 GAUDENZI AS, 2003, NUOVO DIRITTO AUTORE Gunderman RB, 2002, RADIOLOGY, V222, P599, DOI 10.1148/radiol.2223010825 LAGALLA R, 2001, RADIOL MED, V102, P14 PAVLICA P, 2001, RADIOL MED, V102, P20 MUCELLI RP, 2001, RADIOL MED, V102, P1 SETTI E, 2000, RADIOL MED, V99, P383 SPARACIA G, 1999, RADIOL MED, V97, P76 SPARACIA G, 1997, RADIOL MED, V93, P743 Kahn CE, 1996, RADIOGRAPHICS, V16, P683 PAVONE P, 1996, RADIOLOGO INTERNET, P69 HAFFE CC, 1995, AM J ROENTGENOL, V164, P463 DALESSANDRO MP, 1993, AM J ROENTGENOL, V161, P187 MIGLIORE G, 1993, RADIOL MED, V85, P526 PELLICANO G, 1993, RADIOL MED, V85, P836 *EUR COMM, EUR INF SOC ALL NR 21 TC 0 Z9 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0033-8362 J9 RADIOL MED JI Radiol. Med. PD OCT PY 2011 VL 116 IS 7 BP 989 EP 999 DI 10.1007/s11547-011-0679-4 PG 11 WC Radiology, Nuclear Medicine & Medical Imaging SC Radiology, Nuclear Medicine & Medical Imaging GA 839JS UT WOS:000296362100001 ER PT J AU Wiseman, A Horton, K AF Wiseman, Allison Horton, Khim TI Developing clinical scenarios from a European perspective: Successes and challenges SO NURSE EDUCATION TODAY LA English DT Article DE Clinical scenario development; European perspectives; Clinical skills acquisition; Fitness for practice ID NURSING-STUDENTS; MEDICAL-EDUCATION; SIMULATION; SKILLS; CARE AB This paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n = 9), University of Surrey, England (n = 8) and University of Ljubljana and University of Maribor, Slovenia (n = 5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week 'Summer School' in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning environment. Students developed key transferable skills in learning, such as information literacy, cultural diversity, team working, communication, and clinical skills acquisition whilst exploring differences in healthcare delivery in other European countries. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Wiseman, Allison; Horton, Khim] Univ Surrey, Fac Hlth & Med Sci, Div Hlth & Social Care, CRNME, Surrey GU2 7TE, England. RP Wiseman, A (reprint author), Univ Surrey, Fac Hlth & Med Sci, Div Hlth & Social Care, CRNME, Duke Kent Bldg, Surrey GU2 7TE, England EM a.c.wiseman@surrey.ac.uk k.horton@surrey.ac.uk FU Erasmus Intensive Programme[2009-6425]; EACEA; CMEPIUS FX The authors wish to acknowledge the support offered by the Erasmus Intensive Programme - under the Lifelong Learning Programme agreement number - 2009-6425 and the EACEA, CMEPIUS and all three faculties/universities involved in the IP. CR Fero LJ, 2010, J ADV NURS, V66, P2182, DOI 10.1111/j.1365-2648.2010.05385.x MCCALLUM J, 2010, NURSE ED TODAY, V1016 BAMBINI D, 2009, NURSING ED PERSPECTI, V30, P79 *WHO, 2009, GLOB STAND IN ED PRO *NURS MIDW COUNC, 2008, STAND SUPP LEARN ASS *NURS MIDW COUNC, 2008, COD STAND COND PERF Melnyk BM, 2008, WORLDV EVID-BASED NU, V5, P49 HORTON K, 2008, NURS ETHICS, V14, P716 NEUDORF K, 2008, HEALTHC Q, V11, P35 HUNTER D, 2008, HLTH DEBATE *NURS MIDW COUNC, 2007, 072007 NMC Bradley P, 2006, MED EDUC, V40, P254, DOI 10.1111/j.1365-2929.2006.02394.x WILFORD A, 2006, BRIT J NURSING, V15, P604 FAWCETT JA, 2006, NURS OUTLOOK, V56, P41 WOOLEY N, 2006, NURS EDUC TODAY, V27, P73 JEFFREYS M, 2006, CULTURAL CO IN PRESS, P37 NICHOLS B, 2006, GLOBALISATI IN PRESS, P17 Buerhaus PI, 2005, NURS ECON, V23, P214 JEFFRIES P, 2005, NURSING ED PERSPECTI, V26, P96 KOPER R, 2005, J ARTIFICIAL SOC SOC, V8 *EUR RES COUNC, 2005, EUR RES GUID *AM HEART ASS, 2005, GUID CARD RES EM CAR *NURS MIDW COUNC, 2005, REV FITN PRACT Kneebone RL, 2004, MED EDUC, V38, P1095, DOI 10.1111/j.1365-2929.2004.01959.x Rognstad MK, 2004, NURS ETHICS, V11, P227, DOI 10.1191/0969733004ne691oa GABA DM, 2004, QUAL SAF HLTH CAR S1, V13, P2, DOI DOI 10.1135/QSHC.2004.009878 *NMC, 2004, STAND PROF PRER NURS ALINIER G, 2004, NURSE ED PRACTICE, V4, P200 *DEP HLTH, 2004, BUILD SAF NHS PAT IM *ETAN, 2004, EUR HEALTHC TRAIN AC *EUR HEALTHC TRAIN, 2004, EUR HEALTHC TRAIN AC DUFFY K, 2004, FAILING STUDENTS Maran NJ, 2003, MED EDUC, V37, P22 Bradley P, 2003, MED EDUC, V37, P1 Alinier G, 2003, NURS EDUC TODAY, V23, P419, DOI 10.1016/S0260-6917(03)00044-3 Scobie SD, 2003, MED EDUC, V37, P434 FAGERBERG I, 2003, J ADV NURS, V45, P284 SCHWIRTH L, 2003, MED ED S1, V37, P65 Colliver JA, 2002, TEACH LEARN MED, V14, P206 DENT J, 2002, MED TEACH, V23, P483 *INT COUNC NURS, 2002, CAR MOV MIGR CRIT QU Fraser SW, 2001, BRIT MED J, V323, P799 *DEP HLTH, 2000, NHS PLAN PLAN INV PL NICOL M, 1999, NURS EDUC TODAY, V18, P426 *UK CENTR COUNC NU, 1999, FITN PRACT DEBRUIJN HFM, 1995, INSTR SCI, V23, P221 SALT JD, 1993, P 1993 WINT SIM C NE, P1 NR 47 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 J9 NURS EDUC TODAY JI Nurse Educ. Today PD OCT PY 2011 VL 31 IS 7 SI SI BP 677 EP 681 DI 10.1016/j.nedt.2011.01.001 PG 5 WC Nursing SC Nursing GA 830NF UT WOS:000295663000008 ER PT J AU Deperlioglu, O Sarpkaya, Y Ergun, E AF Deperlioglu, Omer Sarpkaya, Yilmaz Ergun, Ertugrul TI DEVELOPMENT OF A RELATIONAL DATABASE FOR LEARNING MANAGEMENT SYSTEMS SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Distance Education; E-learning; Web-Based Distance Learning Systems; SCORM; Relational Database Design AB In today's world, Web-Based Distance Education Systems have a great importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to create an educational institution as a Learning Management System, is described. In this sense, developed Learning Management System consists of basis of Virtual Education Institutions. In this study, a fully relational database design has been realized in compliance with SCORM standards and got ready to be used as Virtual Education Institutions. This system can be used for any required education institute and it can be run within the same interface. In LMS that will be generated, a faculty or institute can be defined and academic and all administrative processes of the defined institute can be managed with the designed system. Proposed database design has been used in a LMS of Afyon Kocatepe University. In this system, many processes like indexing, uploading, downloading, production and editing of web based learning materials can also be performed easily and safely. C1 [Deperlioglu, Omer; Sarpkaya, Yilmaz; Ergun, Ertugrul] Afyon Kocatepe Univ, Distance Educ Vocat Sch, TR-03200 Afyon, Turkey. RP Deperlioglu, O (reprint author), Afyon Kocatepe Univ, Distance Educ Vocat Sch, ANS Campus, TR-03200 Afyon, Turkey EM odeper@aku.edu.tr yilmaz@aku.edu.tr ertue@aku.edu.tr CR ROY A, 2008, ELECT J E LEARN, V6, P89 ELANGO R, 2008, ELECT J E LEARNING, V6, P31 Su JM, 2006, COMPUT STAND INTER, V28, P336, DOI 10.1016/j.csi.2005.04.001 COLLINS LM, 2006, P ANN C AM SOC ENG E BULLEN M, 2006, PLAN LEARN CASE STUD Kim KH, 2005, Fourth Annual ACIS International Conference on Computer and Information Science, Proceedings, P328 COLLINS LM, 2005, P ANN C AM SOC ENG E, P14313 HODGES CB, 2004, J INTERACTIVE ONLINE, V2, P1 YUEN S, 2004, HLTH HIGH ED, V1, P2248 BALBIERIS G, 2003, INFORM ED, V2, P181 Carswell AD, 2002, INT J HUM-COMPUT ST, V56, P475, DOI 10.1006/ijhc.1004 Piccoli G, 2001, MIS QUART, V25, P401 JOLIFFE A, 2001, ONLINE HDB DEV USING YAPICIOGLU H, 2001, THESIS MIDDLE E TU A FRENCH D, 1999, INTERNET BASED LEARN HARRIS D, 1999, INTERNET BASED LEARN NR 16 TC 0 Z9 0 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 OCT PY 2011 VL 10 IS 4 BP 107 EP 120 PG 14 WC Education & Educational Research SC Education & Educational Research GA 828ON UT WOS:000295511700011 ER PT J AU Elameer, AS Idrus, RM AF Elameer, Amer Saleem Idrus, Rozhan M. TI ELAMEER-IDRUS ORBITAL E-EDUCATION FRAMEWORK FOR THE UNIVERSITY OF MUSTANSIRIYAH (UOMUST) SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE University of Mustansiriyah ( UoMust); e-Education; Khan e-Learning framework; Modified Khan e-learning framework AB The study of the university of Mustansiriyah case show us very clear that university suffers from a lot of problems start from the security, technology, management, pedagogical and ethical. Based on a pre-questionnaire survey about e-learning results, interviews and studies show us the need to the complete e-education system. Continuous scrutiny and study of the Iraqi higher education showed us very clearly there was something missing and need to be more reinforced in our modified Khan framework especially with the revolution of the wireless technologies. A framework was designed with many added dimensions like stability, time, learner, content control, standardization, scalability and modularization. As a result, a new framework, is an ELAMEER-IDRUS orbit e-education framework with a good acceptance at the post evaluation process that was achieved from a group of 231 senior academics. C1 [Elameer, Amer Saleem; Idrus, Rozhan M.] Univ Sains Malaysia, Sch Distance Educ, George Town, Malaysia. RP Elameer, AS (reprint author), Univ Sains Malaysia, Sch Distance Educ, George Town, Malaysia CR KHAN BH, 2009, STRIDE HDB, V8, P42 KAGHED N, 2009, QUALITY HIGHER ED, V15, P71 MACDONALD CJ, 2009, J RES INTERPROFESSIO, V1 ISMAIL I, 2009, 5 WSEAS IASME INT C MOHAMMAD JA, 2008, J ED PSYCHOL SCI, V9, P25 IDRUS RM, 2008, E LEARN MIDDL E 2008 HARB I, 2008, HIGHER ED FUTURE IRA IDRUS RM, 2008, 5 WSEAS IASME INT C ROSENBERG M, 2007, ELEARNING GUILDS HDB KHAN BH, 2007, PROGRAM EVALUATION E BIELEFELDT T, 2006, NAT ED COMP C US SAN PAULSSON F, 2006, 4 INT C MULT INF COM KHAN BH, 2005, AACE J, V13, P137 KHAN BH, 2004, EDUC TECHNOL, V44, P33 HUSAIN MA, 2004, IRAQ ED TRANSITION E Zhang DS, 2003, INFORM SYST FRONT, V5, P207 ROSENBERG MJ, 2001, E LEARNING STRATEGIE, P344 NR 17 TC 0 Z9 0 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 OCT PY 2011 VL 10 IS 4 BP 165 EP 173 PG 9 WC Education & Educational Research SC Education & Educational Research GA 828ON UT WOS:000295511700016 ER PT J AU Kazancoglu, Y Aksoy, M AF Kazancoglu, Yigit Aksoy, Murat TI A FUZZY LOGIC-BASED QUALITY FUNCTION DEPLOYMENT FOR SELECTION OF E-LEARNING PROVIDER SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE E-learning Design; Provider Selection; Fuzzy Logic; Fuzzy - Quality Function Deployment; House of Quality; Lifelong Learning ID GROUP DECISION-MAKING; REQUIREMENTS; FRAMEWORK; SYSTEM; NEEDS; HOUSE; QFD AB According to the Internet World Stats (2010), the growth rate of internet usage in the world is 444.8 % from 2000 to 2010. Since the number of internet users is rapidly increasing with each passed year, e-learning is often identified with web-based learning. The institutions, which deliver e-learning service via the use of computer and internet, are responsible to choose the most suitable e-learning service provider for effective distance education. The purpose of this research is to identify the e-learning design requirements and to select the most suitable e-learning service provider. In this research, fuzzy logic - based Quality Function Deployment (QFD) was employed. A questionnaire was conducted in order to collect the data from a group of experts who were selected on the basis of their knowledge and expertise in related industry. By using the Converting Fuzzy data into Crisp Scores (CFCS) technique, the collected data was defuzzified. Then, the critical success factors of e-learning service providers were identified. As a result, fuzzy logic-based QFD was utilized for the selection of the e-learning service providers. C1 [Kazancoglu, Yigit] Izmir Univ Econ, Dept Business Adm, Fac Econ & Adm Sci, Izmir, Turkey. [Aksoy, Murat] Izmir Univ Econ, Grad Sch Social Sci, Izmir, Turkey. RP Kazancoglu, Y (reprint author), Izmir Univ Econ, Dept Business Adm, Fac Econ & Adm Sci, Izmir, Turkey EM yigit.kazancoglu@ieu.edu.tr maksoy6@gmail.com CR Wang SY, 2010, EXPERT SYST APPL, V37, P908, DOI 10.1016/j.eswa.2009.06.090 LI Z, 2009, MANAGEMENT SERVICE S, P1 LEE YK, 2007, J AM ACAD BUSINESS, V11, P161 Chen YZ, 2006, EUR J OPER RES, V174, P1553, DOI 10.1016/j.ejor.2004.12.026 BEVILACQUA M, 2006, J PURCH SUPPLY MANAG, V12, P14, DOI 10.1016/j.pursup.2006.02.001 SUN PC, 2006, COMPUT EDUC, V50, P1183 Jonsson BA, 2005, MED ENG PHYS, V27, P571, DOI 10.1016/j.medengphy.2004.11.009 Buyukozkan G, 2005, COMPUT IND ENG, V48, P427, DOI 10.1016/j.cie.2005.01.007 SIGNORE O, 2005, P 2005 7 IEEE INT S, P30 Karsak EE, 2004, COMPUT IND ENG, V47, P149, DOI 10.1016/j.cie.2004.06.001 Kahraman C, 2004, INT J PROD ECON, V87, P171, DOI 10.1016/S0925-5273(03)00099-9 WANG RC, 2004, EUR J OPER RES, V154, P363, DOI DOI 10.1016/S0377-2217(02)00729-4 Kahraman C, 2003, INFORM SCIENCES, V157, P135, DOI 10.1016/S0020-0255(03)00183-X Opricovic S, 2003, INT J UNCERTAIN FUZZ, V11, P635, DOI 10.1142/S0218488503002387 Yang YQ, 2003, AUTOMAT CONSTR, V12, P381, DOI 10.1016/S0926-5805(03)00002-5 FIELD J, 2003, TERAZNJEJSZOSC CZLOW, V21, P63 BOSE K, 2003, CAMPUS WIDE INFORM S, V20, P193, DOI 10.1108/10650740310507399 Robinson L, 2002, ASLIB PROC, V54, P48, DOI 10.1108/00012530210426284 ROFFE I, 2002, QUALITY ASSURANCE ED, V10, P40, DOI DOI 10.1108/09684880210416102 Sohn SY, 2001, RELIAB ENG SYST SAFE, V72, P327 KHAN BH, 2001, FRAMEWORK WEB BASED BRAJNIK G, 2001, P 7 C HUM FACT WEB BOUCHEREAU V, 2000, BENCHMARKING INT J, V7, P8 RAYMOND F, 2000, CAMPUS WIDE INFORM S, V17, P49 LAU RSM, 2000, BUS REV, V31, P1 KAPLANLEISERSON E, 2000, E LEARNING GLOSSARY Bevan N, 1999, J SYST SOFTWARE, V49, P89 Temponi C, 1999, EUR J OPER RES, V117, P340 Khalifa M, 1999, DECIS SUPPORT SYST, V26, P195 Khoo LP, 1996, INT J PROD RES, V34, P299 Teng JY, 1996, TRANSPORT PLAN TECHN, V20, P15 BROWN KM, 1996, DISTANCE ED, V17, P44 GRIFFIN A, 1992, 92106 MARK SCI I HAUSER JR, 1988, HARVARD BUS REV, V66, P63 AKAO Y, 1972, JAPAN STANDARDS ASS, V25, P9 ZADEH LA, 1965, FUZZY SETS INFORM CO, V8, P338, DOI DOI 10.1016/S0019-9958(65)90241-X NR 36 TC 0 Z9 0 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 OCT PY 2011 VL 10 IS 4 BP 39 EP 45 PG 7 WC Education & Educational Research SC Education & Educational Research GA 828ON UT WOS:000295511700004 ER PT J AU Camargo, LB Aldrigui, JM Imparato, JCP Mendes, FM Wen, CL Bonecker, M Raggio, DP Haddad, AE AF Camargo, Lucila Basto Aldrigui, Janaina Merli Pettorossi Imparato, Jose Carlos Mendes, Fausto Medeiros Wen, Chao Lung Boenecker, Marcelo Raggio, Daniela Procida Haddad, Ana Estela TI E-Learning Used in a Training Course on Atraumatic Restorative Treatment (ART) for Brazilian Dentists SO JOURNAL OF DENTAL EDUCATION LA English DT Article DE continuing dental education; e-learning; Atraumatic Restorative Treatment; caries; public health; Brazil ID POSTERIOR TEETH; PERMANENT; SURVIVAL; CHILDREN AB The purpose of this study was to assess the benefits of using e-learning resources in a dental training course on Atraumatic Restorative Treatment (ART). This e-course was given in a DVD format, which presented the ART technique and philosophy. The participants were twenty-four dentists from the Brazilian public health system. Prior to receiving the DVD, the dentists answered a questionnaire regarding their personal data, previous knowledge about ART, and general interest in training courses. The dentists also participated in an assessment process consisting of a test applied before and after the course. A single researcher corrected the tests, and intraexaminer reproducibility was calculated (kappa=0.89). Paired t-tests were carried out to compare the means between the assessments, showing a significant improvement in the performance of the subjects on the test taken after the course (p<0.05). A linear regression model was used with the difference between the means as the outcome. A greater improvement on the test results was observed among female dentists (p=0.034), dentists working for a shorter period of time in the public health system (p=0.042), and dentists who used the ART technique only for urgent and/or temporary treatment (p=0.010). In conclusion, e-learning has the potential of improving the knowledge that dentists working in the public health system have about ART, especially those with less clinical experience and less knowledge about the subject. C1 [Camargo, Lucila Basto; Aldrigui, Janaina Merli; Pettorossi Imparato, Jose Carlos; Mendes, Fausto Medeiros; Boenecker, Marcelo; Raggio, Daniela Procida; Haddad, Ana Estela] Univ Sao Paulo, Dept Pediat Dent, Fac Odontol, BR-05508 Sao Paulo, Brazil. [Wen, Chao Lung] Univ Sao Paulo, Dept Pathol, Fac Med, BR-05508 Sao Paulo, Brazil. RP Camargo, LB (reprint author), Av Lineu Prestes 2227, BR-05508000 Sao Paulo, Brazil EM lucilaca@usp.br CR Zanata RL, 2011, CLIN ORAL INVEST, V15, P265, DOI 10.1007/s00784-009-0378-x McCann AL, 2010, J DENT EDUC, V74, P65 BOHM G, 2010, VIRTUAL MAN PROJECT Reynolds PA, 2007, BRIT DENT J, V203, P419, DOI 10.1038/bdj.2007.896 Frencken JE, 2007, COMMUNITY DENT ORAL, V35, P207, DOI 10.1111/j.1600-0528.2006.00322.x MICKENAUTSCH S, 2007, E AFR MED J, V84, P178 BOYTON JR, 2007, J DENT EDUC, V71, P1187 MOORE M, 2007, EDUCACAO DISTANCIA V Frencken JE, 2006, J DENT RES, V85, P622 CARBONARO M, 2006, J DISTANCE ED, V21, P51 ESTUPINANDAY S, 2006, ORAL HLTH LOW INCOME Hofer TP, 2004, J GEN INTERN MED, V19, P646 Frencken JE, 2004, J DENT RES, V83, P120 *WHO, 1998, ATR REST TREATM ART MILLER GE, 1990, ACAD MED S, V65, P563 NR 15 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 OCT PY 2011 VL 75 IS 10 BP 1396 EP 1401 PG 6 WC Dentistry, Oral Surgery & Medicine SC Dentistry, Oral Surgery & Medicine GA 829GO UT WOS:000295566800014 ER PT J AU Sparks, MA O'Seaghdha, CM Sethi, SK Jhaveri, KD AF Sparks, Matthew A. O'Seaghdha, Conall M. Sethi, Sidharth Kumar Jhaveri, Kenar D. TI Embracing the Internet as a Means of Enhancing Medical Education in Nephrology SO AMERICAN JOURNAL OF KIDNEY DISEASES LA English DT Article DE Internet; e-learning; nephrology; education; blogs ID PROFESSIONALISM AB This review discusses how the internet currently is being used to provide medical education in the nephrology community and addresses some of the issues and dilemmas unique to using this media. It focuses on how blogs, wikis, podcasts/YouTube, social bookmarking/media, and mobile devices are used to deliver e-learning in nephrology. Am J Kidney Dis. 58(4): 512-518. (C) 2011 by the National Kidney Foundation, Inc. C1 [O'Seaghdha, Conall M.] Massachusetts Gen Hosp, Div Renal, Brigham & Womens Hosp, Boston, MA 02114 USA. [O'Seaghdha, Conall M.] Harvard Univ, Sch Med, Boston, MA USA. [Sethi, Sidharth Kumar] Ram Manohar Lohia Hosp, New Delhi, India. [Sethi, Sidharth Kumar] Postgrad Inst Med Educ & Res, Dept Pediat, New Delhi, India. [Jhaveri, Kenar D.] Hofstra N Shore Long Isl Jewish Sch Med, Div Kidney Dis & Hypertens, Great Neck, NY USA. [Sparks, Matthew A.] Duke Univ, Div Nephrol, Dept Med, Med Ctr,MSRBII, Durham, NC 27707 USA. RP Sparks, MA (reprint author), Duke Univ, Div Nephrol, Dept Med, Med Ctr,MSRBII, 2 Genome Ct,Rm 2018,Bay 17, Durham, NC 27707 USA EM matthew.sparks@duke.edu CR Desai T, 2011, J NEPHROL, V24, P345, DOI 10.5301/JN.2010.5820 Mostaghimi A, 2011, ANN INTERN MED, V154, P560 Horwitz LI, 2011, JAMA-J AM MED ASSOC, V305, P1128 Chretien KC, 2011, JAMA-J AM MED ASSOC, V305, P566 Sethi SK, 2010, KIDNEY INT, V78, P1199, DOI 10.1038/ki.2010.395 Greysen SR, 2010, J GEN INTERN MED, V25, P1227, DOI 10.1007/s11606-010-1447-1 Sethi SK, 2010, PEDIATR NEPHROL, V25, P2371, DOI 10.1007/s00467-010-1551-9 TEMPELHOF MW, 2009, INFORM PRIM CARE, V17, P87 SANDARS J, 2008, MED TEACH, P1 Sethi SK, 2007, INDIAN PEDIATR, V44, P714 TRIPP JS, 2006, AMIA ANN S PROC, P1125 *HON, HONCODE PRINC *AMA, PROF US SOC MED NR 13 TC 0 Z9 0 PU W B SAUNDERS CO-ELSEVIER INC PI PHILADELPHIA PA 1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA SN 0272-6386 J9 AM J KIDNEY DIS JI Am. J. Kidney Dis. PD OCT PY 2011 VL 58 IS 4 BP 512 EP 518 DI 10.1053/j.ajkd.2011.06.009 PG 7 WC Urology & Nephrology SC Urology & Nephrology GA 826UE UT WOS:000295379600006 ER PT J AU Gomez-Escalonilla, G Santin, M Mathieu, G AF Gomez-Escalonilla, G. Santin, M. Mathieu, G. TI Students' Perspective on On-line College Education in the Field of Journalism SO COMUNICAR LA English DT Article DE Education on-line; e-learning; journalism; student; case study; virtual classrooms; university AB The advance in new technologies has changed the educational model considerably. On-line education has arrived with a bang at university and those degree courses linked to the field of communication have adopted this type of technologies. In just a few years, the number of courses available in the communication field that include on-line subjects has multiplied. It seems that this tendency of proliferation will continue due to a high demand for degrees in the communication field as well as the possibility of completing these degrees on-line. This paper shows the perspective that on-line journalism students at the Rey Juan Carlos University in Madrid have on their studies. The results of a survey of students of the different courses that include the qualification allow us to gain a perspective of their experiences at the beginning and end of the studies. The questionnaire asks about socio-demographic traits from which we draw a sociological profile of on-line journalism student. It also delves into the motivations and expectations surrounding the decision to enrol in this mode and in its assessment both in terms of learning and the relationship between peers and teachers. Some of the conclusions point to the positive attitude of students and a satisfactory evaluation by the students. C1 [Gomez-Escalonilla, G.] Univ Rey Juan Carlos, Sch Commun, Dept Commun Sci, Madrid, Spain. [Santin, M.; Mathieu, G.] Univ Rey Juan Carlos, Sch Commun Sci, Dept Commun Sci, Madrid, Spain. RP Gomez-Escalonilla, G (reprint author), Univ Rey Juan Carlos, Sch Commun, Dept Commun Sci, Madrid, Spain EM gloria.gomezescalonilla@urjc.es marina.santin@urjc.es gladys.mathieu@urjc.es CR CASTANO J, 2010, RIED, V13, P97 CABRERO J, 2009, COMUNICAR, V35, P149 SANTIM M, 2009, ENSENANZA ON LINE AM PALOMO B, 2008, ANALISI, V36, P183 LLORENTE MC, 2008, THESIS FACULTAD CIEN BAGGETUN R, 2006, TELOS, V67, P81 LARA P, 2005, RUSC, V2 JUSTEL A, 2004, REV INT MARKETING PU, V2, P29 COATEN N, 2003, EDUCAWEB, V69 MARCELO C, 2003, E LEARNING TELEFORMC MOORE MG, 2001, CICL C ED TIC ED VIR NR 11 TC 0 Z9 0 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD OCT PY 2011 IS 37 BP 73 EP 79 DI 10.3916/C37-2011-02-07 PG 7 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 822IK UT WOS:000295037500009 ER PT J AU Escudier, MP Newton, TJ Cox, MJ Reynolds, PA Odell, EW AF Escudier, M. P. Newton, T. J. Cox, M. J. Reynolds, P. A. Odell, E. W. TI University students' attainment and perceptions of computer delivered assessment; a comparison between computer-based and traditional tests in a 'high-stakes' examination SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE e-learning; high stakes; higher education; online assessment; student perceptions ID QUALITATIVE RESEARCH; CARE AB This study compared higher education dental undergraduate student performance in online assessments with performance in traditional paper-based tests and investigated students' perceptions of the fairness and acceptability of online tests, and showed performance to be comparable. The project design involved two parallel cross-over trials, one in Year 3 (n = 132) of the dental curriculum, one in Year 5 (n = 134). A total of 266 students undertook related tests of the same knowledge base in both online and traditional paper formats. Order of presentation of the test form was randomized. One hundred and thirty-two students in Year 3 additionally completed questions concerning their perceptions of the acceptability and fairness of the online examination process. Focus group discussions were held with groups of students (n = 30) from both Year 3 and 5 to explore their perceptions of the online format. The online tests were created using the commercial software package MaxExam (Bristol, UK). The results were analysed using repeated measures analysis of variance (ANOVA) with the order of presentation being entered as a variable in the analysis. The results of the study showed that for both Years 3 and 5 students there was a high degree of consistency in performance between the two versions of the tests, although a minority of students performed better in the online version of the test. Over 70% of students rated the online test as acceptable, and 90% felt that the online format did not disadvantage them even in a 'high-stakes' situation. From these results, we conclude that online assessment does not confer any disadvantage to students. Students perceive such assessment to be both fair and acceptable, and to have some advantages over the traditional paper-based methods of assessment. C1 [Escudier, M. P.; Newton, T. J.; Cox, M. J.; Reynolds, P. A.; Odell, E. W.] Kings Coll London, Inst Dent, London SE1 9RT, England. RP Escudier, MP (reprint author), Guys Hosp, Floor 18,Tower Wing, London SE1 9RT, England EM michael.escudier@kcl.ac.uk CR Cox MJ, 2008, BRIT DENT J, V205, P33, DOI 10.1038/sj.bdj.2008.566 McGill TJ, 2008, J COMPUT ASSIST LEAR, V24, P191, DOI 10.1111/j.1365-2729.2007.00253.x ERSTAD O, 2008, INT HDB INFORM TECH, P181 SIRITONGTHAWORN S, 2006, ED INFORM TECHNOLOGI, V11, P137, DOI 10.1007/s11134-006-7363-8 RUSSELL J, 2006, ASSESS EVAL HIGH EDU, V31, P465 CHALLIS D, 2005, ASSESS EVAL HIGH EDU, V30, P519, DOI DOI 10.1080/02602930500187030 CANN AJ, 2005, ASSESS EVAL HIGH EDU, V30, P633 Jones IR, 2004, SOC SCI MED, V59, P93, DOI 10.1016/j.socscimed.2003.10.007 FARRELL G, 2004, ED INFORM TECHNOLOGI, V9, P5, DOI 10.1023/B:EAIT.0000024258.29560.3c BLACK P, 2003, ASSESSMENT LEARNING NEWTON JT, 2003, EUROPEAN J DENT ED, V7, P95 BULL J, 2003, BLUEPRINT COMPUTER A STEPHENS DP, 2001, ED INFORM, V19, P265 Pope C, 2000, BRIT MED J, V320, P114 Barry CA, 1999, QUAL HEALTH RES, V9, P26 MORGAN C, 1999, ASSESSING OPEN DISTA THORPE M, 1998, DISTANCE ED, V19, P265 MASON R, 1995, OPEN DISTANCE LEARNI, P208 NR 18 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 OCT PY 2011 VL 27 IS 5 BP 440 EP 447 DI 10.1111/j.1365-2729.2011.00409.x PG 8 WC Education & Educational Research SC Education & Educational Research GA 821WK UT WOS:000295004900006 ER PT J AU Liao, CW Lin, SY AF Liao, Chin-Wen Lin, Sho-yen TI An analysis of the interactive behaviors of self-learning management in a web-based Moodle e-learning platform SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE Situated learning theory; web-based cooperative learning; introduction to energy; moodle e-learning platform; self-learning management AB This study adopted quasi-experiments and semi-structure interviews to investigate students' interactive behaviors in a situated internet-assisted learning environment. Forty senior university students participated in the study after taking a three-hour introductory energy course each week for 18 weeks with web-based cooperative learning at a Moodle learning platform. It was found that 62% of the students who have participated in the interactive discussions demonstrate significantly better learning outcomes than those who do not. Students believed that asynchronous web-based cooperative learning offered good learning approaches and experience. Through Moodle's e-learning platforms, students could express their own opinions freely and refer to other people's viewpoints towards the teaching themes. From the interview data, it was found that when students provided possible answers or gave their own explanations, they were not only connected to their previous knowledge, but also had self-reflections on their own opinions and re-examine their opinions when they were evoked by the stimulus of different opinions. From the feedback data, it showed that 52.4% of students were satisfied with the web-based cooperative learning. By means of interviews, it was verified that students held positive thoughts that on-line discussions offered them the chance to express different opinions and stimulated their thinking to promote their robust optimal self-learning management. C1 [Liao, Chin-Wen; Lin, Sho-yen] Natl Changhua Univ Educ, Dept Ind Educ & Technol, Changhua, Taiwan. RP Liao, CW (reprint author), Natl Changhua Univ Educ, Dept Ind Educ & Technol, Changhua, Taiwan EM cwliao.robert@msa.hinet.net CR LIAO CW, 2010, INT J LEARN, V17, P273 Rey FJ, 2007, ENERG BUILDINGS, V39, P709, DOI 10.1016/j.enbuild.2006.07.009 Edelson DC, 2001, J RES SCI TEACH, V38, P355 Hoadley CM, 2000, INT J SCI EDUC, V22, P839 KRAJCIK JS, 2000, 8 INT C COMP ASS INS SU JY, 2000, 8 INT C COMP ASS INS WANG WC, 2000, 8 INT C COMP ASS INS OWSTON R, 1997, EDUC RES, V26, P27 WEBB NM, 1995, J EDUC PSYCHOL, V87, P406 COLLINS A, 1994, GOAL BASED SCENARIOS BROWN JS, 1989, EDUC RES, V18, P32 MARCHIONINI G, 1988, EDUC TECHNOL, V28, P8 NR 12 TC 0 Z9 0 PU ACADEMIC JOURNALS PI VICTORIA ISLAND PA P O BOX 5170-00200 NAIROBI, VICTORIA ISLAND, LAGOS 73023, NIGERIA SN 1993-8233 J9 AFR J BUS MANAGE JI Afr. J. Bus. Manag. PD SEP 30 PY 2011 VL 5 IS 22 BP 9191 EP 9199 PG 9 WC Business; Management SC Business & Economics GA 856PG UT WOS:000297654600045 ER PT J AU Erasmus, V Huis, A Oenema, A van Empelen, P Boog, MC van Beeck, EHE Polinder, S Steyerberg, EW Richardus, JH Vos, MC van Beeck, EF AF Erasmus, Vicki Huis, Anita Oenema, Anke van Empelen, Pepijn Boog, Matthijs C. van Beeck, Elise H. E. Polinder, Suzanne Steyerberg, Ewout W. Richardus, Jan Hendrik Vos, Margreet C. van Beeck, Ed F. TI The ACCOMPLISH study. A cluster randomised trial on the cost-effectiveness of a multicomponent intervention to improve hand hygiene compliance and reduce healthcare associated infections SO BMC PUBLIC HEALTH LA English DT Article ID BEHAVIOR; IMPLEMENTATION; HOSPITALS; WORKERS AB Background: Public health authorities have recognized lack of hand hygiene in hospitals as one of the important causes of preventable mortality and morbidity at population level. The implementation strategy ACCOMPLISH (Actively Creating COMPLIance Saving Health) targets both individual and environmental determinants of hand hygiene. This study aims to evaluate the cost-effectiveness of a multicomponent implementation strategy aimed at the reduction of healthcare associated infections in Dutch hospital care, by promotion of hand hygiene. Methods/design: The ACCOMPLISH package will be evaluated in a two-arm cluster randomised trial in 16 hospitals in the Netherlands, in one intensive care unit and one surgical ward per hospital. Intervention: A multicomponent package, including e-learning, team training, introduction of electronic alcohol based hand rub dispensers and performance feedback. Variables: The primary outcome measure will be the observed hand hygiene compliance rate, measured at baseline and after 6, 12 and 18 months; as a secondary outcome measure the prevalence of healthcare associated infections will be measured at the same time points. Process indicators of the intervention will be collected pre and post intervention. An ex-post economic evaluation of the ACCOMPLISH package from a healthcare perspective will be performed. Statistical analysis: Multilevel analysis, using mixed linear modelling techniques will be conducted to assess the effect of the intervention strategy on the overall compliance rate among healthcare workers and on prevalence of healthcare associated infections. Questionnaires on process indicators will be analysed with multivariable linear regression, and will include both behavioural determinants and determinants of innovation. Cost-effectiveness will be assessed by calculating the incremental cost-effectiveness ratio, defined here as the costs for the intervention divided by the difference in prevalence of healthcare associated infections between the intervention and control group. Discussion: This study is the first RCT to investigate the effects of a hand hygiene intervention programme on the number of healthcare associated infections, and the first to investigate the cost-effectiveness of such an intervention. In addition, if the ACCOMPLISH package proves successful in improving hand hygiene compliance and lowering the prevalence of healthcare associated infections, the package could be disseminated at (inter) national level. C1 [Erasmus, Vicki; Boog, Matthijs C.; van Beeck, Elise H. E.; Polinder, Suzanne; Steyerberg, Ewout W.; Richardus, Jan Hendrik; van Beeck, Ed F.] Erasmus MC, Dept Publ Hlth, Rotterdam, Netherlands. [Huis, Anita] Radboud Univ Nijmegen, Med Ctr, IQ Healthcare, NL-6525 ED Nijmegen, Netherlands. [Oenema, Anke] TNO, Res Grp Life Style, Leiden, Netherlands. [van Empelen, Pepijn] Maastricht Univ, Dept Hlth Promot, Maastricht, Netherlands. [Vos, Margreet C.] Erasmus MC, Dept Med Microbiol & Infect Dis, Rotterdam, Netherlands. RP Erasmus, V (reprint author), Erasmus MC, Dept Publ Hlth, Rotterdam, Netherlands EM v.erasmus@erasmusmc.nl FU ZonMW[50-50115-96-632] FX This research was funded by ZonMW (grant number 50-50115-96-632). The funding source had no involvement in the study and the author's work is independent. CR Erasmus V, 2010, J HOSP INFECT, V76, P161, DOI 10.1016/j.jhin.2010.04.024 Erasmus V, 2010, INFECT CONT HOSP EP, V31, P283, DOI 10.1086/650451 Erasmus V, 2009, INFECT CONT HOSP EP, V30, P415, DOI 10.1086/596773 *WHO, 2009, WHO GUID HAND HYG HL Smits M, 2008, BMC HEALTH SERV RES, V8, DOI 10.1186/1472-6963-8-230 Day M, 2007, BRIT MED J, V335, P113 *PREZIES, 2007, EERST LAND PREV NAAR Gollwitzer PM, 2006, ADV EXP SOC PSYCHOL, V38, P69, DOI 10.1013/S0065-2601(06)38002-1 BARTHOLOMEW LK, 2006, PLANNING HLTH PROMOT DONALDSON L, 2006, DIRTY HANDS HUMAN CO Jumaa PA, 2005, INT J INFECT DIS, V9, P3, DOI 10.1016/j.ijid.2004.05.005 *WHO, 2005, 1 GLOB PAT SAF CHALL Pittet D, 2004, J HOSP INFECT, V58, P1, DOI 10.1016/j.jhin.2004.06.002 Fleuren M, 2004, INT J QUAL HEALTH C, V16, P107, DOI 10.1093/intqhc/mzh030 OOSTENBRINK JB, 2004, HANDLEIDING KOSTENON OVRETVEIT J, 2004, LEADERS ROLE QUALITY Grol R, 2003, LANCET, V362, P1225 Harbarth S, 2003, J HOSP INFECT, V54, P258, DOI 10.1016/S0195-6701(03)00150-6 SHEERAN P, 2002, EUROPEAN REV SOCIAL, V12, P1 O'Boyle CA, 2001, APPL NURS RES, V14, P136, DOI 10.1053/apnr.2001.24412 Naikoba S, 2001, J HOSP INFECT, V47, P173, DOI 10.1053/jhin.2000.0882 Pittet D, 2000, LANCET, V356, P1307 Pittet D, 2000, INFECT CONT HOSP EP, V21, P381 Ryan RM, 1997, DEV PSYCHOPATHOL, V9, P701 GOLD MR, 1996, COST EFFECTIVENESS H MITTMAN BS, 1992, QUALITY REV B, V18, P413 AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179 WEST MA, 1990, INNOVATION CREATIVIT, P3 BANDURA A, 1986, SOCIAL FDN THOUGHT A ADAIR G, 1984, J APPL PSYCHOL, V69, P334 NR 30 TC 0 Z9 0 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 SEP 24 PY 2011 VL 11 AR 721 DI 10.1186/1471-2458-11-721 PG 7 WC Public, Environmental & Occupational Health SC Public, Environmental & Occupational Health GA 839RZ UT WOS:000296388200001 ER PT J AU Guerlac, S AF Guerlac, Suzanne TI Humanities 2.0: E-Learning in the Digital World E-Learning and the Public University: Access and Affordability 2.0 SO REPRESENTATIONS LA English DT Article AB This essay analyzes the social and economic forces behind the push for online education (especially in public universities), the discourses that support it, and the sometimes surprising discursive alliances that form among critics of the university. It also considers the opportunities as well as the risks of digital humanities and calls for increasing digital literacy on the part of humanists. REPRESENTATIONS 116. Fall 2011 (C) The Regents of the University of California. ISSN 0734-6018, electronic ISSN 1533-855X, pages 102-27. All rights reserved. Direct requests for permission to photocopy or reproduce article content to the University of California Press at http://www.ucpressjournals.com/reprintinfo.asp. DOI:10.1525/rep.2011.116.1.102. CR THOMAS D, 2011, NEW CULTURE LEARNING STRIPLING J, 2011, CHRONICLE HIGHE 0405 VEDDER R, 2011, FORBES 0405 2011, INSIDE HIGHER E 0407 THOMAS, 2011, NEW CULTURE LEARNING 2011, NEW YORK REV BO 0113, P13 2011, NY TIMES 0306 WALSH T, 2011, UNL GAT HOW WHY, P1 SVENSSON P, 2010, DIGITAL HUMANITIES Q, V4 KAMENETZ A, 2010, AM PROSPECT 0420 WILSON R, 2010, CHRONICLE HIGHE 0704 DAVIDSON CN, 2010, FUTURE THINKING LEAR BENWILDAVSKY, 2010, GREAT BRAIN RACE GLO FLORIDI L, 2010, INFORM VERY SHORT IN, P16 2010, LAUC B BLOG 0517 WU T, 2010, MASTER SWITCH, P7 LANIER J, 2010, YOU ARE NOT GADGET, P48 DRUCKER J, 2009, CHRONICLE HIGHE 0403 DAVIDSON CN, 2009, FUTURE LEARNING INST, P11 FISH S, 2009, NY TIMES 0118 CHRISTENSEN CM, 2008, DISRUPTING CLASS DIS DONOGHUE F, 2008, LAST PROFESSORS CORP KELLY K, 2008, ECHNIUM BLOG 0131 WEISS M, 2007, BLOOMBERG 0320 2007, LEARNING MARKETS JAN LESSIG L, 2006, CODE VERSION 2 0, P4 HARLEY D, 2006, REGULATION E LEARNIN LIU A, 2004, LAWS COOL KNOWLEDGE BARONE CA, 2003, AAHEBULLETIN MAY HEAD S, 2003, NEW RUTHLESS EC WORK KIRP DL, 2003, SHAKESPEARE EINSTEIN, P185 NOBLE D, 2002, DIGITAL DIPLOMA MILL DIPAOLO A, 2002, U TEACHING E BUSINES BROWN JS, 2000, SOCIAL LIFE INFORM TROW M, 2000, CTR STUDIES HIGHER E, P3 CONFESSORE N, 1999, NEW REPUBLIC 1004 BROWN JS, EDGE UPDATES NR 37 TC 0 Z9 0 PU UNIV CALIFORNIA PRESS PI BERKELEY PA C/O JOURNALS & DIGITAL PUBLISHING DIVISION, 2000 CENTER ST, STE 303, BERKELEY, CA 94704-1223 USA SN 0734-6018 J9 REPRESENTATIONS JI Representations PD FAL PY 2011 IS 116 SI SI BP 102 EP 127 DI 10.1525/rep.2011.116.1.102 PG 26 WC Cultural Studies SC Cultural Studies GA 896JN UT WOS:000300561700006 ER PT J AU Gibson, M Maltais, D Hardy, L Ruthe, S AF Gibson, Maggie Maltais, D. Hardy, L. Ruthe, S. TI Using e-learning to build capacity for disaster resilience: The "Frailty, Dementia and Disasters" Project SO INTERNATIONAL PSYCHOGERIATRICS LA English DT Meeting Abstract C1 [Gibson, Maggie] St Josephs Hlth Care London, London, ON, Canada. [Maltais, D.] Human Sci, Chicoutimi, PQ, Canada. [Hardy, L.] Govt Yukon, Whitehorse, YT, Canada. [Ruthe, S.] Dist Oak Bay, Victoria, BC, Canada. NR 0 TC 0 Z9 0 PU CAMBRIDGE UNIV PRESS PI NEW YORK PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA SN 1041-6102 J9 INT PSYCHOGERIATR JI Int. Psychogeriatr. PD SEP PY 2011 VL 23 SU 1 BP S393 EP S394 PG 2 WC Psychology, Clinical; Geriatrics & Gerontology; Gerontology; Psychiatry; Psychology SC Psychology; Geriatrics & Gerontology; Psychiatry GA 889UX UT WOS:000300101100522 ER PT J AU Akyol, Z AF Akyol, Zehra TI E-Learning in the 21st Century: A Framework for Research and Practice SO INTERNET AND HIGHER EDUCATION LA English DT Book Review EM zehraakyol@gmail.com CR GARRISON DR, 2011, EL 21 CENT FRAM RES, P1 NR 1 TC 0 Z9 0 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. PD SEP PY 2011 VL 14 IS 4 BP 269 EP 270 DI 10.1016/j.iheduc.2011.05.007 PG 2 WC Education & Educational Research SC Education & Educational Research GA 862ED UT WOS:000298071700009 ER PT J AU Lee, DS Seo, YW Lee, KC AF Lee, Dae Sung Seo, Young Wook Lee, Kun Chang TI Individual and Team Differences in Self-Reported Creativity by Shared Leadership and Individual Knowledge in an e-Learning Environment SO INFORMATION-AN INTERNATIONAL INTERDISCIPLINARY JOURNAL LA English DT Article DE Individual creativity; Team creativity; Shared leadership; Knowledge sharing; Individual knowledge ID TRANSFORMATIONAL LEADERSHIP; MANAGEMENT TEAMS; PERFORMANCE; INNOVATION; EFFICACY; TRUST; WORK AB Many organizations continue to emphasize the need for increased creativity and innovation among their employees and within markets. However, most firms try diverse strategies to enhance creativity, restructuring the workplace or selecting creativity-generating units. As such, the purpose of this paper is to differentiate team creativity from individual creativity. We investigate three important antecedents of creativity - shared leadership, individual knowledge, and knowledge sharing - and then examine the relationship and differences between individual creativity and team creativity. We found that individual knowledge does not influence knowledge sharing or team creativity, but has a significant impact on individual creativity. Individual knowledge indirectly, rather than directly, influences team creativity via individuals. Shared leadership and knowledge sharing have a more significant influence on team creativity than individual creativity. C1 [Lee, Dae Sung; Lee, Kun Chang] Sungkyunkwan Univ, SKK Business Sch, Seoul 110745, South Korea. [Seo, Young Wook] Natl IT Ind Promot Agcy, Software Engn Ctr, Seoul 138711, South Korea. [Lee, Kun Chang] Sungkyunkwan Univ, Dept Interact Sci, Seoul 110745, South Korea. RP Lee, KC (reprint author), Sungkyunkwan Univ, SKK Business Sch, Seoul 110745, South Korea EM leeds1122@gmail.com seoyy123@gmail.com kunchanglee@gmail.com FU National Research Foundation of Korea; Ministry of Education, Science and Technology[R31-2008-000-10062-0] FX This study was supported by WCU (World Class University) program through the National Research Foundation of Korea funded by the Ministry of Education, Science and Technology (Grant No. R31-2008-000-10062-0). 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However, most firms try diverse strategies to enhance creativity, restructuring the workplace or selecting creativity-generating units. As such, the purpose of this paper is to differentiate team creativity from individual creativity. We investigate three important antecedents of creativity - shared leadership, individual knowledge, and knowledge sharing - and then examine the relationship and differences between individual creativity and team creativity. We found that individual knowledge does not influence knowledge sharing or team creativity, but has a significant impact on individual creativity. Individual knowledge indirectly, rather than directly, influences team creativity via individuals. Shared leadership and knowledge sharing have a more significant influence on team creativity than individual creativity. C1 [Lee, Dae Sung; Lee, Kun Chang] Sungkyunkwan Univ, SKK Business Sch, Seoul 110745, South Korea. [Lee, Kun Chang] Sungkyunkwan Univ, Dept Interact Sci, Seoul 110745, South Korea. [Seo, Young Wook] Natl IT Ind Promot Agcy, Software Engn Ctr, Seoul 138711, South Korea. RP Lee, KC (reprint author), Sungkyunkwan Univ, SKK Business Sch, Seoul 110745, South Korea EM seoyy123@gmail.com leeds1122@gmail.com kunchanglee@gmail.com FU Computing and Network (UCN); Ministry of Knowledge and Economy(MKE)[11C3-T2-20S] FX This research is supported by the ubiquitous Computing and Network (UCN) Project, the Ministry of Knowledge and Economy(MKE) Knowledge and Economy Frontier R&D Program in Korea as a result of UCN's subproject 11C3-T2-20S. 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We use an extended learning curve specification, named multiple factors learning curve (MFLC). In a first stage, we estimate a single MFLC In a second stage, we estimate the MFLC under the framework of simultaneous system of equations which takes into account the uranium supply and demand. This permits not only to enhance the reliability of the estimation by incorporating the uranium price formation mechanisms in the MFLC via the price variable, but also to give preliminary insights about uranium supply and demand behaviors and the associated effects on the nuclear expansion. Results point out that the nuclear cost has important prospects for decrease via capacity expansion, i.e. learning-by-doing effects. In contrast, they show that the learning-by-searching as well as the scale effects have a limited effect on the cost decrease prospects. Conversely, results also show that uranium price exerts a positive and significant effect on nuclear cost, implying that when the uranium price increases, the nuclear power generation cost decreases. Since uranium is characterized by important physical availability, and since it represents only a minor part in the total nuclear cost, we consider that in a context of increasing demand for nuclear energy the latter result can be explained by the fact that the positive learning effects on the cost of nuclear act in a way to dissipate the negative ones that an increase in uranium price may exert. Further, results give evidence of important inertia in the supply and demand sides as well as evidence of slow correlation between the uranium market and oil market which may limit the inter-fuels substituability effects, that is, nuclear capacity expansion and associated learning-by-doing benefits. (C) 2011 Elsevier B.V. All rights reserved. C1 Univ Nantes, LEMNA, Inst Econ & Management Nantes, F-44322 Nantes 3, France. 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PD SEP PY 2011 VL 33 IS 5 BP 840 EP 852 DI 10.1016/j.eneco.2011.02.016 PG 13 WC Economics SC Business & Economics GA 825SE UT WOS:000295301600014 ER PT J AU Zaina, LAM Bressan, G Rodrigues, JF Cardieri, MACA AF Zaina, L. A. M. Bressan, G. Rodrigues Junior, J. F. Cardieri, M. A. C. A. TI Learning Profile Identification Based on the Analysis of the User Context of Interaction SO IEEE LATIN AMERICA TRANSACTIONS LA Portuguese DT Article DE e-learning; learning profile; context of interaction AB One of the e-learning environment goal is to attend the individual needs of students during the learning process. The adaptation of contents, activities and tools into different visualization or in a variety of content types is an important feature of this environment, bringing to the user the sensation that there are suitable workplaces to his profile in the same system. Nevertheless, it is important the investigation of student behaviour aspects, considering the context where the interaction happens, to achieve an efficient personalization process. The paper goal is to present an approach to identify the student learning profile analyzing the context of interaction. Besides this, the learning profile could be analyzed in different dimensions allows the system to deal with the different focus of the learning. C1 [Zaina, L. A. M.] Univ Fed Sao Carlos, Dept Computacao, Sorocaba, SP, Brazil. [Rodrigues Junior, J. F.] Univ Sao Paulo, ICMC, Sao Paulo, Brazil. [Cardieri, M. A. C. A.] Fac Tecnol Sorocaba, Dept Tecnol Informacao, Sorocaba, SP, Brazil. RP Zaina, LAM (reprint author), Univ Fed Sao Carlos, Dept Computacao, Campus Sorocaba, Sorocaba, SP, Brazil EM lzaina@ufscar.br gbressan@larc.up.br junio@icmc.usp.br angelicacc@uol.com.br CR Vasco AM, 2011, IEEE LAT AM T, V9, P375, DOI 10.1109/TLA.2011.5893787 LORENZO GLF, 2010, IEEE LATIN AM T, V8, P571 ZAINA LAM, 2009, IADIS INT C WWW INT, V1, P237 VIEIRA V, 2009, 13 INT C COMP SUPP C, P143 ZAINA LAM, 2008, P 38 ANN FRONT ED C FRANZONI AL, 2008, 8 IEEE INT C ADV LEA Lu H, 2007, EDUC TECHNOL SOC, V10, P187 BRUSILOVSKY P, 2007, LNCS, V4321, P54 GRAF S, 2007, P IADIS INT C COGN E, P172 ZAINA LAM, 2006, P 9 IAST INT C COMP Felder RM, 2005, J ENG EDUC, V94, P57 LUMSDAINE E, 2005, P 2005 AM SOC ENG ED DERNTL M, 2005, P 3 IEEE INT C PERV, P337 COFFIELD F, 2004, LEARNING STYLES PEDA STASH N, 2004, P 13 INT WORLD WID W, P114 SOLES C, 2001, INT J ED TECHNOLOGY, V2 MORSE DR, 2000, CHI 2000 WORKSH WHAT MITCHELL T, 1997, MACHINE LEARNING FELDER MR, 1988, J ENG EDUC, V78, P674 NR 19 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 1195-9479 J9 IEEE LAT AM T JI IEEE Latin Am. Trans. PD SEP PY 2011 VL 9 IS 5 BP 845 EP 850 DI 10.1109/TLA.2011.6030999 PG 6 WC Computer Science, Information Systems; Engineering, Electrical & Electronic SC Computer Science; Engineering GA 828UA UT WOS:000295527400035 ER PT J AU Lo, TS Chang, TH Shieh, LF Chung, YC AF Lo, Ta-Sheng Chang, Tien-Hsiang Shieh, Lon-Fon Chung, Ya-Chuan TI KEY FACTORS FOR EFFICIENTLY IMPLEMENTING CUSTOMIZED E-LEARNING SYSTEM IN THE SERVICE INDUSTRY SO JOURNAL OF SYSTEMS SCIENCE AND SYSTEMS ENGINEERING LA English DT Article DE E-learning; system platform; fuzzy AHP ID FUZZY HIERARCHICAL ANALYSIS; ELECTRONIC MARKETPLACES; EMPIRICAL-EXAMINATION; AHP ANALYSIS; ADOPTION; SUCCESS; SATISFACTION; PERSPECTIVE; EFFICACY; QUALITY AB In recent years, e-learning system has been adopted as a training tool in many firms, as it can help employees to complete training in a short time and at a low cost. Within this context, since 2003 the Industrial Development Bureau (IDB) of the Ministry of Economic Affairs (MOEA) in Taiwan sponsored more than 50 enterprises each year to help them implement customized e-learning systems. Past research on e-learning mostly focused on one criterion and adopted regression approach, such as examining the relationships between satisfaction or continued usage intentions and various antecedent factors. Although the regression method could uncover the significant factors of e-learning adoption, they can not show the can (weighting) of each factor, and thus firms cannot allocate the optimal levels of resources. To overcome this problem, this study collected factors related to firms implementing customized e-learning systems from a review of the literature and expert opinions, and then constructed a hierarchical factor table. Based on the appropriateness and independence of factors, and as assessed by experts in the project promotion office of the IDB, e-learning solution providers and project leaders of the IDB sponsored enterprises, this paper then designed an Analytical Hierarchy Process (AHP) format questionnaire and sent it to these same experts to gather their responses. The factor weightings were derived based on the Fuzzy Analytic Hierarchy Process (FAHP) method. Finally, analysis of key factors was performed and recommendations provided. Based on the results for this work, service industry firms with limited resources can achieve proper resource allocation and more quickly and successfully adopt customized e-Learning systems. C1 [Chang, Tien-Hsiang] Natl Kaohsiung Univ Appl Sci, Dept Informat Management, Kaohsiung 807, Taiwan. [Lo, Ta-Sheng] Natl Taiwan Univ Sci & Technol, Dept Informat Management, Taipei, Taiwan. [Shieh, Lon-Fon] Natl United Univ, Ind Dev Bur, Minist Econ Affairs, Dept Business Management, Taipei, Taiwan. [Chung, Ya-Chuan] Adv Semicond Engn Inc, Dept Human Resource Management, Kaohsiung, Taiwan. RP Chang, TH (reprint author), Natl Kaohsiung Univ Appl Sci, Dept Informat Management, Kaohsiung 807, Taiwan EM tslo@epza.gov.tw thchang@cc.kuas.edu.tw lfshieh@moeaidb.gov.tw u9625822@nkfust.edu.tw FU Industrial Development Bureau, Ministry of Economic Affairs, Taipei, Taiwan FX This research was partially supported by Industrial Development Bureau, Ministry of Economic Affairs, Taipei, Taiwan. 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Syst. Sci. Syst. Eng. PD SEP PY 2011 VL 20 IS 3 BP 346 EP 364 DI 10.1007/s11518-011-5173-y PG 19 WC Operations Research & Management Science SC Operations Research & Management Science GA 828XL UT WOS:000295537600007 ER PT J AU Bishop, M Rainger, P Newton, R Farndon, P AF Bishop, Michelle Rainger, P. Newton, R. Farndon, P. TI Increased demand for genetics education within the medical specialties: a role for e-learning SO JOURNAL OF MEDICAL GENETICS LA English DT Meeting Abstract CT British Human Genetics Conference CY SEP 05-07, 2011 CL Coventry, ENGLAND HO Univ Warwick C1 [Bishop, Michelle; Rainger, P.; Newton, R.; Farndon, P.] NHS Natl Genet Educ & Dev Ctr, Birmingham, W Midlands, England. EM michelle.bishop@geneticseducation.nhs.uk NR 0 TC 0 Z9 0 PU B M J PUBLISHING GROUP PI LONDON PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND SN 0022-2593 J9 J MED GENET JI J. Med. Genet. PD SEP PY 2011 VL 48 SU 1 BP S91 EP S91 PG 1 WC Genetics & Heredity SC Genetics & Heredity GA 823DY UT WOS:000295103800199 ER PT J AU Magni, L Ricca, C Viola, M AF Magni, Luigi Ricca, Carmine Viola, Mariapia TI E-learning in Biotechnology: the EBTNA experience and new ICT perspective SO CURRENT OPINION IN BIOTECHNOLOGY LA English DT Meeting Abstract CT European Biotechnology Congress CY SEP 28-OCT 01, 2011 CL Istanbul, TURKEY SP European Biotechnol Themat Network Assoc C1 [Magni, Luigi; Ricca, Carmine] Pragma Engn Srl, EBTNA, Perugia, Italy. [Viola, Mariapia] Univ Perugia, EBTNA, I-06100 Perugia, Italy. EM luigi.magni@pragmaeng.it NR 0 TC 0 Z9 0 PU CURRENT BIOLOGY LTD PI LONDON PA 84 THEOBALDS RD, LONDON WC1X 8RR, ENGLAND SN 0958-1669 J9 CURR OPIN BIOTECH JI Curr. Opin. Biotechnol. PD SEP PY 2011 VL 22 SU 1 BP S31 EP S31 DI 10.1016/j.copbio.2011.05.064 PG 1 WC Biochemical Research Methods; Biotechnology & Applied Microbiology SC Biochemistry & Molecular Biology; Biotechnology & Applied Microbiology GA 825VS UT WOS:000295310800059 ER PT J AU Marshall, NL Spooner, M Galvin, PL Ti, JP McElvaney, NG Lee, MJ AF Marshall, Nina L. Spooner, Muirne Galvin, P. Leo Ti, Joanna P. McElvaney, N. Gerald Lee, Michael J. TI Evaluation of an e-Learning Platform for Teaching Medical Students Competency in Ordering Radiologic Examinations RID A-6809-2010 SO RADIOGRAPHICS LA English DT Article ID WORKFLOW MANAGEMENT-SYSTEM; EDUCATION; FEEDBACK; REQUESTS; HISTORY; CT AB A preliminary audit of orders for computed tomography was performed to evaluate the typical performance of interns ordering radiologic examinations. According to the audit, the interns showed only minimal improvement after 8 months of work experience. The online radiology ordering module (ROM) program included baseline assessment of student performance (part I), online learning with the ROM (part II), and follow-up assessment of performance with simulated ordering with the ROM (part III). A curriculum blueprint determined the content of the ROM program, with an emphasis on practical issues, including provision of logistic information, clinical details, and safety-related information. Appropriate standards were developed by a committee of experts, and detailed scoring systems were devised for assessment. The ROM program was successful in addressing practical issues in a simulated setting. In the part I assessment, the mean score for noting contraindications for contrast media was 24%; this score increased to 59% in the part III assessment (P = .004). Similarly, notification of methicillin-resistant Staphylococcus aureus status and pregnancy status and provision of referring physician contact information improved significantly. The quality of the clinical notes was stable, with good initial scores. Part III testing showed overall improvement, with the mean score increasing from 61% to 76% (P < .0001). In general, medical students lack the core knowledge that is needed for good-quality ordering of radiology services, and the experience typically afforded to interns does not address this lack of knowledge. The ROM program was a successful intervention that resulted in statistically significant improvements in the quality of radiologic examination orders, particularly with regard to logistic and radiation safety issues. C1 [Marshall, Nina L.] Cork Univ Hosp, Dept Radiol, Cork, Cork, Ireland. [Spooner, Muirne; McElvaney, N. Gerald] Beaumont Hosp, Royal Coll Surg Ireland, Educ & Res Ctr, Dept Med, Dublin 9, Ireland. [Galvin, P. Leo; Ti, Joanna P.; Lee, Michael J.] Beaumont Hosp, Dept Radiol, Dublin 9, Ireland. RP Marshall, NL (reprint author), Cork Univ Hosp, Dept Radiol, Bishopstown Rd, Cork, Cork, Ireland EM Nina.Marshall@hse.ie CR Kerfoot BP, 2009, AM J SURG, V197, P89, DOI 10.1016/j.amjsurg.2007.10.026 Szulewski A, 2008, MED EDUC, V42, P1114, DOI 10.1111/j.1365-2923.2008.03184.x Halsted MJ, 2008, AM J ROENTGENOL, V191, P321, DOI 10.2214/AJR.07.3122 Urban N, 2007, ACAD RADIOL, V14, P1036, DOI 10.1016/j.acra.2007.05.018 Aitken V, 2005, MED ENG PHYS, V27, P633, DOI 10.1016/j.medengphy.2005.02.010 Juluru K, 2005, AM J ROENTGENOL, V184, P1017 Sardanelli F, 2005, RADIOL MED, V109, P229 Triantopoulou C, 2005, EUR J RADIOL, V53, P306, DOI 10.1016/j.ejrad.2004.02.012 SUBRAMANIAM R, 2005, NZ MED J, V118, pU1699 Pack JR, 2004, J MAGN RESON IMAGING, V20, P228, DOI 10.1002/jmri.20056 Lee CI, 2004, RADIOLOGY, V231, P393, DOI 10.1148/radiol.2312030767 CORDERO L, 2004, J PERINATOL, V24, P88 Shiralkar S, 2003, BRIT MED J, V327, P371 Subramaniam RM, 2003, ACAD RADIOL, V10, P295 Wood BP, 2000, RADIOLOGY, V215, P17 DOUBILET P, 1981, AM J ROENTGENOL, V137, P1055 ANGOFF WH, 1971, ED MEASUREMENT NR 17 TC 0 Z9 0 PU RADIOLOGICAL SOC NORTH AMERICA PI OAK BROOK PA 820 JORIE BLVD, OAK BROOK, IL 60523 USA SN 0271-5333 J9 RADIOGRAPHICS JI Radiographics PD SEP-OCT PY 2011 VL 31 IS 5 BP 1463 EP 1474 DI 10.1148/rg.315105081 PG 12 WC Radiology, Nuclear Medicine & Medical Imaging SC Radiology, Nuclear Medicine & Medical Imaging GA 823KS UT WOS:000295121700023 ER PT J AU Logan, JM Thompson, AJ Marshak, DW AF Logan, Jessica M. Thompson, Andrew J. Marshak, David W. TI Testing to Enhance Retention in Human Anatomy SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE anatomy education; human gross anatomy; assessment; E-learning; retention ID LONG-TERM RETENTION; MEDICAL-EDUCATION; SUBSEQUENT RECALL; RETRIEVAL; MEMORY; CLASSROOM; BENEFITS AB Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about SO questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. Anat Sci Educ 4: 243-248. (C) 2011 American Association of Anatomists. C1 [Marshak, David W.] Univ Texas Med Sch, Dept Neurobiol & Anat, Houston, TX 77225 USA. [Logan, Jessica M.; Thompson, Andrew J.] Rice Univ, Dept Psychol, Houston, TX 77251 USA. [Thompson, Andrew J.] Baylor Coll Med, Houston, TX 77030 USA. RP Marshak, DW (reprint author), Univ Texas Med Sch, Dept Neurobiol & Anat, Houston, TX 77225 USA EM david.w.marshak@uth.tmc.edu FU Teagle Foundation[R03032]; National Eye Institute[EY10608]; Office of Educational Programs at the University of Texas Medical School-Houston FX Grant Support: Teagle Foundation; Grant number: R03032; Grant Support: National Eye Institute; Grant number: EY10608.The authors thank the Office of Educational Programs at the University of Texas Medical School-Houston for their support, Paul Coleman for assistance in coding and Dr. Alice Chuang for assistance with the statistical analysis. They are also very grateful to the instructors in the Human Anatomy course for giving them permission to write questions based on their material and to the students who answered those questions. 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Sci. Educ. PD SEP-OCT PY 2011 VL 4 IS 5 BP 243 EP 248 DI 10.1002/ase.250 PG 6 WC Education, Scientific Disciplines SC Education & Educational Research GA 821PP UT WOS:000294987200001 ER PT J AU De Graauw, JA Baranski, AG Hofker, SS Gobee, OP Ploeg, RJ Ringers, J Haase-Kromwijk, BJ AF De Graauw, Jeanne A. Baranski, Andrzej G. Hofker, Sijbrand S. Gobee, Oscar P. Ploeg, Rutger J. Ringers, Jan Haase-Kromwijk, Bernadette J. TI STANDARDIZATION OF ORGAN PROCUREMENT AND E-LEARNING AS A TOOL TO IMPROVE QUALITY OF EDUCATION IN DONOR SURGERY: FIRST RESULTS OF A NEW CERTIFICATION SYSTEM IN THE NETHERLANDS SO TRANSPLANT INTERNATIONAL LA English DT Meeting Abstract C1 [De Graauw, Jeanne A.; Haase-Kromwijk, Bernadette J.] Dutch Transplant Fdn, Leiden, Netherlands. [Baranski, Andrzej G.; Gobee, Oscar P.; Ringers, Jan] Univ Med Ctr Leiden, Leiden, Netherlands. [Hofker, Sijbrand S.; Ploeg, Rutger J.] Univ Med Ctr Groningen, NL-9713 AV Groningen, Netherlands. NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0934-0874 J9 TRANSPL INT JI Transpl. Int. PD SEP PY 2011 VL 24 SU 2 SI SI BP 214 EP 214 PG 1 WC Surgery; Transplantation SC Surgery; Transplantation GA 819YA UT WOS:000294869601318 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 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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Physiol. Educ. PD SEP PY 2011 VL 35 IS 3 BP 295 EP 306 DI 10.1152/advan.00127.2010 PG 12 WC Education, Scientific Disciplines; Physiology SC Education & Educational Research; Physiology GA 818QR UT WOS:000294770000011 ER PT J AU Narimatsu, H Kakinuma, A Sawa, T Komatsu, T Matsumura, T Kami, M Nakata, Y AF Narimatsu, H. Kakinuma, A. Sawa, T. Komatsu, T. Matsumura, T. Kami, M. Nakata, Y. TI Usefulness of a bidirectional e-learning material for explaining surgical anesthesia to cancer patients SO ANNALS OF ONCOLOGY LA English DT Article DE animation; anxiety; comprehension; interactive material; quality of life; satisfaction ID PREANESTHETIC INFORMATION; AMBULATORY SURGERY; VIDEO; ANXIETY; SATISFACTION; KNOWLEDGE; INTERVIEW; EDUCATION; TRIAL; VISIT AB Background: We developed an e-learning system, which is based on an interactive animation video that assists anesthesiologists in preanesthetic interviews. Materials and Methods: First, the feasibility of the system was investigated in 18 anesthesiologists and 95 volunteers from the general public. Content/quantity, operability, and satisfaction were assessed with a five-point scale. Secondly, a randomized controlled trial was conducted on 211 cancer patients who were scheduled to undergo general anesthesia. They were divided into an e-learning group (n = 106) and a control group (n = 105). The patients in the e-learning group watched the interactive animation before a preanesthetic interview by an anesthesiologist. Results: In 10 of the 11 items for content/quantity, operability, and satisfaction, the average score for both anesthesiologists and volunteers was 3.0 in feasibility study. Then, the level of patient comprehension of preoperative rounds and postoperative complications in the e-learning group was significantly higher than that in the control group (mean: 4.4 +/- 0.5 versus 4.1 +/- 0.7, P = 0.003, and 4.3 +/- 0.5 versus 4.2 +/- 0.5, P = 0.02); however, no significant difference in anxiety was seen between the two groups. Patient satisfaction in the e-learning group was significantly higher (mean: 4.3 +/- 0.5 versus 4.0 +/- 0.6, P = 0.002). Conclusion: The e-learning system is an effective supplementary tool for preanesthetic interviews in cancer patients. C1 [Narimatsu, H.] Yamagata Univ, Adv Mol Epidemiol Res Inst, Fac Med, Yamagata 9909585, Japan. [Kakinuma, A.; Sawa, T.; Nakata, Y.] Teikyo Univ, Sch Med, Dept Anesthesia, Tokyo 173, Japan. [Komatsu, T.] Teikyo Univ, Dept Med 3, Sch Med, Ichihara Hosp, Chiba, Japan. [Matsumura, T.; Kami, M.] Univ Tokyo, Inst Med Sci, Div Social Commun Syst Adv Clin Res, Tokyo, Japan. 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PD SEP PY 2011 VL 22 IS 9 BP 2121 EP 2128 DI 10.1093/annonc/mdq718 PG 8 WC Oncology SC Oncology GA 814ZE UT WOS:000294495100025 ER PT J AU Stefanovic, M Cvijetkovic, V Matijevic, M Simic, V AF Stefanovic, Miladin Cvijetkovic, Vladimir Matijevic, Milan Simic, Visnja TI A LabVIEW-Based Remote Laboratory Experiments for Control Engineering Education SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE remote laboratory; automatic control; controller implementation; data acquisition; e-learning AB This paper deals with remote access to a real laboratory equipment using contemporary computer and network technology for creating the environment that will enable a remote user to perform the required laboratory exercises and control the laboratory equipment. Architecture and characteristics of WebLab will be described with special attention to the latest implemented laboratory experiment for control of the coupled water tanks (using LabVIEW). This paper will also give results of researches among student population in order to determine advantages and effects of using web laboratory in control engineering education. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 538-549, 2011; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20334 C1 [Stefanovic, Miladin; Matijevic, Milan] Univ Kragujevac, Fac Mech Engn, Kragujevac 34000, Serbia. [Cvijetkovic, Vladimir; Simic, Visnja] Univ Kragujevac, Fac Sci, Kragujevac 34000, Serbia. 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Appl. Eng. Educ. PD SEP PY 2011 VL 19 IS 3 BP 538 EP 549 DI 10.1002/cae.20334 PG 12 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 813BJ UT WOS:000294341000015 ER PT J AU Martinez-Caro, E AF Martinez-Caro, Eva TI Factors Affecting Effectiveness in E-Learning: An Analysis in Production Management Courses SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE e-learning; engineering education; effectiveness; satisfaction; perceived learning; operations management; structural equation modeling ID ONLINE COURSES; SATISFACTION; PERFORMANCE; ENVIRONMENT; STUDENT; EDUCATION; MODEL AB E-learning may help to open up new channels for the traditional teaching of engineering but there are many questions about what makes e-learning an effective and satisfactory method, in particular, in the field of industrial engineering. This article evaluates the potential factors affecting the effectiveness of engineering e-learning courses by applying structural equation modeling in a sample of students of multiple production management courses for industrial engineering students. This way, the gaps and methodological weaknesses detected in prior studies has been avoided. The findings of this study suggest that interaction is key to getting successful outcomes, that the right mixture of human and technology must be found, that it is crucial to teach students to learn online and that special attention must be directed to non-traditional students who have the additional pressure of resolving time conflicts between e-learning, work and/or family life. These findings can help engineering colleges and schools offering e-learning courses to learn more about how to enhance students' success. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 572-581, 2011; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20337 C1 Univ Politecn Cartagena, Business Management Dept, Sch Ind Engn, Murcia, Spain. 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Appl. Eng. Educ. PD SEP PY 2011 VL 19 IS 3 BP 572 EP 581 DI 10.1002/cae.20337 PG 10 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 813BJ UT WOS:000294341000018 ER PT J AU Talamo, A Pozzi, S AF Talamo, Alessandra Pozzi, Simone TI The tension between dialogicality and interobjectivity in cooperative activities SO CULTURE & PSYCHOLOGY LA English DT Article DE collaboration; dialectics; dialogicality; interobjectivity; intersubjectivity ID INTERSUBJECTIVITY AB The context of a vocational e-learning project is used to explore the relation between dialogicality, intersubjectivity, and interobjectivity. By means of narrative analysis, we show that human mediation is sometimes directed outwards (interobjectivity) and sometimes directed inwards (intersubjectivity). Some interactions are closer to the intersubjectivity polarity because participants focus on a shared understanding of the world, whereas others are oriented to the interobjectivity polarity because subjects direct their efforts to what is shared ''out there in the world.'' We claim that this positioning between the two polarities influences the type of interaction occurring between the subjects. Whenever subjects engage in dialogical interactions, where the other's collaboration is sought to redefine a shared understanding of the present state of the activity, the intersubjective polarity is put in place. In contrast, when the other's position takes on an instrumental function, the interobjectivity polarity is chosen. C1 [Talamo, Alessandra; Pozzi, Simone] Univ Roma La Sapienza, I-00185 Rome, Italy. 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Psychol. PD SEP PY 2011 VL 17 IS 3 BP 302 EP 318 DI 10.1177/1354067X11408131 PG 17 WC Psychology, Multidisciplinary SC Psychology GA 815QY UT WOS:000294543300003 ER PT J AU [Anonymous] AF [Anonymous] TI Myopia and e-learning SO CLINICAL AND EXPERIMENTAL OPTOMETRY LA English DT News Item NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0816-4622 J9 CLIN EXP OPTOM JI Clin. Exp. Optom. PD SEP PY 2011 VL 94 IS 5 BP 502 EP 502 PG 1 WC Ophthalmology SC Ophthalmology GA 811OE UT WOS:000294220000020 ER PT J AU Schneckenberg, D Ehlers, U Adelsberger, H AF Schneckenberg, Dirk Ehlers, Ulf Adelsberger, Heimo TI Web 2.0 and competence-oriented design of learning-Potentials and implications for higher education SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID POLARIZATION; TECHNOLOGY AB This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e-learning. We review the literature to summarise recent changes in e-learning, identify attributes of web 2.0 technologies, revisit the concept of competence and specify implications for the competence-oriented design of learning environments. By referring to Kolb's learning cycle, we illustrate this view with a case study on the use of Google Apps as collaborative learning environment and recommend how competence-oriented e-learning activities can be created. Our findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e-learning. In particular, the ease of use and intuition of web 2.0 technologies allow creating learning environments, which realise activity-rich pedagogical models and facilitate competence development of students. The paper concludes that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen. C1 [Schneckenberg, Dirk] ESC Rennes Sch Business, Strategy & Mkt Dept, F-35065 Rennes, France. [Ehlers, Ulf; Adelsberger, Heimo] Univ Duisburg Essen, Informat Syst Prod & Operat Management Dept, Duisburg, Germany. 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J. Educ. Technol. PD SEP PY 2011 VL 42 IS 5 BP 747 EP 762 DI 10.1111/j.1467-8535.2010.01092.x PG 16 WC Education & Educational Research SC Education & Educational Research GA 807RC UT WOS:000293916400012 ER PT J AU Acampora, G Cadenas, JM Loia, V Ballester, EM AF Acampora, Giovanni Manuel Cadenas, Jose Loia, Vincenzo Munoz Ballester, Enrique TI A Multi-Agent Memetic System for Human-Based Knowledge Selection SO IEEE TRANSACTIONS ON SYSTEMS MAN AND CYBERNETICS PART A-SYSTEMS AND HUMANS LA English DT Article DE Adaptive memetic algorithms; data mining; e-learning; fuzzy logic; multi-agent systems ID DESIGN; ALGORITHMS; SEARCH; ISSUES AB In these last decades, both industrial and academic organizations have used extensively different learning methods to improve humans' capabilities and, as consequence, their overall performance and competitiveness in the new economy context. However, the rapid change in modern knowledge due to exponential growth of information sources is complicating learners' activity. At the same time, new technologies offer, if used in a right way, a range of possibilities for the efficient design of learning scenarios. For that reason, novel approaches are necessary to obtain suitable learning solutions which are able to generate efficient, personalized, and flexible learning experiences. From this point of view, computational intelligence methodologies can be exploited to provide efficient and intelligent tools to be able to analyze learner's needs and preferences and, consequently, personalize its knowledge acquirement. This paper reports an attempt to achieve these results by exploiting an ontological representation of learning environment and an adaptive memetic approach, integrated into a cooperative multi-agent framework. In particular, a collection of agents analyzes learner preferences and generate high-quality learning presentations by executing, in a parallel way, different cooperating optimization strategies. This cooperation is performed by jointly exploiting data mining via fuzzy decision trees, together with a decision-making framework exploiting fuzzy methodologies. C1 [Acampora, Giovanni; Loia, Vincenzo] Univ Salerno, Dept Math & Comp Sci, I-84084 Salerno, Italy. [Manuel Cadenas, Jose; Munoz Ballester, Enrique] Univ Murcia, Dept Informat & Commun Engn, E-30071 Murcia, Spain. RP Acampora, G (reprint author), Univ Salerno, Dept Math & Comp Sci, I-84084 Salerno, Italy EM gacampora@unisa.it jcadenas@um.es loia@unisa.it enriquemuba@um.es FU Ministerio de Ciencia e Innovacion (MICINN) of Spain; "Fondo Europeo de Desarrollo Regional" (FEDER)[TIN2008-06872-C04-03]; Fundacion Seneca[04552/GERM/06] FX Manuscript received December 18, 2009; revised September 16, 2010; accepted November 20, 2010. Date of publication March 22, 2011; date of current version August 23, 2011. This work was financially supported by Ministerio de Ciencia e Innovacion (MICINN) of Spain, the "Fondo Europeo de Desarrollo Regional" (FEDER) under Project TIN2008-06872-C04-03, and the Funding Program for Research Groups of Excellence with code 04552/GERM/06 by the "Fundacion Seneca". E. Munoz is supported by the scholarship program FPI from the "Fundacion Seneca". This paper was recommended by Associate Editor A. Bargiela. 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We performed a prevalence study to assess opioid prescribing errors in our large multi-speciality teaching hospital prior to implementation of these recommendations. Methodology: We conducted a 1 day snapshot of opioid prescriptions on inpatient drug charts. For every chart, all opioid information was entered into the study proforma. All data were reviewed by consensus group and errors categorised by quality and whether they were potentially lethal, serious, significant or minor. Results: A total of 330/722 (46%) charts were found to have opioid prescriptions. On the study day, there were 74 charts with errors and on expert review another 16 erroneous charts were found giving a total of 90/330 (27.2%). The largest quality statement error group was 'unclear prescription, missing information'. There were 4 potentially lethal, 26 serious, 38 significant and 22 minor errors. Discussion: Previous studies have reported opioid prescription error rates of 51.2-70%. Compared with the opioid literature, our trust fares well with an error rate of 27% - four of these errors being potentially lethal. This study has identified where there are weaknesses in our hospital opioid prescribing practice and has aided us in rewriting our acute and chronic pain guidelines with the explicit inclusion of the National Patient Safety Agency recommendations. We have also disseminated the study results at the Trust academic meeting and developed an opioid e-learning package which will be mandatory for all new staff. C1 [Davies, E. Denison; Schneider, F.; Childs, S.; Hucker, T.; Cashman, J.] St George Hosp, Dept Anaesthet, London, England. [Krikos, D.; McGowan, C.; Stone, P.] St George Hosp, Palliat Med Dept, London, England. RP Davies, ED (reprint author), 25A Wixs Lane, London SW4 0AL, England EM edenisondavies@nhs.net CR Shaheen PE, 2010, J PAIN SYMPTOM MANAG, V39, P702, DOI 10.1016/j.jpainsymman.2009.09.009 MACINTYRE PE, 2010, ACUTE PAIN MANAGEMEN *STGEORG HOSP, 2010, TREATM PAIN AD PAT P 2009, GMC TODAY NOV, V28, P8 JENKINS A, 2009, BR J CLIN PHARM, V1, P25 DORNAN T, 2009, FINAL REPORT DEPTH I *STGEORG HOSP, 2009, POL US GRAS MS26 SUB *SCOTT INT GUID NE, 2008, CONTR PAIN AD CANC N WILLIAMS DJP, 2007, J R COLL PHYS EDINB, V37, P343 DY SM, 2007, J OPIOID MANAG, V3, P189 *NPSA, 2007, SAF DOS IMPR US MED Jenkins BG, 2005, J CLIN PHARM THER, V30, P597 Shulman R, 2005, CRIT CARE, V9, pR516, DOI 10.1186/cc3793 DICKMAN A, 2005, PHARM J, V275, P546 Bobb A, 2004, ARCH INTERN MED, V164, P785 Overhage JM, 1999, AM J HEALTH-SYST PH, V56, P2444 Humphries CA, 1997, ANAESTHESIA, V52, P745 *WHO, 1996, CANC PAIN REL GUID O *NPSA, NPSA2008RRR05 ORG MEMORY REPORT EX NR 20 TC 1 Z9 1 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1368-5031 J9 INT J CLIN PRACT JI Int. J. Clin. Pract. PD SEP PY 2011 VL 65 IS 9 BP 923 EP 929 DI 10.1111/j.1742-1241.2011.02705.x PG 7 WC Medicine, General & Internal; Pharmacology & Pharmacy SC General & Internal Medicine; Pharmacology & Pharmacy GA 808LE UT WOS:000293978400005 ER PT J AU Iris, R Vikas, A AF Iris, Reychav Vikas, Anand TI E-Learning technologies: A key to Dynamic Capabilities SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE E-Learning; Knowledge Sharing; Dynamic Capabilities ID INFORMATION-TECHNOLOGY; KNOWLEDGE MANAGEMENT; COORDINATION; PERSPECTIVE AB The field of Dynamic Capabilities has evolved very rapidly in recent years. Enhancing Dynamic Capabilities is considered to be a major tool to achieving a sustained competitive advantage. However, Dynamic Capabilities are inherently complex and there is a great deal of research on their various contributing factors. On a parallel research track, much has been written on the significance and long-lasting contribution of Knowledge Management and Learning on competitive advantage. Today's learning in organizations is increasingly centred around Electronic-Learning (E-Learning). This paper suggests that there is a solid link between technological tools (E-Learning), management processes (Knowledge Management) and organizational outcome (Dynamic Capabilities), and discusses the impact of E-Learning technologies on for-profit organizations as a means of enhancing Dynamic Capabilities through Knowledge Sharing, both within and across the organization's boundaries. Managers and knowledge experts in three leading companies were surveyed. The findings show that firms can acquire significant Dynamic Capabilities by using E-Learning technologies to promote Knowledge Sharing. It is further concluded that using E-Learning for developing channels of Knowledge Sharing across the organization helps to ensure excellence and competitiveness by increasing much sought-after Dynamic Capabilities. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Iris, Reychav] Ariel Univ Ctr, Dept Ind Engn & Management, Ariel, Israel. [Vikas, Anand] Univ Arkansas, Sam M Walton Coll Business, Fayetteville, AR 72701 USA. 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Hum. Behav. PD SEP PY 2011 VL 27 IS 5 BP 1868 EP 1874 DI 10.1016/j.chb.2011.04.010 PG 7 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 799XJ UT WOS:000293319500048 ER PT J AU Chang, CLH AF Chang, Christina Ling-Hsing TI The effect of an information ethics course on the information ethics values of students - A Chinese guanxi culture perspective SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE Information ethics values; Kohlberg's CMD model; Technology mediated learning; Chinese guanxi culture ID HONG-KONG; SOFTWARE PIRACY; WORK VALUES; TECHNOLOGY; EDUCATION; SYSTEMS; MODEL AB The development of information technology has a significant influence on social structure and norms, and also impacts upon human behavior. In order to achieve stability and social harmony, people need to respect various norms, and have their rights protected. Students' information ethics values are of critical and radical importance in achieving this goal. Using qualitative approach, the present study utilizes Kohlberg's CMD model to measure improvement in students' "information ethics values" through "technology mediated learning (TML)" models, and to assess the extent to which it is influenced by gender and Chinese guanxi culture. We find that while e-learning improves female students' "respect rules," "privacy," "accessibility" and "intellectual property" values more than male students, the percentages relating to "intellectual property" for females in the higher stages remain lower than for males. Moreover, these results are interpreted from a Chinese guanxi culture perspective. In light of these results, educators should take account of such improvements when designing effective teaching methods and incentives. (C) 2011 Elsevier Ltd. All rights reserved. C1 Natl Pingtung Inst Commerce, Dept Informat Management, Kaohsiung 802, Taiwan. 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Hum. Behav. PD SEP PY 2011 VL 27 IS 5 BP 2028 EP 2038 DI 10.1016/j.chb.2011.05.010 PG 11 WC Psychology, Multidisciplinary; Psychology, Experimental SC Psychology GA 799XJ UT WOS:000293319500066 ER PT J AU Andreazzi, DB Rossi, F Wen, CL AF Andreazzi, Denise B. Rossi, Flavia Wen, Chao L. TI Interactive Tele-Education Applied to a Distant Clinical Microbiology Specialization University Course SO TELEMEDICINE AND E-HEALTH LA English DT Article DE microbiology; tele-education; telemedicine; distance education; specialization course; e-learning; postgraduate education ID ANTIMICROBIAL RESISTANCE; BACTERIAL-RESISTANCE; HEALTH; TELEMICROBIOLOGY; EPIDEMIOLOGY; TELEMEDICINE; MEDICINE; MODEL AB The microbiology laboratory provides a strategic support for infectious disease diagnosis and also alerts the medical community about bacterial resistance to antibiotics. The microbiologists' training is a challenge in Brazil, a country with an extensive territory, a diverse population, and disparity of resource allocation. The aim of this study was to implement an interactive tele-educational course in clinical microbiology to reach distant laboratory workers and to improve their professional skills. The course scientific content was defined according to competences associated, distributed in 560 h, with laboratory practices (knowledge matrix-contextual education). The 11-module course structure comprised 70% distance learning, 22% on campus (integrated modules), and 8% monographs. The group included 7 physicians and 21 microbiologists from 20 different Brazilian cities. The time flexibility and location were the two main reasons for student participation, thus decreasing absences to the workplace, different from the traditional teaching methodologies. The group performance was measured by monthly evaluations, and 1 year postcourse, the researcher visited their workplace. There was significant improvement in microbiological practices performed before compared with after group participation. Therefore, 76.9% of laboratory practices were modified because of the knowledge acquired in the course. Students showed behavioral changes in relation to performance in infection control as well as on the dissemination of their knowledge. This specialization course using distance education did not compromise the quality. This educational methodology represents an alternative to teach clinical microbiology to laboratory workers from remote hospitals, as a nationwide continuing educational strategy. C1 [Andreazzi, Denise B.; Wen, Chao L.] USP Pathol Telemed, Fac Med, BR-01246903 Sao Paulo, Brazil. [Rossi, Flavia] USP Hosp Clin, Fac Med, Sao Paulo, Brazil. RP Andreazzi, DB (reprint author), USP Pathol Telemed, Fac Med, Av Dr Arnaldo 455,2 Andar,Sala 2103, BR-01246903 Sao Paulo, Brazil EM denise@telemedicina.fm.usp.br FU Telemedicine Project of Institutos do Milenio Program; CNPq (Conselho Nacional de Desenvolvimento Cientifico e Tecnologico-Brazilian Council for Scientific and Technological Research); Brazilian Ministry of Science and Technology FX The authors acknowledge the support of the Telemedicine Project of Institutos do Milenio Program, CNPq (Conselho Nacional de Desenvolvimento Cientifico e Tecnologico-Brazilian Council for Scientific and Technological Research), and Brazilian Ministry of Science and Technology. CR Miller BM, 2010, ACAD MED, V85, P266, DOI 10.1097/ACM.0b013e3181c859fb Ten Cate O, 2010, MED TEACH, V32, P669, DOI 10.3109/0142159X.2010.500897 WEN CL, 2010, SISTEMAS TECNOLOGIAS, P197 WEN CL, 2009, CLIN MED, V4, P678 Hawkey PM, 2008, J ANTIMICROB CHEMOTH, V62, pI1, DOI 10.1093/jac/dkn241 Pitout JDD, 2008, LANCET INFECT DIS, V8, P159 Gurgel TC, 2008, LAT AM J PHARM, V27, P118 Grzywacz JG, 2007, J OCCUP ENVIRON MED, V49, P1302, DOI 10.1097/JOM.0b013e31815ae9bc Scheid P, 2007, TELEMED J E-HEALTH, V13, P108, DOI 10.1089/tmj.2007.0043 GUIMARAES A, 2006, CURSOS DISTANCIA CRE PILATI R, 2006, TREINAMENTO DESENVOL, pV1 MacDougall C, 2005, CLIN MICROBIOL REV, V18, P638, DOI 10.1128/CMR.18.4.638-656.2005 Taleb AC, 2005, J TELEMED TELECARE, V11, P83, DOI 10.1258/1357633054461958 Kavamoto CA, 2005, J TELEMED TELECARE, V11, P80, DOI 10.1258/1357633054461949 ROSSI F, 2005, RESISTENCIA BACTERIA, P1 Livermore DM, 2003, CLIN INFECT DIS, V36, pS11 Chao LW, 2003, J TELEMED TELECARE, V9, pS9 WEN CL, 2003, THRSIS U SAO PAULO Rossi F, 2002, J TELEMED TELECARE, V8, P14 Archibald LK, 2001, EMERG INFECT DIS, V7, P302 NICOLE LE, 2001, INFECTION CONTROL PR Ibrahim EH, 2000, CHEST, V118, P146 MOSER SA, 2000, CLIN MICROBIOLOGY NE, V22, P5 McLaughlin WJ, 1998, TELEMED J, V4, P11 Shlaes DM, 1997, CLIN INFECT DIS, V25, P584 HAMBLIN A, 1974, EVALUATION CONTROL T NR 26 TC 0 Z9 0 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 SEP PY 2011 VL 17 IS 7 BP 524 EP 529 DI 10.1089/tmj.2011.0010 PG 6 WC Health Care Sciences & Services SC Health Care Sciences & Services GA 809LS UT WOS:000294058200003 ER PT J AU Chen, JL AF Chen, Jian-Liang TI The effects of education compatibility and technological expectancy on e-learning acceptance SO COMPUTERS & EDUCATION LA English DT Article DE Computer-mediated communication; Distance education and telelearning; Pedagogical issues ID INFORMATION-TECHNOLOGY; INNOVATION CHARACTERISTICS; USER ACCEPTANCE; PERCEIVED EASE; CONTINUED USE; ADOPTION; SOFTWARE; STUDENTS; MODELS; WEB AB Discerning what influences a student's acceptance of e-learning is still unclear and has not been well investigated. On the basis of the expectancy-value theory, much effort has been put into identifying the effectual factors regarding the technological expectancy of students. However, aside from technological usage, the adoption of an e-learning system still must consider learning behavior. Thus, researchers should take into consideration both technological and learning expectancies of students while investigating e-learning acceptance. Following mainstream literature on information system acceptance, this study postulates that a student's behavioral intention to accept an e-learning system is determined both by his or her technological expectancy and educational compatibility. Four primary factors, that is, performance expectancy, effort expectancy, social influence, and facilitating conditions, specified in the Unified Theory of Acceptance and Use of Technology (UTAUT) are used to reflect the technological expectancy of students. Further, educational compatibility, which refers the congruence of e-learning systems with the unique leaning expectancies of students, is integrated with the UTAUT to form a new theoretical model for e-learning acceptance. An empirical survey is conducted to examine the proposed model. A total of 626 valid samples were collected from the users of an e-learning system. The findings show that both technological expectancy and educational compatibility are important determinants of e-learning acceptance. However, educational compatibility reveals a greater total effect on e-learning acceptance than does technological expectancy. Implications and practical guidelines for both e-learning developers and practitioners are subsequently presented. (C) 2011 Elsevier Ltd. All rights reserved. C1 Natl Penghu Univ, Coll Humanities & Management, Dept Informat Management, Makung City 88046, Penghu County, Taiwan. RP Chen, JL (reprint author), Natl Penghu Univ, Coll Humanities & Management, Dept Informat Management, 300 Liu Ho Rd, Makung City 88046, Penghu County, Taiwan EM jacoblight@npu.edu.tw CR Mampadi F, 2011, COMPUT EDUC, V56, P1003, DOI 10.1016/j.compedu.2010.11.018 Pynoo B, 2011, COMPUT HUM BEHAV, V27, P568, DOI 10.1016/j.chb.2010.10.005 Ortigosa A, 2010, COMPUT EDUC, V54, P999, DOI 10.1016/j.compedu.2009.10.003 Blake MB, 2009, COMPUT EDUC, V53, P966, DOI 10.1016/j.compedu.2009.05.014 Chang YC, 2009, COMPUT EDUC, V53, P273, DOI 10.1016/j.compedu.2009.02.008 Sendag S, 2009, COMPUT EDUC, V53, P132, DOI 10.1016/j.compedu.2009.01.008 Liao HL, 2008, COMPUT EDUC, V51, P1405, DOI 10.1016/j.compedu.2007.11.006 Schiaffino S, 2008, COMPUT EDUC, V51, P1744, DOI 10.1016/j.compedu.2008.05.008 Su KD, 2008, COMPUT EDUC, V51, P1365, DOI 10.1016/j.compedu.2007.12.002 Padilla-Melendez A, 2008, COMPUT EDUC, V51, P609, DOI 10.1016/j.compedu.2007.06.013 Lee YC, 2008, COMPUT EDUC, V50, P1423, DOI 10.1016/j.compedu.2007.01.001 van Raaij EM, 2008, COMPUT EDUC, V50, P838, DOI 10.1016/j.compedu.2006.09.001 RINGLE CM, 2008, SMARTPLS 2 0 M3 BETA Saade RG, 2007, COMPUT EDUC, V49, P1189, DOI 10.1016/j.compedu.2006.01.009 Toral SL, 2007, COMPUT EDUC, V49, P957, DOI 10.1016/j.compedu.2005.12.003 Liao CC, 2007, COMPUT HUM BEHAV, V23, P2804, DOI 10.1016/j.chb.2006.05.006 Kishore R, 2007, IEEE T ENG MANAGE, V54, P756, DOI 10.1109/TEM.2007.906849 Yelland N, 2007, COMPUT EDUC, V48, P362, DOI 10.1016/j.compedu.2005.01.010 Ngai EWT, 2007, COMPUT EDUC, V48, P250, DOI 10.1016/j.compedu.2004.11.007 Xu DM, 2006, DECIS SUPPORT SYST, V42, P825, DOI 10.1016/j.dss.2005.05.033 Ong CS, 2006, COMPUT HUM BEHAV, V22, P816, DOI 10.1016/j.chb.2004.03.006 Mayer RE, 2004, AM PSYCHOL, V59, P14, DOI 10.1037/0003-066X.59.1.14 GONG, 2004, J INFORM SYSTEMS ED, V15, P365 Venkatesh V, 2003, MIS QUART, V27, P425 Chin WW, 2003, INFORM SYST RES, V14, P189 Hardgrave BC, 2003, J MANAGE INFORM SYST, V20, P123 Barretto SFA, 2003, COMPUT EDUC, V40, P271 Chen LD, 2002, INFORM MANAGE-AMSTER, V39, P705 BRUSH T, 2002, J INTERACTIVE ONLINE, V1, P1 Piccoli G, 2001, MIS QUART, V25, P401 Chau PYK, 2001, DECISION SCI, V32, P699 JOHNSON DW, 1999, LEARNING TOGETHER AL CHIN W, 1998, MIS Q, V22, P7 TAYLOR S, 1995, INFORM SYST RES, V6, P144 BARCLAY D, 1995, TECHNOLOGY STUDIES, V2, P285 SUBRAMANIAN GH, 1994, DECISION SCI, V25, P863 ROGERS C, 1994, FREEDOM LEARN SALOMON G, 1994, INTERACTION MEDIA CO JORESKOG K, 1993, LISREL 8 USERS REFER AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179 MOORE GC, 1991, INFORMATION SYSTEMS, V2, P192 DAVIS FD, 1989, MANAGE SCI, V35, P982 SNOW RE, 1989, LEARNING INDIVIDUAL SCHUELL TJ, 1986, REV ED RES WIN, P411 KOLB DA, 1984, EXPERIENTIAL LEARNIN TORNATZKY LG, 1982, IEEE T ENG MANAGE, V29, P28 FORNELL C, 1981, J MARKETING RES, V18, P39 AUSUBEL DP, 1978, ED PSYCHOL COGNITIVE FISHBEIN M, 1975, BELIEF ATTITUDE INTE NR 49 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 SEP PY 2011 VL 57 IS 2 BP 1501 EP 1511 DI 10.1016/j.compedu.2011.02.009 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400005 ER PT J AU Kim, J Kwon, Y Cho, D AF Kim, Jungjoo Kwon, Yangyi Cho, Daeyeon TI Investigating factors that influence social presence and learning outcomes in distance higher education SO COMPUTERS & EDUCATION LA English DT Article DE e-learning; Cooperative/collaborative learning; Social presence; Learning satisfaction ID PERCEPTIONS; ENVIRONMENT; SATISFACTION; IMMEDIACY; QUALITY AB There are many factors that influence distance learning especially in higher education where collaborative and communicative discourse is necessary for pursuing knowledge. Social presence, among other factors, is an important concept to be facilitated, developed and sustained in distance higher education as it promotes and supports discourse based learning. This study examines the relationship among demographic and other variables, social presence and learning satisfaction. Results showed demographic variables, such as gender, online learning experience and work status were not significant factors in terms of influencing on either social presence or learning satisfaction. While media integration and instructor's quality teaching were significant predictors of both social presence and learning satisfaction, interactivity among participants was a predictor of social presence but not of learning satisfaction. Along with the study findings, some implications were discussed for online learning practitioners in higher education setting. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Kim, Jungjoo; Kwon, Yangyi] Korea Univ, Inst Educ Res, Seoul 136701, South Korea. [Cho, Daeyeon] Korea Univ, Coll Educ, Dept Educ, Seoul 136701, South Korea. 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Educ. PD SEP PY 2011 VL 57 IS 2 BP 1512 EP 1520 DI 10.1016/j.compedu.2011.02.005 PG 9 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400006 ER PT J AU Bekebrede, G Warmelink, HJG Mayer, IS AF Bekebrede, G. Warmelink, H. J. G. Mayer, I. S. TI Reviewing the need for gaming in education to accommodate the net generation SO COMPUTERS & EDUCATION LA English DT Article DE Cooperative/collaborative learning; Interactive learning environments; Simulations; Teaching/learning strategies AB There is a growing interest in the use of simulations and games in Dutch higher education. This development is based on the perception that students belong to the 'gamer generation' or 'net generation': a generation that has grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns and technology use generally. It is often argued that in education this generation prefers active, collaborative and technology-rich learning, i.e. learning methods that involve extensive computer use and collaboration among students. Gaming is then proposed as a new teaching method which addresses these requirements. This article presents the results of a survey which studied whether this discourse is also applicable to higher education students from the Netherlands and whether games, considered as active, collaborative and technology-rich learning experiences, are of greater importance in the formal education of today's students. Of 1432 respondents from eight Dutch institutes of higher education surveyed between 2005 and 2009, about 25% fit our criteria of being a clear representative of the net generation. Furthermore, our analysis shows that there is little difference, and no statistically significant difference, in active, collaborative and technology-rich learning preferences between the representatives and non-representatives of the net generation. Furthermore, no large or statistically significant differences were found between representatives and non-representatives of the net generation with respect to the value they accorded to gaming in education. Overall our dataset did not fit the expectations raised by the net generation theory, with the percentage of students who fit the criteria being much lower than expected. However, regardless of whether they represented the net generation or not, in general our respondents preferred collaborative and technology-rich learning and deemed games a valuable teaching method. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Bekebrede, G.; Warmelink, H. J. G.; Mayer, I. S.] Delft Univ Technol, Fac Technol Policy & Management, NL-2600 GA Delft, Netherlands. RP Warmelink, HJG (reprint author), Delft Univ Technol, Fac Technol Policy & Management, POB 5015, NL-2600 GA Delft, Netherlands EM g.bekebrede@tudelft.nl h.j.g.warmelink@tudelft.nl i.s.mayer@tudelft.nl FU SURFfoundation; Programmabureau Maatschappelijke Sectoren & ICT through the Learning in a Virtual World project FX An earlier version of this article was presented at the 41st ISAGA Conference in Spokane, Washington, USA. We would like to thank all of the reviewers and participants at the conference for their constructive feedback. We would also like to thank the two anonymous reviewers for their constructive feedback concerning the current version of the article. Our research was partly funded by SURFfoundation through the KODOS project (2004-2006), as well as the Programmabureau Maatschappelijke Sectoren & ICT through the Learning in a Virtual World project (2007-2009). These funding sources had no involvement in the study design, the decision to publish, or the writing of this article. 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Educ. PD SEP PY 2011 VL 57 IS 2 BP 1521 EP 1529 DI 10.1016/j.compedu.2011.02.010 PG 9 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400007 ER PT J AU Sung, YT Chang, KE Yu, WC AF Sung, Yao-Ting Chang, Kuo-En Yu, Wen-Cheng TI Evaluating the reliability and impact of a quality assurance system for E-learning courseware SO COMPUTERS & EDUCATION LA English DT Article DE Evaluation methodologies; Evaluation of CAL systems; Human-computer interface; Teaching/learning strategies ID EDUCATION; MULTIMEDIA; DESIGN AB Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses. Sixty-seven e-learning courseware applications were evaluated using the e-Learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item discrimination and generalizability indicated that the eLCQC provides high-quality evaluations. After participating in the certification process, the e-learning producers reported having more confidence in enhancing e-learning courseware quality. The certification experience also helped the producers to change their previous design concepts about e-learning courseware and to develop new concepts; further, their increased confidence about courseware design also enhanced their confidence in marketing courseware. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Sung, Yao-Ting] Natl Taiwan Normal Univ, Dept Educ Psychol & Counseling, Taipei 106, Taiwan. [Chang, Kuo-En] Natl Taiwan Normal Univ, Grad Inst Comp & Informat Educ, Taipei 106, Taiwan. [Yu, Wen-Cheng] Hsing Wu Inst Technol, New Taipei City 244, Taiwan. 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Educ. PD SEP PY 2011 VL 57 IS 2 BP 1615 EP 1627 DI 10.1016/j.compedu.2011.01.020 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400014 ER PT J AU Arenas-Gaitan, J Ramirez-Correa, PE Rondan-Cataluna, FJ AF Arenas-Gaitan, Jorge Ramirez-Correa, Patricio E. Javier Rondan-Cataluna, F. TI Cross cultural analysis of the use and perceptions of web Based learning systems SO COMPUTERS & EDUCATION LA English DT Article DE Cross-cultural projects; Computer-mediated communication; Post-secondary education; Distance education and telelearning ID TECHNOLOGY ACCEPTANCE MODEL; HIGHER-EDUCATION; CONTINUANCE INTENTION; BEHAVIORAL INTENTION; PERCEIVED USEFULNESS; STUDENTS; EXTENSION; ENVIRONMENT; NETWORKING; IMPACT AB The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede's cultural dimensions are the tools used to measure the acceptance and use of web-based learning platforms and cultural diversity of respondents, respectively. In summary, we can affirm that the sample of tertiary Spanish and Chilean students are culturally different with regard to some of Hofstede's dimensions, but their behavior of acceptance of e-learning technology globally matches according to the TAM model. This study provides relevant implications for on-line courses managers' who have tertiary students from different nationalities. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Ramirez-Correa, Patricio E.] Univ Catolica Norte, Escuela Ingn Comercial, Coquimbo 1781421, Chile. [Arenas-Gaitan, Jorge; Javier Rondan-Cataluna, F.] Univ Seville, Dep Adm & Empresas Mkt, Seville 41018, Spain. 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Educ. PD SEP PY 2011 VL 57 IS 2 BP 1762 EP 1774 DI 10.1016/j.compedu.2011.03.016 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400027 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 CR Yu AY, 2010, COMPUT EDUC, V55, P1494, DOI 10.1016/j.compedu.2010.06.015 WALTON G, 2010, CHANDOS INF PROF SER, P33 HEPWORTH M, 2009, CHANDOS INF PROF SER, P1 Hrastinski S, 2008, INFORM MANAGE-AMSTER, V45, P499, DOI 10.1016/j.im.2008.07.005 Wang YS, 2008, GOV INFORM Q, V25, P717, DOI 10.1016/j.giq.2007.06.002 Wang YS, 2008, INFORM SYST J, V18, P529, DOI 10.1111/j.1365-2575.2007.00268.x So HJ, 2008, COMPUT EDUC, V51, P318, DOI 10.1016/j.compedu.2007.05.009 Liaw SS, 2008, COMPUT EDUC, V50, P950, DOI 10.1016/j.compedu.2006.09.007 Lee JK, 2008, COMPUT HUM BEHAV, V24, P32, DOI 10.1016/j.chb.2006.12.001 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Thompson RL, 2007, INFORM MANAGE-AMSTER, V44, P196, DOI 10.1016/j.im.2006.12.004 Ngai EWT, 2007, COMPUT EDUC, V48, P250, DOI 10.1016/j.compedu.2004.11.007 ZHAO Y, 2007, J TECHNOLOGY TEACHER, V15, P311 WALTON G, 2007, J INFORM LITERACY, V1, P13 BENTLEY LD, 2007, SYSTEMS ANAL DESIGN OREILLY T, 2007, WHAT IS WEB 2 0 DESI Lin HH, 2006, INFORM MANAGE-AMSTER, V43, P271, DOI 10.1016/j.im.2005.08.001 HAIR JF, 2006, MULTIVARIATE DATA AN XIE K, 2006, J EDUC COMPUT RES, V34, P67 LEWIS BR, 2006, J CONSUMER BEHAV, V5, P15 *DTI, 2006, E LEARN PRACT INS US Sicilia M, 2005, J ADVERTISING, V34, P31 THOMPSON TL, 2005, INTERNET HIGH EDUC, V8, P233, DOI 10.1016/j.iheduc.2005.06.004 Wu JJ, 2005, IND MANAGE DATA SYST, V105, P937, DOI 10.1108/02635570510616120 DOWNES S, 2005, ELEARN MAGAZINE BARWISE P, 2005, J INTERACT MARK, V19, P67 CARUANA A, 2005, J MED MARKETING, V5, P245 Fischer F, 2005, J LEARN SCI, V14, P405, DOI 10.1207/s15327809jls1403_3 TREMAYNE M, 2005, J INTERACTIVE ADVERT, V5, P40 TERDIMAN D, 2005, CNET NEWS CUENE J, 2005, WEB 2 0 IS IT WHOLE Chen KC, 2004, INFORM MANAGE-AMSTER, V42, P217, DOI 10.1016/j.im.2004.01.005 Lam SY, 2004, J ACAD MARKET SCI, V32, P293, DOI 10.1177/0092070304263330 DURVASULA S, 2004, J FINANCIAL SERVICES, V8, P314 MAYES JT, 2004, JISC E LEARNING MODE CHURCHILL GA, 2004, MARKETING RES METHOD Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 HELLIER PK, 2003, EUR J MARKETING, V37, P1762, DOI DOI 10.1108/03090560310495456 HEW KF, 2003, INT J INSTRUCTIONAL, V30, P247 MACIAS W, 2003, J CURRENT ISSUES RES, V25, P31 KOORY MA, 2003, J ASYNCHRONOUS LEARN, V7, P18 MCGILL T, 2003, INFORMATION RESOURCE, V16, P24 Khalifa M, 2002, IEEE T EDUC, V45, P350, DOI 10.1109/TE.2002.804395 Rai A, 2002, INFORM SYST RES, V13, P50 ROVAI AP, 2002, INTERNET HIGH EDUC, V5, P197 EGGERT A, 2002, J BUS IND MARK, V17, P107 DUTTON J, 2002, J ASYNCHRONOUS LEARN, V6, P1 SOLLER AL, 2002, COMPUTATIONAL ANAL K Coyle JR, 2001, J ADVERTISING, V30, P65 MOLLA A, 2001, J ELECT COMMERCE RES, V2, P1 WANG Y, 2001, J ELECTRON COMMER RE, V2, P89 Parasuraman A, 2000, J ACAD MARKET SCI, V28, P168 Ganesh J, 2000, J MARKETING, V64, P65 Cronin JJ, 2000, J RETAILING, V76, P193 BENCHCAPON TJM, 2000, INFORMATION COMMUNIC, V9, P129 NONIS AS, 2000, J TECHNOLOGY TEACHER, V8, P3 Chiu CH, 2000, COMPUT EDUC, V34, P17 Suh KS, 1999, INFORM MANAGE, V35, P295 Oliver RL, 1999, J MARKETING, V63, P33 PARKER A, 1999, ED TECHNOLOGY REV, V12, P13 PALLOFF RM, 1999, BUILDING LEARNING CO MILGRAM L, 1999, MANAGING SMART, V283 Kock N, 1998, INFORM MANAGE, V34, P295 HennigThurau T, 1997, PSYCHOL MARKET, V14, P737 Seddon PB, 1997, INFORM SYST RES, V8, P240 Newman DR, 1997, J AM SOC INFORM SCI, V48, P484 Davison R, 1997, INFORM MANAGE, V32, P163 Patterson PG, 1997, INT J SERV IND MANAG, V8, P414 Hoffman DL, 1996, J MARKETING, V60, P50 Spreng RA, 1996, J MARKETING, V60, P15 Thomsen SR, 1996, PUBLIC RELAT REV, V22, P115 Walther JB, 1996, COMMUN RES, V23, P3 Berthon P, 1996, J ADVERTISING RES, V36, P43 MOORE MG, 1996, DISTANCE ED SYSTEM V HARASIM L, 1995, LEARNING NETWORKS FI MAYES JT, 1995, HYPERMEDIA WORK PRAC, P21 MILLER K, 1995, ORG COMMUNICATION ALAVI M, 1994, MIS QUART, V18, P159 SEDDON P, 1994, P 15 INT C INF SYST, P99 LAURILLARD D, 1993, RETHINKING U TEACHIN KIESLER S, 1992, ORGAN BEHAV HUM DEC, V52, P96 WALTHER JB, 1992, COMMUN RES, V19, P52 RAMSDEN P, 1992, LEARNING TEACH HIGHE ROMISZOWSKI AJ, 1992, COMPUTER MEDIATED CO SCOVELL P, 1991, ANN M E COMM ASS BITNER MJ, 1990, J MARKETING, V54, P69 DAVIS FD, 1989, MIS QUART, V13, P319 MOORE M, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 ZEITHAML VA, 1988, J MARKETING, V52, P2 BAGOZZI RP, 1988, J ACADEMY MARKETING, V16, P74, DOI DOI 10.1007/BF02723327 ROGERS EM, 1986, COMMUNICATION TECHNO GASKI JF, 1985, J MARKETING RES, V22, P130 LABARBERA PA, 1983, J MARKETING RES, V20, P393 FORNELL C, 1981, J MARKETING RES, V18, P39 NR 95 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 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 Wang, TH AF Wang, Tzu-Hua TI Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment SO COMPUTERS & EDUCATION LA English DT Article DE e-Learning; PDA-WATA; Self-regulated learning; Teaching/learning strategies; WATA system; Web-based formative assessment ID FORMATIVE ASSESSMENT; MOTIVATION; ENGAGEMENT; CONTEXTS; BELIEFS AB This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness. PDA-WATA includes five main strategies: 'Adding Answer Notes,' Stating Confidence,' Reading Peer Answer Notes,' Recommending Peer Answer Notes' and 'Querying Peers' Recommendation on Personal Answer Notes'. Using these strategies, examinees are allowed to add answer notes to explain why they chose a certain option as the correct answer and state their confidence in their own answer and answer notes, for peers' reference. In addition to reading peer answer notes, examinees can also recommend peer answer notes as valuable references. The recommendation information can also be queried by all examinees. Quasi-experimental design was adopted to understand the effectiveness of PDA-WATA in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving learner e-Learning effectiveness. Participants were 123 seventh-grade junior high school students from four classes. These four classes were randomly divided into the PDA-WATA group (n = 63) and the N-WBT group (n = 60). Before e-Learning instruction, all students took the pre-test of the Learning Process Inventory (LPI), used to understand how often learners use self-regulatory learning behaviors in the learning process, and the pre-test of the summative assessment. After a two-week e-Learning instruction, the students all took the post-test of the LPI and the summative assessment. Results indicate that students in the PDA-WATA group appear to be more willing to take the Web-based formative assessment than students in the N-WBT group. In addition, PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness. Moreover, this research also finds that in the PDA-WATA group, there is no significant difference between the learning effectiveness of students with a low level of self-regulated learning and students with a high level of self-regulated learning, but similar result cannot be found in the N-WBT group. (C) 2011 Elsevier Ltd. All rights reserved. C1 Natl Hsinchu Univ Educ, Dept Educ, Hsinchu 300, Taiwan. RP Wang, TH (reprint author), Natl Hsinchu Univ Educ, Dept Educ, 521 Nanda Rd, Hsinchu 300, Taiwan EM tzuhuawang@gmail.com FU National Science Council in Taiwan[95-2511-S-134-002-MY3, 98-2511-S-134-003-MY2] FX The author deeply appreciates the National Science Council in Taiwan for the financial support and encouragement under Grant No. 95-2511-S-134-002-MY3 and Grant No. 98-2511-S-134-003-MY2. The author is grateful for the insightful comments from the referees. 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Educ. PD SEP PY 2011 VL 57 IS 2 BP 1801 EP 1812 DI 10.1016/j.compedu.2011.01.003 PG 12 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 788IA UT WOS:000292437400031 ER PT J AU Wang, SL Wu, CY AF Wang, Shu-Lin Wu, Chun-Yi TI Application of context-aware and personalized recommendation to implement an adaptive ubiquitous learning system SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Ubiquitous learning; Context awareness; Adaptive learning; Recommendation system ID WEB; ENVIRONMENTS; COMPUTER; NEED AB Advances in wireless networking, mobile broadband Internet access technology as well as the rapid development of ubiquitous computing means e-learning is no longer limited to certain settings. A ubiquitous learning (u-learning) system must however not only provide the learner with learning resources at any time and any place. However, it must also actively provide the learner with the appropriate learning assistance for their context to help him or her complete their e-learning activity. In the traditional e-learning environment, the lack of immediate learning assistance, the limitations of the screen interface or inconvenient operation means the learner is unable to receive learning resources in a timely manner and incorporate them based on the actual context into the learner's learning activities. The result is impaired learning efficiency. Though developments in technology have overcome the constraints on learning space, an inability to appropriately exploit the technology may make it an obstacle to learning instead. When integrating the relevant information technology to develop a u-learning environment, it is therefore necessary to consider the personalization requirements of the learner to ensure that the technology achieves its intended result. This study therefore sought to apply context aware technology and recommendation algorithms to develop a u-learning system to help lifelong learning learners realize personalized learning goals in a context aware manner and improve the learner's learning effectiveness. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Wang, Shu-Lin] Natl Taichung Inst Technol, Dept Informat Management, Taichung 404, Taiwan. RP Wang, SL (reprint author), Natl Taichung Inst Technol, Dept Informat Management, 192 Sec 3,San Min Rd, Taichung 404, Taiwan EM shulin@ntit.edu.tw FU National Science Council (NSC) of ROC[NSC 97-2221-E-025-001] FX This research was sponsored by research grants form National Science Council (NSC) of ROC (NSC 97-2221-E-025-001). 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Appl. PD SEP PY 2011 VL 38 IS 9 BP 11293 EP 11299 DI 10.1016/j.eswa.2011.02.178 PG 7 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 770WF UT WOS:000291118500062 ER PT J AU Cavinato, AG AF Cavinato, Anna G. TI Lake Nakuru case study: An e-learning module to introduce pesticide analysis and GC-MS in the analytical curriculum SO ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY LA English DT Meeting Abstract CT 242nd National Meeting of the American-Chemical-Society (ACS) CY AUG 28-SEP 01, 2011 CL Denver, CO SP Amer Chem Soc (ACS) C1 [Cavinato, Anna G.] Eastern Oregon Univ, Dept Chem & Biochem, La Grande, OR 97850 USA. EM acavinat@eou.edu NR 0 TC 0 Z9 0 PU AMER CHEMICAL SOC PI WASHINGTON PA 1155 16TH ST, NW, WASHINGTON, DC 20036 USA SN 0065-7727 J9 ABSTR PAP AM CHEM S JI Abstr. Pap. Am. Chem. Soc. PD AUG 28 PY 2011 VL 242 PG 1 WC Chemistry, Multidisciplinary SC Chemistry GA 880BE UT WOS:000299378300455 ER PT J AU Kojima, S Mitani, M Ishikawa, A AF Kojima, Satoru Mitani, Masanobu Ishikawa, Akira TI Development of an E-learning Resource on Mobile Devices for Kinesiology: A Pilot Study SO JOURNAL OF PHYSICAL THERAPY SCIENCE LA English DT Article DE E-learning; Mobile learning; Education ID HAND-HELD COMPUTERS; MEDICAL-EDUCATION; PDA AB [Purpose] Although the potential use of mobile devices as new e-learning tools has been reported in various educational fields, there are not enough e-learning resources for mobile devices in physical or occupational therapy education. This article describes the results of development and students' use of a resource for physical and occupational therapy education. [Methods] We developed an e-learning resource for mobile devices as part of a kinesiology course. it was designed to help students acquire knowledge of the musculoskeletal system. The e-learning resource was provided to second-year physical and occupational therapy undergraduate students (n = 41) for 6 weeks of a 15-week course in kinesiology. After 6 weeks, the situation of use, students' levels of satisfaction, and comments were surveyed by questionnaire. [Results] The e-learning resource was text-based, and had many quizzes and tests. Approximately 70% of the students who had mobile devices used the resource on these devices at least once. Of these students, more than 80% were satisfied with it. The students used the resource on mobile devices at various locations. [Conclusion] Our e-learning resource for mobile devices could be used as a support tool to provide knowledge about the musculoskeletal system. C1 [Kojima, Satoru; Ishikawa, Akira] Sapporo Med Univ, Sch Hlth Sci, Dept Phys Therapy, Chuo Ku, Sapporo, Hokkaido 0608556, Japan. [Mitani, Masanobu] Sapporo Med Univ, Sch Hlth Sci, Dept Nursing, Sapporo, Hokkaido 0608556, Japan. RP Kojima, S (reprint author), Sapporo Med Univ, Sch Hlth Sci, Dept Phys Therapy, Chuo Ku, South 3,West 17, Sapporo, Hokkaido 0608556, Japan EM skojima@sapmed.ac.jp CR Trelease RB, 2008, ANAT SCI EDUC, V1, P233, DOI 10.1002/ase.58 Lindquist AM, 2008, J MED INTERNET RES, V10, DOI 10.2196/jmir.1038 Morris CG, 2007, FAM MED, V39, P419 Kho A, 2006, J GEN INTERN MED, V21, P531, DOI 10.1111/1525-1497.2006.00444.x Ruiz JG, 2006, ACAD MED, V81, P207 Honeybourne C, 2006, HEALTH INFO LIBR J, V23, P51, DOI 10.1111/j.1471-1842.2006.00621.x GARRETT BM, 2006, NURSE EDUCPRACT, V26, P339 McAlearney AS, 2004, BRIT MED J, V328, P1162 McKimm J, 2003, BRIT MED J, V326, P870 LU YC, 2003, AMIA ANN S P, P405 Chumley-Jones HS, 2002, ACAD MED, V77, pS86 Lipman AJ, 2001, ACAD MED, V76, P1060 Bell DS, 2000, ANN INTERN MED, V132, P938 MEHTA MP, 1998, J CANCER EDUC, V13, P197 NR 14 TC 0 Z9 0 PU SOC PHYSICAL THERAPY SCIENCE PI TOKYO PA C/O PUBLICATION CENTER, 1-24-12 SUGAMO, TOSHIMA-KU, TOKYO, 170-0002, JAPAN SN 0915-5287 J9 J PHYS THER SCI JI J. Phys. Ther. Sci. PD AUG PY 2011 VL 23 IS 4 BP 667 EP 672 PG 6 WC Rehabilitation SC Rehabilitation GA 818YO UT WOS:000294792800026 ER PT J AU Gross, MW Schaefer, C Zimmermann, FB AF Gross, M. W. Schaefer, C. Zimmermann, F. B. TI E-LEARNING IN RADIOONCOLOGY - EXPERIENCES IN GERMANY AND IMPLICATIONS FOR SWITZERLAND SO STRAHLENTHERAPIE UND ONKOLOGIE LA English DT Meeting Abstract C1 [Gross, M. W.; Zimmermann, F. B.] Univ Basel Hosp, Dept Radiooncol, Basel, Switzerland. [Gross, M. W.] Univ Hosp Giessen & Marburg, Giessen, Germany. [Schaefer, C.] Univ Marburg, Deanery, Germany. NR 0 TC 0 Z9 0 PU URBAN & VOGEL PI MUNICH PA NEUMARKTER STRASSE 43, D-81673 MUNICH, GERMANY SN 0179-7158 J9 STRAHLENTHER ONKOL JI Strahlenther. Onkol. PD AUG PY 2011 VL 187 IS 8 BP 533 EP 533 PG 1 WC Oncology; Radiology, Nuclear Medicine & Medical Imaging SC Oncology; Radiology, Nuclear Medicine & Medical Imaging GA 801ZI UT WOS:000293478700085 ER PT J AU Kim, S Song, SM Yoon, YI AF Kim, Svetlana Song, Su-Mi Yoon, Yong-Ik TI Smart Learning Services Based on Smart Cloud Computing SO SENSORS LA English DT Article DE cloud computing; context-awareness; smart learning service; e-learning; ontology AB Context-aware technologies can make e-learning services smarter and more efficient since context-aware services are based on the user's behavior. To add those technologies into existing e-learning services, a service architecture model is needed to transform the existing e-learning environment, which is situation-aware, into the environment that understands context as well. The context-awareness in e-learning may include the awareness of user profile and terminal context. In this paper, we propose a new notion of service that provides context-awareness to smart learning content in a cloud computing environment. We suggest the elastic four smarts (E4S)-smart pull, smart prospect, smart content, and smart push-concept to the cloud services so smart learning services are possible. The E4S focuses on meeting the users' needs by collecting and analyzing users' behavior, prospecting future services, building corresponding contents, and delivering the contents through cloud computing environment. Users' behavior can be collected through mobile devices such as smart phones that have built-in sensors. As results, the proposed smart e-learning model in cloud computing environment provides personalized and customized learning services to its users. C1 [Kim, Svetlana; Song, Su-Mi; Yoon, Yong-Ik] Sookmyung Womens Univ, Dept Multimedia Sci, Seoul 140742, South Korea. RP Yoon, YI (reprint author), Sookmyung Womens Univ, Dept Multimedia Sci, Chungpa Dong 2 Ga, Seoul 140742, South Korea EM xatyna@sm.ac.kr songsm0328@naver.com yiyoon@sm.ac.kr FU Sookmyung Women's University FX This Research was supported by the Sookmyung Women's University Research Grants 2010. CR YOON Y, 2010, MOBILE OS, V28, P79 YOON Y, 2010, MOBILE CLOUD COMPUTI, V1439, P28 CASQUERO O, 2008, MUPPLE, V8, P37 Yoon Y, 2008, LECT NOTES COMPUT SC, V5068, P193 SEDAYAO J, 2008, P 10 INT C INF INT W, P417 CHANG V, 2007, P 1 IEEE INT C DIG E, P420 CHEN CM, 2007, P 7 IEEE INT C ADV L UDEN L, 2007, P IN IEEE INT C DIG, P113 ZHENG YL, 2004, P ICCE 2004 MELB AUS, P803 Schmidt A, 1999, LECT NOTES COMPUT SC, V1707, P89 SCHILIT BN, 1994, IEEE NETWORK, V8, P22, DOI 10.1109/65.313011 *FAC, FAC PLATF PEREZ S, WHY CLOUD COMPUTING NR 13 TC 0 Z9 0 PU MDPI AG PI BASEL PA POSTFACH, CH-4005 BASEL, SWITZERLAND SN 1424-8220 J9 SENSORS-BASEL JI Sensors PD AUG PY 2011 VL 11 IS 8 BP 7835 EP 7850 DI 10.3390/s110807835 PG 16 WC Chemistry, Analytical; Electrochemistry; Instruments & Instrumentation SC Chemistry; Electrochemistry; Instruments & Instrumentation GA 811YE UT WOS:000294253900031 ER PT J AU Hernandez, A Capelastegui, P Vazquez, E Gonzalez, F de Poorter, A AF Hernandez, Alberto Capelastegui, Pedro Vazquez, Enrique Gonzalez, Francisco de Poorter, Antoine TI Design and Implementation of IP Multimedia Subsystem Applications: An Enabler-Oriented Approach SO IEEE COMMUNICATIONS MAGAZINE LA English DT Article AB Multiparty networked applications, which are gaining interest in areas as diverse as online games, e-learning, e-health, and collaborative work, tend to depend on a set of common functions. In conventional IP networks, these shared functions require application-specific servers, leading to scale diseconomies and complicating interoperability. The IP Multimedia Subsystem addresses this by incorporating basic services called service enablers, which can be used as building blocks to facilitate application development. This article discusses our experience creating innovative enablers for IMS networks, and combining them into new multimedia applications. An enabler-centric process is described, and the configuration of a development IMS network is explained, with suggestions on how to replicate this architecture with freely available components. Following these principles, we designed and implemented a series of novel group-centric enablers exploiting the advantages of group management, which we describe in detail. A use case made possible by these enablers is shown, consisting of an e-health scenario for remote medical visits. We reflect on the advantages and challenges introduced by this development methodology, and provide insight on how a project of this nature should be approached. C1 [Hernandez, Alberto; Capelastegui, Pedro; Vazquez, Enrique; Gonzalez, Francisco] Univ Politecn Madrid, Dept Telemat Engn, E-28040 Madrid, Spain. RP Hernandez, A (reprint author), Univ Politecn Madrid, Dept Telemat Engn, E-28040 Madrid, Spain EM albertoh@dit.upm.es capelastegui@dit.upm.es enrique.vazquez@upm.es francisco.gonzalezv@upm.es antoine.de.poorter@ericsson.com FU Spanish Industrial and Technological Development Centre (CDTI) FX This work is partially funded by the Spanish Industrial and Technological Development Centre (CDTI) under the CENIT Program (AmIVital Project). 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TI A New Format for Learning about Farm Animal Welfare SO JOURNAL OF AGRICULTURAL & ENVIRONMENTAL ETHICS LA English DT Article DE Animal welfare; Open educational resources; E-learning; Learning resources; Web ID STOCKPERSONS; BEHAVIOR; ATTITUDE AB Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an inventory on "farm animal welfare," "e-learning," "learning resources," and "open educational resources" in three different search engines is presented. A huge amount of information on animal welfare is available on the Internet but many of the providers lock in the knowledge in a traditional course context. Only a few universities develop and disseminate open learning resources within the subject. Higher education institutions are encouraged to develop open educational resources in animal welfare for the benefit of teachers, students, society, and, indirectly, animal welfare. C1 [Algers, Anne] Swedish Univ Agr Sci, Dept Food Sci, Skara, Sweden. [Lindstrom, Berner] Univ Gothenburg, Dept Educ, Gothenburg, Sweden. [Pajor, Edmond A.] Univ Calgary, Dept Prod Anim Hlth, Calgary, AB, Canada. 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Agric. Environ. Ethics PD AUG PY 2011 VL 24 IS 4 SI SI BP 367 EP 379 DI 10.1007/s10806-010-9271-5 PG 13 WC Agriculture, Multidisciplinary; Ethics; Environmental Sciences; History & Philosophy Of Science SC Agriculture; Social Sciences - Other Topics; Environmental Sciences & Ecology; History & Philosophy of Science GA 808VS UT WOS:000294010500005 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 CR LATCHEM C, 2010, OPEN FLEX LEARN SER, P1 SAITO T, 2009, QUALITY ASSURANCE DI PEDRO F, 2009, NEW MILLENNIUM LEARN Hay DB, 2008, BRIT J EDUC TECHNOL, V39, P1037, DOI 10.1111/j.1467-8535.2007.00777.x Tao YH, 2008, COMPUT EDUC, V50, P1495, DOI 10.1016/j.compedu.2007.02.002 SUN P, 2008, COMPUT EDUC, V50, P1103 *NIPA, 2008, E LEARN IND WHIT PAP *SWED NAT AG HIGH, 2008, HOGSK RAPP SWED NAT JUNG IS, 2008, INT HDB DISTANCE ED, P609 *MEST, 2008, REP COMPR EV CYB U 2 Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 JUNG IS, 2007, OPEN LEARNING, V22, P235 LEEM JH, 2007, INT REV RES OPEN DIS, V8 SINK CA, 2007, PROFESSIONAL SCH COU, V11, P129 JARA M, 2007, EUROPEAN J OPEN DIST, V1 *ITU, 2007, DIG OPP IND *MEST, 2007, REP COMPR EV CYB U 2 Finch H, 2006, J EDUC MEAS, V43, P39 MEYERS LS, 2006, APPL MULTIVARIATE RE DONDI C, 2006, HDB QUALITY STANDARD, P31 EHLERS U, 2006, HDB QUALITY STANDARD LODZINSKI T, 2006, HDB QUALITY STANDARD, P109 PAWLOWSKI JM, 2006, HDB QUALITY STANDARD, P65 JANG EJ, 2006, OUTCOME ANAL CYBER U JUNG I, 2005, PERSPECTIVES DISTANC, P79 DHANARAJAN G, 2005, 19 ANN C ASS AS OP U EHLERS U, 2005, CEDEFOP PANORAMA SER, P116 KIRKPATRICK D, 2005, QUALITY ASSURANCE OP Stella A, 2004, HIGH EDUC, V47, P143, DOI 10.1023/B:HIGH.0000016420.17251.5c ANDERSON T, 2004, THEORY PRACTICE ONLI DOLOG P, 2004, P 13 INT WORLD WID W, P170 MIDDLEHURST R, 2004, INT QUALITY REV DIST EHLERS U, 2004, EUROPEAN J OPEN DIST, V1 BONK CJ, 2004, OBSERVATORY BORDERLE JANG I, 2003, STUDY LEGAL FDN PROM *EIU, 2003, 2003 E LEARN READ RA Reips UD, 2002, EXP PSYCHOL, V49, P243, DOI 10.1027//1618-3169.49.4.243 CASHION J, 2002, SECRET IS TEACHER LE YEUNG D, 2002, ONLINE J DISTANCE LE, V5 FRYDENBERG J, 2002, INT REV RES OPEN DIS, V3 STROTHER JB, 2002, INT REV RES OPEN DIS, V3 MEYER K, 2002, ASHE ERIC HIGHER ED, V29 CHO IH, 2002, KOREAN J ED TECHNOLO, V18, P139 *E LEARN ADV GROUP, 2002, HIGHW PATHW EXPL NZ TABACHNICK BG, 2001, USING MULTIVARIATE S BYRNE BM, 2001, STRUCTURAL EQUATION HAILEY DE, 2001, COMPUTERS COMPOSITIO, V18, P387 MCNAUGHT C, 2001, M CROSSR P ANN C AUS, P435 TWIGG C, 2001, QUALITY ASSURANCE WH PHIPPS R, 2000, QUALITY LINE BENCHMA GILLIS L, 2000, QUALITY STANDARDS EV BENTLER PM, 1990, PSYCHOL BULL, V107, P238 FORNELL C, 1981, J MARKETING RES, V18, P39 KAISER HF, 1960, EDUC PSYCHOL MEAS, V20, P141 SUZUKI K, TRENDS ISSU IN PRESS NR 55 TC 1 Z9 1 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 Antonis, K Daradoumis, T Papadakis, S Simos, C AF Antonis, Konstantinos Daradoumis, Thanasis Papadakis, Spyros Simos, Christos TI Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Adult education; computer science education; evaluation; learning design; lifelong learning AB This paper reports on work undertaken within a pilot study concerned with the design, development, and evaluation of online computer science training courses. Drawing on recent developments in e-learning technology, these courses were structured around the principles of a learner-oriented approach for use with adult learners. The paper describes a methodological framework for the evaluation of three main educational issues involved in the learning process of Web-based computer science training courses, and analyzes the results of this study with the aim of providing an improved learning design, and environment, for these courses. The findings highlight a number of potential barriers to learning and indicate the failed indicators that need to be improved in order to enhance effective performance. The authors give their views both on ways to improve the proposed learning environment and on the need for an optimal balance between asynchronous and synchronous activities, enhanced collaboration, and interactions among adult learners and e-tutors. C1 [Antonis, Konstantinos; Simos, Christos] Technol Educ Inst Lamia, Lamia 35100, Greece. [Daradoumis, Thanasis] Univ Aegean, Dept Cultural Informat, Mitilini 81100, Greece. [Daradoumis, Thanasis] Open Univ Catalonia, Dept Comp Sci, Barcelona 08035, Spain. [Papadakis, Spyros] Hellen Open Univ, Sch Sci & Technol, Patras 26222, Greece. RP Antonis, K (reprint author), Technol Educ Inst Lamia, Lamia 35100, Greece EM k_antonis@teilam.gr adaradoumis@uoc.edu papadakis@eap.gr simos@teilam.gr FU European Social Fund; National Resources-(EPEAEK-II) FX This work was supported in part by the European Social Fund and National Resources-(EPEAEK-II). CR MARTINEZCARO E, 2009, COMPUT APPL IN PRESS PENTARIS G, 2008, P 2008 EUR LAMS C CA, P149 Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 JEONG SJ, 2007, COMPUT EDUC, V48, P427 CHILDS M, 2007, P ALT C, P142 LEVY P, 2007, P ALT C, P32 ANTONIS K, 2007, P ICWL ED UK AUG 15, P240 POWELL A, 2006, INT PERSPECTIVE K 12 BRITAIN S, 2004, REV LEARNING DESIGN BUTLER M, 2004, PREMIERS MACQUARIE B, P77 *IMS GLOB LEARN CO, 2003, LEARN DES SPEC DALZIEL J, 2003, P 20 ANN C AUSTR SOC, P593 KOPER R, 2001, MODELING UNITS STUDY Benigno V, 2000, J COMPUT ASSIST LEAR, V16, P259 NR 14 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD AUG PY 2011 VL 54 IS 3 BP 374 EP 380 DI 10.1109/TE.2010.2060263 PG 7 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 805TG UT WOS:000293751300004 ER PT J AU Alonso, F Manrique, D Martinez, L Vines, JM AF Alonso, Fernando Manrique, Daniel Martinez, Loic Vines, Jose M. TI How Blended Learning Reduces Underachievement in Higher Education: An Experience in Teaching Computer Sciences SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Blended learning; computer science education; educational technology; e-learning; moderate constructivism ID INSTRUCTIONAL-MODEL; DESIGN; CONSTRUCTIVISM AB This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning. C1 [Alonso, Fernando; Martinez, Loic] Univ Politecn Madrid, Fac Informat, Dept Lenguajes Sistemas Informat & Ingn Software, E-28660 Madrid, Spain. [Manrique, Daniel] Univ Politecn Madrid, Fac Informat, Dept Inteligencia Artificial, E-28660 Madrid, Spain. [Vines, Jose M.] Aulatika SL, Madrid 28042, Spain. RP Alonso, F (reprint author), Univ Politecn Madrid, Fac Informat, Dept Lenguajes Sistemas Informat & Ingn Software, E-28660 Madrid, Spain EM falonso@fi.upm.es dmanrique@fi.upm.es loic@fi.upm.es FU Universidad Politecnica de Madrid FX This work was supported by Universidad Politecnica de Madrid-2008 Call for Applications for "Educational Innovation Grants as part of the deployment of the European Higher Education Area and better quality education for the 2008/2009 academic year." CR Alonso F, 2009, COMPUT EDUC, V53, P57, DOI 10.1016/j.compedu.2009.01.002 Jernigan SR, 2009, IEEE T EDUC, V52, P205, DOI 10.1109/TE.2008.924217 Hoic-Bozic N, 2009, IEEE T EDUC, V52, P19, DOI 10.1109/TE.2007.914945 EL-Deghaidy H, 2008, COMPUT EDUC, V51, P988, DOI 10.1016/j.compedu.2007.10.001 Moreno L, 2007, COMPUT EDUC, V49, P891, DOI 10.1016/j.compedu.2005.12.004 Ellis HJC, 2007, IEEE T EDUC, V50, P55, DOI 10.1109/TE.2006.888907 Alonso F, 2007, ELE COM ENG, P242 Stahl G, 2005, J COMPUT ASSIST LEAR, V21, P79, DOI 10.1111/j.1365-2729.2005.00115.x Alonso F, 2005, BRIT J EDUC TECHNOL, V36, P217, DOI 10.1111/j.1467-8535.2005.00454.x Karagiorgi Y, 2005, EDUC TECHNOL SOC, V8, P17 *JOINT TASK FORC C, 2005, COMP CURR 2005 OV RE TALLENTRUNNELS MK, 2005, INTERNET HIGH EDUC, V8, P167, DOI 10.1016/j.iheduc.2005.03.005 GARRISON DR, 2004, INTERNET HIGH EDUC, V7, P95, DOI 10.1016/j.iheduc.2004.02.001 THORNE K, 2003, BLENDED LEARNING INT PALLOFF R, 2003, VIRTUAL STUDENT PROF Tuckman BW, 2002, COMPUT EDUC, V39, P261 SCHULMAN LS, 2002, CHANGE, V34, P36 MICHELL L, 2001, INFOWORLD, P174 ANIDORIFON L, 2001, P 10 INT C WORLD WID, P86 DONOVAN MS, 1999, PEOPLE LEARN BRIDGIN PALLOFF RM, 1999, BUILDING LEARNING CO CLARK R, 1998, BUILDING EXPERTISE C ANDERSON N, 1996, FUNCTIONAL THEORY CO MERRILL MD, 1996, CBT SOLUTIONS NOV, P1 BROOKS J, 1993, SEARCH UNDERSTANDING JONASSEN DH, 1991, ETR&D-EDUC TECH RES, V39, P5 GOOD TL, 1990, ED PSYCH REAL APPR AUSUBEL DP, 1978, ED PSYCHOL COGNITIVE BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 29 TC 1 Z9 1 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD AUG PY 2011 VL 54 IS 3 BP 471 EP 478 DI 10.1109/TE.2010.2083665 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 805TG UT WOS:000293751300014 ER PT J AU Aleman, JLF Palmer-Brown, D Jayne, C AF Fernandez Aleman, Jose Luis Palmer-Brown, Dominic Jayne, Chrisina TI Effects of Response-Driven Feedback in Computer Science Learning SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Active learning; e-learning; feedback; higher education; neural network ID MULTIPLE-CHOICE; EXAMS AB This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the feedback is effective in addressing the level of knowledge of the individual and guiding him/her toward a greater understanding of particular concepts. In contrast, there is no evidence that learning required in programming problems, where students develop higher-level thinking according to Bloom's taxonomy, was exercised by using MCQs. C1 [Fernandez Aleman, Jose Luis] Univ Murcia, Fac Informat, Dept Informat & Syst, E-30071 Murcia, Spain. [Palmer-Brown, Dominic; Jayne, Chrisina] London Metropolitan Univ, Fac Comp, London N7 8DB, England. RP Aleman, JLF (reprint author), Univ Murcia, Fac Informat, Dept Informat & Syst, Campus Espinardo, E-30071 Murcia, Spain EM aleman@um.es CR KUECHLER WL, 2010, DECISION SCI J INNOV, V8, P55 HSU CC, 2010, T EDUTAINMENT, V4, P12 2010, ESDNN E LEARNING SNA *HEFCE, 2010, NAT STUD SURV *U MURC, 2010, SUMA SERV U MURC ABI de Marcos L, 2009, INT J ENG EDUC, V25, P632 JORDAN S, 2009, E ASSESSMENT WALES HODGKINSON M, 2009, TRI PARTY EASSESSMEN DENNY P, 2008, P 4 INT WORKSH COMP, P51 VALDIVIA R, 2008, COMPUT APPL ENG EDUC, V17, P89 LEE SW, 2008, P 9 WSEAS INT C NEUR, P208 NICOL D, 2007, J FURTHER HIGHER ED, V31, P53, DOI DOI 10.1080/03098770601167922 JONES A, 2007, EVALUATION GENERIC O PAYNE A, 2007, P HCI2007 WORKSH DES, P71 Nicol DJ, 2006, STUD HIGH EDUC, V31, P199, DOI 10.1080/03075070600572090 ROBERTS TS, 2006, P 8 AUSTR COMP ED C, V8, P175 DONELAN H, 2006, J SYSTEM CYBERN INFO, V3, P66 LEE SW, 2006, P 16 INT C ART NEUR, P952 GARCIAMOLINA J, 2005, INTRO PROGRAMACION E DAFOULAS GA, 2005, P 5 IEEE INT C ADV L, P827 Lee SW, 2004, NEUROCOMPUTING, V61, P5, DOI 10.1016/j.neucom.2004.03.001 WOODFORD K, 2004, P ASCILITE C, P948 IAHAD N, 2004, P 37 ANN HAW INT C S RHODES A, 2004, P 6 AUSTR COMP ED C, P285 BACON DR, 2003, J MARKETING ED, V25, P31 HIGGINS E, 2003, LEARN TEACH ACTION, V2 KUECHLER WL, 2003, J INFORM SYSTEMS ED, V14, P389 Epstein ML, 2002, PSYCHOL REC, V52, P187 KREIG RC, 2001, J EC FINANCE, V25, P229 Wesolowsky GO, 2000, J APPL STAT, V27, P909 PAXTON M, 2000, ASSESS EVAL HIGH EDU, V25, P109 Rogers WT, 1999, EDUC PSYCHOL MEAS, V59, P234 BROWN G, 1997, ASSESSING STUDENTS L HANCOCK GR, 1994, J EXP EDUC, V62, P143 KOHONEN T, 1990, P INT JOINT C NEUR N, V1, P545 ZEIDNER M, 1987, J EDUC RES, V80, P352 RUMELHART DE, 1986, NATURE, V323, P533 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 38 TC 2 Z9 2 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD AUG PY 2011 VL 54 IS 3 BP 501 EP 508 DI 10.1109/TE.2010.2087761 PG 8 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 805TG UT WOS:000293751300017 ER PT J AU Hoffman, K Dempsey, J Levett-Jones, T Noble, D Hickey, N Jeong, S Hunter, S Norton, C AF Hoffman, Kerry Dempsey, Jennifer Levett-Jones, Tracy Noble, Danielle Hickey, Noelene Jeong, Sarah Hunter, Sharyn Norton, Carol TI The design and implementation of an Interactive Computerised Decision Support Framework (ICDSF) as a strategy to improve nursing students' clinical reasoning skills SO NURSE EDUCATION TODAY LA English DT Article DE Computerised case studies; Clinical reasoning model; e-Learning; Constructivist learning ID PATIENT SIMULATION; CRITICAL THINKING; NURSES; MODEL; CARE AB This paper describes the conceptual design and testing of an Interactive Computerised Decision Support Framework (ICDSF) which was constructed to enable student nurses to "think like a nurse." The ICDSF was based on a model of clinical reasoning. Teaching student nurses to reason clinically is important as poor clinical reasoning skills can lead to "failure-to rescue" of deteriorating patients. The framework of the ICDSF was based on nursing concepts to encourage deep learning and transferability of knowledge. The principles of active student participation, situated cognition to solve problems, authenticity, and cognitive rehearsal were used to develop the ICDSF. The ICDSF was designed in such a way that students moved through it in a step-wise fashion and were required to achieve competency at each step before proceeding to the next. The quality of the ICDSF was evaluated using a questionairre survey, students' written comments and student assessment measures on a pilot and the ICDSF. Overall students were highly satisfied with the clinical scenarios of the ICDSF and believed they were an interesting and useful way to engage in authentic clinical learning. They also believed the ICDSF was useful in developing cognitive skills such as clinical reasoning, problem-solving and decision-making. Some reported issues were the need for good technical support and the lack of face to face contact when using e-learning. Some students also believed the ICDSF was less useful than actual clinical placements. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Hoffman, Kerry; Dempsey, Jennifer; Levett-Jones, Tracy; Noble, Danielle; Hickey, Noelene; Jeong, Sarah; Hunter, Sharyn; Norton, Carol] Univ Newcastle, Sch Nursing & Midwifery, Callaghan, NSW 2308, Australia. RP Hoffman, K (reprint author), Univ Newcastle, Sch Nursing & Midwifery, Callaghan Dr, Callaghan, NSW 2308, Australia EM Kerry.Hoffman@newcastle.edu.au Jennifer.Dempsey@newcastle.edu.au FU Australian Teaching and Learning Council FX The authors would like to acknowledge the Australian Teaching and Learning Council who funded this project. 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Today PD AUG PY 2011 VL 31 IS 6 BP 587 EP 594 DI 10.1016/j.nedt.2010.10.012 PG 8 WC Nursing SC Nursing GA 801JL UT WOS:000293434600011 ER PT J AU Granic, A Adams, R AF Granic, Andrina Adams, Ray TI User sensitive research in e-learning: exploring the role of individual user characteristics SO UNIVERSAL ACCESS IN THE INFORMATION SOCIETY LA English DT Article DE User sensitive research; User individual characteristics; User modelling; Intelligent user interfaces; e-learning systems ID INTELLIGENT INTERFACE TECHNOLOGY; SYSTEMS; MODELS; ENVIRONMENTS; NEEDS AB The increasing need for active and accessible learning in the inclusive knowledge society drives the demand for e-learning that engages users much more effectively than ever before. In this context, it is crucial to conduct research that embraces innovation in user sensitive design, or else influential individual user differences may be overlooked. The objective of this paper is to explore the creation of successful e-learning systems that are able to increase users' learning performance and enhance their personal learning experiences. The paper reports two converging and complimentary approaches, namely case studies and experimentation. First, case studies are used to explore the extent to which effective e-learning systems comply with eight specific factors. Of the eight, accessibility, individual differences and student modeling turn out to be the weakest points in current practice. Second, an empirical study investigates the influences of user individual user differences on users' learning outcomes in an e-learning environment. The experiment found that individual differences in motivation to learn and expectations about e-learning significantly impacted users' learning achievements. Third, based on these studies, improvements in research methodology are identified towards greater consideration of user sensitive research issues, thus enabling us to outline improved experimental procedures. Further experiment results should provide us with better insights into the arguments needed to carefully assess benefits of developing and involving a user model in an e-learning application. Consequently, evaluation and justification could now encompass both system performance as well as user performance. C1 [Adams, Ray] Middlesex Univ, CIRCUA, Sch Engn & Informat Sci, London NW4 4BT, England. [Granic, Andrina] Univ Split, Fac Sci, Split 21000, Croatia. RP Adams, R (reprint author), Middlesex Univ, CIRCUA, Sch Engn & Informat Sci, London NW4 4BT, England EM andrina.granic@pmfst.hr ray.adams@mdx.ac.uk FU Ministry of Science, Education and Sports of the Republic of Croatia[177-0361994-1998] FX The authors would like to acknowledge support for the work from the project 177-0361994-1998 Usability and Adaptivity of Interfaces for Intelligent Authoring Shells funded by the Ministry of Science, Education and Sports of the Republic of Croatia. 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Access Inf. Soc. PD AUG PY 2011 VL 10 IS 3 SI SI BP 307 EP 318 DI 10.1007/s10209-010-0207-7 PG 12 WC Computer Science, Cybernetics; Ergonomics SC Computer Science; Engineering GA 796AA UT WOS:000293020500008 ER PT J AU Ehlers, J Behr, M Bollwein, H Beyerbach, M Waberski, D AF Ehlers, J. Behr, M. Bollwein, H. Beyerbach, M. Waberski, D. TI Standardization of computer-assisted semen analysis using an e-learning application SO THERIOGENOLOGY LA English DT Article DE Computer assisted semen analysis; E-learning; Standardization ID SPERM CONCENTRATION; QUALITY-CONTROL; CASA AB Computer-assisted semen analysis (CASA) is primarily used to obtain accurate and objective kinetic sperm measurements. Additionally, AI centers use computer-assessed sperm concentration in the sample as a basis for calculating the number of insemination doses available from a given ejaculate. The reliability of data is often limited and results can vary even when the same CASA systems with identical settings are used. The objective of the present study was to develop a computer-based training module for standardized measurements with a CASA system and to evaluate its training effect on the quality of the assessment of sperm motility and concentration. A digital versatile disc (DVD) has been produced showing the standardization of sample preparation and analysis with the CASA system SpermVision (TM) version 3.0 (Minitube, Verona, WI, USA) in words, pictures, and videos, as well as the most probable sources of error. Eight test persons educated in spermatology, but with different levels of experience with the CASA system, prepared and assessed 10 aliquots from one prediluted bull ejaculate using the same CASA system and laboratory equipment before and after electronic learning (e-leaming). After using the e-learning application, the coefficient of variation was reduced on average for the sperm concentration from 26.1% to 11.3% (P <= 0.01), and for motility from 5.8% to 3.1% (P <= 0.05). For five test persons, the difference in the coefficient of variation before and after use of the e-learning application was significant (P <= 0.05). Individual deviations of means from the group mean before e-learning were reduced compared with individual deviations from the group mean after e-learning. According to a survey, the e-learning application was highly accepted by users. In conclusion, e-learning presents an effective, efficient, and accepted tool for improvement of the precision of CASA measurements. This study provides a model for the standardization of other laboratory procedures using e-learning. (C) 2011 Elsevier Inc. All rights reserved. C1 [Behr, M.; Waberski, D.] Univ Vet Med Hannover, Clin Pigs & Small Ruminants, Reprod Med Unit, Hannover, Germany. [Behr, M.; Bollwein, H.] Univ Vet Med Hannover, Clin Cattle, Hannover, Germany. [Beyerbach, M.] Univ Vet Med Hannover, Inst Biometry Epidemiol & Informat Proc, Hannover, Germany. RP Waberski, D (reprint author), Univ Vet Med Hannover, Clin Pigs & Small Ruminants, Reprod Med Unit, Hannover, Germany EM dagmar.waberski@tiho-hannover.de CR Tomlinson MJ, 2010, FERTIL STERIL, V93, P1911, DOI 10.1016/j.fertnstert.2008.12.064 MALHOTRA NK, 2007, MARKETING RES APPL A, P334 EHLERS JP, 2007, VETLIFE CONTINUING V, P183 Ruiz JG, 2006, ACAD MED, V81, P207 LINK TM, 2006, BMC MED EDUC, V6, P34 Childs S, 2005, HEALTH INFO LIBR J, V22, P20 Holt WV, 2005, HUM REPROD, V20, P2983, DOI 10.1093/humrep/dei189 Kuster C, 2005, THERIOGENOLOGY, V64, P614, DOI [10.1016/j.theriogenology.2005.05.047, 10.1016/j.theriogeneology.2005.05.047] Toft G, 2005, INT J ANDROL, V28, P144, DOI 10.1111/j.1365-2605.2005.00518.x Howe LM, 2005, J VET MED EDUC, V32, P138 Christensen P, 2005, THERIOGENOLOGY, V63, P992, DOI 10.1016/j.theriogenology.2004.05.026 Keel BA, 2004, FERTIL STERIL, V82, P41, DOI 10.1016/j.fertnstert.2004.04.007 Amann RP, 2004, J ANDROL, V25, P317 Wiecha JM, 2003, J MED INTERNET RES, V5, DOI 10.2196/jmir.5.2.e13 Clark D, 2002, MED TEACH, V24, P598, DOI 10.1080/0142159021000063916 Bjorndahl L, 2002, HUM REPROD, V17, P1299 HARUN MH, 2002, INTERNET HIGHER ED, V4, P301 VERSTEGEN, 2002, THERIOGENOLOGY, V57, P149 KERRES M, 2002, HDB E LEARNING, P143 LEIDL W, 2002, P ANN M ASS APPL AN, P18 1998, HUM REPROD, V13, P142 Yeung CH, 1997, FERTIL STERIL, V67, P1156 AMANN RP, 1989, J ANDROL, V10, P89 Pitman EJG, 1939, BIOMETRIKA, V31, P9 NR 24 TC 0 Z9 0 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 0093-691X J9 THERIOGENOLOGY JI Theriogenology PD AUG PY 2011 VL 76 IS 3 BP 448 EP 454 DI 10.1016/j.theriogenology.2011.02.021 PG 7 WC Reproductive Biology; Veterinary Sciences SC Reproductive Biology; Veterinary Sciences GA 790LL UT WOS:000292589400006 ER PT J AU Chebat, JC Davidow, M Borges, A AF Chebat, Jean-Charles Davidow, Moshe Borges, Adilson TI More on the role of switching costs in service markets: A research note SO JOURNAL OF BUSINESS RESEARCH LA English DT Article DE Switching costs; Evaluation of Complaint Handling; Satisfaction; Customer exit behavior ID CUSTOMER SATISFACTION; EMOTIONAL RESPONSES; PERCEIVED JUSTICE; RECOVERY; LOYALTY; BARRIERS; QUALITY; PERCEPTIONS; EXPERIENCE; BEHAVIOR AB The present paper focuses on several important and under-researched issues related to switching costs (SC) as a defensive marketing tool in retaining customers with complaint handling. While most previous research analyzed the effects of SC on the behavioral intent of customers, our findings have focused on the actual behavior of bank customers; that is, staying with or leaving the bank to which they had complained previously. The findings show that, of the six potential facets of SC, only two significantly affect the actual behavior of complainants, one directly (i.e., Continuity Costs) and the other as a moderator (i.e., Learning Costs). Likewise, a customer's evaluation of the complaint handling affects behavior directly. (C) 2010 Elsevier Inc. All rights reserved. C1 [Chebat, Jean-Charles] HEC Montreal, Montreal, PQ H2T 3A7, Canada. [Borges, Adilson] Reims Management Sch, F-51061 Reims, France. RP Chebat, JC (reprint author), HEC Montreal, 3000 Cote Ste Catherine, Montreal, PQ H2T 3A7, Canada EM jean-charles.chebat@hec.ca moshe@service2profit.com adilsonborgesjunior@gmail.com CR Caruana A, 2010, J BUS RES, V63, P1103, DOI 10.1016/j.jbusres.2009.04.030 del Rio-Lanza AB, 2009, J BUS RES, V62, P775, DOI 10.1016/j.jbusres.2008.09.015 BABIN B, 2009, CB 2008 2009 Rauyruen P, 2007, J BUS RES, V60, P21, DOI 10.1016/j.jbusres.2005.11.006 Harris KE, 2006, J BUS RES, V59, P425, DOI 10.1016/j.jbusres.2005.10.005 Balabanis G, 2006, J BUS RES, V59, P214, DOI 10.1016/j.jbusres.2005.06.001 Chebat JC, 2005, J BUS RES, V58, P664, DOI 10.1016/j.jbusres.2003.09.005 Bell SJ, 2005, J ACAD MARKET SCI, V33, P169, DOI 10.1177/0092070304269111 ROCHE E, 2005, REV ECON STUD, V9, P26 *CUST CAR ALL, 2005, 1 RES 2005 NAT CUST Zeelenberg M, 2004, J BUS RES, V57, P445, DOI 10.1016/S0148-2963(02)00278-3 Burnham TA, 2003, J ACAD MARKET SCI, V31, P109, DOI 10.1177/0092070302250897 Patterson PG, 2003, J RETAILING, V79, P107, DOI 10.1016/S0022-4359(03)00009-5 HESS M, 2003, MANAGEMENT RES, V1, P93 2003, CUSTOMER CARE MULTIB Smith AK, 2002, J ACAD MARKET SCI, V30, P5 Jones MA, 2002, J BUS RES, V55, P441 INTINI J, 2002, MACLEANS, V115, P64 LEE M, 2001, J SERV MARK, V15, P113 MATTILA AS, 2001, J SERV MARK, V15, P583 Jones MA, 2000, J RETAILING, V76, P259 Sharma N, 2000, INT J SERV IND MANAG, V11, P470 DAVIDOW M, 2000, J HOSPITALITY TOURIS, V24, P473 Smith AK, 1999, J MARKETING RES, V36, P356 Tax SS, 1998, J MARKETING, V62, P60 TAX SS, 1998, J MAR, P75 JONES MA, 1998, THESIS U ALABAMA CLEMMER EC, 1998, THESIS U MARYLAND CO PRESS I, 1997, ABA BANK J, V89 1997, COMPLAINTS HANDLING Conlon DE, 1996, ACAD MANAGE J, V39, P1040 OLIVER RL, 1996, SATISFACTION BEHAV P KLEMPERER P, 1995, REV ECON STUD, V62, P515 BATRA R, 1995, ADVERTISING MANAGEME GREMLER DD, 1995, EFFECT SATISFACTION WEISS AM, 1993, J MARKETING RES, V30, P220 FORNELL C, 1992, J MARKETING, V56, P6 MCCOLLOUGH MA, 1992, AMA WINT ED C MARK T, P119 AIKEN LS, 1991, MULTIPLE REGRESSION AAKER D, 1991, MANAGING BRAND EQUIT HESKETT JL, 1990, RETHINKING STRATEGY, P17 OLIVER RL, 1989, J MARKETING, V53, P21 GUILTINAN JP, 1989, AMA WINT ED C MARK T, P216 GILLY MC, 1987, J CONSUM AFF, V21, P293 WESTBROOK RA, 1987, J MARKETING RES, V24, P258 BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173 VANMATRE JG, 1986, J RETAIL BANK, V8, P69 CAMPBELL NCG, 1985, J BUS RES, V13, P35 NR 48 TC 0 Z9 0 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 0148-2963 J9 J BUS RES JI J. Bus. Res. PD AUG PY 2011 VL 64 IS 8 BP 823 EP 829 DI 10.1016/j.jbusres.2010.10.003 PG 7 WC Business SC Business & Economics GA 781DV UT WOS:000291911700005 ER PT J AU Alepis, E Virvou, M AF Alepis, Efthymios Virvou, Maria TI Automatic generation of emotions in tutoring agents for affective e-learning in medical education SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Medical e-learning; Affective agents; Emotion generation; Intelligent tutoring systems ID SYSTEMS AB Web-based education is particularly appropriate for remote teaching and learning at any time and place, away from classrooms and does not necessarily require the presence of a human instructor. The need for time and place independence is even greater in some cases, such as for medical instructors who are usually doctors that have to treat patients on top of their tutoring duties. However, this independence from real teachers and classrooms may influence negatively the students who may feel deprived of the benefits of human-human interaction. In this paper we describe a novel approach for incorporating affective characteristics into e-learning through an authoring tool. The authoring tool incorporates and adapts principles of a cognitive theory for modeling possible emotional states that a tutoring agent may use for educational purposes. Medical instructors may use this authoring tool to create their own educational characters that will interact affectively with their students in the e-learning environment. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Alepis, Efthymios; Virvou, Maria] Univ Piraeus, Dept Informat, Piraeus 18534, Greece. RP Alepis, E (reprint author), Univ Piraeus, Dept Informat, 80 Karaoli & Dimitriou St, Piraeus 18534, Greece EM talepis@unipi.gr mvirvou@unipi.gr CR Falout J, 2009, SYSTEM, V37, P403, DOI 10.1016/j.system.2009.03.004 Hwang KA, 2009, KNOWL-BASED SYST, V22, P256, DOI 10.1016/j.knosys.2008.10.004 Larvin M, 2009, ANZ J SURG, V79, P133, DOI 10.1111/j.1445-2197.2008.04828.x Chua FF, 2008, LECT NOTES COMPUT SC, V5328, P74 Zatarain-Cabada R, 2008, LECT NOTES ARTIF INT, V5317, P789 van Velsen M, 2008, LECT NOTES COMPUT SC, V5208, P81 Glavinic V, 2008, LECT NOTES ARTIF INT, V5177, P245, DOI 10.1007/978-3-540-85563-7_35 SUN Y, 2008, INT C COMP SCI SOFTW, V1, P516 TSIHRINTZIS G, 2008, WEB INTELLIGENCE INT, V1, P810 ALEPIS E, 2008, 3 INT C DIG INF MAN, P51 Cook DA, 2007, CLIN MED, V7, P37 Sandars J, 2007, MED TEACH, V29, P307, DOI 10.1080/01421590601176406 Virvou M, 2007, LECT NOTES ARTIF INT, V4693, P1130 Picard RW, 2004, BT TECHNOL J, V22, P253, DOI 10.1023/B:BTTJ.0000047603.37042.33 VIRVOU M, 2003, P 2003 IEEE INT C SY, V5, P4884 VIRVOU M, 2003, ADJ P 10 INT C HUM C, P109 JOHNSON WL, 2000, INT J ARTIFICIAL INT, V11, P47 BRUSILOVSKY P, 1999, KUNSTLICHE INTELLIGE, V4, P19 ELLIOTT C, 1999, LECT NOTES COMPUTER, V1600, P195 LESTER J, 1997, HUMAN FACTORS COMPUT, P359 RIST T, 1997, P 1997 INT C INT US, P79 GOLEMAN D, 1995, EMOTIONAL INTELLIGEN SOLDATO D, 1995, J ARTIFICIAL INTELLI, V6, P337 ORTONY A, 1990, COGNITIVE STRUCTURE NR 24 TC 0 Z9 0 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 AUG PY 2011 VL 38 IS 8 BP 9840 EP 9847 DI 10.1016/j.eswa.2011.02.021 PG 8 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 759JV UT WOS:000290237500089 ER PT J AU Huang, CJ Wang, YW Huang, TH Chen, YC Chen, HM Chang, SC AF Huang, Chenn-Jung Wang, Yu-Wu Huang, Tz-Hau Chen, Ying-Chen Chen, Heng-Ming Chang, Shun-Chih TI Performance evaluation of an online argumentation learning assistance agent SO COMPUTERS & EDUCATION LA English DT Article DE Cooperative/collaborative learning; Elementary education; Evaluation methodologies; Evaluation of CAL systems; Intelligent tutoring systems; Learning assistant; State-transition diagrams; Online argumentation; Heterogeneous grouping ID SCIENCE CLASSROOM; STUDENTS USE; GENETICS; KNOWLEDGE; QUALITY AB Recent research indicated that students' ability to construct evidence-based explanations in classrooms through scientific inquiry is critical to successful science education. Structured argumentation support environments have been built and used in scientific discourse in the literature. To the best of our knowledge, no research work in the literature addressed the issue of automatically assessing the student's argumentation quality, and the teaching load of the teacher that used the online argumentation support environments is not alleviated. In this work, an intelligent argumentation assessment system based on machine learning techniques for computer supported cooperative learning is proposed. Learners' arguments on discussion board were examined by using argumentation element sequence to detect whether the learners address the expected discussion issues and to determine the argumentation skill level achieved by the learner. Learners are first assigned to heterogeneous groups based on their responses to the learning styles questionnaire given right before the beginning of learning activities on the e-learning platform. A feedback rule construction mechanism is used to issue feedback messages to the learners in case the argumentation assessment system detects that the learners go in a biased direction. The Moodle, an open source software e-learning platform, was used to establish the cooperative learning environment for this study. The experimental results exhibit that the proposed work is effective in classifying and improving student's argumentation level and assisting the students in learning the core concepts taught at a natural science course on the elementary school level. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Huang, Chenn-Jung; Wang, Yu-Wu; Huang, Tz-Hau; Chen, Ying-Chen; Chang, Shun-Chih] Natl Dong Hwa Univ, Dept Comp Sci & Informat Engn, Shoufeng 97401, Haulien, Taiwan. [Chen, Heng-Ming] Natl Dong Hwa Univ, Inst Elect Engn, Shoufeng 97401, Haulien, Taiwan. RP Huang, CJ (reprint author), Natl Dong Hwa Univ, Dept Comp Sci & Informat Engn, 1 Sec,2 Da Hsueh Rd, Shoufeng 97401, Haulien, Taiwan EM cjhuang@mail.ndhu.edu.tw CR Huang CJ, 2009, EXPERT SYST APPL, V36, P2615, DOI 10.1016/j.eswa.2008.01.036 MARIJE VA, 2008, COMPUT HUM BEHAV, V24, P1293 OSBORNE J, 2007, TALKING LEARN LEARNI Ounnas A, 2007, 7th IEEE International Conference on Advanced Learning Technologies, Proceedings, P825 Simon S, 2006, INT J SCI EDUC, V28, P235, DOI 10.1080/09500690500336957 *PISA, 2006, SCI COMP TOM WORLD, V1, P101 OSBORNE J, 2006, C AM ED RES ASS APR Sadler TD, 2005, SCI EDUC, V89, P71, DOI 10.1002/sce.20023 Sandoval WA, 2005, COGNITION INSTRUCT, V23, P23 AUFSCHNAITER C, 2005, EUR SCI ED RES ASS C KUHN L, 2005, STUDENTS CONSTRUCTIN Osborne J, 2004, J RES SCI TEACH, V41, P994, DOI 10.1002/tea.20035 SIMON S, 2004, ASS TUT SCI ED ANN D Lazonder AW, 2003, COMPUT EDUC, V41, P291, DOI 10.1016/S0360-1315(03)00050-2 JOINER R, 2003, INT J ED RES, V39, P861 NUSSBAUM ME, 2003, ED PSYCHOL, V28, P384 Kelly GJ, 2002, SCI EDUC, V86, P314, DOI 10.1002/sce.10024 Zohar A, 2002, J RES SCI TEACH, V39, P35 DUSCHL RA, 2002, STUDIES SCI ED, V38, P39 ALISON H, 2002, INT J ELEC ENG EDUC, V39, P245 SIMON S, 2002, C NAT ASS RES SCI TE PARSONS S, 2002, 1 INT C AUT AG MULT Prakken H, 2001, SYNTHESE, V127, P187 MCALISTER SR, 2001, 197 CALRG Jimenez-Aleixandre MP, 2000, SCI EDUC, V84, P757 Bell P, 2000, INT J SCI EDUC, V22, P797 Driver R, 2000, SCI EDUC, V84, P287 HULSTIJN J, 2000, THESIS U TWENTE ENSC Forman EA, 1998, LEARN INSTR, V8, P527 Kraus S, 1998, ARTIF INTELL, V104, P1 Kelly GJ, 1998, INT J SCI EDUC, V20, P849 Parsons S, 1998, J LOGIC COMPUT, V8, P261 BELL P, 1997, CHINESE KNOWLEDGE IN *NAT RES COUNC, 1996, NAT SCI ED STAND EDELSON D, 1996, CONSTRUCTIVIST LEARN, P151 Schauble L, 1995, J LEARN SCI, V4, P131 ABRAMI PC, 1995, CLASSROOM CONNECTION GUZDIAL M, 1995, P ACM S APPL COMPUTI, P5 DRIVER R, 1994, EDUC RES, V23, P5 DEMBO MH, 1994, APPL ED PSYCHOL SCARDAMALIA M, 1994, CLASSROOM LESSONS IN, V3, P201 GORDON TF, 1994, ARTIF INTELL, V2, P239 ROSEBERRY AS, 1992, J LEARN SCI, V2, P61 LEMKE JL, 1990, TALKING SCI LANGUAGE TOULMIN S, 1958, USES ARGUMENT WALKER KA, INT J SCI E IN PRESS, V28 HUANG CJ, USING LEARN IN PRESS NR 47 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 AUG PY 2011 VL 57 IS 1 BP 1270 EP 1280 DI 10.1016/j.compedu.2011.01.013 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 748MZ UT WOS:000289396000017 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; 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 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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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 J AU Brouwers, MC Makarski, J Durocher, LD Levinson, AJ AF Brouwers, Melissa C. Makarski, Julie Durocher, Lisa D. Levinson, Anthony J. TI E-learning interventions are comparable to user's manual in a randomized trial of training strategies for the AGREE II SO IMPLEMENTATION SCIENCE LA English DT Article ID CLINICAL-PRACTICE GUIDELINES; HEALTH-PROFESSIONS; IMPLEMENTATION; METAANALYSIS; PERFORMANCE; IMPROVEMENT; EDUCATION; CARE AB Background: Practice guidelines (PGs) are systematically developed statements intended to assist in patient and practitioner decisions. The AGREE II is the revised tool for PG development, reporting, and evaluation, comprised of 23 items, two global rating scores, and a new User's Manual. In this study, we sought to develop, execute, and evaluate the impact of two internet interventions designed to accelerate the capacity of stakeholders to use the AGREE II. Methods: Participants were randomized to one of three training conditions. 'Tutorial'-participants proceeded through the online tutorial with a virtual coach and reviewed a PDF copy of the AGREE II. 'Tutorial + Practice Exercise'-in addition to the Tutorial, participants also appraised a 'practice' PG. For the practice PG appraisal, participants received feedback on how their scores compared to expert norms and formative feedback if scores fell outside the predefined range. 'AGREE II User's Manual PDF (control condition)'-participants reviewed a PDF copy of the AGREE II only. All participants evaluated a test PG using the AGREE II. Outcomes of interest were learners' performance, satisfaction, self-efficacy, mental effort, time-on-task, and perceptions of AGREE II. Results: No differences emerged between training conditions on any of the outcome measures. Conclusions: We believe these results can be explained by better than anticipated performance of the AGREE II PDF materials (control condition) or the participants' level of health methodology and PG experience rather than the failure of the online training interventions. Some data suggest the online tools may be useful for trainees new to this field; however, this requires further study. C1 [Brouwers, Melissa C.; Makarski, Julie; Durocher, Lisa D.] 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 Learning Innovat E, 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 the AGREE A3 Team who have participated in the AGREE A3 Project. The authors wish to acknowledge the contributions of Chad Large and Steve McNiven-Scott of the Division of e-Learning Innovation at McMaster University for their contributions to the development of the web-based platform used for the study interventions. 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 Ethics Board (REB #09-398; McMaster University, Hamilton, Ontario, Canada). 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Sci. PD JUL 26 PY 2011 VL 6 AR 81 DI 10.1186/1748-5908-6-81 PG 10 WC Health Care Sciences & Services; Health Policy & Services SC Health Care Sciences & Services GA 812YV UT WOS:000294332100001 ER PT J AU Chuo, YH Tsai, CH Lan, YL Tsai, CS AF Chuo, Ying-Hsiang Tsai, Chung-Hung Lan, Yu-Li Tsai, Chang-Shu TI The effect of organizational support, self efficacy, and computer anxiety on the usage intention of e-learning system in hospital SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE E-learning; organizational support; self efficacy; computer anxiety; perceived ease of use; perceived useful ID ACCEPTANCE; MODELS AB The purpose of the study is to develop the usage intention model of e-learning systems. A survey of 1071 samples of six teaching hospitals in Taiwan shows that the effects of organizational support, self efficacy, and computer anxiety on usage intention are mediated by perceived ease of use, and perceived useful. According to the statistical results, the proposed model fits very well for the samples. Besides, both self efficacy and computer anxiety are important antecedents of perceived ease of use, and perceived useful. Also, organizational support has significantly influence on perceived ease of use. In addition, perceived ease of use has the most influence on usage intention, followed by perceived useful. Further investigation reveals that organizational support, self efficacy, and computer anxiety all have indirect influences on usage intention. This research can provide e-learning designers and managers of the hospital with the implication that we must focus not only on the technological aspect (perceived ease of use and perceived useful), but also on the social psychological aspect (organizational support, self efficacy, computer anxiety). C1 [Chuo, Ying-Hsiang] Taiwan Adventist Hosp, Taipei, Taiwan. 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J. Bus. Manag. PD JUL 18 PY 2011 VL 5 IS 14 BP 5518 EP 5523 PG 6 WC Business; Management SC Business & Economics GA 821CY UT WOS:000294953600012 ER PT J AU Pale, P Miletic, I Kostanjcar, Z Pandzic, H Jeren, B AF Pale, Predrag Miletic, Ivan Kostanjcar, Zvonko Pandzic, Hrvoje Jeren, Branko TI Development of Pyramidia: an integrative e-learning multimedia tool SO INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION LA English DT Article DE audio recording; educational technology; multimedia; software; video codecs; video recording ID EDUCATION AB The software package described in this paper, Pyramidia, combines two strong elements into one lecturing system. The first is the simple addition of content and interactivity to existing PowerPoint presentations, and the second is video capture of a lecture. These features provide obvious benefits for both sides of the lecturing process: the lecturers and the students. Students can re-experience lectures at anytime, anywhere and at their own pace. Lecturers can add interactivity to their lectures without worrying about learning complex new software. Pyramidia is a descendant of previous software developments and research on ICT usage in education, and has been used and tested throughout a few semesters of lectures for several courses. Although there are many solutions, both commercial and academic, available to potential users, Pyramidia is unique for its .NET framework programming base. C1 [Pale, Predrag; Kostanjcar, Zvonko; Pandzic, Hrvoje; Jeren, Branko] Univ Zagreb, Fac Elect Engn, Zagreb 41000, Croatia. [Miletic, Ivan] Amphinicy Technol Ltd, Zagreb, Croatia. RP Pale, P (reprint author), Univ Zagreb, Fac Elect Engn, Zagreb 41000, Croatia EM predrag.pale@fer.hr ivan.miletic@amphinicy.com zvonko.kostanjcar@fer.hr hrvoje.pandzic@fer.hr branko.jeren@fer.hr FU Croatian Ministry of Science, Education and Sports[2004-180] FX This work was supported by the Croatian Ministry of Science, Education and Sports under Grant 2004-180. 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J. Elec. Eng. Educ. PD JUL PY 2011 VL 48 IS 3 SI SI BP 264 EP 279 PG 16 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 871DM UT WOS:000298718100005 ER PT J AU Vayre, E Dupuy, R Croity-Belz, S AF Vayre, E. Dupuy, R. Croity-Belz, S. TI E-LEARNERS' ENQUIRIES MADE OUTSIDE OF THE INTERNET: THE ROLE OF PERCEIVED SOCIAL SUPPORT SO TRAVAIL HUMAIN LA French DT Article DE E-learning; University students; Information-seeking behaviours; Enquiries made on outside of the Internet; Social support; Significant others ID ORGANIZATIONAL SOCIALIZATION; INFORMATION ACQUISITION; ONLINE; PARADOX; SEEKING AB Over the past few years in France, e-learning has progressively spread into educative and training spheres, including university-level education. Whilst recent researches have focused on the online behaviours of e-learners, few of them have investigated training conduct that has developed offline. From a work and organizational psycho-social point of view, we chose to study e-learners' enquiries about learning made outside the World Wide Web. We hypothesized that the conduct of students is not directly influenced by new online training contexts. Indeed, defending an interactionist and systemic approach, we consider that the development of students' enquiry strategies is linked to perceived social support provided by significant others. In order to test our hypothesis we decided to adopt a comparative approach that defines two training systems (face to face learning and e-learning). Our survey results, based on a questionnaire administered to 195 students, confirm our hypothesis. They show that e-learning programmes exert a specific influence on students' enquiries. Moreover, they reveal a modulation effect of social support. Indeed, social support provided by peers (students enrolled in the same training but also those who are enrolled in other programmes) encourages e-learners to carry out learning in face to face situations or via the phone. Finally, our research results underline the significant contribution made by people from different spheres of life to e-students' training conduct. Thus, they offer a precious information source for scientists and practitioners who are interested in online training development. C1 [Vayre, E.; Dupuy, R.; Croity-Belz, S.] UTM, Bur C447, Lab PDPS, F-31058 Toulouse 9, France. 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Hum. PD JUL PY 2011 VL 74 IS 3 BP 253 EP 282 PG 30 WC Engineering, Industrial; Ergonomics; Psychology, Applied; Psychology SC Engineering; Psychology GA 836JL UT WOS:000296107900003 ER PT J AU Kim, MR Kim, TU Kim, J AF Kim, Mi-Ryang Kim, Tae Ung Kim, Jaehyoun TI A Study on e-Learner Satisfaction: The Case of Online MBA Program SO INFORMATION-AN INTERNATIONAL INTERDISCIPLINARY JOURNAL LA English DT Article DE e-Learning; e-Learner satisfaction; Interaction; Flow; Multimedia ID TECHNOLOGY ACCEPTANCE; MEDIA RICHNESS; FLOW; ENVIRONMENTS; POWERPOINT AB Over the past decade, e-learning has had an enormous impact on all levels of education. E-learning is expected to provide a variety of communication channels among students and faculty, and offer students flexibility beyond the space and time limit. However, some claim that where on-line delivery may be beneficial for some students, others feel dissatisfied with on-line courses resulting from feelings of isolation and lack of interaction [1]. This case focuses on the e-learner satisfaction, as global teaching effectiveness, perceived by adult part-time students, and introduces various dimensions of e-learning to evaluate their direct and indirect impact on the global teaching effectiveness. This research employs a quantitative modeling framework to develop a structural model that embodies the flow concept and interactivity components of what makes for satisfactory learning experiences. We use data collected from student survey to measure these constructs and fit a structural equation model. It is hoped that the results from this study provide meaning insight into the development and delivery of high quality e-learning courses. C1 [Kim, Mi-Ryang; Kim, Jaehyoun] Sungkyunkwan Univ, Dept Comp Educ, Seoul, South Korea. [Kim, Tae Ung] Sungkyunkwan Univ, Grad Sch Business Adm, Seoul, South Korea. [Kim, Tae Ung] Sungkyunkwan Univ, Sch Business, Seoul, South Korea. RP Kim, J (reprint author), Sungkyunkwan Univ, Dept Comp Educ, Seoul, South Korea EM mrkim@skku.ac.kr tukim@skku.edu jaekim@skku.edu FU KCC(Korea Communications Commission), Korea, under the CPRC(Communications Policy Research Center)[KCA-2011-09-941-00-002] FX This research was supported by the KCC(Korea Communications Commission), Korea, under the CPRC(Communications Policy Research Center) support program supervised by the KCA(Korea Communications Agency) (KCA-2011-09-941-00-002) CR Cheng B, 2011, COMPUT EDUC, V57, P1317, DOI 10.1016/j.compedu.2011.01.018 Udo GJ, 2011, COMPUT HUM BEHAV, V27, P1272, DOI 10.1016/j.chb.2011.01.009 Klimova BF, 2011, PROCEDIA COMPUT SCI, V3, DOI 10.1016/j.procs.2011.01.036 WHITE RW, 2011, EFFECTS COMMUNITY SI Wang MH, 2010, EDUC TECHNOL SOC, V13, P167 Kang YS, 2010, COMPUT HUM BEHAV, V26, P353, DOI 10.1016/j.chb.2009.11.006 Liu IF, 2010, COMPUT EDUC, V54, P600, DOI 10.1016/j.compedu.2009.09.009 ALKHATTABI M, 2010, KNOWLEDGE MANAGEMENT, V2, P340 LIN KM, 2010, BEHAV INFORM TECHNOL Liu SH, 2009, COMPUT EDUC, V52, P599, DOI 10.1016/j.compedu.2008.11.002 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 ARSHAM H, 2008, INTERACTIVE ED IMPAC Sun PC, 2007, COMPUT EDUC, V49, P662, DOI 10.1016/j.compedu.2005.11.016 ARBAUGH JB, 2006, INTERNET HIGH EDUC, V9, P9 Pearce JM, 2005, COMPUT HUM BEHAV, V21, P745, DOI 10.1016/j.chb.2004.02.019 HAY A, 2004, STRATEGIC CHANGE, V13, P193 MEDFORRD AR, 2004, QUALITY PRIMARY CARE, V12, P87 Bartsch RA, 2003, COMPUT EDUC, V41, P77, DOI 10.1016/S0360-1315(03)00027-7 PELTIER JW, 2003, J MARKETING ED, V25, P260 Koufaris M, 2002, INFORM SYST RES, V13, P205 ARBAUGH JB, 2002, J HIGH TECHNOLOGY MA, V13, P203 DRAGO W, 2002, MANAGEMENT RES NEWS, V25, P69 Piccoli G, 2001, MIS QUART, V25, P401 MAYER RE, 2001, MULTIMEDIA LEARNING, P113 Novak TP, 2000, MARKET SCI, V19, P22 Szabo A, 2000, COMPUT EDUC, V35, P175 ROURKE R, 1999, J DISTANCE ED, V2, P50 Burke PA, 1998, J EDUC COMPUT RES, V18, P183 CROOKS SM, 1996, J RES COMPUTING ED, V29, P109 TREVINO LK, 1992, COMMUN RES, V19, P539 HAIR JE, 1988, MULTIVARIATE DATA AN FORNELL C, 1981, J MARKETING RES, V18, P39 NR 32 TC 0 Z9 0 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 JUL PY 2011 VL 14 IS 7 SI SI BP 2487 EP 2498 PG 12 WC Engineering, Multidisciplinary SC Engineering GA 833SH UT WOS:000295904700023 ER PT J AU Brut, MM Sedes, F Dumitrescu, SD AF Brut, Mihaela M. Sedes, Florence Dumitrescu, Stefan Daniel TI A Semantic-Oriented Approach for Organizing and Developing Annotation for E-Learning SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Article DE Computer-managed instruction; ontology; semantic annotation; indexing methods; latent semantic indexing AB This paper presents a solution to extend the IEEE LOM standard with ontology-based semantic annotations for efficient use of learning objects outside Learning Management Systems. The data model corresponding to this approach is first presented. The proposed indexing technique for this model development in order to acquire a better annotation of learning resources is further presented. This technique extends and combines two consecrated alternative methods for structure-based indexing of textual resources: the mathematical approach of the latent semantic indexing and the linguistic-oriented WordNet-based text processing. Thus, the reason behind the good results provided by the first method becomes more transparent due to the linguistic controlled choices proposed by the second method. The paper results are important in the context of adopting semantic web technologies in the e-learning field, but also as a progress in the area of ontology-based indexing of textual resources. C1 [Brut, Mihaela M.; Sedes, Florence] Univ Toulouse 3, IRIT Lab, F-31062 Toulouse 9, France. [Dumitrescu, Stefan Daniel] Univ Politehn Bucuresti, Automat Control & Comp Fac, Dept Comp Sci, Bucharest, Romania. RP Brut, MM (reprint author), Univ Toulouse 3, IRIT Lab, 118 Route Narbonne, F-31062 Toulouse 9, France EM Mihaela.Brut@irit.fr Florence.Sedes@irit.fr stefan.dumitrescu@i-neo.ro FU SOMIR[PIEF-GA-2009-235229]; Romanian Ministry of Labour, Family and Social Protection[POSDRU/6/1.5/S/19] FX This work was supported by the SOMIR project PIEF-GA-2009-235229 and by the Sectoral Operational Programme Human Resources Development 2007-2013 of the Romanian Ministry of Labour, Family and Social Protection through the Financial Agreement POSDRU/6/1.5/S/19. 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Learn. Technol. PD JUL-SEP PY 2011 VL 4 IS 3 BP 239 EP 248 DI 10.1109/TLT.2010.40 PG 10 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 819UT UT WOS:000294857500006 ER PT J AU Chandra, S AF Chandra, Surendar TI Experiences in Personal Lecture Video Capture SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Article DE E-learning tools; lecture notes; mobile and personal devices; nomadic learning environments ID STUDENT USE; PRESENTATIONS; CLASSROOM; PODCASTS AB The ability of lecture videos to capture the different modalities of a class interaction make them a good review tool. Multimedia capable devices are ubiquitous among contemporary students. Many lecturers are leveraging this popularity by distributing videos of lectures. They depend on the university to provide the video capture infrastructure. Some universities use trained videographers. Though they produce excellent videos, these efforts are expensive. Several research projects automate the video capture. However, these research prototypes are not readily deployable because of organizational constraints. Rather than waiting for the university to provide the necessary infrastructure, we show that instructors can personally capture the lecture videos using off-the-shelf components. Consumer grade high definition cameras and powerful personal computers allow instructor captured lecture videos to be as effective as the ones captured by the university. However, instructors will need to spend their own time on the various steps of the video capture workflow. They are also untrained in media capture; the capture mechanisms must be simple. Based on our experience in capturing lecture videos over three and a half years, we describe the technical challenges encountered in this endeavor. For instructors who accept the educational value of distributing lecture videos, we show that the effort required to capture and process the videos was modest. However, most existing campus storage and distribution options are unsuitable for the resource demands imposed by video distribution. We describe the strengths of several viable distribution alternatives. The instructors should work with the campus information technology personnel and design a distribution mechanism that considers the network location of the students. C1 FX Palo Alto Lab, Palo Alto, CA 94304 USA. RP Chandra, S (reprint author), FX Palo Alto Lab, 3400 Hillview Ave, Palo Alto, CA 94304 USA EM surendar@acm.org FU US National Science Foundation[CNS-0447671] FX We thank Larry Rowe for his insights. Supported in part by the US National Science Foundation (CNS-0447671). 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Learn. Technol. PD JUL-SEP PY 2011 VL 4 IS 3 BP 261 EP 274 DI 10.1109/TLT.2011.10 PG 14 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 819UT UT WOS:000294857500008 ER PT J AU Caravantes, A Galan, R AF Caravantes, Arturo Galan, Ramon TI Generic Educational Knowledge Representation for Adaptive and Cognitive Systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Intelligent educational systems; Cognitive systems; Knowledge representation; Domain model ID INTELLIGENT TUTORING SYSTEM; SEMANTIC WEB; ONTOLOGY; HYPERMEDIA AB The interoperability of educational systems, encouraged by the development of specifications, standards and tools related to the Semantic Web is limited to the exchange of information in domain and student models. High system interoperability requires that a common framework be defined that represents the functional essence of educational systems. To address this need, we developed a generic model of educational systems that we called Cognitive Ontology of Educational Systems (COES) and we encoded it as functional reference ontology. It generalizes the educational system architecture, taking into account the cognitive perspective. This framework ranges from the usual e-learning systems to complex cognitive and adaptive hypermedia systems. This article describes the part of the COES related to domain knowledge representation and proposes an implementation called Generic Educational Knowledge (GEK). The GEK model is structured in a flexible way that allows the authors to codify instructional and semantic levels as needed. In order to test its feasibility, the model was applied in a distance learning course using two educational-knowledge models, GEK and ADL-SCORM, and two educational systems, a traditional Web-Based Adaptive Hypermedia System and a Rich Internet Application with dialog interaction and cognitive monitoring. C1 [Caravantes, Arturo] Univ Politecn Madrid, Inst Sci Educ, Madrid, Spain. [Galan, Ramon] Univ Politecn Madrid, Intelligent Control Grp, Madrid, Spain. 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Technol. Soc. PD JUL PY 2011 VL 14 IS 3 SI SI BP 252 EP 266 PG 15 WC Education & Educational Research SC Education & Educational Research GA 813ZT UT WOS:000294410900021 ER PT J AU Wang, MH Peng, J Cheng, B Zhou, H Liu, J AF Wang, Minhong Peng, Jun Cheng, Bo Zhou, Hance Liu, Jie TI Knowledge Visualization for Self-Regulated Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Knowledge Visualization; Online Learning; Knowledge Structure; Self-Regulation; E-Learning ID STUDENTS; MODEL AB The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study proposed a knowledge visualization (KV) approach to this problem in an online course. The investigation involved the design, development, and evaluation of an enhanced learning system for the course using the proposed approach. The focus was on visualization of domain knowledge structure and integrating the structure with curriculum design, learning resources, learning assessment, intellectual process, and social learning. Survey and interviews with students demonstrated high user satisfaction and acceptance with the developed system and its functions for KV. These findings lay the foundation for further exploration with the system to determine its impact on reducing cognitive load and improving the learning process. C1 [Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Zhou, Hance] Nanjing Univ Aeronaut & Astronaut, Coll Sci, Nanjing, Peoples R China. 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Technol. Soc. PD JUL PY 2011 VL 14 IS 3 SI SI BP 28 EP 42 PG 15 WC Education & Educational Research SC Education & Educational Research GA 813ZT UT WOS:000294410900004 ER PT J AU Akoumianakis, D AF Akoumianakis, Demosthenes TI Learning as 'Knowing': Towards Retaining and Visualizing Use in Virtual Settings SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Virtual learning; Distributed collective practice toolkits; Visualization; Online tells ID INNOVATION; TOOLKITS AB The paper elaborates on the assumption that in modern organisations collaborative learning is an enacted capability that is more about 'acting' and co-engaging in shared practices. In such settings, virtual learning can be conceived as an emergent knowledge process with no pre-determined outcomes that occupies multiple online and offline constituencies. Then, retaining and visualizing the history of co-engagement in practice becomes a pre-requisite for effective e-learning environments. Using two case studies exploring the social production of radically different information-based products, namely networked music performances and vacation packages, the present work frames virtual learning in the traces online ensembles leave as their members co-engage (both online and offline) in socially constituted activities. The analysis leads to several findings, with most prominent the following: (a) 'Knowing' is accomplished through recurrent co-engagement in a designated practice, (b) Learning in online settings emerges through the intertwining of online and offline activities, and (c) Artefacts of practice need to embody critical design qualities, if they are to serve learning as 'knowing' in practice. C1 Technol Educ Inst TEI Crete, Dept Appl Informat & Multimedia, Iraklion, Greece. 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Pieters, Willem TI Effect of e-Learning and Repeated Performance Feedback on Spirometry Test Quality in Family Practice: A Cluster Trial SO ANNALS OF FAMILY MEDICINE LA English DT Article DE Spirometry; respiratory function tests; family practice; primary health care; quality assurance, health care; randomized controlled trial; multicenter study; education; pulmonary disease, chronic obstructive asthma ID PRIMARY-CARE; COPD; ASTHMA; MANAGEMENT; PHYSICIANS; ASSURANCE; DIAGNOSIS; HEALTH; IMPACT AB PURPOSE Spirometry has become an indispensable tool in primary care to exclude, diagnose, and monitor chronic respiratory conditions, but the quality of spirometry tests in family practices is a reason for concern. Aim of this study was to investigate whether a combination of e-learning and bimonthly performance feedback would improve spirometry test quality in family practices in the course of 1 year. METHODS Our study was a cluster trial with 19 family practices allocated to intervention or control conditions through minimization. Intervention consisted of e-learning and bimonthly feedback reports to practice nurses. Control practices received only the joint baseline workshop. Spirometry quality was assessed by independent lung function technicians. Two outcomes were defined, with the difference between rates of tests with 2 acceptable and repeatable blows being the primary outcome and the difference between rates of tests with 2 acceptable blows being the secondary outcome. We used multilevel logistic regression analysis to calculate odds ratios (ORs) for an adequate test in intervention group practices. RESULTS We analyzed 1,135 tests. Rate of adequate tests was 33% in intervention and 30% in control group practices (OR = 1.3; P = .605). Adequacy of tests did not differ between groups but tended to increase with time: OR = 2.2 (P = .057) after 3 and OR = 2.0 (P = .086) in intervention group practices after 4 feedback reports. When ignoring test repeatability, these differences between the groups were slightly more pronounced: OR = 2.4 (P = .033) after 3 and OR = 2.2 (P = .051) after 4 feedback reports. CONCLUSIONS In the course of 1 year, we observed a small and late effect of e-learning and repeated feedback on the quality of spirometry as performed by family practice nurses. This intervention does not seem to compensate the lack of rigorous training and experience in performing spirometry tests in most practices. C1 [Schermer, Tjard R.; Akkermans, Reinier P.; Grootens-Stekelenburg, Joke] Radboud Univ Nijmegen, Med Ctr, Dept Primary & Community Care, NL-6500 HB Nijmegen, Netherlands. [Crockett, Alan J.] Univ Adelaide, Discipline Gen Practice, Adelaide, SA, Australia. [van Montfort, Marian] QUARTZ Integrated Care Support Serv, Helmond, Netherlands. [Stout, Jim W.] Univ Washington, Dept Pediat, Seattle, WA 98195 USA. [Pieters, Willem] Elikerlick Hosp, Dept Pulm Med, Helmond, Netherlands. RP Schermer, TR (reprint author), Radboud Univ Nijmegen, Med Ctr, Dept Primary & Community Care ELG 117, POB 9101, NL-6500 HB Nijmegen, Netherlands EM t.schermer@elg.umcn.nl FU QUARTZ, a regional, integrated care support service; Elkerliek Hospital; Department of Primary and Community Care of the Radboud University Nijmegen Medical Centre, the Netherlands FX This study was funded by QUARTZ, a regional, integrated care support service; the Elkerliek Hospital; and the Department of Primary and Community Care of the Radboud University Nijmegen Medical Centre, the Netherlands. 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Fam. Med. PD JUL-AUG PY 2011 VL 9 IS 4 BP 330 EP 336 DI 10.1370/afm.1258 PG 7 WC Medicine, General & Internal SC General & Internal Medicine GA 797ED UT WOS:000293106400008 ER PT J AU Njuguna, N Flanders, AE Kahn, CE AF Njuguna, Njogu Flanders, Adam E. Kahn, Charles E., Jr. TI Informatics in Radiology Envisioning the Future of E-Learning in Radiology: An Introduction to SCORM SO RADIOGRAPHICS LA English DT Article ID EDUCATION; SYSTEM AB Computer-based learning, or "e-learning," plays an increasingly important role in healthcare education. Modular, standardized approaches to e-learning make learning content portable, reusable, and interoperable. The Shareable Content Object Reference Model (SCORM) is a standard for educational content that builds upon existing standards for e-learning. The " SCORM for Healthcare" model, which is designed to meet the particular needs of learning in health professions, is being developed to improve communication of educational needs, goals, and competencies among healthcare workers, educational providers, and certifying organizations. Radiologists can benefit from SCORM by becoming familiar with its features and the opportunities it affords to improve online learning. (C) RSNA, 2011 radiographics.rsna.org C1 [Kahn, Charles E., Jr.] Med Coll Wisconsin, Dept Radiol, Milwaukee, WI 53226 USA. [Njuguna, Njogu; Flanders, Adam E.] Thomas Jefferson Univ Hosp, Dept Radiol, Philadelphia, PA 19107 USA. 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TI Informatics in Radiology Envisioning the Future of E-Learning in Radiology: An Introduction to SCORM Invited Commentary SO RADIOGRAPHICS LA English DT Editorial Material C1 Univ Chicago, Sch Med, Dept Radiol, Chicago, IL 60637 USA. RP Chang, PJ (reprint author), Univ Chicago, Sch Med, Dept Radiol, Chicago, IL 60637 USA NR 0 TC 0 Z9 0 PU RADIOLOGICAL SOC NORTH AMERICA PI OAK BROOK PA 820 JORIE BLVD, OAK BROOK, IL 60523 USA SN 0271-5333 J9 RADIOGRAPHICS JI Radiographics PD JUL-AUG PY 2011 VL 31 IS 4 BP 1179 EP 1180 PG 2 WC Radiology, Nuclear Medicine & Medical Imaging SC Radiology, Nuclear Medicine & Medical Imaging GA 794AV UT WOS:000292867000022 ER PT J AU de-Marcos, L Martinez, JJ Gutierrez, JA Barchino, R Hilera, JR Oton, S Gutierrez, JM AF de-Marcos, Luis Martinez, Jose-Javier Gutierrez, Jose-Antonio Barchino, Roberto Hilera, Jose-Ramon Oton, Salvador Gutierrez, Jose-Maria TI GENETIC ALGORITHMS FOR COURSEWARE ENGINEERING RID G-5837-2011 SO INTERNATIONAL JOURNAL OF INNOVATIVE COMPUTING INFORMATION AND CONTROL LA English DT Article DE E-learning; Learning object; Courseware engineering; Sequencing; Genetic algorithm; Evolutionary computation ID PARTICLE SWARM OPTIMIZATION AB The process for creating learning contents using reusable learning objects (LOs) can be broken down into two sub-processes: LO finding and LO sequencing. Finding can be automated by the use of federated search engines along with gap analysis techniques; however, sequencing is usually performed by instructors, who create courses targeting generic profiles rather than personalised materials. This paper proposes a novel technique for courseware engineering that aims to solve two recurrent problems in this area: automation of the instructor's role and personalised course building. Simultaneously, e-learning standards are promoted in order to ensure interoperability. Competencies and metadata are used to define relations between LOs so that the sequencing problem turns into a constraint satisfaction problem and a genetic algorithm is designed and implemented to solve the sequencing problem. The proposed agent is tested in real and simulated scenarios. Results show that it succeeds in all test cases and that it handles reasonably the computational complexity inherent in this kind of problem. C1 [de-Marcos, Luis; Martinez, Jose-Javier; Gutierrez, Jose-Antonio; Barchino, Roberto; Hilera, Jose-Ramon; Oton, Salvador; Gutierrez, Jose-Maria] Univ Alcala De Henares, Dept Comp Sci, Madrid 28871, Spain. RP de-Marcos, L (reprint author), Univ Alcala De Henares, Dept Comp Sci, Ed Politecn,Campus Univ,Ctra Barcelona Km 33-6, Madrid 28871, Spain EM luis.demarcos@uah.es josej.martinez@uah.es jantonio.gutierrez@uah.es roberto.barchino@uah.es jose.hilera@uah.es salvador.oton@uah.es josem.gutierrez@uah.es FU Spanish agency Ministerio de Ciencia e Innovacion[IPT-410000-2010-2]; Spanish agency Junta de Comunidades de Castilla La Mancha[PPI10-0212-5801]; Spanish agency Ministerio de Industria, Turismo y Comercio[TSI-020501-2008-157] FX This work is partially supported by the following Spanish agencies: Ministerio de Ciencia e Innovacion (grant IPT-410000-2010-2), Junta de Comunidades de Castilla La Mancha (grant PPI10-0212-5801), Ministerio de Industria, Turismo y Comercio (grant TSI-020501-2008-157). The authors also gratefully acknowledge the helpful comments and suggestions of the reviewers. 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J. Innov. Comp. Inf. Control PD JUL PY 2011 VL 7 IS 7A BP 3981 EP 4004 PG 24 WC Automation & Control Systems; Computer Science, Artificial Intelligence SC Automation & Control Systems; Computer Science GA 790YN UT WOS:000292626800030 ER PT J AU Wang, CM Chiang, MC Yang, CS Tsai, CW AF Wang, Chih-Ming Chiang, Ming-Chao Yang, Chu-Sing Tsai, Chun-Wei TI AIDED CONTENTS SUPPORTING SERVICE FOR E-LEARNING SYSTEMS SO INTERNATIONAL JOURNAL OF INNOVATIVE COMPUTING INFORMATION AND CONTROL LA English DT Article DE Information retrieval; e-Learning; Aided contents ID ALGORITHM; MODEL AB In this paper, we present a novel method for automatically augmenting the learning contents of an e-Learning system, called Aided Contents Supporting Service (or ACSS for short). The proposed method starts off with the examination subsystem of which the exam items are the main learning contents. Then, motivated by the desire to provide the users of such a system with more contents, ACSS will automatically extract concepts associated with each exam item when it is being read. The key concepts associated with the exam items can even be sent as queries to content search engines to get more contents to aid learning. Moreover, the aided contents can be accumulated, ranked, and shared by the users of such a system. Our simulation results indicate that the proposed method can effectively find and integrate many more relevant contents into an e-Learning system. Besides, as a test bed, we not only apply the proposed method to an e-Learning system we develop, but we also use the grid computing technology to speed up the performance of the proposed method. C1 [Wang, Chih-Ming; Chiang, Ming-Chao] Natl Sun Yat Sen Univ, Dept Comp Sci & Engn, Kaohsiung 80424, Taiwan. [Yang, Chu-Sing; Tsai, Chun-Wei] Natl Cheng Kung Univ, Dept Elect Engn, Tainan 70101, Taiwan. [Tsai, Chun-Wei] Chia Nan Univ Pharm & Sci, Dept Appl Geoinformat, Tainan 71710, Taiwan. RP Wang, CM (reprint author), Natl Sun Yat Sen Univ, Dept Comp Sci & Engn, 70 Lienhai Rd, Kaohsiung 80424, Taiwan EM wangcm@cse.nsysu.edu.tw mcchiang@cse.nsysu.edu.tw csyang@ee.ncku.edu.tw cwtsai87@gmail.com FU National Science Council, Taiwan[NSC98-2811-E-006-078, NSC98-2219-E-006-002] FX The authors would like to thank the editor and anonymous reviewers for their valuable comments and suggestions on the paper. This work was supported in part by National Science Council, Taiwan, under Contact Nos. NSC98-2811-E-006-078 and NSC98-2219-E-006-002. 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Applegate, Elizabeth A. de Dios, Jeannette TI Mechanisms underlying comprehension of health information in adulthood: The roles of prior knowledge and working memory capacity SO JOURNAL OF HEALTH PSYCHOLOGY LA English DT Article DE aging; health education; health information processing; knowledge; nutrition ID AGE-DIFFERENCES; OLDER-ADULTS; HEART-FAILURE; NUTRITION INFORMATION; READING-COMPREHENSION; VEGETABLE INTAKE; DIETARY-FAT; LITERACY; ACQUISITION; TEXT AB Prior knowledge, working memory capacity (WMC), and conceptual integration (attention allocated to integrating concepts in text) are critical within many contexts; however, their impact on the acquisition of health information (i.e. learning) is relatively unexplored.We examined how these factors impact learning about nutrition within a cross-sectional study of adults ages 18 to 81. Results showed that conceptual integration mediated the effects of knowledge and WMC on learning, confirming that attention to concepts while reading is important for learning about health. We also found that when knowledge was controlled, age declines in learning increased, suggesting that knowledge mitigates the effects of age on learning about nutrition. C1 [Miller, Lisa M. Soederberg] Univ Calif Davis, Dept Human & Community Dev, Davis, CA 95616 USA. RP Miller, LMS (reprint author), Univ Calif Davis, Dept Human & Community Dev, 1 Shields Ave, Davis, CA 95616 USA EM lmsmiller@ucdavis.edu CR Miller LMS, 2010, CALIF AGR, V64, P189 Miller LMS, 2010, PATIENT EDUC COUNS, V80, P107, DOI 10.1016/j.pec.2009.09.031 Patterson F, 2010, DRUG ALCOHOL DEPEN, V106, P61, DOI 10.1016/j.drugalcdep.2009.07.020 Stilley CS, 2010, HEALTH PSYCHOL, V29, P50, DOI 10.1037/a0016940 Borra ST, 2009, J NUTR, V139, pS1214, DOI 10.3945/jn.108.097915 Cavallini E, 2009, APPL COGNITIVE PSYCH, V23, P382, DOI 10.1002/acp.1467 Wilson EAH, 2009, PATIENT EDUC COUNS, V74, P318, DOI 10.1016/j.pec.2008.11.005 Stine-Morrow EAL, 2009, PSYCHOL LEARN MOTIV, V51, P255, DOI 10.1016/S0079-7421(09)51008-0 Ericsson KA, 2008, ACAD EMERG MED, V15, P988, DOI 10.1111/j.1553-2712.2008.00227.x Beydoun MA, 2008, PREV MED, V46, P145, DOI 10.1016/j.ypmed.2007.06.016 Dolan P, 2008, ECON J, V118, P215 Leventhal H, 2008, ANNU REV PSYCHOL, V59, P477, DOI 10.1146/annurev.psych.59.103006.093643 Contento IR, 2008, ASIA PAC J CLIN NUTR, V17, P176 HENDRIX SJ, 2008, J NUTR ELDER, V27, P155, DOI 10.1080/01639360802060249 Miller LMS, 2008, INT J BEHAV DEV, V32, P34, DOI 10.1177/0165025407084050 Morrow DG, 2007, J AGING HEALTH, V19, P575, DOI 10.1177/0898264307304448 Nebeling L, 2007, AM J PREV MED, V32, P354, DOI 10.1016/j.amepre.2006.12.018 Wilson BJ, 2007, J NUTR EDUC BEHAV, V39, pS13, DOI 10.1016/j.jneb.2006.09.001 Morrow D, 2006, GERONTOLOGIST, V46, P669 Petrovici DA, 2006, BMC PUBLIC HEALTH, V6, DOI 10.1186/1471-2458-6-222 Baker DW, 2006, J GEN INTERN MED, V21, P878, DOI 10.1111/j.1525-1497.2006.00540.x Stine-Morrow EAL, 2006, PSYCHOL BULL, V132, P582, DOI 10.1037/0033-2909.132.4.582 ARBUCKLE JL, 2006, AMOS VERSION 7 0 Morrow DG, 2005, GERONTOLOGIST, V45, P545 Guenther PM, 2005, J AM DIET ASSOC, V105, P1266, DOI 10.1016/j.jada.2005.05.014 CRITES SL, 2005, EUR J CLIN NUTR, V59, P1194 DeWalt DA, 2004, J GEN INTERN MED, V19, P1228 Miller LMS, 2004, J EDUC PSYCHOL, V96, P811, DOI 10.1037/0022-0663.96.4.811 Salthouse TA, 2004, CURR DIR PSYCHOL SCI, V13, P140 MURRAY MD, 2004, AM J GERIATR PHARMAC, V2, P36 Hambrick DZ, 2003, MEM COGNITION, V31, P902 Popkin B, 2003, AM J PREV MED, V25, P1, DOI 10.1016/S0749-3797(03)00099-0 SALTHOUSE TA, 2003, UNDERSTANDING HUMAN, P265 MILLER LMS, 2003, J GERONTOL B-PSYCHOL, V58, P217 Ammerman AS, 2002, PREV MED, V35, P25, DOI 10.1006/pmed.2002.1028 VARIYAM JN, 2002, FOOD REV, V25, P13 Touron DR, 2001, PSYCHOL AGING, V16, P555 Kane MJ, 2001, J EXP PSYCHOL GEN, V130, P169 Miller LMS, 2001, AGING NEUROPSYCHOL C, V8, P137 Baker DW, 2000, J GERONTOL B-PSYCHOL, V55, pS368 Wardle J, 2000, APPETITE, V34, P269, DOI 10.1006/appe.1999.0311 Meinz EJ, 2000, PSYCHOL AGING, V15, P297, DOI 10.1037//0882-7974.15.2.297 ZACKS RT, 2000, HDB AGING COGNITION, P293 PARK DC, 2000, COGNITIVE AGING PRIM, P3 BADDELEY AD, 1999, MODELS WORKING MEMOR, P28 Lorch RF, 1997, CONTEMP EDUC PSYCHOL, V22, P213 Patterson RE, 1996, AM J PUBLIC HEALTH, V86, P1394 SCHAIE KW, 1996, INTELLECTUAL DEV ADU Voss JF, 1996, COGNITION INSTRUCT, V14, P45 ERICSSON KA, 1995, PSYCHOL REV, V102, P211 GOULD BW, 1994, J AGR RESOUR ECON, V19, P349 STINE EAL, 1994, AGING COGNITION, V1, P1 BROWNE MW, 1993, TESTING STRUCTURAL E, P136 MORROW DG, 1992, PSYCHOL AGING, V7, P376 NORMAN S, 1992, J GERONTOL, V47, pP258 JUST MA, 1992, PSYCHOL REV, V99, P122 SALTHOUSE TA, 1991, DEV PSYCHOL, V27, P763 BENTLER PM, 1990, PSYCHOL BULL, V107, P238 ARBUCKLE TY, 1990, J EXP PSYCHOL LEARN, V16, P305 LORCH RF, 1990, J EXP PSYCHOL LEARN, V16, P149 HABERLANDT K, 1989, DISCOURSE PROCESS, V12, P479 HABERLANDT K, 1989, MEM COGNITION, V17, P186 FEIGENBAUM EA, 1989, COMPLEX INFORMATION, P165 SHARKEY NE, 1987, J MEM LANG, V26, P255 HABERLANDT KF, 1986, J MEM LANG, V25, P314 HABERLANDT K, 1984, NEW METHODS READING, P219 ANASTASI A, 1982, PSYCHOL TESTING JUST MA, 1980, PSYCHOL REV, V87, P329 CHIESI HL, 1979, J VERB LEARN VERB BE, V18, P257 ROSENSTO.IM, 1974, HEALTH EDUC QUART, V2, P354 NR 70 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1359-1053 J9 J HEALTH PSYCHOL JI J. Health Psychol. PD JUL PY 2011 VL 16 IS 5 BP 794 EP 806 DI 10.1177/1359105310392090 PG 13 WC Psychology, Clinical SC Psychology GA 778CL UT WOS:000291676700010 ER PT J AU Greil, W von Stralendorff, I Mandl, H AF Greil, W. von Stralendorff, I. Mandl, H. TI Blended learning in continuing medical education SO NERVENARZT LA German DT Article DE Psychiatry; Continuing medical education; Blended learning; E-learning; Evaluation ID CONTROLLED-TRIAL; CME AB In this article a blended learning concept in continuing medical education is evaluated over a broad range of ages, as there is little data on this topic so far. The aims of this study were to document the blended learning concept, to evaluate the subjective gain of knowledge, as well as didactic and virtual means. Finally the actual usage and accreditation are reported. The curriculum referred to the topic of bipolar disorder, combined episodes of face-to-face instruction and individual web-based learning over a period of 3 months. The didactic concept was very well accepted by the participants (N=346) and was evaluated as very user-friendly. The most appreciated dimensions were aEurosubjective gain of knowledge" and aEurosupport by media tutor". Nearly 80% participated in both face-to-face as well in both web-based episodes. The component of web-based learning was accredited by the responsible institution (State Medical Association) with increasing number of credits over a period of 3 years. Blended learning is a useful didactic concept in continuing medical education of psychiatrists independent of the age of the participants. C1 [Greil, W.; von Stralendorff, I.] Univ Munich, Klin & Poliklin Psychiat & Psychotherapie, Klinikum Univ Munchen, D-80336 Munich, Germany. [Greil, W.] Psychiat Privatklin Sanat Kilchberg, Zurich, Switzerland. [Mandl, H.] Univ Munich, Dept Psychol, D-80539 Munich, Germany. RP Greil, W (reprint author), Univ Munich, Klin & Poliklin Psychiat & Psychotherapie, Klinikum Univ Munchen, Nussbaumstr 7, D-80336 Munich, Germany EM waldemar.greil@med.uni-muenchen.de CR KOPP B, 2009, LEHRPROFESSIONALITAT, P691 KOPP B, 2009, ONLINE LERNEN, P139 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181 Ruf D, 2008, BUNDESGESUNDHEITSBLA, V51, P1061, DOI 10.1007/s00103-008-0635-1 STRAUSBERG J, 2008, GMS Z MED AUSBILD, V25, P1 Ryan G, 2007, MED TEACH, V29, pE251, DOI 10.1080/01421590701551698 BOEKER M, 2006, BUNDESGESUNDHEITSBLA, V49, P405 Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043 Cook DA, 2005, ACAD MED, V80, P90 Stoltz-Loike M, 2005, EDUC GERONTOL, V31, P765, DOI 10.1080/03601270500250168 Grunze H, 2004, NERVENARZT, V75, P67, DOI 10.1007/s00115-003-1572-8 AMANN B, 2004, NEUROTRANSMITTER, V11, P42 Harris JM, 2002, FAM MED, V34, P287 KERRES M, 2002, JB PERSONALENTWICKLU, P1 NR 14 TC 0 Z9 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0028-2804 J9 NERVENARZT JI Nervenarzt PD JUL PY 2011 VL 82 IS 7 BP 895 EP 901 DI 10.1007/s00115-010-3123-4 PG 7 WC Clinical Neurology; Psychiatry SC Neurosciences & Neurology; Psychiatry GA 786KM UT WOS:000292307000010 ER PT J AU Ruiz, JG Tunuguntla, R Cifuentes, P Andrade, AD Ouslander, JG Roos, BA AF Ruiz, Jorge G. Tunuguntla, Renuka Cifuentes, Pedro Andrade, Allen D. Ouslander, Joseph G. Roos, Bernard A. TI Development and Pilot Testing of a Self-management Internet-based Program for Older Adults with Overactive Bladder SO UROLOGY LA English DT Article ID URINARY-INCONTINENCE; CHRONIC DISEASE; RANDOMIZED-TRIAL; EFFICACY; INTERVENTION; ARTHRITIS; METAANALYSIS; SYMPTOMS; OUTCOMES; PEOPLE AB OBJECTIVES To implement and pilot test our Self-Management Internet-Based Program for Older Adults with Overactive Bladder (OAB-SMIP) in a group of older adults with overactive bladder (OAB) to determine its usability and outcomes, including knowledge, self-efficacy, perception of bladder condition, and health-related quality of life. METHODS In a single-group study design with pre- and post-tests, we recruited 25 men and women age 55 or older with symptoms of OAB. The OAB-SMIP intervention consisted of 3 multimedia e-learning tutorials, social networking features, and other online resources delivered over 6 weeks. RESULTS Participants enjoyed the OAB-SMIP and found it easy to use. Participants demonstrated increased knowledge (SMD = 4.17, large effect size), and their symptoms improved after the intervention (SMD = 1.20-1.30, large effect sizes). Participants improved their overall self-efficacy (SMD = 1.84, large effect size) as well as their self-efficacy in performing pelvic muscle exercises (SMD = 1.41, large effect size) and controlling urge symptoms (SMD = 1.32, large effect size), and there were significant increases in health-related quality of life (SMD = 1.13, large effect size) after exposure to the OAB-SMIP. We did not find any significant gender differences. CONCLUSIONS Participants using the OAB-SMIP improved their knowledge, symptoms, self-efficacy in performing pelvic muscle exercises and overall management of OAB, as well as health-related quality-of-life scores. UROLOGY 78: 48-53, 2011. Published by Elsevier Inc. C1 [Ruiz, Jorge G.] Univ Miami, Miller Sch Med, Geriatr Inst, Miami, FL 33125 USA. Bruce W Carter Vet Affairs Med Ctr, GRECC, Miami, FL USA. Miami Jewish Hlth Syst, Stein Gerontol Inst, Miami, FL USA. Florida Atlantic Univ, Charles E Schmidt Coll Biomed Sci, Boca Raton, FL 33431 USA. Florida Atlantic Univ, Christine E Lynn Coll Nursing, Boca Raton, FL 33431 USA. RP Ruiz, JG (reprint author), Univ Miami, Miller Sch Med, Geriatr Inst, 1201 NW 16 St, Miami, FL 33125 USA EM Jruiz2@med.miami.edu FU Bruce W. Carter VAMC GRECC; Pfizer OABLUTS FX Bruce W. Carter VAMC GRECC and Pfizer OABLUTS. 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This transformation has different drivers involving all the actors in the learning value chain, from final users to learning institutions through technology providers. All those actors share a common goal: making the learning processes more effective through the information and communication technologies. This is happening through the promotion of a paradigm shift from content-centered to process-centered solutions. In this paper, we present the results from the European Learning Grid Infrastructure project concerning models, processes, and services supported by a service-oriented software architecture for creating dynamic and adaptive virtual organizations for learning using Grid technologies. C1 [Gaeta, Matteo; Ritrovato, Pierluigi] Univ Salerno, Dept Elect Engn & Informat Engn, I-84084 Fisciano, Italy. [Gaeta, Matteo; Ritrovato, Pierluigi] Ctr Ric Matemat Pura & Applicata, I-84084 Fisciano, Italy. [Talia, Domenico] Univ Calabria, Dept Elect Informat & Syst, I-87036 Arcavacata Di Rende, Italy. RP Gaeta, M (reprint author), Univ Salerno, Dept Elect Engn & Informat Engn, I-84084 Fisciano, Italy EM gaeta@diima.unisa.it ritrovato@diima.unisa.it talia@deis.unica.it FU European Commission through the Information Society Technologies (IST)[IST-002205] FX This work was supported in part by the European Commission through the Information Society Technologies (IST) program of the Sixth Framework Program for Research and Technical Development-project European Learning Grid Infrastructure-under Contract IST-002205. This paper was recommended by Editor W. Pedrycz. 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Syst. Man Cybern. Paart A-Syst. Hum. PD JUL PY 2011 VL 41 IS 4 BP 784 EP 797 DI 10.1109/TSMCA.2011.2132714 PG 14 WC Computer Science, Cybernetics; Computer Science, Theory & Methods SC Computer Science GA 779YV UT WOS:000291819000016 ER PT J AU Gaeta, M Orciuoli, F Paolozzi, S Salerno, S AF Gaeta, Matteo Orciuoli, Francesco Paolozzi, Stefano Salerno, Saverio TI Ontology Extraction for Knowledge Reuse: The e-Learning Perspective SO IEEE TRANSACTIONS ON SYSTEMS MAN AND CYBERNETICS PART A-SYSTEMS AND HUMANS LA English DT Article DE E-learning; knowledge acquisition; ontology extraction; ontology learning ID LEMMATISATION AB Ontologies have been frequently employed in order to solve problems derived from the management of shared distributed knowledge and the efficient integration of information across different applications. However, the process of ontology building is still a lengthy and error-prone task. 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Syst. Man Cybern. Paart A-Syst. Hum. PD JUL PY 2011 VL 41 IS 4 BP 798 EP 809 DI 10.1109/TSMCA.2011.2132713 PG 12 WC Computer Science, Cybernetics; Computer Science, Theory & Methods SC Computer Science GA 779YV UT WOS:000291819000017 ER PT J AU Ocaya, RO AF Ocaya, R. O. TI A framework for collaborative remote experimentation for a physical laboratory using a low cost embedded web server SO JOURNAL OF NETWORK AND COMPUTER APPLICATIONS LA English DT Article DE Embedded; Controller; Collaboration; Experiment; PIC processor AB A TCP/IP-based scientific instrument control and data distribution system have been designed and realized as part of a low cost e-learning strategy to allow an institution of learning to offer remote access to a distant, physical laboratory for collaborative experimentation using a highly embedded web server. In principle a single experimental setup in the remote laboratory can be monitored and logged simultaneously by any number of permitted clients through a simple, custom web browser interface. The system features an IEEE 802.3 compliant full-duplex Medium Access Controller (MAC) and Physical Layer Device connected to actuators and measurement transducers for control, data acquisition, distribution and logging over a local high-speed TCP/IP network. The designed system differs in its approach from most contemporary approaches in that it specifies circuit level components required to set up a low cost collaborative remote experimentation server. The system hardware comprises a server made up of a PIC18f2620 and ENC28j60 and client PC terminals interconnected through a network hub. The software comprises the firm ware, written in C and Javascript, and a simple client web browser written in the Visual Basic.NET framework. This custom client browser approach circumvents the restrictions that standard client browsers place on direct file system access while optimizing data acquisition and transport while better handling several exception scenarios and implementing an authentication mechanism for secure client access. The system suggests a simplified external ROM-based client authentication solution to the problem of embedded system security that is of growing global concern. The figures of merit of the system, such as the round-trip times and the inter-sample times, are determined. Finally, typical data outputs of two networked PCs in a collaborative monitoring of temperatures in Newton's law of cooling experiment are presented. (C) 2011 Elsevier Ltd. All rights reserved. C1 Univ Free State, Dept Phys, ZA-9866 Phuthaditjhaba, South Africa. 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Netw. Comput. Appl. PD JUL PY 2011 VL 34 IS 4 SI SI BP 1408 EP 1415 DI 10.1016/j.jnca.2011.03.024 PG 8 WC Computer Science, Hardware & Architecture; Computer Science, Interdisciplinary Applications; Computer Science, Software Engineering SC Computer Science GA 780IC UT WOS:000291846700034 ER PT J AU Waterston, R AF Waterston, Rosemary TI Interaction in online interprofessional education case discussions SO JOURNAL OF INTERPROFESSIONAL CARE LA English DT Article DE Content analysis; surveys; interprofessional education; E-learning; facilitation; teams; pre-qualifying/pre-licensure ID PARTICIPATION AB This study investigated online interaction within a curriculum unit at the University of Toronto, Canada that included an interprofessional case study discussion in a mixed-mode (face-to-face and online) format. Nine of the 81 teams that completed the four-day curriculum were selected for detailed review based on the attitudes students expressed on a survey about the value of collaborating online for enhancing their appreciation of other health care professions. Five of the teams selected were ''positive'' and four were ''negative''. The responses to other survey items by members of these teams were then compared, as well as their message posting patterns and the content of their online discussions. Differences between the two sets were situated within a theoretical framework drawn from the contact theory, social interdependence theory, and the Community of Inquiry model. Institutional support in the form of facilitator involvement, individual predispositions to online and group learning, the group composition, the learning materials, task and assignment, and technical factors all affected the levels of participation online. Discourse and organizational techniques were identified that related to interactivity within the online discussions. These findings can help curriculum planners design interprofessional case studies that encourage the interactivity required for successful online discussions. 0.5). Feedback from all users of the e-resource was positive. Virtual reality anatomy learning can be used to compliment traditional teaching methods effectively. Anat Sci Educ 4:119-125. (C) 2011 American Association of Anatomists. C1 [Choudhury, Bipasha] Univ Manchester, Fac Life Sci, Manchester M13 9PT, Lancs, England. [Codd, Anthony M.] Univ Durham, Sch Med & Hlth, Stockton On Tees, England. RP Choudhury, B (reprint author), Univ Manchester, Fac Life Sci, 1-124 Stopford Bldg,Oxford Rd, Manchester M13 9PT, Lancs, England EM Bipasha.Choudhury@manchester.ac.uk CR Tam MDBS, 2010, ANAT SCI EDUC, V3, P261, DOI 10.1002/ase.175 Drake RL, 2009, ANAT SCI EDUC, V2, P253, DOI 10.1002/ase.117 Mukhtar Y, 2009, MED EDUC, V43, P1078, DOI 10.1111/j.1365-2923.2009.03513.x Ruiz JG, 2009, MED EDUC, V43, P838, DOI 10.1111/j.1365-2923.2009.03429.x Petersson H, 2009, ANAT SCI EDUC, V2, P61, DOI 10.1002/ase.76 McNulty JA, 2009, ANAT SCI EDUC, V2, P2, DOI 10.1002/ase.66 Tam MDBS, 2009, MED TEACH, V31, pE393, DOI 10.1080/01421590802650092 Trelease RB, 2008, ANAT SCI EDUC, V1, P50, DOI 10.1002/ase.13 Hisley KC, 2008, ANAT SCI EDUC, V1, P27, DOI 10.1002/ase.4 Winkelmann A, 2007, MED EDUC, V41, P15, DOI 10.1111/j.1365-2929.2006.02625.x CHAO E, 2007, J ORTHOPAEDIC SURG R, V2, P2 Nicholson DT, 2006, MED EDUC, V40, P1081, DOI 10.1111/j.1365-2929.2006.02611.x McLachlan JC, 2006, MED EDUC, V40, P243, DOI 10.1111/j.1365-2929.2006.02401.x McLachlan JC, 2004, MED EDUC, V38, P418, DOI 10.1046/j.1365-2923.2004.01795.x McNulty JA, 2004, CLIN ANAT, V17, P73, DOI 10.1002/ca.10188 ELIZONDOOMANA RE, 2004, ANAT REC B, V278, P18 Kurihara Y, 2004, ST HEAL T, V107, P894 PETERSON C, 2003, J ED MULTIMEDIA HYPE, V12, P227 Garg AX, 2002, ACAD MED, V77, pS97 Hallgren RC, 2002, ACAD MED, V77, P263 Lynch TG, 2001, AM J SURG, V181, P368 Garg AX, 2001, LANCET, V357, P363 St Aubin H, 2001, ST HEAL T, V81, P475 Nieder GL, 2000, CLIN ANAT, V13, P287 Garg A, 1999, MED TEACH, V21, P519 Devitt P, 1999, MED EDUC, V33, P136 Moore NA, 1998, ANAT REC, V253, P8 Jones DG, 1997, CLIN ANAT, V10, P123 MARKS SC, 1996, CLIN ANAT, V9, P343 PABST R, 1993, ANAT REC, V237, P421 HILL RB, 1991, ACAD MED, V66, P97 CRISP AH, 1989, POSTGRAD MED J, V65, P221 NR 32 TC 0 Z9 1 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1935-9772 J9 ANAT SCI EDUC JI Anat. Sci. Educ. PD MAY-JUN PY 2011 VL 4 IS 3 BP 119 EP 125 DI 10.1002/ase.214 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA 766IA UT WOS:000290773000001 ER PT J AU Kocna, P AF Kocna, P. TI E-LEARNING EXPERIENCES OF NATIONAL SOCIETIES OF CLINICAL CHEMISTRY AND LABORATORY MEDICINE SO CLINICAL CHEMISTRY AND LABORATORY MEDICINE LA English DT Meeting Abstract C1 [Kocna, P.] Charles Univ Prague, Fac Med 1, Inst Clin Biochem & Lab Diagnost, Prague, Czech Republic. EM kocna@lf1.cuni.cz NR 0 TC 0 Z9 0 PU WALTER DE GRUYTER & CO PI BERLIN PA GENTHINER STRASSE 13, D-10785 BERLIN, GERMANY SN 1434-6621 J9 CLIN CHEM LAB MED JI Clin. Chem. Lab. Med. PD MAY PY 2011 VL 49 SU 1 BP S27 EP S27 PG 1 WC Medical Laboratory Technology SC Medical Laboratory Technology GA 755XR UT WOS:000289974200024 ER PT J AU Boehme, F Gil-Mohapel, J Cox, A Patten, A Giles, E Brocardo, PS Christie, BR AF Boehme, Fanny Gil-Mohapel, Joana Cox, Adrian Patten, Anna Giles, Erica Brocardo, Patricia S. Christie, Brian R. TI Voluntary exercise induces adult hippocampal neurogenesis and BDNF expression in a rodent model of fetal alcohol spectrum disorders SO EUROPEAN JOURNAL OF NEUROSCIENCE LA English DT Review DE adult hippocampal neurogenesis; brain-derived neurotrophic factor; fetal alcohol sprectrum disorders; fetal alcohol syndrome; hippocampus; physical exercise ID PRENATAL ETHANOL EXPOSURE; CENTRAL-NERVOUS-SYSTEM; PITUITARY-ADRENAL AXIS; LONG-TERM POTENTIATION; CELL-CYCLE KINETICS; BRAIN GROWTH SPURT; DENTATE GYRUS; NEUROTROPHIC FACTOR; RAT HIPPOCAMPUS; IN-VIVO AB Alcohol consumption during pregnancy can result in a myriad of health problems in the affected offspring ranging from growth deficiencies to central nervous system impairments that result in cognitive deficits. Adult hippocampal neurogenesis is thought to play a role in cognition (i.e. learning and memory) and can be modulated by extrinsic factors such as alcohol consumption and physical exercise. We examined the impact of voluntary physical exercise on adult hippocampal neurogenesis in a rat model of fetal alcohol spectrum disorders (FASD). Intragastric intubation was used to deliver ethanol to rats in a highly controlled fashion through all three trimester equivalents (i.e. throughout gestation and during the first 10 days of postnatal life). Ethanol-exposed animals and their pair-fed and ad libitum controls were left undisturbed until they reached a young adult stage at which point they had free access to a running wheel for 12 days. Prenatal and early postnatal ethanol exposure altered cell proliferation in young adult female rats and increased early neuronal maturation without affecting cell survival in the dentate gyrus (DG) of the hippocampus. Voluntary wheel running increased cell proliferation, neuronal maturation and cell survival as well as levels of brain-derived neurotrophic factor in the DG of both ethanol-exposed female rats and their pair-fed and ad libitum controls. These results indicate that the capacity of the brain to respond to exercise is not impaired in this model of FASD, highlighting the potential therapeutic value of physical exercise for this developmental disorder. C1 [Boehme, Fanny; Gil-Mohapel, Joana; Cox, Adrian; Patten, Anna; Giles, Erica; Brocardo, Patricia S.; Christie, Brian R.] Univ Victoria, Div Med Sci, Isl Med Program, Victoria, BC V8W 2Y2, Canada. [Boehme, Fanny; Cox, Adrian; Patten, Anna; Christie, Brian R.] Univ Victoria, Dept Biol, Victoria, BC V8W 2Y2, Canada. [Christie, Brian R.] Univ British Columbia, Brain Res Ctr, Vancouver, BC V5Z 1M9, Canada. [Christie, Brian R.] Univ British Columbia, Program Neurosci, Vancouver, BC V5Z 1M9, Canada. [Christie, Brian R.] Univ British Columbia, Dept Cellular & Physiol Sci, Vancouver, BC V5Z 1M9, Canada. RP Christie, BR (reprint author), Univ Victoria, Div Med Sci, Isl Med Program, Victoria, BC V8W 2Y2, Canada EM brain64@uvic.ca FU University of Victoria; Natural Sciences and Engineering Research Council of Canada (NSERC); Pacific Century Scholarship; Canadian Bureau for International Education; Canadian Institutes of Health Research (CIHR); Michael Smith Foundation for Health Research (MSFHR); Canada Foundation for Innovation (CFI) FX We thank Dr Sandra J. Kelly from the University of South Carolina for valuable discussions regarding the gavage technique and for providing a sample of the vitamin mix for the milk diets. We would also like to thank Jennifer Graham, Leah Kainer and Sarah de Rham for technical support. F. B. received a Master scholarship from the University of Victoria. J. G. M. acknowledges post-doctoral funding from the Natural Sciences and Engineering Research Council of Canada (NSERC). A. C. received an NSERC Undergraduate Student Research Award (USRA). A. P. is funded by a Graduate Award from the University of Victoria and a Pacific Century Scholarship. P. S. B. was supported by a post-doctoral fellowship from the Canadian Bureau for International Education. B. R. C. is a Michael Smith Senior Scholar and is supported by grants from the Canadian Institutes of Health Research (CIHR), Michael Smith Foundation for Health Research (MSFHR), Canada Foundation for Innovation (CFI) and NSERC. 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J. Neurosci. PD MAY PY 2011 VL 33 IS 10 BP 1799 EP 1811 DI 10.1111/j.1460-9568.2011.07676.x PG 13 WC Neurosciences SC Neurosciences & Neurology GA 764KR UT WOS:000290628900005 ER PT J AU Hamilton, DR Sargsyan, AE Martin, DS Garcia, KM Melton, SL Feiveson, A Dulchavsky, SA AF Hamilton, Douglas R. Sargsyan, Ashot E. Martin, David S. Garcia, Kathleen M. Melton, Shannon L. Feiveson, Alan Dulchavsky, Scott A. TI On-Orbit Prospective Echocardiography on International Space Station Crew SO ECHOCARDIOGRAPHY-A JOURNAL OF CARDIOVASCULAR ULTRASOUND AND ALLIED TECHNIQUES LA English DT Article DE adaptation; physiological: physiology; adult; astronaut; blood volume: physiology; cardiac function; cardiac mass; cardiac output: physiology; echocardiography; female; heart: physiology; humans; male; microgravity; stroke volume: physiology; weightlessness ID CLINICAL ULTRASOUND ABOARD; FALSE DISCOVERY RATE; MACH 20; SPACEFLIGHT; CREWMEMBERS; DIAGNOSIS; TRAUMA; FLIGHT; MASS AB Objectives: A prospective trial of echocardiography was conducted on six crew members onboard the International Space Station. The main objective was to determine the efficacy of remotely guided tele-echocardiography, including just-in-time e-training methods and determine what is "space normal" echocardiographic data. Methods: Each crew member operator (n = 6) had 2-hour preflight training. Baseline echocardiographic data were collected 55-167 days preflight. Similar equipment was used in each 60-minute in-flight session (mean microgravity exposure - 114 days [34 - 190]). On-orbit ultrasound (US) operators used an e-learning system within 24 hours of these sessions. Expert assistance was provided using US video downlink and two-way voice. Testing was repeated 5-16 days after landing. Separate ANOVA was used on each echocardiographic variable (n = 33). Within each ANOVA, three tests were made: (a) effect of mission phase (preflight, in-flight, postflight); (b) effect of echo technician (two technicians independently analyzed the data); (c) interaction between mission phase and technician. Results: Eleven rejections of the null hypothesis (mission phase or technician or both had no effect) were found that could be considered for possible follow up. Of these, eight rejections were for significant technician effects, not space flight. Three rejections of the null hypothesis (aortic valve time velocity integral, mitral E-wave velocity, and heart rate) were attributable to space flight but determine to not be clinically significant. No rejections were due to the interaction between technician and space flight. Conclusion: Thus, we found no consistent clinically significant effects of long-duration space flight on echocardiographic variables of the given group of subjects. (Echocardiography 2011;28:491-501). C1 [Hamilton, Douglas R.; Sargsyan, Ashot E.; Martin, David S.; Garcia, Kathleen M.; Melton, Shannon L.] Wyle Labs, Houston, TX USA. [Feiveson, Alan] NASA, Lyndon B Johnson Space Ctr, Human Adaptat & Countermeasures Div, Houston, TX 77058 USA. [Dulchavsky, Scott A.] Henry Ford Hosp, Dept Surg, Detroit, MI 48202 USA. 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Cardiovasc. Ultrasound Allied Tech. PD MAY PY 2011 VL 28 IS 5 BP 491 EP 501 DI 10.1111/j.1540-8175.2011.01385.x PG 11 WC Cardiac & Cardiovascular Systems SC Cardiovascular System & Cardiology GA 763UD UT WOS:000290584300007 ER PT J AU DeBate, RD Cragun, D Severson, HH Shaw, T Christiansen, S Koerber, A Tomar, S Brown, KM Tedesco, LA Hendricson, W AF DeBate, Rita D. Cragun, Deborah Severson, Herbert H. Shaw, Tracy Christiansen, Steve Koerber, Anne Tomar, Scott Brown, Kelli McCormack Tedesco, Lisa A. Hendricson, William TI Factors for Increasing Adoption of E-Courses Among Dental and Dental Hygiene Faculty Members SO JOURNAL OF DENTAL EDUCATION LA English DT Article DE e-curriculum; e-learning; Diffusion of Innovations; qualitative research; web-based learning; dental education; dental hygiene education ID PRACTITIONERS; CURRICULUM; EDUCATION AB The incorporation of web-based learning into the dental curriculum has been consistently recommended in the literature on reform in dental education. There has been growing support for web-based learning in dental and dental hygiene education as demonstrated by deans' identifying this as a planned curricular innovation. The purpose of our study was to explore characteristics of e-courses that may serve to increase adoption among dental and dental hygiene faculty members. Eight ninety-minute focus groups (three dental; five dental hygiene) were conducted with dental (n=27) and dental hygiene (n=23) faculty members from six academic institutions. The resulting data were analyzed to identify two overarching themes and associated subthemes with regard to benefits and barriers influencing adoption of e-courses. A working conceptual framework, based on the Diffusion of Innovations, was developed from these themes to understand the characteristics that may influence the rate of adoption of e-courses among dental and dental hygiene faculty members. Analysis of the data revealed four main adoption barriers: 1) low perceived relative advantage to faculty members; 2) low compatibility with current curriculum; 3) high perceived time commitment; and 4) complexity of e-course development. This exploratory assessment identifies leverage points for facilitating the adoption and sustainability of e-courses in dental and dental hygiene education. C1 [DeBate, Rita D.; Cragun, Deborah] Univ S Florida, Coll Publ Hlth, Dept Community & Family Hlth, Tampa, FL 33612 USA. [Koerber, Anne] Univ Illinois, Coll Dent, Div Behav Sci, Chicago, IL USA. [Tomar, Scott] Univ S Florida, Coll Dent, Dept Community Dent & Behav Sci, Tampa, FL 33612 USA. [Brown, Kelli McCormack] Univ S Florida, Coll Hlth & Human Performance, Tampa, FL 33612 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, Sch Dent, 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 FU National Institutes of Health[1RC1DE020274-01] FX This study was funded by the National Institutes of Health (1RC1DE020274-01). 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Dent. Educ. PD MAY PY 2011 VL 75 IS 5 BP 589 EP 597 PG 9 WC Dentistry, Oral Surgery & Medicine SC Dentistry, Oral Surgery & Medicine GA 761CD UT WOS:000290371800002 ER PT J AU Weller, M AF Weller, Martin TI A pedagogy of abundance SO REVISTA ESPANOLA DE PEDAGOGIA LA English DT Article DE pedagogy; e-learning; higher education; web 2.0; digital economy AB A pedagogy of abundance The digitalisation of content combined with a global network for delivery and an open system for sharing has seen radical changes in many industries. The economic model which has underpinned many content based industries has been based on an assumption of scarcity. With a digital, open, networked approach we are witnessing a shift to abundance of content, and subsequently new economic models are being developed which have this as an assumption. In this article the role of scarcity in developing higher education practice and pedagogy is explored. The shift to abundant content has as profound implications for education as it has for content industries. The possible contenders for a 'pedagogy of abundance' are examined and the necessary requirements for such a pedagogy outlined. C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England. 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Esp. Pedagog. PD MAY-AUG PY 2011 VL 69 IS 249 BP 223 EP 235 PG 13 WC Education & Educational Research SC Education & Educational Research GA 756XW UT WOS:000290049100002 ER PT J AU Murga-Menoyo, MA AF Angeles Murga-Menoyo, Ma TI Information Technology and Innovation in Teaching. Concept Map Editors: Possibilities and Limitations SO REVISTA ESPANOLA DE PEDAGOGIA LA Spanish DT Article DE Cmap tools; concept map editor; educational software; higher education; teaching innovation AB Information Technology and Innovation in Teaching. Concept Map Editors: Possibilities and Limitations This e-learning article draws attention to the interesting features of concept map editors, particularly Cmap Tools, as instruments of innovation in university teaching. With the development of information technologies, the creation of this type of software has given a strong boost to the already-proved instrumental potential of the concept map technique in conventional learning environments. Information technologies incorporate new utilities and make it possible to extend concept maps to virtual educational contexts. After an analysis of the didactic potential of concept maps and the characteristics of editors, the article describes the specific features and applications of Cmap Tools, building up to an affirmation of the editor's motivating power. Cmap Tools does a good job of stimulating student work, as supported by the results of a pilot project run at the Spanish National University of Distance Education concerning adaptation to the requirements of the Bologna process. C1 Univ Nacl Educ Distancia, Fac Educ, Dept Teoria Educ & Pedag Social, Madrid 28040, Spain. 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Esp. Pedagog. PD MAY-AUG PY 2011 VL 69 IS 249 BP 273 EP 288 PG 16 WC Education & Educational Research SC Education & Educational Research GA 756XW UT WOS:000290049100005 ER PT J AU Acampora, G Gaeta, M Loia, V AF Acampora, Giovanni Gaeta, Matteo Loia, Vincenzo TI COMBINING MULTI-AGENT PARADIGM AND MEMETIC COMPUTING FOR PERSONALIZED AND ADAPTIVE LEARNING EXPERIENCES SO COMPUTATIONAL INTELLIGENCE LA English DT Article DE adaptive e-learning; personalized e-learning; multi-agent systems; memetic algorithms ID ONTOLOGY; KNOWLEDGE; DESIGN AB Learning is a critical support mechanism for industrial and academic organizations to enhance the skills of employees and students and, consequently, the overall competitiveness in the new economy. The remarkable velocity and volatility of modern knowledge require novel learning methods offering additional features as efficiency, task relevance and personalization. Computational Intelligence methodologies can support e-Learning system designers in two different aspects: (1) they represent the most suitable solution able to support learning content and activities, personalized to specific needs and influenced by specific preferences of the learner and (2) they assist designers with computationally efficient methods to develop "in time" e-Learning environments. This article attempts to achieve both results by exploiting an ontological representations of learning environment and memetic approach of optimization, integrated into a cooperative distributed problem solving framework. This synergy enables multi-island memetic approach managing a collection of models and processes for adapting an e-Learning system to the learner expectations and to formulate objectives in an effective and dynamic intelligent way. More precisely, our proposal exploits ontological representations of learning environment and a memetic distributed problem-solving approach to generate the best learning presentation and, at the same time, minimize the computational efforts necessary to compute optimal learning experiences. C1 [Acampora, Giovanni; Loia, Vincenzo] Univ Salerno, Dept Math & Comp Sci, I-84084 Salerno, Italy. [Gaeta, Matteo] Univ Salerno, Dept Informat Engn & Appl Math, I-84084 Salerno, Italy. 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Intell. PD MAY PY 2011 VL 27 IS 2 BP 141 EP 165 DI 10.1111/j.1467-8640.2010.00367.x PG 25 WC Computer Science, Artificial Intelligence SC Computer Science GA 759SB UT WOS:000290267600001 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. C1 [Cheng, Ching-Hsue] Natl Yunlin Univ Sci & Technol, Dept Informat Management, Touliu, Yunlin, Taiwan. [Wei, Liang-Ying] Yuanpei Univ, Dept Informat Management, Hsinchu, Taiwan. [Chen, Yao-Hsien] WuFeng Inst Technol, Dept Informat Management, Chiayi, Taiwan. 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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 Desai, T Stankeyeva, D Chapman, A Bailey, J AF Desai, Tejas Stankeyeva, Darina Chapman, Arlene Bailey, James TI Nephrology fellows show consistent use of, and improved knowledge from, a nephrologist-programmed teaching instrument SO JOURNAL OF NEPHROLOGY LA English DT Article DE E-learning; Internet education; Medical education; Nephrology education; Online education; Web learning ID CONTROLLED-TRIAL; EDUCATION; TOOL AB Introduction: Teaching nephrology through a traditional classroom-based approach has significant time and place limitations. In the 21st century, these limitations are more prevalent and harder to resolve. Fortunately, online teaching instruments can overcome these restrictions. On this basis, we hypothesized that a nephrology-focused online teaching instrument, programmed and maintained by nephrology educators, would result in sustained use by, and improved test scores for, nephrology fellows. Methods: To test this hypothesis, we programmed and managed a 3-tiered Web-based teaching instrument based on the Blackboard platform. Nephrology fellows from Emory University, from the Classes of 2008-2010, were the primary subjects asked to use this instrument. We tracked their use of every teaching resource for 20 months. In addition we tested their knowledge of nephrolithiasis before and after using our interactive teaching module. Results: Both the e-Library and Discussion forums showed increases in total use from years 1 to 2 (31% and 91% increases, respectively). When stratified by category or year in training, the changes in average monthly use of all online teaching resources were nonsignificant. Eight of 10 renal fellows showed increases in postmodule test scores (42.3% increase for the Class of 2009; 10.7% increase for the Class of 2010). Conclusions: Our results demonstrate sustained use in all 3 tiers of the online instrument. There was a significant improvement in knowledge after using the online module. The results indicate that nephrology educators can program sustainable online teaching tools that improve fellows' knowledge of nephrology. C1 [Desai, Tejas] E Carolina Univ, Brody Sch Med, Div Nephrol & Hypertens, Greenville, NC 27834 USA. [Stankeyeva, Darina; Chapman, Arlene; Bailey, James] Emory Univ, Sch Med, Div Nephrol & Hypertens, Atlanta, GA USA. RP Desai, T (reprint author), E Carolina Univ, Brody Sch Med, Div Nephrol & Hypertens, 2355 W Arlington Blvd, Greenville, NC 27834 USA EM desait@ecu.edu CR Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181 NILSSON M, 2008, BMC MED EDUC, V8, P1 WONG RY, 2008, CANADIAN J GEN INTER, V3, P76 Walsh K, 2007, POSTGRAD MED J, V83, P502, DOI 10.1136/pgmj.2007.059501 Savel RH, 2007, J AM MED INFORM ASSN, V14, P94, DOI 10.1197/jamia.M2205 *ACCR COUNC GRAD M, 2007, PROGR REQ RES ED INT Schilling K, 2006, FAM MED, V38, P126 ROBERTS PF, 2006, HOSP PHYS, V42, P35 Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043 Ludmerer KM, 2004, NEW ENGL J MED, V351, P1163 Wiecha JM, 2003, J MED INTERNET RES, V5, DOI 10.2196/jmir.5.2.e13 Abbott KC, 2002, MIL MED, V167, P326 Bell DS, 2000, ANN INTERN MED, V132, P938 Welch PG, 2000, MIL MED, V165, P189 WEGNER, 1999, J ASYNCHRONOUS LEARN, V3, P98 MAURER H, 1999, P WEBN 99 AACE CHARL, P717 NR 16 TC 1 Z9 1 PU WICHTIG EDITORE PI MILAN PA 72/74 VIA FRIULI, 20135 MILAN, ITALY SN 1121-8428 J9 J NEPHROL JI J. Nephrol. PD MAY-JUN PY 2011 VL 24 IS 3 BP 345 EP 350 DI 10.5301/JN.2010.5820 PG 6 WC Urology & Nephrology SC Urology & Nephrology GA 761DE UT WOS:000290374700012 ER PT J AU Stelma, J AF Stelma, Juup TI An ecological model of developing researcher competence: the case of software technology in doctoral research SO INSTRUCTIONAL SCIENCE LA English DT Article DE Developing researcher competence; Ecological psychology; Intentionality; Software; Affordances; Research education ID EDUCATION; AFFORDANCES AB This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral students' use of research software. The model extends on theoretical work done by Young et al. (Instructional Science 30(1): 47-63, 2002), modelling the intentional dynamics of technological learning contexts. The development of the ecological model is linked to existing ways of understanding the doctoral experience. This includes the recent emphasis on pedagogy and learning, as well as different conceptualisations of context. The experiences of three doctoral student informants are used to exemplify aspects of the ecological model. A description of an e-learning resource, designed to support Education doctoral students' use of research software, illustrates a concrete pedagogical contribution of the model. The paper concludes with a more general discussion of contributions of the model to the field of ecological psychology and the literature on doctoral education. C1 Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England. 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Sci. PD MAY PY 2011 VL 39 IS 3 BP 367 EP 385 DI 10.1007/s11251-010-9132-7 PG 19 WC Education & Educational Research; Psychology, Educational SC Education & Educational Research; Psychology GA 749RL UT WOS:000289486900007 ER PT J AU Cheng, YM AF Cheng, Yung-Ming TI Antecedents and consequences of e-learning acceptance SO INFORMATION SYSTEMS JOURNAL LA English DT Review DE technology acceptance model; extended TAM; e-learning acceptance; perceived performance; structural equation modelling ID COMPUTER-MEDIATED ENVIRONMENTS; TASK-TECHNOLOGY FIT; GOAL ORIENTATION; USER ACCEPTANCE; SELF-EFFICACY; INFORMATION TECHNOLOGY; INTRINSIC MOTIVATION; INDIVIDUAL-PERFORMANCE; CONTINUANCE INTENTION; EMPIRICAL-EXAMINATION AB Based on the technology acceptance model (TAM), this study uses the framework of the extended TAM to examine the antecedents and consequences for employees' acceptance of the e-learning system within financial services organizations. The total of 328 useable responses collected from eight international or domestic financial services companies in Taiwan were tested against the model using structural equation modelling (SEM). The main research results are summarized as follows in terms of the antecedents of e-learning acceptance and its impact on employees' perceived performance. Four types of determinants are demonstrated: individual factors, system factors, social factors and network externality factor. Finally, this study proposes relevant suggestions for practitioners and future researchers. C1 Chaoyang Univ Technol, Dept Business Adm, Wufong Township 41349, Taichung County, Taiwan. 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Syst. J. PD MAY PY 2011 VL 21 IS 3 BP 269 EP 299 DI 10.1111/j.1365-2575.2010.00356.x PG 31 WC Information Science & Library Science SC Information Science & Library Science GA 746RQ UT WOS:000289265000004 ER PT J AU Shih, JL Chu, HC Hwang, GJ Kinshuk AF Shih, Ju-Ling Chu, Hui-Chun Hwang, Gwo-Jen Kinshuk TI An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID MOBILE DEVICES; EXPERT-SYSTEMS; EXPERIENCES; TECHNOLOGY; EDUCATION; DESIGN AB In recent years, digital learning has been converting from e-learning to m-learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context-aware ubiquitous learning (u-learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context-aware u-learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context-aware u-learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students' motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order. C1 [Shih, Ju-Ling; Chu, Hui-Chun; Hwang, Gwo-Jen] Natl Univ Tainan, Dept Informat & Learning Technol, Tainan, Taiwan. [Kinshuk] Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada. RP Hwang, GJ (reprint author), 33,Sec 2,Shulin St, Tainan 70005, Taiwan EM gjhwang@mail.nutn.edu.tw CR Chu HC, 2008, EXPERT SYST APPL, V34, P2826, DOI 10.1016/j.eswa.2007.05.034 Triantafillou E, 2008, COMPUT EDUC, V50, P1319, DOI 10.1016/j.compedu.2006.12.005 Liaw SS, 2008, COMPUT EDUC, V50, P950, DOI 10.1016/j.compedu.2006.09.007 Churchill D, 2008, COMPUT EDUC, V50, P881, DOI 10.1016/j.compedu.2006.09.004 Evans C, 2008, COMPUT EDUC, V50, P491, DOI 10.1016/j.compedu.2007.09.016 Chu HC, 2008, ELECTRON LIBR, V26, P303, DOI 10.1108/02640470810879464 Hwang GJ, 2008, EDUC TECHNOL SOC, V11, P81 Chen GD, 2008, COMPUT EDUC, V50, P77, DOI 10.1016/j.compedu.2006.03.004 Rau PLP, 2008, COMPUT EDUC, V50, P1, DOI 10.1016/j.compedu.2006.03.008 Hwang GJ, 2008, INNOV EDUC TEACH INT, V45, P77, DOI 10.1080/14703290701757476 CHEN CM, 2008, 3 MOB UB TECHN ENH L Hwang GH, 2006, EXPERT SYST APPL, V31, P299, DOI 10.1016/j.eswa.2005.09.050 Yang SJH, 2006, EDUC TECHNOL SOC, V9, P188 Joiner R, 2006, COMPUT HUM BEHAV, V22, P67, DOI 10.1016/j.chb.2005.01.001 Rogers Y, 2005, COMMUN ACM, V48, P55, DOI 10.1145/1039539.1039570 CASEY D, 2005, INT J LEARNING, V12, P113 GAINES BR, 2005, REPGRID REPNET REP 4 CHENG Z, 2005, 19 INT C ADV INF NET, P567 OGATA H, 2004, 2 IEEE INT WORKSH WI GEORGIEV T, 2004, P 5 INT C COMP SYST, P1 ISODA Y, 2004, 18 INT C ADV INF NET Chen YS, 2003, J COMPUT ASSIST LEAR, V19, P347, DOI 10.1046/j.0266-4909.2003.00036.x CHRISTOPHER KH, 2003, PERS UBIQUIT COMPUT, V7, P339 KAWAHARA Y, 2003, IPSJ SIG TECHNICAL R, P1 MOSTEFAOUI SK, 2003, 5 INT C INF INT WEB COHEN J, 1988, STAT POWER ANAL BEHA KELLY GA, 1955, PSYCHOL PERSONAL CON, V1 NR 27 TC 1 Z9 1 PU WILEY-BLACKWELL 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 MAY PY 2011 VL 42 IS 3 BP 373 EP 394 DI 10.1111/j.1467-8535.2009.01020.x PG 22 WC Education & Educational Research SC Education & Educational Research GA 746MN UT WOS:000289251200012 ER PT J AU Chen, CM Lee, TH AF Chen, Chih-Ming Lee, Tai-Hung TI Emotion recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID STUDENTS AB e-Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions markedly impact learning outcomes. In the language education field, many studies have investigated anxiety associated with learning a second language, noting that anxiety has an adverse effect on the performance of those speaking English as a second language. Therefore, how to reduce anxiety associated with learning a second language to increase learning performance is an important research issue in the language education field. Accordingly, this study employed a sensor, signal processing, wireless communication, system-on-chip and machine-learning techniques in developing an embedded human emotion recognition system based on human pulse signals for detecting three human emotions-nervousness, peace and joy-to help teachers reduce language-learning anxiety of individual learners in a web-based one-to-one synchronous learning environment. The accuracy rate of the proposed emotion recognition model evaluated by cross-validation is as high as 79.7136% when filtering out human pulse signals that have bias. Moreover, this study applied the embedded emotion recognition system to assist instructor's teaching in a synchronous English conversation environment by immediately reporting variations in individual learner emotions to the teacher during learning. In this instructional experiment, the teacher can give appropriate learning assistance or guidance based on the emotion states of individual learners. Experimental results indicate that the proposed embedded human emotion recognition system is helpful in reducing language-based anxiety, thus promoting instruction effectiveness in English conversation classes. C1 [Chen, Chih-Ming] Natl Chengchi Univ, Grad Inst Lib Informat & Archival Studies, Taipei 116, Taiwan. [Lee, Tai-Hung] Natl Cent Univ, Dept Elect Engn, Jhongli, 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 CR Lekkas Z, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P886 ROUHANI A, 2008, LINGUISTIK ONLINE, V34, P41 OZCAN C, 2008, ANXIETY LEARNING LAN HSIEH CW, 2007, WORLD C MED PHYS BIO, V14, P787 MOHAMED BA, 2007, INT C INF COMM TECHN, P201 EMMANUEL B, 2007, 7 IEEE INT C ADV LEA, P809 WOODROW L, 2006, RELC J, V37, P308 NOSU K, 2006, P 1 INT C INN COMP I, V2, P274 Kim J, 2005, CLIN NEUROSCI RES, V4, P335, DOI 10.1016/j.cnr.2005.03.008 Frigo M, 2005, P IEEE, V93, P216, DOI 10.1109/JPROC.2004.840301 SHAIKH MAM, 2005, INT C COMP INF TECHN, P280 REILLY R, 2004, P SOC INF TECHN TEAC, P3021 Winston JS, 2003, NEUROIMAGE, V20, P84, DOI 10.1016/S1053-8119(03)00303-3 NOBLE WS, 2003, SUPPORT VECTOR MACHI BARLOW DH, 2002, ANXIETY ITS DISORDER De Vicente A, 2002, LECT NOTES COMPUT SC, V2363, P933 PARAMESWARAN N, 2002, P 15 INT FLOR ART IN, P82 Lin BS, 2001, COMPUT EDUC, V37, P377 Picard RW, 2001, IEEE T PATTERN ANAL, V23, P1175, DOI 10.1109/34.954607 CHANG CC, 2001, LIBSVM LIB SUPPORT V HORWITZ EK, 2001, ANNU REV APPL LINGUI, V21, P112 Kort B, 2001, IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P43 WEHRLE T, 2000, AFFECT INTERACTIONS, P49 KOPECEK I, 2000, P ISCA WORKSH SPEECH, P184 ROSENBERG EL, 1998, REV GEN PSYCHOL, V2, P247 COLES G, 1998, READING LESSONS DEBA Pajares F, 1996, CONTEMP EDUC PSYCHOL, V21, P325 GOLEMAN D, 1995, EMOTIONAL INTELLIGEN LEDOUX JE, 1994, SCI AM, V270, P50 EKMAN P, 1994, NATURE EMOTION YOUNG DJ, 1990, FOREIGN LANG ANN, V23, P539 SHEREBRIN MH, 1990, IEEE T BIO-MED ENG, V37, P313, DOI 10.1109/10.52332 PIAGET J, 1989, EMOTIONS TEXTES BASE, P75 HORWITZ EK, 1986, TESOL QUART, V20, P559 HORWITZ EK, 1986, MOD LANG J, V70, P125 IZARD CE, 1984, EMOTIONS COGNITION B, P17 NR 36 TC 1 Z9 1 PU WILEY-BLACKWELL 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 MAY PY 2011 VL 42 IS 3 BP 417 EP 440 DI 10.1111/j.1467-8535.2009.01035.x PG 24 WC Education & Educational Research SC Education & Educational Research GA 746MN UT WOS:000289251200014 ER PT J AU [Anonymous] AF [Anonymous] TI Effectiveness and acceptability of face-to-face, blended and e-learning: a randomised trial of orthodontic undergraduates SO EUROPEAN JOURNAL OF DENTAL EDUCATION LA English DT Article DE undergraduate dental education; e-learning; blended learning; effectiveness; attitudes; orthodontics ID DENTAL STUDENTS; COMPUTER; PERCEPTIONS; INSTRUCTION; ATTITUDES; DENTISTRY; EDUCATION AB Aim: This study compared e-learning (EL), face-to-face learning (F2FL) and blended learning (BL) with respect to their effectiveness and student attitudes towards them. It also evaluated the effect of the order in which the components (EL and F2FL) of blended learning are delivered. Design: This was a prospective cluster randomised trial comparing four parallel groups. Method: Eight groups of fourth year dental undergraduate students were randomly allocated to one of four intervention groups: EL, F2FL, BL1 or BL2. These four groups were assessed for their baseline comparability of knowledge and skills. Each then received the same cephalometric tutorial but delivered by the allocated mode of learning. Effectiveness was immediately assessed with a MCQ which measured short-term recall of knowledge. Student attitudes were evaluated with a questionnaire followed by a focus group discussion. Results: Ninety (57%) students completed the study. Pearson's chi-square test found no statistically significant difference between F2FL and BL; EL alone was less effective (P < 0.05) for four MCQ questions but with no difference for the remaining six questions. Overall students were positive towards each learning modality, but a one-way analysis of variance found BL was the most and F2FL was the least accepted (P = 0.002). EL was significantly (P = 0.028) less preferred. The order of the components in BL had no significant effects. Conclusion: These results suggest that BL is more likely than either F2FL or EL alone, to be both effective and accepted when delivering cephalometric education to undergraduates. 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J. Dent. Educ. PD MAY PY 2011 VL 15 IS 2 BP 110 EP 117 DI 10.1111/j.1600-0579.2010.00651.x PG 8 WC Dentistry, Oral Surgery & Medicine; Education, Scientific Disciplines SC Dentistry, Oral Surgery & Medicine; Education & Educational Research GA 751OC UT WOS:000289626400008 ER PT J AU Behrend, TS Thompson, LF AF Behrend, Tara S. Thompson, Lori Foster TI Similarity effects in online training: Effects with computerized trainer agents SO COMPUTERS IN HUMAN BEHAVIOR LA English DT Article DE Intelligent agents; Similarity-attraction; E-learning; Web-based training; Social categorization; Diversity ID DEEP-LEVEL DIVERSITY; NOMOLOGICAL NETWORK; SURFACE-LEVEL; PERSONALITY; ATTRACTION; PERFORMANCE; WORKGROUPS; ETHNICITY; RESPONSES; SPEECH AB In this study, trainees worked with computerized trainer agents that were either similar to them or different regarding appearance or feedback-giving style. Similarity was assessed objectively, based on appearance and feedback style matching, and subjectively, based on participants' self-reported perceptions of similarity. Appearance similarity had few effects. Objective feedback similarity led to higher scores on a declarative knowledge test and higher liking for the trainer. Subjective feedback similarity was related to reactions, engagement, and liking for the trainer. Overall, results indicated that subjective similarity is more important in predicting training outcomes than objective similarity, and that surface-level similarity is less important than deep-level similarity. These results shed new light on the dynamics between e-learners and trainer agents, and inform the design of agent-based training. (C) 2011 Elsevier Ltd. All rights reserved. C1 [Behrend, Tara S.] George Washington Univ, Dept Org Sci & Commun, Washington, DC 20052 USA. [Thompson, Lori Foster] N Carolina State Univ, Dept Psychol, Raleigh, NC 27695 USA. 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However, knowledge sharing in semantic level is still a challenge due to that the learning materials can be presented in any form, such as audios, videos, web pages, and even flash files. The proposed knowledge exchange framework allows users to share their learning materials (also called "learning objects") in semantic level automatically. This framework contains two methodologies: the first is a semantic mapping between knowledge bases (i.e. ontologies) which have essentially similar concepts, and the second is an ontology-based classification algorithm for sharable learning objects. The proposed algorithm adopts the IMS DRI standard and classifies the sharable learning objects from heterogeneous repositories into a local knowledge base by their inner meaning instead of keyword matching. Significance of this research lies in the semantic inferring rules for ontology mapping and learning objects classification as well as the full automatic processing and self-optimizing capability. Focused on digital learning materials and contrasted to other traditional technologies, the proposed approach has experimentally demonstrated significantly improvement in performance. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Lee, Ming Che] Ming Chuan Univ, Dept Comp & Commun Engn, Tao Yuan 333, Taiwan. [Tsai, Kun Hua; Hsieh, Tung Cheng] Natl Cheng Kung Univ, Dept Engn Sci, Tainan 701, Taiwan. 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J. Bus. Manag. PD APR 18 PY 2011 VL 5 IS 8 BP 3229 EP 3243 PG 15 WC Business; Management SC Business & Economics GA 776RE UT WOS:000291554100021 ER PT J AU Alkhanak, SAK Azmi, IAG AF Alkhanak, Sana'a Abdul Karim Azmi, Ilhaamie Abdul Ghani TI Information technology usage and attitudes towards online resources-Students perspective SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE Information Technology (IT); online resources; e-Learning; attitude; blended learning AB Nowadays, the higher education trend is to emerge the traditional and online learning, placing a high concern on the development of Information Technology and deployment of e-learning. The aim of this study was to evaluate the features of information technology usage and to assess the attitudes and preferences towards e-learning courses resources among the students at the public University in Malaysia, which offered online courses resources besides the traditional education. A questionnaire was administered in three parts and a total of 515 students responded to the survey. Students indicated a strong reliance on university facilities to access the Internet from the campus, and in using the infrastructure facilities and services. Another revealed result that the students' attitudes and preferences toward online e-learning resources were positive and the availability of information about courses was the most important for the students' attitude toward using e-learning, and for the improvement of their course performance. Furthermore, students prefer taking courses which incorporate the use of Information Technology, and indicate that activities provided in interactive multimedia or e-learning systems are more effective compared to traditional classroom activities. C1 [Alkhanak, Sana'a Abdul Karim; Azmi, Ilhaamie Abdul Ghani] Univ Malaya, Acad Islamic Studies, Dept Syariah & Management, Kuala Lumpur 56350, Malaysia. RP Alkhanak, SAK (reprint author), Univ Malaya, Acad Islamic Studies, Dept Syariah & Management, Kuala Lumpur 56350, Malaysia EM sanalkhanak@yahoo.com CR OLEARY L, 2011, COMPUTING ESSENTIALS *UM ICT SERV, 2009, E LEARN GEN INF INF RAMANAU R, 2008, INT HALK 6 INT C NET TURBAN E, 2006, ELECT COMMERCE MANAG SHARP V, 2005, COMPUTER ED TEACHERS *UNESCO, 2003, LIF LEARN MAL INT IN WHEELER B, 2001, NEW POLL SHOWS FACUL Pressey SL, 1926, SCHOOL SOC, V23, P373 NR 8 TC 0 Z9 0 PU ACADEMIC JOURNALS PI VICTORIA ISLAND PA P O BOX 5170-00200 NAIROBI, VICTORIA ISLAND, LAGOS 73023, NIGERIA SN 1993-8233 J9 AFR J BUS MANAGE JI Afr. J. Bus. Manag. PD APR 4 PY 2011 VL 5 IS 7 BP 2582 EP 2589 PG 8 WC Business; Management SC Business & Economics GA 776RC UT WOS:000291553900009 ER PT J AU Jia, HY Wang, MH Ran, WJ Yang, SJH Liao, JA Chiu, DKW AF Jia, Haiyang Wang, Minhong Ran, Weijia Yang, Stephen J. H. Liao, Jian Chiu, Dickson K. W. TI Design of a performance-oriented workplace e-learning system using ontology SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE E-learning system; Workplace; Performance; Ontology ID GENERATION; SEARCH; RULES; WEB AB E-learning is emerging as a popular learning approach utilized by many organizations. Despite the ever increasing practices of e-learning in the workplace, most e-learning applications fail to meet learners' needs or serve organization's quests for success. Significant gaps exist between organizational interests and individual needs when they come to e-learning, which make e-learning applications less goal-effective. To solve this problem, a performance-oriented approach is presented in this study. Key performance indicators (KPIs) are set up to clarify organizational training needs, and help learners establish rational learning objectives. In addition, ontology is used for constructing formal and machine-understandable conceptualization of the performance-oriented learning environment. Using this approach, a KPI-oriented learning ontology and prototype system have been developed and evaluated to demonstrate the effectiveness of the approach. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Jia, Haiyang; Wang, Minhong; Ran, Weijia; Liao, Jian] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Jia, Haiyang] Jilin Univ, Coll Comp Sci & Technol, Changchun, Peoples R China. [Wang, Minhong] MIT Sloan Sch Management, Cambridge, MA USA. [Ran, Weijia] SUNY Albany, Coll Comp & Informat, Albany, NY 12222 USA. [Yang, Stephen J. H.] Natl Cent Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. [Liao, Jian] South West Univ, E Learning Sch, Chongqing, Peoples R China. [Chiu, Dickson K. W.] Dickson Comp Syst, Hong Kong, Hong Kong, Peoples R China. RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China EM magwang@hku.hk FU Hong Kong SAR Government[717708]; University of Hong Kong[201002160030, 200711159052] FX This research is supported by a UGC GRF Grant (No. 717708) from the Hong Kong SAR Government, a Seeding Funding for Basic Research (No. 200711159052), and a seed Fund for Applied Research (No. 201002160030) from The University of Hong Kong. The authors thank Professor Haijing Jiang for his valuable comments to this project. CR Wang MH, 2011, IEEE T EDUC, V54, P263, DOI 10.1109/TE.2010.2051546 Wang MH, 2011, INFORM SYST FRONT, V13, P191, DOI 10.1007/s10796-009-9191-y Wang MH, 2010, EDUC TECHNOL SOC, V13, P167 Biletskiy Y, 2009, EXPERT SYST APPL, V36, P9113, DOI 10.1016/j.eswa.2008.12.038 Chi YL, 2009, EXPERT SYST APPL, V36, P7838, DOI 10.1016/j.eswa.2008.11.048 Gladun A, 2009, EXPERT SYST APPL, V36, P1922, DOI 10.1016/j.eswa.2007.12.019 Fernandez-Breis JT, 2009, INFORM SCIENCES, V179, P339, DOI 10.1016/j.ins.2008.10.014 Neri MA, 2009, APPL ARTIF INTELL, V23, P233, DOI 10.1080/08839510802715134 WANG M, 2009, KNOWLEDGE MANAGEMENT, V1, P1 Schiaffino S, 2008, COMPUT EDUC, V51, P1744, DOI 10.1016/j.compedu.2008.05.008 Chen CM, 2008, COMPUT EDUC, V51, P787, DOI 10.1016/j.compedu.2007.08.004 Kontopoulos E, 2008, EXPERT SYST APPL, V35, P398, DOI 10.1016/j.eswa.2007.07.034 Lee MC, 2008, COMPUT EDUC, V50, P1240, DOI 10.1016/j.compedu.2006.12.007 Aczel JC, 2008, COMPUT EDUC, V50, P499, DOI 10.1016/j.compedu.2007.07.005 RAN W, 2008, INT C ENT INF SYST I Rubin DL, 2007, J DIGIT IMAGING, V20, P34, DOI 10.1007/s10278-007-9065-0 Sirin E, 2007, J WEB SEMANT, V5, P51, DOI 10.1016/j.websem.2007.03.004 ROLLETT H, 2007, INT J LEARNING TECHN, V3, P87, DOI 10.1504/IJLT.2007.012368 SLIZYTE A, 2007, ORG VADYBA SISTEMINI, V43, P135 Wang TI, 2007, EDUC TECHNOL SOC, V10, P84 Gasevic D, 2006, BRIT J EDUC TECHNOL, V37, P375, DOI 10.1111/j.1467-8535.2006.00611.x KIRKPATRICK DL, 2006, EVALUATING TRAINING Gangemi A, 2006, LECT NOTES COMPUT SC, V4011, P140 Horrocks I, 2005, J WEB SEMANT, V3, P23, DOI 10.1016/j.websem.2005.05.003 SERVAGE L, 2005, J WORKPLACE LEARNING, V17, P304 MOON S, 2005, J WORKPLACE LEARNING, V17, P370 DRISCOLL M, 2005, ADV WEB BASED TRAINI OREILLY T, 2005, WHAT WEB 2 0 DESIGN CHAN A, 2004, BENCHMARKING INT J, V11, P203 SURE Y, 2004, IEEE INTELL SYST APP, V19, P74 WELSH ET, 2003, INT J TRAINING DEV, V7, P245 SAMBROOK S, 2003, ED TRAINING, V45, P506 ILLERIS K, 2003, J WORKPLACE LEARNING, V15, P167 SIMON HA, 2003, MANAGING MODULAR AGE, P15 SCHRODER BSW, 2002, ORDERED SETS INTRO BRINK B, 2002, ED TECHNOLOGY SOC, V5, P81 Berners-Lee T, 2001, SCI AM, V284, P34 TAYLOR J, 2001, J FURTHER HIGHER ED, V25, P379 ROSENBERG MJ, 2001, E LEARNING STRATEGIE BERTOLINO A, 2001, SWEBOK GUIDE SOFTWAR, pCH5 LOOTS C, 1998, J CONTINUING HIGHER, V46, P16 RAELIN JA, 1998, J WORKPLACE LEARNING, V10, P280, DOI DOI 10.1108/13665629810236183 Baldwin CY, 1997, HARVARD BUS REV, V75, P84 USCHOLD U, 1996, KNOWL ENG REV, V11, P93 GRUBER TR, 1993, KNOWL ACQUIS, V5, P199 NR 45 TC 1 Z9 1 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 APR PY 2011 VL 38 IS 4 BP 3372 EP 3382 DI 10.1016/j.eswa.2010.08.122 PG 11 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 715RY UT WOS:000286904600049 ER PT J AU Cocea, M Weibelzahl, S AF Cocea, Mihaela Weibelzahl, Stephan TI Disengagement Detection in Online Learning: Validation Studies and Perspectives SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Article DE e-Learning; educational data mining; disengagement prediction; log-file analysis ID MODEL AB Learning environments aim to deliver efficacious instruction, but rarely take into consideration the motivational factors involved in the learning process. However, motivational aspects like engagement play an important role in effective learning-engaged learners gain more. E-Learning systems could be improved by tracking students' disengagement that, in turn, would allow personalized interventions at appropriate times in order to reengage students. This idea has been exploited several times for Intelligent Tutoring Systems, but not yet in other types of learning environments that are less structured. To address this gap, our research looks at online learning-content-delivery systems using educational data mining techniques. Previously, several attributes relevant for disengagement prediction were identified by means of log-file analysis on HTML-Tutor, a web-based learning environment. In this paper, we investigate the extendibility of our approach to other systems by studying the relevance of these attributes for predicting disengagement in a different e-learning system. To this end, two validation studies were conducted indicating that the previously identified attributes are pertinent for disengagement prediction, and two new meta-attributes derived from log-data observations improve prediction and may potentially be used for automatic log-file annotation. C1 [Cocea, Mihaela] Univ London, Birkbeck Coll, London Knowledge Lab, Dept Comp Sci & Informat Syst, London WC1N 3QS, England. [Weibelzahl, Stephan] Natl Coll Ireland, Sch Comp, IFSC, Dublin 1, Ireland. RP Cocea, M (reprint author), Univ London, Birkbeck Coll, London Knowledge Lab, Dept Comp Sci & Informat Syst, 23-29 Emerald St, London WC1N 3QS, England EM mihaela@dcs.bbk.ac.uk sweibelzahl@ncirl.ie CR Baker RSJD, 2010, INT J HUM-COMPUT ST, V68, P223, DOI 10.1016/j.ijhcs.2009.12.003 Conati C, 2009, USER MODEL USER-ADAP, V19, P267, DOI 10.1007/s11257-009-9062-8 D'Mello S, 2009, APPL ARTIF INTELL, V23, P123, DOI 10.1080/08839510802631745 WOOLF B, 2009, INT J LEARNING TECHN, V4, P129, DOI 10.1504/IJLT.2009.028804 ROWE JP, 2009, P 14 INT C ART INT E, P99 RODRIGO MMT, 2009, P C INN TECHN COMP S, P156 DMELLO S, 2008, P WORKSH EM COGN ISS RODRIGO MMT, 2008, P INT C COMP ED Burleson W, 2007, IEEE INTELL SYST, V22, P62 ARROYO I, 2007, P 13 INT C ART INT E, P195 COCEA M, 2007, P 11 INT C US MOD UM, P197 RODRIGO MMT, 2007, P 13 INT C ART INT E, P145 LEE S, 2007, P INT C US MOD, P380 2007, SPEED READING TEST *TURBOREAD, 2007, TURBOREAD SPEED READ COCEA M, 2006, P WORKSH WEEK LERN W, P32 JOHNS J, 2006, P 21 NAT C ART INT A CONNOLLY T, 2006, J INF TECHNOL, V5, P459 BEAL CR, 2006, P 21 NAT C ART INT B, P2 COCEA M, 2006, P 4 INT C AD HYP AD, P414 HURLEY T, 2006, P 4 INT C AD HYP AD, P440 WALONOSKI J, 2006, P 8 INT C INT TUT SY, P382 WITTEN IH, 2005, DATA MINING PRACTICA FARZAN R, 2005, P IJCAI 05 WORKSH IN, P49 Arroyo I, 2005, FR ART INT, V125, P33 Qu L, 2005, FR ART INT, V125, P547 Beck JE, 2005, FR ART INT, V125, P88 KRIPPENDORFF K, 2004, CONTENT ANAL INTRO I BAKER RS, 2004, P 7 INT C INT TUT SY, P531 LOMBARD M, 2003, PRACTICAL RESOURCES PINTRICH PR, 2002, MOTIVATION ED THEORY DEVICENTE A, 2002, P 6 INT C INT TUT SY, P933 WEBER G, 2001, HYPERMEDIA OPENNESS, P226 RAFTER R, 2001, P IJCAI WORKSH INT T CHEN GD, 1998, P WORLD C ED MULT HY MITCHELL T, 1997, MACHINE LEARNING KELLER JM, 1987, J INSTRUCTIONAL DEV, V10, P2 COHEN J, 1960, EDUC PSYCHOL MEAS, V20, P37 NR 38 TC 0 Z9 0 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 2011 VL 4 IS 2 BP 114 EP 124 DI 10.1109/TLT.2010.14 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 789UT UT WOS:000292542600002 ER PT J AU Amelung, M Krieger, K Rosner, D AF Amelung, Mario Krieger, Katrin Roesner, Dietmar TI E-Assessment as a Service SO IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES LA English DT Article DE Computer science education; programming; learning systems; learning control systems; modular computer systems; service-oriented architecture; web services; e-learning; computer-aided assessment; e-assessment; eduComponents AB Assessment is an essential element in learning processes. It is therefore not unsurprising that almost all learning management systems (LMSs) offer support for assessment, e. g., for the creation, execution, and evaluation of multiple choice tests. We have designed and implemented generic support for assessment that is based on assignments that students submit as electronic documents. In addition to assignments that are graded by teachers, we also support assignments that can be automatically tested and evaluated, e. g., assignments in programming languages, or other formal notations. In this paper, we report about the design and implementation of a service-oriented approach for automatic assessment of programming assignments. The most relevant aspects of our "assessment as a service" solution are that on the one hand the advantages of automatic assessment can be used with a multitude of programming languages, as well as other formal notations (as so-called backends); on the other hand, the features of these types of assessment can be easily interfaced with different existing learning management systems (as so called frontends). We also report about the practical use of the implemented software components at our university and other educational institutions. C1 [Amelung, Mario] Eudemonia Solut AG, D-39106 Magdeburg, Germany. [Krieger, Katrin; Roesner, Dietmar] Otto Von Guericke Univ, Fak Informat IWS, D-39106 Magdeburg, Germany. RP Amelung, M (reprint author), Eudemonia Solut AG, Sandtorstr 23, D-39106 Magdeburg, Germany EM amelung@eudemonia-solutions.de kkrieger@ovgu.de roesner@ovgu.de CR 2010, EPAILE AUTOMATIC GRA BELL M, 2010, SOA MODELING PATTERN STRIEWE M, 2009, P 1 INT C COMP SUPP, P54 AMELUNG M, 2009, P LERN DIG ZEIT DELF, P247 PIOTROWSKI M, 2009, THESIS O VONGUERICKE GOTEL O, 2008, P 13 ANN C INN TECHN, P214 EDWARDS SH, 2008, P 13 ANN SIGCSE C IN HOFFMANN A, 2008, P 6 E LEARN FACHT IN AMELUNG M, 2008, P ITICSE 08 MADR SPA, P219 OTTO M, 2008, THESIS O VONGUERICKE AMELUNG M, 2007, P 12 ANN SIGCSE C IN, P352 HELMICK MT, 2007, P 12 ANN SIGCSE C IN, P63 ROSNER D, 2007, P GERM E SCI C GES 0 PIOTROWSKI M, 2007, P IADIS INT C E LEAR, P171 FEUSTEL T, 2006, THESIS O VONGUERICKE JOY M, 2005, J ED RESOUR COMPUT, V5, P2 BIEBERSTEIN N, 2005, SERVICE ORIENTED ARC HIGGINS CA, 2005, J ED RESOUR COMPUT, V5, P5 ALAMUTKA KM, 2005, J COMPUTER SCI ED, V15, P83 MYERS GJ, 2004, ART SOFTWARE TESTING LAAKSO M, 2004, P 4 FINN BALT SEA C, P28 BEIERLE C, 2003, P 1 E LEARN FACHT P, V37, P144 PROVOS N, 2003, P 12 USENIX SEC S AU RAHN M, 2002, P WORKSH E LEARN KRINKE J, 2002, P WORKSH NEUE MED IN LIGHT R, 2001, MAKING MOST COLL STU SAIKKONEN R, 2001, P 6 ANN C INN TECHN, P133 BINDER R, 2000, TESTING OBJECT ORIEN CLAESSEN K, 2000, P 5 ACM SIGPLAN INT, P268 ZELLER A, 2000, P 5 ANN SIGCSE SIGCU, P89 Black P, 1998, PHI DELTA KAPPAN, V80, P139 FORSYTHE GE, 1965, COMMUN ACM, V8, P275 NR 32 TC 0 Z9 0 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 2011 VL 4 IS 2 BP 162 EP 174 DI 10.1109/TLT.2010.24 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 789UT UT WOS:000292542600006 ER PT J AU Marks, A Maizels, M Mickelson, J Yerkes, E Herndon, CDA Lane, J Ben-Ami, T Maizels, E Stoltz, RS Dixon, S Liu, D Chaviano, T Hagerty, J Kaplan, W AF Marks, Andrew Maizels, Max Mickelson, Jennie Yerkes, Elizabeth Herndon, C. D. Anthony Lane, Jerry Ben-Ami, Tamar Maizels, Evelyn Stoltz, Rachel Stork Dixon, Scott Liu, Dennis Chaviano, Tony Hagerty, Jennifer Kaplan, William TI Effectiveness of the computer enhanced visual learning method in teaching the society for fetal urology hydronephrosis grading system for urology trainees SO JOURNAL OF PEDIATRIC UROLOGY LA English DT Article DE Computers; Hydronephrosis; Education; Ultrasound ID RADIOLOGY; EDUCATION; SKILLS AB Objective: A novel educational tool, Computer Enhanced Visual Learning (CEVL), has been used to improve resident performance of routine orchiopexy. Our objective was to assess the effect of a CEVL teaching module on the diagnostic accuracy of medical trainees in grading neonatal hydronephrosis on ultrasound using the Society for Fetal Urology (SFU) grading system. Methods: The authors designed an online-based computerized tutorial to teach the grading of hydronephrosis using multimedia, practice cases and a grading checklist. In a crossover design trial, 29 residents and medical students were asked to grade 16 standard neonatal renal ultrasounds using the SFU grading system before and after viewing the web-based e-learning module. Primary outcome was percent improvement in grading accuracy. Results: The mean percentages of ultrasounds that were graded correctly before and after CEVL intervention were 51% and 72% respectively (mean improvement 21%, 95% CI 3-13%, P < 0.001). Residents graded correctly 56% of ultrasounds before and 74% after CEVL (mean 18%, 7-28%, P = 0.002). Medical students graded correctly 37% before and 69% after CEVL (mean improvement 32%, 95% CI 16-48%, P = 0.002). Conclusion: Exposure to a computer-based learning module based on the CEVL platform improved urology residents' and medical students' correct assignment of SFU hydronephrosis grading to newborn renal ultrasounds. (C) 2010 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved. C1 [Marks, Andrew; Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Stoltz, Rachel Stork; Chaviano, Tony; Hagerty, Jennifer; Kaplan, William] Childrens Mem Hosp, Div Urol, Chicago, IL 60614 USA. [Herndon, C. D. Anthony] Univ Alabama, Dept Urol, Birmingham, AL 35294 USA. [Lane, Jerry] Childrens Mem Hosp, Div Nephrol, Chicago, IL 60614 USA. [Ben-Ami, Tamar] Childrens Mem Hosp, Div Radiol, Chicago, IL 60614 USA. [Maizels, Evelyn; Dixon, Scott] Univ Illinois, Sch Biomed Visualizat, Chicago, IL 60612 USA. [Liu, Dennis] Univ Toledo, Coll Med, Dept Urol, Toledo, OH 43614 USA. RP Marks, A (reprint author), Childrens Mem Hosp, Div Urol, 2300 Childrens Plaza,Box 24, Chicago, IL 60614 USA EM amarks@childrensmemorial.org mmaizels@childrensmemorial.org jenniemickelson@gmail.com eyerkes@childrensmemorial.org Anthony.Herndon@ccc.uab.edu j-lane@northwestern.edu tbenami@childrensmemorial.org emaize2@uic.edu rstork@gmail.com sdixon3@uic.edu dennis.liu@utoledo.edu achaviano@childrensmemorial.org jhagerty@childrensmemorial.org wkaplan@childrensmemorial.org CR Maizels M, 2008, J UROLOGY, V180, P1814, DOI 10.1016/j.juro.2008.04.077 MAIZELS M, 2008, J UROL S4, V180, P1818 ERICKSON BA, 2007, J PEDIAT UROL, V3, P382 Nguyen L, 2006, WORLD J SURG, V30, P1120, DOI 10.1007/s00268-005-0038-5 Gotthardt M, 2006, ACAD RADIOL, V13, P379, DOI 10.1016/j.acra.2005.12.006 Vassiliou MC, 2005, AM J SURG, V190, P107, DOI 10.1016/j.amjsurg.2005.04.004 Wagner M, 2005, ACAD RADIOL, V12, P752, DOI 10.1016/j.acra.2005.02.008 HEALY DG, 2005, BMC MED EDUC, V5, P23 Grunewald M, 2004, ACAD RADIOL, V11, P1381, DOI 10.1016/j.acra.2004.08.011 Reid JR, 2004, AM J ROENTGENOL, V182, P797 NR 10 TC 0 Z9 0 PU ELSEVIER SCI LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND SN 1477-5131 J9 J PEDIATR UROL JI J. Pediatr. Urol PD APR PY 2011 VL 7 IS 2 BP 113 EP 117 DI 10.1016/j.jpurol.2010.09.009 PG 5 WC Pediatrics; Urology & Nephrology SC Pediatrics; Urology & Nephrology GA 771YD UT WOS:000291195700004 ER PT J AU Zhang, TZ Shen, RM Lu, HT AF Zhang Tongzhen Shen Ruimin Lu Hongtao TI Using Non-Negative Matrix Factorization to Cluster Learners and Construct Learning Communities SO CHINESE JOURNAL OF ELECTRONICS LA English DT Article DE Learner cluster; Multi-interest learning community; Non-negative matrix factorization AB In an e-learning environment, learning community is an effective solution to conquer feelings of loneliness and to share experiences and resources with one another quickly and efficiently for learners. How to cluster learners who share the same interest is a very active area of research. This paper draws knowledge point evaluation matrix from routine learning process; factorize this knowledge point evaluation matrix by Non-negative matrix factorization (NMF); use the result of factorization to build learning communities and the relation between learners and learning communities. As a result, learners with similar interests are automatically grouped into the same community; and each learner is associated with several communities according to his or her multiple interests. The algorithms were evaluated in an online college involving 1200 students. The evaluation showed the effectiveness and efficiency of the algorithms. C1 [Zhang Tongzhen; Shen Ruimin; Lu Hongtao] Shanghai Jiao Tong Univ, Dept Comp Sci & Engn, Shanghai 200240, Peoples R China. RP Zhang, TZ (reprint author), Shanghai Jiao Tong Univ, Dept Comp Sci & Engn, Shanghai 200240, Peoples R China EM tzzhang@sjtu.edu.cn rmshen@sjtu.edu.cn CR Zhang TZ, 2010, CHINESE J ELECTRON, V19, P18 WANG ZM, 2007, P 6 WSEAS INT C APPL, P311 BENETOS, 2006, P 14 EUR SIGN PROC C BERRY MW, 2005, COMPUTATIONAL MATH O, V11, P249, DOI 10.1007/s10588-005-5380-5 YANG F, 2004, J ZHEJIANG U SCI, V11, P1343 XU W, 2003, P 26 ANN INT ACM SIG, P267, DOI DOI 10.1145/860435.860485 HUNG W, 2003, SIGGROUP B, V24, P79 STEPICH DA, 2003, EDUC TECHNOL, V43, P33 ONG SS, 2003, P 3 IEEE ICALT ATH G, P340 Guillamet D, 2002, LECT NOTES ARTIF INT, V2504, P336 COOPER M, 2002, P IEEE WORKSH MULT S Lee DD, 1999, NATURE, V401, P788 DEERWESTER S, 1990, J AM SOC INFORM SCI, V41, P391 NR 13 TC 0 Z9 0 PU TECHNOLOGY EXCHANGE LIMITED HONG KONG PI SHATIN PA 26-28 AU PUI WAN ST, STE 1102, FO TAN INDUSTRIAL CENTRE, FO TAN, SHATIN, 00000, PEOPLES R CHINA SN 1022-4653 J9 CHINESE J ELECTRON JI Chin. J. Electron. PD APR PY 2011 VL 20 IS 2 BP 207 EP 211 PG 5 WC Engineering, Electrical & Electronic SC Engineering GA 771RJ UT WOS:000291178100003 ER PT J AU Granic, A Cukusic, M AF Granic, Andrina Cukusic, Maja TI Usability Testing and Expert Inspections Complemented by Educational Evaluation: A Case Study of an e-Learning Platform SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-Learning; e-Learning system; User testing; Expert inspection; Educational evaluation ID SYSTEMS; QUALITY AB This paper presents a comprehensive usability study conducted within the context of a Europe-wide project. The design of the evaluated e-learning platform is based on an innovative approach to the education of young Europeans by integrating into the curricula of a Europe-wide network of 14 schools different state-of-the-art technologies in e-learning. The evaluation methodology brings together end-user assessments and expert inspections, thus providing a detailed students', teachers' and experts' feedback. User testing integrates six empirical methods into a laboratory-based test. Usability inspection ascertains usability problems by means of recognized heuristics and enables an "educational evaluation" of the platform by means of three sets of criteria. The paper aims to present the effectiveness of the engaged evaluation methods as applied to e-learning platforms. It offers implications from the empirical findings of the user-based methods together with a quantitative and qualitative analysis of the employed inspection methods. Special attention is given to the aspect of educational evaluation. The conducted critical usability examination of a large-scale e-learning system across several countries in Europe revealed which of the chosen assessment methods should be combined to provide constructive and valuable improvement suggestions. A more significant contribution of this research is that the used evaluation approach proved successful, providing some general findings and know-how from the experience and could be reused by other researches because of its thorough structure. As there are relatively few existing accounts of usability assessment in the e-learning context, this paper adds to the body of knowledge. C1 [Granic, Andrina] Fac Sci, Split 21000, Croatia. [Cukusic, Maja] Fac Econ, Split 21000, Croatia. RP Granic, A (reprint author), Fac Sci, Teslina 12, Split 21000, Croatia EM andrina.granic@pmfst.hr maja.cukusic@efst.hr CR Zaharias P, 2009, INT J HUM-COMPUT INT, V25, P75, DOI 10.1080/10447310802546716 Bolchini D, 2008, J WEB ENG, V7, P299 SEARS A, 2008, HUMAN COMPUTER INTER GRANIC A, 2008, UNIVERSAL ACCESS INF, V7, P209, DOI 10.1007/s10209-008-0118-z Hornung C, 2008, LECT NOTES COMPUT SC, V5145, P99 CUKUSIC M, 2008, FP6IST UNITE KELLNER A, 2008, FP6IST UNITE KOULOUMBIS A, 2007, FP6IST UNITE ARDITO C, 2006, UNIVERSAL ACCESS INF, V4, P270, DOI 10.1007/s10209-005-0008-6 BAILEY B, 2006, GETTING COMPLETE PIC Lanzilotti R, 2006, EDUC TECHNOL SOC, V9, P42 *UNITE, 2006, FP62004IST4 STREP LU Y, 2006, FP6IST UNITE MEHLENBACHER B, 2005, THEORIES MODELS PROC, V4, P1 LEWIS JR, 2005, INTRO USABILITY TEST Molich R, 2004, BEHAV INFORM TECHNOL, V23, P65, DOI 10.1080/0144929032000173951 DEVILLIERS R, 2004, SAICSIT P, V75, P284 TULLIS TS, 2004, P USABILITY PROFESSI TRIACCA L, 2004, P WORLD C ED MULT HY, P4398 Rentroia-Bonito MA, 2003, LECT NOTES ARTIF INT, V2774, P208 Matera M, 2002, IEEE T SYST MAN CY A, V32, P93, DOI 10.1109/3468.995532 *SIGCHI, 2001, ELEARN, P3 Parlangeli O, 1999, INTERACT COMPUT, V12, P37 Squires D, 1999, INTERACT COMPUT, V11, P467 MAYHEW DJ, 1999, USABILITY ENG LIFECY BROOKE J, 1996, USABILITY EVALUATION, P189 QUINN CN, 1996, P AUSTRALASIAN SOC C, P437 DRINGUS LP, 1995, J INTERACTIVE INSTRU, V7, P10 NIELSEN J, 1994, USABILITY INSPECTION, P25 REEVES TC, 1994, COMPUTER ED NEW PERS, P219 NR 30 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 APR PY 2011 VL 14 IS 2 BP 107 EP 123 PG 17 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100010 ER PT J AU Park, Y Heo, GM Lee, R AF Park, Young Heo, Gyeong Mi Lee, Romee TI Blogging for Informal Learning: Analyzing Bloggers' Perceptions Using Learning Perspective SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Blog; Adult learning; Informal learning; Learning perspective ID BLOGS AB This study defines a blog as a contemporary web-based environment that can make a difference in adult informal learning practice. An online survey with 70 adult bloggers in Korea was undertaken to understand the nature of adults' blogging and its meanings in terms of learning. This study investigates (a) adults' blogging experiences related to learning, (b) bloggers' perceptions of the usefulness of blogging in terms of four perspectives on learning processes (i.e., learning as an acquisition process, a reflection process, a practice-based community process, and an embodied co-emergent process), and (c) the link between adult informal learning and blogging. The findings show that the majority of participants became aware of positive changes, including learning experiences, in everyday life after blogging. Among the four perspectives on learning processes, bloggers perceived blogging mainly as acquisition and/or reflection oriented learning process. Also, adult bloggers identified the characteristics of learning through blogging as 'self-directed,' 'practical,' 'situative,' 'unlimited and accessible,' and 'self-regulated,' which are distinguished from those of formal education in schools. This study therefore implies that the blog can be a meaningful learning environment and the blogging can be a significant factor in having the informal learning for adults more enriched and fulfilled. C1 [Park, Young] OIC Language Visual Ltd, Boston, MA USA. [Lee, Romee] Kyungin Womens Coll, Inchon, South Korea. [Heo, Gyeong Mi] Ctr Innovat & Transfer IT Org CEFRIO, Quebec City, PQ, Canada. RP Park, Y (reprint author), OIC Language Visual Ltd, Boston, MA USA EM yp85@columbia.edu gyeongmi.heo@gmail.com romeelee@kic.ac.kr CR OVERBY A, 2009, ART ED, V62, P18 HARAMIAK A, 2009, LEARNING MEDIA TECHN, V34, P259 Boling E, 2008, READ TEACH, V61, P504, DOI 10.1598/RT.61.6.10 WANG SK, 2008, TECHTRENDS, V52, P81 WASSELL B, 2008, J TECHNOLOGY TEACHER, V16, P211 FRANCOLI M, 2008, INFORM POLITY, V13, P21 SINGH RP, 2008, J INTERNET COMMERCE, V7, P1 GLASS R, 2008, J EDUC TECHNOL SYST, V36, P145 WRIGHT S, 2008, INFORM POLITY, V13, P81 COLEMAN S, 2008, INFORM POLITY, V13, P1 WINN P, 2008, UNIVERSAL MCCANN BOYD D, 2007, J COMPUTER MEDIATED, V13 WRIGHT J, 2006, J DIRECT DATA DIGITA, V7, P93 RAY J, 2006, KAPPA DELTA PI RECOR, V42, P175 MARTINDALE T, 2005, TECHTRENDS, V49, P55 HERRING S, 2005, P 38 HAW INT C SYST QUIBLE ZK, 2005, BUSINESS COMMUNICATI, V68, P73 JOHNSON B, 2004, ED RES QUANTITATIVE KAJDER S, 2004, LEARNING LEADING TEC, V31, P32 FENWICK T, 2004, DIMENSIONS ADULT LEA, P55 Godwin-Jones R, 2003, LANG LEARN TECHNOL, V7, P12 Merriam SB, 2003, ADULT EDUC QUART, V53, P170, DOI 10.1177/0741713603251213 MITCHELL L, 2002, ALL YOUR OWN TIME IN LIVINGSTONE DW, 2002, WORKING LEARNING INF MARSICK VJ, 2001, NEW DIRECTIONS ADULT, V89, P25 MERRIAM SB, 2001, NEW DIRECTIONS ADULT KWON DB, 2001, PYEONGSAENG GYOYUKUI LIVINGSTONE DW, 2001, 21 NALL SCHUGURENSKY D, 2000, 192000 NALL MERRIAM SB, 1999, LEARNING ADULTHOOD C STRAUSS A, 1998, BASICS QUALITATIVE R *OECD, 1996, LIF LEARN ALL LAW J, 1992, SYST PRACTICE, V5, P379 LAVE J, 1991, SITUATED LEARNING LE MEZIROW J, 1991, TRANSFORMATIVE DIMEN BROCKETT RG, 1991, SELF DIRECTION ADULT BROOKFIELD S, 1981, ADULT ED UK, V54, P110 TOUGH A, 1978, ADULT ED, V28, P250 TOUGH A, 1971, ADULTS LEARNING PROJ JOHNSTONE JWC, 1965, VOLUNTEERS LEARNING NR 40 TC 1 Z9 1 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 APR PY 2011 VL 14 IS 2 BP 149 EP 160 PG 12 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100013 ER PT J AU Tselios, N Daskalakis, S Papadopoulou, M AF Tselios, Nikolaos Daskalakis, Stelios Papadopoulou, Maria TI Assessing the Acceptance of a Blended Learning University Course SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Technology adoption; technology acceptance model; blended learning; perceptions; usefulness; ease of use; e-learning; partial least squares ID INFORMATION-TECHNOLOGY; PERCEIVED EASE; BEHAVIORAL INTENTION; USER ACCEPTANCE; MODEL; SYSTEM; SATISFACTION; PERSPECTIVE; ENVIRONMENT AB Usefulness and ease of use proved to be key determinants of the acceptance and usage of e-learning. On the contrary, little is known about students' perceptions in a blended learning setting. In this paper, the Technology Acceptance Model (TAM) was utilised, in order to investigate Greek university students' attitudes toward blended learning. The goal of the study was twofold. First, to investigate whether the students' perceptions in a blended learning setting were comparable with other studies reporting perceptions in the context of distant learning. Second, to investigate variation in students' perceptions before and after actual system use. A sample of 130 students before actual system use and 102 students after the end of the semester was used. As derived from the model analysis using partial least squares, the e-learning system was well accepted and the majority of our hypotheses were confirmed. The most notable difference between pre- and post-use scenario was that perceived usefulness did not prove to have a significant effect on behavioral intention before system use, whereas, in the end, it appeared to be significant. The results are compared with similar studies focused on e-learning acceptance. The implications, both for the designer of a blended learning course as well as for the educational community, are also discussed. C1 [Tselios, Nikolaos; Daskalakis, Stelios; Papadopoulou, Maria] Univ Patras, ICT Educ Grp, Dept Educ Sci & Early Childhood Educ, Patras 26500, Greece. RP Tselios, N (reprint author), Univ Patras, ICT Educ Grp, Dept Educ Sci & Early Childhood Educ, Patras 26500, Greece EM nitse@ece.upatras.gr stelios.daskalakis@gmail.com marpapado@upnet.gr CR HENSELER J, 2009, ADV INT MARKETING, V20, P277, DOI 10.1108/S1474-7979(2009)0000020014 Park SY, 2009, EDUC TECHNOL SOC, V12, P150 KATHARAKI M, 2009, P 7 INT C INF COMM T, P82 Liaw SS, 2008, COMPUT EDUC, V51, P864, DOI 10.1016/j.compedu.2007.09.005 Roca JC, 2008, COMPUT HUM BEHAV, V24, P1585, DOI 10.1016/j.chb.2007.06.001 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 van Raaij EM, 2008, COMPUT EDUC, V50, P838, DOI 10.1016/j.compedu.2006.09.001 TSELIOS N, 2008, ED INFORM TECHNOLOGI, V13, P55, DOI 10.1007/s10639-007-9045-5 TSELIOS N, 2008, ARCHITECTURE SOLUTIO, P320 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Lin HF, 2007, CYBERPSYCHOL BEHAV, V10, P817, DOI 10.1089/cpb.2007.9948 Ngai EWT, 2007, COMPUT EDUC, V48, P250, DOI 10.1016/j.compedu.2004.11.007 JOINSON A, 2007, OXFORD HDB INTERNET MASRUR MA, 2007, P IEEE GEN M POW ENG, P1 SAADE RG, 2007, INTERDISCIPLINARY J, V3, P175 KELLER C, 2007, P 15 EUR C INF SYST, P395 LOUKIS E, 2007, P EUR C INF SYST JUN, P370 Pituch KA, 2006, COMPUT EDUC, V47, P222, DOI 10.1016/j.compedu.2004.10.007 Ong CS, 2006, COMPUT HUM BEHAV, V22, P816, DOI 10.1016/j.chb.2004.03.006 SHEPHERD MM, 2006, COMP TECHNOLOGY TRAN, V4, P196 Chou SW, 2005, J COMPUT ASSIST LEAR, V21, P65 RINGLE CM, 2005, SMARTPLS 2 0 M3 BETA Saade R, 2005, INFORM MANAGE-AMSTER, V42, P317, DOI 10.1016/j.im.2003.12.013 LEE KOM, 2005, INFORM MANAGE, V42, P1095 DANIELSON DR, 2005, ENCY HUMAN COMPUTER, P713 CORRITORE C, 2005, P 11 AM C INF SYST O, P2419 BEHRENS S, 2005, P 16 AUSTR C INF SYS Ong CS, 2004, INFORM MANAGE-AMSTER, V41, P795, DOI 10.1016/j.im.2003.08.012 Duffy TM, 2004, LEARNER-CENTERED THEORY AND PRACTICE IN DISTANCE EDUCATION, P107 Venkatesh V, 2003, MIS QUART, V27, P425 Selim HM, 2003, COMPUT EDUC, V40, P343, DOI 10.1016/S0360-1315(02)00142-2 Legris P, 2003, INFORM MANAGE-AMSTER, V40, P191 ROLDAN JL, 2003, CRITICAL REFLECTIONS TSELIOS NK, 2003, HUM FAC ER, P307 TSELIOS NK, 2001, INT J ED TELECOMMUNI, V7, P355 Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54 GEFEN D, 2000, COMMUNICATIONS ASS I, V4, P1 Teo TSH, 1999, OMEGA-INT J MANAGE S, V27, P25 CHIN WW, 1998, MODERN METHODS BUSIN, P295 Venkatesh V, 1996, DECISION SCI, V27, P451 SOLOWAY E, 1994, INTERACTIONS, V1, P36 DAVIS FD, 1989, MIS QUART, V13, P319 FORNELL C, 1981, J MARKETING RES, V18, P39 FISHBEIN M, 1980, THEORY REASONED ACTI CARMINES EG, 1979, RELIABILITY VALIDITY NR 45 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 APR PY 2011 VL 14 IS 2 BP 224 EP 235 PG 12 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100019 ER PT J AU Ghauth, KI Abdullah, NA AF Ghauth, Khairil Imran Abdullah, Nor Aniza TI The Effect of Incorporating Good Learners' Ratings in e-Learning Content-based Recommender System RID B-2768-2010 SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Recommendation system; Good learners' ratings; Content-based filtering; Collaborative filtering AB One of the anticipated challenges of today's e-learning is to solve the problem of recommending from a large number of learning materials. In this study, we introduce a novel architecture for an e-learning recommender system. More specifically, this paper comprises the following phases i) to propose an e-learning recommender system based on content-based filtering and good learners' ratings, and ii) to compare the proposed e-learning recommender system with exiting e-learning recommender systems that use both collaborative filtering and content-based filtering techniques in terms of system accuracy and student's performance. The results obtained from the test data show that the proposed e-learning recommender system outperforms existing e-learning recommender systems that use collaborative filtering and content-based filtering techniques with respect to system accuracy of about 83.28% and 48.58%, respectively. The results further show that the learner's performance is increased by at least 12.16% when the students use the e-learning with the proposed recommender system as compared to other recommendation techniques. C1 [Ghauth, Khairil Imran] Multimedia Univ, Fac Informat Technol, Selangor, Malaysia. [Abdullah, Nor Aniza] Univ Malaya, Fac Comp Sci & Informat Technol, Kuala Lumpur, Malaysia. RP Ghauth, KI (reprint author), Multimedia Univ, Fac Informat Technol, Selangor, Malaysia EM khairil-imran@mmu.edu.my noraniza@um.edu.my CR Ghauth KI, 2010, ETR&D-EDUC TECH RES, V58, P711, DOI 10.1007/s11423-010-9155-4 Ghauth KI, 2010, AUSTRALAS J EDUC TEC, V26, P764 Knutov E, 2009, NEW REV HYPERMEDIA M, V15, P5, DOI 10.1080/13614560902801608 *MERLOT, 2009, MULT ED RES LEARN ON GHAUTH KIB, 2009, P 9 IEEE INT C ADV L, P194 del Olmo FH, 2008, EXPERT SYST APPL, V35, P790, DOI 10.1016/j.eswa.2007.07.047 Tai DWS, 2008, ELECTRON LIBR, V26, P329, DOI 10.1108/02640470810879482 KHRIBI MK, 2008, P 8 INT C ADV LEARN, P241 Felfernig A, 2007, IEEE INTELL SYST, V22, P18 Castells P, 2007, IEEE T KNOWL DATA EN, V19, P261, DOI 10.1109/TKDE.2007.22 Kunaver M, 2007, AEU-INT J ELECTRON C, V61, P433, DOI 10.1016/j.aeue.2007.04.003 KERKIRI T, 2007, P 2 INT WORKSH SEM M, P110 LIU F, 2007, P 9 IEEE INT S MULT, P343 Soonthornphisaj N, 2006, LECT NOTES ARTIF INT, V4114, P518 LIANG G, 2006, ADV WEB BASED LEARNI, P10 Chen CM, 2005, COMPUT EDUC, V44, P237, DOI 10.1016/j.compedu.2004.01.006 TOPPING KJ, 2005, ED PSYCHOL, V25, P631, DOI DOI 10.1080/01443410500345172 OTAIR MA, 2005, EXPERT PERSONALIZED Herlocker JL, 2004, ACM T INFORM SYST, V22, P5, DOI 10.1145/963770.963772 NACHMIAS R, 2003, INTERNET HIGH EDUC, V6, P145 TANG TY, 2003, INT J E LEARNING, V4, P105 ZAIANE OR, 2002, P INT C COMP ED ICCE, P55, DOI 10.1109/CIE.2002.1185862 FERNANDEZMANJON B, 2002, INTERACTIVE ED MULTI, V4, P1 BANDURA A, 1977, SOCIAL LEARNING THEO NR 24 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 APR PY 2011 VL 14 IS 2 BP 248 EP 257 PG 10 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100021 ER PT J AU Mason, RB AF Mason, Roger B. TI Student Engagement with, and Participation in, an e-Forum SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Discussion forum; Student engagement; VLE; Student participation ID ONLINE AB This paper examines engagement with an online discussion forum, aiming to identify the different levels of participation and to investigate factors that encourage or discourage student participation. The case involved the posing of a short real-life problem via a forum on the university's virtual learning environment. An in-class survey was conducted to identify students' participation and attitudes toward the forum. Students understood the benefits of the task, but did not participate due to time pressures and lack of motivation. The reasons for this were found to be inadequate explanation and encouragement to do the task, and insufficient moderator participation. Recommendations for improving forum participation are provided. C1 [Mason, Roger B.] Durban Univ Technol, Dept Mkt Retail & Publ Relat, Durban, South Africa. [Mason, Roger B.] Wolverhampton Univ, Dept Mkt, Wolverhampton, W Midlands, England. RP Mason, RB (reprint author), Durban Univ Technol, Dept Mkt Retail & Publ Relat, Durban, South Africa EM rogerm@dut.ac.za CR Yukselturk E, 2010, TURK ONLINE J EDUC T, V9, P24 BALAJI M, 2010, J INTERACTIVE ONLINE, V9, P1 Andresen MA, 2009, EDUC TECHNOL SOC, V12, P249 Shana Z, 2009, EDUC TECHNOL SOC, V12, P214 Groves M, 2009, EDUC TECHNOL SOC, V12, P143 SCHIER M, 2009, 26 ASCLITE C 6 9 DEC BRYMAN A, 2008, SOCIAL RES METHODS Yang X, 2007, INFORM MANAGE-AMSTER, V44, P456, DOI 10.1016/j.im.2007.04.003 BOSTOCK S, 2007, E TEACHING ENGAGING Perkins C, 2006, EDUC TECHNOL SOC, V9, P298 MILISZEWSKA I, 2006, ACM SIGCSE B, V38, P158 BROWN N, 2006, NETW LEARN C 10 12 A SU B, 2005, J INTERACTIVE ONLINE, V4, P1 MOORE JL, 2005, J RES TECHNOLOGY ED, V38, P191 KANUKA H, 2005, J COMPUTER MEDIATED, V10 HERRINGTON J, 2004, J COMPUTING HIGHER E, V16, P3 KOVACIC ZJ, 2004, AUSWEB04 10 AUSTR WO BIGGS JB, 2003, TEACHING QUALITY LEA LITTLEJOHN A, 2003, E LEARNING SERIES, V3 SALMON G, 2003, E TIVITIES KEY ONLIN Thomas MJW, 2002, J COMPUT ASSIST LEAR, V18, P351 VALIATHAN P, 2002, BLENDED LEARNING MOD SALMON G, 2002, E MODERATING KEY TEA SALMON G, 2002, EDUCAT SUMM INN E ED REINHART J, 2001, NAT ED COMP C JUL 25 Guzdial M, 2000, J LEARN SCI, V9, P437 RAMSDEN P, 1992, LEARNING TEACH HIGHE NR 27 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 APR PY 2011 VL 14 IS 2 BP 258 EP 268 PG 11 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100022 ER PT J AU Lai, HJ AF Lai, Horng-Ji TI The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adult learning; Self-directed learning Readiness; Network Literacy; Online learning ID STUDENTS AB This study examined the effect of civil servants' Self-Directed Learning Readiness (SDLR) and network literacy on their online learning effectiveness in a web-based training program. Participants were 283 civil servants enrolled in an asynchronous online learning program through an e-learning portal provided by the Regional Civil Service Development Institute in Taiwan. Data were collected via a questionnaire containing three parts: SDLR scale, network literacy scale, and online learning effectiveness scale. The findings indicated civil servants' SDLR and network literacy were positive; however, participants' involvement in online discussion was not appreciated according to the reported score of online learning effectiveness. Analysis of the data also revealed that three factors of SDLR (active learning, love of learning, and independent learning) and two constructs (Internet skill and information evaluation) of network literacy were significant predictors in predicting online learning effectiveness of civil servants. Additionally, civil servants' SDLR appeared to be the most important element in determining their online learning success based on the research findings. C1 Natl Chi Nan Univ, Grad Inst Adult & Continuing Educ, Taipei, Taiwan. RP Lai, HJ (reprint author), Natl Chi Nan Univ, Grad Inst Adult & Continuing Educ, Taipei, Taiwan EM hjlai@ncnu.edu.tw CR Lema JD, 2009, INT J HOSP MANAG, V28, P18, DOI 10.1016/j.ijhm.2008.03.010 Chen HL, 2009, CAN J INFORM LIB SCI, V33, P1 NGULUBE P, 2009, S AFRICAN J LIBRARIE, V75, P58 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 NAZIM M, 2008, INT INF LIBR REV, V40, P73, DOI 10.1016/j.iilr.2007.11.001 TIMMINS F, 2008, NURSE ED PRACTICE, V8, P302 Nicol D, 2007, BRIT J EDUC TECHNOL, V38, P668, DOI 10.1111/j.1467-8535.2006.00657.x MERRIAM SB, 2007, LEARNING ADULTHOOD C SONG L, 2007, J INTERACTIVE ONLINE, V6, P27 BELL PD, 2007, EDUCATION, V127, P523 SHINKAREVA O, 2007, HUMAN RESOURCE DEV I, V10, P417 *TAIW CENTR PERS A, 2007, TRAIN DEV Chang CC, 2006, INTERACT LEARN ENVIR, V14, P265, DOI 10.1080/10494820600954112 HIEMSTRA R, 2006, INT J SELF DIRECTED, V3, P45 RICHARDSON J, 2006, AM J DISTANCE ED, V20, P23, DOI 10.1207/s15389286ajde2001_3 Roberson DN, 2005, ADULT EDUC QUART, V55, P269, DOI 10.1177/0741713605277372 Litzinger TA, 2005, J ENG EDUC, V94, P215 Chou SW, 2005, J COMPUT ASSIST LEAR, V21, P65 LOWE JS, 2005, HUMAN RESOURCE DEV R, V4, P159 BOSE R, 2004, ELECT GOVT, V1, P349, DOI 10.1504/EG.2004.005907 Mamary E, 2003, MED TEACH, V25, P188, DOI 10.1080/0142159031000092607 RAGER KB, 2003, ADULT LEARNING, V14, P17 CONRAD DL, 2002, AM J DISTANCE ED, V16, P205 CASHION J, 2002, SECRET IS TEACHER LE HOWLAND JL, 2002, DISTANCE EDUC, V23, P183 LEE J, 2002, INTERNET HIGH EDUC, V5, P231 COMBS L, 2002, AC HUM RES DEV C HON LIANG C, 2002, THESIS NATL PINTUNG LIN C, 2002, THESIS NATL TAITUNG Piccoli G, 2001, MIS QUART, V25, P401 VOGEL DR, 2001, COMMUNICATIONS AIS, V7, P1 VOGT PW, 2001, DICT STAT METHODOLOG MERRIAM SB, 2001, NEW UPDATE ADULT LEA, P2 STRAKA GA, 2000, HUMAN RESOURCE DEV I, V3, P241 Blanchard SM, 1999, INT J ENG EDUC, V15, P270 Garrison DR, 1997, ADULT EDUC QUART, V48, P18 GUGLIELMINO LM, 1997, EXPANDING HORIZONS S, P209 TENG Y, 1995, ADULT INSTRUCTION SE MCCLURE CR, 1994, INFORM TECHNOL LIBR, V13, P115 GROW GO, 1991, ADULT EDUC QUART, V41, P125 CANDY PC, 1991, SELF DIRECTION LIFEL BROCKETT RG, 1991, SELF DIRECTION ADULT HAMMOND M, 1991, SELF DIRECTED LEARNI SPEAR G, 1988, SELF DIRECTED LEARNI, P199 TOUGH A, 1979, ADULTS LEARNING PROJ GUGLIELMINO LM, 1977, DISS ABSTR INT, V38, P6467 KNOWLES M, 1975, SELF DIRECTED LEARNI TOUGH A, 1971, ADULTS LEARNING PROJ NR 48 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 APR PY 2011 VL 14 IS 2 BP 98 EP 106 PG 9 WC Education & Educational Research SC Education & Educational Research GA 770LX UT WOS:000291089100009 ER PT J AU Egro, FM AF Egro, Francesco Maria TI Basic Burns Management e-learning tutorial: A new teaching tool SO BRITISH JOURNAL OF SURGERY LA English DT Meeting Abstract CT Annual Meeting of the Society-of-Academic-and-Research-Surgery CY JAN 05-06, 2011 CL Dublin, IRELAND SP Soc Acad Res Surgery HO Royal Coll Surgery C1 [Egro, Francesco Maria] Frenchay Hosp, Dept Plast Surg, Bristol, Avon, England. NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0007-1323 J9 BRIT J SURG JI Br. J. Surg. PD APR PY 2011 VL 98 SU 2 BP 59 EP 59 PG 1 WC Surgery SC Surgery GA 764WF UT WOS:000290664500197 ER PT J AU Beynat, J Ben Mehidi, A Aubert, JP Bron, AM Massin, P Creuzot-Garcher, C AF Beynat, J. Ben Mehidi, A. Aubert, J. -P. Bron, A. -M. Massin, P. Creuzot-Garcher, C. TI RETIDIAB (R): Assessment of a continuing medical education website for the improvement of diabetic retinopathy management SO DIABETES & METABOLISM LA English DT Article DE E-learning; Continuing medical education; Diabetes mellitus; Diabetic retinopathy; Fundus photography; Screening ID CONTROLLED-TRIAL; PHYSICIANS; CARE; GUIDELINES; IMPACT AB Aim. - The aim of this study was to evaluate the efficacy of a continuing medical education (CME) website to improve ophthalmological management of diabetic retinopathy (DR). Methods. A worldwide website called RETIDIAB (R) was created in which, to log on for first time, users had to take a preliminary test to evaluate their baseline level of knowledge. This allowed them free access to the entire website at any time with no time obligation. The website comprised a course of theoretical concepts and different types of training, including multiple-choice questionnaires (MCQ) focused on the course content, interpretation of diabetic fundus photographs and case reports. After perusing the entire RETIDIAB website, users could take a second assessment test. Finally, they were asked to fill in a questionnaire evaluating the entire programme. Results. A total of 137 users were registered and, of these, 109 took only the preliminary test, while 28 took the second test and evaluated the entire website; of the latter, 75% were residents and 25% were practising physicians, and 15 were male and 13 were female, ranging in age from 26 to 42 (30.2 +/- 3) years. Statistically significant progress was seen between the first and second evaluations (37.3 +/- 14% correct answers vs 64 +/- 10%, respectively), and the average time interval between the first and second evaluations was 40 20 days. In addition, users expressed a high level of overall satisfaction with the site. Conclusion. This pilot study demonstrated the value and effectiveness of RETIDIAB, a new CME website exclusively devoted to DR management. (C) 2010 Elsevier Masson SAS. All rights reserved. C1 [Beynat, J.; Bron, A. -M.; Creuzot-Garcher, C.] Univ Hosp, Hop Gen, Dept Ophthalmol, F-21033 Dijon, France. [Ben Mehidi, A.; Massin, P.] Univ Paris 07, Hop Lariboisiere, AP HP, Dept Ophthalmol, F-75475 Paris 10, France. [Aubert, J. -P.] Reseau Sante Paris Nord, F-75010 Paris, France. RP Creuzot-Garcher, C (reprint author), Univ Hosp, Hop Gen, Dept Ophthalmol, 3 Rue Faubourg Raines, F-21033 Dijon, France EM catherine.creuzot-garcher@chu-dijon.fr FU fond d'aide a la qualite des soins de ville; Novartis, Bausch & Lomb, Lilly, Allergan, Thea, Alcon, Zeiss-Ioltech and Haag-Streit FX This study received financial support from the fond d'aide a la qualite des soins de ville, and Novartis, Bausch & Lomb, Lilly, Allergan, Thea, Alcon, Zeiss-Ioltech and Haag-Streit. CR Maisonneuve H, 2009, J CONTIN EDUC HEALTH, V29, P127, DOI 10.1002/chp.20022 Bordage G, 2009, CHEST, V135, p29S, DOI 10.1378/chest.08-2515 Beynat J, 2009, DIABETES METAB, V35, P49, DOI 10.1016/j.diabet.2008.07.002 *ACCR COUNC CONT M, 2009, ACCME ANN REP *DRS QUAL OFF, 2009, CERT DIAB RET SCREEN SKLAR B, 2009, CONTINUING MED ED LI Casebeer L, 2008, BMC MED, V6, DOI 10.1186/1741-7015-6-37 Maisonneuve H, 2008, PRESSE MED, V37, P1391, DOI 10.1016/j.lpm.2008.06.011 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181 *AUSTR DIAB SOC, 2008, GUID MAN DIAB RET *NZ MIN HLTH, 2008, NAT DIAB RET SCREEN Lecleire-Collet A, 2007, J FR OPHTALMOL, V30, P674 Curtis JR, 2007, ARCH INTERN MED, V167, P591 MASSIN P, 2007, EVALUATION HAS INTER Ruiz JG, 2006, ACAD MED, V81, P207 Short LM, 2006, AM J PREV MED, V30, P181, DOI 10.1016/j.ampre.2005.10.012 BOULOS MN, 2006, BMC MED EDUC, V6, P41 MASSIN P, 2006, RECOMMANDATIONS MED 2005, LIVERPOOL DECLARATIO Massin P, 2004, DIABETES METAB, V30, P451 Carney PA, 2004, JAMA-J AM MED ASSOC, V292, P1044 O'Day DM, 2004, ARCH OPHTHALMOL-CHIC, V122, P767 Mehta NB, 2004, CLEV CLIN J MED, V71, P81 Frank RN, 2004, NEW ENGL J MED, V350, P48 WUTOH R, 2004, J CONTIN EDUC HEALTH, V24, P20 BELAIR ML, 2004, INVEST OPHTHALMOL VI, V45 Boucher MC, 2003, CAN J OPHTHALMOL, V38, P557 HARRIS JM, 2003, J CONTIN EDUC HEALTH, V23, P221 *MIN SANT FAMILL P, 2002, J OFFICIEL REPUBLIQU Bell DS, 2000, ANN INTERN MED, V132, P938 Goldberg HR, 2000, ADV PHYSIOL EDUC, V23, P59 Davis D, 1999, JAMA-J AM MED ASSOC, V282, P867 GALLOIS P, 1997, FORMATION MED CONTIN *EARL TREATM DIAB, 1991, OPHTHALMOLOGY, V98, P766 *EARL TREATM DIAB, 1985, ARCH OPHTHALMOL-CHIC, V103, P1796 KLEIN R, 1984, OPHTHALMOLOGY, V91, P1 NR 36 TC 0 Z9 0 PU MASSON EDITEUR PI MOULINEAUX CEDEX 9 PA 21 STREET CAMILLE DESMOULINS, ISSY, 92789 MOULINEAUX CEDEX 9, FRANCE SN 1262-3636 J9 DIABETES METAB JI Diabetes Metab. PD APR PY 2011 VL 37 IS 2 BP 118 EP 123 DI 10.1016/j.diabet.2010.08.009 PG 6 WC Endocrinology & Metabolism SC Endocrinology & Metabolism GA 767SM UT WOS:000290876400006 ER PT J AU Gallo, AM AF Gallo, Ana-Maria TI Beyond the Classroom Using Technology to Meet the Educational Needs of Multigenerational Perinatal Nurses SO JOURNAL OF PERINATAL & NEONATAL NURSING LA English DT Article DE education generational preference/style; multigenerational; online education/discussions; simulations/e-learning simulation; traditional education; webinars ID GENERATIONAL-DIFFERENCES AB For the first time in history, there are 4 distinct generations of nurses working side by side at the clinical bedside: Veterans, Baby Boomers, Generation X, and Generation Y. All the generations have their unique personalities, beliefs, values, and learning styles. Approach to learning range from the traditional instructional method preferred by the Veteran's nurses to the more advanced technology (eg, Web-based, webinars, simulations, podcasts, and blogs) approach favored by Generation Y. Nurse educators and clinical nurse specialists must consider each generation's style of learning to best engage, stimulate, and promote transference and assimilations of new knowledge. This article briefly describes the generational learning style differences and explores alternative educational modalities to the traditional classroom instruction. C1 [Gallo, Ana-Maria] Sharp Grossmont Hosp, La Mesa, CA USA. RP Gallo, AM (reprint author), 5555 Grossmont Ctr Dr, La Mesa, CA 91942 USA EM ana-maria.gallo@sharp.com CR Arafeh JMR, 2010, J PERINAT NEONAT NUR, V24, P302, DOI 10.1097/JPN.0b013e3181f6b5ec Keepnews DM, 2010, NURS OUTLOOK, V58, P155, DOI 10.1016/j.outlook.2009.11.001 KRAMER LW, 2010, DIMENSIONS CRITICAL, V29, P125 DOIS J, 2010, CREAT NURS, V16, P68 Notarianni MA, 2009, J CONTIN EDUC NURS, V40, P261, DOI 10.9999/00220124-20090522-07 WHITMER M, 2009, DIMENSIONS CRITICAL, V28, P214 HAHN J, 2009, NURS MANAG, V40, P8 Carlson EA, 2009, ORTHOP NURS, V28, P25 WALLIS L, 2009, NURS STAND, V28, P62 GALLOWAY S, 2009, ONLINE J ISSUE NURS, V14, P1 BANOCZI W, 2008, AM J END TECHOL, V48, P1 BRADY D, 2008, CRIT CARE NURSE QUAL, V29, P231 CHAMBERLAIN J, 2008, CIN-COMPUT INFORM NU, V26, P173 BILLINGS D, 2006, J NURSES STAFF DEV, V22, P87 Billings DM, 2005, J PROF NURS, V21, P126, DOI 10.1016/j.profnurs.2005.01.002 BUCKLEY KM, 2005, NURS EDUC, V30, P32 MARTIN C, 2003, NURS MANAG, V34, P24 MARTIN C, 2003, NURS MANAG, V34, P28 HOBBS J, 2003, COMMON GROUND REFLEC, V29, P14 CADMUS E, 2002, SEMIN NURSE MANAGERS, V10, P246 WESTON MJ, 2001, SEMINARS NURSE MANAG, V9, P157 NR 21 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 0893-2190 J9 J PERINAT NEONAT NUR JI J. Perinat. Neonatal Nurs. PD APR-JUN PY 2011 VL 25 IS 2 BP 195 EP 199 DI 10.1097/JPN.0b013e3182163993 PG 5 WC Nursing; Obstetrics & Gynecology; Pediatrics SC Nursing; Obstetrics & Gynecology; Pediatrics GA 758XY UT WOS:000290202200020 ER PT J AU Hussein, HB AF Hussein, Hisham Barakat TI ATTITUDES OF SAUDI UNIVERSITIES FACULTY MEMBERS TOWARDS USING LEARNING MANAGEMENT SYSTEM (JUSUR) SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE E-learning; Learning management system (LMS); JUSUR; Faculty Members; Attitudes; Saudi universities AB The research aims to identify the Attitudes of faculty members at Saudi Universities towards using E-learning Management System JUSUR, which follows the National Center for E-learning. A descriptive analysis was used as a research methodology. (90) participants in this research were asked to complete a 5-point Likert scale questionnaire, which consists of (34) items, classified in three main categories, and (2) items as probe statements. Validity and reliability of the questionnaire were ensured. Statistical treatments such as percentages, means, frequencies, and analysis of variance ANOVA were conducted. The results showed a positive Attitudes of the members of the faculty at Saudi University towards E-learning management system JUSUR, although it has not activated in a sufficient way yet, the results showed how their needs for training in using the system and in particular learning content management and file sharing, forums, and Questions Bank. Moreover, results showed no difference in attitudes towards using the system among the faculty members regarding gender or the types of colleges humanitarian, scientific and health. The paper has 9 tables, 9 shapes, and 20 references. C1 King Saud Univ, Teachers Coll, Dept Curriculum & Instruct, Riyadh 11451, Saudi Arabia. RP Hussein, HB (reprint author), King Saud Univ, Teachers Coll, Dept Curriculum & Instruct, Riyadh 11451, Saudi Arabia, Saudi Arabia EM Hbisher@hotmail.com CR Cavus N, 2010, ADV ENG SOFTW, V41, P248, DOI 10.1016/j.advengsoft.2009.07.009 RENEE N, 2009, US CHINA ED REV, V6, P61 ALTUN A, 2008, TURKISH ONLINE J DIS, V9, P138 RIAD A, 2008, TURKISH ONLINE J DIS, V9, P200 CAVUS N, 2007, J EDUC COMPUT RES, V36, P301 BOTICARIO JG, 2007, J INTERACTIVE MEDIA OZDAMLI F, 2007, INT ED TECHN IETC C SANTOS OC, 2007, J INTERACTIVE MEDIA, P1 FORTUNE MF, 2006, J ED BUSINESS, V81, P210 MOOTERAM G, 2006, BRIT J EDUC TECHNOL, V37, P17 CAVUS N, 2006, 3 INT S ED EL EL COM Anagnostopoulos D, 2005, TEACH COLL REC, V107, P1699 JONES JG, 2005, ED MEDIA INT, V42, P219, DOI 10.1080/09523980500161254 JOINT N, 2005, LIB REV, V54, P5, DOI 10.1108/00242530510588340 TRAVIS JE, 2005, J FACULTY DEV, V20, P99 SAUERS D, 2004, BUSINESS COMMUNICATI, V67, P430 ERNEY T, 2004, OHIO LEARNING NETWOR LURIE I, 2002, WEB CONTENT MANAGEME POLLOCK WM, IMPACT ON LINE TRAIN NR 19 TC 0 Z9 0 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 APR PY 2011 VL 10 IS 2 BP 43 EP 53 PG 11 WC Education & Educational Research SC Education & Educational Research GA 755RZ UT WOS:000289955400005 ER PT J AU Hong, JC Hwang, MY Wang, CK Hsu, TF Chen, YJ Chan, CH AF Hong, Jon-Chao Hwang, Ming-Yueh Wang, Chun-Kai Hsu, Tsui-Fang Chen, Yu-Ju Chan, Chiung-Hua TI EFFECT OF SELF-WORTH AND PARENTING STYLE ON THE PLANNED BEHAVIOR IN AN ONLINE MORAL GAME SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE self-worth; parenting style; theory of planned behavior; game-based learning; e-learning ID CONTINGENCIES; ADOLESCENTS; PATTERNS; VALUES; MODEL AB This idea of integrating moral education to digital gaming platform had been discussed since digital and online approaches were used in teaching. Online interactive instruction was one of moral teaching forms to assist moral instruction. However, most moral-related interactive online games lacked functions for players to explore themselves while game playing, that resulted in less participation in deeper learning and decrease understanding of moral values. Therefore, we, digital game-based learning lab of National Taiwan Normal University, developed the interactive moral online game, named 'To do or not to do', to help students explore and establish appropriate moral values. Results of Partial Least Squares (PLS) analyses indicated that behavioral intention was significantly influences by behavioral control, self-worth, attitude toward the game, subjective norm and parenting style. C1 [Hong, Jon-Chao; Wang, Chun-Kai; Hsu, Tsui-Fang; Chen, Yu-Ju; Chan, Chiung-Hua] Natl Taiwan Normal Univ, Dept Ind Educ, Taipei, Taiwan. [Hwang, Ming-Yueh] Natl Taiwan Normal Univ, Dept Adult & Continuing Educ, Taipei, Taiwan. RP Hong, JC (reprint author), Natl Taiwan Normal Univ, Dept Ind Educ, Taipei, Taiwan, Taiwan EM tcdahong@gmail.com t06013@ntnu.edu.tw allen7310@yahoo.com.tw tsuifang@hotmail.com luludapipi@gmail.com CR Robbins RW, 2007, DECIS SUPPORT SYST, V43, P1571, DOI 10.1016/j.dss.2006.03.003 RUSSELL WR, 2007, DECIS SUPPORT SYST, V43, P1571 Hidi S, 2006, EDUC PSYCHOL, V41, P111 Crocker J, 2005, CURR DIR PSYCHOL SCI, V14, P200 BAUMRIND D, 2005, NEW DIR CHILD ADOLES, V108, P61, DOI 10.1002/cd.128 YUKSEL S, 2005, ED SCI THEORY PRACTI, V5, P329 DAI DY, 2004, MOTIVATION EMOTION C, P3 Crocker J, 2003, J PERS SOC PSYCHOL, V85, P894, DOI 10.1037//0022-3514.85.5.894 Chin WW, 2003, INFORM SYST RES, V14, P189 ALLEN K, 2003, LANG SCI, V25, P533 Meyer DK, 2002, EDUC PSYCHOL, V37, P107 Wixom BH, 2001, MIS QUART, V25, P17 Grusec JE, 2000, CHILD DEV, V71, P205 LUCAS C, 2000, PHILOS COMPLEXITY LUCAS C, 2000, VALUE METASCIENCE SY SOLOMON RC, 1999, MORALITY GOOD LIFE I HAIR JF, 1998, MULTIVARIATE DATA AN CHIN WW, 1998, MODERN METHODS BUSIN, P295 Glasgow KL, 1997, CHILD DEV, V68, P507 HOOKER JN, 1996, 3 KINDS ETHICS CHIN WW, 1996, 7 INT C INF SYST CLE APPLE M, 1993, OFFICIAL KNOWLEDGE D SESSA FM, 1992, THESIS TEMPLE U PENN AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179 FRITZSCHE DJ, 1991, J BUS ETHICS, V10, P841 LAMBORN SD, 1991, CHILD DEV, V62, P1049 BAUMRIND D, 1991, ENCY ADOLESCENCE, P746 GORDON D, 1991, INT ENCY CURRICULUM, P28 HARTER S, 1990, EYES CHILD OBTAINING HAYES JR, 1989, COMPLETE PROBLEM SOL BAUMRIND D, 1989, CHILD DEV TODAY TOMO, P349 APPLE MW, 1989, CULTURAL POLITICS ED COSTANZO PR, 1987, CONT TOPICS DEV PSYC, P191 REST J, 1986, MORAL DEV ADV RES TH SNAREY JR, 1985, PSYCHOL BULL, V97, P202 KOHLBERG L, 1984, PSYCHOL MORAL DEV GIROUX H, 1983, THEORY RESISTANCE ED MACCOBY EE, 1983, SOCIALIZATION PERSON, P1 FORNELL C, 1981, J MARKETING RES, V18, P39 KOHLBERG L, 1981, PHILOS MORAL DEV WALKER LJ, 1980, CHILD DEV, V51, P131 NUNNALLY J, 1978, PSYCHOMETRIC THEORY POUNDS WF, 1969, IMR-IND MANAG REV, V11, P1 COOPERSMITH S, 1967, ANTECEDENTS SELF EST BAUMRIND D, 1967, GENET PSYCHOL MONOGR, V75, P43 NR 45 TC 0 Z9 0 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 APR PY 2011 VL 10 IS 2 BP 82 EP 90 PG 9 WC Education & Educational Research SC Education & Educational Research GA 755RZ UT WOS:000289955400009 ER PT J AU Chin, KY Chen, YL Chen, JS Hong, ZW Lin, JM AF Chin, Kai-Yi Chen, Yen-Lin Chen, Jong-Shin Hong, Zeng-Wei Lin, Jim-Min TI Exploring the Teaching Efficiency of Integrating an Animated Agent into Web-Based Multimedia Learning System SO IEICE TRANSACTIONS ON INFORMATION AND SYSTEMS LA English DT Article DE animated agents; Web-based learning environments; multimedia learning; interactive learning environment; e-learning ID SOCIAL AGENCY; POWERPOINT; CLASSROOM AB In our previous project, an XML-based authoring tool was provided for teachers to script multimedia teaching material with animated agents, and a stand-alone learning system was designed for students to display the material and interact with animated agents. We also provided evidence that the authoring tool and learning system in computer-assisted learning systems successfully enhances learning performance. The aim of this study is to continue the previous project, to develop a Web-based multimedia learning system that presents materials and an animated agent on a Web browser. The Web-based multimedia learning system can provide an opportunity for students to engage in independent learning or review of school course work. In order to demonstrate the efficiency of this learning system, it was applied to one elementary school. An experimental material, 'Road Traffic Safety', was presented in two learning systems: a Web-based PowerPoint learning system and a Web-based multimedia learning system. The experiment was carried out in two classes that had a total of thirty-one 3rd-grade students. The results suggest that using our authoring tool in a Web-based learning system can improve learning, and in particular, enhance learners' problem-solving ability. Students with higher achievement on the post-test showed better comprehension in problem-solving questions. Furthermore, the feedback from the questionnaire surveys show students' learning interest can be fostered when an animated agent is integrated into multimedia teaching materials, and that students prefer to adopt the Web-based multimedia learning system for independent learning after school. C1 [Chin, Kai-Yi; Lin, Jim-Min] Feng Chia Univ, Dept Informat Engn & Comp Sci, Taichung 40724, Taiwan. [Chen, Yen-Lin] Natl Taipei Univ Technol, Dept Comp Sci & Informat Engn, Taipei 10608, Taiwan. [Chen, Jong-Shin] Chaoyang Univ Technol, Dept Informat & Commun Engn, Taichung 41349, Taiwan. [Hong, Zeng-Wei] Asia Univ, Dept Comp Sci & Informat Engn, Taichung 41354, Taiwan. RP Chin, KY (reprint author), Feng Chia Univ, Dept Informat Engn & Comp Sci, Taichung 40724, Taiwan, Taiwan EM stewart@asia.edu.tw FU National Science Council of R.O.C.[NSC-97-2221-E-468-005]; Asia University[97-I-06] FX The authors would like to thank the National Science Council of R.O.C. under Contract No. NSC-97-2221-E-468-005 and Asia University under Contract No.97-I-06. 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Inf. Syst. PD APR PY 2011 VL E94D IS 4 BP 754 EP 762 DI 10.1587/transinf.E94.D.754 PG 9 WC Computer Science, Information Systems; Computer Science, Software Engineering SC Computer Science GA 755IG UT WOS:000289921900003 ER PT J AU Vandewoude, M Michel, JP Knight, P Anthony, P Glencorse, C Engfer, M AF Vandewoude, M. Michel, J. -P. Knight, P. Anthony, P. Glencorse, C. Engfer, M. TI Variability of nutritional practice by geriatricians across Europe SO EUROPEAN GERIATRIC MEDICINE LA English DT Article DE Nutritional Practices; Geriatric nutrition; Nutrition screening; Nutrition knowledge; Medical training ID RESIDENTS; MALNUTRITION; HOME AB Introduction. - Older people are at risk of malnutrition. As this adversely affects clinical outcome, screening should be performed routinely. Our aim was to learn more about the knowledge and attitudes of geriatricians across Europe towards nutrition and their interest in receiving training. Methods. - A qualitative online survey of members of the European Union Geriatric Medicine Society (EUGMS) was conducted in spring 2010. It contained 47 questions using four case studies to illustrate clinical scenarios. Results. - Two hundred and eight responses were received from 20 countries. Twenty-six percent of the respondents had more than 25 years of experience and the majority worked in acute care. Only 20% had received any formal nutrition training, although nearly all indicated to consider nutrition when promoting healthy ageing. The majority recognised that a weight loss of 5-10% over the previous 6 months was indicative of malnutrition risk, whereas similar to 20% use a Body Mass Index cut-off of 18.5 kg/m(2) to initiate nutritional intervention. MNA (R) and 'MUST' were the nutritional tools most frequently used. Adequate protein and vitamin D intake were seen as important, but knowledge regarding oral nutritional supplements was limited. The majority (63%) indicated a training need and identified E-learning modules as the preferred method. Conclusions. - A survey in EUGMS has identified good awareness of the relevance of nutritional status for clinical outcome, but knowledge of appropriate identification of malnutrition and intervention was suboptimal. Participants showed high interest in attending specific nutrition training. E-learning modules should be considered as a means of educating healthcare professionals involved in geriatrics. (C) 2011 Elsevier Masson SAS and European Union Geriatric Medicine Society. All rights reserved. C1 [Vandewoude, M.] Univ Antwerp, Dept Geriatr, B-2000 Antwerp, Belgium. [Michel, J. -P.] Geneva Med Sch & Univ Hosp, Rehabil Dept, Geneva, Switzerland. [Michel, J. -P.] Geneva Med Sch & Univ Hosp, Dept Geriatr, Geneva, Switzerland. [Knight, P.] Med Elderly Royal Infirm, Glasgow G4 0SF, Lanark, Scotland. [Anthony, P.] Nestle HealthCare Nutr, CH-1800 Vevey, Switzerland. [Glencorse, C.] Abbott Nutr, Maidenhead SL5 4XE, Berks, England. [Engfer, M.] WTC Schiphol Airport, NL-1118 BG BG Schiphol Airport, Netherlands. RP Vandewoude, M (reprint author), Univ Antwerp, Dept Geriatr, Leopoldstr 26, B-2000 Antwerp, Belgium EM maurits.vandewoude@zna.be jean-pierre.michel@hcuge.ch paul.knight@ggc.scot.nhs.uk Patricia.anthony@nestle.com Carole.Glencorse@abbott.com meike.engfer@nutricia.com FU Medical Nutrition International Industry (MNI) FX This work was supported by an unrestricted educational grant from the Medical Nutrition International Industry (MNI) to EUGMS. MV, JPM and PK were acting on behalf of EUGMS and PA, CG and ME on behalf of MNI. CR Kaiser MJ, 2010, J AM GERIATR SOC, V58, P1734, DOI 10.1111/j.1532-5415.2010.03016.x Cruz-Jentoft AJ, 2010, AGE AGEING, V39, P412, DOI 10.1093/ageing/afq034 Westmoreland GR, 2010, J AM GERIATR SOC, V58, P1163, DOI 10.1111/j.1532-5415.2010.02869.x Vandewoude M, 2010, SUPPORT CARE CANCER, V18, pS51, DOI 10.1007/s00520-009-0755-7 Imoberdorf R, 2010, CLIN NUTR, V29, P38, DOI 10.1016/j.clnu.2009.06.005 Rufenacht U, 2010, NUTRITION, V26, P53, DOI 10.1016/j.nut.2009.04.018 VANDEWOUDE M, 2010, EUR GER MED S, V1, P105 Gaskill D, 2009, J NUTR HEALTH AGING, V13, P913 Johansson L, 2009, J NUTR HEALTH AGING, V13, P855 Ljungqvist O, 2009, NUTR HOSP, V24, P369 Milne AC, 2009, COCHRANE DB SYST REV, DOI 10.1002/14651858.CD003288.pub3 Michel JP, 2008, J AM GERIATR SOC, V56, P1536, DOI 10.1111/j.1532-5415.2008.01788.x Sorensen J, 2008, CLIN NUTR, V27, P340, DOI 10.1016/j.clnu.2008.03.012 Pepersack T, 2008, J NUTR HEALTH AGING, V12, P348 Mowe M, 2008, CLIN NUTR, V27, P196, DOI 10.1016/j.clnu.2007.10.014 Kulnik D, 2008, ANN NUTR METAB, V52, P51, DOI 10.1159/000115350 HENDERSON S, 2008, BMC GERIATR, V8 Barbosa-Silva MCG, 2006, CURR OPIN CLIN NUTR, V9, P263, DOI 10.1097/01.mco.0000222109.53665.ed Faxen-Irving G, 2005, EUR J CLIN NUTR, V59, P947, DOI 10.1038/sj.ejcn.1602163 Sergi G, 2005, J GERONTOL A-BIOL, V60, P866 Kondrup J, 2003, CLIN NUTR, V22, P321, DOI 10.1016/S0261-5614(02)00214-5 Rubenstein LZ, 2001, J GERONTOL A-BIOL, V56, pM366 STAHELIN HB, 1994, AGE AGEING, V23, P179 GUIGOZ Y, 1994, FACTS RES GERONTOL S, V2, P15 NR 24 TC 0 Z9 0 PU ELSEVIER MASSON PI MILANO PA VIA PALEOCAPA 7, 20121 MILANO, ITALY SN 1878-7649 J9 EUR GERIATR MED JI Eur. Geriatr. Med. PD APR PY 2011 VL 2 IS 2 BP 67 EP 70 DI 10.1016/j.eurger.2011.01.016 PG 4 WC Geriatrics & Gerontology SC Geriatrics & Gerontology GA 757KE UT WOS:000290083100002 ER PT J AU Burg, G Djamei, V AF Burg, G. Djamei, V TI The e-Learning Programm "DOIT-Virtual Campus'' SO JOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT LA German DT Meeting Abstract C1 [Burg, G.; Djamei, V] Univ Dermatol, Zurich, Switzerland. NR 0 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1610-0379 J9 J DTSCH DERMATOL GES JI J. Dtsch. Dermatol. Ges. PD APR PY 2011 VL 9 SU 1 BP 123 EP 123 PG 1 WC Dermatology SC Dermatology GA 742OY UT WOS:000288955200437 ER PT J AU Nicolaou, M Amstrong, R Hassell, AB Walker, D Birrell, F AF Nicolaou, Michael Amstrong, Ray Hassell, Andrew B. Walker, David Birrell, Fraser TI E-LEARNING IS WIDELY USED BY MUSCULOSKELETAL PROFESSIONALS (ESPECIALLY ACADEMICS AND TRAINEES) AND ARTHRITIS RESEARCH UK PROVIDES SOME OF THE BEST RESOURCES: RESULTS FROM A NATIONAL ELECTRONIC SURVEY SO RHEUMATOLOGY LA English DT Meeting Abstract CT Annual Meeting of the British-Society-for-Rheumatology 2011 CY APR 12-14, 2011 CL Brighton, ENGLAND SP British Soc Rheumatol C1 [Nicolaou, Michael; Birrell, Fraser] Northrumbia Healthcare NHS Fdn, Newcastle Upon Tyne, Tyne & Wear, England. [Nicolaou, Michael; Walker, David; Birrell, Fraser] Newcastle Univ, Inst Cellular Med, Musculoskeletal Res Grp, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England. [Amstrong, Ray] Southampton Gen Hosp, Dept Rheumatol, Southampton SO9 4XY, Hants, England. [Hassell, Andrew B.] Univ Keele, Sch Med, Keele ST5 5BG, Staffs, England. [Walker, David] Freeman Rd Hosp, Musculoskeletal Unit, Newcastle Upon Tyne, Tyne & Wear, England. NR 0 TC 0 Z9 0 PU OXFORD UNIV PRESS PI OXFORD PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND SN 1462-0324 J9 RHEUMATOLOGY JI RHEUMATOLOGY PD APR PY 2011 VL 50 SU 3 BP 59 EP 59 PG 1 WC Rheumatology SC Rheumatology GA 745KH UT WOS:000289163800157 ER PT J AU Myrick, F Caplan, W Smitten, J Rusk, K AF Myrick, Florence Caplan, Wendy Smitten, Jayne Rusk, Kerry TI Preceptor/mentor education: A world of possibilities through e-learning technology SO NURSE EDUCATION TODAY LA English DT Article DE Preceptor; Mentor; e-Learning technology; Support; Teaching and learning ID NURSES LIVED EXPERIENCE; PRECEPTORSHIP; STUDENTS; MENTORSHIP AB Preceptorship/mentorship is designed to socialize students into the nursing profession, promote their confidence/competence and foster their critical thinking ability. In today's global context, opportunities exist for local, rural, national and international student placements which provide exciting and mutually rewarding preceptorship experiences. Despite the recognized value of those involved in preceptorship/mentorship, however, little progress has been made regarding the development of an infrastructure that effectively supports their ongoing education. This project, piloted from October 2008 to February 2009, leveraged our established research and teaching experience in preceptorship with technologies that allowed us to create an accessible and engaging e-learning space designed to support preceptors in a seamless fashion, improve the quality of the student preceptorship and enhance professional teaching capacity. A purposive sample of 25 preceptors was selected with a total of 18 preceptors successfully completing the five month program. Upon completion, participants were surveyed and individually interviewed. Data analysis revealed the program to be informative, supportive and highly valued. Knowledge derived from this study can: a) further enrich the substantive nature and infrastructure of online preceptor education; and b) contribute to clarifying best practices for preceptor support, facilitation, and ongoing professional development with a view to enhancing the preceptorship experience. (c) 2010 Elsevier Ltd. All rights reserved. C1 [Myrick, Florence; Caplan, Wendy; Smitten, Jayne] Univ Alberta, Fac Nursing, Edmonton, AB T6G 2G5, Canada. RP Myrick, F (reprint author), Univ Alberta, Fac Nursing, 3rd Floor,Clin Sci Bldg, Edmonton, AB T6G 2G5, Canada EM flo.myrick@ualberta.ca wendy.caplana@ualberta.ca jayne.smitten@ualberta.ca kerry.rusk@ualberta.ca FU University of Alberta, Edmonton, Alberta, Canada FX This project was funded by a research grant from the Teaching, Learning Enhancement Fund (TLEF), University of Alberta, Edmonton, Alberta, Canada. 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Today PD APR PY 2011 VL 31 IS 3 SI SI BP 263 EP 267 DI 10.1016/j.nedt.2010.10.026 PG 5 WC Nursing SC Nursing GA 747ME UT WOS:000289323200009 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 CR WANG M, 2009, KNOWLEDGE MANAGEMENT, V1, P1 Aczel JC, 2008, COMPUT EDUC, V50, P499, DOI 10.1016/j.compedu.2007.07.005 RAN W, 2008, P INT C E LEARN WORK RAN W, 2008, P INT C ENT INF SYST ROY A, 2008, P INT C E LEARN WORK Carchiolo V, 2007, INFORM SYST FRONT, V9, P267, DOI 10.1007/s10796-006-9014-3 ROLLETT H, 2007, INT J LEARNING TECHN, V3, P87, DOI 10.1504/IJLT.2007.012368 MASON R, 2007, INTERNET HIGH EDUC, V10, P196, DOI 10.1016/j.iheduc.2007.06.003 SLIZYTE A, 2007, ORG VADYBA SISTEMINI, V43, P135 PARMENTER D, 2007, KEY PERFORMANCE INDI SICILIA MA, 2007, COMPETENCIES ORG E L, P1 ATTWELL G, 2007, WEB 2 0 CHANGING WAY KIRKPATRICK DL, 2006, EVALUATING TRAINING ALEXANDER B, 2006, EDUCAUSE REV, V41, P32 COLLIN K, 2006, J WORKPLACE LEARNING, V18, P403 SMITH PJ, 2006, LEARNING ORG COMPLEX DAY J, 2006, P 13 EUR C INF IT Tapinos E, 2005, PROD PLAN CONTROL, V16, P189, DOI 10.1080/09537280512331333084 OREILLY T, 2005, WHAT IS WEB 2 0 DESI TYNJALA P, 2005, J WORKPLACE LEARNING, V17, P318 SERVAGE L, 2005, J WORKPLACE LEARNING, V17, P304 MOON S, 2005, J WORKPLACE LEARNING, V17, P370 DRISCOLL M, 2005, ADV WEB BASED TRAINI SIEMENS G, 2005, LEARNING THEORY DIGI RODRIGUES LLR, 2005, P 2005 INT C KNOWL M, P582 Zhang DS, 2003, INFORM SYST FRONT, V5, P207 WELSH ET, 2003, INT J TRAINING DEV, V7, P245 SAMBROOK S, 2003, ED TRAINING, V45, P506 CARRILLO PM, 2003, ELECT J KNOWLEDGE MA, V1, P1 Ley T, 2003, J UNIVERS COMPUT SCI, V9, P1500 ILLERIS K, 2003, J WORKPLACE LEARNING, V15, P167 Bontis N, 2002, J MANAGE STUD, V39, P437 Hall H, 2001, J INFORM SCI, V27, P139 TAYLOR J, 2001, J FURTHER HIGHER ED, V25, P379 MERRIAM S, 2001, NEW UPDATE ADULT LEA, P3 GARAVAN TN, 2001, J WORKPLACE LEARNING, V13, P144 BERTOLINO A, 2001, SWEBOK GUIDE SOFTWAR, pCH5 JACKSON MC, 2000, SYSTEMS APPROACHES M NOY NF, 2000, 2 INT C KNOWL ENG KN WENGER E, 2000, COMMUNITIES PRACTICE AKHRAS FN, 2000, INT J ARTIFICAL INTE, V11, P334 PISKURICH GM, 2000, HDB TRAINING DESIGN GREEN PC, 1999, BUILDING ROBUST COMP BOUD D, 1999, UNDERSTANDING LEARNI EASTERBYSMITH M, 1999, ORG LEARNING LEARNIN LUCIA AD, 1999, COMPETENCY MODELS PI KNOWLES M, 1998, ADULT LEARNER DEFINI DRISCOLL M, 1998, WEB BASED TRAINING U RAELIN JA, 1998, J WORKPLACE LEARNING, V10, P280, DOI DOI 10.1108/13665629810236183 Korossy K, 1997, Z PSYCHOL, V205, P53 Spender JC, 1996, STRATEGIC MANAGE J, V17, P45 CRAIG RL, 1996, ASTD TRAINING DEV HD Gruber TR, 1995, INT J HUM-COMPUT ST, V43, P907 LEIDNER DE, 1995, MIS QUART, V19, P265 NONAKA I, 1995, KNOWLEDGE CREATING C BAKER T, 1995, KEY PERFORMANCE INDI CONSTANT D, 1994, INFORM SYST RES, V5, P400 SCHUNK DH, 1991, LEARNING THEORIES ED NR 58 TC 6 Z9 6 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 Fraser, L Gunasekaran, S Mistry, D Ward, VMM AF Fraser, L. Gunasekaran, S. Mistry, D. Ward, V. M. M. TI Current use of and attitudes to e-learning in otolaryngology: questionnaire survey of UK otolaryngology trainees SO JOURNAL OF LARYNGOLOGY AND OTOLOGY LA English DT Article DE Otolaryngology; Learning; Computers ID UNDERGRADUATE; EDUCATION AB Introduction: The E-lefENT programme is a collaborative e-learning project developed by the Department of Health and ENTUK. Prior to its introduction, we aimed to assess current use of and attitudes towards e-learning amongst UK otolaryngology trainees. Method: A web-based questionnaire was distributed to UK otolaryngology trainees via regional programme directors. Results: A total of 117 responses was received (35 per cent response rate). Most trainees reported increasing exposure to e-learning throughout their training and rated their current computer literacy skills highly, although satisfaction with current e-learning resources was found to vary widely for a variety of reasons. Conclusion: Meeting the educational needs of otolaryngology trainees in the current era continues to be a challenge. Most trainees are already familiar with e-learning, although the quality and delivery of available websites is currently variable. The majority of trainees who responded seemed receptive to the implementation of a free, otolaryngology-specific e-learning resource. C1 [Fraser, L.; Gunasekaran, S.; Ward, V. M. M.] Pinderfields Gen Hosp, Dept Otolaryngol, Wakefield WF1 4DG, England. [Mistry, D.] Leeds Gen Infirm, Leeds, W Yorkshire, England. RP Fraser, L (reprint author), Pinderfields Gen Hosp, Dept Otolaryngol, Aberford Rd, Wakefield WF1 4DG, England EM LyndsayFraser@doctors.org.uk CR Larvin M, 2009, ANZ J SURG, V79, P133, DOI 10.1111/j.1445-2197.2008.04828.x Dornan T, 2008, J CONTIN EDUC HEALTH, V28, P32, DOI 10.1002/chp.153 Corrigan M, 2008, J SURG EDUC, V65, P120, DOI 10.1016/j.jsurg.2007.11.011 Ridgway PF, 2007, MED EDUC, V41, P168, DOI 10.1111/j.1365-2929.2006.02669.x HOLMES B, 2006, E LEARNING CONCEPTS NR 5 TC 0 Z9 0 PU CAMBRIDGE UNIV PRESS PI CAMBRIDGE PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND SN 0022-2151 J9 J LARYNGOL OTOL JI J. Laryngol. Otol. PD APR PY 2011 VL 125 IS 4 BP 338 EP 342 DI 10.1017/S0022215110002793 PG 5 WC Otorhinolaryngology SC Otorhinolaryngology GA 749AI UT WOS:000289434100002 ER PT J AU Palaigeorgiou, G Triantafyllakos, G Tsinakos, A AF Palaigeorgiou, G. Triantafyllakos, G. Tsinakos, A. TI What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE e-learning 2; 0; learning management systems; participatory culture; participatory design; student empowerment; web 2; 0 ID HIGHER-EDUCATION; TECHNOLOGY; GENERATION; PARADIGM AB Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design sessions, employing two needs' elicitation techniques, with the aim of envisioning a learning platform that meets their learning particularities and needs, incorporates and exploits their new technological habits, and can be harmoniously situated in their daily routine. Overall, 773 needs were elicited, proving that students had refined views about the elements that can render the next wave of e-learning applications successful. They convincingly demonstrated their web 2.0 mentality but sought for a smooth transition to the new environment, promoting an evolution rather than a revolution. The resulting set of needs demarcates a zone of expectancies where the enhancement of the learning content and the contextualization of knowledge remain top priorities with revamped opportunities, while networking, participation and collaboration complement and improve their characteristics. Our study is an example of exploiting participatory design for exposing students' thoughts and requirements from a critical design perspective. C1 [Palaigeorgiou, G.] Univ Thessaly, Dept Comp & Commun Engn, Volos 38221, Greece. [Triantafyllakos, G.] Aristotle Univ Thessaloniki, Dept Comp Sci, GR-54006 Thessaloniki, Greece. [Tsinakos, A.] Technol Educ Inst Kavala, Dept Ind Informat, Agios Loukas 65404, Kavala, Greece. 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Comput. Assist. Learn. PD APR PY 2011 VL 27 IS 2 BP 146 EP 159 DI 10.1111/j.1365-2729.2010.00382.x PG 14 WC Education & Educational Research SC Education & Educational Research GA 734ZT UT WOS:000288383500004 ER PT J AU Tan, LT AF Tan, Li Tee TI IS18 e-Learning for Oncology SO CLINICAL ONCOLOGY LA English DT Meeting Abstract C1 [Tan, Li Tee] Addenbrookes Hosp, Cambridge, England. NR 0 TC 0 Z9 0 PU ELSEVIER SCIENCE LONDON PI LONDON PA 84 THEOBALDS RD, LONDON WC1X 8RR, ENGLAND SN 0936-6555 J9 CLIN ONCOL-UK JI Clin. Oncol. PD APR PY 2011 VL 23 IS 3 BP S26 EP S27 DI 10.1016/j.clon.2011.01.388 PG 2 WC Oncology SC Oncology GA 740UB UT WOS:000288818800060 ER PT J AU Smeekens, AEFN Broekhuijsen-van Henten, DM Sittig, JS Russel, IMB ten Cate, OTJ Turner, NM van de Putte, EM AF Smeekens, A. E. F. N. Broekhuijsen-van Henten, D. M. Sittig, J. S. Russel, I. M. B. ten Cate, O. Th J. Turner, N. M. van de Putte, E. M. TI Successful e-learning programme on the detection of child abuse in Emergency Departments: a randomised controlled trial SO ARCHIVES OF DISEASE IN CHILDHOOD LA English DT Article ID MALTREATMENT; KNOWLEDGE; NURSES; UPDATE; SKILLS AB Objective To evaluate the effectiveness of an electronic learning (e-learning) programme on the performance of nurses in the recognition of child abuse in a simulated case in the Emergency Department (ED). Design Blinded, randomised controlled trial using pre-and postintervention design. Setting The ED of a University Medical Center in the Netherlands. Participants 38 ED nurses were included, 25 nurses were analysed. Intervention Half of the participants followed a 2-h e-learning programme focused on the recognition of child abuse, the others acted as a control group. Main outcome measurements Individual performance during a case-simulated parent interview to detect child abuse and self-reported self-efficacy for the detection of child abuse. Performance on the simulation was scored by an expert panel using a standardised assessment form which was designed to score quantity and quality of the questions posed by the nurse (minimum score 0; maximum score 114). Results During post-test, nurses in the intervention group performed significantly better during the simulation than the control group, (89 vs 71, 95% CI 2.9 to 33.3), and reported higher self-efficacy (502 vs 447, 95% CI -25.4 to 134.7). Performance in detecting child abuse correlated positively with the self-efficacy score (Spearman correlation 0.387, p value 0.056). Comparing post-and pretest results separately for the intervention and the control group showed a significant increase in performance in the intervention group. Conclusion E-learning improved the performance in case simulations and the self-efficacy of the nurses in the ED in the detection of child abuse. Wider implementation of the e-learning programme to improve the first step in the detection of child abuse is recommended. Trial registration Protocol registration system of clini-caltrials.gov: NCT00844571 C1 [Smeekens, A. E. F. N.; Sittig, J. S.; Russel, I. M. B.; ten Cate, O. Th J.; Turner, N. M.; van de Putte, E. M.] Univ Med Ctr Utrecht, NL-3508 AB Utrecht, Netherlands. [Broekhuijsen-van Henten, D. M.] Isala Clin Ctr, Zwolle, Netherlands. RP van de Putte, EM (reprint author), Univ Med Ctr Utrecht, KE04-133-1,Post Box 85090, NL-3508 AB Utrecht, Netherlands EM e.vandePutte@umcutrecht.nl FU Augeo foundation FX The study was funded by Augeo foundation. 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Dis. Child. PD APR PY 2011 VL 96 IS 4 BP 330 EP 334 DI 10.1136/adc.2010.190801 PG 5 WC Pediatrics SC Pediatrics GA 734EE UT WOS:000288315700004 ER PT J AU Chi, M VanLehn, K Litman, D Jordan, P AF Chi, Min VanLehn, Kurt Litman, Diane Jordan, Pamela TI Empirically evaluating the application of reinforcement learning to the induction of effective and adaptive pedagogical strategies SO USER MODELING AND USER-ADAPTED INTERACTION LA English DT Article DE Reinforcement learning; Pedagogical strategy; Machine learning; Human learning ID INTELLIGENT TUTORING SYSTEMS; CONVERSATIONAL CUES; COGNITIVE TUTORS; DIALOGUE SYSTEM; FEATURES; MANAGEMENT AB For many forms of e-learning environments, the system's behavior can be viewed as a sequential decision process wherein, at each discrete step, the system is responsible for selecting the next action to take. Pedagogical strategies are policies to decide the next system action when there are multiple ones available. In this project we present a Reinforcement Learning (RL) approach for inducing effective pedagogical strategies and empirical evaluations of the induced strategies. This paper addresses the technical challenges in applying RL to Cordillera, a Natural Language Tutoring System teaching students introductory college physics. The algorithm chosen for this project is a model-based RL approach, Policy Iteration, and the training corpus for the RL approach is an exploratory corpus, which was collected by letting the system make random decisions when interacting with real students. Overall, our results show that by using a rather small training corpus, the RL-induced strategies indeed measurably improved the effectiveness of Cordillera in that the RL-induced policies improved students' learning gains significantly. C1 [Chi, Min] Carnegie Mellon Univ, Machine Learning Dept, Pittsburgh, PA 15213 USA. [VanLehn, Kurt] Arizona State Univ, Sch Comp Informat & Decis Sci Engn, Tempe, AZ USA. [Litman, Diane] Univ Pittsburgh, Dept Comp Sci, Pittsburgh, PA 15260 USA. [Litman, Diane] Univ Pittsburgh, Intelligent Syst Program, Pittsburgh, PA 15260 USA. [Litman, Diane; Jordan, Pamela] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA. RP Chi, M (reprint author), Carnegie Mellon Univ, Machine Learning Dept, 5000 Forbes Ave, Pittsburgh, PA 15213 USA EM minchi@cs.cmu.edu kurt.vanlehn@asu.edu litman@cs.pitt.edu pjordan@pitt.edu FU NSF[0325054] FX NSF (#0325054) supported this work. We also thank the Learning Research and Development Center at the University of Pittsburgh for providing all the facilities used in this work. 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User-Adapt. Interact. PD APR PY 2011 VL 21 IS 1-2 BP 137 EP 180 DI 10.1007/s11257-010-9093-1 PG 44 WC Computer Science, Cybernetics SC Computer Science GA 740MT UT WOS:000288799600005 ER PT J AU Anaya, AR Boticario, JG AF Anaya, Antonio R. Boticario, Jesus G. TI Content-free collaborative learning modeling using data mining RID H-5874-2011 SO USER MODELING AND USER-ADAPTED INTERACTION LA English DT Article DE Collaborative learning; Collaboration modeling; Data mining; Open models; Collaboration evaluation; Meta-cognitive tools in collaborative learning ID FRAMEWORK; SYSTEMS; NETWORKS AB Modeling user behavior (user modeling) via data mining faces a critical unresolved issue: how to build a collaboration model based on frequent analysis of students in order to ascertain whether collaboration has taken place. Numerous human-based and knowledge-based solutions to this problem have been proposed, but they are time-consuming or domain-dependent. The diversity of these solutions and their lack of common characteristics are an indication of how unresolved this issue remains. Bearing this in mind, our research has made progress on several fronts. First, we have found supportive evidence, based on a collaborative learning experience with hundreds of students over three consecutive years, that an approach using domain independent learning that is transferable to current e-learning platforms helps both students and teachers to manage student collaboration better. Second, the approach draws on a domain-independent modeling method of collaborative learning based on data mining that helps clarify which user-modeling issues are to be considered. We propose two data mining methods that were found to be useful for evaluating student collaboration, and discuss their respective advantages and disadvantages. Three data sources to generate and evaluate the collaboration model were identified. Third, the features being modeled were made accessible to students in several meta-cognitive tools. Their usage of these tools showed that the best approach to encourage student collaboration is to show only the most relevant inferred information, simply displayed. Moreover, these tools also provide teachers with valuable modeling information to improve their management of the collaboration. Fourth, an ontology, domain independent features and a process that can be applied to current e-learning platforms make the approach transferable and reusable. Fifth, several open research issues of particular interest were identified. We intend to address these open issues through research in the near future. C1 [Anaya, Antonio R.; Boticario, Jesus G.] Univ Nacl Educ Distancia, ETSII, Dept Artificial Intelligence, Madrid 28040, Spain. RP Anaya, AR (reprint author), Univ Nacl Educ Distancia, ETSII, Dept Artificial Intelligence, Ciudad Univ,C Juan Rosal S-N, Madrid 28040, Spain EM arodriguez@dia.uned.es jgb@dia.uned.es FU Spanish government[TIN2008-06862-C04-01/TSI] FX Authors would like to thank the Spanish government for funding the A2UN@ (TIN2008-06862-C04-01/TSI) project. 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User-Adapt. Interact. PD APR PY 2011 VL 21 IS 1-2 BP 181 EP 216 DI 10.1007/s11257-010-9095-z PG 36 WC Computer Science, Cybernetics SC Computer Science GA 740MT UT WOS:000288799600006 ER PT J AU Kock, M Paramythis, A AF Koeck, Mirjam Paramythis, Alexandros TI Activity sequence modelling and dynamic clustering for personalized e-learning SO USER MODELING AND USER-ADAPTED INTERACTION LA English DT Article DE Adaptivity; User modeling; E-learning; Data mining; Clustering; Unsupervised learning ID ENVIRONMENTS; ASSISTANCE; LEARNERS; STUDENTS; SYSTEMS; SEEKING; COURSES; STYLES; HELP AB Monitoring and interpreting sequential learner activities has the potential to improve adaptivity and personalization within educational environments. We present an approach based on the modeling of learners' problem solving activity sequences, and on the use of the models in targeted, and ultimately automated clustering, resulting in the discovery of new, semantically meaningful information about the learners. The approach is applicable at different levels: to detect pre-defined, well-established problem solving styles, to identify problem solving styles by analyzing learner behaviour along known learning dimensions, and to semi-automatically discover learning dimensions and concrete problem solving patterns. This article describes the approach itself, demonstrates the feasibility of applying it on real-world data, and discusses aspects of the approach that can be adjusted for different learning contexts. Finally, we address the incorporation of the proposed approach in the adaptation cycle, from data acquisition to adaptive system interventions in the interaction process. C1 [Koeck, Mirjam; Paramythis, Alexandros] Johannes Kepler Univ Linz, Inst Informat Proc & Microprocessor Technol, A-4040 Linz, Austria. RP Kock, M (reprint author), Johannes Kepler Univ Linz, Inst Informat Proc & Microprocessor Technol, A-4040 Linz, Austria EM koeck@fim.uni-linz.ac.at alpar@fim.uni-linz.ac.at FU Austrian Science Fund (FWF)[P20260-N15]; National Science Foundation[SBE-0354420] FX The work reported in this article was funded by the "Adaptive Support for Collaborative E-Learning" (ASCOLLA) project, supported by the Austrian Science Fund (FWF; project number P20260-N15). Data used in this research was provided by the Pittsburgh Science of Learning Center DataShop, funded by the National Science Foundation award No. SBE-0354420. We would like to thank the anonymous reviewers and the special issue editors who have helped us to substantially improve the quality of the paper. 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User-Adapt. Interact. PD APR PY 2011 VL 21 IS 1-2 BP 51 EP 97 DI 10.1007/s11257-010-9087-z PG 47 WC Computer Science, Cybernetics SC Computer Science GA 740MT UT WOS:000288799600003 ER PT J AU Yaghmaie, M Bahreininejad, A AF Yaghmaie, Mahkameh Bahreininejad, Ardeshir TI A context-aware adaptive learning system using agents RID B-8247-2010 SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Intelligent tutoring systems; Ontology; Adaptive learning; Agent; SCORM ID ANT COLONY SYSTEM; ADAPTATION; STYLE AB Evolution of Web technologies has made e-learning a popular common way of education and training. As an outcome, learning content adaptation has been the subject of many research projects lately. This paper suggests a framework for building an adaptive Learning Management System (LMS). The proposed architecture is based upon multi-agent systems and uses both Sharable Content Object Reference Model (SCORM) 2004 and semantic Web ontology for learning content storage, sequencing and adaptation. This system has been implemented upon a well known open-source LMS and its functionalities are demonstrated through the simulation of a scenario mimicing the real life conditions. The result reveals the system effectiveness for which it appears that the proposed approach may be very promising. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Bahreininejad, Ardeshir] Univ Malaya, Fac Engn, Kuala Lumpur, Malaysia. [Yaghmaie, Mahkameh; Bahreininejad, Ardeshir] Tarbiat Modares Univ, Fac Engn, Tehran, Iran. RP Bahreininejad, A (reprint author), Univ Malaya, Fac Engn, Kuala Lumpur, Malaysia EM yaghmaie.m@gmail.com bahreininejad@um.edu.my CR Shih WC, 2009, FUTURE GENER COMP SY, V25, P687, DOI 10.1016/j.future.2009.01.005 Chi YL, 2009, EXPERT SYST APPL, V36, P7838, DOI 10.1016/j.eswa.2008.11.048 Zitko B, 2009, EXPERT SYST APPL, V36, P8185, DOI 10.1016/j.eswa.2008.10.028 Yang YJ, 2009, EXPERT SYST APPL, V36, P3034, DOI 10.1016/j.eswa.2008.01.066 Rey-Lopez M, 2009, COMPUT STAND INTER, V31, P309, DOI 10.1016/j.csi.2008.02.006 Liu KC, 2008, INFORM SOFTWARE TECH, V50, P1155, DOI 10.1016/j.infsof.2008.03.008 Chen CM, 2008, COMPUT EDUC, V51, P787, DOI 10.1016/j.compedu.2007.08.004 Wang TI, 2008, EXPERT SYST APPL, V34, P2449, DOI 10.1016/j.eswa.2007.04.014 Lee MC, 2008, COMPUT EDUC, V50, P1240, DOI 10.1016/j.compedu.2006.12.007 Ruiz MDP, 2008, COMPUT STAND INTER, V30, P62, DOI 10.1016/j.csi.2007.07.006 LU E, 2008, COMPUTER STANDARDS I, V31, P1028 *ADL, 2008, ADL SCORM ONL 2008, SCORM 2004 OVERVIEW 2008, SCORM BEST PRACTICES 2008, SEMANTIC REASONER ON 2008, SERVICE ORIENTED ARC 2008, WHURLE 2 0 ADAPTIVE Canales A, 2007, EXPERT SYST APPL, V33, P1076, DOI 10.1016/j.eswa.2006.08.034 Jovanovic J, 2007, EDUC TECHNOL SOC, V10, P47 SAMUELIS L, 2007, ACTA POLYTECH HUNG, V4, P77 2007, INTELLIGENT TUTORING Liegle JO, 2006, COMPUT HUM BEHAV, V22, P885, DOI 10.1016/j.chb.2004.03.024 Wang HC, 2006, COMPUT EDUC, V46, P458, DOI 10.1016/j.compedu.2005.09.005 Yang SJH, 2006, EDUC TECHNOL SOC, V9, P188 ROSMALEN P, 2006, ED TECHNOLOGY SOC, V9, P72 *IMS, 2006, LEARN RES MET SPEC O SCHMIDT A, 2005, AMBIENT INTELLIGENCE, P159 MONOVAZHELEVA M, 2005, CYBERNETICS INFORM T, V5, P44 *IMS, 2005, CONT PACK SPEC ONL DAMJANOVIC V, 2005, WORKSH PERS SEM WEB BROOKS C, 2005, WORLD C E LEARN CORP VERBERT K, 2005, 14 INT C WORLD WID W, P1140 LARMAN C, 2004, APPL UML PATTERNS IN *W3C, 2004, OWL WEB ONT LANG STACH N, 2004, P WWW 2004 C NEW YOR, P114 BRUSILOVSKY P, 2004, WWW 2004 17 22 MAY N Magoulas GD, 2003, BRIT J EDUC TECHNOL, V34, P511 Papanikolaou KA, 2002, COMPUT EDUC, V39, P333 SAMPSON D, 2002, ED TECHNOLOGY SOC, V5, P27 *IEEE, 2002, IEEE LEARN OBJ MET S FOWLER M, 2002, PATTERNS ENTERPRISE, pCH7 OLFMAN L, 1994, MIS QUART, V18, P405 BOSTROM RP, 1990, MIS QUART, V14, P101 NR 43 TC 0 Z9 0 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 APR PY 2011 VL 38 IS 4 BP 3280 EP 3286 DI 10.1016/j.eswa.2010.08.113 PG 7 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 715RY UT WOS:000286904600040 ER PT J AU Hsu, JL Chou, HW Chang, HH AF Hsu, Jung-Lung Chou, Huey-Wen Chang, Hsiu-Hua TI EduMiner: Using text mining for automatic formative assessment SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE E-learning; Formative assessment; Collective cognition; Text mining AB Formative assessment and summative assessment are two widely accepted approaches of assessment. While summative assessment is a typically formal assessment used at the end of a lesson or course, formative assessment is an ongoing process of monitoring learners' progresses of knowledge construction. Although empirical evidence has acknowledged that formal assessment is indeed superior to summative assessment, current e-learning assessment systems however seldom provide plausible solutions for conducting formative assessment. The major bottleneck of putting formative assessment into practice lies in its labor-intensive and time-consuming nature, which makes it hardly a feasible way of achievement evaluation especially when there are usually a large number of learners in e-learning environment. In this regard, this study developed EduMiner to relieve the burdens imposed on instructors and learners by capitalizing a series of text mining techniques. An empirical study was held to examine effectiveness and to explore outcomes of the features that EduMiner supported. In this study 56 participants enrolling in a "Human Resource Management" course were randomly divided into either experimental groups or control groups. Results of this study indicated that the algorithms introduced in this study serve as a feasible approach for conducting formative assessment in e-learning environment. In addition, learners in experimental groups were highly motivated to phrase the contents with higher-order level of cognition. Therefore a timely feedback of visualized representations is beneficial to facilitate online learners to express more in-depth ideas in discourses. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Hsu, Jung-Lung] Kainan Univ, Dept Informat Management, Taoyuan Cty, Taiwan. RP Hsu, JL (reprint author), 1 Kainan Rd, Tao Yuan 33857, Taiwan EM srl@mail.knu.edu.tw CR Yang SJH, 2007, EDUC TECHNOL SOC, V10, P84 COCHRAN D, 2007, LEARNING LEADING TEC, V34, P4 MANARIS B, 2007, COMPUTER SCI ED, V17, P21 HAN J, 2006, DATA MINING CONCEPTS BANKS SR, 2005, CLASSROOM ASSESSMENT EARL L, 2003, ASSESSMENT LEARNING Sfard A, 2002, J LEARN SCI, V11, P153 NAHM UY, 2002, P AAAI 2002 SPRING S CRAMMER K, 2001, J MACHINE LEARNING R, V2, P265 MARZANO RJ, 2001, DESIGNING NEW TAXONO SULLIVAN D, 2001, DOCUMENT WAREHOUSING HEARST MA, 1999, P 37 ANN M ASS COMP, P3 BLACK P, 1998, ASSESSMENT ED, V5, P7, DOI DOI 10.1080/0969595980050102 Landauer TK, 1998, DISCOURSE PROCESS, V25, P259 FRECHTLING J, 1997, USER FRIENDLY HDB MI HARLEN W, 1996, 4 YEARS CHANGE ED, P5 SCRIVEN M, 1991, EVALUATION THESAURUS CROOKS TJ, 1988, REV EDUC RES, V58, P438 FLEISS J, 1981, MEASUREMENT INTERRAT PIAGET J, 1973, CHILDS CONCEPTION WO BLOOM B, 1971, HDB FORMATIVE SUMMAT GARFINKEL H, 1967, STUDIES ETHNOMETHODO SCRIVEN M, 1967, PERSPECTIVES CURRICU COHEN J, 1960, EDUC PSYCHOL MEAS, V20, P37 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 25 TC 0 Z9 0 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 APR PY 2011 VL 38 IS 4 BP 3431 EP 3439 DI 10.1016/j.eswa.2010.08.129 PG 9 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 715RY UT WOS:000286904600056 ER PT J AU Cuellar, MP Delgado, M Pegalajar, MC AF Cuellar, M. P. Delgado, M. Pegalajar, M. C. TI Improving learning management through semantic web and social networks in e-learning environments SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Social networks; Learning Management Systems; e-Learning; Ontologies ID TECHNOLOGIES AB Internet social networks have arisen in the last years as powerful tools where people exchange knowledge and multimedia content. They help to share interests between groups of people with common features. Undoubtedly, there is an inherent social network in any e-learning system, where the main actors are teachers, learners and learning resources. Most e-learning software are mainly focused in content dissemination and group work, but the possibilities that Internet LMSs could offer go further. Recently, there has been research work focused on Web Communities for learning and their formulation as Social Networks. Thus, social network analysis may be applied to infer group structures and to make intelligent recommendation systems and data mining. This paper proposes a method for the formulation and interpretation of learning management platforms as social networks. In order to achieve a major generalization, we develop an ontology to integrate the information from different Learning Management Systems. After that, a personalized social network is extracted from the ontology. This change in the point of view of a LMS could be a challenge to make further studies about learners, teachers and learning resources to obtain a better understanding of their social structure, and therefore to make or improve decisions about the learning process. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Cuellar, M. P.; Delgado, M.; Pegalajar, M. C.] Univ Granada, Dept Comp Sci & Artificial Intelligence, Escuela Tecn Super Ingn Informat & Telecomunicac, Granada, Spain. RP Cuellar, MP (reprint author), Univ Granada, Dept Comp Sci & Artificial Intelligence, Escuela Tecn Super Ingn Informat & Telecomunicac, C Pdta Daniel Saucedo Aranda SN, Granada, Spain EM manupc@decsai.ugr.es mdelgado@ugr.es CR Mayer A, 2009, DECIS SUPPORT SYST, V47, P169, DOI 10.1016/j.dss.2009.02.009 Ganley D, 2009, DECIS SUPPORT SYST, V47, P266, DOI 10.1016/j.dss.2009.02.013 Ross C, 2009, COMPUT HUM BEHAV, V25, P578, DOI 10.1016/j.chb.2008.12.024 Martin MS, 2009, LECT NOTES COMPUT SC, V5554, P293 Weaver AC, 2008, COMPUTER, V41, P97 BHATIA M, 2008, IEEE INT C SERV OP L, V1, P207 Thushar AK, 2008, ADCOM: 2008 16TH INTERNATIONAL CONFERENCE ON ADVANCED COMPUTING AND COMMUNICATIONS, P214 Zhou CY, 2008, PROCEEDINGS OF THE 2008 IEEE INTERNATIONAL CONFERENCE ON INFORMATION REUSE AND INTEGRATION, P143 Torniai C, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P389 Breslin J, 2007, IEEE INTERNET COMPUT, V11, P86 Jovanovic J, 2007, IEEE INTERNET COMPUT, V11, P45 Dzbor M, 2007, J COMPUT ASSIST LEAR, V23, P69, DOI 10.1111/j.1365-2729.2007.00202.x HAMASAKI M, 2007, INT WORKSH SEM WEB C BRICKLEY D, 2007, FOAF SPECIFICATION Kanawati R, 2007, LECT NOTES COMPUT SC, V4564, P86 MITCHELLWONG J, 2007, DIG EC TECHN C JUNG JJ, 2007, ESWC 07, P267 JUNG JJ, 2007, ICCIT 07, P129 MAKREHCHI M, 2007, LEARNING SOCIAL NETW, P406 ZHDANOVA AV, 2007, P 10 INT S SOC COMM, P537 DIETZE S, 2007, P WORKSH TENCOMPETEN, P75 Huang WH, 2006, BRIT J EDUC TECHNOL, V37, P351, DOI 10.1111/j.1467-8535.2006.00610.x Cantador I, 2006, LECT NOTES ARTIF INT, V4248, P334 YLILUOMA VP, 2006, BRIT J EDUC TECHNOL, V37, P445 IZQUIERDO LR, 2006, INTRO FORMAL ANAL SO DUNKEL J, 2006, SEMANTIC E LEARNING, P237 MAKREHCHI M, 2006, WI 06, P88 HANNEMAN RA, 2005, INTRO SOCIAL NETWORK Staab S, 2005, IEEE INTELL SYST, V20, P80 EHRLICH K, 2005, INSIDE SOCIAL NETWOR HUISMAN M, 2005, MODELS METHODS SOCIA HENZE N, 2005, P 2 INT WORKSH AD SY HENZE N, 2005, P 2 JOINT WORKSH COG DENOOY W, 2004, EXPLORATORY SOCIAL N PARK HW, 2003, CONNECTIONS, V25, P49 NEWMAN MEJ, 2003, SIAM REV, V45, P58 HENSEN D, 2003, P WORKSH DYN SOC NET, P289 NILSSON M, 2002, 11 C WORLD WID WEB W, P7 HANNEMAN RA, 1988, COMPUTER ASSISTED TH CUELLAR M, EXPERT SYST IN PRESS NR 40 TC 0 Z9 0 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 APR PY 2011 VL 38 IS 4 BP 4181 EP 4189 DI 10.1016/j.eswa.2010.09.080 PG 9 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 715RY UT WOS:000286904600136 ER PT J AU Hickey, KT Johnson, MP Biviano, A Aboelela, S Thomas, T Bakken, S Garan, H Zimmerman, JL Whang, W AF Hickey, Kathleen T. Johnson, Mary P. Biviano, Angelo Aboelela, Sally Thomas, Tami Bakken, Suzanne Garan, Hasan Zimmerman, John L. Whang, William TI Cardiac e-Learning: Development of a Web-Based Implantable Cardioverter Defibrillator Educational System SO TELEMEDICINE AND E-HEALTH LA English DT Article DE telemedicine; cardiology/cardiovascular disease; technology; e-health; distance learning ID PROGRAM; TECHNOLOGY AB Objective: The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. Materials and Methods: A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Results: Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. Conclusion: The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning. C1 [Hickey, Kathleen T.; Johnson, Mary P.; Aboelela, Sally; Bakken, Suzanne] Columbia Univ, Sch Nursing, New York, NY 10032 USA. [Hickey, Kathleen T.; Biviano, Angelo; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L.; Whang, William] Columbia Univ, Coll Phys & Surg, New York, NY 10032 USA. [Thomas, Tami] Emory Univ, Nell Hodgson Woodruff Sch Nursing, Atlanta, GA 30322 USA. [Zimmerman, John L.] Columbia Univ, Coll Dent Med, New York, NY 10032 USA. RP Hickey, KT (reprint author), Columbia Univ, Sch Nursing, 630 W 168th St, New York, NY 10032 USA EM kth6@columbia.edu FU Glenda Garvey Teaching Academy at Columbia University FX The authors would like to especially thank Seonghyun Kim, Adult Nurse Practitioner and Maurita Baumeister, and Cecille Garcia Acute Care Nurse Practitioner (Division of Cardiac Electrophysiology) for pilot testing this site and Nitin Gumaste and the staff of The Center for New Media Teaching and Learning for overseeing the technical aspects and filming of this production. Special thanks also to Boston Scientific, Inc.: Ray Burbige (featured) and Nicole Cotteta; and Medtronic, Inc.: William Poutre (featured) and Robert Curran. This work was supported in part by a grant from The Glenda Garvey Teaching Academy at Columbia University. CR Carter L, 2009, J NEUROSCI NURS, V41, P336 Corovic S, 2009, BIOMED ENG ONLINE, V8, DOI 10.1186/1475-925X-8-26 Sacks N, 2009, J MED INTERNET RES, V11, DOI 10.2196/jmir.1263 Jones RB, 2009, J MED INTERNET RES, V11, DOI 10.2196/jmir.1225 Stopponi MA, 2009, J MED INTERNET RES, V11, DOI 10.2196/jmir.1086 Sander AM, 2009, J HEAD TRAUMA REHAB, V24, P248 Santini M, 2009, J INTERV CARD ELECTR, V24, P53, DOI 10.1007/s10840-008-9321-3 Jacobson SH, 2008, J AM MED INFORM ASSN, V15, P611, DOI 10.1197/jamia.M2636 EPSTEIN AE, 2008, J AM COLL CARDIOL, V51, P1 Nilsson M, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-25 MATSOUKAS K, 2008, AMIA ANN S P AMIA S TANNER TB, 2008, AMIA ANN S P AMIA S Varma N, 2007, AM HEART J, V154, P1029, DOI 10.1016/j.ahj.2007.07.051 Nguyen AND, 2000, ARCH PATHOL LAB MED, V124, P588 DAVIS FD, 1989, MIS QUART, V13, P319 NR 15 TC 0 Z9 0 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 2011 VL 17 IS 3 BP 196 EP 200 DI 10.1089/tmj.2010.0108 PG 5 WC Health Care Sciences & Services SC Health Care Sciences & Services GA 784ZE UT WOS:000292196400009 ER PT J AU Bhatti, I Jones, K Richardson, L Foreman, D Lund, J Tierney, G AF Bhatti, I. Jones, K. Richardson, L. Foreman, D. Lund, J. Tierney, G. TI E-learning vs lecture: which is the best approach to surgical teaching? SO COLORECTAL DISEASE LA English DT Article DE Education; podcast; websites; teaching; lecture; surgery ID MEDICAL-EDUCATION; INTERVENTIONS; STUDENTS AB Aim Most medical teaching is still delivered by traditional face-to-face interaction. E-learning has the potential benefit of instilling deeper learning of topics by virtue of repeated and convenient access to content presented in a range of media. We aimed to evaluate objectively the benefit of educating medical students on a common surgical topic (haemorrhoids), through a website and podcast package vs a traditional lecture. Method Baseline knowledge was established by a questionnaire given to two different groups of third-year medical students starting their first clinical attachment. Group A (n = 73) was given a lecture and group B (n = 75) was asked to use a website containing text and pictures augmented by a podcast. Students were reassessed using the same preintervention questionnaire, and satisfaction was acquired from details given in a feedback Results There was no difference in knowledge between the two groups at baseline. Both groups demonstrated significant gains in knowledge after intervention (P < 0.0001). Group B (Web / podcast) showed a significantly greater increase in knowledge (P < 0.05) than group A (lecture). Preintervention subjective assessment of knowledge rated by the students showed no difference between the groups. Both groups of students were equally satisfied with the educational method. Conclusion E-learning supplemented with a podcast results in greater knowledge acquisition when compared with a traditional lecture, without a loss of satisfaction with teaching. Using augmented Web-based educational tools reduces demands on teaching time with no decrease in quality for selected parts of the curriculum. C1 [Bhatti, I.; Lund, J.] Univ Nottingham Med Sch Derby, Derby City Gen Hosp, Div Surg, Sch Grad Entry Med & Hlth, Derby DE22 3DT, England. [Jones, K.; Richardson, L.; Foreman, D.; Tierney, G.] Derby City Gen Hosp, Dept Surg, Derby, England. RP Bhatti, I (reprint author), Univ Nottingham Med Sch Derby, Derby City Gen Hosp, Div Surg, Sch Grad Entry Med & Hlth, Uttoxeter Rd, Derby DE22 3DT, England EM imran.bhatti@nottingham.ac.uk CR Nast A, 2009, J EUR ACAD DERMATOL, V23, P1039, DOI 10.1111/j.1468-3083.2009.03246.x Larvin M, 2009, ANZ J SURG, V79, P133, DOI 10.1111/j.1445-2197.2008.04828.x Smucny J, 2004, FAM MED, V36, P622 Bernardo V, 2004, INT J MED INFORM, V73, P731, DOI 10.1016/j.ijmedinf.2004.06.002 Fieschi M, 2002, MED INFORM INTERNET, V27, P1, DOI 10.1080/14639230110105301 White CB, 2001, ACAD MED, V76, P542 Baldwin CD, 2001, ACAD MED, V76, P549 Wilkes M, 1999, BRIT MED J, V318, P1269 Petersen S, 1999, BRIT MED J, V318, P1223 Hutchinson L, 1999, BRIT MED J, V318, P1267 SCHORMAIR C, 1992, MED TEACH, V14, P283 LIKERT R, 1932, ARCH PSYCHOL, V140, P1 NR 12 TC 1 Z9 1 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1462-8910 J9 COLORECTAL DIS JI Colorectal Dis. PD APR PY 2011 VL 13 IS 4 BP 459 EP 462 DI 10.1111/j.1463-1318.2009.02173.x PG 4 WC Gastroenterology & Hepatology SC Gastroenterology & Hepatology GA 731RI UT WOS:000288126600026 ER PT J AU Lee, CY Pan, PJD Liao, CJ AF Lee, Ching-Yieh Pan, Peter Jen Der Liao, Ching-Jung TI Impacts and preferences study for e-HO as a holistic learning environment complementary to e-Learning SO COMPUTERS & EDUCATION LA English DT Article DE Interactive learning environments; Interdisciplinary projects; Media in education; Pedagogical issues; Teaching/learning strategies ID MASS HIGHER-EDUCATION; GENDER-DIFFERENCES; UNIVERSITY-STUDENTS; COLLEGE-STUDENTS; SELF-EFFICACY; INTERNET USE; PERCEPTIONS; KNOWLEDGE; ATTITUDES; TAIWAN AB We present in this study the significance and impacts of an innovative e-HO as a holistic and horizontal platform complementary to e-Learning to help realize transdisciplinary learning and foster integration of knowledge in higher education. A comprehensive investigation of a survey conducted among 647 university students for e-HO is presented with detailed studies on students' preferences toward e-HO with respect to various demographic variables including gender, access frequency, grade level, discipline and access route concerning the five scales extracted in this particular survey. No significant gender difference surfaced, whereas access frequency turned out to be the most influential and decisive variable that has resulted in significant differences on all the scales involved, especially the characteristic 'Leisure climate'. Further significant differences appeared on different scales with distinct natures for different demographic variables other than gender and access frequency, indicating the multidimensional characteristics of the whole endeavor and that care must be taken whenever a learning environment like this is constructed in higher education. (c) 2010 Elsevier Ltd. All rights reserved. C1 [Lee, Ching-Yieh; Pan, Peter Jen Der] Chung Yuan Christian Univ, Ctr Gen Educ, Chungli 32023, Taiwan. [Liao, Ching-Jung] Chung Yuan Christian Univ, Dept Informat Management, Chungli 32023, Taiwan. RP Lee, CY (reprint author), Chung Yuan Christian Univ, Ctr Gen Educ, 200 Chung Pei Rd, Chungli 32023, Taiwan EM cylee@cycu.edu.tw jender@cycu.edu.tw cjliao@cycu.edu.tw FU Education Ministry of Taiwan, R.O.C.[97-6036-201] FX We are grateful to Prof. C. H. Wu for valuable discussions. We also thank Y. C. Lee and Y. C. Chen for their help in the numerical analyses. This work is supported by The Education Ministry of Taiwan, R.O.C. under The Project of Teaching and Learning Excellence (Grant No. 97-6036-201). 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Educ. PD APR PY 2011 VL 56 IS 3 BP 747 EP 759 DI 10.1016/j.compedu.2010.10.017 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 712RA UT WOS:000286682700021 ER PT J AU Klasnja-Milicevic, A Vesin, B Ivanovic, M Budimac, Z AF Klasnja-Milicevic, Aleksandra Vesin, Boban Ivanovic, Mirjana Budimac, Zoran TI E-Learning personalization based on hybrid recommendation strategy and learning style identification SO COMPUTERS & EDUCATION LA English DT Article DE Personalized recommendation; Learning style; Tutoring system; Learning profile ID SYSTEMS AB Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a programming tutoring system - Protus, which can automatically adapt to the interests and knowledge levels of learners. This system recognizes different patterns of learning style and learners' habits through testing the learning styles of learners and mining their server logs. Firstly, it processes the clusters based on different learning styles. Next, it analyzes the habits and the interests of the learners through mining the frequent sequences by the AprioriAll algorithm. Finally, this system completes personalized recommendation of the learning content according to the ratings of these frequent sequences, provided by the Protus system. Some experiments were carried out with two real groups of learners: the experimental and the control group. Learners of the control group learned in a normal way and did not receive any recommendation or guidance through the course, while the students of the experimental group were required to use the Protus system. The results show suitability of using this recommendation model, in order to suggest online learning activities to learners based on their learning style, knowledge and preferences. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Klasnja-Milicevic, Aleksandra; Vesin, Boban] Higher Sch Profess Business Studies, Novi Sad 21000, Serbia. [Ivanovic, Mirjana; Budimac, Zoran] Fac Sci, Dept Math & Informat, Novi Sad 21000, Serbia. RP Vesin, B (reprint author), Higher Sch Profess Business Studies, Vladimira Perica Valtera 4, Novi Sad 21000, Serbia EM aklasnja@yahoo.com vesinboban@gmail.com mira@dmi.uns.ac.rs zjb@dmi.uns.ac.rs CR Klasnja-Milicevic A, 2011, COMPUT SCI INF SYST, V8, P211, DOI 10.2298/CSIS090608021K Fertalj K, 2010, COMPUT SCI INF SYST, V7, P387, DOI 10.2298/CSIS081127001F Graf S, 2010, J COMPUT ASSIST LEAR, V26, P116, DOI [10.1111/J.1365-2729.2009.00336.X, 10.1111/j.1365-2729.2009.00336.x] Dikovic L, 2009, COMPUT SCI INF SYST, V6, P191, DOI 10.2298/csis0902191D PASHLER H, 2009, PSYCHOL SCI PUBLIC I, V9, P105 DRACHSLER H, 2009, J DIGITAL INFORM, V10, P4 VESIN B, 2009, SECTIO COMPUTATORICA, V31, P75 HOLLAND J, 2009, 17 INT C COMP ED HON, P142 Tseng JCR, 2008, COMPUT EDUC, V51, P776, DOI 10.1016/j.compedu.2007.08.002 IVANOVIC M, 2008, NOVI SAD J MATH NSJO, V38, P153 POPESCU E, 2008, THESIS U CRAIOVA ROM VESIN B, 2008, IADIS MULT C COMP SC, P104 PARVEZ SM, 2008, 9 INT C MONTR JUN 23, P291 Garcia P, 2007, COMPUT EDUC, V49, P794, DOI 10.1016/j.compedu.2005.11.017 GRAF S, 2007, P WORLD C E LEARN CO, P2576 Janssen J, 2007, INTERACT LEARN ENVIR, V15, P127, DOI 10.1080/10494820701343546 Cha HJ, 2006, LECT NOTES COMPUT SC, V4053, P513 FARZAN R, 2006, P 4 INT C AD HYP AD, P91 EMURIAN H, 2006, INT J DISTANCE ED TE, V4, P10 HAMMOUDA K, 2006, SPRINGER BOOK SERIES, P374 Adomavicius G, 2005, IEEE T KNOWL DATA EN, V17, P734, DOI 10.1109/TKDE.2005.99 TANG T, 2005, INT J E LEARNING, V4, P105 KOPER EJR, 2005, JASSS-J ARTIF SOC S, V8, P18 KRISTOFIC A, 2005, P STUD RES C INF INF, P229 TONG W, 2005, P WORLD AC SCI ENG T, P97 Herlocker JL, 2004, ACM T INFORM SYST, V22, P5, DOI 10.1145/963770.963772 COFFIELD F, 2004, SHOULD WE BE USING L Romero C, 2004, USER MODEL USER-ADAP, V14, P425, DOI 10.1007/s11257-004-7961-2 WANG HC, 2004, INT COMP S TAIP TAIW, P226 KELLY D, 2004, PREDICITING LEARNING, P9 Linden G, 2003, IEEE INTERNET COMPUT, V7, P76, DOI 10.1109/MIC.2003.1167344 WOLF C, 2003, AUSTR COMP ED C AD A, V20 ROMERO C, 2003, US MOD C JUN 2003 JO, P35 Sykes ER, 2003, 3RD IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P485 ZAIANE OR, 2002, INT C COMP ED ICCE 0, V2, P55 PENA CI, 2002, ICALT2002, P21 NORTHRUP P, 2001, EDUC TECHNOL, V41, P31 HERLOCKER JL, 1999, P 22 ANN INT ACM SIG, P230 SCHAFER JB, 1999, ACM C EL COMM, P158 FELDER RM, 1996, INDEX LEARNING STYLE SHARDANAND U, 1995, P C HUM FACT COMP SY, P210 AGRAWAL R, 1995, PROC INT CONF DATA, P3, DOI 10.1109/ICDE.1995.380415 RESNICK P, 1994, ACM C COMP SUPP COOP, P175 FELDER RM, 1988, ENG EDUC, V78, P674 DUNN R, 1984, ILLINOIS STATE RES D, V21, P1 KOLB DA, 1984, EXPT LEARNING EXPERI, P61 HONEY P, 1982, MANUAL LEARNING STYL PASK G, 1976, BRIT J EDUC PSYCHOL, V46, P128 GLASER R, 1963, AM PSYCHOL, V18, P510 MYERS IB, 1962, MANUAL MYERS BRIGGS NR 50 TC 2 Z9 2 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 2011 VL 56 IS 3 BP 885 EP 899 DI 10.1016/j.compedu.2010.11.001 PG 15 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 712RA UT WOS:000286682700033 ER PT J AU Darab, B Montazer, GA AF Darab, B. Montazer, Gh. A. TI An eclectic model for assessing e-learning readiness in the Iranian universities SO COMPUTERS & EDUCATION LA English DT Article DE E-learning; Virtual university; E-readiness; Assessment; Tarbiat Modares University AB Information technologies have caused the accumulation and interaction of knowledge to be increasingly reshaped with significant ramifications affecting the processes of acquisition, communication and dissemination of knowledge in almost all societies. In the meantime, assessing the capabilities of the educational system for the successful introduction and implementation of e-learning programs - namely, e-learning readiness - is of paramount importance for the goals of the national higher education to be achieved. To serve the above purpose, this survey attempts to propose a proper framework for strengthening the existing capabilities and identifying possible deficits. As such, the first part of the paper elaborates on an appropriate model developed for assessing e-learning readiness of the Iranian higher education institutions based on comparative studies as well as the national experts' views. It is noteworthy that the proposed model has been objectively tailored in accordance with particular features and local characteristics of the country, and has eventually been applied and tested against real situation in one of the most prestigious national universities for complementary studies. Thus, it is assumed flexibly adaptable and safely advisable to be practically applied for assessing e-learning readiness in all of the universities country wide. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Darab, B.; Montazer, Gh. A.] Tarbiat Modares Univ, Sch Engn, Tehran, Iran. RP Montazer, GA (reprint author), Tarbiat Modares Univ, Sch Engn, POB 14115-179, Tehran, Iran EM b.darab@iiees.ac.ir montazer@modares.ac.ir CR 2010, ED E LEARNING Hanafizadeh P, 2009, INT J INFORM MANAGE, V29, P189, DOI 10.1016/j.ijinfomgt.2008.06.002 2009, DEVOTED PRACTICAL TH *EIU, 2008, E READ RANK MACHADO C, 2007, BRIT J ED TECHNOLOGY, V38 COMERCHERO M, 2006, E LEARNING CONCEPTS Aydin CH, 2005, EDUC TECHNOL SOC, V8, P244 KAPP KM, 2005, ART DEV DELIVERY CHAPNICK S, 2005, LEARNING CIRCUITS AS KHAN BH, 2005, MANAGING E LEARNING, P3 KAUR K, 2004, INT C COMP ED *EIU, 2004, E BUS READ RANK *WORKN, 2004, E LEARN ASS READ BOROTIS SA, 2004, E LEARNING READINESS ROGRES EM, 2003, DIFFUSION INNOVATION CHAUCRI N, 2003, GLOBAL E READINESS W HONEY D, 2002, ASSESSING ORG READIN, V41, P8 SMALL J, 2002, INTERNET HIGH EDUC, V4, P329 CHIA F, 2002, INFORM SCI, V140 ANDERSON T, 2002, LEARNING CIRCUITS BROADBENT B, 2002, TIP HELP DECIDE YOUR Cloete E, 2001, COMPUT EDUC, V36, P171 ROSENBERG MJ, 2001, E LEARNING STRATEGIE TINSLEY HEA, 2000, HDB APPL MULTIVARIAT HARTWIG S, 2000, TURKISH ONLINE J DIS, V1 POGROSZEWSKI D, 1998, J DISTANCE LEARNING, V1 WHITTINGTON DC, 1998, WEB NET 98 WORLD C W Seddon PB, 1997, INFORM SYST RES, V8, P240 DEASSEENCIO MA, 1996, P FID 48 C C, P630 *UNESCO, 1995, SYNTH PREL NR 30 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 APR PY 2011 VL 56 IS 3 BP 900 EP 910 DI 10.1016/j.compedu.2010.11.002 PG 11 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 712RA UT WOS:000286682700034 ER PT J AU Lee, YH Hsieh, YC Ma, CY AF Lee, Yi-Hsuan Hsieh, Yi-Chuan Ma, Chun-Yuan TI A model of organizational employees' e-learning systems acceptance SO KNOWLEDGE-BASED SYSTEMS LA English DT Article DE Technology acceptance model; Subjective norm; Task equivocality; Computer self-efficacy; Organizational support ID COMPUTER SELF-EFFICACY; TASK-TECHNOLOGY FIT; WORLD-WIDE-WEB; INFORMATION-TECHNOLOGY; PERCEIVED USEFULNESS; GENDER-DIFFERENCES; USER SATISFACTION; COURSE WEBSITES; ONLINE GAMES; USAGE AB This study examines the factors that influence employees' adoption and use of e-learning systems and tests the applicability of the technology acceptance model (TAM) in the organizational context. We examined the relationship of employees' perceptions of their behavioral intention to use e-learning systems in terms of four determinants (individual, organizational, task characteristics, and subjective norm), to further explore the effects of management and organizational support on the subjective norm. Data were 357 valid questionnaires from four industries in Taiwan. The findings indicate that organizational support and management support significantly affected perceived usefulness and intention to use. Individuals' experience with computers and computer self-efficacy had significantly positive effects on perceived ease of use. Task equivocality significantly influenced perceived usefulness. Organizational and management supports significantly impacted the subjective norm, perceived usefulness, perceived ease of use, and intention to use. Additionally, the results suggest that external variables that affect perceived usefulness, perceived ease of use, and intention to use, need to be considered as important factors in the process of designing, implementing, and operating e-learning systems. The results provided a more comprehensive insight of individual, organizational, and task characteristics in predicting e-learning acceptance behavior in the organizational contexts, rarely tested in previous studies. By considering these identified factors, practitioners can take corresponding measures to predict or promote organizational employees' e-learning systems acceptance more effectively and efficiently. Furthermore, by explaining employees' acceptance behavior, the findings of this research help to develop more user-friendly e-learning systems and provide insight into the best way to promote e-learning systems for employees. (C) 2010 Elsevier B.V. All rights reserved. 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PD APR PY 2011 VL 24 IS 3 BP 355 EP 366 DI 10.1016/j.knosys.2010.09.005 PG 12 WC Computer Science, Artificial Intelligence SC Computer Science GA 730NF UT WOS:000288039600001 ER PT J AU Clark, MR AF Clark, Michael R. TI Chronic Opioid Therapy for Chronic Pain: An e-Learning Program to Develop Shared Decision-making and Communication Skills SO CURRENT PAIN AND HEADACHE REPORTS LA English DT Review ID CHRONIC NONCANCER PAIN; ANALGESICS; PHYSICIANS; EFFICACY; SAFETY; TRENDS; ABUSE C1 Johns Hopkins Univ, Dept Psychiat & Behav Sci, Sch Med, Baltimore, MD 21287 USA. RP Clark, MR (reprint author), Johns Hopkins Univ, Dept Psychiat & Behav Sci, Sch Med, Baltimore, MD 21287 USA EM mclark9@jhmi.edu CR Haller DL, 2010, PSYCHOSOMATICS, V51, P257 Jamison RN, 2010, J PAIN, V11, P312, DOI 10.1016/j.jpain.2009.07.016 Baldacchino A, 2010, ADDICT BEHAV, V35, P270, DOI 10.1016/j.addbeh.2009.10.008 Wolfert MZ, 2010, PAIN MED, V11, P425 PFLUGHAUPT M, 2010, SCHMERZ Moore TM, 2009, PAIN MED, V10, P1426, DOI 10.1111/j.1526-4637.2009.00743.x Chou R, 2009, J PAIN, V10, P113, DOI 10.1016/j.jpain.2008.10.008 Harris JM, 2008, PAIN MED, V9, P555, DOI 10.1111/j.1526-4637.2007.00399.x Fishbain DA, 2008, PAIN MED, V9, P444, DOI 10.1111/j.1526-4637.2007.00370.x Noble M, 2008, J PAIN SYMPTOM MANAG, V35, P214, DOI 10.1016/j.jpainsymman.2007.03.015 YANNI LM, 2008, J OPIOID MANAG, V4, P201 LAMB E, 2008, PHARM TIMES, V74, P20 Eriksen J, 2006, PAIN, V125, P172, DOI 10.1016/j.pain.2006.06.009 Upshur CC, 2006, J GEN INTERN MED, V21, P652, DOI 10.1111/j.1525-1497.2006.00412.x Sullivan MD, 2006, J GEN INTERN MED, V21, P360, DOI 10.1111/j.1525-1497.2006.0352.x Cicero TJ, 2005, J PAIN, V6, P662, DOI 10.1016/j.jpain.2005.05.004 Kalso E, 2004, PAIN, V112, P372, DOI 10.1016/j.pain.2004.09.019 Gilson AM, 2004, J PAIN SYMPTOM MANAG, V28, P176, DOI 10.1016/j.jpainsymman.2004.01.003 NR 18 TC 0 Z9 0 PU CURRENT MEDICINE GROUP PI PHILADELPHIA PA 400 MARKET STREET, STE 700, PHILADELPHIA, PA 19106 USA SN 1531-3433 J9 CURR PAIN HEADACHE R JI Curr. Pain Headache Rep. PD APR PY 2011 VL 15 IS 2 BP 88 EP 90 DI 10.1007/s11916-011-0175-5 PG 3 WC Clinical Neurology SC Neurosciences & Neurology GA 729CT UT WOS:000287926600002 ER PT J AU Alptekin, SE Karsak, EE AF Alptekin, S. Emre Karsak, E. Ertugrul TI An integrated decision framework for evaluating and selecting e-learning products SO APPLIED SOFT COMPUTING LA English DT Article DE Quality function deployment; E-learning; Fuzzy regression; House of quality ID QUALITY FUNCTION DEPLOYMENT; LINEAR-REGRESSION; FUZZY REGRESSION; MODEL; SYSTEMS; SATISFACTION; ACCEPTANCE AB A sound decision methodology for evaluating and selecting e-learning products should consider multiple and conflicting criteria and the interactions among them. In this paper, a decision framework which employs quality function deployment (QFD), fuzzy linear regression and optimization is presented for e-learning product selection. First, a methodology for determining the target values for e-learning product characteristics that maximize overall customer satisfaction is presented. The QFD framework is employed to allocate resources and to coordinate skills and functions based on customer needs. Differing from earlier QFD applications, the proposed methodology employs fuzzy regression to determine the parameters of functional relationships between customer needs and e-learning product characteristics, and among e-learning product characteristics themselves. Finally, the e-learning product alternatives are evaluated and ranked with respect to deviations from the target product characteristic values. The potential use of the proposed decision framework is illustrated through an application on e-learning products provided by the universities in Turkey. (C) 2010 Elsevier B. V. All rights reserved. C1 [Alptekin, S. Emre; Karsak, E. Ertugrul] Galatasaray Univ, Dept Ind Engn, TR-34357 Istanbul, Turkey. RP Alptekin, SE (reprint author), Galatasaray Univ, Dept Ind Engn, TR-34357 Istanbul, Turkey EM ealptekin@gsu.edu.tr ekarsak@gsu.edu.tr CR Chao RJ, 2009, EXPERT SYST APPL, V36, P10657, DOI 10.1016/j.eswa.2009.02.047 Liu SH, 2009, COMPUT EDUC, V52, P599, DOI 10.1016/j.compedu.2008.11.002 Karsak EE, 2009, EXPERT SYST APPL, V36, P660, DOI 10.1016/j.eswa.2007.09.016 Andrade J, 2008, COMPUT EDUC, V51, P1510, DOI 10.1016/j.compedu.2008.02.002 Mahdizadeh H, 2008, COMPUT EDUC, V51, P142, DOI 10.1016/j.compedu.2007.04.004 Imoto S, 2008, APPL SOFT COMPUT, V8, P1266, DOI 10.1016/j.asoc.2007.02.024 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Karsak EE, 2008, INT J PROD RES, V46, P723, DOI 10.1080/00207540600919571 Huang MJ, 2007, EXPERT SYST APPL, V33, P551, DOI 10.1016/j.eswa.2006.05.019 Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Levy Y, 2007, COMPUT EDUC, V48, P185, DOI 10.1016/j.compedu.2004.12.004 Chan LK, 2005, OMEGA-INT J MANAGE S, V33, P119, DOI 10.1016/j.omega.2004.03.010 Karsak EE, 2004, COMPUT IND ENG, V47, P149, DOI 10.1016/j.cie.2004.06.001 Cantoni V, 2004, J VISUAL LANG COMPUT, V15, P333, DOI 10.1016/j.jvic.2003.10.002 Chen Y, 2004, INT J PROD RES, V42, P1009, DOI 10.1080/00207540310001619623 Hwang GJ, 2004, COMPUT EDUC, V42, P65, DOI 10.1016/S0360-1315(03)00065-4 Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 CHEONG CS, 2002, INTERNET HIGH EDUC, V4, P337 *CISC SYST, 2002, NETW BAS TRANSF ED Kwok RCW, 2001, INFORM MANAGE, V39, P243 Kim KJ, 2000, EUR J OPER RES, V121, P504 Hwarng HB, 2000, ASQ'S 54TH ANNUAL QUALITY CONGRESS PROCEEDINGS, P255 Chan LK, 1999, INT J PROD RES, V37, P2499 PITMAN G, 1996, INT J QUALITY RELIAB, V13, P99 DIAKOULAKI D, 1995, COMPUT OPER RES, V22, P763 JARAIEDI M, 1994, QUALITY ASSURANCE ED, V2, P32 MOSKOWITZ H, 1993, FUZZY SET SYST, V58, P303 TANAKA H, 1988, FUZZY SET SYST, V27, P275 YOON KS, 1987, J OPER RES SOC, V38, P277 TANAKA H, 1982, IEEE T SYST MAN CYB, V12, P903 SAATY TL, 1980, ANAL HIERARCHY PROCE NR 31 TC 0 Z9 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1568-4946 J9 APPL SOFT COMPUT JI Appl. Soft. Comput. PD APR PY 2011 VL 11 IS 3 BP 2990 EP 2998 DI 10.1016/j.asoc.2010.11.023 PG 9 WC Computer Science, Artificial Intelligence; Computer Science, Interdisciplinary Applications SC Computer Science GA 723AU UT WOS:000287479200005 ER PT J AU Lai, RD Saunders, D AF Lai, Rabin D. Saunders, Dennis TI HPLC Troubleshooting Expert System: An e-learning program SO ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY LA English DT Meeting Abstract CT 241st National Meeting and Exposition of the American-Chemical-Society (ACS) CY MAR 27-31, 2011 CL Anaheim, CA SP Amer Chem Soc C1 [Lai, Rabin D.; Saunders, Dennis] Acad Savant, Fullerton, CA USA. NR 0 TC 0 Z9 0 PU AMER CHEMICAL SOC PI WASHINGTON PA 1155 16TH ST, NW, WASHINGTON, DC 20036 USA SN 0065-7727 J9 ABSTR PAP AM CHEM S JI Abstr. Pap. Am. Chem. Soc. PD MAR 27 PY 2011 VL 241 PG 1 WC Chemistry, Multidisciplinary SC Chemistry GA 782BO UT WOS:000291982803143 ER PT J AU Own, Z AF Own, Zangyuan TI Application of mobile learning technique on an e-learning chemistry course in Taiwan SO ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY LA English DT Meeting Abstract CT 241st National Meeting and Exposition of the American-Chemical-Society (ACS) CY MAR 27-31, 2011 CL Anaheim, CA SP Amer Chem Soc C1 [Own, Zangyuan] Providence Univ, Taichung, Taiwan. NR 0 TC 0 Z9 0 PU AMER CHEMICAL SOC PI WASHINGTON PA 1155 16TH ST, NW, WASHINGTON, DC 20036 USA SN 0065-7727 J9 ABSTR PAP AM CHEM S JI Abstr. Pap. Am. Chem. Soc. PD MAR 27 PY 2011 VL 241 PG 1 WC Chemistry, Multidisciplinary SC Chemistry GA 782BO UT WOS:000291982803075 ER PT J AU Bottoni, P Capuano, D De Marsico, M Labella, A Levialdi, S AF Bottoni, Paolo Capuano, Daniele De Marsico, Maria Labella, Anna Levialdi, Stefano TI DELE: a Deaf-centred E-Learning Environment SO CHIANG MAI JOURNAL OF SCIENCE LA English DT Article; Proceedings Paper CT International Computer Science and Engineering Conference (ICSEC 2010) CY NOV 17-19, 2010 CL Chiang Mai, THAILAND DE storytelling; conceptual metaphor; cognitive enbodiment; blending; sensorially-critical; e-learning AB We present a framework to address educational issues, especially focusing on deaf people, and present a preliminary model based on recent methodological findings. We started to develop multimedia learning environments based on Storytelling and Conceptual Metaphors, and adopt Cognitive Embodiment as a framework to address sensorially-critical subjects. We are using such methods to develop a Deaf-centered E-Learning Environment (DELE) Therefore, a Story Controller is designed for supporting stories handling. Its behaviour is formally specified through a formal model based on statecharts. C1 [Bottoni, Paolo; Capuano, Daniele; De Marsico, Maria; Labella, Anna; Levialdi, Stefano] Univ Roma La Sapienza, Dept Comp Sci, Pictorial Comp Lab, I-00198 Rome, Italy. RP Bottoni, P (reprint author), Univ Roma La Sapienza, Dept Comp Sci, Pictorial Comp Lab, Via Salaria 113, I-00198 Rome, Italy EM bottoni@di.uniroma1.it CR HURTIENNE J, 2010, SPECIAL, V22, P475 CAMILLERI V, 2010, P 7 INT C LANG RES E PIZZUTO EA, 2010, P 7 INT C LANG RES E HURTIENNE J, 2009, P 3 INT C TANG EMB I Bottoni P, 2008, J VISUAL LANG COMPUT, V19, P429, DOI 10.1016/j.jvlc.2008.04.004 JOHNSON M, 2007, MEANING BODY IMAZ M, 2007, DESIGNING BLENDS DEMARSICO, 2006, UNIVERSAL ACCESS INF, V5, P2006 RUDNICKI A, 2006, P SOC INF TECH TEACH, P717 MCKILLOP C, 2005, P SCOTT ED RES ASS C MCDRURY J, 2002, LEARNING STORYTELLIN ROHRER T, 2001, 7 INT COGN LING ASS LAKOFF G, 2000, MATH COMES LAKOFF G, 1992, METAPHOR THOUGHT BRUNER J, 1991, CRIT INQUIRY, V18, P1 LAKOFF G, 1991, MASTER METAPHOR LIST PAULOS JA, 1988, INNUMERACY MATH ILLI LAKOFF G, 1980, METAPHOR WE LIVE BY PLATO, 1980, S GREEK TEXT COMM K ROUSSEAU JJ, 1979, EMILE ED VYGOTSKIJ LS, 1978, MIND SOC PIAGET J, 1950, PSYCHOL INTELLIGENCE *APPL, APPL HUM INT GUID *BBC, BBC LEARN ENG *U HUST, ED US DIG STOR LETTURA LIBRI ITALIA LITERACY NATL READIN PLATO, THEAETETUS NR 28 TC 0 Z9 0 PU CHIANG MAI UNIV PI CHIANG MAI PA FACULTY SCIENCE, CHIANG MAI, 50200, THAILAND SN 0125-2526 J9 CHIANG MAI J SCI JI Chiang Mai J. Sci. PD MAR PY 2011 VL 38 SI SI BP 31 EP 57 PG 27 WC Multidisciplinary Sciences SC Science & Technology - Other Topics GA 773RG UT WOS:000291326100005 ER PT J AU Sels, G Vankeirsbilck, C Lemoyne, S Buylaert, W Monsieurs, K AF Sels, G. Vankeirsbilck, C. Lemoyne, S. Buylaert, W. Monsieurs, K. TI E-LEARNING TO TRAIN AND ASSESS CAPNOGRAPHY KNOWLEDGE OF MEDICAL DOCTORS INVOLVED IN PREHOSPITAL EMERGENCY CARE: A FEASIBILITY STUDY SO ACTA CLINICA BELGICA LA English DT Meeting Abstract C1 [Sels, G.; Vankeirsbilck, C.; Lemoyne, S.; Buylaert, W.; Monsieurs, K.] Ghent Univ Hosp, Emergency Dept, B-9000 Ghent, Belgium. NR 0 TC 0 Z9 0 PU ACTA CLINICA BELGICA PI GHENT PA UNIV HOSPITAL GENT, DE PINTELAAN 185, RENAL DIVISION, B-9000 GHENT, BELGIUM SN 0001-5512 J9 ACTA CLIN BELG JI Acta Clin. Belg. PD MAR-APR PY 2011 VL 66 IS 2 BP 156 EP 156 PG 1 WC Medicine, General & Internal SC General & Internal Medicine GA 768JU UT WOS:000290931300030 ER PT J AU Weiner, SA Stephens, G Nour, AYM AF Weiner, Sharon A. Stephens, Gretchen Nour, Abdelfattah Y. M. TI Information-Seeking Behaviors of First-Semester Veterinary Students: A Preliminary Report SO JOURNAL OF VETERINARY MEDICAL EDUCATION LA English DT Article DE educational approaches for learning; e-learning; skills, knowledge, and professional attributes; veterinary medical education; veterinary educational challenges; Wikipedia ID MEDICAL-STUDENTS; LIBRARY USE; EDUCATION; LITERACY; WEB AB Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training. C1 [Weiner, Sharon A.] Purdue Univ, Purdue Univ Lib, W Lafayette, IN 47907 USA. [Stephens, Gretchen] Purdue Univ, Purdue Univ Lib VETM, W Lafayette, IN 47907 USA. [Nour, Abdelfattah Y. M.] Purdue Univ, Sch Vet Med, W Lafayette, IN 47907 USA. RP Weiner, SA (reprint author), Purdue Univ, Purdue Univ Lib, 504 W State St, W Lafayette, IN 47907 USA EM sweiner@purdue.edu gms@purdue.edu nour@purdue.edu CR *AM VET MED ASS, 2011, ACCR POL PROC AVMA C *VET MED LIB, 2011, 8200085000 VM VET ME Anderson K, 2010, J ACAD LIBR, V36, P495 *PEW RES CTR, 2010, MILL PORTR GEN NEXT HEAD AJ, 2010, 1 MONDAY MAR, V2, P15 STEPHENS G, 2010, SUGGESTED RESOURC LI Cavalieri J, 2009, J VET MED EDUC, V36, P388 Schwartz DG, 2009, J MED LIBR ASSOC, V97, P280, DOI 10.3163/1536-5050.97.4.012 Alpi KM, 2009, J MED LIBR ASSOC, V97, P169, DOI 10.3163/1536-5050.97.3.005 Phalen DN, 2009, J VET MED EDUC, V36, P216, DOI 10.3138/jvme.36.2.216 CROFT VF, 2009, ANIMAL HLTH LIB LIB Lane EA, 2008, J VET MED EDUC, V35, P631, DOI 10.3138/jvme.35.4.631 May SA, 2008, J VET MED EDUC, V35, P573, DOI 10.3138/jvme.35.4.573 Salisbury SK, 2008, J VET MED EDUC, V35, P326 *VERISIGN, 2008, VERISIGN DOM NAM PRI, V5 *PURD U, 2008, INF TECHN PURD Dodd L, 2007, J ACAD LIBR, V33, P206, DOI 10.1016/j.acalib.2006.12.008 CUNNINGHAM JG, 2007, TXB VET PHYSL WILLIS NG, 2007, J VET MED EDUC, V34, P1 Van Scoyoc AM, 2006, PORTAL-LIBR ACAD, V6, P47 STEPHENS G, 2006, BASICS USING VET LIT Gruppen LD, 2005, ACAD MED, V80, P940 Griffiths JR, 2005, LIBR TRENDS, V53, P539 MCCORD SK, 2005, RUNNING WILD RUNNING SLADEK RM, 2003, LIB TIPS EXHAUSTIVE Rader HB, 2002, LIBR TRENDS, V51, P242 MILLER JM, 2001, MED REF SER QUART, V20, P23 *ASS COLL RES LIB, 2000, INF LIT COMP STAND H RADER HB, 2000, RSR, V28, P290 RASPA D, 2000, COLLABORATIVE IMPERA Farber E, 1999, J ACAD LIBR, V25, P171 Kim P, 1999, BRIT MED J, V318, P647 RADER HB, 1999, REFERENCE SERVICES R, V27, P219 LIVENGOOD SP, 1999, THESIS KENT STATE U Pelzer NL, 1998, B MED LIBR ASSOC, V86, P346 OKERBLOM T, 1998, P 64 INT FED LIB ASS RANKIN JA, 1992, B MED LIBR ASSOC, V80, P36 1989, CAN VET J, V30, P472 PELZER NL, 1988, B MED LIBR ASSOC, V76, P328 MACNEIL KJ, 1985, J VET MED EDUC, V12, P25 STOYANOVA L, 1982, BIBLIOTEKAR SOFIA, V29, P9 WEINER SA, ENCOURAGING AN UNPUB NR 42 TC 0 Z9 0 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 2011 VL 38 IS 1 BP 21 EP 32 DI 10.3138/jvme.38.1.21 PG 12 WC Veterinary Sciences SC Veterinary Sciences GA 766ZP UT WOS:000290825400006 ER PT J AU Chong, MC Sellick, K Francis, K Abdullah, KL AF Chong, Mei Chan Sellick, Kenneth Francis, Karen Abdullah, Khatijah Lim TI What Influences Malaysian Nurses to Participate in Continuing Professional Education Activities? SO ASIAN NURSING RESEARCH LA English DT Article DE continuing education; Malaysian nurses; professional education AB Purpose A cross sectional descriptive study, which involved government hospitals and health clinics from Peninsular Malaysia sought to identify the continuing professional education (CPE) needs and their readiness for E-learning. This paper focuses on the first phase of that study that aimed to determine the factors that influence nurses' participation in CPE. Methods Multistage cluster sampling was used to recruit 1,000 nurses randomly from 12 hospitals and 24 health clinics from four states in Peninsular Malaysia who agreed to be involved. The respondent rate was 792 (79.2%), of which 562 (80%) had participated in CPE in the last 12 months. Results Findings suggested that updating knowledge and providing quality care are the most important factors that motivate participation in CPE, with respective means of 4.34 and 4.39. All the mean scores for educational opportunity were less than 3.0. Chi-square tests were used to test the association of demographic data and CPE participation. All demographical data were significantly associated with CPE participation, except marital status. Conclusions Implementation of mandatory CPE is considered an important measure to increase nurse's participation in CPE. However, effective planning that takes into consideration the learning needs of nurses is recommended. [Asian Nursing Research 2011;5(1):38-47] C1 [Chong, Mei Chan; Abdullah, Khatijah Lim] Univ Malaya, Fac Med, Dept Nursing Sci, Kuala Lumpur 50603, Malaysia. [Sellick, Kenneth; Francis, Karen] Monash Univ, Sch Nursing & Midwifery, Clayton, Vic 3800, Australia. RP Chong, MC (reprint author), Univ Malaya, Fac Med, Dept Nursing Sci, Kuala Lumpur 50603, Malaysia, Malaysia EM Mccho6@student.monash.edu.au CR Hegney D, 2010, NURS EDUC TODAY, V30, P142, DOI 10.1016/j.nedt.2009.06.015 *INT COUNC NURS, 2008, CAR DEV NURS PATHAN E, 2008, PERCEPTION REGISTERE Gould D, 2007, NURS EDUC TODAY, V27, P602, DOI 10.1016/j.nedt.2006.08.021 Gallagher L, 2007, NURS EDUC TODAY, V27, P466, DOI 10.1016/j.nedt.2006.08.007 PENZ K, 2007, J CONTIN EDUC NURS, V38, P58 Griscti O, 2006, J ADV NURS, V55, P449, DOI 10.1111/j.1365-2648.2006.03940.x *GOV MAL, 2006, 9 MAL PLAN 2006 2010 MUTHU KSD, 2006, PERCEPTION REGISTERE LAI KYK, 2006, THESIS MONASH U MELB LEVETTJONES T, 2005, J CONTIN EDUC NURS, V36, P229 HAPPELL B, 2004, NURSE ED PRACTICE, V4, P83 LEE PL, 2004, ATTITUDES PARTICIPAT Ryan J, 2003, NURS EDUC TODAY, V23, P498, DOI 10.1016/S0260-6917(03)00074-1 AOKI Y, 2002, BRIT J NURSING, V11, P902 ABUSALIM A, 2001, STUDY NURSE ATTITUDE APGAR CJ, 2001, THESIS PENNSYLVANIA GLASS JC, 1999, J CONTINUING ED NURS, V30, P219 KERSAITIS C, 1997, J CONTINUING ED NURS, V28, P135 Barriball KL, 1996, J ADV NURS, V23, P999 WILLIAMS M, 1996, J PEDIAT NURSING, V11, P131 DESILETS LD, 1995, J CONTIN EDUC NURS, V26, P202 MACDONALD S, 1994, MODERN MIDWIFE, V4, P16 WADDELL DL, 1993, J CONTINUING ED NURS, V24, P52 GILLIES D, 1993, J CONTIN EDUC NURS, V24, P17 THURSTON HI, 1992, J CONTINUING ED NURS, V23, P6 KRISTJANSON L, 1989, J CONTIN EDUC NURS, V20, P118 THOMAS C, 1986, J CONTIN EDUC NURS, V17, P198 OCONNOR AE, 1979, NURS RES, V28, P354 NR 29 TC 0 Z9 0 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 1976-1317 J9 ASIAN NURS RES JI Asian Nurs. Res. PD MAR PY 2011 VL 5 IS 1 BP 38 EP 47 PG 10 WC Nursing SC Nursing GA 752OM UT WOS:000289701900005 ER PT J AU Havsteen, I Christensen, AF Nielsen, JK Krieger, D Christensen, L Christensen, H AF Havsteen, Inger Christensen, Anders F. Nielsen, Jens K. Krieger, Derk Christensen, Louisa Christensen, Hanne TI E-learn CT Angiography: a Virtual Training Ground Prepares for Stroke Imaging SO STROKE LA English DT Meeting Abstract CT International Stroke Conference CY FEB 08-10, 2011 CL Los Angeles, CA SP Amer Heart Assoc, Amer Stroke Assoc C1 [Havsteen, Inger; Christensen, Anders F.; Nielsen, Jens K.; Krieger, Derk; Christensen, Louisa; Christensen, Hanne] Univ Copenhagen, Bispebjerg Hosp, Copenhagen, Denmark. NR 0 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 0039-2499 J9 STROKE JI Stroke PD MAR PY 2011 VL 42 IS 3 BP E281 EP E281 PG 1 WC Clinical Neurology; Peripheral Vascular Disease SC Neurosciences & Neurology; Cardiovascular System & Cardiology GA 723AW UT WOS:000287479401183 ER PT J AU Kleinpell, R Ely, EW Williams, G Liolios, A Ward, N Tisherman, SA AF Kleinpell, Ruth Ely, E. Wesley Williams, Ged Liolios, Antonios Ward, Nicholas Tisherman, Samuel A. TI Web-based resources for critical care education SO CRITICAL CARE MEDICINE LA English DT Review DE e-learning; Web-based education; critical care education; continuing education; virtual learning ID CONTINUING MEDICAL-EDUCATION; SIMULATION; RESIDENTS AB Objective: To identify, catalog, and critically evaluate Web-based resources for critical care education. Data Sources: A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care list-serves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. Data Extraction and Data Synthesis: To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Measurements and Main Results: Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. Conclusions: In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date. (Crit Care Med 2011; 39: 541-553) C1 [Kleinpell, Ruth] Rush Univ, Med Ctr, Chicago, IL 60612 USA. [Ely, E. Wesley] Vanderbilt Univ, Nashville, TN USA. [Williams, Ged] Gold Coast Hlth Serv Dist, Southport, Qld, Australia. [Ward, Nicholas] Brown Univ, Warren Alpert Med Sch, Providence, RI 02912 USA. [Tisherman, Samuel A.] Univ Pittsburgh, Pittsburgh, PA USA. RP Kleinpell, R (reprint author), Rush Univ, Med Ctr, Chicago, IL 60612 USA EM Ruth_M_Kleinpell@rush.edu CR Burkhart HM, 2010, J THORAC CARDIOV SUR, V139, P707, DOI 10.1016/j.jtcvs.2009.10.029 Cook DA, 2009, MED TEACH, V31, P158, DOI 10.1080/01421590802691393 GERKIN KL, 2009, J NURSES STAFF DEV, V25, pE8 ANTONOFF MB, 2009, J SURG EDUC, V66, P2448 Einarson E, 2009, ST HEAL T, V146, P841, DOI 10.3233/978-1-60750-024-7-841 WOLTERING V, 2009, ADV HLTH SCI ED THEO, V13, P725 Tait M, 2008, NURS EDUC TODAY, V28, P970, DOI 10.1016/j.nedt.2008.05.016 Muller M, 2008, ANN FR ANESTH, V27, P832, DOI 10.1016/j.annfar.2008.07.096 Hugenholtz NIR, 2008, OCCUP MED-OXFORD, V58, P370, DOI 10.1093/occmed/kqn053 Cook DA, 2008, J GEN INTERN MED, V23, P985, DOI 10.1007/s11606-008-0541-0 Heinrichs WL, 2008, WORLD J SURG, V32, P161, DOI 10.1007/s00268-007-9354-2 LIOLIOS A, 2008, ESICM YB S1, V34 Cook DA, 2007, MED EDUC, V41, P897, DOI 10.1111/j.1365-2923.2007.02822.x Choules AP, 2007, POSTGRAD MED J, V83, P212, DOI 10.1136/pgmj.2006.054189 Mohanna K, 2007, POSTGRAD MED J, V83, P211, DOI 10.1136/pgmj.2007.058610 ROMANOV K, 2007, MED TEACH, V29, P484 Cook DA, 2007, CLIN MED, V7, P37 JOHNSON L, 2007, EVALUATING INTERNET Pronovost PJ, 2006, J CRIT CARE, V21, P305, DOI 10.1016/j.jcrc.2006.07.001 Cook DA, 2006, MED TEACH, V28, P594, DOI 10.1080/01421590601028854 Peterson R, 2006, CRIT CARE NURSE, V26, P55 Ruiz JG, 2006, ACAD MED, V81, P207 Bochicchio GV, 2006, J AM COLL SURGEONS, V202, P459, DOI 10.1016/j.jamcollsurg.2005.11.010 SAJEVA M, 2006, CURR OPIN ANESTHESIO, V19, P645 PETERSON K, 2006, CRIT CARE NURSE, V29, P218 ROSSETT A, 2006, MED ED ONLINE, V11, P4 Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043 Jeffries PR, 2005, J NURS EDUC, V44, P366 Bridgemohan CF, 2005, MED EDUC, V39, P797, DOI 10.1111/j.1365-2929.2005.02232.x Curran VR, 2005, MED EDUC, V39, P561, DOI 10.1111/j.1365-2929.2005.02173.x MALLOTT D, 2005, SURG INNOV, V12, P43 LEI LW, 2005, ANAT REC NEW ANAT B, V284, P28 BELDA TE, 2004, RESP CARE, V49, P1015 WUTOH R, 2004, J CONTIN EDUC HEALTH, V24, P20 HAMMOND J, 2004, CURR OPIN CRIT CARE, V10, P325 Docherty C, 2004, ST HEAL T, V107, P865 TILLMAN H, 2003, EVALUATING QUALITY N REGISTER M, 2003, AANA J, V71, P277 Ost D, 2001, AM J RESP CRIT CARE, V164, P2248, DOI 10.1164/rccm2102087 Sole ML, 2001, NURS OUTLOOK, V49, P132 TEGTMEYER K, 2001, CRIT CARE MED S, V29, P177 KIRK E, 1996, EVALUATING INFORM FO TANER TM, 1991, P ANN S COMP APPL ME, P894 BARKER J, EVALUATING WEB PAGES ENGLE M, EVALUATING WEB SITES GREINER AC, PROFESSIONS ED BRIDG KAPOUN J, 5 CRITERIA EVALUATIN NR 47 TC 2 Z9 2 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 0090-3493 J9 CRIT CARE MED JI Crit. Care Med. PD MAR PY 2011 VL 39 IS 3 BP 541 EP 553 DI 10.1097/CCM.0b013e318206b5b5 PG 13 WC Critical Care Medicine SC General & Internal Medicine GA 723BB UT WOS:000287480000017 ER PT J AU Cornish, GP AF Cornish, Graham P. TI Copyright and E-learning: A Guide for Practitioners SO JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE LA English DT Book Review C1 [Cornish, Graham P.] Copyright Circle, Harrogate, England. RP Cornish, GP (reprint author), Copyright Circle, Harrogate, England CR SECKER J, 2010, COPYRIGHT E LEARNING NR 1 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 0961-0006 J9 J LIBR INF SCI JI J. Libr. Inf. Sci. PD MAR PY 2011 VL 43 IS 1 BP 57 EP 59 DI 10.1177/09610006110430010602 PG 3 WC Information Science & Library Science SC Information Science & Library Science GA 740II UT WOS:000288785400007 ER PT J AU Mishra, A Mishra, D AF Mishra, Alok Mishra, Deepti TI E-LEARNING EXPERIENCE AT VARIOUS UNIVERSITIES: ACADEMICS PERSPECTIVE SO TEHNICKI VJESNIK-TECHNICAL GAZETTE LA English DT Article DE e-learning; experience; faculty; learning universities; online course AB E-learning has become an increasingly popular mode of instruction in higher education all over the world. In spite of proliferation of e-learning, few studies/cases have attempted to investigate the differences in e-learning processes from faculty perspective. This paper presents observations on e-learning experiences at three premier universities which provide online courses for students and professionals. Based on some important characteristics supported by literature review, a comparative view is presented and discussed. Furthermore, suggestions based on the outcome of our study are made for further reference. The objective of this paper is to discuss significant e-learning experiences as current practices at different universities from the perspective of the faculty. C1 [Mishra, Alok; Mishra, Deepti] Atilim Univ, Dept Comp Engn, TR-06836 Ankara, Turkey. 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Vjesn. PD MAR PY 2011 VL 18 IS 1 BP 133 EP 140 PG 8 WC Engineering, Multidisciplinary SC Engineering GA 745WH UT WOS:000289201500020 ER PT J AU Moore, JL Dickson-Deane, C Galyen, K AF Moore, Joi L. Dickson-Deane, Camille Galyen, Krista TI e-Learning, online learning, and distance learning environments: Are they the same? SO INTERNET AND HIGHER EDUCATION LA English DT Article DE Distance learning; Online learning; e-Learning; Design AB It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning. (c) 2010 Elsevier Inc. All rights reserved. C1 [Moore, Joi L.; Dickson-Deane, Camille; Galyen, Krista] Univ Missouri, Sch Informat Sci & Learning Technol, Columbia, MO 65211 USA. RP Dickson-Deane, C (reprint author), Univ Missouri, Sch Informat Sci & Learning Technol, 111 London Hall, Columbia, MO 65211 USA EM moorejoi@missouri.edu cdickson-deane@mail.mizzou.edu kdgrz9@mail.mizzou.edu CR LOWENTHAL P, 2010, TECHTRENDS, V54, P38, DOI DOI 10.1007/S11528-009-0362-Y BARNARDBRAK L, 2010, INT REV RES OPEN DIS, V11 ZHANG Z, 2010, INT REV RES OPEN DIS, V11 RHODE JF, 2009, INT REV RES OPEN DIS, V10 WILENDAUGENTI T, 2009, EDU TECHNOLOGY LEARN LOWENTHAL P, 2009, 2009 AECT INT CONV L SPECTOR JM, 2008, HDB RES ED COMMUNICA ASUNKA S, 2008, INT REV RES OPEN DIS, V9 GUILAR J, 2008, J DISTANCE ED, V22, P19 CRESWELL JW, 2007, QUALITATIVE INQUIRY SPECTOR JM, 2007, FINDING YOUR ONLINE CONRAD D, 2006, PERSPECTIVES HIGHER, P21 Hiltz SR, 2005, COMMUN ACM, V48, P59, DOI 10.1145/1089107.1089139 GAGNE RM, 2005, PRINCIPLES INSTRUCTI DRINGUS LP, 2005, 35 ANN FIE 05 FRONT TAVANGARIAN D, 2004, ELECT J E LEARNING, V2, P273 TRIACCA L, 2004, AACE J, V12 ELLIS R, 2004, COMMUNICATION CARLINER SAN, 2004, OVERVIEW ONLINE LEAR Nichols M, 2003, EDUC TECHNOL SOC, V6, P1 GARRISON DR, 2003, ELEMENTS QUALITY ONL, P47 NESBIT JC, 2003, LEARNING OBJECT REV REKKEDAL T, 2003, INTERNET BASED E LEA CONRAD D, 2002, J DISTANCE ED, V17, P1 BENSON AD, 2002, Q REV DISTANCE ED, V3, P443 CLARO R, 2002, ECOLOGY MARINE FISHE, P1 BENSON L, 2002, P WORLD C ED MULT HY, P1615 KHAN BH, 2001, WEB BASED TRAINING KING F, 2001, AACE J, V9, P1 ALLY M, 2001, THEORY PRACTICE ONLI, P3 WAGNER ED, 2001, WEB BASED TRAINING, P33 VOLERY T, 2000, INT J ED MANAGEMENT, V14, P216 HARASIM L, 2000, INTERNET HIGH EDUC, V3, P41 NEWBY T, 2000, INSTRUCTIONAL TECHNO PHIPPS R, 1999, WHATS DIFFERENCE REV DEDE C, 1996, AM J DISTANCE ED, V10, P4 KEEGAN D, 1996, FDN DISTANCE ED MOORE MG, 1990, CONT ISSUES AM DISTA, pR12 NR 38 TC 0 Z9 0 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. PD MAR PY 2011 VL 14 IS 2 SI SI BP 129 EP 135 DI 10.1016/j.iheduc.2010.10.001 PG 7 WC Education & Educational Research SC Education & Educational Research GA 741TN UT WOS:000288887800009 ER PT J AU Garcia, E Romero, C Ventura, S de Castro, C AF Garcia, Enrique Romero, Cristobal Ventura, Sebastian de Castro, Carlos TI A collaborative educational association rule mining tool RID H-4782-2011 RID A-7753-2008 SO INTERNET AND HIGHER EDUCATION LA English DT Article DE Educational data mining tool; Association rule mining; Collaborative recommender system ID COURSEWARE AUTHORS; TEACHERS AB This paper describes a collaborative educational data mining tool based on association rule mining for the ongoing improvement of e-learning courses and allowing teachers with similar course profiles to share and score the discovered information. The mining tool is oriented to be used by non-expert instructors in data mining so its internal operation has to be transparent to the user and the instructor can focus on the analysis of the results and make decisions about how to improve the e-learning course. In this paper, a data mining tool is described in a tutorial way and some examples of rules discovered in an adaptive web-based course are shown and explained. (c) 2010 Elsevier Inc. All rights reserved. C1 [Garcia, Enrique; Romero, Cristobal; Ventura, Sebastian; de Castro, Carlos] Univ Cordoba, Dept Comp Sci & Numer Anal, E-14071 Cordoba, Spain. RP Romero, C (reprint author), Univ Cordoba, Dept Comp Sci & Numer Anal, E-14071 Cordoba, Spain EM cromero@uco.es CR ROMERO C, 2010, J COMPUTERS ED, V53, P828 Gaudioso E, 2009, EXPERT SYST APPL, V36, P2260, DOI 10.1016/j.eswa.2007.12.035 Garcia E, 2009, USER MODEL USER-ADAP, V19, P99, DOI 10.1007/s11257-008-9047-z JUAN A, 2009, INT J LEARNING TECHN, V4, P53, DOI 10.1504/IJLT.2009.024716 BENNAIM D, 2009, INT C ED DAT MIN COR, P21 GARCIA E, 2009, INT C ED DAT MIN COR, P299 NAGATA R, 2009, INT C ED DAT MIN COR, P91 BAKER R, 2009, J ED DATA MINING, P3 PSAROMILIGKOS Y, 2009, J OPERATIONAL RES, P1 Hwang GJ, 2008, COMPUT EDUC, V51, P926, DOI 10.1016/j.compedu.2007.09.011 Romero C, 2008, COMPUT EDUC, V51, P368, DOI 10.1016/j.compedu.2007.05.016 Vialardi C, 2008, J UNIVERS COMPUT SCI, V14, P2777 VENTURA S, 2008, INT C ED DAT MIN MON, P177 ROMERO C, 2008, INT C ED DAT MIN MON, P182 SELMOUNE N, 2008, INT C INF COMM TECHN, P1 BENNAIM D, 2008, INT WORKSH INT SUPP, P1 KOEDINGER K, 2008, 1 INT C ED DAT MIN M, P157 HERSHKOVITZ A, 2008, 1 INT C ED DAT MIN M, P226 Jong BS, 2007, IEEE T EDUC, V50, P216, DOI 10.1109/TE.2007.900023 CASTRO F, 2007, EVOLUTION TEACHING L, V62, P183 ROMERO C, 2007, J EXPERT SYSTEMS APP, V1, P135 HURLEY T, 2007, EUR C TECHN ENH LEAR, P101 JOVANOVIC J, 2007, EUR C TECHN ENH LEAR, P112 LAU R, 2007, INT C WEB BAS LEARN, P90 ANDREJKO A, 2007, ISIM 2007 10 INT C I, P103 MOSTOW J, 2006, NAT LANG ENG, V12, P195, DOI 10.1017/S1351324906004153 BRAVO J, 2006, P WORKSH US CTR DES, P479 YOO J, 2006, TECHN S COMP SCI ED, P373 ZINN C, 2006, 1 EUR C TECHN ENH LE, P437 BELLAACHIA A, 2006, 5 IASTED INT C WEB B, P259 RETALIS S, 2006, 5 INT C NETW LEARN, P1 WITTEN IH, 2005, DATA MINING PRACTICA MOSTOW J, 2005, P WORKSH ED DAT MIN, P15 Scheffer T, 2005, INTELL DATA ANAL, V9, P381 MERCERON A, 2005, INT C ART INT ED AMS, P1 DAMEZ M, 2005, INT C HUM SYST LEARN, P287 BARI M, 2005, INT C HUM SYST LEARN, P321 KOSBA EM, 2005, INT C US MOD ED, P124 AVOURIS N, 2005, WORKSH AIED 2005 AMS, P1 SINGLEY MK, 2005, 13 WORLD WID WEB C C, P315 BECKER K, 2005, 6 INT C E COMM WEB T, P267 Romero C, 2004, USER MODEL USER-ADAP, V14, P425, DOI 10.1007/s11257-004-7961-2 TANE J, 2004, P WWW C NEW YORK US, P1 MAZZA R, 2004, INT C TECHN ENH LEAR, P1 SHEN R, 2003, J DISTANCE ED TECHNO, V1, P46 SILVA D, 2002, IEEE INT C ADV LEARN, P40 SHEN R, 2002, WORKSH INT CHALL TEC, P19 ZAIANE O, 2001, P C ADV TECHN ED BAN, P60 ZHENG Z, 2001, 6 ACM SIGKDD INT C K, V2, P86 AGRAWAL, 1996, ADV KNOWLEDGE DISCOV NR 50 TC 3 Z9 4 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. PD MAR PY 2011 VL 14 IS 2 SI SI BP 77 EP 88 DI 10.1016/j.iheduc.2010.07.006 PG 12 WC Education & Educational Research SC Education & Educational Research GA 741TN UT WOS:000288887800003 ER PT J AU [Anonymous] AF [Anonymous] TI E-learning modules on climate change and health SO PERSPECTIVES IN PUBLIC HEALTH LA English DT News Item NR 0 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1757-9139 J9 PERSPECT PUBLIC HEAL JI Perspect. Public Health PD MAR PY 2011 VL 131 IS 2 BP 53 EP 53 PG 1 WC Public, Environmental & Occupational Health SC Public, Environmental & Occupational Health GA 737KX UT WOS:000288568800010 ER PT J AU Kolias, V Kolias, C Anagnostopoulos, IE Kambourakis, G Kayafas, E AF Kolias, Vassilis Kolias, Constantinos Anagnostopoulos, Ioannis E. Kambourakis, Georgios Kayafas, Eleftherios TI TELS: A Voice-Response Internet-Based Learning System SO JOURNAL OF INTERNET TECHNOLOGY LA English DT Article DE e-Learning; m-Learning; Internet/Web-based education; Prototype implementation; Evaluation AB During the last decade the academic world is continuously capitalizing on the use of Internet and web-based learning solutions, because of the simplicity and immediacy in creating, organizing and managing educational material and student data. However, the delivery of educational content to the end-user is characterized by visual presentation and the requirement of some sort of access either wired or wireless to the Internet, which blocks visually impaired individuals or people who don't have access to the Internet in one way or another from accessing educational content. In this paper we describe the design and implementation of the Internet Telephony Learning System (TELS). Besides all other, TELS exploits mature Internet/web standards and the most popular communication mean in the world, the telephone, to provide audio interactivity between an otherwise traditional web application and the end-user. Unlike other similar applications, TELS does not need any special software or hardware to be accessed and since it is an open source traditional web application it can be custom-tailored to the individual needs of each institution. Since it is accessible to almost every communication device, we argue that it is useful for visually impaired, technologically uneducated, and underprivileged people for accessing information originally intended to be accessed visually via a Personal Computer. C1 [Kolias, Vassilis; Kayafas, Eleftherios] Natl Tech Univ Athens, Sch Elect & Comp Engn, GR-10682 Athens, Greece. [Kolias, Constantinos; Anagnostopoulos, Ioannis E.; Kambourakis, Georgios] Univ Aegean, Dept Informat & Commun Syst Engn, Aegean, Greece. [Anagnostopoulos, Ioannis E.] Univ Cent Greece, Dept Comp Sci & Biomed Informat, Athens, Greece. RP Kolias, V (reprint author), Natl Tech Univ Athens, Sch Elect & Comp Engn, GR-10682 Athens, Greece EM vkolias@medialab.ntua.gr kkolias@aegean.gr janag@ucg.gr gkamb@aegean.gr kayafas@cs.ntua.gr CR SPINCZYK D, 2008, ADV INTELL SOFT COMP, V47, P513 Wang L, 2008, APPLIED COMPUTING 2008, VOLS 1-3, P1889 RAJA A, 2007, P 10 EUR C GEN PROGR, P217 AGARWAL SK, 2007, P 18 C HYP HYP MANCH, P67 BORODIN Y, 2007, P 2007 INT CROSS DIS, P128 FORD M, 2007, P IST AFR MAP MOZ MA, P1 KUMAR A, 2007, P DES AUT TEST EUR C, P1 *INT TEL UN, 2007, WORLD TEL ICT IND DA REINHOLD S, 2006, P 2006 INT S WIK OD, P47 *ITU T, 2005, SINGL END METH OBJ S, P563 *ITU T, 2005, TRANSM SYST MED DIG Zeadally S, 2004, IEE P-COMMUN, V151, P263, DOI 10.1049/ip-com:20040284 ZEADALLY S, 2004, P 18 INT C ADV INF N, P187 WERNER S, 2004, P 2004 INT C INF TEC, P303 *ITU T, 2001, PERC EV SPEECH QUAL, P862 *ITU T, 2001, METH DER EQ IMP FACT, P833 DEHLER C, 1998, EDUC TECHNOL, V38, P52 Warschauer M, 1997, MOD LANG J, V81, P470 Ruberg LF, 1996, J EDUC COMPUT RES, V14, P243 *FOC BAR MARK RES, INFOCOM WORLD C 2008 DING LJ, LEARN VOIP QUALITY M *CMU SPHINX GROUP, OP SOURC SPEECH REC *W3C, SPEECH REC GRAMM SPE *W3C, SPEECH SYNTH MARK LA SPIRENT COMMUNICATIO *W3C, VOICEXML *MIN MARK GROUP, WORLD INT US NR 27 TC 0 Z9 0 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 MAR PY 2011 VL 12 IS 2 SI SI BP 217 EP 235 PG 19 WC Computer Science, Information Systems; Telecommunications SC Computer Science; Telecommunications GA 743SH UT WOS:000289038500004 ER PT J AU Rofe, JS AF Rofe, J. Simon TI the 'IR model': a schema for pedagogic design and development in international relations distance learning programmes SO EUROPEAN POLITICAL SCIENCE LA English DT Article DE IR model; distance learning; innovative course design; e-learning AB This article looks at the design, development and delivery of the IR Model. The IR Model brings together best-practice in learning design and appreciation of e-learning in producing a distance learning programme in International Relations delivered 100 per cent online via a Virtual Learning Environment (Blackboard). The results of the IR Model are notable increases in student attainment over campus-based counterparts and an enhanced student experience, as well as being stimulating for academic teachers. C1 Univ Leicester, Dept Polit & Int Relat, Leicester LE1 7RH, Leics, England. RP Rofe, JS (reprint author), Univ Leicester, Dept Polit & Int Relat, Leicester LE1 7RH, Leics, England EM jsimonrofe@le.ac.uk CR DOWNES S, 2010, PEDAGOGICAL FDN PERS Shephard K, 2009, BRIT J EDUC TECHNOL, V40, P386, DOI 10.1111/j.1467-8535.2008.00927.x DODSON S, 2009, GUARDIAN ARMELLINI A, 2009, TRANSFORMING HIGHER, P135 ROFE JS, 2009, WORKSH BRIT INT STUD Hay D, 2008, STUD HIGH EDUC, V33, P295, DOI 10.1080/03075070802049251 ARMELLINI A, 2008, ALT J RES LEARNING T, V6, P95 ARMELLINI A, 2008, REFLECTING ED, V4, P17 WALMSLEY H, 2006, BEST PRACTICE MODELS *HEA, 2006, WORK BAS LEARN ILL H SALMON G, 2004, E MODERATING KEY TEA MAYES T, 2004, JISC E LEARNING MODE CHADWICK C, 2004, EDUC TECHNOL, V44, P46 ENGELBRECHT E, 2003, PROGRESSIO, V25, P38 RAMSDEN P, 2003, LEARNING TEACH HIGHE SALMON G, 2002, E TIVITIES KEY ACTIV COLLIS B, 2001, FLEXIBLE LEARNING DI SALMON G, 2000, E MODERATING KEY TEA MCCOMBS BL, 1997, LEARNER CTR CLASSROO FELDER R, 1996, J DEV ED, V20, P38 WERTSCH JV, 1985, VYGOTSKY SOCIAL FORM KOLB DA, 1984, EXPERIENTIAL LEARNIN VYGOTSKY LS, 1978, MIND SOC DEV HIGHER NR 23 TC 0 Z9 0 PU PALGRAVE MACMILLAN LTD PI BASINGSTOKE PA BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND SN 1680-4333 J9 EUR POLIT SCI JI Eur. Polit. Sci. PD MAR PY 2011 VL 10 IS 1 BP 103 EP 117 DI 10.1057/eps.2010.25 PG 15 WC Political Science SC Government & Law GA 734TZ UT WOS:000288363700013 ER PT J AU Thomas, KJ Denham, BE Dinolfo, JD AF Thomas, K. Jackson Denham, Bryan E. Dinolfo, John D. TI Perceptions Among Occupational and Physical Therapy Students of a Nontraditional Methodology for Teaching Laboratory Gross Anatomy SO ANATOMICAL SCIENCES EDUCATION LA English DT Article DE gross anatomy; teaching methodologies; student perceptions; occupational therapy; physical therapy; prosections; e-learning; computer assisted learning ID MEDICAL-STUDENTS; PEER TEACHERS; UNITED-STATES; EDUCATION; PROFESSIONALISM; EXAMPLE AB This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory. Anat Sci Educ 4:71-77. (C) 2011 American Association of Anatomists. C1 [Thomas, K. Jackson] Med Univ S Carolina, Div Phys Therapy, Coll Hlth Profess, Charleston, SC 29425 USA. [Denham, Bryan E.] Clemson Univ, Dept Commun Studies, Clemson, SC USA. [Dinolfo, John D.] Clemson Univ, Dept English, Clemson, SC USA. RP Thomas, KJ (reprint author), Med Univ S Carolina, Div Phys Therapy, Coll Hlth Profess, 151 Rutledge Ave, Charleston, SC 29425 USA EM thomaskj@musc.edu CR Hildebrandt S, 2010, ANAT SCI EDUC, V3, P202, DOI 10.1002/ase.166 Sugand K, 2010, ANAT SCI EDUC, V3, P83, DOI 10.1002/ase.139 Daruwalla ZJ, 2010, CLIN ANAT, V23, P199, DOI 10.1002/ca.20924 Pearson WG, 2010, ANAT SCI EDUC, V3, P12, DOI 10.1002/ase.113 *SURVEYMONKEY, 2010, SURVEYMONKEY COM ONL Drake RL, 2009, ANAT SCI EDUC, V2, P253, DOI 10.1002/ase.117 Wait KR, 2009, ANAT SCI EDUC, V2, P286, DOI 10.1002/ase.107 Mukhtar Y, 2009, MED EDUC, V43, P1078, DOI 10.1111/j.1365-2923.2009.03513.x Evans DJR, 2009, ANAT SCI EDUC, V2, P227, DOI 10.1002/ase.110 Bentley BS, 2009, ANAT SCI EDUC, V2, P143, DOI 10.1002/ase.96 Vasan NS, 2009, ANAT SCI EDUC, V2, P150, DOI 10.1002/ase.91 Petersson H, 2009, ANAT SCI EDUC, V2, P61, DOI 10.1002/ase.76 Gregory JK, 2009, MED TEACH, V31, P855, DOI 10.1080/01421590903183795 Hamilton SS, 2008, ANAT SCI EDUC, V1, P258, DOI 10.1002/ase.59 Youdas JW, 2008, ANAT SCI EDUC, V1, P199, DOI 10.1002/ase.44 Philip CT, 2008, ANAT SCI EDUC, V1, P106, DOI 10.1002/ase.26 Vasan NS, 2008, ANAT SCI EDUC, V1, P3, DOI 10.1002/ase.5 Hisley KC, 2008, ANAT SCI EDUC, V1, P27, DOI 10.1002/ase.4 YIP GW, 2008, J VIS COMMUN MED, V31, P46 THAKORE H, 2008, J VIS COMMUN MED, V31, P4 Evans DJR, 2008, ANAT SCI EDUC, V1, P41, DOI 10.1002/ase.6 Moxham BJ, 2007, CLIN ANAT, V20, P560, DOI 10.1002/ca.20453 MCKENZIE AL, 2007, J PHYS THER ED, V21, P17 JOHN NW, 2007, J VIS COMMUN MED, V30, P4 CHAN LK, 2007, ANAT SCI EDUC, V1, P19 Pawlina W, 2006, CLIN ANAT, V19, P391, DOI 10.1002/ca.20329 McLachlan JC, 2006, MED EDUC, V40, P243, DOI 10.1111/j.1365-2929.2006.02401.x Lujan HL, 2006, ADV PHYSIOL EDUC, V30, P13, DOI 10.1152/advan.00045.2005 FOREMAN KB, 2005, ANAT REC B, V285, P26 BUKOWSKI EL, 2002, J ALLIED HLTH, V31, P153 Lake DA, 2001, PHYS THER, V81, P896 Latman NS, 2001, CLIN ANAT, V14, P152 PLACK MM, 2000, J PHYS THER ED, V14, P38 BERUBE D, 1999, J PHYS THER ED, V13, P41 RAREY KE, 1997, HUMAN ANATOMY INTRAN MATTINGLY GE, 1994, PHYS THER, V74, P720 FLEMING ND, 1992, IMPROVE ACAD, V11, P137 NR 37 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1935-9772 J9 ANAT SCI EDUC JI Anat. Sci. Educ. PD MAR-APR PY 2011 VL 4 IS 2 BP 71 EP 77 DI 10.1002/ase.208 PG 7 WC Education, Scientific Disciplines SC Education & Educational Research GA 740LB UT WOS:000288794500003 ER PT J AU Griesbacher, T Holzer, U Smolle, J Heinemann, A Peskar, BA AF Griesbacher, T. Holzer, U. Smolle, J. Heinemann, A. Peskar, B. A. TI Pharmacology e-learning in an integrated undergraduate curriculum of human medicine SO NAUNYN-SCHMIEDEBERGS ARCHIVES OF PHARMACOLOGY LA English DT Meeting Abstract CT 77th Annual Meeting on German-Society-for-Experimental-and-Clinical-Pharmacology-and-Toxicology CY MAR 30-APR 01, 2011 CL Frankfurt, GERMANY SP German Soc Expt & Clin Pharmacol & Toxicol C1 [Griesbacher, T.; Holzer, U.; Heinemann, A.; Peskar, B. A.] Med Univ Graz, Inst Expt & Klin Pharmakol, Graz, Austria. [Smolle, J.; Peskar, B. A.] Med Univ Graz, Inst Med Informat Stat & Dokumentat, Graz, Austria. NR 0 TC 0 Z9 0 PU SPRINGER PI NEW YORK PA 233 SPRING ST, NEW YORK, NY 10013 USA SN 0028-1298 J9 N-S ARCH PHARMACOL JI Naunyn-Schmiedebergs Arch. Pharmacol. PD MAR PY 2011 VL 383 SU 1 BP 81 EP 81 PG 1 WC Pharmacology & Pharmacy SC Pharmacology & Pharmacy GA 737MO UT WOS:000288573100404 ER PT J AU Kozierkiewicz-Hetmanska, A Nguyen, NT AF Kozierkiewicz-Hetmanska, Adrianna Nguyen, Ngoc Thanh TI A METHOD FOR LEARNING SCENARIO DETERMINATION AND MODIFICATION IN INTELLIGENT TUTORING SYSTEMS RID A-5855-2008 SO INTERNATIONAL JOURNAL OF APPLIED MATHEMATICS AND COMPUTER SCIENCE LA English DT Article DE e-learning system; intelligent tutoring system; learning scenario; personalization AB Computers have been employed in education for years. They help to provide educational aids using multimedia forms such as films, pictures, interactive tasks in the learning process, automated testing, etc. In this paper, a concept of an intelligent e-learning system will be proposed. The main purpose of this system is to teach effectively by providing an optimal learning path in each step of the educational process. The determination of a suitable learning path depends on the student's preferences, learning styles, personal features, interests and knowledge state. Therefore, the system has to collect information about the student, which is done during the registration process. A user is classified into a group of students who are similar to him/her. Using information about final successful scenarios of students who belong to the same class as the new student, the system determines an opening learning scenario. The opening learning scenario is the first learning scenario proposed to a student after registering in an intelligent e-learning system. After each lesson, the system tries to evaluate the student's knowledge. If the student has a problem with achieving an assumed score in a test, this means that the opening learning scenario is not adequate for this user. In our concept, for this case an intelligent e-learning system offers a modification of the opening learning scenario using data gathered during the functioning of the system and based on a Bayesian network. In this paper, an algorithm of scenario determination (named ADOLS) and a procedure for modifying the learning scenario AMLS with auxiliary definitions are presented. Preliminary results of an experiment conducted in a prototype of the described system are also described. C1 [Kozierkiewicz-Hetmanska, Adrianna; Nguyen, Ngoc Thanh] Wroclaw Univ Technol, Inst Informat, PL-50370 Wroclaw, Poland. RP Kozierkiewicz-Hetmanska, A (reprint author), Wroclaw Univ Technol, Inst Informat, Wybrzeze Wyspianskiego 27, PL-50370 Wroclaw, Poland EM adrianna.kozierkiewicz@pwr.wroc.pl FU European Union[MK/SN/87/II/2010/U]; Polish Ministry of Science and Higher Education[0419/B/T02/2009/37, N N519 407437] FX This research was financially supported by the European Union within the European Social Fund under the fellowship no. MK/SN/87/II/2010/U, and by the Polish Ministry of Science and Higher Education under the grants 0419/B/T02/2009/37 and N N519 407437. CR KOZIERKIEWICZHE.N, 2010, STUDIES COMPUTATIONA, V283, P169 SOLOMAN BA, 2010, INDEX LEARNING STYLE KOZIERKIEWICZHE.N, 2009, LECT NOTES ARTIF INT, V5796, P87 NGUYEN NT, 2008, ADV METHODS INCONSIS POPESCU E, 2008, SCALABLE COMPUTING P, V9, P11 RIUS A, 2008, INTERDISCIPLINARY J, V4, P151 NGUYEN VA, 2008, J COMPUTER SCI CYBER, V24, P12 KOZIERKIEWICZ A, 2008, FR ART INT, V181, P204, DOI 10.3233/978-1-58603-904-2-204 KOZIERKIEWICZ A, 2008, KNOWLEDGE PROCESSING, P101 HEWAHI N, 2007, INFORM TECHNOLOGY J, V6, P739 ESSALMI F, 2007, P INT C INF COMM TEC, P173 KLAUSDIETER S, 2005, ED INFORM TECHNOLOGI, V10, P83 KUKLA E, 2004, ITSE INT J INTERACTI, V1, P171 KELLY D, 2004, INTELLIGENT TUTORING, P9 BOUZEGHOUB A, 2004, P 4 IEEE INT C ADV L, P81 Nguyen NT, 2002, INFORM SCIENCES, V147, P91 Kelly D, 2002, LECT NOTES COMPUT SC, V2363, P729 GRIGORIADOU M, 2002, LECT NOTES COMPUTER, V2266, P215 Kobsa A, 2001, KNOWL ENG REV, V16, P111, DOI 10.1017/S0269888901000108 WEBER G, 2001, INT J ARTIFICIAL INT, V12, P351 GAMBOA H, 2001, ICEIS ARTIFICIAL INT, P452 STANKOV S, 2000, P 2000 IEEE INT C IN, P381 BRUSILOVSKY P, 1999, KUNSTLICHE INTELLIGE, V4, P19 BRUSILOVSKY P, 1996, INTELLIGENT TUTORING, V1086, P261 NR 24 TC 0 Z9 0 PU UNIV ZIELONA GORA PRESS PI ZIELONA GORA PA UL PODGORNA 50, ZIELONA GORA, 65-246, POLAND SN 1641-876X J9 INT J AP MAT COM-POL JI Int. J. Appl. Math. Comput. Sci. PD MAR PY 2011 VL 21 IS 1 BP 69 EP 82 DI 10.2478/v10006-011-0005-2 PG 14 WC Automation & Control Systems; Computer Science, Artificial Intelligence; Mathematics, Applied SC Automation & Control Systems; Computer Science; Mathematics GA 740AG UT WOS:000288763300005 ER PT J AU Dong, SC Wang, XQ Xu, SJ Wu, GS Yin, HW AF Dong, Shaochun Wang, Xiaoqi Xu, Shijin Wu, Gangshan Yin, Hongwei TI The development and evaluation of Chinese digital science and technology museum SO JOURNAL OF CULTURAL HERITAGE LA English DT Article DE Digital museum; Interactive multimedia; Resource bank; E-learning; Science education; Evaluation AB There has been a considerable increase in the needs for implementation of multimedia representation technology into the museum field to develop online exhibitions and enhance museum educational functions. China Digital Science and Technology Museum (CDSTM) is such an emerging effort in this field. The purpose of CDSTM is to provide solutions to issues of unbalanced museum distribution, exhibition space limitation in China and seeking more ways to offer diverse and multimedia-rich exhibitions. This paper addresses the application of incorporating innovative and rapid digital technology in digital science and technology oriented museum development in China. Three modes of online exhibitions have been developed to emphasize user experiences through extensive application of animation and virtual reality technologies. CDSTM's e-learning functionality in promotion of scientific literacy in the public and enhancement of formal school science curriculum is also discussed. In addition, evaluation on users' expectation and satisfaction is conducted to identify perception based on questionnaire and web logs. The feedbacks indicate that CDSTM has positive impacts on mitigating traditional science and technology museum challenges, and has the potential to promote science education and science literacy in public as well. (C) 2010 Elsevier Masson SAS. All rights reserved. C1 [Dong, Shaochun; Xu, Shijin; Yin, Hongwei] Nanjing Univ, Sch Earth Sci & Engn, Nanjing 210093, Peoples R China. [Wang, Xiaoqi] Nanjing Univ, Dept Hist, Nanjing 210093, Peoples R China. [Wu, Gangshan] Nanjing Univ, Dept Comp Sci, Nanjing 210093, Peoples R China. RP Dong, SC (reprint author), Nanjing Univ, Sch Earth Sci & Engn, Nanjing 210093, Peoples R China EM dsc@nju.edu.cn wangxq@nju.edu.cn xusj@nju.edu.cn gswu@nju.edu.cn hwyin@nju.edu.cn FU AAM media and technology committee FX This manuscript was benefited from thoughtful comments by Professor X. C. Lu, Professor H. Q. Zhou at Nanjing University. We thank all group members of CDSTM project for their continuous efforts and supports. We are also grateful to AAM media and technology committee and its former chairman, Mr. Nik Honeysett, for their support of the author to attend AAM annual meeting in Philadelphia and share experiences with leading thinkers and practitioners from the museum world and beyond. Careful reviews from two anonymous reviewers are also greatly appreciated. CR Dong SC, 2009, COMPUT GEOSCI-UK, V35, P1271, DOI 10.1016/j.cageo.2008.08.013 *RES TEAM CURR SIT, 2009, SCI POPULARIZATION, V4, P36 XIE J, 2009, SCI POPULARIZATION, V4, P39 *CHIN ASS SCI TECH, 2007, CONSTR CRIT SCI TECH SUN PC, 2006, COMPUT EDUC, V46, P458 MEIJ J, 2006, LEARN INSTR, V16, P199 Rennie LJ, 2004, SCI EDUC, V88, pS4, DOI 10.1002/sce.20017 SMITH C, 2000, LEARNING POWER MUSEU ZHANG MS, 1999, B SCI TECHNOLOGY, V15, P404 DIERKING LD, 1998, MUSEUM WEB WELLINGTON J, 1990, PHYSICS ED, V25, P247 DAFT RL, 1987, MIS QUART, V11, P355 NR 12 TC 0 Z9 0 PU ELSEVIER FRANCE-EDITIONS SCIENTIFIQUES MEDICALES ELSEVIER PI PARIS PA 23 RUE LINOIS, 75724 PARIS, FRANCE SN 1296-2074 J9 J CULT HERIT JI J. Cult. Herit. PD MAR PY 2011 VL 12 IS 1 BP 111 EP 115 DI 10.1016/j.culher.2010.10.003 PG 5 WC Archaeology; Art; Chemistry, Analytical; Geosciences, Multidisciplinary; Materials Science, Multidisciplinary; Spectroscopy SC Archaeology; Art; Chemistry; Geology; Materials Science; Spectroscopy GA 722ZK UT WOS:000287474500014 ER PT J AU Leser, R Baca, A Uhlig, J AF Leser, Roland Baca, Arnold Uhlig, Johannes TI Effectiveness of multimedia-supported education in practical sports courses SO JOURNAL OF SPORTS SCIENCE AND MEDICINE LA English DT Article DE Multimedia; soccer; e-learning ID SKILL; BASKETBALL AB Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a questionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the questionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. C1 [Leser, Roland; Baca, Arnold; Uhlig, Johannes] Univ Vienna, Ctr Sport Sci, A-1150 Vienna, Austria. RP Leser, R (reprint author), Univ Vienna, Ctr Sport Sci, Schmelz 6A, A-1150 Vienna, Austria EM roland.leser@univie.ac.at arnold.baca@univie.ac.at johannes.uhlig@univie.ac.at CR LESER R, 2009, INT J COMPUTER SCI S, V8, P19 LESER R, 2009, P 14 ANN C EUR COLL, P126 BACA A, 2009, UPDATE ELEARNING, P59 WIEMEYER J, 2008, COMPUTERS SPORT, P293 Hoffler TN, 2007, LEARN INSTR, V17, P722, DOI 10.1016/j.learninstruc.2007.09.013 Ali A, 2007, J SPORT SCI, V25, P1461, DOI 10.1080/02640410601150470 VERNADAKIS N, 2006, INT J COMPUTER SCI S, V5, P17 BACA A, 2005, INT J COMPUTER SCI S, V4, P38 KIBELE A, 2005, ED RES NEW MEDIA, P104 IGEL C, 2005, HDB E LEARNING BACA A, 2005, HDB E LEARNING, P353 LESER R, 2005, SPORT EUROPA, P357 Motschnig-Pitrik R, 2004, EDUC TECHNOL SOC, V7, P176 Vernadakis N, 2004, J HUM MOVEMENT STUD, V46, P421 Lewalter D, 2003, LEARN INSTR, V13, P177, DOI 10.1016/S0959-4752(02)00019-1 KATZ L, 2003, INT J COMPUTER SCI S, V2, P4 MOTSCHNIGPITRIK R, 2003, P INT WORKSH INT COM Vernadakis N, 2002, J HUM MOVEMENT STUD, V43, P151 WIKSTEN D, 2002, J ATHLETIC TRAININ S, V37, P213 SCHLEIHAUF R, 2001, P 5 NAT S TEACH BIOM, P1 BALTZOPOULOS V, 2001, P 5 NAT S TEACH BIOM, P29 SORRENTIONO RM, 2001, P COMP SCI 3 PERF AN, P57 RUSSEL T, 1999, NO SIGNIFICANT DIFFE HOOGEVEEN M, 1995, P ED MEDIA 95 WORLD, P348 TAVI M, 1992, P INT C COMP APPL SP, P32 FRENCH KE, 1987, J SPORT EXERCISE PSY, V9, P15 NR 26 TC 0 Z9 0 PU JOURNAL SPORTS SCIENCE & MEDICINE PI BURSA PA MEDICAL FACULTY ULUDAG UNIV, DEPT SPORTS MEDICINE, BURSA, 16059, TURKEY SN 1303-2968 J9 J SPORT SCI MED JI J. Sport. Sci. Med. PD MAR PY 2011 VL 10 IS 1 BP 184 EP 192 PG 9 WC Sport Sciences SC Sport Sciences GA 738ZG UT WOS:000288680500025 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 CR ALKHATTABI M, 2010, KNOWLEDGE MANAGEMENT, V2, P340 WEISSTEIN EW, 2010, ABOUT MATHWORLD ALKHATTABI M, 2010, P 15 INT C SOFTW PRO, P47 ALKHATTABI M, 2010, P 4 SAUD INT C MANCH ALKHATTABI M, 2010, P 7 INT C QUAL INF C EGGE N, 2010, PLANETMATH STORY FIELD A, 2009, DISCOVERING STAT USI BOZULA MP, 2008, SCI WORKS VINNYTSIA, V4 Khan KM, 2008, I C COMP SYST APPLIC, P763 STRACKE CM, 2007, P WORLD C ED MULT HY, P4158 HOLMES B, 2006, E LEARNING CONCEPTS KHAN KM, 2006, P 2006 AUSTR SOFTW E, P199 ROMISZOWSKI A, 2004, EDUC TECHNOL, V44, P5 CARTER J, 2003, P 8 ANN JOINT C INT, P107 LOTON T, 2002, WEB CONTENT MINING J HENRY P, 2001, ED TRAINING, V43, P249 Leung HKN, 2001, INFORM MANAGE, V38, P137 BUVANESWARI K, 1999, ITL994 WES US ARM CO KAHN K, 1997, P PAC AS C INF SYST, P527 BOBBIE ER, 1997, PRACTICE SOCIAL RES WANG RY, 1996, J MANAGE INFORM SYST, V12, P5 LIONEL CB, 1996, SOFTWARE PROCESS IMP, V22, P253 ALEX D, 1994, RISK MANAGEMENT SOFT COHEN J, 1988, STAT POWER ANAL BEHA, pR21 GILB T, 1977, SOFTWARE METRICS RUBIN JE, 1967, SET THEORY MATH STOLL RR, 1961, SET THEORY LOGIC NR 27 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 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 Imbernon, F Silva, P Guzman, C AF Imbernon, F. Silva, P. Guzman, C. TI Teaching Skills in Virtual and Blended Learning Environments SO COMUNICAR LA Spanish DT Article DE Skills; teacher training; blended learning; e-learning; European Higher Education Area; digital platform AB Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers' skills in the use of ICT equipment, tools and resources related to blended and virtual learning. C1 [Imbernon, F.] Univ Barcelona, Dept Didact & Org Educ, Fac Pedag, Barcelona, Spain. [Guzman, C.] Univ Valparaiso, Fac Med, Escuela Psicol, Valparaiso, Chile. RP Imbernon, F (reprint author), Univ Barcelona, Dept Didact & Org Educ, Fac Pedag, Barcelona, Spain EM fimbernon@ub.edu patriciasilva@ub.edu carolina.guzman@uv.cl CR Diaz MJF, 2010, HIGH EDUC, V60, P101, DOI 10.1007/s10734-009-9282-1 KEARN L, 2010, RES PRACTICE IMPROVE, V54, P41 UCEDA J, 2010, UNIVERSITIC 2010 EVO TEJEDOR FJ, 2009, COMUNICAR, V33, P115 *FUND PFIZ, 2009, EST JUV RED SOC INT CANO E, 2007, COMO MEJORAR COMPETE IMBERNON F, 2007, DIEZ IDEAS CLAVE FOR MCMILLAN H, 2007, INVESTIGACION ED RUZO S, 2006, TIC SISTEMA U ESPANO AREA M, 2006, 4 JORN CRAI RED BIBL CABERO J, 2006, REV U SOC CONOCIMIEN, V3 FERNANDEZ S, 2006, TIC SISTEMA UNIVERSI *COM COM EUR, 2005, REC PARL EUR CONS CO COFFEY A, 2005, ENCONTRAR SENTIDO DA ALVAREZ S, 2005, ENCY ED TECHNOLOGY, P1 STAKE RE, 2005, INVESTIGACION CON ES SALINAS J, 2004, REV U SOC CONOCIMIEN, V1 WAYCOTT J, 2004, COMPUTERS ED, V54 BERSIN J, 2004, BLENDED BOOK LEARNIN PERRENOUD P, 2004, DIEZ NUEVAS COMPETEN GONZALEZ J, 2003, TUNING ED STRUCTURES GUTIERREZ A, 2003, ALFABETIZACION DIGIT CABERO J, 2003, COMUNICAR, V21, P12 MARTINEZSANCHEZ F, 2003, COMUNICAR, V21, P15 CEBREIRO B, 2003, COMUNICAR, V21, P57 CASTANO C, 2003, CUMUNICAR, V21, P49 AUBERT J, 2003, EVALUATION COMPETENC FONT A, 2003, 9 C DEC FAC DER U ES LEBOTERF G, 1998, ORGANISATION, V6, P23 GOETZ JP, 1988, ETNOGRAFIA DISENO CU GLASER BG, 1967, DISCOVERY GROUNDED T NR 31 TC 0 Z9 0 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD MAR PY 2011 IS 36 BP 107 EP 114 DI 10.3916/C36-2011-03-01 PG 8 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 716RY UT WOS:000286992400013 ER PT J AU Gwozdek, AE Springfield, EC Peet, MR Kerschbaum, WE AF Gwozdek, Anne E. Springfield, Emily C. Peet, Melissa R. Kerschbaum, Wendy E. TI Using Online Program Development to Foster Curricular Change and Innovation SO JOURNAL OF DENTAL EDUCATION LA English DT Article DE curricular change; distance education; systems-oriented model; backward course design; integration; active learning; reflection; portfolios; dental hygiene; online baccalaureate degree ID FACULTY-DEVELOPMENT AB Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education. C1 [Gwozdek, Anne E.] Univ Michigan, Dent Hyg Degree Complet Programs, Ann Arbor, MI 48109 USA. RP Gwozdek, AE (reprint author), Univ Michigan, Dent Hyg Degree Complet Programs, 1011 Univ,Room 3066, Ann Arbor, MI 48109 USA EM agwozdek@umich.edu CR *COMM DENT ACCR, 2010, ACCR STAND DENT HYG *U ILL, 2010, WEAKN ONL LEARN *AM DENT HYG ASS, 2008, STAND CLIN DENT HYG Licari FW, 2007, J DENT EDUC, V71, P1509 Hendricson WD, 2007, J DENT EDUC, V71, P1513 MONSON AL, 2007, J DENT HYG, V81, P5 HADEN NK, 2006, J DENT EDUC, V70, P1265 PYLE M, 2006, J DENT EDUC, V70, P921 DAUGHTERY KK, 2006, AM J PHARM EDUC, V70, pE1 SIEFERT K, 2006, TEACH COLL REC, V108, P1296 BRISTOL TJ, 2006, EVIDENCE BASED E LEA WIGGINS G, 2005, UNDERSTANDING DESIGN KALKWARF KL, 2005, J DENT EDUC, V69, P1085 *AM DENT HYG ASS, 2005, DENT HYG FOC ADV PRO KELTINGGIBSON LM, 2005, ED RES Q, V29, P26 NUNN PJ, 2004, J DENT EDUC, V68, P329 WILLGING PA, 2004, J ASYNCHRONOUS LEARN, V8, P105 DAVIS BJ, 2003, DISTANCE LEARNING ED PISKURICH GM, 2003, PREPARING LEARNERS E GUSTAFSON K, 2002, SURVEY INSTRUCTIONAL GRIMES EB, 2002, J DENT EDUC, V66, P1136 McLagan PA, 2000, TRAINING DEV, V54, P44 *I HIGH ED POL, 2000, QUAL LIN BENCHM SUCC STEWART L, 1999, 21 CENTURY SKILLS 21 KYSILKA M, 1998, CURRICULUM J, V9, P197 WARING MB, 1991, J DENT HYG, V65, P80 NEWELL KJ, 1989, J DENT HYG, V63, P276 *AM DENT HYG ASS, DENT HYG PROGR *AM DENT ASS, DENT ED PROGR NR 29 TC 1 Z9 1 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 MAR PY 2011 VL 75 IS 3 BP 339 EP 350 PG 12 WC Dentistry, Oral Surgery & Medicine SC Dentistry, Oral Surgery & Medicine GA 731NA UT WOS:000288112700007 ER PT J AU Day, S Rayment, N Mohabeer, M AF Day, S. Rayment, N. Mohabeer, M. TI Specialty induction for junior doctors in genitourinary/HIV medicine using an e-learning tool SO SEXUALLY TRANSMITTED INFECTIONS LA English DT Letter C1 [Day, S.; Rayment, N.; Mohabeer, M.] Chelsea & Westminster Hosp, Directorate HIV GUM, London SE10 9NH, England. RP Day, S (reprint author), Chelsea & Westminster Hosp, Directorate HIV GUM, 4th Floor St Stephens Ctr,369 Fulham Rd, London SE10 9NH, England EM saralouiseday@googlemail.com CR HALL B, 1997, WEB BASED TRAINING C, P108 FLETCHER JD, 1991, MULTIMED REV, V2, P33 NR 2 TC 0 Z9 0 PU B M J PUBLISHING GROUP PI LONDON PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND SN 1368-4973 J9 SEX TRANSM INFECT JI Sex. Transm. Infect. PD MAR PY 2011 VL 87 IS 2 BP 93 EP 93 DI 10.1136/sti.2010.048124 PG 1 WC Infectious Diseases SC Infectious Diseases GA 723OL UT WOS:000287516500003 ER PT J AU Ku, H Goh, S Ahfock, A AF Ku, H. Goh, S. Ahfock, A. TI Flexible Engineering Degree Programs With Remote Access Laboratories in an Australian Regional University Known for Its Excellence in e-Learning SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE flexile delivery; e-learning; innovative residential school; remote access laboratories; USQOnline; distance learning; engineering degree AB Flexible delivery of education is the starting point for discussion in this article. The e-learning history of the University of Southern Queensland (USQ) was used to contextualize the article. USQOnline was mentioned next. The article then describes the Distance and e-Learning Centre (DeC) in USQ. It then focused on the innovative delivery of USQ engineering degree programs, where the course flexibility was then highlighted together with their innovative residential schools and future remote access laboratories at USQ; an example of a remotely accessible laboratory was also mentioned. A large number of international and domestic students enrolled in USQ Bachelor of Engineering programs since their inception by external mode only. Finally, the article discussed distance education and e-learning in USQ and Australia. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 18-25, 2011; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20284 C1 [Ku, H.; Goh, S.; Ahfock, A.] Univ So Queensland, Fac Engn & Surveying, Toowoomba, Qld 4350, Australia. RP Ku, H (reprint author), Univ So Queensland, Fac Engn & Surveying, West St, Toowoomba, Qld 4350, Australia EM ku@usq.edu.au CR Djordjevic J, 2008, COMPUT APPL ENG EDUC, V16, P172, DOI 10.1002/cae.20141 Altas IH, 2008, COMPUT APPL ENG EDUC, V16, P115, DOI 10.1002/cae.20130 Reynard S, 2008, COMPUT APPL ENG EDUC, V16, P21, DOI 10.1002/cae.20115 LOCKHART J, 2006, AUSTRALIAN 0426, P30 LANE B, 2006, AUSTRALIAN 0426, P31 2006, OVERVIEW USQ 2006, PLANNING QUALITY STA *ENG AUST, 2004, DRAFT STAG 1 COMP ST TAYLOR JC, 2001, DETYAS HIGHER ED SER 2000, AUSTRALIAN 0902, P13 2000, CHRONICLE 0901, P1 2000, CHRONICLE 0901, P2 2000, CHRONICLE 0901, P8 2000, COURIER MAIL 0901, P1 SCHASSER S, 1999, SINGAPORE I ENG TECH, V19, P57 MORGAN M, 1999, J SINGAPORE I ENG TE, V18, P53 *USQONLINE, 1999, USQ NET BUS PLAN, P1 1999, USQ NEWS 0310, P1 1999, USQ NEWS 0602, P1 SWANELL P, 1999, USQ NEWS MAR, P1 TAYLOR JC, 1998, INDIAN J OPEN LEARN, V7, P67 MORGAN MJ, 1998, MONTHLY B JURUTERA I, P57 MORGAN MJ, 1996, INT ENG ED 3 AUSTR W *I ENG AUSTR, 1995, GUID IMPL POL PROF E *I ENG AUSTR, 1995, POL PROF ENG COURS U AHFOCK T, P 2008 AAEE C UNPUB NR 26 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 18 EP 25 DI 10.1002/cae.20284 PG 8 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 728UN UT WOS:000287900100003 ER PT J AU Cristea, AD Berdie, AD Osaci, M Chirtoc, D AF Cristea, Ana Daniela Berdie, Adela Diana Osaci, Mihaela Chirtoc, Daniel TI The Advantages of Using Mind Map for Learning Web Dynpro SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE e-learning instrument; presentation software; graphical technology; design technique AB This article presents an easy study technique, based on a complex and modern informational technology, the Web programming on integrated systems, in particular Web Dynpro lava. The project developed for this learning technique is realised in Mind Map and combines an assembly of utilities, from the transparent presentation of complex concepts to comparative studies and tests used to verify the knowledge, all these being based on a rich collection of applications. Using this learning technique, it is possible to receive either an assembly image on the technology, or to deeply get into the subtlest details. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 201-207, 2011; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20285 C1 [Cristea, Ana Daniela; Berdie, Adela Diana; Osaci, Mihaela; Chirtoc, Daniel] Politehn Univ Timisoara, Timisoara, Romania. RP Cristea, AD (reprint author), Politehn Univ Timisoara, Timisoara, Romania EM anadaniela05@yahoo.com CR Maiorana C, 2008, COMPUT APPL ENG EDUC, V16, P189, DOI 10.1002/cae.20167 KELLER H, 2007, ABAP OBJECTS WHEALY C, 2007, INSIDE WEB DYNPRO JA SUB KH, 2007, WEBDYNPRO ABAP JAVA Lau HYK, 2006, COMPUT APPL ENG EDUC, V14, P53, DOI 10.1002/cae.20067 HOFFMANN U, 2006, WEB DYNPRO ABAP BUZAN T, 1996, MIND MAP BOOK USE RA NR 7 TC 0 Z9 0 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 201 EP 207 DI 10.1002/cae.20285 PG 7 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 728UN UT WOS:000287900100022 ER PT J AU Ku, H Fulcher, R Xiang, W AF Ku, H. Fulcher, R. Xiang, W. TI Using Computer Software Packages to Enhance the Teaching of Engineering Management Science: Part 1-Critical Path Networks RID C-6765-2009 SO COMPUTER APPLICATIONS IN ENGINEERING EDUCATION LA English DT Article DE engineering management science; Microsoft project 2007; Quantitative Methods Production and Operations Management (POM-QM) for Windows 3; Excel of Microsoft Office and critical path networks AB The aim of this article is to share the experience of using different software packages in the delivery of critical path networks in Engineering Management Science coded as ENG4004, in the Bachelor of Engineering and Bachelor of Engineering Technology programs offered by the University of Southern Queensland (USQ), a regional Australian University with excellence in developing e-learning (Good University Guides, 2001). The article describes how the authors use different software packages to solve the critical path network problems of the course. At times, more than one package will be required for the effective delivery of a topic or module of the course. The needs for the usage were also explained. The assessments of the course were also studied and reviewed. How the software packages met the objectives of the module was also discussed together with the desired learning outcomes of students. The preferred software was Production and Operations Management (POM-QM) for Windows 3. It was finally concluded that the actual costs to the university and students are not too much but students learning experience and satisfaction will be greatly improved. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 19: 26-39, 2011; View this article online at wileyonlinelibrary.com; DOI 10.1002/cae.20286 C1 [Ku, H.; Fulcher, R.; Xiang, W.] Univ So Queensland, Fac Engn & Surveying, Toowoomba, Qld 4350, Australia. RP Ku, H (reprint author), Univ So Queensland, Fac Engn & Surveying, West St, Toowoomba, Qld 4350, Australia EM ku@usq.edu.au CR Jiang YS, 2008, COMPUT APPL ENG EDUC, V16, P233, DOI 10.1002/cae.20135 Gunal M, 2008, COMPUT APPL ENG EDUC, V16, P127, DOI 10.1002/cae.20131 Alvarez-Caldas C, 2007, COMPUT APPL ENG EDUC, V15, P99, DOI 10.1002/cae.20101 KU H, 2007, J EUR ENG ED, V32, P527 KU H, 2007, ENG MANAGEMENT SCI RUSSELL R, 2006, OPERATIONS MANAGEMEN *USQ, 2006, USQ HDB, P45 KEYTACK H, 1994, COMPUT IND ENG, V27, P517 SALAHUDDIN A, 1993, P 5 INT C COMP CIV B, P907 TURBAN E, 1985, COMPUT OPER RES, V12, P383 NR 10 TC 0 Z9 0 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 26 EP 39 DI 10.1002/cae.20286 PG 14 WC Computer Science, Interdisciplinary Applications; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Computer Science; Education & Educational Research; Engineering GA 728UN UT WOS:000287900100004 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 C1 [Lin, H. C.] Natl Chin Yi Univ Technol, Dept Elect Engn, Taichung, Taiwan. [Chen, C. H.] Chien Kuo Technol Univ, Dept Elect Engn, Changhua, Taiwan. RP Lin, HC (reprint author), Natl Chin Yi Univ Technol, Dept Elect Engn, Taichung, Taiwan EM hclin@ncut.edu.tw CR Lin HC, 2008, IEEE T POWER ELECTR, V23, P1309, DOI 10.1109/TPEL.2008.921067 Granado E, 2007, COMPUT APPL ENG EDUC, V15, P192, DOI 10.1002/cae.20111 Lin HC, 2007, IEEE T IND ELECTRON, V54, P974, DOI 10.1109/TIE.2007.893064 LIN HC, 2007, 33 ANN C IEEE IND EL, P2565 Mendez JA, 2006, COMPUT APPL ENG EDUC, V14, P178, DOI 10.1002/cae.20080 Lin HC, 2006, IEEE T EDUC, V49, P404, DOI 10.1109/TE.2006.879239 Bhargava P, 2006, COMPUT APPL ENG EDUC, V14, P1 Lin HC, 2006, MATER SCI FORUM, V505-507, P457 Lin HC, 2006, COMPUT APPL ENG EDUC, V13, P316, DOI 10.1002/cae.20057 Guzman JL, 2005, COMPUT APPL ENG EDUC, V13, P111, DOI 10.1002/cae.20035 Sanchez J, 2005, COMPUT APPL ENG EDUC, V13, P84, DOI 10.1002/cae.20033 Karimi-Ghartemani M, 2005, IEEE T POWER DELIVER, V20, P23, DOI 10.1109/TPWRD.2004.837674 Lin HC, 2004, IEE P-GENER TRANSM D, V151, P561, DOI 10.1049/ip-gtd:20040757 Li YS, 2003, COMPUT APPL ENG EDUC, V11, P25, DOI 10.1002/cae.10036 Murphy T, 2002, COMPUT APPL ENG EDUC, V10, P79, DOI 10.1002/cae.10011 Lin HC, 2001, IEE P-GENER TRANSM D, V148, P209, DOI 10.1049/ip-gtd:20010278 Lee CS, 2001, INT J ELEC ENG EDUC, V38, P45 LIN T, 2001, P IND EL SOC ANN C, P670 TENG JH, 2000, IEEE INT C POW SYST, V1, P179 Pham VL, 1999, IEE P-GENER TRANSM D, V146, P249, DOI 10.1049/ip-gtd:19990316 CRISTALDI L, 1999, IEEE INSTRUMENTATION, V2, P20, DOI 10.1109/5289.783108 Bettayeb M, 1998, ELECTR POW SYST RES, V47, P143 Nguyen TT, 1997, IEE P-GENER TRANSM D, V144, P21, DOI 10.1049/ip-gtd:19970717 Ellis RG, 1996, IEEE T IND APPL, V32, P417, DOI 10.1109/28.491492 MOO CS, 1995, IEE P-GENER TRANSM D, V142, P517, DOI 10.1049/ip-gtd:19952102 *ANSI IEEE, 1992, 519 ANSIIEEE GIRGIS AA, 1991, IEEE T POWER DELIVER, V6, P1153, DOI 10.1109/61.85861 SUBJAK JS, 1990, IEEE T IND APPL, V26, P1034, DOI 10.1109/28.62384 *IEEE WORK GROUP P, 1983, IEEE T POWER APPARAT, V102, P2455 NR 29 TC 0 Z9 0 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 Koeda, T Seki, A Uchiyama, H Sadato, N AF Koeda, Tatsuya Seki, Ayumi Uchiyama, Hitoshi Sadato, Norihiro TI Dyslexia: Advances in clinical and imaging studies SO BRAIN & DEVELOPMENT LA English DT Article DE Dyslexia; fMRI; Phonological awareness; Remedial education; RTI ID JAPANESE CHILDREN; FMRI AB The aim of this report is to describe the characteristics of Japanese dyslexia, and to demonstrate several of our studies about the extraction of these characteristic and their neurophysiological and neuroimaging abnormalities, as well as advanced studies of phonological awareness and the underlying neural substrate. Based on these results, we have proposed a 2-step approach for remedial education (e-learning web site: http://www.dyslexia-koeda.jp/). The first step is decoding, which decreases reading errors, and the second is vocabulary learning, which improves reading fluency. This 2-step approach is designed to serve first grade children. In addition, we propose the RTI (response to intervention) model as a desirable system for remedial education. (C) 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved. C1 [Koeda, Tatsuya; Seki, Ayumi; Uchiyama, Hitoshi] Tottori Univ, Fac Reg Sci, Dept Educ, Tottori 6808551, Japan. [Koeda, Tatsuya; Seki, Ayumi; Uchiyama, Hitoshi] Natl Hosp Org, Tottori Med Ctr, Dept Clin Res, Tottori, Japan. [Sadato, Norihiro] Natl Inst Physiol, Okazaki, Aichi, Japan. RP Koeda, T (reprint author), Tottori Univ, Fac Reg Sci, Dept Educ, Koyama Cho,Minami 4-101, Tottori 6808551, Japan EM koeda@rstu.jp FU Japan Society for the Promotion of Science[21330213]; Ministry of Health, Labour and Welfare[19A-8]; NCNP[22-6] FX This report was supported by Grant-in-Aid for Scientific Research B#21330213 (T.K.) from Japan Society for the Promotion of Science, the Research Grant (19A-8) for Nervous and Mental Disorders from the Ministry of Health, Labour and Welfare, and Intramural Research Grant (22-6) for Neurological and Psychiatric Disorders of NCNP. A part of this study was presented at the 10th Asian & Oceanian Congress of Child Neurology which was held in Daegu, Korea, June 10-13,2009. CR Seki A, 2008, BRAIN DEV-JPN, V30, P179, DOI 10.1016/j.braindev.2007.07.006 KASAI K, 2006, PSYCHIAT NEUROLOGIA, V46, P39 Siok WT, 2004, NATURE, V431, P71, DOI 10.1038/nature02865 Seki A, 2004, COGNITIVE BRAIN RES, V20, P261, DOI 10.1016/j.cogbrainres.2004.03.012 Shaywitz BA, 2004, BIOL PSYCHIAT, V55, P926, DOI 10.1016/j.biopsych.2003.12.019 Seki A, 2001, BRAIN DEV-JPN, V23, P312 Paulesu E, 2001, SCIENCE, V291, P2165 Temple E, 2001, NEUROREPORT, V12, P299 KOUNO M, 2001, MECH COGNITION PRODU, P47 Shiota M, 2000, BRAIN DEV-JPN, V22, P421 Rice D, 2000, ENVIRON HEALTH PERSP, V108, P511 KOEDA T, 2000, NO TO HATTATSU TOKYO, V32, P25 Buchel C, 1998, NATURE, V394, P274 Rae C, 1998, LANCET, V351, P1849 Koeda T, 1995, ELECTROEN CLIN NEURO, V95, P397 KOEDA T, 1986, NO TO HATTATSU TOKYO, V18, P499 MAKITA K, 1968, AM J ORTHOPSYCHIAT, V38, P599 IZUMI K, SHOUNI NO S IN PRESS NR 18 TC 0 Z9 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 0387-7604 J9 BRAIN DEV-JPN JI Brain Dev. PD MAR PY 2011 VL 33 IS 3 BP 268 EP 275 DI 10.1016/j.braindev.2010.11.006 PG 8 WC Clinical Neurology SC Neurosciences & Neurology GA 725CP UT WOS:000287623100012 ER PT J AU Fruhstorfer, BH Palmer, J Brydges, S Abrahams, PH AF Fruhstorfer, B. H. Palmer, J. Brydges, S. Abrahams, P. H. TI The Use of Plastinated Prosections for Teaching Anatomy-The View of Medical Students on the Value of This Learning Resource SO CLINICAL ANATOMY LA English DT Article DE medical education; medical school; plastination; cadaver; prosection; dissection; anatomical knowledge ID DISSECTION AB Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning. Warwick Medical School has recently obtained a large collection of plastinated prosections, which replace wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. A mixed method approach was employed using a questionnaire and focus group for data collection. The questionnaire was completed by 125 first-year medical students (response rate 68%). The majority of students (94%) rated plastinated prosections as a valuable resource for their anatomical learning. Various features of the specimens were highlighted, such as the detailed view of relevant anatomy, appreciation of relations between structures, and visualization of anatomy in real life. However, learning on plastinated prosections was perceived to be compromised because of limitations in terms of tactile and emotional experience. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material. Clin. Anat. 24:246-252, 2011. (C) 2011 Wiley-Liss, Inc. C1 [Fruhstorfer, B. H.] Univ Warwick, Warwick Med Sch, Inst Clin Educ, Med Teaching Ctr, Coventry CV4 7AL, W Midlands, England. [Palmer, J.] Univ Warwick, Warwick Med Sch, Hlth Sci Res Inst, Coventry CV4 7AL, W Midlands, England. [Abrahams, P. H.] Univ Hosp Coventry & Warwickshire, W Midlands Surg Training Ctr, Coventry, W Midlands, England. RP Fruhstorfer, BH (reprint author), Univ Warwick, Warwick Med Sch, Inst Clin Educ, Med Teaching Ctr, Coventry CV4 7AL, W Midlands, England EM Birgit.Fruhstorfer@warwick.ac.uk CR Sugand K, 2010, ANAT SCI EDUC, V3, P83, DOI 10.1002/ase.139 Bockers A, 2010, ANAT SCI EDUC, V3, P3, DOI 10.1002/ase.124 Drake RL, 2009, ANAT SCI EDUC, V2, P253, DOI 10.1002/ase.117 Chambers J, 2009, ANAT SCI EDUC, V2, P302, DOI 10.1002/ase.104 Cahill KC, 2009, CLIN ANAT, V22, P386, DOI 10.1002/ca.20777 Collins J, 2008, BRIT MED J, V337, DOI 10.1136/bmj.a1310 Chowdhury R, 2008, CLIN RADIOL, V63, P918, DOI 10.1016/j.crad.2008.03.004 Netterstrom I, 2008, ANAT SCI EDUC, V1, P154, DOI 10.1002/ase.31 Korf HW, 2008, ANN ANAT, V190, P16, DOI 10.1016/j.aanat.2007.10.001 Latorre RM, 2007, J VET MED EDUC, V34, P172 MCHANWELL S, 2007, EUR J ANAT S1, V11, P3 POPE C, 2006, QUALITATIVE RES HLTH EVANS DJ, 2005, ANAT REC B, V284, P22 Older J, 2004, SURG-J R COLL SURG E, V2, P79 McLachlan JC, 2004, MED EDUC, V38, P418, DOI 10.1046/j.1365-2923.2004.01795.x Jones DG, 2002, CLIN ANAT, V15, P436, DOI 10.1002/ca.10040 Heylings DJA, 2002, MED EDUC, V36, P702 BOWLING A, 2002, RES METHODS HLTH Saeed M, 2001, SAUDI MED J, V22, P956 Ellis H, 2001, CLIN ANAT, V14, P149 Cook P, 1997, ACTA ANAT, V158, P33 FASEL JDH, 1988, CLIN ANAT, V1, P197 VONHAGENS G, 1987, ANAT EMBRYOL, V175, P411 NR 23 TC 1 Z9 1 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 0897-3806 J9 CLIN ANAT JI Clin. Anat. PD MAR PY 2011 VL 24 IS 2 BP 246 EP 252 DI 10.1002/ca.21107 PG 7 WC Anatomy & Morphology SC Anatomy & Morphology GA 722SX UT WOS:000287456200017 ER PT J AU Bogdan, CM AF Bogdan, C. M. TI Domain Ontology of the VirDenT System SO INTERNATIONAL JOURNAL OF COMPUTERS COMMUNICATIONS & CONTROL LA English DT Article DE knowledge; ontology; taxonomy; information system; UML diagram AB The goal of using virtual and augmented reality technologies in therapeutic interventions simulation, in the fixed prosthodontics (VirDenT) project, is to increase the quality of the educational process in dental faculties, by assisting students in learning how to prepare teeth for all-ceramic restorations. Its main component is an e-learning virtual reality-based software system that will be used for the developing skills in grinding teeth, needed in all-ceramic restorations. This paper presents a domain ontology that formally describes the knowledge of the domain problem that the VirDenT e-learning system dealt with. The ontology was developed based on the UML models of the VirDenT information system, making sure in this way the ontology captures knowledge identified and described in the analysis of the information system. At first, we constructed the taxonomy of these concepts, using the DOLCE ontology and its modules. Then, we defined the conceptual relations between the concepts. We also added SWRL rules that formally describe the business rules and knowledge previously identified. Finally, with the assistance of the Pellet reasoner system, we checked the ontology consistency. C1 Ovidius Univ Constanta, Romania Numer Methods & Comp Sci Dept, Constanta 900527, Romania. RP Bogdan, CM (reprint author), Ovidius Univ Constanta, Romania Numer Methods & Comp Sci Dept, 124 Mamaia Blvd, Constanta 900527, Romania EM cbogdan@univ-ovidius.ro FU Romanian Ministry of Education, Research and Innovation, National Centre of Programs Management FX We would like to thank Dr. C. Amariei, Dr. C. Stefanescu, Dr. A. Zaharia and Dr. L. Petcu, professors at Faculty of Dental Medicine, Ovidius University of Constanta, Romania, for valuable comments to the study that forms the base of this paper. This research was supported by the Romanian Ministry of Education, Research and Innovation, National Centre of Programs Management, inside PNCDI-2 Partnerships program. CR BOGDAN CM, 2009, COMPUTER METHO UNPUB SUZUKI A, 2009, IN SILICO BIOL, V9, P233, DOI 10.3233/ISB-2009-0400 Falkman G, 2008, J MED INTERNET RES, V10, DOI 10.2196/jmir.1059 Bogdan CM, 2008, INT J COMPUT COMMUN, V3, P185 PARK SG, 2007, MEDINFO 2007, P2288 SMITH B, 2005, GENOME BIOL, V6, pNIL88, DOI DOI 10.1186/GB-2005-6-5-R46 *WORLD WID WEB CON, 2004, OWL WEB ONT LANG REF MASOLO C, 2003, WONDERWEB DELIVERABL Gennari JH, 2003, INT J HUM-COMPUT ST, V58, P89, DOI 10.1016/S1071-5819(02)00127-1 *OMG, 2003, PTC030802 OMG GANGEMI A, 2003, P INT C ODBASE03, P689 NOY NF, 2001, GUIDE BUILDING ONTOL TOUATI B, 1999, ESTHETIC DENT CERAMI GUARINO N, 1998, P 1 INT C FORM ONT I, P3 PELLET REASONER *W3C, SRWL W3C SUBM NR 16 TC 0 Z9 0 PU CCC PUBL-AGORA UNIV PI BIHOR PA PIATA TINERETULUI 8, ORADEA, JUD, BIHOR, 410526, ROMANIA SN 1841-9836 J9 INT J COMPUT COMMUN JI Int. J. Comput. Commun. Control PD MAR PY 2011 VL 6 IS 1 BP 45 EP 52 PG 8 WC Automation & Control Systems; Computer Science, Information Systems SC Automation & Control Systems; Computer Science GA 694WF UT WOS:000285329000004 ER PT J AU Chu, HC Liao, MJ Chen, TY Lin, CJ Chen, YM AF Chu, Hui-Chuan Liao, Min-Ju Chen, Tsung-Yi Lin, Chia-Jou Chen, Yuh-Min TI Learning case adaptation for problem-oriented e-learning on mathematics teaching for students with mild disabilities SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Problem-oriented e-learning; Case adaptation; Mathematics teaching; Students with mild disabilities ID GENETIC ALGORITHM; HYBRID; KNOWLEDGE; SUPPORT AB Both problem-oriented learning and case-based learning are effective methods for practical knowledge development. However, an automatic development of learning cases for adaptive learning is still an open issue. To support adaptive case-based learning in a proposed problem-oriented e-learning (POeL) environment and to address the complexity and diversity of the learning problems of students with mild disabilities, this study presents a learning case adaptation framework to support problem-oriented e-learning. This framework provides mechanisms to search and match similar learning cases according to encountered teaching problems by information retrieval techniques and to develop an adaptive learning case by adaptation techniques. Adaptation techniques include a substitution technique, a removal technique, and a composition technique, and utilize cosine-measure and genetic algorithm. In this research, adaptive learning cases were developed for teaching students with mild disabilities so as to assist regular and special education teachers to develop practical knowledge of teaching more effectively. (C) 2010 Elsevier Ltd. All rights reserved, C1 [Lin, Chia-Jou; Chen, Yuh-Min] Natl Cheng Kung Univ, Inst Mfg Informat & Syst, Tainan 70101, Taiwan. [Chu, Hui-Chuan] Natl Univ Tainan, Dept Special Educ, Tainan, Taiwan. [Liao, Min-Ju] Natl Chiao Tung Univ, Ctr Gen Educ, Hsinchu, Taiwan. [Chen, Tsung-Yi] Nan Hua Univ, Dept Elect Commerce Management, Dalian, Peoples R China. RP Chen, YM (reprint author), Natl Cheng Kung Univ, Inst Mfg Informat & Syst, Tainan 70101, Taiwan EM ymchen@mail.ncku.edu.tw FU National Science Council of the Republic of China[NSC98-2511-S-024-001-M] FX This research was financially supported by National Science Council of the Republic of China under Contract No: NSC98-2511-S-024-001-M. CR Chu HC, 2009, EXPERT SYST APPL, V36, P5456, DOI 10.1016/j.eswa.2008.06.140 Huang BW, 2009, EXPERT SYST APPL, V36, P1014, DOI 10.1016/j.eswa.2007.11.010 Carrascosa C, 2008, EXPERT SYST APPL, V34, P2, DOI 10.1016/j.eswa.2006.08.031 Liu DR, 2007, EXPERT SYST APPL, V33, P147, DOI 10.1016/j.eswa.2006.04.026 Passone S, 2006, KNOWL-BASED SYST, V19, P192, DOI 10.1016/j.knosys.2005.07.007 Juan YK, 2006, EXPERT SYST APPL, V31, P83, DOI 10.1016/j.eswa.2005.09.010 CHU HC, 2006, E LEARN 2006 SUSAN C, 2006, ARTIF INTELL, V170, P1175 RUDRADEB M, 2005, INT J INTELL SYST, V20, P627 RODERICK AF, 2005, ICAL2005 P, P72 Yang BS, 2004, EXPERT SYST APPL, V26, P387, DOI 10.1016/j.eswa.2003.09.009 BRUEGGE B, 2004, OBJECT ORIENTED SOFT Zhang F, 2004, PROCEEDINGS OF THE 2004 INTERNATIONAL CONFERENCE ON MACHINE LEARNING AND CYBERNETICS, VOLS 1-7, P2162 *SUN MICR INC, 2002, WEB SERV MAD EAS JAV ZHANG DM, 2002, P 1 INT C MACH LEARN, P1474 *ONT MIN ED, 2000, IND ED PLANS CHIN C, 2000, P NATL SCI COUNCIL D, V10, P99 CORCHADO JM, 2000, SOFT COMPUTING CASE, P293 BOOCH G, 1999, UNIFIED MODELING LAN HOFMANN T, 1999, P 22 ANN INT SIGIR C, P35 HOFMANN T, 1999, P UNC ART INT STOCKH HANNEY K, 1997, P 2 INT C CAS BAS RE, P359 MERSETH KK, 1996, HDB RES TEACHER ED, P722 FENSTERMACHER GD, 1994, REV RES EDUC, P3 RICHARDSON V, 1993, STUDENT MOTIVATION C, P5760 RICHERT A, 1991, STAFF DEV, P113 GOLDBERG DE, 1989, GENETIC ALGORITHM SE GERARD S, 1989, AUTOMATIC TEXT PROCE NR 28 TC 0 Z9 0 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 MAR PY 2011 VL 38 IS 3 BP 1269 EP 1281 DI 10.1016/j.eswa.2010.06.037 PG 13 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 688PJ UT WOS:000284863200001 ER PT J AU Cuellar, MP Delgado, M Pegalajar, MC AF Cuellar, M. P. Delgado, M. Pegalajar, M. C. TI A common framework for information sharing in e-learning management systems SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE Learning management systems; e-Learning; Semantic web; Ontologies; Database reverse engineering ID SEMANTIC WEB TECHNOLOGIES; SOCIAL NETWORKS AB Internet Learning Management Systems (LMSs) are powerful tools that help us in our daily teaching and learning activities. Most users and software are mainly focused in content dissemination and group works, but the possibilities that Internet LMSs could offer go further. Some recent approaches use semantic web to improve the capabilities and user experiences in e-learning by mean of artificial intelligence and knowledge management techniques. In this work, we develop a procedure to achieve the integration of different e-learning systems, and to give semantics to entities and relations in the database of LMSs by mean of ontologies. This integration could ease the dissemination of learning resources and knowledge from the databases of the Learning Management Systems. Moreover, the semantic interpretation of database schemes would allow to find precise information quickly. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Cuellar, M. P.; Delgado, M.; Pegalajar, M. C.] Univ Granada, Escuela Tecn Super Ingn Informat & Telecomunicac, Dept Comp Sci & Artificial Intelligence, Granada, Spain. RP Cuellar, MP (reprint author), Univ Granada, Escuela Tecn Super Ingn Informat & Telecomunicac, Dept Comp Sci & Artificial Intelligence, C Pdta Daniel Saucedo Aranda S-N, Granada, Spain EM manupc@decsai.ugr.es mdelgado@ugr.es mcarmen@decsai.ugr.es CR Lau A, 2009, KNOWL-BASED SYST, V22, P324, DOI 10.1016/j.knosys.2009.02.014 ANF F, 2009, IEEE RITA, V4, P9 CRUZ CM, 2009, ONTOLOGIES DATABASES, P19 Torniai C, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P389 SONIA K, 2008, ACM INT C P SERIES, V299, P291 Breslin J, 2007, IEEE INTERNET COMPUT, V11, P86 Jovanovic J, 2007, IEEE INTERNET COMPUT, V11, P45 Dzbor M, 2007, J COMPUT ASSIST LEAR, V23, P69, DOI 10.1111/j.1365-2729.2007.00202.x HAMASAKI M, 2007, INT WORKSH SEM WEB C BRICKLEY D, 2007, FOAF SPECIFICATION DIETZE S, 2007, P WORKSH TENCOMPETEN, P75 *A TUT, 2007, AT HDB LEE KJ, 2007, 12 IEEE S COMP COMM, P1007 JURIC D, 2007, 9 INT C TEL, P235 Huang WH, 2006, BRIT J EDUC TECHNOL, V37, P351, DOI 10.1111/j.1467-8535.2006.00610.x YLILUOMA VP, 2006, BRIT J EDUC TECHNOL, V37, P445 DUNKEL J, 2006, SEMANTIC E LEARNING, P237 Tijerino YA, 2005, WORLD WIDE WEB, V8, P261, DOI 10.1007/s11280-005-0360-8 Staab S, 2005, IEEE INTELL SYST, V20, P80 LI M, 2005, P 2005 INT C MACH LE, V6, P3410 An YA, 2005, LECT NOTES COMPUT SC, V3761, P1152 HENZE N, 2005, P 2 INT WORKSH AD SY HENZE N, 2005, P 2 JOINT WORKSH COG ASTROVA I, 2005, ADBIS RES COMMUNICAT STUTT A, 2004, J INTERACTIVE MEDIA, V10, P1 LASSILA O, 2004, RESOURCE DESCRIPTION ASTROVA I, 2004, EUR SEM WEB S, P327 DOUGIAMAS M, 2003, P WORLD C ED MULT HY, P171 NILSSON M, 2002, 11 C WORLD WID WEB W, P7 GRUBER TR, 1993, KNOWL ACQUIS, V5, P199 NR 30 TC 1 Z9 1 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 MAR PY 2011 VL 38 IS 3 BP 2260 EP 2270 DI 10.1016/j.eswa.2010.08.014 PG 11 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 688PJ UT WOS:000284863200107 ER PT J AU Park, EH Hwang, SY AF Park, Eun Hee Hwang, Seon Young TI Development and Effects of an e-Learning Program in Operating Room Nursing for Nursing Students SO JOURNAL OF KOREAN ACADEMY OF NURSING LA Korean DT Article DE Computer assisted instruction; Nursing students; Clinical practice; Operating room nursing ID WEB AB Purpose: This study was conducted to develop an e-Learning program that assists nursing students' clinical practice in operating room nursing and to examine the learning effects. Methods: Based on content and need analysis, 9 learning modules were developed for nursing care in operating rooms and with operating equipment. To verify the effects of the program, a quasi-experimental pretest-posttest control group design was employed. The participants in this study were 74 third-year nursing students (34 in the experimental and 40 in the control group) from a junior college in G-city, Korea, who were engaged in a one week clinical practicum in an operating unit. Frequencies, chi(2)-test and t-test with the SPSS program 17.0 were used to analyze the data. Results: Knowledge was significantly higher in the experimental group compared to the control group (p=.018). However, there was no significant difference between the two groups in self-directed learning. The experimental group had significantly higher motivation toward learning, which was examined posttest only (p=.027). Conclusion: These results indicate that the implementation of an e-Learning program needs to be continued as an effective educational tool, but more research on the best way to implement e-Learning in students' practicum is needed. C1 [Park, Eun Hee; Hwang, Seon Young] Chosun Univ, Dept Nursing, Kwangju 501717, South Korea. RP Hwang, SY (reprint author), Chosun Univ, Dept Nursing, 375 Seoseok Dong, Kwangju 501717, South Korea EM seon9772@chosun.ac.kr CR Park JH, 2010, J KOREAN ACAD NURS, V40, P182, DOI 10.4040/jkan.2010.40.2.182 WILLEMSENMCBRID.T, 2010, CANADIAN OPERATING R, V28, P8 KIM JS, 2010, J KOREAN ACAD NURS, V40, P223 KIM YH, 2010, J KOREAN ACAD FUNDAM, V17, P240 KIM HY, 2010, THESIS CHONNAM NATL Choi K, 2009, J KOREAN ACAD NURS, V39, P769, DOI 10.4040/jkan.2009.39.6.769 SO HS, 2008, J KOREAN ACAD ADULT, V20, P778 Gresty K, 2007, NURS HEALTH SCI, V9, P14, DOI 10.1111/j.1442-2018.2007.00296.x Tse MMY, 2007, CYBERPSYCHOL BEHAV, V10, P32, DOI 10.1089/cpb.2006.9995 YI YJ, 2007, J KOREAN ACAD ADULT, V19, P593 CHO MH, 2007, J KOREAN ACAD SOC NU, V13, P143 LEE MJ, 2007, THESIS EULJI U SEONG JANG HY, 2007, THESIS SEOUL NATL U Matsuda Y, 2006, ST HEAL T, V122, P811 CHOI JS, 2006, J KOREAN ACAD SOC NU, V12, P60 KIM SY, 2006, J KOREAN ACAD SOC NU, V12, P86 Jang KS, 2005, J NURS EDUC, V44, P35 SHARIF E, 2005, BMC NURSING, V4, P1472 SUNG YH, 2005, J KOREAN ACAD NURS, V35, P1113 KIM JS, 2005, J KOREAN ACAD ADULT, V17, P697 KIM SY, 2004, J CLIN NURSING RES, V10, P97 PARK KS, 2003, J KOREAN ACAD ADULT, V15, P373 YOO M, 2001, J KOREAN ACAD SOC NU, V7, P94 Billings DM, 2000, J NURS EDUC, V39, P60 ANN IS, 2000, J KOREAN SOC MED INF, V6, P73 MOON YS, 1999, THESIS KOREA U SEOUL YOO KO, 1998, KOREAN J ADULT CONTI, V4, P119 GUGLIELMINO PJ, 1997, DEV SELF DIRECTED LE JANG HJ, 1996, THESIS EWHA WOMANS U KELLER JM, 1994, MOTIVATION DESIGN IN NR 30 TC 0 Z9 0 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 2011 VL 41 IS 1 BP 36 EP 46 DI 10.4040/jkan.2011.41.1.36 PG 11 WC Nursing SC Nursing GA 749TO UT WOS:000289493400005 ER PT J AU Um, H Kim, MS Kym, HG AF Um, Hyemi Kim, Min Sun Kym, Hyo-Gun TI A Study on the Organizational Context for an Individual e-Learning Performance SO INFORMATION-AN INTERNATIONAL INTERDISCIPLINARY JOURNAL 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 CR Johnson RD, 2008, INT J HUM-COMPUT ST, V66, P356, DOI 10.1016/j.ijhcs.2007.11.003 ELLIOTT JG, 2005, MOT ENG ED PERF, P1, DOI 10.1057/9780230509795 NOE RA, 2005, EMPLOYEE TRAINING DE MAKI RH, 2003, J EDUC COMPUT RES, V28, P197 ARONSON, 2002, IMPROVING ACAD ACHIE MARIAM SB, 2001, NEW UPDATE ADULT LEA ROSENBERG M, 2000, E LEARNING STRATEGIE CHAE SI, 2000, RES METHODOLOGY SOCI Tabak F, 1999, J ENG TECHNOL MANAGE, V16, P247 Doll WJ, 1998, INFORM MANAGE, V33, P171 Drazin R, 1996, ACAD MANAGE J, V39, P1065 ASHFORTH BE, 1995, HUM RELAT, V48, P97 LOGERS EM, 1995, DIFFUSION INNOVATION VENKATRAMAN N, 1994, MANAGEMENT SCI, V40 DELONE WH, 1992, INFORMATION SYSTEMS, V3, P60 SCHEIN EH, 1985, ORG CULTURE LEADERSH PORTER ME, 1985, COMPETITIVE ADV KANTER RM, 1983, CHANGE MASTERS INNOV PETTIGREW AM, 1979, ADMIN SCI QUART, V24, P570 SCHNEIDER B, 1975, J APPL PSYCHOL, V60, P318 HAVELOCK RG, 1969, PLANNING INNOVATION ANSOFF HI, 1965, CORPORATE STRATEGY CHANDLER AD, 1962, STRATEGY STRUCTURE NR 23 TC 0 Z9 0 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 J AU Keyte, D Richardson, C AF Keyte, Donna Richardson, Cliff TI Re-thinking pain educational strategies: Pain a new model using e-learning and PBL SO NURSE EDUCATION TODAY LA English DT Article DE Blended learning; PBL; e-learning; Pain ID POSTOPERATIVE PAIN; CANCER PAIN; NURSES; MANAGEMENT; PERSPECTIVE; EXPERIENCES; STUDENTS; PROGRAM; PERCEPTIONS; KNOWLEDGE AB Despite some high profile reorganisation including the introduction of acute pain teams, many patients still experience unnecessary pain. Traditional teaching and learning strategies seem to have made little impact in clinical practice. This paper explores the possible reasons for this and identifies the need to help postregistration students transfer (re-contextualise) what they are learning to practice. A new, more flexible pain management module utilising a blended face to face/e-learning approach within a problem-based learning philosophy was introduced to increase knowledge in pain management whilst also attempting to overcome the barriers to knowledge transfer into practice. This is done by challenging attitudes and encouraging students to explore their clinical practice alongside theoretical concepts. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Keyte, Donna; Richardson, Cliff] Univ Manchester, Sch Nursing Midwifery & Social Work, Manchester M13 9PL, Lancs, England. RP Keyte, D (reprint author), Univ Manchester, Sch Nursing Midwifery & Social Work, Jean MacFarlane Bldg,Univ Pl,Oxford Rd, Manchester M13 9PL, Lancs, England EM Donna.j.keyte@manchester.ac.uk Clifford.richardson@manchester.ac.uk CR Blondal K, 2009, J CLIN NURS, V18, P2897, DOI 10.1111/j.1365-2702.2009.02794.x Cheung CW, 2009, EUR J PAIN, V13, P464, DOI 10.1016/j.ejpain.2008.05.013 ZHANG CH, 2008, J PAIN SYMPTOM MANAG, V1, P1 Sun VCY, 2007, J PAIN SYMPTOM MANAG, V34, P359, DOI 10.1016/jpainsymman.2006.12.011 Richards J, 2007, PAIN MANAG NURS, V8, P17, DOI 10.1016/j.pmn.2006.12.003 Breivik H, 2006, EUR J PAIN, V10, P287, DOI 10.1016/j.ejpain.2005.06.009 Goodrich C, 2006, J NURS EDUC, V45, P140 GREENBERGER C, 2006, INT J NURSING ED SCH, V3, P1 MCCLUSKEY A, 2005, BMC MED EDUC, V5, P1 MANIAS E, 2005, PAIN MANAG NURS, V6, P18 Adriaansen MJM, 2005, J ADV NURS, V49, P96 WOZNIAK MJ, 2005, FOCUS PROFESSIONAL E, V7, P18 Brockopp DY, 2004, INT J NURS STUD, V41, P631, DOI 10.1016/j.ijnurstu.2004.01.009 Mac Lellan K, 2004, J ADV NURS, V46, P179 SCHMITT MB, 2004, J CONTIN EDUC NURS, V35, P121 MACDONALD L, 2004, THESIS CANADA STMARY, P1 Wilhelm S, 2003, J PROF NURS, V19, P313, DOI 10.1016/S8755-7223(03)00102-9 Jacobs SK, 2003, J PROF NURS, V19, P320, DOI 10.1016/S8755-7223(03)00097-8 SAVINBADEN M, 2003, FACILITATING PROBLEM WILKIE K, 2003, PROBLEM BASED LEARNI SALMON G, 2003, E MODERATING KEY TEA HARDEN JK, 2003, NURS EDUC, V28, P26 Twycross A, 2002, J CLIN NURS, V11, P705 SIMONS J, 2002, BRIT J NURSING, V11, P1442 KOECKERITZ J, 2002, NURS EDUC, V27, P283 THURMOND VA, 2002, NURS EDUC, V27, P20 Watt-Watson J, 2001, J ADV NURS, V36, P535 Macrae WA, 2001, BRIT J ANAESTH, V87, P88 GOODYEAR P, 2001, EFFECTIVE NETWORKED Haith-Cooper M, 2000, NURS EDUC TODAY, V20, P267 Biley FC, 1999, J ADV NURS, V30, P1205 KEARSLEY G, 1998, EDUC TECHNOL, V38, P20 Francke AL, 1997, J PAIN SYMPTOM MANAG, V14, P300 Carr ECJ, 1997, J CLIN NURS, V6, P191 Andrews M, 1996, J ADV NURS, V23, P357 DALTON JA, 1995, J PAIN SYMPTOM MANAG, V10, P214 CREEDY D, 1994, J ADV NURS, V20, P696 *ROYAL COLL SURG E, 1990, REP WORK PART PAIN S NR 38 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 J9 NURS EDUC TODAY JI Nurse Educ. Today PD FEB PY 2011 VL 31 IS 2 BP 117 EP 121 DI 10.1016/j.nedt.2010.05.001 PG 5 WC Nursing SC Nursing GA 725ZH UT WOS:000287684900003 ER PT J AU Onuki, M Maruyama, H AF Onuki, Mutsumi Maruyama, Hitoshi TI Results of the Self-efficacy Stimulative Scale used for e-learning by Physical Therapy Vocational School Students-Examination by Exploratory Factor Analysis- SO JOURNAL OF PHYSICAL THERAPY SCIENCE LA English DT Article DE E-learning; Self-efficacy Stimulative Scale; Factor analysis AB [Purpose] The purpose of this study was to prepare a scale for promoting sense of self-efficacy in physical therapy students in e-learning and to examine the scale items with factor analysis. [Subjects and Methods] Thirty-seven physical therapy students were asked to participate in e-learning and we measured the effect of e-learning using a Self-efficacy Stimulative Scale which we developed for this research. [Results] Factor analysis identified 3 factors, which were named "sense of accomplishment", "accumulation of experience" and "inquisitive mind". Coefficients of reliability were 0.89, 0.81 and 0.86, respectively, for each of the three factors. Furthermore, among the subscales, a significant correlation was found between "sense of accomplishment" and "accumulation of experience". [Conclusion] The results indicate that the Self-efficacy Stimulative Scale is structurally stable and has high factorial validity. C1 [Onuki, Mutsumi] Chiba Kashiwa Rehabil Coll, Dept Phys Therapy, Kashiwa, Chiba 2770902, Japan. [Onuki, Mutsumi] Int Univ Hlth & Welf, Grad Sch, Hlth & Welf Sci Course, Phys Therapy Sect,Hlth Sci Program, Otawara, Tochigi, Japan. [Maruyama, Hitoshi] Int Univ Hlth & Welf, Fac Hlth Sci, Dept Phys Therapy, Otawara, Tochigi, Japan. RP Onuki, M (reprint author), Chiba Kashiwa Rehabil Coll, Dept Phys Therapy, 2673-1 Oh I, Kashiwa, Chiba 2770902, Japan EM mutsumi.onuki@gmail.com CR ONUKI M, 2010, RIGAKURYOHO KAGAKU, V25, P677 TSUSHIMA E, 2010, EFFECTIVE PHYS THERA, P7 ONUKI M, 2009, RIGAKURYOHO KAGAKU, V24, P935 ONUKI M, 2008, J REHABILITATION NET, V6, P45 ABE T, 2008, MIYAGI U NURSING REV, V11, P43 ASAKAWA Y, 2007, RIGAKU RYOHOGAKU S2, V34, P203 SHIMOMURA H, 2005, JAPANESE J COUNSELIN, V38, P98 SATO H, 2004, J NISHIKYUSHU U SAGA, V34, P83 ANAI M, 2003, JAPANESE J NURSING E, V34, P23 ENDO K, 2000, YAMAGATA J HLTH SCI, V3, P9 BANDURA A, 1997, SELF EFFICACY EXERCI, P1 NARITA K, 1995, JPN J EDUC PSYCHOL, V43, P306 SAKANO Y, 1993, HDB PSYCHOL ASSESSME, P478 NR 13 TC 0 Z9 0 PU SOC PHYSICAL THERAPY SCIENCE PI TOKYO PA C/O PUBLICATION CENTER, 1-24-12 SUGAMO, TOSHIMA-KU, TOKYO, 170-0002, JAPAN SN 0915-5287 J9 J PHYS THER SCI JI J. Phys. Ther. Sci. PD FEB PY 2011 VL 23 IS 1 BP 81 EP 84 PG 4 WC Rehabilitation SC Rehabilitation GA 737RV UT WOS:000288586800019 ER PT J AU Hughes, J Herrington, M McDonald, T Rhodes, A AF Hughes, Julie Herrington, Margaret McDonald, Tess Rhodes, Amy TI E-portfolios and Personalized Learning: Research in Practice with Two Dyslexic Learners in UK Higher Education SO DYSLEXIA LA English DT Article DE dyslexia; e-portfolio; higher education; literacies; curriculum AB This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright (C) 2010 John Wiley & Sons, Ltd. C1 [Herrington, Margaret] Wolverhampton Univ, Sch Educ, Tilton On The Hill LE7 9LF, Leics, England. [Hughes, Julie; McDonald, Tess; Rhodes, Amy] Wolverhampton Univ, Sch Educ, Walsall, W Midlands, England. RP Herrington, M (reprint author), Wolverhampton Univ, Old Sch, Main St, Tilton On The Hill LE7 9LF, Leics, England EM Mherrington1@aol.com CR HERRINGTON M, 2010, TEACHING ADULT LITER, P313 Griffin E, 2009, DYSLEXIA, V15, P23, DOI 10.1002/dys.383 MCDONALD S, 2009, DYSLEXIA Q, V15, P347 POLLAK D, 2009, NEURODIVERSITY HIGHE *JISC, 2008, EFF PRACT E PORTF SU HAYWARD LM, 2008, J ALLIED HLTH, V37, pE140 FRENCH J, 2008, ED ACTION RES, V16, P517 HUGHES J, 2008, J INT SOC TEACHER ED, V12, P38 HUGHES J, 2008, ELISS ENHANCING LEAR, V1 HERRINGTON M, 2008, ADSHE NAT NETWORKING *CTR READ ACH, 2008, E PORTF INTRO HUGHES J, 2008, ELECT PORTFOLIOS 2 0, P51 *HEA, 2008, INCL PRACT SEM PROGR CAMBRIDGE D, 2008, MODELS E PORTFOLIO P HUGHES J, 2008, P NETW LEARN C 2008 WATTS M, 2008, TALKING TRUTH CONFRO, P99 MAYES T, 2007, RETHINKING PEDAGOGY, P13 SHARPE R, 2007, CONT PERSPECTIVES E, P41 HARTNELLYOUNG E, 2007, IMPACT STUDY E PORTF SUTHERLAND S, 2007, PERSPECTIVES E PORTF LAURILLARD D, 2007, RETHINKING PEDAGOGY, pR15 CREANOR L, 2006, LEX LEARNER EXPERIEN MAYES T, 2006, L E X METHODOLOGY RE TREMAIN S, 2005, FOUCAULT GOVT DISABI, P1 POLLAK D, 2005, DYSLEXIA SELF HIGHER BARRETT H, 2005, CONFLICTING PARADIGM RICHARDSON HC, 2005, DEVELOPING IMPLEMENT WARD R, 2005, GETTING WHAT YOU WAN HERRINGTON M, 2005, INSIGHTS RES PRACTIC, P275 WOODFINE BP, 2005, RECENT RES DEV LEARN BEETHAM H, 2005, REPORT JISC E LEARNI KINCHELO JL, 2004, RIGOUR COMPLEXITY ED SUTHERLAND S, 2004, U WOLV C DES E PORTF BAZERMAN C, 2003, WRITING SELVES WRITI HERRINGTON M, 2002, MAKING REASONABLE AD NEHER G, 2002, MAKING REASONABLE AD, P7 BROWN T, 2001, ACTION RES POSTMODER BRIGDEN A, 2001, SKILL J, V69, P32 HERRINGTON M, 2001, RAPAL B, V43, P18 HERRINGTON M, 2001, DYSLEXIA EFFECTIVE L, P170 PALFREMANKAY J, 2001, DYSLEXIA EFFECTIVE L, P206 HERRINGTON M, 2001, DYSLEXIA PSYCHO SOCI, P107 COYNE R, 2001, TECHNOROMANTICISM DI BRIGDEN A, 2000, DYSLEXIA HIGHER ED A SANDERSON A, 2000, DYSLEXIC LEARNERS HO, P51 LEA M, 1999, STUDENTS WRITING U C, P103 STEFFERT B, 1999, VISUAL SPATIAL ABILI, P8 IVANIC R, 1998, WRITING IDENTITY DIS YANCEY KB, 1998, REFLECTION WRITING C YANCEY KB, 1997, SITUATING PORTFOLIOS STACEY G, 1997, DYSLEXIA J BRIT DYSL, V3, P112 STEFFERT B, 1996, DYSLEXIA HIGHER ED L, P53 HETHERINGTON J, 1996, DYSLEXIC STUDENTS HI MORGAN E, 1995, RAPAL B, V27 STREET B, 1984, LITERACY THEORY PRAC FREIRE P, 1972, PEDAGOGY OPPRESSED GLASER BG, 1968, DISCOVERY GROUNDED T NR 57 TC 0 Z9 0 PU WILEY-BLACKWELL PI MALDEN PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA SN 1076-9242 J9 DYSLEXIA JI Dyslexia PD FEB PY 2011 VL 17 IS 1 BP 48 EP 64 DI 10.1002/dys.418 PG 17 WC Education, Special; Psychology, Educational; Rehabilitation SC Education & Educational Research; Psychology; Rehabilitation GA 718EV UT WOS:000287104800004 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 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. CR Munoz-Merino PJ, 2009, COMPUT APPL ENG EDUC, V17, P272, DOI 10.1002/cae.20240 HENK JP, 2009, COMPUT EDUC, V53, P34 MUNOZMERINO PJ, 2008, P ASEE IEEE FIE SAR Harskamp E, 2006, INT J SCI EDUC, V28, P1669, DOI 10.1080/09500690600560829 Suebnukarn S, 2006, ARTIF INTELL MED, V38, P5, DOI 10.1016/j.artmed.2005.04.003 Guzman E, 2005, IEEE T EDUC, V48, P688, DOI 10.1109/TE.2005.854571 VANLEHN K, 2005, P 12 INT C ART INT E, P678 DIPAOLO R, 2004, DESIGN INSTRUCTION E, P155 MARTIN KN, 2004, P 7 INT C INT TUT SY, P564 ALEVEN V, 1999, P 9 ART INT ED C AMS, P499 KOEDINGER KR, 1997, INT J ARTIFICIAL INT, V8, P30 DOUGLAS CM, 1992, J LEARN SCI, V2, P277 NR 12 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD FEB PY 2011 VL 54 IS 1 BP 164 EP 167 DI 10.1109/TE.2010.2045001 PG 4 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 715YA UT WOS:000286930400020 ER PT J AU Martinez, F Herrero, LC de Pablo, S AF Martinez, Fernando Carlos Herrero, Luis de Pablo, Santiago TI Project-Based Learning and Rubrics in the Teaching of Power Supplies and Photovoltaic Electricity SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Cooperative learning; Moodle; photovoltaic electricity; power supplies; project-based learning (PBL); rubrics; Simulink ID COURSES; DESIGN AB Project-based learning (PBL) and cooperative learning are, in various aspects, very superior education methodologies compared to other traditional ones. They are highly appropriate methodologies for elective courses, as they exert a strong attraction on the students, quite apart from their educational advantages. This paper describes how PBL and cooperative learning have been used to teach the topics of power supplies and photovoltaic electricity within two elective undergraduate courses. A project is carried out for each of the two topics. Moodle is used as the e-learning platform to provide the course materials and the wiki resource and to allow the submission of assignments. The simulation is done by means of Simulink. Work has been done to develop skills for project planning, group management of the work, technical document writing and presentations in public. The methodology has been seen to be successful, as all the students who have followed it over the last few years have passed the courses in which it was included, Design of Industrial Applications and Industrial Electronics. Examples of the rubrics for assessing the projects and examples of the projects themselves are also included. C1 [Martinez, Fernando; Carlos Herrero, Luis; de Pablo, Santiago] Univ Valladolid, Dept Elect, Escuela Ingn Ind, Valladolid 47014, Spain. RP Martinez, F (reprint author), Univ Valladolid, Dept Elect, Escuela Ingn Ind, Valladolid 47014, Spain EM fer_mart@tele.uva.es FU MEC; FEDER[ENE2007-67417] FX Manuscript received July 22, 2009; revised November 26, 2009; accepted February 10, 2010. Date of publication March 25, 2010; date of current version February 02, 2011. This work was supported in part by MEC and FEDER funds in the National R & D, with reference ENE2007-67417. 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Educ. PD FEB PY 2011 VL 54 IS 1 BP 87 EP 96 DI 10.1109/TE.2010.2044506 PG 10 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 715YA UT WOS:000286930400011 ER PT J AU Atanasijevic-Kunc, M Logar, V Karba, R Papic, M Kos, A AF Atanasijevic-Kunc, Maja Logar, Vito Karba, Rihard Papic, Marko Kos, Andrej TI Remote Multivariable Control Design Using a Competition Game SO IEEE TRANSACTIONS ON EDUCATION LA English DT Article DE Education; terms-competition game; multiple-input-multiple-output (MIMO) systems; remote laboratory; virtual laboratory ID SYSTEM; WEB; EDUCATION AB In this paper, some approaches to teaching multivariable control design are discussed, with special attention being devoted to a step-by-step transition to e-learning. The approach put into practice and presented here is developed through design projects, from which one is chosen as a competition game and is realized using the E-CHO system, Matlab, and a laboratory pilot plant. All the preparations for the game can be completed using a remote virtual and actual laboratory device, while the final competition evaluation takes place in the laboratory in order to preserve personal contacts between the students and the staff. The methods described, comprising all the important e-education elements, were found to stimulate the students' interest and speed up the learning process, and are directly extendable to different forms of courses suitable for new forms of study and education promotion, including lifelong education. C1 [Atanasijevic-Kunc, Maja; Logar, Vito; Karba, Rihard] Univ Ljubljana, Fac Elect Engn, Dept Automat, Ljubljana 1000, Slovenia. [Papic, Marko; Kos, Andrej] Univ Ljubljana, Fac Elect Engn, Telecommun Lab, Ljubljana 1000, Slovenia. RP Atanasijevic-Kunc, M (reprint author), Univ Ljubljana, Fac Elect Engn, Dept Automat, Ljubljana 1000, Slovenia EM maja.atanasijevic@fe.uni-lj.si CR Dormido R, 2008, IEEE T EDUC, V51, P35, DOI 10.1109/TE.2007.893356 Uran S, 2008, IEEE T EDUC, V51, P69, DOI 10.1109/TE.2007.906599 Judex F, 2008, ITI, P209 JARA CA, 2008, P ESCAPE18, P1193 Hopgood AA, 2007, IEEE T EDUC, V50, P85, DOI 10.1109/TE.2006.888905 COLE J, 2007, USING MOODLE ATANASIJEVICKUN.M, 2006, T ADV ENG ED, V3, P296 Gillet D, 2005, IEEE T EDUC, V48, P696, DOI [10.1109/TE.2005.852592, 10.1109/.TE.2005.852592] SKOGESTAD S, 2005, MULTIVARIABLE FEEDBA *MATHWORKS INC, 2005, SIM US GUID *MATHWORKS INC, 2005, CONTR SYST TOOLB US *MATHWORKS INC, 2005, MATL REF GUID Sanchez J, 2004, IEEE T EDUC, V47, P321, DOI 10.1109/TE.2004.825525 Bencomo SD, 2004, ANNU REV CONTROL, V28, P115, DOI 10.1016/j.arcontrol.2003.12.002 WELLSTEAD PE, 2004, CE 108 COUPLED ELECT PUSTISEK M, 2003, ASSIST TECHNOL, V11, P1021 ATANASIJEVICKUN.M, 2003, P PREP 6 IFAC S ADV, P305 ATANASIJEVICKUN.M, 2002, P PREP 15 WORLD C IF, P1 Matko D, 2001, IEEE T EDUC, V44, P342, DOI 10.1109/13.965782 Waller JC, 2000, COMPUT EDUC, V35, P161 *CAMBR CONTR LTD, 1990, MFD MULT FREQ DOM TO MACIEJOWSKI J, 1989, MULTIVARIABLE FEEDBA PATEL RV, 1982, MULTIVARIABLE SYSTEM DEFINE E LEARNING NR 24 TC 0 Z9 0 PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC PI PISCATAWAY PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA SN 0018-9359 J9 IEEE T EDUC JI IEEE Trans. Educ. PD FEB PY 2011 VL 54 IS 1 BP 97 EP 103 DI 10.1109/TE.2010.2046489 PG 7 WC Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA 715YA UT WOS:000286930400012 ER PT J AU Strunk, T Mueller, SC AF Strunk, T. Mueller, S. C. TI Education of medical students in urology in Germany. Present status SO UROLOGE LA German DT Article DE Medical studies; Didactic skills; Lack of physicians; Urology; Quality ID RECTAL EXAMINATION; CATHETERIZATION AB Background. There is a growing demand for doctors in Germany and diseases of the genitourinary tract have become more prevalent in recent years. Politicians plan to increase the number of students in an already heavily overloaded system but data on quality and structure of medical education in Urology are lacking. The purpose of this study was to investigate the extent and quality of undergraduate medical education in urology. Material and methods. Departments of Urology at German University Hospitals were surveyed using a questionnaire. Questions covered four different fields of medical education and answers were analyzed by descriptive statistics. Results. Of the teachers involved in medical education 97% are physicians and 4% of these have special didactic qualifications. On average 1 teacher is responsible for 13 students and 44% of departments also have to carry out medical duties during teaching lessons. More than half of the departments offer modern learning forms, such as e-learning, problem-oriented learning or skills laboratory training. Conclusions. Urology departments at German University Hospitals spend much time on medical education. Nearly all physicians are involved in medical education, whether they are experienced or not and in many cases teaching is carried out in parallel to patient care. In more than half of the cases modern education tools were employed which implies a good standard of quality but there are no data on outcome. C1 [Strunk, T.; Mueller, S. C.] Univ Klinikum Bonn AoR, Klin & Poliklin Urol & Kinderurol, D-53127 Bonn, Germany. RP Strunk, T (reprint author), Univ Klinikum Bonn AoR, Klin & Poliklin Urol & Kinderurol, Sigmund Freud Str 25, D-53127 Bonn, Germany EM Timo.Strunk@ukb.uni-bonn.de CR Mishail A, 2008, J UROLOGY, V180, P2140, DOI 10.1016/j.juro.2008.07.043 Bigot P, 2008, PROG UROL, V18, P125, DOI 10.1016/j.purol.2007.10.003 KOPETSCH T, 2007, STUDIE ALTERSSTRUKTU Kerfoot BP, 2006, J UROLOGY, V175, P2243, DOI 10.1016/S0022-5347(06)00314-4 Kerfoot BP, 2006, ACAD MED, V81, P224 Lawrentschuk N, 2004, MED J AUSTRALIA, V181, P323 *BUND GES, 2002, BUND 1, P2405 Turner KJ, 2000, BJU INT, V86, P422 COWAN FM, 1994, GENITOURIN MED, V70, P311 SKEFF KM, 1992, TEACH LEARN MED, V4, P180 NR 10 TC 1 Z9 1 PU SPRINGER HEIDELBERG PI HEIDELBERG PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY SN 1433-0563 J9 UROLOGE JI Urologe PD FEB PY 2011 VL 50 IS 2 BP 180 EP + DI 10.1007/s00120-010-2493-3 PG 6 WC Urology & Nephrology SC Urology & Nephrology GA 727IS UT WOS:000287792500004 ER PT J AU Ell, SW Cosley, B McCoy, SK AF Ell, Shawn W. Cosley, Brandon McCoy, Shannon K. TI When bad stress goes good: increased threat reactivity predicts improved category learning performance SO PSYCHONOMIC BULLETIN & REVIEW LA English DT Article DE Category learning; Implicit/explicit memory ID PSYCHOSOCIAL STRESS; MEMORY; IMPLICIT; CATEGORIZATION; INTEGRATION; RESPONSES; FEEDBACK; SYSTEMS; AROUSAL; LESS AB The way in which we respond to everyday stressors can have a profound impact on cognitive functioning. Maladaptive stress responses in particular are generally associated with impaired cognitive performance. We argue, however, that the cognitive system mediating task performance is also a critical determinant of the stress-cognition relationship. Consistent with this prediction, we observed that stress reactivity consistent with a maladaptive, threat response differentially predicted performance on two categorization tasks. 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In a prospective study over a period of 3 years normal and pathological images of the musculoskeletal system have been documented and catalogued. Overall 1240 ultrasound images and 183 ultrasound videos were collected. A total of 14.4% were normal and 85.6% were pathological MSUS findings; 61% concerned the upper extremity, while 39% were images and videos of the lower limbs. The most captured conditions included synovitis (33.3%), pathologies of the tendons e.g., tenosynovitis or tendinosis (19.6%) and normal findings (14.4%). The most represented diseases were rheumatoid arthritis (20%), calcium deposition disease (8.2%), gout (7.1%) and osteoarthritis (6.9%). The images and videos were edited and integrated in a web-based tool. C1 [Tamborrini, G.; Krebs, A.; Michel, M.; Michel, B. A.; Ciurea, A.] Univ Spital Zurich, Rheumaklin, CH-8091 Zurich, Switzerland. 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The PC(2)PSO composes a personalized e-course according to (1) whether or not the covered learning concepts of the personalized e-course meets the expected learning target of a learner, (2) whether or not the difficulty of the e-learning material matches a learner's ability, (3) the limitation of learning time for individual learners, and (4) the balance of the weight of learning concepts that are covered in a personalized e-course. PC(2)PSO can provide a truly personalized learning environment when used in conjunction with an Intelligent Tutoring System (ITS). When an e-course authoring tool is based on the proposed approach, the PC(2)PSO can facilitate instructors in selecting appropriate e-learning materials from a mass of candidate e-learning materials, and then saves time and effort in the e-course editing process. C1 [Chu, Chih-Ping; Chang, Yi-Chun; Tsai, Cheng-Chang] Natl Cheng Kung Univ, Dept Comp Sci & Informat Engn, Tainan 70101, Taiwan. 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PD FEB PY 2011 VL 64 IS 2 BP E50 EP E52 DI 10.1016/j.bjps.2010.09.012 PG 3 WC Surgery SC Surgery GA 700DW UT WOS:000285716800005 ER PT J AU Noorbehbahani, F Kardan, AA AF Noorbehbahani, F. Kardan, A. A. TI The automatic assessment of free text answers using a modified BLEU algorithm SO COMPUTERS & EDUCATION LA English DT Article DE Adult learning; Evaluation methodologies AB e-Learning plays an undoubtedly important role in today's education and assessment is one of the most essential parts of any instruction-based learning process. Assessment is a common way to evaluate a student's knowledge regarding the concepts related to learning objectives. In this paper, a new method for assessing the free text answers of students based on the BLEU algorithm is presented. We modify the BLEU algorithm so that it is suitable for assessing free text answers and call the new algorithm the modified BLEU (M-BLEU). To perform an assessment, it is necessary to establish a repository of reference answers written by course instructors or related experts. Several reference answers are included for each question. The M-BLEU algorithm is used to identify the most similar reference answer to a student answer; a similarity score is calculated and applied to score the answers provided by students. Evaluation results show that the proposed method achieves the highest correlation with human expert scores compared to other assessment methods such as latent semantic analysis (LSA) and n-gram co-occurrence. (C) 2010 Elsevier Ltd. All rights reserved. C1 [Noorbehbahani, F.; Kardan, A. A.] Amir Kabir Univ Technol, Adv E Learning Technol AELT Lab, Fac Comp Engn & IT, Tehran, Iran. RP Noorbehbahani, F (reprint author), Amir Kabir Univ Technol, Adv E Learning Technol AELT Lab, Fac Comp Engn & IT, Hafez Ave, Tehran, Iran EM Noorbehbahani@aut.ac.ir aakardan@aut.ac.ir CR He YL, 2009, COMPUT EDUC, V53, P890, DOI 10.1016/j.compedu.2009.05.008 MOSER JR, 2009, ELECT ASSESSOR AUTOM ISLAM A, 2008, TKDD, V2, P1 MIHALCEA R, 2006, P 21 NAT C ART INT A, P775 MILLER GA, 2006, WORDNET LEXICAL DATA PEREZ D, 2005, P 18 INT FLOR ART IN, P358 LIN CY, 2004, P WORKSH TEXT SUMM B, P74 BELCADHI L, 2004, P 12 GI WORKSH AD US, P11 PEREZ D, 2004, P LANG RES EV C LREC, P53 MARIN DP, 2004, THESIS U AUTONOMA MA KAKKONEN T, 2004, P INT C INF TECHN RE, P126 LIN CY, 2003, P 2003 C N AM CHAPT, P71 PAPINENI K, 2002, P 40 ANN M ASS COMP, P311 Wiemer-Hastings P, 2000, PROCEEDINGS OF THE TWENTY-SECOND ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY, P989 Landauer TK, 1998, DISCOURSE PROCESS, V25, P259 LANDAUER T, 1997, P 19 ANN C COGN SCI LARKEY LS, 1993, P 21 ANN INT ACM SIG, P90 NR 17 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 FEB PY 2011 VL 56 IS 2 BP 337 EP 345 DI 10.1016/j.compedu.2010.07.013 PG 9 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 688AL UT WOS:000284819800002 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 CR Lin KM, 2011, BEHAV INFORM TECHNOL, V30, P77, DOI 10.1080/01449291003752948 Chiu CM, 2008, INFORM MANAGE-AMSTER, V45, P194, DOI 10.1016/j.im.2008.02.003 Chen NS, 2008, INNOV EDUC TEACH INT, V45, P115, DOI 10.1080/14703290801950286 Chiu CM, 2007, COMPUT EDUC, V49, P1224, DOI 10.1016/j.compedu.2006.01.010 Barkhi R, 2007, INFORM TECHNOL MANAG, V8, P313, DOI 10.1007/s10799-007-0021-y Liao CC, 2007, COMPUT HUM BEHAV, V23, P2804, DOI 10.1016/j.chb.2006.05.006 Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006 Castaneda JA, 2007, INFORM MANAGE-AMSTER, V44, P384, DOI 10.1016/j.im.2007.02.003 Cooil B, 2007, J MARKETING, V71, P67 Bhattacherjee A, 2006, MIS QUART, V30, P805 Hsu MH, 2006, INT J HUM-COMPUT ST, V64, P889, DOI 10.1016/j.ijhcs.2006.04.004 Roca JC, 2006, INT J HUM-COMPUT ST, V64, P683, DOI 10.1016/j.ijhcs.2006.01.003 Evanschitzky H, 2006, J SERV RES-US, V8, P330, DOI 10.1177/1094670506286325 PETRICK JF, 2006, J TRAVEL RES, V44, P273, DOI 10.1177/0047287505282944 Chiu CM, 2005, COMPUT EDUC, V45, P399, DOI 10.1016/j.compedu.2004.06.001 Lai VS, 2005, INFORM MANAGE-AMSTER, V42, P373, DOI 10.1016/j.im.2004.01.007 Hsu MH, 2004, BEHAV INFORM TECHNOL, V23, P359, DOI 10.1080/01449290410001669969 Gremler DD, 2004, J SERV RES-US, V7, P65, DOI 10.1177/1094670504266138 Bhattacherjee A, 2004, MIS QUART, V28, P229 Friman M, 2004, J ECON PSYCHOL, V25, P331, DOI 10.1016/S0167-4870(03)00012-6 Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 Shih HP, 2004, INFORM MANAGE-AMSTER, V41, P351, DOI 10.1016/S0378-7206(03)00079-X ANDERSON T, 2004, THEORY PRACTICE ONLI ARBAUGH JB, 2004, INTERNET HIGH EDUC, V7, P169, DOI 10.1016/j.iheduc.2004.06.001 SONG L, 2004, INTERNET HIGH EDUC, V7, P59, DOI 10.1016/j.iheduc.2003.11.003 FANG KT, 2004, E COMMERCE M COMMERC Lu J, 2003, INFORM MANAGE-AMSTER, V40, P497, DOI 10.1016/S0378-7206(02)00064-2 Legris P, 2003, INFORM MANAGE-AMSTER, V40, P191 HOMBURG C, 2003, J BUSINESS TO BUSINE, V10, P35 Stoel L, 2003, INTERNET RES, V13, P364, DOI 10.1108/10662240310501649 Tsang EWK, 2002, STRATEGIC MANAGE J, V23, P835, DOI 10.1002/smj.251 GOVINDASAMY T, 2002, INTERNET HIGHER ED, V4, P287 LIN KM, 2002, INFORM MANAGEMENT RE, V4, P65 Bhattacherjee A, 2001, DECIS SUPPORT SYST, V32, P201 Bhattacherjee A, 2001, MIS QUART, V25, P351 Orlikowski WJ, 2001, INFORM SYST RES, V12, P121 Gerpott TJ, 2001, TELECOMMUN POLICY, V25, P249 Moon JW, 2001, INFORM MANAGE, V38, P217 ALEXANDER S, 2001, ED TRAINING, V43, P240 FRIMAN M, 2001, J RETAILING CONSUMER, V8, P95 LIN KM, 2001, P IEEE INT C ADV LEA, P369, DOI 10.1109/ICALT.2001.943947 Venkatesh V, 2000, INFORM SYST RES, V11, P342 Till BD, 2000, J ADVERTISING, V29, P1 Keil M, 2000, MIS QUART, V24, P299 MA L, 2000, INFORMATION TECHNOLO, V1, P209 BETZ R, 2000, INFORM TECHNOL MANAG, V1, P283 NORDFALT J, 2000, SERVICE QUALITY NEW CHEN S, 1999, DUAL PROCESS THEORIE CAREY S, 1999, COMPUTER ASSISTED LA, V12, P371 HAIR F, 1998, MULTIVARIATE DATA AN Mitchell AA, 1996, J CONSUM RES, V23, P219 Szajna B, 1996, MANAGE SCI, V42, P85 Taylor S, 1995, MIS QUART, V19, P561 DEBONT CJPM, 1995, J ECON PSYCHOL, V16, P599 EDVARDSSON B, 1992, INT J SERV IND MANAG, V3, P17 AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179 DAVIS FD, 1989, MIS QUART, V13, P319 WOODLEY ZP, 1989, INTELLIGENCE, V13, P53 BAGOZZI RP, 1988, J ACADEMY MARKETING, V16, P74, DOI DOI 10.1007/BF02723327 MARSH HW, 1985, PSYCHOL BULL, V97, P562 PARASURAMAN A, 1985, J MARKETING, V49, P41 FORNELL C, 1981, J MARKETING RES, V18, P39 KAPLAN KJ, 1972, PSYCHOL BULL, V77, P361 NR 63 TC 2 Z9 2 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 Lim, AG Doherty, I Honey, MLL AF Lim, Anecita Gigi Doherty, Iain Honey, Michelle L. L. TI Creating Teaching Objects A Case Study of Delivering Recorded Narrations in Nursing Education RID A-4580-2012 SO CIN-COMPUTERS INFORMATICS NURSING LA English DT Article DE Educational technology; e-learning; Postgraduate nursing; Reusable teaching objects AB This article evaluates the use of PowerPoint presentations and recorded narrations (developed and saved as Flash content using software called Articulate Presenter) as a tool to help postgraduate nursing students taking a pharmacology course to learn key pharmacological and pharmacotherapeutic concepts. Students found that the teaching objects, provided as additional resources to assist students in learning about difficult concepts, supported them in their learning. Additionally, students reported that while they appreciated the provision of the teaching objects, the objects lacked an interactive component and did not replace interaction with the teacher. Articulate Presenter, as a tool to create a recorded narration, was easy for the teacher to use and promoted teacher independence in the creation of teaching objects. C1 [Lim, Anecita Gigi; Honey, Michelle L. L.] Univ Auckland, Sch Nursing, Auckland 1142, New Zealand. [Doherty, Iain] Univ Auckland, Fac Med, Hlth Sci Learning Technol Unit, Auckland 1142, New Zealand. RP Honey, MLL (reprint author), Univ Auckland, Sch Nursing, Private Bag 92-019, Auckland 1142, New Zealand EM m.honey@auckland.ac.nz CR GOODYEAR P, 2005, AUSTRALAS J EDUC TEC, V21, P82 GUNN C, 2005, ALT J, V13, P189 KRAUSS F, 2005, INTERDISCIP J KNOWL, V1, P1 Mayer RE, 2003, LEARN INSTR, V13, P125, DOI 10.1016/S0959-4752(02)00016-6 HUTCHINS HM, 2003, ONLINE J DIST LEARN, V6 AGOSTINHO S, 2003, INTERACT INTEGRATE I, P571 WILEY DA, 2002, INSTRUCTIONAL USE LE, P3 OLIVER R, 2002, TEACHING LEARNING PE, P1 PAIVIO A, 1986, MENTAL REPRESENTATIO NR 9 TC 0 Z9 0 PU LIPPINCOTT WILLIAMS & WILKINS PI PHILADELPHIA PA 530 WALNUT ST, PHILADELPHIA, PA 19106-3621 USA SN 1538-2931 J9 CIN-COMPUT INFORM NU JI CIN-Comput. Inform. Nurs. PD FEB PY 2011 VL 29 IS 2 BP 115 EP 120 DI 10.1097/NCN.0b013e3181f9dc2f PG 6 WC Computer Science, Interdisciplinary Applications; Medical Informatics; Nursing SC Computer Science; Medical Informatics; Nursing GA 736ZI UT WOS:000288533600008 ER PT J AU Segura, A Salvador-Sanchez Garcia-Barriocanal, E Prieto, M AF Segura N., Alejandra Salvador-Sanchez Garcia-Barriocanal, Elena Prieto, Manuel TI An empirical analysis of ontology-based query expansion for learning resource searches using MERLOT and the Gene ontology SO KNOWLEDGE-BASED SYSTEMS LA English DT Article DE Query expansion; Ontology; Learning object; Repositories; e-Learning; Learning resources ID WEB; ASSOCIATION; AGREEMENT AB This paper proposes an expansion of queries based on formal domain ontologies in the context of the search for learning resources in repositories. The expansion process uses the relation types that are represented in these models; common ontological relations, and ontological relations specific to domain and traditional terminology relations, typical of thesauri. The tests were conducted using Gene ontology as the knowledge base and MERLOT is used as the test repository. The results of this study case indicate that, at similar levels of precision, expanded queries improve levels of novelty and coverage compared to the original query (without expansion), i.e. expanded queries allow the user to retrieve relevant objects, which might not be obtained without expansion. (C) 2010 Elsevier B.V. All rights reserved. C1 [Segura N., Alejandra] Univ Bio Bio, Concepcion 4081112, Chile. [Salvador-Sanchez; Garcia-Barriocanal, Elena] Univ Alcala De Henares, Madrid 28871, Spain. [Prieto, Manuel] Univ Castilla La Mancha, E-13071 Ciudad Real, Spain. RP Segura, A (reprint author), Univ Bio Bio, Avda Collao 1202, Concepcion 4081112, Chile EM asegura@ubiobio.cl FU MECESUP, Chile[UBB 0305] FX This work is supported by MECESUP UBB 0305 project, Chile. 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PD FEB PY 2011 VL 24 IS 1 BP 119 EP 133 DI 10.1016/j.knosys.2010.07.012 PG 15 WC Computer Science, Artificial Intelligence SC Computer Science GA 681UF UT WOS:000284344800014 ER PT J AU Anaya, AR Boticario, JG AF Anaya, Antonio R. Boticario, Jesus G. TI Application of machine learning techniques to analyse student interactions and improve the collaboration process RID H-5874-2011 SO EXPERT SYSTEMS WITH APPLICATIONS LA English DT Article DE E learning; Data mining; Collaborative learning ID ONLINE; FRAMEWORK; TEACHERS; NETWORKS AB In e learning environments that use the collaboration strategy providing participants with a set of communication services may not be enough to ensure collaborative learning It is thus necessary to analyse collaboration regularly and frequently Using machine learning techniques is recommended when analysing environments where there are a large number of participants or where they control the collaboration process This research studied two approaches that use machine learning techniques to analyse student collaboration in a long-term collaborative learning experience during the academic years 2006-2007 2007-2008 and 2008-2009 The aims were to analyse collaboration during the collaboration process and that it should be domain independent Accordingly the intention was to be able to carry out the analysis regularly and frequently in different collaborative environments One of the two approaches classifies students according to their collaboration using unsupervised machine learning techniques clustering while the other approach constructs metrics that provide information on collaboration using supervised learning techniques decision trees The research results suggest that collaboration can be ana lysed in this way thus achieving the alms set out with two different machine learning techniques (C) 2010 Elsevier Ltd All rights reserved C1 [Anaya, Antonio R.; Boticario, Jesus G.] Univ Nacl Educ Distancia, ETSII, Dpto Inteligencia Artificial, Madrid 28040, Spain. RP Anaya, AR (reprint author), Univ Nacl Educ Distancia, ETSII, Dpto Inteligencia Artificial, C Juan del Rosal S-N,Ciudad Univ, Madrid 28040, Spain CR ANAYA AR, 2010, P 1 ANN ENG ED C EDU Gaudioso E, 2009, EXPERT SYST APPL, V36, P2260, DOI 10.1016/j.eswa.2007.12.035 Romero C, 2009, EXPERT SYST APPL, V36, P1632, DOI 10.1016/j.eswa.2007.11.026 Lin FR, 2009, COMPUT EDUC, V52, P481, DOI 10.1016/j.compedu.2008.10.005 SANCHEZ EG, 2009, INT J ENG EDUC, V25, P557 ANAYA AR, 2009, LNCS ANAYA AR, 2009, 13 INT C COMP SUP CO ANAYA AR, 2009, 13 INT C COMP SUPP C Bratitsis T, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P809 Romero C, 2007, EXPERT SYST APPL, V33, P135, DOI 10.1016/j.eswa.2006.04.005 GAMA J, 2007, LEARNING DATA STREAM Deryakulu D, 2007, EDUC TECHNOL SOC, V10, P131 Collazos CA, 2007, EDUC TECHNOL SOC, V10, P257 Jrad Z, 2007, LECT NOTES COMPUT SC, V4832, P350 STRIJBOS JW, 2007, LEARN INSTR, P17 PERERA D, 2007, P 13 INT C ART INT E RAVI S, 2007, P 13 INT C ART INT S Martinez A, 2006, INT J COMP-SUPP COLL, V1, P383, DOI 10.1007/s11412-006-8705-6 Daradoumis T, 2006, INT J HUM-COMPUT ST, V64, P622, DOI 10.1016/j.ijhcs.2006.02.001 HODGKINSON DM, 2006, ED INFORM, V24, P125 MEIER A, 2006, COMPUTER SUPPORTED C, P63 Hummel HGK, 2005, J COMPUT ASSIST LEAR, V21, P355, DOI 10.1111/j.1365-2729.2005.00140.x Goodman BA, 2005, USER MODEL USER-ADAP, V15, P85, DOI 10.1007/s11257-004-5269-x WITTEN I, 2005, DATA MINING HARNAD S, 2005, HDB CATEGORIZATION DRINGUS LP, 2005, COMPUT EDUC, V45, P140 Hruschka H, 2004, EUR J OPER RES, V154, P779, DOI 10.1016/S0377-2217(02)00807-X JOHNSON DW, 2004, HDB RES ED COMMUNICA, P785 TALAVERA L, 2004, P WORKSH ART INT CSC, P17 TENG C, 2004, SOC INF TECHN TEACH, P3052 BURR L, 2004, INT J INSTRUCTIONAL, V1 SANTOS OC, 2004, P 6 INT S ED INF SII BLEEK WG, 2004, P HAW INT C SYST SCI SANTOS OC, 2003, AIED 2003 SUPPLEMENT, P153 GAUDIOSO E, 2003, UM 03 WORKSH US GROU REDONDO MA, 2003, USDLA J, V172, P19 Breiman L, 2001, MACH LEARN, V45, P5 HONG W, 2001, INT C ENG ED AUG 6 1 SARAWAGI S, 2000, DATA MINING KNOWLEDG, V4 BOTICANO JG, 2000, J TECHNOLOGY CAMPUS, V17, P120 Breiman L, 1996, MACH LEARN, V24, P123 RUSSELL S, 1995, ARTIFICIAL INTELLIGE QUINLAN JR, 1993, C45 PROGRAMS MACHINE ROSCH E, 1978, PRINCIPLES CATEGORIZ, P27 NR 44 TC 2 Z9 2 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 FEB PY 2011 VL 38 IS 2 SI SI BP 1171 EP 1181 DI 10.1016/j.eswa.2010.05.010 PG 11 WC Computer Science, Artificial Intelligence; Engineering, Electrical & Electronic; Operations Research & Management Science SC Computer Science; Engineering; Operations Research & Management Science GA 679QK UT WOS:000284175700009 ER PT J AU Wildhaber, RA Verrey, F Wenger, RH AF Wildhaber, Reto A. Verrey, Francois Wenger, Roland H. TI A graphical simulation software for instruction in cardiovascular mechanics physiology SO BIOMEDICAL ENGINEERING ONLINE LA English DT Article ID HEART AB Background: Computer supported, interactive e-learning systems are widely used in the teaching of physiology. However, the currently available complimentary software tools in the field of the physiology of cardiovascular mechanics have not yet been adapted to the latest systems software. Therefore, a simple-to-use replacement for undergraduate and graduate students' education was needed, including an up-to-date graphical software that is validated and field-tested. Methods: Software compatible to Windows, based on modified versions of existing mathematical algorithms, has been newly developed. Testing was performed during a full term of physiological lecturing to medical and biology students. Results: The newly developed CLabUZH software models a reduced human cardiovascular loop containing all basic compartments: an isolated heart including an artificial electrical stimulator, main vessels and the peripheral resistive components. Students can alter several physiological parameters interactively. The resulting output variables are printed in x-y diagrams and in addition shown in an animated, graphical model. CLabUZH offers insight into the relations of volume, pressure and time dependency in the circulation and their correlation to the electrocardiogram (ECG). Established mechanisms such as the Frank-Starling Law or the Windkessel Effect are considered in this model. The CLabUZH software is self-contained with no extra installation required and runs on most of today's personal computer systems. Conclusions: CLabUZH is a user-friendly interactive computer programme that has proved to be useful in teaching the basic physiological principles of heart mechanics. C1 [Wenger, Roland H.] Univ Zurich, Inst Physiol, CH-8057 Zurich, Switzerland. Univ Zurich, Zurich Ctr Integrat Human Physiol ZIHP, CH-8057 Zurich, Switzerland. RP Wenger, RH (reprint author), Univ Zurich, Inst Physiol, Winterthurerstr 190, CH-8057 Zurich, Switzerland EM roland.wenger@access.uzh.ch CR Shorten GP, 2009, EMBC: 2009 ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY, VOLS 1-20, P3008 Carlsson M, 2007, AM J PHYSIOL-HEART C, V293, pH636, DOI 10.1152/ajpheart.01376.2006 Carlsson M, 2007, AM J PHYSIOL-HEART C, V292, pH1452, DOI 10.1152/ajpheart.01148.2006 Schlosser T, 2005, AM J ROENTGENOL, V184, P765 Merkus D, 1999, CIRCULATION, V100, P75 PETERSON NS, 1984, PHYSIOLOGIST, V27, P165 SAGAWA K, 1980, ANN BIOMED ENG, V8, P415 LAU VK, 1979, AM J PHYSIOL, V236, pH672 SAMET P, 1965, AM J CARDIOL, V16, P1 STARLING EH, 1926, J PHYSIOL-LONDON, V62, P243 TRYGVE R, MODELS VIEWS CONTROL NR 11 TC 0 Z9 0 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 JAN 25 PY 2011 VL 10 AR 8 DI 10.1186/1475-925X-10-8 PG 6 WC Engineering, Biomedical SC Engineering GA 722ZH UT WOS:000287473900001 ER PT J AU Lin, CH Lin, IC Roan, JS AF Lin, Chi-Hung Lin, I. Chun Roan, Jinsheng TI To evaluate interface usability of an e-course platform: User perspective SO AFRICAN JOURNAL OF BUSINESS MANAGEMENT LA English DT Article DE System usability; usability goals; user experience goals; human-computer interaction; user perspective ID E-LEARNING SYSTEMS; PSYCHOMETRIC EVALUATION; PERCEIVED USEFULNESS; TECHNOLOGY; INFORMATION; ACCEPTANCE; EDUCATION; CONTEXT; EASE; TASK AB As a core term in Human-Computer Interaction (HCI), the analysis of system usability continues to be one of priority focuses of HCI researchers. Through users' evaluation, a system's inherent problems can be learned and its design be improved. This research was conducted to obtain the overall evaluation from the participants over the e-Course platform based on the data gathered from questionnaires, interviews and scenario simulations. This study recruited five participants, three of whom were professors and the rest were teacher's assistant. We used nine constructs to evaluate interface usability of the system. The research results showed that the average scores of three scenarios from high to low were S1a, S1b and S2. In terms of usability goals, efficiency, learn ability, utility, effectiveness, their average score is high than 3. In terms of user's experiences goals, the average score is less then 3, but near to 3. Overall, the interface of e-Course platform is ease to use and acceptable. Finally, we organized interview results and provided nine suggestions for a director of computer department and system designer. These suggestions can let them to know about the priority of system improvement, and provide a useful reference for practice. C1 [Lin, I. Chun] Hung Kuang Univ, Dept Comp Sci & Informat Management, Shalu 43302, Taichung, Taiwan. [Lin, Chi-Hung; Roan, Jinsheng] Natl Chung Cheng Univ, Dept Informat Management, Taipei, Taiwan. RP Lin, IC (reprint author), Hung Kuang Univ, Dept Comp Sci & Informat Management, Shalu 43302, Taichung, Taiwan EM caviar_lin@hk.edu.tw CR Hashim F, 2010, INT J PHYS SCI, V5, P383 Alam GM, 2010, AFR J BUS MANAGE, V4, P534 Chen TY, 2010, INT J HUM-COMPUT ST, V68, P138, DOI 10.1016/j.ijhcs.2009.10.003 Chang HH, 2010, INT J HUM-COMPUT ST, V68, P69, DOI 10.1016/j.ijhcs.2009.09.010 Alam GM, 2009, SCI RES ESSAYS, V4, P1260 Kim DJ, 2009, INT J HUM-COMPUT INT, V25, P134, DOI 10.1080/10447310802629561 Ruiz MDP, 2008, COMPUT STAND INTER, V30, P62, DOI 10.1016/j.csi.2007.07.006 Kopcha TJ, 2007, ETR&D-EDUC TECH RES, V55, P627, DOI 10.1007/s11423-006-9011-8 Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006 SALEEN JJ, 2007, J AM MED INFORM ASSN, V14, P684 Hornbaek K, 2006, INT J HUM-COMPUT ST, V64, P79, DOI 10.1016/j.ijhcs.2005.06.002 Zhang DS, 2006, INFORM MANAGE-AMSTER, V43, P15, DOI 10.1016/j.im.2005.01.004 NORMAN DA, 2004, EMOTIONAL DESIGN WHY KIHLSTROM JF, 2004, SAGE HDB METHODS SOC, P195 ARDITO M, 2004, P WORK C ADV VIS INT, P25 Henderson R, 2003, INT J HUM-COMPUT ST, V59, P383, DOI 10.1016/S1071-5819(03)00079-X Agarwal R, 2002, INFORM SYST RES, V13, P168 Hiltz SR, 2002, COMMUN ACM, V45, P56 NORMAN DA, 2002, DESIGN EVERYDAY THIN Lewis JR, 2002, INT J HUM-COMPUT INT, V14, P463 PREECE J, 2002, INTERACTION DESIGN H MINE J, 2001, P HUM INT S, P413 Carroll JM, 2000, INTERACT COMPUT, V13, P41 MULLENS J, 1999, VALIDATING ITEM RESP LEWIS JR, 1995, INT J HUM-COMPUT INT, V7, P57 NIELSEN J, 1994, USABILITY INSPECTION RUBIN J, 1994, HDB USABILITY TESTIN NIELSEN J, 1993, P ACM INTERCHI 93 C, P206 NORMAN D, 1993, THINGS MAKE US SMART DAVIS FD, 1989, MIS QUART, V13, P319 NR 30 TC 0 Z9 0 PU ACADEMIC JOURNALS PI VICTORIA ISLAND PA P O BOX 5170-00200 NAIROBI, VICTORIA ISLAND, LAGOS 73023, NIGERIA SN 1993-8233 J9 AFR J BUS MANAGE JI Afr. J. Bus. Manag. PD JAN 4 PY 2011 VL 5 IS 1 BP 196 EP 202 PG 7 WC Business; Management SC Business & Economics GA 713GY UT WOS:000286724700023 ER PT S AU Munk, M Drlik, M AF Munk, Michal Drlik, Martin BE Sato, M Matsuoka, S Sloot, PMA VanAlbada, GD Dongarra, J TI Impact of Different Pre-Processing Tasks on Effective identification of Users' Behavioral Patterns in Web-based Educational System SO PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON COMPUTATIONAL SCIENCE (ICCS) SE Procedia Computer Science LA English DT Proceedings Paper CT International Conference on Computational Science (ICCS) on the Ascent of Computational Excellence CY 2011 CL Singapore, SINGAPORE SP Elsevier, Univ Tsukuba, Ctr Computat Sci HO Campus Nanyang Technolog Univ DE data preparation; session idenification; sequence rules; web usage mining AB Analyzing the unique types of data that come from educational systems can help find the most effective structure of the e-learning courses, optimize the learning content, recommend the most suitable learning path based on student's behavior, or provide inure personalized environment. We focus only on the processes involved in the data preparation stage of web usage mining. Our objective is to specify the inevitable steps that are required for obtaining valid data from the stored logs of the web-based educational system. We compare three datasets of different quality obtained from logs of the web-based educational system and pre-processed in different ways: data with identified users' sessions and data with the reconstructed path among course activities. We try to assess the impact of these advanced techniques of data pre-processing on the quantity and quality of the extracted rules that represent the learners' behavioral patterns in a web-based educational system. The results confirm some initial assumptions, but they also show that the path reconstruction among visited activities in c-leaning course has not statistically significant effect on quality and quantity of the extracted rules. C1 [Munk, Michal; Drlik, Martin] Univ Nitra, Nitra 94974, Slovakia. RP Drlik, M (reprint author), Univ Nitra, TRA Hlinku 1, Nitra 94974, Slovakia EM mdrlik@ukf.sk CR CHITRAA V, 2010, INT J COMPUTER SCI I, V7 ROMERO C, 2010, COMPUTER APPL ENG ED, P26 *STATSOFT, 2010, EL STAT TB MUNK M, 2010, PROC COMP SCI 1 ICCS, P2273 BOQIN VL, 2009, NATURAL COMPUTING, V1, P121 Romero C, 2008, COMPUT EDUC, V51, P368, DOI 10.1016/j.compedu.2007.05.016 RAJU GT, 2008, IJCSNS INT J COMPUTE, V8 YAN L, 2008, COMP SCI COMP TECHN, V1, P554 GARCIA RMC, 2008, ADV LEARN TECHN 2008, P982 Romero C, 2007, EXPERT SYST APPL, V33, P135, DOI 10.1016/j.eswa.2006.04.005 BAOMAR H, 2007, ADV LEARN TECHN 2007, P937 WANG H, 2006, COMMUNICATIONS IIMA, V6 BAYIR MA, 2006, DAT ENG WORKSH 2006 GAUDIOSO E, 2006, DATA MINING ELEARNIN, P207 BING L, 2006, WEB DATA MINING EXPL MARQUARDT CG, 2004, DAT ENG APPL S JUL, P78 BERRY MJA, 2004, DATA MINING TECHNIQU ZHANG HY, 2004, P WCICA 04, P3119 Spiliopoulou M, 2003, INFORMS J COMPUT, V15, P171 HAN J, 2001, 7 ACM SIGKDD INT C K WITTEN IH, 2000, DATA MINING PRACTICA COOLEY R, 1999, J KNOWLEDGE INFORMAT, V1, P1 HAYS WL, 1988, STATISTICS NR 23 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 4 BP 1640 EP 1649 DI 10.1016/j.procs.2011.04.177 PG 10 WC Computer Science, Theory & Methods SC Computer Science GA BYK46 UT WOS:000299165200176 ER PT S AU Tirado-Ramos, A Shiflet, AB AF Tirado-Ramos, Alfredo Shiflet, Angela B. BE Sato, M Matsuoka, S Sloot, PMA VanAlbada, GD Dongarra, J TI The Fifth Workshop on Teaching Computational Science (WTCS 2011) SO PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON COMPUTATIONAL SCIENCE (ICCS) SE Procedia Computer Science LA English DT Proceedings Paper CT International Conference on Computational Science (ICCS) on the Ascent of Computational Excellence CY 2011 CL Singapore, SINGAPORE SP Elsevier, Univ Tsukuba, Ctr Computat Sci HO Campus Nanyang Technolog Univ DE computational science; teaching; parallel computing; e-Learning; collaborative environments AB The Fifth Workshop on Teaching Computational Science, within the International Conference on Computational Science, provides a platform for discussing innovations in teaching computational sciences at all levels and contexts of higher education. This editorial provides an introduction to the work presented during the sessions. C1 [Tirado-Ramos, Alfredo] Emory Univ, Atlanta, GA 30322 USA. RP Tirado-Ramos, A (reprint author), Emory Univ, Atlanta, GA 30322 USA EM atirado@cmory.edu shifletab@wofford.edu CR Tirado-Ramos A, 2010, PROCEDIA COMPUT SCI, V1, P855, DOI 10.1016/j.procs.2010.04.093 NR 1 TC 0 Z9 0 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 4 BP 1898 EP 1900 DI 10.1016/j.procs.2011.04.206 PG 3 WC Computer Science, Theory & Methods SC Computer Science GA BYK46 UT WOS:000299165200205 ER PT S AU Lassila-Perini, K Malik, S Hegner, B Hinzmann, A Wolf, R AF Lassila-Perini, Kati Malik, Sudhir Hegner, Benedikt Hinzmann, Andreas Wolf, Roger GP IOP TI Planning and organization of an e-learning training program on the analysis software in CMS SO INTERNATIONAL CONFERENCE ON COMPUTING IN HIGH ENERGY AND NUCLEAR PHYSICS (CHEP 2010) SE Journal of Physics Conference Series LA English DT Proceedings Paper CT International Conference on Computing in High Energy and Nuclear Physics (CHEP) CY OCT 18-22, 2010 CL Taipei, TAIWAN AB Analyzing physics data at LHC experiments is a complicated task involving multiple steps, sharing of expertise, cross checks and comparing different analyses. To maximize physics productivity, the CMS experiment at LHC has developed a collection of analysis tools called the PAT (Physics Analysis Toolkit). A comprehensive training program was designed and setup on using PAT software as an integral key part of the analysis of data from the CMS experiment. This note summarizes the requirements and the considerations that led to establish the PAT training program, the approach taken, the main organizational issues and the experience on its implementation and maintenance. The training and the feedback has proved to be very successful both for participants and the PAT development team. C1 [Lassila-Perini, Kati] Helsinki Inst Phys, Helsinki, Finland. RP Lassila-Perini, K (reprint author), Helsinki Inst Phys, Helsinki, Finland EM kati.lassila-perini@cern.ch CR YUESSEL Y, 2010, P PIC *CMS COLL, 2008, JINST, V3, P8004, DOI DOI 10.1088/1748-0221/3/08/S08004 Merrill MD, 2002, ETR&D-EDUC TECH RES, V50, P43 HEGNER B, J PHYS C SERIES MALIK S, J PHYS C SERIES NR 5 TC 0 Z9 0 PU IOP PUBLISHING LTD PI BRISTOL PA DIRAC HOUSE, TEMPLE BACK, BRISTOL BS1 6BE, ENGLAND SN 1742-6588 J9 J PHYS CONF SER PY 2011 VL 331 AR 082010 DI 10.1088/1742-6596/331/8/082010 PG 6 WC Physics, Multidisciplinary SC Physics GA BZE12 UT WOS:000301224200010 ER PT J AU Chen, HR Huang, HL AF Chen, Hong-Ren Huang, Hui-Ling TI Learning Achievement of Knowledge Management Adaptivity in Web-based Interactive Learning Systems for a Junior High School in Taiwan SO NEW EDUCATIONAL REVIEW LA English DT Article DE e-learning; learning achievement; knowledge management AB The purpose of this research was to examine the learning achievement of junior high school students in computer courses that utilize knowledge management approaches integrated into web-based interactive learning systems. We developed a web-based interactive learning system that integrated knowledge management processes and allowed students to capture, store, share, apply, and create knowledge. This was implemented in an actual teaching environment. The results of using this system were then compared with those of traditional lectures to explore its impact on learning achievement for junior high school computer courses in Taiwan. Based on the results of the computer hardware achievement posttest, the use of knowledge management approaches integrated into a web-based interactive learning system helped to enhance learners' individual learning achievement for computer hardware contents. Given that knowledge application and creation are relatively more advanced components of knowledge management, significant improvements can be made in high prior knowledge group. C1 [Chen, Hong-Ren] Natl Taichung Univ Educ, Dept Digital Content & Technol, Taichung 403, Taiwan. [Huang, Hui-Ling] A Lam Jr High Sch, Kaohsiung 822, Taiwan. RP Chen, HR (reprint author), Natl Taichung Univ Educ, Dept Digital Content & Technol, Taichung 403, Taiwan EM hrchen@mail.ntcu.edu.tw CR Chen HR, 2010, EDUC TECHNOL SOC, V13, P70 Law CCH, 2008, EXPERT SYST APPL, V34, P2342, DOI 10.1016/j.eswa.2007.03.004 RAVISHANKARA MN, 2008, INT J MANAGEMENT SCI, P221 SHI LM, 2003, THESIS CHUNG YUAN CH HUANG CM, 2003, THESIS NATL CHANG CH WANG JF, 2003, THESIS NATL CHANGHUA MARYAM A, 2001, MIS Q, V25, P107 *TAIW MIN ED, 2001, BLUEPR TECHN ED MIDD GALBREATH J, 2000, EDUC TECHNOL, V40, P28 STEVENSON JM, 2000, J IND PSYCHOL, V27, P198 HENDRIKS P, 1999, KNOWLEDGE PROCESS MA, V6, P91 KNAPP EM, 1998, BUSINESS EC REV, V44, P3 Allee V, 1997, TRAINING DEV, V51, P71 DAVENPORT TH, 1997, KNOWLEDGE PROCESS MA, V4, P187 BECKMAN T, 1997, P IASTED INT C AI SO RITCHIE DC, 1997, WEB BASED INSTRUCTIO Gilbert M, 1996, TECHNOVATION, V16, P301 MCCORMICK CB, 1995, ED PSYCHOL LEARNING NONAKA I, 1994, ORGAN SCI, V5, P14 SHIN EC, 1994, ETR&D-EDUC TECH RES, V42, P33 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 21 TC 0 Z9 0 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 2011 VL 25 IS 3 BP 183 EP 193 PG 11 WC Education & Educational Research SC Education & Educational Research GA 911MD UT WOS:000301720000016 ER PT J AU Kostolanyova, K Sarmanova, J Takacs, O AF Kostolanyova, Katerina Sarmanova, Jana Takacs, Ondrej TI Structure of Study Supports for Adaptable Instruction SO NEW EDUCATIONAL REVIEW LA English DT Article DE adaptable instruction; e-learning; learning style; teaching style AB E-learning instruction adapted according to student study characteristics stands on three basic pillars: a definition and recognition of the student's learning style, adaptable study supports and a correct assignment of an instructional style to a specific student and his/her learning style. This paper is a continuance of the paper [1] about student learning style analysis and adds the "second pillar", the study support analysis and the design of their structure in a way which would enable a compilation of study supports optimized and tailored to all the student types with their different learning styles. C1 [Kostolanyova, Katerina; Sarmanova, Jana] Univ Ostrava, Dept Informat & Commun Technol, Pedag Fac, CZ-70103 Ostrava, Czech Republic. [Takacs, Ondrej] VSB TU Ostrava Tech Univ Ostrava, Dept Informat, Ostrava 70833, Czech Republic. RP Kostolanyova, K (reprint author), Univ Ostrava, Dept Informat & Commun Technol, Pedag Fac, Mlynska 5, CZ-70103 Ostrava, Czech Republic EM Katerina.Kostolanyova@osu.cz Jana.Sarmanova@osu.cz ondrej.takacs@gmail.com CR Kostolanyova K, 2011, NEW EDUC REV, V23, P199 KOSTOLANYOVA K, 2009, INFORM COMMUNICATION, P123 NOVOTNY P, 2002, VYBRANE KAPITOLY SKO, P17 PRUCHA J, 2001, PEDAGOGICKY SLOVNIK PRUCHA J, 2000, PREHLED PEDAGOGIKY WEINSTEIN CE, 1986, HDB RES TEACHING, P315 Lewin K, 1939, J SOC PSYCHOL, V10, P271 NR 7 TC 0 Z9 0 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 2011 VL 25 IS 3 BP 235 EP 247 PG 13 WC Education & Educational Research SC Education & Educational Research GA 911MD UT WOS:000301720000020 ER PT B AU Lizalova, L Kuncova, M AF Lizalova, Lenka Kuncova, Martina BE Kvasnicka, R TI MOODLE ITEM ANALYSIS AS A TOOL FOR THE EDUCATION EFFICIENCY INCREASE SO EFFCIENCY 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; Moodle; item analysis; educational efficiency AB One of the arguments for implementation of the e-learning system into the educational process is an excellent feedback between the teacher and the student. If the teacher uses the tables with the information about the activities of the students, observes how often the materials are read and analyses test results, he/she can obtain ideal information about the study process. The Item Analysis is a very important part of the Moodle system. This function provides perfect feedback and it becomes an important tool for the education efficiency increase. By using Item Analysis, we can detect weaknesses of e-learning materials and improve them. This article describes the usage and the effect of the Item Analysis in the e-course Business Economics to test more than 1,100 students at the College of Polytechnics Jihlava. EM kuncova@vspj.cz CR *MODDL, 2011, MOODL QUIZ REP *CHARL U PRAG, 2011, MOODL UK MYRICK JC, 2010, MOODLE 1 9 TESTING A VOJACKOVA H, 2010, MOODLEMOOT CZ 2010 P, P61 FOLTYNEK T, 2009, J EFFICIENCY RESPONS, V2, P28 KUCERA P, 2009, J EFFICIENCY RESPONS, V2, P41 Mazalkova M, 2009, MA COMPUT SCI ENG, P74 COLE JR, 2007, USING MOOLDE TEACHIN KUBES T, 2005, ANAL PREVODU PODKLAD NR 9 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 178 EP 186 PG 9 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300020 ER PT B AU Takacs, O Kostolanyova, K Sarmanova, J AF Takacs, Ondrej Kostolanyova, Katerina Sarmanova, Jana BE Kvasnicka, R TI EXPERIMENTAL VERIFICATION OF LEARNING STYLES IN E-LEARNING SO EFFCIENCY 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 Learning styles; e-learning; data mining analysis AB From the educational process efficiency point of view, the traditional form of e-learning ceases to meet the needs and the "customized" study form personalized approach to students is more often preferred. This paper describes the design of an adaptive learning environment, as it is being developed as a part of several scientific and ESF projects. The paper focuses, in particular, on the experimental verification of the theoretically suggested characteristics of students which define their individual learning styles. We have described an initial analysis of available learning styles classifications, pointed out the results brought by pilot testing of the students and we have also described in detail the results of modified testing of university and high school students. C1 [Takacs, Ondrej; Kostolanyova, Katerina; Sarmanova, Jana] Tech Univ Ostrava, VSB, Dept Comp Sci, Ostrava, Czech Republic. EM ondrej.takacs@vsb.cz CR KOSTOLANYOVA K, 2010, P COMP BAS LEARN SCI, P119 TAKACS O, 2010, P IMSCI 2010 FLOR, P147 NOVOTNY JS, 2010, THEORETICAL PRACTICA SARMANOVA J, 2010, 9 EUR C ELEARNING PO, P794 FELDER MR, 2009, INDEX LEARNING STYLE SARMANOVA J, 2009, P ICTE2009 OSTR, P205 Sadler-Smith E, 2001, PERS INDIV DIFFER, V30, P609 STERNBERG JR, 1999, THINKING STYLES BUSATO V, 1998, PERSONALITY INDIVIDU, V26, P129 MARES J, 1998, STYLY UCENI ZAKU STU ENTWISTLE N, 1996, APPROACHES STUDY SKI FLEMING ND, 1992, IMPROVE ACAD, V11, P137 ROSENBERG MG, 1991, J ORAL MAXIL SURG, V49, P1328 NR 13 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 302 EP 311 PG 10 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300034 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 EFFCIENCY 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 MYRICK JC, 2010, MOODLE 1 9 TESTING A KUCERA P, 2009, J EFFICIENCY RESPONS, V2, P41 MISOVIC M, 2009, METODIKA TVORBY DIST Mazalkova M, 2009, MA COMPUT SCI ENG, P74 RICE WH, 2006, MOODLE E LEARNING CO KUBES T, 2005, AN PREV PODK VYUK PR *COLL POL JIHL, INF SYST *COLL POL, JIHL PROF *CHARL U PRAG, MOODL UK *COLL POL JIHL, WEB PAG E LEARN COUR 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 B AU Zach, P Holoubek, J Kolman, P AF Zach, Petr Holoubek, Josef Kolman, Pavel BE Kvasnicka, R TI ANALYSIS OF THE USE OF FLASH APPLICATIONS IN THE ECONOMIC-MATHEMATICAL METHODS E-LEARNING COURSE SO EFFCIENCY 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 Theory of graphs; basic types of graph problems; animation; flash; study efficiency AB The paper is concerned with some tools that the authors used in an economic mathematical methods course taught at the Faculty of Business and Economics of Mendel University in Brno to make the teaching more efficient and the studying of selected parts of this required course easier. The authors focussed on solutions of the basic types of graph problems using animations written in Adobe Flash CS3 Professional. As the programs have been tested in practice, too, experience has been included provided both by the teachers and the students using them. C1 [Zach, Petr; Holoubek, Josef; Kolman, Pavel] Mendel Univ, Dept Stat & Operat Anal, Brno, Czech Republic. EM xkolman@mendelu.cz CR ZACH P, 2010, P 7 INT C EFF RESP E, P283 KOLMAN P, 2009, P FIRM KONK PROST 20, P248 FILFPEK J, 2008, P PED SOFTW 2008 CES, P211 FILIPEK J, 2008, P PED SOFTW 2008 CES, P75 GARCIA, 2007, COMPUT EDUC, V49, P615 LEE KC, 2006, COMP PHYS COMM P THE, V177, P195 NR 6 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 351 EP 359 PG 9 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300039 ER PT B AU Dannhoferova, J Foltynek, T AF Dannhoferova, Jana Foltynek, Tomas BE Kvasnicka, R TI GUIDELINES FOR USING COLORS IN E-LEARNING COURSES SO EFFCIENCY 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 courses; color schemes; rules; color blindness; color vision deficiency AB Colors are certain method of the visualization of luminous energy. Using colors in e-learning courses has two points of view aesthetic and human. However, creators of e-learning materials observe neither aesthetic nor human aspects. The paper deals with the issue of the using colors and creating a color schemes in distance education, especially in e-learing courses. These aspects aren't generally included in any of the current methodologies for creation of the e-learning materials. For example, methodics of web accessibility are restricted only to contrast; methods of colors usage are completely missing. This paper brings the analysis of basic methods that lead to creation of a harmonious color schemes. As the tool, important principles of fine art and visual arts and special graphics software are used. The various forms of color blindness and color vision deficiency will be discussed too, because colors can constitute an obstacle for the people who suffer from color perception disorders. The aim of this paper is to outline rules for using colors in e-learning courses and creation of color schemes that respect various forms of color blindness or color perception disorders. The rules should have completed both e-learning methodics and methods of the validation of web accessibility. C1 [Dannhoferova, Jana; Foltynek, Tomas] Mendel Univ, Dept Informat, Brno, Czech Republic. EM jana.dannhoferova@mendelu.cz CR *COL COMM INC, 2011, CCI COLOR COL COMM SVAETICHIN G, 2011, CELLULAR MECH YOUNG *WAYN, 2011, COL BLINDN BALDN PEO *ELEARNING BROTH, 2011, COL ELEARNING *COL VOOD, 2011, COL LOG WEBS DES *CSS, 2011, COL SCHEM DES HARM *WDL, 2011, GUID US COL *MICR, 2011, GUID US COL FONTS IM ELERT G, 2011, PHYS HYPERTEXTBOOK FILTER R, 2011, PHYSICS *BRIT, 2011, YOUNG HELMH 3 COL TH VLCKOVA J, 2010, THESIS MENDEL U BRNO BENDA P, 2009, ERIE P ANDRYSKOVA J, 2009, P AGR PERSP 18 PRAG ELDRIDGE K, 2007, COMPLETE COLOR HARMO HORTON W, 2006, E LEARNING DESIGN FRASER B, 2005, COLOR MANAGEMENT CLARK RC, 2002, E LEARNING SCI INSTR AUTRATA R, 2002, NAUKA ZRAKU ALESSI SM, 2001, MULTIMEDIA LEARNING 2000, GUCE GUIDELINES USIN MONMONIER M, 2000, PROC MAPY IZOU BIRREN F, 1961, COLOR PSYCHOL COLOR NR 23 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 46 EP 55 PG 10 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300006 ER PT B AU Balogh, Z Magdin, M Turcani, M Burianova, M AF Balogh, Zoltan Magdin, Martin Turcani, Milan Burianova, Maria BE Kvasnicka, R TI INTERACTIVITY ELEMENTS IMPLEMENTATION ANALYSIS IN E-COURSES OF PROFESSIONAL INFORMATICS SUBJECTS SO EFFCIENCY 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 Interactivity; LMS; e-learning; adaptive systems; ICT; multimedia; educational information environment ID LEARNING ENVIRONMENTS AB The authors in their contribution deal with the aspects of the draft of the adaptive educational system using interactive multimedial educational applications as well as the support of their contents loading. The concern is the creation of a room for knowledge, which are presented to the user (student) based on a suitable model. Possibilities of creation of space for knowledge are described and relationships between concepts within this space are defined. The other issue is the definition and loading of the information educational space itself, which is represented by the contents of the concepts. The draft of the space is realized by means of modelling methods using Petri nets. The described output of the solution is a part of the project, which deals with the improvement of e-learning, specifically by the modification of existing tools, as well as by the draft and creation of new activities, which should support interactivity of students with educational material and teaching tasks. Study materials and supporting educational activities with implemented interactive elements focused on the support of mainly e-learning education within LMS Moodle medium were created within the project. In the paper we describe the students' accesses and manipulation with the interactive media elements which have been implemented into the e-course to support the teaching of the subject Architektura pocitacov 2 (Architecture of computers 2). C1 [Balogh, Zoltan; Magdin, Martin; Turcani, Milan; Burianova, Maria] Constantine Philosopher Univ, Dept Informat, Nitra, Slovakia. EM zbalogh@ukf.sk CR TURCANI M, 2010, ED INTERNET TECHNOLO, V12, P53 TURCANI M, 2010, DISTANCE LEARNING AP, P166 BALOGH Z, 2010, P 7 INT C EFF RESP E, P14 HOUSKA M, 2010, P 7 INT C EFF RESP E, P94 Chu RJC, 2009, J COMPUT ASSIST LEAR, V25, P489, DOI 10.1111/j.1365-2729.2009.00324.x Kapusta J, 2009, WEBIST 2009: PROCEEDINGS OF THE FIFTH INTERNATIONAL CONFERENCE ON WEB INFORMATION SYSTEMS AND TECHNOLOGIES, P250 TURCANI M, 2008, J EFFICIENCY RESPONS, V1, P38 Renkl A, 2007, EDUC PSYCHOL REV, V19, P235, DOI 10.1007/s10648-007-9052-5 SHEN Z, 2007, 7 WSEAS INT C DIST L, P304 BIELIKOVA M, 2003, P TECHN PRO VZDEL PR, P15 MAYER RE, 2001, MULTIMEDIA LEARNING BRANSFORD JD, 1999, PEOPLE LEARN BRAIN M SIMS RC, 1996, ASCILITE 1996 C AUST BARKER P, 1994, DESIGN PRODUCTION MU HANNAFIN MJ, 1988, DESIGN DEV EVALUATIO NR 15 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 5 EP 14 PG 10 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300001 ER PT B AU Houska, M Berankova, M AF Houska, Milan Berankova, Martina BE Kvasnicka, R TI THE IMPACT OF CONTACT LESSONS ON LEARNING OUTCOMES IN MATHEMATICS SO EFFCIENCY 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 Face-to-face learning; distance learning; learning outcomes; contact lectures ID FACE-TO-FACE; ONLINE; PERFORMANCE; EDUCATION AB The current trend in tertiary education is characterized by reducing contact lessons and emphasizing the role of distance way of learning and e-learning. In this study, we concentrate to the analysis of learning outcomes of a specific group of distance learning students. The objective is to examine the impact of additional contact lectures on their results measured by the didactic test score and final mark. For this purpose, we analyze acquired data on learning outcomes by statistical methods and statistical significance testing, respectively. In total, we find that there is no statistically significant difference in performance of the students who attended the additional contact lecture and who did not. But we also find a distortion in our primary data; there was a small group of students with excellent results who did not attended the additional contact lecture but organized another type of contact learning by themselves. After redesigning the compared groups, the results of the group of students attending the additional lecture were significantly better according to both average test score and average final mark. C1 [Houska, Milan; Berankova, Martina] Czech Univ Life Sci Prague, Dept Syst Engn, Prague, Czech Republic. EM houska@pef.czu.cz CR Bliuc AM, 2011, COMPUT EDUC, V56, P856, DOI 10.1016/j.compedu.2010.10.027 Artino AR, 2010, INTERNET HIGH EDUC, V13, P272, DOI 10.1016/j.iheduc.2010.07.005 Ritter C, 2010, INTERNET HIGH EDUC, V13, P96, DOI 10.1016/j.iheduc.2009.11.005 HOUSKA M, 2010, P 7 INT C EFF RESP E, P94 Margolis LM, 2009, MIL MED, V174, P1095 Gursul F, 2009, PROCD SOC BEHV, V1, P2817, DOI 10.1016/j.sbspro.2009.01.501 FREEDMAN D, 2007, STATISTICS NR 7 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 93 EP 101 PG 9 WC Economics; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYZ55 UT WOS:000300799300011 ER PT S AU Morsi, WG El-Hawary, ME AF Morsi, Walid G. El-Hawary, M. E. GP IEEE TI An Effective Method to Formulate Electric Power System Problems for Online Assessments SO 2011 24TH CANADIAN CONFERENCE ON ELECTRICAL AND COMPUTER ENGINEERING (CCECE) SE Canadian Conference on Electrical and Computer Engineering LA English DT Proceedings Paper CT 24th Canadian Conference on Electrical and Computer Engineering (CCECE) CY MAY 08-11, 2011 CL Niagara Falls, CANADA SP Inst Elect & Elect Engineers (IEEE), Inst Elect & Elect Engineers Canada Inc (IEEE Canada), Cent Canada Area, London Hydro, Agilent Technol, Auto 21, Gap Wireless, IEEE Canadian Fdn, GE Energy Serv DE E-learning; electric power System; on-line teaching AB On-line teaching and distance education have become the main trend for universities in the last few years. Many difficulties still hamper fully teaching some electrical engineering course on-line such as question formulations, design, students' evaluation and reliability of assessments. This paper introduces an effective way of formulating some electric power systems course questions for creating on-line quizzes using Blackboard Learning System (BLS) in order to benefit from the advantages of on-line teaching while providing a suitable method for fairly evaluating the students. Different question types available in the assessment link in BLS such as multiple choice and calculated question, are used in this study to formulate some Electric Power Systems (EPS) problems. The advantages and disadvantages are discussed from both students and instructor point of view while the students' performance results are analyzed. C1 [Morsi, Walid G.] Ontario Inst Technol, Toronto, ON, Canada. RP Morsi, WG (reprint author), Ontario Inst Technol, Toronto, ON, Canada EM walidmorsi.ibrahim@uoit.ca elhawary@dal.ca CR MORSI WG, 2009, P IEEE POW ENG SOC G, P1 DRAVES WA, 2000, TEACHING ONLINE ELHAWARY ME, 1995, ELECT POWER SYSTEMS NR 3 TC 0 Z9 0 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 0840-7789 BN 978-1-4244-9789-8 J9 CAN CON EL COMP EN PY 2011 BP 146 EP 151 PG 6 WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BXX55 UT WOS:000297354900031 ER PT S AU Azemi, A Chinn, G Litzinger, T AF Azemi, Asad Chinn, Gary Litzinger, Thomas GP IEEE TI Work in Progress - Enhancement of Distance Learning through Hybrid e-learning Approach 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; e-learning; virtual delivery; hybrid delivery ID WEB AB The usefulness of hybrid delivery in education has long been realized. With the advancement of computer and communication technologies and the introduction of Web-based authoring tools, its effectiveness has been further extended. In this regard, it has affected traditional distance-learning by transforming it from a static videotape delivery to a more dynamic format by adding/substituting the web as the delivery media. Our focus in this paper is the use of hybrid e-learning with a virtual face-to-face component for distance course delivery. We believe that hybrid e-learning, in conjunction with a synchronous online delivery, can minimize the negatives that are sometimes associated with more traditional, primarily asynchronous distance learning offerings. Details of this work, including design and delivery issues, student and course assessment, and required technology, as applied to a computer programming course, are included in the paper. C1 [Azemi, Asad; Chinn, Gary; Litzinger, Thomas] Penn State Univ, University Pk, PA 16802 USA. RP Azemi, A (reprint author), Penn State Univ, Brandywine Campus, University Pk, PA 16802 USA EM azemi@psu.edu chinn@psu.edu talme@engr.psu.edu CR ABLE K, 2007, P ASEE ANN C EXP CARPENTER D, 2007, P ASEE ANN C EXP KHIEWNAVAWONGSA S, 2007, P ASEE ANN C EXP SCOTT S, 2006, P ASEE ANN C EXP AMIRIAN S, 2003, 1 NJEDGE NET C OWEN R, 2003, 10 ANN DIST ED C MCALPINE H, 2002, J CONTIN EDUC NURS, V33, P12 Oliver R, 2001, J COMPUT ASSIST LEAR, V17, P34 KRIGER TJ, 2001, VIRTUAL REVOLUTION T Leasure AR, 2000, J NURS EDUC, V39, P149 SHAW GP, 2000, J ASYNCHRONOUS LEARN, V4, P40 Collins M, 2000, BRIT J EDUC TECHNOL, V31, P21 FREDERICKSEN E, 2000, J ASYNCHRONOUS LEARN, V14 MARQUES O, 1998, P FRONT ED C SESS TI PATCHA A, P 2006 ASEE ANN C AZEMI A, P 2008 ASEE ANN C NR 16 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 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800303 ER PT S AU Caeiro-Rodriguez, M Llamas-Nistal, M Gonzalez-Tato, J Alvarez-Osuna, J AF Caeiro-Rodriguez, Manuel Llamas-Nistal, Martin Gonzalez-Tato, Juan Alvarez-Osuna, Javier GP IEEE TI Work in Progress-PI2E, Towards a Google Home Page for e-learning 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 i-Google Home Page; Gadget; e-learning; PLE; LMS AB The idea of this project is to translate the principles of Web 2.0 to e-learning, enabling social participation and dynamic data exchange between users. We are working in the development of an i-Google Gadget, called Edu-GAL (Educational-Gadget Activity List), with e-learning services and its integration with other existing tools and gadgets on the i-Google platform. Edu-GAL will take advantage of a set of existing Web services that provide main e-learning functionalities. The project is located in the context of so-called Personal Learning Environments (PLE). Compared to traditional e-learning systems, in especially Learning Management Systems (LMS), PLE are more learner-centered as it is the user who defines and decides the environment at which he/she will learn. EM mcaeiro@det.uvigo.es martin@uvigo.es juangtato@gmail.com javier.osuna@imaxdi.com CR *ADL IND CAP TEAM, 2010, CHOOS LEARN MAN SYST CAEIRORODRIGUEZ M, 2010, P INT C ADDV LEARN T, P736 VANHARMELEN H, 2008, INTERACTIVE LEARNING, V16, P35 PEREZRODRIGUEZ R, 2008, P 5 S PLUR DIS EV CO CASQUERO O, 2008, P MASH UP PERS LEARN, P37 CAEIRO M, 2007, HDB VISUAL LANGUAGES, P184 HURM L, IGOOGLE FULL WIKI TE *OPENSOCIAL, OPENSOCIAL SPEC NR 8 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 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800096 ER PT S AU Caminero, AC Ros, S Hernandez, R Robles-Gomez, A Pastor, R AF Caminero, Agustin C. Ros, Salvador Hernandez, Roberto Robles-Gomez, Antonio Pastor, Rafael GP IEEE TI Cloud-based e-Learning Infrastructures with Load Forecasting Mechanism Based on Exponential Smoothing: A Use Case 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 cloud computing; e-learning; load forecasting; quality of service; power consumption; use case ID MANAGEMENT AB The development of cloud technologies allows the implementation of scalable, versatile, and customized systems, constructed on-demand. This allows more efficient use of computing resources, improving the revenue of the system and enhancing the Quality of Service (QoS) received by users while minimizing the power consumption of the machines. Several research works conclude that in order to efficiently manage a cloud-based infrastructure (meaning, deploy computing resources when needed without affecting negatively to the QoS perceived by users), accurate predictions on the load of machines should be made. Thanks to this, resources can be ready to use when users need them, and shutdown when they are not needed - thus reducing the power consumption and enhancing the revenue of the system. This paper presents algorithms to perform forecasts of the load of machines based on Exponential Smoothing (ES), so that the machines of the technological infrastructure of our University can be efficiently managed. Furthermore, algorithms to perform monitoring and provision of resources based on load forecasts are presented. The usefulness of these algorithms is illustrated by means of a use case based on the e-learning facilities of our University. This use case shows that thanks to the use of cloud technologies, enhanced with the developed algorithms for load forecasting and provision of resources, better use of resources and lower power consumption can be achieved, without affecting the QoS received by user. C1 [Caminero, Agustin C.; Ros, Salvador; Hernandez, Roberto; Robles-Gomez, Antonio; Pastor, Rafael] Univ Nacl Educ Distancia, Dept Sistemas Comunicac & Control, E-28040 Madrid, Spain. RP Caminero, AC (reprint author), Univ Nacl Educ Distancia, Dept Sistemas Comunicac & Control, E-28040 Madrid, Spain EM accaminero@scc.uned.es sros@scc.uned.es roberto@scc.uned.es arobles@scc.uned.es rpastor@scc.uned.es CR TOMAS L, 2011, FUTURE GENER COMP SY, V17, P486 TOMAS L, 2010, P 16 INT C PAR COMP BUYYA R, 2010, P INT C PAR DISTR PR Sotomayor B, 2009, IEEE INTERNET COMPUT, V13, P14, DOI 10.1109/MIC.2009.119 Kusic D, 2009, CLUSTER COMPUT, V12, P1, DOI 10.1007/s10586-008-0070-y *IBM CORP, 2009, BEN CLOUD COMP DONG B, 2009, P 1 INT C CLOUD COMP SULISTIO A, 2009, P 1 INT C CLOUD COMP VAZQUEZ C, 2009, P 1 INT WORKSH GRIDS NURMI D, 2009, P 9 INT S CLUST COMP DONG B, 2009, P INT C ADV LEARN TE STEINDER M, 2008, OPERATING SYSTEMS RE, V42, P94 VOUK M, 2008, P 2 INT C VIRT COMP KAPLAN JM, 2008, REVOLUTIONIZING DATA Dobber M, 2007, PERFORM EVALUATION, V64, P755, DOI 10.1016/j.peva.2007.01.001 KEPHART JO, 2007, P INT C AUT COMP ICA LEFURGY C, 2007, P INT C AUT COMP ICA RANGANATHAN P, 2006, P 33 ANN INT S COMP JIN H, 2005, INT J GRID UTILITY C, V1, P32 KALEKAR PS, 2004, TIME SERIES FORECAST DINDA P, 1999, SCI PROGRAMMING-NETH, V7, P211 *NIST, CLOUD COMP KHANNA G, P NETW OP MAN S NOMS KLEIN M, 6 BENEFITS CLOUD COM NR 24 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800045 ER PT S AU de Castro, AV de Carvalho, CV Carrapatoso, E AF de Castro, Antonio Vieira de Carvalho, Carlos Vaz Carrapatoso, Eurico GP IEEE TI Building a Medical Learning Methodology Based on Open Source Technologies 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 MEDUCA; MELOR; Medical Learning Objects; Health Education AB This article aims to present the steps for creating a learning methodology to the health area based on open source software and digital health learning contents. We intend to apply some common practices of engineering to the health area in order to enhance the preservation, sharing, production and re-use of contents. For this purpose, we created a thematic repository named MELOR (Medical Learning Objects Repository), an e-learning platform named MEDUCA (Medical Education), a social network, a ip-TV channel and several learning resources and learning objects in order to investigate new mechanisms to increase health education and enhance the sharing overall. We also created a main portal where other researchers can participate. C1 [de Castro, Antonio Vieira; de Carvalho, Carlos Vaz] Inst Super Engn Porto, Oporto, Portugal. RP de Castro, AV (reprint author), Inst Super Engn Porto, Oporto, Portugal EM avc@isep.ipp.pt cmc@isep.ipp.pt emc@fe.up.pt CR MARTINS AB, 2009, REPOSITORIOS INFORM MONTEIRO F, 2007, 8 CINFORM SALV BAH B MODESTO F, 2005, DSPACE BIBLIOTECA AM ANGELIDIS PA, 2005, J TELECOMMUNICATIONS CASTRO AV, 2005, TECNOLOGIAS MULTIMED LENT RW, 2002, CAREER CHOICE DEV, P255 UIJTDEHAAGE S, 2001, SUPPORTING HLTH SCI NR 7 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 7 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800357 ER PT S AU Glotzbach, RJ Kocur, LA AF Glotzbach, Ronald J. Kocur, Laura A. GP IEEE TI Work in Progress - Evaluation and Feedback for Web Programming Curriculum 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 E-learning; Curriculum; Course Improvement AB Leading any curriculum development is always difficult and challenging. A survey of former students and industry professionals is being performed that will help guide the changes necessary to keep our students gainfully employed. Too often, improvements to courses come not through industry experts, but instead through what faculty feel is the best approach, which may or may not be correct. This paper looks at evaluation of curriculum contents, down to project assignments and tools used, and the implementation of new content and objectives. In addition to gathering some demographic information such as job title and location, the 72 questions in the survey ranged from "How frequently do you or others in your company/organization commonly use the following web technologies/languages?" to "How important is teaching Search Engine Optimization (SEO) so that students understand how to obtain better page listings?" to "With the purpose of HTML5 being to reduce the amount of reliance on RIAs and browser plug-ins like Flash, how important do you see Flash development being in the future?" The feedback garnered thus far has been useful in guiding changes in the web programming curriculum and has shown that industry professionals are generally interested in helping guide student learning. C1 [Glotzbach, Ronald J.; Kocur, Laura A.] Purdue Univ, W Lafayette, IN 47907 USA. RP Glotzbach, RJ (reprint author), Purdue Univ, W Lafayette, IN 47907 USA EM rjglotzbach@purdue.edu lkocur@purdue.edu CR WRIGHT T, 2009, SMASHING MAGAZINE *WESCHOOLS, BROWS STAT WEB STAT QUALTRICS SURVEY SOF NR 3 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 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800425 ER PT S AU Gouveia, D Lopes, D de Carvalho, CV AF Gouveia, David Lopes, Duarte de Carvalho, Carlos Vaz GP IEEE TI Serious Gaming for Experiential Learning 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 e-Learning; Engineering; Experiential Learning; Higher Education; Serious Games; Virtual Environments AB In Engineering Education, the traditional process of knowledge building was based on one-way (teacher->student) delivery of information, in classrooms. Students were passive receptors of the teacher's messages. In the past few years, the tendency is to implement active learning paradigms where students are the focus of the educational process. The interaction between teacher and students is more dynamic, enhanced by technological tools and includes rich content and flexible activities. The integration of Virtual Environments in Engineering Education allows new and innovative learning methods and is, therefore, a contribution to these new paradigms. This article presents the instantiation of these learning methods with first year engineering students. In our study, students were involved in simulation/gaming environments related to fundamental physics learning. Afterwards their knowledge was tested and their perception of the relevance of the system was evaluated. Results show that knowledge construction was greatly enhanced and that student's motivation for learning was increased. C1 [Gouveia, David; Lopes, Duarte; de Carvalho, Carlos Vaz] Inst Super Engn Porto, Oporto, Portugal. RP Gouveia, D (reprint author), Inst Super Engn Porto, Oporto, Portugal EM david@isep.ipp.pt dulop@isep.ipp.pt cmc@isep.ipp.pt CR LOPES D, 2010, P CATE 2010 9 INT C CABANEROJOHNSON P, 2009, LEARNING ORG, V16, P290, DOI 10.1108/09696470910960383 IWATA H, 2008, HUM HAPT PERC BAS, P355 BATISTA R, 2008, P FIE 2008 38 IEEE A PUREIRA C, 2007, 14 SIMPEP S ENG PROD SOURIN A, 2006, J CASES INFORM TECHN, V8, P55 FARIAS T, 2006, ESTUDO CASO CONSTRUC Zyda M, 2005, COMPUTER, V38, P25, DOI 10.1109/MC.2005.297 HUSSAIN TS, 2005, P 2005 FALL SIM INT, P421 CHEN S, 2005, SERIOUS GAMES GAMES HOLLIS R, 2004, ENCY HUMAN COMPUTER, P311 GRILO L, 2001, AN 2 S BRAS GEST TRA CASTRONOVA E, 2001, GRUTER I WORKING PAP COX B, 1999, SIMULATION GAMING, V30, P38 HOFSTEDE GJ, 1999, SIMULATION GAMING IN, V30, P415 ORFINGER B, 1998, INFORMAL LEARNING RE, V33, P8 MACINTYRE B, 1996, MULTIMEDIA SYSTEMS, V4 ZELTZER D, 1990, P 12 INT IDATE I LIA KOLB DA, 1984, EXPERIENTIAL LEARNIN SILBERMAN C, 1970, CRISIS CLASSROOM BRUNER J, 1962, KNOWING ESSAYS LEFT DEWEY J, 1938, EXPERIENCE ED KAPPA NUNES H, JOGO RPG SOCIALIZACA *NOVINT, NOV FALC COOPER T, P 2 LIF ED WORKSH 20, P14 ANDRADE F, POSSIBILIDADES USO R MARCATTO A, QUE RPG RIYIS MT, RPG ED NR 28 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800083 ER PT S AU Kocur, LA Glotzbach, RJ Schulze, DG Miller, CC AF Kocur, Laura A. Glotzbach, Ronald J. Schulze, Darrell G. Miller, Christopher C. GP IEEE TI Work in Progress - Development and Integration of an Online Soil Mapping Web Application 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 E-learning; Geovisualization; Soil science; Usability ID USABILITY AB Mapping technologies are abundant on the Web as well as through boxed software; however, the ability to overlay ones own maps onto the surface in order to provide enriched detail is not found in most typical software. "Integrating Spatial Educational Experiences (Isee) into Crop, Soil, and Environmental Science Curricula" is a USDA-funded project focused on making soil data in the form of maps more accessible and easy-to-use for undergraduate students. The current solution integrates the Google Earth API, GeoWebCache, PHP, MySQL, and JavaScript in the form of a website. Although the differences in GIS software usability are generally unknown, the Isee prototype may serve as a viable model of an approach applicable at other universities. The purpose of the research is to collect quantitative data to determine if differences in software with various interfaces influence a student's satisfaction and performance. The "Isee" website will be among the compared software, in which students will attempt to answer questions based on the information they can find with the software. The researcher will record performance data quantitatively throughout the session. Afterwards, students will report preferences and perceptions in a survey. C1 [Kocur, Laura A.; Glotzbach, Ronald J.; Schulze, Darrell G.; Miller, Christopher C.] Purdue Univ, W Lafayette, IN 47907 USA. RP Kocur, LA (reprint author), Purdue Univ, W Lafayette, IN 47907 USA EM lkocur@purdue.edu rjglotzbach@purdue.edu dschulze@purdue.edu ccmiller@purdue.edu CR DIXON SV, 2009, WORLD C ED MULT HYP Haklay M, 2008, CARTOGR J, V45, P87, DOI 10.1179/174327708X305085 Nivala AM, 2008, CARTOGR J, V45, P129, DOI 10.1179/174327708X305120 ONEILL S, 2008, INTERACTIVE MEDIA SE Koua EL, 2006, INT J GEOGR INF SCI, V20, P425, DOI 10.1080/13658810600607550 WEHREND S, 1990, 1 IEEE C VIS SAN FRA NR 6 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 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800399 ER PT S AU Llamas, M Caeiro, M Castro, M Plaza, I Tovar, E AF Llamas, Martin Caeiro, Manuel Castro, Manuel Plaza, Inmaculada Tovar, Edmundo CA IEEE Educ Soc Spanish Chapter GP IEEE TI Use of LMS Functionalities in Engineering Education 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 AB This paper shows the partial results of a survey sent to all the members of the IEEE Education Society around the world about some aspects on the use of Learning Management Systems (LMSs) in Engineering Education. The main interest of this study was to learn how e-learning functionalities were being used in the field of engineering education. The study covered the most commonly used LMSs, their main functionalities (Content Delivery, e-mail, Tasks-Exercises, Forums, Mailing lists, Exams, Self-assessment, Surveys, Groupwork, Chat, Calendar, FAQs, Wikis, Blogs, Glossaries, Videoconference, Notebook, Whiteboard, Learning Paths, Student Portfolio, Podcast, Student Tracking, and Vodcast), and aspects of their use, such as knowledge levels, training, patterns of use, perception of training proficiency, usefulness, learning curve; teachers' perceptions of the students' use of the different functionalities; institutional support; exams tools, and finally, the main advantages and disadvantages of elearning use. The objective of this paper is to show the main results of this survey in the use of LMSs, and therefore to contribute to a reflexive debate in the international community about e-learning functionalities. C1 [Llamas, Martin; Caeiro, Manuel] Univ Vigo, Vigo, Spain. RP Llamas, M (reprint author), Univ Vigo, Vigo, Spain EM martin@uvigo.es mcaeiro@det.uvigo.es mcastro@ieec.uned.es iplaza@unizar.es etovar@fi.upm.es CR Llamas-Nistal M, 2011, IEEE T EDUC, V54, P540, DOI 10.1109/TE.2010.2090154 PASTOR R, 2009, IEEE RITA, V4, P27 GONZALEZBARBONE V, 2007, 37 ASEE IEEE FRONT E MERINO PJM, 2006, 36 ASEE IEEE FRONT E LLAMASNISTAL M, SURV US E LEARN FUNC 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800135 ER PT S AU Mark, KP Thadani, DR Calonge, DS Pun, CFK Chiu, PHP AF Mark, Kai-Pan Thadani, Dimple R. Calonge, David Santandreu Pun, Cecilia F. K. Chiu, P. H. Patrio GP IEEE TI In-Service Teaching Assistant Training (InsTAT) for Engineering and Computer Science Graduate Students in Hong Kong: A Blended-Learning Approach 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 Teaching Assistant training; multi-directional engagement team teaching; e-learning; outcome based teaching and learning AB In-service teaching assistant (TA) training often receives relatively limited attention from university decision makers when compared to the plethora of courses designed for junior faculty (i.e., peer-to-peer mentoring or 'buddy' system) in tertiary institutions around the world. In Hong Kong, as in many other parts of the world, TAs serve in different capacities to provide front-line teaching and learning support in the university, despite their insufficient experience in using active learning strategies or grading students' assignments. Major challenges faced by new TAs, especially non-local graduates (as many of City University of Hong Kong's (CityU) graduate research students are originally from the Chinese Mainland), include the relative absence of teaching experience, the difficulty to switch from a teacher-centered approach to a student-centered approach, the adoption of English as the medium of instruction (EMI), and role transformation. This paper presents an innovative approach in providing a compulsory In-service Teaching Assistant Training (InsTAT) course for all graduate research students at CityU before undertaking any teaching-related duties: it includes an unconventional but effective multi-directional engagement team teaching approach with the extensive support of e-learning technologies throughout the course. Comments and feedback data show that students found the course very engaging, useful, and innovative. C1 [Mark, Kai-Pan; Thadani, Dimple R.; Calonge, David Santandreu; Pun, Cecilia F. K.; Chiu, P. H. Patrio] City Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China. RP Mark, KP (reprint author), City Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China EM markkp@cityu.edu.hk dimplet@student.cityu.edu.hk lsdavids@cityu.edu.hk fungkpun@student.cityu.edu.hk phchiu@cityu.edu.hk CR Lopez-Perez MV, 2011, COMPUT EDUC, V56, P818, DOI 10.1016/j.compedu.2010.10.023 CALONGE DS, 2011, INT C E COMM E ADM E, P2464 Tam KY, 2009, TEACH HIGH EDUC, V14, P147, DOI 10.1080/13562510902757179 OUYANG H, 2008, ANTHR ED Q, V31, P397 MARVASTI A, 2007, AM ECON, V51, P61 WANG MJ, 2006, J ED TECHNOLOGY, V38, P294 Harkness WL, 2005, AM STAT, V59, P11, DOI 10.1198/000313005X24156 Park C, 2004, TEACH HIGH EDUC, V9, P349 BIGGS JB, 2003, TEACHING QUALITY LEA BERGE ZL, 2002, Q REV DISTANCE ED, V3, P181 WANG MJ, 2001, RELC J, V32, P16 HOFSTEDE G, 2001, CULTURE S CONSEQUENC Meyers SA, 2000, TEACH PSYCHOL, V27, P258 GANDELL T, 2000, PERSPECTIVES WEB COU, P61 BOMOTTI, 1999, REV HIGH EDUC, V17, P371 SCOLLON S, 1999, CULTURE 2 LANGUAGE T, P13 MUELLER A, 1997, TEACH PSYCHOL, V24, P3 DRAKE DAM, 1997, COMMUNICATION STUDIE, P56 TORVI DA, 1994, J ENG EDUC, V83, P376 WILLIAMS LS, 1991, RES HIGH EDUC, V32, P582 MENGES RJ, 1989, COLL TEACHING, V37, P54 JACOBS LC, 1988, J HIGH EDUC, V59, P551 MARSH HW, 1987, INT J ED RES, V11, P253 LLAMASNISTAL M, IEEE T ED IN PRESS, P10 NR 24 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800235 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 ARANTES F, 2010, P 2008 ACM S APPL CO, P123 COLLAZOS C, 2009, P 2009 2 INT C ADV C, P381 BUCHINGER S, 2009, P EUROITV 09, P179 BARRERE E, 2009, 20 S BRAS INF ED FLO Pazos-Arias JJ, 2008, COMPUT EDUC, V50, P927, DOI 10.1016/j.compedu.2006.09.008 RICE M, 2008, COMPUT ENTERTAIN, V6, P1, DOI DOI 10.1145/1350843.1350849 CARLINER S, 2008, E LEARNING HDB COMPR CATTELAN RG, 2008, P 2008 ACM S APPL SO CHORIANOPOULOS K, 2007, COMPUT ENTERTAIN, V5 LOPEZ MR, 2007, COMPUT ENTERTAIN, V5, P7 Piccolo LSG, 2007, LECT NOTES COMPUT SC, V4662, P361 SOARES LFG, 2007, J BRAZILIAN COMPUTER, V13 SOARES LFG, 2007, J BRAZILIAN COMPUTER, V12 DOSSANTOS DT, 2007, FRONT ED C 36 ANN CELES CSF, 2007, 18 S BRAS INF ED SBI, P1 IM S, 2006, HYBR INF TECHN 2006, V2, P679 ALKHALIFA HS, 2006, P 17 C HYP HYP OD DE MOORE M, 2005, DISTANCE ED SYSTEMS MORRIS S, 2005, INTERACTIVE TV STAND PIMENTEL MDG, 2005, P 11 BRAZ S MULT WEB, P1 ERONEN L, 2004, THESIS HELSINKI U TE FRENCH T, 2003, P 1 EUR C INT TEL VI, V1, P29 DAMASIO MJ, 2003, P 1 EUR C INT TEL VI LYTRAS M, 2002, INTERACTIVE TELEVISI LAMONT S, CASE STUDY SUCCESSFU *GINGA, 156062007 GINGA NBR 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC 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 PASTOR R, 2010, EDUCON 2010 IEEE ENG PASTOR R, 2010, FIE 2010 FRONT ED AN RODRIGO C, 2010, ICALT 2010 10 IEEE I, P658 PASTOR R, 2009, HCI 2009 INT C HUM C FALLERY B, 2008, CTS 2008 INT S COLL 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800300 ER PT S AU Prados, F Soler, J Boada, I Poch, J AF Prados, Ferran Soler, Josep Boada, Imma Poch, Jordi GP IEEE TI An Automatic Correction Tool That Can Learn 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 Automated diagram assessment; Computer Based Assessment; e-learning; online environments AB The majority of Computer Based Assessment (CBA) environments have been designed for fixed-response questions. This feature is not enough for the university context since not all the skills can be reduced to this typology of questions and free response exercises are required. In this paper, we present a web-based tool designed to automatically correct exercises that require a diagram or a graph to be solved. The main novelty of this tool is the strategy used for the correction. The tool starts without the knowledge about correct and incorrect solutions and then learns about the solutions provided by teachers and students. It automatically records the information of all entered solutions, the teacher correction and the corresponding feedback in a system database. When a new student solution is entered the information of the database is used for correction. The main components of the tool are the graph editor module, designed to support diagram drawing, and the correction module, which corrects the solutions entered by the students. These modules are integrated in a more general e-learning platform denoted ACME. ACME provides teachers all functionalities required for student work tracking, assessment, personalized attention, etc. The proposed tool has been evaluated on experimental group. C1 [Prados, Ferran; Soler, Josep; Boada, Imma; Poch, Jordi] Univ Girona, Girona, Spain. RP Prados, F (reprint author), Univ Girona, Girona, Spain EM ferran.prados@udg.edu josep.soler@udg.edu imma.boada@udg.edu jordi.poch@udg.edu CR SOLER J, 2010, INT J EMERGING TECHN, V5, P27, DOI 10.3991/ijet.v5i3.1402 Prados F, 2006, LECT NOTES COMPUT SC, V3980, P364 PRADOS F, 2005, P INT C ENG COMP ED THOMAS P, 2005, 10 ANN C INN TECHN C, P158 THOMAS P, 2004, P 8 COMP ASS ASS C TSINTSIFAS A, 2002, THESIS U NOTTINGHAM KORHONEN A, 2000, P 5 ANN SIGCSE SIGCU, P160 BUNKE H, 2000, P VIS INT 2000 MONTR, P82 HOGGARTH G, 1998, ACM SIGCSE B, V30, P122 CHARMAN D, 1998, COMPUTER BASED ASSES, V1 BLOOM BS, 1956, TAXONOMY ED OBJECTIV, V1 NR 11 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 5 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800071 ER PT S AU Pulido, Y Fernandez, G Baldiris, S Guevara, J AF Pulido, Yehiry Fernandez, Gloria Baldiris, Silvia Guevara, Juan GP IEEE TI Work in Progress - Item Retrieval System in Distributed Repositories to Generate Adaptive Assessments Supported in Items Response Theory (.IRTT) 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 E-learning; LMS; Items Response Theory; Distributed Repositories AB The assessment process is one of the most important issues in the learning process and in many case it is the process that defines the instruction sequence because it measures the performance of the student in the educational process. During recent decades the inclusion of TICs in the teaching-learning process have facilitated addressing the diversity of student and teacher features. Technologies to enhance learning have allowed the different ways of learning and teaching that coexist in the educational context to be adapted through user modeling and adaptation processes. Our purpose in this paper is to introduce ".IRTT" (item response theory tool), an adaptive tool based on item response theory to generate assessment according to the student competence level, in the context of a learning management system (LMS), in particular. LRN [2]. C1 [Pulido, Yehiry; Fernandez, Gloria; Guevara, Juan] Univ Distrital Francisco Jose de Caldas, Bogota, Colombia. RP Pulido, Y (reprint author), Univ Distrital Francisco Jose de Caldas, Bogota, Colombia EM ylpulidov@correo.udistrital.edu.co gmfernandezn@correo.udistrital.edu.co baldiris@silver.udg.edu jcguevarab@udistrital.edu.co CR HO YC, 2010, SIMPLE GUIDE ITEM RE HERNANDEZ J, 2009, 8 IEEE INT C ADV LEA CONEJO R, 2004, INT J ARTIFICAL INTE, V14, P29 SALCEDO P, 2004, ENG MAGAZINE AUG *IGL CONS, 2003, IMS LEARN DES VERS 1 Funahashi K, 1998, NEURAL NETWORKS, V11, P209 HAMBLETON RK, 1985, ITEM RESPONSE THEORY BLOOM BS, 1956, TAXONOMY ED OBJECTIV MORALES E, ARCHITECTURE RECOVER RONALD K, COMP CLASSICAL TEST LEGUIZAMON M, DESIGN DEV ED COMPUT PRIETO M, METHADIS METHODOLOGY NR 12 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 4 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800173 ER PT S AU Reid, KJ Gallagher, D Verb, R AF Reid, Kenneth J. Gallagher, Debra Verb, Robert GP IEEE TI Algae as a Biofuel: An Interdisciplinary High School Curriculum Incorporating Engineering, Biology and Education 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 Algae; curriculum; experiential learning; K-12 AB The College of Engineering, the College of Arts & Sciences, and the Center for Teacher Education at Ohio Northern University developed and implemented two parts of a four-module curriculum titled "Biomass as an Alternative Energy Source" for use in a Wind/Energy Academy within a local school district. The curriculum introduces students to the current topic of biomass, specifically algae, as a potential energy source. The modules are designed to present the science behind this energy source within a variety of contexts. This alternative energy curriculum is designed to encompass four modules, each six to nine weeks in length. The modules are designed to ideally be used in grades 9-12, one module per year. The two completed modules consist of the following topics: 1. Biology of Algae 2. Culturing of Algae Further modules to be developed for a complete curriculum include: 3. Harvesting and Processing Algae 4. Algae Capstone Design The first module introduces algae through discovery of naturally occurring algae, from the introduction of the use of microscopes through field collection and categorization of different algae. In the second module, students study design of experiments and the Taguchi method to optimize the number of tanks necessary to study the effect of variables on algal growth, and establish and study algal microcosms in the second module. The Ohio Academic Content Standards in Science are tied to each module. The curriculum is using the 5-E Learning Cycle which emphasizes an inquiry-based approach. Students work in collaborative groups and conduct research in each module. Each module is interdisciplinary (including content areas such as mathematics, language arts, and social studies) and is project-based or problem-based. The curriculum is designed to be engaging, challenging, motivating, and designed around real-world issues, and could be implemented within appropriate K-12 programs. This paper will detail the modules which have been developed, along with lessons learned and details necessary to implement this curriculum within a K-12 program. The modules remaining to be developed will be described. The relationship to state educational standards will be discussed. C1 [Reid, Kenneth J.] Ohio No Univ, Ada, OH 45810 USA. RP Reid, KJ (reprint author), Ohio No Univ, Ada, OH 45810 USA EM k-reid@onu.edu d-gallagher.2@onu.edu r-verb@onu.edu CR *OH DEP ED, 2001, AC CONT STAND SCI *NAT RES COUNC, 1996, NAT SCI ED STAND BYBEE RW, 1989, SCI TECHNOLOGY ED EL NR 3 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 5 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800309 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 ROS S, 2010, 40 ASEE IEEE FRONT E, P1 Sotomayor B, 2009, IEEE INTERNET COMPUT, V13, P14, DOI 10.1109/MIC.2009.119 Pastor R, 2009, LECT NOTES COMPUT SC, V5621, P488, DOI 10.1007/978-3-642-02774-1_53 Guerrero JF, 2007, IEEE T EDUC, V50, P34, DOI 10.1109/TE.2006.886463 SANTAMARIA M, 2007, ADAPTING UNED EHEA V Hudson TA, 2006, IEEE T EDUC, V49, P39, DOI 10.1109/TE.2005.853072 VICENT L, 2006, 36 ASEE IEEE FRONT E, P6 Amaral JN, 2005, IEEE T EDUC, V48, P127, DOI 10.1109/TE.2004.837048 MARTINEZ M, 2005, INT C MICR SYST ED M, P23 Williams RD, 2003, IEEE T EDUC, V46, P296, DOI 10.1109/TE.2002.808278 BERGSTEN H, 2003, JAVASERVER PAGES CHAPPEL DA, 2002, JAVA WEB SERVICES US *EUR HIGH ED AR, JOINT DEC EUR MIN ED 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800057 ER PT S AU Sancristobal, E Oliva, N Aguado, JJ Miguez, JV Martin, S Diaz, G Carpio, J Castro, M AF Sancristobal, Elio Oliva, Nuria Aguado, Juan J. Vicente Miguez, Juan Martin, Sergio Diaz, Gabriel Carpio, Jose Castro, Manuel GP IEEE TI Applying a Assessment Tool in Distance Learning Education 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 e-learning; distance learning; LMS; learning content; online courses; collaborative tools; Evaluations; Web services AB Spanish National University for Distance Education (UNED) has a great number of students located in different places from Spain, Europe and South America. By this reason, it is necessary to use e- learning tools that make easier learning process of our students. Nowadays, there are many e- learning tools in the World Wide Web, for instance: Learning management systems (LMS), courseware or online laboratories. In this paper we are going to describe the design, implementation and use of an assessment tool developed by Electrical and Computer Engineering Department that is able to work along with other learning systems (for instance a LMS, online laboratories, etc.) with the objective of improving learning processes. C1 [Sancristobal, Elio; Oliva, Nuria; Aguado, Juan J.; Vicente Miguez, Juan; Martin, Sergio; Diaz, Gabriel; Carpio, Jose; Castro, Manuel] UNED Spanish Natl Univ Distance Educ Madrid, Madrid, Spain. RP Sancristobal, E (reprint author), UNED Spanish Natl Univ Distance Educ Madrid, Madrid, Spain EM elio@ieec.uned.es noliva@ieec.uned.es juanjose.aguado@gmail.com jmiguez@ieec.uned.es smartin@ieec.uned.es gdiaz@ieec.uned.es jcarpio@ieec.uned.es mcastro@ieec.uned.es CR RODRIGUES PA, 2010, FRONT ED C FIE IEEE RODRIGUES PA, 2010, FRONT ED C FIE WASH SANCRISTOBAL E, 2010, IEEE EDUCON 2010 IEE SABRI NM, 2010, INT S INF TECHN ITSI SANCRISTOBAL E, 2010, THESIS UNED SPANISH ZHAOGUO D, 2009, INT FOR INF TECHN AP Harward VJ, 2008, P IEEE, V96, P931, DOI 10.1109/JPROC.2008.921607 HARDISON J, 2008, ASEE IEEE FRONT ED C Guzman E, 2007, IEEE INTELL SYST, V22, P46 GARCIAZUBIA J, 2007, ADV REMOTE LABS E LE, P131 NOGUEZ J, 2007, FRONT ED C GLOB ENG MACHADO M, 2007, 37 ASEE IEEE FRONT E MOURA JG, 2007, 37 ASEE IEEE FRONT E LERMAN S, 2006, SIGNAL PROCESSING MA, V23 Perez MS, 2005, IEEE T EDUC, V48, P757, DOI 10.1109/TE.2005.853073 KO CC, 2004, CREATING WEBBASED LA DODRIDGE M, 1999, ENG SCI ED J AUG EIBECK P, 1996, IEEE T ED, V39 BUSCHMANN F, 1996, PATTERN ORIENTED SOF, V1 AGOGINO AM, 1995, FRONT ED C GARCIA A, IEEE T ED SANTOS O, WHY USING DOTLRN UNE NR 22 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 8 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800137 ER PT S AU Santos, A Gomes, A Mendes, A AF Santos, Alvaro Gomes, Anabela Mendes, Antonio GP IEEE TI A Class Record and Reviewing System Designed to Promote Programming Learning 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 CMS; e-Learning systems; Lesson recording; Programming education AB Many students feel difficulties in programming learning and, consequently, the failure rates in introductory programming courses are frequently high. Some students do not have the necessary commitment, while others do not show a natural ability for programming, which means they need more time to master the necessary knowledge and develop appropriate problem solving skills. Often, class pace is very intensive and many students are simply not able to follow all contents and activities. In order to help students with their studies it would be helpful if they could review classes so that they could clear doubts or take additional notes. Students that miss class for some reason could also take advantage of such possibility. In this paper we present a new system that we developed to record and replay lessons. The system is able to record the voice of the teacher, but also the main visual points of a class: the computer in focus in the class, the blackboard and the classroom environment. This system gives students the opportunity to review any part of a particular class, clear doubts that may have remained, review examples or exercises that may contribute to their programming learning. C1 [Santos, Alvaro; Gomes, Anabela] Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal. RP Santos, A (reprint author), Polytech Inst Coimbra, Engn Inst, Coimbra, Portugal EM ans@isec.pt anabela@isec.pt toze@dei.uc.pt CR Yu ZW, 2010, ACM COMPUT SURV, V42, DOI 10.1145/1667062.1667065 SANTOS A, 2010, ALGORITHMS, V3, P183 *CISC, 2010, CISC TELEPRESENCE MURPHY L, 2009, JCSC, V25, P152 BENNEDSEN J, 2006, SIGCSE B, V38, P39 JAIMES A, 2005, INT C DAT ENG WORKSH, P1173 CUTLER R, ACM MULT C 1 6 DEC 2 *TECHSM, CAMT STUD *COD, DIRECTX CAPT CLASS L JENKINS T, LTSN ICS C 27 29 AUG, P53 *OP, MATT PROJ OP *MODDL, MOODL OP SOURC COMM *OP, OP COMM PROJ *TEL, SCREENFLOW *MICR, WIND MED ENC 9 SER S NR 15 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 Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800271 ER PT S AU Santoso, HB Lawanto, O Hasibuan, ZA Aji, RF AF Santoso, Harry B. Lawanto, Oenardi Hasibuan, Zainal A. Aji, Rizal F. GP IEEE TI Work in Progress - Assessing Cognitive Skills in Asynchronous Online Discussion: A Case Study of Student Centered E-Learning Environment in Indonesia 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 Cognitive skills; Asynchronous online discussion; Student-centered learning AB Asynchronous online discussion is used to facilitate communication between instructor and student, and also among fellow students. Although this communication tool is a frequently-used feature of e-learning systems, there is still a limited number of studies evaluating the cognitive implications of this online discussion. This study aims to evaluate students' discourse in online discussion by using a cognitive framework analysis. The goal is to identify factors that influence the construction of discussion patterns from a cognitive perspective. The discussion topics are selected based on several criteria, including the content of discussion topics, the person who initiates the discussion, the number of discussion threads, and the type of selected courses. This paper provides preliminary results of the data collection process from four courses in a Computer Science program available in the Student Centered E-Learning Environment: Database I, Foundation of Programming, Linear Algebra, and Discrete Mathematics II. C1 [Santoso, Harry B.; Hasibuan, Zainal A.; Aji, Rizal F.] Univ Indonesia, Fac Comp Sci, Depok, Indonesia. RP Santoso, HB (reprint author), Univ Indonesia, Fac Comp Sci, Depok, Indonesia EM harry.santoso@aggiemail.usu.edu olawanto@usu.edu zhasibua@cs.ui.ac.id rizal@cs.ui.ac.id CR YANG D, 2010, ED TECHNOLOGY RES DE, V59, P43 ROMANOV K, 2008, LEARNING ENV RES, V11, P153 GARRISON DR, 2007, J ASYNCHRONOUS LEARN, V11, P61 GARRISON DR, 2005, AM J DISTANCE ED, V19, P133, DOI 10.1207/s15389286ajde1903_2 HASIBUAN ZA, 2005, P 5 IEEE INT C ADV L, P1026 Webb E, 2004, INNOV EDUC TEACH INT, V41, P93, DOI 10.1080/1470329032000172748 GARRISON DR, 2000, INTERNET HIGHER ED, V2, P1 NR 7 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 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800190 ER PT S AU Vicent, L Gumara, X Fitzgerald, MEC AF Vicent, Lluis Gumara, Xavier Fitzgerald, Malinda E. C. GP IEEE TI Work in Progress - How to Provoke Creativity and Innovation Within the Classroom by Modifying the Role of Faculty 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 e-learning; faculty development; teaching innovation AB The normal role of teachers in a classroom is based on the didactic method of teaching involving lectures and writing on the board, or assisting students in their exercises in a consultant manner. This is a passive method of learning. This classical approach to teaching has been evolving in the last few years with more innovative practices being proposed and implemented. Particularly, the Socratic method of teaching, which is a more open, non-lecture style and has less teacher directed activities, in an effort to approximate the work place with teams and more real world scenarios. In the course entitled "Teaching Innovation", a new role for teachers was conceived and implemented. This innovative teaching philosophy provides a dual role for teachers. In this class the innovative, thought provoking teacher initiates the discussion and gives the appearance of providing disruptive ideas, while the insightful, facilitative teacher is steering the students into formulating those ideas into reality. At the end of this course there were 11 innovative educational programs that were proposed to potentially modify the study of technology in the secondary level of the Spanish System of Education. C1 [Vicent, Lluis; Gumara, Xavier] Ramon Llull Univ, Barcelona, Spain. RP Vicent, L (reprint author), Ramon Llull Univ, Barcelona, Spain EM vicent@salle.url.edu xgumara@salle.url.edu malinda@cbu.edu CR *OFF OFF PUBL EUR, 2009, ECTS US GUID MAX M, 2009, INTRO SOCRATIC METHO XIN W, 2008, ADV LEARN TECHN 2008, P603 SCHANK RC, 2008, SOCRATIC ARTS Macias-Guarasa J, 2006, IEEE T EDUC, V49, P389, DOI 10.1109/TE.2006.879784 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 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800158 ER PT S AU Vicente, A Motz, R Llamas, M Caeiro, M AF Vicente, Alfonso Motz, Regina Llamas, Martin Caeiro, Manuel GP IEEE TI Work in Progress-LOM4CE: LOM for the Content Ecosystem 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 Content Ecosystem; E-Learning; Learning Object Metadata (LOM); LOM Application Profile AB E-Learning is as much or more related to learning than technologies, but technology specialists have been commissioned, often alone, to create specifications and standards for E-Learning, focusing much more on technologies than learning. Learning is an internal process that occurs in the minds of people, so it is always a personal process. As each student has their own cognitive style and learning preferences, a goal that began with the application of technology to education is the personalization of instruction. One of the main obstacles to automate personalization is the lack of specifications and standards for describing learning objects at different levels of granularity. This work extends the concept of Content Ecosystem, giving semantic definitions for each Educational Object in the hierarchy. EM alfonso.vicente@logos.com.uy rmotz@fing.edu.uy martin@uvigo.es mcaeiro@det.uvigo.es CR CANABAL M, 2008, LOM ES PERFIL APLICA HODGINS W, 2006, COMMUNICATION ROBERTS EJ, 2006, INT IND TRAIN SIM ED ULLRICH C, 2005, LEARNING RESOURCE TY ABDULLAH NA, 2005, P 5 IEEE INT C ADV L *CISC SYST, 2003, REUS LEARN OBJ STRAT WILEY DA, 2000, CONNECTING LEARNING WILEY DA, 1999, POSTLEGO LEARNING OB *IEEE, LOM STAND *ADL, SCORM STAND NR 10 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 2 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800208 ER PT S AU Zutin, DG Auer, ME AF Zutin, Danilo Garbi Auer, Michael E. GP IEEE TI Work in Progress - Integrating Educational Online Lab Platforms around the iLab Shared Architecture 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 Online Laboratories; E-Learning; Online Engineering; Online Lab Grids AB This work in progress focuses describing the work being carried out at the Carinthia University of Applied Sciences (CUAS) as a collaborative work around online electronics laboratories together with BHT, Sweden and MIT, USA to integrate two different and well known online lab architectures so that users are not limited to the availability of one or the other. These platforms are VISIR (Virtual Systems in Reality) and the iLab Shared Architecture (ISA). While VISIR delivers, among others, electronics experiments in a highly flexible online workbench where circuits can be built and tested in a similar way as in traditional hands on laboratories, ISA focuses in providing mechanisms for sharing online laboratories in a distributed Web services based architecture by managing lab session scheduling and maintenance while a experiment is executed. Opening VISIR based labs to use the standard online lab support services provided by the ISA brings several advantages to both sides. C1 [Zutin, Danilo Garbi; Auer, Michael E.] Carinthia Univ Appl Sci, Villach, Austria. RP Zutin, DG (reprint author), Carinthia Univ Appl Sci, Villach, Austria EM dgzutin@ieee.org m.auer@ieee.org CR SOUMARE H, 2010, REV 2010 C BRIDG CT Harward VJ, 2008, P IEEE, V96, P931, DOI 10.1109/JPROC.2008.921607 GUSTAVSSON I, 2008, INT J ONLINE ENG, V4 HARDISON JL, 2008, DEPLOYING INTERACTIV GUSTAVSSON I, 2007, P REV 2007 C PORT PO LEE S, 2006, INFORM SYSTEMS ED J, V4, P1 QIN SR, 2004, INSTR MEAS TECHN C I CORTER JE, 2004, 34 ASEE IEEE FRONT E NI ED LAB VIRTUAL IN NR 9 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 3 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Electrical & Electronic SC Education & Educational Research; Engineering GA BYZ96 UT WOS:000300879800085 ER PT B AU Cechova, I Zerzanova, D Berankova, J AF Cechova, Ivana Zerzanova, Dana Berankova, Jana BE Greener, S Rospigliosi, A TI eLearning: Roles in Distance Tertiary Education SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE distance learning; LMS Barborka; students' participation; electronic study material AB Information and communication technologies (ICT) have undergone a rapid development in accordance with advances in the society. This state has to be reflected in the teaching process, while teaching languages is no exception. Language training at the University of Defence (UoD) is carried out on both a full-time as well as a distance study basis. E-learning is an integral part of both forms of language study programmes. The possibilities of students' involvement into the process of creating study supports, especially for teaching and learning specific terminology were employed to determine the influence of technology-supported materials on the students' language learning. The co-operation with students enables their more active participation in study material preparation and during the lesson itself, the content of which responds to the needs of particular specialisations. This approach opens a different perspective to the teachers who prepare the study materials for teaching special terminology in co-operation with individual departments of the faculty. The students' involvement motivates both sides of the educational process and influences them qualitatively. The basis for the research were semi-structured interviews the aim of which was to find out how Information and Communication Technologies (ICT) help the distance students in their study, how distance students assess ICT in their language training and especially how the students assess LMS Barborka. The second part of the research was a questionnaire survey aimed at creating a distance learner profile dealing with technology usage for language learning. We also wanted to find out if our distance students prefer to: use up-to-date technologies, the Internet, an in-house Study Portal and on-line sessions in language lessons be taught in a classical way (without computer technology programs). The paper describes our research, the methods used and our respective findings and suggests implications of the research for a broad range of educational fields. It will be of interest to stakeholders in education and those who seek to be informed users and or promoters of computer technology for learning purposes. C1 [Cechova, Ivana; Zerzanova, Dana; Berankova, Jana] Univ Def, Brno, Czech Republic. EM ivanacechova@unob.cz dana.zerzanova@unob.cz jana.berankova@unob.cz CR BERANKOVA J, 2011, DISTANCE LEARNING SI, P36 WINTER J, 2010, RES LEARNING TECHNOL, V18, P71 CASSELL D, 2010, DISTANCE LEARNING *JISC, 2009, JISC LEARN EXP PHAS HRASTINSKI S, 2008, ASYNCHRONOUS SYNCHRO THOMAS R, 2006, AM J EVAL, V27, P237 STRAUSS A, 2004, BASICS QUALITATIVE R GUNAWARDENA CN, 2004, HDB RES ED COMMUNICA, P355 WHITE C, 2003, LANGUAGE LEARNING DI SHELLEY MA, 2000, ENCY LANGUAGE TEACHI, P183 MASON R, 1998, J ASYNCHRONOUS LEARN, V2 PETERS BG, 1998, COMP POLITICS THEORY WOHLERT HS, 1989, MODERN TECHNOLOGY FO, P107 DAVIS JN, 1988, FOREIGN LANG ANN, V21, P547 BLOOM BS, 1953, J GEN EDUC, V7, P55 GRUBB A, BUILDING CYBER LEARN NR 16 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 109 EP 116 PG 8 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000014 ER PT B AU Fernandez-Pampillon, AM Dominguez, E Lahoz, JM Romero, D de Armas, I Palmaz, S Arus, J AF Fernandez-Pampillon, Ana Ma Dominguez, Elena Lahoz, Jose Ma Romero, Dolores de Armas, Isabel Palmaz, Susana Arus, Jorge BE Greener, S Rospigliosi, A TI A Strategy for the Inductive Generation of Learning Objects in Low-Tech Contexts SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE learning objects; repositories; authoring; digital learning resources; educational ICT AB This article proposes a strategy to create inductive and incremental LOs in tertiary education low-tech contexts such as the field of Humanities. We take a teaching context to be low-tech when the teachers are not computer specialists and also have poor IT support. This is the case with many university schools in Spain, such as the Faculty of Philology at the Universidad Complutense de Madrid (UCM), where the work reported here has been carried out. In a low-tech context, the use of Educational ICT is considerably expensive, if not impossible. However, university faculty feels more and more compelled to use ICT tools in their teaching, e. g. e-learning platforms. In the process of adaptation and integration of ICT into teaching, a basic issue is the transformation of good teaching materials into digital format in the simplest and most cost-effective way. Good results can be obtained by applying the Learning Object (LO) model when creating digital teaching materials, but the models and tools to build LOs are not easy to understand or use without prior knowledge, and their application requires computer support beyond what is usually available in low-tech contexts. The results of the research carried out during the last decade thanks to a number of research grants show that, by using the appropriate models, tools and strategies, it is possible to bring ICT to IT-illiterate teachers and get excellent results regarding the educational use of ICT by these teachers. In the present work a solution has been designed and tested to disseminate teaching materials through the generation of LO collections in low-tech contexts. This solution is based on applying a novel strategy to inductively construct LOs from the original materials. This is done by applying a model and a repository of LOs, developed and tested in previous works, and a new quality model for LOs collaboratively developed with the beneficiaries of this strategy, i.e. IT-illiterate Humanities teachers. The authors of this paper are part of a mixed team of IT-specialist and IT-illiterate Humanities teachers who developed and applied this strategy. Our paper aims to provide a real and complete picture of the problem and the solution developed. C1 [Fernandez-Pampillon, Ana Ma; Dominguez, Elena; Lahoz, Jose Ma; Romero, Dolores; de Armas, Isabel; Palmaz, Susana; Arus, Jorge] Univ Complutense Madrid, E-28040 Madrid, Spain. EM apampi@filol.ucm.es elenadominguez@filol.ucm.es josemarialahoz@yahoo.com doloresromerolopez@gmail.com iarmas@buc.ucm.es spalmaz@filol.ucm.es jarus@filol.ucm.es CR *IMS, 2011, COMM CARTR VERS 1 1 *DIGITUM, 2011, DEP DIG INST U MURC ARUS J, 2011, EDULEARN10 P CESTEROS AMF, 2011, HERRAMIENTA REVISION FERNANDEZPAMPIL.A, 2011, LAB IDIOMAS ENSENANZ *U NAC ED DIST, 2011, PORT CURS AB UNED OP *UCM OCW, 2011, UCM OPENCOURSEWARE WATSON J, 2010, ELECT J E LEARNING, V8, P41 WATSON J, 2010, IADIS J WWW INTERNET, V8, P16 UCEDA J, 2010, C RECT U ESP COM SEC *E LEARN RES ASS N, 2010, LORI VIDAL C, 2010, P 4 INT C MTSR 2010 TAVEIRA P, 2010, P 9 EUR C EL *LOM ES, 2010, UNE713612010 LOMES A MORALES E, 2009, INT J TECHNOLOGY ENH, P193 JESUKIEWICZ P, 2009, SCORM 2004 VERSION 1 TZIKOPOULOS A, 2009, SELECTED READINGS DA, P85 VERBERT K, 2008, INT J DIGITAL LIB, V9, P41, DOI 10.1007/s00799-008-0039-8 ADORNI G, 2008, IFIP 20 WORLD COMP C DONDI C, 2007, ELEARNING QUALITY EU *REBIUN, 2007, ENC SIT REP MAT DID *DUBL COR ED APPL, 2007, WORK DRAFT V0 4 SIERRA JL, 2006, HERITAGE DISSEMINATI BOOT E, 2005, BUILDING BLOCK SOLUT DUVAL E, 2004, COMPUTER SCI INFORM, V1 SMITH RS, 2004, GUIDELINES AUTHORS L *IMS, 2003, CONT PACK PUBL DRAFT NEVEN F, 2002, P 10 ACM INT C MULT, P291 *IEEE, 2002, 14841212002 IEEE WILEY DA, 2000, INSTRUCTIONAL USE LE GIBBONS AS, 2000, INSTRUCTIONAL USE LE WILLIAMS DD, 2000, INSTRUCTIONAL USE LE CHISHOLM W, 1999, TABLA PUNTOS VERIFIC *UCM, UCM AB NR 34 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 235 EP 245 PG 11 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000029 ER PT B AU Glick, D Aviram, R AF Glick, Danny Aviram, Roni BE Greener, S Rospigliosi, A TI The Relationship Between Mindful Learning Processes and Course Outcomes in Web-Based Learning SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE Mindful Learning Process; web-based learning; impact on learning; text analysis; review of research; learning outcomes AB Online education has been growing rapidly within all levels of education. Reports published in 20072009 by the Sloan Consortium based on responses from over 2,200 colleges and universities in the US reveal that institutions report record online enrollment growth on both a numeric and a percentage basis. Nearly 96% of the very largest institutions, schools with 15,000 enrollments, have some online offerings, and about two-thirds of the very largest institutions have fully online programs. The Association of International Educators predicts that by 2020, global higher education demand for seats will reach 200 million. Much of this growth will be in distance education. While online education is growing rapidly, the impact of online learning on course outcomes has been subject to considerable debate. In 1983, Richard E. Clark famously argued that media have no more effect on learning than a grocery truck has on the nutritional value of the produce it brings to market. Recent research findings support Clark's statement revealing that students taking online courses score lower than students in face-to-face or blended courses. The research hypothesis is that the main reason for the little impact online learning has on learning outcomes is lack of Mindful Learning Processes (MLP), a new term coined by the authors of this study. The authors define MLP as an online course that is based on four interconnected components: learning theory, learning environment, learning process, and assessment. The goal of this paper is to check whether the research hypothesis may be accepted. To achieve that, the authors have reviewed case studies describing online courses published in peer-reviewed journals in the area of educational technology and e-learning. They authors have identified three case studies that fulfilled the MLP requirements stated above, and analyzed them in terms of learning theory, learning processes, learning environment and assessment. To measure the impact of the MLP on course outcomes, the authors analyzed these case studies in terms of test scores and students' perception of the e-learning experience. Analysis of the three case studies reveals that the outcome of the three case studies was positive in terms of achievement outcomes and students' opinion about course. The authors conclude that a Mindful Learning Process may lead to a meaningful and pedagogically sound course where theory, design, learning and assessment harmonize with each other. These findings support earlier work on instructional technology that found that the reason for the learning benefits of computer media is not the medium of instruction, but the instructional strategies built into the learning materials. C1 [Glick, Danny; Aviram, Roni] Ben Gurion Univ Negev, IL-84105 Beer Sheva, Israel. EM glickd@bgu.ac.il roniav@zahav.net.il CR Rovai AP, 2010, INTERNET HIGH EDUC, V13, P141, DOI 10.1016/j.iheduc.2009.07.001 ALLEN EI, 2010, CLASS DIFFERENCES ON *INACOL, 2010, FAST FACTS ONL LEARN *US DEP ED, 2009, EV EV BAS PRACT ONL REDDEN E, 2009, GLOBAL RECESSION GLO SHACHAR M, 2008, INT REV RES OPEN DIS, V9 ALLY M, 2008, THEOR PRACT ONL, P15 ANDERSON T, 2008, THEOR PRACT ONL, P45 CHEN S, 2007, J INTERACTIVE ONLINE, V6, P72 HUTTI D, 2007, MERLOT J ONLINE LEAR, V3, P18 ALLEN EI, 2007, MAKING GRADE ONLINE WATSON JF, 2007, NATL PRIMER K 12 ONL THOMPSON TL, 2005, INTERNET HIGH EDUC, V8, P233, DOI 10.1016/j.iheduc.2005.06.004 Bernard RM, 2004, REV EDUC RES, V74, P379 ROVAI AP, 2004, INTERNET HIGH EDUC, V7, P79, DOI 10.1016/j.iheduc.2003.10.002 ANDERSON T, 2003, INT REV RES OPEN DIS, V4 UNGERLEIDER C, 2003, SYSTEMATIC REV EFFEC ROVAI, 2002, INT REV RES OPEN DIS, V3, P1 CLARK RE, 2001, LEARNING MEDIA ARGUM, P125 BIGGE ML, 1999, OPTIMIZING NEW METHO, P13 PLASS J, 1998, LANGUAGE LEARNING TE, V2, P40 NR 21 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 295 EP 302 PG 8 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000035 ER PT B AU Kanari, P Potamias, G AF Kanari, Paraskevi Potamias, Georgios BE Greener, S Rospigliosi, A TI Mutlimodal Teaching Through ICT Education: An e-Twinning Program as a Case Study of Intercultural Exchange SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE multimodal approach; social semiotics; e-twinning; cinema; local history; public school AB Multimodality is a key factor in promoting knowledge through multidimensional aspects in an approach, determined by social environment. In the approach presented, school is a part of an accepted social context. This paper shows that development of critical visual literacy via ICT education and e-learning combined with conventional activities can be an innovative multidisciplinary approach for the development of pedagogical projects. The cultural program in particular presented, which was carried out in the island of Spetses in Greece, was integrated in this approach. The ultimate goal was to create a film transfer of a local legend by the students of Spetses' junior high an area culturally challenged. The program was integrated to an e-twinning project (e-learning European exchange program) concerning revitalizing local legends through e-learning, filmmaking, teaching local History through French language and intercultural exchange with the cooperation of two European schools, one in the Greek island of Spetses and one in Chorwovie in Poland. Through this e-learning project the students carried out a different multimodal approach of French Language and Local Culture achieving the development of their creativity and imagination through cultural e-interactivity and their cognitive and social awareness as well. C1 [Kanari, Paraskevi; Potamias, Georgios] Univ Athens, Athens, Greece. EM viviandeesse@yahoo.fr giogeo_gr@yahoo.co.uk CR REGIS C, 2009, FRANCAIS MONDE, P29 SMYRNEOS A, 2008, DIDACTIC HIST PLEIOS G, 2005, CIVILIZATION IMAGE E SANKEY M, 2005, CONSIDERING VISUAL L JOLY M, 2005, IMAGE CHILD KRESS G, 2005, IMAGE CHILD SEMOGLOU K, 2005, IMAGE CHILD VANLEEUWEN T, 2001, HDB IMAGE ANAL BARNETT R, 2000, REALIZING U AGE SUPE COCULA B, 1999, SEMANTIQUE IMAGE *GREEK I PED, 1998, INT CURR GONNET G, 1997, ED MEDIA SCHIRATO T, 1996, COMMUNICATION CULTUR *NEW LOND GROUP, 1996, PED MULT DES SOC FUT KRESS G, 1996, READING IMAGES GRAMM BAUDINETMONDZAI.MJ, 1990, MOTIONS PHILOS, V1 LEVIE WH, 1982, ECTJ-EDUC COMMUN TEC, V30, P195 JACQUINOT G, 1977, IMAGE PEDAGOGIE ANAL BARTHES R, 1977, RHETORIC IMAGE TARDY M, 1973, PROFESSEUR IMAGES NR 20 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 340 EP 344 PG 5 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000041 ER PT B AU Kane-Iturrioz, R AF Kane-Iturrioz, Rosario BE Greener, S Rospigliosi, A TI Effectiveness and Learners' Evaluation of Combining Audio and Written Online Formative Feedback for Language Learning SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE effectiveness; online formative feedback; language learning; audio and written feedback; students' evaluation AB Within the factors and drivers identified as leading assessment in higher education, feedback often emerges as 'the most powerful single influence' (Gibbs & Simpson, 2004) on students' engagement and achievement. Although research on feedback is relatively new, in particular, that relating to audio feedback technology, the results indicate that such has to be aligned with the assessment criteria and learning outcomes in addition to being timely in order to respond to students' expectations (Weaver, 2006). Furthermore, not all types of tutor comments are equally useful as Walker (2009) reports. Price et al (2010) argue that "the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides" leading to the need for an improved student advice on how to understand and use feedback. This paper reports on the development of a multi-faceted approach to providing formative feedback on a blended e-learning module. The method combines immediate written feedback on web-based learning materials and formative online assignments with near-immediate written and audio feedback through audio eMail technology (Wimba voice eMail) regarding online oral tasks. The study was conducted over a period of four years using a multi-method approach to qualitative and quantitative data collection and analyses from a total of 100 students studying Spanish for Business at beginner's level. The use of both written and audio feedback is welcomed by students and seems to overcome some of the problems highlighted in previous research on formative assessment regarding quality, detail and timing of feedback. Nevertheless, a few students reported technical difficulties and/or misapprehension regarding the use on campus of audio eMail technology for oral assignments. The paper also presents the results on the correlation between students' grades and improvements on formative online assignments and quality of feedback and concludes with reflections and advice on the introduction of audio feedback in combination with other forms of formative feedback. C1 [Kane-Iturrioz, Rosario] Coventry Univ, Fac Business Environm & Soc, Dept English & Languages, Coventry, W Midlands, England. EM r.kane-iturrioz@coventry.ac.uk CR Price M, 2010, ASSESS EVAL HIGH EDU, V35, P277, DOI 10.1080/02602930903541007 Lunt T, 2010, ASSESS EVAL HIGH EDU, V35, P759, DOI 10.1080/02602930902977772 KANEITURRIOZ R, 2010, TC ISTANBUL KULTUR U, V125, P340 Walker M, 2009, ASSESS EVAL HIGH EDU, V34, P67, DOI 10.1080/02602930801895752 Furnborough C, 2009, DISTANCE EDUC, V30, P399, DOI 10.1080/01587910903236544 LYONS H, 2009, BROOKES EJOURNAL LEA, V2 KANEITURRIOZ R, 2009, EUROCALL REV, V15, P36 KIRKWOOD A, 2008, OPEN LEARNING J OPEN, V23, P5 Murday K, 2008, COMPUT ASSIST LANG L, V21, P125, DOI 10.1080/09588220801943718 SAGARRA N, 2008, RECALL, V20, P208, DOI 10.1017/S0958344008000621 STRACKE E, 2007, RECALL, V19, P57, DOI 10.1017/S0958344007000511 Nicol DJ, 2006, STUD HIGH EDUC, V31, P199, DOI 10.1080/03075070600572090 WEAVER MR, 2006, ASSESS EVAL HIGH EDU, V31, P379 RACE P, 2006, LEARNING TEACHING GIBBS G, 2004, LEARNING TEACHING HI, V1, P3 FELIX U, 2003, AUSTRALAS J EDUC TEC, V19, P118 FELIX U, 2001, RECALL, V13, P47 NR 17 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 345 EP 354 PG 10 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000042 ER PT B AU Kelz, A AF Kelz, Andrea BE Greener, S Rospigliosi, A TI Bridging the Gap - From Teacher to eTeacher SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE e-teaching; e-qualifications; train the trainer; professional development AB Virtual learning environments have become part of nearly every educational programme in higher and further education. Hence, competent teachers, tutors and trainers are a major key to success in higher education and need a thorough grounding in how to design, produce, use and evaluate e-learning and blended learning resources. But how do teachers actually gain the skills and insights you need to practice e-learning and blended learning effectively and efficiently and how do they develop a critical understanding of the pedagogical issues involved in the design, development and implementation of e-learning in their professional context? This paper focuses on the support offered to acquire and extend the skills needed to "teach online" from the institutional point of view of an Austrian university of applied sciences. It is shown in what way an institution tries to support teachers to gain the know-how to "transform" their teaching methods, to support them to make effective use of learning management systems and the web as an educational resource. Finally, the paper refers to what kind of nationwide training is offered to university teachers to develop the competencies needed to teach online effectively. C1 [Kelz, Andrea] Univ Appl Sci Burgenland, Burgenland, Austria. EM andrea.kelz@fh-burgenland.at CR *EPICT, 2011, EUR PED ICT LIC *EL PAP, 2011, EVASYS ED SURV AUT S *ILIAS, 2011, ILIAS OP SOURC E LEA WALITSCH M, 2009, P IADIS INT C E LEAR, P253 KELZ A, 2008, 7 EUR C E LEARN APL, V1, P557 GARRISON D, 2008, BLENDED LEARNING HIG SMITH TC, 2005, J ED ONLINE JUL, V2 REINMANNROTHMAI.G, 2003, DIDAKTISCHE INNOVATI APEL H, 2003, ONLINE LEHREN PLANUN GIERKE C, 2003, TRAINER ZUM E TRAINE NR 10 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 363 EP 369 PG 7 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000044 ER PT B AU Louw, A AF Louw, Arno BE Greener, S Rospigliosi, A TI Learning Management Versus Classroom Management in Technology-Supported Blended Learning SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE technology-assisted learning; e-learning environment; learning management system (LMS); learning management; classroom management; technology-supported blended learning ID STRATEGIES AB The comprehensive University of Johannesburg (UJ), South Africa, had to adapt to a fast growing student and academic community. Since 1998 a learning management system (LMS) has been introduced as to broaden the physical boundaries of classrooms over four campuses, student residences and residential areas (worldwide). The Centre for Technology Assisted Learning (CenTAL) was established to accommodate students, teaching and research staff and empower them to keep up with current and future trends in technology-assisted learning. Currently a blended learning approach, with direct face-to-face (F2F) contact with students, is followed and driven by the "learning to be" philosophy of teaching and learning. F2F contact is supplemented with a remote e-learning environment hosted in an LMS. Consequently, the implementation of technology in teaching and learning became an adopted phenomenon and promised increased success in higher education. However, changing curricula, staff turnover and increasing student numbers resulted in the efficacy of the LMS used, to be questioned. Moreover, the actual learning experiences of students are often dismissed as a new paradigm and statistical evidence leads to a contradiction about blended learning efficacy during annual course evaluations. This occurrence often causes confusion when effective use of an LMS is discussed. Subsequently, this inception forces the perception of key role players in two directions: managing virtual learning environments and managing learning within an electronic learning environment. Ultimately, learning management as viewed by the constructivist, and classroom management as viewed by the behaviourist, are aligned by presenting various examples from an LMS for operational e-learning. Therefore, this paper points out the different perceptions of lecturers towards the effective use of an LMS as remote component for blended learning at UJ. Emerging from the above rationale, this paper points out traditional perceptions of lecturers towards e-learning and further poses the question: Is learning management or classroom management the platform for effective blended learning design? Findings and conclusions further addresses the consolidated data substantiated over a period of three years in nine faculties during research in professional development of faculty members related to effective, blended learning. The data and examples are presented as qualitative and, where more clarity is required, substantiated by quantitative data. The actual examples presented, point out teaching practices where classroom management was used as point of departure and then contrasted with examples where learning management was used as a starting point. This paper further reveals e-learning environments where this dichotomy becomes distinguishable but inseparable. An in-depth discussion extrapolates instructivist and constructivist approaches to be extremes of a continuum whereby ideal balance becomes a superlative teaching application for both F2F and online learning environments. In this case study this pedagogical paradigm escalates to an imperative for implementing effective technology-supported blended learning at the University of Johannesburg. C1 [Louw, Arno] Univ Johannesburg, Ctr Technol Assisted Learning CenTAL, Johannesburg, South Africa. EM alouw@uj.ac.za CR WENGER E, 2011, COMMUNITIES PRACTICE SHIBLEY I, 2011, FACULTY FOCUS 0221 BART M, 2011, FACULTY FOCUS 0511 ORLANDO J, 2011, FACULTY FOCUS 0606 KIM B, 2010, WEB 2 0 EMERGING LEA Clark W, 2009, J COMPUT ASSIST LEAR, V25, P56, DOI 10.1111/j.1365-2729.2008.00305.x GARRISON DR, 2009, J COMPUTING HIGHER E, V21, P19, DOI 10.1007/s12528-009-9014-7 KOHONEN V, 2009, LEARNING LEARN REFLE *U JOH SEN TEACH L, 2009, TEACH LEARN STRAT BUZZETTOMORE NA, 2008, INTERDICIPLINARY J E, V4 GOOTMAN ME, 2008, CARING TEACHERS GUID, P36 SIEMENS G, 2005, INT J INSTRUCTIONAL, V2 CAMBRIDGE D, 2005, COMMUNITIES PRACTICE SMITH G, 2004, MIND GAP ANDERSON T, 2004, ONLINE LEARNING THEO, pCH2 REEVES TC, 2003, EVALUATING INTERACTI DEVEDZIC VB, 2003, KEY ISSUES NEXT GENE KELLER K, 2002, J ED MEDIA, V27 KIM B, 2001, EMERGING PERSPECTIVE DRUCKER P, 1999, MANAGEMENT CHALLENGE PINTRICH PR, 1990, J EDUC PSYCHOL, V82, P33 BERLINER DC, 1988, ALTERNATIVE ED DELIV, P309 ALLEN JD, 1986, AM EDUC RES J, V23, P437 BROPHY J, 1986, HDB RES TEACHING, P328 WOLFGANG CH, 1986, SOLVING DISCIPLINE P MOSKOWITZ G, 1976, J EDUC RES, V69, P283 NR 26 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 423 EP 433 PG 11 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000052 ER PT B AU Murnion, P Helfert, M AF Murnion, Phelim Helfert, Markus BE Greener, S Rospigliosi, A TI A Framework for Decision Support for Learning Management Systems SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE educational data mining; learning management systems; decision support; programme evaluation AB Learning Management Systems (LMS) provide a valuable platform for e-learning that offer great flexibility. However, compared to traditional learning environments they are challenging and complex for decision-makers, both teachers and learners. At the same time, LMS environments offer opportunities for analysis by storing large quantities of data, such as web log files and data about students and content, which are not generally available in the traditional environment. Motivated by approaches in other domains, such as e-commerce and clinical management, in this article we propose to relatethe complex decision environment with the possibilities of using large quantities of data. In this paper we review relevant literature on educational data mining (EDM) and combining that with a standard data mining methodology we propose a conceptual framework that appropriately relates the methods of data mining to the settings of teaching and learning in a LMS environment. In contrast to other frameworks, our conceptual framework enables EDM research to be more integrated with the task domain. In our framework, teaching and learning activities and the decisions required to control those activities are addressed by relating the following three elements: pedagogy; learning activities; and decision-making. The significance of our work is that the framework enables us to compare between different research studies as well as provide practical guidelines for developing EDM solutions. The framework also provides a number of further directions for researchers which follow naturally from a decision-centric perspective and from the full implementation of the contextual phases of the data mining life cycle C1 [Murnion, Phelim] Galway Mayo Inst Technol, Sch Business, Galway, Ireland. EM phelim.murnion@gmit.ie markus.helfert@computing.dcu.ie CR Romero C, 2010, IEEE T SYST MAN CY C, V40, P601, DOI 10.1109/TSMCC.2010.2053532 ARROWAY EDP, 2010, EDUCAUSE CORE DATA S GREEN KC, 2010, 2010 CAMPUS COMPUTIN Perera D, 2009, IEEE T KNOWL DATA EN, V21, P759, DOI 10.1109/TKDE.2008.138 BAKER RSJ, 2009, J ED DATA MINING, V1, P3 HOFMANN M, 2009, IEEE S COMP INT DAT SACIN CV, 2009, 2 INT C ED DAT MIN E PENG Y, 2008, INT J INFORM TECHNOL, V7 WARWICK J, 2008, TMME, V5, P269 Wang FH, 2008, EDUC TECHNOL SOC, V11, P94 ROMERO C, 2008, INT C ED DAT MIN MON JANOSSY JH, 2008, SOC INF TECHN TEACH Romero C, 2007, EXPERT SYST APPL, V33, P135, DOI 10.1016/j.eswa.2006.04.005 March ST, 2007, DECIS SUPPORT SYST, V43, P1031, DOI 10.1016/j.dss.2005.05.029 CASTRO F, 2007, EVOLUTION TEACHING L, V62, P183 Jovanovic J, 2007, LECT NOTES COMPUT SC, V4753, P112 MATSUDA CN, 2007, INT C ART INT ED AMS GARCIA E, 2007, INT WORKSH APPL DAT LIU FJ, 2007, MULT WORKSH 2007 ISM BARUQUE CB, 2007, P 2007 EUR AM C TEL PAHL C, 2006, DATA MINING ANAL CON, P41 GAUDIOSO E, 2006, DATA MINING SUPPORT ETCHELLS TA, 2006, EUR S ART NEUR NETW CASTRO F, 2005, P S NAC TECN INF COM MUEHLENBROCK M, 2005, WORKSH US AN LEARN S Lavrac N, 2004, MACH LEARN, V57, P13 BERRY MJA, 2004, DATA MINING TECHNIQU TALAVERA L, 2004, MIN STUD DAT CHAR SI LIBER O, 2003, INT J LEARNING TECHN, V1, P127 KLOSGEN W, 2002, HDB DATA MINING KNOW WILLIAMS MD, 2001, LEARNER CONTROL INST ZAIANE O, 2001, P C ADV TECHN ED P C LUO ORZ, 2001, P IEEE INT C ADV LEA SHEARER C, 2000, J DATA WAREHOUSING, V5 NR 34 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 526 EP 534 PG 9 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000065 ER PT B AU Benn, A AF Benn, Andrea BE Greener, S Rospigliosi, A TI Designing A New Curriculum: Finding The Right Blend SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE blended; collaborative; problem-based learning; curriculum design; action learning AB This paper discusses the development process for a new Undergraduate (UG) Business Programme to be introduced at the University of Brighton (UoB) for the academic year 2012/13. It is the research and preparation which forms the basis of this paper. The focus for this paper was about finding the right balance of e-learning to support learners during their UG experience, with a view to progressing them from passive to active and independent learners. The principal pedagogical strategy is to be collaborative enquiry-based learning and this research was to identify appropriate blended strategies and technologies which would enhance and complement this approach. The concept of collaborative learning indicates that consideration must be given to the formation and development of groups for working in both physical and virtual environments. Both will bring their own challenges but consideration is given to how these will be addressed throughout the lifetime of the programme. The plethora of research into E and blended learning advises that learning with technology needs to be driven by pedagogical principles, including the specific skills that these new learners will require in order to cope with and enjoy the new approach of enquiry-based learning, not normally associated with UG business students. The development required a review of the current technologies available at UoB, alternative technologies and how they are being utilised and incorporated by colleagues in other institutions, together with ways of introducing them to the learners. The research also explored whether or not there should be an overlapping of educational and recreational technologies and is it right to mix. Final attention was given to the assessment of the students, how frequently this should occur and how much should be formative or summative, what format it would take and how much of it would be the responsibility of the tutors. Some of the technologies and collaborative learning were already integrated into the current business programme at UoB and provided useful evaluation from observations of the students together with their feedback. This provided some useful understanding of what their expectations were as well as identifying specific requirements prior to starting any activities. C1 [Benn, Andrea] Univ Brighton, Brighton Business Sch, Brighton BN2 4AT, E Sussex, England. EM a.benn@brighton.ac.uk CR BENN A, 2011, ICICTE 2011 ANN C RH Yeh YC, 2010, TEACH TEACH EDUC, V26, P1630, DOI 10.1016/j.tate.2010.06.014 Brudermann C, 2010, RECALL, V22, P172, DOI 10.1017/S0958344010000066 Otting H, 2010, STUD HIGH EDUC, V35, P741, DOI 10.1080/03075070903383203 MOON A, 2010, BERA 2010 ANN C U WA COX MJ, 2010, BERA 2010 ANN C U WA, P1 SMYTH K, 2010, ICT SKILLS BRIEFING PARROTT G, 2009, INT J MANAGEMENT ED, V8, P13 LAUDON KC, 2009, E COMMERCE BUSINESS MCGILL I, 2006, ACTION LEARNING HDB SAVINBADEN M, 2006, PROBLEM BASED LEARNI DUCH B, 2001, POWER PROBLEM BASED BOUD D, 2001, CHALLENGE PROBLEM BA SADLO G, 1994, BRIT J OCCUPATIONAL, V57, P49 NR 14 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 56 EP 62 PG 7 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000008 ER PT B AU Shaikh, ZA Khoja, SA AF Shaikh, Zaffar Ahmed Khoja, Shakeel Ahmed BE Greener, S Rospigliosi, A TI Teachers' Skills set for Personal Learning Environments SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE personalized learning; personal learning environments; teachers' PLE skills; e-learning; Delphi study AB This study provides an in-depth investigation of the issues that may impact the critical role anticipated from today's teachers to perform while using their personalized learning approaches and hence, in guiding students develop their personal learning environments (PLEs). Using modified Delphi method (Kenis, 1995; Webler, 1991), the researchers worked with 34 experienced PLE stakeholders taken from the areas of research, teaching and practice from different geographic regions of the world to discover teachers' skills and competencies for PLEs. A questionnaire instrument was developed through analysis of the existing literature with the goal of providing a recognized foundation to the participants based on the previous work. An exhaustive list containing teachers' 60 personalized learning skills was developed. In the three-round process of this study, participants consented on teachers' five core PLE competencies, found earlier by Shaikh and Khoja (2011a), and formulated a skills set for each competency. Based on the findings, the researchers argue that teachers need to become involved with the relevant skill sets; they will then develop and become entrenched in these new fields of learning. C1 [Shaikh, Zaffar Ahmed; Khoja, Shakeel Ahmed] Inst Business Adm Karachi, Karachi, Pakistan. EM zashaikh@iba.edu.pk skhoja@iba.edu.pk CR Minocha S, 2011, BRIT J EDUC TECHNOL, V42, P889, DOI 10.1111/j.1467-8535.2010.01131.x Shaikh ZA, 2011, TURK ONLINE J EDUC T, V10, P149 *PERS LEARN FDN, 2011, ITS TIM LEARN GET PE SHAIKH ZA, 2011, PLE C 2011 11 13 JUL McLoughlin C, 2010, AUSTRALAS J EDUC TEC, V26, P28 Drexler W, 2010, AUSTRALAS J EDUC TEC, V26, P369 Valjataga T, 2010, INTERACT LEARN ENVIR, V18, P277, DOI 10.1080/10494820.2010.500546 *GLOB TEACH, 2010, COMM VICT TEACH THEI, P20 *WIKIEDUCATOR, 2010, LEARN OBJ PERS LEARN PENALOPEZ I, 2010, PERSONAL LEARNING EN DOWNES S, 2010, ROLE ED PLE WORLD Alvarez I, 2009, EUR J TEACH EDUC, V32, P321, DOI 10.1080/02619760802624104 ARTHUR E, 2009, EXPERIENCE DIGITAL E ATTWELL G, 2009, PERSONAL LEARNING EN Wilson S, 2008, INTERACT LEARN ENVIR, V16, P17, DOI 10.1080/10494820701772660 Powell S, 2008, INTERACT LEARN ENVIR, V16, P63, DOI 10.1080/10494820701772710 TRILLING B, 2008, P INT C TEACH LEARN LUBENSKY R, 2006, PRESENT FUTURE PERSO BURGOS D, 2006, REPRESENT ADAPTATION WILLIAMS PE, 2003, AM J DISTANCE ED, V17, P45 ROTHWELL W, 1997, INSTRUCTION COMPREHE ZIGLIO E, 1996, GAZING ORACLE DELPHI, P3 TUROFF M, 1996, GAZING ORACLE DELPHI, P56 ISAAC S, 1995, HDB RES EVALUATION KENIS DGA, 1995, THESIS U UTRECHT NET WEBLER T, 1991, TECHNOL FORECAST SOC, V39, P253 MCLAGAN P, 1989, MODELS HRD PRACTICE MCLAGAN P, 1983, MODELS EXCELLENCE CO NR 28 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 762 EP 769 PG 8 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000091 ER PT B AU Aljojo, N Adams, C Saifuddin, H Alsehaimi, Z AF Aljojo, Nahla Adams, Carl Saifuddin, Huda Alsehaimi, Zainab BE Greener, S Rospigliosi, A TI Evaluating the Impact of an Arabic Version of an Adaptive Learning System Based on the Felder-Silverman's Learning Style Instrument SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE eLearning; adaptive hypermedia; learning styles; technology based education; evaluation AB This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia system and an approach to evaluate the impact of such a learning system. The main objective was to develop an adaptive e-learning system based on individual student's learning style, then to try and assess the effectiveness of the system on the students' learning. From a technical perspective, the system development involved the combination of SQL server 2005, SQL database and Active Server Pages were used to implement the system based on learning styles to present the appropriate subject matter, including the content, Teaching strategies and Electronic Media. The system was organized into 3 models; domain model, learner model and adaptation model. The 3 models interact together to perform adaptively. From an experiment design perspective, experiments involved applying using the system on two cohorts of students and evaluating the impact on learning achievement. Inferential statistics were applied to make inferences from the sample data to more general conditions. Descriptive statistics were applied simply to describe what's going on in the sample data. Results showed that students taught using learning style adaptive system performed significantly better in academic achievement (p<0.05) than students taught the same material without adaptation to learning style. Measuring the effect of providing educational experiences individualized to the learning style of the students is an open research issue: There are many potential influences on any learning achieved other than the adaptive learning system. This paper hopes to make contribution by presenting a case study of a dedicated adaptive educational system and providing guidance and discussion on both development issues and how to evaluate the effectiveness of an adaptive learning system. First, the adaptation logic, methods and techniques employed in the system, the Teacher Assisting and Subject Adaptive Material (TASAM), are briefly presented. Next, the validity and effectiveness of the system are assessed by means of an empirical evaluation approach, involving experiment with 53 undergraduate students of The 'Arts and Humanities' faculty at the King Abdul-Aziz University in Saudi Arabia. The results obtained (in terms of discusses the Final of the system using two different Arabic speaking groups with different use profiles of the system, performance, efficiency and satisfaction) are analyzed and discussed. This paper covers Test-Retest Reliability of student`s first evaluation survey, Result of Student`s First evaluation Survey and the final evaluation and assessment of the adaptive learning system by students. The findings support the use of learning styles as guideline for adaptation into the adaptive e-learning hypermedia systems. This paper provides discussion and guidance on how to evaluate the impact of adaptive learning systems. The overall results of the experimental study indicate a positive effect of adaptation to learning styles on the learning process. C1 [Aljojo, Nahla] King Abdulaziz Univ, Fac Comp & Informat Technol, Jeddah, Saudi Arabia. EM Nahla_Aljojo@yahoo.com carl.adams@port.ac.uk hbourhan@gmail.com Zalsehaimi@msn.com CR ALJOJO N, 2010, APPL LEARNING STYLES Brown EJ, 2009, IEEE T LEARN TECHNOL, V2, P10, DOI 10.1109/TLT.2009.11 ALJOJO N, 2009, SALT 2009 NEW LEARN ALJOJO N, 2009, 8 EUR C LEARN ECEL U MANOCHEHR NN, 2006, CHEER, V18, P10 KELLY D, 2005, DYNAMIC MULTIPLE INT PENA CI, 2004, INTELLIGENT AGENTS I BAJRAKTAREVIC N, 2003, WORKSH AD HYP AD WEB, V12 KINSHUK, 2003, ASEE ANN C EXP NASHV WOLF C, 2003, C RES PRACTICE INFOR, P273 FELDER RM, 2003, INDEX LEARNING STYLE BAJRAKTAREVIC N, 2003, 14 C HYP HYP AUG 26 KOVALCHICK A, 2002, COMPONENT DISPLAY TH PENA CI, 2002, IEEE INT C ADV LEARN PAREDES P, 2002, P 6 WORLD MULT SYST, P481 TRANTAFILLOU E, 2002, P WORKSH AD SYST WEB GRIGORIADOU M, 2001, P 8 INT C US MOD SON DEBRA, 2000, CYBER PSY BEHAV, V3, P71 Carver CA, 1999, IEEE T EDUC, V42, P33, DOI 10.1109/13.746332 MERRILL MD, 1994, INSTRUCTIONAL DESIGN FELDER RM, 1988, ENG EDUC, V78, P674 KOLB DA, 1984, EXPERIENTIAL LEARNIN REIGELUTH CM, 1983, INSTRUCTIONAL DESIGN HONEY P, 1982, MANUAL LEARNING STYL PASK G, 1976, BRIT J EDUC PSYCHOL, V46, P128 MYERS IB, 1962, MANUAL MYERS BRIGGS NR 26 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 897 EP 908 PG 12 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000108 ER PT B AU Tuncay, N Uzunboylu, H AF Tuncay, Nazime Uzunboylu, Hueseyin BE Greener, S Rospigliosi, A TI Designing a U-Learning Course Platform for the Identified Teacher Training Needs SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE Edu 2.0; Second Life; U-education; VirtualNeu; Training Needs of Teachers AB Teacher Training has undergone major changes in recent years, with the development of digital information transfer, virtual learning environments(VLE) and simulations integrated in learning management systems having a significant effect on it. Online resources like Edu 2.0 and Second Life (SL) encourage a sense of collaboration and community which now needs to be embraced through teaching and learning practice. Researchers, as a result of 4 years research study of global e-learning training needs in 25 countries analyzed the needs of the teachers' e-education requirements and their preferred e-learner environments. Although, there were some common needs like "knowledge and skill of preparing e-quizzes", they found that there was a divide among teachers' skills and knowledge's. Hence, the necessary steps to develop proper ICT infrastructure required for e-Learning are taken. As a result of all the findings in the literature, courses are decided to be delivered to bridge these. A global strategy is decided for moving towards and encouraging teachers towards deploying e-Learning for their courses. Syllabus is prepared, online evaluation is required and suggestions are taken from experts coming from different walks of life, from 25 countries. This process ended in 4 months. After having rewritten the syllabus, course material is prepared and carefully proof read by English teachers and e-education experts. The course environment is used by 51 experts and is redesigned by the researchers according to their suggestions. After 6 months of work, the last form of VirtualNeu (Virtual Near East University Portal) is published. Encouragement and proper incentive to English Teachers to participate in the e-training programs were provided by the ministry of education in North Cyprus. 80 Teachers have registered to the system and courses will start on 7 September 2011. Researchers mission for the next two years, 4 years and beyond is clear and unequivocal; like the last four years: Preparing a portal and making it universally accessible and useful for teachers; delivering e-courses for their specified training needs and, helping them to be more innovative and more creative individuals who change and improve the world education. C1 [Tuncay, Nazime; Uzunboylu, Hueseyin] Near East Univ, Nicosia, North Cyprus, Cyprus. EM nazime.tuncay@gmail.com huzunboylu@neu.edu.tr CR Ibanez J, 2011, J NETW COMPUT APPL, V34, P268, DOI 10.1016/j.jnca.2010.07.005 HEANEY R, 2011, P 9 EUR C E LEARN I TUNCAY N, 2010, CYPRIOT J ED SCI, V5, P142 TUNCAY N, 2010, CYPRIOT J ED SCI, V5, P271 GARCIA M, 2010, COLLECTION IN PRESS GARCIA M, 2010, PEDAGOGICAL IN PRESS Uzunboylu H, 2009, ASIA PAC EDUC REV, V10, P281, DOI 10.1007/s12564-009-9019-y Warburton S, 2009, BRIT J EDUC TECHNOL, V40, P414, DOI 10.1111/j.1467-8535.2009.00952.x JENNINGS N, 2008, INT J SOCIAL SCI, V2, P180 ELNASR MS, 2008, INT J ARTS TECHNOLOG, V1, P13 MARTLER C, 2008, ACTION RES TEACHERS GREENER SL, 2008, EUR C EL ECEL 2009 A GREENER SL, 2008, EXPLORING READINESS GREENER S, 2008, MERLOT J ONLINE LEAR GREENER ARS, 2008, 3 INT C EL ICEL08 CA STANESCU IA, 2008, 4 INT SCI C ELEARNIN UZUNBOYLU H, 2007, INT J E LEARNING, V6, P267 NIJHOLT A, 2006, INFORM SCI, V9, P97 BREEN P, 2006, TURKISH ONLINE J DIS, V7 KRAMMER K, 2006, ZENTRALBLATT DIDAKTI, V38, P422 YOUSSEF AB, 2005, INFORM COMMUNICATION ZHANG G, 2005, 19 INT C ADV INF NET CHENG Z, 2005, 19 INT C ADV INF NET, P28 TAKAHATA M, 2004, INT C NEW INT MUS EX OGATA H, 2004, 2 IEEE INT WORKSH WI HARUO N, 2003, 19 ANN C DIST TEACH, P13 CHEN, 2002, JAPAN SOC PROMOTION, V2 CHANG CY, 2002, IEEE INT WORKSH WIR, P29 VANDIJK B, 2001, P 2001 INF SCI C KRA, P518 DILLENBOURG P, 2000, EUN C 2000 WERNERT EA, 1999, VIS 99, P241 NR 31 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 953 EP 970 PG 18 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000114 ER PT B AU German, DA AF German, Dan-Adrian BE Greener, S Rospigliosi, A TI Extreme Scaffolding in the Teaching and Learning of Programming Languages SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE extreme scaffolding; agile instruction AB We report on the design and implementation of an e-learning framework that can be used to produce tutoring modules with an arbitrary degree of scaffolding. Each module teaches by problem-solving; instant feedback is built in the scaffolding and provides the learner with the reinforcement (negative or positive) that conditions learning. Although the tutoring system guides the learner's actions, it does not restrict them excessively and significant number of degrees of freedom remain. This encourages the learners (as they prioritize their problem-solving steps) to become active constructors of knowledge through direct experimentation. By analogy with the principles of extreme (or agile) programming, we call the adjustable scaffolding technique used in our system "extreme" because it too can be set up in micro-increments and tunes the learners into the same behavioral pattern as they analyze, design, test, integrate and deploy their problem-solving steps. C1 [German, Dan-Adrian] Indiana Univ, Sch Informat & Comp, Bloomington, IN 47405 USA. EM dgerman@indiana.edu CR VIHAVAINEN A, 2011, SIGCSE 11 P 42 ACM T WILLINGHAM DT, 2010, WHY DONT STUDENTS LI GIBBONS P, 2002, SCAFFOLDING LANGUAGE WAINER H, 2000, COMPUTERIZED ADAPTIV COLLINS A, 1991, AM ED WIN, V6, P38 VYGOTSKY LS, 1978, MIND SOC DEV HIGHER Taylor WL, 1953, JOURNALISM QUART, V30, P415 NR 7 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 978 EP 981 PG 4 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000116 ER PT B AU Billingham, O AF Billingham, Olivia BE Greener, S Rospigliosi, A TI Investigating Student Engagement With an Electronically Delivered Simulation of Professional Practice SO PROCEEDINGS OF THE 10TH EUROPEAN CONFERENCE ON E-LEARNING, VOLS 1 AND 2 LA English DT Proceedings Paper CT 10th European Conference on e-Learning (ECEL) CY NOV 10-11, 2011 CL Brighton, ENGLAND HO Univ Brighton, Brighton Business Sch DE simulation; student engagement; electronically delivered simulation AB Electronically delivered simulations of professional practise enable educators to place students in vocationally relevant situations or to experience events that would be impossible, or extremely difficult or costly to replicate without recent advances in technology. The Simulations in Higher Education (SHE) initiative (E-learning development unit) at the University of the West of England (UWE) is a focus for information and communication technology (ICT) supported simulations that are being developed across the university. The research presented here will focus on SIMulations in Transactional Activities (SIMITA), an online transactional learning environment (TLE) developed at UWE as part of the SHE initiative. It is widely acknowledged that an engaged student stands to attain more academically than their disengaged counterparts as student engagement has been positively related to academic outcomes in many studies. In addition to the academic benefits, an engaged student is more likely to enjoy a better quality learning experience overall. In order that students can benefit fully from the enhanced learning experience that an electronically delivered simulation can provide, they must engage with that simulation. A pilot evaluation of SIMITA revealed that students readily engaged with the simulation. The pilot considered system statistics of usage, student feedback and the willingness of students to participate in noncredit bearing activities. Following on from these preliminary findings, this poster will present the results of an investigation that utilised self-report questionnaires, a focus group and observations of participation in an attempt to explore student engagement with SIMITA. Further, the investigation considered other factors that might influence the students' engagement with the simulation. The findings presented will inform future iterations of this investigation with SIMITA and also other simulations that form part of the SHE initiative. This research will be of interest to educators who are considering or interested in blending online simulations into the curriculum or to educators who are interested in student engagement with electronic methods of teaching. C1 [Billingham, Olivia] Univ W England, Bristol BS16 1QY, Avon, England. EM olivia2.billingham@uwe.ac.uk CR DENEEN L, 2010, WHAT IS STUDENT ENGA, V33, P1 TROWLER V, 2010, STUDENT ENGAGEMENT E BRYSON C, 2010, WHY DOES STUDENT ENG FALCONER L, 2009, P ED MEDIA 2009 WORL KRAUSE KL, 2008, STUDENTS ENGAGEMENT KRAUSE KL, 2005, SHARING SCHOLARSHIP E LEARNING DEV UNIT NR 7 TC 0 Z9 0 PU ACADEMIC CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-22-5 PY 2011 BP 989 EP 992 PG 4 WC Business; Education & Educational Research SC Business & Economics; Education & Educational Research GA BYT86 UT WOS:000300244000118 ER PT S AU Nishino, H Murayama, K Kagawa, T Utsumiya, K AF Nishino, Hiroaki Murayama, Kouta Kagawa, Tsuneo Utsumiya, Kouichi GP IEEE Computer Soc TI A Japanese Calligraphy Trainer Based on Skill Acquisition Through Haptization SO 2010 24TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED INFORMATION NETWORKING AND APPLICATIONS (AINA) SE International Conference on Advanced Information Networking and Applications LA English DT Proceedings Paper CT 24th IEEE International Conference on Advanced Information Networking and Applications (AINA) CY APR 20-23, 2010 CL Perth, AUSTRALIA SP IEEE, IEEE Comp Soc, IEEE Tech Comm Distributed Proc (TCDP), IEEE Ind Elect Soc Tech Comm Ind Informat (IES TCII) DE haptic interface; e-learning; virtual reality; computer graphics; calligraphy AB We present an approach for implementing a virtual reality system targeted at learning handwritten characters. We especially aim at enabling learners to acquire important writing skills required to be a good writer in Japanese calligraphy. The proposed system provides a haptic channel allowing the learners to intuitively master an instructor's fine motor skills through the sense of touch. We utilize a commercially available haptic device called PHANTOMTM for simulating a writing brush in a virtual learning space. The system implements a function for recording and replaying the instructor's hand motions via the PAHNTOM device. The instructor's writing techniques such as brush-strokes and pen pressures he/she performs/adds when writing characters are effectively presented to the learners via the PHANTOM device. Then, they can master how to write the recorded characters with feeling the instructor's style of handwritings. We also invented a simple yet powerful 3D brush model for real-time visualization of handwritten characters without compromising the quality and reality of the characters. The users can start learning at any time and iterate training without worrying about resource consumptions such as papers and ink as much as they like. We conducted an experiment to validate the effectiveness of the proposed system for learning calligraphy in a virtual environment. C1 [Nishino, Hiroaki; Murayama, Kouta; Kagawa, Tsuneo; Utsumiya, Kouichi] Oita Univ, Dept Comp Sci & Intelligent Syst, Oita 8701192, Japan. RP Nishino, H (reprint author), Oita Univ, Dept Comp Sci & Intelligent Syst, 700 Dannoharu, Oita 8701192, Japan EM hn@csis.oita-u.ac.jp czc0671@csis.oita-u.ac.jp t-kagawa@csis.oita-u.ac.jp utsumiya@csis.oita-u.ac.jp CR WADA A, 2009, P 1 IEEE INT WORKSH, P628 NISHINO H, 2008, INT J BUSINESS INTEL, V4, P38 NISHINO H, 2008, P IEEE 22 INT C ADV, P840 EID M, 2007, P INT WORKSH ED MULT, P103 SAGA S, 2005, T VIRTUAL REALITY SO, V10, P363 KEEFE DF, 2005, P ACM SIGGRAPH 2005 TAKEKATA K, 2005, P IEEE SMC2005, P1896 NISHINO H, 2005, P IEEE WSTST 05, P653 Chu NSH, 2004, IEEE COMPUT GRAPH, V24, P76, DOI 10.1109/MCG.2004.37 Salisbury K, 2004, IEEE COMPUT GRAPH, V24, P24, DOI 10.1109/MCG.2004.1274058 INAMI N, 2004, T I ELECT INFORMATIO, V87, P1128 TEO CL, 2002, P 10 S HAPT INT VIRT, P335, DOI 10.1109/HAPTIC.2002.998977 MASSIE TH, 1994, P ASME WINT ANN M S NR 13 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 SN 1550-445X BN 978-0-7695-4018-4 J9 INT CON ADV INFO NET PY 2011 BP 1225 EP 1232 DI 10.1109/AINA.2010.112 PG 8 WC Computer Science, Hardware & Architecture; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BYN33 UT WOS:000299433200166 ER PT S AU James, ZJ Chang, E Hussain, O Chin, KL AF Jing (James), Zhe Chang, Elizabeth Hussain, Omar Chin, K. L. GP IEEE Computer Soc TI Improving Graduate Employability by Using Social Networking Systems SO 2010 24TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED INFORMATION NETWORKING AND APPLICATIONS (AINA) SE International Conference on Advanced Information Networking and Applications LA English DT Proceedings Paper CT 24th IEEE International Conference on Advanced Information Networking and Applications (AINA) CY APR 20-23, 2010 CL Perth, AUSTRALIA SP IEEE, IEEE Comp Soc, IEEE Tech Comm Distributed Proc (TCDP), IEEE Ind Elect Soc Tech Comm Ind Informat (IES TCII) DE SNS*; HES*; e-learning; Core Value; employability AB In a recent decade many universities responded to challenges of the internet penetration into the society and economics by simply adding computerized facilities to their existing curriculum services as their e-learning strategy [3] so that the traditional teaching and learning model could be preserved. This e-learning strategy deployment is now being challenged by the emergence of Social Networking System/Site (SNS). In order to evaluate how SNS would have affected current Higher Education System (HES), one needs to look into the inner working of value exchange within a broader societal community to extract relational interactions among its participating components (entities), and substantiate what had been challenged internally of a community to prepare for the external intrusion of SNS in a foreseeable future. In this paper, a triple-entity learning community framework is proposed with its Core Value that glues the participating entities together (Figure 5). Prior to this framework, graduate's employability issues as part of the Core Value are brought to the surface to help educators revise their existing e-learning strategies, so that curriculum content providing educational resources to its clients will be serviced in a more timely and responsive manner. C1 [Jing (James), Zhe; Chang, Elizabeth; Hussain, Omar] Curtin Univ Technol, CBS DEBII, Perth, WA, Australia. RP James, ZJ (reprint author), Curtin Univ Technol, CBS DEBII, Perth, WA, Australia EM J.Jing@curtin.edu.au Elizabeth.Chang@cbs.curtin.edu.au O.Hussain@cbs.curtin.edu.au KL.Chin@cbs.curtin.edu.au CR Chen CM, 2009, EXPERT SYST APPL, V36, P8816, DOI 10.1016/j.eswa.2008.11.026 DONNELLY R, 2009, APPL E LEARNING E TE BRYANT G, 2009, GRADUATE OUTLOOK 200 *AUQA, 2009, REP AUD CURT U TECHN JING Z, 2009, SOCIAL NETWORKING SY CAROLL D, 2009, U 2008 COATES H, 2009, 2008 GRADUATE PATHWA Yang SJH, 2008, INT J HUM-COMPUT ST, V66, P36, DOI 10.1016/j.ijhcs.2007.08.005 VASSILEVA J, 2008, IEEE T LEARNING TECH, V1 NICHOLS M, 2008, E LEARNING CONTEXT MASON R, 2008, E LEARNING SOCIAL NE *GCA, 2008, GRADSTATS CHIN KL, 2008, P 19 AUSTR SOFTW ENG CHIN KL, 2008, P IEEE DEST 2008 THA BOYD D, 2007, J COMPUTER MEDIATED, V13 FERNANDEZMANJON B, 2007, COMPUTERS ED E LEARN MIKA P, 2007, SOCIAL NETWORKS SEMA VIDEOGAME I, 2007, US DISCOVERY CHANNEL 2006, LIFELONG LEARN BOOK, V6, P1, DOI 10.1007/1-4020-5342-8 *ABS, 2006, EMPL EARN HOURS AV W KNIGHT P, 2004, LEARNING CURRICULUM YOUNG I, 2003, HIGHER ED 21 CENTURY HILLAGE J, 1998, RR85 DFEE *IEEE, 1995, QUAL ASS HIGH ED COA GALLIERS RD, 1991, INFORM SYSTEMS RES C FESTINGER L, 1957, COGNITIVE DISSONANCE NR 26 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 SN 1550-445X BN 978-0-7695-4018-4 J9 INT CON ADV INFO NET PY 2011 BP 1315 EP 1322 DI 10.1109/AINA.2010.82 PG 8 WC Computer Science, Hardware & Architecture; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BYN33 UT WOS:000299433200178 ER PT S AU Bednarz, TP Caris, C Thompson, J Wesner, C Dunn, M AF Bednarz, Tomasz P. Caris, Con Thompson, Jeremy Wesner, Chris Dunn, Mark GP IEEE Computer Soc TI Human-Computer Interaction Experiments - Immersive Virtual Reality Applications for the Mining Industry SO 2010 24TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED INFORMATION NETWORKING AND APPLICATIONS (AINA) SE International Conference on Advanced Information Networking and Applications LA English DT Proceedings Paper CT 24th IEEE International Conference on Advanced Information Networking and Applications (AINA) CY APR 20-23, 2010 CL Perth, AUSTRALIA SP IEEE, IEEE Comp Soc, IEEE Tech Comm Distributed Proc (TCDP), IEEE Ind Elect Soc Tech Comm Ind Informat (IES TCII) DE Immersive Virtual Reality; Teleoperation; Dome; Data Glove; iPhone; Sensor Networks; Data Communication ID DESIGN AB The present work concerns immersive virtual reality (IVR) experiments carried out for prospective applications in the mining industry. Demonstrated technologies are also suitable for use in generic training and e-learning fields. Visualisation is handled by the Unity3D 2.5 multiplatform game development tool, which communicates over. Net socket servers with data feeds from a 5DT Data Glove Ultra that measures finger flexures, and an iPhone based touchpad device. The iPhone also provides orientation data pertaining to acceleration and rotational attributes, such as, pitch, roll and yaw. The user is placed at the focal point of a 4-m dome and experiences the immersive virtual reality environment display. Navigation and object manipulation by the user is made possible through the combination of hardwired buttons, in-world selection techniques and gesture recognition. The techniques are directly applicable to the monitoring of mining environments, in which mining equipment is surrounded by various sensor networks. C1 [Bednarz, Tomasz P.; Caris, Con; Thompson, Jeremy; Wesner, Chris; Dunn, Mark] CSIRO Queensland Ctr Adv Technol, Brisbane, Qld, Australia. RP Bednarz, TP (reprint author), CSIRO Queensland Ctr Adv Technol, Brisbane, Qld, Australia EM tomasz.bednarz@csiro.au CR BEDNARZ TP, 2009, INT GLOB NAV SAT SYS *APPL INC, 2009, IPHONE APPL PROGR GU Gold BJ, 2008, EXP BRAIN RES, V187, P139, DOI 10.1007/s00221-008-1291-2 BOWYER MW, 2008, SEMINARS COLON RECTA, V19, P90 Pouliquen M, 2007, COMPUT IND, V58, P46, DOI 10.1016/j.compind.2006.04.001 Weidlich D, 2007, CIRP ANN-MANUF TECHN, V56, P139, DOI 10.1016/j.cirp.2007.05.034 ADAMOVILLANI N, 2006, P 15 IASTED INT C RH van Dam A, 2002, COMPUT GRAPH-UK, V26, P535 NOMURA J, 2001, ANNU REV CONTROL, V25, P99 BELL JT, 1996, P AM SOC ENG ED ANN GAY E, 1994, IS VIRTUAL REALITY G, P51 REGIAN JW, 1992, J COMMUN, V42, P136 SIEGAL AW, 1981, SPATIAL REPRESENTATI, P163 NR 13 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 SN 1550-445X BN 978-0-7695-4018-4 J9 INT CON ADV INFO NET PY 2011 BP 1323 EP 1327 DI 10.1109/AINA.2010.180 PG 5 WC Computer Science, Hardware & Architecture; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BYN33 UT WOS:000299433200179 ER PT J AU Sibbald, D AF Sibbald, Debra TI Elective Self-Care Course Emphasizing Critical Reasoning Principles SO AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION LA English DT Article DE self-care; critical reasoning; e-learning ID PERFORMANCE AB Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students' skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. Assessment. An online exit survey evaluated students' perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills. C1 Univ Toronto, Leslie Dan Fac Pharm, Div Pharm Practice, Toronto, ON M5S 3M2, Canada. RP Sibbald, D (reprint author), Univ Toronto, Leslie Dan Fac Pharm, Div Pharm Practice, 144 Coll St, Toronto, ON M5S 3M2, Canada EM debra.sibbald@utoronto.ca CR ORMROD J, 2009, HUMAN LEARNING BEREITER C, 2008, INNOVATING LEARN LEA, P67 *NAT ASS PHARM REG, 2008, MOL COMP STAND PRACT Zhang JW, 2007, ETR&D-EDUC TECH RES, V55, P117, DOI 10.1007/s11423-006-9019-0 DOLMANS J, 2005, MED EDUC, V39, P732 Ericsson KA, 2004, ACAD MED, V79, pS70 SCARDAMALIA M, 2002, LIBERAL ED KNOWLEDGE BRETT C, 2002, VALUE VALIDITY KNOWL PATEL VL, 1999, TACIT KNOWLEDGE PROF White BY, 1998, COGNITION INSTRUCT, V16, P3 DUNN S, 1998, MED EDUC, V32, P215 CHOO CW, 1998, KNOWING ORG ORGA USE LAMPERT M, 1996, HDB ED HUMAN DEV BEREITER C, 1993, SURPASSING OURSELVES ERICSSON KA, 1991, GEN THEORY EXPERTISE PATEL VL, 1991, GEN THEORY EXPERTISE MILLER GE, 1990, ACAD MED, V65, pS63 BANDURA A, 1989, J PERS SOC PSYCHOL, V56, P805 BRANSFORD JD, 1988, SIMILARITY ANALOGICA BIGGS JB, 1982, EVALUATING QUALITY L, P245 NR 20 TC 0 Z9 0 PU AMER ASSOC COLL PHARMACY PI ALEXANDRIA PA 1426 PRINCE STREET, ALEXANDRIA, VA 22314-2815 USA SN 0002-9459 J9 AM J PHARM EDUC JI Am. J. Pharm. Educ. PY 2011 VL 75 IS 9 AR 182 PG 9 WC Education, Scientific Disciplines; Pharmacology & Pharmacy SC Education & Educational Research; Pharmacology & Pharmacy GA 857AS UT WOS:000297686700013 ER PT J AU Covell, NH Margolies, PJ Smith, MF Merrens, MR Essock, SM AF Covell, Nancy H. Margolies, Paul J. Smith, Melinda F. Merrens, Matthew R. Essock, Susan M. TI Distance Training and Implementation Supports to Scale Up Integrated Treatment for People With Co-occurring Mental Health and Substance Use Disorders SO JOURNAL OF DUAL DIAGNOSIS LA English DT Review DE co-occurring; mental health; substance use; e-learning; distance learning; training; implementation; dissemination; uptake; integrated treatment ID ABUSE; OUTCOMES; ILLNESS; IMPACT AB Objective: Integrated, evidence-based treatment for co-occurring severe mental illness and substance use disorder (co-occurring disorders) reduces substance use, hospitalization, homelessness, incarceration, and treatment costs and promotes individuals' recovery, independent living, and employment. This report describes and characterizes early uptake of New York State's Web-based training and distance implementation supports to promote statewide dissemination of integrated, evidence-based co-occurring disorders services. Methods: Thirty-five half-hour online modules provide training on integrated evidence-based co-occurring disorders treatment. Distance supports for implementation include monthly webinars, phone calls, and virtual learning communities. The authors calculated the proportion of programs with one or more practitioners who accessed the Web-based resources and the cumulative number of modules completed as an indicator of the reach of the Web-based approach to scaling up an innovation. They also calculated the number and proportion of staff per program who accessed the Web-based resources as an indicator of critical mass that may be needed for sustainability. Results: Of 369 programs participating in the initiative, 232 (63%) had at least one staff member accessing the online modules; 30% of programs had one-third or more of their staff accessing the online modules, and total attendance at webinars was close to 700. Staff who started taking the training averaged a little more than 6 modules, with 8,862 modules completed across staff to date. Conclusions: Early uptake of the New York State initiative suggests that distance learning and supports may be a feasible vehicle to train practitioners in large treatment delivery systems. (Journal of Dual Diagnosis, 7: 162-172, 2011) C1 [Covell, Nancy H.; Margolies, Paul J.; Essock, Susan M.] New York State Psychiat Inst & Hosp, New York, NY 10032 USA. [Covell, Nancy H.; Margolies, Paul J.; Essock, Susan M.] Columbia Univ, New York, NY USA. [Smith, Melinda F.; Merrens, Matthew R.] Dartmouth Psychiat Res Ctr, Dartmouth Med Sch, Lebanon, NH USA. RP Covell, NH (reprint author), New York State Psychiat Inst & Hosp, 1051 Riverside Dr,Box 100, New York, NY 10032 USA EM covelln@nyspi.columbia.edu CR Dimeff LA, 2009, BEHAV RES THER, V47, P921, DOI 10.1016/j.brat.2009.07.011 Weingardt KR, 2009, J SUBST ABUSE TREAT, V37, P219, DOI 10.1016/j.jsat.2009.01.002 Aarons GA, 2009, J CONSULT CLIN PSYCH, V77, P270, DOI 10.1037/a0013223 *NAT ASS STAT MENT, 2009, STAT MENT HLTH AG PR Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181 *SUBST AB MENT HLT, 2008, NSDUH SER H, V34 ROTONDI AJ, 2007, PSYCHOL SERVICES, V4, P202 *OMH OASAS TASK FO, 2007, OMH OASAS TASK FORC Grella CE, 2006, PSYCHIAT SERV, V57, P1007 Drake RE, 2006, SCHIZOPHRENIA BULL, V32, P464, DOI 10.1093/schbul/sbj064 MILLER MJ, 2005, LEARNING CIRCUITS Drake RE, 2004, PSYCHIATR REHABIL J, V27, P360 BOYLE P, 2004, CAPITAL U LAW REV, V32, P1093 Glasgow RE, 2003, AM J PUBLIC HEALTH, V93, P1261 Adelman HS, 2003, J EDUC PSYCHOL CONS, V14, P1 *PRES NEW FREED CO, 2003, PRES NEW FREED COMM Rosenberg SD, 2001, AM J PUBLIC HEALTH, V91, P31 *I MED COMM QUAL H, 2001, CROSS QUAL CHASM NEW Swartz MS, 1998, SOC PSYCH PSYCH EPID, V33, pS75 DRAKE RE, 1998, RECENT DEV ALCOHOLIS, V14 Dickey B, 1996, AM J PUBLIC HEALTH, V86, P973 NR 21 TC 0 Z9 0 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 1550-4263 J9 J DUAL DIAGN JI J. Dual Diagn. PY 2011 VL 7 IS 3 BP 162 EP 172 DI 10.1080/15504263.2011.593157 PG 11 WC Psychology, Clinical; Substance Abuse; Psychiatry SC Psychology; Substance Abuse; Psychiatry GA 888MJ UT WOS:000300007500006 ER PT S AU Liu, J Lui, XM Feng, XG Liu, JX AF Liu, Jin Lui, Xiaoming Feng, Xiguang Liu, Jianxun BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI OCL-Based Testing for E-Learning Web Service SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on WebGIS and Location Based Web Service CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA DE E-learning; Web service; OCL-based testing AB As testing has been playing an important role in guaranteeing quality of Web service in respect of E-learning, the traditional testing of Web services presents its inability such as time-consuming and flawed testing procedures as opposed to desired measures in quickly and thoroughly scanning Web services for detects. To reduce testing cost and enhance testing efficiency, our testing measure for E-learning Web services is to describe services with an annotation mixed with the Object Constrain Language (OCL) and Semantic Annotations for WSDL and XML Schema (SAWSDL), parse OCL pre-conditions and OCL post-conditions, and generate test cases with class division and boundary values. An experimental case indicates the feasibility of the proposed approach. C1 [Liu, Jin; Lui, Xiaoming] Wuhan Univ, Comp Sch, State Key Lab Software Engn, Wuhan, Peoples R China. RP Liu, J (reprint author), Wuhan Univ, Comp Sch, State Key Lab Software Engn, Wuhan, Peoples R China EM mailjinliu@yahoo.com CR *WIK, 2010, E LEARN *W3C, 2010, SEM ANN WSDL XML SCH *WIK, 2010, SERV OR ARCH *WIK, 2010, WEB SERV Gogolla M, 2008, LECT NOTES COMPUT SC, V5301, P446 NOIKAJANA S, 2008, P 8 INT C QUAL SOFTW, P321 Dai GL, 2007, P INT COMP SOFTW APP, P517 Wang YX, 2007, Proceedings of the Sixth IEEE International Conference on Cognitive Informatics, P43 Sneed HM, 2006, IEEE INTL SYMPOS WEB, P14 JIANG Y, 2005, J COMPUTERS, V28, P568 SIBLINI R, 2005, P 3 ACS IEEE INT C C, P135 BAI X, 2005, P IEEE INT WORKSH SE, P215 Tsai WT, 2002, 7TH IEEE INTERNATIONAL SYMPOSIUM ON HIGH ASSURANCE SYSTEMS ENGINEERING, PROCEEDINGS, P171 NR 13 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 161 EP 168 PG 8 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300018 ER PT S AU Chen, YH Miao, HK AF Chen, Yihai Miao, Huaikou BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI The Application of Moodle in Computer English Teaching SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on WebGIS and Location Based Web Service CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA DE Moodie; CMS; blended-learning; computer English AB With the rapid development of China's software outsourcing industry, it is essential for IT industry to recruit IT professionals with adequate English proficiency, which undoubtedly brings English for computer a booming era. But the current computer English teaching method is teacher-centered and is criticized as deaf and dump English. In view of the problems of traditional English teaching and the advantages of E-learning, the new published College English Curriculum Requirements proposes suggestions on using the Web as a medium to improve English teaching and learning in higher education. Moodle is one of the fastest growing free, open-source virtual learning environments. This paper mainly focuses on how Moodie can be effectively used in a college computer English teaching classroom. First of all, the current computer English teaching situation will be introduced. Next the reasons for choosing Moodie at our school are presented. Then the design and implementation of Moodie based computer English teaching environment will be introduced. Finally, the author concludes the paper and proposes future work. C1 [Chen, Yihai; Miao, Huaikou] Shanghai Univ, Sch Comp Engn & Sci, Shanghai 200072, Peoples R China. RP Chen, YH (reprint author), Shanghai Univ, Sch Comp Engn & Sci, Shanghai 200072, Peoples R China EM yhchen@staff.shu.edu.cn hkmiao@staff.shu.edu.cn CR 2010, SINA NEWS 0622 ZHANG H, 2009, COMPUTER ED, V9 STANFORD J, 2009, MOODLE 1 9 2 LANGUAG GILLIVERBROWN K, 2009, P ASC AUCKL YIN L, 2008, THESIS NANJING U AER BAI X, 2008, THESIS U ELECT SCI T OLEARY TJ, 2007, COMPUTING ESSENTIALS BRINE J, 2007, P 7 IEEE INT C COMP BONK CJ, 2005, HDB BLENDED LEARNING *MOODL FDN, MOODL VERS 1 9 MOODLE DEFINITION NR 11 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 169 EP 176 PG 8 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300019 ER PT S AU Zheng, YJ Shi, HH Xue, JY AF Zheng, Yujun Shi, Haihe Xue, Jinyun BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI A Knowledge-Driven Approach to Web-Based Learning for Formal Algorithm Development SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on Knowledge and Data Engineering in Web-Based Learning CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA DE Web-based learning; algorithm design; formal methods; PAR method AB The paper reports an effort to construct a Web-based environment for teaching/learning algorithm design. The semantic web version of PAR, platform, a practical platform for formal algorithm development, consists of structural knowledge models for effectively organizing and managing learning concepts in the domains of problem specification, algorithm calculation, algorithm reuse, and program transformation, and provides effective learning paths for synthesize and transmit these concepts meeting the requirements of Web users. The e-learning PAR platform has been successfully applied in undergraduate and graduate courses, and demonstrated its effectiveness in improving algorithm learning. C1 [Zheng, Yujun; Shi, Haihe; Xue, Jinyun] Jiangxi Normal Univ, Prov Key Lab High Performance Comp Technol, Nanchang 330027, Peoples R China. RP Zheng, YJ (reprint author), Jiangxi Normal Univ, Prov Key Lab High Performance Comp Technol, Nanchang 330027, Peoples R China EM yujun.zheng@computer.org haiheshi@163.com jinyun@jxnu.edu.cn CR Zheng YJ, 2010, COMPUTING, V88, P31, DOI 10.1007/s00607-010-0085-0 ZHENG YJ, 2010, 2010 IEEE INT C PROG, P1172 Zheng YJ, 2009, LECT NOTES COMPUT SC, V5598, P302 ZHENG YJ, 2009, THESIS CHINESE ACAD GEORGIEV N, 2008, THESIS UMEA U SWEDEN MAHMOUD ME, 2007, E LEARNING DIGITAL M, V4, P464 SUHONEN J, 2007, CASES GLOBAL E LEARN, P176 ZHENG Y, 2006, HIGH TECHNOLOGY LETT, V12, P31 KUNG HJ, 2006, P 2006 SO ASS INF SY, P251 XUE JY, 2006, 1 INT WORKSH AS WORK, P11 HAREL D, 2004, ALGORITHMICS SPIRIT Lavonen JM, 2003, COMPUT EDUC, V40, P115 SUTINEN E, 2003, INFORMATICS ED, V2, P93 Sitthiworachart J, 2003, 3RD IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P180 HAATAJA A, 2001, INFORMATICA, V25, P165 XUE JY, 1999, 1 INT S FUT SOFTW TE, P158 ELLIS A, 1999, 4 ANN SIGCSE SIGCUE, P84 LEE JAN, 1999, 9 DELOS WORKSH DIG L, P61 XUE JY, 1997, J COMPUT SCI TECHNOL, V12, P103 XUE J, 1993, J COMPUTER SCI TECHN, V8, P95 DIJKSTRA EW, 1990, TEXTS MONOGRAPHS COM GRIES D, 1981, SCI COMPUTER PROGRAM NR 22 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 237 EP 245 PG 9 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300026 ER PT S AU Cole, MT Garner, BJ AF Cole, M. T. Garner, B. J. BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI Capacity-Building in Nonprofit Organizations: Is There a Blended Learning Paradigm for the Sector? SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on Knowledge and Data Engineering in Web-Based Learning CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA DE Blended learning; capacity-building; nonprofit sector; innovation AB Blended learning models are widely-used, successful training vehicles for e-learning and workplace training, in corporate as well as higher education environments. Increasingly, Web 2.0 applications. imbedded within blended learning models, are being recognized for their utility in these settings. Concern for the sustainability and relevance of nonprofit organizations has sharpened the interest in building effective capacity-building models for the sector. Can Web 2.0 technologies enhance capacity-building models in the Third Sector? Because blended learning is a remarkably adaptable and fluid model, its potential for transforming capacity-building models in the nonprofit sector is thought to be significant. This paper introduces the concept of transformational approaches to capacity-building and asks if blended learning paradigms that incorporate interactive next-generation technologies might strike a responsive chord in the sector. The authors present research to date on blended learning and capacity-building to lay the foundation for the introduction of one blended learning model for training and education in the nonprofit sector. While the authors suggest that blended learning, as it is evolving, is the key to driving innovation in capacity-building models, they recognize that tailoring blended learning to the audience is critical in achieving success. It is suggested that for optimal results, capacity-building efforts should be built on holistic approaches to the integration of individual self-actualization goals with mechanisms for organizational and sector empowerment, using the technologies imbedded with blended learning. C1 [Cole, M. T.] Robert Morris Univ, Moon Township, PA 15108 USA. RP Cole, MT (reprint author), Robert Morris Univ, Moon Township, PA 15108 USA EM cole@rmu.edu brian.garner@deakin.edu.au CR GARNER B, 2010, HK KNOWL MAN ASS FEB MOTTERAM G, 2009, INT J EMERGING TECHN, V7, P3 MOTTERAM G, 2009, INT J EMERGING TECHN, V7, P8 COLLOPY RMB, 2009, ISSUES TEACHER ED, V18, P85 GRANT S, 2009, 3 SECTOR REV, V15, P89 SCHUHMANN RA, 2009, Q REV DISTANCE ED, V10, P219 KIM KJ, 2008, PERFORMANCE IMPROVEM, V47, P5 YANG SJH, 2008, 2007 IEEE INT C SERV ALFIREVIC N, 2007, MANAGEMENT J CONT MA, V12, P25 BONK C, 2006, HDB BLENDED LEARNING MATACHI A, 2006, CAPACITY BUILDING FR CROSS J, 2006, HDB BLENDED LEARNING CAIRNS B, 2005, NONPROFIT MANAGEMENT, V16, P135 GARRISON R, 2004, INTERNET HIGH EDUC, V7, P95 CAIRNS B, 2004, ARNOVA C LOS ANG CAL CONNOLLY P, 2002, OD PRACTITIONER, V34, P33 WEIGEL VB, 2002, CHRISTIAN SCHOLARS R, V32, P13 LIN J, 2001, 2 IEEE INT C ADV LEA, P349 Maton KI, 2000, AM J COMMUN PSYCHOL, V28, P25 GARNER BJ, 1999, FINANCIAL PLANNING S Grindle MS, 1995, PUBLIC ADMIN DEVELOP, V15, P441 GARNER BJ, 1994, P IEEE REG 10 9 ANN HONADLE BW, 1981, PUBLIC ADMIN REV, V41, P575 *IND SECT, FACTS FIG CHAR ORG *BOARD SOURC IND S, SARB OXL ACT IMPL NO ROSSETT A, STRATEGIES BUILDING REED R, WHO GIVES WHY DO THE NR 27 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 276 EP 290 PG 15 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300030 ER PT S AU Colazzo, L Molinari, A Villa, N AF Colazzo, Luigi Molinari, Andrea Villa, Nicola BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI Formal and Informal Lifelong Learning in a Virtual Communities Platform SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on Knowledge and Data Engineering in Web-Based Learning CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA DE e-learning; Personal Learning Environments; learning virtual communities; web 2.0; social networks AB The paper presents our experience as designers, developers and administrators of an e-learning system used by the Faculty of Economics of the University of Trento and from the Autonomous province of Trento (Italy). We recently managed the evolution of the system towards the provision of a new Personal Learning Space to the users. In this moment the platform is in a phase of complete redevelopment and the final objective will be the adaption of the typical approaches of the web 2.0 and social networks into an e-learning formal platform. In particular one of the objectives will be to integrate an informal learning metaphor into a classic formal one. The term informal learning has been used in education field, in particular in the adult education, for several reasons; one of them is providing to the learners a greater flexibility in the learning process. This approach highlights that the lessons from the others could have a great social significance, but implies that the education agencies (e.g. the universities or the training institutions) have the capability to increase the socialisation level into the learning environment. Following the informal learning approach is necessary to focus the attention to the learning that takes place in the spaces surrounding the activities that take place in a much wider variety of settings than the formal education and training. This approach is not a substitute of the formal learning but could be complementary, integrating the personal experiences and the learning exchanges with the other participants. We will introduce the problems related to the integration of these two different logics into a single e-learning platform (learning spaces and social networks), and how to connect these two worlds into one single architecture. The system that we have developed, named On Line Communities, provides the idea of virtual communities as pillars of the interaction mechanisms provided by the platform to the users. C1 [Colazzo, Luigi; Molinari, Andrea] Univ Trent, Dept Comp & Management Sci, I-38122 Trento, Italy. RP Colazzo, L (reprint author), Univ Trent, Dept Comp & Management Sci, Via Inama 5, I-38122 Trento, Italy EM luigi.colazzo@unitn.it andrea.molinari@unitn.it nicola.villa@unitn.it CR COLAZZO L, 2009, INT J ADV CORPORATE, V2, P5, DOI DOI 10.3991/IJAC.V2I3.1025 *COMP, 2007, FAC ACT BREAKD COLAZZO L, 2007, WORLD C E LEARN CORP, P2416 SHARPE R, 2006, RES E LEARNING TECHN, V14, P135 BOYD D, 2006, 1 MONDAY DEC, V11 ANDERSON C, 2006, LONG TAIL ENDLESS CH Chambers SA, 2005, POLIT RES QUART, V58, P619 DERNTL M, 2005, INTERNET HIGHER ED, V8, P111, DOI 10.1016/j.iheduc.2005.03.002 COATES H, 2005, TERTIARY ED MANAGEME, V11, P19 OREILLY T, 2005, WEB 2 0 COMP DEF ADELSBERGER H, 2002, HDB INFORM TECHNOLOG SCHAKELMAN JL, 2001, SIGUCCS 2001 NR 12 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 291 EP 300 PG 10 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300031 ER PT S AU Feng, XZ Xie, HR Peng, Y Chen, W Sun, HM AF Feng, Xiuzhen Xie, Haoran Peng, Yang Chen, Wei Sun, Huamei BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI Groupized Learning Path Discovery Based on Member Profile SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on Knowledge and Data Engineering in Web-Based Learning CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA AB With the explosion of knowledge nowadays, it is urgent for people to learn new things quickly and effectively. To meet such a requirement, how we can find a suitable path for learning has become a crucial issue. Meanwhile, in our daily life, it is important and necessary for people from various backgrounds to achieve a certain task (eg. survey, report, business plan, etc.) collaboratively in the form of the group. For these group-based task, it often requires members to learn new knowledge by using e-learning system. In this paper, we focus on addressing the problem on discovering an appropriate study path to facilitate a group of people rather than a single person for effective learning under e-learning environment. Furthermore, we propose a group model to capture the expertise of each member. Based on this model, a groupized(1) learning path discovering (GLPD) algorithm is proposed in order to help a group of learners to grasp new knowledge effectively and efficiently. Finally, we conduct a practical experiment whose result verifies the soundness of our approach. C1 [Feng, Xiuzhen] Beijing Univ Technol, Econ & Management Sch, Beijing, Peoples R China. RP Feng, XZ (reprint author), Beijing Univ Technol, Econ & Management Sch, Beijing, Peoples R China EM xfeng@bjut.edu.cn hrxie2@student.cityu.edu.hk peterpeng204@gmail.com wchen@bit.edu.cn shuamei@hit.edu.cn CR Li FWB, 2009, LECT NOTES COMPUT SC, V5686, P235, DOI 10.1007/978-3-642-03426-8_30 WEI C, 2009, CISE 2009 Chen CM, 2008, COMPUT EDUC, V51, P787, DOI 10.1016/j.compedu.2007.08.004 Madhour H, 2008, LECT NOTES COMPUT SC, V5091, P725 Steiner CM, 2008, LECT NOTES COMPUT SC, V4823, P43, DOI 10.1007/978-3-540-78139-4_5 LIANG G, 2006, LNCS, V4181, P10 ZHAO C, 2006, ICALT 2006 Leung EWC, 2003, LECT NOTES COMPUT SC, V2783, P69 NR 8 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 301 EP 310 PG 10 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300032 ER PT S AU Otero-Garcia, E Vidal, JC Lama, M Bugarin, A Domenech, JE AF Otero-Garcia, Estefania Vidal, Juan C. Lama, Manuel Bugarin, Alberto Domenech, Jose E. BE Luo, XF Cao, YW Yang, B Liu, JX Ye, FY TI Semantic Annotation of Educational Resources through Linked Data SO NEW HORIZONS IN WEB-BASED LEARNING: ICWL 2010 WORKSHOPS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT International Workshop on Knowledge and Data Engineering in Web-Based Learning CY DEC 07-11, 2010 CL Shanghai, PEOPLES R CHINA ID AUTOMATIC ANNOTATION; WEB AB In this paper a context-based algorithm to semantically annotate e-learning contents is presented. This algorithm explores the DB-pedia graph and uses both syntactic and semantic analysis techniques to identify the RDF triples which annotate the relevant terms that characterize the educational content. This algorithm has been applied to annotate learning fruits which are learning pills presented as web books that provide links to access to complementary and relevant information about the course. C1 [Otero-Garcia, Estefania; Vidal, Juan C.; Lama, Manuel; Bugarin, Alberto] Univ Santiago de Compostela, Dept Elect & Computac, Santiago De Compostela 15782, Spain. RP Otero-Garcia, E (reprint author), Univ Santiago de Compostela, Dept Elect & Computac, Santiago De Compostela 15782, Spain EM estefanianatalia.otero@usc.es juan.vidal@usc.es manuel.lama@usc.es alberto.bugarin.diz@usc.es jose.domenech@netex.es CR Bizer C, 2009, J WEB SEMANT, V7, P154, DOI 10.1016/j.websem.2009.07.002 RUSSELL SJ, 2009, ARTIFICIAL INTELLIGE BIZER C, 2009, INT J SEMANT WEB INF, V5, P1 ROSEN A, 2009, E LEARNING 2 0 PROVE Jovanovic J, 2006, INT J SEMANT WEB INF, V2, P91 SIMOV K, 2006, P RANLP WORKSH NAT L, P49 Handschuh S, 2003, COMPUT NETW, V42, P579, DOI 10.1016/S1389-1286(03)00226-3 COHEN WW, 2003, P IJCAI 2003 WORKSH, P73 Mukherjee S, 2003, LECT NOTES COMPUT SC, V2870, P533 MONGE A, 2003, P ACM SIGMOD WORKSH CUNNINGHAM H, 2002, P 40 ANN M ASS COMP, P168 NR 11 TC 0 Z9 0 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-20538-5 J9 LECT NOTES COMPUT SC PY 2011 VL 6537 BP 311 EP 320 PG 10 WC Computer Science, Theory & Methods SC Computer Science GA BXT81 UT WOS:000297034300033 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. CR Wu JH, 2008, COMPUT HUM BEHAV, V24, P1851, DOI 10.1016/j.chb.2008.02.008 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 GODA Y, 2008, P SOC INF TECHN TEAC, P389 Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Lin HF, 2007, CYBERPSYCHOL BEHAV, V10, P817, DOI 10.1089/cpb.2007.9948 Wang YS, 2007, COMPUT HUM BEHAV, V23, P1792, DOI 10.1016/j.chb.2005.10.006 WU JP, 2006, INT J E LEARNING, V5, P287 HOLSAPPLE CW, 2006, DECISION SCI J INNOV, V4, P67 ARETI V, 2006, E MENTOR, V2, P1 Pearson J, 2005, J COMPUT ASSIST LEAR, V21, P396 Lin CS, 2005, INFORM MANAGE-AMSTER, V42, P683, DOI 10.1016/j.im.2004.04.003 Davies J, 2005, BRIT J EDUC TECHNOL, V36, P657, DOI 10.1111/j.1467-8535.2005.00542.x Smeets E, 2005, COMPUT EDUC, V44, P343, DOI 10.1016/j.compedu.2004.04.003 ROBERTS TG, 2005, AM J DISTANCE ED, V19, P51, DOI 10.1207/s15389286ajde1901_5 TRINIDAD S, 2005, AUSTRALAS J EDUC TEC, V21, P60 WALKER SL, 2005, TEXAS J DISTANCE LEA, V2, P1 BENDER DM, 2004, AM J DISTANCE ED, V18, P103 TRINIDAD S, 2004, COMFORT ZONE, P895 Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 Zhang DS, 2003, INFORM SYST FRONT, V5, P207 Pavlou PA, 2003, INT J ELECTRON COMM, V7, P101 GUJARATI DN, 2003, BASIC ECONOMETRICS GARRISON DR, 2003, E LEARNING 21 CENTUR Arbaugh JB, 2002, MANAGE LEARN, V33, P331 Fullerton G, 2002, CAN J ADM SCI, V19, P124 ARBAUGH JB, 2002, J HIGH TECHNOLOGY MA, V13, P203 GOVINDASAMY T, 2002, INTERNET HIGHER ED, V4, P287 HONG KS, 2002, INTERNET HIGHER ED, V5, P267 THURMOND VA, 2002, AM J DISTANCE ED, V16, P169 Piccoli G, 2001, MIS QUART, V25, P401 VOGEL DR, 2001, COMMUNICATIONS AIS, V7, P1 SOONG BMH, 2001, COMPUTERS ED, V36 Salmon G, 2000, MANAGE LEARN, V31, P491 VOLERY T, 2000, INT J ED MANAGEMENT, V14, P216 ARBAUGH JB, 2000, J MANAGEMENT ED, V24, P32 Soon KH, 2000, COMPUT NURS, V18, P19 JIANG M, 1998, ANM M AM ED RES ASS Leidner DE, 1997, DECIS SUPPORT SYST, V20, P149 WEBSTER J, 1997, ACAD MANAGEMENT J, V40 SCHWARTZ RA, 1995, AM SOC ENG ED PRISM, V5, P22 DILLON CL, 1995, 17 WORLD C INT COUNC, V2, P348 ISAACS EA, 1995, P ASS COMPUTING MACH, P354 KYDD CT, 1994, INFORM MANAGE, V27, P369 ALAVI M, 1994, MIS QUART, V18, P159 BORBELY E, 1994, ISDN APPL ED TRAININ, P65 LACHEM C, 1994, ISDN APPL ED TRAININ, P99 DELONE WH, 1992, INFORMATION SYSTEMS, V3, P60 AMOROSO DL, 1991, J MANAGE INFORM SYST, V8, P63 DAVIS FD, 1989, MANAGE SCI, V35, P982 MOORE M, 1989, AM J DISTANCE ED, V3, P1, DOI DOI 10.1080/08923648909526659 BAILEY JE, 1983, MANAGE SCI, V29, P530 OLIVER RL, 1980, J MARKETING RES, V17, P460 AJZEN I, 1977, PSYCHOL BULL, V84, P888 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 J AU Blagojevic, M AF Blagojevic, Marija TI The application of clustering in the analysis of users' behavior patterns SO TECHNICS TECHNOLOGIES EDUCATION MANAGEMENT-TTEM LA English DT Article DE clustering; e-course; data mining; behavior pattern AB In this research, an application of clustering in the analysis of users' patterns of behavior is presented. The research was conducted at the Technical Faculty in Cacak. The goal of the research relates to the determination, of the appliance of cluster techniques in. the analysis and detection of students' patterns of behavior who are participants in the electronic courses. Apart from that, professors will have an insight in students' patterns of behavior according to that they will have a chance to organize their classes by using other concepts such as concept of e-learning. Results point towards the need of electronic courses adaptation regarding organization of activities concerning time. That is important because students of different clusters have different periods within which they are the most active. The importance of this research can be seen in the innovative approach towards evaluation and for obtaining recommendations for design of adaptive electronic courses. The following research relates to cluster application in the domain of interactive activities that appear in the electronic courses. C1 Univ Kragujevac, Tech Fac Cacak, Kragujevac, Serbia. RP Blagojevic, M (reprint author), Univ Kragujevac, Tech Fac Cacak, Kragujevac, Serbia EM marija_b@ifc.kg.ac.rs CR 2010, WHAT IS E LEARNING ELLIS RK, 2009, FIELD GUIDE LEARNING KAZANIDIS I, 2009, PROPOSED FRAMEWORK D AVDIC D, 2008, HLTH MED, V2, P264 BARAC D, 2007, DATA MINING ELEKTRON WANG W, 2002, CLUSTERING WEB SESSI KICKUL J, 2002, NEW PATHWAYS E LEARN 2002, WHAT IS EVALUATION HEND D, 2001, PRINCIPLES DATA MINI COOLEY R, 1997, WEB MINING INFORM PA ASTROM E, E LEARNING QUALITY A LMS MOODLE TECHNICAL UNSCRAMBLER X SOFTWA NR 13 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 1327 EP 1332 PG 6 WC Engineering, Multidisciplinary SC Engineering GA 879VT UT WOS:000299361700053 ER 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 CR NIKOLIC M, 2011, TECHNICS TECHNOLOGIE, V6 *GROUP AUTH, 2010, ACCR HIGH ED MICIC Z, 2008, INFORM TECHNOLOGIES ALINAMIHAELA ION, 2008, REV INFORM EC BODEA C, 2006, KNOWLEDGE MANAGEMENT TUFEGDZIC M, 2005, J TRACTORS POWER MAC, P368 MERTINS K, 2003, KNOWLEDGE MANAGEMENT PONCE D, 2003, 3 EUR KNOWL MAN SUMM RAVET S, 2002, NEWSLETTER PROME JUL, P2 Alavi M, 2001, MIS QUART, V25, P107 PROBST G, 1997, WISSEN MANAGEN WIE U NONAKA I, 1995, KNOWLEDGE CREATING C NONAKA I, 1994, ORGAN SCI, V5, P14 MORRISON D, E LEARNING STRATEGIE MARC R, E LEARNING STRATEGIE, P161 BATH D, EFQM EXCELLENCE MODE *ISO IEC, INF TECHN *GLOB CONS, US EFQM EXC MOD *ISO IEC, 2382281995 ISOIEC NR 19 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 1333 EP 1344 PG 12 WC Engineering, Multidisciplinary SC Engineering GA 879VT UT WOS:000299361700054 ER PT J AU Vernadakis, N Antoniou, P Giannousi, M Zetou, E Kioumourtzoglou, E AF Vernadakis, Nikolaos Antoniou, Panagiotis Giannousi, Maria Zetou, Eleni Kioumourtzoglou, Efthimis TI The effect of information literacy on physical education students' perception of a course management system SO LEARNING MEDIA AND TECHNOLOGY LA English DT Article DE asynchronous e-learning; tertiary education; information literacy; perception; course management system ID PROGRAM; SATISFACTION; ENVIRONMENTS; EXPERIENCES; TECHNOLOGY AB The purpose of this study was to determine the effect of information literacy on students' perception toward the educational services offered by an asynchronous course management system (e-Class) for the support of the traditional instruction method in tertiary physical education (PE) institutions. Participants were 211 PE students between the ages of 19 and 24 years, who were sorted into three groups according to their information literacy level: high, medium, and low users of technology. Data was collected using an online survey during a one-week period. One-way analyses of variances (ANOVAs) revealed significant differences between the three user groups, in each factor of the perception questionnaire: 'interaction', 'participation', 'educational material', 'usefulness,' and 'user control'. In the above factors, the high and medium user groups reported better results than the low-technology user group. In conclusion, learner familiarity with computer and online technologies made positive contributions to their perception toward course management systems. Hence, it is essential that physical education students should have basic information technology skills to feel more satisfied with their online learning experiences. C1 [Vernadakis, Nikolaos; Antoniou, Panagiotis; Giannousi, Maria; Zetou, Eleni; Kioumourtzoglou, Efthimis] Democritus Univ Thrace, Dept Phys Educ & Sport Sci, Komotini, Greece. RP Vernadakis, N (reprint author), Democritus Univ Thrace, Dept Phys Educ & Sport Sci, Komotini, Greece EM nvps@otenet.gr CR Paechter M, 2010, COMPUT EDUC, V54, P222, DOI 10.1016/j.compedu.2009.08.005 McGill TJ, 2009, COMPUT EDUC, V52, P496, DOI 10.1016/j.compedu.2008.10.002 Bolliger DU, 2009, DISTANCE EDUC, V30, P103, DOI 10.1080/01587910902845949 Liao HL, 2008, COMPUT EDUC, V51, P1405, DOI 10.1016/j.compedu.2007.11.006 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Kennedy GE, 2008, AUSTRALAS J EDUC TEC, V24, P108 Lin QY, 2008, INTERNET HIGH EDUC, V11, P53, DOI 10.1016/j.iheduc.2007.12.005 BRAY E, 2008, INT J OPEN DISTANCE, V9 BEKELE TA, 2008, Q REV DISTANCE ED, V9, P373 VERNADAKIS N, 2008, INQUIRIES SPORT PHYS, V6, P270 BUZZETTOMORE NA, 2008, INTERDISCIPLINARY J, V4, P113 Weaver D, 2008, AUSTRALAS J EDUC TEC, V24, P30 *EDUTOOLS, 2008, CMS PROD LIST SALAWAY G, 2008, ECAR STUDY UNDERGRAD *GUNET ASYNCHR ELE, 2008, GUNET ECLASS PLATF D BEKELE TA, 2008, THESIS U OSLO NORWAY VERNADAKI Z, 2008, 16 INT C PHYS ED SPO Arbaugh JB, 2007, DECIS SUPPORT SYST, V43, P853, DOI 10.1016/j.dss.2006.12.013 Shih PC, 2006, COMPUT HUM BEHAV, V22, P962, DOI 10.1016/j.chb.2004.03.016 Pituch KA, 2006, COMPUT EDUC, V47, P222, DOI 10.1016/j.compedu.2004.10.007 Yan Z, 2006, COMPUT HUM BEHAV, V22, P364, DOI 10.1016/j.chb.2004.09.005 BUZZETTOMORE N, 2006, J INF TECHNOL, V5, P153 XIE K, 2006, J EDUC COMPUT RES, V34, P67 ROACH R, 2006, DIVERSE ISSUES HIGHE, V23, P28 PAPASRATORN B, 2006, E LEARNING CORPORATE, P2264 MARKS RB, 2005, J MANAGEMENT ED, V29, P531 STEIN DS, 2005, AM J DISTANCE ED, V19, P105 KIM KS, 2005, 1 MONDAY, V10 KATZ R, 2005, ECAR STUDY STUDENTS STEIN D, 2004, DISTANCE ED REPORT, V8, P4 ARBAUGH JB, 2004, INTERNET HIGH EDUC, V7, P169, DOI 10.1016/j.iheduc.2004.06.001 JONES P, 2004, ELEC J E LEARN, V2, P113 Hong KS, 2003, EDUC TECHNOL SOC, V6, P45 CHEURPRAKOBKIT S, 2002, AM J DISTANCE ED, V16, P245 Piccoli G, 2001, MIS QUART, V25, P401 WESTBROOK TS, 1999, J CONTINUING HIGHER, V47, P32 PROOST K, 1997, J RES COMPUTING ED, V29, P370 NR 37 TC 0 Z9 0 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 1743-9884 J9 LEARN MEDIA TECHNOL JI Learn. Media Technol. PY 2011 VL 36 IS 4 SI SI BP 419 EP 435 DI 10.1080/17439884.2010.542160 PG 17 WC Education & Educational Research SC Education & Educational Research GA 881MD UT WOS:000299489900006 ER PT J AU France, D Wakefield, K AF France, Derek Wakefield, Kelly TI How to Produce a Digital Story SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE Student assessment; educational technology; e-learning; ICT in geography; digital story; podcasting AB Modern day students are said to hold a toolbox of technical knowledge, which can assist them with their undergraduate studies. The 'net generation' is more technologically capable than ever before and crave interactivity and image-rich environments, which has created a need for higher education institutions to diversify assessment practices. Digital stories ( this refers to a collection of still images, audio and video) as a means for assessing Geography undergraduates, lend themselves well to fieldwork activities, and this paper provides practical advice and guidance to students on how to create the best digital stories for assessment. C1 [France, Derek] Univ Chester, Dept Geog & Dev Studies, Chester CH1 4BJ, Cheshire, England. [Wakefield, Kelly] Univ Loughborough, Dept Geog, Loughborough, Leics, England. RP France, D (reprint author), Univ Chester, Dept Geog & Dev Studies, Parkgate Rd, Chester CH1 4BJ, Cheshire, England EM d.france@chester.ac.uk CR WAKEFIELD K, 2010, PLANET, V23, P63 PRENSKY M, 2009, INNOVATE, V5, P1 BRADWELL P, 2009, EDGELESS U HUGHES A, 2009, HIGHER ED WEB 2 0 WO SALMON G, 2008, CREATE PODCASTS ED JENKINS M, 2007, ICT PROVIDING CHOICE OBLINGER DG, 2005, ED NET GENERATION ED SHIRKY C, 2003, NETW EC CULT MAIL LI PRENSKY M, 2001, HORIZON, V9 Lee P, 1997, J GEOGR HIGHER EDUC, V21, P127 NR 10 TC 0 Z9 0 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 0309-8265 J9 J GEOGR HIGHER EDUC JI J. Geogr. High. Educ. PY 2011 VL 35 IS 4 BP 617 EP 623 DI 10.1080/03098265.2011.560658 PG 7 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA 877SP UT WOS:000299203300011 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 McGee HM, 2010, BEHAV MODIF, V34, P415, DOI 10.1177/0145445510383527 LUDWIG TD, 2010, UNDERSTANDING COMPLE Diener LH, 2009, J ORGAN BEHAV MANAGE, V29, P108, DOI 10.1080/01608060902874534 MOLLER L, 2008, TECHTRENDS, V52, P69 MCGEE HM, 2008, ANN C INT ASS BEH AN DANA M, 2008, PRINT PROFESSIONAL FISCHER T, 2007, GRAPHIC ARTS MONTHLY, V79, P10 ESLER B, 2007, GRAPHIC ARTS MONTHLY, V79, P4 MCGEE HM, 2007, BIANN C FLOR ASS BEH ROMANO F, 2007, WHAT THEY THINK 1026 ROMANO F, 2006, AM PRINTER, V123, P137 SCHRAMM J, 2006, SOC HUMAN RESOUR JUN RUMMLER GA, 2004, SERIOUS PERFORMANCE RUMMLER GA, 1995, IMPROVING PERFORMANC BRETHOWER DM, 1982, IND BEHAV MODIFICATI, P350 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 Aqda, MF Hamidi, F Ghorbandordinejad, F AF Aqda, Mahnaz Fatemi Hamidi, Farideh Ghorbandordinejad, Farhad BE Karahoca, A Kanbul, S TI The impact of constructivist and cognitive distance instructional design on the learner's creativity 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 Instructional Design; Distance Education; E-learning; Creativity; Cognitivism; Constructivism AB Creativity is at the heart of the 21st century educational work. Learner' creativity or learner's creative thinking skills are among the most important skills they need to be prepared for the knowledge society. The rapid development of technology in the modern era sheds light on the place and importance of creativity in education. Technology also has brought change in the way the students learn (collaboration strategy) and recently the computer-based instruction associated with electrical technologies has been a popular way of instruction that learning is no longer confined to classrooms (distance learning). Also in the case of the students if they want to take effective advantage of technology, they have to use the constructivist and cognitive skills (psychological learning theory). Recently education experts have tried to show how a distance instructional can be designed. The main question of this paper is what effects the distance instructional design based on the views of constructivism and cognitivism have on the learners' creativity. The definition of distance education (e-learning), the instruction design based on constructivist view and its function in education and distance learning (e-learning), the instruction design based on cognitive view and its function in education and distance learning (e-learning), the factors affecting the creativity development and accommodation (comparison) the characteristics of the instructural context, and the impact of the appropriate learning on the creativity development according to these settings are among the other main points of this review. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Aqda, Mahnaz Fatemi] ShahidRajaee Teacher Training Univ, Dept Educ, Tehran, Iran. RP Aqda, MF (reprint author), ShahidRajaee Teacher Training Univ, Dept Educ, POB 167855-163, Tehran, Iran EM fatemi.am@gmail.com CR Runco MA, 2004, ANNU REV PSYCHOL, V55, P657, DOI 10.1146/annurev.psych.55.090902.141502 PLUCKER, 2004, ED PSYCHOL, V39, P83 FLORIDA R, 2004, RISE CREATIVE CLASS ELENISEFERTZI, 2000, INNOREGIO DISSEMINAT STERNBERG RJ, 1999, HDB CREATIVITY, P3 FEIST GJ, 1998, PERSONALITY SOCIAL P, V2, P290 KODALI S, 1998, AM J DISTANCE ED, V8, P30 WILLIS B, 1998, EDUC TECHNOL, V38, P57 MURPHY I, 1998, NAU WEB 98 C NO AR U GUSTAFSON KL, 1997, SURVEY INSTRUCTIONAL CYRS TE, 1997, TEACHING DISTANCE ME CYRS TE, 1997, TEACHING LEARNING DI, P15 AMABILE TM, 1996, CREATIVITY CONTEXT U MOORE MG, 1996, DISTANCE ED SYSTEMS MCISAAC MS, 1996, HDB RES ED COMMUNICA, P403 JONASSEN D, 1995, AM J DISTANCE ED, V9, P17 MAXWELL L, 1995, ED TECHNOLOGY NOV, P43 WILLIS B, 1994, DISTANCE ED STRATEGI DRISCOLL MP, 1994, PSYCHOL LEARNING INS LEBOW D, 1993, ETR&D-EDUC TECH RES, V41, P4 DUFFY T, 1992, CONSTRUCTIVISM INSTR BEDNAR AK, 1992, CONSTRUCTIVISM TECHN, P17 JONASSEN DH, 1991, EDUC TECHNOL, V31, P28 MOORE MG, 1990, EFFECTS DISTANCE LEA MCISAAC MS, 1988, INT COUNCIL DISTANCE, V17, P22 STERNBERG RJ, 1988, TRIARCHIC MIND NEW T STERNBERG R, 1985, IQ TRIARCHIC THEORY HEINRICH EH, 1984, PALASTE ALTEN MESOPO, P15 REIGELUTH CM, 1979, EDUC TECHNOL, V19, P5 TORRANCE EP, 1974, TORRANCE TESTS CREAT Guilford JP, 1950, AM PSYCHOL, V5, P444 ENCY CREATIVITY, V2 CROPLEY AJ, ENCY CREATIVITY A, V1 STERNBERG RJ, ENCY CREATIVITY A, V1 WILLIAM B, ENCY CREATIVITY A, V1 CHAN D, ROLE ICT CONSTRUCTIV OLIVER R, TEACHING MEETS LEARN NR 37 TC 0 Z9 0 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.2010.12.044 PG 6 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800042 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 CR ASSAREH A, 2010, KNOWING BARRIERS E E LEVINE JS, 2009, NEW DIRECTIONS ADULT, V113, P67 EGAN TM, 2004, DISTANCE LEARNING RO ALLEN JE, 2004, QUALITY EXTENT ONLIN WILLIAMS PE, 2003, AM J DISTANCE ED, V17, P45 KEEGAN M, 2001, E LEARNING INVESTMEN *ADLNET, 2001, GUID DES EV WEB BAS *AM DIS ED CONS, AM DIS ED CONS ADEC NR 8 TC 0 Z9 0 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 SC Computer Science GA BYK43 UT WOS:000299159800127 ER PT S AU Fatemeh, H Ahmad, K Mohammad, DM AF Fatemeh, Hendijanifard Ahmad, Kardan Mohammad, Dibay Moghadam BE Karahoca, A Kanbul, S TI ICMAP: An interactive tool for concept map generation to facilitate learning process 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 Human computer interaction; Interactive tool; Distance learning; Concept map; Learning process AB Human-computer interaction could play an essential role in learning. In distance learning, interactive tools can facilitate the learning process for teachers and students. In this article, the design and implementation of software will be introduced which helps users to learn more with the help of interactive instructions and concept map (Cmap) generation. Cmaps are graphical visualisations of knowledge about a topic, in which the concepts of a subject are meaningfully related to each other. Cmaps are widely used in E-learning and proved to be helpful to learners and informative to teachers. The step-by-step process of making a Cmap by means of specific tools with specific interfaces will result in a better learning process. Therefore, with this tool, a learner can make Cmaps stage by stage with necessary textual or graphical instructions. Other interactive features such as colours and message boxes are utilised to instruct, assure or warn the user when making a Cmap. Some other attributes of the tool help teachers receive a report about students' frequent mistakes in order to understand which part of the course should be developed. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Fatemeh, Hendijanifard; Ahmad, Kardan; Mohammad, Dibay Moghadam] Amir Kabir Univ Technol, Dept Comp & Informat Technol, Tehran, Iran. RP Fatemeh, H (reprint author), Amir Kabir Univ Technol, Dept Comp & Informat Technol, Tehran, Iran EM Hendijani@aut.ac.ir aakardan@aut.ac.ir CR Shackel B, 2009, INTERACT COMPUT, V21, P339, DOI 10.1016/j.intcom.2009.04.007 NOVAK JD, 2008, THEORY UNDERLYING CO NOVAK JD, 2006, INFORM VISUALIZATION, V5, P175 KUMAR A, 2006, P 2 INT C CONC MAPP Sedig K, 2005, INTERACT COMPUT, V17, P419, DOI 10.1016/j.intcom.2005.02.002 Canas AJ, 2005, LECT NOTES COMPUT SC, V3426, P205 NOVAK JD, 2004, P 1 INT C CONC MAPP KORNILAKSI H, 2004, P ICALT 2004, P600 MARSHALL B, 2003, P JCDL 2003 3 ACM IE NR 9 TC 0 Z9 0 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.2010.12.087 PG 6 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800085 ER PT S AU Glava, CC Glava, AE AF Glava, Catalin-Cosmin Glava, Adina-Elena BE Karahoca, A Kanbul, S TI On-line learning platforms as virtual classrooms. Case study of initial primary teachers training at Babes-Bolyai University of Cluj-Napoca, Romania 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 learning on-line platform; virtual classroom; teacher training; learning environment; e-learning AB The paper presents the results of an experiment of using the learning platform BSCW (Basic Smart, Cooperate Worldwide) as a virtual classroom for preschool and primary school teacher training at Babes-Bolyai University, Faculty of Psychology and Educational Sciences. Three years of experimental program are presented in relation with the use of Internet as a fruitful learning environment. The defining features of BSCW will be presented, emphasizing on the platform's characteristics that make it a real virtual classroom. Being defined by a variety of didactic options of communication, cooperation, organization of learning space, the BSCW platform represents a virtual classroom. Its use offered the university future teacher students the possibility to exercise own learning management skills, to improve own cooperation and learning tasks design abilities. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Glava, Catalin-Cosmin; Glava, Adina-Elena] Univ Babes Bolyai, Fac Psychol & Sci Educ, Cluj Napoca 400029, Romania. RP Glava, CC (reprint author), Univ Babes Bolyai, Fac Psychol & Sci Educ, 7 Sindicatelor St, Cluj Napoca 400029, Romania EM catalinglava@yahoo.com adinaglava@yahoo.com CR GLAVA C, 2009, MODELE TEORETICE APL GLAVA C, 2009, RES REFLECTIONS INNO GLAVA C, 2009, TRATAT DIDACTICA MOD GLAVA C, 2006, CURRENT DEV TECHNOLO NR 4 TC 0 Z9 0 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.2010.12.112 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800110 ER PT S AU Gorghiu, LM Gorghiu, G Bizoi, M Suduc, AM AF Gorghiu, Laura Monica Gorghiu, Gabriel Bizoi, Mihai Suduc, Ana Maria BE Karahoca, A Kanbul, S TI The Electronic Book - a Modern Instrument Used in Teachers' Training Process 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 electronic book; e-publishing software; digital material; teacher training; best practice guidelines; Comenius 2.1. Project AB Since Internet became in the last years the biggest source of information, the book concept has been dramatically redefined, especially in terms of separating of its content and the related support. Practically, when using the electronic media, a book could take a different look - the electronic book (e-book). Due to their widely spread in the last period, the e-books are one of the most effective ways to support distance learning (e-learning), as they can be read by thousands of readers. Due to the fact that the teachers have limited time for participating to the face-to-face training programmes, the e-books became an important tool for promoting different training courses organized in the frame of various projects. It was also the case of the three years Socrates-Comenius 2.1 European project "FISTE - A Future Way for In-Service Teacher Training across Europe" - code 118766-CP-1-2004-1-RO-COMENIUS-C21, when the partnership organized the on-line courses entitled "Integrated ICT in Traditional Training" and "ECSUT: Educational Challenges & Solutions in Using ICT" [1]. The best practices and experiences of the teachers who achieved the on-line courses were collected and help the partnership to design a web-guideline entitled "Best Practices Guideline for Educational Use of ICT Tools" as a final output of the project. The content of the European course and the web-guideline have been produced as an e-book format by using Desktop Author software application. In this sense, the paper aims to present the most important features proposed by Desktop Author software during the design process of the mentioned e-books, together with the main facets presented by the related e-volumes. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Gorghiu, Laura Monica] Valahia Univ Targoviste, Fac Sci & Arts, Targoviste 130082, Romania. RP Gorghiu, LM (reprint author), Valahia Univ Targoviste, Fac Sci & Arts, 18-24 Unirii Blvd, Targoviste 130082, Romania EM laura_monica@yahoo.com CR NOORHIDAWAT A, 2009, MALAYS J LIBR INF SC, V13, P1 GORGHIU G, 2008, REV ROMANA INFORM SI, V18, P43 GORGHIU LM, 2007, FISTE FUTURE WAY IN, V45, P11 BRUT M, 2006, INSTRUMENTE PENTRU E BRUT M, 2004, PREZENTARI MULTIMEDI LIFELONG LEARNING PR NR 6 TC 0 Z9 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0509 J9 PROCEDIA COMPUT SCI PY 2011 VL 3 DI 10.1016/j.procs.2010.12.093 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800091 ER PT S AU Hubackova, S Ruzickova, M AF Hubackova, Sarka Ruzickova, Marketa BE Karahoca, A Kanbul, S TI Experience in foreign language teaching with ICT support 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 Foreign language teaching; ICT support; on-line courses; ballot tool AB The foreign language teaching using e-learning usually catches on more slowly than the teaching of sciences or technological subjects. We therefore consider the most suitable method of language teaching the blended learning; i.e. the combination of the traditional, face-to-face and on-line teaching. For the foreign language teaching we have prepared both the courses using the blended learning and the courses for a distance education. We also have some experience in the teaching of interuniversity studies, but only distance on-line teaching. At our faculty we have now prepared some on-line German and English courses for beginners and for advanced students. We also offer the courses of general, business and banking English and German. The foreign language on-line courses enable to practise individually, for example, some grammar phenomena with the use of a key as a feedback. Moreover, they help to enlarge the vocabulary, give the possibility of using the listening texts and working with a foreign language text. We consider the use of modern technologies very useful. The on-line courses are also useful in the foreign language teaching. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Hubackova, Sarka; Ruzickova, Marketa] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. RP Hubackova, S (reprint author), Univ Hradec Kralove, Rokitanskeho 62, Hradec Kralove 50003, Czech Republic CR KLIMOVA BF, 2009, BLENDED LEARNING RES KLIMOVA BF, 2008, EXPLOITATION E LEARN NR 2 TC 0 Z9 0 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.2010.12.041 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800039 ER PT S AU Klimova, BF Poulova, P AF Klimova, Blanka Frydrychova Poulova, Petra BE Karahoca, A Kanbul, S TI Tutor as an important e-learning support 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 ICT; e-learning; didactics; change; tutoring; students AB Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of education. They have enabled the teaching community to redefine some of the strategies and concepts of teaching and learning. In this climate computer-based distance learning courses have emerged. One of the supports of the distance learning is e-learning, which is widely used at the University of Hradec Kralove, Czech Republic. The article attempts to examine how the traditional role of a teacher in the e-courses changes and what preconditions are pivotal for the tutoring of such courses. In addition to that, it describes a creation of e-learning courses from the pedagogical point of view. Finally, a few problems of practical e-tutoring run at a university level in the Czech Republic are depicted. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Klimova, Blanka Frydrychova; Poulova, Petra] Univ Hradec Kralove, Fac Informat & Management, Hradec Kralove 50003 3, Czech Republic. RP Klimova, BF (reprint author), Univ Hradec Kralove, Fac Informat & Management, Rokitanskeho 62, Hradec Kralove 50003 3, Czech Republic EM blanka.klimova@uhk.cz CR POULOVA P, 2009, P 5 WSEAS IASME INT, P87 MACKAY S, 2006, BUS REV, V5, P82 BADGER I, 2003, 37 ANN IATEFL C BRIG GERRARD C, 2002, P NETW LEARN 3 INT C SULCIC V, CAN ONLINE TUTORS IM WHEELER S, LEARNING E S BERGE ZL, ROLE MODERATOR SCHOL CECH P, SBORN PRISP SEM SOUT, P23 NR 8 TC 2 Z9 2 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.2011.01.036 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800232 ER PT S AU Mohammadi, N Ghorbani, V Hamidi, F AF Mohammadi, Neda Ghorbani, Vahid Hamidi, Farideh BE Karahoca, A Kanbul, S TI Effects of e-learning on Language 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 E-learning; English language; Worde Wide Web; Internet media; Mass media AB The aim of this study is to do a research on the effects of e-learning and sub-categories such as : internet; Web-based English learning and computer-assisted language learning(CALL) on language learning. Before growing prevalence of Word Wide Web (www); people use emails for language learning and teaching (LL/LT). In network-based language learning (NBLL); people use computer-based educational activities. The main advantage of e-learning is that it increases the engagement; attendance and motivation of students which are requisite for learning. By advent of Web and internet; English learning (EL) improved because internet had its own language and logic and was not limited to one culture. Indeed; learning English via internet challenges traditional from of learning. Internet is a virtual English environment. People become autonomous by using internet and they can independent from books and teacher such as chartrooms and mass media which increase the oral proficiencies of learners. the use of mass media such as books and manuscripts and internet media (like blogs; message boards; podcasts; and video sharing) are another faces of e-learning. Although using mass media and internet media are challenging and time consuming. They provide teacher and students with creative and practical ideas. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Mohammadi, Neda; Hamidi, Farideh] Shahid Rajaee Teacher Training Univ, Dept Educ, Tehran, Iran. RP Mohammadi, N (reprint author), Shahid Rajaee Teacher Training Univ, Dept Educ, POB 167855-163, Tehran, Iran EM mohammadi173a@yahoo.com v_ghorbani777@yahoo.com fhamidi@srttu.edu CR TURGUT Y, 2009, YOUNG LEARNERS LANGU ARENA C, 2008, TSEL EJ TEACHING ENG, V1, P4 ZHONG YS, 2008, STUDY AUTONOMY ENGLI THORNE SL, 2005, CALICO J, V22, P371 NAGY A, 2005, E CONTENT TECHNOLOGI, P79 NAIDU S, 2003, E LEARNING GUIDEBOOK NR 6 TC 0 Z9 0 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0509 J9 PROCEDIA COMPUT SCI PY 2011 VL 3 DI 10.1016/j.procs.2010.12.078 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800076 ER PT S AU Mustapasa, O Karahoca, A Karahoca, D Uzunboylu, H AF Mustapasa, Oguz Karahoca, Adem Karahoca, Dilek Uzunboylu, Huweyin BE Karahoca, A Kanbul, S TI "Hello World", Web Mining for 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 Semantic Web; Web Mining; E-Learning; Distance Learning; Personalization AB As the internet and mobile applications are getting an important role in our lives, usage of mobile services also took place in educational field since the internet is widespread, which is usually called by the terms "e-learning" or "distance learning". A known issue on e-learning is all the content's being online and less face-to-face communication than traditional learning; this brings the problem of chasing student's success, and advising and managing student's way of studying. Hence, a recent hot topic, data mining, can be applied on student's data left on e-learning portals to guide the instructor and advisors to help students' being more successful. Recent researches done on this topic showed that e-learning combined with data mining can decrease the gap between itself and traditional learning - referred as semantic web mining in general. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Mustapasa, Oguz; Karahoca, Adem; Karahoca, Dilek] Univ Bahcesehir, Dept Software Engn, Istanbul, Turkey. RP Mustapasa, O (reprint author), Univ Bahcesehir, Dept Software Engn, Istanbul, Turkey CR Hendler J, 2010, ARTIF INTELL, V174, P156, DOI 10.1016/j.artint.2009.11.010 YILMAZ M, 2010, WORLD J ED TECHNOLOG, V2 BURGUL N, 2009, CYPRIOT J ED SCI, V3 GUNEYLI A, 2009, CYPRIOT J ED SCI, V1 JUNUZ E, 2009, PREPARATION LEARNING *W3C, 2008, W3C SEM WEB ROMERO C, 2007, DATA MINING COURSE M Papanikolaou KA, 2006, INTERACT COMPUT, V18, P356, DOI 10.1016/j.intcom.2005.11.003 STUMME G, 2005, SEMANTIC WEB MINING BERNERSLEE T, 2001, SCI AM MAGAZINE Pillay H, 1998, LEARN INSTR, V8, P1 CLAIRE E, LASSI FELDER RM, LEARNING STYLES STRA NR 13 TC 0 Z9 0 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.2011.01.019 PG 7 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800217 ER PT S AU Sarencheh, S Bigham, BS AF Sarencheh, Saeed Bigham, Bahram Sadeghi BE Karahoca, A Kanbul, S TI An applicable master plan to develop city's Information Technology Infrastructure 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 Information Technology; Data center; MAN; IT subsystems; Data centralization AB Nowadays, communication devices are widespread exponentially. People use some of these devices in daily life like as using mobile to access for shopping from Internet and pay by credit cards or student email their homework to their teacher. In other words, Internet network plays significant roles in people's life. Therefore, some features such as access to Internet from everywhere, connection bandwidth and minimum necessary devices to connect and use network are important in make better satisfaction of people. In this article, a master plan of infrastructure is suggested that city which built base on this infrastructure, people in city can connect to Data center from anywhere with simple and usual tools like PDA, Notebook and also cell phones and also superior manager can use the information to make proper decisions and as a result they can offer a fast and appropriate sort of management. In this instruction, people can easily connect to Metropolitan Area Network ( MAN) then use IT subsystems like E-commerce, E-learning, E-health and others and enjoy from IT subsystem advantages in city. In this design, there are some important factors that we must attend to them because they affect the result, some of them such as speared of access point to MAN, independent from especial hardware requirement, Network Bandwidth and simple using structure for people. So, in the result, the useful information of people is saved in Data center and people or organization can reach these data easily and use people data in time. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Sarencheh, Saeed; Bigham, Bahram Sadeghi] Inst Adv Studies Basic Sci IASBS, Dept Comp Sci & IT, Zanjan, Iran. RP Sarencheh, S (reprint author), Inst Adv Studies Basic Sci IASBS, Dept Comp Sci & IT, POB 45195-1159, Zanjan, Iran EM sarenche@iasbs.ac.ir CR IMONARD PKH, 2009, DEV IT INFRASTRUCTUR CHAN H, 2009, E COMMERCE FUNDAMENT Lee SM, 2005, COMMUN ACM, V48, P99, DOI 10.1145/1089107.1089112 Bhatt GD, 2005, J MANAGE INFORM SYST, V22, P253 REZAIE HR, 2004, TADBIR J, V146, P17 SHER PJ, 2003, INFORM TECHNOLOGY FA SAVERI, 2003, SR788B I FUT ZADE MH, 2002, TADBIR J, V122, P112 YAO S, 2001, IEEE COMMUNICATIONS STALLINGS W, 2000, LOCAL METROPOLITAN A TURBAN E, ELECT COMMERCE 2006 TONG S, JOB REQUIREMENTS E C CONTI M, METROPOLITAN AREA NE, P98 NR 13 TC 0 Z9 0 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.2010.12.138 PG 8 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800136 ER PT S AU Semradova, I AF Semradova, Ilona BE Karahoca, A Kanbul, S TI Designing E-learning courses in humanities and their use in the interuniversity study programmes 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 e-learning; humanities; courses; WebCT; interuniversity study; ethics; philosophy AB Since 2005 the Faculty of Informatics and Management, University of Hradec Kralove, has been running interuniversity study programmes within the framework of the selected Czech universities. In co-operation with the University of West Bohemia, Plzen, and Tomas Bata University, Zlin, several subjects are offered to students in the form of e-learning courses. The courses are run by teachers from the above-mentioned partner universities. In the project the author personally deals with e-courses "Ethics", and " Philosophical seminar". Both courses are organized every year in winter and summer terms, often at both universities, which is very time demanding. The courses are supported by the virtual learning environment WebCT which enables teacher-supervised self-study, and provides tools for multimedia presentations of the learning content. Contacts with teachers are supported by technical communication means, both asynchronous (mail, discussions) and synchronous (chat, whiteboard). WebCT is an environment which integrates various tools, and it is easily operated and accessible through the internet web browser. While designing courses in WebCT, one has to be aware of the danger of depersonalization and simplifying algorithmization of the educational process. Therefore, in all phases of didactic and technological processing of the appropriate contents, we take into account the necessity to form sets of questions, reflections, or even self-reflections. This dimension of the hermeneutic approach strengthens communicative competences and develops the ability to distribute and share information and knowledge. The contribution in detail deals with constitutive elements of designing e-learning courses in humanities in relation to the requirements of the interuniversity study programme. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 Univ Hradec Kralove, Fac Informat & Management, Hradec Kralove 3 50003, Czech Republic. RP Semradova, I (reprint author), Univ Hradec Kralove, Fac Informat & Management, Rokitanskeho 62, Hradec Kralove 3 50003, Czech Republic EM ilona.semradova@uhk.cz CR HAN J, 2006, SBORN SEM SOUT E LEA, P204 PALOUS R, 2004, ARS DOCENDI SEMRADOVA I, 2004, CONSTITUTIVE ELEMENT, P60 NR 3 TC 0 Z9 0 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.2010.12.028 PG 5 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800026 ER PT S AU Tas, EM AF Tas, Evin M. BE Karahoca, A Kanbul, S TI ICT education for development - a case study 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 ICT Education; social responsibility; development; e-learning; Cisco NetAcad AB "Information and communication technologies for development (ICT4D)" is a general term that is used to define the applications of ICTs for the socioeconomically disadvantaged groups. In other words, the ICT4D is applying information technologies for poverty reduction purposes. Today the concept is far more evolved from when it started just as the ICT industry. Especially along with the Internet now the possibilities for collaboration have significantly increased. Since information and communication technologies will be shaping the future, the jobs acquired in the ICT industry will be even more valid. On the other hand while the need for professionals is increasing, the number of well trained professionals is not accumulating with the same acceleration rate, due to the high costs and accessibility problems. This paper focuses on a unique and successful project called SPARK (Youth Movement in Informatics). SPARK is a partnership of UNDP, Cisco and Youth for Habitat Association. This project aims to improve the level of information technology expertise among youth using the Cisco NetAcad e-learning platform, while simultaneously encouraging volunteerism. Moreover, SPARK aims to support young people to develop their social capacities and helps them participate in the new information-based global economy through the peer education model on advanced information technology and networking skills. Through the case of SPARK, this paper also emphasizes the importance of the ICT education for development and poverty reduction and illustrates the impact it makes on people's lives. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. EM evin.tas@gmail.com NR 0 TC 0 Z9 0 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.2010.12.085 PG 6 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800083 ER PT S AU Yengin, I Karahoca, A Karahoca, D AF Yengin, Ilker Karahoca, Adem Karahoca, Dilek BE Karahoca, A Kanbul, S TI E-Learning success model for instructors' satisfactions in perspective of interaction and usability outcomes 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 E-Learning; Distance Education; Usability; Interaction; Satisfaction; E-Learning Success Model ID USER SATISFACTION AB E-learning approaches could be handled in a system design view in which the system components and factors have critical roles in order to assure success of whole system. In such an e-learning design view, online instructors (or faculties) have the most critical role as the most important actor. Therefore there is an emerging need for investigating the factors affecting instructors' performance in e-learning systems. Satisfaction is one of these factors that affect usability of the system which also directly affect instructors' performance. In this study, factors related to instructors' satisfaction in e-learning systems have been investigated in order to develop a basic model called "E-Learning Success Model for Instructors' Satisfactions" which is related to social, intellectual and technical interactions of instructors in whole e-learning system. "E-Learning Success Model for Instructors' Satisfactions" could be a basic guide for e-learning designers, online instructors and policy makers to understand interaction and usability outcomes related to satisfaction of instructors. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Yengin, Ilker] Univ Nebraska, Lincoln, NE 68583 USA. RP Yengin, I (reprint author), Univ Nebraska, Lincoln, NE 68583 USA CR DEVETAK I, 2010, CYPRIOT J ED SCI, V5 LEEPOST A, 2009, ELECT J E LEARNING, V7, P61 BOLIGER D, 2009, DISTANCE EDUC, V30, P103 CAVUS N, 2009, CYPRIOT J ED SCI, V3 SEAMAN J, 2009, ONLINE LEARNING STRA, V2 PENA A, 2009, WORLD J ED TECHNOLOG, V1 Boehm JK, 2008, J CAREER ASSESSMENT, V16, P101, DOI 10.1177/1069072707308140 CHEN LH, 2007, IND ENG ENG MAN 2007, P297 BOOCH G, 2005, ADDISON WESLEY OBJEC Muylle S, 2004, INFORM MANAGE-AMSTER, V41, P543, DOI 10.1016/S0378-7206(03)00089-2 DOLL WJ, 2004, J MANAGEMENT INFORM, V21, P1 KHALIFA M, 2004, J INFORM TECHNOLOGY DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 CUMMINGS JA, 2002, INTERNET HIGHER ED, V5, P1 ROCKWELL SK, 2002, ONLINE J DISTANCE LE, V2 CHO SK, 2002, ED DISTANCE USDLA J, V16 MOORE J, 2002, ELEMENTS QUALITY SLO SCHIFTER CC, 2000, EDUC TECHNOL, V40, P43 HARTMAN J, 2000, J ASYNCHRONOUS LEARN, V4, P155 FREDERICKSEN E, 2000, J ASYNCHRONOUS LEARN, V4, P245 KEAST DA, 1997, AM J DISTANCE ED, V15, P7 APPLEGATE R, 1993, RQ, V32, P525 DOLL WJ, 1988, MIS QUART, V12, P259 MOMENEE G, 1987, RES STRATEGIES, V5, P186 RAYMOND L, 1985, MIS QUART, V9, P37 IVES B, 1983, COMMUN ACM, V26, P785 BEELER R, 1981, NAT ONL M P NY, V3, P24 TESSIER JA, 1977, SPEC LIBR, V68, P383 MATSATSINIS N, J OPERATIONAL RES, P249 MATSATSINIS N, J OPERATIONAL RES, P259 *ASS PUBL LAND GRA, VIEWS EXP ONL LEARN NR 31 TC 0 Z9 0 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.2011.01.021 PG 8 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800219 ER PT S AU Yuce, B Karahoca, A Karahoca, D AF Yuce, Baris Karahoca, Adem Karahoca, Dilek BE Karahoca, A Kanbul, S TI The use of electronic curriculums in occupational education to evaluate and improve the cognitive capacity of candidate software engineers 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 Blended learning; E-Learning; Critical Thinking; System Analysis; Learning Strategies AB This research is aimed to go beyond the traditional techniques of design and to apply an educational system. This system was designed to allow students to apply the theoretical knowledge and jargon of the System Analysis and Design course in Bahcesehir University, Engineering Faculty usefully to other branches, in different situations. This course was taken by students in the fall term of 2008. The learning system which has been designed involves some electronic applications and tests to make the content more understandable and to improve student's knowledge. At the end of term it was measured to what extent students were able to use the skills which they had learned from the course. Every week repeated case studies and other tools were employed to exercise students' short-term memories. Their knowledge was gained through a combination of face-to-face sessions (information from the formal teaching methods and case studies) and online tools (jargon based word games and tests). (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor. C1 [Yuce, Baris; Karahoca, Adem; Karahoca, Dilek] Bahcesehir Univ, Software Eng Dept, TR-34353 Istanbul, Turkey. RP Yuce, B (reprint author), Bahcesehir Univ, Software Eng Dept, TR-34353 Istanbul, Turkey EM baris.yuce@bahcesehir.edu.tr CR CHEN CM, 2009, EXPERT SYSTEMS APPL, V6, P8816 TELLA A, 2009, CYPRIOT J ED SCI, V4 CAVUS N, 2009, CYPRIOT J ED SCI, V3 PENA A, 2009, WORLD J ED TECHNOLOG, V1 SO HJ, 2008, COMPUT EDUC, P318 2008, ITEM WRITING MANUAL CASHMAN S, 2007, SYSTEMS ANAL DESIGN Banerjee B, 2007, 20TH INTERNATIONAL JOINT CONFERENCE ON ARTIFICIAL INTELLIGENCE (IJCAI-07), PROCEEDINGS, P672 FLYVBJERG B, 2006, QUALITATIVE INQUIRY, V12 LINDSAY EB, 2004, ACAD EXCHANGE Q 1222 PRENSKY M, 2004, DIGITAL GAME BASED L Beckert L, 2003, MED EDUC, V37, P424 SHEPARD J, 2003, SOCIOLOGY YOU CONLAN O, 2002, J INFORM SYSTEMS ED, V1, P38 FLYVBJERG B, 2001, MAKING SOCIAL SCI MA BURTON RF, 2001, ASSESS EVAL HIGH EDU, P41 PRESSLEY M, 1990, READ RES QUART, V25, P232 CHRISTENSEN CR, 1987, TEACHING CASE METHOD BENJAMIN LT, 1984, TEACH PSYCHOL, V11, P133 CRAGG CI, 1940, HARVARD ALUMNI B, P1 NR 20 TC 0 Z9 0 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.2011.01.024 PG 7 WC Computer Science, Theory & Methods SC Computer Science GA BYK43 UT WOS:000299159800222 ER PT S AU Akhshabi, M Khalatbari, J Derakhshan, A Akhshabi, M AF Akhshabi, Mohammad Khalatbari, Javad Derakhshan, Alireza Akhshabi, Mostafa BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Educational standard content design system for virtual university SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE content design; Scorm; virtual universit AB During recent years trying to prove electronic teaching methods, in front of traditional methods have more success. success factors in e-learning are Including platform communications, level of accessibility to the computer user, level of familiarity of user with computer, educational software and electronic content is the most important element. Therefore choose how education, easy, accessible, flexible and cheaper and ultimately measurable goals and assessment according to management that could be useful for optimization of human resources, will be inevitable. Electronic content must be considered to transfer knowledge to learner in addition simulated personality and behavior professor and education related. Electronic content virtual courses are a system that would treat to a teacher runs education behavior as possible. In electronic content production should attend to quality courses, increasing production volume, observance of standards and management of electronic content production. (C) 2011 Published by Elsevier Ltd. C1 [Akhshabi, Mohammad] Islamic Azad Univ, Tonekabon Branch, Dept Ind Engn, Tonekabon, Iran. EM mostafa.akhshabi@gmail.com mostafa.akhshabi@gmail.com CR SCHAAL S, 2010, WORLD J ED TECHNOLOG, V2, P42 Martins AC, 2008, EDUC TECHNOL SOC, V11, P194 SONWALKAR N, 2008, ADAPTIVE INDIVIDUALI, P44 BRUSILOVSKY P, 2007, LNCS, V4321, P3 BRUSILOVSKY P, 2007, LECT NOTES COMPUTER, V4321 BRUSILOVSKY P, 2007, LECT NOTES OMPUTER S, V4321 HOLOHAN E, 2005, P WORKSH APPL SEM WE Cheung B, 2003, J SYST SOFTWARE, V68, P11, DOI 10.1016/S0164-1212(02)00133-4 BRUSILOVSKY P, 2003, AUTHORING TOOLS ADV, P377 DEBRA P, 2001, P WEBNET 2001 WORLD, P262 BRUSILOVSKY P, 1996, INTELLIGENT TUTORING, V1086, P261 COTTON K, 1988, SCH IMPROVEMENT RES, DOI DOI 10.1016/S0164-1212(02)00133-4 NR 12 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.157 PG 7 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300155 ER PT S AU Arasteh, B ZadahmadJafarlou, M Karimi, M AF Arasteh, Bahman ZadahmadJafarlou, Manuchehr Karimi, Mohammadbagher BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI A dependable and economic service for long-life e-learning applications in grid environments SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Grid Environment; E-learning Service; Dependability; Resource Consumption AB Developing highly available, reliable, scalable and mobile educational systems are so difficult or impossible in the client-server and web service architectures. On the other hand, a grid environment is such a large distributed system that it supports large numbers of distributed resources sharing. The grid environment can be used as a good platform for the long-life, online and mobile educational applications which need high availability, reliability and scalability. The possibility of failure occurrence on the educational resources during a running educational application on the grid environment is not negligible. This paper proposes a dependable and economic learning service in grid systems. The other focus in this paper is to minimize educational resource consumption and consequently decrease the cost of requested learning services by the learners in the economic grid. A hybrid and dynamic resource management method is used to improve the availability, reliability, scalability and stability of learning service with low resource consumption. An analytical approach, Markov model, is used to show the availability, reliability, stability improvement in the proposed method. (C) 2011 Published by Elsevier Ltd. C1 [Arasteh, Bahman; Karimi, Mohammadbagher] Islamic Azad Univ, Tabriz Branch, Dept Comp, Tabriz, Iran. EM b_arasteh@iaut.ac.ir CR AVIZIENIS A, 2004, IEEE T DEPEND SECURE, V11, P2044 JAIN A, 2004, P 5 IEEE ACM INT WOR REKLAITIS V, 2003, P 2 INT LEGEWG WORKS REKLAITIS V, 2003, P EL 2003 WORLD C EL, P692 PANKRATIUS V, 2003, P IEEE WORKSH KNOWL BOOTH D, 2003, WEB SERVICES ARCHITE GANNON D, 2002, CLUSTER COMPUT, V5, P325 BRUSILOVSKY P, 2002, P E LEARN 2002 WORLD, V1, P154 FUJI T, 2002, P EL 2002 WORLD C EL, V1, P305 *SUN MICR INC, 2002, DIG LIB TECHN TRENDS TUCKER S, 2002, P 30 ANN ACM SUGUCCS, P292 REKLAITIS V, 2002, P EUR C ST ANN COLL FOSTER I, 2002, P OP GRIDSERVICE INF FREY J, 2001, CONDOR G COMPUTATION Chervenak A, 2000, J NETW COMPUT APPL, V23, P187, DOI 10.1006/jnca.2000.0110 GEHRING J, 1999, P JSSPP, P179 LYU MR, 1996, HDB SOFTWARE RELIABI NR 17 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.143 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300141 ER PT S AU Askar, P AF Askar, Petek BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Social network analysis for e-learning environments SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ C1 [Askar, Petek] Izmir Univ Econ, TR-35330 Izmir, Turkey. CR SCOTT J, 2000, SOCIAL NETWORK ANAL WASSERMAN S, 1994, SOCIAL NETWORK ANAL NR 2 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.183 PG 1 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300180 ER PT S AU Chlouba, T Simkova, M Nemcova, Z AF Chlouba, Tomas Simkova, Monika Nemcova, Zuzana BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Application for education of financial literacy SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE financial literacy; educational environment; ICT AB The paper follows a grant project at the University of Hradec Kralove-Applications for support of financial literacy, where the key problems are described by a methodology that is implemented in the proposed application. This application is based on the processed results and aims to improve the financial literacy of citizens, because financial literacy is the best way to prevent their over-indebtedness. This application supports e-learning approach to teaching at the University of Hradec Kralove. The application uses interactive graphical representation methods that are user friendly, is addressed to wide range of people and aims to teach consumers how to behave in specific situations that can occur. This educational environment interactively explains the basics of financial literacy; the user can browse through different topics. During the learning process he is tested by examples, which are practically oriented and review the level of his newly learned skills. This helps the user to outline the legalities and structure of the financial market and modifies the existing educational processes supported by ICT. (C) 2011 Published by Elsevier Ltd. C1 [Chlouba, Tomas; Simkova, Monika; Nemcova, Zuzana] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. EM zuzana.nemcova@uhk.cz CR ESKAY M, 2011, CYPRIOT J ED SCI, V6, P30 EGEROVA D, 2011, JAK TVORIT STUDIJNI VYCHOVA H, 2010, BEST PRACTICES VZDEL PETRASKOVA V, 2010, VYBRANE KAPITOLY FIN DVORAKOVA Z, 2009, SLABIKAR FINANCNI GR RUTH CC, 2003, E LEARNING SCI INSTR, P322 ROSENBERG M, 2001, ED TECHNOLOGY SOC NR 7 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.070 PG 4 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300068 ER PT S AU Das, A Panigrahi, G Banerjee, DK Basu, K AF Das, Anirban Panigrahi, Goutam Banerjee, Dilip K. Basu, Kajla BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI An approach to propose a model for e-learning content up-gradation for increasing ger of higher education in west bengal SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE GER; enrollment; content; content hierarchy; directed acyclic graph; higher education AB Quality of content in e-learning is undoubtedly the key aspect to attract the students aspiring to go for higher education through e-learning. So, quality of e-learning content must be brief, precise, up to date and easily understandable so that it can be highly acceptable to the e-learning intended students. In this paper a model is anticipated with the objective to enhance the Gross Enrollment Ratio (GER) of West Bengal through establishment of e-learning in higher education. We provided an initial content of any subject matter and propose a scheme to upgrade the initially uploaded content up to a certain extent by using a graph theory based feedback method. (C) 2011 Published by Elsevier Ltd. C1 [Das, Anirban] Dr BC Roy Engn Coll, Dept Comp Applicat, Durgapur 713206, India. EM anirban-das@live.com CR FARRELL K, 2007, LEARNING OBJECTS INS, P371 FRANKLIN T, 2007, WEB 2 0 CONTENT LEAR, P27 HOSAM F, 2005, P INT C E BUS E LEAR, P119 TEARLE P, 2004, CAMBRIDGE J ED, V34, P331 WILLIAMS PE, 2003, AM J DISTANCE ED, V17, P45 WILSON BG, 1998, CONSTRUCTIVIST LEARN RAUDENBUSCH R, 1998, SW HIERARCHICAL LINE SEVGIOZKAN, 39 ASEE IEEE FRONT E NR 8 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.063 PG 4 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300061 ER PT S AU Drlik, M Skalkaa, J AF Drlik, Martin Skalkaa, Jan BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Virtual Faculty Development Using Top-down Implementation Strategy and Adapted EES Model RID A-9130-2012 SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Virtual university; e-learning implemetation; electronic educational system model; bottom-up apprach; top-down approach AB E-learning has become an increasingly popular learning approach in universities due to the rapid growth of web-based technologies. E-learning implementation at universities is a long-lasting and complicated process. This process has to overcome a wide range of internal and external factors influencing e-learning effectiveness and content quality resulting in stakeholders. satisfaction and acceptance of web-based learning. We describe the project aimed at creating a virtual faculty as an initial step to creating virtual university. A successful e-learning strategy relies on five main elements - people, tools, training, processes and support. For that reason we describe their importance in the paper. E-learning implementation may be dissatisfying and frustrating unless we design appropriate electronic educational model that can avoid potential problems. Therefore we adapt an electronic educational system model that allows to plan and implement specific learning requirements. We start with the characteristics of selected top-down approach to an e-learning implementation. We combine elements of this approach and the electronic educational system model with the aim to broaden the ideas of e-learning to the wider community of teachers and students of Faculty of Social Sciences and Health Care. In the case of successful implementation, the results and processes defined and approved in this project at the level of one faculty will be efficiently applied in the other faculties of the university. (C) 2011 Published by Elsevier Ltd. C1 [Drlik, Martin; Skalkaa, Jan] Constatnine Philosopher Univ Nitra, Nitra 94974, Slovakia. EM mdrlik@ukf.sk CR MUNK M, 2011, LECT NOTES COMPUTER, V6786, P485 Munk M, 2011, PROCEDIA COMPUT SCI, V4, P1640, DOI 10.1016/j.procs.2011.04.177 CAPAY M, 2011, COMMUN COMPUT PHYS, V167, P504 SKALKA J, 2011, AKADEMIA, V12, P31 MUNK M, 2010, PROCEDIA COMPUTER SC, V3, P677 Yengin I, 2010, PROCD SOC BEHV, V2, P5769, DOI 10.1016/j.sbspro.2010.03.941 Munk M, 2010, PROCEDIA COMPUT SCI, V1, P2273, DOI 10.1016/j.procs.2010.04.255 BALOGH Z, 2010, 4 INT C APPL INF COM MACKEOGH K, 2009, STRATEGIES EMBEDDING, V7, P147 KAHIIGI EK, 2008, ELECT J E LEARNING, V6, P77 HVORECKY J, 2008, DIVAI 2008 DISTANCE DRLIK M, 2008, EUNIS 2008 VISION IT ALSHEHIRI MA, 2008, VIRTUAL U PROPOSED M, P20 MOORE K, 2007, ELEARNING GUILDS HDB THOMPSON L, 2006, E LEARNING BUILDING Cloete E, 2001, COMPUT EDUC, V36, P171 GURIROSENBLIT S, 2001, HIGHER ED EUROPE, V26, P487 BARAJAS M, 2000, HIGHER ED EUROPE, V32 POLLOCK N, 2000, ARIADNE WHITTINGTON C, 1998, WEBNET 98 WORLD C WW, V2, P960 NR 20 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.117 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300115 ER PT S AU Ercan, T AF Ercan, Tuncay BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Benefits of semantic approach in the learning environment SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Semantic web; content information; hashing mechanisms; data search; mobile ontology ID WEB; MANAGEMENT; SYSTEM AB Mobile devices are mainly lack of regular user interfaces that facilitate the human-computer interaction and the access to network resources. However, almost all commercial applications contain their mobile versions. If we consider the importance of business and learning environments, there are still many new opportunities to integrate mobile devices with web-based services. Development of Educational Semantic Web and the implications for Web-based teaching and learning attracts great attention. This study focuses on creating a web site with semantic features taken from a student survey conducted to learn their e-learning awareness and developing an efficient search mechanism among mobile users in the learning environment. The ontology working in mobile devices benefits from adapting context and content information from a centralized system into a significant data mining application. C1 [Ercan, Tuncay] Yasar Univ, Dept Comp Engn, TR-35100 Izmir, Turkey. EM tuncay.ercan@yasar.edu.tr CR Biletska O, 2010, EXPERT SYST APPL, V37, P7003, DOI 10.1016/j.eswa.2010.03.018 Brzostowski K, 2010, LECT NOTES ARTIF INT, V5991, P29 Gaeta M, 2009, KNOWL-BASED SYST, V22, P292, DOI 10.1016/j.knosys.2009.01.006 Gavrilova T, 2009, ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, P495 KARAKOS A, 2009, 1 INT C COMP SUPP ED, P419 LU EY, 2009, 1 INT WORKSH ED TECH, P510 CAPUANO N, 2009, 3 INT C SEM COMP SEP, P577 ESCUDEIRO N, 2009, 8 EUR C E LEARN OCT, P189 FANG F, 2008, INT C ADV COMP THEOR, P462 CHIRIBUCA D, 2008, NEW ASPECTS APPL INF, P314 KRUTZ K, 2007, 3 INT C WEB INF SYST, P433 KHAN J, 2007, 4 INT C KNOWL CAPT O, P193 KHRIYENKO O, 2007, 7 IASTED INT C VIS I, P147 Warren P, 2006, IEEE INTELL SYST, V21, P53, DOI 10.1109/MIS.2006.12 Andreev RD, 2006, IEEE John Vincent Atanasoff 2006 International Symposium on Modern Computing, Proceedings, P208 Fok AWP, 2005, FR ART INT, V133, P76 GAETA A, 2005, 2005 IEEE INT S CLUS, P1 Gomez-Perez A, 2002, IEEE INTELL SYST, V17, P54, DOI 10.1109/5254.988453 Hendler J, 2001, IEEE INTELL SYST APP, V16, P30, DOI 10.1109/5254.920597 NR 19 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.177 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300175 ER PT S AU Garavaglia, A Petti, L AF Garavaglia, Andrea Petti, Livia BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI From f2f to blended courses: An Italian university case study in a school of education SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE didactic; e-learning; methodology; university; blended AB Although virtualization of the Italian university system was initiated almost ten years ago, third-level e-learning courses are still not widely available. To date only e-learning universities offer online courses, while traditional universities continue to deliver predominantly face-to-face courses. One of the critical issues is the fact that lecturing staff are more experienced at teaching face-to-face courses and lack confidence in creating e-learning didactic models. This paper discusses how face-to-face courses may be converted to blended courses. The key features of the conversion have been identified on the basis of courses implemented at an Italian School of Education. The analysis was conducted using a systematic observation method which focused on two aspects: the didactic features of the online courses and the technological tools used. As a result, the following course attributes were observed and discussed: -type of learning promoted by the didactic method implemented; -type of activity assigned to students; -use of assignment deadlines; -role of face-to-face lectures/tutorials in the blended model; -tasks effectively carried out by lecturing staff and tutors; -workload of lecturing and tutoring staff; -approach to managing online communication; -promotion of open-minded learning processes; -delivery of advanced multimedia learning objects versus standard files. The study identified four types of didactic model which may be implemented by teaching staff with basic technological skills: -delivery of learning objects and individual activities; -individual activities and peer-collaboration; -group activities; -knowledge management and self-regulation. C1 [Garavaglia, Andrea; Petti, Livia] Univ Milano Bicocca, I-20126 Milan, Italy. EM andrea.garavaglia@unimib.it livia.petti@unimib.it CR GARAVAGLIA A, 2010, DIDATTICA LINE DAI M, pCH3 Uzunboylu H, 2009, HACET U EGITIM FAK, P159 FERRARI S, 2006, E TUTOR PROFILO METO, P147 SALMON G, 2004, E MODERATING KEY TEA, pCH1 ARDIZZONE P, 2003, DIDATTICHE E LEARNIN, pCH2 DRAVES WA, 2002, TEACHING LINE, pCH1 TRENTIN G, 2001, DALLA FORMAZIONE DIS, pCH3 CALVANI A, 2000, FARE FORMAZIONE INTE, pCH3 ALBANESE O, 1995, METACOGNIZIONE EDUCA, pCH1 JOHNSON DW, 1989, COOPERATION COMPETIT, pCH2 ZIMMERMAN B, 1982, AM EDUC RES J, V29, P663 NR 11 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.052 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300050 ER PT S AU Ghavifekr, S Hussin, S AF Ghavifekr, Simin Hussin, Sufean BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Managing Systemic Change in a Technology-based Education System: A Malaysian Case Study SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Systemic Change; Change Management; E-Learning System; Technology-based Educational Environment; Open & Distance Learning AB The increasing use of advanced technologies in educational organizations constitutes fundamental transformation which is certainly required for systemic change of the whole education system. Due to the capability of e-learning in providing dynamic and proactive teaching-learning environment, e-learning has been considered as the most effective technological change that has happened to the field of education systemically. Managing systemic change from e-learning implementation has been also thought of as the integral part of the change process. This is in order to achieve the organizational desired goals and objectives as being an alternative solution to improve the quality of teaching and learning process especially in Open and Distance Learning (ODL) organizations. This paper aims to address the key question of "How do management strategies and policies are effective in dealing with the systemic change?" It also presents the results of an in-depth analysis which is the outcome of a PhD research. From the data analysis for this qualitative research, it was found that in a technology-based systemic change, planning, organizing, guiding and monitoring are the main strategic elements for the management in successful implementation of the new learning technologies. (C) 2011 Published by Elsevier Ltd. C1 [Ghavifekr, Simin] Univ Malaya, Fac Educ, Kuala Lumpur 50603, Malaysia. EM sgh502@gmail.com CR GHAVIFEKR S, 2010, OIDA INT J SUSTAINAB, V1, P79 ABAS ZW, 2009, INT J E LEARNING, V8, P527 LEVIN B, 2008, ED MANAGEMENT ADM LE, V36, P289 *OUM, 2008, ANN REP 2008 ANUWAR A, 2008, ISSUES CHALLENGES IM FULLAN M, 2007, NEW MEANING ED CHANG UYS P, 2007, INT J ED MANAGEMENT, V21, P238 BATEMAN TS, 2007, MANAGEMENT LEADING C, P16 SUHAIMI B, 2007, POSTGR ANN RES SEM HASHIM Y, 2007, WHIRLWIND ED MANAGEM ZELLWEGER F, 2006, STRATEGIC MANAGEMENT ROSSITER DE, 2006, THESIS QUEENSLAND U ROBBINS S, 2005, MANAGEMENT ONE KEY C RICHARDS L, 2004, J STRATEGIC CHANGE, V13, P345 MAZNAH RR, 2004, E LEARNING HIGHER ED POOLE MS, 2004, HDB ORG CHANGE INNOV MENCHACA M, 2003, INT C ED INF SYST TE, V26 PANDA SK, 2003, PLANNING MANAGEMENT FULLAN M, 2003, TEACHING KNOWLEDGE S *COIMBR GROUP, 2002, EUR UN POL STRAT CHA FULLAN M, 2001, LEADING CULTURE CHAN CREDARO A, 2001, CHANGE ED UYS P, 2001, P 22 WORLD ICDE INT RUSSOCONVERSO JA, 2001, THESIS FLORIDA STATE BATES AW, 2000, MANAGING TECHNOLOGIC UYS P, 2000, THESIS VICTORIA U WE SENGE P, 1999, DANCE CHANGE CHALLEN RAHIMAH H, 1998, J EDUC ADMIN, V36, P462 MILES MB, 1994, QUALITATIVE DATA ANA BANATHY B, 1991, SYSTEMS DESIGN ED JO NR 30 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.088 PG 10 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300086 ER PT S AU Hin, LC Brian AF Hin, Lee Chin Brian BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Effect of incentivized online activities on e-learning SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Communication Technology; E-learning; Online Activities; Motivation; Adult Learners ID MOTIVATION AB When it comes to e-learning, the main concern is always the communication technology, instead of studying how the technology can work to enhance effective learning experience among learners (Stiles, 2000). This paper is an attempt to look beyond communication technology and examine the effect of online activities as an assessment incentive (motivation) on adult learners with particular reference to a specific e-course offered by the School of Arts and Social Sciences at SIM University (UniSIM), Singapore's only university for adult learners. In this case study, the overall continuous assessment was enhanced in the July 2008 semester by adding on online activity and the percentage of online activity (such as discussion board) was increased from 10% to 20% in the January 09 semester, while the qualitative feedback system was introduced in the July 09 semester. The researchers observe that these changes have resulted in an overall better performance by students in the continuous assessment component, while the deviation in students' performance has been further lessened. It is also found that the students' overall continuous assessment in online activities has improved after the instructors' qualitative feedback system was introduced. (C) 2011 Published by Elsevier Ltd. C1 [Hin, Lee Chin; Brian] SIM Univ UniSIM, Singapore 599491, Singapore. CR Uzunboylu H, 2011, COMPUT EDUC, V56, P720, DOI 10.1016/j.compedu.2010.10.014 GUMUSELI A, 2009, CYPRIOT J ED SCI, V4, P183 MACDONALD J, 2008, BLENDED LEARNING ONL THOMAS D, 2007, ELEARNING AGE JUN, P12 Wolfinbarger M, 2001, CALIF MANAGE REV, V43, P34 RAVENSCROFT A, 2001, EUROPEAN J ED, V36, P133 HOYER WD, 2001, CONSUMER BEHAV Toms EG, 2000, INT J HUM-COMPUT ST, V52, P423, DOI 10.1006/ijhc.1999.0345 LEE CH, 2000, INT ASS MED COMM RES STILES M, 2000, P EUNIS 2000 VIRT U MURPHY T, 2000, WEB RULES INTERNET I Atkinson M, 1997, DATA BASE ADV INF SY, V28, P53 BATRA R, 1996, ADVERTISING MANAGEME SCHNEIER W, 1994, ADVERTISING REPETITI MACKENZIE SB, 1992, J CONSUM RES, V18, P519 MAHESWARAN D, 1990, J CONSUM RES, V17, P66 MACLNNIS DJ, 1989, J MARKETING, V53, P1 DEFLEUR ML, 1989, THEORIES MASS COMMUN PETTY RE, 1983, CENTRAL PERIPHERAL R ZAJONC RB, 1980, AM PSYCHOL, V35, P151 THORNDIKE EL, 1898, PSYCHOL REV MONOGR S, V2, P8 NR 21 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.040 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300039 ER PT S AU Hubackova, S AF Hubackova, Sarka BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Listening texts in the teaching of German language SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE foreign language teaching; e-learning; students group; German professional language; listening AB Blended learning in the field of foreign languages brings an extra offer. It incorporates also original texts and their simple actualization in the learning process, it uses audio and video records done by native speakers. We draw the listening texts and video records from German language web sites. In this way we get the students the forms of native speakers' speech and we replace the communication with native speakers by these texts. We often use the listening texts in on-line courses in students' home preparation. They have possibility ( and sometimes duty) to acquaint with the texts in advance, later we use the texts in contact exercises. For the first lesson we usually choose a text dealing with the importance of German language and how it is spread in the world. The source of our materials is the broadcast station Deutsche Welle. We use the texts read by native speakers or by the announcers of this station. We do not modify the texts of broadcasts and we do not alter the speeds of them. (C) 2011 Published by Elsevier Ltd. C1 [Hubackova, Sarka] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. EM sarka.hubackova@uhk.cz CR POULOVA P, 2009, CONTRIBUTION MODERN RUZICKOVA M, 2009, COPYRIGHT LAW E LEAR ORNELLAS A, 2009, RES REFLECTIONS INNO KLIMOVA BF, 2008, EXPLOITATION E LEARN NR 4 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.007 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300006 ER PT S AU Hubackova, S AF Hubackova, Sarka BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Possibilities of the use of ICT in interuniversity studies SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE interuniversity study; ICT; German language; foreign language teaching; e-learning; blended learning; students group AB Teaching supported by ICT is a common component part of education. On-line courses have reached even the foreign language teaching and the students book them up very frequently. The courses exploit the excellent technical background offered by the Faculty of Informatics and Management of the University Hradec Kralove and are accommodated to the needs both of students and study subjects. The Department of Applied Linguistics uses the on-line courses in full time and combined studies, first of all in the form of blended learning. The courses of German have been made and designed originally as a multi-media support of contact teaching, that is as supplementary courses, nevertheless they proved their worth - beyond all expectations - even as separate on-line courses. (C) 2011 Published by Elsevier Ltd. C1 [Hubackova, Sarka] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. EM sarka.hubackova@uhk.cz CR KLIMOVA BF, 2008, EXPLOITATION E LEARN MOHELSKA H, 2006, TECHNOLOGIA VZDELAVA, V14, P15 HAN J, 2006, SBORN PRISP SEM SOUT POULOVA P, 7 INT C EM ELEARNING, P29 NR 4 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.006 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300005 ER PT S AU Hubackova, S Semradova, I Klimova, BF AF Hubackova, Sarka Semradova, Ilona Klimova, Blanka Frydrychova BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Blended learning in a foreign language teaching SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE foreign language teaching; e-learning; students group; blended learning; testing AB Blended learning enables to use many different forms and methods in foreign language teaching. On-line courses leave room for any inclusion of many listening texts and video files. In order to facilitate the language study to our students we have prepared on-line courses of professional English, courses of area studies of English speaking countries, courses of professional German, a course for translators, written business English course and others. These courses are based on tutors' and students' needs, students' knowledge, on teachers' long term experience, and of course on the positive attitude of ICT students (and not only of them) to modern technologies. (C) 2011 Published by Elsevier Ltd. C1 [Hubackova, Sarka; Semradova, Ilona; Klimova, Blanka Frydrychova] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. EM sarka.hubackova@uhk.cz CR STRITEZSKA H, 2011, HIST E LEARNINGU CES Hubackova S, 2010, PROCD SOC BEHV, V3, P112, DOI 10.1016/j.sbspro.2010.07.020 KLIMOVA BF, 2008, EXPLOITATION E LEARN POULOVA P, 7 INT C EM EL TECHN, P29 NR 4 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.054 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300052 ER PT S AU Hubackova, S Safrankova, H AF Hubackova, Sarka Safrankova, Hana BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Use of ballot tools in the university learning SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE baloot tools; foreign language teaching; e-learning; students group; testing; examining AB The paper describes the introduction of a new facility - InterWrite PRS RF ballot tools - into faculty technology and its use in the courses of Professional German and Art of Presentation. The authors also inform about selected experience with implementing the facility in teaching during the winter term of the academic year 2010/2011. Testing of the ballot tools proved that the facility might organically complete already used technologies in learning. (C) 2011 Published by Elsevier Ltd. C1 [Hubackova, Sarka] Univ Hradec Kralove, Hradec Kralove 50003, Czech Republic. EM sarka.hubackova@uhk.cz CR Hubackova S, 2010, PROCD SOC BEHV, V3, P112, DOI 10.1016/j.sbspro.2010.07.020 SAFRANKOVA H, 2010, SBORN PRISP K SOUT E, P216 NR 2 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.053 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300051 ER PT S AU Iannucci, A Parmeggiani, A Zaccarini, M AF Iannucci, Alessandro Parmeggiani, Antonella Zaccarini, Matteo BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI E-learning in humanities in Italian universities: a preliminary report SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Digital Humanities; Classics; Moodle; Blended learning AB The gradual growth of e-learning classes within the humanities raises a number of issues. E-learning is often perceived with distrust by teachers and students of the humanities disciplines: the percentage of e-learning classes is still very low compared to the total; attending students sometimes show a misunderstanding of the teaching methods associated with this approach; the familiarity of teachers and students with specific e-learning tools is limited, often at the expense of the effectiveness of the class. It is necessary to identify major issues related to communication and the use of learning contents belonging to e-learning classes in the humanities. The focus of key points is a prerequisite in order to develop solution strategies. A series of thematic questionnaires were distributed to teachers and tutors of e-learning classes within various Italian universities. Questions were developed following the experience of offering e-learning classes over the past two academic years at the Faculty of the Preservation of Cultural Heritage of the University of Bologna, located in Ravenna. Multiple choice questions aimed to create statistical data related to problems and generalized issues. Results from the analysis of the replies to the questionnaires allowed the authors to identify a number of recurring problems. Solutions adopted in a given year compared to the previous one have proved only partially effective. It is advisable to develop, on the basis of the identified problems, new programs and communication strategies for future e-learning classes. The test results will hopefully provide a basis for the preparation of a set of shared guidelines through which we can develop formal teaching and content standards able to help strengthen the provision of e-learning classes in the Classics. (C) 2011 Published by Elsevier Ltd. C1 [Iannucci, Alessandro; Parmeggiani, Antonella; Zaccarini, Matteo] Univ Bologna, Fac Preservat Cultural Heritage, I-48121 Ravenna, Italy. EM alessandro.iannucci@unibo.it CR IANNUCCI A, 2010, EDULEARN10 MANCA M, 2009, POESIA LATINA NUOVA, P193 TOMASI F, 2008, METODOLOGIE INFORM D MACRURY I, 2007, PSYCHODYNAMIC PRACTI, V13, P119 DEVITA A, 2007, E LEARNING NELLA FOR BIONDI G, 2007, SCUOLA DOPO NUOVE TE Caspi A, 2006, STUD HIGH EDUC, V31, P735, DOI 10.1080/03075070601007963 CORAZZA L, 2006, RICERCHE PEDAGOGIA D, V1 GUERRA L, 2006, RICERCHE PEDAGOGIA D, V1 CALVANI A, 2005, RETE COMUNITA CONOSC AMENDOLA S, 2004, SCHOLIA, V6, P83 MOBILIO V, 2004, FORMAZIONE TRAMITE N EDWARDS K, 2001, HIGHER ED EUROPE, V26, P603 CALVANI A, 2000, FARE FORMAZIONE INTE Barrow R, 1999, J CURRICULUM STUD, V31, P131 NUSSBAUM MC, 1997, CULTIVATING HUMANITY NR 16 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.135 PG 10 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300133 ER PT S AU Kazancoglu, Y Aksoy, M AF Kazancoglu, Yigit Aksoy, Murat BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI A fuzzy logic-based QFD to identify key factors of e-learning design SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE E-learning Design; Fuzzy Logic; Fuzzy - Quality Function Deployment; House of Quality ID QUALITY; MODEL; HOUSE AB Because of increasing usage of Internet, online learning has become more important issue for sustainable distance education. In order to use the internet as an effective education tool, there are many important factors in e-learning design such as web interface, e-learning software etc. The purpose of this research is to identify key factors in the e-learning design process and evaluate these identified factors by using fuzzy logic-based Quality Function Deployment. Comparisons of the experts' opinions were used to identify and analyze the relationship between customer needs and technical requirements. Finally, key factors were identified and ranked for e-learning systems. (C) 2011 Published by Elsevier Ltd. C1 [Kazancoglu, Yigit; Aksoy, Murat] Izmir Univ Econ, Dept Business Adm, Fac Econ & Adm Sci, TR-35330 Izmir, Turkey. EM yigit.kazancoglu@ieu.edu.tr CR LI Z, 2009, MANAGEMENT SERVICE S, P1 ZHOU Z, 2008, P 14 INT C AUT COMP, P114 BEVILACQUA M, 2006, J PURCH SUPPLY MANAG, V12, P14, DOI 10.1016/j.pursup.2006.02.001 Calero C, 2005, ONLINE INFORM REV, V29, P227, DOI 10.1108/14684520510607560 MADU CN, 2004, COMPETING QUALITY EN Kahraman C, 2003, INFORM SCIENCES, V157, P135, DOI 10.1016/S0020-0255(03)00183-X Opricovic S, 2003, INT J UNCERTAIN FUZZ, V11, P635, DOI 10.1142/S0218488503002387 Yang YQ, 2003, AUTOMAT CONSTR, V12, P381, DOI 10.1016/S0926-5805(03)00002-5 Mich L, 2003, IEEE MULTIMEDIA, V10, P34, DOI 10.1109/MMUL.2003.1167920 Robinson L, 2002, ASLIB PROC, V54, P48, DOI 10.1108/00012530210426284 STUPARICH J, 2001, E LEARNING AUSTR U N BRAJNIK G, 2001, P 7 C HUM FACT WEB M BOUCHEREAU V, 2000, INT J, V7, P8 Temponi C, 1999, EUR J OPER RES, V117, P340 WATERS C, 1996, WEB CONCEPT DESIGN GRIFFIN A, 1992, MARKETING SCI I REPO, P92 BROWN PG, 1991, AT&T TECH J, P18 HAUSER JR, 1988, HARVARD BUS REV, V66, P63 AKAO Y, 1972, JAPAN STANDARDS ASS, V25, P9 ZADEH LA, 1965, INFORM CONTROL, V8, P338 NR 20 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.061 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300059 ER PT S AU Nicoleta-Magdalena, IC AF Nicoleta-Magdalena, Iacob (Ciobanu) BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Distributed Queries in the E-learning Environment SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE e-Learning; distributed databases; queries; factors; strategies AB This paper presents the advantages of e-Learning education and focus on query processing in distributed databases. For this, we present the factors that influence distributed query optimization and examine the optimization strategies of query execution. The goal of this paper is to present strategies of optimizing query execution in e-learning systems used mainly by universities with geographically distributed locations, in order to obtain a system response time as low as possible and to minimize the total cost of implementation. (C) 2011 Published by Elsevier Ltd. C1 [Nicoleta-Magdalena, Iacob (Ciobanu)] Univ Pitesti, Dept Comp Sci, Fac Math Comp Sci, Arges and Postcode 110040, Romania. EM nicoleta.iacob_2007@yahoo.com CR OZSU MT, 2011, PRINCIPLES DISTRIBUT, pCH6 RAHIMI SK, 2010, DISTRIBUTED DATABASE, pCH4 DEFTA L, 2010, J CONSTANTIN BRANCUS, P174 IACOB N, 2010, J CONSTANTIN BRANCUS, P193 CLARK R, 2008, E LEARNING SCI INSTR, pCH1 BEYNONDAVIES P, 2004, DATABASE SYSTEMS, pCH37 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.047 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300045 ER PT S AU Nicoleta-Magdalena, I AF Nicoleta-Magdalena, Iacob (Ciobanu) BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI The Replication Technology in E-learning Systems SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE e-Learning; distributed databases; fragmentation; replication; allocation; methods; strategies AB The distributed systems are attractive for the users with various, interactive activities that require large processing capabilities, resource sharing and high availability. This paper presents the advantages of e-Learning education and focus on the importance of data replication in the design of a distributed database system that an e-learning portal uses. In addition, we analyze the available methods and strategies of data replication depending on needs, for improving performance and increasing data availability. The purpose of this paper is to present the advantages of using data replication technology in e-learning systems by universities with geographically distributed locations. (C) 2011 Published by Elsevier Ltd. C1 [Nicoleta-Magdalena, Iacob (Ciobanu)] Univ Pitesti, Dept Comp Sci, Fac Math Comp Sci, Arges 110040, Romania. EM nicoleta.iacob_2007@yahoo.com CR OZSU MT, 2011, PRINCIPLES DISTRIBUT, pCH13 IACOB N, 2010, J CONSTANTIN BRANCUS, V4, P182 SILBERSCHATZ A, 2010, DATABASE SYSTEM CONC, pCH19 RAHIMI SK, 2010, DISTRIBUTED DATABASE, pCH7 CLARK R, 2008, E LEARNING SCI INSTR, pCH1 BEYNONDAVIES P, 2004, DATABASE SYSTEMS, pCH37 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.045 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300043 ER PT S AU Oroja, SG Kotoua, S Ilkan, M AF Oroja, Shola G. Kotoua, Selira Ilkan, Mustafa BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Online Education in North Cyprus Universities: Case Study Eastern Mediterranean University SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE online education; Eastern Mediterranean University (EMU); E-learning AB Online education, known as distance learning or e-learning is different from traditional education because students are not required to visit an actual classroom and listen to an instructor face to face. Universities have used the internet as a tool for teaching. Online education program in the Eastern Mediterranean University (EMU) is still in it's infancy and working gradually to catch up with other Universities in Turkey. Using questionnaires as the data source, this paper will examine the importance of online courses and gauge people's opinion about online courses in universities in Northern Cyprus with the Eastern Mediterranean University as a "case study" (C) 2011 Published by Elsevier Ltd. C1 [Oroja, Shola G.; Kotoua, Selira] Eastern Mediterranean Univ, Informat Technol Dept, Famagusta, Turkey. EM 105076@students.emu.edu.tr CR AYBAY I, 2010, P IODL ICEM INT JOIN AHMAD A, 2009, INT C ED TECHN COMP HONG KS, 2003, ED TECHNOLOGY SOC, V6 KRUSE K, BENEFITS DRAWBACKS E GRANT E, PROSPECTS VIDEO DEMA NR 5 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.103 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300101 ER PT S AU Sokolova, M AF Sokolova, Marcela BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Analysis of the effectiveness of teaching with the support of eLearning in the course of Principles of Management I - performance analysis SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Pedagogical experiment; e-learning; education; performance analysis; methodology AB In the research project GACR 406/09/0669 "Evaluation of the benefits of modern technologies in the process of formation and development of competencies of students in higher education", a pedagogical experiment was conducted at the Faculty of Informatics and Management in the University of Hradec Kralove, the aim was to determine whether appropriate use of eLearning in higher education, leads to comparable student performance in the field of cognitive learning. The research subject is a comparison between student performance achieved in the experimental group in the cognitive area, with the student performance obtained in the traditional full-time form of teaching in the course of Principles of Management I. The aim of this paper is to describe the experiment carried out (methodology) and the results which are focused on the comparison of the student performance participating in the experiment. Therefore, the sub-hypothesis will be verified: "Students in the experimental group will achieve a comparable performance in cognitive learning by the end of the experimental teaching as the students taught by the traditional full-time form of teaching." (C) 2011 Published by Elsevier Ltd. C1 [Sokolova, Marcela] Univ Hradec Kralove, Fac Informat & Management, Dept Management Rokitanskeho 62, Hradec Kralove 50003, Czech Republic. CR WAGNER J, 2005, NEBOJME E LEARNINGU PRUCHA J, 2003, PEDAGOGICKY SLOVNIK NR 2 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.033 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300032 ER PT S AU Sokolova, M AF Sokolova, Marcela BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Comparison of the effectiveness of teaching with the support of eLearning to the effectiveness of traditional higher education in the course of Principles of Management I - Comparison of the growth dynamics in the performances SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE E-learning; pedagogical experiment; education; dynamics of growth performances; methodology AB This document deals with the pedagogical experiment carried out, which was conducted at the Faculty of Informatics and Management at the University of Hradec Kralove, in the research project GACR 406/09/0669 "The evaluation of the benefits of modern technologies in the process of formation and the development of skills of university students." The aim of this paper is to present the methodology of the experiment (the experimental nature of change) and the results, which are focused on a comparison of the dynamics of growth in performance. Therefore the sub-hypothesis will be verified: "Students in the experimental group will by the end of the experimental learning reach a comparable dynamics of growth performances compared with students taught by the traditional full-time form of education." C1 [Sokolova, Marcela] Univ Hradec Kralove, Fac Informat & Management, Dept Management Rokitanskeho 62, Hradec Kralove 50003, Czech Republic. CR GAVORA P, 2000, UVOD PEDAGOGICKEHO V NR 1 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.034 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300033 ER PT S AU Tomaskova, H Nemcova, Z Simkova, M AF Tomaskova, H. Nemcova, Z. Simkova, M. BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI Usage of virtual communication in university environment SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE virtual communication; mobile applications AB This paper inquires into virtual (impersonal) communication in Czech Republic at the University of Hradec Kralove. Virtual communication is impersonal communication through mobile devices and internet. That is for example e-mail, SMS, MMS, instant messaging services, social networks (Facebook, Twitter, etc.), computer games and also virtual environments. The Faculty of Informatics and Management of the University of Hradec Kralove uses many e-learning tools for education, for example WebCT. A virtual faculty is being built in the virtual environment of Second Life. Students have natural tendencies to gather together in groups or forums. That is the reason, why the Czech Science Foundation project #402/09/0662 Decision systems in autonomous systems emerged. This project aims to discover current needs and suggestions for virtual communication from students and pedagogues of the Faculty of Informatics and Management of the University of Hradec Kralove. (C) 2011 Published by Elsevier Ltd. C1 [Tomaskova, H.; Nemcova, Z.; Simkova, M.] Univ Hradec Kralove, Hradec Kralove, Czech Republic. EM hana.tomaskova@uhk.cz CR MOHELSKA H, 2010, APPL EC BUSINESS DEV MOHELSKA H, 2009, APPL EC BUSINESS DEV KOZEL T, 2009, RECENT ADV ELECT ENG MOHELSKA H, 2009, STRATEGIC IMPORTANCE MOHELSKA H, 2007, THESIS UHK HRADEC KR NR 5 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.068 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300066 ER PT S AU ZadahmadJafarlou, M Arasteh, B YousefzadehFard, P AF ZadahmadJafarlou, Manouchehr Arasteh, Bahman YousefzadehFard, Parisa BE Yalin, HI Adiloglu, F Boz, H Karatas, S Ozdamli, F TI A pattern-oriented and web-based architecture to support mobile learning software development SO WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES-2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT World Conference on Educational Technology Researches (WCETR) CY JUL 05-09, 2011 CL Nicosia, CYPRUS SP Gazi Univ, Cyprus Educ Sci Assoc HO East Univ DE Design Pattern; m-learning; e-Learning; mobile networks; Service Oriented Architecture (SOA); Architecture Style; Model Driven Architecture (MDA); Platform Independent Model (PIM) AB With the rapid development Wireless/Handheld (W/H) technologies, mobile learning has become a new trend in education. In spite of abundant tools and literature about mobile educational software, the lake of a web-based mobile architecture is felt. This study uses design patterns to present platform independent architecture to support development of m-learning systems for greater flexibility, agile and accurate web based software development. The paper also includes an Ajax and Decorator pattern-based method to develop robust and more interactive presentation layer. Qualitative evaluations of proposed architecture illustrate the optimization on aesthetic, content, navigation and other presentation-related metrics. (C) 2011 Published by Elsevier Ltd. C1 [ZadahmadJafarlou, Manouchehr] Islamic Azad Univ, Ilkhchi Branch, Dept Comp, Ilkhchi, Iran. EM zadahmad@iauil.ac.ir CR Sandberg J, 2011, COMPUT EDUC, V57, P1334, DOI 10.1016/j.compedu.2011.01.015 KURNAZ M, 2011, CYPRIOT J ED SCI, V5, P233 Jafarlou MZ, 2011, PROCEDIA COMPUT SCI, V3, DOI 10.1016/j.procs.2010.12.055 JAFARLOU MZ, 2011, WCETR 2011 IN PRESS Panjaburee P, 2010, COMPUT EDUC, V55, P527, DOI 10.1016/j.compedu.2010.02.015 Yeh YF, 2010, COMPUT EDUC, V54, P1089, DOI 10.1016/j.compedu.2009.10.013 JAFARLOU MZ, 2010, WORLD C INF TECHN IS Nussbaum M, 2009, COMPUT EDUC, V52, P147, DOI 10.1016/j.compedu.2008.07.005 Chen NS, 2008, LANG LEARN TECHNOL, V12, P93 FRANSEN J, 2008, PREVIOUS TERMMOBILE Motiwalla LF, 2007, COMPUT EDUC, V49, P581, DOI 10.1016/j.compedu.2005.10.011 BUSCHMANN F, 2007, PATTERN ORIENTED SOF, V4 MAHEMOFF M, 2006, AJAX DESIGN PATTERNS TROWBRIDGE D, 2003, ENTERPRISE SOLUTION FOWLER M, 2002, PATTERNS ENTERPRISE GAMMA E, 2002, IEEE T EDUC, V4, P350 MENDES E, 2001, IEEE MULTIMEDIA, V8, P50, DOI 10.1109/93.923953 IVORY M, 2001, P ACM CHI 01 C HUM F BUSCHMANN F, 1996, PATTERN ORIENTED SOF, V1 NR 19 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 2011 VL 28 DI 10.1016/j.sbspro.2011.11.037 PG 6 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYP58 UT WOS:000299618300036 ER PT S AU Josceanu, AM Dumitrescu, AM Isopescu, R Danciu, TD Postelnicescu, P Plesu, V AF Josceanu, Ana Maria Dumitrescu, Anca Madalina Isopescu, Raluca Danciu, Tiberiu Dinu Postelnicescu, Paula Plesu, Valentin BE Klemes, JJ Varbanov, PS Lam, HL TI e -Teaching Today SO PRES 2011: 14TH INTERNATIONAL CONFERENCE ON PROCESS INTEGRATION, MODELLING AND OPTIMISATION FOR ENERGY SAVING AND POLLUTION REDUCTION, PTS 1 AND 2 SE Chemical Engineering Transactions LA English DT Proceedings Paper CT 14th International Conference on Process Integration, Modelling and Optimisation for Energy Saving and Pollution Reduction CY MAY 08-11, 2011 CL Florence, ITALY SP AIDIC, Italian Assoc Chem Engn AB Use of computer has enhanced meaningful chemistry learning and developed learning environment. Despite successful computer utilization in classroom, practices are still relatively rare. Few teachers use computer in classroom practice, software often does not fit textbook and the curriculum pattern is poor (Kargiban and Siraj, 2009). Research has shown that chemistry teaching is unpopular and irrelevant in the eyes of students, does not promote higher order cognitive skills, leads to gaps between students wishes and teachers teaching and, most important, is not changing, because teachers are afraid of change and need guidance. Given these realities, the Centre for Technology Transfer in the Process Industries from the University POLITEHNICA of Bucharest together with SIVECO S.A. and the University POLITEHNICA of Timisoara built a project intended to form and develop the competences of the chemistry teaching staff for using interactive teaching methods. The project aims to introduce ICT tools in the teaching staff professional development and enhance its knowledge in the domain of information and communication technologies through innovative training instruments (e-learning methods). It also creates a collaborative virtual network between the chemistry teachers involved in the project. C1 [Josceanu, Ana Maria; Dumitrescu, Anca Madalina; Isopescu, Raluca; Danciu, Tiberiu Dinu; Postelnicescu, Paula; Plesu, Valentin] Univ Politehn Bucuresti, Ctr Technol Transfer Proc Ind, RO-011061 Bucharest, Romania. RP Josceanu, AM (reprint author), Univ Politehn Bucuresti, Ctr Technol Transfer Proc Ind, 1 Gheorghe Polizu St,Bldg A,Room A056,Dist 1, RO-011061 Bucharest, Romania EM cttip@chim.upb.ro CR Perry SJ, 2010, CHEM ENGINEER TRANS, V21, P1051, DOI 10.3303/CET1021176 Josceanu AM, 2010, CHEM ENGINEER TRANS, V21, P1057, DOI 10.3303/CET1021177 KARGIBAN ZA, 2009, WORLD APPL SCI J, V6, P1447 Woodfield BF, 2004, J CHEM EDUC, V81, P1672 NR 4 TC 0 Z9 0 PU AIDIC SERVIZI SRL PI MILANO PA VIA GIUSEPPE COLOMBO 81/A, MILANO, MI 20133, ITALY SN 1974-9791 BN 978-88-95608-16-7 J9 CHEM ENGINEER TRANS PY 2011 VL 25 BP 465 EP 470 DI 10.3303/CET1125078 PG 6 WC Engineering, Chemical SC Engineering GA BYC90 UT WOS:000298027000078 ER PT J AU Johnson, RD AF Johnson, Richard D. TI Gender Differences in E-Learning: Communication, Social Presence, and Learning Outcomes SO JOURNAL OF ORGANIZATIONAL AND END USER COMPUTING LA English DT Article DE Communication; E-Learning; Gender; Self-Efficacy; Social Presence; Training ID COMPUTER SKILLS; ENVIRONMENTS; TECHNOLOGY; PARTICIPATION; METAANALYSIS; EXPERIENCE; EDUCATION; MEDIA; MODEL AB Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women's communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed. C1 SUNY Albany, Albany, NY 12222 USA. RP Johnson, RD (reprint author), SUNY Albany, Albany, NY 12222 USA CR Johnson RD, 2008, INT J HUM-COMPUT ST, V66, P356, DOI 10.1016/j.ijhcs.2007.11.003 2008, TRAINING NEW YORK NY, V45, P16 HORNIK S, 2008, INFORM SCI, V11, P35 JOHNSON L, 2008, NMC VIRTUAL WORLDS A MARAKAS GM, 2007, J ASSOC INF SYST, V8, P16 HORNIK S, 2007, J ORGAN END USER COM, V19, P23 *AM SOC TRAIN DEV, 2007, 2007 ASTD STAT IND R Ong CS, 2006, COMPUT HUM BEHAV, V22, P816, DOI 10.1016/j.chb.2004.03.006 Johnson RD, 2006, INT J HUM-COMPUT ST, V64, P446, DOI 10.1016/j.ijhcs.2005.09.002 DUCHENEAUT N, 2006, ACM CHI 2006 C HUM F SALAS E, 2005, BRAVE NEW WORLD E HR SAHAY S, 2004, J ASSOC INF SYST, V5, P282 WIRT J, 2004, 2002011 NAT CTR ED S Kuhl PK, 2003, P NATL ACAD SCI USA, V100, P9096, DOI 10.1073/pnas.1532872100 Schmidt AM, 2003, PERS PSYCHOL, V56, P405 THOMPSON L, 2003, J EDUC COMPUT RES, V29, P375 SEHOOLE CT, 2003, AFRICAN ASIAN STUDIE, V2, P475, DOI DOI 10.1163/156920903773004022 BIOCCA F, 2003, PRESENCE CAMBRIDGE M, V12, DOI DOI 10.1162/105474603322761270 Alavi M, 2002, INFORM SYST RES, V13, P404 Carswell AD, 2002, INT J HUM-COMPUT ST, V56, P475, DOI 10.1006/ijhc.1004 MOORE MG, 2002, AM J DISTANCE ED, V16, P61, DOI DOI 10.1207/S15389286AJDE1602_ TU CH, 2002, AM J DISTANCE ED, V16, P131, DOI DOI 10.1207/S15389286AJDE1603_ HILTZ SR, 2002, ELEMENTS QUALITY ONL LINNE J, 2002, IT TRAINING NOV, P26 Piccoli G, 2001, MIS QUART, V25, P401 Boneva B, 2001, AM BEHAV SCI, V45, P530 Yoo Y, 2001, MIS QUART, V25, P371 ARBAUGH JB, 2001, BUSINESS COMMUNICATI, V64, P42 LIM CK, 2001, AM J DISTANCE ED, V15, P41 KRAMARAE C, 2001, 3 SHIFT WOMEN LEARNI Arbaugh JB, 2000, MANAGE LEARN, V31, P503 Johnson RD, 2000, INFORM SYST RES, V11, P402 Gorriz CM, 2000, COMMUN ACM, V43, P42 HORTON WK, 2000, DESIGNING WEB BASED Burke K, 1999, MIS QUART, V23, P557 Barrett E, 1999, J COMPUT ASSIST LEAR, V15, P48 BLUM KD, 1999, J ASYNCHRONOUS LEARN, V3, P46 BLUM K, 1998, FEMINISTA, V2 Alavi M, 1997, ACAD MANAGE J, V40, P1310 Alliger GM, 1997, PERS PSYCHOL, V50, P341 Whitley BE, 1997, COMPUT HUM BEHAV, V13, P1 Gunawardena CN, 1997, J EDUC COMPUT RES, V17, P397 BINER PM, 1997, AM J DISTANCE ED, V11, P23 COMPEAU DR, 1995, INFORM SYST RES, V6, P118 GUNAWARDENA CN, 1995, INT J ED TELECOMMUNI, V1, P147 ALAVI M, 1994, MIS QUART, V18, P159 HILLMAN DCA, 1994, AM J DISTANCE ED, V8, P30 HILTZ SR, 1994, VIRTUAL CLASSROOM LE MCGRATH JE, 1993, SMALL GR RES, V24, P406 BINER PM, 1993, AM J DISTANCE ED, V7, P63 TANNEN D, 1993, GENDER CONVERSATIONA, P165 WOOD W, 1992, GENDER INTERACTION I, P97 MCGRATH JE, 1991, SMALL GR RES, V22, P147 MACKIE DM, 1990, J PERS SOC PSYCHOL, V58, P812 TANNEN D, 1990, YOU JUST DONT UNDERS EAGLY AH, 1987, SEX DIFFERENCES SOCI EDELSKY C, 1981, LANGUAGE SOC, P10 STRYKER S, 1980, SYMBOLIC INTERACTION LATHAM GP, 1979, J APPL PSYCHOL, V64, P239 VYGOTSKY LS, 1978, MIND SOC ROSENZWEIG MR, 1978, STUDIES DEV BEHAV NE, P289 SHORT J, 1976, SOCIAL PSYCHOL TELEC KIRKPATRICK DL, 1976, TRAINING DEV HDB GUI NR 63 TC 0 Z9 0 PU IGI PUBL PI HERSHEY PA 701 E CHOCOLATE AVE, STE 200, HERSHEY, PA 17033-1240 USA SN 1546-2234 J9 J ORGAN END USER COM JI J. Organ. End User Comput. PD JAN-MAR PY 2011 VL 23 IS 1 BP 79 EP 94 DI 10.4018/joeuc.2011010105 PG 16 WC Computer Science, Information Systems; Information Science & Library Science; Management SC Computer Science; Information Science & Library Science; Business & Economics GA 886JW UT WOS:000299851700005 ER PT J AU Poce, A Corradi, F AF Poce, Antonella Corradi, Francesca TI Tempus Demed project and operational solutions for online distance education SO CADMO LA English DT Article DE Tempus programme; higher education; staff training; e-learning; evaluation AB Lps-Diped - Universita Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow Up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an in-depth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience. C1 [Poce, Antonella; Corradi, Francesca] Univ Roma Tre, Dipartimento Progettaz Educ & Didatt, I-00184 Rome, Italy. RP Poce, A (reprint author), Univ Roma Tre, Dipartimento Progettaz Educ & Didatt, Via Madonna dei Monti 40, I-00184 Rome, Italy EM po-ce@uniroma3.it francesca.corradi1@gmail.com CR SCALFARI E, 2010, ALTO MARE APERTO VERTECCHI B, 2009, INSEGNARE, V6, P15 SALMON G, 2009, U LEICESTER STRATEGY EDMONDS V, 2008, EDUCAUSE REV, V43, P5 COX J, 2008, YOUR OPINION PLEASE MACDONALD J, 2006, BLENDED LEARNING ONL Chinnery GM, 2006, LANG LEARN TECHNOL, V10, P9 PAVSIC R, 2005, COME CONOSCERE OPINI BULMER M, 2004, QUESTIONNAIRES, V1 2004, SHARED DUBLIN DESCRI LAURILLARD D, 2002, RETHINKING U TEACHIN CRISTANTE F, 2001, STAT PSICOLOGI FIREN CORBETTA P, 1999, METODOLOGIA TECNICHE COTTINI L, 1999, STAT NELLA RICERCA P PETERS O, 1992, IAD ISTRUZIONE DISTA, V4, P11 BROWN JS, 1989, EDUC RES, V18, P32 COHEN L, 1980, RES METHODS ED HENERSON ME, 1978, MEASURE ATTITUDES PETERS O, 1967, OUTLINE NR 19 TC 0 Z9 0 PU FRANCO ANGELI PI MILAN PA VIALE MONZA 106, 20127 MILAN, ITALY SN 1122-5165 J9 CADMO JI Cadmo PY 2011 VL 19 IS 2 BP 21 EP + PG 19 WC Education & Educational Research SC Education & Educational Research GA 883WW UT WOS:000299666600003 ER PT J AU Donnelly, R Gardner, J AF Donnelly, Roisin Gardner, John TI Content analysis of computer conferencing transcripts SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE asynchronous; collaborative learning; computer mediated conferencing; content analysis; e-learning ID MEDIATED COMMUNICATION; HIGHER-EDUCATION; ELECTRONIC MAIL; ONLINE; DISCOURSE; PATTERNS; TEACHER AB Within the field of higher education, there are situations where the learner is not well served in a classroom setting. Problematic issues such as scheduling, critical mass, time, pace and location have the potential to be counterbalanced by e-learning. Within this, the asynchronous nature of today's online learning environments and computer conferencing tools have popularly been claimed to offer tremendous benefits for learners who are willing to take responsibility for their own learning, to progress at their own pace, and interact with their online teacher to get immediate feedback on their learning and progress. Indeed, increasingly, educators today are very keen to exploit some of these new technologies for the benefit of their learners. It is argued in this article that there is a need to address the practice and research of asynchronous computer mediated conferencing. As conferencing tools become an increasingly common feature in students' experience, teachers need to have an understanding of how these tools facilitate the formation and maintenance of collaborative learning communities. C1 [Donnelly, Roisin] Dublin Inst Technol, Learning & Teaching Ctr, Dublin, Ireland. [Gardner, John] Queens Univ, Sch Educ, Belfast, Antrim, North Ireland. [Donnelly, Roisin] Dublin Inst Technol, Learning Teaching & Technol Ctr, Dublin, Ireland. RP Donnelly, R (reprint author), Dublin Inst Technol, Learning & Teaching Ctr, Dublin, Ireland EM roisin.donnelly@dit.ie CR MARRA R, 2006, J INTERACTIVE LEARNI, V17, P243 RILE NR, 2006, TECHNOLOGY PEDAGOGY, V15, P63, DOI 10.1080/14759390500435770 Ham V, 2005, INNOV EDUC TEACH INT, V42, P257, DOI 10.1080/01587910500168017 Gilbert PK, 2005, BRIT J EDUC TECHNOL, V36, P5, DOI 10.1111/j.1467-8535.2005.00434.x HAMMOND M, 2005, AUSTRALAS J EDUC TEC, V21, P283 MURPHY E, 2005, AUSTRALAS J EDUC TEC, V21, P546 LEPAGE P, 2005, J INTERACTIVE LEARNI, V16, P369 PENASHAFF J, 2005, J INTERACTIVE LEARNI, V16, P409 JEONG A, 2005, EFFECTS SUPPORTIVE S ANDERSON T, 2005, UNITS ANAL TRANSCRIP ROMISZOWSKI A, 2004, HDB RES ED COMMUNICA AVIV R, 2003, J ASYNCHRONOUS LEARN, V7, P1 KHINE MS, 2003, AUSTRALAS J EDUC TEC, V19, P260 ROURKE L, 2003, E LEARNING 21 CENTUR, P129 MARCELO C, 2002, EUR DIST ED NETW M G CURTIS DD, 2001, J ASYNCHRONOUS LEARN, V5, P21 Jonassen DH, 2001, ETR&D-EDUC TECH RES, V49, P35 FULFORD CP, 2001, INT J INSTRUCTIONAL, V28, P375 FAHY P, 2001, IRRODL RES NOTES, V1 GARFINKEL H, 2001, ETHNOMETHODOLOGYS PR BLAKE C, 2001, P EUR PERSP COMP SUP Fahy PJ, 2000, ALBERTA J EDUC RES, V46, P85 Hara N, 2000, INSTR SCI, V28, P115 MCKENZIE W, 2000, AUSTRALAS J EDUC TEC, V16, P239 GARRISON R, 2000, INT J ARTIFICIAL INT, V12, P8 CRAIG SD, 2000, INT J ARTIFICIAL INT, V11, P242 BEREITER C, 2000, ADV LEARNING INSTRUC, P55 MCLOUGHLIN C, 2000, FLEXIBLE FUTURES TER, P219 VRASIDAS C, 1999, AM J DISTANCE ED, V13, P22 BLANCHETTE J, 1999, INT J ED TELECOMMUNI, V5, P127 ROURKE L, 1999, J DISTANCE ED, V14, P50 Wilson T, 1998, COMPUT EDUC, V30, P259 Marttunen M, 1998, J EDUC COMPUT RES, V18, P387 BULLEN M, 1998, J DISTANCE ED, V13, P1 KANUKA H, 1998, J DISTANCE ED, V13, P57 WEISS R, 1998, EVALUATION GRADUATE MCDONALD J, 1998, P 14 C DIST TEACH LE Marttunen M, 1997, RES HIGH EDUC, V38, P345 Gunawardena CN, 1997, J EDUC COMPUT RES, V17, P397 MOWER D, 1996, HIGH EDUC, V32, P217 HowellRichardson C, 1996, INSTR SCI, V24, P47 MASON R, 1996, HDB RES ED COMMUNICA, P438 HILLMAN D, 1996, THESIS U CAMBRIDGE C ZHU E, 1996, 18 ANN P SEL RES DEV, P821 Jordan B, 1995, J LEARN SCI, V4, P39 NEWMAN DR, 1995, INTERPERSONAL COMPUT, V3, P56 BERGE ZL, 1995, COMPUTER MEDIATED CO, V1 RESTA P, 1995, PROJECT CIRCLE STUDE KUEHN SA, 1994, COMMUN EDUC, V43, P171 AHERN TC, 1992, J EDUC COMPUT RES, V8, P291 MASON R, 1992, COLLABORATIVE LEARNI, P105 HENRI F, 1992, COLLABORATIVE LEARNI, P117 HILTZ SR, 1990, ONLINE ED PERSPECTIV, P133 LEVIN JA, 1990, ONLINE ED PERSPECTIV, P185 HARASIM L, 1989, MINDWEAVE COMMUNICAT, P50 SINCLAIR JM, 1975, ANAL DISCOURSE FLANDERS N, 1970, ANAL TEACHER BEHAV Bales RF, 1950, AM SOCIOL REV, V15, P257 NR 58 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 4 BP 303 EP 315 DI 10.1080/10494820903075722 PG 13 WC Education & Educational Research SC Education & Educational Research GA 878XB UT WOS:000299289400001 ER PT J AU Rodriguez, D Sicilia, MA Sanchez-Alonso, S Lezcano, L Garcia-Barriocanal, E AF Rodriguez, Daniel Angel Sicilia, Miguel Sanchez-Alonso, Salvador Lezcano, Leonardo Garcia-Barriocanal, Elena TI Exploring affiliation network models as a collaborative filtering mechanism in e-learning SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE social network analysis; e-learning; affiliation networks; blockmodeling; collaborative filtering ID ENVIRONMENTS; DISCOURSE AB The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning activities or the filtering of learning resources. This article explores the use of an affiliation network model for such kind of purposes. Concretely, the use of techniques such as blockmodeling - a technique used to derive meaningful patterns of relationships in the network - and the analysis of m-slices - a technique helpful to study cohesion in relationships - are explored as tools to decide on the configuration of topics and/or learner groups. In particular, the results of the case study show that such techniques can be used to (i) filter participants for rearranging groups; (ii) rearrange topics of interest; and (iii) dynamically change the structure of a course. The techniques presented can be considered a case of collaborative filtering based on social network structure. C1 [Rodriguez, Daniel; Angel Sicilia, Miguel; Sanchez-Alonso, Salvador; Lezcano, Leonardo; Garcia-Barriocanal, Elena] Univ Alcala De Henares, Dept Comp Sci, Madrid, Spain. [Lezcano, Leonardo] Open Univ Madrid UDIMA, Dept Comp Sci, Madrid, Spain. RP Rodriguez, D (reprint author), Univ Alcala De Henares, Dept Comp Sci, Madrid, Spain EM daniel.rodriguezg@uah.es CR Skerlavaj M, 2010, INTERACT LEARN ENVIR, V18, P39, DOI 10.1080/10494820802190374 Pollalis YA, 2009, EUR J OPER RES, V193, P626, DOI 10.1016/j.ejor.2007.11.053 Nussbaum EM, 2008, CONTEMP EDUC PSYCHOL, V33, P345, DOI 10.1016/j.cedpsych.2008.06.001 Lee MC, 2008, COMPUT EDUC, V50, P1240, DOI 10.1016/j.compedu.2006.12.007 Dennen VP, 2008, COMPUT HUM BEHAV, V24, P205, DOI 10.1016/j.chb.2007.01.010 Kreijns K, 2007, COMPUT EDUC, V49, P176, DOI 10.1016/j.compedu.2005.05.004 Cho HC, 2007, COMPUT EDUC, V49, P309, DOI 10.1016/j.compedu.2005.07.003 BULL S, 2007, IJAIED INT J ARTIFIC, V17, P83 DIMITROVA V, 2007, INT J ARTIFICIAL INT, V17, P217 Gasevic D, 2007, INTERACT LEARN ENVIR, V15, P1, DOI 10.1080/10494820600968203 MCALPINE I, 2007, ICT PROVIDING CHOICE, P639 Guo ZN, 2006, LECT NOTES COMPUT SC, V4227, P482 DENOOY W, 2005, EXPLORATORY SOCIAL N MUEHLENBROCK M, 2005, P 12 INT C ART INT E, P507 Doreian P, 2004, SOC NETWORKS, V26, P29, DOI 10.1016/j.socnet.2004.01.002 ALLERT H, 2004, J INTERACTIVE MEDIA, V2 OAKLEY B, 2004, J STUDENT CTR LEARNI, V2, P9 MURPHY L, 2002, J COMPUT SCI COLL, V18, P92 Kay J, 2001, USER MODEL USER-ADAP, V11, P111 WESSNER M, 2001, P 2001 INT ACM SIGGR, P24 DILLENBOURG P, 1999, COLLABORATIVE LEARNI, P1 REIGELUTH CM, 1999, INSTRUCTIONAL DESIGN PAGE L, 1998, PAGERANK CITATION RA RESNICK P, 1994, P ACM C COMP SUPP CO, P175 WASSERMAN S, 1994, SOCIAL NETWORK ANAL NR 25 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 4 BP 317 EP 331 DI 10.1080/10494820903148610 PG 15 WC Education & Educational Research SC Education & Educational Research GA 878XB UT WOS:000299289400002 ER PT J AU Hwang, WY Huang, YM Wu, SY AF Hwang, Wu-Yuin Huang, Yueh-Min Wu, Sheng-Yi TI The effect of an MSN agent on learning community and achievement SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE MSN agent; learning community; instant messaging; learning achievement ID INFORMATION TECHNOLOGY; PERCEIVED USEFULNESS; ACCEPTANCE; USAGE; EASE AB The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement. C1 [Huang, Yueh-Min] Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. [Hwang, Wu-Yuin] Natl Cent Univ, Grad Network Learning Technol, Inst Network Learning Technol, Taipei, Taiwan. RP Huang, YM (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan EM huang@mail.ncku.edu.tw CR JEONG W, 2007, EDUCAUSE Q, V30 Contreras-Castillo J, 2006, INTERACT LEARN ENVIR, V14, P205, DOI 10.1080/10494820600853876 ALEXANDER B, 2006, EDUCAUSE REV, V41, P32 DUGENIE P, 2006, ADV TECHNOLOGY LEARN, V3, P241 KEKWALETSWE RM, 2006, P IEEE INT C SENS NE, P1 MUSSER J, 2006, WEB 2 0 PRINC BEST P Selim HM, 2003, COMPUT EDUC, V40, P343, DOI 10.1016/S0360-1315(02)00142-2 HUANG AH, 2003, HUMAN SYSTEMS MANAGE, V22, P63 CAMERON AF, 2003, COMPUT HUM BEHAV, V12, P85 NICHOLSON, 2002, INTERNET HIGH EDUC, V5, P363 HERBSLEB JD, 2002, P SIGCHI C HUM FACT, P171 ISAACS E, 2002, 2002 ACM C COMP SUPP YEH YC, 2001, J CYBER CULTURE INFO, V1, P33 GOLDSBOROUGH R, 2001, PHILADELPHIA NE 0219 LJUNGSTRAND P, 2000, ACM SIGGROUP B, V21, P21 CZERWINSKI M, 2000, AUSTR C COMP HUM INT NARDI BA, 2000, CSCW 00, P79 BERGE ZL, 1999, EDUC TECHNOL, V39, P5 PARKER A, 1999, ED TECHNOLOGY REV, V12, P13 WHETTEN D, 1998, IDENTIFY ORG DEV THE, P171 Davis FD, 1996, INT J HUM-COMPUT ST, V45, P19 TAYLOR S, 1995, INFORM SYST RES, V6, P144 IGBARIA M, 1995, J MANAGEMENT INFORMA, V11, P87 RHEINGOLD H, 1993, VIRTUAL COMMUNITY HO SOE LL, 1993, INFORMATION SOC, V9, P213 RICE RE, 1993, HUMAN COMMUNICATION, V19, P458 ADAMS DA, 1992, MIS QUART, V16, P227 WALTHER JB, 1992, COMMUN RES, V19, P52 BOLLEN KA, 1990, SOC FORCES, V69, P479 DAVIS FD, 1989, MIS QUART, V13, P319 ASHFORTH BE, 1989, ACAD MANAGE REV, V14, P20 ROBERTSON DC, 1989, J MANAGE INFORM SYST, V5, P55 MARKUS ML, 1987, COMMUN RES, V14, P491 WORTZEL L, 1979, MULTIVARIATE ANAL SHORT J, 1976, SOCIAL PSYCHOL TELEC FISHBEIN M, 1975, BELIEF ATTITUDE INTE FISHCER CS, 1972, SOCIOLOGICAL METHODS, V1, P187 NR 37 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 4 BP 413 EP 432 DI 10.1080/10494820903356809 PG 20 WC Education & Educational Research SC Education & Educational Research GA 878XB UT WOS:000299289400008 ER PT J AU Liu, HC Chuang, HH AF Liu, Han-Chin Chuang, Hsueh-Hua TI Investigation of the impact of two verbal instruction formats and prior knowledge on student learning in a simulation-based learning environment SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE computer simulation; cognitive load; cognitive efficiency; multimedia learning ID HIGH-SCHOOL-STUDENTS; COMPUTER-SIMULATIONS; ELECTROCHEMISTRY; MISCONCEPTIONS; ANIMATIONS; EFFICIENCY; EXPERTISE; CELLS; FLOW AB This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided. C1 [Chuang, Hsueh-Hua] Natl Sun Yat Sen Univ, Ctr Teacher Educ, Kaohsiung 80424, Taiwan. [Liu, Han-Chin] Natl Chiayi Univ, Dept E Learning Design & Management, Chiayi, Taiwan. [Chuang, Hsueh-Hua] Natl Sun Yat Sen Univ, Inst Educ, Kaohsiung 80424, Taiwan. RP Chuang, HH (reprint author), Natl Sun Yat Sen Univ, Ctr Teacher Educ, Kaohsiung 80424, Taiwan EM hsuehhua@gmail.com CR Liu HC, 2008, J SCI EDUC TECHNOL, V17, P466, DOI 10.1007/s10956-008-9115-5 CLARK RCC, 2008, E LEARNING SCI INSTR de Jong T, 2006, SCIENCE, V312, P532, DOI 10.1126/science.1127750 Cowan J, 2005, BRIT J EDUC TECHNOL, V36, P1089 McRoberts S, 2005, CLIN NURSE SPEC, V19, P111 Kalyuga S, 2005, ETR&D-EDUC TECH RES, V53, P83 KOZMA R, 2005, CAMBRIDGE HDB MULTIM, P409 Mayer RE, 2004, AM PSYCHOL, V59, P14, DOI 10.1037/0003-066X.59.1.14 Buesser M, 2004, INT J TECHNOL MANAGE, V28, P702 Kalyuga S, 2003, EDUC PSYCHOL-US, V38, P23 Kozma R, 2003, LEARN INSTR, V13, P205, DOI 10.1016/S0959-4752(02)00021-X Solsona N, 2003, INT J SCI EDUC, V25, P3, DOI 10.1080/09500690010006536 MAYER RE, 2001, MULTIMEDIA LEARNING SANGER MJ, 2001, COMPUTER ANIMATIONS Sanger MF, 2000, INT J SCI EDUC, V22, P521 GILBERT JK, 2000, DEV MODELS SCI ED, P3 WICKENS C, 1999, ENG PSYCHOL HUMAN PE Burke KA, 1998, J CHEM EDUC, V75, P1658 de Jong T, 1998, REV EDUC RES, V68, P179 Gilbert J, 1997, SCI EDUC, V81, P749 Sanger MJ, 1997, J CHEM EDUC, V74, P819 Sanger MJ, 1997, J RES SCI TEACH, V34, P377 GREDLER ME, 1996, HDB RES ED COMMUNICA, P521 ROSCHELLE J, 1995, COMPUTER SUPPORTED C MAYER RE, 1994, J EDUC PSYCHOL, V86, P389 SWELLER J, 1994, LEARN INSTR, V4, P295 SAUNDERS AC, 1994, VISUAL LIT SPECTRUM, P183 PAAS FGWC, 1993, HUM FACTORS, V35, P737 MAXWELL SE, 1993, PSYCHOL BULL, V113, P181 JOHNSONLAIRD PN, 1993, MENTAL MODELS COGNIT RENK JM, 1993, VISUAL LITERACY DIGI, P81 GARNETT PJ, 1992, J RES SCI TEACH, V29, P1079 GARNETT PJ, 1992, J RES SCI TEACH, V29, P121 PAIVIO A, 1991, IMAGES MIND EVOLUTIO BALLSTAEDT SP, 1989, KNOWL ACQUIS, P3 SEEL NM, 1989, KNOWL ACQUIS, P37 GIERE R, 1988, EXPLAINING SCI COGNI CARROL JM, 1987, MENTAL MODEL HUMAN C HOLLAND JH, 1986, INDUCTION PROCESSES KITCHER P, 1984, PHILOS REV, V93, P335 PETERS HJ, 1982, PIPELINE, V7, P11 PETERS HJ, 1982, PIPELINE, V7, P57 JOHNSTONE AH, 1982, SCH SCI REV, V64, P377 MARKS G, 1982, J COMPUTERS MATH SCI, V1, P18 ROLLINS RA, 1980, J EXPT PSYCHOL HUMAN, V6, P99 Kelley TL, 1939, J EDUC PSYCHOL, V30, P17 NR 46 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 4 BP 433 EP 446 DI 10.1080/10494820903356940 PG 14 WC Education & Educational Research SC Education & Educational Research GA 878XB UT WOS:000299289400009 ER PT J AU Jenkins, M Browne, T Walker, R Hewitt, R AF Jenkins, Martin Browne, Tom Walker, Richard Hewitt, Roger TI The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE technology-enhanced learning; longitudinal survey; UK; universities AB This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for which at each stage after 2001, a longitudinal analysis was undertaken [see Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14(2), 177-192]. The findings, confirmed by other studies published since 2005, reveal that ensuring the quality of learning and teaching activities is consolidated as the primary driver for using TEL with a committed local champion representing the highest ranked factor in supporting TEL development within an institution. External strategies have been influential, contributing to the rise to prominence of institutional e-learning strategies. The delivery of course content continues to be the most common way in which TEL is used to support teaching and learning. The tools that have increased in prominence are those for podcasting, e-portfolios, e-assessment, blogs and wikis. Regarding new activities, streaming media, mobile computing, podcasting and Web 2.0 are discernibly the greatest. Upgrading staff skills were overwhelmingly noted as the greatest challenge that these new activities would create, with staff development and supportive strategies being seen as the primary remedies. However, the perception of lack of time was identified as the main barrier that needed to be surmounted. Though much of the data remain subtle, clear identifiable differences continue to be discernible between Pre-92 and Post-92 universities. C1 [Jenkins, Martin] Univ Gloucestershire, Ctr Act Learning, Cheltenham GL50 4AZ, Glos, England. [Browne, Tom] Univ Exeter, Acad Serv, Exeter, Devon, England. [Walker, Richard] Univ York, E Learning Dev, York YO10 5DD, N Yorkshire, England. [Hewitt, Roger] Univ Manchester, Fac Humanities, Manchester, Lancs, England. RP Jenkins, M (reprint author), Univ Gloucestershire, Ctr Act Learning, Francis Close Hall Campus,Swindon Rd, Cheltenham GL50 4AZ, Glos, England EM mjenkins@glos.ac.uk CR *JISC, 2009, TECHN ENH LEARN ENV Conole G, 2008, COMPUT EDUC, V50, P511, DOI 10.1016/j.compedu.2007.09.009 MAYES T, 2008, REFLECTING ED, V4, P6 Laurillard D, 2008, STUD HIGH EDUC, V33, P139, DOI 10.1080/03075070801915908 ZASTROCKY M, 2008, E LEARNING HIGHER ED *JISC, 2008, EFF PRACT E PORTF SU *IPSOS MORI, 2008, GREAT EXP ICT HIGH E SHURVILLE S, 2008, HELLO ARE YOU LANDSC TRINDER K, 2008, LEARNING DIGITAL NAT COOKE R, 2008, ONLINE INNOVAT UNPUB *QAA, 2008, OUTC I SUPP E LEARN GILL J, 2008, TIMES HIGHER ED 0925 BROWNE T, 2008, 2008 SURVEY TECHNOLO White S, 2007, BRIT J EDUC TECHNOL, V38, P840, DOI 10.1111/j.1467-8535.2007.00760.x STILES M, 2007, SERIALS, V20, P31 CONOLE G, 2007, CONT PERSPECTIVES LE *JISC, 2007, EFF PRACT E ASS OV T *JISC, 2007, IN THEIR OWN WORDS BECKER R, 2007, ONLINE LEARNING U SE STINTON I, 2007, UCISA TOP CONCERNS S WILSON S, 2007, WORLD C ED MULT HYP Browne T, 2006, INTERACT LEARN ENVIR, V14, P177, DOI 10.1080/10494820600852795 STILES M, 2006, J ORG TRANSFORMATION, V3, P251 LUCKIN R, 2006, J ORG TRANSFORMATION, V3, P317 *DFES, 2005, HARN TECHN TRANSF LE *HEFCE, 2005, HEFCE STRAT E LEARN CHISM N, 2004, EDUCAUSE Q, V27, P39 BELL M, 2002, U ONLINE SURVEY ONLI NR 28 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 5 BP 447 EP 465 DI 10.1080/10494820903484429 PG 19 WC Education & Educational Research SC Education & Educational Research GA 878XH UT WOS:000299290000001 ER PT J AU Jin, SAA AF Jin, Seung-A Annie TI Leveraging avatars in 3D virtual environments (Second Life) for interactive learning: the moderating role of the behavioral activation system vs. behavioral inhibition system and the mediating role of enjoyment SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE avatars; e-learning; e-health; parasocial interaction; entertainment-education ID ENTERTAINMENT-EDUCATION; AVOIDANCE MOTIVATION; PEDAGOGICAL AGENTS; PARASOCIAL INTERACTION; COLLEGE-STUDENTS; SOCIAL PRESENCE; SOAP OPERA; MESSAGES; COMMUNICATION; EMOTION AB Within the Entertainment-Education (E-E) framework, two experiments examined the effects of avatar-based e-health education targeting college students. Study 1 (between-subjects factorial design experiment: N = 94) tested the effects of message framing in e-learning and the moderating role of students' motivational systems on their enjoyment of the e-learning experience. The results indicated a significant interaction between message framing and students' motivational systems on their enjoyment of the e-learning experience, as well as the significant impact of avatar-based e-health education on the students' knowledge acquisition and condom use/safe sex self-efficacy improvements. Study 2 (within-subjects design: N = 88) examined the influence of students' parasocial interaction (PSI) with a pedagogical avatar on the cognitive (evaluation of educational value), affective (enjoyment), and behavioral (willingness to take part in Human Papillomavirus awareness campaigns) dimensions of the E-E process. The results of a structural equation modeling (SEM) analysis also indicated the mediating role of students' enjoyment in their PSI with the instructional avatar, thus confirming the basic premise of the E-E paradigm in interactive learning environments. C1 Boston Coll, Dept Commun, Chestnut Hill, MA 02467 USA. RP Jin, SAA (reprint author), Boston Coll, Dept Commun, 140 Commonwealth Ave,21 Campanella Way,544, Chestnut Hill, MA 02467 USA EM seunga.jin.1@bc.edu CR Jin SAA, 2009, CYBERPSYCHOL BEHAV, V12, P723, DOI 10.1089/cpb.2008.0289 Beck I, 2009, PERS INDIV DIFFER, V47, P407, DOI 10.1016/j.paid.2009.04.007 Jin SAA, 2009, J INTERACT MARK, V23, P234, DOI 10.1016/j.intmar.2009.04.005 Baylor AL, 2009, COMPUT HUM BEHAV, V25, P450, DOI 10.1016/j.chb.2008.10.008 Dede C, 2009, SCIENCE, V323, P66, DOI 10.1126/science.1167311 JIN SA, 2009, J INTERACTIVE ADVERT, V10 Poythress NG, 2008, PERS INDIV DIFFER, V45, P732, DOI 10.1016/j.paid.2008.07.021 Moorman M, 2008, ADDICT BEHAV, V33, P1267, DOI 10.1016/j.addbeh.2008.05.010 Rosenberg-Kima RB, 2008, COMPUT HUM BEHAV, V24, P2741, DOI 10.1016/j.chb.2008.03.017 Moyer-Guse E, 2008, COMMUN THEOR, V18, P407, DOI 10.1111/j.1468-2885.2008.00328.x Goldberg CB, 2008, HUM RESOUR MANAGE-US, V47, P217, DOI 10.1002/hrm.20209 Bente G, 2008, HUM COMMUN RES, V34, P287, DOI 10.1111/j.1468-2958.2008.00322.x Wang N, 2008, INT J HUM-COMPUT ST, V66, P98, DOI 10.1016/j.ijhcs.2007.09.003 STEINKUEHLER C, 2008, J SCI EDUC TECHNOL, V17, P1573 Chiauzzi E, 2008, J HEALTH COMMUN, V13, P555, DOI 10.1080/10810730802281668 GORINI A, 2008, J MED INTERNET RES, V10 Boulos MNK, 2007, HEALTH INFO LIBR J, V24, P233, DOI 10.1111/J.1471-1842.2007.00733.x Gerend MA, 2007, HEALTH PSYCHOL, V26, P745, DOI 10.1037/0278-6133.26.6.745 Bainbridge WS, 2007, SCIENCE, V317, P472, DOI 10.1126/science.1146930 Lee KM, 2006, J COMMUN, V56, P754, DOI 10.1111/j.1460-2466.2006.00318.x Bailenson JN, 2006, PRESENCE-TELEOP VIRT, V15, P359, DOI 10.1162/pres.15.4.359 Elliot AJ, 2006, MOTIV EMOTION, V30, P111, DOI 10.1007/s11031-006-9028-7 Kim Y, 2006, ETR&D-EDUC TECH RES, V54, P223, DOI 10.1007/s11423-006-8805-z Carver CS, 2006, MOTIV EMOTION, V30, P105, DOI 10.1007/s11031-006-9044-7 Sherman DK, 2006, MOTIV EMOTION, V30, P165, DOI 10.1007/s11031-006-9001-5 Ryan RM, 2006, MOTIV EMOTION, V30, P103, DOI 10.1007/s11031-006-9030-0 Sullivan HW, 2006, MOTIV EMOTION, V30, P157, DOI 10.1007/s11031-006-9027-8 Ritterfeld U, 2006, J HEALTH PSYCHOL, V11, P247, DOI 10.1177/1359105306061185 KLIMMT C, 2006, PSYCHOL ENTERTAINMEN, P291 Schiappa E, 2005, COMMUN MONOGR, V72, P92, DOI 10.1080/0363775052000342544 BAYLOR AL, 2005, INT J ARTIFICIAL INT, V15, P95, DOI DOI 10.1145/1067860.1067867 Baylor AL, 2005, FR ART INT, V125, P65 Vorderer P, 2004, COMMUN THEOR, V14, P388 Mann T, 2004, HEALTH PSYCHOL, V23, P330, DOI 10.1037/0278-6133.23.3.330 Lee AY, 2004, J PERS SOC PSYCHOL, V86, P205, DOI 10.1037/0022-3514.86.2.205 RITTERFELD U, 2004, COMPUTERS ENTERTAINM, V2 BANDURA A, 2004, ENTERTAINMENT ED SOC, P3 SINGHAL A, 2004, ENTERTAINMENT ED SOC, P351 Berridge KC, 2003, BRAIN COGNITION, V52, P106, DOI 10.1016/S0278-2626(03)00014-9 Atkinson RK, 2002, J EDUC PSYCHOL, V94, P416, DOI 10.1037//0022-0663.94.2.416 Singhal A, 2002, COMMUN THEOR, V12, P117 Elliot AJ, 2001, EDUC PSYCHOL REV, V13, P73 COHEN J, 2001, MASS COMMUNICATION S, V4, P245, DOI DOI 10.1207/S15327825MCS0403_ Moreno R, 2001, COGNITION INSTRUCT, V19, P177 RUBIN RB, 2001, ATTRIBUTION COMMUNIC, P320 Papa MJ, 2000, J COMMUN, V50, P31 Carver CS, 2000, PERS SOC PSYCHOL B, V26, P741 Vaughan PW, 2000, J HEALTH COMMUN, V5, P81 SOOD S, 2000, J BROADCAST ELECTRON, V44, P389 Valente TW, 1998, COMMUN RES, V25, P96 Higgins ET, 1997, AM PSYCHOL, V52, P1280 KALICHMAN SC, 1995, HEALTH PSYCHOL, V14, P247 BANDURA A, 1995, SELF EFFICACY CHANGI, P1 CARVER CS, 1994, J PERS SOC PSYCHOL, V67, P319 TYKOCINSKI O, 1994, PERS SOC PSYCHOL B, V20, P107 BANDURA A, 1994, ENCY HUMAN BEHAV, V4, P71 ROTHMAN AJ, 1993, J EXP SOC PSYCHOL, V29, P408 BROWN WJ, 1991, HUM COMMUN RES, V18, P114 GRAY JA, 1990, COGNITION EMOTION, V4, P269 GRAY JA, 1987, J RES PERS, V21, P493 RUBIN AM, 1987, HUM COMMUN RES, V14, P246 MEYEROWITZ BE, 1987, J PERS SOC PSYCHOL, V52, P500 HORTON D, 1956, PSYCHIATR, V19, P215 NR 63 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 5 BP 467 EP 486 DI 10.1080/10494820903484692 PG 20 WC Education & Educational Research SC Education & Educational Research GA 878XH UT WOS:000299290000002 ER PT J AU Baturay, MH AF Baturay, M. H. TI Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course SO INTERACTIVE LEARNING ENVIRONMENTS LA English DT Article DE e-learning; sense of community; cognitive learning; satisfaction; achievement ID DROPOUTS; ONLINE AB This study aims to determine whether there is a relationship between students' sense of community, perceived cognitive learning, and satisfaction in an e-learning course. Additionally, the relationship of these variables with Internet self-efficacy and final examination scores is investigated. The participants were 88 students enrolled in elementary level English as a Foreign Language course of the distance education program at a higher education institution in Turkey. The results of the study suggest that sense of community and course satisfactions are strongly related to each other. Moreover, students' course satisfaction is highly related to their perceived cognitive learning. Students' perceived cognitive learning was observed to have a very strong relationship with learner-to-content interaction, while learner-to-learner interaction was at medium level and learner-to-instructor interaction was weak. C1 Gazi Univ, Inst Informat, Ankara, Turkey. RP Baturay, MH (reprint author), Gazi Univ, Inst Informat, Ankara, Turkey EM baturay@gazi.edu.tr CR Hrastinski S, 2009, COMPUT EDUC, V52, P78, DOI 10.1016/j.compedu.2008.06.009 Rovai AP, 2009, INTERNET HIGH EDUC, V12, P7, DOI 10.1016/j.iheduc.2008.10.002 Levy Y, 2007, COMPUT EDUC, V48, P185, DOI 10.1016/j.compedu.2004.12.004 LUCAS JW, 2007, THESIS N CAROLINA ST Tallent-Runnels MK, 2006, REV EDUC RES, V76, P93 YUKSELTURK E, 2006, EXAMINING FACTORS AF MORRIS LV, 2005, AM J DISTANCE ED, V19, P23, DOI 10.1207/s15389286ajde1901_3 RICHARDSON JC, 2003, J ASYNCHRONOUS LEARN, V7, P68 LEVY Y, 2003, DISS ABSTR INT A, V65, P1014 ROSSETT A, 2003, T+D-BETTER PERFORM W, V57, P40 ROVAI AP, 2002, INTERNET HIGH EDUC, V5, P197 ROVAI AP, 2002, INTERNET HIGHER ED, V5, P319 PICCIANO AG, 2002, J ASYNCHRONOUS LEARN, V6, P21 KING FB, 2002, INTERNET HIGH EDUC, V5, P157 NACHMIAS R, 2002, INTERNET HIGH EDUC, V5, P213 WOODS RH, 2002, INT J INSTRUCTIONAL, V29, P377 SHIN N, 2002, OPEN LEARNING, V17, P121 SABA F, 2002, DISTANCE ED REPORT, V14, P1 TU CH, 2002, INT J E LEARNING, V1, P34 ARSHAM H, 2002, INTERACTIVE ED IMPAC MCVAYLYNCH M, 2002, ONLINE ED GUIDE CREA ROVAI AP, 2001, ED TECHNOLOGY RES DE, V49, P35, DOI DOI 10.1007/BF02504946 ARIF A, 2001, ED TECHNOLOGY SOC, V4, P32 TERRY N, 2001, THE J, V28, P64 GARRISON DR, 2000, INTERNET HIGH EDUC, V2, P87, DOI DOI 10.1016/S1096-7516(00)00016-6 Joo YJ, 2000, ETR&D-EDUC TECH RES, V48, P5 FREDERICKSEN E, 2000, J ASYNCHRONOUS LEARN, V4, P7 MORGAN CK, 1999, DISTANCE EDUC, V20, P96 CHYUNG SY, 1998, P ANN C DIST TEACH L, V98, P97 GUNAWARDENA CN, 1995, INT J ED TELECOMMUNI, V1, P147 FULFORD CP, 1993, AM J DISTANCE ED, V7, P8 HACKMAN MZ, 1990, COMMUN EDUC, V39, P196 SHORT J, 1976, SOCIAL PSYCHOL TELEC BLOOM BS, 1956, HDB COGNITIVE DOMAIN, V1 NR 34 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 J9 INTERACT LEARN ENVIR JI Interact. Learn. Environ. PY 2011 VL 19 IS 5 BP 563 EP 575 DI 10.1080/10494821003644029 PG 13 WC Education & Educational Research SC Education & Educational Research GA 878XH UT WOS:000299290000008 ER PT J AU Murray, PN Genaro, LAT Boronat, JA Villen, MAH AF Noguera Murray, Patricia Tortajada Genaro, Luis Antonio Atienza Boronat, Julia Herrero Villen, Ma Asuncion TI SELF-EVALUATION TO CHEMISTRY LABORATORY SESSIONS: INTRODUCTION TO SELF-LEARNING SO ARBOR-CIENCIA PENSAMIENTO Y CULTURA LA Spanish DT Article DE E-learning; Sakai; pre-lab questionnaires; assessment; self-learning AB In this work a strategy to improve learning outcomes of laboratory sessions of a Chemistry subject of the Bachelor's Degree in Rural and Agrifood Engineering is shown. In this experience the e-learning platform PoliformaT was used to propose timed pre-lab questionnaires to allow self-assessment of students before laboratory sessions, this allowed an increase in the preparation and the interest of the student on the performance of the laboratory session. The effectiveness of this strategy was established from the analysis of data collected during its application and also by means of an opinion call. It is noteworthy that these questionnaires have induced change of attitude among students, encouraging an active posture (and positive) towards the laboratory session. C1 [Noguera Murray, Patricia; Tortajada Genaro, Luis Antonio; Atienza Boronat, Julia; Herrero Villen, Ma Asuncion] Univ Politecn Valencia, Inst Reconocimiento Mol & Desarrollo Tecnol, Dept Quim, Valencia, Spain. RP Murray, PN (reprint author), Univ Politecn Valencia, Inst Reconocimiento Mol & Desarrollo Tecnol, Dept Quim, Camino Vera S-N, Valencia, Spain EM pnoguera@qim.upv.es luitorge@qim.upv.es matien@qim.upv.es maherrer@qim.upv.es CR TORTAJADAGENARO LA, 2011, EXP MULT 2 CONF INT Yang YF, 2010, LEARN INSTR, V20, P72, DOI 10.1016/j.learninstruc.2009.01.003 FIKE DS, 2010, J EFFECTIVE TEACHING, V2, P42 Dalgarno B, 2009, COMPUT EDUC, V53, P853, DOI 10.1016/j.compedu.2009.05.005 Limniou M, 2009, COMPUT EDUC, V52, P45, DOI 10.1016/j.compedu.2008.06.006 LLORENSMOLINA JA, 2009, J RES CTR ED TECHNOL, V4, P15 SIERRA J, 2009, ENS CIENC NUM EXTR 8, P2466 YEUNG A, 2009, P MOT SCI UND SYDN, P132 SCHMID S, 2008, RES DEV HIGHER ED, V28, P471 MCKELVY GM, 2008, U CHEM ED, V2, P46 Reid N, 2007, CHEM EDUC RES PRACT, V8, P172 BUREWICZ A, 2006, CHEM EDUC RES PRACT, V7, P1 JENKINS M, 2004, LEARNING TEACHING HI, V1, P67 CARNDUFF J, 2003, ENHANCING UNDERGRADU ROFFE I, 2002, QUALITY ASSURANCE ED, V10, P40, DOI DOI 10.1108/09684880210416102 JOHNSTONE H, 2001, U CHEM ED, V5, P42 MASSON MR, 2001, U CHEM ED, V5, P9 NICHOLLS BS, 1999, U CHEM ED, V3, P22 NR 18 TC 0 Z9 0 PU LIBRERIA CIENTIFICA MEDINACELI PI MADRID PA DUQUE DE MEDINACELI 4, 14 MADRID, SPAIN SN 0210-1963 J9 ARBOR JI Arbor-Cienc. Pensam. Cult. PY 2011 VL 187 SI AI BP 267 EP 272 DI 10.3989/arbor.2011.Extra-3n3156 PG 6 WC Humanities, Multidisciplinary SC Arts & Humanities - Other Topics GA 886UP UT WOS:000299879700034 ER PT J AU Deakin, M Lombardi, P Cooper, I AF Deakin, Mark Lombardi, Patrizia Cooper, Ian TI The IntelCities Community of Practice: The Capacity-Building, Co-Design, Evaluation, and Monitoring of E-Government Services SO JOURNAL OF URBAN TECHNOLOGY LA English DT Article AB The paper examines the IntelCities Community of Practice (CoP) supporting the development of the organization's capacity-building, co-design, monitoring, and evaluation of e-government services. It begins by outlining the IntelCities CoP and goes on to set out the integrated model of electronically enhanced government (e-government) services developed by the CoP to build the capacity to co-design, monitor, and evaluate the Intel-Cities' e-Learning platform, knowledge-management system, and digital library. The paper goes on to examine the information technology (IT) underlying this set of semantically interoperable e-government services supporting the crime, safety, and security initiatives of socially-inclusive and participatory urban regeneration programs. C1 [Deakin, Mark] Edinburgh Napier Univ, Sch Engn & Built Environm, Edinburgh, Midlothian, Scotland. [Cooper, Ian] Eclipse Res Consultants, Cambridge, England. [Lombardi, Patrizia] Politecn Torino, Dept Casa Citta, Turin, Italy. RP Deakin, M (reprint author), Edinburgh Napier Univ, Sch Engn & Built Environm, Edinburgh, Midlothian, Scotland CR LOMBARDI P, 2009, RES STRATEGIES E GOV Amin A, 2008, RES POLICY, V37, P353, DOI 10.1016/j.respol.2007.11.003 BINDER T, 2008, CODESIGN, V4, P79 NIKOLAUS F, 2008, J PROD INNOVAT MANAG, V256, P546 Deakin M, 2007, J URBAN TECHNOL, V14, P131 Deakin M, 2007, J URBAN TECHNOL, V14, P77, DOI 10.1080/10630730701260118 DEAKIN M, 2007, INT J HUMANITIES, V5, P199 DEAKIN M, 2006, INT J KNOWLEDGE CULT, V6, P155 Josefsson U, 2005, INFORM SOC, V21, P143, DOI 10.1080/01972240590925357 Curwell S, 2005, BUILD RES INF, V33, P55, DOI 10.1080/0961321042000329422 BERGER C, 2005, EUROPEAN MANAGEMENT, V2, P70 LOMBARDI P, 2005, BENEFIT COST ANAL CAMPBELL F, 2005, MAKING KNOWLEDGE WOR ELLIS D, 2004, ANNU REV INFORM SCI, V38, P146 DEAKIN M, 2004, REV INTELCITIES KNOW JOHNSON CM, 2001, INTERNET HIGH EDUC, V4, P45, DOI 10.1016/S1096-7516(01)00047-1 Wenger E, 2000, ORGANIZATION, V7, P225 MITCHELL WJ, 2000, E TOPIA URBAN LIFE J WENGER E, 1998, COMMUNITIES PRACTICE OSTERLUND C, 1996, LEARNING CONTEXTS ORR JE, 1996, TALKING MACHINES ETH GRAHAM S, 1996, TELECOMMUNICATIONS C NR 22 TC 0 Z9 0 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 1063-0732 J9 J URBAN TECHNOL JI J. Urban Technol. PY 2011 VL 18 IS 2 SI SI BP 17 EP 38 DI 10.1080/10630732.2011.601107 PG 22 WC Urban Studies SC Urban Studies GA 877VF UT WOS:000299210100002 ER PT S AU Ali, ZM Mustafa, Z Ying, YS Suradi, NRM Abidin, NZ Shahabuddin, FA Embi, MA Ahmad, S AF Ali, Zalina Mohd Mustafa, Zainol Ying, Yip Shao Suradi, Nur Riza Mohd Abidin, Norkisme Zainal Shahabuddin, Faridatulazna Ahmad Embi, Mohamed Amin Ahmad, Sahrim BE Rahmat, RAAOK Osman, K Basri, H TI E-Learning Service in the School of Mathematical Sciences SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE e-learning; Teaching and Learning; SPIN AB The e-Learning system is an important medium that can help lecturers and students to do various teaching and learning activities online. Thus, a study aims to investigate students' perceptions towards the usage of the system in teaching and learning activities through a survey which was conducted in semester II of session 2009/2010. The target group was students who undertook courses at the School of Mathematical Sciences, Universiti Kebangsaan Malaysia. A questionnaire consisted of students' levels of importance and satisfaction towards components provided by the e-Learning system was developed. Based on the findings, the service gap in e-learning system, problems encountered by the students and their recommendation to improve the system were identified. This study shows that students' main purpose in using SPIN is to obtain extra materials. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Ali, Zalina Mohd; Mustafa, Zainol; Ying, Yip Shao; Suradi, Nur Riza Mohd; Abidin, Norkisme Zainal; Shahabuddin, Faridatulazna Ahmad; Embi, Mohamed Amin; Ahmad, Sahrim] Univ Kebangsaan Malaysia, Fac Sci & Technol, Ukm Bangi 43600, Malaysia. EM zalina99@ukm.my CR ALI ZM, 2010, PROS SEM UKM UNRI 6, P157 Ozkan S, 2009, COMPUT EDUC, V53, P1285, DOI 10.1016/j.compedu.2009.06.011 ISHAK MI, 2009, B PEMBANGUNAN AKAD KETABCHI E, 2008, P INT C COMP SCI SOF, V5, P536 LEE K, 2005, MALAYSIAN ONLINE J I, V2, P61 FIGUEIRA E, 2003, EVALUATING EFFECTIVE MCCREA F, 2000, RIDING BIG WAVES WHI DRISCOLL M, 1998, WEB BASED TRAINING U NR 8 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 2011 VL 18 DI 10.1016/j.sbspro.2011.05.045 PG 10 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYH09 UT WOS:000298728900045 ER PT S AU Mansor, AZ AF Mansor, Ahmad Zamri BE Rahmat, RAAOK Osman, K Basri, H TI Reflective Learning Journal Using Blog SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE Educational blogs; e-learning; Web 2.0; reflective learning; learning journal; higher education; Malaysia AB Getting students to write reflective journal is a good way for them to learn new concepts. This approach is also useful in order for the lecturer to gain feedback on the concepts that the students learned. The question that the author wishes to pursue is "How best the journal is going to be managed?" To manage the reflective learning journal assignment, the author has been experimenting with the use of special blog called 'Jurnal Pengurusan Emosi'. All registered students in Managing Emotion, an elective course in the Centre for General Studies, Universiti Kebangsaan Malaysia were required to submit their journal on weekly basis using e-mail and their journal entries are automatically published in the blog. The feedback of the students were very good, among the reasons quoted in relation to the use of the blog were in terms of facilitating their expression of thoughts, learning and sharing of each other's knowledge, and enhancing their understanding of concepts that they learned in class. This paper aims to share author's experience in managing Jurnal Pengurusan Emosi. 2010 (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Mansor, Ahmad Zamri] Univ Kebangsaan Malaysia, Ctr Gen Studies, Ukm Bangi 43600, Malaysia. EM azamri@ukm.my CR Hourigan T, 2010, AUSTRALAS J EDUC TEC, V26, P209 Murugaiah P, 2010, INT REV RES OPEN DIS, V11, P21 Yang SH, 2009, EDUC TECHNOL SOC, V12, P11 JENSEN LP, 2009, P 37 SEFI C 2009 ATT COUGHLAN A, 2008, LEARNING LEARN REFLE BROCKBANK A, 2007, FACILITATING REFLECT BIGGERSTAFF MA, 2005, J TECHNOLOGY HUMAN S, V23, P245, DOI 10.1300/J017v023n03_06 WILLIAMS JB, 2004, AUSTRALAS J EDUC TEC, V20, P232 THORPE K, 2004, REFLECTIVE PRACTICE, V5, P327 ARMSTRONG L, 2004, BLOGS ELECT LEARNING NR 10 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 2011 VL 18 DI 10.1016/j.sbspro.2011.05.074 PG 10 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYH09 UT WOS:000298728900074 ER PT S AU Mansor, AZ AF Mansor, Ahmad Zamri BE Rahmat, RAAOK Osman, K Basri, H TI The Use of Blog in Decision Making Skills Course SO KONGRES PENGAJARAN DAN PEMBELAJARAN UKM, 2010 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Congress on Teaching and Learning CY DEC 13-15, 2010 CL Bangi, MALAYSIA HO Natl Univ Malaysia (UKM) DE Educational blogs; e-learning; Web; online learning experience; educational technology; higher education; Malaysia AB Blogs are normally used as a personal online journal. In the context of teaching and learning, blogs serve as an important tool to facilitate students' learning. Decision Making Skills is one of the courses that utilises blogs as part of teaching. In comparison with webpages, the blogs are more interactive, userfriendly and can be easily updated. It also can be embedded in SPIN learning management system and can be made more interesting using online forms, hyperlinks, video and audioclips, and widgets. In order to investigate the use of blog in managing an academic course, a case study of Decision Making Skills elective course was used as a case study. A blog called ZT2263 Kemahiran Membuat Keputusan was created. Learning materials such as lecture slides, relevant articles and students' tutorial answers were placed The blog also embeds widgets for communication. This new approach received positive feedback from students. This paper aims to report the author's experience in using the blog. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010 C1 [Mansor, Ahmad Zamri] Univ Kebangsaan Malaysia, Ctr Gen Studies, Ukm Bangi 43600, Malaysia. EM azamri@ukm.my CR *ROYAL PINGD, 2010, MOST REL UNR BLOGG S BLAU I, 2009, INTERDISCIPLINARY J, V5, P233 ABUBAKAR N, 2009, K PENG DAN PEMB UKM BIANCO T, 2009, QUALITY STANDARDS LE RAHIM SE, 2009, 13 UNESCO APEID INT Goldman RH, 2008, AM J PUBLIC HEALTH, V98, P1658, DOI 10.2105/AJPH.2008.133694 HUGHES J, 2008, P 6 INT C NETW LEARN BREINSTEIN E, 2006, J COLL SCI TEACH, V35, P18 ODONNELL M, 2006, ASIA PACIFIC MEDIA E, V17, P5 *BLOGST, 2006, BLOG HIST TIM FORM BOULOS MNK, 2006, BMC MED ED DUFFY P, 2006, P ONL LEARN TEACH C, P31 WIJNIA E, 2005, BLOGTALKS 2 0, P38 WIJNIA E, 2005, ED POT WEBLOGS COOPER CD, 2005, 1 INT C ENH TEACH LE WILLIAMS JB, 2004, AUSTRALAS J EDUC TEC, V20, P232 NR 16 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 2011 VL 18 DI 10.1016/j.sbspro.2011.05.072 PG 10 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA BYH09 UT WOS:000298728900072 ER EF