TY - WEB AU - Albayat, Fareed Mahdi CN - British Library DSC SFX 542133 N1 - This study investigates the effectiveness of a new Instructional Design model for using advanced multimedia in the teaching and learning of photography at university level in Kingdom of Bahrain. A preliminary study revealed that the central problems faced by students are learning key technical aspects of photography coupled with insufficient resources and high student teachers ratio. Advanced multimedia was proposed as an effective tool for teaching and learning photography. A critical review and analysis of existing e-learning resources revealed that such technology might help in teaching and learning, especially subjects that need experience with real instruments like cameras. Through reference to the ASSURE model, Laurillard's conversational model, and insights from Steuer's Classification model, the researcher developed a new instructional design model for using advanced multimedia in photography education [AMPE]. This was field tested in University photography teaching. For the evaluation of the AMPE model a mixed-model design was used, combining quantitative and qualitative methods. In a quantitative evaluation, effectiveness in learning was estimated from the student achievement in a test. A comparison of the opinions of the two groups of students in a specially constructed questionnaire measuring their views of the respective teaching and learning methods was also applied. Finally engagement and enjoyment in learning in the two groups of students were also assessed through questionnaire. The participants' comments, opinions, and suggestions were obtained through open-ended questions in the questionnaire. The study found that advanced multimedia enhances effectiveness, engagement, and enjoyment in learning photography. The instructional model and associated 'virtual camera' seems to be a suitable solution for the lack of real cameras in the classroom environment, and can help in the teaching of difficult technical photographic knowledge in an efficient and practical manner. Thesis (Ph.D.)--De Montfort University, 2011. Includes bibliographical references. De Montfort University. PB - De Montfort University PY - 2011 ST - A design model for using advanced multimedia in the teaching of photography in the Kingdom of Bahrain [electronic resource] TI - A design model for using advanced multimedia in the teaching of photography in the Kingdom of Bahrain [electronic resource] UR - http://hdl.handle.net/2086/5412 ID - 37 ER - TY - WEB AU - Algahtani, Abdullah Faleh CN - British Library DSC SFX 541325 N1 - This study applies social science methodology to the innovation of e-learning so that decision makers and other stakeholders can assess aspects of its effectiveness, to provide a more secure base for action. In this study, e-learning's effectiveness was evaluated at two universities in Saudi Arabia, through male learners' perceptions. Some account was taken of variables to assess statistically significant differences in their views. The data was collected by mixed methods: using a questionnaire from a sample of 300 learners and a focus group interview attended, later, by 21 learners. The findings showed that e-learners believe that they are able to learn autonomously using all features made available by the technology. They reported that they were motivated by the interactivity of e-learning and pursued their courses with intensity and success. There was positive agreement in all four dimensions considered by the research. Significant variables within this positive rating were previous e-learning experience and ICT skills. The study also collected learners' views about the positives and negatives of e-learning, its requirements and barriers, as well as learners' suggestions for the development of e-learning. Learners appreciated the opportunities offered by e-learning and the way it supported their studies, facilitating communication and accommodating their learning needs and circumstances. They recognised that it helped to meet an increased demand for learning. On the other hand, they noted some hazards to physical and social health and some confusion arising from the diversity of information accessible through ICT. They felt improvements could be made by planning, training and by specialized personnel. Most of the barriers they noted arose from infrastructural weaknesses and lack of acceptance of e-learning. Respondents said they were aware of financial constraints and of language barriers. Universities, working closely with communities and the private sector, could address many of these identified issues in products and infrastructure. This study concludes with some recommendations as well as suggestions for future research. Thesis (Ph.D.)--Durham University, 2011. Includes bibliographical references. University of Durham. PB - Durham University PY - 2011 ST - Evaluating the effectiveness of the e-learning experience in some universities in Saudi Arabia from male students' perceptions [electronic resource] TI - Evaluating the effectiveness of the e-learning experience in some universities in Saudi Arabia from male students' perceptions [electronic resource] UR - http://etheses.dur.ac.uk/3215/ ID - 38 ER - TY - WEB AU - Alhosban, Fuad Hamad Mousa CN - British Library DSC SFX 540823 Available for immediate download N1 - Based on Mayer's (2001) model for more effective learning by exploiting the brain's dual sensory channels for information processing, this research investigates the effectiveness of using aural instructions together with visualisation in teaching the difficult concepts of data structures to novice computer science students. A small number of previous studies have examined the use of audio and visualisation in teaching and learning environments but none has explored the integration of both technologies in teaching data structures programming to reduce the cognitive load on learners' working memory. A prototype learning tool, known as the Data Structure Learning (DSL) tool, was developed and used first in a short mini study that showed that, used together with visualisations of algorithms, aural instructions produced faster student response times than did textual instructions. This result suggested that the additional use of the auditory sensory channel did indeed reduce the cognitive load. The tool was then used in a second, longitudinal, study over two academic terms in which students studying the Data Structures module were offered the opportunity to use the DSL approach with either aural or textual instructions. Their use of the approach was recorded by the DSL system and feedback was invited at the end of every visualisation task. The collected data showed that the tool was used extensively by the students. A comparison of the students' DSL use with their end-of-year assessment marks revealed that academically weaker students had tended to use the tool most. This suggests that less able students are keen to use any useful and available instrument to aid their understanding, especially of difficult concepts. Both the quantitative data provided by the automatic recording of DSL use and an end-of-study questionnaire showed appreciation by students of the help the tool had provided and enthusiasm for its future use and development. These findings were supported by qualitative data provided by student written feedback at the end of each task, by interviews at the end of the experiment and by interest from the lecturer in integrating use of the tool with the teaching of the module. A variety of suggestions are made for further work and development of the DSL tool. Further research using a control group and/or pre and post tests would be particularly useful. Thesis (Ph.D.)--Durham University, 2011. Includes bibliographical references. University of Durham. PB - Durham University PY - 2011 ST - The effectiveness of aural instructions with visualisations in e-learning environments [electronic resource] TI - The effectiveness of aural instructions with visualisations in e-learning environments [electronic resource] UR - http://etheses.dur.ac.uk/3201/ ID - 39 ER - TY - WEB AU - Dare, Fadeke Taiye CN - British Library DSC SFX 542316 N1 - Thesis (Ph.D.)--University of Wolverhampton, 2011. Includes bibliographical references. University of Wolverhampton. PB - University of Wolverhampton PY - 2011 ST - A novel methodology for E-learning space design in HEI campuses [electronic resource] TI - A novel methodology for E-learning space design in HEI campuses [electronic resource] ID - 40 ER - TY - WEB AU - Deakin, Mark CN - British Library DSC SFX 541417 Available for immediate download N1 - This submission for PhD by publication aims to capture, reflect upon, analyse and offer critical insights into how the use of land and exchange of property can help serve the search for sustainable urban development (SUD). This aim is subsequently met by: \2022 hypothesising how the applicant's publications provide a representation of SUD able to get beyond the state-of-the-art and offer a conceptual framework capable of uncovering the positive role land and property can play in sustaining urban development; \2022 reviewing the research undertaken by the applicant to define SUD and develop a framework for analysis, set of protocols and directory of assessment methods to evaluate the sustainability of urban development; \2022 highlighting the possibility there is for the valuation methodologies and investment appraisal techniques underlying the use of land and exchange of property to be constructive in terms of the relationship their corporate strategies and financial instruments have to the environment; \2022 illustrating how it is possible to compute the informational basis of property management and draw upon the intelligence this offers cities to develop electronically-enhanced services underpinned by e-learning platforms, knowledge management systems and digital libraries, capable of supporting environmental improvements; \2022 showing how the environmental improvements that surface from such developments in turn support the community-based approach to urban regeneration which underlies the UK government's socially-inclusive and participatory venture into ecological modernisation and democratic renewal; \2022 providing examples of where the management of property by cities is intelligent, not only because the environmental improvement supporting their community-based approach to urban regeneration are socially-inclusive and participatory but for the reason the ecological modernisation and process of democratic renewal underlying these developments meet the sustainability requirement; \2022 reflecting on the contribution this representation of SUD as informational, intelligent, socially-inclusive, participatory, community-based, regenerative, ecological and democratic, makes to what is known and understood about the subject. Together these positive, analytical and constructive examinations of SUD augment into the informational basis of property management and surface as the corporate strategies and financial instruments of the electronically-enhanced service models needed for cities to be intelligent. In particular, the strategies, instruments and eGov(ernment) service models, cities need to be intelligent in valuing the environment and accounting for the socially-inclusive, participatory, community-based, regenerative, ecological and democratic qualities underlying their improvement programmes. Thesis (Ph.D.)--Institute of Sustainable Construction (Centre for Sustainable Communities), 2011. Includes bibliographical references. Edinburgh Napier University. PB - Edinburgh Napier University PY - 2011 ST - Sustainable urban development [electronic resource] TI - Sustainable urban development [electronic resource] UR - http://researchrepository.napier.ac.uk/4660/ ID - 41 ER - TY - JOUR AU - El Ansari, W. AU - Dunne, J. N1 - Export Date: 27 March 2012 Source: Scopus Article in Press PY - 2012 ST - Case study of cognitive behavioural therapy awareness educational programme using blended learning, UK T2 - Journal of Psychiatric and Mental Health Nursing TI - Case study of cognitive behavioural therapy awareness educational programme using blended learning, UK UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84857393402&partnerID=40&md5=526138b218f6f14f0cef2d983226a281 ID - 52 ER - TY - BOOK AU - Harris, J. M. Sc CN - 613.2 23 British Library STI (B) 613.2 v. 15, no. 37 CY - Perth KW - Human behavior Nutritional aspects. Nutrition counseling. Nutrition Psychological aspects. Food habits. Health promotion. Interactive multimedia Health aspects Cost-effectiveness. Interactive multimedia Health aspects Evaluation. Digital media Health aspects Cost-effectiveness. Digital media Health aspects Evaluation. Mass media in health education. N1 - GBB208956 bnb J. Harris ... [et al.]. Health technology assessment, 1366-5278 ; v. 15, no. 37 "October 2011". Publisher's no. : DOI: 10.3310/hta15370. "Health Technology Assessment NIHR HTA Programme"--Cover. Includes bibliographical references. NIHR Evaluation, Trials and Studies Coordinating Centre (Great Britain) NIHR Health Technology Assessment Programme (Great Britain) PB - Prepress Projects Ltd. on behalf of NETSCC, HTA PY - 2011 ST - Adaptive e-learning to improve dietary behaviour : a systematic review and cost-effectiveness analysis TI - Adaptive e-learning to improve dietary behaviour : a systematic review and cost-effectiveness analysis ID - 42 ER - TY - CONF AU - Huang, X. N1 - Export Date: 27 March 2012 Source: Scopus PY - 2011 SP - 3366-3370 ST - Study of personalized e-learning system based on knowledge structural graph TI - Study of personalized e-learning system based on knowledge structural graph UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84055200474&partnerID=40&md5=86994a983dd56f77d14afbda1de2c177 VL - 15 ID - 53 ER - TY - BOOK AU - Lin, Simon C. N1 - edited by Simon C. Lin. PB - Edinburgh University Press PY - 2011 ST - 2011 Taiwan e-learning and digital archives program international conference : TELDAP 2011 conference TI - 2011 Taiwan e-learning and digital archives program international conference : TELDAP 2011 conference ID - 43 ER - TY - WEB AU - Mourady, Ahmed CN - British Library DSC SFX 543888 N1 - Thesis (Ph.D.)--Sheffield Hallam University, 2011. Includes bibliographical references. Sheffield Hallam University. PB - Sheffield Hallam University PY - 2011 ST - Open source e-learning application adoption [electronic resource] : medical college in a developing world TI - Open source e-learning application adoption [electronic resource] : medical college in a developing world ID - 44 ER - TY - BOOK A2 - Springer AU - Oliveira Neto, José Dutra CY - São Paulo PB - Atlas PY - 2009 SP - 360 ST - O Céu é o limite TI - O Céu é o limite ID - 47 ER - TY - WEB AU - Osodo, Jennifer Akinyi CN - British Library DSC SFX 542053 N1 - Thesis (Ph.D.)--University of Sunderland, 2011. Includes bibliographical references. University of Sunderland. PB - University of Sunderland PY - 2011 ST - An extended vector-based information retrieval system to retrieve e-learning content based on learner models [electronic resource] TI - An extended vector-based information retrieval system to retrieve e-learning content based on learner models [electronic resource] ID - 45 ER - TY - WEB AU - Rospigliosi, Asher CN - British Library HMNTS EC.2012.x.3 CY - Reading J2 - Ecel 2011 KW - Telecommunication in education Congresses. Education Data processing Congresses. Distance education Congresses. N1 - GBB200023 bnb edited by Asher Rospigliosi. System requirements: Adobe Acrobat Reader. Title from index screen. PDF format. PB - Academic Pub. PY - 2011 SN - 9781908272232 ST - Proceedings of the 10th European Conference on e-Learning [electronic resource] : Brighton Business School, University of Brighton, UK. 10-11 November, 2011 TI - Proceedings of the 10th European Conference on e-Learning [electronic resource] : Brighton Business School, University of Brighton, UK. 10-11 November, 2011 ID - 46 ER - TY - CONF AU - Yousif, J. H. AU - Saini, D. K. AU - Uraibi, H. S. N1 - Export Date: 27 March 2012 Source: Scopus PY - 2011 SP - 997-1002 ST - Artificial intelligence in e-leaning-pedagogical and cognitive aspects TI - Artificial intelligence in e-leaning-pedagogical and cognitive aspects UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-80755174487&partnerID=40&md5=c65d2859067521053dc40536d0e679aa VL - 2 ID - 54 ER -