FN Thomson Reuters Web of Knowledge
VR 1.0
PT J
AU 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
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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.
CR GARRIDO A, 2010, KNOWLEDGE E IN PRESS
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NR 22
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 2012
VL 39
IS 5
BP 5178
EP 5188
DI 10.1016/j.eswa.2011.11.021
PG 11
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
   Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 903XF
UT WOS:000301155300053
ER
PT J
AU Kotsiantis, SB
AF Kotsiantis, S. B.
TI Use of machine learning techniques for educational proposes: a decision
   support system for forecasting students' grades
SO ARTIFICIAL INTELLIGENCE REVIEW
LA English
DT Article
DE Machine learning; Educational data mining; Decision support tools
ID DATA MINING TECHNIQUES; TECHNOLOGY; MANAGEMENT; UNIVERSITY; COURSES
AB Use of machine learning techniques for educational proposes (or
   educational data mining) is an emerging field aimed at developing
   methods of exploring data from computational educational settings and
   discovering meaningful patterns. 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.
RP Kotsiantis, SB (reprint author), Univ Patras, Dept Math, Educ Software Dev Lab, GR-26110 Patras, Greece
EM sotos@math.upatras.gr
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NR 54
TC 0
Z9 0
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0269-2821
J9 ARTIF INTELL REV
JI Artif. 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.
RP Koskinen, KU (reprint author), Tampere Univ Technol, Pohjoisranta 11,POB 300, FI-28101 Tampere, Finland
EM kaj.koskinen@tut.fi
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NR 80
TC 0
Z9 0
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0263-7863
J9 INT J PROJ MANAG
JI Int. 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.
CR Wang MH, 2011, INFORM MANAGE-AMSTER, V48, P260, DOI 10.1016/j.im.2011.06.003
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NR 72
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 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
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   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
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   Shute V, 2003, EDUC PSYCHOL, V38, P105
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   Krathwohl DR, 2002, THEOR PRACT, V41, P212
   Shashaani L, 2001, COMPUT EDUC, V37, P363
   Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87
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   VIRVOU M, 2001, ICALT
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   Brusilovsky P, 1998, COMPUT NETWORKS ISDN, V30, P291
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NR 45
TC 0
Z9 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 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.
CR de-Marcos L, 2011, INT J INNOV COMPUT I, V7, P3981
   Wang CM, 2011, INT J INNOV COMPUT I, V7, P4005
   Munoz-Merino PJ, 2011, INT J INNOV COMPUT I, V7, P841
   KAO HY, 2011, ICIC EXPRESS LETT B, V2, P873
   HILERA JR, 2011, P IADIS INT C E LEAR, P422
   Oton S, 2010, INT J INNOV COMPUT I, V6, P843
   Gutierrez JM, 2008, INT J ENG EDUC, V24, P56
   Barchino R, 2007, INT J ENG EDUC, V23, P454
   *LTSA, 2006, CURR LTSA SPEC
   *EUR COMM STAND IN, 2006, LEARN TECHN STAND OB
   GUNN C, 2005, RES LEARNING TECHNOL, V13, P189
   BARCHINO R, 2005, IADIS VIRT MULT COMP
   MILLIGAN CD, 2005, J INTERACTIVE MEDIA
   VERBERT K, 2005, 14 INT C WORLD WID W
   *ADV DISTR LEARN I, 2004, SCORM 2004 CONT AGGR, V2005
   GUTIERREZ JM, 2004, REV IBEROAMERICANA S, V2
   ZEMSKY R, 2004, LEARNING ALLIANCE U
   VERBERT K, 2004, P WORLD C ED MULT HY, P202
   VANDEPITTE P, 2003, P WORLD C ED MULT HY, P423
   HAROLD ER, 2003, PROCESSING XML JAVA
   *IEEE LEARN TECHN, 2002, LEARN OBJ MET
   Leung EWC, 2001, LECT NOTES COMPUT SC, V2105, P341
   WILEY DA, 2000, INSTRUCTIONAL USE LE
   OTON S, 8 C IB INF ED
NR 24
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 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.
CR Runciman WB, 2010, MED J AUSTRALIA, V193, P3
   PRENSKY M, 2010, TEACHING DIGITAL NAT
   Vandenberg T, 2009, CURR ONCOL, V16, P4
   Trufelli DC, 2008, EUR J CANCER CARE, V17, P524, DOI 10.1111/j.1365-2354.2008.00927.x
   Atreja A, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-48
   REASON P, 2008, SAGE HDB ACTION RES, P720
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   BIGGS JB, 2007, TEACHING QUALITY LEA
   Dahlenburg GW, 2006, MED J AUSTRALIA, V184, P319
   McGrath BP, 2006, MED J AUSTRALIA, V184, P346
   BOULOS MN, 2006, BMC MED EDUC, V6, P41
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   *AUSTR COUNC SQIH, 2005, NAT PAT SAF ED FRAM
   Kaufman DM, 2003, BRIT MED J, V326, P213
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   HORD S, 1997, PROFESSIONAL LEARNIN
NR 18
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0885-8195
J9 J CANCER EDUC
JI J. Cancer Educ.
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
EF