FN Thomson Reuters Web of Science™ VR 1.0 PT J AU Hadadgar, A Changiz, T Masiello, I Dehghani, Z Mirshahzadeh, N Zary, N AF Hadadgar, Arash Changiz, Tahereh Masiello, Italo Dehghani, Zahra Mirshahzadeh, Nahidossadat Zary, Nabil TI Applicability of the theory of planned behavior in explaining the general practitioners eLearning use in continuing medical education SO BMC MEDICAL EDUCATION LA English DT Article DE Continuing medical education; e-learning; Theory of planned behavior; General practitioner ID TECHNOLOGY ACCEPTANCE AB Background: General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs' beliefs about electronic format of CME have been studied but without an explicit theoretical framework which makes the findings difficult to interpret. In other health disciplines, researchers used theory of planned behavior (TPB) to predict user's behavior. Methods: In this study, an instrument was developed to investigate GPs' intention to use e-Learning in CME based on TPB. The goodness of fit of TPB was measured using confirmatory factor analysis and the relationship between latent variables was assessed using structural equation modeling. Results: A total of 148 GPs participated in the study. Most of the items in the questionnaire related well to the TPB theoretical constructs, and the model had good fitness. The perceived behavioral control and attitudinal constructs were included, and the subjective norms construct was excluded from the structural model. The developed questionnaire could explain 66 % of the GPs' intention variance. Conclusions: The TPB could be used as a model to construct instruments that investigate GPs' intention to participate in e-Learning programs in CME. The findings from the study will encourage CME managers and researchers to explore the developed instrument as a mean to explain and improve the GPs' intentions to use eLearning in CME. C1 [Hadadgar, Arash; Zary, Nabil] Karolinska Inst, Dept Learning Informat Management & Eth, S-17177 Stockholm, Sweden. [Hadadgar, Arash; Dehghani, Zahra] Isfahan Univ Med Sci, Med Educ Res Ctr, Hezar Jerib Ave, Esfahan, Iran. [Changiz, Tahereh] Isfahan Univ Med Sci, Med Educ Dept, Hezar Jerib Ave, Esfahan, Iran. [Masiello, Italo] Karolinska Inst, Dept Clin Sci & Educ, S-11883 Stockholm, Sweden. [Mirshahzadeh, Nahidossadat] Isfahan Univ Med Sci, Continuing Med Educ Off, Esfahan, Iran. RP Hadadgar, A (reprint author), Karolinska Inst, Dept Learning Informat Management & Eth, S-17177 Stockholm, Sweden.; Hadadgar, A (reprint author), Isfahan Univ Med Sci, Med Educ Res Ctr, Hezar Jerib Ave, Esfahan, Iran. EM arash.hadadgar@ki.se FU Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran [293158] FX This study was supported by a grant (#293158) from Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran. The funding body evaluated the research proposal and its ethical considerations. 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Educ. PD AUG 22 PY 2016 VL 16 AR 215 DI 10.1186/s12909-016-0738-6 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DT9KX UT WOS:000381819400003 PM 27549190 ER PT J AU Morton, CE Saleh, SN Smith, SF Hemani, A Ameen, A Bennie, TD Toro-Troconis, M AF Morton, Caroline E. Saleh, Sohag N. Smith, Susan F. Hemani, Ashish Ameen, Akram Bennie, Taylor D. Toro-Troconis, Maria TI Blended learning: how can we optimise undergraduate student engagement? SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; E-learning; Medical education; Pharmacology ID MEDICAL-EDUCATION; CURRICULUM; PROGRAM; FUTURE; TRENDS AB Background: Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. Methods: An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Results: Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Conclusion: Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning. C1 [Morton, Caroline E.; Smith, Susan F.] Imperial Coll London, Med Educ Res Unit, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. [Saleh, Sohag N.] Imperial Coll London, Fac Med, 3S1c,Commonwealth Bldg,Hammersmith Hosp Campus, London W12 0NN, England. [Hemani, Ashish; Ameen, Akram; Bennie, Taylor D.; Toro-Troconis, Maria] Imperial Coll London, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. RP Morton, CE (reprint author), Imperial Coll London, Med Educ Res Unit, Fac Med, Sir Alexander Fleming Bldg,Exhibit Rd, London SW7 2AZ, England. EM c.morton@imperial.ac.uk FU Medical Education Research Unit of Imperial College London FX The authors thank the Medical Education Research Unit of Imperial College London for providing funding for this study and for financial support of CEM. Following in house design, the e-learning components were purchased from Upside Learning (https://www.upsidelearning.com). Finally, the authors would like to thank our students for taking part in this study and for providing us with their thoughts and feedback. CR Bloom B. 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Educ. PD AUG 4 PY 2016 VL 16 AR 195 DI 10.1186/s12909-016-0716-z PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DS5MZ UT WOS:000380827700001 PM 27492157 ER PT J AU Reid, HJ Thomson, C McGlade, KJ AF Reid, Helen J. Thomson, Clare McGlade, Kieran J. TI Content and discontent: a qualitative exploration of obstacles to elearning engagement in medical students SO BMC MEDICAL EDUCATION LA English DT Article DE Elearning; Health professions education; Undergraduate; Achievement emotions; Obstacles ID E-LEARNING RESEARCH; ACHIEVEMENT EMOTIONS; HEALTH-PROFESSIONS; EDUCATION; TECHNOLOGY; TIME AB Background: Elearning is ubiquitous in healthcare professions education. Its equivalence to 'traditional' educational delivery methods is well established. There is a research imperative to clarify when and how to use elearning most effectively to mitigate the potential of it becoming merely a 'disruptive technology.' Research has begun to broadly identify challenges encountered by elearning users. In this study, we explore in depth the perceived obstacles to elearning engagement amongst medical students. Sensitising concepts of achievement emotions and the cognitive demands of multi-tasking highlight why students' deeply emotional responses to elearning may be so important in their learning. Methods: This study used focus groups as a data collection tool. A purposeful sample of 31 participated. Iterative data gathering and analysis phases employed a constant comparative approach to generate themes firmly grounded in participant experience. Results: Key themes that emerged from the data included a sense of injustice, passivity and a feeling of being 'lost at sea'. The actual content of the elearning resource provided important context. Conclusions: The identified themes have strong emotional foundations. These responses, interpreted through the lens of achievement emotions, have not previously been described. Appreciation of their importance is of benefit to educators involved in curriculum development or delivery. C1 [Reid, Helen J.; Thomson, Clare; McGlade, Kieran J.] Queens Univ Belfast, Sch Med Dent & Biomed Sci, Univ Rd, Belfast BT7 1NN, Antrim, North Ireland. [McGlade, Kieran J.] Dunluce Hlth Ctr, Dept Gen Practice, 1 Dunluce Ave, Belfast BT9 7HR, Antrim, North Ireland. RP McGlade, KJ (reprint author), Queens Univ Belfast, Sch Med Dent & Biomed Sci, Univ Rd, Belfast BT7 1NN, Antrim, North Ireland.; McGlade, KJ (reprint author), Dunluce Hlth Ctr, Dept Gen Practice, 1 Dunluce Ave, Belfast BT9 7HR, Antrim, North Ireland. EM k.mcglade@qub.ac.uk FU Health and Social Care Board Research and Development Office (Northern Ireland); Northern Ireland Medical and Dental Training Agency FX The research was supported by the Health and Social Care Board Research and Development Office (Northern Ireland) and the Northern Ireland Medical and Dental Training Agency through General Practice Academic Registrar Training Scheme. 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Educ. PD JUL 22 PY 2016 VL 16 AR 188 DI 10.1186/s12909-016-0710-5 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DS0JX UT WOS:000380282700003 PM 27448411 ER PT J AU Gaupp, R Korner, M Fabry, G AF Gaupp, Rainer Koerner, Mirjam Fabry, Goetz TI Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students SO BMC MEDICAL EDUCATION LA English DT Article DE Patient safety; Medical education; Attitudes; Safety culture ID SITUATION AWARENESS; HEALTH-PROFESSIONS; ERRORS; EDUCATION; SIMULATION; CURRICULUM; PROGRESS; SKILLS; CARE AB Background: Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS. Methods: A quasi-experimental, longitudinal within-subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking and attitudes towards PS. Secondary outcome measures were the improvement of PS specific knowledge through the e-learning course. Results: Levels of systems thinking showed significant improvement (58.72 vs. 61.27; p < .001) after the e-learning. Student's attitudes towards patient safety improved in several dimensions: After the course, students rated the influence of fatigue on safety higher (6.23 vs. 6.42, p < .01), considered patient empowerment more important (5.16 vs. 5.93, p < .001) and realized more often that human error is inevitable (5.75 vs. 5.97, p < .05). Knowledge on PS improved from 36.27 % correct answers before to 76.45 % after the e-learning (p < .001). Conclusions: Our results suggest that e-learning can be used to teach PS. Attitudes towards PS improved on several dimensions. Furthermore, we were able to demonstrate that a specifically designed e-learning program can foster the development of conceptual frameworks such as systems thinking, which facilitates the understanding of complex socio-technical systems within healthcare organisations. C1 [Gaupp, Rainer; Koerner, Mirjam; Fabry, Goetz] Univ Freiburg, Fac Med, Med Psychol & Med Sociol, D-79104 Freiburg, Germany. RP Gaupp, R (reprint author), Univ Freiburg, Fac Med, Med Psychol & Med Sociol, D-79104 Freiburg, Germany. EM rainer.gaupp@mps.uni-freiburg.de FU Albert Ludwigs University Freiburg FX The research article processing charge was funded by the Albert Ludwigs University Freiburg in the funding programme Open Access Publishing. 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Educ. PD JUL 11 PY 2016 VL 16 AR 172 DI 10.1186/s12909-016-0691-4 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DR3ME UT WOS:000379806500004 PM 27400872 ER PT J AU De Leeuw, RA Westerman, M Nelson, E Ket, JCF Scheele, F AF De Leeuw, R. A. Westerman, M. Nelson, E. Ket, J. C. F. Scheele, F. TI Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Distance learning; Education; Medical education; Medical e-learning; Quality model; Integrative review; Postgraduate medical education ID COMPUTER-ASSISTED-INSTRUCTION; DESIGN PRINCIPLES; 12 TIPS; COGNITIVE LOAD; EDUCATION; HEALTH; METAANALYSIS; SYSTEMS; UNDERGRADUATE; GUIDELINES AB Background: E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. Methods: We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Results: Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. Conclusion: This review clarified the current state of postgraduate medical e-learning standards and specifications. 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[Chin, Yi-Ying] Kaohsiung Med Univ Hosp, Kaohsiung, Taiwan. [Lee, Chao-Hsien] Natl Taipei Univ Technol, Taipei, Taiwan. [Chiu, Yu-Hsien; Ho, Wen-Hsien] Kaohsiung Med Univ, Kaohsiung, Taiwan. [Hong, Chien-Hui] Natl Yang Ming Univ, Taipei, Taiwan. [Hong, Chien-Hui] Kaohsiung Vet Gen Hosp, Kaohsiung, Taiwan. [Lee, Kuang-Lieh] Natl Kaohsiung Normal Univ, Kaohsiung, Taiwan. [Lee, Chih-Hung] Kaohsiung Chang Gung Mem Hosp, Kaohsiung, Taiwan. [Lee, Chih-Hung] Chang Gung Univ, Coll Med, Taoyuan, Taiwan. RP Ho, WH (reprint author), Kaohsiung Med Univ, Kaohsiung, Taiwan.; Lee, CH (reprint author), Kaohsiung Chang Gung Mem Hosp, Kaohsiung, Taiwan.; Lee, CH (reprint author), Chang Gung Univ, Coll Med, Taoyuan, Taiwan. 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M., 2011, TECNOLOGIAS INFORM C Tripartita Fundacion, 2005, TECN INF COM APL FOR NR 30 TC 0 Z9 0 U1 1 U2 1 PU UNIV SEVILLA, EDITORIAL PI SEVILLE PA SECRETARIADO PUBLICACIONES, C/ PORVENIR, NO 27, SEVILLE, 41013, SPAIN SN 1133-8482 EI 2171-7966 J9 PIXEL-BIT JI Pixel-Bit PD JUL PY 2016 IS 49 BP 9 EP 23 DI 10.12795/pixelbit.2016.i49.01 PG 15 WC Education & Educational Research SC Education & Educational Research GA DV9IQ UT WOS:000383254500002 ER PT J AU Posadas, MG Orozco, JG AF Guerrero Posadas, Martin Garcia Orozco, Javier TI ALGORITHMIC THINKING DEVELOPMENT WITH GENERATIVE LEARNING OBJECTS SUPPORT SO PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION LA Spanish DT Article DE Algorithms; computer programming; learning; E-learning ID COMMUNICATION TECHNOLOGIES; HIGHER-EDUCATION; INFORMATION; DESIGN AB Algorithmic thinking development is a difficulty that students have to confront when they learn programming the right use of selection and control structures is a big challenge. In this research were used generative learning objects for algorithmic thinking development in the programming foundations course that is offered to new students of computer systems career. Research methodological approach, was quantitative, quasi-experimental design and were applied pretest and posttest. The obtained results determined that the use of generative learning objects was relevant. C1 [Guerrero Posadas, Martin] Inst Tecnol San Luis Potosi, Dept Sistemas & Computac, Av Tecnol,S-N Col UPA, Soledad Graciano Sanchez 78437, San Luis Potosi, Mexico. [Garcia Orozco, Javier] Humboldt Int Univ, 4000 West Flegler, Miami, FL 33134 USA. RP Posadas, MG (reprint author), Inst Tecnol San Luis Potosi, Dept Sistemas & Computac, Av Tecnol,S-N Col UPA, Soledad Graciano Sanchez 78437, San Luis Potosi, Mexico. EM martin.guerrero@itslp.edu.mx; jgarcia@hiuniversity.com CR Alonso F, 2008, INNOV EDUC TEACH INT, V45, P389, DOI 10.1080/14703290802377265 Aragon E., 2009, APERTURA, V1 Boyle T, 2006, P WORLD C ED MULT HY, P2 Cabero J, 2007, TECNOLOGIA COMUNICAC, V21, P4 Caceres J, 2009, REV EDUCACION DISTAN, V9 Caird S, 2015, BRIT J EDUC TECHNOL, V46, P58, DOI 10.1111/bjet.12123 Churchill D, 2007, ETR&D-EDUC TECH RES, V55, P479, DOI 10.1007/s11423-006-9000-y Creswell J. W., 2003, RES DESIGN QUALITATI Derya M., 2014, ED SCI, V39, P131, DOI 10.15390/EB.2014.3714 Ferreira A., 2005, REV IBEROAMERICANA T, V1, P1 Guerra M., 2008, PANORAMA DIGITAL 200 Han KW, 2010, IEEE T EDUC, V53, P318, DOI 10.1109/TE.2009.2019121 Hernandez R., 2010, METODOLOGIA INVESTIG Instituto de Ciencias de la Educacion, 2007, OBJ APR COM REC DOC Karaman S., 2005, THESIS Katai Z, 2015, J COMPUT ASSIST LEAR, V31, P287, DOI 10.1111/jcal.12070 Kay R. H., 2012, CANADIAN J SCI MATH, V12, P350, DOI [10.1080/14926156.2012.732189, DOI 10.1080/14926156.2012.732189] Kozma R., 2001, PERSPECTIVES INSTRUC, P137 Lamagna E. A., 2015, J COMPUTING SCI COLL, V30, P45 Leacock TL, 2007, EDUC TECHNOL SOC, V10, P44 Lopez L., 2011, PROGRAMACION ESTRUCT Macharia JKN, 2014, STUD HIGH EDUC, V39, P695, DOI 10.1080/03075079.2012.729033 Martinez N., 2011, CIENTIFICA, V12, P57 Morales E.M., 2007, THESIS Mortis S., 2009, THESIS Munoz J., 2007, TECNOLOGIA OBJETOS A Pastula Matthew, 2010, J LIB INFORM SERVICE, V4, P77, DOI DOI 10.1080/1533290X2010.506360 Rabah J, 2015, TURKISH ONLINE J ED, V14, P24 Ruiz R., 2013, INTRO PROGRAMACION E Silva A, 2011, DOCENCIA U, VXII, P55 Stuikys Vytautas, 2009, Informatics in Education, V8, P295 Stuikys Vytautas, 2008, Informatics in Education, V7, P277 Teague D, 2011, THESIS Torres A., 2006, AVANCES CIENCIA COMP, P358 Verdu E, 2012, COMPUT EDUC, V58, P1, DOI 10.1016/j.compedu.2011.08.015 Wang SK, 2014, COMPUT EDUC, V79, P101, DOI 10.1016/j.compedu.2014.07.006 Wilhelm P., 2005, OPEN LEARNING J OPEN, V20, P65, DOI 10.1080/0268051042000322104 Zapata M., 2009, RED RES EDUCACION DI, P1 NR 38 TC 0 Z9 0 U1 0 U2 0 PU UNIV SEVILLA, EDITORIAL PI SEVILLE PA SECRETARIADO PUBLICACIONES, C/ PORVENIR, NO 27, SEVILLE, 41013, SPAIN SN 1133-8482 EI 2171-7966 J9 PIXEL-BIT JI Pixel-Bit PD JUL PY 2016 IS 49 BP 163 EP 175 DI 10.12795/pixelbit.2016.i49.011 PG 13 WC Education & Educational Research SC Education & Educational Research GA DV9IQ UT WOS:000383254500012 ER PT J AU Marcos, CJG Almenara, JC AF Garcia Marcos, Cristian Jorge Cabero Almenara, Julio TI The development and current situation of e-learning in Spanish Vocational Training SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Spanish DT Article DE education; electronic learning; vocational education AB This paper is based on a study aimed to analyze organizational models at institutional level, technological tools and educational resources that distinguish online vocational studies throughout the Spanish territory. Quantitative and qualitative techniques were used for data collection. The most relevant results of the study were: there is an increase in the number of students enrolled in vocational training distance learning studies, materials specifically created and distributed in an open format for distance learning are used in some regions, absolute hegemony of Moodle as a virtual learning environment with its synchronous and asynchronous communication tools, existence of a gap between regions regarding the ratio of students per module and the hours devoted to tutorials, distance learning national implementation for the most vocational training studies, and creation of an interactive map specifically in order to show information collected in the study. Considering this situation, there are certain aspects which differ significantly among regions and which could be improved in two ways: firstly, throughout better communication and coordination, and secondly, by means of exchanging experiences between regions. C1 [Garcia Marcos, Cristian Jorge; Cabero Almenara, Julio] Univ Seville, Fac Ciencias & Educ, Cl Pirotecnia S-N, Seville, Spain. RP Marcos, CJG (reprint author), Univ Seville, Fac Ciencias & Educ, Cl Pirotecnia S-N, Seville, Spain. EM crigarmar9@alum.us.es; cabero@us.es CR Aguaded J. I., 2013, TECNOLOGIAS MEDIOS E Area M., 2009, FORMACION PROFESORAD, P391 [Anonymous], 2014, BASES MEDIACIONES FU Bardin L., 1986, ANALISIS CONTENIDO [Anonymous], 2010, INVESTIGACION ED TIC BARTOLOME A., 2004, REV MEDIOS EDUCACION, V23, P7 Cabero J., 2015, REV MEXICANA EDUCACI, V15 Cabero J., 2006, REVISTA DE UNIVERSID, V3, P1 Gisbert M., 2005, FORMACION INTERNET G Diaz M. D., 2013, PIXEL BIT REV MEDIOS, V43, P99 Duart J. M, 2005, RUSC U KNOWLEDGE SOC, V2 [Anonymous], 2006, J COMPUTING TEACHER Fundacion Apel, 2013, IMP E LEARN SIST FOR Khan B. H., 2015, INT HDB E LEARNING, P1 Khan B. H., 2001, WEB BASED TRAINING, P75 Sampedro B., 2011, REV CURRICULUM FORMA, V15 Marsh G. E., 2003, ONLINE J DISTANCE LE, V4 Martin B., 2012, RIED REV IBEROAMERIC, V15, P159 Mirabal A., 2015, EDMETC REV EDUCACION, V4, P133 Nunez T., 2011, EDUTEC E REV ELECT T, V37 Rey I. G., 2009, REV IBEROAMERICANA E, V12, P169 Saez J., 2010, REV EDUCACION DISTAN, V25 Salinas J., 2004, CAMBIOS METODOLOGICO Salinas J., 2005, GESTION ENTORNOS VIR Sangra A., 2008, THESIS Vega N., 2013, REV NACL ADM, V4, P85 NR 26 TC 0 Z9 0 U1 9 U2 9 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JUL PY 2016 VL 19 IS 2 BP 167 EP 191 DI 10.5944/ried.19.2.15800 PG 25 WC Education & Educational Research SC Education & Educational Research GA DR5KK UT WOS:000379941700010 ER PT J AU Ramirez, JZ AF Zambrano Ramirez, Jimmy TI Prediction factors of student satisfaction in online courses SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Spanish DT Article DE student satisfaction; computer-based learning; distance teaching; educational administration AB The easy access and daily use of recent information and communication technologies has led to an impressive development of university offers completely in online modality. These developments have also raised important questions about the determining factors that affect learning, performance and retention of the learners of these academic programs. One of these determinants is the degree to which virtual courses or programs satisfy the learners' expectations. Specifically, this study investigated the predictor factors of learner satisfaction identified by Sun and colleagues (2008) among Hispanic learners. The questionnaire was translated into Spanish and filled out by 102 participants. The internal consistency analysis resulted in high reliability. Correlation analysis showed that all the factors studied, except computer anxiety, are significantly correlated with learner satisfaction. The stepwise regression analysis found that course flexibility, instructor attitude towards e -learning, student Internet self-efficacy, and perception of the interaction factors determine almost 47.2% of student satisfaction. Based on these results, guidance is offered for managers of higher education virtual programs. C1 [Zambrano Ramirez, Jimmy] Inst Super Tecnol Ruminahui, Avda Atahualpa 1701 & Calle 8 Febrero, Sangolqui, Ecuador. RP Ramirez, JZ (reprint author), Inst Super Tecnol Ruminahui, Avda Atahualpa 1701 & Calle 8 Febrero, Sangolqui, Ecuador. EM info@jimmyzambrano.com CR Akyol Z., 2010, ADULT LEARNING DIGIT, P52 Allen M., 2002, American Journal of Distance Education, V16, P83, DOI 10.1207/S15389286AJDE1602_3 Allen M, 2013, HANDBOOK OF DISTANCE EDUCATION, 3RD EDITION, P143 Garcia Aretio L., 2001, EDUCACION DISTANCIA Garcia Aretio L., 2007, EDUCACION DISTANCIA Belsley DA, 2005, REGRESSION DIAGNOSTI, V571 Bolliger DU, 2004, INT J ELEARNING, V3, P61 Bray E., 2008, INT REV RES OPEN DIS, V9 Peralta Castro R., 2014, CARACTERIZACION FACT Cohen J., 1988, STAT POWER ANAL BEHA Drouin MA, 2008, Q REV DISTANCE ED, V9, P267 Field A., 2013, DISCOVERING STAT USI Geisinger K. F., 1994, PSYCHOL ASSESSMENT, V6, P304, DOI [10.1037/1040-3590.6.4.304, DOI 10.1037/1040-3590.6.4.304] Sanjuan Gomez G., 2011, REV HABAN CIENC MED, V10, P114 Rubio Gomez M. J., 2003, MEMORIA PROYECTO CTR Jung I, 2011, ETR&D-EDUC TECH RES, V59, P445, DOI 10.1007/s11423-010-9171-4 Kirschner PA, 2015, J COMPUT ASSIST LEAR, V31, P59, DOI 10.1111/jcal.12084 Kline P., 1999, HDB PSYCHOL TESTING Moore J. C., 2014, ASSURING QUALITY ONL, P40 Moore MG, 2013, HANDBOOK OF DISTANCE EDUCATION, 3RD EDITION, P1 Rudestam K. E., 2010, HDB ONLINE LEARNING Shin N., 2003, DISTANCE EDUC, V24, P69, DOI DOI 10.1080/01587910303048 Simpson O., 2003, STUDENT RETENTION ON Song L., 2004, Internet and Higher Education, V7, P59, DOI 10.1016/j.iheduc.2003.11.003 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Swan K, 2001, DISTANCE EDUC, V22, P306, DOI DOI 10.1080/0158791010220208 Tabachnick BG, 2013, USING MULTIVARIATE S Van Mierlo C. M., 2012, ENCY CYBER BEHAV, V3, P1178 Williams S. L., 2006, American Journal of Distance Education, V20, DOI 10.1207/s15389286ajde2003_2 Zambrano R. J., 2012, DOCENCIA SOC RED APU, V1 NR 30 TC 0 Z9 0 U1 17 U2 17 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JUL PY 2016 VL 19 IS 2 BP 217 EP 235 DI 10.5944/ried.19.2.15112 PG 19 WC Education & Educational Research SC Education & Educational Research GA DR5KK UT WOS:000379941700012 ER PT J AU Richmond, H Hall, AM Hansen, Z Williamson, E Davies, D Lamb, SE AF Richmond, Helen Hall, Amanda M. Hansen, Zara Williamson, Esther Davies, David Lamb, Sarah E. TI Using mixed methods evaluation to assess the feasibility of online clinical training in evidence based interventions: a case study of cognitive behavioural treatment for low back pain SO BMC MEDICAL EDUCATION LA English DT Article DE Low back pain; Cognitive behavioural; Online training; Implementation; Dissemination; Physiotherapy; Mixed methods; E-learning; Evidence-based practice; Psychological ID HEALTH-PROFESSIONS; TRIAL; EDUCATION; METAANALYSIS; SIZE; UK AB Background: Cognitive behavioural (CB) approaches are effective in the management of non-specific low back pain (LBP). We developed the CB Back Skills Training programme (BeST) and previously provided evidence of clinical and cost effectiveness in a large pragmatic trial. However, practice change is challenged by a lack of treatment guidance and training for clinicians. We aimed to explore the feasibility and acceptability of an online programme (iBeST) for providing training in a CB approach. Methods: This mixed methods study comprised an individually randomised controlled trial of 35 physiotherapists and an interview study of 8 physiotherapists. Participants were recruited from 8 National Health Service departments in England and allocated by a computer generated randomisation list to receive iBeST (n = 16) or a face-to-face workshop (n = 19). Knowledge (of a CB approach), clinical skills (unblinded assessment of CB skills in practice), self-efficacy (reported confidence in using new skills), attitudes (towards LBP management), and satisfaction were assessed after training. Engagement with iBeST was assessed with user analytics. Interviews explored acceptability and experiences with iBeST. Data sets were analysed independently and jointly interpreted. Results: Fifteen (94 %) participants in the iBeST group and 16 (84 %) participants in the workshop group provided data immediately after training. We observed similar scores on knowledge (MD (95 % CI): 0.97 (-1.33, 3.26)), and self-efficacy to deliver the majority of the programme (MD (95 % CI) 0.25 (-1.7; 0.7)). However, the workshop group showed greater reduction in biomedical attitudes to LBP management (MD (95 % CI): -7.43 (-10.97, -3.89)). Clinical skills were assessed in 5 (33 %) iBeST participants and 7 (38 %) workshop participants within 6 months of training and were similar between groups (MD (95 % CI): 0.17(-0.2; 0.54)). Interviews highlighted that while initially sceptical, participants found iBeST acceptable. A number of strategies were identified to enhance future versions of iBeST such as including more skills practice. Conclusions: Combined quantitative and qualitative data indicated that online training was an acceptable and promising method for providing training in an evidence based complex intervention. With future enhancement, the potential reach of this training method may facilitate evidence-based practice through large scale upskilling of the workforce. C1 [Richmond, Helen; Hansen, Zara; Williamson, Esther; Lamb, Sarah E.] Univ Oxford, Nuffield Dept Orthopaed Rheumatol & Musculoskelet, Ctr Rehabil Res Oxford, Oxford, England. [Richmond, Helen; Davies, David] Univ Warwick, Warwick Med Sch, Warwick Clin Trials Unit, Coventry CV4 7AL, W Midlands, England. [Hall, Amanda M.] Univ Oxford, George Inst Global Hlth, Oxford, England. RP Richmond, H (reprint author), Univ Oxford, Nuffield Dept Orthopaed Rheumatol & Musculoskelet, Ctr Rehabil Res Oxford, Oxford, England.; Richmond, H (reprint author), Univ Warwick, Warwick Med Sch, Warwick Clin Trials Unit, Coventry CV4 7AL, W Midlands, England. EM h.richmond@warwick.ac.uk FU West Midlands Strategic Health Authority; National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Oxford at Oxford Health NHS Foundation Trust FX This work was completed as part of a doctoral thesis that was funded by the West Midlands Strategic Health Authority. Further support for this work was provided by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Oxford at Oxford Health NHS Foundation Trust. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health. No funders had any involvement in the design, data collection, analysis or interpretation of the work. CR Airaksinen O, 2006, EUR SPINE J, V15, pS192, DOI 10.1007/s00586-006-1072-1 Ajzen I., 2011, HDB THEORETICAL SOCI, V1, P438 Balague F, 2012, LANCET, V379, P482, DOI 10.1016/S0140-6736(11)60610-7 Bazeley P, 2009, J MIX METHOD RES, V3, P203, DOI 10.1177/1558689809334443 [Anonymous], 2010, ANAL QUALITATIVE DAT Bland M., 2000, INTRO MED STAT Bryman A, 2007, J MIX METHOD RES, V1, P8, DOI 10.1177/2345678906290531 Cane J, 2012, IMPLEMENT SCI, V7, DOI 10.1186/1748-5908-7-37 Carroll C, 2009, J CONTIN EDUC HEALTH, V29, P235, DOI 10.1002/chp.20041 Carvell J, 2013, DEP HLTH SPINAL TASK Charmaz K., 2008, HDB CONSTRUCTIONIST, P397 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 Craig P, 2008, BRIT MED J, V337, DOI 10.1136/bmj.a1655 Dimeff LA, 2009, BEHAV RES THER, V47, P921, DOI 10.1016/j.brat.2009.07.011 Field A., 2013, DISCOVERING STAT USI Grimshaw JM, 2012, IMPLEMENT SCI, V7, P50, DOI DOI 10.1186/1748-5908-7-50 Hansen Z, 2010, PHYSIOTHERAPY, V96, P87, DOI 10.1016/j.physio.2009.09.008 Hansen Z, 2014, COMPETENCE PHYSIOTHE Hansen ZKJ, 2012, BRIT ASS BEH COGN PS Herschell AD, 2010, CLIN PSYCHOL REV, V30, P448, DOI 10.1016/j.cpr.2010.02.005 Houben RMA, 2005, PAIN, V114, P491, DOI 10.1016/j.pain.2005.01.017 Julious SA, 2005, PHARM STAT, V4, P287, DOI 10.1002/pst.185 King M, 2005, CONCEPTUAL FRAMEWORK Kirkpatrick DL, 1996, CLASS WRITINGS INSTR, V1, P119 Knox CR, 2014, BMC MUSCULOSKEL DIS, V15, DOI 10.1186/1471-2474-15-17 Lamb SE, 2010, HEALTH TECHNOL ASSES, V14, P1, DOI 10.3310/hta14410 Lamb SE, 2010, LANCET, V375, P916, DOI 10.1016/S0140-6736(09)62164-4 Lamb SE, 2012, PAIN, V153, P494, DOI 10.1016/j.pain.2011.11.016 Maloney S, 2011, J MED INTERNET RES, V13, DOI 10.2196/jmir.1680 Maniadakis N, 2000, PAIN, V84, P95, DOI 10.1016/S0304-3959(99)00187-6 Mayes T, 2004, JISC E LEARNING MODE, P1 Morrison C, 2014, J MED INTERNET RES, V16, DOI 10.2196/jmir.3575 Nielsen M, 2014, PHYS THER, V94, P197, DOI 10.2522/ptj.20130047 Richmond H, 2015, PLOS ONE, V10, DOI 10.1371/journal.pone.0134192 Savigny P, 2009, BRIT MED J, P338 Sim J, 2012, J CLIN EPIDEMIOL, V65, P301, DOI 10.1016/j.jclinepi.2011.07.011 Wong G, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-12 NR 38 TC 0 Z9 0 U1 7 U2 7 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 JUN 18 PY 2016 VL 16 AR 163 DI 10.1186/s12909-016-0683-4 PG 12 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DP4PF UT WOS:000378477200001 PM 27316705 ER PT J AU Peine, A Kabino, K Spreckelsen, C AF Peine, Arne Kabino, Klaus Spreckelsen, Cord TI Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial SO BMC MEDICAL EDUCATION LA English DT Article DE Curriculum development; Germany; Self-instructed learning; E-Learning; Medical student; Medical school; Learning style ID TRADITIONAL LECTURE; CLINICAL-PHARMACOLOGY; STUDENTS AB Background: Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. Methods: In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Results: Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p < .001) in the post-test regarding their self-assessment, led by the e-learning group, whose self-assessment improved by 2.36. Conclusions: The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge. C1 [Peine, Arne; Kabino, Klaus; Spreckelsen, Cord] Rhein Westfal TH Aachen, Dept Med Informat, Fac Med, Pauwelsstr 30, D-52074 Aachen, Germany. RP Peine, A (reprint author), Rhein Westfal TH Aachen, Dept Med Informat, Fac Med, Pauwelsstr 30, D-52074 Aachen, Germany. EM apeine@ukaachen.de RI Spreckelsen, Cord/M-7326-2016 OI Spreckelsen, Cord/0000-0002-7301-1566 FU Department of Medical Informatics, RWTH Aachen University FX No additional funding has been acquired for this study. All materials and resources have been provided through public funds of the Department of Medical Informatics, RWTH Aachen University. CR Augustin Marc, 2014, Yale Journal of Biology and Medicine, V87, P207 Canfield A., 1992, CANFIELD LEARNING ST Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 De Lorenzo RA, 2004, ACAD EMERG MED, V11, P33, DOI 10.1197/S1069-6563(03)00582-7 Hale LaDonna S, 2009, J Allied Health, V38, pe36 Hawk T. 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PD JUN 3 PY 2016 VL 16 AR 158 DI 10.1186/s12909-016-0679-0 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DN6GK UT WOS:000377170900002 PM 27256081 ER PT J AU de Diezmas, ENM Manzano, PD AF Nieto Moreno de Diezmas, Esther Dondarza Manzano, Pablo TI PLEs in Primary School: The Learners' experience in The Piplep Project SO DIGITAL EDUCATION REVIEW LA English DT Article DE PLE; Learners' experience; primary school; digital literacy; IPA AB In this paper the experience of learners during the first phase of the PIPLEP project is explored. PIPLEP is aimed at promoting digital literacy and independent learning with the creation of personal learning environments (PLEs) as the final product. The participants were a group of 17 students enrolled in year 5 of primary school, and the main objective of the research method was to listen to the voices of the learners and their narratives about their emotions and conceptions as regards learning in digital environments, following the main guidelines of the IPA (Interpretative Phenomenological Approach) as applied in the LEX (Learners' EXperiences of e-Learning) project. The findings showed that learners had constructed a dichotomy between technology and learning, developed in the setting of the school and home, and based on the recreational use they made of their digital devices. However this misconception about the educational value of technology started to change with the introduction of the PIPLEP project, due to the learners acquiring new skills to use technology to learn. C1 [Nieto Moreno de Diezmas, Esther] Univ Castilla La Mancha, E-13071 Ciudad Real, Spain. [Dondarza Manzano, Pablo] CEIP Virgen de la Sierra, Villarrubia De Los Ojos, Cdad Real, Spain. RP de Diezmas, ENM (reprint author), Univ Castilla La Mancha, E-13071 Ciudad Real, Spain. EM Esther.Nieto@uclm.es; pablo.dondarza@virgendelasierra.com CR Cabero Almenara J., 2012, REV EDUCACION DISTAN, V32, P1 Cabero Almenara J., 2014, EDUTEC REV ELECT TEC, V47, P1 Alvarez D., 2014, ENTORNOS PERSONALES Martinez GAA, 2016, EDMETIC, V5, P25 Beetham H., 2005, ALT J RES LEARNING T, V13, P81, DOI 10.1080/0968776042000339817 Sams A., 2012, FLIP YOUR CLASSROOM Castaneda L., 2013, ENTORNOS PERSONALES, P11 Castaneda L., 2013, ENTORNOS PERSONALES Conole G, 2006, JISC LXP STUDENT EXP Creanor L., 2006, LEX LEARNER EXPERIEN Creanor L., 2008, LEARNING TEACHING HI, V2, P26 Fernandez Cruz F.J, 2016, COMUNICAR, V46, P97 Dabbagh N, 2012, INTERNET HIGH EDUC, V15, P3, DOI 10.1016/j.iheduc.2011.06.002 Dickey M. D., 2004, OPEN LEARNING, V19, P279, DOI DOI 10.1080/0268051042000280138 Downes S., 2010, J EMERGING TECHNOLOG, V1, P27 Environment with SAPO Campus, P PLE C 2012 JISC, 2007, THEIR OWN WORDS EXPL Jones P., 2004, STUDENT TUTOR PERSPE Kirkwood A, 2005, STUD HIGH EDUC, V30, P257, DOI 10.1080/03075070500095689 Kop R., 2013, ELEARN PAPER, V35, P1 Macdonald J, 2003, COMPUT EDUC, V40, P377, DOI 10.1016/S0360-1315(02)00168-9 Mayes T., 2006, LEX METHODOLOGY REPO Milman N., 2012, DISTANCE LEARNING, V9, P85 O'Regan K., 2003, J ASYNCHRONOUS LEARN, V7, P78 Pedro L., 2012, BUILDING SHARED PERS Prendes M.P., 2014, EDUTEC REV ELECT TEC, V47, P1 Shannon G.J., 2013, J FAMILY CONSUMER SC, V105, P44, DOI DOI 10.14307/JFCS105.2.12 Santos C., 2013, ENTORNOS PERSONALES, P161 Serrano-Puche J, 2016, COMUNICAR, P19, DOI 10.3916/C46-2016-02 Sharpe R., 2005, SCOPING STUDY PEDAGO Sweeney J, 2004, TEACH HIGH EDUC, V9, P311, DOI 10.1080/1356251042000216633 Timmis S., 2004, NETW LEARN C LANC NR 32 TC 0 Z9 0 U1 0 U2 0 PU UNIV BARCELONA, RES GROUP EDUC & VIRTUAL LEARNING, DIGITAL EDUC OBSERVATORY PI BARCELONA PA PASSEIG DE LA VALL D HEBRON, 171, BARCELONA, 08035, SPAIN SN 2013-9144 J9 DIGIT EDUC REV JI Digit. Educ. Rev. PD JUN PY 2016 IS 29 SI SI BP 45 EP 61 PG 17 WC Education & Educational Research SC Education & Educational Research GA DV4DN UT WOS:000382875400005 ER PT J AU Salvador, MAC Hoyos, CR Diaz, EMF AF Calvo Salvador, Maria Adelina Rodriguez Hoyos, Carlos Fernandez Diaz, Elia Maria TI What are MOOC on education like? An analysis of pedagogic MOOC offered in Spanish SO DIGITAL EDUCATION REVIEW LA Spanish DT Article DE MOOC; higher education; virtual education; open education AB This research analyses MOOCs offered in Spanish related to educational/pedagogic subjects. The analysis, based on qualitative research methods, focuses on 5 dimensions: 1) Basic data (title, subject, aim, institution and hosting platform), 2) Methodology, 3) Resources, 4) Types of videos and 5) Assessment. The results demonstrate the dominant subjects within the courses offered, as well as the clear presence of a teacher focused methodology supported by video-classes where the "talking heads" model predominates. Despite the use of other types of resources (presentations, forums, infographics, guides, etc.), it has been identified that in many of these training courses tools for interaction/communication offered by these platforms are not fully exploited. Furthermore, the use of evaluation questionnaires remains dominant. The conclusions demonstrate the need to continue researching the pedagogic structure of MOOC, identifying the barriers that exist so that these courses can fulfil their real aims of creating a community of learning, something which definitely requires a move away from technical pedagogic models. This study forms part of the ECO project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous and Open Learning) promoted by the European Union. C1 [Calvo Salvador, Maria Adelina; Rodriguez Hoyos, Carlos; Fernandez Diaz, Elia Maria] Univ Cantabria, Santander, Cantabria, Spain. RP Salvador, MAC (reprint author), Univ Cantabria, Santander, Cantabria, Spain. EM calvoa@unican.es; rodriguezhc@unican.es; eliamaria.fernandez@unican.es CR Aguaded I, 2015, RIED-REV IBEROAM EDU, V18, P119, DOI 10.5944/ried.18.2.13579 Aleman L. Y., 2015, RUSC U KNOWLEDGE SOC, V12, P104 Atenas J, 2015, RUSC-UNIV KNOWL SOC, V12, P3, DOI 10.7238/rusc.v12i1.2031 Baldomero M., 2015, RUSC U KNOWLEDGE SOC, V12, P131 Bali M., 2014, MERLOT J ONLINE LEAR, V10, P44 Bearman M, 2012, HIGH EDUC RES DEV, V31, P625, DOI 10.1080/07294360.2012.702735 Buil I, 2012, INNOVAR-REV CIENC AD, V22, P131 Cabero J., 2015, REV IBEROAMERICANA E, V18, P39 Calvo A., 2015, GUIA BUENAS PRACTICA Chauhan Amit, 2014, DIGITAL ED REV, V25, P7 Chiappe-Laverde A., 2015, COMUNICAR, V44, P9 Sanchez-Vera MD, 2015, RUSC-UNIV KNOWL SOC, V12, P119, DOI 10.7238/rusc.v12i1.2262 De Waard I., 2011, INT REV RES OPEN DIS, P7 Gomez Galan J., 2014, PROFESORADO REV CURR, V18, P73 Gallego M. J., 2015, EDUC XX1, V18, P77 Garcia B. J., 2015, RUSC U KNOWLEDGE SOC, V12, P91 Mendez Garcia C. M, 2013, REV EDUCACION DISTAN, V39, P1 Martin AG, 2015, REV LATINOAM TECNOL, V14, P11 Johnson R. B., 2003, HDB MIXED METHODS SO, P297 Kim J., 2014, P 1 ACM C LEARN SCAL, P31, DOI DOI 10.1145/2556325.2566239 Kop R., 2011, INT REV RES OPEN DIS, V12 Kop R, 2011, INT REV RES OPEN DIS, V12, P74 Lim T., 2010, TURKISH ONLINE J DIS, V11, P72 Mackness J., 2010, P 7 INT C NETW LEARN, P266 Ruiz Martin P, 2013, PRESENTE FUTURO MASS McCarthy J, 2013, AUSTRALAS J EDUC TEC, V29, P337 Medina-Salguero R, 2014, REV CURRICULUM FORMA, V18, P137 Oliver M., 2014, MOOCS ESPANA PANORAM O'Toole R, 2013, PEDAGOGICAL ST UNPUB Sanchez E., 2014, EDUTEC REV ELECT TEC, V48, P20 Sancho T., 2014, DIGITAL ED REV, V25, P36 Schmid A. M., 2004, EDUCACAO CONT, V13, P275 Silva-Pena I., 2014, PROFESORADO REV CURR, V18, P155 Spyropoulou N, 2014, EDULEARN PROC, P6981 Swan K., 2015, MOOCS OPEN ED WORLD, P105 Tiana A., 2015, MOOC PROMESAS REALID, P1 Torres D., 2013, REV CIENTIFICA TECNO, V01, P64 Yousef AMF, 2015, RUSC-UNIV KNOWL SOC, V12, P74, DOI 10.7238/rusc.v12i1.2253 Yuan L., 2013, MOOCS OPEN ED IMPLIC NR 39 TC 0 Z9 0 U1 3 U2 3 PU UNIV BARCELONA, RES GROUP EDUC & VIRTUAL LEARNING, DIGITAL EDUC OBSERVATORY PI BARCELONA PA PASSEIG DE LA VALL D HEBRON, 171, BARCELONA, 08035, SPAIN SN 2013-9144 J9 DIGIT EDUC REV JI Digit. Educ. Rev. PD JUN PY 2016 IS 29 SI SI BP 298 EP 319 PG 22 WC Education & Educational Research SC Education & Educational Research GA DV4DN UT WOS:000382875400018 ER PT J AU Ahluwalia, A Crossman, T Smith, H AF Ahluwalia, Aneeta Crossman, Tim Smith, Helen TI Current training provision and training needs in oral health for UK general practice trainees: survey of General Practitioner Training Programme Directors SO BMC MEDICAL EDUCATION LA English DT Article DE Oral health; Oral cancer; Survey; GP trainees; Education ID MEDICAL-STUDENTS; CANCER; DIAGNOSIS; KNOWLEDGE; DOCTORS AB Background: In the UK the incidence of oral cancers has risen by a third in the last decade, and there have been minimal improvements in survival rates. Moreover, a significant proportion of the population no longer access dental health services regularly, instead presenting their oral health concerns to their General Medical Practitioner. Therefore, General Practitioners ( GP) have an important role in the diagnosis of oral health pathologies and the earlier detection of oral cancers. This study aims to understand the current provision of training in oral health and cancer for GP trainees and to identify how unmet training needs could be met. Methods: A cross-sectional survey of GP Training Programme Directors using an online questionnaire asking about current oral health education training ( hospital placements and structured teaching), the competencies covered with trainees and ways to improve oral health training. Quantitative data were analysed using descriptive statistics and content analysis was undertaken of free text responses. Results: We obtained responses from 132 GP Training Programme Directors (GPTPDs), from 13 of the 16 UK medical deaneries surveyed. The majority of respondents (71.2 %) indicated that their programmes did not provide any structured oral health training to GP trainees and that <= 10 % of their trainees were undertaking hospital posts relevant to oral health. GPTPDs were of the view that the quality of oral health training was poor, relative to the specified competencies, and that teaching on clinical presentations of 'normal' oral anatomy was particularly poor. It was envisaged that oral health training could be improved by access to specialist tutors, e-learning programmes and problem-based-learning sessions. Respondents highlighted the need for training sessions to be relevant to GPs. Barriers to improving training in oral health were time constraints, competing priorities and reluctance to taking on the workload of dentists. Conclusions: This UK-wide survey has identified important gaps in the training of GP trainees in relation to oral health care and cancer detection. Addressing these knowledge and skill gaps, particularly in the identification of oral cancers, will help to improve oral health and, more importantly, the timely diagnosis of oral cancer. C1 [Ahluwalia, Aneeta; Crossman, Tim; Smith, Helen] Brighton & Sussex Med Sch, Div Primary Care & Publ Hlth, Room 321 Mayfield House,Village Way, Brighton BN1 9PH, E Sussex, England. RP Crossman, T (reprint author), Brighton & Sussex Med Sch, Div Primary Care & Publ Hlth, Room 321 Mayfield House,Village Way, Brighton BN1 9PH, E Sussex, England. EM t.crossman2@bsms.ac.uk CR Bater MC., 2005, QUAL PRIM CARE, V13, P139 Brocklehurst PR, 2010, FUTURE ONCOL, V6, P299, DOI [10.2217/fon.09.163, 10.2217/FON.09.163] Brocklehurst Paul R, 2010, Prim Dent Care, V17, P65, DOI 10.1308/135576110791013749 Cancer Research UK, 2014, OR CANC STAT Carter LM, 2011, J CANCER EDUC, V26, P308, DOI 10.1007/s13187-010-0156-0 Carter L M, 2007, BR DENT J, V203, P248 [Anonymous], 2013, NHS HLTH RES AUTH Ellis J, 2013, PRIM CARE RESP J, V22, P19, DOI 10.4104/pcrj.2012.00087 Goodman H S, 1995, Arch Fam Med, V4, P628, DOI 10.1001/archfami.4.7.628 Greenwood M, 2001, BRIT DENT J, V191, P510, DOI 10.1038/sj.bdj.4801219a Holmes JD, 2003, J ORAL MAXIL SURG, V61, P285, DOI 10.1053/joms.2003.50056 Langdon J D, 1995, Dent Update, V22, P269 Lingen MW, 2008, ORAL ONCOL, V44, P10, DOI 10.1016/j.oraloncology.2007.06.011 Macpherson LMD, 2003, BRIT DENT J, V195, P277, DOI 10.1038/sj.bdj.4810481 MCCallum L, CONFIDENCE INTERVAL McCann PJ, 2005, BRIT J ORAL MAX SURG, V43, P61, DOI 10.1016/j.bjoms.2004.08.023 Napier SS, 2008, J ORAL PATHOL MED, V37, P1, DOI 10.1111/j.1600-0714.2007.00579.x [Anonymous], 2015, ANN NAT DENT HLTH SU [Anonymous], 2005, ONE 5 YEAR SURV PAT [Anonymous], 2006, GPS SAY DENT DISP WI Rabiei S, 2012, BMC PUBLIC HEALTH, V12, DOI 10.1186/1471-2458-12-855 Ritchie J., 2007, QUALITATIVE RES PRAC Royal College of General Practitioners, 2013, CURR STAT Wade J, 2010, FAM PRACT, V27, P77, DOI 10.1093/fampra/cmp064 [Anonymous], 2005, S W CANC INT SERV NR 25 TC 0 Z9 0 U1 6 U2 6 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD MAY 11 PY 2016 VL 16 AR 142 DI 10.1186/s12909-016-0663-8 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DL5OA UT WOS:000375685300001 PM 27169796 ER PT J AU Brooks, HL Pontefract, SK Hodson, J Blackwell, N Hughes, E Marriott, JF Coleman, JJ AF Brooks, Hannah L. Pontefract, Sarah K. Hodson, James Blackwell, Nicholas Hughes, Elizabeth Marriott, John F. Coleman, Jamie J. TI An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment SO BMC MEDICAL EDUCATION LA English DT Article DE Foundation trainees; Doctors; Prescribing; Technology enhanced learning; eLearning; Learning behaviours ID MEDICAL-EDUCATION; JUNIOR DOCTORS; VIEWS AB Background: Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics. Methods: Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England's West Midland region from 1st August 2013 to 5th August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors. Results: Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95 % Confidence Interval: 28.4-29.5) and 1,075 (10.5 %) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores. Conclusions: Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise. C1 [Brooks, Hannah L.; Pontefract, Sarah K.; Marriott, John F.; Coleman, Jamie J.] Univ Birmingham, Coll Med & Dent Sci, Birmingham B15 2TT, W Midlands, England. [Hodson, James; Coleman, Jamie J.] Univ Hosp Birmingham NHS Fdn Trust, Birmingham B15 2TH, W Midlands, England. [Blackwell, Nicholas] OCB Media Ltd, 27 King St, Leicester LE1 6RX, Leics, England. [Hughes, Elizabeth] Hlth Educ Englands West Midlands Team, 213 Hagley Rd, Birmingham B16 9RG, W Midlands, England. RP Coleman, JJ (reprint author), Univ Birmingham, Coll Med & Dent Sci, Birmingham B15 2TT, W Midlands, England.; Coleman, JJ (reprint author), Univ Hosp Birmingham NHS Fdn Trust, Birmingham B15 2TH, W Midlands, England. EM j.j.coleman@bham.ac.uk FU Health Education England's West Midland team FX This study was funded by Health Education England's West Midland team. 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Educ. PD MAY 3 PY 2016 VL 16 AR 133 DI 10.1186/s12909-016-0651-z PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DL5NT UT WOS:000375684600001 PM 27142695 ER PT J AU Rahmani, R Sadeghi, B Bagheri, F AF Rahmani, Ramin Sadeghi, Bahador Bagheri, Fateme TI E-LEARNING IN EFL CLASSES: A FACILITATOR FOR THE LEARNER OR THE TEACHER? SO MODERN JOURNAL OF LANGUAGE TEACHING METHODS LA English DT Article DE E-LEARNING; TECHNOLOGY; PERCEPTION; FACILITATOR AB THIS STUDY AIMED AT BRINGING INTO LIGHT THE VARIOUS ASPECTS OF THE IMPACT OF E-LEARNING ON THE EFL LEARNERS AND TEACHERS AND THE LEVEL OF THEIR SATISFACTION WITH THE OUTCOME OF THEIR IMPLEMENTATION OF E-LEARNING IN THEIR CLASSES. THE PARTICIPANTS CONSISTED OF EFL STUDENTS AND TEACHERS THAT THEY SELECTED RANDOMLY FROM ELT TEACHERS AND LEARNERS OF SHOKOH INSTITUTE IN ZANJAN. 100 STUDENTS AND 20 TEACHERS WERE SELECTED RANDOMLY. 60 STUDENTS WERE FEMALE AND 40 MALE AND 12 TEACHERS WERE FEMALE AND 8 OF THEM WERE MALE. THE RANGE OF THE STUDENTS' AGE WAS 19-21 YEARS OLD AND TEACHERS' WAS 27-45 YEARS OLD. IN ORDER TO MEET THE CRITERIA OF THE PRESENT RESEARCH ACCORDING TO THE RESEARCH QUESTION, TWO INSTRUMENTS WERE USED, QUESTIONNAIRE AND WRITTEN PROTOCOL. HAVING DONE THE ADMINISTRATION OF THE QUESTIONNAIRE AND WRITTEN PROTOCOL IN FORM OF SEMI-STRUCTURED INTERVIEW, THE RESEARCHER GATHERED THE QUESTIONNAIRES AND TRANSCRIBED THE INTERVIEWS AND THEN THE DATA WAS ANALYZED. THE RESULTS SHOW THAT THE TEACHERS HAVE A MORE POSITIVE PERCEPTION TOWARD E-LEARNING. SO, E-LEARNING IS MORE FACILITATOR FOR EFL TEACHERS THAN STUDENTS. 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Methods PD MAY PY 2016 VL 6 IS 2 BP 175 EP 182 PG 8 WC Education & Educational Research SC Education & Educational Research GA DQ7DH UT WOS:000379366600017 ER PT J AU Stubbe, H Badri, A Telford, R van der Hulst, A van Joolingen, W AF Stubbe, Hester Badri, Aiman Telford, Rebecca van der Hulst, Anja van Joolingen, Wouter TI E-Learning Sudan, Formal Learning for Out-of-School Children SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE game-based learning; autonomous learning; primary education; mathematics; developing countries; evaluation ID METAANALYSIS; MATHEMATICS; EDUCATION; STUDENTS; SKILLS; GAMES AB E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest-posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest-posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validated Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan. C1 [Stubbe, Hester; van der Hulst, Anja] TNO, Soesterberg, Netherlands. [Badri, Aiman] UNESCO, Khartoum, Sudan. [Telford, Rebecca] War Child Holland, Amsterdam, Netherlands. [van Joolingen, Wouter] Univ Utrecht, NL-3508 TC Utrecht, Netherlands. RP Stubbe, H; van der Hulst, A (reprint author), TNO, Soesterberg, Netherlands.; Badri, A (reprint author), UNESCO, Khartoum, Sudan.; Telford, R (reprint author), War Child Holland, Amsterdam, Netherlands.; van Joolingen, W (reprint author), Univ Utrecht, NL-3508 TC Utrecht, Netherlands. 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Rev. Res. Open Distrib. Learn. PD APR PY 2016 VL 17 IS 3 BP 276 EP U718 PG 20 WC Education & Educational Research SC Education & Educational Research GA DR6UD UT WOS:000380035900017 ER PT J AU Makokha, GL Mutisya, DN AF Makokha, George L. Mutisya, Dorothy N. TI Status of E-Learning in Public Universities in Kenya SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE e-learning; e-learning status; e-learning policy; public universities; Kenya ID DISTANCE AB The purpose of this study was to assess the status of e-learning in public universities in Kenya. Data were collected using questionnaires administered to both students and lecturers randomly sampled from seven public universities. Questionnaire responses were triangulated with interviews from key informants and focus group discussions (FGDs). Data were analyzed qualitatively and through use of descriptive statistics. Findings revealed that e-learning is at its infant stage in universities in Kenya. Majority of universities lacked senate approved e-learning policies to guide structured implementation. A few lecturers (32%) and students (35%) used e-learning and few courses (10%) were offered online. Majority of online uploaded modules (87%) were simply lecture notes and not interactive. Again, universities in Kenya lacked requisite ICT infrastructure and skills. The study recommends that universities partner with the private sector to improve ICT infrastructure, build capacity, and standardize e-learning programs in the country. C1 [Makokha, George L.] Kenyatta Univ, Nairobi, Kenya. South Eastern Kenya Univ, Kitui, Kenya. RP Makokha, GL (reprint author), Kenyatta Univ, Nairobi, Kenya. 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O., 2009, COMP STUDY E LEARNIN Rogers E.M., 1995, DIFFUSION INNOVATION Sanga C., 2007, INT J ED DEV USING I, V3, P57 Sheely S., 2006, 23 ANN ASCILITE C WH Walimbwa M., 2008, M CNIE BANFF ALB CAN NR 15 TC 0 Z9 0 U1 0 U2 0 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distrib. Learn. PD APR PY 2016 VL 17 IS 3 BP 341 EP 359 PG 19 WC Education & Educational Research SC Education & Educational Research GA DR6UD UT WOS:000380035900020 ER PT J AU Makransky, G Bonde, MT Wulff, JSG Wandall, J Hood, M Creed, PA Bache, I Silahtaroglu, A Norremolle, A AF Makransky, Guido Bonde, Mads T. Wulff, Julie S. G. Wandall, Jakob Hood, Michelle Creed, Peter A. Bache, Iben Silahtaroglu, Asli Norremolle, Anne TI Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education SO BMC MEDICAL EDUCATION LA English DT Article DE Learning simulations; Virtual laboratory; Medical genetics education; Cytogenetics; E-Learning ID SKILLS; ACHIEVEMENT; EMOTIONS AB Background: Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. Methods: An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post-changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Results: Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. Conclusions: The simulation based learning environment increased students' learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice. C1 [Makransky, Guido; Wulff, Julie S. G.] Univ Southern Denmark, Dept Psychol, Odense, Denmark. [Bonde, Mads T.] Univ Copenhagen, Fac Hlth & Med Sci, Copenhagen, Denmark. [Wandall, Jakob] Univ Aarhus, Dept Educ, Aarhus, Denmark. [Hood, Michelle; Creed, Peter A.] Griffith Univ, Sch Appl Psychol, Gold Coast, Australia. [Hood, Michelle; Creed, Peter A.] Griffith Univ, Menzies Hlth Inst Queensland, Gold Coast, Australia. [Bache, Iben; Silahtaroglu, Asli; Norremolle, Anne] Univ Copenhagen, Dept Cellular & Mol Med, Copenhagen, Denmark. [Bache, Iben] Rigshosp, Dept Clin Genet, DK-2100 Copenhagen, Denmark. RP Makransky, G (reprint author), Univ Southern Denmark, Dept Psychol, Odense, Denmark. EM gmakransky@health.sdu.dk FU Innovation fund Denmark FX This research was funded through a grant obtained through Innovation fund Denmark. 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PD MAR 25 PY 2016 VL 16 AR 98 DI 10.1186/s12909-016-0620-6 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DH5AE UT WOS:000372796300001 PM 27012245 ER PT J AU Thor, J Olsson, D Nordenstrom, J AF Thor, Johan Olsson, Daniel Nordenstrom, Jorgen TI The design, fate and impact of a hospital-wide training program in evidence-based medicine for physicians - an observational study SO BMC MEDICAL EDUCATION LA English DT Article DE MeSH: Delivery of Health Care; Integrated/organization & administration*; Education; Medical; Evidence-Based Medicine/education*; Inservice Training/organization & administration*; Problem-Based Learning/methods*; Program Development; Program Evaluation ID E-LEARNING COURSE; HEALTH-CARE; EDUCATIONAL INTERVENTION; CLINICAL-PRACTICE; CONTROLLED-TRIAL; QUALITY; BARRIERS; BEHAVIOR; COURSES; EBM AB Background: Many doctors fail to practice Evidence-Based Medicine (EBM) effectively, in part due to insufficient training. We report on the design, fate and impact of a short learner-centered EBM train-the-trainer program aimed at all 2400 doctors at the Karolinska University Hospital in Sweden on the heels of a tumultuous merger, focusing particularly on whether it affected the doctors' knowledge, attitudes and skills regarding EBM. Methods: We used a validated EBM instrument in a before-and-after design to assess the impact of the training. Changes in responses were analyzed at the individual level using the Wilcoxon matched pairs test. We also reviewed documentation from the program - including the modular EBM training schedule and the template for participants' Critically Appraised Topic reports - to describe the training's content, design, conduct, and fate. Results: The training, designed to be delivered in modules of 45 min totaling 1.5 days, failed to reach most doctors at the hospital, due to cost cutting pressures and competing demands. Among study participants (n = 174), many reported suboptimal EBM knowledge and skills before the training. Respondents' strategies for solving clinical problems changed after the training: the proportion of respondents reporting to use (or intend to use) secondary sources "Often/very often" changed from 5 % before the training to 76 % after the training; in parallel, reliance on textbooks and on colleagues fell (48 to 23 % and 79 to 65 %, respectively). Participants' confidence in assessing scientific articles increased and their attitudes toward EBM became more positive. The proportion of correct answers in the EBM knowledge test increased from 52 to 71 %. All these changes were statistically significant at p < 0.05. Conclusions: Many study participants, despite working at a university hospital, lacked basic EBM knowledge and skills and used the scientific literature suboptimally. The kind of short learner-centered EBM training evaluated here brought significant improvements among the minority of hospital doctors who were able to participate and, if applied widely, could contribute to better, safer and more cost-effective care. C1 [Thor, Johan] Jonkoping Univ, Jonkoping Acad Improvement Hlth & Welf, POB 1026, SE-55111 Jonkoping, Sweden. [Thor, Johan] Karolinska Inst, Dept Learning Informat Management & Eth, Med Management Ctr, Tomtebodavagen 18A,5th Floor, SE-17177 Stockholm, Sweden. [Olsson, Daniel] Karolinska Inst, Inst Environm Med IMM, Dept Epidemiol, Unit Biostat, Nobels Vag 13, SE-17177 Stockholm, Sweden. [Nordenstrom, Jorgen] Karolinska Inst, Karolinska Univ Hosp K1, Dept Mol Med & Surg MMK, Solna L1 00, SE-17176 Stockholm, Sweden. RP Thor, J (reprint author), Jonkoping Univ, Jonkoping Acad Improvement Hlth & Welf, POB 1026, SE-55111 Jonkoping, Sweden.; Thor, J (reprint author), Karolinska Inst, Dept Learning Informat Management & Eth, Med Management Ctr, Tomtebodavagen 18A,5th Floor, SE-17177 Stockholm, Sweden. EM johan.thor@ju.se OI Olsson, Daniel/0000-0003-0535-2729 FU Karolinska University Hospital; Stockholm County Council FX Funding for the training, and some of its evaluation, was provided by the Karolinska University Hospital based on funding for continual professional development from the Stockholm County Council. Most of the research was carried out within the authors' regular appointments and on unfunded time. 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Educ. PD MAR 8 PY 2016 VL 16 AR 86 DI 10.1186/s12909-016-0601-9 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DG0OR UT WOS:000371765100001 PM 26956890 ER PT J AU Dofs, K Hobbs, M AF Dofs, Kerstin Hobbs, Moira TI Autonomous Language Learning in Self-Access Spaces: Moodle in Action. SO STUDIES IN SELF-ACCESS LEARNING JOURNAL LA English DT Article DE autonomy; Moodle; language learning; e-learning AB Over the past few decades language educators have experienced an enormous growth in the use of digital technology, both for themselves and for their students. Along with the internationalisation and stronger business focus of education that most of us have been experiencing, many institutions around the world are now undergoing a push towards new methods of teaching and learning, which involve less face-to-face contact and more online instruction and learning. This paper takes the reader through reflections on the development of an online resource for students, of which one of the aims was to foster learner autonomy. Knowledge has been gleaned from the authors' experiences of enhancing their expertise in the use of Moodle. The rationale behind the development, as well as the background to the final choice of resources and online tools for the autonomous learning components and learner engagement are explored. The writers also reflect on the effectiveness of the site and suggest improvements for future development of autonomous language learning (ALL) Moodle sites. C1 [Dofs, Kerstin] Ara Inst Canterbury, Canterbury, New Zealand. [Hobbs, Moira] Unitec Inst Technol, Auckland, New Zealand. RP Dofs, K (reprint author), Ara Inst Canterbury, Canterbury, New Zealand. CR Achieve, 2011, RUBR EV OP ED RES OE Aguilar B. V. J., 2011, TEMOA RUBRICS EVALUA Anderson T., 2003, INT REV RES OPEN DIS, V4, P1 Berk R., 2013, MERLOT J ONLINE LEAR, V9 Biggs J. B., 2007, TEACHING QUALITY LEA Cooker L, 2015, ASSESSMENT AUTONOMY, P89 Dofs K., 2007, REFEREED C P 10 CE, P1 Everhard C, 2015, ASSESSMENT AUTONOMY, P8 Fleming N, 2011, VARK QUESTIONANNIRE Hughes C., 1992, STUDIES CONTINUING E, V14, P14, DOI DOI 10.1080/0158037920140102 Lamb T, 2014, WEB LOG POST Murray G., 2014, SOCIAL DIMENSIONS AU, P81 Narum J. L., 2013, GUIDE PALNNING ASS Tassinari M. G., 2015, ASSESSMENT AUTONOMY, P64 Teaching at UNSW, 2015, SEL TECHN NR 15 TC 0 Z9 0 U1 0 U2 0 PU KANDA UNIV INT STUDIES PI CHIBA-SHI PA 1-4-1 WAKAB, MIHAMA-KU, CHIBA-SHI, 261-0014, JAPAN SN 2185-3762 J9 STUD SELF-ACCESS LEA JI Stud. Self-Access Learn. J. PD MAR PY 2016 VL 7 IS 1 BP 72 EP 83 PG 12 WC Education & Educational Research SC Education & Educational Research GA DM2QF UT WOS:000376190800009 ER PT J AU Gardner, P Slater, H Jordan, JE Fary, RE Chua, J Briggs, AM AF Gardner, Peter Slater, Helen Jordan, Joanne E. Fary, Robyn E. Chua, Jason Briggs, Andrew M. TI Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study SO BMC MEDICAL EDUCATION LA English DT Article DE Policy; Workforce; Physiotherapy; Rheumatoid arthritis; Digital; e-Learning; e-technology ID RHEUMATOID-ARTHRITIS; INTERPROFESSIONAL EDUCATION; KNOWLEDGE TRANSLATION; CLINICAL-PRACTICE; CONTROLLED-TRIAL; MUSCULOSKELETAL HEALTH; SAMPLE-SIZE; FOCUS GROUP; CARE; MODELS AB Background: To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). Methods: Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. Results: Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. Conclusions: Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management. C1 [Gardner, Peter; Slater, Helen; Fary, Robyn E.; Chua, Jason; Briggs, Andrew M.] Curtin Univ, Sch Physiotherapy & Exercise Sci, GPO Box U1987, Perth, WA 6845, Australia. [Jordan, Joanne E.] HealthSense Aust Pty Ltd, Melbourne, Vic 3204, Australia. [Chua, Jason] Govt Western Australia, Dept Hlth, Perth Business Ctr, POB 8172, Perth, WA 6849, Australia. [Briggs, Andrew M.] Arthrit & Osteoporosis Victoria, POB 130, Caulfield, Vic 3162, Australia. RP Briggs, AM (reprint author), Curtin Univ, Sch Physiotherapy & Exercise Sci, GPO Box U1987, Perth, WA 6845, Australia.; Briggs, AM (reprint author), Arthrit & Osteoporosis Victoria, POB 130, Caulfield, Vic 3162, Australia. EM A.Briggs@curtin.edu.au FU Curtin University FX Grant funding to undertake this study was awarded by Curtin University. 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Educ. PD FEB 16 PY 2016 VL 16 AR 62 DI 10.1186/s12909-016-0593-5 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DD7BL UT WOS:000370078600003 PM 26879982 ER PT J AU Salajegheh, A Jahangiri, A Dolan-Evans, E Pakneshan, S AF Salajegheh, Ali Jahangiri, Alborz Dolan-Evans, Elliot Pakneshan, Sahar TI A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study SO BMC MEDICAL EDUCATION LA English DT Article DE Blended learning; Radiology; Interpretation; Medical education ID CHEST RADIOGRAPHS; EMERGENCY-DEPARTMENT; IMAGE INTERPRETATION; EDUCATION; COMPETENCE AB Background: The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents and consultants. Methods: This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'. Results: Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher scores than the scores of control group of students undertaking the same assessment at the same time. Conclusions: The development of the Internet and advances in multimedia technologies has paved the way for computer-assisted education. 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Educ. PD FEB 3 PY 2016 VL 16 AR 46 DI 10.1186/s12909-016-0569-5 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DC4AZ UT WOS:000369163400002 PM 26842495 ER PT J AU Arinto, P AF Arinto, Patricia TI Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE distance education; online learning; e-learning; open and distance e-learning ID TECHNOLOGY; FRAMEWORK; EDUCATION AB Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines' open university have coined the term 'open and distance e-learning' (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines' open university from the point of view of the institution's leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development. C1 [Arinto, Patricia] Univ Philippines, Quezon City, Philippines. RP Arinto, P (reprint author), Univ Philippines, Quezon City, Philippines. CR Abrioux D., 2001, INT REV RES OPEN DIS, V1 Abrioux D., 2006, STRATEGIC ISSUES SIN Abrioux D., 2006, VIRUTAL U MODELS MES Alfonso G. 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F., 2010, INTRO DISTANCE ED UN, P1 Collis Betty, 2008, Educational Media International, V45, P93, DOI 10.1080/09523980802107179 Collis B., 2002, MODELS TECHNOLOGY CH Conole C., 2004, J INTERACTIVE MEDIA, V11, DOI DOI 10.5334/2004-12/ Conole G., 2007, SAGE HDB E LEARNING, P286 Daly C., 2007, NEW DESIGNS TEACHERS Daniel S. J., 2009, CHANGE Davis A., 2001, INT REV RES OPEN DIS, V1 Flor A. G., 2008, CHANGING PROFILE UPO Garrison R., 2009, J DISTANCE ED, V23, P93 Garrison R., 2000, INT REV RES OPEN DIS, V1 Hardy I., 2008, TEACHER DEV, V12, P103, DOI 10.1080/13664530802038089 Harling K., 2002, OVERVIEW CASE STUDY Haughey M., 2010, INTRO DISTANCE ED UN Haughey M., 2008, INT HDB DISTANCE ED, P1 Hedberg J., 2006, STUDIES CONTINUING E, V28, P171, DOI 10.1080/01580370600751187 Hughes J., 2004, CONT ISSUES TECHNOLO, V4, P345 Jacobsen M., 2002, CONT ISSUES TECHNOLO, V2, P363 Jara M., 2007, PEDAGOGICAL TEMPLATE John P, 2005, EDUC REV, V57, P471, DOI 10.1080/00131910500279577 John P. 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E., 1995, ART CASE STUDY RES Swan K., 2010, INTRO DISTANCE ED UN, P108 Tait A., 2010, INTRO DISTANCE ED UN, pix Taylor J., 2001, E J INSTRUCTIONAL SC, V4, P1 NR 68 TC 0 Z9 0 U1 0 U2 0 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distrib. Learn. PD FEB PY 2016 VL 17 IS 2 BP 162 EP 180 PG 19 WC Education & Educational Research SC Education & Educational Research GA DR6TO UT WOS:000380034400010 ER PT J AU Tuul, S Banzragch, O Saizmaa, T AF Tuul, Suvdmaa Banzragch, Otgontugs Saizmaa, Tsogzolmaa TI E-learning in Mongolian Higher Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE e-learning; Mongolia; higher education; k-means clustering; means comparison AB This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources. The authors determined what factors influence e-learning type classification and how time consuming is e-learning in course development stage in comparison to that of face-to-face learning? Methods such as computation using threshold values, k-means clustering, and comparison of means using paired t tests were used. Furthermore, comparison of means was used to validate the factors. In conclusion, authors deliver recommendations based on analysis lessons learned for further development. This research has practical implications for higher education managers to make informed decisions. C1 [Tuul, Suvdmaa; Banzragch, Otgontugs; Saizmaa, Tsogzolmaa] Natl Univ Mongolia, Ulaanbaatar, Mongol Peo Rep. RP Tuul, S (reprint author), Natl Univ Mongolia, Ulaanbaatar, Mongol Peo Rep. CR Allen I. E., 2011, GOING DISTANCE ONLIN Asian Development Bank Institute, 2010, EC SHOCKS HIGH ED RE Center for Educational Research and Innovation (CERI), 2005, EL TERT ED DO WE STA Creswell J. W., 2012, ED RES PLANNING COND Government of Mongolia, 2006, THE STAT BUDG Hochschulrektorenkonferenz, 2014, POT PROBL MOOCS MOOC International Trade Union & the United Nations Educational Scientific & Cultural Organization, 2013, STAT BRAODB 2013 UN International Trade Union, 2014, MEAS INFORM SOC Jung I, 2011, INT REV RES OPEN DIS, V12, P63 Ministry of education and science, 2015, STAT B ED SCI SECT Organisation for Economic Co-operation and Development, 2008, TERT ED KNOWL SOC Organisation for Economic Co-operation and Development, 2007, REV FIELD SCI TECHN Organisation for Economic Co-operation and Development, 2002, DEF SEL KEY COMP THE [Anonymous], 2001, QUALITATIVE EVALUATI Tremblay K., 2012, ASSESSMENT HIGHER ED, V1 World Economic Forum, 2015, GLOBAL COMPETITIVENE NR 16 TC 0 Z9 0 U1 0 U2 0 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distrib. Learn. PD FEB PY 2016 VL 17 IS 2 BP 181 EP 197 PG 17 WC Education & Educational Research SC Education & Educational Research GA DR6TO UT WOS:000380034400011 ER PT J AU Nestel, D Bearman, M Brooks, P Campher, D Freeman, K Greenhill, J Jolly, B Rogers, L Rudd, C Sprick, C Sutton, B Harlim, J Watson, M AF Nestel, Debra Bearman, Margaret Brooks, Peter Campher, Dylan Freeman, Kirsty Greenhill, Jennene Jolly, Brian Rogers, Leanne Rudd, Cobie Sprick, Cyle Sutton, Beverley Harlim, Jennifer Watson, Marcus TI A national training program for simulation educators and technicians: evaluation strategy and outcomes SO BMC MEDICAL EDUCATION LA English DT Article DE Simulation; Program evaluation; Health workforce; Faculty development AB Background: Simulation-based education (SBE) has seen a dramatic uptake in health professions education over the last decade. SBE offers learning opportunities that are difficult to access by other methods. Competent faculty is seen as key to high quality SBE. In 2011, in response to a significant national healthcare issue - the need to enhance the quality and scale of SBE - a group of Australian universities was commissioned to develop a national training program Australian Simulation Educator and Technician Training (AusSETT) Program. This paper reports the evaluation of this large-scale initiative. Methods: The AusSETT Program adopted a train-the-trainer model, which offered up to three days of workshops and between four and eight hours of e-learning. The Program was offered across all professions in all states and territories. Three hundred and three participants attended workshops with 230 also completing e-learning modules. Topics included: foundational learning theory; orientation to diverse simulation modalities; briefing; and debriefing. A layered objectives-oriented evaluation strategy was adopted with multiple stakeholders (participants, external experts), methods of data collection (end of module evaluations, workshop observer reports and individual interviews) and at multiple data points (immediate and two months later). Descriptive statistics were used to analyse numerical data while textual data (written comments and transcripts of interviews) underwent content or thematic analysis. Results: For each module, between 45 and 254 participants completed evaluations. The content and educational methods were rated highly with items exceeding the pre-established standard. In written evaluations, participants identified strengths (e.g. high quality facilitation, breadth and depth of content) and areas for development (e.g. electronic portfolio, learning management system) of the Program. Interviews with participants suggested the Program had positively impacted their educational practices. Observers reported a high quality educational experience for participants with alignment of content and methods with perceived participant needs. Conclusions: The AusSETT Program is a significant and enduring learning resource. The development of a national training program to support a competent simulation workforce is feasible. The Program objectives were largely met. Although there are limitations with the study design (e.g. self-report), there are strengths such as exploring the impact two months later. The evaluation of the Program informs the next phase of the national strategy for simulation educators and technicians with respect to content and processes, strengths and areas for development. C1 [Nestel, Debra; Bearman, Margaret; Harlim, Jennifer] Monash Univ, Fac Med Nursing & Hlth Sci, HealthPEER, Clayton, Vic 3800, Australia. [Brooks, Peter] Univ Melbourne, Melbourne, Vic 3010, Australia. [Campher, Dylan; Watson, Marcus] Queensland Hlth Clin Skills Dev Serv, St Lucia, Qld 4072, Australia. [Campher, Dylan; Watson, Marcus] Univ Queensland, St Lucia, Qld 4072, Australia. [Freeman, Kirsty] WA Country Hlth Serv, Postgrad Med Educ Unit, Perth, WA 6000, Australia. [Greenhill, Jennene; Rogers, Leanne] Flinders Univ S Australia, Rural Clin Sch, Renmark, SA 5341, Australia. [Jolly, Brian] Univ Newcastle, Fac Hlth & Med, Callaghan, NSW 2308, Australia. [Rudd, Cobie] Kirsty Freeman Consulting, Currambine, WA 6028, Australia. [Sprick, Cyle] Flinders Univ S Australia, Bedford Pk, SA 5042, Australia. [Sutton, Beverley] HEAL, Melbourne, Vic 3000, Australia. RP Nestel, D (reprint author), Monash Univ, Fac Med Nursing & Hlth Sci, HealthPEER, Clayton, Vic 3800, Australia. EM debra.nestel@monash.edu FU Health Workforce Australia FX Health Workforce Australia funding of the program through the Department of Health. Our colleagues in several jurisdictions including Harry Owen, Joanna Tai, Matt Shuker, Lisa McCoy, Stephanie O'Regan and Nigel Choong for valuable contributions. CR Braun V., 2006, QUALITATIVE RES PSYC, V3, P77, DOI DOI 10.1191/1478088706QP063OA Fitzpatrick J, 2011, PROGRAM EVALUATION A, P153 Hseih H., 2005, QUALITATIVE HLTH RES, V15, P1277, DOI DOI 10.1177/1049732305276687 Health Workforce Australia (HWA), 2010, US SIM LEARN ENV SLE Issenberg SB, 2005, MED TEACH, V27, P10, DOI 10.1080/01421590500046924 Kern DE, 1998, CURRICULUM DEV MED E McGaghie WC, 2010, MED EDUC, V44, P50, DOI 10.1111/j.1365-2923.2009.03547.x Navedo D, 2013, COMPREHENSIVE TXB HE, P593 Nestel D, 2013, J HLTH SPEC, V1, P4 Weiss CH, 1972, EVALUATION RES METHO Zigmont JJ, 2015, DEFINING EXCELLENCE, P546 NR 11 TC 0 Z9 0 U1 8 U2 8 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 22 PY 2016 VL 16 AR 25 DI 10.1186/s12909-016-0548-x PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DB4MC UT WOS:000368486100001 PM 26796786 ER PT J AU MacWalter, G McKay, J Bowie, P AF MacWalter, Gordon McKay, John Bowie, Paul TI Utilisation of internet resources for continuing professional development: a cross-sectional survey of general practitioners in Scotland SO BMC MEDICAL EDUCATION LA English DT Article DE Online resources; Internet; e-learning; Continuing professional development; General practice ID HEALTH-PROFESSIONS; SOCIAL MEDIA; INFORMATION; POINT; PREFERENCES; EDUCATION AB Background: Participation in continuing professional development (CPD) is a professional and regulatory expectation of general practitioners (GPs). Traditionally, CPD activity was undertaken face-to-face in educational settings, but internet based formats have found increasing favour. The need for doctors to use the internet for service and educational purposes is growing, particularly in support of specialty training and appraisal. We aimed to determine how GPs in Scotland utilise online resources in support of their CPD. This involved identifying which resources are used and how frequently, along with their preferences as to how and why they access these resources. Methods: A cross sectional study was undertaken using an online questionnaire to survey general practitioners across Scotland. Data were subjected to descriptive analysis and differences in attitudinal responses between groups and Fischer's exact tests were calculated. Results: Three hundred and eighty-three GP responses were received, with the majority being female (n = 232, 60.6 %) and GP partners (n = 236, 61.6 %). The majority used the internet on three or more working days per week or more frequently (n = 361, 94.3 %) with the three most common reasons being to obtain information for a patient (n = 358, 93.5 %), answering a clinical question (n = 357, 93.2 %) and CPD purposes (n = 308, 80.4 %). Of 37 online resources used by respondents, the top five were SIGN Guidelines (n = 303, 79.3 %), BMJ Learning (n = 279, 73.0 %), NICE Guidelines (n = 255, 66.8 %), GP Notebook (n = 243, 63.6 %) and Google (n = 234, 61.3 %). Low use of social media such as Facebook (n = 11, 2.9 %) and Twitter (n = 11, 2.9 %) was reported for CPD. A majority agreed that 'reading information online' (95.0 %) and 'completing online learning modules' (87.4 %) were the most valued online activities. Slow internet connections (n = 240, 62.7 %), website access restrictions (n = 177, 46.2 %) and difficulties logging into online CPD resources (n = 163, 42.6 %) were reported barriers. Significant response differences (P < 0.05) were found between groups based on high volume online usage, gender and age. Conclusions: The majority of respondents had positive attitudes to using online resources for continuing professional development, and a preference for evidence-based and peer reviewed online resources. Information technology (IT) difficulties remain a barrier to effective utilisation. The findings have implications for future planning and design of online resources and IT infrastructure. C1 [MacWalter, Gordon; McKay, John; Bowie, Paul] NHS Educ Scotland, Glasgow G3 8BW, Lanark, Scotland. [Bowie, Paul] Univ Glasgow, Inst Hlth & Wellbeing, Glasgow, Lanark, Scotland. RP Bowie, P (reprint author), NHS Educ Scotland, 2 Cent Quay,89 Hydepk St, Glasgow G3 8BW, Lanark, Scotland. EM Paul.bowie@nes.scot.nhs.uk CR Academy of Medical Royal Colleges, CONT PROF DEV GUID R Balmer Jann Torrance, 2013, Adv Med Educ Pract, V4, P171, DOI 10.2147/AMEP.S35087 Banzi R, 2010, J MED INTERNET RES, V12, DOI 10.2196/jmir.1288 Bornmann L, 2015, J ASSOC INF SCI TECH, V66, P2215, DOI 10.1002/asi.23329 Bouamrane MM, 2013, BMC MED INFORM DECIS, V13, DOI 10.1186/1472-6947-13-58 Casebeer Linda, 2002, J Contin Educ Health Prof, V22, P33, DOI 10.1002/chp.1340220105 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Densen Peter, 2011, Trans Am Clin Climatol Assoc, V122, P48 Department of Health, GOV ARR RES ETH COMM Fordis M, 2005, JAMA-J AM MED ASSOC, V294, P1043, DOI 10.1001/jama.294.9.1043 General Medical Council, SUPP INF APPR REV 20 George DR, 2011, J CONTIN EDUC HEALTH, V31, P215, DOI 10.1002/chp.20129 GMC, 2015, LIST REG MED PRACT S Goh Jason, 2014, Clin Teach, V11, P20, DOI 10.1111/tct.12117 Harris John M Jr, 2003, J Contin Educ Health Prof, V23, P221, DOI 10.1002/chp.1340230505 Judd T, 2011, BRIT J EDUC TECHNOL, V42, P351, DOI 10.1111/j.1467-8535.2009.01019.x Kaufman D. 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Educ. PD JAN 21 PY 2016 VL 16 DI 10.1186/s12909-016-0540-5 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DB3DT UT WOS:000368390900001 PM 26791566 ER PT J AU Detroyer, E Dobbels, F Debonnaire, D Irving, K Teodorczuk, A Fick, DM Joosten, E Milisen, K AF Detroyer, Elke Dobbels, Fabienne Debonnaire, Deborah Irving, Kate Teodorczuk, Andrew Fick, Donna M. Joosten, Etienne Milisen, Koen TI The effect of an interactive delirium e-learning tool on healthcare workers' delirium recognition, knowledge and strain in caring for delirious patients: a pilot pre-test/post-test study SO BMC MEDICAL EDUCATION LA English DT Article DE Delirium; Education; E-learning ID EDUCATIONAL INTERVENTIONS; RECOGNIZING DELIRIUM; NURSES KNOWLEDGE; NURSING-CARE; DEMENTIA; RISK; METAANALYSIS; PEOPLE; FORMAT; TRIAL AB Background: Studies investigating the effectiveness of delirium e-learning tools in clinical practice are scarce. The aim of this study is to determine the effect of a delirium e-learning tool on healthcare workers' delirium recognition, delirium knowledge and care strain in delirium. Methods: A pilot pre-posttest study in a convenience sample of 59 healthcare workers recruited from medical, surgical, geronto-psychiatric and rehabilitation units of a university hospital. The intervention consisted of a live information session on how to use the e-learning tool and, a 2-month self-active learning program. The tool included 11 e-modules integrating knowledge and skill development in prevention, detection and management of delirium. Case vignettes, the Delirium Knowledge Questionnaire, and the Strain of Care for Delirium Index were used to measure delirium recognition, delirium knowledge and experienced care strain in delirium respectively. Subgroup analyses were performed for healthcare workers completing 0 to 6 versus 7 to 11 modules. Results: The delirium recognition score improved significantly (mean 3.1 +/- SD 0.9 versus 2.7 +/- 1.1; P = 0.04), and more healthcare workers identified hypoactive (P = 0.04) and hyperactive (P = 0.007) delirium in the posttest compared to the pretest phase. A significant difference in the change of recognition levels over time between the 0 to 6 and 7 to 11 module groups was demonstrated (P = 0.03), with an improved recognition level in the posttest phase within the 7 to 11 module group (P = 0.007). After adjustment for potential confounders, this difference in the change over time was not significant (P = 0.07) and no change in recognition levels within the 7 to 11 module group was noted (P = 0.19). The knowledge score significantly improved in the posttest compared to the pretest phase (mean 31.7 +/- SD2.6 versus 28.3 +/- 4.5; P < 0.001), with a significant increased level within the 7 to 11 module group (unadjusted P < 0.001/adjusted P = 0.02). Overall, no difference between posttest and pretest phases was documented for care strain (P = 0.46). Conclusion: The e-learning tool improved healthcare workers' delirium recognition and knowledge. The effect of the tool is related to its level of completion, but was less explicit after controlling for potential confounders and warrants further investigation. The level of strain did not improve. C1 [Detroyer, Elke; Dobbels, Fabienne; Debonnaire, Deborah; Milisen, Koen] Katholieke Univ Leuven, Dept Publ Hlth & Primary Care, Acad Ctr Nursing & Midwifery, B-3000 Leuven, Belgium. [Detroyer, Elke] UC Leuven Limburg, Grp Hlth & Welf, Genk, Belgium. [Irving, Kate] Dublin City Univ, Dept Nursing, Dublin 9, Ireland. [Teodorczuk, Andrew] Newcastle Univ, Sch Med Educ, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England. [Teodorczuk, Andrew] Newcastle Upon Tyne Northumberland Tyne & Wear NH, Newcastle Upon Tyne, Tyne & Wear, England. [Fick, Donna M.] Penn State Univ, Coll Nursing, University Pk, PA 16802 USA. [Fick, Donna M.] Penn State Univ, Coll Med, Dept Psychiat, University Pk, PA 16802 USA. [Joosten, Etienne; Milisen, Koen] Univ Hosp Leuven, Dept Geriatr, Leuven, Belgium. RP Milisen, K (reprint author), Katholieke Univ Leuven, Dept Publ Hlth & Primary Care, Acad Ctr Nursing & Midwifery, Kapucijnenvoer 35,PB 7001-4, B-3000 Leuven, Belgium. EM koen.milisen@med.kuleuven.be FU Government of Flanders, Belgium FX The authors would like to thank the staff of the University Hospitals Leuven for their cooperation. The development of the e-learning tool was funded by a grant from the Government of Flanders, Belgium, 'Project for Scientific Research of the baccalaureate education programmes'. 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Educ. PD JAN 15 PY 2016 VL 16 AR 17 DI 10.1186/s12909-016-0537-0 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA DB3DK UT WOS:000368390000003 PM 26768589 ER PT J AU D'Errico, F Paciello, M Cerniglia, L AF D'Errico, Francesca Paciello, Marinella Cerniglia, Luca TI WHEN EMOTIONS ENHANCE STUDENTS' ENGAGEMENT IN E-LEARNING PROCESSES SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Emotions; Engagement; e-learning ID UNIVERSITY AB Recently, a growing body of literature has shown the importance of emotions in e-learning processes by pointing out their effect on academic achievement. Nevertheless, within innovative teaching models, the affective-behavioral notion of engagement has been neglected. The aim of the present pilot study is to analyse the experienced emotions by students within different e-learning contexts (chats with teacher, private group discussions, forum threads and content activities) and understand their possible relation with students' engagement. Our results point out that when e-learners experience positive emotions across synchronous learning activities (chats with teachers and among students) the engagement dimensions of affective relevance and participation significantly increase. Further, we found that negative emotions play a central role during the interactive activities with teacher, as performing these learning tasks can be a first warning of an insufficient preparation. Therefore the study demonstrates the importance for an e-teacher to regulate students' negative emotions experienced across the e-learning activities, as they can negatively influence both affective and behavioural dimensions of engagement. C1 [D'Errico, Francesca; Paciello, Marinella; Cerniglia, Luca] Uninettuno Univ, Fac Psychol, Rome, Italy. RP D'Errico, F (reprint author), Uninettuno Univ, Fac Psychol, Rome, Italy. CR Akyol Z., 2014, DEV COMMUNITY INQUIR Artino AR, 2009, INTERNET HIGH EDUC, V12, P146, DOI 10.1016/j.iheduc.2009.02.001 Artino AR, 2012, INTERNET HIGH EDUC, V15, P137, DOI 10.1016/j.iheduc.2012.04.001 Boukricha Hana, 2011, Intelligent Virtual Agents. Proceedings 11th International Conference, IVA 2011, P350, DOI 10.1007/978-3-642-23974-8_38 Burleson W., 2004, INT C AUT AG MULT SY Castelfranchi C, 2009, EMOT REV, V1, P223, DOI 10.1177/1754073909103590 Daniels LM, 2009, J EDUC PSYCHOL, V101, P948, DOI 10.1037/a0016096 Dennen V. P., 2007, DISTANCE EDUC, V28, P65, DOI DOI 10.1080/01587910701305319 DErrico F., 2016, EMOTIONS PERSONALITY, P13, DOI [10.1007/978-3-319-31413-6, DOI 10.1007/978-3-319-31413-6_2] Di Mele L, 2015, QWERTY, V10, P63 Dixson M. D., 2010, J SCHOLARSHIP TEACHI, V10, P1 Dixson M. 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R., 2000, NEUROPSYCHOLOGY EMOT, V137, P137 Sun JCY, 2012, BRIT J EDUC TECHNOL, V43, P191, DOI 10.1111/j.1467-8535.2010.01157.x Tyson DF, 2009, HUM DEV, V52, P329, DOI 10.1159/000242348 Vygotskij L. S., 1978, MIND SOC DEV HIGHER NR 33 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 4 BP 9 EP 23 PG 15 WC Education & Educational Research SC Education & Educational Research GA DY0PP UT WOS:000384799000002 ER PT J AU Manzo, M AF Manzo, Mario TI DESIGN AND PERFORMANCE EVALUATION OF A VIRTUALIZED MOODLE-BASED E-LEARNING ENVIRONMENT SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Moodle; Virtualization; E-Learning; Web performance; Distance Education AB In this paper, benefits and advantages arising from virtualization technologies, applied to the field of distance education, are discussed and highlighted. MOODLE (Modular Object-Oriented Dynamic Learning Management System), the most widely used LMS (Learning Management System), and a virtualization system, based on Xen hypervisor, are combined in order to create an effective e-learning environment. Commonly, the main problem about MOODLE concerns the server workload, due to several factors, which results in a saturation of physical devices. To bypass this limit, the over-centralized load is deployed on a dynamic virtual machine. Experimental results prove that the proposed system can improve performances, produce low connection time and provide a powerful distance education environment. C1 [Manzo, Mario] Univ Parthenope Naples, IT Serv Ctr, Naples, Italy. RP Manzo, M (reprint author), Univ Parthenope Naples, IT Serv Ctr, Naples, Italy. EM mario.manzo@uniparthenope.it CR Broisin J, 2006, INFORM TECHNOLOGY BA, P629 Costea Sergiu, 2011, ROED INT C ROEDUNET, P1 Deshmukh R., 2012, INT C WIR MOB COMM, P238 Maratea Antonio, 2012, P 13 INT C COMP SYST, P360 Maratea Antonio, 2013, P 14 INT C COMP SYST, P262 Eduardo Martins Morgado and Renato Schmidt, 2012, INF SYST TECHN CISTI, P1 Susanta Nanda Tzicker Chiueh and Stony Brook, 2005, SURVEY VIRTUALIZATIO, P1 Xin Guo, 2013, INT COMP ENG SCI ICI, P15 NR 8 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 3 SI SI BP 19 EP 30 PG 12 WC Education & Educational Research SC Education & Educational Research GA DY0PK UT WOS:000384798500003 ER PT J AU Monteiro, A Leite, C AF Monteiro, Angelica Leite, Carlinda TI INCLUSIVE DIGITAL ONLINE ENVIRONMENTS AS A DEVICE FOR PEDAGOGIC DIFFERENTIATION: A TAXONOMY PROPOSAL SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-learning; Social inclusion; Pedagogy; Digital divide ID NEEDS AB The use of technology and, specifically, digital environments in training and education in both formal and non-formal contexts is becoming increasingly common. That type of technical-pedagogical solutions, however, may not always provide a sense of belonging to trainees, which may eventually lead to non-participation or even dropping out. Although some studies have identified possible reasons for this type of lack of association and abandonment, there are still areas that require further research, such as the configuration of these digital environments as pedagogical-differentiation devices or the assessment of their social-inclusion potential. This paper proposes a classification of the social-inclusion potential of digital environments, which was the validated result of data gathered from a query submitted to 30 e-learning experts and a literature review. Qualitative analysis of the data led to the identification of four potential levels of inclusion, from "exclusive digital learning environment" to "inclusive digital learning environment", and the determination of their separate pedagogical-didactical and technological characteristics. The importance of this paper lies in the possibility of using this classification to analyse how digital environments are being conceived and used today. C1 [Monteiro, Angelica; Leite, Carlinda] Univ Porto, Fac Psychol & Educ Sci, CIIE Ctr Res & Intervent Educ, Rua Campo Alegre 823, P-4100 Oporto, Portugal. [Monteiro, Angelica] RECI Inst Piaget, Lisbon, Portugal. RP Monteiro, A (reprint author), Univ Porto, Fac Psychol & Educ Sci, CIIE Ctr Res & Intervent Educ, Rua Campo Alegre 823, P-4100 Oporto, Portugal.; Monteiro, A (reprint author), RECI Inst Piaget, Lisbon, Portugal. EM armonteiro@fpce.up.pt; carlinda@fpce.up.pt CR Becker K, 2013, AUST J ADULT LEARN, V53, P211 Bowen GA, 2009, QUALITATIVE RES J, V9, P27, DOI DOI 10.3316/QRJ0902027 Torres-Diaz JC, 2015, J E-LEARN KNOWL SOC, V11, P149 Clarke A., 2010, MAK IT PERS E LEARN, P11 Cortesão Luiza, 2012, Educ. Real., V37, P719, DOI 10.1590/S2175-62362012000300002 Criu R., 2013, TURKISH ONLINE J DIS, V14, P56 European Commission, 2000, EEUROPE 2002 INF SOC Eynon R, 2011, NEW MEDIA SOC, V13, P534, DOI 10.1177/1461444810374789 Kerr B., 2014, TOJDE, V9, P64 Gorard S, 2005, BRIT J SOCIOL EDUC, V26, P71, DOI 10.1080/0142569042000292725 Hassanein O., 2015, IJEL, V14, P5 Mavroudi A, 2013, INT REV RES OPEN DIS, V14, P211 McDougall J, 2015, AUST J ADULT LEARN, V55, P94 Mcloughlin C., 1999, INSTRUCTIONAL DESIGN Monteiro A., 2012, ENSINAR APRENDER ONL, P31 Monteiro A., 2013, TOJET TURKISH ONLINE, V12, P108 Murray S, 2013, AUST J ADULT LEARN, V53, P117 Vandenhouten C, 2014, J ASYNCHRONOUS LEARN, V18 NR 18 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 4 BP 25 EP 37 PG 13 WC Education & Educational Research SC Education & Educational Research GA DY0PP UT WOS:000384799000003 ER PT J AU Morales-Martinez, GE Lopez-Ramirez, EO AF Elizabeth Morales-Martinez, Guadalupe Octavio Lopez-Ramirez, Ernesto TI COGNITIVE RESPONSIVE E-ASSESSMENT OF CONSTRUCTIVE E-LEARNING SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-assessment; Semantic networks; Neural nets; Reactive and constructive assessment AB Semantic networks from 900 higher education students from different knowledge domains were obtained by using a computer system. Using computer simulated schemata behavior and/or analysis of semantic networks, relevant course schemata-related words were selected to implement semantic priming studies. The aim was testing for students' word recognition latencies of schemata word pairs before and after course attendance. A trained neural net successfully differentiated students who integrated course schemata-related concepts in their lexicon from those who did not by analyzing recognition times after a course. Thus, an innovative e-assessment was implemented by developing a software system that integrates cognitive reports of mental representation due to learning (constructive assessment) with cognitive reports of automatic recognition processing of course content (reactive assessment). It is argued that this combined cognitive assessment leads to innovative advanced forms of e-learning evaluation. C1 [Elizabeth Morales-Martinez, Guadalupe] Univ Nacl Autonoma Mexico, Inst Res Univ & Educ, IISUE, Mexico City, DF, Mexico. [Octavio Lopez-Ramirez, Ernesto] Autonomous Univ Nuevo Leon, Cognit Sci Lab, Dept Psychol, San Nicolas De Los Garza, NL, Mexico. RP Morales-Martinez, GE (reprint author), Univ Nacl Autonoma Mexico, Inst Res Univ & Educ, IISUE, Mexico City, DF, Mexico. EM gemoramar@hotmail.com CR Becker S, 1997, J EXP PSYCHOL LEARN, V23, P1059, DOI 10.1037/0278-7393.23.5.1059 Wiliam D., 1998, ASSESSMENT ED, V5, P7, DOI DOI 10.1080/0969595980050102 CONWAY MA, 1992, APPL COGNITIVE PSYCH, V6, P467, DOI 10.1002/acp.2350060603 CONWAY MA, 1991, J EXP PSYCHOL GEN, V120, P395 FIGUEROA JG, 1976, J PSYCHOLINGUIST RES, V5, P107, DOI 10.1007/BF01067252 Gonzalez C. J., 2013, INT J ADV PSYCHOL, V2, P130 Holley C.D., 1984, SPATIAL LEARNING STR, P81 Hyerle D., 2009, VISUAL TOOLS TRANSFO Ifenthaler D, 2010, COMPUTER-BASED DIAGNOSTICS AND SYSTEMATIC ANALYSIS OF KNOWLEDGE, P1, DOI 10.1007/978-1-4419-5662-0 Jonassen D. H., 1993, STRUCTURAL KNOWLEDGE Lachman R., 1979, COGNITIVE PSYCHOL IN Glas C.W.C.A, 2010, ELEMENTS ADAPTIVE TE LOPEZ EO, 1992, BEHAV RES METH INSTR, V24, P277, DOI 10.3758/BF03203508 Lopez R.E.O., 1996, THESIS Lopez R.E.O., 1996, 69 ANN M MIDW PSYCH Lopez R. E. O., 2014, INT J ADV PSYCHOL, V3 Lopez-Ramirez E. O., 2015, INT J E LEARNING SEC, V5, P449 Santos Alcantara M. G., 2015, ADV SOCIAL SCI RES J, V2, P51 Rainer L., 2005, P 6 IEEE INT C ADV L, P1070 Rumelhart D. E., 1986, PARALLEL DISTRIBUTED, V2 Horn S.P., 1995, ED POLICY ANAL ARCH, V3, P1 Schvaneveldt RW, 2010, COMPUTER-BASED DIAGNOSTICS AND SYSTEMATIC ANALYSIS OF KNOWLEDGE, P189, DOI 10.1007/978-1-4419-5662-0_11 Seel NM, 2010, COMPUTER-BASED DIAGNOSTICS AND SYSTEMATIC ANALYSIS OF KNOWLEDGE, P3, DOI 10.1007/978-1-4419-5662-0_1 NR 23 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 4 BP 39 EP 49 PG 11 WC Education & Educational Research SC Education & Educational Research GA DY0PP UT WOS:000384799000004 ER PT J AU Amendola, D Miceli, C AF Amendola, Daniela Miceli, Cristina TI ONLINE PHYSICS LABORATORY FOR UNIVERSITY COURSES SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Video-laboratories; Peer assessment; Scientific e-learning; Collaborative work; Online experiments AB E-learning and video technologies provide new tools to learn the laws and phenomena of experimental sciences. This novel approach complements the theoretical classes not having practical sessions. The online Physics laboratory is our first project. It consists in video-mediated experiments on the elastic force and harmonic oscillations. The online video experiments allow the students to investigate the elastic phenomena by extracting, collecting and elaborating experimental data. The aim is to give to the students a practical example on how a real physics experiment is conducted. High-resolution videos permit to record a physical phenomenon in a digital form and the video elaboration allows to collect the data. This kind of experiments are "real": videos become a real scientific instrument of measure. Finally, to reproduce the collaborative environment of a laboratory, we organize an online collaborative experience, by a peer assessment of a work-task done by the students at the end of their work. At the same time, we intend to analyse the learning process of the students through their behaviour and their perception in using the online tools of the platform and during the peer assessment experience. This is to identify the optimal tools and the most effective e-learning for the online laboratories. Our results are quantified by the data extracted from the Moodle platform, by analysing the reports of the students, and by a survey done on the collaborative activities. C1 [Amendola, Daniela; Miceli, Cristina] Univ Camerino, Sch Biosci & Vet Med, I-62032 Camerino, Italy. RP Amendola, D (reprint author), Univ Camerino, Sch Biosci & Vet Med, I-62032 Camerino, Italy. EM daniela.amendola@unicam.it; cristina.miceli@unicam.it CR Simpson C., 2004, LEARNING TEACHING HI, V1, P3, DOI DOI 10.1007/978-3-8348-9837-1 Guilford WH, 2001, ADV PHYSIOL EDUC, V25, P167 Landry A., 2015, INT J HIGHER ED, V4, P38 Onnine Colleges, 100 AM VID TEACH STU Paleari S., 2015, MOOCS MASSIVE OPEN O Stigler JW, 2015, J E-LEARN KNOWL SOC, V11, P13 Toci V, 2015, J E-LEARN KNOWL SOC, V11, P73 University of Camerino, UN E LEARN SCI COURS University of Colorado at Boulder, INT SIM SCI MATH NR 9 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 3 SI SI BP 75 EP 85 PG 11 WC Education & Educational Research SC Education & Educational Research GA DY0PK UT WOS:000384798500008 ER PT J AU Ghislandi, P AF Ghislandi, Patrizia TI "THE FUN THEY HAD" OR ABOUT THE QUALITY OF MOOC SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE MOOC; e-learning quality; MOOC quality; Quality enhancement; Quality assurance AB Dwelling on the issue of MOOC's quality the paper start presenting some reflection on preliminary questions: we have to evaluate MOOC differently from e-learning?; what about the difference between MOOC quality assurance and MOOC quality enhancement?; what are the parameters the universities shall use to certificate the acquired MOOC credits? The paper then analyzes the published scientific literature that concerns the most significant studies about the quality of MOOC and particularly those dedicated to quality enhancement. The conclusion of this analysis is that the relevant literature about MOOC's evaluation is still uncertain between the need to adopt one of the few quality enhancement frameworks specifically created for MOOC or reuse the e-learning quality models available online. MOOC are in a transition phase in which-although it is difficult to say they are right now a disruptive innovation-the questions they rise (about pedagogy, assessment procedure, credits, technology, etc.) certainly will contribute to transform the quality of higher education for the generations to come. C1 [Ghislandi, Patrizia] Univ Trento, Dept Psychol & Cognit Sci, Trento, Italy. RP Ghislandi, P (reprint author), Univ Trento, Dept Psychol & Cognit Sci, Trento, Italy. EM patrizia.ghislandi@unitn.it CR Azimov I., 1951, F SF MAGAZINE FANTAS BOWER JL, 1995, HARVARD BUS REV, V73, P43 Bradt S., 2015, ONLINE COURSES TIME Buckley A., 2014, UK ENGAGEMENT SURVEY COI-Committee for Online Instruction, 2003, RUBR ONL INSTR Conole G., 2013, REV EDUCACION DISTAN, V2013, P1 Creelman A., 2014, INNOQUAL INT J INNOV, V2, P79 Crotty M., 1998, FDN SOCIAL RES MEANI Cucchiara S., 2014, 13 INT C WEB BAS LEA Eaton J., 2014, 9 EUR QUAL ASS FOR EFQUEL, 2011, UNIQUE EUR U QUAL E Ehlers U. D., 2013, WEEK 1 MOOCS QUALITY Ghislandi P. M. M., 2015, REM RES ED MEDIA, V7 Ghislandi P. M. M., 2014, ICT HIGHER ED LIFELO Glaser B., 1978, THEORETICAL SENSITIV Glaser BG, 1967, DISCOVERY GROUNDED T Hayes S., 2015, MOOCS QUALITY REV RE Kawachi P., 2013, QUALITY ASSURANCE GU Kelly A. P., 2014, DISRUPTOR DISTRACTER Kocdar S., 2015, P OP ED GLOB 2015 IN Lantero L., 1996, DEGREE MILLS NONACCR Lowenthal PR, 2015, INT REV RES OPEN DIS, V16, P83 Margaryan A., 2015, COMPUT EDUC, V2015, P77 Bruff D., 2016, COURSERA RESOURCE GU Merrill M. D., 2009, INSTRUCTIONAL DESIGN OLC-Online Learning Consortium, 2000, ED, V2 Parr C., 2013, COURSERA FOUNDER MOO Patton M., 1990, QUALITATIVE EVALUATI Peres P., 2014, EUROPEAN J OPEN DIST, V17, P56 Poyiadgi M., 2014, ACCREDITATION WILL B Quality Matters, 2014, QUAL MATT RUBR STAND Raban C., 2007, J FURTHER HIGHER ED, V1, P77 Reich J., 2014, MOOC COMPLETION RETE Jansen D., 2014, INT J INNOVATION QUA, P88 Walker C., 2014, KEYWORLD RES WHAT PE Williams K., 2012, QUALITY ASSESSMENT E Williams K., 2011, 24 ICDE WORLD C EXP Witthaus G., 2015, ELEARNING PAPERS IN, P1 Wright C. R., 2003, CRITERIA EVALUATING Yousef A. M. F., 2014, 2014 IEEE 14 INT C A Powell S., 2013, ELEARNING PAPERS Yuan M, 2015, INT REV RES OPEN DIS, V16, P16 NR 42 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 3 SI SI BP 99 EP 114 PG 16 WC Education & Educational Research SC Education & Educational Research GA DY0PK UT WOS:000384798500010 ER PT J AU Ardimento, P Boffoli, N Convertini, VN Scalera, M AF Ardimento, Pasquale Boffoli, Nicola Convertini, Vito Nicola Scalera, Michele TI INTEGRATING FITT'S LAW IN HEURISTICAL EVALUATION CHECKLIST SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Fitts' law; e-learning; Web usability; Learner Centered Design AB The Learner Centered Design (LCD) guarantees efficiency, effectiveness and customer satisfaction avoiding that the learning environment becomes frustrating and offering quality to the IT support together with low cost evaluation parameters. In the academic and industrial environments the heuristic analysis based upon checklist is a diffused method to analyze the LCD adequacy to the quality criteria. The usability of the interfaces has a relevant role. Fitts' law is a model of the human behavior of the prediction of the times for the pointing of a target. It can be used for the design of usable interfaces, as well. In literature, the empirical evidence shows the effectiveness of Fitts' law in the interactions between humans and control equipment for the military and aeronautics field. Nevertheless there are still few experiments in web usability. In this paper we present an experiment which shows a significant improvement of the indices used to measure usability. The advantages of the integration of Fitts' law within the heuristic based upon checklist will be analyzed after an adequate presentation of the literature. A usability test on two samples of users of the Jonian Department at the University of Bari will be adopted. C1 [Ardimento, Pasquale; Boffoli, Nicola; Convertini, Vito Nicola; Scalera, Michele] Univ Bari Aldo Moro, Dept Informat, Bari, Italy. RP Ardimento, P (reprint author), Univ Bari Aldo Moro, Dept Informat, Bari, Italy. EM pasquale.ardimento@uniba.it; nicola.boffoli@uniba.it; nicolaconvertini@gmail.com; michele.scalera@uniba.it CR Ardimento P., 2012, J E LEARNING KNOWLED, V2 [Anonymous], 2011, J E LEARNING KNOWLED FITTS PM, 1954, J EXP PSYCHOL, V47, P381, DOI 10.1037/h0055392 Holzinger A., 2005, CONSIDERING HUMAN MU Hughes J., 2003, FRAMEWORK EVALUATION Katsanos C., 2015, P 19 PANH C INF PCI, P44 McGorry S. Y., 2003, INTERNET HIGH EDUC, V6, P159, DOI 10.1016/S1096-7516 Mehlenbacher B., 2005, THEORIES MODELS PROC, V4, P1 Loranger H., 2006, PRIORITIZING WEB USA Yutaka Takahashi Y, 2015, T COMPUTATIONAL SCI, V25, P77 Notess M., 2001, USABILITY USER EXPER O'Regan K., 2003, J ASYNCHRONOUS LEARN, V7, P78 Stara V., 2006, INT J DECISION MAKIN, VII Rachael A., 2015, PROCEDIA MANUFACTURI, V3, P4342 Fill K., 2004, TECHNOLOGICAL CSFS E, P15 Soloway E., 1994, Interactions, V1, P36, DOI 10.1145/174809.174813 Scarafiotti C., 2004, J ASYNCHRONOUS LEARN, V8 W3c, 2015, AUTH TOOL ACC GUID 1 NR 18 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 4 BP 125 EP 138 PG 14 WC Education & Educational Research SC Education & Educational Research GA DY0PP UT WOS:000384799000010 ER PT J AU Albano, G Dello Iacono, U Fiorentino, G AF Albano, Giovannina Dello Iacono, Umberto Fiorentino, Giuseppe TI AN ONLINE VYGOTSKIAN LEARNING ACTIVITY MODEL IN MATHEMATICS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Mathematics; Digital Storytelling; Moodle; GeoGebra; Vygotskij AB This paper describes part of a broader research aimed to investigate the feasibility of using an e-learning platform to implement a Vygotskian educational model for mathematics education, based on mediation and peer interactions. We define a Learning Activity model within a Digital Interactive Storytelling in Mathematics and report how it has been implemented with Moodle. The activity uses both experiential and discursive approaches to mathematics learning and exploits individual and social tasks. We discuss from a qualitative point of view the outcomes of an early experimentation put into practice in order to validate the model and give evidence of some occurrences that suggested us some adjustments to the template. C1 [Albano, Giovannina; Dello Iacono, Umberto] Univ Salerno, Fisciano, Italy. [Fiorentino, Giuseppe] Italian Naval Acad, Livorno, Italy. RP Albano, G (reprint author), Univ Salerno, Fisciano, Italy. EM galbano@unisa.it; udelloiacono@unisa.it; fiorentino@dm.unipi.it CR Albano G., 2016, FORM RE OPEN J FORMA, V16, P105 Boud D., 1999, ASSESS EVAL HIGH EDU, V24, P413, DOI [10.1080/0260293990240405, DOI 10.1080/0260293990240405] Dello Iacono U., 2015, TEACH DIFFERENT, P243 Falchikov N., 2001, LEARNING TOGETHER PE Ferrari P. L., 2004, P 28 C INT GROUP PSY, V2, P383 Schmidt D. A., 2010, MATH TEACHER, V104, P296 Holman D, 1997, MANAGE LEARN, V28, P135, DOI 10.1177/1350507697282003 Inan C., 2015, ED RES REV, V10, P1476 Kieran C., 2001, EDUC STUD MATH, V46, P1, DOI [10.1023/A:1014276102421, DOI 10.1023/A:1014276102421] Ravanelli F., 2012, BRICKS, V2 Vygotskij L. S., 1934, THOUGHT LANGUAGE Zan R., 2011, CURRENT STATE RES MA, VXVI, P287 NR 12 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PY 2016 VL 12 IS 3 SI SI BP 159 EP 169 PG 11 WC Education & Educational Research SC Education & Educational Research GA DY0PK UT WOS:000384798500013 ER PT J AU Garcia, LRTSM Zermeno, MGG de la Garza, LYA AF Munoz Garcia, Luis Rene Tabor Sinai Gomez Zermeno, Marcela Georgina Aleman de la Garza, Lorena Yadira TI Use of the educational platform Moodle in the training processes for teachers of Indigenous Education in the State of Jalisco, Mexico SO ZONA PROXIMA LA Spanish DT Article DE vindigenous education; teacher training; e-learning; Moodle AB This paper describes Indigenous Education teachers' context in the State of Jalisco, Mexico, and the challenges they face for the training programs. The study was aimed to generate alternative to improve the training programs and to accomplish the preparation of professors in the communities, which have problems of marginalization and vulnerability. The research proposes a distance training program with the use of the platform Moodle, for which an instrument was applied to analyze the acceptance of the technology by indigenous education teachers. The findings show that despite the lack of information about online education and work experience with the tool, the teacher can accept the innovation in order to improve the training and work conditions of his/her educational context. C1 [Munoz Garcia, Luis Rene Tabor Sinai] Tecnol Monterrey, ITESM, Tecnol Educ Enfoque Capacitac Corp, Nuevo Leon, Mexico. [Gomez Zermeno, Marcela Georgina] Tecnol Monterrey, Escuela Nacl Humanidades & Ciencias Sociales, Ctr Invest Educ, Nuevo Leon, Mexico. [Gomez Zermeno, Marcela Georgina] Tecnol Monterrey, Escuela Nacl Humanidades & Ciencias Sociales, Nuevo Leon, Mexico. [Aleman de la Garza, Lorena Yadira] Tecnol Monterrey, Escuela Nacl Humanidades & Ciencias Sociales, Programas Capacitac, Nuevo Leon, Mexico. [Aleman de la Garza, Lorena Yadira] Tecnol Monterrey, Escuela Nacl Humanidades & Ciencias Sociales, Programas Posgrad Educ, Nuevo Leon, Mexico. RP Garcia, LRTSM (reprint author), Tecnol Monterrey, Ave Eugenio Garza Sada 2501 Sur Monterrey, Nuevo Leon 64849, Mexico. CR Barrios M., 2008, EDUCACION DISTANCIA Borja-Vega C., 2007, EC OPPORTUNITIES IND Consejo Nacional de Fomento Educativo CONAFE, 2010, REL PERS CENTR TRAB Direccion General de Educacion Indigena [DGEI], 2001, LIN GEN ED INT BIL N Direccion General de Educacion Indigena [DGEI], 2009, LIN TECN PED ALB ESC Evaluacion Nacional del Logro Academico en Centros Escolares [ENLACE], 2010, BAS MED SUP 2010 Escudero B., 2007, APRENDIZAJE TERCERO Escudero B., 2006, APRENDIZAJE ESPANOL Escudero B., 2007, APRENDIZAJE DESIGUAL Gomez-Zermeno M., 2011, ADM PROYECTOS CAPACI Hernandez R., 2010, METODOLOGIA INVESTIG Instituto Nacional para la Evaluacion de la Educacion [INEE], 2007, ED POBL CONT VULN, P18 Instituto Nacional de Estadistica y Geografia [INEGI], 2005, POBL 5 AN MAS VERS E Kaplun G., 2005, APRENDER ENSENAR TIE Lopez L. E., 1997, REV IBEROAMERICANA E, V13, P47 Marroquin B., 2009, MODALIDAD INDIGENA M Navarro C., 2014, CUADERNOS INTERCULTU, V1, P61 Rimoldi R., 2008, REV ENLACE ED, V40, P12 Secretaria de Educacion Publica [SEP], 2009, REF INT ED BAS 2009 NR 19 TC 0 Z9 0 U1 0 U2 0 PU UNIV NORTE, EDICIONES UNINORTE PI BARRANQUILLA PA KILOMETRO 5 VIA ANTIGUA PUERTO COLOMBIA, BARRANQUILLA, 00000, COLOMBIA SN 1657-2416 EI 2145-9444 J9 ZONA PROX JI Zona Prox. PD JAN-JUN PY 2016 VL 24 BP 28 EP 42 DI 10.14482/zp.24.8719 PG 15 WC Education & Educational Research SC Education & Educational Research GA DX3IT UT WOS:000384267500004 ER PT J AU Lytovchenko, I AF Lytovchenko, Iryna TI CORPORATE UNIVERSITY AS A FORM OF EMPLOYEE TRAINING AND DEVELOPMENT IN AMERICAN COMPANIES SO ADVANCED EDUCATION LA English DT Article DE corporate training; workplace learning; training departments; corporate university; learning process; e-learning; the USA AB The article deals with the problem of corporate university as a form of employee training and development in American companies. Corporate training plays a leading role in the successful operation of US companies and is a factor of their competitiveness and efficiency in the marketplace. Corporate university is an advanced form of organizational training which emerged in response to the challenges of the information society and the global economy, increased competition in the market, the failure of the traditional institutions of professional education to meet the needs of the modern economy for highly qualified employees. Modern corporate university is a system of organizational development and personnel training, united with a single concept and methodology, inextricably linked and coordinated with the strategies of the organization. The main functions of the corporate university are training of various levels of company employees, knowledge management, formation of common corporate values, development of corporate culture, promotion of innovation. Since organizations have different needs and development strategies, corporate universities of different companies in the United States differ in purpose, objectives, structural characteristics, methods of instruction. The learning process in the corporate university has andragogical focus and is characterized by extensive use of e-learning technologies. C1 [Lytovchenko, Iryna] Natl Tech Univ Ukraine, Kyiv Polytech Inst, Kiev, Ukraine. RP Lytovchenko, I (reprint author), Natl Tech Univ Ukraine, Kyiv Polytech Inst, Kiev, Ukraine. EM irinalyt@ukr.net CR Cross J., 2011, MODEL WORKPLACE LEAR Cunningham S., 2000, BUSINESS BORDERLESS Fallon J., 2005, DEV LEARNING ORG, V19, P11, DOI 10.1108/14777280510606538 Gibbs P., 1998, CAREER DEV INT, V3, P177, DOI 10.1108/13620439810229389 Hirayama M., 2004, 8 JILPT Kaganov V. S., 2009, KORPORATIVNOE OBUCHE Knowles M. S., 2005, ADULT LEARNER DEFINI Stepanenko Y. V., 2014, NAUKOVI PRACI DONE E, V5, P64 Kornfeld B. J., 2015, 22 CIRP C LIF CYCL E, V29, P8 Korsun G. O., 2016, NOV OSV TEXN MIZHN D, P52 Lytovchenko I., 2015, COMP PROFESSIONAL PE, V5, P53 Meister J., 1998, CORPORATE U LESSONS Nasibullin J. N., 2011, KORPORATIVNOE OBUCHE Nixon JC, 2002, IND COMMER TRAIN, V34, P144, DOI 10.1108/00197850210429129 Ogiienko O. I., 2008, TENDENCIYI ROZVYTKU Pevzner M. N., 2009, CHELOVEK OBRAZOVANIE, V4, P16 Plompen M, 2005, INNOVATIVE CORPORATE LEARNING: EXCELLENT MANAGEMENT DEVELOPMENT PRACTICE IN EUROPE, P1, DOI 10.1057/9780230288799 Sorokina-Ispolatova T. V., 2007, NEPRERYVNAJA PODGOTO Stigson B, 2015, TECHNOL FORECAST SOC, V98, P255, DOI 10.1016/j.techfore.2015.05.010 Sycheva S. M., 2008, VESTNIK U, V9, P31 DeFillippi B., 2002, RETHINKING MANAGEMEN NR 21 TC 0 Z9 0 U1 2 U2 2 PU NATL TECHNICAL UNIV UKRAINE KYIV POLITECHNIC INST, FAC LINGUISTICS PI KYIV PA 37, PEREMOHY AVE, OFFICE 718, BUILDING 7, KYIV, 03056, UKRAINE SN 2409-3351 EI 2410-8286 J9 ADV EDUC JI Adv. Educ. PY 2016 IS 5 BP 35 EP 41 DI 10.20535/2410-8286.62280 PG 7 WC Education & Educational Research SC Education & Educational Research GA DV2ZU UT WOS:000382791600006 ER PT J AU Shcherbyna, OA AF Shcherbyna, Oleksandr A. TI EXPERIENCE API - NEW STANDARD OF E-LEARNING SOFTWARE AND EXAMPLES OF ITS PRACTICAL USE SO INFORMATION TECHNOLOGIES AND LEARNING TOOLS LA Russian DT Article DE Experience API; xAPI; Tin Can API; LRS; SCORM; LTI; LMS; Moodle AB The purpose of the article is to analyze features of the new standard of e-learning software - Experience API (xAPI), previously also known as the Tin Can API. The standard defines a way of interaction between xAPI-clients - software which students work with while e-learning process, and xAPI-servers - Learning Record Stores (LRS), which store data about their results. Standard also defines LRS data representation format and a way of data transfers between LRS, which makes it possible to combine several LRS into distributed database that could accumulate information about people training in formal, non-formal and informal education throughout life. The article contains review of available xAPI-clients, xAPI-servers, and the results of their testing, which prove the possibility of their usage in our educational institutions. C1 [Shcherbyna, Oleksandr A.] Kyiv Natl Univ Construct & Architecture, Dept Informat Technol, Kiev, Ukraine. RP Shcherbyna, OA (reprint author), Kyiv Natl Univ Construct & Architecture, Dept Informat Technol, Kiev, Ukraine. EM oscherbyna@i.ua CR Shcherbyna O.A., 2015, INFORM TECHNOLOGIES, V47, P167 Dukanich Yu, LEARNING RECORDS STO NR 2 TC 0 Z9 0 U1 1 U2 1 PU NATL ACAD PEDAGOGICAL SCIENCES UKRAINE, INST INFO TECHNOL & LEARNING TOOLS PI KYIV PA VUL M BERLYNSKOHO 9, KYIV, 04060, UKRAINE SN 2076-8184 J9 INF TECHNOL LEARN TO JI Inf. Technol. Learn. Tools PY 2016 VL 53 IS 3 BP 150 EP 163 PG 14 WC Education & Educational Research SC Education & Educational Research GA DU8LK UT WOS:000382464600013 ER PT J AU Velychko, VY AF Velychko, Vladyslav Ye. TI FREE SOFTWARE IN ELECTRONIC LEARNING FUTURE TEACHERS OF MATHEMATICS, PHYSICS AND COMPUTER SCIENCE SO INFORMATION TECHNOLOGIES AND LEARNING TOOLS LA Russian DT Article DE e-learning; free software; the training of teachers of mathematics; physics and computer science AB Popularity of the use of free software in the IT industry is much higher than its popular use in educational activities. Disadvantages of free software and problems of its implementation in the educational process is a limiting factor for its use in the education system, however, openness, accessibility and functionality are the main factors for the introduction of free software in the educational process. Nevertheless, for future teachers of mathematics, physics and informatics free software is designed as well as possible because of the specificity of its creation, and therefore, there is a question of the system analysis of the possibilities of using open source software in e-learning for future teachers of mathematics, physics and computer science. C1 [Velychko, Vladyslav Ye.] Luhansk Taras Shevchenko Natl Univ, Starobilsk, Ukraine. RP Velychko, VY (reprint author), Luhansk Taras Shevchenko Natl Univ, Starobilsk, Ukraine. EM vladislav.velichko@gmail.com CR Bespal'ko V. P., 1970, PROGRAMMED LEARNING [Anonymous], 2013, STRAT INF SOC DEV UK Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Coppola C., 2004, OP SOURC SUMM Kremenj V. Gh., 2008, ENCYKLOPEDIJA OSVITY Mayadas F., 2015, DEFINITIONS E LEARNI Pressey SL, 1926, SCHOOL SOC, V23, P373 Rosenberg M. J, 2001, E LEARNING STRATEGIE Semerikov S. O., 2013, SEMERIKOV SERGHIJ OL Shyshkina M., 2011, INFORM TEKHNOLOGHIJI, P132 Skinner BF, 1954, HARVARD EDUC REV, V24, P86 Spirin O. M., 2013, OLEGH MYKHAJLOVYCH S Spivakovsjkyj O. V., 2004, OLEKSANDR VOLODYMYRO Tomas K., 1966, PROSPECTS PROGRAMMED Tryus Ju. V., 2010, NAUKOVYJCHASOPYS NPU, P16 Velichko V. E., 2014, INT NAUK PRAKT PROBL, P185 Voronkin O. S., 2014, VYSHHA OSVITA UKRAJI, P109 Young J., 2004, CHRONICLE HIGHER ED NR 18 TC 0 Z9 0 U1 0 U2 0 PU NATL ACAD PEDAGOGICAL SCIENCES UKRAINE, INST INFO TECHNOL & LEARNING TOOLS PI KYIV PA VUL M BERLYNSKOHO 9, KYIV, 04060, UKRAINE SN 2076-8184 J9 INF TECHNOL LEARN TO JI Inf. Technol. Learn. Tools PY 2016 VL 52 IS 2 BP 18 EP 26 PG 9 WC Education & Educational Research SC Education & Educational Research GA DU8LC UT WOS:000382463800003 ER PT J AU Raspopovic, M Cvetanovic, S Jankulovic, A AF Raspopovic, Miroslava Cvetanovic, Svetlana Jankulovic, Aleksandar TI Challenges of Transitioning to an e-learning System with Learning Objects Capabilities SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE E-learning; distance learning; learning objects AB Higher education institutions that have implemented blended and/or online learning need to be on the forefront of the cutting edge technological and educational advances in order to remain competitive and innovative. This task is usually very difficult due to the budget constraints that many institutions have. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, and the results and challenges of transitioning to an e-learning system that displays learning materials through a sequence of reusable learning objects (LOs) from the system that does not have these capabilities. Based on the research of existing methodologies and the results of this research, this work proposes a methodology for transferring into an LO-oriented e-learning system. Findings of this work reveal advantages, disadvantages, and potential obstacles of e-learning system implementation with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of the implementation of an LO-oriented e-learning system, after the transition from the traditional non-LO oriented e-learning system. C1 [Raspopovic, Miroslava; Cvetanovic, Svetlana; Jankulovic, Aleksandar] Belgrade Metropolitan Univ, Belgrade, Serbia. RP Raspopovic, M (reprint author), Belgrade Metropolitan Univ, Belgrade, Serbia. FU Serbian Ministry of Education, Science and Technological Development [11144006] FX The work presented here was supported by the Serbian Ministry of Education, Science and Technological Development (project 11144006). CR AlMegren A., 2013, EUROPEAN J OPEN 0626 Ardito C., 2006, Universal Access in the Information Society, V4, P270, DOI 10.1007/s10209-005-0008-6 Baki A, 2010, COMPUT EDUC, V55, P1459, DOI 10.1016/j.compedu.2010.06.009 Beetham H., 2008, REV DESIGN LEARNING Boyle T., 2003, Australian Journal of Educational Technology, V19, P46 Boyle T, 2006, P WORLD C ED MULT HY, P2 Boyle T., 2006, P 23 ANN ACILITE C W, P91 Brhel M, 2015, INFORM SOFTWARE TECH, V61, P163, DOI 10.1016/j.infsof.2015.01.004 Chan FKY, 2009, DECIS SUPPORT SYST, V46, P803, DOI 10.1016/j.dss.2008.11.009 Charlton P., 2010, INTELLIGENT SYSTEMS, P1 Chun AHW, 2004, LECT NOTES COMPUT SC, V3143, P11 Cochrane T, 2005, Interdisciplinary Journal of Knowledge and Learning Objects, V1, P33 Cukusic M, 2010, COMPUT EDUC, V55, P554, DOI 10.1016/j.compedu.2010.02.017 Cvetanovic S., 2012, P 3 INT C E LEARN BE, P108 Cvetanovic S., 2014, P 5 INT C E LEARN BE, P13 Dag F, 2014, PROCD SOC BEHV, V116, P888, DOI 10.1016/j.sbspro.2014.01.316 Dalziel J., 2003, P 20 ANN C AUSTR SOC, P593 Diwakar A, 2012, 2012 IEEE FOURTH INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR EDUCATION (T4E), P83, DOI 10.1109/T4E.2012.15 Drucker P., 2000, NEED KNOW INTEGRATIN Dvorackova M., 2012, PROCEDIA SOCIAL BEHA, V47, P1068 [Anonymous], 2008, UNIVERSAL ACCESS INF Guduric N., 2013, P 4 C E LEARN, P121 Ilomaki L., 2006, LEARNING MEDIA TECHN, V31, P249, DOI 10.1080/17439880600893291 IMS Global Learning Consortium, 2003, IMS LEARN DES SPEC [Anonymous], 2005, 1979612005 ISOIEC Kay R., 2007, J COMPUTERS MATH SCI, V26, P261 Khor E. 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R., 2007, TECHTRENDS LINKING R, V51, P28, DOI [10.1007/s11528-007-0023-y, DOI 10.1007/S11528-007-0023-Y] Wong B., 2003, LNCS, V2889, P235 Zaharias P., 2005, ENCY DISTANCE LEARNI, V2 NR 44 TC 1 Z9 1 U1 2 U2 2 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distrib. Learn. PD JAN PY 2016 VL 17 IS 1 SI SI BP 123 EP 147 PG 25 WC Education & Educational Research SC Education & Educational Research GA DR6SV UT WOS:000380032500008 ER PT J AU Buzdar, MA Ali, A Tariq, RU AF Buzdar, Muhammad Ayub Ali, Akhtar Tariq, Riaz Ul Haq TI Emotional Intelligence as a Determinant of Readiness for Online Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE Motivation; Self-efficacy; Computer/Internet; Achievements ID ATTITUDES; MODEL AB Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students' preparedness for online learning. Purpose of the activity was to examine students' emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in distance learning programs participated in the study. Wong and Law emotional intelligence scale (WLEIS) and online learning readiness scale (OLRS) were adapted to collect the required data. Regression coefficient portrays a large predictive contribution of students' emotional intelligence in explaining variance in their readiness for e-learning. C1 [Buzdar, Muhammad Ayub; Tariq, Riaz Ul Haq] Govt Coll Univ Faisalabad, Faisalabad, Pakistan. [Ali, Akhtar] Islamia Univ Bahawalpur, Bahawalpur, Pakistan. RP Buzdar, MA (reprint author), Govt Coll Univ Faisalabad, Faisalabad, Pakistan. CR Abdolrezapour P., 2011, INNOVATION LANGUAGE, V6, P1 Aliakbari M., 2013, ED PSYCHOL, P1 Bao XM, 2015, PERS INDIV DIFFER, V78, P48, DOI 10.1016/j.paid.2015.01.007 Bar-On R., 1997, EMOTIONAL QUOTIENT I Bar-On R., 2007, ED PEOPLE BE EMOTION Berenson R., 2008, INT REV RES OPEN DIS, V9 Chung S, 2015, CHILD YOUTH SERV REV, V53, P192, DOI 10.1016/j.childyouth.2015.04.008 Cidgem H., 2014, TURKISH ONLINE J DIS, V15, P80 Ciftci S, 2010, PROCD SOC BEHV, V2, P2393, DOI 10.1016/j.sbspro.2010.03.343 Cleveland-Innes M, 2012, INT REV RES OPEN DIS, V13, P269 COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155 Elias M. J., 1997, PROMOTING SOCIAL EMO Gaoming Zhang, 2012, On the Horizon, V20, P284, DOI 10.1108/10748121211272425 Goleman D, 2009, EMOTIONAL INTELLIGEN Hailey D. E. 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PD JAN PY 2016 VL 17 IS 1 SI SI BP 148 EP 158 PG 11 WC Education & Educational Research SC Education & Educational Research GA DR6SV UT WOS:000380032500009 ER PT J AU Al-Azawei, A Al-Bermani, A Lundqvist, K AF Al-Azawei, Ahmed Al-Bermani, Ali Lundqvist, Karsten TI Evaluating the Effect of Arabic Engineering Students' Learning Styles in Blended Programming Courses SO JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH LA English DT Article DE learning styles; gender; academic performance; perceived satisfaction; blended learning ID TECHNOLOGY ACCEPTANCE MODEL; ACADEMIC-PERFORMANCE; GENDER-DIFFERENCES; INDEX; SATISFACTION; ENVIRONMENT; PERCEPTION; EDUCATION; SYSTEM AB This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS), three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM) were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective) that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model's constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare. C1 [Al-Azawei, Ahmed] Univ Reading, Reading, Berks, England. [Al-Azawei, Ahmed; Al-Bermani, Ali] Univ Babylon, Coll Informat Technol, Babel, Iraq. [Lundqvist, Karsten] Univ Reading, Sch Syst Engn, Reading, Berks, England. RP Al-Azawei, A (reprint author), Univ Reading, Reading, Berks, England.; Al-Azawei, A (reprint author), Univ Babylon, Coll Informat Technol, Babel, Iraq. 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S., 2003, P 2003 AM SOC ENG ED, V119, P1 NR 70 TC 0 Z9 0 U1 2 U2 2 PU INFORMING SCIENCE INST PI SANTA ROSA PA 131 BROOKHILL CT, SANTA ROSA, CA 95409 USA SN 1547-9714 EI 1539-3585 J9 J INF TECHNOL EDUC-R JI J. Inf. Technol. Educ.-Res. PY 2016 VL 15 BP 109 EP 130 PG 22 WC Education & Educational Research SC Education & Educational Research GA DO6MD UT WOS:000377896700006 ER PT J AU Topal, AD AF Topal, Arzu Deveci TI Examination of University Students' Level of Satisfaction and Readiness for E-Courses and the Relationship between Them SO EUROPEAN JOURNAL OF CONTEMPORARY EDUCATION LA English DT Article DE E-course satisfaction; Online learning readiness; Interactive materials ID SYSTEM AB The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the materials used in e-learning on student satisfaction. A general screening model was used in this study to determine the characteristics of a group and to clarify the existing situation in their own conditions. The study was conducted during the 2014-2015 academic year at Kocaeli University. The E-Course Satisfaction Scale (ECSS), consisting of 35 five-point Likert-type items, and the Online Learning Readiness Scale (OLRS) consisting of 18 five-point Likert-type items, were applied to 352 university students. The data were analyzed by methods of descriptive statistics, independent t-test and regression analysis in the SPSS program. According to the survey the satisfaction level of the students is moderate; when the sub-dimensions were examined, satisfaction was high in the instructor-student interaction and environment design sub-dimensions while it was moderate in the course content and teaching process, materials used and communication tools, and attitude towards e-learning sub-dimensions. When interaction and communication tools such as a virtual classroom, forum, chat, e-mail, web pages, animation, video, graphics and images as content tools, and questionnaire as assessment tool were used there was a difference in student satisfaction, and satisfaction was higher in these courses. There was not a significant difference in the students' satisfaction with the exams and homework as assessment tools, or content of .pdf and text documents as content tools, but .pdf-text documents and exams were among the most-used tools in the courses. Student satisfaction was high when the number of materials used in courses was 7 and over, that is, as the number of materials increased, so did the satisfaction level. The levels of students' readiness for online learning were high in all sub-dimensions in total, and there was a positive significant relationship between students' levels of readiness and their satisfaction level. Moreover, the satisfaction levels of learners who were self-directed, had high motivation and could control their own learning appeared to be affected positively. In conclusion, to increase the satisfaction level of the students it would be useful to increase the number of materials used in the e-courses; give more importance to interaction; and use more tools such as animation, virtual classroom, video, forum, survey, chat and email. In order to increase satisfaction, student readiness should be considered, students should be able to use technology effectively. C1 [Topal, Arzu Deveci] Kocaeli Univ, Dept Informat, Kocaeli, Turkey. RP Topal, AD (reprint author), Kocaeli Univ, Dept Informat, Kocaeli, Turkey. 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PY 2016 VL 15 IS 1 BP 7 EP 23 DI 10.13187/ejced.2016.15.7 PG 17 WC Education & Educational Research SC Education & Educational Research GA DM7WN UT WOS:000376570800002 ER PT J AU Arndt, T Guercio, A AF Arndt, Timothy Guercio, Angela TI A FORMALISM FOR PLAN A BIG DATA PERSONAL LEARNING ASSISTANT FOR UNIVERSITY STUDENTS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE personal learning system; big data; learning recommendation systems; learning models; e-learning AB Big Data-based methods of learning analytics are increasingly relied on by institutions of higher learning in order to increase student retention by identifying at risk students who are in need of an intervention to allow them to continue on in their educational endeavors. It is well known that e-Learning students are even more at risk of failing out of university than are traditional students, so Big Data learning analytics are even more appropriate in this context. In this paper, we present our approach to this problem. We wish to place control of a student's learning process in his own hands, rather than that of the learning institution in order to decouple the student from the institution since the goals and motivations of these two may not be completely aligned. In this way, we empower the student by giving him control of the personal learning system which employs Big Data techniques to generate recommendations on how to reach a set of learner-specific learning goals. We present the formalism which underlies our system, the architecture which implements the system, scenarios for system use, a survey of related works and thoughts on how the system will be implemented in a prototype in the future. C1 [Arndt, Timothy] Cleveland State Univ, Dept Informat Syst, Cleveland, OH 44115 USA. [Guercio, Angela] Kent State Univ Stark, Dept Comp Sci, Canton, OH USA. RP Arndt, T (reprint author), Cleveland State Univ, Dept Informat Syst, Cleveland, OH 44115 USA.; Guercio, A (reprint author), Kent State Univ Stark, Dept Comp Sci, Canton, OH USA. 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PY 2016 VL 12 IS 2 BP 13 EP 25 PG 13 WC Education & Educational Research SC Education & Educational Research GA DM7VI UT WOS:000376567700002 ER PT J AU Ferdiana, R AF Ferdiana, Ridi TI SOFTWARE ENGINEERING EDUCATION LEARNING PROCESS FOR PROFESSIONAL DEVELOPERS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Software engineering education; Learning process; e-learning; Innovative teaching model AB In this modern era, software projects have been developed by more than one developer that may be on different division or even different organizations. This approach is already known as Join Application Development (JAD). The main problem on JAD is the effectiveness of collaboration and communication between developers. In software engineering, the communication and collaboration can be facilitated through a good project management and IT infrastructure. However, the approach still has challenges in the process of learning and knowledge sharing. For example, how to make sure that the developers have sufficient knowledge on a project. Furthermore, how developers know what they need to learn and what they need to share with the team members. This paper will propose an innovative teaching model for a software engineering education through software engineering education learning process on the organization. Software engineering education learning process will facilitate the developer team to identify, to learn, and to validate the software engineering education that needed to finish a software project. This model will utilize software development lifecycle (SDLC) as a timeline to integrate between learning process and project execution. The proposed model can be beneficial for project manager to make sure that the developers have sufficient knowledge to finish the project effectively. C1 [Ferdiana, Ridi] Univ Gadjah Mada, Bulaksumur, Indonesia. RP Ferdiana, R (reprint author), Univ Gadjah Mada, Bulaksumur, Indonesia. 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PY 2016 VL 12 IS 2 BP 71 EP 83 PG 13 WC Education & Educational Research SC Education & Educational Research GA DM7VI UT WOS:000376567700006 ER PT J AU Freina, L Bottino, R Tavella, M AF Freina, Laura Bottino, Rosa Tavella, Mauro TI FROM E-LEARNING TO VR-LEARNING: AN EXAMPLE OF LEARNING IN AN IMMERSIVE VIRTUAL WORLD SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Immersive Virtual Reality; Spatial Perspective Taking; Spatial Reasoning; Intellectual Disabilities; Urban Mobility ID PERSPECTIVE-TAKING AB A first experience of use of "In Your Eyes", an Immersive Virtual Reality (IVR) game to foster Spatial Perspective Taking (SPT) skills in young adults with mild cognitive impairments is described along with a brief discussion of the outcomes. IVR is an innovative tool thanks to which a new chapter in the history of e-learning begun. It is now possible to have a personal direct experience of virtual situations as if they were real, involving all the five senses and allowing for a kinaesthetic approach to learning. All those skills that have an embodied component find in the immersive world a perfect training situation. Spatial Perspective Taking is an important skill for orientation in space and mastering it supports independent mobility in town. The fact that the virtual world is perceived as if it was real, and the possibility to move freely into it, allows stimulating the embodied component of spatial reasoning. The gaming situation helps in keeping the player's interest high and therefore helps in having as much training as needed. Furthermore, IVR makes learning transfer to real situations easier, especially for our target users. C1 [Freina, Laura; Bottino, Rosa; Tavella, Mauro] CNR ITD, Genoa, GE, Italy. RP Freina, L; Bottino, R; Tavella, M (reprint author), CNR ITD, Genoa, GE, Italy. EM freina@itd.cnr.it; bottino@itd.cnr.it; tavella@itd.cnr.it CR Bellotti F, 2011, PROCEEDINGS OF THE 5TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING, P26 Bernstein DM, 2004, PSYCHOL SCI, V15, P264, DOI 10.1111/j.0963-7214.2004.00663.x Bottino R., 2009, ECGBL 2009 3 EUR C G Bottino R. M., 2013, GOVERNANCE COMMUNICA, V222 Detlefsen J., 2014, THESIS AALBORG U Freina L., 2015, INT SCI C ELEARNING, V1, P133 Freina Laura, 2015, Future Internet, V7, P429, DOI 10.3390/fi7040429 Frick A, 2014, FRONT PSYCHOL, V5, DOI 10.3389/fpsyg.2014.00386 Newcombe NS, 2010, MIND BRAIN EDUC, V4, P102, DOI 10.1111/j.1751-228X.2010.01089.x Newcombe N. S., 2010, AM EDUC, V34, P29, DOI DOI 10.1037/A0016127 Rose FD, 2000, ERGONOMICS, V43, P494, DOI 10.1080/001401300184378 Sangra A, 2012, INT REV RES OPEN DIS, V13, P145 Surtees A, 2013, FRONT HUM NEUROSCI, V7, DOI 10.3389/fnhum.2013.00698 Uttal DH, 2013, PSYCHOL BULL, V139, P352, DOI 10.1037/a0028446 Williams-Bell F. 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EM mohammed.ouadoud@gmail.com; yassin.chkouri@gmail.com; amelnejjari@yahoo.fr; kamalelkadiri@yahoo.fr OI Ouadoud, Mohammed/0000-0003-0715-0573 CR Bouthry Anne, 2000, CHOISIR SOLUTION TEL Baker K., 2002, P 2002 ACM C COMP SU, P95 Bastien J. M. C., 1993, ERGONOMIC CRITERIA E C BASTIEN J. 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J. Emerg. Technol. Learn. PY 2016 VL 11 IS 1 BP 11 EP 20 DI 10.3991/ijet.v11i01.4924 PG 10 WC Education & Educational Research SC Education & Educational Research GA DL1GD UT WOS:000375379600002 ER PT J AU Then, M Wallenborn, B Ianniello, BR Vu, DB Fuchs, M Hemmje, M AF Then, Matthias Wallenborn, Benjamin Ianniello, Birgit R. Duc Binh Vu Fuchs, Michael Hemmje, Matthias TI Innovative Authoring Tools for Online-Courses with Assignments Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE course authoring; Moodle; CBL; LD; LTI; competences; distance-learning; LMS; LCMS AB This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development. C1 [Then, Matthias; Wallenborn, Benjamin; Ianniello, Birgit R.; Hemmje, Matthias] Fernuniv, Hagen, Germany. [Duc Binh Vu] FTK EV Forschungsinst Telekommunikat & Kooperat, Dortmund, Germany. [Fuchs, Michael] Wilhelm Buechner Univ Appl Sci, Pfungstadt, Germany. RP Then, M; Wallenborn, B; Ianniello, BR; Hemmje, M (reprint author), Fernuniv, Hagen, Germany.; Vu, DB (reprint author), FTK EV Forschungsinst Telekommunikat & Kooperat, Dortmund, Germany.; Fuchs, M (reprint author), Wilhelm Buechner Univ Appl Sci, Pfungstadt, Germany. EM matthias.then@fernuni-hagen.de; benjamin.wallenborn@fernuni-hagen.de; birgit.ianniello@fernuni-hagen.de; bvu@ftk.de; mfuchs@ftk.de; mhemmje@ftk.de CR Blackboard.com, 2015, BLACKB REIM ED ED TE Brunsmann J., 1999, NEW ED FRONTIER TEAC, V1999 Docs.moodle.org, 2015, EXT TOOL MOODLEDOCS Dspace.ou.nl, 2006, TENCOMPETENCE DOM MO Ec.europa.eu, 2015, EUR CRED TRANSF ACC Ftk.de, 2015, FTK E V FORSCH TEL K Gamma E., 1995, DESIGN PATTERNS ELEM Globit.com, 2015, EC PORT Hammer E., 2009, OAUTH Hammer-Lahav E., 2010, RFC 5849 OAUTH 1 0 P Imsglobal.org, 2015, IMS GLC BACKGR Imsglobal.org, 2015, IMS GLC LEARN DES SP Kluijfhout E., 2010, BUILDING TECHNICL OR Koper R., 2003, IMS LEARNING DESIGN Leyva J., 2015, MOODLE PLUGINS DIREC Liferay.com, 2015, LIF ENT OP SOURC POR McFall G., 2014, IMS GLOBAL LEARNING Moodle.org, 2015, MOODL OP SOURC LEARN Tencompetence.org, 2015, TENCOMPETENCE BUILD Tencompetence.org, 2015, PERS COMP MAN V 2 0 Then M., 2015, 6 ANN C COM IN PRESS Then M., 2015, 7 INT C COMP SUPP ED Vogten H., 2007, USING PERSONAL COMPE Vogten H., 2010, ID3 24 UPDATED DESIG Vogten H., 2009, ID3 18 ARCHITECTURE Wallenborn B., 2015, WORKSH CRIT PART DEV Wallenborn B., 2015, 9 INT GUID C ONL ED NR 27 TC 0 Z9 0 U1 1 U2 1 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 2 BP 12 EP 22 DI 10.3991/ijet.v11i02.5108 PG 11 WC Education & Educational Research SC Education & Educational Research GA DL1GK UT WOS:000375380400002 ER PT J AU Cigoj, P Blazic, BJ AF Cigoj, Primoz Blazic, Borka Jerman TI An Advanced Educational Tool for Digital Forensic Engineering SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE cloud computing; cyber forensic investigations; digital forensic; dynamic forensics training; education; forensic tool; training environment AB This paper presents a novel approach to education in the area of digital forensics based on a multi platform cloud-computer infrastructure and an innovative computer based tool. The tool is installed and available through the cloud-based infrastructure of the Dynamic Forensic Education Alliance. Cloud computing provides an efficient mechanism for a wide range of services that offer real-life environments for teaching and training cybersecurity and digital forensics. The cloud-based infrastructure, the virtualized environment and the developed educational tool enable the construction of a dynamic e-learning environment making the training very close to reality and to real-life situations. The paper presents the Dynamic Forensic Digital tool named EduFors and describes the different levels of college and university education where the tool is introduced and used in the training of future investigators of cybercrime events. C1 [Cigoj, Primoz] Jozef Stefan Int Postgrad Sch, Ljubljana, Slovenia. [Cigoj, Primoz] Jozef Stefan Inst, Lab Open Syst & Networks, Informat Secur, Jamova Cesta 39, Ljubljana 1000, Slovenia. [Blazic, Borka Jerman] Jozef Stefan Inst, Lab Open Syst & Networks, Jamova Cesta 39, Ljubljana 1000, Slovenia. RP Cigoj, P (reprint author), Jozef Stefan Int Postgrad Sch, Ljubljana, Slovenia.; Cigoj, P (reprint author), Jozef Stefan Inst, Lab Open Syst & Networks, Informat Secur, Jamova Cesta 39, Ljubljana 1000, Slovenia.; Blazic, BJ (reprint author), Jozef Stefan Inst, Lab Open Syst & Networks, Jamova Cesta 39, Ljubljana 1000, Slovenia. EM primoz@e5.ijs.si; borka@e5.ijs.si CR Anderson L. W., 2001, TAXONOMY LEARNING TE Armitage R, 2008, EUR J CRIM POLICY RE, V14, P1, DOI 10.1007/s10610-007-9043-6 Becker R. A., 2010, TECHNOMETRICS, V52 Dib H. A. Z. A. R., 2013, ADV ENG ED Downes S.E., 2005, LEARNING 2 0 ELEARN El-Zein A., 2009, ADV ENG ED, V1, P1 Hartel P. H., 2010, CYBER CRIME SCI CRIM Henry G., 2003, CONNEXIONS PROJECT P Hodge B. K., 2002, J ENG EDUC, V91, P415, DOI DOI 10.1002/J.2168-9830.2002.TB00726.X ISO, 2012, 270372012 ISO Laisheng X., 2011, MEAS TECHN MECH AUT, V1, P716 NR 11 TC 0 Z9 0 U1 3 U2 3 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 3 BP 15 EP 23 DI 10.3991/ijet.v11i03.5294 PG 9 WC Education & Educational Research SC Education & Educational Research GA DL1HV UT WOS:000375384100003 ER PT J AU Ballarano, A Colace, F De Santo, M Greco, L AF Ballarano, Alessandra Colace, Francesco De Santo, Massimo Greco, Luca TI "The Postman Always Rings Twice": Evaluating E-Learning Platform a Decade Later SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE e-Learning; Computer-Assisted Education; Evaluation AB E-Learning represents an effective answer to the continuous request for life-long learning. In fact, this approach allows the flexibility and quality requested by such a kind of learning process. In this scenario, a great number of E-Learning platforms have been introduced on the market and their selection is not a trivial task: various features should be taken into account during the evaluation of an E-Learning platform. Obviously, the analysis of the technical features of an E-Learning platform is not enough: it is also important to understand how it can be integrated in the didactic context in order to facilitate learning and training and what principles are applied to guide the way the system is used. A decade ago, the authors of this paper introduced a model for describing and characterizing on-line learning platform components. Today, the aim of this paper is to evaluate and upgrade this model. During this period, many things have changed in the Web (the introduction of social networks, new multimedia protocols, etc.): what has changed in the E-Learning platforms? Today how to evaluate the E-Learning platforms? In this paper the evaluation model will be updated and then used to evaluate the most known existing platforms. C1 [Ballarano, Alessandra; Greco, Luca] Univ Salerno, DIEM, Via Giovanni Paolo II 132, I-84084 Salerno, Italy. [Colace, Francesco; De Santo, Massimo] Univ Salerno, DIIn, Via Giovanni Paolo II 132, I-84084 Salerno, Italy. RP Ballarano, A; Greco, L (reprint author), Univ Salerno, DIEM, Via Giovanni Paolo II 132, I-84084 Salerno, Italy.; Colace, F; De Santo, M (reprint author), Univ Salerno, DIIn, Via Giovanni Paolo II 132, I-84084 Salerno, Italy. EM alessandra.ballarano@gmail.com; fcolace@unisa.it; desanto@unisa.it; lgreco@unisa.it OI Colace, Francesco/0000-0003-2798-5834 CR Bouhadada T., 2006, INF TECHN BAS HIGH E Colace Francesco, 2003, HICSS, P154 Dodero J. M., 2014, IEEE RIV IBEROAMERIC, V9 Garrido A., 2014, IEEE REV IBEROAMERIC, V9 Munkhtsetseg N., 2014, UB MED COMP WORKSH U Piaget J., 1973, UNDERSTAND IS INVENT Reisman S., 2014, COMPUTER, V47 Ristov S., 2014, GLOB ENG ED C EDUCON Tudevdagva Uranchimeg, 2012, STRAT TECHN IFOST 20 Verbert K., 2012, LEARNING TECHNOLOGIE, V5 Zemirline N., 2012, LEARNING TECHNOLOGIE, V5 NR 11 TC 0 Z9 0 U1 1 U2 1 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 2 BP 35 EP 42 DI 10.3991/ijet.v11i02.5030 PG 8 WC Education & Educational Research SC Education & Educational Research GA DL1GK UT WOS:000375380400005 ER PT J AU Al-Mashaqbeh, IF AF Al-Mashaqbeh, Ibtesam Fares TI IPad in Elementary School Math Learning Setting SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE math; tablet; e-textbook; e-learning; education; educational technology ID STUDENT PERCEPTIONS; TABLET PC AB The aim of this study was to investigate the difference between the effect of using traditional teaching instruction and using iPad to teach math for first grade students. This study was conducted in one private elementary school in Jordan. The study used a quasi-experimental control design. Students have access to a few math software and websites that was downloaded to improve their math skills. Every student in the experimental group will have a personal iPad to be used during their math class period. Both groups will be given a pre-test and a post-test to measure their achievements in math. The motive for this research was encouraging teachers and students to use iPad for educational purpose instead of use it most of the time for fun and games. it a helpful tool to be used as part of the mathematic learning process. Also, there are many software and internet sites that can be downloading in the iPadt to improve students' math skills. C1 [Al-Mashaqbeh, Ibtesam Fares] Al Al Bayt Univ AABU, Dept Comp Sci, Fac Informat Technol, Mafraq, Jordan. RP Al-Mashaqbeh, IF (reprint author), Al Al Bayt Univ AABU, Dept Comp Sci, Fac Informat Technol, Mafraq, Jordan. EM ibtesamirbid@yahoo.com CR Aksu H. H., 2014, TURKISH ONLINE J ED, V13, P47 Alberta Education Cataloguing In Publication Data, 2012, IPADS WHAT ARE WE LE Anderson L. W., 2001, TAXONOMY LEARNING TE Arslan B, 2003, TURKISH ONLINE J ED, V2, P67 Banister S., 2010, COMPUTERS SCH, V27, P121, DOI DOI 10.1080/07380561003801590 [Anonymous], 2010, IPADS CLASSR [Anonymous], 1984, TAXONOMY ED OBJECTIV Bokhove Christian, 2010, International Journal of Computers for Mathematical Learning, V15, DOI 10.1007/s10758-010-9162-x Cayton-Hodges G. A., 2013, IPAD TASK DESIGN ELE Choate J, 2014, AUSTRALAS J EDUC TEC, V30, P167 Churchill Daniel, 2012, INT J INFORM ED TECH, V2, P251, DOI DOI 10.7763/IJIET.2012.V2.122 Ciampa Katia, 2013, Computers in the Schools, V30, DOI 10.1080/07380569.2013.846716 Dalrymple J., 2012, THE LOOP MAGAZINE Derting TL, 2008, J CHEM EDUC, V85, P1638 Dutta S., 2012, GLOBAL INFORM TECHNO Fister K. R., 2008, INT J MATH ED SCI TE, V39, P285, DOI DOI 10.1080/00207390701690303 Heick T., 2012, 40 IPAD APPS SCI CAT Herlihy D., 2011, SPECIAL ED TECHNOLOG, V13, P15 Hutchison A, 2012, READ TEACH, V66, P15, DOI 10.1002/TRTR.01090 Karsenti T., 2013, IPAD ED USES BENEFIT Kinash S, 2012, AUSTRALAS J EDUC TEC, V28, P639 King I., 2013, MICROSOFT SURFACE TA Mills KA, 2011, READ TEACH, V65, P80 Nash L, 2012, SCAN, V31, P6 Pope S., 2010, IPAD WI FI 3G MODELS Riddell R., 2013, ED DIVS Sachs L., 2012, P SOC INF TECHN TEAC, P3054 Shorser L., 1999, BLOOMS TAXONOMY INTE Sullivan R. M., 2013, COLL TEACHING, V61, P1, DOI [10.1080/87567555.2012.7003395.2012.700339, DOI 10.1080/87567555.2012.700339] Teach with your ipads, 2014, BLOOMS TAX APPS Warschauer M., 2011, ED TECHNILOGY DEBATE Wells J., 2006, INTERNET ACCESS US P NR 32 TC 0 Z9 0 U1 6 U2 7 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 2 BP 48 EP 52 DI 10.3991/ijet.v11i02.5053 PG 5 WC Education & Educational Research SC Education & Educational Research GA DL1GK UT WOS:000375380400007 ER PT J AU Banyen, W Viriyavejakul, C Ratanaolarn, T AF Banyen, W. Viriyavejakul, C. Ratanaolarn, T. TI A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE educational technology; Edmodo; information literacy; self-directed learning; social learning network AB Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and; 3) compare learning achievements and information literacy between student groups using the blended learning method and traditional learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-to-face methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from traditional learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently. C1 [Banyen, W.; Viriyavejakul, C.; Ratanaolarn, T.] KMITL, Bangkok, Thailand. RP Banyen, W (reprint author), KMITL, Bangkok, Thailand. CR Baskerville R., 2006, Knowledge Management Research & Practice, V4, P83, DOI 10.1057/palgrave.kmrp.8500090 Borg N., 2008, EDMODO OUR STORY Carman M.J., 2005, BLENDED LEARNING DES Chew E., 2009, THESIS U GLAMORGAN M Chong S.C., 2005, THESIS MULTIMEDIA U Echo360, 2012, BLEND LEARN TECHN CO, P8 Garner SD, 2005, HIGH LEV C INF LIT L Gasser U., YOUTH DIGITAL MEDIA Media and Information Literacy for Knowledge Societies, 2013, INT C MED INF LIT KN Jereissa T., 2012, CHILDREN ICTS BRAZIL, P307 Johnson K., 2006, ANAL EFF BLENDED LEA Killeen PR, 2005, PSYCHOL SCI, V16, P345, DOI 10.1111/j.0956-7976.2005.01538.x Knowles M. S., 1975, SELF DIRECTED LEARNI Lambda Wilks', 2000, J CLIN NURS, V9, P369 Nielsen, 2014, MOB MILL 85 GEN Y OW Rossett A., 2002, BEST PRACTICES STRAT Siam Commercial Bank Economic Intelligence Center, 2015, MARK GEN Y THAIL UNESCO, 2011, MED INF LIT IND [Anonymous], 2014, MILLENNIALS BREAKING NR 19 TC 0 Z9 0 U1 8 U2 8 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 4 BP 48 EP 55 DI 10.3991/ijet.v11i04.5325 PG 8 WC Education & Educational Research SC Education & Educational Research GA DL1IC UT WOS:000375384800008 ER PT J AU Isiaka, RM Omidiora, EO Olabiyisi, SO Okediran, OO AF Isiaka, R. M. Omidiora, E. O. Olabiyisi, S. O. Okediran, O. O. TI An Enhanced Learning Technology System Architecture for Web-Based Instructional Design SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-learning Standards; Instructional Model Design; Learning Management Systems (LMS); IEEEL-TSA AB Instructional design (ID) models are proven prescriptive techniques for qualitative lessons that could guarantee learning. Existing Learning Management Systems (LMS) miss-out the roles of this important quality control mechanism by providing a mere plane and passive platform for content authoring, thus becomes vulnerable for poor instructional design. This paper demonstrates an effort to ameliorate this limitation by extending the IEEE Learning Technology System Architecture (LTSA) with ID design processes. The Use Case diagram, Activities diagram and Entity Relation diagram for the extended LTSA are presented. The extended architecture was implemented on Moodle open sourced LMS which was extended and hosted live. Students' impressions on the functionalities and operational effects of the platform were collated using online survey. The academic effects of the platform on the students' performance were determined using the class mean. The value obtained was compared with that of the control group in the same session and those from the previous sessions. Consequently, this work demonstrates the feasibility of integrating ID models in E-learning. It also justifies its effects on the quality of learning. C1 [Isiaka, R. M.] Kwara State Univ, Dept Comp Lib & Informat Sci, Ilorin, Nigeria. [Omidiora, E. O.] Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Comp Engn, Ogbomosho, Nigeria. [Olabiyisi, S. O.] Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Comp Sci, Ogbomosho, Nigeria. [Okediran, O. O.] Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Ogbomosho, Nigeria. RP Isiaka, RM (reprint author), Kwara State Univ, Dept Comp Lib & Informat Sci, Ilorin, Nigeria.; Omidiora, EO (reprint author), Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Comp Engn, Ogbomosho, Nigeria.; Olabiyisi, SO (reprint author), Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Comp Sci, Ogbomosho, Nigeria.; Okediran, OO (reprint author), Ladoke Akintola Univ Technol, Dept Comp Sci & Engn, Ogbomosho, Nigeria. EM abdulrafiu.isiaka@kwasu.edu.ng; eoomidiora@lautech.edu.ng; soolabiyisi@lautech.edu.ng; oookedi-ran@lautech.edu.ng CR Blanco A., 2013, 2013 IEEE GLOB ENG E, P1255 Isiaka R. M., 2014, INT J APPL INFORM SY, V7 ISO, 2004, MAG DEM TOUR ISO 900 Mawardi M., 2014, J ED PRACTICE ONLINE, V5, P131 Merrill M., 1999, EDUC TECHNOL, V36, P5 Miguel A. S., 2011, COMPUTER HUMAN BEHAV, V27, P1389 Reigeluth C. M., 1999, NEW PARADIGM INSTRUC, V2 Reiser R. A., 2012, TRENDS ISSUES INSTRU Reiser R. A., 2007, TRENDS ISSUES INSTRU Winterstein T., 2007, 402 GETTING STARTED Zhang D., 2006, P WORLD C ED MULT TE, P880 NR 11 TC 0 Z9 0 U1 2 U2 2 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 1 BP 57 EP 61 DI 10.3991/ijet.v11i01.4930 PG 5 WC Education & Educational Research SC Education & Educational Research GA DL1GD UT WOS:000375379600009 ER PT J AU Lin, YC Chung, P Yeh, RC Chen, YC AF Lin, Y. C. Chung, P. Yeh, R. C. Chen, Y. C. TI An Empirical Study of College Students' Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE expectation confirmation theory; learning satisfaction; English as foreign language; blended e-learning ID TECHNOLOGY; ACCEPTANCE; MODEL AB Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model. The model examines the impacts of the critical antecedents on college students' English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey on 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfied with the model and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students' learning satisfaction and facilitate their continuance intention to stick with a BEL environment. C1 [Lin, Y. C.; Chung, P.; Yeh, R. C.] Meiho Univ, Pingtung, Taiwan. [Chen, Y. C.] Natl Taitung Univ, Informat Management, Taitung 95092, Taiwan. RP Chen, YC (reprint author), Natl Taitung Univ, Informat Management, Taitung 95092, Taiwan. EM x00003179@meiho.edu.tw; yc_bear@nttu.edu.tw CR Bhattacherjee A, 2001, MIS QUART, V25, P351, DOI 10.2307/3250921 Calisir F, 2014, HUM FACTOR ERGON MAN, V24, P515, DOI 10.1002/hfm.20548 Chen Y., 2013, TURKISH ONLINE J ED, V12, P111 Chen YC, 2014, COMPUT HUM BEHAV, V31, P159, DOI 10.1016/j.chb.2013.10.040 Chin WW, 1998, MIS QUART, V22, pVII Freeman H., 2013, VIRTUAL U INTERNET R Golonka EM, 2014, COMPUT ASSIST LANG L, V27, P70, DOI 10.1080/09588221.2012.700315 Hair J. F., 2013, PRIMER PARTIAL LEAST Hossain M. A., 2012, INFORM SYSTEMS THEOR, P441 Levy M., 2013, CALL DIMENSIONS OPTI Lu HP, 2010, ONLINE INFORM REV, V34, P21, DOI 10.1108/14684521011024100 Ringle C. M., 2005, SMARTPLS 2 0 M3 BETA Roy D, 2014, COMPUT ASSIST LANG L, V27, P395, DOI 10.1080/09588221.2012.751549 Schmid EC, 2008, COMPUT EDUC, V51, P1553, DOI 10.1016/j.compedu.2008.02.005 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Sykes J M, 2013, CALICO J, V25, P528 Terzis V, 2013, COMPUT EDUC, V62, P50, DOI 10.1016/j.compedu.2012.10.018 Wu JH, 2010, COMPUT EDUC, V55, P155, DOI 10.1016/j.compedu.2009.12.012 NR 18 TC 0 Z9 0 U1 7 U2 7 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 2 BP 63 EP 66 DI 10.3991/ijet.v11i02.5078 PG 4 WC Education & Educational Research SC Education & Educational Research GA DL1GK UT WOS:000375380400010 ER PT J AU Jugo, I Kovacic, B Slavuj, V AF Jugo, I. Kovacic, B. Slavuj, V. TI Increasing the Adaptivity of an Intelligent Tutoring System with Educational Data Mining: A System Overview SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE e-learning; intelligent tutoring systems; educational data mining; adaptive e-learning ID CLUSTER-ANALYSIS; VALIDATION AB Intelligent Tutoring Systems (ITSs) are inherently adaptive e-learning systems usually created for teaching well-defined domains (e.g., mathematics). Their objective is to guide the student towards a predefined goal such as completing a lesson, task, or mastering a skill. Defining goals and guiding students is more complex in ill-defined domains where the expert defines the model of the knowledge domain or the students have freedom to follow their own path through it. In this paper we present an overview of our system's architecture that integrates the ITS with data mining tools and performs a number of educational data mining processes to increase the adaptivity and, consequently, the efficiency of the ITS. C1 [Jugo, I.; Kovacic, B.; Slavuj, V.] Univ Rijeka, Dept Informat, Rijeka, Croatia. RP Jugo, I; Kovacic, B; Slavuj, V (reprint author), Univ Rijeka, Dept Informat, Rijeka, Croatia. EM ijugo@inf.uniri.hr; bkovacic@inf.uniri.hr; vslavuj@inf.uniri.hr CR Fournier-Viger Philippe, 2012, Intelligent Tutoring Systems. Proceedings 11th International Conference (ITS 2012), DOI 10.1007/978-3-642-30950-2_29 Fournier-Viger P, 2014, J MACH LEARN RES, V15, P3389 Gordon A.D., 1999, CLASSIFICATION Hall M., 2009, SIGKDD EXPLORATIONS, V11 Jugo I., 2013, P INF TECHN INF SOC Jugo I., 2015, POMORSTVO J MARITIME, V29, P80 Kaufman L., 1990, FINDING GROUPS DATA Kinnebrew J.S., 2013, J ED DATA MINING, V5, P190 Kovacic B., 2003, EUROCON IEEE REGION, V1, P224 Lynch C., 2006, P WORKSH INT TUT SYS, P1 MILLIGAN GW, 1989, J CLASSIF, V6, P53, DOI 10.1007/BF01908588 Romero C., 2013, 7 INT C ED DAT MIN L Romero C, 2007, LECT NOTES COMPUT SC, V4753, P292 ROUSSEEUW PJ, 1987, J COMPUT APPL MATH, V20, P53, DOI 10.1016/0377-0427(87)90125-7 Tibshirani R, 2001, J ROY STAT SOC B, V63, P411, DOI 10.1111/1467-9868.00293 NR 15 TC 0 Z9 0 U1 3 U2 3 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 3 BP 67 EP 70 DI 10.3991/ijet.v11i03.5103 PG 4 WC Education & Educational Research SC Education & Educational Research GA DL1HV UT WOS:000375384100011 ER PT J AU Karajeh, W Hamtini, T Hamdi, M AF Karajeh, Wesam Hamtini, Thair Hamdi, Meysun TI Designing and Implementing an Effective Courseware for the Enhancement of e-Learning SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE e-Learning; Courseware; Multimedia principles; Students' achievement AB The objective of this study is to determine the effect of applying the cognitive theory of multimedia learning in an e-learning environment. Three versions of a course on how to master skills in Adobe Photoshop were designed and given to a sample of (60) students to test their effectiveness. This research sample was divided into three groups. The first was an experimental group that studied the subject through Course Facilitated Multimedia Principles (CFMP), like the multimedia principle, the modality principle and the contiguity principle. The second experimental group studied the subject through Course Not-Facilitated Multimedia Principles (CNFMP), which did not apply the multimedia principle. The last group is a control group that studied the subject through traditional methods. Learning outcomes were determined by achievement test. Differences between pre and post-test scores were analyzed. The results show that the students in the first experimental group had improved their academic achievement by 53.70%, while the students in the second experimental group improved by 45.80%. Finally, the students in the control group had improved their achievement only by 30.5%. The findings affirm that CFMP has more effect on student achievement than the traditional way or the CNFMP. This is an indication that the application of the multimedia principles has improved the students' ability to comprehend, and achieved higher levels in learning. We recommend that educators should continuously examine the effectiveness of their pedagogical strategies and smartly apply technologies to enhance student's learning. C1 [Karajeh, Wesam] Univ Jordan, Minist Educ, Dept Comp Informat Syst, Amman 11942, Jordan. [Hamtini, Thair] Univ Jordan, Comp Informat Syst Dept, Amman 11942, Jordan. [Hamdi, Meysun] Univ Jordan, Informat Syst, Amman 11942, Jordan. RP Karajeh, W (reprint author), Univ Jordan, Minist Educ, Dept Comp Informat Syst, Amman 11942, Jordan.; Hamtini, T (reprint author), Univ Jordan, Comp Informat Syst Dept, Amman 11942, Jordan.; Hamdi, M (reprint author), Univ Jordan, Informat Syst, Amman 11942, Jordan. EM wesam_karajeh@yahoo.com; thamtini@ju.edu.jo; maisoonhamdi@gmail.com CR Adulseranee R., 2007, E LEARN 2007 WORLD C Brouwer Niels, 2007, Journal of Technology and Teacher Education, V15 Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Fox K. D., 2010, INVESTIGATING IMPACT Kiboss J. K., 2011, CREATIVE ED, V2, P244 Kingsley Karla V, 2008, Journal of Research on Technology in Education, V41 [Anonymous], 2013, INFORM CREATIVE MULT, DOI DOI 10.1109/ICICM.2013.57 Lockard J., 2003, COMPUTERS 21 CENTURY Lowry R., 2014, CONCEPTS APPL INFERE Malik I. Z., 2011, EFFECTS MULTIMEDIA B Mayer RE, 2003, LEARN INSTR, V13, P125, DOI 10.1016/S0959-4752(02)00016-6 Nie S., 2011, INFORM MANAGE, V1, P453, DOI DOI 10.1109/ICIII.2011.115 Phelan C., 2013, EXPLORING RELIABILIT Sears R. B., 2012, EVALUATING EFFECTIVE Thompson A. D., 2005, Journal of Research on Technology in Education, V37 NR 15 TC 0 Z9 0 U1 0 U2 0 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 4 BP 70 EP 76 DI 10.3991/ijet.v11i04.5384 PG 7 WC Education & Educational Research SC Education & Educational Research GA DL1IC UT WOS:000375384800011 ER PT J AU Shi, X AF Shi, Xue TI A Comparative Study of E-learning Platform in Reading and Translating Course for Engineering Students SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE e-learning; e-course; Moodle; higher education AB Web-based learning environments are being more widely used in higher education to support face to face teaching activities. Universities in Europe, the United States, and other developed countries extensively use e-learning platforms; however, this is still in the trial stage in Chinese universities and educational institutions. Moodle has been considered as an interactive e-learning tool to motivate students and involve them in resolving both individual and collaborative tasks. In order to improve class attendance and homework assignments submission, an e-course was developed via Moodle and proved to be a positive teaching/learning experience. Following this study, a series of conclusions can be drawn concerning its benefits in terms of stimulating students' interest in homework tasks and increasing their frequency of interaction with teachers and among colleagues. C1 [Shi, Xue] Luoyang Inst Sci & Technol, Sch Foreign Languages, Luoyang 471023, Peoples R China. RP Shi, X (reprint author), Luoyang Inst Sci & Technol, Sch Foreign Languages, Luoyang 471023, Peoples R China. EM xuewonder@aliyun.com CR Benta D., 2011, J INFORM SYSTEMS OPE, V5, P31 Benta D., 2014, PROCEDIA COMPUTER SC, V27, P1170 Benta D., 2015, PROCEDIA COMPUTER SC, V77, P1366 Bullough R. V., 2001, ED RES, V30, P13, DOI [10.3102/0013189x030003013, DOI 10.3102/0013189X030003013] Carless D., 2002, ELT J, V56, P389, DOI DOI 10.1093/ELT/56.4.389 Carmen G., 2014, PROCEDIA SOCIAL BEHA, V215, P426 Gadzhanov S., 2014, WORLD T ENG TECHNOLO, V12, P380 Guo J., 2015, GUIDE SCI ED, V36, P89 Koehn P., 2009, MACHINE TRANSLATION, V23, P241, DOI DOI 10.1007/S10590-010-9076-3 M. Virtual, 2007, M VIRTUAL LEARNING E, P4 Wang S. C., 2014, ASIA PACIFIC ED, V21, P212 Wei J., 2015, J YUNAN AGR U, V12, P108 Werbach K., 2000, CLICKS MORTAR MEETS, V18, P1 Xiaoqing Q., 2004, QUANTITATIVE DATA AN Zhu L. Y., 2015, J QIQIHAR JUNIOR TEA, V12, P129 NR 15 TC 0 Z9 0 U1 2 U2 2 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 4 BP 120 EP 125 DI 10.3991/ijet.v11i04.5551 PG 6 WC Education & Educational Research SC Education & Educational Research GA DL1IC UT WOS:000375384800018 ER PT J AU Al-Marzouqi, AH Ahmed, WK AF Al-Marzouqi, Ali H. Ahmed, Waleed K. TI Experimenting E-Learning for Postgraduate Courses SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-learning; video; project; chemical; postgraduate ID HIGHER-EDUCATION AB E-learning pedagogy is one of the most recent methods used by instructors at the undergraduate level at the colleges worldwide. Students benefit from e-learning instruction by having a better grasp of information. In the present work, e-learning was used in a postgraduate course in the College of Engineering at UAE University to motivate students in educational materials required for Chemical Engineering Department. The initiative started after a successful experience in an undergraduate course. Therefore, the present research was done as an attempt to replicate the study and test it for postgraduate courses. All students were asked to submit assignments in the shape of e-learning to produce educational materials on different course topics. The collected and analyzed feedbacks showed that students have interesting ideas and approaches to reach the desired target. This experience revealed positive response as well as the potential to many promising aspects that can be used in the future to develop similar assignments for the enhancement of student's knowledge. C1 [Al-Marzouqi, Ali H.] United Arab Emirates Univ, Coll Engn, Chem & Petr Engn Dept, Al Ain, U Arab Emirates. [Ahmed, Waleed K.] United Arab Emirates Univ, Engn Requirements Unit, Al Ain, U Arab Emirates. RP Al-Marzouqi, AH (reprint author), United Arab Emirates Univ, Coll Engn, Chem & Petr Engn Dept, Al Ain, U Arab Emirates. RI Ahmed, Waleed/H-1400-2013 OI Ahmed, Waleed/0000-0002-8294-0981 CR Abulencia J. P., 2013, 120 ASEE ANN C EXP A Ahmed W.K., 2015, INT J TECHNOLOGY ENH, V7 Ahmed W. K., 2013, INT J EMERGING TECHN, V8 Abdullah Alghamdi A.A., 2015, COMPUT HUM BEHAV, V51, P852 Azeiteiro UM, 2015, J CLEAN PROD, V106, P308, DOI 10.1016/j.jclepro.2014.11.056 Banday MT, 2014, PROCD SOC BEHV, V123, P406, DOI 10.1016/j.sbspro.2014.01.1439 Baumann-Birkbeck L., 2015, CURRENTS PHARM TEACH, V7, P106 Chao KM, 2015, FUTURE GENER COMP SY, V48, P46, DOI 10.1016/j.future.2014.10.033 Falconer J.L., 2012, CHEM ENG EDUC, V46, P58 Fowler L., 2001, Computer Science Education, V11, P261, DOI 10.1076/csed.11.3.261.3835 Green K.R., 2001, J ENG EDUC, V101, P717 Liberatore M.W., 2010, CHEM ENG ED, V44 Lopez-Yanez I, 2015, COMPUT HUM BEHAV, V51, P938, DOI 10.1016/j.chb.2014.11.055 Martin-Gutierrez J, 2015, COMPUT HUM BEHAV, V51, P752, DOI 10.1016/j.chb.2014.11.093 Moron-Garcia S., 2002, P INT C COMP ED ICCE Rodriguez M., 2015, PROCEDIA SOCIAL BEHA, V174, P2920 Shahzad A, 2012, PROCD SOC BEHV, V46, P3056, DOI 10.1016/j.sbspro.2012.06.009 Simo A, 2015, PROCD SOC BEHV, V191, P605, DOI 10.1016/j.sbspro.2015.04.342 NR 18 TC 0 Z9 0 U1 1 U2 1 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 4 BP 126 EP 130 DI 10.3991/ijet.v11i04.5559 PG 5 WC Education & Educational Research SC Education & Educational Research GA DL1IC UT WOS:000375384800019 ER PT J AU Didenko, AV Aksenova, NV Loginova, AV AF Didenko, A. V. Aksenova, N. V. Loginova, A. V. TI The Choice of Effective Methods and Approaches to the Design of an Online Course SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-Learning; blended learning; process cards; Bloom's Taxonomy; methodological principles AB The main purpose of this work is to show the importance of using process cards and Bloom' Taxonomy that allow to raise efficiency of on-line courses. It analyses existing on-line courses and demand of such courses in its dynamics. Application of process cards and Bloom's Taxonomy will encourage good design practice in projecting and implementing on-line courses thus improving educational results retention rate. C1 [Didenko, A. V.; Aksenova, N. V.; Loginova, A. V.] Natl Res Tomsk Polytech Univ, Tomsk, Russia. RP Didenko, AV (reprint author), Natl Res Tomsk Polytech Univ, Tomsk, Russia. CR Aksenova N. V., 2015, PROFESSIONAL ED RUSS, V1, P91 Aksenova N. V., 2015, INTED 2015 9 INT TEC, P3193 Golysheva M. V., 2011, PHILOLOGY SCI QUESTI, V4, P46 Ho A. D., 2015, HARVARDX MITX 2 YEAR Gilbert N., 2002, DELIVERING DIGITALLY, P58 Krasnova T, 2015, PROCD SOC BEHV, V166, P399, DOI 10.1016/j.sbspro.2014.12.543 Stacey E., 2008, SUCCESS FACTORS BLEN Tomlinson B., 2013, BLENDED LEARNING ENG, P252 NR 8 TC 0 Z9 0 U1 2 U2 2 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 4 BP 150 EP 152 DI 10.3991/ijet.v11i04.5270 PG 3 WC Education & Educational Research SC Education & Educational Research GA DL1IC UT WOS:000375384800022 ER PT J AU Sanchez, MRF Diaz, MJS AF Fernandez Sanchez, Maria Rosa Sosa Diaz, Maria Jose TI Citizenship Education from the Social e-Learning Perspective. Confluence of Formal and non-Formal Contexts SO FORO DE EDUCACION LA Spanish DT Article DE Information and Communication Technology; participation; citizenship; e-Learning; MOOC; community of practice AB In this paper we present two case studies based on two online training activities that have contributed to citizenship education, development. This activities have developed skills to empowerment and social advancement in Community of Practice for social and cultural development of a Roma women group. Moreover, we present an educational pilot project about MOOC on "Entrepreneurial Training" for increase entrepreneurship and cultural openness in the population within the International Development Cooperation's framework. We propose two educational models for citizenship education based on active methodologies, collaborative use of ICT and dialogic learning. We found helped to train and empower people, promoting equal opportunities and social participation. So the acquisition and appropriation of knowledge, skills and competences developed in the different context have been very important in the development their communities and their environment. C1 [Fernandez Sanchez, Maria Rosa; Sosa Diaz, Maria Jose] Univ Extremadura, E-06071 Badajoz, Spain. RP Sanchez, MRF (reprint author), Univ Extremadura, E-06071 Badajoz, Spain. EM rofersan@unex.es; mjosesosa@unex.es CR Aubert A., 2008, APRENDIZAJE DIALOGIC Blumschein P., 2007, E LEARNING FORMACION Castano C., 2013, ENSENAR APRENDER ENT CONOLE G., 2013, CAMPUS VIRTUALES, V2, P16 Dick W., 1996, SYSTEMATIC DESIGN IN Prendes Espinosa M. P., 2014, REV INTERUNIVERSITAR, V79, P29 Fernandez M. R., 2012, THESIS U SALAMANCA [Anonymous], 2005, E LEARNING SIGLO 21 Georgiadou K, 2008, LECT NOTES ARTIF INT, V5288, P460, DOI 10.1007/978-3-540-87781-3_50 Gurumurthy A., 2004, BRIDGING DIGITAL GEN Huyer S., 2005, C WOMEN ICT Reigeluth CM, 1992, INSTRUCTIONAL DESIGN Llorent-Bedmar V, 2012, PROCD SOC BEHV, V46, P3119, DOI 10.1016/j.sbspro.2012.06.022 Luque M., 2004, RUSC REV U SOC CONOC, V1 Martin O., 2013, CAMPUS VIRTUALES, V2, P124 McAuley A., 2010, MOOC MODEL DIGITAL P Niegemann H., 2002, INTRUCTIONAL DESIGN Pena I., 2003, DOCUMENTACION SOCIAL, V219, P187 Planella J., 2004, REV U SOC CONOCIMIEN, V1, P7 Gutierrez MP, 2015, EDUC XX1, V18, P259, DOI 10.5944/educXX1.18.1.12332 Reig D., 2012, REV TELOS CUADERNOS, P1 Fernandez MR, 2014, COMUNICAR, P97, DOI 10.3916/C42-2014-09 Saorin T., 2014, ANUARIO THINKEPI, V8, P342 Sosa M.J., 2014, INT J ED RES INNOVAT, V1, P1 Stevens V, 2013, TESL EJ, V16, P1 Strickland A. W., 2006, ADDIE Valverde J., 2011, ACT 1 S INT BUEN PRA, P9 Valverde J., 2014, PROFESORADO REV CURR, V18, P93 Vzquez E., 2013, EXPANSION CONOCIMIEN Vazquez-Cano E., 2014, REV CAMPUS VIRTUALES, V18, P3 Wahrhaftig R., 2004, RUSC REV U SOC CONOC, V1 Zapata-Ros M., 2013, DISENO INSTRUCCIONAL NR 32 TC 0 Z9 0 U1 7 U2 7 PU FAHRENHOUSE PI SALAMANCA PA C VALLE INCLAN 31, CABRERIZOS, SALAMANCA, 37193, SPAIN SN 1698-7799 EI 1698-7802 J9 FORO EDUC JI Foro Educ. PD JAN-JUN PY 2016 VL 14 IS 20 BP 253 EP 281 PG 29 WC Education & Educational Research SC Education & Educational Research GA DI1RV UT WOS:000373274300013 ER PT J AU Troussas, C Espinosa, KJ Virvou, M AF Troussas, Christos Espinosa, Kurt Junshean Virvou, Maria TI Affect Recognition through Facebook for Effective Group Profiling Towards Personalized Instruction SO INFORMATICS IN EDUCATION LA English DT Article DE affect recognition; facebook; intelligent tutoring systems; rocchio classifier; user classification AB Social networks are progressively being considered as an intense thought for learning. Particularly in the research area of Intelligent Tutoring Systems, they can create intuitive, versatile and customized e-learning systems which can advance the learning process by revealing the capacities and shortcomings of every learner and by customizing the correspondence by group profiling. In this paper, the primary idea is the affect recognition as an estimation of the group profiling process, given that the fact of knowing how individuals feel about specific points can be viewed as imperative for the improvement of the tutoring process. As a testbed for our research, we have built up a prototype system for recognizing the emotions of Facebook users. Users' emotions can be neutral, positive or negative. A feeling is frequently presented in unpretentious or complex ways in a status. On top of that, data assembled from Facebook regularly contain a considerable measure of noise. Indeed, the task of automatic affect recognition in online texts turns out to be more troublesome. Thus, a probabilistic approach of Rocchio classifier is utilized so that the learning process is assisted. Conclusively, the conducted experiments confirmed the usefulness of the described approach. C1 [Troussas, Christos; Virvou, Maria] Univ Piraeus, Dept Informat, Piraeus, Greece. [Espinosa, Kurt Junshean] Univ Philippines, Dept Comp Sci, Cebu, Philippines. RP Troussas, C; Virvou, M (reprint author), Univ Piraeus, Dept Informat, Piraeus, Greece.; Espinosa, KJ (reprint author), Univ Philippines, Dept Comp Sci, Cebu, Philippines. EM ctrouss@unipi.gr; kpespinosa@up.edu.ph; mvirvou@unipi.gr CR Agarwal A., 2011, LSM 11, P30 Barbosa L., 2010, INT C COMP LING, V23, P36 Basile TMA, 2011, COMM COM INF SC, V249, P38 Boiy E., 2007, ON LINE TEXT, P349 Darling-Hammond L., 2003, FEELINGS COUNT EMOTI, P89 Friaz-Martinez E., 2007, USER MODELLING USER, V13, P305 Gamon M., 2004, INT C COMP LING, V20, P841 Go A., 2009, CS224N, V1 Godbole N., 2007, P INT C WEBL SOC MED, V7, P1 Joachims T, 1997, P 14 INT C MACH LEAR, P143 Licchelli O, 2004, LECT NOTES COMPUT SC, V3029, P935 Mullen T., 2004, P C EMP METH NAT LAN, P412 Nino A, 2009, RECALL, V21, P241, DOI 10.1017/S0958344009000172 Nundy S., 1996, HDB ED HUMAN DEV NEW, P257 [Anonymous], 2010, LREC 2010 7 INT C Palubinskas G, 1998, INT C PATT RECOG, P1816, DOI 10.1109/ICPR.1998.712082 Pang B., 2004, ANN M ASS COMP LING, V42, P271, DOI DOI 10.3115/1218955.1218990 Shi Y., 2012, P INT C MACH LEARN, P1079 Troussas Christos, 2014, Informatics in Education, V13, DOI 10.15388/infedu.2014.08 Troussas C., 2015, INTELLIGENT INTERACT, V36, P35 Troussas C., 2013, International Journal of Emerging Technologies in Learning, V8, DOI 10.3991/ijet.v8i6.3235 Troussas C, 2013, FRONT ARTIF INTEL AP, V254, P80, DOI 10.3233/978-1-61499-262-2-80 Vinh NX, 2010, J MACH LEARN RES, V11, P2837 Wilson TS, 2005, PHIL EDUC, P347, DOI 10.3115/1220575.1220619 NR 24 TC 0 Z9 0 U1 3 U2 3 PU VILNIUS UNIV, INST MATHEMATICS & INFORMATICS PI VILNIUS PA AKADEMIJOS 4, VILNIUS, 08663, LITHUANIA SN 1648-5831 EI 2335-8971 J9 INFORM EDUC JI Inform. Educ. PY 2016 VL 15 IS 1 BP 147 EP 161 PG 15 WC Education & Educational Research SC Education & Educational Research GA DI9EO UT WOS:000373805100008 ER PT J AU Khasawneh, R Simonsen, K Snowden, J Higgins, J Beck, G AF Khasawneh, Rima Simonsen, Kari Snowden, Jessica Higgins, Joy Beck, Gary TI The effectiveness of e-learning in pediatric medical student education SO MEDICAL EDUCATION ONLINE LA English DT Article DE e-Learning; medical education; medical students; pediatrics ID ONLINE AB Background: Electronic learning allows individualized education and may improve student performance. This study assessed the impact of e-modules about infection control and congenital infections on medical knowledge. Methods: A descriptive study was conducted involving third-year medical students on pediatric clerkship. e-Module content in three different formats was developed: a text monograph, a PowerPoint presentation, and a narrated PowerPoint lecture. Students' use of the e-modules was tracked, as was participation in the infectious disease rotation and the order of pediatric rotation. Pre- and posttests specific to the e-module content and National Board of Medical Examiners (NBME) pediatric exam scores were recorded. Results: Among 67 participants, 63% of them visited at least one e-module. Neither accessing any e-modules, timing of pediatric clerkship, nor assignment to ID rotation resulted in improved posttest nor NBME scores. Seventy percent of students rated the e-modules as satisfactory and reported usage improved their confidence with the congenital infections topic. Discussion: e-Modules did not improve student performance on NBME or posttest; however, they were perceived as satisfactory and to have improved confidence among those who used them. This study underscores the importance of formally evaluating electronic and other innovative curricula when implemented within existing medical education frameworks. C1 [Khasawneh, Rima; Simonsen, Kari; Snowden, Jessica; Higgins, Joy; Beck, Gary] Univ Nebraska Med Ctr, Dept Pediat, Omaha, NE USA. [Simonsen, Kari; Snowden, Jessica] Childrens Hosp, Omaha, NE USA. [Beck, Gary] Univ Nebraska Med Ctr, Off Med Educ, Omaha, NE USA. RP Khasawneh, R (reprint author), Univ Nebraska Med Ctr, 982162 Nebraska Med Ctr, Omaha, NE 68198 USA. EM rima.khasawneh@unmc.edu CR Beale EG, 2014, ANAT SCI EDUC, V7, P234, DOI 10.1002/ase.1396 Bye AME, 2009, J PAEDIATR CHILD H, V45, P727, DOI 10.1111/j.1440-1754.2009.01602.x Aleman JLF, 2011, NURS EDUC TODAY, V31, P866, DOI 10.1016/j.nedt.2010.12.026 Holland Neil R, 2014, Perspect Med Educ, V3, P41, DOI 10.1007/s40037-013-0097-5 Lyke J, 2013, J INSTRUCT PSYCHOL, V39, P245 Mancini ME, 2015, J PROF NURS, V31, P71, DOI 10.1016/j.profnurs.2014.05.008 May Larissa, 2009, American Journal of Distance Education, V23, DOI 10.1080/08923640903332120 McCann AL, 2010, J DENT EDUC, V74, P65 McGready J, 2013, PREV MED, V56, P142, DOI 10.1016/j.ypmed.2012.11.020 Dae Shik K, 2012, J VISUAL IMPAIR BLIN, V106, P275 NR 10 TC 1 Z9 1 U1 6 U2 6 PU CO-ACTION PUBLISHING PI JARFALLA PA RIPVAGEN 7, JARFALLA, SE-175 64, SWEDEN SN 1087-2981 J9 MED EDUC ONLINE JI Med. Educ. Online PY 2016 VL 21 AR 29516 DI 10.3402/meo.v21.29516 PG 3 WC Education & Educational Research SC Education & Educational Research GA DF0IN UT WOS:000371022500001 PM 26869535 ER PT J AU Martinho, D Jorge, I AF Martinho, Domingos Jorge, Idalina TI The constraints of face-to-face higher education teachers about the adoption of online leaRNING SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Portuguese DT Article DE higher education; ICT; e-learning; teachers ID INSTRUCTOR; FACULTY AB Portuguese higher education institutions need to diversify their educational offer in order to adapt it to new audiences for which the forms of teaching and learning including online education are increasingly attractive. However there are few studies related to how teachers perceive the adoption of forms of teaching and learning that include online teaching. In this study, conducted by research by questionnaire in 11 Portuguese private higher education institutions, we sought to identify the constraints of higher education teachers regarding adoption of online learning. The results show that increasing the time they have to devote to teaching activities is the main constraint reported by teachers in relation to the adoption of online learning. Exploratory factor analysis identified six dimensions related to the constraints of teachers: increased academic work; institutional support; social recognition of online learning; staff availability and peer support; online interaction; problems related to copyright. Teachers experience little receptivity and a high prejudice towards online education, and, the most part, has reservations about the impact that it can have on their professional development. The creation of motivational strategies for the improvement of the technological and pedagogical skills can help teachers engage in forms of distribution that include online teaching. C1 [Martinho, Domingos] ISLA Santarem, P-2000241 Largo Candido Dos Reis, Santarem, Portugal. [Jorge, Idalina] Univ Lisbon, Inst Educ, P-1699 Lisbon, Portugal. RP Martinho, D (reprint author), ISLA Santarem, P-2000241 Largo Candido Dos Reis, Santarem, Portugal.; Jorge, I (reprint author), Univ Lisbon, Inst Educ, P-1699 Lisbon, Portugal. EM domingos.martinho@unisla.pt; iijorge@ie.ulisboa.pt CR Akroyd D., 2013, COMMUNITY COLL J RES, P185 Allen I. E., 2011, GOING DISTANCE ONLIN Alvarez I, 2009, EUR J TEACH EDUC, V32, P321, DOI 10.1080/02619760802624104 Anderson T., 2008, THEORY PRACTICE ONLI, P33 Appana S., 2008, INT J E LEARNING, V7, P5 Bolliger DU, 2009, DISTANCE EDUC, V30, P103, DOI 10.1080/01587910902845949 Bras P., 2013, AT 8 C IB SIST TECN, P225 Calvin J., 2010, Q REV DISTANCE ED, V11, P63 Cook RG, 2009, BRIT J EDUC TECHNOL, V40, P149, DOI 10.1111/j.1467-8535.2008.00845.x Fish W. W., 2009, Q REV DISTANCE ED, V10, P279 Foddy W., 1996, COMO PERGUNTAR TEORI Garrison DR, 2011, E-LEARNING IN THE 21ST CENTURY: A FRAMEWORK FOR RESEARCH AND PRACTICE, SECOND EDITION, P1 Goldsmith L., 2010, STUDENT PERCEPTION T Gomes M. J., 2011, AT 11 C INT GAL PORT, P2177 Herman J. H., 2013, INNOV HIGH ED, P397 Hill M, 2008, INVESTIGACAO QUESTIO Johnson R., 2013, INTERATIVE LEARNING Liaw SS, 2007, COMPUT EDUC, V49, P1066, DOI 10.1016/j.compedu.2006.01.001 Mallinson B., 2013, J ASYNCHRONOUS LEARN, V17, P63 Maroco J., 2011, ANALISE ESTATISTICA McCarthy S. A., 2009, ONLINE LEARNING STRA Meyer K, 2012, INNOVATIVE HIGHER ED, V37, P37, DOI DOI 10.1007/S10755-011-9183-Y Oncu S., 2010, COMPUT EDUC, P1098 Ouellett M., 2010, GUIDE FACULTY DEV, P3 Palloff R. M., 2011, EXCELLENT ONLINE INS Pestana M. H., 2008, ANALISE DADOS CIENCI Rienties B., 2013, TEACH TEACH EDUC, P122 Santilli S., 2005, Q REV DISTANCE ED, V6, P155 Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Tanner J. R., 2009, JORNAL INFORM SYSTEM, P29 Vord R. V., 2012, INT REV RES OPEN DIS, P132 Worley WL, 2009, IEEE T PROF COMMUN, V52, P138, DOI 10.1109/TPC.2009.2017990 NR 32 TC 0 Z9 0 U1 3 U2 3 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JAN PY 2016 VL 19 IS 1 BP 161 EP 182 DI 10.5944/ried.19.1.13996 PG 22 WC Education & Educational Research SC Education & Educational Research GA DE3QF UT WOS:000370544100009 ER PT J AU Tenorio, A Teles, AD Tenorio, T AF Tenorio, Andre dos Santos Teles, Aline Tenorio, Thais TI Survey of teaching competencies necessary for instructors of elearning SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Portuguese DT Article DE e-learning; pedagogical competencies; instructor; mediator AB The pedagogical competencies of instructor are related to methods, attitudes and procedures necessary to the teachinglearning process. Motivate learning, use a clear and friendly language, accept the heterogeneity of knowledge, stimulate critical capacity, evaluate the development and provide feedbacks of assignments are skills required in e-learning. Perceptions about pedagogical competencies of ten instructors of undergraduation or graduation degrees of Rio de Janeiro State (Brazil) institutions were investigated by a questionnaire. Subjects had pedagogical competencies as vital to instruction. Its improvement occurred with professional development, especially via short-term on-line courses. However, few could maintain a continuous degree. The most important pedagogical competence would be the ability to develop the critical skills of the students. However, instructors pointed out a better performance in motivate learning, get student empathy, use clear and friendly language and provide feedbacks of assignments. Interestingly, the most important competencies have been identified as more difficult to develop. Subjects indicated assessing learning correctly as the more difficult competence to apply. One reason would be the need to employ objective correction criteria but, at the same time, consider the subjectivity of the student, in other words, the individual development of each one. C1 [Tenorio, Andre] Inst Fed Educ Ciencia & Tecnol Rio de Janeiro, Rua Senador Furtado 121 125, BR-20270021 Rio De Janeiro, RJ, Brazil. [dos Santos Teles, Aline; Tenorio, Thais] Univ Fed Fluminense, Rua Mario dos Santos Braga S-N, BR-24020140 Niteroi, RJ, Brazil. RP Tenorio, A (reprint author), Inst Fed Educ Ciencia & Tecnol Rio de Janeiro, Rua Senador Furtado 121 125, BR-20270021 Rio De Janeiro, RJ, Brazil.; Teles, AD; Tenorio, T (reprint author), Univ Fed Fluminense, Rua Mario dos Santos Braga S-N, BR-24020140 Niteroi, RJ, Brazil. EM tenorioifrj@gmail.com; teles-aline@hotmail.com; tenoriocalc@gmail.com RI Tenorio, Andre/N-9975-2013; Tenorio, Thais/B-5430-2014 OI Tenorio, Andre/0000-0003-2907-9624; CR Garcia Aretio L., 2002, EDUCACIO DISTANCIA T BARDIN Laurence, 1988, ANALISE CONTEUDO, P70 Belloni M. L., 2009, EUDCACAO DISTANCIA Benetti K. C., 2008, RENOTE REV NOVAS TEC, V6 BERNARDINO H. S., 2011, REV PAIDEI REV CIENT, V2 Bezerra M. A., 2011, TECNOLOGIAS DIGITAIS, P233 Borges F. V. A., 2012, 1 S INT ED DIST AN E Bortolini A., 2012, REV DESTAQUES ACD, V4 [Anonymous], 1999, MAT CURR REF SIST NA [Anonymous], 2002, PCN ENS MED OR ED CO [Anonymous], 2007, REF QUAL ED SUP DIST [Anonymous], 1999, PAR CURR NAC ENS MED Tercariol AAD, 2015, RIED-REV IBEROAM EDU, V18, P257 Deus A. M., 2010, 6 ENC PESQ ED UFPI A Dias R. A., 2010, EDUCACAO DISTANCIA D Fernandez A., 1991, INTELIGENCIA APRISIO Flick U., 2005, METODOS QUALITATIVOS FREIRE P., 1996, PEDAGOGIA AUTONOMIA Gadotti M., 1993, PEDAGOGIA DIALOGO CO Gentille P., 2000, REV NOVA ESCOLA Gil A. C., 1999, METODOS TECNICAS PES Hackmayer M. B., 2014, RIED REV IBEROAMERIC, V17, P223 Hill M., 2005, INVESTIGACAO QUESTIO Kenski V. M., 2004, TECNOLOGIAS ENSINO P Luckesi C. C., 2011, AVALIACAO APRENDIZAG Machado S. A., 2009, FERRAMENTAS COMMUNIC Marconi M. A., 2003, FUNDAMENTOS METODOLO Mezzari A., 2013, RIED REV IBERAOMERIC, V16, P147 Moore M. G., 2010, REV BRASILEIRA APREN, P1 MORAN J. M., 2010, NOVAS TECNOLOGIAS ME Nobre C. V., 2011, 8 C BRAS ENS SUP DIS PALLOFF R.M., 2002, CONSTRUINDO COMUNIDA Perrenoud P., 2004, NOVAS OMPETENCIAS EN Ramos M. S., 2013, C ENS SUP DIST AN EL Ricardo E. C., 2008, INVESTIGACOES ENSINO, V13, P257 Santos L., 2013, REV DIALOGO ED, V13 Souza C. A., 2004, 11 C INT ED DIST AN Spressola N. A., 2010, INSTRUMENTO AVALIAR Tecchio E. L., 2008, C ASS BRAS ED DIST A Teixeira N., 2015, REV IBEROAMERICANA E, V18, P129 Tenorio A., 2014, EAD FOCO REV CIENTIF, V4, P48 Tenorio A., 2014, EAD FOCO REV CIENTIF, V4, P36 Tractenberg L., 2007, 12 C INT ED DIST AN Villardi R., 2005, TECNOLOGIA NA EDUCAC Vygotsky L., 2007, FORMACAO SOCIAL MENT Weiss M. L. L., 2008, PSICOPEDAGOGIA CLIN Yin RK, 2005, ESTUDOS CASO PLANEJA NR 47 TC 0 Z9 0 U1 5 U2 5 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JAN PY 2016 VL 19 IS 1 BP 183 EP 207 DI 10.5944/ried.19.1.13842 PG 25 WC Education & Educational Research SC Education & Educational Research GA DE3QF UT WOS:000370544100010 ER PT J AU Aires, L AF Aires, Luisa TI e-Learning, Online Education and Open Education: A Contribution to a Theoretical Approach SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Portuguese DT Article DE e-Learning; online education; online distance education; OER; MOOC AB This article arises from the discussions carried out within the Observatory for Quality on Distance Education and e-Learning at Universidade Aberta (Portugal) and also from the participation in a brief program about "Massive Open Online Courses: Principles and Practices". This theoretical article aims to contribute to a conceptual description about online distance education territories. In this paper we explore different perspectives about e-Learning, Online Education and Virtual Open Education. Firstly, we address a diversity of perspectives about e-Learning and then we recommend a meaning to this construct. Secondly, we analyze different perspectives about Online Education. Thirdly, we propose some referents to describe Open Education in digital society and its most relevant current movements, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC). In what concerns to OER, it should be noted that the matrix of this movement goes beyond the access to the contents and the resources; at the contrary, it is linked to a new educational philosophy, new values founded on openness, ethics of participation and collaboration (Peters, 2008). As a part of the analysis about MOOCs, we highlight a new learning ecology, as well as we enhance the importance of reconceptualizing traditional concepts, such as enrollment, participation, attendance, students' achievement, according to DeBoer, Ho, Stump e Breslow (2014). Finally, we reiterate the diversity of perspectives on Learning, Online Education and Open Education and we suggest that the research in Distance Education should be a central referent for the decrease of the currently existing entropy in face-to-face higher education institutions, in the appropriation process of key concepts of Online Distance Education. C1 [Aires, Luisa] Univ Aberta, CEMRI, P-4200055 Oporto, Portugal. [Aires, Luisa] Univ Aberta, Delegacao Reg Porto, Rua Amial 752, P-4200055 Oporto, Portugal. RP Aires, L (reprint author), Univ Aberta, CEMRI, P-4200055 Oporto, Portugal.; Aires, L (reprint author), Univ Aberta, Delegacao Reg Porto, Rua Amial 752, P-4200055 Oporto, Portugal. EM luisaaires@uab.pt CR Seaman J., 2014, GRADE CHANGE TRACKIN Ally M, 2008, THEORY AND PRACTICE OF ONLINE LEARNING, 2ND EDITION, P15 Anderson T., 2011, INT REV RES OPEN DIS, V12 Garcia Aretio L., 2015, REV IBEROAMERICANA E, V18 Atkins D.E., 2007, REV OPEN ED RESOURCE Bates T., 2011, OERS GOOD BAD UGLY Benson A. D., 2002, Q REV DISTANCE ED, V3, P443 Benson L., 2002, WORLD C ED MULT HYP, P1615 Breslow L. B., 2013, RES PRACTICE ASSESSM, V8, P13 [Anonymous], 2006, PERSPECTIVES HIGHER Conrad D., 2002, J DISTANCE ED, V17, P1 DeBoer J., 2013, DIVERSITY MOOC STUDE DeBoer J, 2014, EDUC RESEARCHER, V43, P74, DOI 10.3102/0013189X14523038 Deimann M, 2013, INT REV RES OPEN DIS, V14, P344 Downes S., 2013, RESURGENCE COMMUNITY Garrison D. R., 2009, E LEARNING 21 CENTUR GIL-JAURENA I., 2013, OPEN PRAXIS, V5, P3, DOI DOI 10.5944/OPENPRAXIS.5.1.45 Hiltz SR, 2005, COMMUN ACM, V48, P59, DOI 10.1145/1089107.1089139 Lowenthal P., 2009, 2009 AECT INT CONV L McGreal R., 2013, OPEN ED RESOURCES IN Moore JL, 2011, INTERNET HIGH EDUC, V14, P129, DOI 10.1016/j.iheduc.2010.10.001 Oblinger J. L., 2006, ED NET GENERATION Peter S., 2013, OPEN PRAXIS, V5, P7, DOI DOI 10.5944/OPENPRAXIS.5.1.23 Peters M., 2009, OPEN ED ED OPENNESS, P3 Rao S., 2011, THESIS COLORADO STAT Sangra A., 2012, INT REV OPEN DISTANC, V13 Sangra A., 2011, HACIA DEFINICION INC Shank P., 2004, MAKING SENSE ONLINE Taylor J., 2001, E J INSTRUCTIONAL SC, V4, P1 UNESCO, WHAT AR OP ED RES OE Wiley D., 2010, OER 101 THEORY PRACT ZawackiRichter O, 2014, ISS ONLINE EDUC, P1, DOI 10.15215/aupress/9781927356623.01 NR 32 TC 0 Z9 0 U1 17 U2 22 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JAN PY 2016 VL 19 IS 1 BP 253 EP 269 DI 10.5944/ried.19.1.14356 PG 17 WC Education & Educational Research SC Education & Educational Research GA DE3QF UT WOS:000370544100013 ER PT J AU Spiridonova, L AF Spiridonova, Lora TI CHARACTERISTICS AND ADVANTAGES OF USING AN E-LEARNING SYSTEM FOR TRAINING OF PRE-SCHOOL AND PRIMARY SCHOOL TEACHERS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-learning; students; university course; oline test; results AB This paper presents a way to use Moodle platform as an additional method in the university course "Games and intercultural competencies in the kindergarten". The results presented are from a test done online by students from the specialties "Preschool Education and Foreign Language Teaching" and "Preschool and Primary School Education", Faculty of Preschool and Primary School Education, St. Kliment Ohridski University of Sofia. The test requires the definition of the terms "culture", "interculturality" and "multiculturality" and the derived results serve as a starting point for the organisation of the educational process of these lecture topics. The electronic course on Moodle has been developed and approbated within project BG051PO001-3.3.06 - 0045 "Capacity development of specialists, postdoctoral and young scientists for teaching university disciplines in and on foreign languages using contemporary methodology and ICT". This article is one of the results of the project. The paper is also included in the final report of the project. C1 [Spiridonova, Lora] Sofia Univ St Kliment Ohridski, Sofia, Bulgaria. RP Spiridonova, L (reprint author), Sofia Univ St Kliment Ohridski, Sofia, Bulgaria. EM lora@lora.email CR Auernheimer G., 2005, EINFUEHRUNG INTERKUL Baer U., 2011, 666 SPIELE JEDE GRUP Bender-Szymanski D, 2010, INTERKULTURELLE KOMP, P201, DOI 10.1007/978-3-531-92312-3_10 Boehm D., 1999, HDB INTERKULTURELLES Bolten J., 2007, INTERKULTURELLE KOMP Burtscher R., 2008, PADAGOGISCHE BEOBACH Fechler B., 2010, INTERKULTURELLE MEDI, P173, DOI 10.1007/978-3-531-92312-3_9 Gudjons H., 1995, SPIELBUCH INTERAKTIO Hansen K., 2000, KULTUR KULTURWISSENS Heimlich U., 2001, EINFUEHRUNG SPIELP D Kindersley B., 1995, CHILDREN JUST ME US Lanfranchi A., 2010, INTERKULTURELLE KOMP, P231, DOI 10.1007/978-3-531-92312-3_11 Mogel H., 2008, PSYCHOL KINDERSPIELS Pausewang F., 1997, SPIELEN RAUM GEBEN Prengel A., 1995, PADAGOGIK VIELFALT V Rathje St, Z INTERKULTURELLEN F, V11 Schirm S., 2010, Z INTERKULTURELLEN F NR 17 TC 0 Z9 0 U1 6 U2 6 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2016 VL 12 IS 1 BP 53 EP 63 PG 11 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900005 ER PT J AU Atiaja, LNA Proenza, RSG AF Atiaja Atiaja, Lourdes Normandi Guerrero Proenza, Rey Segundo TI MOOCs: ORIGIN, CHARACTERIZATION, PRINCIPAL PROBLEMS AND CHALLENGES IN HIGHER EDUCATION SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE MOOC; e-learning; Lifelong Learning; Digital learning; Learning analytics AB MOOCs (Massive Open Online Courses) are an innovation that have attracted public academic attention in recent times, and which have resulted in the evolution of e-learning (electronic learning) and so far have not achieved their expectations in Higher Education. This is due to the fact that from the outset these courses have faced a number of problems and questions regarding their acceptance, credibility, quality, methods of assessment, learning outcomes and more; which has generated controversy among their opponents, fans and even the creators of MOOCs. This work forms part of a doctoral investigation; in essence these are the results of the preliminary and exploratory stages in the research process, in which projections on the solution of some problems will be included. MOOCs: Their evolution, problems and challenges up to 2015, will surely help to minimize the high dropout rates of students in MOOCs, supported by mobile technology. C1 [Atiaja Atiaja, Lourdes Normandi; Guerrero Proenza, Rey Segundo] Univ Armed Forces ESPE, Quito, Ecuador. Univ Havana, Havana, Cuba. RP Atiaja, LNA; Proenza, RSG (reprint author), Univ Armed Forces ESPE, Quito, Ecuador. EM lnatiaja@espe.edu.ec; rey@cepes.uh.cu CR Allen I. E., 2014, BABSON SURVEY RES GR Ballesteros-Ricaurte J. A., 2015, INGENIO MAGNO, V5, P128 Bates A. T., 2015, GLOKALDE, V1 Bernal Y., 2013, REV IBEROAMERICANA I, V3, P1 Burgos Daniel, MASSIVE ONLINE COURS Business University, 2006, WHAT WENT WRONG ALL Clark D., 2013, MOOCS TAXONOMY 8 TYP De Waard I, 2015, REV MEXICANA BACHILL, V7 Dikeogu Creed, 2013, CULS P Downes S, 2008, INNOVATE J ONLINE ED, V5, P6 Engle W., 2013, UBC MOOC PILOT DESIG Ferrer A. T., 2015, MOOC PROMISES REALIT, P93 Garcia Gonzalez A., 2015, MOOC PRINCIPAL PROBL Gourley B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Jokivirta L., 2006, WHAT WENT WRONG ALL Liyanagunawardena T. R., 2014, J MED INTERNET RES, V16 Margaryan A, 2015, COMPUT EDUC, V80, P77, DOI 10.1016/j.compedu.2014.08.005 Mora S. L., 2012, WHAT ARE THE MOOC Sangra A., 2015, EDUCATION 21, V18 Siemens G., 2012, WHAT IS THEORY UNDER Staft, 2014, ED PAK Tirthali F. M., 2014, INT REV RES OPEN DIS Waite M., 2013, MERLOT J ONLINE LEAR, V9, P200 Yousef A., 2014, P 6 INT C COMP SUPP Yuan L., 2013, MOOCS OPEN ED IMPLIC Zapata-Ros M., 2013, MOOCS CRITICAL VIEW NR 26 TC 0 Z9 0 U1 9 U2 21 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2016 VL 12 IS 1 BP 65 EP 76 PG 12 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900006 ER PT J AU Yulianto, B Prabowo, H Kosala, RR AF Yulianto, Budi Prabowo, Harjanto Kosala, Raymondus Raymond TI COMPARING THE EFFECTIVENESS OF DIGITAL CONTENTS FOR IMPROVING LEARNING OUTCOMES IN COMPUTER PROGRAMMING FOR AUTODIDACT STUDENTS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Digital content; Experimental design; Self-learning; Learning outcome; Computer programming ID MOBILE AB Digital content makes improvement in e-learning for transferring knowledge to learners. By e-learning that delivers digital contents, learners can learn anywhere and anytime and educators can deliver materials in an interactive way. Digital content becomes very important in improving self-learner understanding in computer programming. Experimental design method using control-group pretest-posttest is conducted to compare digital contents effectiveness of learning outcomes in computer programming field for self-learning students. The instrument used is a programming case, with factor and level to be tested is various digital content types, and desired response is learning outcomes increment. This study concludes that there is an average increment of learning outcomes by using various digital contents for self-learning, but still lower average increment compared with traditional classroom method. Results of this study can be a recommendation for educators and students in applying and determining the use of digital contents for their self-learning. C1 [Yulianto, Budi; Prabowo, Harjanto; Kosala, Raymondus Raymond] Bina Nusantara Univ, Jakarta, Indonesia. RP Yulianto, B; Prabowo, H; Kosala, RR (reprint author), Bina Nusantara Univ, Jakarta, Indonesia. EM jibril_budi@yahoo.com; harprabowo@binus.edu; RKosala@binus.edu CR Arna'out A. R., 2016, INT J ASIAN SOCIAL S, V6, P35 Carraway C., 2008, PRIORITIES EVALUATIN Devaney L., 2014, ESCHOOL NEWS Elmetwaly Hassan Mohammed M, 2010, Journal of Computer Sciences, V6, DOI 10.3844/jcssp.2010.689.692 Galvis A. T., 2011, INTERNET J ALLIED HL, V9, P1 Gibbon C., 2012, CONTENT TYPES Lopez JLG, 2009, PROCD SOC BEHV, V1, P2673, DOI 10.1016/j.sbspro.2009.01.472 Harsasi M., 2011, PROS K NAS ICT M POL, P92 Iinuma M., 2016, INT J INFORM ED TECH, V6, P448 Impact P., 2013, BETTER BLEND VISION Khalid, 2014, AM J APPL SCI, V11, P17 Madeira RN, 2009, PROCD SOC BEHV, V1, P2441, DOI 10.1016/j.sbspro.2009.01.430 Minkovsky N., 2015, CONTENT MODELS GETTI Nnachi N. O., 2015, MULTIDISCIPLINARY J, V12, P1 Norman E, 2016, COMPUT HUM BEHAV, V54, P301, DOI 10.1016/j.chb.2015.07.043 Rosen Y, 2012, J RES TECHNOL ED, V44, P225 Safie N., 2013, J COMPUTER SCI, V9, P583 Setda, 2015, ENS QUAL DIG CONT LE Shariman T. P. N. T., 2014, PROCEDIA SOCIAL BEHA, V118, P483 Siemens G., 2005, CONNECTIVISM LEARNIN Sondos J. A. A. A. Al., 2006, AM J APPL SCI, V3, P1722 Terras M., 2016, ART LIB J IN PRESS Yulianto B, 2011, COMTECH, V2, P1202 Yulianto B., 2015, JTIK, V4, P201 Yulianto Budi, 2013, Journal of Computer Science, V9, DOI 10.3844/jcssp.2013.708.715 Yulianto B., 2013, COMTECH, V4, P1255 Zuanelli E., 2013, PROCEDIA SOCIAL BEHA, V106, P1039 NR 27 TC 0 Z9 0 U1 1 U2 1 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2016 VL 12 IS 1 BP 93 EP 105 PG 13 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900008 ER PT J AU Gutierrez-Santiuste, E Gallego-Arrufat, MJ Simone, A AF Gutierrez-Santiuste, Elba Gallego-Arrufat, Maria-Jesus Simone, Aurelio TI BARRIERS IN COMPUTER-MEDIATED COMMUNICATION: TYPOLOGY AND EVOLUTION OVER TIME SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Communication barriers; e-Learning; Online community; University Students; Virtual classrooms ID ONLINE; ICT; EDUCATION AB This study explores barriers in computer-mediated communication in a university collaborative learning community, specifically in a community of inquiry (CoI). We analyze the students' perceptions of the obstacles in their online communication, and the evolution of the obstacles over time. We use qualitative and quantitative analysis of the communication. Low levels of barriers are the most common, both in the communications and in the students' perceptions. There are statistically significant correlations between the different kinds of barriers, and the barriers decrease over time. We conclude that the technical barriers have particular concreteness. This research can be useful to minimize the possible implications of these obstacles for proper development of e-learning. C1 [Gutierrez-Santiuste, Elba] Univ Cordoba, E-14071 Cordoba, Spain. [Gallego-Arrufat, Maria-Jesus] Univ Granada, E-18071 Granada, Spain. [Simone, Aurelio] Univ Roma Tor Vergata, Rome, Italy. RP Gutierrez-Santiuste, E (reprint author), Univ Cordoba, E-14071 Cordoba, Spain.; Gallego-Arrufat, MJ (reprint author), Univ Granada, E-18071 Granada, Spain.; Simone, A (reprint author), Univ Roma Tor Vergata, Rome, Italy. 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PD JAN PY 2016 VL 12 IS 1 BP 107 EP 119 PG 13 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900009 ER PT J AU Belazoui, A Kazar, O Bourekkache, S AF Belazoui, Abdelouahab Kazar, Okba Bourekkache, Samir TI A COOPERATIVE MULTI-AGENT SYSTEM FOR MODELING OF AUTHORING SYSTEM IN E-LEARNING SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Cooperative Multi-Agent System; Resolution of conflict; Competence; Authoring System; E-learning AB Nowadays, development of application that supports cooperative works has attracted recent attention. Thus, several approaches and methods were proposed to reach this aim. In this context, we propose a new solution to the problem of collective work that presents a result of hybridization of several cooperative approaches, as follows: the non-communicative approach to minimizing the required time to perform a cooperative activity and conflict resolution approach based competency for improving the quality of cooperative works. Therefore, we propose a cooperation framework fault tolerant called CoMAS (Cooperative Multi-Agent System) brings preemption resources to cooperating agents (CA) in case of failure to prevent the blocking and ensure the survival of the system. Moreover, we study the case of cooperative authoring systems for e-learning to examine the behavior of our framework with a cooperative activity. Finally, our cooperation approach provides a generic and extensible solution that covers the whole cycle of a cooperation process. C1 [Belazoui, Abdelouahab; Kazar, Okba; Bourekkache, Samir] Univ Biskra, Dept Comp Sci, LINFI Lab, Biskra, Algeria. RP Belazoui, A; Kazar, O; Bourekkache, S (reprint author), Univ Biskra, Dept Comp Sci, LINFI Lab, Biskra, Algeria. EM belazoui@yahoo.fr; kazarokba@yahoo.fr; s.bourekkache@gmail.com RI BELAZOUI, Abdelouahab/B-8566-2016 OI BELAZOUI, Abdelouahab/0000-0003-3222-7982 CR Abchiche N., 2012, P 16 INT C KNOWL BAS Boussebough Imane, 2010, Journal of Software, V5, DOI 10.4304/jsw.5.10.1170-1177 Doran JE, 1997, KNOWL ENG REV, V12, P309, DOI 10.1017/S0269888997003111 Dutta P. S, 2006, AAMAS 2006, P826 Ferber J., 1995, INTEREDITION Hodge S., 2007, AUSTR J ADULT LEARNI, V47, P179 Jmaiel M., 2000, P INT C ART COMP INT Kendall E. 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PD JAN PY 2016 VL 12 IS 1 BP 135 EP 148 PG 14 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900011 ER PT J AU Melicherikova, Z Piovarci, A AF Melicherikova, Zuzana Piovarci, Andrej TI EXPERIENCE WITH MASSIVE OPEN ONLINE COURSES IN SLOVAKIA SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-learning; Massive Open Online Courses; Education; Student satisfaction AB Massive Open Online Courses (MOOC) have become a phenomenon in recent years. The School of Management/City University of Seattle is the first institution that offers online education in Slovakia. In the months of July and August 2013 this school offered two MOOCs to the public, again as the first school in the country. The experience from these MOOCs will be discussed, comparing our experience with foreign studies and - based on empirical research - effective methods of teaching massive open online courses will be discussed. C1 [Melicherikova, Zuzana; Piovarci, Andrej] City Univ Seattle, Sch Management, Bratislava, Slovakia. RP Melicherikova, Z; Piovarci, A (reprint author), City Univ Seattle, Sch Management, Bratislava, Slovakia. EM zmelicherikova@vsm.sk; apiovarci@vsm.sk CR Alcorn B., 2014, NEW REPUBLIC, P12 Busikova A., 2010, MCCSIS 2010 FREIBURG Daniel J, 2014, MERLOT J ONLINE LEAR, V10, P13 Head K, 2013, CHRONICLE HIGHER ED Jordan K, 2014, INT REV RES OPEN DIS, V15, P132 Khoury A. H., 2011, International Journal of Emerging Technologies in Learning, V6, DOI 10.3991/ijet.v6i3.1610 Li N, 2014, DISTANCE EDUC, V35, P217, DOI 10.1080/01587919.2014.917708 Schoenack L., 2013, J ADULT ED, V43, P98 Todhunter B, 2013, DISTANCE EDUC, V34, P232, DOI 10.1080/01587919.2013.802402 Zutshi S, 2013, AM J DISTANCE ED, V27, P218, DOI DOI 10.1080/08923647.2013.838067 NR 10 TC 0 Z9 0 U1 4 U2 8 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2016 VL 12 IS 1 BP 149 EP 155 PG 7 WC Education & Educational Research SC Education & Educational Research GA DC7JL UT WOS:000369395900012 ER PT J AU Aparicio, M Bacao, F Oliveira, T AF Aparicio, Manuela Bacao, Fernando Oliveira, Tiago TI An e-Learning Theoretical Framework SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; e-Learning concept evolution; e-Learning systems dimensions; MOOC; e-Learning literature review; e-Learning framework ID INFORMATION-SYSTEMS RESEARCH; AUGMENTED REALITY; SCHOOL EDUCATION; TECHNOLOGY; SUCCESS; DESIGN; WEB; 21ST-CENTURY; ENVIRONMENTS; SATISFACTION AB E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services related to e-learning. This article presents an in-depth literature review on those dimensions. The article first presents the related concepts of computer use in learning across time, revealing the emergence of new trends on e-learning. The theoretical framework is a contribution for guiding e-learning studies. The article classifies the stakeholder groups and their relationship with e-learning systems. The framework shows a typology of e-learning systems' services. This theoretical approach integrates learning strategies, technologies and stakeholders. C1 [Aparicio, Manuela] Inst Univ Lisboa ISCTE IUL, ISTAR IUL, Lisbon, Portugal. [Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago] Univ Nova Lisboa, NOVA IMS, P-1200 Lisbon, Portugal. RP Aparicio, M (reprint author), Inst Univ Lisboa ISCTE IUL, ISTAR IUL, Lisbon, Portugal.; Aparicio, M (reprint author), Univ Nova Lisboa, NOVA IMS, P-1200 Lisbon, Portugal. 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PD JAN PY 2016 VL 19 IS 1 BP 292 EP 307 PG 16 WC Education & Educational Research SC Education & Educational Research GA DB9VE UT WOS:000368865000024 ER PT J AU Lara, JS Braga, MM Shitsuka, C Wen, CL Haddad, AE AF Lara, Juan Sebastian Braga, Mariana Minatel Shitsuka, Caleb Wen, Chao Lung Haddad, Ana Estela TI Dental students' and lecturers' perception of the degree of difficulty of caries detection associated learning topics in Brazil SO JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS LA English DT Article DE Cariology; Dental education; Difficulty; e-learning; Learning objects; Perception ID EXPERIENCE; MANAGEMENT; CARIOLOGY; EDUCATION AB Purpose: It aimed to explore the degree of difficulty of caries-detection-associated-topics perceived by dental students and lecturers as pedagogical step in the development of learning objects for e-learning. Methods: A convenience sample comprising ninety-eight subjects from different academic levels (undergraduate/graduate students and pediatric dentistry lecturers) participated. Two spreadsheets (isolated/relative) were created considering key topics in the caries detection process. The isolated evaluation intended to explore each topic in an isolated way, while the relative intended to classify, comparatively, the participants' perceived difficulty per topic. Afterwards, data were analyzed. All values on spreadsheets were combined obtaining the subject's final perception. Associations between the subjects' degree of the perceived difficulty and academic level were estimated. ANOVA was used to determine differences regarding the perception among evaluated topics in distinct groups. Results: Caries histopathology and detection of proximal carious lesions were the topics perceived as the most difficult in the process of caries detection by both students and lecturers. Differentiation between an extrinsic pigmentation and a brown-spot (caries lesion) as well as differential diagnosis between caries and enamel developmental defects or non-carious lesions were considered as more difficult by undergraduates in comparison to graduates/lecturers (regression-coefficient=14.54; Standard Error=3.34; P<0.001 and 8.40, 3.31, and 0.01 respectively). Conclusion: Topics as histopathology and detection of proximal caries lesions were identified as the most difficult despite the academic level. However, some topics are differently perceived according to the group. These results are useful for developing pedagogical material, based on the students real learning needs/expectations. C1 [Lara, Juan Sebastian; Braga, Mariana Minatel; Shitsuka, Caleb; Haddad, Ana Estela] Univ Sao Paulo, Sch Dent, Dept Pediat Dent, Sao Paulo, Brazil. [Wen, Chao Lung] Univ Sao Paulo, Sch Med, Telemed Discipline, Sao Paulo, Brazil. RP Lara, JS (reprint author), Univ Sao Paulo, Sch Dent, Dept Pediat Dent, Sao Paulo, Brazil. EM juanslara@usp.br CR Brisbourne Marc A. 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Educ. Eval. Health Prof. PD DEC 25 PY 2015 VL 12 AR UNSP 56 DI 10.3352/jeehp.2015.12.56 PG 6 WC Education & Educational Research SC Education & Educational Research GA DA9WC UT WOS:000368159300001 PM 26708573 ER PT J AU de la Guardia, JJRD Martinez, TS Torres, JMT AF Diaz de la Guardia, Jose Javier Romero Sola Martinez, Tomas Trujillo Torres, Juan Manuel TI Instructional Capabilities of Moodle Tools for Production of Courses and Educational Materials SO DIGITAL EDUCATION REVIEW LA Spanish DT Article DE E-learning; ICT; Moodle; Educational Resources; Methodology AB In the context of a deepening training activity on production of Moodle courses and educational resources, carried out in the region of Andalusia and aimed at non-university education teachers, 97 people have participated in a study based on the survey method and supplemented by administering a series of interviews with experts in the field of e-learning. Our intention has been to obtain the perception of teachers in training about the possibilities and educational alternatives that offer Moodle tools to design courses and develop educational materials. The results have revealed a generally positive assessment of the tools in this virtual environment for both content production to the management of a training process. Furthermore, It has been emphasized the educational richness of Moodle activities against the use of learning object-based resources in standard formats, but pointed out the difficulties that arise when planning alternative methodologies in virtual environments. C1 [Diaz de la Guardia, Jose Javier Romero] Univ Int la Rioja, Logrono, La Rioja, Spain. [Sola Martinez, Tomas; Trujillo Torres, Juan Manuel] Univ Granada, E-18071 Granada, Spain. RP de la Guardia, JJRD (reprint author), Univ Int la Rioja, Logrono, La Rioja, Spain. EM josejavier.romero@unir.net; tsola@ugr.es; jttorres@ugr.es CR Adell J, 2012, TENDENCIAS EMERGENTE, P13 Area M., 2011, QUE OPINA PROFESORAD Arnal J., 1994, INVESTIGACION ED FUN Buendia L., 1999, METODOS INVESTIGACIO Cabero J., 2007, NUEVAS TECNOLOGIAS A Canabal J. M., 2009, LOM ES PERFIL APLICA Casamayor G., 2008, FORMACION ON LINE MI Cols M. P., 2008, REV EDUC, P187 Dominguez M. R., 2010, REV DIM DIDACTICA IN, P19 EUROPEAN COMMISSION, 2014, ED TRAIN MON 2014 Fernandez B., 2011, ESTANDARES E LEARNIN INTEF, 2011, COMP DIG DOC FORM PE LOMCE, 2013, B OFICIAL ESTADO, V295 Lorenzo M., 2006, METODOLOGIA REALIZAC Marin V., 2013, ENTORNOS PERSONALES Martinez S., 2007, 4 S PLUR DIS EV DES McKinsey and Company, 2007, WORLDS BEST PERF SCH Rice W., 2010, MOODLE 1 9 TEACHING Rice W., 2015, MOODLE E LEARNING CO Salinas J., 2003, REDES COMUNICACION E Sangra A., 2005, RED REV ED DISTANCIA, V4 Sevillano M. L., 2007, REV PEDAGOGIA, V59, P451 Zenha-Rela M., 2006, FRONT ED C 36 ANN OC, P26 NR 23 TC 0 Z9 0 U1 0 U2 0 PU UNIV BARCELONA, RES GROUP EDUC & VIRTUAL LEARNING, DIGITAL EDUC OBSERVATORY PI BARCELONA PA PASSEIG DE LA VALL D HEBRON, 171, BARCELONA, 08035, SPAIN SN 2013-9144 J9 DIGIT EDUC REV JI Digit. Educ. Rev. PD DEC PY 2015 IS 28 BP 59 EP 76 PG 18 WC Education & Educational Research SC Education & Educational Research GA DV4DK UT WOS:000382875100005 ER PT J AU Olsson, M Mozelius, P Collin, J AF Olsson, Marie Mozelius, Peter Collin, Jonas TI Visualisation and Gamification of e-Learning and Programming Education SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE Visualisation; Gamification; Programming education; Virtual learning environments; E-learning ID ADULT LEARNERS; ENVIRONMENT; PERSPECTIVE AB Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness, confusion and boredom.. What course content is essential in the course, where can more information be found and which assignments are mandatory? Research has stated that learner control and motivation are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learner's control and understanding of programming concepts and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelor's programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students' study paths and digital badges for gamification. Results have also been discussed with teachers and pedagogues at a department for computer and systems sciences. Furthermore, two visualisation prototypes have been designed, developed and evaluated in programming lectures. Findings indicate that visualisation by progress bars is a good way to improve course participants' overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots. Finally, it seems that software visualisation might be a promising path to enhance programming education in the 21st century. C1 [Olsson, Marie; Mozelius, Peter; Collin, Jonas] Stockholm Univ, Dept Comp & Syst Sci, Stockholm, Sweden. RP Olsson, M (reprint author), Stockholm Univ, Dept Comp & Syst Sci, Stockholm, Sweden. 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K., 1989, CASE STUDY RES DESIG NR 30 TC 1 Z9 1 U1 4 U2 4 PU ACAD CONFERENCES & PUBL INT LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 1479-4403 J9 ELECTRON J E-LEARN JI Electron. J. E-Learn. PD DEC PY 2015 VL 13 IS 6 BP 441 EP 454 PG 14 WC Education & Educational Research SC Education & Educational Research GA DM2NO UT WOS:000376183700003 ER PT J AU Zaghab, RW Maldonado, C Whitehead, D Bartlett, F de Bittner, MR AF Zaghab, Roxanne Ward Maldonado, Carlos Whitehead, Dongsook Bartlett, Felicia de Bittner, Magaly Rodriguez TI Online Continuing Education for Health Professionals: Does Sticky Design Promote Practice-relevance? SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE Health Care Practitioner; continuing education; situated online learning; learner engagement; continuous improvement; and practitioner-learner ID LEARNING SYSTEMS SUCCESS; INSTRUCTIONAL-DESIGN; MODEL AB Online continuing education (CE) holds promise as an effective method for rapid dissemination of emerging evidence-based practices in health care. Yet, the field of CE continues to develop and delivery is predominately face-to-face programs. Practice-oriented online educational methods and e-learning platforms are not fully utilized. Educational theorists suggest an experiential approach to CE consistent with adult learning theory. A compelling question remains: Can online asynchronous CE programming prepare health care providers in delivering higher-level practice competencies?. To address this question, the authors have identified seven composite "sticky" factors that have been critical to the engagement of learners and the creation and delivery of practice-oriented online educational programs (Zaghab et al, 2015). The sticky factors are based in knowledge management (Nonaka, 1994; Szulanski, 2002) and adult education or andragogy (Knowles, 1970; 1984). In this paper, sticky factors are mapped to Moore and colleagues' (2009) higher level learning outcomes in health care CE. Data are presented on learner reported practice-related outcomes in a selection of online CE courses on the CIPS Knowledge Enterprise (TM) portal with the University of Maryland School of Pharmacy's Center for Innovative Pharmacy Solutions (CIPS). A dynamic, adaptive e-learning environment built by technology partner, Connect for Education, Inc., provides the innovative platform and the Acclaim! interactive learning technology. This technology-instructional partnership is dedicated to an iterative continuous improvement process called the Learner Stewardship Cycle (Zaghab et al, 2015). The cycle improves stickiness and learner engagement in order to achieve higher-level learning outcomes in CE. Findings suggest that of the 769 learners successfully completing an online course with two or more sticky design segments, the majority report reaching level 4, 5 and 6 learning competencies. Learners from the professions of pharmacy, nursing, medicine, and other health decision makers also found the courses relevant, easy to use and evidence-based. C1 [Zaghab, Roxanne Ward; Maldonado, Carlos; Whitehead, Dongsook; de Bittner, Magaly Rodriguez] Univ Maryland, Sch Pharm, Ctr Innovat Pharm Solut, College Pk, MD 20742 USA. [Bartlett, Felicia] Connect Educ Inc, Boston, MA USA. RP Zaghab, RW (reprint author), Univ Maryland, Sch Pharm, Ctr Innovat Pharm Solut, College Pk, MD 20742 USA. EM rzaghab@rx.umaryland.edu; drm@connect4education.com; dongsook@connect4education.com; Felicia.bartlett@umaryland.edu; mrodrigu@rx.umaryland.edu CR The Alliance for Continuing Education in the Health Professionals (ACEhp), 2015, CEHP NAT LEARN COMP, P1 Brown J. S., 1989, EDUC RES, V18, P32, DOI DOI 10.3102/0013189X018001032 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 DeLone WH, 2003, J MANAGE INFORM SYST, V19, P9 Furman N., 2013, NEW DIRECTIONS CONTI, V137 Gold M., 2011, COMMONWEALTH FUND PU, V1512 Harris C., 2013, LEARNING MANAGEMENT, P248 Hassanzadeh A, 2012, EXPERT SYST APPL, V39, P10959, DOI 10.1016/j.eswa.2012.03.028 Herrington J, 2000, ETR&D-EDUC TECH RES, V48, P23, DOI 10.1007/BF02319856 Knowles M., 1984, ANDRAGOGY IN ACTION Knowles M.S., 1970, MODERN PRIORITIES AD, P40 Martz W. B. 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PD DEC PY 2015 VL 13 IS 6 BP 466 EP 474 PG 9 WC Education & Educational Research SC Education & Educational Research GA DM2NO UT WOS:000376183700004 ER PT J AU Melgaco, L AF Melgaco, Lucas TI Multiple Surveillance on the Digitized Campus SO RADICAL PEDAGOGY LA English DT Article DE surveillance; video surveillance; surveillant assemblage; universities; Internet tracking; e-learning platforms ID SCHOOLS AB This paper examines the rise of digital surveillance in educational spaces. More specifically, it demonstrates how numerous the agents, practices and technologies involved in the surveillance of a university campus are. The agents watching and being watched on a campus include: students, faculty, staff, visitors, neighbours, and the police, etc. Among the various practices and technologies, four main issues are analysed: video surveillance; identification and access; online surveillance; and administrative surveillance. Twenty semi-structured interviews were conducted at a medium-sized Canadian university, where the interviewees mainly comprised staff involved in administration, IT, and security. Although surveillance in educational spaces has generated rather a lot of literature in recent years, few scholars have demonstrated particular interest in the monitoring of higher education. Equally few are the publications that detail university surveillance as something multiple, a real "assemblage". C1 Univ Brussel VUB, Dept Criminol, Brussels, Belgium. RP Melgaco, L (reprint author), Univ Brussel VUB, Dept Criminol, Brussels, Belgium. 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PD WIN PY 2015 VL 12 IS 1 BP 27 EP 51 PG 25 WC Education & Educational Research SC Education & Educational Research GA CR6ON UT WOS:000361467100002 ER PT J AU Toye, F Jenkins, S Seers, K Barker, K AF Toye, Fran Jenkins, Sue Seers, Kate Barker, Karen TI Exploring the value of qualitative research films in clinical education SO BMC MEDICAL EDUCATION LA English DT Article DE Qualitative research; Education; Chronic pain; Professional-patient relations; Personal narratives ID HEALTH-CARE PROFESSIONALS; RESEARCH-BASED THEATER; KNOWLEDGE TRANSLATION; ARTS; MEDICINE; DRAMA; PAIN AB Background: Many healthcare professionals use both quantitative and qualitative research to inform their practice. The usual way to access research findings is through peer-reviewed publications. This study aimed to understand the impact on healthcare professionals of watching and discussing a short research based film. The film, 'Struggling to be me' portrays findings from a qualitative synthesis exploring people's experiences of chronic pain, and was delivered as part of an inter-professional postgraduate e-learning module. The innovation of our study is to be the first to explore the impact of qualitative research portrayed through the medium of film in clinical education. Methods: All nineteen healthcare professionals enrolled on the course in December 2013 took part in on-line interviews or focus groups. We recorded and transcribed the interviews verbatim and used the methods of Grounded Theory to analyse the interview transcripts. Results: Watching and discussing the film became a stimulus for learning : (a) A glimpse beneath the surface explored a pro-active way of seeing the person behind the pain (b) Pitfalls of the Medical Model recognised the challenge, for both patient and clinician, of 'sitting with' rather than 'fixing' an ill person; (c) Feeling bombarded by despair acknowledged the intense emotions that the clinicians brings to the clinical encounter; (d) Reconstructing the clinical encounter as a shared journey reconstructed the time-constrained clinical encounter as a single step on a shared journey towards healing, rather than fixing. Conclusions: Films portraying qualitative research findings can stimulate a pro-active and dialectic form of knowing. Research-based qualitative films can make qualitative findings accessible and can be a useful resource in clinical training. Our research presents, for the first time, specific learning themes for clinical education. C1 [Toye, Fran; Barker, Karen] Oxford Univ Hosp NHS Fdn Trust, Nuffield Orthopaed Ctr, Oxford OX3 7HE, England. [Jenkins, Sue] Cardiff Univ, Sch Med, Dept Anaesthet Intens Care & Pain Med, Cardiff CF10 3AX, S Glam, Wales. [Seers, Kate] Univ Warwick, Warwick Med Sch, Royal Coll Nursing Res Inst, Coventry CV4 7AL, W Midlands, England. [Barker, Karen] Univ Oxford, Nuffield Dept Orthopaed Rheumatol & Musculoskelet, Oxford, England. RP Toye, F (reprint author), Oxford Univ Hosp NHS Fdn Trust, Nuffield Orthopaed Ctr, Windmill Rd, Oxford OX3 7HE, England. EM Francine.toye@ouh.nhs.uk CR Blumer H., 1969, SYMBOLIC INTERACTION Boydell K, 2012, FORUM QUALITATIVE SO, V13, P32 Fawcett C. 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Educ. PD NOV 27 PY 2015 VL 15 AR 214 DI 10.1186/s12909-015-0491-2 PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CX4BT UT WOS:000365643900001 PM 26614365 ER PT J AU Jagt-van Kampen, CT Kremer, LCM Verhagen, AAE Schouten-van Meeteren, AYN AF Jagt-van Kampen, Charissa Thari Kremer, Leontien C. M. Verhagen, A. A. Eduard Schouten-van Meeteren, Antoinette Y. N. TI Impact of a multifaceted education program on implementing a pediatric palliative care guideline: a pilot study SO BMC MEDICAL EDUCATION LA English DT Article DE Pediatric palliative care; Clinical practice guideline; Guideline implementation; E-learning ID RANDOMIZED CONTROLLED-TRIAL; HEALTH-PROFESSIONS; INTERVENTIONS; METAANALYSIS; STAFF AB Background: A national clinical practice guideline for pediatric palliative care was published in 2013. So far there are only few reports available on whether an educational program fosters compliance with such a guideline implementation. We aimed to test the effect of the education program on actual compliance as well as documentation of compliance to the guideline. Methods: We performed a prospective study with pre- and post-intervention evaluation on compliance to the guideline of the nurse specialists of a pediatric palliative care team for case management at a children's university hospital. Eleven quality indicators were selected from 192 recommendations from the pediatric palliative care guideline, based on frequency, measurability and relevance. The multifaceted education program included e-learning and an interactive educational meeting. Four e-learning modules addressed 19 patient cases on symptoms, diagnostics and treatment, and a chart-documentation exercise. During the interactive educational meeting patient cases were discussed on how to use the guideline. Documentation of compliance to the guideline in the web-based patient-charts as well as actual compliance to the guideline through weekly web-based parent reports was measured before and after completion of the e-learning. Results: Eleven quality indicators were selected. The educational program did not result in significant improvement in compliance for any of these indicators. The indicators "treatment of nausea", "pain medications two steps ahead" and "pain medication for 48 h present", measured through parent reports, scored a compliance beyond 80 % before and after e-learning. The remaining indicators measuring compliance, as well as six indicators measuring documentation by chart review, showed a compliance below 80 % before and after e-learning. Conclusions: The multifaceted education program did not lead to improvement in documentation of compliance to the guideline. Parent reported outcome revealed better performance and might be the more adequate assessment tool for future studies. C1 [Jagt-van Kampen, Charissa Thari; Kremer, Leontien C. M.; Schouten-van Meeteren, Antoinette Y. N.] Univ Amsterdam, Acad Med Ctr, Emma Childrens Hosp, Pediat Oncol Zuid F8, NL-1105 AZ Amsterdam, Netherlands. [Verhagen, A. A. Eduard] Univ Groningen, Univ Med Ctr Groningen, Dept Pediat, Beatrix Kinderziekenhuis CA72, NL-9700 RB Groningen, Netherlands. RP Jagt-van Kampen, CT (reprint author), Univ Amsterdam, Acad Med Ctr, Emma Childrens Hosp, Pediat Oncol Zuid F8, Meibergdreef 9, NL-1105 AZ Amsterdam, Netherlands. EM c.t.jagt@amc.nl RI Verhagen, Eduard/F-9784-2013 OI Verhagen, Eduard/0000-0001-9555-6922 FU Agis FX We would like to thank Ellen vd Pas, for her cooperation in the development of the e-learning modules. We would like to thank medical student Annika vd Meer for her extensive contribution by reviewing the web-based charts. We also would like to thank prof. Dr. Martha Grootenhuis for her extensive review of the manuscript. This research was supported by funding from Agis. 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PD NOV 2 PY 2015 VL 15 AR 194 DI 10.1186/s12909-015-0478-z PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CV3SA UT WOS:000364184500001 PM 26525299 ER PT J AU Chang, CC Liang, CY Shu, KM Chiu, YC AF Chang, Chi-Cheng Liang, Chaoyun Shu, Kuen-Ming Chiu, Yi-Chun TI Alteration of Influencing Factors of e-Learning Continued Intention for Different Degrees of Online Participation SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE e-Learning; E-Learning Continuance Intention; Revised Information System Success Model; Innovation Adoption; Degree of Participation ID TECHNOLOGY ACCEPTANCE MODEL; INFORMATION-TECHNOLOGY; BEHAVIORAL INTENTION; SELF-EFFICACY; USER ACCEPTANCE; STUDENTS; SYSTEMS; SATISFACTION; SUCCESS; PERSPECTIVE AB The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional development website. Data was collected based on questionnaires and analyzed by Structural Equation Modeling (SEM). The Revised Information System Success Model proposed by DeLone and McLean and Innovation Adoption Theory of Rogers were adopted in the present study. A research model including two constructs (curriculum and system as well as innovation adaptation) and eight influencing factors were proposed in the present study based on features of e-learning. The results revealed that the factors in the construct of curriculum and system could be varied for different degrees of learner participation. Among those factors, system quality and online interaction were the factors for the differences between low and high groups of participation. Furthermore, the factors in the construct of innovation adaptation could be varied for different degrees of participation. Among those factors, compatibility was the factor for the differences between low and high groups of participation. Degree of online participation demonstrated moderating effects on the influences of online interaction, relative advantage and compatibility in e-learning continuance intention. C1 [Chang, Chi-Cheng; Chiu, Yi-Chun] Natl Taiwan Normal Univ, Taipei, Taiwan. [Liang, Chaoyun] Natl Taiwan Univ, Taipei, Taiwan. [Shu, Kuen-Ming] Natl Formosa Univ, Huwei Township, Yunlin County, Taiwan. RP Chang, CC (reprint author), Natl Taiwan Normal Univ, Taipei, Taiwan. 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Utomo, Andika Yudha TI Usability Evaluation of the Student Centered e-Learning Environment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE Usability Testing; SCeLE; Student-Centered Learning; Learning Management System; Evaluation AB Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom UI as a learning support system is not well-acquainted yet. Accordingly, the researchers are in need of conducting a usability evaluation in order to propose a set of recommendation for SCeLE usability improvement, based on usability evaluation reflecting both students and lecturers experience as user. In this present research, the usability testing was conducted for SCeLE, targeting learning activities underwent by undergraduate students at Fasilkom UI, in the form of blended mode online learning. The data collection stage in the usability testing was performed by distributing questionnaires to students and interviewing several lecturers and students. The collected data were then analyzed and interpreted in order to obtain usability problems and solution alternatives. The quantitative data were analyzed using the mean as a reference, while the qualitative data were analyzed using theme-based content analysis. Data interpretation was performed by determining how to handle each kind of data based on its theme, and classifying each of the identified usability problem referring to its severity rating. The recommendations were constructed based on solution alternatives from the analyzed data supported by literature study. The present research comes up with seven main recommendations and an extra recommendation. The main recommendations are solutions to tackle the identified usability problems, while the extra recommendation is not directly related to any of identified usability problems, but was considered potential to improve the SCeLE usability. C1 [Junus, Inas Sofiyah; Santoso, Harry Budi; Isal, R. Yugo K.; Utomo, Andika Yudha] Univ Indonesia, Fac Comp Sci, Java, Indonesia. RP Junus, IS (reprint author), Univ Indonesia, Fac Comp Sci, Java, Indonesia. CR Ardito C, 2004, LECT NOTES COMPUT SC, V3196, P185 Boone HN, 2012, J EXTENSION, V50, P1 Dix A., 2004, HUMAN COMPUTER INTER Ehlers U. D., 2009, QUALITY ASSURANCE ED, V17, P296, DOI 10.1108/09684880910970687 Faghih Behnam, 2013, International Journal of Soft Computing and Software Engineering, V3, DOI 10.7321/jscse.v3.n3.119 Hasibuan Z. 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Department of Education Office of Vocational and Adult Education, 2011, JUST WRIT GUID Zaharias P, 2009, INT J HUM-COMPUT INT, V25, P75, DOI 10.1080/10447310802546716 NR 21 TC 0 Z9 0 U1 1 U2 1 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distrib. Learn. PD OCT PY 2015 VL 16 IS 4 BP 62 EP 82 PG 21 WC Education & Educational Research SC Education & Educational Research GA DR6PU UT WOS:000380024600005 ER PT J AU Quintana, JG AF Quintana, Javier Gil TI MOOC "Educational Innovation and Professional Development. Possibilities and Limits of ICT." Experience from an European Educommunication Project ECO SO QUALITATIVE RESEARCH IN EDUCATION LA Spanish DT Article DE educommunication; Massive Open Online Courses; European E-learning Project ECO (Communication Open-Data) AB The European Project (E-learning, Communication, includes) ECO is potentializing an educational model that seeks to avoid all kinds of hierarchical and one-way communication, since the new reality of the MOOC. Based on the principles of equity, social inclusion, accessibility, autonomy and openness, the empowerment of students becomes reality with this proposal for an innovative training, breaking the barriers of the digital space of the course MOOC to affect the social layer from the interaction in social networks. Taking as a reference a MOOC of ECO, the results presented in this study have been analyzed from a qualitative methodology opting for analysis, such as intentional sample, virtual learning community that develops in the course. It is intended to achieve with the research aims to analyze the written speech that keep teachers and participants of the MOOC "Educational innovation and professional development. The possibilities and limitations of ICT", within the forums and groups. It is opted for this type of analysis to identify the advantages and disadvantages that the members of the learning community value around the course object of study. According to figure in the project itself, this proposal is presented as an invitation to reflect on the role that the massive formation, online and open plays today, in any learning process, a perspective in educational communication. C1 [Quintana, Javier Gil] Univ Nacl Educ Distancia, Fac Educ, Calle Juan del Rosal 14, E-28040 Madrid, Spain. RP Quintana, JG (reprint author), Univ Nacl Educ Distancia, Fac Educ, Calle Juan del Rosal 14, E-28040 Madrid, Spain. 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PD OCT PY 2015 VL 4 IS 3 BP 299 EP 325 DI 10.17583/qre.2015.1518 PG 27 WC Education & Educational Research SC Education & Educational Research GA DQ4RO UT WOS:000379191200004 ER PT J AU Ramachandiran, CR Jomhari, N Thiyagaraja, S Maria, M AF Ramachandiran, Chandra Reka Jomhari, Nazean Thiyagaraja, Shamala Maria, Malissa TI Virtual Reality Based Behavioural Learning For Autistic Children SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE autism, picture exchange communication system (PECS); virtual environment (VE); virtual agent ID ENVIRONMENTS; ADOLESCENTS; SIMULATION; DISORDER; TOOL AB Autism is a disorder in the growth and development of a brain or central nervous system that covers a large spectrum of impairment, symptoms and skills. The children who are suffering from autism face difficulties in communicating and adapting well in the community as they have trouble in understanding what others think and feel. Therefore, there is a need to design effective e-learning method to ease the communication process and to deliver required knowledge to autistic children. Past researchers have highlighted that a virtual reality based learning environment, a computer simulated environment, can facilitate the learning process among autistic children. It is also recognized that the virtual agent plays an important role in virtual worlds as it eases the communication process between the virtual environment (VE) and children with autism. This research aimed to design an effective learning environment for autistic children by developing a virtual environment prototype using face-to-face interviews and picture exchange communication system (PECS) methodology for data collection which was analysed using quantitative tests. The findings suggest that the toilet virtual environment topped the list for being the most popular learning environment among autistic children for behavioural training. 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PD OCT PY 2015 VL 13 IS 5 BP 357 EP 365 PG 9 WC Education & Educational Research SC Education & Educational Research GA DM2NM UT WOS:000376183500005 ER PT J AU Almpanis, T AF Almpanis, Timos TI Staff Development and Institutional Support for Technology Enhanced Learning in UK Universities SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE staff development; technology enhanced learning; blended learning; online learning; HEIs AB This paper presents the findings of a mixed methods study conducted in the context of Higher Education Institutions (HEIs). More specifically, it focuses on the staff development needs of tutors who teach in blended and online environments, the ways HEIs in the United Kingdom (UK) address these needs and institutional issues around the deployment and support of Technology Enhanced Learning (TEL) by campus-based institutions. The informants in both phases of this research were the heads of e-learning in various UK HEIs. Using an online questionnaire, quantitative data were gathered on the various ways that the staff development needs of the lecturers in blended and online learning have been addressed by UK HEIs. During the second phase of this research, eight semi-structured interviews were conducted. The findings from both phases are integrated in the results section of the paper. C1 [Almpanis, Timos] Southampton Solent Univ, Southampton, Hants, England. RP Almpanis, T (reprint author), Southampton Solent Univ, Southampton, Hants, England. EM timos.almpanis@solent.ac.uk CR Almpanis T., 2012, ELEARNING PAPERS, V30, P3 Ash K., 2011, ED WEEK, V4, P24 Creswell J. 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TI From OER to OEP: shifting practitioner perspectives and practices with innovative learning experience design SO OPEN PRAXIS LA English DT Article DE Open Educational Resources; Open Educational Practices; Learning Experience Design; Professional Development AB Like any other educational resource, the integration of OER in teaching and learning requires careful thought and support for the teaching staff. The Faculty of Education at the Open University of Sri Lanka approached this challenge with the help of a professional development course on OER-based e-Learning. Modules in the course incorporated the use of authentic learning scenarios with learning tasks that facilitated capacity building in a collaborative manner. This paper reports the impact of this course in shifting their perspectives and practices in relation to open educational practices. In addition to a much richer grasp of conceptual knowledge and skills related to searching, identifying, evaluating and integrating OER, participants developed competencies in designing, developing and implementation of an OER-based e-Learning course. C1 [Karunanayaka, Shironica P.; Rajendra, J. C. N.; Ratnayake, H. U. W.] Open Univ Sri Lanka, Nugegoda, Sri Lanka. [Naidu, Som] Monash Univ, Clayton, Vic 3800, Australia. RP Karunanayaka, SP (reprint author), Open Univ Sri Lanka, Nugegoda, Sri Lanka. EM spkar@ou.ac.lk; somaiya.naidu@monash.edu.au; jcraj@ou.ac.lk; udithaw@ou.ac.lk CR COL, 2011, UNESCO COL GUID OP E Dhanarajan G., 2013, OPEN EDUCATIONAL RES, P3 Ehlers U, 2011, ELEARNING PAPERS, V23 FULLAN M., 1993, ED LEADERSHIP, V50 Hattaka M, 2009, EJISDC, V37, P1 Naidu S, 2010, PREPARING GRADUATES, P39 Naidu S., 2014, INTEGRATING OER ED P, P3 Naidu S., 2006, E LEARNING GUIDEBOOK OPAL (Open Educational Quality Initiative) Report, 2009, OPAL FIN REP Rogers E. 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PD OCT-DEC PY 2015 VL 7 IS 4 BP 339 EP 350 DI 10.5944/openpraxis.7.4.252 PG 12 WC Education & Educational Research SC Education & Educational Research GA CY1CD UT WOS:000366143400006 ER PT J AU Yen, CH Chen, IC Lai, SC Chuang, YR AF Yen, Cheng-Huang Chen, I-Chuan Lai, Su-Chun Chuang, Yea-Ru TI An Analytics-Based Approach to Managing Cognitive Load by Using Log Data of Learning Management Systems and Footprints of Social Media SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Cognitive load; Element interactivity; Cognitive load effects; E-learning analytics ID INSTRUCTIONAL-DESIGN; MENTAL WORKLOAD; ONLINE; ENVIRONMENTS; IMPACT; ARGUMENTATION; TASKS AB Traces of learning behaviors generally provide insights into learners and the learning processes that they employ. In this article, a learning-analytics-based approach is proposed for managing cognitive load by adjusting the instructional strategies used in online courses. The technology-based learning environment examined in this study involved a video conferencing system and learning management system (LMS) for hosting course content and discussion forums. The social networking software Line was used to enhance the social presence of learners. Students (N = 869) enrolled in a summer course participated in a 9-week experiment. Their LMS log data and social media footprints were recorded, and content experts assessed the intrinsic cognitive load (ICL) of each content module through a consensus process. A learning analytics method was applied to identify candidate parameters relating learning behaviors to cognitive load. The instructor assessed the learners' cognitive processes and adjusted the instructional strategies according to the results of statistical, discourse, and qualitative analyses. Practical guidelines related to various cognitive load effects were designed to assist the students with managing their cognitive load by using learning behaviors and analytics data as signals for making a change in learning processes. Teachers of online courses can use the proposed approach as a support tool to identify learning problems and assist learners with maintaining a cognitive load that is conducive to learning. C1 [Yen, Cheng-Huang] Natl Open Univ, Dept Informat & Management, Taipei, Taiwan. [Chen, I-Chuan; Lai, Su-Chun] Fu Jen Catholic Univ, Business Adm, Taipei, Taiwan. [Lai, Su-Chun] Natl Open Univ, Ctr Informat Technol, Taipei, Taiwan. [Chuang, Yea-Ru] Fu Jen Catholic Univ, Dept Informat Management, Taipei, Taiwan. RP Yen, CH (reprint author), Natl Open Univ, Dept Informat & Management, Taipei, Taiwan. 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PD OCT PY 2015 VL 18 IS 4 SI SI BP 141 EP 158 PG 18 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300012 ER PT J AU Solomou, G Pierrakeas, C Kameas, A AF Solomou, Georgia Pierrakeas, Christos Kameas, Achilles TI Characterization of Educational Resources in e-Learning Systems Using an Educational Metadata Profile SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning objects; Ontologies; Metadata application profile distance education; IEEE LOM AB The ability to effectively administrate educational resources in terms of accessibility, reusability and interoperability lies in the adoption of an appropriate metadata schema, able of adequately describing them. A considerable number of different educational metadata schemas can be found in literature, with the IEEE LOM being the most widely known; however, it is often the case where it cannot fully accommodate the characteristics of several types of educational resources, that's why application profiles have been proposed. Each metadata standard and application profile usually comes with a different (either less or more semantically enriched) binding, thus allowing the retrieval and dissemination of resources with varying degrees of effectiveness. In this work, we propose an application profile of the IEEE LOM standard having special focus on distance learning material, while being generic enough so as to be applicable to any educational material and application. We then present an ontology model for this profile that aims to improve the potential discovery and retrieval of educational resources within intelligent e-learning environments. C1 [Solomou, Georgia; Pierrakeas, Christos; Kameas, Achilles] HOU, Patras, Greece. [Pierrakeas, Christos] Technol Educ Inst TEI Western Greece, Patras, Greece. RP Solomou, G (reprint author), HOU, Patras, Greece. EM solomou@eap.gr; pierrakeas@eap.gr; kameas@eap.gr CR Al-Khalifa H.S., 2006, P 17 C HYP HYP HYPER, P69, DOI DOI 10.1145/1149941.1149956 Berners-Lee T., 1997, WEB ARCHITECTURE MET Brace J., 2004, HDB ONTOLOGIES 2004, P555 Commons Digital, 2013, 596 LIBR Dublin Core Metadata Initiative (DCMI), 2012, DUBL COR MET EL SET DCMI Usage Board, 2012, DCMI MET TERMS Freed N., 2013, MEDIA TYPE SPECIFICA Fox M. S., 1995, P W BAS ONT ISS KNOW Patel M, 2000, ARIADNE, V25 Duval E., 2002, DRAFT STANDARD LEARN Patel-Schneider P., 2008, 4 INT WORKSH OWL EXP Kalou A., 2012, P 12 IEEE INT C ADV, P61, DOI DOI 10.1109/ICALT.2012.45 Kouneli Aggeliki, 2012, Advances in Web-Based Learning - ICWL 2012. 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PD OCT PY 2015 VL 18 IS 4 SI SI BP 246 EP 260 PG 15 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300019 ER PT J AU Cela, KL Sicilia, MA Sanchez, S AF Cela, Karina L. Angel Sicilia, Miguel Sanchez, Salvador TI Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners' Topic Preferences SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Collaborative learning; Learner preference; SNA; Content analysis; eLearning ID SOCIAL NETWORK ANALYSIS; COMMUNITY; COMMUNICATION; ENVIRONMENTS; PATTERNS; STYLES; TASK AB Teachers and instructional designers frequently incorporate collaborative learning approaches into their e-learning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly important question for adults, whose performance can depend strongly on how closely the project topic relates to their professional goals. In this study involving an on-line course for 103 professionals we divided the learners into two parallel sections that differed in how they would be assigned to groups to perform collaborative tasks on different topics. In one section, learners were assigned randomly into groups and were given task topics randomly as well. In the other section, they were assigned to a group based on whether they shared a common interest in the topic given to that group. We used Social Network Analysis and Content Analysis to assess the level of collaboration in quantitative and qualitative terms (knowledge construction). Both groups showed a low level of knowledge construction and similar levels of centrality degree and learning performance. However, more learners participated in the collaborative tasks if groups had been assigned based on learners' topic preferences. Our findings suggest that forming groups of adult learners based on topic preferences in on-line environments can increase the number of learners that collaborate, but it does not necessarily improve learner performance. C1 [Cela, Karina L.] Univ Fuerzas Armadas ESPE, Dept Comp Sci, Sangolqui, Ecuador. [Angel Sicilia, Miguel; Sanchez, Salvador] Univ Alcala De Henares, Comp Sci Dept, Alcala De Henares, Madrid, Spain. RP Cela, KL (reprint author), Univ Fuerzas Armadas ESPE, Dept Comp Sci, Sangolqui, Ecuador. EM klcela@espe.edu.ec; msicilia@uah.es; salvador.sanchez@uah.es FU SENESCYT of Ecuador; MAVSEL project (Mining, data analysis and visualization based on social aspects of e-learning) - Spanish Ministry of Science and Innovation [TIN2010-21715-C02-01] FX This work was partially supported by SENESCYT of Ecuador and the MAVSEL project (Mining, data analysis and visualization based on social aspects of e-learning), funded by the Spanish Ministry of Science and Innovation (TIN2010-21715-C02-01). CR Alfonseca E, 2006, USER MODEL USER-ADAP, V16, P377, DOI 10.1007/s11257-006-9012-7 Aretio L. G., 1988, EDUCADORES Aviv R., 2003, J ASYNCHRONOUS LEARN, V7, P1 Barth F. 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PD OCT PY 2015 VL 18 IS 4 SI SI BP 287 EP 298 PG 12 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300022 ER PT J AU Romero, L North, M Gutierrez, M Caliusco, L AF Romero, Lucila North, Matthew Gutierrez, Milagros Caliusco, Laura TI Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Ontology; Ontology network; e-Learning; e-Assessment ID STUDENTS; TEACHERS; DESIGN; SYSTEM AB The use of ontologies as tools to guide the generation, organization and personalization of e-learning content, including e-assessment, has drawn attention of the researchers because ontologies can represent the knowledge of a given domain and researchers use the ontology to reason about it. Although the use of these semantic technologies tends to enhance technology-based educational processes, the lack of validation to improve the quality of learning in their use makes the educator feel reluctant to use them. This paper presents progress in the development of an ontology network, called AONet, that conceptualizes the e-assessment domain with the aim of supporting the semi-automatic generation of assessment, taking into account not only technical aspects but also pedagogical ones. C1 [Romero, Lucila] Univ Nacl Litoral, Fac Engn & Water Sci, Santa Fe, Argentina. [North, Matthew] Coll Idaho, Caldwell, ID USA. [Gutierrez, Milagros; Caliusco, Laura] UTN, Fac Reg Santa Fe, CIDISI Res Ctr, Buenos Aires, DF, Argentina. RP Romero, L (reprint author), Univ Nacl Litoral, Fac Engn & Water Sci, Santa Fe, Argentina. EM lucila.rb@gmail.com; mnorth@washjeff.edu; mmgutier@frsf.utn.edu.ar; mcaliusc@frsf.utn.edu.ar FU Universidad Tecnologica Nacional (UTN); Consejo Nacional de Investigaciones Cienticas y Tecnicas (CONICET); Universidad Nacional del Litoral (UNL); Fullbright Program FX The authors are grateful to Universidad Tecnologica Nacional (UTN), Consejo Nacional de Investigaciones Cienticas y Tecnicas (CONICET), Universidad Nacional del Litoral (UNL), and the Fullbright Program for their financial support. 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D., 2001, ASSESS EVAL HIGH EDU, V26, P247 Simperl E., 2010, INT J COMPUTER SCI A, V7, P45 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Thurmond V. A., 2002, American Journal of Distance Education, V16, P169, DOI 10.1207/S15389286AJDE1603_4 Van der Schaaf M, 2012, ASSESS EVAL HIGH EDU, V37, P847, DOI 10.1080/02602938.2011.576312 Vance Gillian, 2013, Clin Teach, V10, P21, DOI 10.1111/j.1743-498X.2012.00599.x Poveda Villalon M., 2010, P 19 ICEM, P1 Vitturini M., 2011, TE ET REV IBEROAMERI, V6, P43 W3C OWL Working Group, 2012, OWL 2 WEB ONT LANG D NR 46 TC 1 Z9 1 U1 2 U2 5 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 2015 VL 18 IS 4 SI SI BP 312 EP 330 PG 19 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300024 ER PT J AU Hedayati, M Foomani, EM AF Hedayati, Mohsen Foomani, Elham Mohammadi TI Learning Style and Task Performance in Synchronous Computer-Mediated Communication: A Case Study of Iranian EFL Learners SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning style; Synchronous computer-mediated communication; Task-based language teaching; Opinion-gap task; Felder-Soloman index of learning style AB The study reported here explores whether English as a foreign Language (EFL) learners' preferred ways of learning (i.e., learning styles) affect their task performance in computer-mediated communication (CMC). As Ellis (2010) points out, while the increasing use of different sorts of technology is witnessed in language learning contexts, it is worth studying the conditions in which the most second language (L2) production would be accomplished. The participants were 40 advanced-level Iranian EFL learners enrolled at a language institute in Tehran. Learners' individual learning styles were probed by Felder-Soloman (1991) Index of Learning Style (ILS) and they were categorized into 8 groups, within 4 dimensions: Active vs. Reflective, Sensing vs. Intuitive, Visual vs. Verbal, and Sequential vs. Global learners. Then, the participants were given the opinion-gap tasks in 6 consecutive online chat sessions within a 3-week period. The participants' produced language was analyzed at two levels: vocabulary, and grammar. Independent samples t-test were conducted to check if the differences between the groups were significant. The results reveal that the Reflective learners and Visual Learners produced grammatically more complex and lexically denser sentences than the other groups, which suggests that learners' learning styles may affect their task performance in synchronous computer-mediated communication. C1 [Hedayati, Mohsen; Foomani, Elham Mohammadi] Univ Tehran, Fac Foreign Languages, Tehran, Iran. RP Hedayati, M (reprint author), Univ Tehran, Fac Foreign Languages, Tehran, Iran. EM Mohsen.hedayati@alumni.ut.ac.ir; Foomanielham@ut.ac.ir CR Ayersman D. J., 1993, ANN CONV E ED RES AS Canavan J., 2004, THESIS U DUBLIN DUBL Carver CA, 1999, IEEE T EDUC, V42, P33, DOI 10.1109/13.746332 Chapelle C., 2003, ENGLISH LANGUAGE LEA Doughty CJ, 2003, LANG LEARN TECHNOL, V7, P50 Ellis R., 2010, TASK BASED LANGUAGE, pxvi Felder RM, 2005, INT J ENG EDUC, V21, P103 Felder R. 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PD OCT PY 2015 VL 18 IS 4 SI SI BP 344 EP 356 PG 13 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300026 ER PT J AU Hwang, WY Shadiev, R Tseng, CW Huang, YM AF Hwang, Wu-Yuin Shadiev, Rustam Tseng, Chi-Wei Huang, Yueh-Min TI Exploring Effects of Multi-Touch Tabletop on Collaborative Fraction Learning and the Relationship of Learning Behavior and Interaction with Learning Achievement SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Tablet PC; Multi-touch tabletop; Fraction; Learning behavior; Interaction; Representation; Perception ID USER ACCEPTANCE; MATHEMATICS; PERFORMANCE; TECHNOLOGY; AWARENESS; STUDENTS; SUPPORT; DEVICES AB This study designed a learning system to facilitate elementary school students' fraction learning. An experiment was carried out to investigate how the system, which runs on multi-touch tabletop versus tablet PC, affects fraction learning. Two groups, a control and experimental, were assigned. Control students have learned fraction by using tablet PCs while experimental students have learned fraction by using multi-touch tabletop. It was found that learning effect of multi-touch tabletop was greater than that of tablet PCs. Multi-touch tabletop enabled students to easily collaborate, to learn fractions as well as to practice their problem-solving skills. On the other hand, students tended to work individually when using tablet PCs; therefore, students' collaboration was limited and their understanding of fraction concept could not be promoted. As multi-touch tabletop was found as more beneficial to students' learning, this study has further investigated the relationship of research variables (i.e., learning behavior to use the system and interaction among peers) with learning achievement in multi-touch tabletop environment. According to results, the number of times that fraction cards were canceled positively correlated with the post-test results. The reason is that canceling cards enabled students to refer to symbolic, graphical and simplified representations of fractions; thus, students could analyze fraction-related problem more thoroughly and solve it more efficiently. This study revealed that "seeking help" and "giving help" are important variables in peer interaction, particularly, in tightly collaborative multi-touch tabletop learning environment and they could lead to better learning achievement. With obvious awareness of peers' needs and availabilities in multi-touch tabletop learning environment, students have easily asked for help from and provided help to peers during problem-solving process. In contrast, control students have usually worked individually or in loose collaboration. Results of this study also showed that most students had positive perception toward the multi-touch tabletop system, high collaborative learning attitude and motivation. Based on above-mentioned findings, this study makes several implications along with conclusions and suggestions for the future research. C1 [Hwang, Wu-Yuin; Tseng, Chi-Wei] Natl Cent Univ, Grad Inst Network Learning Technol, Taipei, Taiwan. [Shadiev, Rustam; Huang, Yueh-Min] Natl Cheng Kung Univ, Dept Engn Sci, Tainan 701, Taiwan. RP Shadiev, R (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, Tainan 701, Taiwan. EM wyhwang1206@gmail.com; rustamsh@gmail.com; s8413896@gmail.com; huang@mail.ncku.edu.tw RI Shadiev, Rustam/G-5083-2010 OI Shadiev, Rustam/0000-0001-5571-1158 FU "International Research-Intensive Center of Excellence Program" of NTNU; Ministry of Science and Technology, Taiwan, R.O.C. [NSC 103-2911-I-003-301, MOST 103-2511-S-006-007-MY3, MOST 103-2511-S-006-002-MY3] FX This research is partially supported by the "International Research-Intensive Center of Excellence Program" of NTNU and the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. 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Technol. Soc. PD OCT PY 2015 VL 18 IS 4 SI SI BP 459 EP 473 PG 15 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300035 ER PT J AU Herrero, R Breton-Lopez, J Farfallini, L Quero, S Miralles, I Banos, R Botella, C AF Herrero, Rocio Breton-Lopez, Juana Farfallini, Luis Quero, Soledad Miralles, Ignacio Banos, Rosa Botella, Cristina TI Acceptability and Satisfaction of an ICT-based Training for University Teachers SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Interactive learning environments; Lifelong learning; Teaching and learning strategies; Virtual reality; Information and communication technologies ID DIGITAL NATIVES; EDUCATION; SCIENCE AB E-learning can be defined as learning facilitated and supported through the use of ICTs. ICTs can increase students' motivation, accelerate the knowledge process and facilitate the information access. The aim of this paper is to analyze the acceptability of three tools presented in a workshop carried out during six weeks, with university teachers (N = 22), taking into account their opinion about the usefulness of the workshop. Two researchers/teachers specializing in the field of educational technologies taught the three tools presented. Before the workshop, we administered a technology profile questionnaire; after it, we asked the teachers to fill in a questionnaire about the workshop and the tools used. We then carried out a non-parametric Friedman test to compare the differences found in the evaluation of the tools. The results show that the acceptability of the technologies and the methodology used during the workshop was high: teachers' assessment and opinion has been favorable for both pedagogy and teaching methodology, which facilitated the understanding of the tools and the innovative nature of the contents of the workshop. The participants also evaluated the technologies as appropriate and easy to use. We also mention the limitations of the study and future challenges. C1 [Herrero, Rocio; Breton-Lopez, Juana; Farfallini, Luis; Quero, Soledad; Miralles, Ignacio; Botella, Cristina] Jaume I Univ, Castellon De La Plana, Spain. [Banos, Rosa] Univ Valencia, Valencia, Spain. [Breton-Lopez, Juana; Quero, Soledad; Miralles, Ignacio; Banos, Rosa; Botella, Cristina] Univ Hosp Santiago de Compostela, CIBER Pathophysiol Obes & Nutr, Inst Hlth Carlos 3, Choupana, Spain. RP Farfallini, L (reprint author), Jaume I Univ, Castellon De La Plana, Spain. EM ro.herrero.09@gmail.com; breton@uji.es; lfarfallini@gmail.com; squero@uji.es; mirallei@uji.es; banos@uv.es; botella@uji.es RI Botella, Cristina/F-9230-2010; banos, rosa/C-6077-2011 OI Botella, Cristina/0000-0001-8783-6959; banos, rosa/0000-0003-0626-7665 FU Ministerio de Ciencia e Innovacion [PSI2010-17563]; Network of Excellence (Generalitat Valenciana, Conselleria de Educacion) [ISIC/2012/012]; CIBERobn [CB/06/03]; Teaching to Teach with Technology Multilateral European Project [505169-LLP-1-2009-1-IT-KA3-KA3MP]; [PROMETEO/2013/003 Fase II] FX This study has been funded in part by Ministerio de Ciencia e Innovacion (PSI2010-17563), PROMETEO/2013/003 Fase II, ISIC/2012/012 Network of Excellence (Generalitat Valenciana, Conselleria de Educacion), the CIBERobn (CB/06/03), and the Teaching to Teach with Technology Multilateral European Project (505169-LLP-1-2009-1-IT-KA3-KA3MP). We would like to thank the Educational Support Unit at UJI, where the workshop was carried out. 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PD OCT PY 2015 VL 18 IS 4 SI SI BP 498 EP 510 PG 13 WC Education & Educational Research SC Education & Educational Research GA CT0VT UT WOS:000362516300038 ER PT J AU Back, DA Behringer, F Harms, T Plener, J Sostmann, K Peters, H AF Back, David Alexander Behringer, Florian Harms, Tina Plener, Joachim Sostmann, Kai Peters, Harm TI Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools SO BMC MEDICAL EDUCATION LA English DT Article ID EDUCATION; STUDENTS; IMPROVE; ONLINE; IMPACT AB Background: The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. Methods: A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey (R). Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. Results: The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. Conclusions: While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning tools and concepts. C1 [Back, David Alexander] Bundeswehr Hosp, Dept Traumatol & Orthoped, D-10115 Berlin, Germany. [Back, David Alexander; Behringer, Florian; Harms, Tina; Plener, Joachim; Sostmann, Kai; Peters, Harm] Charite, Dieter Scheffner Ctr Med Educ & Res, D-10117 Berlin, Germany. RP Sostmann, K (reprint author), Charite, Dieter Scheffner Ctr Med Educ & Res, Charitepl 1, D-10117 Berlin, Germany. EM kai.sostmann@charite.de CR Back DA, 2014, J SURG EDUC, V71, P353, DOI 10.1016/j.jsurg.2013.11.007 Barefield Amanda C, 2013, Perspect Health Inf Manag, V10, p1f Charite, 2014, QUAL SEAL ELEARNING Choules AP, 2007, POSTGRAD MED J, V83, P212, DOI 10.1136/pgmj.2006.054189 Collins D, 2003, QUAL LIFE RES, V12, P229, DOI 10.1023/A:1023254226592 Cook DA, 2014, MED EDUC, V48, P930, DOI 10.1111/medu.12484 Davids MR, 2013, ADV PHYSIOL EDUC, V37, P242, DOI 10.1152/advan.00043.2013 De Wever B, 2008, ADV HEALTH SCI EDUC, V13, P25, DOI 10.1007/s10459-006-9022-6 Ellaway R, 2008, MED TEACH, V30, P455, DOI 10.1080/01421590802108331 German Medical Association, QUAL CRIT ELEARNING Gray K, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-6 Heye T, 2008, ROFO-FORTSCHR RONTG, V180, P337, DOI 10.1055/s-2008-1027217 Kim KJ, 2009, MED TEACH, V31, pE397, DOI 10.1080/01421590902744902 Kolb S, 2009, J OCCUP ENVIRON MED, V51, P647, DOI 10.1097/JOM.0b013e3181a90af6 Kowalczyk Nina, 2013, Radiol Technol, V85, P27 Masie E, 2002, ASTD E LEARNING HDB, P58 Matthes G, 2009, UNFALLCHIRURG, V112, P218, DOI 10.1007/s00113-008-1545-2 Rasmussen A, 2013, MED TEACH, V35, P109, DOI 10.3109/0142159X.2012.733838 Ridgway PF, 2007, MED EDUC, V41, P168, DOI 10.1111/j.1365-2929.2006.02669.x Ruderich F, 2004, ST HEAL T, V107, P921 Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 Ruiz JG, 2009, ACAD MED, V84, P47, DOI 10.1097/ACM.0b013e3181901004 Scavo F., 2005, KEY ADVANTAGE OPEN S Schnell R., 2011, METHODEN EMPIRISCHEN Shantikumar S, 2009, MED TEACH, V31, P535, DOI 10.1080/01421590802365584 Amant L, 2015, STRUCTURE FINANCES H Steinert Y, 2006, MED TEACH, V28, P497, DOI 10.1080/01421590600902976 Welk A, 2006, Eur J Dent Educ, V10, P87, DOI 10.1111/j.1600-0579.2006.00401.x Woltering V, 2009, ADV HEALTH SCI EDUC, V14, P725, DOI 10.1007/s10459-009-9154-6 Xeroulis GJ, 2007, SURGERY, V141, P442, DOI 10.1016/j.surg.2006.09.012 NR 30 TC 0 Z9 0 U1 5 U2 35 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 SEP 3 PY 2015 VL 15 AR 145 DI 10.1186/s12909-015-0420-4 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CQ5WK UT WOS:000360676200001 PM 26337447 ER PT J AU Gruner, D Pottie, K Archibald, D Allison, J Sabourin, V Belcaid, I McCarthy, A Brindamour, M Polec, LA Duke, P AF Gruner, Douglas Pottie, Kevin Archibald, Douglas Allison, Jill Sabourin, Vicki Belcaid, Imane McCarthy, Anne Brindamour, Mahli Polec, Lana Augustincic Duke, Pauline TI Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study SO BMC MEDICAL EDUCATION LA English DT Article ID EDUCATION; METAANALYSIS; PROFESSIONS AB Background: Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods: A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results: One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012-2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions: Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time. C1 [Gruner, Douglas; Pottie, Kevin; Archibald, Douglas; Belcaid, Imane] Univ Ottawa, Dept Family Med, Ottawa, ON K1N 5C8, Canada. [Pottie, Kevin; Polec, Lana Augustincic] Univ Ottawa, Dept Epidemiol & Community Med, Ottawa, ON K1H 8M5, Canada. [Pottie, Kevin; Archibald, Douglas; Sabourin, Vicki] Univ Ottawa, CT Lamont Ctr Res Primary Care, Ottawa, ON K1N 5C8, Canada. [Allison, Jill] Mem Univ Newfoundland, Div Community Hlth & Humanities, St John, NF A1B 3V6, Canada. [McCarthy, Anne] Univ Ottawa, Fac Med, Dept Med, Ottawa, ON K1H 8L6, Canada. [McCarthy, Anne] Univ Ottawa, Off Global Hlth, Fac Med, Ottawa, ON K1H 8M5, Canada. [Brindamour, Mahli] Univ Saskatchewan, Royal Univ Hosp, Dept Paediat, Saskatoon, SK S7N 0W8, Canada. [Duke, Pauline] Mem Univ Newfoundland, Dept Family Med, St John, NF A1B 3V6, Canada. RP Gruner, D (reprint author), Univ Ottawa, Dept Family Med, 43 Bruyere St, Ottawa, ON K1N 5C8, Canada. EM gruner18@yahoo.ca FU Undergraduate Medical Education Office at the University of Ottawa; Memorial University; University of Saskatchewan; Program for Innovation in Medical Education (PIME) from the Department of Family Medicine, University of Ottawa; Inter-professional Medical Education Research Fund FX The authors wish to thank the Undergraduate Medical Education Office at the University of Ottawa, Memorial University and University of Saskatchewan for their support in this research. The authors would also like to acknowledge Ian McDowell's contribution in revising the knowledge quiz. This research project was funded by the Program for Innovation in Medical Education (PIME) from the Department of Family Medicine, University of Ottawa. The Refugees and Global Health e-Learning Program was funded by the Inter-professional Medical Education Research Fund. CR Canadian Collaboration for Immigrant Refugee Health, 2013, REF GLOB HLTH E LEAR Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Clark V., 2011, DESIGNING CONDUCTING Cohen J., 1988, STAT POWER ANAL BEHA Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 Creswell J. 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Educ. PD SEP 2 PY 2015 VL 15 AR 142 DI 10.1186/s12909-015-0421-3 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CQ5WI UT WOS:000360676000001 PM 26330059 ER PT J AU Coccoli, M Iacono, S Vercelli, G AF Coccoli, Mauro Iacono, Saverio Vercelli, Gianni TI APPLYING GAMIFICATION TECHNIQUES TO ENHANCE THE EFFECTIVENESS OF VIDEO-LESSONS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Technology Enhanced Learning; Gamification; Serious games; Video-course; Storytelling AB Gamification techniques are commonly used in e-learning to enhance the effectiveness of educational activities and the learners' partaking. In fact, owing to the engagement effect, they can improve learning processes in diverse disciplines, empowering the traditional methods of acquisition of competences and skills. This approach is giving results in informal education activities both in traditional Learning Management Systems and in Massive Open Online Course platforms, mostly based on the consumption of video-lessons. In this context, we describe the gamification-oriented design choices made for the realization of a video-course for the training on the use of office automation software programs. Specifically, we planned the revamping of a course produced in 2012, whose lessons are made by short fictional videos, animated tutorials, and screen captures that show how to perform common operations. The design of the gamification process is following the hype for the launch of the new Star Wars (TM), Episode 7, and, as a consequence, will be delivered as "Star Words". In the paper we present the gamification methodologies adopted to create the first prototype of Star Words, also analyzing the criticisms that emerged. C1 [Coccoli, Mauro; Vercelli, Gianni] Univ Genoa, Dept Informat Bioengn Robot & Syst Engn, DIBRIS, I-16126 Genoa, Italy. [Iacono, Saverio] Univ Genoa, Ctr Lifelong Learning Counseling & Elearning, APOEL, I-16126 Genoa, Italy. RP Coccoli, M (reprint author), Univ Genoa, Dept Informat Bioengn Robot & Syst Engn, DIBRIS, I-16126 Genoa, Italy. EM mauro.coccoli@unige.it; saverio.iacono@unige.it; gianni.vercelli@unige.it RI Coccoli, Mauro/E-8971-2012 OI Coccoli, Mauro/0000-0001-5802-138X CR Adorni G., 2012, J E LEARN KNOWL SOC, V8, P23 Caviglione L., 2011, P 3 INT C NEXT GEN N, P12 ECDL Foundation, 2014, FALL DIG NAT WHY YOU Gaudina M, 2013, 2013 SEVENTH INTERNATIONAL CONFERENCE ON COMPLEX, INTELLIGENT, AND SOFTWARE INTENSIVE SYSTEMS (CISIS), P611, DOI 10.1109/CISIS.2013.110 Khalil H., 2014, P WORLD C ED MULT HY, P1236 Krause M., 2015, P 2 ACM C LEARN SCAL, P95 Mamgain N., 2014, P IEEE INT C INN TEC, P331 Oblinger D., 2004, J INTERACTIVE MEDIA, V2004, P1 Perino E., 2015, P 27 EUR MOD SIM S Perryer C., 2012, AFBE J, V5, P371 Prensky M., 2001, DIGITAL GAME BASED L Tan C. K, 2013, P 9 AUSTR C INT ENT Vaibhav A., 2014, P IEEE INT C MOOC IN, P290 Werbach K, 2012, WIN GAME THINKING CA Wilkowski J., 2014, P 1 ACM C LEARN SCAL, P3 Williams K., 2014, CONTENT ANAL COURSER NR 16 TC 0 Z9 0 U1 6 U2 9 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD SEP PY 2015 VL 11 IS 3 BP 73 EP 84 PG 12 WC Education & Educational Research SC Education & Educational Research GA CY4VC UT WOS:000366405800006 ER PT J AU Guarnieri, G AF Guarnieri, Giulia TI BEATING THE ODDS: TEACHING ITALIAN ONLINE IN THE COMMUNITY COLLEGE ENVIRONMENT SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Community college; e-learning; Italian; Online; Retention ID FOREIGN-LANGUAGE; EDUCATION; LEARNERS; STUDENTS AB This study analyzes data collected from Italian language online classes during the course of four consecutive semesters at Bronx Community College in order to measure the impact that distance learning has on students' retention and success rates in elementary courses. The results reveal that reconfiguring the online meetings to a lower percentage and implementing social pedagogies reduce course abandonment and favor the creation of strong learning communities. Furthermore, the data relative to the grade distribution shows no substantial difference between online courses and face-to-face instruction. C1 [Guarnieri, Giulia] CUNY Bronx Community Coll, Bronx, NY 10453 USA. RP Guarnieri, G (reprint author), CUNY Bronx Community Coll, Bronx, NY 10453 USA. EM giulia.guarnieri@bcc.cuny.edu CR Ang Aloysius, 2011, EFFECT BILINGUALISM Arnold N., 2009, J INTERACTIVE ONLINE, V8, P121 Arnold N., 2005, CALICO Journal, V22 Bambara C. S., 2009, COMMUNITY COLL REV, V36, P219, DOI DOI 10.1177/0091552108327187 Barrette C. M., 2001, CALICO Journal, V19 Bocchi J., 2004, J ED BUSINESS, V79, P245, DOI DOI 10.3200/JOEB.79.4.245-253 Brown BW, 2002, AM ECON REV, V92, P444, DOI 10.1257/000282802320191778 Cardoso W, 2011, COMPUT ASSIST LANG L, V24, P393, DOI 10.1080/09588221.2011.567354 Cattan M, 2005, AGEING SOC, V25, P41, DOI 10.1017/Soi44686X04002594 Cenoz J., 2003, INT J BILINGUAL, V7, P1, DOI DOI 10.1177/13670069030070010101 Chapelle A. Carol, 2010, LANGUAGE LEARNING TE, V14, P27 Cox RD, 2005, TEACH COLL REC, V107, P1754, DOI 10.1111/j.1467-9620.2005.00541.x Curry D. B., 2000, COLLABORATIVE CONNEC Ellis R., 1994, STUDY 2 LANGUAGE ACQ Elola I, 2010, LANG LEARN TECHNOL, V14, P51 Figlio David N., 2010, 16089 NBER Fose L., 2007, MERLOT J ONLINE LEAR, V3, P277 Garrison R. D., 2007, J ASYNCHRONOUS LEARN, V11, P61 Gunawardena C. N., 1995, INT J ED TELECOMMUNI, V1, P147 Heins Barbara, 2007, Computer Assisted Language Learning, V20, DOI 10.1080/09588220701489440 Jackowski M., 2010, COMMUNITY COLL J RES, V34, P624 Jaggars S.S., 2010, ONLINE LEARNING VIRG Jones C. L., 2008, CALICO J, V25, P400 Kabata K., 2005, CALICO Journal, V22, P237 Keim J., 2010, COMMUNITY COLL J RES, V34, P957, DOI 10.1080/10668920701869167 Kennedy C, 2010, LANG LEARN TECHNOL, V14, P28 Kessler G, 2010, COMPUT ASSIST LANG L, V23, P41, DOI 10.1080/09588220903467335 Khatib M., 2010, J LANGUAGE TEACHING, V1, P285 Kraemer A., 2008, OPENING DOORS DISTAN, P11 Krashen S. D., 1988, PRINCIPLES PRACTICE Lagier J, 2003, INTERNET HIGH EDUC, V6, P179, DOI 10.1016/S1096-7516(03)00023-X Liu S. Y, 2009, J INTERACTIVE ONLINE, V8, P165 Mackey A., 2005, APPL LINGUIST, V3, P405 McInnerney JM, 2004, EDUC TECHNOL SOC, V7, P73 McKinney L., 2010, COMMUNITY COLL J RES, V34, P299 Mei M., 1991, FOREIGN LANG ANN, V24, P281 Mitchel R., 1998, 2 LANGUAGE LEARNING Munro M. J., 2001, STUDIES 2 LANGUAGE A, V23, P451 Peal E., 1962, PSYCHOL MONOGR, V75, P1 Reilly T, 1988, ERIC DIGEST ERIC CLE Sanz C, 2000, APPL PSYCHOLINGUIST, V21, P23 Schopieray S, 2003, MIDW ED RES ASS ANN Scida E. E., 2006, CALICO Journal, V23, P517 Shea P., 2005, J ASYNCHRONOUS LEARN, V9, P59 Smith D. R., 2006, COMMUNITY COLL J RES, V30, P401, DOI 10.1080/10668920500442125 Somenarain L., 2010, MERLOT J ONLINE LEAR, V6, P353 Sottilare RA, 2012, EDUC TECHNOL SOC, V15, P101 Swan K, 2005, LEARNING TOGETHER ONLINE: RESEARCH ON ASYNCHRONOUS LEARNING NETWORKS, P239 Tschirner E., 2001, Computer Assisted Language Learning, V14, P305, DOI 10.1076/call.14.3.305.5796 Wagener D., 2006, Computer Assisted Language Learning, V19, P279, DOI 10.1080/09588220601043180 Weininger M. J., 2003, Computer Assisted Language Learning, V16, P329, DOI 10.1076/call.16.4.329.23414 Winke P, 2010, COMPUT ASSIST LANG L, V23, P199, DOI 10.1080/09588221.2010.486576 Xie T., 1999, CHINESE LANGUAGE TEA, VIII Xu D., 2010, CCRC ASSESSMENT EVID Zeiss E., 2005, Computer Assisted Language Learning, V18, P151, DOI 10.1080/09588220500173310 NR 55 TC 0 Z9 0 U1 1 U2 1 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD SEP PY 2015 VL 11 IS 3 BP 163 EP 182 PG 20 WC Education & Educational Research SC Education & Educational Research GA CY4VC UT WOS:000366405800012 ER PT J AU Berea, GAM Gea, EV AF Maldonado Berea, Guadalupe A. Vega Gea, Esther TI ATTITUDE OF UNIVERSITY STUDENTS TOWARDS THE MOODLE PLATFORM SO PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION LA Spanish DT Article DE Moodle; university pupils; higher school; training AB The development of e-learning systems in university education has shown that the design of new strategies will be determined by factors such as attitudes between recipients of the teaching action. In this paper we present the results obtained through a correlational study developed at the Faculty of Educational Sciences, University of Cordoba, on the attitude of students towards the Moodle platform. The main result obtained is that students generally have a positive attitude toward using Moodle E-learning platform. C1 [Maldonado Berea, Guadalupe A.] Univ Veracruzana, Direcc Gen, Unidad Estudios Posgrad, Diego Leno 43, Xalapa 91000, Veracruz, Mexico. RP Berea, GAM (reprint author), Univ Veracruzana, Direcc Gen, Unidad Estudios Posgrad, Diego Leno 43, Xalapa 91000, Veracruz, Mexico. EM gumaldonado@uv.mx; esther.vega@uco.es CR Alvarez M., 2009, UTILIZANDO TIC AULA Boneu J., 2007, RUSC U KNOWLEDGE SOC, V4, P36 [Anonymous], 2004, TESL EJ Rodriguez G., 1995, INTRO TEORIA CLASICA Llorente M., 2007, TECNOLOGIA ED, P263 Herrera J. T., 2002, 2 C INT ED AB DIST Landeta A., 2007, BUENAS PRACTICAS E L Llorente M. C., 2009, FORMACION SEMIPRESEN Marin V., 2010, PIXEL BIT REV MEDIOS, V38, P121 Marques P., 2011, IMPACTO SOC INFORM M Marques P., 1999, ROLES ACTUALES ESTUD Varis T., 2005, NEW LITERACIES E LEA Vazquez A. I., 2011, THESIS U SEVILLA SEV NR 13 TC 0 Z9 0 U1 2 U2 2 PU UNIV SEVILLA, EDITORIAL PI SEVILLE PA SECRETARIADO PUBLICACIONES, C/ PORVENIR, NO 27, SEVILLE, 41013, SPAIN SN 1133-8482 EI 2171-7966 J9 Pixel-Bit JI Pixel-Bit PD JUL PY 2015 IS 47 BP 105 EP 117 PG 13 WC Education & Educational Research SC Education & Educational Research GA DH1LP UT WOS:000372545800007 ER PT J AU Aguaded, I Medina-Salguero, R AF Aguaded, Ignacio Medina-Salguero, Rosario TI Quality criteria for the valuation and management of MOOC SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Spanish DT Article DE MOOC; quality criteria; higher education; online learning; UNE norms; quality learning AB Due to the immediate effect of the influence and use of the MOOC, educational institutions that are directly linked to research and knowledge generation have opened a new field of study. Through this explosive and uncontrolled event, the question arises of whether or not these courses and educational platforms possess the adequate pedagogic foundation that can guarantee the quality and efficient of use of these tools in learning. The objective of the present work is the identification of key elements that assures the quality indexes and the management of MOOC. The results show that, on the one hand, there aren't any specific norms that can allow us to guarantee learning using the MOOC, even though norms for e-learning platforms already exist and criteria for the evaluation of this type of online education are currently being evaluated and unified. On the other hand, there is variety of theoretically proposed, existing criteria and or dimensions for the evaluation of the quality of the MOOC. In the conclusions we highlight how the current efforts in the measuring of quality of the MOOC have been diverting towards marketing as opposed to the design of adequate, high-quality teaching instruction. C1 [Aguaded, Ignacio] Univ Huelva, Dept Educ, Huelva, Spain. [Medina-Salguero, Rosario] Univ Huelva, Fac Ciencias Educ, Dept Educ, Huelva 21071, Spain. RP Aguaded, I (reprint author), Univ Huelva, Fac Ciencias Educ, Huelva 21071, Spain. EM aguaded@uhu.es; rosario.medina@dedu.uhu.es CR AENOR, 2012, 661812012 AENOR Aguaded-Gomez JI, 2013, COMUNICAR, P7, DOI 10.3916/C41-2013-a1 Anguera M. T., 2012, METODOLOGIA INVESTIG Blanco E., 2005, GUIA AFORTIC GUIA EV Boote D. N., 2005, ED RES, V34, P3, DOI [DOI 10.3102/0013189X034006003, 1 0 . 3 1 0 2 / 0013189X034006003.] Bremer C., 2014, QUALITY MOOC KEEPING Chiappe-Laverde A, 2015, COMUNICAR, P9, DOI 10.3916/C44-2015-01 Colas M. P., 1998, INVESTIGACION EDUCAT Conole G., 2013, RED REV ED DISTANCIA, V39 Conole G., 2013, CURRENT THINKING 7CS Desantis N., 2012, CHRONICLE HIGHER ED, V17 Downes S., 2012, QUALITY MASSIVE OPEN Downes S., 2013, WEEK 2 QUALITY MASSI Elenearspace, 2013, NEOL MOOC AMPL NON S GIL Antonio Carlos, 2002, COMO ELABORAR PROJET Gutierres-de-Mesa J. A., 2013, ACT 5 C INT ATICA 20 Hilera J. R., 2010, ACT 1 C IB CAL FOR V, P167 Hilera J. R., 2010, ACT 1 C IB CAL FORM Hill P., 2014, EMERGING STUDENT PAT [Anonymous], INF TECHN LEARN ED T Lohendahl J., 2013, HYPE CYCLE ED Lopez-Meneses E, 2015, COMUNICAR, P73, DOI 10.3916/C44-2015-08 Mackness J., 2010, P 7 INT C NETW LEARN, P266 Martin O., 2013, CAMPUS VIRTUALES, V1, P124 Martin O., 2012, THESIS U GRANADA Open Education Europe, 2014, EUR MOOC SCOR Pappano L., 2014, NY TIMES Patton M., 1990, QUALITATIVE EVALUATI Poy R., 2014, REV IBER SIST TECNOL, V1, P95 Roig R., 2014, PROFESORADO, V8, P27 Scopeo, 2013, SCOPEO INFORME Vazquez-Cano E., 2013, EXPANSION CONOCIMIEN Vergara S., 2010, CONSTANT PROJETOS RE Watters A., 2012, TOP ED TECH TRENDS 2 Yuan L., 2014, MOOC OPEN ED IMPLICA Zapata M., 2013, MOOC VISION CRITICA Zapata M., 2014, MOOC CRISIS EDUCACIO Zapata M., 2012, CALIDAD LOS MOC INTE Zapata M., 2013, CAMPUS VIRTUALES REV, V2, P88 NR 39 TC 1 Z9 1 U1 11 U2 13 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JUL PY 2015 VL 18 IS 2 BP 119 EP 143 DI 10.5944/ried.18.2.13579 PG 25 WC Education & Educational Research SC Education & Educational Research GA DE3PV UT WOS:000370543100006 ER PT J AU Mengual-Andres, S Catala, CL Vila, RR AF Mengual-Andres, Santiago Lloret Catala, Carmen Roig Vila, Rosabel TI Validation of the Questionnaire of Quality Assessment of Online Courses adapted to MOOC SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Spanish DT Article DE MOOC; pedagogical practice; online education; review of distance education research; evaluation AB Massive Online Open Courses (MOOC) constitute a virtual training modality which is already present at today's educational scenario, and which reflects a specific conception of e-learning. Universities are integrating this type of training as part of their formative offer or, at least, are debating whether to integrate it or not. In the light of the above, it becomes necessary to gauge what the characteristics of these courses should be so that they can configure a high-quality virtual training format. These are considered to be necessary instruments when it comes to guaranteeing the quality of MOOC from different perspectives, the pedagogical one in this case-since the success and consolidation of this e-learning format will depend thereon. The aim sought with the present study was therefore to validate a questionnaire for the pedagogical evaluation of MOOC through an adaptation of the cuestionario de evaluacion de cursos virtuales [questionnaire for the evaluation of virtual courses] (Arias, 2007). The validity and reliability of the said test was checked using a principal components factor analysis with Varimax rotation. The conclusion drawn is that it would suffice to introduce adaptations on the list of dimensions proposed in this questionnaire that take into account the specificities of MOOC, since the latter cannot be exclusively analyzed from the general perspective of e-learning - as it was prior to MOOC. Thus, the dimensions which serve as the basis for that questionnaire are: 1) quality of communication and multimedia elements in online massive courses; 2) curricular consistency in such courses as well as their degree of adaptation to the user; and 3) quality of their didactic planning. C1 [Mengual-Andres, Santiago; Lloret Catala, Carmen] Univ Valencia, Dept Comparat Educ & Hist Educ, Valencia 46010, Spain. Fac Philosophy & Educ Sci, Valencia 46010, Spain. [Roig Vila, Rosabel] Univ Alicante, Fac Educ, E-03080 Alicante, Spain. RP Mengual-Andres, S (reprint author), Univ Valencia, Dept Comparat Educ & Hist Educ, Valencia 46010, Spain. 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Distancia PD JUL PY 2015 VL 18 IS 2 BP 145 EP 169 DI 10.5944/ried.18.2.13664 PG 25 WC Education & Educational Research SC Education & Educational Research GA DE3PV UT WOS:000370543100007 ER PT J AU Perveen, A AF Perveen, Ayesha TI Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan SO OPEN PRAXIS LA English DT Article DE Critical Discourse Analysis (CDA); Virtual Classroom; Moderated Discussion Board (MDB); Learning Management System (LMS); E-learning ID ONLINE AB The paper critically evaluated the discursive practices on the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The paramount objective of the study was to conduct a critical discourse analysis (CDA) of the MDB on the Learning Management System (LMS) of VUP. For this purpose, the academic power relations of the students and instructors were evaluated by analyzing whose discourse was dominant in communication with each other on MDB. The researcher devised a model based on the blended theoretical framework of Norman Fairclough and Teun van Dijk to critically analyze the linguistics, ideological, semiotic and socio cognitive-cultural undercurrents in the production and reception processes of MDB discourse. The primary data of the MDB of English Comprehension (ENG101) course was randomly selected to be qualitatively analyzed for this research study. The findings demonstrated that the learners were at a disadvantage because of their lack of command of the English language. However, quick and pertinent replies from instructors revealed students' empowerment in an educational discursive practice. The results indicated a balance of power relations amongst instructors, students and the University. However, the need to improve the critical thinking of the students to further empower them was strongly felt. C1 Virtual Univ Pakistan, Faisalabad, Pakistan. RP Perveen, A (reprint author), Virtual Univ Pakistan, Faisalabad, Pakistan. 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Chen, Hong-Ren Hwang, Wu-Yuin Chen, Nian-Shing TI The Factors and Impacts of Large-Scale Digital Content Accreditations SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Teaching materials accreditation; Accreditation assessment; Large-scale analysis; Factor exploration ID DISTANCE EDUCATION; QUALITY-ASSURANCE; PERCEPTION; SYSTEM AB E-learning is an important and widespread contemporary trend in education. Because its success depends on the quality of digital materials, the mechanism by which such materials are accredited has received considerable attention and has influenced the design and implementation of digital courseware. For this reason, this study examined the mechanism by which digital materials are accredited in Taiwan by analyzing the effects of this process on the quality of the digital materials accredited between 2009 and 2014 and by exploring its influence on the design and production of these materials. This analysis was used to identify the advantages and disadvantages of e-learning courseware so as to enhance the quality of digital materials. Data were drawn from 240 applications submitted to the Taiwan E-Learning Quality Center between 2009 and 2014, which were evaluated using quality specifications designed by the Taiwan Ministry of Education. Both quantitative and qualitative methods were used to explore the key factors contributing to the success or failure of attempts to achieve accreditation. The results showed that the grading methods, design of learning activities, quantity and quality of teaching materials, use of different media, motivational techniques, and opportunities for students practice were the most important contributors to accreditation. Moreover, we found significant differences between applications that passed and failed the accreditation assessment along four dimensions: "teaching content and architecture," "design of teaching materials," " the use of computer-aided design," and " media and interface design." Further quantitative analysis revealed that the design of teaching materials was the key contributor to the overall quality of teaching materials. Qualitative analysis showed that designing exercises, examples, and teaching materials according to learners' abilities was associated with successful applications for accreditation. We also found that designs that did not engage learners and low-quality media were associated with failure to obtain accreditation. C1 [Kuo, Tony C. T.] Natl Open Univ, Management & Informat, New Taipei City, Taiwan. [Chen, Hong-Ren] Natl Taichung Univ Educ, Dept Digital Content & Technol, Taichung, Taiwan. [Hwang, Wu-Yuin] Natl Cent Univ, Grad Sch Network Learning Technol, Taoyuan, Taiwan. [Chen, Nian-Shing] Natl Sun Yat Sen Univ, Dept Informat Management, Kaohsiung, Taiwan. RP Chen, HR (reprint author), Natl Taichung Univ Educ, Dept Digital Content & Technol, Taichung, Taiwan. EM tony@mail.nou.edu.tw; hrchen@mail.ntcu.edu.tw; wyhwang@cc.ncu.edu.tw; nschen@mis.nsysu.edu.tw RI Chen, Nian-Shing/B-7035-2009 OI Chen, Nian-Shing/0000-0001-7768-0997 FU Ministry of Science and Technology [MOST-103-2511-S-110-002-MY3, MOST-103-2511-S-008-017-MY3, MOST-103-2511-S-142-022-MY2, NSC-101-2511-S-110-003-MY3, NSC-101-2511-S-008-012-MY3, NSC-101-2511-S-008-013-MY3] FX This study was partially supported by the Ministry of Science and Technology under grant numbers, MOST-103-2511-S-110-002-MY3, MOST-103-2511-S-008-017-MY3, MOST-103-2511-S-142-022-MY2, NSC-101-2511-S-110-003-MY3, NSC-101-2511-S-008-012-MY3 and NSC-101-2511-S-008-013-MY3. CR Adamson L., 2010, ENQA WORKSH Agariya A. 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PD JUL PY 2015 VL 18 IS 3 BP 29 EP 48 PG 20 WC Education & Educational Research SC Education & Educational Research GA CO2NX UT WOS:000358994600003 ER PT J AU Biasutti, M AF Biasutti, Michele TI Assessing a Collaborative Online Environment for Music Composition SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Online collaborative learning; Asynchronous and synchronous resources; Online music creativity ID KNOWLEDGE MANAGEMENT; WIKI; STUDENTS; PERCEPTIONS; IMPACT AB The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants' perspectives regarding the e-learning environment's functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered. C1 Univ Padua, FISPPA Dept, I-35100 Padua, Italy. RP Biasutti, M (reprint author), Univ Padua, FISPPA Dept, I-35100 Padua, Italy. 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Among 569 college students who enrolled in an e-learning course in Korea, the absence and late submission of assignments were chosen to measure academic procrastination in e-learning. Multiple regression analysis was conducted to examine the relationship between academic procrastination and course achievement. The results showed that the absence and late submission of assignments were negatively significant in predicting course achievement. Furthermore, the study explored the predictability of academic procrastination on course achievement at four points of the 15-week course to test its potential for early prediction. The results showed that the regression model at each time point significantly predicted course achievement, and the predictability increased as time passed. Based on the findings, practical implications for facilitating a successful e-learning environment were suggested, and the potential of analyzing LMS data was discussed. 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PD JUL PY 2015 VL 18 IS 3 BP 64 EP 74 PG 11 WC Education & Educational Research SC Education & Educational Research GA CO2NX UT WOS:000358994600005 ER PT J AU del Barrio-Garcia, S Arquero, JL Romero-Frias, E AF del Barrio-Garcia, Salvador Arquero, Jose L. Romero-Frias, Esteban TI Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning experience; Personal learning environment; Learning satisfaction; Need for cognition; Open education ID TECHNOLOGY ACCEPTANCE; UNIVERSITY-STUDENTS; SERVICE QUALITY; SYSTEM; BEHAVIOR; INTENTION; ATTITUDES; EDUCATION; BUSINESS; ADOPTION AB As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning using Web 2.0. This paper aims to analyse the factors (e-learning satisfaction and students' perceptions, among others) that determine the intention of use of a PLE 2.0 initiative. The study in addition analyses the moderating role of the Need for Cognition (NFC) in the model. The results indicate that the model proposed has a high explanatory power of the intention to use a PLE 2.0 and gives support to the moderating role of NFC. The study discusses how this analysis can help to improve course designs by teachers. C1 [del Barrio-Garcia, Salvador] Univ Granada, Dept Comercializac & Invest Mercados, Granada, Spain. [Arquero, Jose L.] Univ Seville, Dept Contabilidad, Seville, Spain. [Romero-Frias, Esteban] Univ Granada, Dept Econ Financiera & Contabilidad, Granada, Spain. RP Romero-Frias, E (reprint author), Univ Granada, Dept Econ Financiera & Contabilidad, Granada, Spain. 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Technol. Soc. PD JUL PY 2015 VL 18 IS 3 BP 129 EP 141 PG 13 WC Education & Educational Research SC Education & Educational Research GA CO2NX UT WOS:000358994600010 ER PT J AU Park, H Song, HD AF Park, Hyungjoo Song, Hae-Deok TI Make E-Learning Effortless! Impact of a Redesigned User Interface on Usability through the Application of an Affordance Design Approach SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning content; User interface; Usability; Affordance-Based Design methodology ID EDUCATIONAL AFFORDANCES; SCHOOL STUDENTS AB Given that a user interface interacts with users, a critical factor to be considered in improving the usability of an e-learning user interface is user-friendliness. Affordances enable users to more easily approach and engage in learning tasks because they strengthen positive, activating emotions. However, most studies on affordances limit themselves to an examination of the affordance attributes of e-learning tools rather than determining how to increase such attributes. A design approach is needed to improve affordances for e-learning user interfaces. Using Maier and Fadel's Affordance-Based Design methodology as a framework, the researchers in this study identified affordance factors, suggested affordance design strategies for the user interface, and redesigned an affordable user interface prototype. The identified affordance factors and strategies were reviewed and validated in Delphi meetings whose members were teachers, e-learning specialists, and educational researchers. The effects of the redesigned user interface on usability were evaluated by fifth-grade participating in the experimental study. The results show that affordances led users to experience positive emotions, and as a result, use the interface effectively, efficiently, and satisfactorily. Implications were discussed for designing strategies to enhance the affordances of the user interfaces of e-learning and other learning technology tools. C1 [Park, Hyungjoo; Song, Hae-Deok] Chung Ang Univ, Dept Educ, Seoul, South Korea. RP Song, HD (reprint author), Chung Ang Univ, Dept Educ, Heukseok Ro 84, Seoul, South Korea. EM yungjoo@live.cau.ac.kr; hsong@cau.ac.kr CR Byrnes J. P., 2001, COGNITIVE DEV LEARNI Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Lanzilotti R., 2005, P 38 HAW INT C SYST, p6b, DOI DOI 10.1109/HICSS.2005.468 Dalgarno B, 2010, BRIT J EDUC TECHNOL, V41, P10, DOI 10.1111/j.1467-8535.2009.01038.x Fu HJ, 2013, EDUC TECHNOL SOC, V16, P85 Gibson J.J., 1979, ECOLOGICAL APPROACH Hartson R., 2003, BEHAVIOUR INFORM TEC, V22, P315, DOI DOI 10.1080/01449290310001592587 Kirschner P. 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PD JUL PY 2015 VL 18 IS 3 BP 185 EP 196 PG 12 WC Education & Educational Research SC Education & Educational Research GA CO2NX UT WOS:000358994600015 ER PT J AU Chung, KSK Paredes, WC AF Chung, Kon Shing Kenneth Paredes, Walter Christian TI Towards a Social Networks Model for Online Learning & Performance SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Social networks; Structural holes; Strength of weak ties; Individual learning; Group learning; Social learning; Performance; Situated learning; Connectivism; e-Learning; Learning analyticsd ID COMMUNICATION TECHNOLOGY; STRENGTH; TIES; INFORMATION; CENTRALITY; WEAK AB In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we refer to its structural, position and relationship attributes. Analysis of data collected from an e-learning environment shows that rather than performance, social learning correlates with properties of social networks: (i) structure (density, inter-group and intra-network communication) and (ii) position (efficiency), and (iii) relationship (tie strength). In particular, individuals who communicate with internal group members rather than external members express higher tendencies of "content richness" in social learning. The contribution of this study is three-fold: (i) a theoretical development of a social network based model for understanding learning and performance, which addresses the lack of empirical validation of current models in social learning; (ii) the construction of a novel metric called "content richness" as a surrogate indicator of social learning; and (iii) demonstration of how the use of social network analysis and computational text-mining approaches can be used to operationalize the model for studying learning and performance. In conclusion, a useful implication of the study is that the model fosters understanding social factors that influence learning and performance in project management. The study concludes that associations between social network properties and the extent to which interactions are " content-rich" in eLearning domains cannot be discounted in the learning process and must therefore be accounted for in the organizational learning design. 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PD JUL PY 2015 VL 18 IS 3 BP 240 EP 253 PG 14 WC Education & Educational Research SC Education & Educational Research GA CO2NX UT WOS:000358994600019 ER PT J AU Yang, FCO Wu, WCV AF Yang, Fang-Chuan Ou Wu, Wen-Chi Vivian TI Using Mixed-Modality Learning Strategies via e-Learning for Second Language Vocabulary Acquisition SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Vocabulary-learning strategy; CALL (computer-assisted language learning); Serial learning; Linear learning; Holistic learning; e-Learning ID LEARNERS; SUCCESS AB This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an Internet dictionary, and a traditional paper-based dictionary. 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Kluijtmans, Manon TI Preparation by mandatory E-modules improves learning of practical skills: a quasi-experimental comparison of skill examination results SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Blended learning; Skills education; Undergraduate education ID IMPACT; METAANALYSIS AB Background: Until recently, students at UMC Utrecht Faculty of Medicine prepared for practical skills training sessions by studying recommended literature and making written assignments, which was considered unsatisfactory. Therefore, mandatory e-modules were gradually introduced as substitute for the text based preparation. This study aimed to investigate whether this innovation improved students' performance on the practical skills (OSCE) examination. Method: In both the 2012 and 2013 OSCEs, e-modules were available for some skill stations whereas others still had text based preparation. We compared students' performance, both within and between cohorts, for skill stations which had e-module preparation versus skill stations with text based preparation. Results: We found that performance on skill stations for which students had prepared by e-modules was significantly higher than on stations with text based preparation, both within and between cohorts. This improvement cannot be explained by overall differences between the two cohorts. Conclusion: Our results show that results of skills training can be improved, by the introduction of e-modules without increasing teacher time. Further research is needed to answer the question whether the improved performance is due to the content of the e-modules of to their obligatory character. C1 [Kwant, Kelly J.; Jongen-Hermus, Femke J.; Kluijtmans, Manon] Univ Med Ctr Utrecht, Dept Clin Skills Training, NL-3508 GA Utrecht, Netherlands. [Custers, Eugene J. F. M.] Univ Med Ctr Utrecht, Ctr Res & Dev Educ, NL-3508 GA Utrecht, Netherlands. RP Kwant, KJ (reprint author), Univ Med Ctr Utrecht, Dept Clin Skills Training, HB Bldg 3-06,POB 85500, NL-3508 GA Utrecht, Netherlands. EM k.j.kwant-2@umcutrecht.nl CR Arroyo-Morales M, 2012, MANUAL THER, V17, P474, DOI 10.1016/j.math.2012.04.002 Bains M, 2011, Eur J Dent Educ, V15, P110, DOI 10.1111/j.1600-0579.2010.00651.x Bloomfield JG, 2013, NURS EDUC TODAY, V33, P1605, DOI 10.1016/j.nedt.2013.01.024 Chumley-Jones HS, 2002, ACAD MED, V77, pS86, DOI 10.1097/00001888-200210001-00028 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Duvivier RJ, 2012, ADV HEALTH SCI EDUC, V17, P339, DOI 10.1007/s10459-011-9312-5 Lahti M, 2014, INT J NURS STUD, V51, P136, DOI 10.1016/j.ijnurstu.2012.12.017 Norman G, 2010, ADV HEALTH SCI EDUC, V15, P625, DOI 10.1007/s10459-010-9222-y Orientale J, 2008, FAM MED, V40, P471 Rudland J, 2008, MED TEACH, V30, P206, DOI 10.1080/01421590701851312 Ruiz JG, 2006, ACAD MED, V81, P207, DOI 10.1097/00001888-200603000-00002 van de Ven A, ANN M DUTCH SOC MED NR 12 TC 0 Z9 0 U1 3 U2 11 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 JUN 10 PY 2015 VL 15 AR 102 DI 10.1186/s12909-015-0376-4 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CK7MA UT WOS:000356415300001 PM 26058347 ER PT J AU Pourbonakdar, S Khanaposhtani, FM AF Pourbonakdar, Sara Khanaposhtani, Fahime Mohamadi TI UNIVERSITY PROFESSORS' AND STUDENTS' PERCEPTIONS AND SATISFACTION TOWARD ENGLISH LANGUAGE TEACHING E-LEARNING EDUCATIONAL SYSTEM SO MODERN JOURNAL OF LANGUAGE TEACHING METHODS LA English DT Article DE e-learning; information and communication technology; english e-learning AB Nowadays the development of educational opportunities via the internet gives students the chance of education from different places and different learning situation. In Iran, universities are trying to facilitate their educational system with smart technology and to motivate students and teachers with Information and Communication Technology (ICT) using computers and other technologies to take part in electronic classes. The purpose of this study is to consider teachers' and students' perception and teaching satisfaction of teachers who use the technology and also students' expectation and participants in English e-learning. Two groups of English teaching students and their teachers are chosen randomly from University of Guilan in different terms. Teachers and students are given two different kinds of questionnaires. They are supposed to fill in a five-point Likert scale from (1=miserable to 5=excellent). The result shows the teachers and students satisfaction and the educational system defects; on the basis of the results, we suggest some solutions to solve or reform the defects in these two universities. C1 [Pourbonakdar, Sara; Khanaposhtani, Fahime Mohamadi] Univ Guilan, English Language Teaching, Guilan, Iran. RP Pourbonakdar, S (reprint author), Univ Guilan, English Language Teaching, Guilan, Iran. EM sara.pourbonakdar@gmail.com; fmohamadi20@yahoo.com CR Carliner S., 1999, OVERVIEW ONLINE LEAR Khan B., 2009, COMMUNICATION Omidnia S., 2010, AM J EC BUSINESS ADM, V3 Ring, 2002, THEORY PRACTICE ONLI Sasani M., 2012, INT J TECHNICAL PHYS, V13 Yaghoubi J., 2008, TURKISH J ED TECHNOL, V7 Yaghoubi J., 2008, WORLD C AGR INF NR 7 TC 0 Z9 0 U1 3 U2 3 PU MODERN JOURNAL LANGUAGE TEACHING METHODS PI MASHHAD PA NO 300, AHMADABAD ST, MASHHAD, 00000, IRAN SN 2251-6204 J9 MOD J LANG TEACH MET JI Mod. J. Lang. Teach. Methods PD JUN PY 2015 VL 5 IS 2 BP 444 EP 450 PG 7 WC Education & Educational Research SC Education & Educational Research GA CT0AU UT WOS:000362456900045 ER PT J AU Pourbonakdar, S Khanaposhtani, FM AF Pourbonakdar, Sara Khanaposhtani, Fahime Mohamadi TI UNIVERSITY PROFESSORS' AND STUDENTS' PERCEPTIONS AND SATISFACTION TOWARD ENGLISH LANGUAGE TEACHING E-LEARNING EDUCATIONAL SYSTEM SO MODERN JOURNAL OF LANGUAGE TEACHING METHODS LA English DT Article DE e-learning; information and communication technology; english e-learning AB Nowadays the development of educational opportunities via the internet gives students the chance of education from different places and different learning situation. In Iran, universities are trying to facilitate their educational system with smart technology and to motivate students and teachers with Information and Communication Technology (ICT) using computers and other technologies to take part in electronic classes. The purpose of this study is to consider teachers' and students' perception and teaching satisfaction of teachers who use the technology and also students' expectation and participants in English e-learning. Two groups of English teaching students and their teachers are chosen randomly from University of Guilan in different terms. Teachers and students are given two different kinds of questionnaires. They are supposed to fill in a five-point Likert scale from (1=miserable to 5=excellent). The result shows the teachers and students satisfaction and the educational system defects; on the basis of the results, we suggest some solutions to solve or reform the defects in these two universities. C1 [Pourbonakdar, Sara; Khanaposhtani, Fahime Mohamadi] Univ Guilan, English Language Teaching, Rasht, Guilan, Iran. RP Pourbonakdar, S (reprint author), Univ Guilan, English Language Teaching, 409 Golshan Alley,Dr Heshmat St, Rasht, Guilan, Iran. EM sara.pourbonakdar@gmail.com; fmohamadi20@yahoo.com CR Carliner S., 1999, OVERVIEW ONLINE LEAR Khan B., 2009, COMMUNICATION Omidnia S., 2010, AM J EC BUSINESS ADM, V3 Ring and Matheiux, 2002, THEOR PRACT ONL TEAC Sasani M., 2012, INT J TECHNICAL PHYS, V13 Yaghoubi J., 2008, TURKISH J ED TECHNOL, V7 Yaghoubi J., 2008, WORLD C AGR INF NR 7 TC 0 Z9 0 U1 2 U2 2 PU MODERN JOURNAL LANGUAGE TEACHING METHODS PI MASHHAD PA NO 300, AHMADABAD ST, MASHHAD, 00000, IRAN SN 2251-6204 J9 MOD J LANG TEACH MET JI Mod. J. Lang. Teach. Methods PD JUN PY 2015 VL 5 IS 2 BP 520 EP 526 PG 7 WC Education & Educational Research SC Education & Educational Research GA CT0AU UT WOS:000362456900055 ER PT J AU Chen, HL Summers, KL AF Chen, Hsin-liang Summers, Kevin L. TI Developing, Using, and Interacting in the Flipped Learning Movement: Gaps among Subject Areas SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Flipped learning; TED-Ed; informal learning; e-learning; flipped classroom AB The purpose of this paper is to investigate the current video collection of an open-access video website (TED-Ed). The research questions focus on its content as evidence of development, its viewership as evidence of use, and flipping as evidence of interaction in informal learning. In late September 2013, 686 video lessons were posted on the TED-Ed website that spanned 12 academic subject categories and 60 academic subject subcategories, as labeled and sorted on the TED-Ed website itself. The findings of the analysis of the TED-Ed video collection indicate several gaps in the humanities, social science, and natural science academic areas in terms of the number of video lessons and viewership. Despite the gaps in the numbers of video lessons and the viewership across those three academic areas, the areas have very similar averages of daily flipped lessons. The future research agenda should focus on the motivation of viewers to create flipped lessons as evidence of learning in an open learning environment. C1 [Chen, Hsin-liang] Long Isl Univ, Brooklyn, NY 11548 USA. [Summers, Kevin L.] Indiana Univ Indianapolis, Indianapolis, IN 46202 USA. RP Chen, HL (reprint author), Long Isl Univ, Brooklyn, NY 11548 USA. CR Baker J. W., 2000, 11th International Conference on College Teaching and Learning Berrett Dan, 2012, CHRONICLE HIGHER ED Bishop J. L., 2013, ASEE NAT C P ATL GA Brame C. J., 2013, FLIPPING CLASSROOM Cross J, 2007, INFORM LEARNING REDI Dabbagh N, 2012, INTERNET HIGH EDUC, V15, P3, DOI 10.1016/j.iheduc.2011.06.002 DeSantis N., 2012, NEW TED ED SITE TURN Downes Stephen, 2010, Journal of Emerging Technologies in Web Intelligence, V2, P27, DOI 10.4304/jetwi.2.1.27-33 EDUCAUSE, 2012, 7 THINGS SHOULD KNOW Flipped Learning Network (FLN), 2014, 4 PILL F L I P Galway L. P., 2014, BMC MED ED, V14 Goodwin B, 2013, EDUC LEADERSHIP, V70, P78 [Anonymous], 2014, FLIPPED CLASSROOM Kim C., 2014, 8 MYTHS ABOUT MOOCS Fox J., 2012, AM J PHARM ED, V76 Szafir D., 2013, P SIGCHI C HUM FACT, P1001 TED-Ed, 2014, AB TED, OUR ORG Ziegler MF, 2014, ADULT EDUC QUART, V64, P60, DOI 10.1177/0741713613509682 NR 19 TC 1 Z9 1 U1 9 U2 35 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PD JUN PY 2015 VL 16 IS 3 PG 24 WC Education & Educational Research SC Education & Educational Research GA CL7YV UT WOS:000357189900004 ER PT J AU Lameris, AL Hoenderop, JGJ Bindels, RJM Eijsvogels, TMH AF Lameris, Anke L. Hoenderop, Joost G. J. Bindels, Rene J. M. Eijsvogels, Thijs M. H. TI The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention study SO BMC MEDICAL EDUCATION LA English DT Article DE Formative testing; E-learning; Medical education; Blended learning; App ID LONG-TERM RETENTION; MEDICAL-EDUCATION; RETRIEVAL; FEEDBACK AB Background: Formative testing can increase knowledge retention but students often underuse available opportunities. Applying modern technology to make the formative tests more attractive for students could enhance the implementation of formative testing as a learning tool. This study aimed to determine whether formative testing using an internet-based application ("app") can positively affect study behaviour as well as study performance of (bio) medical students. Methods: A formative testing app "Physiomics, to the next level" was introduced during a 4-week course to a large cohort (n = 461) of Dutch first year (bio) medical students of the Radboud University. The app invited students to complete 7 formative tests throughout the course. Each module was available for 3-4 days to stimulate the students to distribute their study activities throughout the 4-week course. Results: 72% of the students used the app during the course. Study time significantly increased in intensive users (p < 0.001), while no changes were observed in moderate (p = 0.07) and non-users (p = 0.25). App-users obtained significantly higher grades during the final exam of the course (p < 0.05). Non-users more frequently failed their final exam (34%, OR 3.6, 95% CI: 2.0-6.4) compared to moderate users (19%) and intensive users (12%). Students with an average grade < 6.5 during previous courses benefitted most from the app, as intensive (5.8 +/- 0.9/36%) and moderate users (5.8 +/- 0.9/33%) obtained higher grades and failed their exam less frequently compared to non-users (5.2 +/- 1.1/61%). The app was also well appreciated by students; students scored the app with a grade of 7.3 +/- 1.0 out of 10 and 59% of the students indicated that they would like the app to be implemented in future courses. Conclusions: A smartphone-based application of formative testing is an effective and attractive intervention to stimulate study behaviour and improve study performance in (bio) medical students. C1 [Lameris, Anke L.; Hoenderop, Joost G. J.; Bindels, Rene J. M.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Mol Life Sci, NL-6500 HB Nijmegen, Netherlands. [Eijsvogels, Thijs M. H.] Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol, NL-6500 HB Nijmegen, Netherlands. RP Eijsvogels, TMH (reprint author), Radboud Univ Nijmegen, Med Ctr, Radboud Inst Hlth Sci, Dept Physiol, POB 9101, NL-6500 HB Nijmegen, Netherlands. EM Thijs.Eijsvogels@radboudumc.nl RI Bindels, Rene/B-9824-2013; Hoenderop, Joost/H-8047-2014; Eijsvogels, Thijs/P-7201-2015 OI Bindels, Rene/0000-0003-1167-1339; Eijsvogels, Thijs/0000-0003-0747-4471 FU Dutch foundation for IT projects (Stichting IT projecten); Department for Evaluation, Quality and Development of Medical Education of the Raboud university medical centre; department of Physiology FX The "Physiomics, to the next level" app was programmed by Nymus3D. The development of the app and its content was financially supported by the Dutch foundation for IT projects (Stichting IT projecten), the Department for Evaluation, Quality and Development of Medical Education of the Raboud university medical centre and the department of Physiology. 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Educ. PD APR 10 PY 2015 VL 15 AR 72 DI 10.1186/s12909-015-0351-0 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CG3RH UT WOS:000353196800001 PM 25889923 ER PT J AU Sahli, F AF Sahli, Faouzia TI Problem-based learning applied through a distance learning: active learning and E-learning in higher education service SO FRANTICE.NET LA French DT Article DE ICT; Problem based learning; open distance education; tutor AB Information Technology and Teaching Communication, ICT, exceeded teaching ways to become training tools in a learning service that focuses on the learner. (Arnaud Maes, 2007). Several questions can be asked to determine the suitability of the different possible teaching methods and adequate and the link between the design of teaching and the associated CTBT. In this article we will try to analyze an experience of the implementation of a problem-based learning applied in a Marketing Teaching Unit provided to learners in 1st year Business Administration in open and distance learning. The analysis of such a device is used to illustrate the challenges and steps. C1 [Sahli, Faouzia] Inst Super Etud Technol Nabeul, Nabeul, Tunisia. RP Sahli, F (reprint author), Inst Super Etud Technol Nabeul, Nabeul, Tunisia. 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The tool used for the qualitative evaluation of the Virtual Learning Environment is LORI, the Learning Object Review Instrument. This instruments allows the measurement of the variables or indicators of the quality and usability of a virtual platform, where the user assigned a value rate according to their experience. Interviews and observations were also used as data collection instruments. The conclusion lists each variable and the value obtained, showing the need to implement strategies to improve the current version, making focus on incorporating resources and activities to promote communication and interaction between users. That is the approach from where all recommendations are made; a place for communication is of the upmost importance for the teaching-learning instance. C1 [Vigo Montero, Mariana; Gomez Zermeno, Marcela Georgina; Abrego Tijerina, Raul Fernando] Inst Tecnol & Estudios Super, Monterrey, Mexico. 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PD APR PY 2015 VL 13 IS 2 BP 51 EP 65 PG 15 WC Education & Educational Research SC Education & Educational Research GA CY5QP UT WOS:000366462600003 ER PT J AU Kim, BW Lee, WG Lee, BR Shon, JG AF Kim, Byoung Wook Lee, Won Gyu Lee, Byeong Rae Shon, Jin Gon TI Influencing Factors in OER Usage of Adult Learners in Korea SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open educational resources; adult learners; e-learning; regression analysis ID USER ACCEPTANCE; INFORMATION-TECHNOLOGY; STUDENTS; MODEL AB Open Educational Resources (OER) is terminology that refers to educational resources (content and software) distributed through the Internet, free of charge and freely accessible, expanding learning opportunities for adult learners. This terminology first appeared around 2002, although its roots can be traced to the open architecture of the Internet. Until recently, OER development has focused more on quantity of contents rather than quality. In this study, we have examined the factors influencing the learning intention of adult learners in the OER context. Based on the relevant literature, we have identified a number of factors influencing a learner's intention to use e-learning content. We have also developed a questionnaire for conducting a survey on such influencing factors. The survey results show that ease of use and relation to immediate workplace needs affect the intention of adult learners in using OER. The findings of this study can inform those developing and designing a learning environment that employs OER while also providing general guidance for developers and educators on how to design OER content. C1 [Kim, Byoung Wook; Lee, Won Gyu] Korea Univ, Seoul, South Korea. [Lee, Byeong Rae; Shon, Jin Gon] Korea Natl Open Univ, Seoul, South Korea. RP Kim, BW (reprint author), Korea Univ, Seoul, South Korea. 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PD APR PY 2015 VL 16 IS 2 BP 1 EP 17 PG 17 WC Education & Educational Research SC Education & Educational Research GA CL7YS UT WOS:000357189500002 ER PT J AU Zawacki-Richter, O Muskens, W Krause, U Alturki, U Aldraiweesh, A AF Zawacki-Richter, Olaf Mueskens, Wolfgang Krause, Ulrike Alturki, Uthman Aldraiweesh, Ahmed TI Student Media Usage Patterns and Non-Traditional Learning in Higher Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Media usage patterns; media usage typology; non-traditional students; instructional design; media selection ID USER TYPOLOGY; INTERNET AB A total of 2,338 students at German universities participated in a survey, which investigated media usage patterns of so-called traditional and non-traditional students (Schuetze & Wolter, 2003). The students provided information on the digital devices that they own or have access to, and on their usage of media and e-learning tools and services for their learning. A distinction was made between external, formal and internal, informal tools and services. Based on the students' responses, a typology of media usage patterns was established by means of a latent class analysis (LCA). Four types or profiles of media usage patterns were identified. These types were labeled entertainment users, peripheral users, advanced users and instrumental users. Among non-traditional students, the proportion of instrumental users was rather high. Based on the usage patterns of traditional and non-traditional students, implications for media selection in the instructional design process are outlined in the paper. C1 [Zawacki-Richter, Olaf; Mueskens, Wolfgang; Krause, Ulrike] Carl von Ossietzky Univ Oldenburg, D-26111 Oldenburg, Germany. [Alturki, Uthman; Aldraiweesh, Ahmed] King Saud Univ, Riyadh 11451, Saudi Arabia. RP Zawacki-Richter, O (reprint author), Carl von Ossietzky Univ Oldenburg, D-26111 Oldenburg, Germany. 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PD APR PY 2015 VL 16 IS 2 BP 136 EP 170 PG 35 WC Education & Educational Research SC Education & Educational Research GA CL7YS UT WOS:000357189500008 ER PT J AU Ilgaz, H Gulbahar, Y AF Ilgaz, Hale Gulbahar, Yasemin TI A Snapshot of Online Learners: e-Readiness, e-Satisfaction and Expectations SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online learning; blended learning; satisfaction; expectations ID LEARNING READINESS; MODEL AB The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants' readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An e-readiness scale and an e-satisfaction scale was administered as quantitative measures, with open-ended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators. C1 [Ilgaz, Hale; Gulbahar, Yasemin] Ankara Univ, TR-06100 Ankara, Turkey. RP Ilgaz, H (reprint author), Ankara Univ, TR-06100 Ankara, Turkey. CR Aoki K., 2010, ENG TECHNOLOGY, V66, P868 Barnard L., 2008, INT REV RES OPEN DIS, V9 Beqiri M. 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PD APR PY 2015 VL 16 IS 2 BP 171 EP 187 PG 17 WC Education & Educational Research SC Education & Educational Research GA CL7YS UT WOS:000357189500009 ER PT J AU Orfanou, K Tselios, N Katsanos, C AF Orfanou, Konstantina Tselios, Nikolaos Katsanos, Christos TI Perceived Usability Evaluation of Learning Management Systems: Empirical Evaluation of the System Usability Scale SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Usability evaluation; educational software; system usability scale; SUS; learning management system; LMS; e-learning ID VALIDATION AB Perceived usability affects greatly student's learning effectiveness and overall learning experience, and thus is an important requirement of educational software. The System Usability Scale (SUS) is a well-researched and widely used questionnaire for perceived usability evaluation. However, surprisingly few studies have used SUS to evaluate the perceived usability of learning management systems (LMSs). This paper presents an empirical evaluation of the SUS questionnaire in the context of LMSs' perceived usability evaluation. Eleven studies involving 769 students were conducted, in which participants evaluated the usability of two LMSs (eClass and Moodle) used within courses of their curriculum. It was found that the perceived usability of the evaluated LMSs is at a satisfactory level (mean SUS score 76.27). Analysis of the results also demonstrated the validity and reliability of SUS for LMSs' evaluation, and that it remains robust even for small sample sizes. Moreover, the following SUS attributes were investigated in the context of LMSs evaluation: gender, age, prior experience with the LMS, Internet self-efficacy, attitude towards the Internet and usage frequency of the LMS. C1 [Orfanou, Konstantina; Tselios, Nikolaos] Univ Patras, GR-26110 Patras, Greece. 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PD APR PY 2015 VL 16 IS 2 BP 227 EP 246 PG 20 WC Education & Educational Research SC Education & Educational Research GA CL7YS UT WOS:000357189500012 ER PT J AU Kinash, S Knight, D McLean, M AF Kinash, Shelley Knight, Diana McLean, Matthew TI Does Digital Scholarship through Online Lectures Affect Student Learning? SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Digital scholarship; E-learning; Lecture capture; Lecture recording; Online digital content ID HIGHER-EDUCATION; TECHNOLOGIES; ATTENDANCE; PREFERENCE; PODCASTS; CAPTURE AB University lectures are increasingly recorded or reproduced and made available to students online. This paper aggregates and critically reviews the associated literature, thematically organised in response to four questions. In response to the first question - does student attendance decrease when online content is made available research indicates that students primarily use digital content for review and revision rather than as a substitute for on-campus attendance. Analysis of the research in response to the second question - is achievement affected when attendance is face-to-face versus online - revealed no empirically supported significant difference. The third question was whether online content is better suited to some pedagogical tasks than others. A predominant theme in the literature is that digital content has potential as a disruptive pedagogy, accelerating an overall shift from didactic lecture to constructivist learning. Analysis revealed a research gap around the fourth question - is there evidence that some online formats are particularly suited to advancing learning. The few published comparative studies revealed contradictory results. 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PD APR PY 2015 VL 18 IS 2 SI SI BP 129 EP 139 PG 11 WC Education & Educational Research SC Education & Educational Research GA CI6PX UT WOS:000354884000010 ER PT J AU Bosner, S Pickert, J Stibane, T AF Boesner, Stefan Pickert, Julia Stibane, Tina TI Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Inverted classroom; General practice; Differential diagnosis; Blended learning ID BLENDED LEARNING APPROACH; MEDICAL-EDUCATION; FLIPPED CLASSROOM; RANDOMIZED-TRIAL; MODEL; ENVIRONMENT; QUALITY AB Background: Differential diagnosis is a crucial skill for primary care physicians. General practice plays an increasing important role in undergraduate medical education. Via general practice, students may be presented with an overview of the whole spectrum of differential diagnosis in regard to common symptoms encountered in primary care. This project evaluated the impact of a blended learning program (using the inverted classroom approach) on student satisfaction and development of skills and knowledge. Methods: An elective seminar in differential diagnosis in primary care, which utilized an inverted classroom design, was offered to students. Evaluation followed a mixed methods design: participants completed a pre- and post-test, a questionnaire, and a focus group discussion. Interviews were transcribed verbatim and answers were grouped according to different themes. Test results were analysed using the Wilcoxon matched-pairs signed-ranks test. Results: Participants (n = 17) rated the course concept very positively. Especially the inverted classroom approach was appreciated by all students, as it allowed for more time during the seminar to concentrate on interactive and practice based learning. Students (n = 16) showed a post-test significant overall gain in skills and knowledge of 33%. Conclusions: This study showed a positive effect of the inverted classroom approach on students' satisfaction and skills and knowledge. Further research is necessary in order to explore the potentials of this approach, especially the impact on development of clinical skills. C1 [Boesner, Stefan] Univ Marburg, Dept Family Med, D-35043 Marburg, Germany. [Pickert, Julia; Stibane, Tina] Univ Marburg, Fac Med, Marburg Interact Skills Lab MARIS, D-35043 Marburg, Germany. RP Bosner, S (reprint author), Univ Marburg, Dept Family Med, Karl von Frisch Str 4, D-35043 Marburg, Germany. EM boesner@staff.uni-marburg.de RI alamanni, andrea/L-3976-2015 CR Back DA, 2014, BMC MED EDUC, V14, DOI 10.1186/1472-6920-14-17 Bekkers MJ, 2010, BMC FAM PRACT, V11, DOI 10.1186/1471-2296-11-34 Beullens J, 2005, MED EDUC, V39, P410, DOI 10.1111/j.1365-2929.2005.02089.x BIGGS JB, 1985, BRIT J EDUC PSYCHOL, V55, P185 Verleger M. 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PD APR 1 PY 2015 VL 15 AR 63 DI 10.1186/s12909-015-0346-x PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CG1GD UT WOS:000353020200001 PM 25879809 ER PT J AU Arenas, E AF Arenas, Edilson TI Affordances of Learning Technologies in Higher Education Multicultural Environments SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE academic disciplines; computer science; computing science education; e-learning; ICT affordances; learner's preferences; learning styles; learning technologies; media affordances; online learning ID DISCIPLINARY DIFFERENCES; ACADEMIC DISCIPLINE; COMPUTER-SCIENCE; CLASSIFICATION AB A cluster of research has been conducted in higher education to investigate the affordances (action possibilities) and the influence information and communication technologies (ICT) may have on students' learning experiences and outcomes. Such studies have given rise to the implementation of a wide range of educational frameworks with a great deal of empirical evidence on the benefits of using technologies to improve learning. However, these benefits do not appear to have fulfilled higher education expectations for more meaningful and transformative learning experiences. In this paper, I argue that part of the problem is either the content or teacher-centric perspective of these frameworks and the need to explore the benefits from a more student-centric perspective. Learning is contextual, with learners having different abilities to learn and varying preferences for educational technologies with greater potential to facilitate their learning activities. Drawing on an ethnographic study of culturally diverse computing students and teachers within learning environments that blend online and face-to-face pedagogies, I argue that our understanding of what ICT has to offer for the design and implementation of transformative learning activities is a far more complex issue than is often anticipated, particularly in the design and implementation of learning for computer science programs. C1 [Arenas, Edilson] CQUniversity, Melbourne, Vic, Australia. RP Arenas, E (reprint author), CQUniversity, Melbourne, Vic, Australia. 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PD APR PY 2015 VL 13 IS 4 SI SI BP 217 EP 227 PG 11 WC Education & Educational Research SC Education & Educational Research GA DM2NJ UT WOS:000376183200003 ER PT J AU Thurairaj, S Hoon, EP Roy, SS Fong, PW AF Thurairaj, Saraswathy Hoon, Er Pek Roy, Swagata Sinha Fong, Pok Wei TI Reflections of Students' language Usage in Social Networking Sites: Making or Marring Academic English SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE students' language usage; linguistic features; mobile phone; technology uses in education; e-learning; academic writing; classroom environment and social networking sites ID HIGHER-EDUCATION; FACEBOOK AB Social networking sites (SNSs) have become a major form of communication in today's day and age whereby language use has been impacted in various areas especially in that of learning and teaching. Young users use literally half their week engaging in SNSs communication, thereby giving rise to a brand of internet slang which is entirely their own. This youth-speak has gone on to influence other areas of language usage. The questions asked in the survey increased the identification of the linguistic features such as the frequency of code switching and erratic spelling and leet, thus expanding the research base. The survey participants, the majority of who are from the Chinese ethnic group had experienced mother tongue interference in their English Language proficiency. The descriptive statistical method was used to analyse the questionnaires, wherein the data collected indicated a rather excessive usage of short messaging texts by almost all respondents owning a mobile device. To authenticate the research findings, an analysis of the text discourses was found to be necessary. The findings proved that the frequent use of short messaging had not majorly affected the English language proficiency of the participants. In academic writing there was a conscious effort to stay clear of SNSs language. The mushrooming SNSs has helped create a whole young generation who have their own meta-language, which provides an opportunity to probe to what extent the English language is altered. This research should kick-start research on how the English language in these areas is used and whether the frequent use of it can develop or weaken proficiency in the language. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area. C1 [Thurairaj, Saraswathy; Hoon, Er Pek; Roy, Swagata Sinha; Fong, Pok Wei] Univ Tunku Abdul Rahman, Petaling Jaya, Malaysia. RP Thurairaj, S; Hoon, EP; Roy, SS; Fong, PW (reprint author), Univ Tunku Abdul Rahman, Petaling Jaya, Malaysia. EM tsaraswathy@utar.edu.my; erph@utar.edu.my; swagata@utar.edu.my; pokwf@utar.edu.my CR Abu Bakar H., 2009, EXPLORATIONS, V9 Appel R., 2006, LANGUAGE CONTACT BIL Auer P., 2002, CODE SWITCHING CONVE Aydin S, 2012, ETR&D-EDUC TECH RES, V60, P1093, DOI 10.1007/s11423-012-9260-7 Cardenas-Claros M.S., 2009, JALT CALL J, V5 Craig D., 2003, BOOTHE PRIZE ESSAYS, V2003, P118 Cummings A.B., 2011, EXPERIENCE LANGUAGE, P10 Dansieh S.A., 2008, INT J ENGLISH LINGUS, V223, P222 Drouin MA, 2011, J COMPUT ASSIST LEAR, V27, P67, DOI 10.1111/j.1365-2729.2010.00399.x Eller L.L., 2005, INSTANT MESSAGE COMM, P13 Farina F., 2011, IRISH PSYCHOL, V37, P144 Felix D., 2003, IMPORTANT STUDY ENGL Grosseck G., 2008, 4 INT SCI C APR 17 1 Kabilan MK, 2010, INTERNET HIGH EDUC, V13, P179, DOI 10.1016/j.iheduc.2010.07.003 Abdul Kadir Z., 2012, INT C HUM HIST SOC I, V34 Mphahlele M. L., 2005, P IADIS INT C MOB LE, P161 Munoz C.L., 2009, SOC INF TECHN TEACH Muthusamy P., 2009, LITERACY, V42, P137 Roblyer MD, 2010, INTERNET HIGH EDUC, V13, P134, DOI 10.1016/j.iheduc.2010.03.002 Tagg C., 2009, CORPUS LINGUISTICS S Thurairaj S., 2012, INT J SOCIAL SCI HUM, V2, P232 Thurairaj S., 2010, INT J AFRICAN STUDIE, V3, P16 Thurairaj S., 2012, P INT C APPL INF COM, P157 Thurlow C, 2002, GENERATION TXT SOCIO, P1 Md Yunus M., 2012, ENGLISH LANGUAGE TEA, V5 NR 25 TC 0 Z9 0 U1 3 U2 4 PU ACAD CONFERENCES & PUBL INT LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 1479-4403 J9 ELECTRON J E-LEARN JI Electron. J. E-Learn. PD APR PY 2015 VL 13 IS 4 SI SI BP 302 EP 315 PG 14 WC Education & Educational Research SC Education & Educational Research GA DM2NJ UT WOS:000376183200011 ER PT J AU Chapman, SJ Glasbey, JCD Khatri, C Kelly, M Nepogodiev, D Bhangu, A Fitzgerald, JEF AF Chapman, Stephen J. Glasbey, James C. D. Khatri, Chetan Kelly, Michael Nepogodiev, Dmitri Bhangu, Aneel Fitzgerald, J. Edward F. TI Promoting research and audit at medical school: evaluating the educational impact of participation in a student-led national collaborative study SO BMC MEDICAL EDUCATION LA English DT Article DE Surgery; Training; Research; Audit; Academia ID NONSTEROIDAL ANTIINFLAMMATORY DRUGS; ACADEMIC MEDICINE; ATTITUDES; MULTICENTER; PERFORMANCE; EXPERIENCE; PROGRAM; DUKE AB Background: Medical students often struggle to engage in extra-curricular research and audit. The Student Audit and Research in Surgery (STARSurg) network is a novel student-led, national research collaborative. Student collaborators contribute data to national, clinical studies while gaining an understanding of audit and research methodology and ethical principles. This study aimed to evaluate the educational impact of participation. Methods: Participation in the national, clinical project was supported with training interventions, including an academic training day, an online e-learning module, weekly discussion forums and YouTube (R) educational videos. A non-mandatory, online questionnaire assessed collaborators' self-reported confidence in performing key academic skills and their perceptions of audit and research prior to and following participation. Results: The group completed its first national clinical study ("STARSurgUK") with 273 student collaborators across 109 hospital centres. Ninety-seven paired pre- and post-study participation responses (35.5%) were received (male = 51.5%; median age = 23). Participation led to increased confidence in key academic domains including: communication with local research governance bodies (p < 0.001), approaching clinical staff to initiate local collaboration (p < 0.001), data collection in a clinical setting (p < 0.001) and presentation of scientific results (p < 0.013). Collaborators also reported an increased appreciation of research, audit and study design (p < 0.001). Conclusions: Engagement with the STARSurg network empowered students to participate in a national clinical study, which increased their confidence and appreciation of academic principles and skills. Encouraging active participation in collaborative, student-led, national studies offers a novel approach for delivering essential academic training. C1 [Chapman, Stephen J.] Univ Leeds, Leeds, W Yorkshire, England. [Glasbey, James C. D.] Cardiff Univ, Sch Med, Cardiff CF10 3AX, S Glam, Wales. [Khatri, Chetan] Univ London Imperial Coll Sci Technol & Med, London, England. [Kelly, Michael] Univ Liverpool, Liverpool L69 3BX, Merseyside, England. [Nepogodiev, Dmitri] Univ Birmingham, Birmingham B15 2TT, W Midlands, England. [Bhangu, Aneel] West Midlands Res Collaborat, Shropshire, W Midlands, England. [Fitzgerald, J. Edward F.] UCL, UCL Med Sch, Div Med Educ, London WC1E 6BT, England. RP Fitzgerald, JEF (reprint author), UCL, UCL Med Sch, Div Med Educ, Gower St, London WC1E 6BT, England. EM EdwardFitzgerald@Doctors.org.uk RI Fitzgerald, James/F-2565-2013 OI Fitzgerald, James/0000-0002-4453-5117 CR Academy of Medical Sciences, INSP STUD Aldridge J, 2013, CLIN ACAD STAFFING L AlGhamdi KM, 2014, SAUDI PHARM J, V22, P113, DOI 10.1016/j.jsps.2013.02.006 Bartlett JE, 2001, INFORM TECHNOLOGY LE, V19, P43 Bhangu A, 2013, BRIT J SURG, V100, P1240, DOI 10.1002/bjs.9201 Bhangu A, 2014, ANZ J SURG, V84, P902, DOI 10.1111/ans.12797 British Medical Association, EQ DIV UK MED SCH Bhangu A, 2014, BRIT J SURG, V101, P1413, DOI 10.1002/bjs.9614 Clavien PA, 2009, ANN SURG, V250, P187, DOI 10.1097/SLA.0b013e3181b13ca2 de Oliveira NA, 2011, MED EDUC, V45, P748, DOI 10.1111/j.1365-2923.2011.03986.x Diez C, 2000, ACAD MED, V75, P861, DOI 10.1097/00001888-200008000-00024 Druss BG, 2005, J MED LIBR ASSOC, V93, P499 Duggan EM, 2014, QJM-INT J MED, V107, P735, DOI 10.1093/qjmed/hcu064 Eysenbach G, 2004, J MED INTERNET RES, V6, P12, DOI 10.2196/jmir.6.3.e34 Gallin EK, 2005, J INVEST MED, V53, P73, DOI 10.2310/6650.2005.00202 General Medical Council (GMC), TOM DOCT 2009 Griffin MF, 2011, MED TEACH, V33, pE1, DOI 10.3109/0142159X.2011.530320 Health Foundation, INV JUN DOCT QUAL IM Hren D, 2004, MED EDUC, V38, P81, DOI 10.1046/j.1365-2923.2004.01735.x Hunskaar S, 2009, BMC MED EDUC, V9, DOI 10.1186/1472-6920-9-43 Jamjoom AAB, 2009, BRIT MED J, V17, P62 Klein M, 2012, BRIT MED J, V345, DOI 10.1136/bmj.e6166 Laskowitz DT, 2010, ACAD MED, V85, P419, DOI 10.1097/ACM.0b013e3181ccc77a Marz Richard, 2013, Perspect Med Educ, V2, P181, DOI 10.1007/s40037-013-0066-z Mathers J, 2011, BRIT MED J, V342, DOI 10.1136/bmj.d918 McManus IC, 1999, BRIT MED J, V319, P542 The Medical Schools Council, SURV STAFF LEV CLIN Nikkar-Esfahani A, 2012, MED TEACH, V34, pE317, DOI 10.3109/0142159X.2012.670324 Pinkney TD, 2013, BMJ-BRIT MED J, V347, P4305 Reinders JJ, 2005, MED EDUC, V39, P237, DOI 10.1111/j.1365-2929.2004.02078.x The Royal College of Physicians, CLIN AC MED WAY FORW Salloum RH, 2014, MED SCI ED, V24, P65 SEGAL S, 1990, ACAD MED, V65, P530, DOI 10.1097/00001888-199008000-00010 STARSurg Collaborative Group, 2014, BMJ OPEN, V4 Straus SE, 2006, J GEN INTERN MED, V21, P1222, DOI 10.1111/j.1525-1497.2006.00599.x Stringer MD, 2009, ANZ J SURG, V79, P901, DOI 10.1111/j.1445-2197.2009.05142.x Svider PF, 2014, INT FORUM ALLERGY RH, V4, P138, DOI 10.1002/alr.21247 The H, 2011, P WORLD C EL CORP GO, P954 Wickramasinghe DP, 2013, BMC MED EDUC, V13, DOI 10.1186/1472-6920-13-175 WOODWARD CA, 1988, MED EDUC, V22, P345 Yun GW, 2000, J COMPUT-MEDIAT COMM, V6, DOI [10.1111/j.1083-6101.2000.tb00112.x, DOI 10.1111/J.1083-6101.2000.TB00112.X] NR 41 TC 7 Z9 7 U1 4 U2 4 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 MAR 13 PY 2015 VL 15 DI 10.1186/s12909-015-0326-1 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CO8DV UT WOS:000359396100001 PM 25879617 ER PT J AU van de Steeg, L IJkema, R Wagner, C Langelaan, M AF van de Steeg, Lotte IJkema, Roelie Wagner, Cordula Langelaan, Maaike TI The effect of an e-learning course on nursing staff's knowledge of delirium: a before-and-after study SO BMC MEDICAL EDUCATION LA English DT Article DE Delirium; Education; Nurses; e-learning ID NURSES KNOWLEDGE; EDUCATIONAL INTERVENTION; ELDERLY-PATIENTS; OLDER-PEOPLE; CARE; RECOGNITION; TRIAL; RISK; INSTITUTIONALIZATION; METAANALYSIS AB Background: Delirium is a common condition in hospitalized patients, associated with adverse outcomes such as longer hospital stay, functional decline and higher mortality, as well as higher rates of nursing home placement. Nurses often fail to recognize delirium in hospitalized patients, which might be due to a lack of knowledge of delirium diagnosis and treatment. The objective of the study was to test the effectiveness of an e-learning course on nurses' delirium knowledge, describe nursing staff's baseline knowledge about delirium, and describe demographic factors associated with baseline delirium knowledge and the effectiveness of the e-learning course. Methods: A before-and-after study design, using an e-learning course on delirium. The course was introduced to all nursing staff of internal medicine and surgical wards of 17 Dutch hospitals. Results: 1,196 invitations for the e-learning course were sent to nursing staff, which included nurses, nursing students and healthcare assistants. Test scores on the final knowledge test (mean 87.4, 95% CI 86.7 to 88.2) were significantly higher than those on baseline (mean 79.3, 95% CI 78.5 to 80.1). At baseline, nursing staff had the most difficulty with questions related to the definition of delirium: what are its symptoms, course, consequences and which patients are at risk. The mean score for this category was 74.3 (95% CI 73.1 to 75.5). Conclusions: The e-learning course significantly improved nursing staff's knowledge of delirium in all subgroups of participants and for all question categories. Contrary to other studies, the baseline knowledge assessment showed that, overall, nursing staff was relatively knowledgeable regarding delirium. C1 [van de Steeg, Lotte; IJkema, Roelie; Wagner, Cordula; Langelaan, Maaike] NIVEL Netherlands Inst Hlth Serv Res, Utrecht, Netherlands. [Wagner, Cordula] Vrije Univ Amsterdam, EMGO Inst Hlth & Care Res, Med Ctr, Amsterdam, Netherlands. RP van de Steeg, L (reprint author), NIVEL Netherlands Inst Hlth Serv Res, Utrecht, Netherlands. EM l.vandesteeg@nivel.nl OI Langelaan, Maaike/0000-0002-2129-252X FU Dutch Ministry for Health, Welfare and Sport FX This study was funded by a research grant from the Dutch Ministry for Health, Welfare and Sport. 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Educ. PD FEB 5 PY 2015 VL 15 AR 12 DI 10.1186/s12909-015-0289-2 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CC7IN UT WOS:000350541000001 PM 25653115 ER PT J AU Mahmodi, M Ebrahimzade, I AF Mahmodi, Mahdi Ebrahimzade, Issa TI The Analysis of Iranian Students' Persistence in Online Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-learning; instructional interaction; synchronous communication; asynchronous communication; persistence AB In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive-analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors' and the students' application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning. C1 [Mahmodi, Mahdi; Ebrahimzade, Issa] Payam Noor Univ, Tehran, Iran. RP Mahmodi, M (reprint author), Payam Noor Univ, Tehran, Iran. CR Berge Z., 2004, DISTANCE ONLINE S AM, V13, P97 Carter V., 1996, OPEN LEARNING, V11, P31, DOI 10.1080/0268051960110104 Collison G., 2000, FACILITATING ONLINE Ebrahimzade I., 2005, J PAIK NOOR, V1, P4 Ebrahimzade I., 2008, J PAIK NOOR, V4, P4 Fahy P., 2005, EUROPEAN J OPEN DIST, V1 Farahani G. O., 2003, THESIS VIRGINIA POLY Garrison R., 2003, E LEARNING 21 CENTUR Julien H., 2006, J ED LIB INFORM SCI, V42, P200 Kearsley G., 2001, ONLINE ED LEARNING T Kuh GD, 2001, REV HIGH EDUC, V24, P309, DOI 10.1353/rhe.2001.0005 Lulee S.T., 2010, BASIC PRINCIPLES INT Moore M. G., 2011, DISTANCE ED SYSTEMS Parker A., 2003, USDLA J, V17, P55 Salmon G, 2000, E MODERATING KEY TEA Schillewaert N, 1998, J MARKET RES SOC, V40, P307 Sing CC, 2006, EDUC TECHNOL SOC, V9, P250 Sutton L.A., 2001, INT J ED TELECOMMUNI, V7, P223 Svedberg M. K., 2010, THESIS VIRGINIA POLY Tello S.F., 2002, THESIS MASSACHUSETTS Tinto V, 1987, LEAVING COLL RETHINK NR 21 TC 0 Z9 0 U1 1 U2 1 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PD FEB PY 2015 VL 16 IS 1 BP 98 EP 119 PG 22 WC Education & Educational Research SC Education & Educational Research GA CL7YP UT WOS:000357189200007 ER PT J AU Tarus, JK Gichoya, D Muumbo, A AF Tarus, John K. Gichoya, David Muumbo, Alex TI Challenges of Implementing E-Learning in Kenya: A Case of Kenyan Public Universities SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-learning; blended learning; online learning; ODL; challenges; higher education; Kenya AB In this paper, we discuss the challenges experienced by Kenyan public universities in implementation of e-learning and recommend possible solutions towards its successful implementation. In the last few years, most Kenyan public universities have adopted e-learning as a new approach to teaching and learning. However, the implementation challenges faced by these universities have continued to impact negatively on its effective utilization. This paper presents the findings from a survey of 148 staff of three Kenyan public universities who are currently using e-learning in blended mode approach. The purpose of this study was to investigate the challenges hindering the implementation of e-learning in Kenyan public universities. Data was collected through questionnaires, in-depth interviews and document analysis. The findings reveal that e-learning comes with some challenges that must be addressed by Kenyan public universities before successful implementation can be realized. However, the benefits and opportunities presented by e-learning far outweigh the challenges. The paper finally recommends some possible solutions that public universities could embrace towards successful implementation of e-learning. C1 [Tarus, John K.; Gichoya, David] Moi Univ, Eldoret, Kenya. [Muumbo, Alex] Tech Univ Kenya, Nairobi, Kenya. RP Tarus, JK (reprint author), Moi Univ, Eldoret, Kenya. FU MUK-VLIR-UOS Programme FX The authors would like to acknowledge the partial subsidy provided by MUK-VLIR-UOS Programme. MUK-VLIR-UOS Programme is a partnership between Moi University, Kenya and the collaborating Flemish Universities of Belgium under the IUC Programme. CR Al-Ghaith W., 2010, ELECT J INFORM SYSTE, V40, P1 Ariwa E., 2005, INT J COMPUTER INTER, P1 Awidi T., 2008, EDUCAUSE Q MAGAZINE, V31 Balci M., 2009, TURKISH ONLINE J DIS, V10 Bates A., 2004, WHY U MUST CHANGE Berhanu B., 2010, THESIS U HAMBURG HAM Birch D, 2009, AUSTRALAS J EDUC TEC, V25, P117 Blinco K., 2004, TRENDS ISSUES E LEAR Browne T., 2010, SURVEY TECHNOLOGY EN, P2010 Cantoni L. 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PD FEB PY 2015 VL 16 IS 1 BP 120 EP 141 PG 22 WC Education & Educational Research SC Education & Educational Research GA CL7YP UT WOS:000357189200008 ER PT J AU Bozkurt, A Akgun-Ozbek, E Yilmazel, S Erdogdu, E Ucar, H Guler, E Sezgin, S Karadeniz, A Sen-Ersoy, N Goksel-Canbek, N Dincer, GD Ari, S Aydin, CH AF Bozkurt, Aras Akgun-Ozbek, Ela Yilmazel, Sibel Erdogdu, Erdem Ucar, Hasan Guler, Emel Sezgin, Sezan Karadeniz, Abdulkadir Sen-Ersoy, Nazife Goksel-Canbek, Nil Dincer, Gokhan Deniz Ari, Suleyman Aydin, Cengiz Hakan TI Trends in Distance Education Research: A Content Analysis of Journals 2009-2013 SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education trends; distance education issues; research evaluation; content analysis AB This study intends to explore the current trends in the field of distance education research during the period of 2009-2013. The trends were identified by an extensive review of seven peer reviewed scholarly journals: The American Journal of Distance Education (AJDE), Distance Education (DE), The European Journal of Open, Distance and e-Learning (EURODL), The Journal of Distance Education (JDE), The Journal of Online Learning and Technology (JOLT), Open Learning: The Journal of Open, Distance and e-Learning (OL) and The International Review of Research in Open and Distributed Learning (IRRODL). A total of 861 research articles was reviewed. Mainly content analysis was employed to be able to analyze the current research. Also, a social network analysis (SNA) was used to interpret the interrelationship between keywords indicated in these articles. Themes were developed and the content of the articles in the selected journals were coded according to categories derived from earlier studies. The results were interpreted using descriptive analysis (frequencies) and social network analysis. The reporting of the results were organized into the following categories: research areas, theoretical and conceptual frameworks, variables, methods, models, strategies, data collection and analysis methods, and the participants. The study also identified the most commonly used keywords, and the most frequently cited authors and studies in distance education. The findings obtained in this study may be useful in the exploration of potential research areas and identification of neglected areas in the field of distance education. C1 [Bozkurt, Aras; Akgun-Ozbek, Ela; Yilmazel, Sibel; Erdogdu, Erdem; Ucar, Hasan; Guler, Emel; Sezgin, Sezan; Karadeniz, Abdulkadir; Sen-Ersoy, Nazife; Goksel-Canbek, Nil; Dincer, Gokhan Deniz; Ari, Suleyman; Aydin, Cengiz Hakan] Anadolu Univ, Eskisehir, Turkey. RP Bozkurt, A (reprint author), Anadolu Univ, Eskisehir, Turkey. CR Altman D. 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Open Distance Learn. PD FEB PY 2015 VL 16 IS 1 BP 330 EP 363 PG 34 WC Education & Educational Research SC Education & Educational Research GA CL7YP UT WOS:000357189200017 ER PT J AU Taveira-Gomes, T Prado-Costa, R Severo, M Ferreira, MA AF Taveira-Gomes, Tiago Prado-Costa, Rui Severo, Milton Ferreira, Maria Amelia TI Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system SO BMC MEDICAL EDUCATION LA English DT Article DE Medical education; Memory retention; Computer-assisted instruction; E-learning; Tailored-learning; Spaced repetition; Test-enhanced learning; Judgment of learning; Curriculum evaluation; Blended-learning ID LONG-TERM RETENTION; RANDOMIZED CONTROLLED-TRIAL; ONLINE SPACED-EDUCATION; INSTRUCTIONAL-DESIGN; SELF-ASSESSMENT; HEALTH-PROFESSIONALS; SPACING REPETITIONS; COGNITIVE LOAD; FEEDBACK; IMPROVES AB Background: Spaced-repetition and test-enhanced learning are two methodologies that boost knowledge retention. ALERT STUDENT is a platform that allows creation and distribution of Learning Objects named flashcards, and provides insight into student judgments-of-learning through a metric called 'recall accuracy'. This study aims to understand how the spaced-repetition and test-enhanced learning features provided by the platform affect recall accuracy, and to characterize the effect that students, flashcards and repetitions exert on this measurement. Methods: Three spaced laboratory sessions (s0, s1 and s2), were conducted with n= 96 medical students. The intervention employed a study task, and a quiz task that consisted in mentally answering open-ended questions about each flashcard and grading recall accuracy. Students were randomized into study-quiz and quiz groups. On s0 both groups performed the quiz task. On s1 and s2, the study-quiz group performed the study task followed by the quiz task, whereas the quiz group only performed the quiz task. We measured differences in recall accuracy between groups/sessions, its variance components, and the G-coefficients for the flashcard component. Results: At s0 there were no differences in recall accuracy between groups. The experiment group achieved a significant increase in recall accuracy that was superior to the quiz group in s1 and s2. In the study-quiz group, increases in recall accuracy were mainly due to the session, followed by flashcard factors and student factors. In the quiz group, increases in recall accuracy were mainly accounted by flashcard factors, followed by student and session factors. The flashcard G-coefficient indicated an agreement on recall accuracy of 91% in the quiz group, and of 47% in the study-quiz group. Conclusions: Recall accuracy is an easily collectible measurement that increases the educational value of Learning Objects and open-ended questions. This metric seems to vary in a way consistent with knowledge retention, but further investigation is necessary to ascertain the nature of such relationship. Recall accuracy has educational implications to students and educators, and may contribute to deliver tailored learning experiences, assess the effectiveness of instruction, and facilitate research comparing blended-learning interventions. C1 [Taveira-Gomes, Tiago; Severo, Milton; Ferreira, Maria Amelia] Univ Porto, Fac Med, Dept Med Educ & Simulat, P-4100 Oporto, Portugal. [Taveira-Gomes, Tiago; Prado-Costa, Rui] ALERT Life Sci Comp, Vila Nova De Gaia, Portugal. [Prado-Costa, Rui] Univ Porto, Abel Salazar Biomed Sci Inst, P-4100 Oporto, Portugal. RP Taveira-Gomes, T (reprint author), Univ Porto, Fac Med, Dept Med Educ & Simulat, Rua Campo Alegre 823, P-4100 Oporto, Portugal. 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Educ. PD JAN 24 PY 2015 VL 15 AR 4 DI 10.1186/s12909-014-0275-0 PG 12 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA CC6WT UT WOS:000350510400001 PM 25616353 ER PT J AU Machado-da-Silva, FN Meirelles, FD AF Machado-da-Silva, Fabio Nazareno Meirelles, Fernando de Souza TI The influence of synchronous interactive technology and the methotological adaptation on the e-learning continuance intention SO REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC LA Spanish DT Article DE E-learning; Information Technology; Methodology; Experiment; Learning ID CUSTOMER SATISFACTION; USER ACCEPTANCE; MODEL; CONSEQUENCES; ANTECEDENTS; EXTENSION; SUCCESS; SYSTEM AB The aim of this study is to analyze the synchronous interactive technologies and the methodological adaptation influence on the continuity intention of e-learning. 2.376 people from five different regions of Brazil took part in the first phase of this research and the PLS-PM technique was used with the 243-subject final sample. The results show that the students adaptation to the methodology - proposed construct - is an important indicator of their satisfaction, utility perception and their intention to continue studying by distance learning. However it was not possible to prove the synchronous interactive technologies influence on the e-learning use continuity, showing that information techonology role is to support educational process. In addition, students will be guided by methodological aspects applied to several available media. It was also identified that older generations tend to study on line more than younger ones. Thus undertanding the facts which affect the continuity of students' participation in e-learning programs can be a strategic advantage to the institutions as they can improve their profitability decreasing their evasion and encourage a better education for e-learning courses graduates as well. C1 [Machado-da-Silva, Fabio Nazareno; Meirelles, Fernando de Souza] FGV, Escola Adm Empresas Sao Paulo, IFSP, Rio De Janeiro, RJ, Brazil. RP Machado-da-Silva, FN (reprint author), FGV, Escola Adm Empresas Sao Paulo, IFSP, Rio De Janeiro, RJ, Brazil. EM fabio@machado.adm.br; fernando.meirelles@fgv.br CR [Anonymous], 2013, CENS EAD BR REL AN A AJZEN I, 1991, ORGAN BEHAV HUM DEC, V50, P179, DOI 10.1016/0749-5978(91)90020-T Almeida O. C. S., 2007, THESIS ANDERSON EW, 1993, MARKET SCI, V12, P125, DOI 10.1287/mksc.12.2.125 Bhattacherjee A, 2001, MIS QUART, V25, P351, DOI 10.2307/3250921 Blanchard E., 2005, WORLD C E LEARN CORP Brasil - Ministerio da Educacao, 2014, I CRED GRAD EAD BRAS Burgos D, 2007, INTERACT LEARN ENVIR, V15, P161, DOI 10.1080/10494820701343736 Chang C. C., 2013, LIB MANAGEMENT, V34, P40, DOI DOI 10.1108/01435121311298261 Chin WW, 1998, QUANT METH SER, P295 CLARK R. 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O., 2009, AM C INF SYST TSE DK, 1988, J MARKETING RES, V25, P204, DOI 10.2307/3172652 NR 40 TC 0 Z9 0 U1 1 U2 1 PU UNIV EXTREMADURA, FAC EDUCACION PI BADAJOZ PA AV ELVAS S-N, BADAJOZ, 06071, SPAIN SN 1695-288X J9 REV LATINOAM TECNOL JI Rev. Latinoam. Tecnol. Educ.-RELATEC PY 2015 VL 14 IS 3 BP 49 EP 62 DI 10.17398/1695-288X.14.3.49 PG 14 WC Education & Educational Research SC Education & Educational Research GA DO3RE UT WOS:000377697900004 ER PT J AU Chamorro, VAP de Perea, JGA Balsells, MAC AF Perez Chamorro, Vicente Antonio Garcia Alvarez de Perea, Juan Casasola Balsells, Maria Araceli TI E-flashcards in the autonomous learning of financial accounting. SO IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION LA Spanish DT Article DE E-flashcards; autonomous learning; Spaced-Repetition System; Financial Accounting AB This paper describes and review an experience in using digital flashcards (hereinafter e-flashcards) with free software ANKI in order to facilitate the autonomous learning of the student in Financial Accounting. Although the academic literature shows overall its effectiveness in learning outcomes (Golding, Wasarhaley and Fletcher, 2012) and the tool is well considered by the student (Saatz and Kienle, 2013), it is still limited the knowledge concerning its application for learning Financial Accounting. In this course special attention to the problems of valuation and accounting contained in the Spanish accounting regulations is provided. For this reason, the student must assimilate during the course a number of concepts and technical terms, not only financial but also from commercial law and tax. The open source software ANKI was used on this experience, which could be installed on different devices and operating systems. For this purpose, several flashcards decks were made available for the students. The decks were specially created for the specific study of accounting problems. Through surveys and subsequent interviews to students the usefulness of e-learning flashcards in Financial Accounting was evaluated. Even though the results of the experience were not entirely satisfactory, they show some potential to achieve their effective use in learning the subject. C1 [Perez Chamorro, Vicente Antonio; Garcia Alvarez de Perea, Juan; Casasola Balsells, Maria Araceli] Univ Pablo de Olavide, Seville, Spain. RP Chamorro, VAP (reprint author), Univ Pablo de Olavide, Seville, Spain. EM vapercha@upo.es; jgaralv@upo.es; macasbal@upo.es RI Perez-Chamorro, Vicente/J-6479-2016; Casasola, Araceli/K-7339-2016 OI Perez-Chamorro, Vicente/0000-0003-1047-4595; Casasola, Araceli/0000-0002-0539-6337 CR Altiner C., 2011, THESIS IOWA STATE U Neumann G., 2014, INT J LEARNING ANAL, V1, P48 Arquero J. L., 2012, AECA REV ASOCIACION, V99, P4 Bailey R. C., 2011, CELE J, V20, P39 Ballesteros M., 2014, INT J ED RES INNOVAT, V1, P87 Blanco S., 2006, REV GRUPO INVESTIGAC, V4 Burgess S. 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PY 2015 IS 4 BP 150 EP 161 PG 12 WC Education & Educational Research SC Education & Educational Research GA DM1IS UT WOS:000376099500014 ER PT J AU Fructuoso, IN AF Noguera Fructuoso, Ingrid TI HOW MILLENNIALS ARE CHANGING THE WAY WE LEARN: THE STATE OF THE ART OF ICT INTEGRATION IN EDUCATION SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA English DT Article DE learning; teaching and training; information and communication technologies; technological change; social change; distance-based teaching AB The Millennial generation is changing the way we learn by urging educational institutions to better adapt to the needs of youth via the incorporation of educational technologies. Based on this premise, we have reviewed key reports concerning the integration of ICTs in education, i.e. with the aim of showing how education is changing, and will change to meet the needs of Millennials with ICT support. The paper concludes that most investment has simply resulted in an increase of computers and increased access to the Internet, e.g. where teachers replicate traditional approaches to education and where e-learning is viewed as being complementary to face-to-face education. Although it may seem that the use of ICTs is not currently revolutionizing learning, it is facilitating the personalization, collaboration and ubiquity of learning. C1 [Noguera Fructuoso, Ingrid] Univ Oberta Catalunya, Catalunya, Spain. RP Fructuoso, IN (reprint author), Calle Avenir 43,6 4a, Barcelona 08021, Spain. EM ingridnoguera@gmail.com CR Ala-Mutka K., 2010, JRC TECHNICAL NOTES Ala-Mutka K., 2009, LEARNING 2 0 IMPACT Ala-Mutka K., 2011, MAPPING DIGITAL COMP Allen I., 2013, CHANGING COURSE 10 Y Balanskat A., 2006, ICT IMPACT REPORT RE Balanskat A., 2009, STUDY IMPACT TECHNOL BECTA, 2006, EM TECHN LEARN BECTA, 2007, EM TECHN LEARN BECTA, 2008, EM TECHN LEARN Brown J. 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Iberoam. Educ. Distancia PD JAN PY 2015 VL 18 IS 1 BP 45 EP 65 PG 21 WC Education & Educational Research SC Education & Educational Research GA DE3PP UT WOS:000370542500003 ER PT J AU Almazan, OM AF Moreno Almazan, Omar TI AN EVALUATION OF THE INTERACTIVE MODALITY OF TUTORIALS AND ITS EFFECTS ON ACADEMIC ACHIEVEMENT IN ONLINE LEARNING ENVIRONMENTS SO RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA LA Spanish DT Article DE distance education; teaching methods; academic achievement; interactions process analysis AB There are many elements that can give us information on the effects of learning programs in different modes, even when indicators accepted by more institutions are related to performance and retention of student enrollment; but the action of the teacher usually be relegated or even justified in their legitimate nature. This paper is an assessment of the effects that exist in interaction and performance tutor on student performance in an e-learning system. This effect results in academic achievement indicators that have been studied in a group of 27 undergraduate students in the distance education mode, through an exploration based on descriptive analysis and determination of effects by analyzing factorial variance in order not to stand alone in meeting approval ratings but making a comprehensive study of all cases in their acquisition of knowledge and skills. It finds a teaching action based on communication but also in cognitive elements that provide reasoning, motivation and feedback; their implications remain shaft discussion on the dynamics of teaching in this mode, under which some institutions maintain the idea of giving more load training to students with the intention of achieving better learning. C1 [Moreno Almazan, Omar] SUAED UNAM Iztacala, Coordinac Educ Distancia, Ave Barrios 1, Tlalnepantla, Estado De Mexic, Mexico. RP Almazan, OM (reprint author), SUAED UNAM Iztacala, Coordinac Educ Distancia, Ave Barrios 1, Tlalnepantla, Estado De Mexic, Mexico. EM almazanomar@gmail.com CR Anderson T., 2007, HDB DISTANCE ED, P295 Anderson T, 2003, HANDBOOK OF DISTANCE EDUCATION, P129 Anderson T., 2001, J ASYNCHRONOUS LEARN, V5 Azevedo R, 2005, EDUC PSYCHOL, V40, P199, DOI 10.1207/s15326985ep4004_2 Baker J. D., 2004, Internet and Higher Education, V7, P1, DOI 10.1016/j.iheduc.2003.11.006 Garrison D. R., 2003, E LEARNING 21 CENTUR Katz Y. J., 2000, Educational Media International, V37, P25, DOI 10.1080/095239800361482 [Anonymous], 1996, HDB RES ED COMMUNICA Simonson M., 2003, TEACHING LEARNING DI Vohs K., 2004, HDB SELF REGULATION, P392 Wang Y., 2004, LANGUAGE LEARNING TE, V8, P1 NR 11 TC 0 Z9 0 U1 0 U2 0 PU ASOC IBEROAMERICANA EDUCACION SUPERIOR DISTANCIA PI MADRID PA UNED, FAC EDUC, C/ JUAN DEL ROSAI, 14, MADRID, 28040, SPAIN SN 1138-2783 EI 1390-3306 J9 RIED-REV IBEROAM EDU JI RIED-Rev. Iberoam. Educ. Distancia PD JAN PY 2015 VL 18 IS 1 BP 231 EP 255 PG 25 WC Education & Educational Research SC Education & Educational Research GA DE3PP UT WOS:000370542500012 ER PT J AU Abu Shawar, B AF Abu Shawar, Bayan TI Evaluating Web Accessibility of Educational Websites SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE WAI; e-learning; website accessibility; WCAG; Wave tool AB Web accessibility concerns of building websites that are accessible by all people regardless of their ability or disability. The W3C Web Accessibility Initiative (WAI) has been established to raise awareness of universal access. WAI develops guidelines which can help to ensure that Web pages are widely accessible. Assistive technology is used to increase, improve, and maintain capabilities of disabled persons to execute tasks that are sometimes difficult or impossible to do without technical aid. Also it helps them achieve their scholar, professional and social activities. This paper exposes an approach to investigate accessible contents of educational websites to ensure and measure its compliance with accessibility standards for visually impaired people. This study focuses on studying existing standards and investigating its applicability on educational institute websites. This will increase accessibility on e-learning materials that are provided by educational institutes. In this paper a sample of websites at selected universities in Jordan are evaluated in terms of accessibility in comparison to some universities websites in England and Arabic region. Results show that accessibility errors of universities websites in Jordan, and Arab region exceed the ones in UK by 13 times, and 5 times consequently. C1 [Abu Shawar, Bayan] Arab Open Univ, Informat Technol & Comp Dept, Amman 1339, Jordan. RP Abu Shawar, B (reprint author), Arab Open Univ, Informat Technol & Comp Dept, Amman 1339, Jordan. 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J. Emerg. Technol. Learn. PY 2015 VL 10 IS 4 BP 4 EP 10 DI 10.3991/ijet.v10i4.4518 PG 7 WC Education & Educational Research SC Education & Educational Research GA CZ3ED UT WOS:000366986300001 ER PT J AU Li, Y Zhang, MH Bonk, CJ Guo, YQ AF Li, Yan Zhang, Muhua Bonk, Curtis J. Guo, Yuqing TI Integrating MOOC and Flipped Classroom Practice in a Traditional Undergraduate Course: Students' Experience and Perceptions SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Massive open online course (MOOC); Flipped classroom; E-learning satisfaction; Perceptions ID OPEN ONLINE COURSES; SELF-EFFICACY; CHALLENGES; EDUCATION AB The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students' experience and perceptions. The course named "Internet and Distance Education" was taught in Winter Semester, 2013 at the Zhejiang University in Hangzhou, China to 15 undergraduate students majoring in education. E-learner satisfaction surveys found that students were generally satisfied with many aspects of the redesigned course, including instructor response timeliness, instructor attitude toward the technology, e-learning course flexibility, technology quality, Internet quality, perceived usefulness, perceived ease of use, and perceived e-learner satisfaction, while learner perceived interaction with others was not so satisfactory. Based on the findings, several suggestions to improve the course design are offered. C1 [Li, Yan; Zhang, Muhua; Guo, Yuqing] Zhejiang Univ, Coll Educ, Inst Educ Technol, Hangzhou 310003, Zhejiang, Peoples R China. [Bonk, Curtis J.] Indiana Univ, Dept Instruct Syst Technol, Bloomington, IN 47405 USA. RP Guo, YQ (reprint author), Zhejiang Univ, Coll Educ, Inst Educ Technol, Hangzhou 310003, Zhejiang, Peoples R China. EM yanli@zju.edu.cn; zhangmuhua1678@163.com; cjbonk@indiana.edu; niki.y.guo@gmail.com CR Amoroso D., 1991, Journal of Management Information Systems, V8, P63 Arbaugh JB, 2000, J MANAGEMENT ED, V24, P32, DOI DOI 10.1177/105256290002400104 Barbeite FG, 2004, COMPUT HUM BEHAV, V20, P1, DOI 10.1016/S0747-5632(03)00049-9 Bergmann J., 2014, TEACHING THEOLOGY RE, V17, P82 Berrett D., 2012, FLIPPING CLASSROOM C Bishop JL., 2013, FLIPPED CLASSROOM SU Bonk C. J., 2014, ADDING SOME TEC VARI, P191 Brame C, FLIPPING CLASSROOM Breslow L. 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PY 2015 VL 10 IS 6 BP 4 EP 10 DI 10.3991/ijet.v10i6.4708 PG 7 WC Education & Educational Research SC Education & Educational Research GA CZ3GE UT WOS:000366991600001 ER PT J AU Tan, MJ Shao, PJ AF Tan, Mingjie Shao, Peiji TI An ECM-ISC based Study on Learners' Continuance Intention toward E-learning SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-learning; Continued Learning Intention; ECM-ISC; Structural Equation Modelling ID EXPECTATION-CONFIRMATION MODEL; SATISFACTION; EDUCATION AB E-learning has been developing rapidly in recent years; however, as the student number and market scale are growing fast, there is also a growing concern over the issue of high dropout rates in e-learning. High dropout rate not only harms both education institutions and students, but also jeopardises the development of e-learning systems. Understanding the behavioural mechanism of students' continuance learning in online programmes would be helpful for reducing the dropout rate. In order to explain students continuance intention toward e-learning, this study combines theories from the fields of information management and pedagogy. By adding two constructs, namely academic integration and social integration, from the theories of dropout as antecedent variables, an improved ECM-ISC model for e-learners' continued learning intention was put forward. Results from structural equation modeling (SEM) demonstrate a stronger explanatory power of the new model. Based on the results from empirical analyses, corresponding suggestions are proposed in the end of this paper. C1 [Tan, Mingjie] Univ Elect Sci & Technol China, Sch Management & Econ, Chengdu 611731, Sichuan, Peoples R China. [Shao, Peiji] Univ Elect Sci & Technol China, Informat Management, Chengdu 611731, Sichuan, Peoples R China. [Tan, Mingjie] Open Univ China, Sichuan Branch, Chengdu, Peoples R China. RP Tan, MJ (reprint author), Univ Elect Sci & Technol China, Sch Management & Econ, 2006 Xiyuan Ave, Chengdu 611731, Sichuan, Peoples R China. EM oliver.tan@163.com CR Allen I. E., 2014, GRADE CHANGE TRACKIN Alraimi KM, 2015, COMPUT EDUC, V80, P28, DOI 10.1016/j.compedu.2014.08.006 Bagozzi R. P., 1988, J ACADEMY MARKETING, V16, P74, DOI DOI 10.1007/BF02723327 Baker JA, 1999, ELEM SCHOOL J, V100, P57, DOI 10.1086/461943 Bhattacherjee A, 2001, MIS QUART, V25, P351, DOI 10.2307/3250921 Chen SC, 2009, IND MANAGE DATA SYST, V109, P1248, DOI 10.1108/02635570911002306 Chow WS, 2014, PROCD SOC BEHV, V141, P1145, DOI 10.1016/j.sbspro.2014.05.193 DAVIS FD, 1989, MIS QUART, V13, P319, DOI 10.2307/249008 DeShields Jr O. 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P., 2003, Internet and Higher Education, V6, P1, DOI 10.1016/S1096-7516(02)00158-6 Simpson O., 2011, 22 CAN WE DO BETTER Szymanski DM, 2001, J ACAD MARKET SCI, V29, P16 TINTO V, 1975, REV EDUC RES, V45, P89, DOI 10.3102/00346543045001089 NR 22 TC 0 Z9 0 U1 5 U2 5 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 4 BP 22 EP 27 DI 10.3991/ijet.v10i4.4543 PG 6 WC Education & Educational Research SC Education & Educational Research GA CZ3ED UT WOS:000366986300004 ER PT J AU More, J Conesa, J Baneres, D Junyent, M AF More, J. Conesa, J. Baneres, D. Junyent, M. TI A Semi-Automated System for Recognizing Prior Knowledge SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Recognition; prior learning; support system; adaptive learning; background knowledge; context ID ADAPTIVE LEARNING-SYSTEM; OUTCOMES AB Adaptive e-learning systems are able to automatically generate personalized learning paths from the students' profile. Generally, the student profile is updated with information about knowledge the student has acquired, courses the student has passed and previous work experience. Unfortunately, dealing with courses that students passed in other learning environments is very difficult, error prone and requires a lot of manual intervention. In addition, the recognition of external courses is a process that all institutions, on-site and online learning organization, must perform during the access of new students, since it can be greatly useful not only for personalization but also for recognizing the courses the students attended. In this paper, we propose an intelligent system that analyzes the academic record of students in textual format to identify what subjects the students studied in the past and therefore are potentially recognizable. In addition, the proposed system is able to enrich the information the institution has about the students' background, facilitating the identification of personalized learning paths. C1 [More, J.] Open Univ Catalonia, Learning Technol, Barcelona 08018, Spain. [Conesa, J.; Baneres, D.; Junyent, M.] Open Univ Catalonia, IT Multimedia & Telecommun Dept, Barcelona 08018, Spain. RP More, J (reprint author), Open Univ Catalonia, Learning Technol, Rambla del Poblenou 156, Barcelona 08018, Spain. EM jmore@uoc.edu; jconesac@uoc.edu; dbaneres@uoc.edu; mjunyent@uoc.edu CR Bo S., 2007, J TEACHING PHYS ED, V26, P145 Capuano N., 2011, INT NETW COLL SYST I, P789 Capuano N, 2013, 2013 SEVENTH INTERNATIONAL CONFERENCE ON COMPLEX, INTELLIGENT, AND SOFTWARE INTENSIVE SYSTEMS (CISIS), P361, DOI 10.1109/CISIS.2013.66 Chen S.Y., 2005, ADAPTABLE ADAPTIVE H Clemente J., 2011, EXPERT SYSTEMS APPL, P8066 Cooper A., IMS REUSABLE DEFINIT Devaul H, 2011, J AM SOC INF SCI TEC, V62, P395, DOI 10.1002/asi.21437 Dochy F, 1999, REV EDUC RES, V69, P145, DOI 10.3102/00346543069002145 Esichaikul V., 2011, KNOWL MANAG E LEARN, V3, P342 Fan Y., 2011, CHINESE J COMPUTERS, V34, P2011 Guerrero-Roldan A.-E., 2010, FRONTIERS ED C FIE 2, p[F1J, F1J] Hailikari T, 2007, STUDIES ED EVALUATIO, V33, P320, DOI DOI 10.1016/J.STUEDUC.2007.07.007 Huey-Ing L., 2005, ED IEEE T, V48, P676 [Anonymous], 2001, P148421D8 IEEE Jackson P., 2007, NATURAL LANGUAGE PRO Kay J., 1999, AIED WORKSH W2 WORKS, P72 Liu JM, 2003, IEEE INTELL SYST, V18, P52, DOI 10.1109/MIS.2003.1193657 Dodero JM, 2007, J UNIVERS COMPUT SCI, V13, P1213 McGee P., 2002, P WORLD C E LEARN CO, P1887 Palazzo J., 2004, P SWEL WORKSH AD HYP, P348 BRUILLARD E., 2006, P HUBUSKA 4 OP WORKS Rezgui Kalthoum, 2014, International Journal of Emerging Technologies in Learning, V9, DOI 10.3991/ijet.v9i3.3305 Schmidt A., 2006, P INT C MOV MEAN INT, P1078 Suhartanto H., 2012, COMP TECHN INF MAN I, P69 Shapiro AM, 2004, AM EDUC RES J, V41, P159, DOI 10.3102/00028312041001159 Siadaty M., 2007, ADV LEARN TECHN 2007, P616 Sicilia M. A., 2005, INTELLIGENT LEARNING, P302 Tseng JCR, 2008, COMPUT EDUC, V51, P776, DOI 10.1016/j.compedu.2007.08.002 Wu Q., 2010, COMP SOFTW APPL C WO, P220 Yaghmaie M, 2011, EXPERT SYST APPL, V38, P3280, DOI 10.1016/j.eswa.2010.08.113 [Anonymous], 2001, IMS LEARNER INFORM P NR 31 TC 0 Z9 0 U1 1 U2 2 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 7 SI SI BP 23 EP 30 DI 10.3991/ijet.v10i7.4610 PG 8 WC Education & Educational Research SC Education & Educational Research GA CZ3FL UT WOS:000366989700004 ER PT J AU El-Seoud, SA El-Sofany, HF Karam, OH AF El-Seoud, Samir A. El-Sofany, Hosam F. Karam, Omar H. TI The Semantic Web Architecture and its Impact on E-learning Systems Development SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Learning Objects; E-learning; Ontology; Semantic Web; Web Based Learning AB The Semantic Web is the next giant step of the current web technology. The use and application of the Semantic Web in E-learning has been explored with regard to two areas: 1) software that supports instructors to perform their tasks in flexible online educational settings, and 2) software that interprets the structure of distributed, self organized, and self-directed web-based learning. These two application areas and related tasks require a semantic representation of educational entities and pedagogical material, specifically the structure and the techniques of the teaching-learning process. In most E-learning systems users are able to manage and reuse learning contents according to their needs without any access problems. The main objectives of this study are: how can e-learning take advantage of Semantic Web technology, and how to integrate the Semantic Web technologies with e-learning systems, taking into consideration the standards and reusable learning objects (LO), and to show the advantages of improving the description of content, context and structure of the learning material. The main goal of this article it to introduce an updated E-learning model based on the latest Semantic Web architectures. C1 [El-Seoud, Samir A.; Karam, Omar H.] BUE, Fac Informat & Comp Sci, Cairo, Egypt. [El-Sofany, Hosam F.] Cairo Higher Inst, Cairo, Egypt. RP El-Seoud, SA (reprint author), BUE, Fac Informat & Comp Sci, Cairo, Egypt. EM samir.seoud@bue.edu.eg; hosam_elsofany@hotmail.com; omar.karam@bue.edu.eg CR Antoniou G., 2004, SEMANTIC WEB PRIMER Bartel Mark, XML SIGNATURE SYNTAX Berners-Lee T., 2000, WHAT SEMANTIC WEB CA Boley H., 2008, RIF BASIC LOGIC DIAL Buraga S., 2002, 3 INT C INF SYST ENG, P355 Clyde L. 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PY 2015 VL 10 IS 5 BP 29 EP 34 DI 10.3991/ijet.v10i5.4754 PG 6 WC Education & Educational Research SC Education & Educational Research GA CZ3FD UT WOS:000366988900005 ER PT J AU Ye, H AF Ye, Hong TI Assessment of E-learning System in Higher Education Based on Hesitant Fuzzy Information with Incomplete Attribute Weights SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-learning system; hesitant fuzzy set; higher education; multiple attribute decision making; TOPSIS ID DECISION-MAKING; TOPSIS; NUMBERS; MODEL; AHP AB With the development of information technology, colleges and universities around the world are constructing E-learning system to meet their students' and faculty's needs. E-learning can effectively help students to learn varieties of knowledge and even skills they want to obtain. Therefore, the efficiency of E-learning system is important to popularize and develop it. Then, in this paper, we investigate to propose a method to evaluate E-learning system in higher education based on some criteria. Hereinto, this assessment problem can be considered as a multiple attribute decision making (MADM) problem. Thus, TOPSIS method, as a popular multiple attribute decision making method, is introduced in this paper to solve this assessment problem. In MADM problem, how to acquire preference of the decision maker is critical. In order to solve this issue, hesitant fuzzy set is developed in this paper. Weight vector, as a balance to weight the importance of different attributes, is hard to obtain. Then, a new fuzzy weight method is proposed to determine attribute weights. Finally, a case study is demonstrated to verify the applicability of this method. C1 [Ye, Hong] Dalian Maritime Univ, Sch Informat Sci & Technol, Dalian, Peoples R China. RP Ye, H (reprint author), Dalian Maritime Univ, Sch Informat Sci & Technol, Dalian, Peoples R China. 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S., 2011, INFORM SCI, P2128 Ye F, 2014, KNOWL-BASED SYST, V67, P263, DOI 10.1016/j.knosys.2014.04.046 NR 23 TC 0 Z9 0 U1 1 U2 1 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 8 SI SI BP 34 EP 37 DI 10.3991/ijet.v10i8.5217 PG 4 WC Education & Educational Research SC Education & Educational Research GA CZ3FU UT WOS:000366990600007 ER PT J AU Hewagamage, C Hewagamage, KP AF Hewagamage, Champa Hewagamage, K. Priyantha TI A Framework for Enhancing ICT Competency of Universities in Sri Lanka SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Curriculum Development; e-Testing; e-Learning; Employability; Higher Education; ICT Literacy; ICT Competency; Relevance AB In the current information society, the need for securing human resources acquired with ICT competency is becoming a significant factor. Information Communication Technology (ICT) competency describes more than awareness or driving license level of using computing facilities and networking services to carry out different tasks. Undergraduates of a university will become knowledge workers in the society and they should acquire the knowledge, skills and attitudes using the modern ICT technology to carry out their job tasks effectively. This paper presents the current status of ICT Competency in Sri Lankan Universities with respect to both the knowledge and skill requirements of knowledge workers in the job market. However, there are several obstacles are affecting this development and the paper discuss the qualitative assessment of these obstacles in detail. In this study, we propose a new framework for enhancing the ICT Competency among a large number of undergraduates in the University system. This framework consists of two main components namely Infrastructure Development and Virtual Learning Environment. In the component, Infrastructure Development new facilities are provided such as computers, networks and Internet facilities, human resource management and other support services in order to solve the problems identified. Under the Virtual Learning Environment, we propose three levels for undergraduates to address the curriculums of ICT competency. The first two levels are declared with respect to the common ICT Competency Certification and level 3 is declared considering special requirements of curriculum or subject streams. C1 [Hewagamage, Champa] Univ Sri Jayewardenapura, Dept Informat Technol, FMSC, Nugegoda, Sri Lanka. [Hewagamage, K. Priyantha] Univ Colombo, Comp Sci, Colombo, Sri Lanka. [Hewagamage, K. Priyantha] Univ Colombo, Dept Informat Syst Engn, Colombo, Sri Lanka. RP Hewagamage, C (reprint author), Univ Sri Jayewardenapura, Dept Informat Technol, FMSC, Nugegoda, Sri Lanka. EM champah@gmail.com; kphewa@gmail.com CR Danner R.B., 2013, J INFORM TECHNOLOGY, V12 [Anonymous], SRI LANK COMP LIT [Anonymous], 2014, FRAM ICT LIT Hewagamage C., 2014, P 6 INT C ED NEW LEA [Anonymous], E SRI LANK CERT Archibong I.A., 2010, J COMPUTER INFORM SC, V3 Tasir Z., 2012, TOJET TURKISH ONLINE, V11 NR 7 TC 0 Z9 0 U1 1 U2 5 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 5 BP 45 EP 51 DI 10.3991/ijet.v10i5.4802 PG 7 WC Education & Educational Research SC Education & Educational Research GA CZ3FD UT WOS:000366988900008 ER PT J AU Wu, XY Liu, M Zheng, QH Zhang, YQ Li, HF AF Wu, Xiyuan Liu, Min Zheng, Qinghua Zhang, Yunqiang Li, Haifei TI Modeling User Psychological Experience and Case Study in Online E-Learning SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE E-learning; Web log analysis; User experience; User centric evaluation AB In the post WWW era, the research of e-learning focuses on facilitating intelligent and proactive services for learners. The quality of user experience determines whether e-learning services would be accepted by learners. However, many researchers traditionally focus on the effectiveness of computer systems or the accuracy of algorithms themselves rather than on user-centric psychological experience. How to model and evaluate user experience taking into account user psychological and cognitive properties are challenging research topics. There are some traditional methods typically proposed to evaluate users' psychological experience, such as interview, questionnaire etc. They are qualitative and easy to conduct but need more time and resource. And they are liable to subjective views. Based on user web log data, the current paper presents a quantitative approach of modeling user psychological experience in the context of intelligent e-learning. The properties and elements, which affect user experience, are analyzed and quantified. The holistic user experience is quantified through the fusion of analytic hierarchy process (AHP) and Delphi methods. A case study, at a university in China, is conducted for diagnosing whether the result of the proposed approach can be uniform with user subjective experience, and indicates that the proposed approach is effective and complements existing user experience research in intelligent e-learning. C1 [Wu, Xiyuan; Liu, Min; Zheng, Qinghua; Zhang, Yunqiang] Xi An Jiao Tong Univ, Dept Comp Sci & Technol, SPKLSTN Lab, Xian 710049, Peoples R China. [Li, Haifei] Union Univ, Dept Comp Sci, Jackson, TN 38305 USA. RP Wu, XY (reprint author), Xi An Jiao Tong Univ, Dept Comp Sci & Technol, SPKLSTN Lab, Xian 710049, Peoples R China. EM xywu@mail.xjtu.edu.cn; 316398388@qq.com; qhzheng@mail.xjtu.edu.cn; mars2017@126.com; hli@uu.edu CR Albert W., 2013, 2 EDITION COLLECTING Chang D., 2010, OPERATIONAL RES Chen Y., 2010, SAMPLING SURVEY APPL Deng S., 2008, LIB INFORM, P6 Dong J., 2010, HUMAN COMPUTER INTER Geng X., 2008, DEFINING SAMPLING SI Guo Dawei, 2009, MATH MODELING, P2 Henry GT, 1990, PRACTICAL SAMPLING Hugenschmidt CE, 2010, INFORM FUSION, V11, P12, DOI 10.1016/j.inffus.2009.04.004 Ishizaka A., 2011, EXPERT SYSTEMS APPL, P14336 Jetter J. G. Hans-Christian, 2007, NORDICHI 2006, P106 Knijnenburg BP, 2012, USER MODEL USER-ADAP, V22, P441, DOI 10.1007/s11257-011-9118-4 Law Effie L-C., 2009, CHI 2009 Lewis J., 1993, IBM COMPUTER USABILI [林闯 Lin Chuang], 2012, [计算机学报, Chinese Journal of Computers], V35, P1 Linstone HA, 1975, DELPHI METHOD TECHNI Paramythis A, 2010, USER MODEL USER-ADAP, V20, P383, DOI 10.1007/s11257-010-9082-4 Pu P., 2012, USER MODEL USER-ADAP, V22, P39 Ramik J, 2010, FUZZY SET SYST, V161, P1604, DOI 10.1016/j.fss.2009.10.011 Raskin J., 2000, HUMANE INTERFACE NEW Rodden K., 2010, ACM COMP HUM INT C C Saaty T.L., 1991, MULTICRITERIA DECISI SAATY TL, 1977, J MATH PSYCHOL, V15, P234, DOI 10.1016/0022-2496(77)90033-5 Shen J., 1998, MATH MODELING Smith ER, 2008, COGN SYST RES, V9, P24, DOI 10.1016/j.cogsys.2007.06.011 Tanenbaum K., 2013, USER MODELING USER A Yuan F., 1990, SSOCIAL SURVEY PRINC NR 27 TC 0 Z9 0 U1 3 U2 3 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 6 BP 53 EP 61 DI 10.3991/ijet.v10i6.5114 PG 9 WC Education & Educational Research SC Education & Educational Research GA CZ3GE UT WOS:000366991600008 ER PT J AU Aikina, TY Sumtsova, OV Pavlov, DI AF Aikina, T. Yu. Sumtsova, O. V. Pavlov, D. I. TI Implementing Electronic Courses Based on Moodle for Foreign Language Teaching at Russian Technical Universities SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE e-course; effective educational methods; e-learning foreign language of professional communication; Moodle; students of technical specialties AB The main purpose of this work is to consider the most efficient modern educational technologies applied in teaching foreign languages to students of higher educational institutions in the Russian Federation. Special emphasis is placed on blended learning as a pedagogical approach of high priority. It is necessary to note that information-communication environment plays a great role in the realization of blended learning since the organization of educational process is impossible without it. The authors of the paper give consideration to one of the most relevant educational platform Moodle. An electronic course based on Moodle developed for the first year students of Tomsk Polytechnic University within teaching the discipline "Foreign Language" is reviewed in this work. The authors come to the conclusion that electronic courses designed by means of the e-learning platform Moodle are ideally suitable for the efficient blended learning implementation. C1 [Aikina, T. Yu.; Sumtsova, O. V.; Pavlov, D. I.] Natl Res Tomsk Polytech Univ, Tomsk, Russia. RP Aikina, TY (reprint author), Natl Res Tomsk Polytech Univ, Tomsk, Russia. EM aiki-na@tpu.ru; ol-gasumtsova0205@mail.ru; dipav-lov@tpu.ru CR Barybin A. V., 2005, THESIS, P45 Bersin J., 2004, BLENDED LEARNING BOO Galskova N. D., 2006, THEORY LEARNING FORE, P31 Garrison D. R., 2015, BLENDED LEARNING UNC Gosper M., 2011, AUSTR LEARNING TEACH Horn M. B., 2012, CLASSIFYING K 12 BLE Jacob AM, 2011, J ED POLICY PLANNING, V1, P61 Selevko G. K., 2006, ENCY ED TECHNOLOGIES, V2 Sharma P., 2015, BLENDED LEARNING BOO NR 9 TC 2 Z9 2 U1 4 U2 6 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 3 BP 58 EP 61 DI 10.3991/ijet.v10i3.4501 PG 4 WC Education & Educational Research SC Education & Educational Research GA CZ3DU UT WOS:000366985400009 ER PT J AU Lu, P Cong, X Zhou, DD AF Lu, Peng Cong, Xiao Zhou, Dongdai TI E-learning-Oriented Software Architecture Design and Case Study SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Software Architecture; Component; Web Service; Framework AB Nowadays, E-learning systems have been widely applied to practical teaching. They are favored by people for their characterized course arrangement and flexible learning schedule. However, the system does have some problems regarding application, e.g. the functions of a single software are not diversified enough to completely satisfy the requirements for teaching. To cater to more applications in the teaching process, it is necessary to integrate functions from different systems. But the difference in developing techniques and the inflexibility in design make implementation difficult. The major reason for these problems is the lack of fine software architecture. In this article, we present a domain model and component model of an E-learning system and component integration method on the basis of WebService. And we proposed an abstract framework of E-learning that could express the semantic relationship among components and realize high level reusability on the basis of an informational teaching mode. Based on this foundation, we formed an E-learning oriented layering software architecture containing a component library layer, application framework layer and application layer. Moreover, the system contains layer division multiplexing and was not built on developing language and tools. With the help of the software architecture, we built a characterized flexible E-learning system through framework selection, component assembling and replacement. In addition, we show how to build a concrete E-learning system on the basis of this software architecture. C1 [Lu, Peng] Northeast Dianli Univ, Dept Media Technol & Commun, Chuanying, Jilin, Peoples R China. [Cong, Xiao] Northeast Dianli Univ, Coll Sci, Chuanying, Jilin, Peoples R China. [Zhou, Dongdai] NE Normal Univ, Engn & Res Ctr E Learning, Changchun, Jilin, Peoples R China. RP Lu, P (reprint author), Northeast Dianli Univ, Dept Media Technol & Commun, Chuanying, Jilin, Peoples R China. EM peng.lu2008@gmail.com; peng1984_2007@163.com; lup595@nenu.edu.cn CR Bass L., 2003, SOFTWARE ARCHITECTUR Ertmer P., 1993, PERFORMANCE IMPROVEM, V6, P50, DOI DOI 10.1111/J.1937-8327.1993.TB00605.X Li K. D., 2001, E ED RES, V8, P46 Nichols M., 2008, E PRIMER SERIES, P2 Tracz W., 1995, SIGSOFT Software Engineering Notes, V20, P49 [王新辉 Wang Xinhui], 2006, [计算机工程与应用, Computer Engineering and Application], V42, P224 Yang F. Q., 1999, COMPUTER SCINE, V27, P68 [于振华 Yu Zhenhua], 2004, [微电子学与计算机, Microelectronics & Computer], V21, P66 Zhang Y. S., 2006, SOFTWARE ARCHITECTUR Zhong Z. X., 2005, INFORM TEACHING MODE NR 10 TC 0 Z9 0 U1 3 U2 5 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 4 BP 59 EP 65 DI 10.3991/ijet.v10i4.4698 PG 7 WC Education & Educational Research SC Education & Educational Research GA CZ3ED UT WOS:000366986300010 ER PT J AU Popov, DI Lazareva, OY AF Popov, Dmitry I. Lazareva, Olga Y. TI A Knowledge Testing Production Model Based on a Cognitive Map for SWI-Prolog Applications SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE intelligent tutoring system; cognitive map; knowledge management; production model; SWI-Prolog AB In this paper, we describe the ways of improving knowledge assessment with the help of cognitive maps made during the process of working with an intelligent tutoring system, E-learning center - High-edu. Cognitive maps consist of didactic units - minimal units of knowledge about some discipline's domain. This article shows how they can be used in intelligent tutoring systems. An example of algorithm realization for forming a didactic units list from a discipline cognitive map for consistency of test task presentation determining is shown. An operator model is presented in this paper, which can be helpful for researchers and engineers using Prolog language for expert systems and knowledge management system development as well as for support of the educational process and control of student knowledge to improve the quality of electronic education. C1 [Popov, Dmitry I.; Lazareva, Olga Y.] Moscow State Univ Printing Arts, Dept Comp & Informat Technol, Moscow 127550, Russia. RP Popov, DI (reprint author), Moscow State Univ Printing Arts, Dept Comp & Informat Technol, Pryanishnikova 2A, Moscow 127550, Russia. 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I., 2008, EXAMINATION TEST TAS Popov D.I., 2015, SCI B MOSCOW STATE T, P141 Sukajaya N., 2015, INT J EMERGING TECHN, V10, P46 Ustinov I.Y., 2010, DEFINITIONS BASIC TE NR 16 TC 0 Z9 0 U1 3 U2 3 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 6 BP 62 EP 65 DI 10.3991/ijet.v10i6.4868 PG 4 WC Education & Educational Research SC Education & Educational Research GA CZ3GE UT WOS:000366991600009 ER PT J AU Sudhana, KM AF Sudhana, Kalla Madhu TI Contextual Diversity and Rule-based Adaptive E-learning System Scheme SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Adaptive e-learning system scheme; Categories of context in e-learning domain; Context detection and description mechanism; Ontology-based context model ID ACCESSIBILITY AB in an adaptive e-learning environment, the system must respond harmoniously to the changes of learner needs. The traditional e-learning systems provide adaptation based on user preferences only. To improve performance, it is required to incorporate learning context information such as the device and network context to determine the appropriate presentation method along with the user preferences. Mainly this paper discussed about the basic categories of context in e-learning environment and proposed an architectural overview of ontology driven rule-based adaptive system for obtaining effective delivery of learning material. C1 [Sudhana, Kalla Madhu] Jawaharlal Nehru Technol Univ, GNIT, Hyderabad, Andhra Pradesh, India. RP Sudhana, KM (reprint author), Jawaharlal Nehru Technol Univ, GNIT, Hyderabad, Andhra Pradesh, India. EM kallamadhu1@yahoo.com CR Abowd GD, 1999, LECT NOTES COMPUT SC, V1707, P304 Bomsdorf B, 2005, DAGSTUHL SEMINAR P Byun HE, 2004, APPL ARTIF INTELL, V18, P533, DOI 10.1080/08839510490462894 CC/PP, 2007, COMP CAP PR IN PRESS Chen L. 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PY 2015 VL 10 IS 5 BP 72 EP 76 DI 10.3991/ijet.v10i5.4799 PG 5 WC Education & Educational Research SC Education & Educational Research GA CZ3FD UT WOS:000366988900012 ER PT J AU Jung, HJ AF Jung, Hee-Jung TI Fostering an English Teaching Environment: Factors Influencing English as a Foreign Language Teachers' Adoption of Mobile Learning SO INFORMATICS IN EDUCATION LA English DT Article DE mobile learning; EFL teacher; English education; computer-assisted language learning ID COMPUTER SELF-EFFICACY; INFORMATION TECHNOLOGY ACCEPTANCE; INDIVIDUAL PROFESSIONALS; USER ACCEPTANCE; MODEL; SATISFACTION; MOTIVATION; EXPERIENCE; INTENTION; INTERNET AB The role of mobile technology has significantly increased and been emphasized in English education. However, research investigating EFL teachers' attitudes and behaviors related to mobile technology has been limited in descriptive aspects of the technology, leading to misunderstandings about EFL teachers' needs. Furthermore, many prior studies have examined various aspects of electronic learning (e-learning) and technological developments of mobile learning (m-learning) in English education from the learners' perspective. Therefore, this study proposed a research model that empirically examines behaviors of EFL teacher's' m-learning acceptance by using Fred Davis's Technology Acceptance Model (TAM) as the research framework. As external variables, this research model includes instant connectivity, compatibility, interaction, content enrichment, and computer self-efficacy, influencing the perceived usefulness of TAM. Structural Equation Modeling (SEM) with the data of 189 EFL teachers was used to analyze causal relationships between external variables and TAM variables. The results provide evidence that supports the tested hypotheses. The implications of the findings suggest a new direction for future studies on m-learning. C1 [Jung, Hee-Jung] Chosun Univ, Dept English Educ, Kwangju 501759, South Korea. RP Jung, HJ (reprint author), Chosun Univ, Dept English Educ, 309 Pilmun Daero, Kwangju 501759, South Korea. 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Educ. PY 2015 VL 14 IS 2 BP 219 EP 241 PG 23 WC Education & Educational Research SC Education & Educational Research GA CY7JH UT WOS:000366584000005 ER PT J AU Heredero, CD Haider, S Martinez, AG AF De Pablos Heredero, C. Haider, S. Garcia Martinez, A. TI Relational Coordination as an Indicator of Teamwork Quality: Potential Application to the Success of e-Learning at Universities SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE on line educational systems; organizational routines; relational coordination; teamwork ID KNOWLEDGE MANAGEMENT; IMPLEMENTATION; CARE; PERFORMANCE; PROJECTS; ORGANIZATIONS; MODERATOR; IMPACT; TEAMS AB Teamwork has emerged as a contemporary management technique; so much so that the failure to adopt teamwork strategies is often considered an important cause of failure when attempting to implement changes within organizations. Studying teamwork in relation to the implementation of organizational routines to improve results in online Educational Systems is important because many proposals for improving e-learning systems cannot be effectively implemented without collaborative teamwork. In this work, the relational coordination model is applied to measure teamwork to a representative sample of lecturers and students that teach on e-learning-based systems in Spain and the results are presented. Given the importance of interaction among educational professionals, the model of relational coordination is well positioned to address the quality of teamwork in university contexts. However, to these researchers' knowledge, this is the first research to apply the relational coordination model in the context of organizational routines implemented in e-learning processes. C1 [De Pablos Heredero, C.] Univ Rey Juan Carlos, Madrid, Spain. [Haider, S.] COMSATS Inst Informat Technol, Dept Management Sci, Vehari, Pakistan. 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J. Emerg. Technol. Learn. PY 2015 VL 10 IS 2 BP 4 EP 8 DI 10.3991/ijet.v10i2.4102 PG 5 WC Education & Educational Research SC Education & Educational Research GA CX9XF UT WOS:000366059300001 ER PT J AU Tan, MJ Shao, PJ AF Tan, Mingjie Shao, Peiji TI Prediction of Student Dropout in E-Learning Program Through the Use of Machine Learning Method SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Student Dropout; E-Learning; Prediction; Machine Learning ID EDUCATION; MODEL AB The dropout high rate is a serious problem in E-learning programs. Thus, it is a concern of education administrators and researchers. Predicting the dropout potential of students is a workable solution for preventing dropouts. Based on the analysis of related literature, this study selected students' personal characteristics and academic performance as input attributions. Prediction models were developed using Artificial Neural Network (ANN), Decision Tree (DT) and Bayesian Networks (BNs). A large sample of 62,375 students was utilized in the procedures of model training and testing. The results of each model were presented in a confusion matrix and were analyzed by calculating the rates of accuracy, precision, recall, and F-measure. The results suggested all of the three machine learning methods were effective for student dropout prediction, but DT presented a better performance. Finally, some suggestions were made for future research. C1 [Tan, Mingjie] Univ Elect Sci & Technol China, Sch Management & Econ, Chengdu 611731, Peoples R China. [Shao, Peiji] Univ Elect Sci & Technol China, Informat Management, Chengdu 611731, Peoples R China. [Tan, Mingjie] Sichuan Open Univ, Comp Sci, Chengdu, Peoples R China. RP Tan, MJ (reprint author), Univ Elect Sci & Technol China, Sch Management & Econ, 2006 Xiyuan Ave, Chengdu 611731, Peoples R China. 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PY 2015 VL 10 IS 1 BP 11 EP 17 DI 10.3991/ijet.v10i1.4189 PG 7 WC Education & Educational Research SC Education & Educational Research GA CX9XB UT WOS:000366058800002 ER PT J AU Bajardi, A Della Porta, SG Alvarez-Rodriguez, D Francucci, C AF Bajardi, Alice Della Porta, Serena Giulia Alvarez-Rodriguez, Dolores Francucci, Cristina TI Id@rt Experience: A Transnational Blended-learning Project Founded on Visual Culture SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE ICT in Art Education; Teacher training; Blended Learning AB This article is the result of interchanging experiences, the Id@rt experience, among artists, educators and students from different countries and contexts that share the concept of identity as a subject matter for the artistic and educational research processes. We followed a methodological framework that combines the visual culture art education, as an approach to make and interpret the visual reality, and the blended-learning, as a tool to transform and improve the learning process. We proposed the Id@rt experience to teacher in training at the Granada University (Spain), and to student of communication and art education course at the Bologna Fine Arts Academy (Italy). The aim of this project is to develop a closer look at contemporary art, promote creativity and foster the social skills promoting new ways of communication and creation. Through this project we propose to create a synergy between the use of traditional art education methods and the new-technologies based-methods (ICT and e-learning). The evaluation results of the Id@rt experience, obtained from our observation together with focus-groups and open-end questionnaires, indicate that the participants increased their creativity and developed their social/communicative competencies, experiencing art and new technology languages and discovering the creative identity of the contemporary artist and of themselves. Projects like Id@rt experience pave the way for a new understanding and teaching of the art education and new interpretations of the contemporary art and the visual culture. C1 [Bajardi, Alice; Alvarez-Rodriguez, Dolores] Univ Granada, Dept Didact Mus Plast & Corporal Express, E-18071 Granada, Spain. [Della Porta, Serena Giulia] MAMbo Museum, Bologna, Italy. [Francucci, Cristina] Bologna Fine Arts Acad, Dept Commun & Art Educ, I-40126 Bologna, Italy. RP Bajardi, A (reprint author), Univ Granada, Dept Didact Mus Plast & Corporal Express, Campus Cartuja S-N, E-18071 Granada, Spain. EM alicebajardi@gmail.com; serenadellaporta@gmail.com; alvarezr@ugr.es; cristi-na.francucci@gmail.com CR Alvarez-Rodriguez D, 2008, INTERNATIONAL DIALOGUES ABOUT VISUAL CULTURE, EDUCATION AND ART, P121 Bajardi A., 2014, HIST COMUNICACION SO, V18, P615 Bele J., 2007, INT J EMERGING TECHN, V2 Cocteau J., 1998, ENFANTS TERRIBLES RA Coen Joel, 1991, BARTON FINK Coppola F. Ford, 1974, CONVERSATION Corbusier L., 1960, CONVENT SAINTE MARIE Dallari M., 1998, ESPERIENZA PEDAGOGIC Cebrian de la Serna M., 2011, PROCESOS ED CON TIC, P23 Di Marco D., 2011, DIDAMATICA 2011 TOR Duncum P., 2002, ART ED, V55, P6, DOI 10.2307/3193995 [Anonymous], 1939, THE WIZARD OF OZ Francucci C., 2005, EDUCARE ALL ARTE Freedman K., 2003, ART ED, V46, P38 Gomez R. A., 2010, RELADA REV ELECT ADA, V4 Hathaway H., 1948, CALL NORTHSIDE 777 Katz-Buonincontro J., 2014, J MANAGEMENT ED Kubrick Stanley, 1980, THE SHINING Manca G., 2000, ITINERA STUDI MEMORI, P315 Merrill M. 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PY 2015 VL 10 IS 2 BP 17 EP 23 DI 10.3991/ijet.v10i2.4283 PG 7 WC Education & Educational Research SC Education & Educational Research GA CX9XF UT WOS:000366059300003 ER PT J AU Hakulinen, L Auvinen, T Korhonen, A AF Hakulinen, Lasse Auvinen, Tapio Korhonen, Ari TI The Effect of Achievement Badges on Students' Behavior: An Empirical Study in a University-Level Computer Science Course SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Achievement badges; E-learning; Gamification; Motivation ID INTRINSIC MOTIVATION; GAMIFICATION; EDUCATION AB Achievement badges are a form of gamification that are used in an attempt to increase user engagement and motivation in various systems. A badge is typically a graphical icon that appears as a reward for the user after reaching an achievement but that has no practical value. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students solve interactive, automatically assessed exercises in a Data Structures and Algorithms course throughout the semester. We conducted an experiment where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises correctly on the first attempt, doing exercises early, or solving all the exercises in a round with full points. Grading was the same for both groups, i.e. collecting badges did not affect the final grade, even though the exercise points themselves did. Students' activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We also collected numerical and open-ended feedback in order to find out students' attitudes towards the badges. Our results show that achievement badges can be used to affect students' behavior. Statistically significant differences were observed in the time used per exercise, number of sessions, total time, and normalized total number of badges. Furthermore, the majority of the students reported being motivated by the badges. Based on our findings, achievement badges seem to be a promising method to motivate students and to encourage desired study practices. C1 [Hakulinen, Lasse; Auvinen, Tapio] Aalto Univ, Learning Technol Res Grp, Espoo, Finland. [Korhonen, Ari] Aalto Univ, Espoo, Finland. RP Hakulinen, L (reprint author), Aalto Univ, Learning Technol Res Grp, Espoo, Finland. EM lasse.hakulinen@aalto.fi; tapio.auvinen@aalto.fi; ari.korhonen@aalto.fi CR Abramovich S, 2013, ETR&D-EDUC TECH RES, V61, P217, DOI 10.1007/s11423-013-9289-2 Anderson A., 2014, WWW 14, P687 [Anonymous], 2011, GAMIFICATION IS BULL Braun V., 2006, QUALITATIVE RES PSYC, V3, P77, DOI DOI 10.1191/1478088706QP063OA Csikszentmihalyi M., 1990, FLOW PSYCHOL OPTIMAL de-Marcos L, 2014, COMPUT EDUC, V75, P82, DOI 10.1016/j.compedu.2014.01.012 Deci EL, 2001, REV EDUC RES, V71, P1, DOI 10.3102/00346543071001001 Deci E. L., 1985, INTRINSIC MOTIVATION Decker A., 2013, SIGCSE 13, P233 Denny P., 2013, CHI 13, P763 Deterding S., 2011, MINDTREK 11, P9, DOI DOI 10.1145/2181037.2181040 Dominguez A, 2013, COMPUT EDUC, V63, P380, DOI 10.1016/j.compedu.2012.12.020 [Anonymous], 2009, P 5 INT WORKSH COMP, DOI 10.1145/1584322.1584325 Edwards S. H., 2004, ACM SIGCSE B, V36, P26, DOI DOI 10.1145/1028174.971312 Falkner N. J. G., 2012, P 9 ANN INT C INT CO, P55 Fenwick Jr J. 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J., 2013, FRONTIERS PSYCHOL, V4 Muntean CI, 2011, PROC INT C VIRTUAL L, P323 Nicholson S., 2012, GAMES LEARNING SOC 8 Robertson M., 2010, CANT PLAY WONT PLAY Weaver K, 2012, J CONSUM RES, V39, P445, DOI 10.1086/664497 NR 36 TC 2 Z9 2 U1 6 U2 10 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 1 BP 18 EP 29 DI 10.3991/ijet.v10i1.4221 PG 12 WC Education & Educational Research SC Education & Educational Research GA CX9XB UT WOS:000366058800003 ER PT J AU Hamzah, WMAFW Ali, NH Saman, MYM Yusoff, MH Yacob, A AF Hamzah, W. M. Amir Fazamin W. Ali, Noraida Haji Saman, Md. Yazid Mohd Yusoff, Mohd Hafiz Yacob, Azliza TI Influence of Gamification on Students' Motivation in using E-Learning Applications Based on the Motivational Design Model SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Gamification; Motivational Design; ARCS Model; ARCS+G Model AB Students' motivation is an important factor in ensuring the success of e-learning implementation. In order to ensure students is motivated to use e-learning, motivational design has been used during the development process of e-learning applications. The use of gamification in learning context can help to increase student motivation. The ARCS+G model of motivational design is used as a guide for the gamification of learning. This study focuses on the influence of gamification on students' motivation in using e-learning applications based on the ARCS+G model. Data from the Instructional Materials Motivation Scale (IMMS) questionnaire, were gathered and analyzed for comparison of two groups (one control and one experimental) in attention, relevance, confidence, and satisfaction categories. Based on the result of analysis, students from the experimental group are more motivated to use e-learning applications compared with the controlled group. This proves that gamification affect students' motivation when used in e-learning applications. C1 [Hamzah, W. M. Amir Fazamin W.] Univ Malaysia Terengganu, Comp Sci, Terengganu, Malaysia. [Ali, Noraida Haji; Saman, Md. Yazid Mohd; Yusoff, Mohd Hafiz] Univ Malaysia Terengganu, Sch Informat & Appl Math, Terengganu, Malaysia. [Yacob, Azliza] TATi Univ Coll, Terengganu, Malaysia. RP Hamzah, WMAFW (reprint author), Univ Malaysia Terengganu, Comp Sci, Terengganu, Malaysia. EM amirfazamin@gmail.com; aida@umt.edu.my; yazid@umt.edu.my; ha-fiz.yusoff@umt.edu.my; azli-za@taituc.edu.my CR AMABILE TM, 1994, J PERS SOC PSYCHOL, V66, P950, DOI 10.1037/0022-3514.66.5.950 Bahji S. E., 2013, International Journal of Emerging Technologies in Learning, V8, DOI 10.3991/ijet.v8i6.2955 Bang M., 2014, INT J EMERGING TECHN, V9, P43 Bunchball Inc, 2010, GAM 101 INTR US GAM Campbell JP, 1970, MANAGERIAL BEHAV PER Deterding S, 2011, P 2011 ANN C HUM FAC, DOI [10.1145/1979742.1979575, DOI 10.1145/1979742.1979575] Deterding S, 2011, P 15 INT AC MINDTREK, P9, DOI [10.1145/2181037.2181040, DOI 10.1145/2181037.2181040] El-seoud M. S. 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G., 2013, 1 INT C TECHN EC ENH Maldonado UPT, 2011, ONLINE INFORM REV, V35, P66, DOI 10.1108/14684521111113597 Zicbermann G., 2011, GAMIFICATION DESIGN NR 25 TC 0 Z9 0 U1 8 U2 12 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1868-8799 EI 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2015 VL 10 IS 2 BP 30 EP 34 DI 10.3991/ijet.v10i2.4355 PG 5 WC Education & Educational Research SC Education & Educational Research GA CX9XF UT WOS:000366059300005 ER PT J AU Carvalho, L Dong, A Maton, K AF Carvalho, Lucila Dong, Andy Maton, Karl TI Foregrounding knowledge in e-learning design: An illustration in a museum setting SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LCT, Specialisation, we show how to identify and apply organising principles of knowledge, in two successive stages, through an example of our own recent work developing an e-learning environment called Design Studio. First, an analytic stage explored knowledge practices within four design disciplines, engineering, architecture, digital media, and fashion design, in terms of their organising principles. Second, a generative stage involved the creation of content for the Design Studio software as well as its look and feel, and interaction design elements, all of which were designed to be consistent with the output from the analytic stage. Design Studio was then pilot-tested by 14 high school students. The paper concludes with some general observations about how LCT can improve the creation of other e-learning environments. C1 [Carvalho, Lucila; Dong, Andy; Maton, Karl] Univ Sydney, Sydney, NSW 2006, Australia. RP Carvalho, L (reprint author), Univ Sydney, Sydney, NSW 2006, Australia. EM lucila.carvalho@sydney.edu.au FU Powerhouse Museum (Sydney, Australia); Australian Research Council [LP0562267, FL100100203] FX This research was conducted with the support of the Powerhouse Museum (Sydney, Australia) and the Australian Research Council (Linkage Grant LP0562267). Lucila Carvalho also acknowledges the financial support of the Australian Research Council (Laureate Fellowship Grant FL100100203) and generous feedback from Peter Goodyear, Lina Markauskaite and Kate Thompson on earlier versions of this paper. The views expressed herein are those of the authors and are not necessarily those of the Australian Research Council. 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Y., 1999, INT J ARTIFICIAL INT, V10, P151 White B. Y., 2002, P 5 INT C LEARN SCI Wolff K, 2013, TEACH HIGH EDUC, V18, P78, DOI 10.1080/13562517.2012.694105 Yanchar SC, 2010, ETR&D-EDUC TECH RES, V58, P39, DOI 10.1007/s11423-009-9129-6 Carvalho L, 2014, ARCHITECTURE OF PRODUCTIVE LEARNING NETWORKS, P1 NR 38 TC 0 Z9 0 U1 2 U2 3 PU CHARLES STURT UNIV PI WAGGA WAGGA PA LOCKED BAG 588, WAGGA WAGGA, 2678, AUSTRALIA SN 1449-5554 J9 AUSTRALAS J EDUC TEC JI Australas. J. Educ. Technol. PY 2015 VL 31 IS 3 BP 328 EP 348 PG 21 WC Education & Educational Research SC Education & Educational Research GA CV8FC UT WOS:000364515100008 ER PT J AU Gutierrez-Esteban, P Alonso-Diaz, L Smyrnova-Trybulska, E Capay, M Ogrodzka-Mazur, E Pinto, PJG Noskova, T Gajdzica, A Pavlova, T Yakovleva, O AF Gutierrez-Esteban, Prudencia Alonso-Diaz, Laura Smyrnova-Trybulska, Eugenia Capay, Martin Ogrodzka-Mazur, Ewa Goncalves Pinto, Paulo Jorge Noskova, Tatiana Gajdzica, Anna Pavlova, Tatiana Yakovleva, Olga TI Intercultural and digital competence in teacher training from an international perspective: Poland, Portugal, Slovakia, Spain and Russia SO REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC LA English DT Article DE Multiculturalism; Educational Technology; European projects; Comparative Education AB This article presents one of the studies from the European project IRNET, a network that pursues the development of new tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and intercultural competences. We intend to explore the application of international and national policies of innovative, digital Education and intercultural competences in teacher training, as well as innovative educational practices. Another objective of the project is also to identify such practises and/or research projects in order to foster intercultural and digital competences in Spain, Poland, Slovak, Portugal and Russia. From a comparative perspective and on a qualitative paradigm, we have analyzed three comparative units that have allowed, among other things, us to look at the impact of projects financed with European or national funds as promoters of change and innovation related to intercultural training and technologies information. Finally, it has been observed that teaching trends point to a professorship endowed with skills that integrate intercultural models from the joint search for the school of the future, and for that online networks and virtual learning communities are key resources. C1 [Gutierrez-Esteban, Prudencia; Alonso-Diaz, Laura] Univ Extremadura, E-06071 Badajoz, Spain. [Smyrnova-Trybulska, Eugenia; Ogrodzka-Mazur, Ewa; Gajdzica, Anna] Univ Silesia Katowice, Katowice, Poland. [Capay, Martin] Constantine Philosopher Univ, Nitra, Slovakia. [Goncalves Pinto, Paulo Jorge] Univ Lusiada Lisboa, Lisbon, Portugal. [Noskova, Tatiana; Pavlova, Tatiana; Yakovleva, Olga] Herzen State Pedag Univ Russia, Herzen, Russia. RP Gutierrez-Esteban, P (reprint author), Univ Extremadura, E-06071 Badajoz, Spain. EM pruden@unex.es; laulonso@unex.es; esmyrnova@us.edu.pl; mcapay@ukf.sk; ewa.ogrodzka-mazur@us.edu.pl; pjpinto@lis.ulusiada.pt CR Area M., 2014, REV LATINOAMERICANA, V13, P11 Borrero R., 2011, INTERCULTURALIDAD ES, P145 Priegue Caamano D., 2011, REV CURRICULUM FORMA, V15, P363 Gutierrez Esteban P., 2014, REV LATINOAMERICANA, V13, P49 Kommers P., 2013, DIVAI 2014 DISTANCE, P357 Borrero Lopez R., 2011, THESIS U EXTREMADURA Borrero Lopez R., 2011, QUADERNS DIGITALS, V69, P1 Garcia Lopez R., 2003, ESTUDIOS EDUCACION, V4, P47 Noskova T., 2014, NEW EDUC REV, V38, P189 Noskova T., 2014, STUDIO NOA, V488, P45 Noskova T., 2013, STUDIO NOA, V583, P215 Raventos F., 1983, PEDAGOGIA COMP, V3, P61 NR 12 TC 0 Z9 0 U1 8 U2 8 PU UNIV EXTREMADURA, FAC EDUCACION PI BADAJOZ PA AV ELVAS S-N, BADAJOZ, 06071, SPAIN SN 1695-288X J9 REV LATINOAM TECNOL JI Rev. Latinoam. Tecnol. Educ.-RELATEC PY 2015 VL 14 IS 1 SI SI BP 145 EP 157 PG 13 WC Education & Educational Research SC Education & Educational Research GA CT4WI UT WOS:000362807700011 ER PT J AU Magdin, M Turcani, M AF Magdin, Martin Turcani, Milan TI A Few Observations and Remarks on Time Effectiveness of Interactive Electronic Testing SO INFORMATICS IN EDUCATION LA English DT Article DE interactivity; interactive animations; time effective; electronic testing; interactive tests ID ENVIRONMENTS AB In the paper, we point out several observations and remarks on time effectiveness of electronic testing, in particular of its new form (interactive tests). A test is often used as an effective didactic tool for evaluating the extent of gained cognitive capabilities. According to authors Rudman (1989) and Wang (2003) it is provable that the relationship towards e-testing depends on the degree of previous experiences with this form of examination. Conducted experiments (not only by these authors) show that students using the traditional testing form (putting answers down on a paper) are happy to have the opportunity to use a computer for testing. The reason is the fact that they are usually used to a complete explanation of the educational content, frontal examination during the lesson and also in the course of the school year and more limited possibilities to use the Internet for educational purposes. Most of them do not even know about the possibilities of e-learning and electronic evaluation. On the other hand, the group of students who are being tested using the traditional form and at the same time using computers usually prefer the traditional form, while using multimedia tools is more or less normal to them. C1 [Magdin, Martin; Turcani, Milan] Constantine Philosopher Univ Nitra, Fac Nat Sci, Dept Informat, Nitra 94974, Slovakia. RP Magdin, M (reprint author), Constantine Philosopher Univ Nitra, Fac Nat Sci, Dept Informat, Tr A Hlinku 1, Nitra 94974, Slovakia. EM mmagdin@ukf.sk; mturcani@ukf.sk CR Bih J, 2006, Advances in Computer, Information, and Systems Sciences and Engineering, P473, DOI 10.1007/1-4020-5261-8_73 Byckovsky P., 1983, ZAKLADY MERENI VYSLE Cismas SC, 2010, ARTIF INT SER WSEAS, P384 Driensky D., 2004, MAT DIDAKTICKE PROST Goodman SN, 1999, ANN INTERN MED, V130, P995 Halakova Z., 2008, ACTA FAC PAED U TYRN, V18, P113 Henrich A, 2009, INFORM RETRIEVAL, V12, P117, DOI 10.1007/s10791-008-9079-3 Horovcak P, 2007, ACTA MONTAN SLOVACA, V12, P102 Khan B. H., 2005, E LEARNING DESIGN DE Kominarec I., 2004, ZAKLADY PEDAGOGIKY V Mayer R., 2001, MULTIMEDIA LEARNING Mayer RE, 2001, J EDUC PSYCHOL, V93, P390, DOI 10.1037//0022-0663.93.2.390 Mayer RE, 1997, EDUC PSYCHOL, V32, P1, DOI 10.1207/s15326985ep3201_1 Moreno R, 2005, ETR&D-EDUC TECH RES, V53, P35, DOI 10.1007/BF02504796 Munk M., 2009, P IADIS EUR C DAT MI, P179 Peretto L, 2008, MEASUREMENT, V41, P274, DOI 10.1016/j.measurement.2006.11.013 Rudman H.C., 1989, PRACTICAL ASSESSMENT, V1 Saade RG, 2012, COMPUT HUM BEHAV, V28, P1608, DOI 10.1016/j.chb.2012.03.025 Shulamit K, 2011, PROCD SOC BEHV, V11, DOI 10.1016/j.sbspro.2011.01.056 Stanescu L., 2008, P INT MULT COMP SCI, V3, P509 Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 Wybrow R., 2013, RES DEV HIGHER ED PL, P524 Zhan QL, 2009, 2009 INTERNATIONAL CONFERENCE ON NETWORKING AND DIGITAL SOCIETY, VOL 1, PROCEEDINGS, P53, DOI 10.1109/ICNDS.2009.20 NR 23 TC 0 Z9 0 U1 2 U2 4 PU VILNIUS UNIV, INST MATHEMATICS & INFORMATICS PI VILNIUS PA AKADEMIJOS 4, VILNIUS, 08663, LITHUANIA SN 1648-5831 EI 2335-8971 J9 INFORM EDUC JI Inform. Educ. PY 2015 VL 14 IS 1 BP 83 EP 102 DI 10.15388/infedu.2015.06 PG 20 WC Education & Educational Research SC Education & Educational Research GA CP8HX UT WOS:000360135200006 ER PT J AU Zaheer, M Jabeen, S Qadri, MM AF Zaheer, Muhammad Jabeen, Sadia Qadri, Mubasher Majeed TI Role of e-learning in capacity building: An Alumni View SO OPEN PRAXIS LA English DT Article DE E-learning; Capacity building; Alumni view; Pakistan ID SUCCESS AB The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective efforts for the development of individuals as well as nations. E-learning has proven its authenticity in this regard. In developing countries, access to and quality of education are being addressed by e-learning strategies; being served as a tool of capacity building, this study is an attempt to explore the role of e-learning in capacity building of students in Pakistan. An on-line survey was conducted from alumni of Virtual University of Pakistan. Descriptive statistics and Pearson's correlation were used for data analysis. Findings of the study show that e-learning plays a key role in capacity building of students in developing countries like Pakistan. It can further be used to enhance professional skills in specific disciplines. C1 [Zaheer, Muhammad; Jabeen, Sadia; Qadri, Mubasher Majeed] Virtual Univ Pakistan, Faisalabad, Pakistan. RP Zaheer, M (reprint author), Virtual Univ Pakistan, Faisalabad, Pakistan. EM mzaheer@vu.edu.pk; sadiajabeen@vu.edu.pk; mqadri@vu.edu.pk RI Qadri, Mubashar/K-5067-2016 CR Aczel JC, 2008, COMPUT EDUC, V50, P499, DOI 10.1016/j.compedu.2007.07.005 AusAID, 2004, VOL AUSTR DEV COOP Bajinath N., 2008, AFR COUNC DIST ED C Benigno V, 2000, J COMPUT ASSIST LEAR, V16, P259, DOI 10.1046/j.1365-2729.2000.00137.x Berge Z., 2006, INT J ED DEV USING I, V2, P51 Bolger J., 2000, CAPACITY DEV OCCASIO, V1, P1 Burgess H., 2008, SOCIAL WORK ED, V27, P898 Campbell N. G., 1997, LEARNING TEACH UNPUB Din M., 2013, AS ASS OP U C AIOU I Dobbs K, 2000, TRAINING, V37, P84 Eade D., 2007, DEV PRACTICE, V17, P630, DOI [10.1080/09614520701469807, DOI 10.1080/09614520701469807] Ehlers U.-D., 2007, POTENTIALE VON E LEA Forbes D, 2004, PAN COMMONWEALTH FOR, V3 Heeks R, 2002, INFORM SOC, V18, P101, DOI 10.1080/01972240290075039 Hernes G, 2003, VIRTUAL U MODELS MES Humphreys D., 2002, COMP ED 2002 P INT C, P1063 ITU, 2006, ICT SUCC STOR DIG ED Jabeen S., 2012, INT C E LEARN IST U Kamruzzaman M., 2008, International Journal of Vegetable Science, V14, P216 Lambert L, 2003, LEADERSHIP CAPACITY Mason R., 2006, VIRTUAL U MODELS MES McKimm J., 2007, MENTORING THEORY PRA Mehra A, 2006, LEADERSHIP QUART, V17, P232, DOI 10.1016/j.leaqua.2006.02.003 Ministry of Education, 2004, INT TERT E LEARN FRA Mosakhani M., 2010, ED INF TECHN ICEIT 2, V1, pV1 Olakulehin F. K., 2008, OPEN LEARNING, V23, P123, DOI DOI 10.1080/02680510802051939 Papp R., 2000, AMCIS 2000 P, P104 Rajesh M., 2003, TURKISH ONLINE J DIS, V4 SADC, 2014, SO AFR DEV COMM OP D Selim HM, 2007, COMPUT EDUC, V49, P396, DOI 10.1016/j.compedu.2005.09.004 Sharma S. K., 2004, ELECT J E LEARNING, V2, P203 Shin N., 2003, DISTANCE EDUC, V24, P69, DOI DOI 10.1080/01587910303048 Shukla H., 2005, FLEXIBLE LEARNING LE Sloman M., 2001, PEOPLE MANAGEMENT, V7, P26 Sofres T. N., 2001, E LEARNING US CANADA Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 University of Waikato, 1997, MIX MED PROGR MMP UNESCO, 2004, MET US TECHN ED AS P Volery T., 2000, THE INTERNATIONAL JO, V14, P216 Zaheer M., 2013, 27 ANN C AS ASS OP U Zander K., 2006, CASE STUDY CAPACITY NR 41 TC 0 Z9 0 U1 5 U2 5 PU INT COUNCIL OPEN & DISTANCE EDUCATION PI OSLO PA LILLEAKERVEIEN 23, OSLO, 0283, NORWAY SN 2304-070X J9 OPEN PRAX JI Open Prax. PD JAN-MAR PY 2015 VL 7 IS 1 BP 71 EP 81 DI 10.5944/openpraxis.7.1.143 PG 11 WC Education & Educational Research SC Education & Educational Research GA CT0LB UT WOS:000362485900006 ER PT J AU Guzman-Cedillo, YI Macias, RDF Segura, FT AF Ixchel Guzman-Cedillo, Yunuen Flores Macias, Rosa del Carmen Tirado Segura, Felipe TI Educative design online for the professional training of human sexuality SO CPU-E REVISTA DE INVESTIGACION EDUCATIVA LA Spanish DT Article DE E-learning; instructional design; tertiary education; medicine ID MEDICAL-EDUCATION AB The objective of this paper is to expose results about e-learning instructional design of human sexuality in Medicine degree program. It was derivative from situated learning, co-constructivist learning and theoretical perspectives competences. The design was tested with 16 students of 2 professional programs, it was organized in Moodle into 16 thematic weeks. At the end of the course students answered an anonymous opinion questioner in order to assess the course. Highest results were about attitude, knowledge and quickly answer from the on-line assessor, the lowest grade was usability of Moodle. Students had visited the resources from 21 to 162 times per week it depends of topic. 90% of students did all learning activities. This information is useful to improve the instructional e-learning design of this course. C1 [Ixchel Guzman-Cedillo, Yunuen] Univ Nacl Autonoma Mexico, Mexico City 04510, DF, Mexico. [Flores Macias, Rosa del Carmen] Univ Nacl Autonoma Mexico, Fac Psicol, Mexico City 04510, DF, Mexico. [Tirado Segura, Felipe] Univ Nacl Autonoma Mexico, Fac Estudios Super Iztacala, Div Invest & Posgrad, Mexico City 04510, DF, Mexico. RP Guzman-Cedillo, YI (reprint author), Univ Nacl Autonoma Mexico, Mexico City 04510, DF, Mexico. EM yunuenixchel@hotmail.com; rcfm@unam.mx; ftirado@unam.mx CR Adair J., 2006, UNI PLURI VERSIDAD, V6, P73 Almazan O., 2012, PERFILEED, V136, P118 Alvarez-Gayou J. L, 1996, SEXOTERAPIA INTEGRAL Banos A., 2012, PERFILEED, V134, P65 Brosnan K., 2003, J WORKPLACE LEARNING, V15, P24, DOI 10.1108/13665620310458794 Choules AP, 2007, POSTGRAD MED J, V83, P212, DOI 10.1136/pgmj.2006.054189 Coll C., 2008, PSICOLOGIA EDUCACION, P211 Dougiamas M., 2003, WORLD C ED MULT HYP, V2003, P171 Epstein RM, 2002, JAMA-J AM MED ASSOC, V287, P226, DOI 10.1001/jama.287.2.226 Flores D., 2011, TIEMPO EDUCAR, V12, P29 Fondo de Poblacion de las Naciones Unidas, SAL SEX REPR Garcia M., 2010, DISENO ESTUDIO CASO Gonzalez S., 2013, SLD088CONSTRUCCION C Guzman-Cedillo Y. I., 2012, INNOVACION ED, V60, P17 Guzman-Cedillo Y. I, 2013, THESIS U NACL AUTONO Instituto Politecnico Nacional, 2008, PROGR CURR AS SEX HU Jonnaert P., 2000, CANADIAN J SCI MATH, V1 Jonnaert P., 2009, COMPETENCES SOCIOCON Jonnaert P., 2008, REV CURRICULUM FORMA, V12, P1 Kaptelinin V., 2006, ACTING TECHNOLOGY AC Park S., 2005, INT J EDUC RES, V43, P111 Le Boterf G, 1994, COMPETENCE ESSAI ATT Lungeanu D, 2009, STUD HEALTH TECHNOL, V150, P936, DOI 10.3233/978-1-60750-044-5-936 Barrientos H., 2009, VIH SIDA SALUD PUBLI [Anonymous], 2007, DISTANCE EDUC, DOI DOI 10.1080/01587910701305327 Mayer RE, 2010, MED EDUC, V44, P543, DOI 10.1111/j.1365-2923.2010.03624.x Pozo I. J., 2008, PSICOLOGIA EDUCACION, P109 Pujol J., 2010, RED REV EDUCACION DI, V10 Nunez M. E., 2004, REV DIGITAL U, V5 Patel VL, 2009, J BIOMED INFORM, V42, P176, DOI 10.1016/j.jbi.2008.12.002 Castaneda F, 2008, REV MEXICANA INVESTI, V36, P249 Perrenoud P., 2001, CONSTRUIRE REFERENTI Rodriguez I., 2008, PSICOLOGIA EDUCACION, P153 TARDIF J., 2003, PEDAGOGIE COLLEGIALE, V16, P36 Vergnaud G., 2006, COMPETENCES BRAVO MA Wasserman S., 2006, ESTUDIO CASO COMO ME Yao Y, 2008, ICWL, P365 NR 37 TC 0 Z9 0 U1 4 U2 4 PU UNIV VERACRUZANA, INST INVESTIGACIONES & EDUCACION PI XALAPA PA DIEGO LENO 8, ESQ MORELOS, COL CENTRO, XALAPA, VERACRUZ 91000, MEXICO SN 1870-5308 J9 CPU-REV INVESTIG EDU JI CPU-Rev. Investig. Educ. PY 2015 IS 20 BP 212 EP 237 PG 26 WC Education & Educational Research SC Education & Educational Research GA CS6NB UT WOS:000362195100011 ER PT J AU Diaz, VM Almenara, JC AF Marin Diaz, Veronica Cabero Almenara, Julio TI Innovating college class through Dipro 2.0 SO SOPHIA-EDUCACION LA Spanish DT Article DE university pupils; internet; university; Learning platform; Social networks; university AB The raise has meant that new ways of Higher Education lean on the new technologies, converting it in an indispensable tool in the new online techniques teaching. One of the stronger tools is the online platforms, also called Learning Management System. This article expound a methodological experience of formative character relating to the teaching of Web Quest in the classroom of 1st Primary Education Grade, in the Educational Sciences Faculty in the University of Cordoba developed through Desing, production and assessment in a learning environment 2.0 (Dipro 2.0) e-learning platform during the course 2011-2012. For does this proposal of teaching innovation we did a cuasiexperimental research, applying a test until to do the methodology innovating the which give us information about the previous understanding of the pupils about the thematic to work and after we apply a posttest by to see if this know had been favored or not after of development the methodology action. The principal result we obtained indicated the knowledge of the tool WebQuest was seen extended and/or get in the majority pupils, with this we can conclude that the training trough the learning platform is recourse useful by better the process de learning of the university students of Grade of Primary Education. C1 [Marin Diaz, Veronica] Fac Ciencias Educ, Dept Educ, Codoba 14004, Spain. [Cabero Almenara, Julio] Fac Ciencias Educ, Dept Didact & Org Educ, Seville 41018, Spain. RP Diaz, VM (reprint author), Fac Ciencias Educ, Dept Educ, Avda San Alberto Magno S-N, Codoba 14004, Spain. EM vma-rin@uco.es; cabero@us.es CR Adell J., 2004, EDUTEC REV ELECT TEC, P17 Ahmadi S, 2011, PROCD SOC BEHV, V28, DOI 10.1016/j.sbspro.2011.11.091 Area M., 2005, WEBQUEST ESTRATEGIA Brown SA, 2012, INTERNET HIGH EDUC, V15, P50, DOI 10.1016/j.iheduc.2011.04.003 Cabero J., 2012, REV EDUCACION DISTAN, P32 Cabero J., 2010, DIGITAL ED REV, V18, P26 Cabero J., 2010, INNOVACION ED, V20, P131 Cabero J., 2011, EDUTEC REV ELECT TEC, V38 Cabero-Almenara J, 2011, EDUC XX1, V14, P111 Paredes J., 2009, REV PSICODIDACT, V14, P261 [Anonymous], 2013, ENTORNOS PERSONALES Castano C., 2008, PRACTICAS ED ENTORNO Chang CS, 2011, COMPUT EDUC, V57, P1228, DOI 10.1016/j.compedu.2010.12.005 Drent M, 2008, COMPUT EDUC, V51, P187, DOI 10.1016/j.compedu.2007.05.001 Fundacion Telefonica, 2012, APR TECN INV INT MOD Tejedor J., 2011, ED 21 REV FACULTAD E, V14, P43 Gomez M., 2011, COMUNICAR, V38, P131 Infante A., 2013, PIXEL BIT REV MEDIOS, V42, P187 Dabbagh N., 2011, NEW DIRECTIONS TEACH, V2011, P99, DOI [10.1002/tl.448, DOI 10.1002/TL.448] [Anonymous], 2013, REV EDUCACION MEDIAT, V2, P63 Marin V., 2011, DESARROLLO COMPETENC, P45 Marin V., 2012, PIXEL BIT REV MEDIOS, V40, P197 Marin V., 2012, C ED 2012 CAN TRES C Marin V., 2010, REV ANALES U METROPO, V10, P51 Marin V., 2010, PIXEL BIT REV MEDIOS, V38, P121 Mcioughlin C., 2011, WEB 2 0 BASED E LEAR, P43 Mentxaka I., 2004, ALAMBIQUE DIDACTICA, VX, P62 Palacios S., 2005, REV PSICODIDACT, V10, P81 Palomares T., 2007, REV PSICODIDACT, V12, P51 Prensky M., 2010, TEACHING DIGITAL NAT Prensky M, 2008, EDUC LEADERSHIP, V65, P40 Rena Helms-Park, 2007, Internet and Higher Education, V10, P65, DOI 10.1016/j.iheduc.2006.10.002 Rodriguez M., 2013, REV EDUCACION MEDIAT, V2, P7 Serrano R., 2012, TEORIA EDUCACION EDU, V13 Van de Vord R, 2010, INTERNET HIGH EDUC, V13, P170, DOI 10.1016/j.iheduc.2010.03.001 NR 35 TC 0 Z9 0 U1 1 U2 1 PU UNIV LA GRAN COLOMBIA PI QUINDIO PA CARRERA 14, NO 7-46, ARMENIA, QUINDIO, 00000, COLOMBIA SN 1794-8932 EI 2339-3084 J9 SOPHIA-EDUC JI Sophia-Educ. PY 2015 VL 11 IS 2 BP 155 EP 168 PG 14 WC Education & Educational Research SC Education & Educational Research GA CR8HH UT WOS:000361591300004 ER PT J AU De Leon, G AF De Leon, Geisel TI Digitized program of metacognitive education for the development of writing skills in students of Agronomic Engineering (UCLA - Venezuela) SO ZONA PROXIMA LA Spanish DT Article DE metacognitive education; e-learning; written skill AB This paper presents the results of a research aimed at proposing a digitized program of metacognitive education for the development of expansion written ideas skills in students of the Reading Comprehension subject in Agronomy Program of Universidad Centro-occidental Lisandro Alvarado UCLA, Lara State, Venezuela. The digitized program was applied to 35 students, in blended learning mode. The project was developed as a Special one. As a theoretical framework, the postulates of textual linguistics and the models explaining the didactics of written composition were used. Results show that students produced argumentative texts, which demonstrate the development of competencies to communicate ideas in written form. It can be concluded that the application of metacognitive processes and the participation in a digital learning environment favor the acquisition of textual competence. It is proposed the application of the program as an elective course in different undergraduate programs of UCLA. EM geiseldeleon@ucla.edu.ve CR Alvarez T., 2006, DIDACTICA LENGUA LET, V18, P29 Barrantes R., 2000, INVESTIGACION CAMINO Camps A., 2002, APRENDIZAJE COMUNICA, P123 Cassany D., 1999, CONSTRUIR ESCRITURA Cassany D., 1990, DESCRIBIR ESCRIBIR De Pablo G., 2008, THESIS U CANTABRIA F Marban Josefina, 2002, INSTRUCCION ESTRATEG Iglesias G., 2004, ENFOQUES DIDACTICOS Monereo C., 1997, ESTRATEGIAS APRENDIZ Figueras E., 2002, MANUAL PRACTICO ESCR Palm P., 2007, INVESTIGACIONES ESCR, P194 Peroza N., 2008, THESIS U PEDAGOGICA Ruiz Carlos, 1998, INSTRUMENTOS INVESTI UPEL, 2005, MAN TRAB GRAD ESP MA NR 14 TC 0 Z9 0 U1 0 U2 0 PU UNIV NORTE, EDICIONES UNINORTE PI BARRANQUILLA PA KILOMETRO 5 VIA ANTIGUA PUERTO COLOMBIA, BARRANQUILLA, 00000, COLOMBIA SN 1657-2416 EI 2145-9444 J9 ZONA PROX JI Zona Prox. PD JAN-JUN PY 2015 VL 22 BP 17 EP 32 PG 16 WC Education & Educational Research SC Education & Educational Research GA CP8ST UT WOS:000360165300003 ER PT J AU Munoz, JYA Canadulce, EMR AF Ardila Munoz, Jimmy Yordany Ruiz Canadulce, Edith Marcela TI Three dimensions for learning management system (LMS) evaluation SO ZONA PROXIMA LA Spanish DT Article DE LMS evaluation; ICT in education AB The EDUTIC research group belongs to the Vicerrectoria de Educacion Virtual of the Universidad de Boyaca. This group is responsible of the "Comparative study between open source virtual platforms and the property virtual platform of the Universidad de Boyaca". Its target is to identify the open source platform that adjusts to the virtual pedagogic model of Universidad de Boyaca, to improve the academic offer of the institution. The project is supported on the software quality models, of software engineering, just like the check of the quality standards to e-learning and b-learning education. In this moment the result is a set of formats to evaluate LMS in three dimensions: pedagogical model dimension, user dimension, and technical dimension. C1 [Ruiz Canadulce, Edith Marcela] Univ Boyaca, Vicerrectoria Educ Virtual, Boyaca, Venezuela. EM jimmy.ardila@uptc.edu.co; emruiz@uniboyaca.edu.co CR Advanced Distributed Learning (ADL), 2004, SCORM SEQ NAV VERS 1 Advanced Distributed Learning (ADL), 2013, CHOOS LEARN MAN SYST Alshomrani S., 2012, ASIAN T COMPUTERS, V2, P11 Altbach P. G., 2009, TRENDS GLOBAL HIGHER Avila P., 2001, AMBIENTES VIRTUALES Aydin CC, 2010, TURK ONLINE J EDUC T, V9, P175 [Anonymous], 2000, SEM PROSP ED REG AM Chacon-Rivas M., 2009, MODELO PEDAGOGICO PL Chamilo Asociation, 2014, COM Chamilo Asociation, 2014, DOC Correal R., 2009, ED VIRTUAL PRACTICAS Delgado S., 2003, ELEARNING SNALISIS P Diaz M., 2002, PROPUESTA METODOLOGI Echeverria J, 2000, REV IBEROAMERICANA E, P17 Eeles P., 2005, NONFUNCTIONAL REQUIR Fertalj K., 2006, 5 WSEAS INT C E ACT Gibbons M., 1998, PERTINENCIA ED SUPER [Anonymous], 2006, CULTURA ED TIEMPOS G Hamidian B., 2006, PLATAFORMAS VIRTUALE Herrera M., 2006, REV IBEROAMERICANA E, V38, P1 Itmazi J., 2005, IADIS INT C APPL COM Jamwal D., 2010, INT J LATEST TRENDS, V1, P19 Kljun M., 2007, ITI 2007 29 INT C IN Lopez R., 2011, REV EDUCAPR, P1 Macias D., 2010, PLATAFORMAS ENSENANZ Mendoza Luis E., 2005, Comp. y Sist., V8, P196 Mendoza M., 2005, ENCUENTRO ED, V12, P315 Miranda G., 2004, REV DIGITAL U, V5, P1 Moodle HQ, 2014, MOODLE STAT Morales S., 2011, REV INVESTIGACIONES, V10, P10 Ramirez F., 2009, REV PERUANA INVESTIG, V1, P163 Sanchez J., 2009, PIXEL BIT REV MEDIOS, P217 Scalone F., 2006, THESIS BUENOS AIRES Toffler A., 1970, FUTURE SHOCK, P398 W3C, 2013, CHECKL CHECKP WEB CO NR 35 TC 0 Z9 0 U1 2 U2 2 PU UNIV NORTE, EDICIONES UNINORTE PI BARRANQUILLA PA KILOMETRO 5 VIA ANTIGUA PUERTO COLOMBIA, BARRANQUILLA, 00000, COLOMBIA SN 1657-2416 EI 2145-9444 J9 ZONA PROX JI Zona Prox. PD JAN-JUN PY 2015 VL 22 BP 69 EP 86 PG 18 WC Education & Educational Research SC Education & Educational Research GA CP8ST UT WOS:000360165300006 ER PT J AU Albano, G Miranda, S Pierri, A AF Albano, Giovannina Miranda, Sergio Pierri, Anna TI PERSONALIZED LEARNING IN MATHEMATICS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE Mathematics; personalization; auto-regulation; skills; e-learning AB This work shows an innovative solution in order to enable the predisposition to the mathematics, by using auto-regulation of learning objectives, personalization for obtaining, in such a way, a learning path more compliant to the learner's needs. In this paper, we focus on an e-learning module, aimed to foster theoretical thinking in facing linear algebra problems. It has been developed assuming an integrated approach that combines structural and operational view of a concept. It consists in interactive and dynamic learning activities, based on the duality process-object, suitably formalised in an appropriate representation of mathematical operational knowledge. The module is available into the e-learning platform IWT where new interactive Learning Activities show the potentiality of the symbolic calculus of the integrated Wolfram Mathematica environment. Due to the given knowledge representation and intelligent features of IWT, these learning activities can be delivered within a personalised learning work, according to the individual needs. Open-ended tasks have been used both to complete and to validate the module. C1 [Albano, Giovannina; Miranda, Sergio; Pierri, Anna] Univ Salerno, DIEM, Fisciano, Italy. [Albano, Giovannina] CRMPA, Salerno, Italy. RP Albano, G (reprint author), Univ Salerno, DIEM, Fisciano, Italy. EM galbano@unisa.it; semiranda@unisa.it; apierri@unisa.it OI Miranda, Sergio/0000-0002-8554-0123; Albano, Giovannina/0000-0002-5119-5413 CR Agostinelli S., 2007, JE LKS METHODOLOGIES, V3 Albano G., 2008, ADV E LEARNING EXPER, P132 Albano G., 2011, TEACHING MATH ONLINE, P60 Albano G., 2013, P 37 C INT GROUP PSY, V5, P6 Asiala M., 1996, FRAMEWORK RES CURRIC, VII Azevedo, 2005, INSTR SCI, V33, P381 Bardelle C., 2012, ZDM, V44, P787 Barnard, 1997, P 21 C PME, V2, P41 Capuano N, 2009, INTERACT LEARN ENVIR, V17, P221, DOI 10.1080/10494820902924912 Crowley L., 1999, P 23 C PME, V2, P225 D'Amore B., 2000, RIFORMA DIDATTICA, V4, P35 Descamps S. X., 2006, P INT C MATH MADR SP Tall D., 1991, ADV MATH THINKING, P95 Gaeta M, 2009, KNOWL-BASED SYST, V22, P292, DOI 10.1016/j.knosys.2009.01.006 Gray E., 1994, J RES MATH EDUC, V26, P115, DOI DOI 10.2307/749505 Harel G., 2006, HDB RES PSYCHOL MATH, P147 Azevedo R, 2008, ED TECHNOLOGY RES DE, V56, P1 Kemp R, 2009, FR ART INT, V200, P449, DOI 10.3233/978-1-60750-028-5-449 Kirkpatrick D, 1996, TRAINING DEV, V50, P54 Lin XD, 2001, ETR&D-EDUC TECH RES, V49, P23, DOI 10.1007/BF02504926 Lizarraga MLSD, 2003, LEARN INSTR, V13, P423, DOI 10.1016/S0959-4752(02)00026-9 Mangione G. R., 2009, INT J KNOWLEDGE LEAR, V4 Maracci M, 2008, ZDM INT J MATH ED, V40, P265, DOI 10.1007/s11858-008-0078-z Mayer R.H., 1999, NEW PARADIGM INSTRUC, VII, P141 McCombs BL, 2001, SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT, SECOND ED., P67 Miranda S., 2013, 12 INT C INF TECHN B Nussbaumer A., 2008, SPEC TRACK INT ASS S OECD, 2004, 1 RES PISA 2003 Sfard A., 1991, EDUC STUD MATH, V22, P1, DOI DOI 10.1007/BF00302715 Zan R., 2000, INT J MATH ED SCI TE, V31, P1 Zimmerman B. J., 2000, ATTAINING SELF REGUL, P13 NR 31 TC 3 Z9 3 U1 2 U2 2 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2015 VL 11 IS 1 BP 25 EP 42 PG 18 WC Education & Educational Research SC Education & Educational Research GA CP4JV UT WOS:000359848700003 ER PT J AU Kumaran, VS AF Kumaran, V. Senthil TI MTEACHER: A TOOL FOR SELF ASSESSMENT AND PROVIDING PERSONALIZED ASSISTANCE TO M-LEARNERS: A FRAMEWORK AND EVALUATION SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE m-learning; mTeacher; self-assessment; mobile-based assessment ID MOBILE; WEB AB The impact of the developments and popularity of mobile and wireless technology has given new direction for e-learning known as m-learning. The proper assessment of the learners' readiness to appear for placements merits attention at all levels in the learning system. Self-assessment is an important part in the learning process of the students to ensure their level of knowledge in the subjects as expected before going for interview and to decide the area to be concentrated more. In this paper, we propose mTeacher, a mobile-based self assessment system to assess the knowledge level of learners in their area of interest and to assist by giving feedback. The major objective of this study is to propose a framework and to evaluate the system and to explore the level of learners' acceptance towards the system. In this study the five factors (result of the learners, satisfaction level of learners, convenience of learners, feedback about skill level, assisting the learner) are investigated whether they have positive influence on mTeacher or not. The feedbacks of both teachers and learners were highly motivating. C1 PSG Coll Technol, Dept Appl Math & Computat Sci, Coimbatore, Tamil Nadu, India. RP Kumaran, VS (reprint author), PSG Coll Technol, Dept Appl Math & Computat Sci, Coimbatore, Tamil Nadu, India. EM vsk.mca@gapps.psgtech.ac.in CR Alier M, 2007, INFORM COMM TECH KNO, V4, P1169 Alier M, 2012, J UNIVERS COMPUT SCI, V18, P106 Alzaza N. S., 2011, AM J EC BUSINESS ADM, V3, P95, DOI DOI 10.3844/AJEBASP.2011.95.100 Anani A, 2008, J COMMUNICATION COMP, V5, P1 Godwin-Jones R, 2011, LANG LEARN TECHNOL, V15, P2 Hwang GJ, 2011, COMPUT EDUC, V56, P1023, DOI 10.1016/j.compedu.2010.12.002 Karadeniz S, 2009, SCI RES ESSAYS, V4, P984 Liaw SS, 2010, COMPUT EDUC, V54, P446, DOI 10.1016/j.compedu.2009.08.029 Lohr M., 2011, ADV LEARN TECHN ICAL, P237 Singh D., 2006, MALAYSIAN ONLINE J I, V3, P26 Sun PC, 2008, COMPUT EDUC, V50, P1183, DOI 10.1016/j.compedu.2006.11.007 Traxler J., 2007, INT REV RES OPEN DIS, V8 Nwodoh T. A., 2010, INDIAN J COMPUTER SC, V1, P426 Wu T., 2008, INT J DISTANCE ED TE, V6, P1, DOI 10.4018/jdet.2008100101 Wu WH, 2012, COMPUT EDUC, V59, P817, DOI 10.1016/j.compedu.2012.03.016 NR 15 TC 0 Z9 0 U1 3 U2 3 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2015 VL 11 IS 1 BP 83 EP 95 PG 13 WC Education & Educational Research SC Education & Educational Research GA CP4JV UT WOS:000359848700007 ER PT J AU Guillen-Gamez, FD Garcia-Magarino, I AF Guillen-Gamez, Francisco D. Garcia-Magarino, Ivan TI A TECHNIQUE FOR DESIGNING GLOSSARY ACTIVITIES WITH FACIAL AUTHENTICATION SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-learning; glossaries in Moodle; facial authentication; online learning; analysis of perceptions AB Nowadays, one of the key challenges for distance education is to be able to verify the students' identity in order to check if they are actually who they claim to be when they are doing their online tasks and to avoid identity thief. This can be achieved through facial authentication software. In e-learning, thanks to this technology there is a way to confirm that the students are not committing fraud in their studies and besides to improve this kind of education by equaling its validity and prestige to traditional face-to-face education. The goal of this research is to avoid fake users that perform educational tasks on behalf of others in the Learning Management Systems (LMSs), and more specifically to develop a new technique to design activities with glossaries that properly allow control of the student learning process through facial authentication software. The presented technique is composed of several steps that guide instructors in the elaboration of this kind of activities. This work has used Moodle platform for the experimentation, and analyzes the experience of 67 students with the activities designed with the presented technique. C1 [Guillen-Gamez, Francisco D.] Open Univ Madrid UDIMA, Fac Tech Sci, Dept Comp Engn & Ind Org, Madrid, Spain. [Garcia-Magarino, Ivan] Univ Zaragoza, Dept Comp Sci & Engn Syst, E-50009 Zaragoza, Spain. RP Guillen-Gamez, FD (reprint author), Open Univ Madrid UDIMA, Fac Tech Sci, Dept Comp Engn & Ind Org, Madrid, Spain. CR Calvert K., 2009, INT STUDENTS STRENGT, P141 Dehnavi MK, 2011, PROCD SOC BEHV, V15, P3456, DOI 10.1016/j.sbspro.2011.04.318 Dougiamas D. M., 2010, USING MOODLE ESOL WR Dougiamas M., 2003, WORLD C ED MULT HYP, V2003, P171 Farshchi S. M. R., 2011, COMPUTER APPL ENG ED Fictumova J., 2004, CTTT PROJECT PAPERS Filippidi A., 2010, P SOC APPL LIF LONG, P2 Garcia-Hernandez J., 2005, BIOMETRICS INTERNET, P11 Gil R., 2011, EUROCON, P1 Gonzalez-Agulla E., 2010, J SYSTEMICS CYBERNET, V8 Grafsgaard Joseph F., 2013, P 6 INT C ED DAT MIN Guillen-Gamez F. D., 2014, P 8 INT TECH ED DEV, P5451 Hernandez JA, 2008, 18TH INTERNATIONAL CONFERENCE ON ELECTRONICS, COMMUNICATIONS AND COMPUTERS (CONIELECOMP 2008), PROCEEDINGS, P111, DOI 10.1109/CONIELECOMP.2008.36 Hirschel R., 2012, THE JALTCALL J, V8, P95 Jain A. K., 2008, HDB BIOMETRICS Kakasevski G, 2008, ITI, P613, DOI 10.1109/ITI.2008.4588480 Labayen M, 2014, EDULEARN PROC, P5354 Lata Y Vijaya, 2009, International Journal of Recent Trends in Engineering, V1 Marrone M., 2012, ASCILITE, V2012 Martin S, 2011, COMPUT EDUC, V57, P1893, DOI 10.1016/j.compedu.2011.04.003 Nadiya D., 2013, J MARINE TECHNOLOGY, V1 Sinitsa K, 2000, INT FED INFO PROC, V35, P185 Toth A., 2006, INT ENG SYST 2006 IN, P308 Trombey K. B., 2002, J ED MEDIA, V27 Ullah A., 2012, INF SOC I SOC 2012 I, P109 Vicomtech- Ik4, 2014, VIS COMP MULT Westerhout E., 2008, LREC NR 27 TC 0 Z9 0 U1 0 U2 0 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2015 VL 11 IS 1 BP 125 EP 138 PG 14 WC Education & Educational Research SC Education & Educational Research GA CP4JV UT WOS:000359848700009 ER PT J AU Raghuveer, VR Tripathy, BK AF Raghuveer, V. R. Tripathy, B. K. TI ON DEMAND ANALYSIS OF LEARNING EXPERIENCES FOR ADAPTIVE CONTENT RETRIEVAL IN AN E-LEARNING ENVIRONMENT SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE xAPI; learning experience; learning objects; adaptive content retrieval AB Understanding the learning experiences plays a vital role in identifying the suitable learning content for the learners. In this regard, the standards like the experience Application Programming Interface (xAPI) are of great help as they have the potential to record and represent the learning experiences over the e-learning environment. As the learner requirements vary with their understanding of the topics over the learning cycle, there is an inherent need for dynamic derivation of the learner's requirement at each learning instance. However, the limitation with experience statements generated through the xAPIs is that they fail to convey the detailed information about the Learning Object (LO) or the learner who used it. This paper addresses the issues with the representation of experience statements by proposing a multidimensional view of learning experiences such that they could be analyzed effectively. The Cross Dimensional Slicing (CDS) algorithm proposed in this paper has proved that the multidimensional representation of learning experiences greatly improves the effectiveness of analyzing them and thereby improving the precision of LOs being recommended. Also, the steep increase in the accuracy of recommendation of LOs over the different batches of learners considered for the study has reduced the number of slow learners of the learning environment altogether.(1) C1 [Raghuveer, V. R.; Tripathy, B. K.] VIT Univ, Sch Comp Sci & Engn, Vellore, Tamil Nadu, India. RP Raghuveer, VR (reprint author), VIT Univ, Sch Comp Sci & Engn, Vellore, Tamil Nadu, India. EM vrraghuveer@vit.ac.in; tripathybk@vit.ac.in OI Tripathy, B. K./0000-0003-3455-4549 CR Alexander B., 2006, EDUCAUSE REV, V41, P32 Bergeron B., 2014, MED M VIRTUAL REALIT, p[196, 23] Berson A., 1997, DATA WAREHOUSING DAT Dalsgaard C., 2006, EUROPEAN J OPEN DIST, V2006 Deza E., 2009, ENCY DISTANCES Dolog P., 2004, P 13 INT WORLD WID W, P170, DOI 10.1145/1013367.1013395 Experience API Working Group, 2013, EXP API Gibson A., 2014, P 4 ACM INT C LEARN, P212, DOI 10.1145/2567574.2567610 [Anonymous], 148421 IEEE [Anonymous], 2002, STAND LEARN IN PRESS [LIP IMS LIP], 2001, IMS LEARN INF PACK S Manning C. D., 2008, INTRO INFORM RETRIEV Negash S, 2004, COMMUNICATIONS ASS I, V13, P54 Pazzani Michael J., 2007, CONTENT BASED RECOMM Poltrack J., 2012, INT IND TRAIN SIM ED, V1 Qiao Z, 2014, PROCEDIA COMPUT SCI, V29, P400, DOI 10.1016/j.procs.2014.05.036 Raghuveer V. R., 2012, Interdisciplinary Journal of e-Learning and Learning Objects, V8 Raghuveer V. R., KNOWLEDGE M IN PRESS Richards G., 2002, INT J E LEARNING DIS, V17, P67 Siemens G., 2011, EDUCAUSE REV, V46, P30 Warren S. J., 2014, HDB RES ED COMMUNICA Wiley D. A., 2000, GETTING AXIOMATIC LE World Wide Web Consortium, 2013, RES DESCR FRAM SPEC NR 23 TC 0 Z9 0 U1 0 U2 2 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2015 VL 11 IS 1 BP 139 EP 156 PG 18 WC Education & Educational Research SC Education & Educational Research GA CP4JV UT WOS:000359848700010 ER PT J AU Avellis, G Agrimi, A Di Ciano, M Grasso, G Surico, F AF Avellis, Giovanna Agrimi, Adriana Di Ciano, Marco Grasso, Gaetano Surico, Francesco TI E-LEARNING ISSUES IN EDUCATION & TRAINING DOMAIN OF APULIAN LIVING LABS SO JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY LA English DT Article DE e-learning; social learning; adaptive learning; Virtual Environment and Augumented Reality; Robotics AB The approach of Living Labs, a concept developed at the Media Lab and School of architecture and city planning of MIT, Boston, represents a user-centric research paradigm for prototyping and validating complex solutions in multiple evolving real life contexts. Apulia Region decided to foster this approach in Apulian ICT Living Labs and the follow up programme SMART PUGLIA 2020 Living Labs to facilitate the growth and the development of Apulia SMEs specialized in the Information and Communications Technology (ICT) field, digital services and contents. The issues of the most advanced paradigms in e-learning, such as social learning, adaptive learning, e-learning 3.0, augmented reality and virtual reality and robotics applications to e-learning have been tackled in Apulian Living Labs projects. This paper introduces the e-learning projects in the Education & Training domain of the Apulian Living Labs and reports the e-learning technologies developed to address the end user's needs in the domain above. C1 [Avellis, Giovanna; Di Ciano, Marco; Grasso, Gaetano; Surico, Francesco] InnovaPuglia, Valenzano, Italy. RP Avellis, G (reprint author), InnovaPuglia, Valenzano, Italy. EM g.avellis@innova.puglia.it; a.agrimi@regione.puglia.it; m.diciano@innova.puglia.it; g.grasso@innova.puglia.it; f.surico@innova.puglia.it CR Avellis G., 2014, P INT C ED MOD ED TE Avellis G., 2012, ANALISI FABBISOGNI N Chiarella G., 2014, P WSEAS INT C ED MOD European Commission, 2010, COM2010546 EUR COMM Contento G., 2014, P WSEAS INT C ED MOD Corelabs, 2006, D2 1A BEST PRACT EX ENOLL, 2010, WHAT IS LIV LAB Eriksson M., 2005, STATE OF THE ART UTI Eriksson M, 2006, P 12 INT C CONC ENT, P341 EU2020 European Commission: Europe 2020, 2010, COM20102010 EUR COMM European Commission, 2014, DIG AG TOOLB Hsuan-Yi W., 2012, INT ASS MAN TECHN IA Information Society, 2010, LIV LAB US DRIV OP I Invitto S., 2014, P WSEAS INT C ED MOD Longo F., 2014, P WSEAS INT C ED MOD Luotonen O., 2008, LIVINGLABS USER DRIV Marengo A., 2012, ICALT 2012 Niitamo V.-P., 2006, P 12 INT C CONC ENT, P349 Pace R., 2014, J E LEARNING KNOWLED, V10, P107 Pallot M, 2009, 15 INT C CONC ENT LE Pistoia M., 2014, P WSEAS INT C ED MOD Schumacher J., 2007, ICE 2007 P 13 INT C NR 22 TC 1 Z9 1 U1 1 U2 2 PU SOC ITALIANA E-LEARNING PI ROME PA VIA ORAZIO RAIMONDO 18, ROME, 00173, ITALY SN 1826-6223 EI 1971-8829 J9 J E-LEARN KNOWL SOC JI J. E-Learn. Knowl. Soc. PD JAN PY 2015 VL 11 IS 1 BP 157 EP 164 PG 8 WC Education & Educational Research SC Education & Educational Research GA CP4JV UT WOS:000359848700011 ER PT J AU Sabitha, S Mehrotra, D Bansal, A AF Sabitha, Sai Mehrotra, Deepti Bansal, Abhay TI Knowledge Enriched Learning by Converging Knowledge Object & Learning Object SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE LMS; KMS; Learning Object; Knowledge Object; Classification; Decision Tree; Knowledge Driven Learning Objects; Knowledge Driven Learning Management System; e-Learning. AB The most important dimension of learning is the content, and a Learning Management System (LMS) suffices this to a certain extent. The present day LMS are designed to primarily address issues like ease of use, search, content and performance. Many surveys had been conducted to identify the essential features required for the improvement of LMS, which includes flexibility and a user centric approach. These features can suffice the need of all learners, when they have different learning requirements. For a true learning, knowledge should also be delivered along with the domain information. There is a need to design an architecture for user centric Knowledge Driven Learning Management System (KDLM). Thus, for holistic learning, knowledge enriched teaching skills are required, which can enhance and increase the thinking skills of the learner to a higher level. The current LMS needs an improvement in the direction of knowledge discovery, exploration so that knowledge enriched learning can be provided to the learner. It can be based on knowledge engineering principles like ontology, semantic relationship between objects, cognitive approach and data mining techniques. In this paper, we are proposing an idea of an enhanced Learning Object (LO) called Knowledge Driven Learning Object (KDLO), which can be delivered to the user for better learning. We had used a data mining approach, classification to harness, exploit and classify these objects according to their metadata, thereby strengthening the content of objects delivered through the LMS. C1 [Sabitha, Sai; Mehrotra, Deepti; Bansal, Abhay] Amity Univ, Noida, Uttar Pradesh, India. RP Sabitha, S (reprint author), Amity Univ, Noida, Uttar Pradesh, India. EM saisabitha@gmail.com; mehdeepti@gmail.com; abhaybansal@hotmail.com CR Balatsoukas P, 2008, EDUC TECHNOL SOC, V11, P119 Balki S. R., 2010, LEARNING MANAGEMENT Blees I., 2009, E LEARNING PAPERS Collis B., 2004, J INTERACTIVE MEDIA, V2004 Dublin Core Metadata Initiative, 2012, DUBL COR MET EL SET Expertus & Training Industry, 2010, SURV RES CURR FUT ST Graf S, 2008, 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P482, DOI 10.1109/ICALT.2008.84 Greenberg L, 2002, LMS LCMS WHATS DIFFE Gunn C., 2005, RES LEARNING TECHNOL, V13 Han J., 2006, DATA MINING S E ASIA Heins T., 2002, CREATING LEARNING OB Hodgins H. W., 2002, FUTURE LEARNING OBJE Horton, 2001, DES KNOWL OBJ IEEE LTSC, 2002, 14841212002 IEEE LTS IMS Global Learning Consortium, 2006, IMS MET BEST PRACT G Merrill M. D., 1999, INSTRUCTIONAL DESIGN, V2, P397 Merrill M. D., 2000, ADV LEARN TECHN 2000, P244 Metros S., 2002, LEARNING OBJECT ONTO Ochoa X, 2008, IEEE T LEARN TECHNOL, V1, P34, DOI 10.1109/TLT.2008.1 Polsani P. R., 2006, J DIGITAL INFORM, V3 Porter M. D., 2001, CHANGING FACES VIRTU, V47 Ruffner J., 2008, P INT IND TRAIN SIM Sabitha A. S., 2012, DIG INF COMM TECHN I, P428 SCORM, 2005, SHARABLE CONTENT OBJ Servin G., 2005, NHS NATL LIB HLTH SP Tan P. N., 2006, INTRO DATA MINING, V1 Thompson Kelvin, 2005, Interdisciplinary Journal of Knowledge and Learning Objects, V1, P163 Wagner E., 2002, BEST OF THE, P103 Watson Julie, 2010, Electronic Journal of e-Learning, V8 Wiley D. A., 2000, REFORMULATION LEARNI WILEY DA, 2002, INSTRUCTIONAL USE LE Wu XD, 2008, KNOWL INF SYST, V14, P1, DOI 10.1007/s10115-007-0114-2 NR 32 TC 0 Z9 0 U1 0 U2 1 PU ACAD CONFERENCES & PUBL INT LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 1479-4403 J9 ELECTRON J E-LEARN JI Electron. J. E-Learn. PD JAN PY 2015 VL 13 IS 1 BP 3 EP 13 PG 11 WC Education & Educational Research SC Education & Educational Research GA CM2MW UT WOS:000357515700002 ER PT J AU Tarhini, A Hassouna, M Abbasi, MS Orozco, J AF Tarhini, Ali Hassouna, Mohammad Abbasi, Muhammad Sharif Orozco, Jorge TI Towards the Acceptance of RSS to Support Learning: An empirical study to validate the Technology Acceptance Model in Lebanon SO ELECTRONIC JOURNAL OF E-LEARNING LA English DT Article DE really simple syndication; rss feeds; technology acceptance model; technology adoption; e-learning; structural equation modeling; developing countries; Lebanon ID MEDIA RICHNESS THEORY; PRESERVICE TEACHERS; INFORMATION-TECHNOLOGY; USER ACCEPTANCE; FACILITATING CONDITIONS; HIGHER-EDUCATION; SUBJECTIVE NORM; INTENTION; STUDENTS; TAM AB Simpler is better. There are a lot of "needs" in e-Learning, and there's often a limit to the time, talent, and money that can be thrown at them individually. Contemporary pedagogy in technology and engineering disciplines, within the higher education context, champion instructional designs that emphasize peer instruction and rich formative feedback. However, it can be challenging to maintain student engagement outside the traditional classroom environment and ensure that students receive feedback in time to help them with ongoing assignments. The use of virtual learning platforms, such as Blackboard Learn, and web feed syndication, using technology such as Rich Site Summaries (RSS), can help overcome such challenges. However, during an initial pilot at an institution in Lebanon, only 21% of students reported making use of both these facilities. In this study, the Technology Acceptance Model (TAM) was used to guide the development of a scale to be used to investigate antecedents to the use of web feeds. The proposed scale was reviewed by 4 experts and piloted with 235 students. The collected data were analysed using structural equation modeling (SEM) technique based on AMOS methods. The results revealed adequate face, content, and construct validity. However, perceived ease of use was not a significant predictor of attitude towards use. Overall, the proposed model achieves acceptable fit and explains for 38% of its variance of which is lower than that of the original TAM. This suggests that aspects of the model may lack criterion validity in the Lebanese context. Consequently, it may be necessary to extend the scale by capturing additional moderators and predictors, such as cultural values and subjective norms. We concluded that the existence of RSS feeds in education improves significantly the content presented by the instructors to the e-learning user decreasing at the same time the size and access cost. C1 [Tarhini, Ali] Brunel Univ London, Sch Informat Syst & Comp, London, England. 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J. E-Learn. PD JAN PY 2015 VL 13 IS 1 BP 30 EP 41 PG 12 WC Education & Educational Research SC Education & Educational Research GA CM2MW UT WOS:000357515700004 ER PT J AU Adetimirin, A AF Adetimirin, Airen TI An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students using Technology Acceptance Model 3 SO JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH LA English DT Article DE Online discussion; E-learning; TAM 3; Postgraduate students; Nigeria ID COMPUTER SELF-EFFICACY; USER ACCEPTANCE; PERCEIVED USEFULNESS; INTRINSIC MOTIVATION; EASE; BELIEFS; USAGE; BEHAVIOR; ADOPTION; SYSTEMS AB E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using a survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper demonstrated that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness have significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forums should be encouraged for learning in postgraduate education. C1 Univ Ibadan, Dept Lib Archival & Informat Studies, Ibadan, Nigeria. RP Adetimirin, A (reprint author), Univ Ibadan, Dept Lib Archival & Informat Studies, Ibadan, Nigeria. EM aeadetimirin@gmail.com RI kiaie, robabeh/I-2157-2016; kiaie, fatemeh/I-6083-2016 OI kiaie, robabeh/0000-0001-5251-3201; CR ADAMS DA, 1992, MIS QUART, V16, P227, DOI 10.2307/249577 Agarwal R, 2000, MIS QUART, V24, P665, DOI 10.2307/3250951 Aggorowati Margaretha An, 2012, American Journal of Applied Sciences, V9, DOI 10.3844/ajassp.2012.496.504 Al-adwan A., 2012, IJEDICT, V8, P121 Alenezi AR, 2010, TURK ONLINE J EDUC T, V9, P22 Attuquayefio Samuel NiiBoi, 2014, INT J ED DEV USING I, V10, P75 Bagozzi R., 2007, J ASSOC INF SYST, V8, P244 Balaji M. S., 2010, J INTERACTIVE ONLINE, V9 Blackmon S., 2012, J ED ONLINE, V9 Bonk C. 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PY 2015 VL 14 BP 257 EP 269 PG 13 WC Education & Educational Research SC Education & Educational Research GA CN6YV UT WOS:000358581400014 ER PT J AU Weng, C Tsai, CC Weng, A AF Weng, Cathy Tsai, Chin-Chung Weng, Apollo TI Social support as a neglected e-learning motivator affecting trainee's decisions of continuous intentions of usage SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID TECHNOLOGY ACCEPTANCE MODEL; WORK-FAMILY CONFLICT; JOB-SATISFACTION; INFORMATION-TECHNOLOGY; ORGANIZATIONAL SUPPORT; PLANNED BEHAVIOR; USER ACCEPTANCE; SELF-EFFICACY; EXTENSION; VARIABLES AB Drawing from the social influence theory and acknowledging that the others' support within the work context affects employees' learning, values, and behaviours, an alternative framework was proposed to explain employees' learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected from employees of various corporations in Taiwan provide empirical support for our extended model. The results suggest that social support from peers and supervisors, a usually neglected factor, has significant effect on trainees' learning satisfaction, while family support, an often neglected antecedent of e-learning choice, was surprisingly found to affect trainees' continuous intentions to participate. Finally, the paper concludes with the importance of employees' perceptions of social support in terms of organisational training. The impact of human resource management policies is also discussed. C1 [Weng, Cathy; Tsai, Chin-Chung] Natl Taiwan Univ Sci & Technol, Taipei, Taiwan. [Weng, Apollo] China Univ Technol, Taipei, Taiwan. RP Weng, C (reprint author), Natl Taiwan Univ Sci & Technol, Taipei, Taiwan. EM cathyhaien@hotmail.com FU National Science Council (NSC), Taiwan, ROC [NSC96-2511-S-011-002-MY3, NSC 101-2511-S-011-004] FX This work was supported by the National Science Council (NSC), Taiwan, ROC, under Contracts No. NSC96-2511-S-011-002-MY3 and NSC 101-2511-S-011-004. 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PY 2015 VL 31 IS 2 BP 177 EP 192 PG 16 WC Education & Educational Research SC Education & Educational Research GA CN3EV UT WOS:000358308200006 ER PT J AU Arrufat, MJG Sanchez, VG Santiuste, EG AF Gallego Arrufat, Maria Jesus Gamiz Sanchez, Vanesa Gutierrez Santiuste, Elba TI TRENDS IN ASSESSMENT IN MASSIVE OPEN ONLINE COURSES SO EDUCACION XX1 LA Spanish DT Article DE E-assessment; e-learning; online courses; MOOC; satisfaction; educational technology ID COLLABORATION AB Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participants' learning. Together with assessment, participant satisfaction with MOOCs takes on a special role when we consider the interest of the courses and their high drop-out rate. We have two objectives in this paper; on one hand, we analyze the assessment processes in 87 MOOCs developed on different international platforms (Coursera, Udacity, MiriadaX, EdX, and RedunX) at Spanish universities (AbiertaUGR, UPVX, UniMOOC, UnedComa, and Ehusfera) and others; while on the other hand, we reflect on these processes assisted by the study of the MOOCs developed at the University of Granada (Spain). We describe the results classified according to: what is assessed, who performs the assessment, time at which assessment occurs, instruments employed, type of assessment, and type of the certification (participation/accreditation). We study the satisfaction of 513 participants in courses of the first edition offered by AbiertaUGR in 2013. Participant satisfaction is related to interactivity, and the learning perceived corresponds to a formative assessment or assessment for learning. 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XX1 PY 2015 VL 18 IS 2 BP 77 EP 96 DI 10.5944/educXX1.12935 PG 20 WC Education & Educational Research SC Education & Educational Research GA CK4NP UT WOS:000356200800005 ER PT J AU McCarthy, J AF McCarthy, Josh TI Learning in the Cafe: Pilot testing the collaborative application for education in Facebook SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID SOCIAL PRESENCE; STUDENTS; EXPERIENCE; UNIVERSITY AB This paper reports on a pilot study using the Cafe, the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The Cafe, a new e-learning application, has been designed based on five principles of user interface design - visibility, usability, relevance, accessibility and interactivity - and developed not only to take advantage of Facebook's popularity and social qualities, but also to provide institutions with an established, structured and dedicated e-learning environment that meets the needs of contemporary tertiary students and teaching staff. From March to June in 2013, 48 students participated within the e-learning environment, in combination with traditional face-to-face classes including lectures and tutorials. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their peers. The evaluation process of this new e-learning application involved pre- and post-semester surveys providing participating students with the opportunity to critically reflect on the experience during the semester. 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PY 2015 VL 31 IS 1 BP 67 EP 85 PG 19 WC Education & Educational Research SC Education & Educational Research GA CE6EF UT WOS:000351928700006 ER PT J AU Yeh, YC Lin, CF AF Yeh, Yu-Chu Lin, Chun Fu TI Aptitude-Treatment Interactions during Creativity Training in E-Learning: How Meaning-Making, Self-Regulation, and Knowledge Management Influence Creativity SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Creativity; Aptitude-treatment Interactions; Knowledge Management; Meaning-making; Self-regulation ID COLLECTIVE KNOWLEDGE; MODEL; ENVIRONMENT; INFORMATION; TASK AB The goal of aptitude-treatment interactions (ATIs) is to find the interactions between treatments and learners' aptitudes and therefore to achieve optimal learning. This study aimed at understanding whether the aptitudes of meaning-making, self-regulation, and knowledge management (KM) would interact with the treatment of 17-week KM-based training and then influence creativity in e-learning. The participants were 31 university students, and all variables were measured using online systems. ATIs and mediation effects during the training were found. Specifically, while meaning-making indirectly influenced creativity via KM, self-regulation influenced creativity both directly and indirectly via KM; moreover, university students with higher level of KM and self-regulation ability benefited more from the training than their counterparts. This study not only sheds lights on understanding how ATIs influence creativity learning, but also provides a new approach KM-based training to improve university students' creativity in environments of e-learning. C1 [Yeh, Yu-Chu] Natl Chengchi Univ, Inst Teacher Educ, Taipei 116, Taiwan. Natl Chengchi Univ, Res Ctr Mind Brain & Learning, Taipei 116, Taiwan. Natl Taiwan Univ, Dept Engn Sci & Ocean Engn, Taipei 106, Taiwan. RP Yeh, YC (reprint author), Natl Chengchi Univ, Inst Teacher Educ, 64 Zhinan Rd,Sect 2, Taipei 116, Taiwan. EM ycyeh@nccu.edu.tw; lccf73211@gmail.com FU National Science Council of the Republic of China in Taiwan [NSC 98-2511-S-004-001-MY2, NSC 100-2511-S-004-002-MY3] FX This study was supported by the National Science Council of the Republic of China in Taiwan (Contract No. NSC 98-2511-S-004-001-MY2 and NSC 100-2511-S-004-002-MY3). CR Alony I., 2007, INFORM SCI J, V10, P41 BAER J., 2005, ROEPER REV, V27, P158, DOI [DOI 10.1080/02783190509554310, 10.1080/02783190509554310] Baumeister R. F., 2005, HDB POSITIVE PSYCHOL, P608 Craft A., 2005, CREATIVITY SCH TENSI Cress U, 2013, COMPUT EDUC, V60, P59, DOI 10.1016/j.compedu.2012.06.015 Cyr S, 2010, J DOC, V66, P824, DOI 10.1108/00220411011087832 Davis C. 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C., 2013, INT J DIGITAL LEARNI, V5, P59 Yeh YC, 2012, THINK SKILLS CREAT, V7, P245, DOI 10.1016/j.tsc.2012.05.004 Yeh YC, 2012, COMPUT EDUC, V59, P1317, DOI 10.1016/j.compedu.2012.05.017 Yeh YC, 2011, COMPUT EDUC, V56, P146, DOI 10.1016/j.compedu.2010.08.011 Zampetakis LA, 2010, THINK SKILLS CREAT, V5, P23, DOI 10.1016/j.tsc.2009.12.001 NR 46 TC 2 Z9 2 U1 3 U2 8 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 JAN PY 2015 VL 18 IS 1 BP 119 EP 131 PG 13 WC Education & Educational Research SC Education & Educational Research GA CD9UF UT WOS:000351443300011 ER PT J AU Zedadra, A Lafifi, Y AF Zedadra, Amina Lafifi, Yacine TI Learning Faults Detection by AIS Techniques in CSCL Environments SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE CSCL; AIS; Negative selection; Clonal selection; Assistant system ID IMMUNE-SYSTEM AB By the increase of e-learning platforms, huge data sets are made from different kinds of the collected traces. These traces differ from one learner to another according to their characteristics (learning styles, preferences, performed actions, etc.). Learners' traces are very heterogeneous and voluminous, so their treatments and exploitations are difficult, that make hard the tutors' tasks. This paper introduces one of the bio-inspired computing techniques to improve the learning quality. In fact, Artificial Immune System (AIS) is a technique which was adapted for designing an assistant system that detects the wrong scenarios made by learners. Furthermore, this assistant system assists the learners in their activities. The main aim is to present the basic concepts of a new approach that aims at providing learners with relevant traces to improve their learning in order to minimize the tutor's tasks. A novel algorithm is proposed to design the assistant system based on the two mechanisms of the AIS techniques (negative and clonal selection). The proposed algorithm was applied on a collaborative learning system called LETline 2.0 (http://www.labstic.com/letline/). An experiment was conducted in an Algerian University. The obtained results from this experiment were good and very efficient. The proposed approach enhances the cognitive and behavioral profiles of learners. In fact, the results show that the cognitive profiles of most students were improved. Also, it minimizes the tutor's tasks. C1 [Zedadra, Amina; Lafifi, Yacine] Univ 8 May 1945 Guelma, LabSTIC Lab, Guelma 24000, Algeria. RP Zedadra, A (reprint author), Univ 8 May 1945 Guelma, LabSTIC Lab, BP 401, Guelma 24000, Algeria. EM zedadra_a@yahoo.fr; laf_yac@yahoo.fr CR Aickelin U., 2005, SEARCH METHODOLOGIES, P375, DOI DOI 10.1007/0-387-28356-0_13 Artigues F. F., 2009, TECHNICAL REPORT Bououd I., 2013, P 2013 C COMP SUPP C, P115 Bousbia N., 2011, THESIS SUPERIOR NATL Caruana G., 2012, ACM COMPUT SURV, V44, P1 Chang J., 2013, ACM COMPUT SURV, V45, P1 de Castro LN, 2002, IEEE T EVOLUT COMPUT, V6, P239, DOI 10.1109/TEVC.2002.1011539 De Castro L, 2002, ARTIFICIAL NEURAL NE, P67 De Castro L. 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N. M., 2009, P 11 INT C INF INT W, P420, DOI 10.1145/1806338.1806416 Pemin J.P., 2005, CSE MODELE TRAITEMEN Radermacher A., 2012, P 9 ANN INT C INT CO, P87 Romero A, 2007, GECCO 2007: GENETIC AND EVOLUTIONARY COMPUTATION CONFERENCE, VOL 1 AND 2, P181 Sehaba K., 2012, REV INT TECHNOLOGIES, V9, P55 Settouti L.S., 2011, THESIS LYON U FRANCE Tausczik Y. R., 2013, P CHI C HUM FACT COM, P459, DOI DOI 10.1145/2470654.2470720 Timmis J, 2008, THEOR COMPUT SCI, V403, P11, DOI 10.1016/j.tcs.2008.02.011 NR 40 TC 1 Z9 1 U1 0 U2 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 JAN PY 2015 VL 18 IS 1 BP 276 EP 291 PG 16 WC Education & Educational Research SC Education & Educational Research GA CD9UF UT WOS:000351443300023 ER PT J AU Sanchez-Vera, MD Leon-Urrutia, M Davis, H AF Sanchez-Vera, Maria-del-Mar Leon-Urrutia, Manuel Davis, Hugh TI Challenges in the Creation, Development and Implementation of MOOCs: Web Science Course at the University of Southampton SO COMUNICAR LA Spanish DT Article DE MOOC; e-learning; facilitation; technology; university; course; Web Science; resources AB Massive is one of the distinctive features of MOOCs which differentiate them from other e-learning experiences. This massiveness entails certain possibilities, but also some challenges that must be taken into consideration when designing and implementing a Massive Open Online Course, in relation to context, work progress, learning activities, assessment, and feedback. This document presents an analysis of the advantages and disadvantages of the massive aspect of MOOCs, and specifically it narrates the experience of creating a MOOC on Web Science, developed at the University of Southampton (United Kingdom) using the new FutureLearn platform, in autumn 2013. In this document, the importance of Web Science as an emerging field is analyzed and its origins explored. The experience gained from the decisions and the work progress developed for the creation and implementation of a specific MOOC is also shared here. The final section of the paper analyses some data from the MOOC in Web Science, including the participation index, the comments and interactions of some participants, tools used, and the organization of facilitation. Challenges involved in running a MOOC related to course design, platform use and course facilitation are also discussed. C1 [Sanchez-Vera, Maria-del-Mar] Univ Murcia, Dept Didact & Org Escolar, E-30001 Murcia, Spain. [Leon-Urrutia, Manuel; Davis, Hugh] Univ Southampton, Ctr Innovat & Technol Educ, Southampton SO9 5NH, Hants, England. RP Sanchez-Vera, MD (reprint author), Univ Murcia, Dept Didact & Org Escolar, E-30001 Murcia, Spain. EM mmarsanchez@um.es; ml4c08@soton.ac.uk; hcd@soton.ac.uk CR BENTLEY P., 2014, EMOOCS 2014 EUR MOOC, P5 Berners-Lee Tim, 2006, Foundations and Trends in Web Science, V1, P1, DOI 10.1561/1800000001 Buendia L., 1998, METODOS INVESTIGACIO Burkle M., 2004, COMUNICAR, V37, P45 CLOW D., 2013, 3 C LEARN AN KNOWL L, P8 DARADOUNIS T., 2013, 8 INT C P2P Davis H., 2014, 6 INT C COMP SUPP ED DEPARTMENT FOR BUSINESS INNOVATION & SKILLS, 2013, MAT MOOCS LIT REV MA JORDAN K., 2013, SYNTHESISING MOOC CO Laurillard D., 2002, RETHINKING U TEACHIN Mak S., 2010, NETW LEARN C AARLB, P275 MARAURI P. M., 2013, RIED, V17, P35 GARCIA-PENALVER F. 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M., 2010, THESIS U MURCIA SANGRA A., 2001, C INT ED SUP FORM NU, P641 SCOPEO, 2013, SCOPEO INFORME, V2, P266 Siemens G., 2012, WHAT IS THEORY UNDER Stake R.E., 1994, HDB QUALITATIVE RES UNIVERSITY OF LONDON, 2013, MASS ONL OP COURS MO, P1 UTHS, 2013, WHAT IS MOOC UTHS ED Yang D., 2013, P 2013 NIPS DAT DRIV Yuan L., 2013, MOL CELL BIOCHEM, P1 ZHANG Y., 2013, WORLD C ED MULT HYP, P1372 NR 28 TC 1 Z9 1 U1 9 U2 89 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD JAN PY 2015 IS 44 BP 37 EP 44 DI 10.3916/C44-2015-04 PG 8 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA AX8KR UT WOS:000347158900004 ER PT J AU Moreau, KA Pound, CM Peddle, B Tokarewicz, J Eady, K AF Moreau, Katherine A. Pound, Catherine M. Peddle, Beth Tokarewicz, Jaclyn Eady, Kaylee TI The development of a TED-Ed online resident research training program SO MEDICAL EDUCATION ONLINE LA English DT Article DE residents; scholar; e-learning; pediatrics AB Background: Pediatric health research is important for improving the health and well-being of children and their families. To foster the development of physicians' research competencies, it is vital to integrate practical and context-specific research training into residency programs. Purpose: To describe the development of a resident research training program at one tertiary care pediatric academic health sciences center in Ontario, Canada. Methods: We surveyed residents and pediatricians/research staff to establish the need and content for a resident research training program. Results: Residents and resident research supervisors agreed or strongly agreed that research training is important for residents. However, few residents and supervisors believed that their academic health sciences center provided adequate training and resources to support resident research. As such, an online resident research training program was established. Residents and supervisors agreed that the program should focus on the following topics: 1) critically evaluating research literature, 2) writing a research proposal, 3) submitting an application for research funding, and 4) writing a manuscript. Discussion: This highly accessible, context-specific, and inexpensive online program model may be of interest and benefit to other residency programs as a means to enhance residents' scholarly roles. A formal evaluation of the research training program is now underway. C1 [Moreau, Katherine A.; Peddle, Beth; Tokarewicz, Jaclyn; Eady, Kaylee] Childrens Hosp Eastern Ontario, Res Inst, Ottawa, ON K1H 8L1, Canada. [Moreau, Katherine A.; Pound, Catherine M.] Univ Ottawa, Fac Med, Dept Pediat, Ottawa, ON, Canada. [Moreau, Katherine A.; Peddle, Beth] Univ Ottawa, Fac Educ, Ottawa, ON, Canada. [Pound, Catherine M.] Childrens Hosp Eastern Ontario, Div Pediat, Ottawa, ON K1H 8L1, Canada. [Tokarewicz, Jaclyn] Univ Ottawa, Telfer Sch Management, Ottawa, ON, Canada. [Eady, Kaylee] Univ Ottawa, Fac Hlth Sci, Sch Rehabil Sci, Ottawa, ON, Canada. RP Moreau, KA (reprint author), Childrens Hosp Eastern Ontario, Res Inst, 401 Smyth Rd, Ottawa, ON K1H 8L1, Canada. EM kmoreau@cheo.on.ca CR Abdolell M, 2010, INT C TEACH STAT LJU Accreditation Council for Graduate Medical Education, 2014, SPEC SPEC REF DIOS R Aynsley-Green A, 1998, ARCH DIS CHILD, V78, P101 Back SE, 2011, ACAD PSYCHIATR, V35, P40, DOI 10.1176/appi.ap.35.1.40 Chesney RW, 2001, PEDIATRICS, V107, P1447 Cull WL, 2003, J PEDIATR-US, V143, P564, DOI 10.1067/S0022-3476(03)00324-X Frank JR, 2007, MED TEACH, V29, P642, DOI 10.1080/01421590701746983 Gill S, 2001, ACAD MED, V76, P477, DOI 10.1097/00001888-200105000-00021 Corp I, 2013, IBM SPSS STAT WIND V Neacy K, 2000, ACAD EMERG MED, V7, P1408, DOI 10.1111/j.1553-2712.2000.tb00499.x TED, 2014, TED ID WORTH SPREAD TEDEd, 2014, TEDED LESS WORTH SHA NR 12 TC 1 Z9 1 U1 1 U2 9 PU CO-ACTION PUBLISHING PI JARFALLA PA RIPVAGEN 7, JARFALLA, SE-175 64, SWEDEN SN 1087-2981 J9 MED EDUC ONLINE JI Med. Educ. Online PD DEC 18 PY 2014 VL 19 AR 26128 DI 10.3402/meo.v19.26128 PG 4 WC Education & Educational Research SC Education & Educational Research GA AX0RP UT WOS:000346659800001 PM 25526717 ER PT J AU Wu, B Wang, MH Johnson, JM Grotzer, TA AF Wu, Bian Wang, Minhong Johnson, Janice M. Grotzer, Tina A. TI Improving the learning of clinical reasoning through computer-based cognitive representation SO MEDICAL EDUCATION ONLINE LA English DT Article DE clinical reasoning; problem solving; knowledge construction; cognitive representation; computers/technology ID CONCEPT MAPPING ASSESSMENT; MEDICAL-EDUCATION; CONCEPT MAPS; METAANALYSIS; PERFORMANCE; INSTRUCTION; EXPERTISE; KNOWLEDGE; CURRICULA; SIMULATOR AB Objective: Clinical reasoning is usually taught using a problem-solving approach, which is widely adopted in medical education. However, learning through problem solving is difficult as a result of the contextualization and dynamic aspects of actual problems. Moreover, knowledge acquired from problem-solving practice tends to be inert and fragmented. This study proposed a computer-based cognitive representation approach that externalizes and facilitates the complex processes in learning clinical reasoning. The approach is operationalized in a computer-based cognitive representation tool that involves argument mapping to externalize the problem-solving process and concept mapping to reveal the knowledge constructed from the problems. Methods: Twenty-nine Year 3 or higher students from a medical school in east China participated in the study. Participants used the proposed approach implemented in an e-learning system to complete four learning cases in 4 weeks on an individual basis. For each case, students interacted with the problem to capture critical data, generate and justify hypotheses, make a diagnosis, recall relevant knowledge, and update their conceptual understanding of the problem domain. Meanwhile, students used the computer-based cognitive representation tool to articulate and represent the key elements and their interactions in the learning process. Results: A significant improvement was found in students' learning products from the beginning to the end of the study, consistent with students' report of close-to-moderate progress in developing problem-solving and knowledge-construction abilities. No significant differences were found between the pretest and posttest scores with the 4-week period. The cognitive representation approach was found to provide more formative assessment. Conclusions: The computer-based cognitive representation approach improved the learning of clinical reasoning in both problem solving and knowledge construction. C1 [Wu, Bian] E China Normal Univ, Dept Educ Informat Technol, Shanghai 200062, Peoples R China. [Wu, Bian; Wang, Minhong] Univ Hong Kong, KM&EL Lab, Hong Kong, Hong Kong, Peoples R China. [Wang, Minhong] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Johnson, Janice M.] Univ Hong Kong, Fac Med, Hong Kong, Hong Kong, Peoples R China. [Grotzer, Tina A.] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA. RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China. EM magwang@hku.hk CR ALBANESE MA, 1993, ACAD MED, V68, P52, DOI 10.1097/00001888-199301000-00012 Anderson K, 2008, MED TEACH, V30, P787, DOI 10.1080/01421590802043819 BARROWS HS, 1987, MED EDUC, V21, P86 Barrows H. 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Educ. Online PD DEC 16 PY 2014 VL 19 AR 25940 DI 10.3402/meo.v19.25940 PG 8 WC Education & Educational Research SC Education & Educational Research GA AX0SB UT WOS:000346660900001 PM 25518871 ER PT J AU Cole, MT Shelley, DJ Swartz, LB AF Cole, Michele T. Shelley, Daniel J. Swartz, Louis B. TI Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; instructional design; online education; student retention; student satisfaction ID EDUCATION AB This article presents the results of a three-year study of graduate and undergraduate students' level of satisfaction with online instruction at one university. The study expands on earlier research into student satisfaction with e-learning. Researchers conducted a series of surveys over eight academic terms. Five hundred and fifty-three students participated in the study. Responses were consistent throughout, although there were some differences noted in the level of student satisfaction with their experience. There were no statistically significant differences in the level of satisfaction based on gender, age, or level of study. Overall, students rated their online instruction as moderately satisfactory, with hybrid or partially online courses rated as somewhat more satisfactory than fully online courses. "Convenience" was the most cited reason for satisfaction. "Lack of interaction" was the most cited reason for dissatisfaction. Preferences for hybrid courses surfaced in the responses to an open-ended question asking what made the experience with online or partially online courses satisfactory or unsatisfactory. This study's findings support the literature to date and reinforce the significance of student satisfaction to student retention. C1 [Cole, Michele T.; Shelley, Daniel J.; Swartz, Louis B.] Robert Morris Univ, Moon, PA 15108 USA. RP Cole, MT (reprint author), Robert Morris Univ, Moon, PA 15108 USA. CR Abel R., 2005, EDUCAUSE Q IT PRACTI, V28, P75 Allen I., 2013, CHANGING COURSE 10 Y Arbaugh JB, 2009, INTERNET HIGH EDUC, V12, P71, DOI 10.1016/j.iheduc.2009.06.006 Arbaugh JB, 2006, ACAD MANAG LEARN EDU, V5, P435, DOI 10.5465/AMLE.2006.23473204 Arbaugh J. B., 2007, DECISION SCI J INNOV, V5, P65, DOI DOI 10.1111/J.1540-4609.2007.00128.X Arbaugh JB, 2000, J MANAGEMENT ED, V24, P32, DOI DOI 10.1177/105256290002400104 Bolliger DU, 2004, INT J ELEARNING, V3, P61 Bollinger D. U., 2013, CANADIAN J LEARNING, V39, P1 Bowen W. G., 2013, CHRONICLE HIGHER ED Callaway S. K., 2012, INSIGHTS CHANGING WO, V2 Cole M. T., 2013, CASES ONLINE LEARNIN, P1 Deneen P. J., 2013, CHRONICLE HIGHER ED Drennan J, 2005, J EDUC RES, V98, P331, DOI 10.3200/JOER.98.6.331-338 Estelami H., 2012, MARKETING ED REV, V22, P143, DOI DOI 10.2753/MER1052-8008220204 Huckabee C., 2013, CHRONICLE HIGHER ED Jackson L. 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PD DEC PY 2014 VL 15 IS 6 BP 111 EP 131 PG 21 WC Education & Educational Research SC Education & Educational Research GA CC5UG UT WOS:000350429500008 ER PT J AU Muuro, ME Wagacha, WP Oboko, R Kihoro, J AF Muuro, Maina Elizaphan Wagacha, Waiganjo Peter Oboko, Robert Kihoro, John TI Students'Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Social interaction; Web 2.0; online collaborative learning; perceived challenges; collaborative tools; HLIs in Kenya ID DISTANCE; LEARNERS AB Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web 2.0. The increased availability of collaborative tools in Web 2.0 has made it possible to have online collaborative learning realized in Higher Learning Institutions (HLIs). However, learners can perceive the online collaborative learning process as challenging and they fail to utilize these collaborative tools effectively. Although a number of challenges have been mentioned in the literature, considerable diversity exists among countries due to diversity in infrastructure support for e-learning and learners' background. This motivated this study to investigate components of online collaborative learning perceived as challenging by learners in HLIs in Kenya. Using a questionnaire, a survey was conducted in two public universities and two private universities to identify students' perceived challenges in an online collaborative learning environment. Through purposive sampling the questionnaire was distributed to 210 students using e-mail and 183 students responded. Based on descriptive analysis the following five major challenges were rated as high: lack of feedback from instructors, lack of feedback from peers, lack of time to participate, slow internet connectivity, and low or no participation of other group members. There was also a relationship between the university type (private or public) with the perceived challenges which included: lack of feedback from the instructor (p = 0.046) and work load not shared equally among group members (p = 0.000). Apart from slow internet connectivity the rest of the challenges were in line with the observed challenges in the literature. These key challenges identified in this study should provide insight to educators on the areas of collaborative learning that should be improved in order to provide access to quality education that supports effective online collaborative learning in HLIs in Kenya. C1 [Muuro, Maina Elizaphan] Kenyatta Univ, Nairobi, Kenya. [Wagacha, Waiganjo Peter; Oboko, Robert] Univ Nairobi, Nairobi, Kenya. [Kihoro, John] Co Operat Univ Coll, Nairobi, Kenya. RP Muuro, ME (reprint author), Kenyatta Univ, Nairobi, Kenya. FU National Commission for Science and Technology in Kenya FX The authors appreciatively thank the National Commission for Science and Technology in Kenya for the financial support provided to facilitate data collection and analysis. The authors would also like to thank all the students in Kenyatta University, Jomo Kenyatta University of Science and Technology, United State International University (Kenya) and Australian University Study Institute (Kenya) who willingly agreed to participate in this study and their instructors for facilitating the collection of the data. CR Black A., 2005, CONT ISSUES TECHNOLO, V5, P5 Brindley J., 2009, INT REV RES OPEN DIS, V10 Capdeferro N, 2012, INT REV RES OPEN DIS, V13, P26 Curtis D. D., 2001, J ASYNCHRONOUS LEARN, V5, P21 Dillenbourg P., 1999, COLLABORATIVE LEARNI, V1, P1 Engelhart M. D., 1972, METHODS ED RES Forsyth D. R., 2009, GROUP DYNAMICS Fraenkel J. 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K., 2005, LEARNER SATISFACTION Song L., 2004, Internet and Higher Education, V7, P59, DOI 10.1016/j.iheduc.2003.11.003 Vygotsky L. S., 1978, MIND SOC DEV HIGHER Zorko V, 2009, AUSTRALAS J EDUC TEC, V25, P645 NR 30 TC 3 Z9 3 U1 4 U2 9 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PD DEC PY 2014 VL 15 IS 6 BP 132 EP 161 PG 30 WC Education & Educational Research SC Education & Educational Research GA CC5UG UT WOS:000350429500009 ER PT J AU Khan, AA Khader, SA AF Khan, Abdul Azeez Khader, Sheik Abdul TI An Approach for Externalization of Expert Tacit Knowledge Using a Query Management System in an E-Learning Environment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning system; expert finding; knowledge management; tacit knowledge; knowledge sharing; knowledge capture AB E-learning or electronic learning platforms facilitate delivery of the knowledge spectrum to the learning community through information and communication technologies. The transfer of knowledge takes place from experts to learners, and externalization of the knowledge transfer is significant. In the e-learning environment, the learners seek subject expertise to clarify their subject queries, and a learner query can be routed to an expert for externalization of expert knowledge provided the learner knows the subject expert or the expertise group. However, learners new to e-learning systems are not aware of the expertise group to which the query should be sent, which results in time delays, non-response, inaccurate solutions and loss of knowledge capture. Several models have been proposed to resolve this task, but thus far, these efforts have focused completely on returning the most conversant people as experts on a particular topic to retrieve valuable knowledge. To address this problem, we propose an approach that externalizes the tacit knowledge of a subject expert by creating a dynamic query handling system that automatically transfers a user query to the best subject expert. C1 [Khan, Abdul Azeez; Khader, Sheik Abdul] BS Abdur Rahman Univ, Vandalur, Tamil Nadu, India. RP Khan, AA (reprint author), BS Abdur Rahman Univ, Vandalur, Tamil Nadu, India. CR Chen P-C, 2014, J THEORETICAL APPL I, V61, P249 Kardan, 2011, INT J INFORM COMMUNI, V3, P73 Koskinen K. U., 2003, Journal of Knowledge Management, V7, P67, DOI 10.1108/13673270310505395 Senthil kumaran V., 2014, J E LEARNING KNOWLED, V10, P51 Lloyd J. W., 2003, LOGIC LEARNING LEARN Manongga Danny, 2014, Journal of Theoretical and Applied Information Technology, V62 Mirsaeedghazi T., 2011, INT J INFORM COMMUNI, V3, P33 Ozdemir O., 2007, INF MANAGE, V44, P467 Wahidabanu R., 2011, INT J COMPUTER THEOR, V3, P365 Venkata Subramanian D., 2013, INT J ENG TECHNOLOGY, V5, P2248 Wang MH, 2011, INFORM MANAGE-AMSTER, V48, P260, DOI 10.1016/j.im.2011.06.003 Yogeshwari T., 2014, INT J MODERN ENG RES, V4, P70 NR 12 TC 0 Z9 0 U1 2 U2 4 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PD DEC PY 2014 VL 15 IS 6 BP 257 EP 274 PG 18 WC Education & Educational Research SC Education & Educational Research GA CC5UG UT WOS:000350429500014 ER PT J AU Salyers, V Carter, L Carter, A Myers, S Barrett, P AF Salyers, Vincent Carter, Lorraine Carter, Alanna Myers, Sue Barrett, Penelope TI The Search for Meaningful e-Learning at Canadian Universities: A Multi-Institutional Research Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-learning; mixed methods; navigation; design; infrastructure support; flexible learning ID HIGHER-EDUCATION; FACULTY; SATISFACTION; PERCEPTIONS; DISTANCE; REALITY; MYTH AB While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n = 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended. C1 [Salyers, Vincent] Mt Royal Univ, Calgary, AB, Canada. [Carter, Lorraine] Nipissing Univ, North Bay, ON, Canada. [Carter, Alanna] ILAC, Toronto, ON, Canada. [Myers, Sue] SIAST, Saskatoon, SK, Canada. [Barrett, Penelope] Warners Bay Private Hosp, Warners Bay, NSW, Australia. RP Salyers, V (reprint author), Mt Royal Univ, Calgary, AB, Canada. FU Academic & Provost's Office; National League for Nursing/Sigma Theta Tau International FX The authors would like to thank Dr. Eun Um with the Statistical Consulting Group for her statistical analysis support. Appreciation is also extended to the National League for Nursing/Sigma Theta Tau International, as well as the Vice President, Academic & Provost's Office at the lead university, for funding that supported student engagement in the research process and other aspects of the study. Special thanks to the research teams at each post-secondary institution for their participation and support throughout the research process. As well, special appreciation is expressed to the student researchers who participated as research team members. CR Aguti B., 2013, P SOC INF TECHN TEAC Ahmed H, 2010, DECISION SCI J INNOV, V8, P313, DOI DOI 10.1111/J.1540-4609.2010.00259.X Albert L. J., 2011, DECISION SCI J INNOV, V9, P421 Ali W., 2012, INT J LEARNING DEV, V2, P201 Allen E., 2013, CHANGING COURSE 10 Y Bekele T. A., 2008, Q REV DISTANCE ED, V9, P373 Bekele TA, 2010, EDUC TECHNOL SOC, V13, P116 Bentley Y., 2012, DESIGN EVALUATION ST, V10, P1 Berge Z. 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Rev. Res. Open Distance Learn. PD DEC PY 2014 VL 15 IS 6 BP 313 EP 337 PG 25 WC Education & Educational Research SC Education & Educational Research GA CC5UG UT WOS:000350429500017 ER PT J AU Cheng, YM AF Cheng, Yung-Ming TI What Drives Nurses' Blended e-Learning Continuance Intention? SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Nurses' blended e-learning continuance intention; Expectation-confirmation model; User network; Task-technology fit; Structural equation modeling ID TASK-TECHNOLOGY FIT; INFORMATION TECHNOLOGY; PERCEIVED USEFULNESS; PLANNED BEHAVIOR; ACCEPTANCE MODEL; ADOPTION; SYSTEM; NETWORK; USAGE; EXTERNALITIES AB This study's purpose was to synthesize the user network (including subjective norm and network externality), task-technology fit (TTF), and expectation-confirmation model (ECM) to explain nurses' intention to continue using the blended electronic learning (e-learning) system within medical institutions. A total of 450 questionnaires were distributed to nurses, of which, 352 (78.2%) questionnaires were returned, and 322 effective questionnaires were analyzed in this study, with an effective response rate of 71.6%. Collected data were analyzed using structural equation modeling. This study's results strongly supported the extended ECM with all hypothesized links being significant. The results reveal that TTF makes the greatest impact on nurses' blended e-learning continuance intention; hence, the blended e-learning system should be developed to fit with nurses' work goals and needs to enhance their continued system usage intention by increasing the extent of their confirmation to the system. 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Technol. Soc. PD OCT PY 2014 VL 17 IS 4 BP 203 EP 215 PG 13 WC Education & Educational Research SC Education & Educational Research GA AS7SO UT WOS:000344455300013 ER PT J AU Qin, JW Zheng, QH Li, HF AF Qin, Jiwei Zheng, Qinghua Li, Haifei TI A Study of Learner-Oriented Negative Emotion Compensation in E-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Emotion compensation; Learner-centered design; Recommender system ID MODEL; MOOD AB E-learning provides an unprecedented flexibility and convenience for e-learners by breaking the limitations of space and time. However, the role of emotion is neglected in current e-learning systems. We focus strictly on negative emotions of e-learners, integrating emotion regulation theories with recommender technique, and present the study of learner-oriented negative emotion compensation in this paper. Inspiring from the existing emotion regulation model in the field of psychology, we design the architecture of learner-oriented negative emotion compensation in e-learning. Finding e-learner's personalized emotion regulation strategies and methods from questionnaires, we propose an approach of e-learner's negative emotion compensation based on recommender users and music. In practice, the usability of emotion compensation is verified by an e-learning platform, as a complementary demonstration, the learner satisfaction is done by a 90-e-learner survey in real e-learning. The results show that the proposed learner-oriented negative emotion compensation provides greater satisfaction for the e-learner, and is a feasible and effective method for e-learner to decrease negative emotions in e-learning. C1 [Qin, Jiwei] Xinjiang Univ, Ctr Network & Informat Technol, Urumqi, Peoples R China. [Zheng, Qinghua] Xi An Jiao Tong Univ, Dept Comp Sci & Technol, Xian 710049, Peoples R China. [Li, Haifei] Union Univ, Dept Comp Sci, Jackson, TN 38305 USA. RP Qin, JW (reprint author), Xinjiang Univ, Ctr Network & Informat Technol, Urumqi, Peoples R China. EM jwqin.2008@gmail.com; qhzheng@mail.xjtu.edu.cn; hli@uu.edu CR Afzal S., 2010, P ADV LEARN TECHN IC, P438, DOI [10.1109/ICALT.2010.127, DOI 10.1109/ICALT.2010.127] [Anonymous], 1998, P 14 C UNC ART INT Dennis TA, 2007, MOTIV EMOTION, V31, P200, DOI 10.1007/s11031-007-9069-6 Economides A. 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Tairyan, Kate Frank, Erica TI A novel integration of online and flipped classroom instructional models in public health higher education SO BMC MEDICAL EDUCATION LA English DT Article DE Flipped classroom; Blended learning; E-learning; Public health education; Master of Public Health; Environmental and occupational health AB Background: In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Methods: Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Results: Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Conclusion: Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research. C1 [Galway, Lindsay P.; Corbett, Kitty K.; Takaro, Timothy K.; Tairyan, Kate] Simon Fraser Univ, Fac Hlth Sci, Burnaby, BC V5A 1S6, Canada. [Corbett, Kitty K.] Univ Waterloo, Sch Publ Hlth & Hlth Syst, Waterloo, ON N2L 3G1, Canada. 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TI Essential pediatric hypertension: defining the educational needs of primary care pediatricians SO BMC MEDICAL EDUCATION LA English DT Article DE Pediatric hypertension; Primary care pediatricians; Primary care physicians; Medical education ID BLOOD-PRESSURE; OBESITY HYPERTENSION; CONTROLLED-TRIAL; CHILDREN; ADOLESCENTS; MANAGEMENT; TRENDS; IMPACT; CHALLENGES; PROGRAM AB Background: In order to better understand the educational needs regarding appropriate recognition, diagnosis and management of pediatric hypertension (HTN), we asked practicing pediatricians questions regarding their educational needs and comfort level on this topic. Methods: We conducted 4 focus group sessions that included 27 participants representing pediatric residents, adolescent medicine physicians, clinic based pediatricians and office based pediatricians. Each focus group session lasted for approximately an hour and 90 pages of total transcriptions were produced verbatim from audio recordings. Results: Four reviewers read each transcript and themes were elucidated from these transcripts. Overall, 5 major themes related to educational needs and clinical concerns were found: utilization of resources to define blood pressure (BP), correct BP measurement method(s), co-morbidities, barriers to care, and experience level with HTN. Six minor themes were also identified: differences in BP measurement, accuracy of BP, recognition of HTN, practice pattern of care, education of families and patients, and differences in level of training. The focus group participants were also questioned on their preferences regarding educational methods (i.e. e-learning, small group sessions, self-study, large group presentations) and revealed varied teaching and learning preferences. Conclusions: There are multiple methods to approach education regarding pediatric HTN for primary care pediatricians based on provider preferences and multiple educational activities should be pursued to achieve best outcomes. Based on this data, the next direction will be to develop and deliver multiple educational methods and to evaluate the impact on practice patterns of care for children and adolescents with HTN. C1 [Cha, Stephen D.; Mahan, John D.] Nationwide Childrens Hosp, Columbus, OH 43205 USA. [Cha, Stephen D.; Chisolm, Deena J.; Mahan, John D.] Ohio State Univ, Coll Med, Columbus, OH 43210 USA. [Chisolm, Deena J.] Nationwide Childrens Hosp, Res Inst, Columbus, OH USA. RP Mahan, JD (reprint author), Nationwide Childrens Hosp, Columbus, OH 43205 USA. 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Educ. PD JUL 27 PY 2014 VL 14 AR 154 DI 10.1186/1472-6920-14-154 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AM6XJ UT WOS:000340008500001 PM 25063988 ER PT J AU Taveira-Gomes, T Saffarzadeh, A Severo, M Guimaraes, MJ Ferreira, MA AF Taveira-Gomes, Tiago Saffarzadeh, Areo Severo, Milton Jorge Guimaraes, M. Ferreira, Maria Amelia TI A novel collaborative e-learning platform for medical students - ALERT STUDENT SO BMC MEDICAL EDUCATION LA English DT Article DE Medical education; Computer supported collaborative learning; E-learning; Information management; Memory retention; Computer-assisted instruction; Tailored learning; Student-centered learning; Spaced repetition ID RANDOMIZED CONTROLLED-TRIAL; ONLINE SPACED-EDUCATION; INSTRUCTIONAL-DESIGN; HEALTH-PROFESSIONALS; IMPACT; PERSPECTIVE; KNOWLEDGE; SCIENCES; PITFALLS; UROLOGY AB Background: The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results: A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions: The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. C1 [Taveira-Gomes, Tiago; Severo, Milton; Ferreira, Maria Amelia] Univ Porto, Fac Med, Dept Med Educ & Simulat, P-4100 Oporto, Portugal. [Taveira-Gomes, Tiago; Saffarzadeh, Areo; Jorge Guimaraes, M.] ALERT Life Sci Comp, Vila Nova De Gaia, Portugal. [Saffarzadeh, Areo] Univ Calif Irvine, Sch Med, Irvine, CA 92717 USA. RP Taveira-Gomes, T (reprint author), Univ Porto, Fac Med, Dept Med Educ & Simulat, Rua Campo Alegre 823, P-4100 Oporto, Portugal. EM tiago.taveira@me.com OI Taveira-Gomes, Tiago/0000-0002-0998-6000; Severo, Milton/0000-0002-5787-4871 FU Programa Sistema de Incentivos a Investigacao e Desenvolvimento Tecnologico (SIIDT) [6576] FX The project development was funded by Programa Sistema de Incentivos a Investigacao e Desenvolvimento Tecnologico (SII&DT), projeto no. 6576. The funding source had neither intervention on any phase of the development of the system nor in the writing of this manuscript. We would like to thank the students who took part in the study. 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Educ. PD JUL 14 PY 2014 VL 14 AR 143 DI 10.1186/1472-6920-14-143 PG 14 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AO0AH UT WOS:000340970600001 PM 25017028 ER PT J AU Jager, F Riemer, M Abendroth, M Sehner, S Harendza, S AF Jaeger, Frederik Riemer, Martin Abendroth, Martin Sehner, Susanne Harendza, Sigrid TI Virtual patients: the influence of case design and teamwork on students' perception and knowledge - a pilot study SO BMC MEDICAL EDUCATION LA English DT Article DE CASUS; E-learning; Teamwork; Virtual patients ID HEALTH-PROFESSIONS EDUCATION; INTEGRATION STRATEGIES; SEMINARS AB Background: Virtual patient (VP) cases are an effective teaching method, although little is known about how to design and implement them for maximum effectiveness. The aim of this study was to explore the effect of case design and teamwork on students' learning outcome. Methods: One hundred forty-six undergraduate medical students participated in a mandatory medical computer science course consisting of five seminars. At the end of each seminar, they worked on one VP case, either in teams of two or individually. Each student filled out an introductory and a final survey and a feedback sheet after completing each case. Additionally, there was a surprise multiple choice (MC) test after the last seminar with three questions regarding each case. Results: Students with more clinical experience and students who had worked in a team performed significantly better on MC questions. Students with less clinical experience more frequently used information which had been positioned less prominently on the case material. Certain aspects of case design were rated more positively by students who had an interest in e-learning. In general, students preferred to work on cases for less than 15 minutes. Conclusions: Clinically more advanced students and students working with a partner seem to benefit most from short VP cases with prominently presented information. C1 [Jaeger, Frederik; Riemer, Martin] Univ Hosp Hamburg Eppendorf, Dept Computat Neurosci, D-20246 Hamburg, Germany. [Jaeger, Frederik; Abendroth, Martin; Harendza, Sigrid] Univ Hosp Hamburg Eppendorf, Dept Internal Med, D-20246 Hamburg, Germany. [Sehner, Susanne] Univ Hosp Hamburg Eppendorf, Inst Biometr & Epidemiol, D-20246 Hamburg, Germany. RP Harendza, S (reprint author), Univ Hosp Hamburg Eppendorf, Dept Internal Med, Martinistr 52, D-20246 Hamburg, Germany. 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Educ. PD JUL 8 PY 2014 VL 14 AR 137 DI 10.1186/1472-6920-14-137 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AM6WZ UT WOS:000340007500001 PM 25000965 ER PT J AU Reviriego, E Cidoncha, MA Asua, J Gagnon, MP Mateos, M Garate, L de Lorenzo, E Gonzalez, RM AF Reviriego, Eva Angeles Cidoncha, Maria Asua, Jose Gagnon, Marie Pierre Mateos, Maider Garate, Lucia de Lorenzo, Elena Maria Gonzalez, Rosa TI Online training course on critical appraisal for nurses: adaptation and assessment SO BMC MEDICAL EDUCATION LA English DT Article DE Evidence-based practice; Critical appraisal; Nursing; E-learning ID EVIDENCE-BASED MEDICINE; RANDOMIZED CONTROLLED-TRIAL; HEALTH-PROFESSIONS; EDUCATION; STUDENTS; CARE; ATTITUDES; PROTOCOL; PERCEPTIONS; SKILLS AB Background: Research is an essential activity for improving quality and efficiency in healthcare. The objective of this study was to train nurses from the public Basque Health Service (Osakidetza) in critical appraisal, promoting continuous training and the use of research in clinical practice. Methods: This was a prospective pre-post test study. The InfoCritique course on critical appraisal was translated and adapted. A sample of 50 nurses and 3 tutors was recruited. Educational strategies and assessment instruments were established for the course. A course website was created that contained contact details of the teaching team and coordinator, as well as a course handbook and videos introducing the course. Assessment comprised the administration of questionnaires before and after the course, in order to explore the main intervention outcomes: knowledge acquired and self-learning readiness. Satisfaction was also measured at the end of the course. Results: Of the 50 health professionals recruited, 3 did not complete the course for personal or work-related reasons. The mean score on the pre-course knowledge questionnaire was 70.5 out of 100, with a standard deviation of 11.96. In general, participants' performance on the knowledge questionnaire improved after the course, as reflected in the notable increase of the mean score, to 86.6, with a standard deviation of 10.00. Further, analyses confirmed statistically significant differences between pre- and post-course results (p < 0.001). With regard to self-learning readiness, after the course, participants reported a greater readiness and ability for self-directed learning. Lastly, in terms of level of satisfaction with the course, the mean score was 7 out of 10. Conclusions: Participants significantly improved their knowledge score and self-directed learning readiness after the educational intervention, and they were overall satisfied with the course. For the health system and nursing professionals, this type of course has the potential to provide methodological tools for research, promote a research culture, and encourage critical thinking for evidence-based decision making. C1 [Reviriego, Eva; Asua, Jose; Mateos, Maider] Basque Govt, Minist Hlth, Basque Off Hlth Technol Assessment, Vitoria, Spain. [Angeles Cidoncha, Maria] Basque Hlth Serv Osakidetza, Vitoria, Spain. [Gagnon, Marie Pierre] Univ Laval, Fac Nursing Sci, Quebec City, PQ, Canada. [Gagnon, Marie Pierre] Ctr Hosp Univ Quebec, Res Ctr, Quebec City, PQ, Canada. [Garate, Lucia] Basque Hlth Serv Osakidetza, Araba Univ Hosp, Vitoria, Spain. [de Lorenzo, Elena] Sch Nursing Vitoria Gasteiz, Vitoria, Spain. [Maria Gonzalez, Rosa] Basque Hlth Serv Osakidetza, Off Strategy Chron, Subdiv Qual, Vitoria, Spain. RP Reviriego, E (reprint author), Basque Govt, Minist Hlth, Basque Off Hlth Technol Assessment, Vitoria, Spain. EM ereviriego@ej-gv.es OI Reviriego, Eva/0000-0002-0420-8816 CR Alahdab Fares, 2012, BMC Res Notes, V5, P431, DOI 10.1186/1756-0500-5-431 Alonso-Coello P, 2009, BMC HEALTH SERV RES, V9, DOI 10.1186/1472-6963-9-80 Alvarez J, 2011, EDULEARN 11 P, P60 Atreja A, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-48 Bostrom AM, 2013, BMC HEALTH SERV RES, V13, DOI 10.1186/1472-6963-13-165 Carbonaro M, 2008, MED TEACH, V30, P25, DOI 10.1080/01421590701753450 Cauchon M, CTR FORMATION CONTIN Chang HC, 2011, CIN-COMPUT INFORM NU, V29, P741, DOI 10.1097/NCN.0b013e31821a1651 Cheek J, 2005, INT J NURS ED SCHOLA, V2, P31 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Reviriego E, 2006, PLAN NACL SNS MSC SE Du S, 2013, INT NURS REV, V60, P167, DOI 10.1111/inr.12015 Facchiano L, 2012, J AM ACAD NURSE PRAC, V24, P704, DOI 10.1111/j.1745-7599.2012.00752.x Fisher M, 2001, Nurse Educ Today, V21, P516, DOI 10.1054/nedt.2001.0589 Fisher MJ, 2010, NURS EDUC TODAY, V30, P44, DOI 10.1016/j.nedt.2009.05.020 Gagnon J, 2011, RECH SOINS INFIRM, V105, P76 Gagnon Marie-Pierre, 2007, Inform Prim Care, V15, P83 Guglielmino LM, 2004, FAM MED, V36, P7 Hopkins David D, 2008, J Pract Nurs, V58, P4 Ilic D, 2009, BMC MED EDUC, V9, DOI 10.1186/1472-6920-9-53 Ilic D, 2011, BMC MED EDUC, V11, DOI 10.1186/1472-6920-11-49 Jakubec SL, 2013, J NURS EDUC, V52, P56, DOI 10.3928/01484834-20121121-03 Jones Sandra C, 2011, Nurse Educ Pract, V11, P327, DOI 10.1016/j.nepr.2011.03.002 Kulier R, 2009, BMC MED EDUC, V9, DOI 10.1186/1472-6920-9-21 Laizner Andrea Maria, 2005, Can Oncol Nurs J, V15, P256 Mazzoleni MC, 2012, STUD HEALTH TECHNOL, V180, P939, DOI 10.3233/978-1-61499-101-4-939 Moreno-Casbas Teresa, 2010, Enferm Clin, V20, P153, DOI 10.1016/j.enfcli.2010.01.005 Murad MH, 2010, MED EDUC, V44, P1057, DOI 10.1111/j.1365-2923.2010.03750.x O'Shea E, 2003, J ADV NURS, V43, P62, DOI 10.1046/j.1365-2648.2003.02673.x Petty J, 2013, NURS EDUC TODAY, V33, P53, DOI 10.1016/j.nedt.2012.06.008 Phillips AC, 2013, BMC MED EDUC, V13, DOI 10.1186/1472-6920-13-9 Retsas A, 2000, J ADV NURS, V31, P599, DOI 10.1046/j.1365-2648.2000.01315.x Reviriego E, 2013, MINISTERIO SANIDAD S Roxburgh M, 2006, J CLIN NURS, V15, P535, DOI 10.1111/j.1365-2702.2006.01374.x Ruzafa-Martinez M, 2011, J EVAL CLIN PRACT, V17, P664, DOI 10.1111/j.1365-2753.2011.01677.x Taylor Rod S, 2004, BMC Med Educ, V4, P30, DOI 10.1186/1472-6920-4-30 VALLERAND RJ, 1989, CAN PSYCHOL, V30, P662, DOI 10.1037/h0079856 Zhang Q, 2012, NURS EDUC TODAY, V32, P570, DOI 10.1016/j.nedt.2011.05.018 NR 38 TC 5 Z9 5 U1 5 U2 29 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 JUL 5 PY 2014 VL 14 AR 136 DI 10.1186/1472-6920-14-136 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AM0EE UT WOS:000339515500001 PM 24996951 ER PT J AU Liou, WK Chang, CY AF Liou, Wei-Kai Chang, Chun-Yen TI Utilizing a Low-Cost, Laser-Driven Interactive System (LaDIS) to Improve Learning in Developing Rural Regions SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning; Interactive Whiteboard; Laser emitter; Web cam; Developing and rural regions; Low-Cost; Economical ID WHITEBOARDS AB This study proposes an innovation Laser-Driven Interactive System (LaDIS), utilizing general IWBs (Interactive Whiteboard) didactics, to support student learning for rural and developing regions. LaDIS is a system made to support traditional classroom practices between an instructor and a group of students. This invention effectively transforms a general projection screen into an IWBs. Accompanied by a projector, laser emitter, screen, PC (Personal Computer) and web cam, LaDIS provides a viable, efficient and economical solution for e-learning in classrooms. Students in the classroom are connected to a single computer and a shared screen. LaDIS is an extensible device, for use in any IWBs and interactive teaching software. This study engages 92 first-grade students enrolled in a 5-Year Junior College; these individuals are from two classes at a college of Taoyuan County, in Taiwan. Each class consists of 46 students. Classes are twelve hours in length, for a total of six weeks in the experimental course with different didactics. One class is the control group, and it adopts ordinary didactics. The other one is an experimental group, which adopts the innovation LaDIS didactics in class. The results indicate positive impacts of the innovation LaDIS on student learning performances. Most students are highly satisfied with the system and willing to use LaDIS because of its naturally superior interactive performance in classes. LaDIS provides a low-cost classroom tool, for developing regions financially unable to afford general IWBs equipment and didactics. C1 [Liou, Wei-Kai; Chang, Chun-Yen] Natl Taiwan Normal Univ, Sci Educ Ctr, Taipei, Taiwan. [Chang, Chun-Yen] Natl Taiwan Normal Univ, Dept Earth Sci, Taipei, Taiwan. [Chang, Chun-Yen] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei, Taiwan. RP Chang, CY (reprint author), Natl Taiwan Normal Univ, Sci Educ Ctr, Taipei, Taiwan. EM liouweik@ntnu.edu.tw; changcy@ntnu.edu.tw RI Chang, Chun-Yen/B-1307-2008 OI Chang, Chun-Yen/0000-0003-2373-2004 FU National Science Council of Taiwan, Republic of China [NSC-102-2511-S-003-052-MY3]; "Aim for the Top University Project" of National Taiwan Normal University (NTNU) - Ministry of Education, Taiwan, R.O.C.; "International Research-Intensive Center of Excellence Program" of NTNU; National Science Council, Taiwan, R.O.C. [NSC 103-2911-I-003-301] FX The authors acknowledge the financial support of the National Science Council of Taiwan, Republic of China (Grant No. NSC-102-2511-S-003-052-MY3.) and this research is partially supported by the "Aim for the Top University Project" of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C. and the "International Research-Intensive Center of Excellence Program" of NTNU and National Science Council, Taiwan, R.O.C. under Grant no. NSC 103-2911-I-003-301. 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Technol. Soc. PD JUL PY 2014 VL 17 IS 3 BP 93 EP 107 PG 15 WC Education & Educational Research SC Education & Educational Research GA AQ7BO UT WOS:000342967800008 ER PT J AU Lin, JW Lai, YC Szu, YC Lai, CN Chuang, YS Chen, YH AF Lin, Jian-Wei Lai, Yuan-Cheng Szu, Yu-Chin Lai, Ching-Neng Chuang, Yuh-Shy Chen, Yen-Hung TI Development and Evaluation of Across-Unit Diagnostic Feedback Mechanism for Online Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Diagnostic feedback; Remedial learning; Online assessments ID FORMATIVE ASSESSMENT; KNOWLEDGE; PERFORMANCE; STRATEGIES; SYSTEMS; MODEL; WELL; MAP AB Solving well-structured problems often requires using considerable related concepts which are usually scattered and introduced throughout different learning units of a subject. In addition, poor learning of related concepts of preceding units may block the learning of subsequent units, and eventually leads to the inability to solve well-structured problems of a subject. Thus, this work proposes using across-unit diagnostic feedback, which can identify weak concepts not only within a unit but also in different units. Furthermore, the provided feedback can be used to recommend remedial learning paths for students, and inform the students the priority of the paths to understand which weak unit should be remedied first and which weak concepts within a unit should be remedied first. Students can refer to the instructions and use the provided corresponding remedial materials to conduct remedial learning in a systematic way. To discriminate the learning effect among various feedback types, this project will compare the proposed system, the Across-Unit Diagnostic Feedback System (AUDFS), with two other systems, the Single-Unit Diagnostic Feedback System (SUDFS) and the Traditional Feedback System (TFS). Experiment results show that the proposed system significantly enhanced learning achievement and the ability to solve well-structured problems for students. The mean student retention time of the proposed system is significantly higher than that of other systems, indicating that the proposed system enables sustained connection between students and the system. Additionally, positive correlations exist between student retention time of the proposed system and student post-test scores. Through a questionnaire and interviews, most students expressed positive attitudes to the proposed system. C1 [Lin, Jian-Wei; Chuang, Yuh-Shy] Chien Hsin Univ, Zhongli, Taiwan. 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PD JUL PY 2014 VL 17 IS 3 BP 138 EP 153 PG 16 WC Education & Educational Research SC Education & Educational Research GA AQ7BO UT WOS:000342967800011 ER PT J AU Navarro, A Cigarran, J Huertas, F Rodriguez-Artacho, M Cogolludo, A AF Navarro, Antonio Cigarran, Juan Huertas, Francisco Rodriguez-Artacho, Miguel Cogolludo, Alberto TI An Integration Architecture of Virtual Campuses with External e-Learning Tools SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Software architecture; Software patterns; LMS; Moodle; Sakai AB Technology enhanced learning relies on a variety of software architectures and platforms to provide different kinds of management service and enhanced instructional interaction. As e-learning support has become more complex, there is a need for virtual campuses that combine learning management systems with the services demanded by educational institutions and users. However, nowadays, the functions of virtual campuses need to be enhanced with external e-learning applications. This paper deals with the issue of integrating these applications in virtual campuses using a software architecture based on the merging of mashup and multitier patterns. Our solution is based on an asymmetric architecture that provides seamless interconnection of the external tools with virtual campuses. We illustrate it with a real example of the integration of a research prototype that searches for and retrieves learning objects with a virtual campus designed independently of the underlying e-learning platform. C1 [Navarro, Antonio] Univ Complutense Madrid, Fac Informat, Dept Ingn Software & Inteligencia Artificial, E-28040 Madrid, Spain. [Cigarran, Juan; Rodriguez-Artacho, Miguel; Cogolludo, Alberto] Univ Nacl Educ Distancia, Fac Informat, Dept Lenguajes & Sistemas Informat, E-28040 Madrid, Spain. [Huertas, Francisco] Univ Politecn Madrid, Ctr Open Middleware, Pozuelo De Alarcon 28223, Spain. RP Navarro, A (reprint author), Univ Complutense Madrid, Fac Informat, Dept Ingn Software & Inteligencia Artificial, C Profesor Jose Garcia Santesmases S-N, E-28040 Madrid, Spain. EM anavarro@fdi.ucm.es; juanci@lsi.uned.es; francisco.huertas@centeropenmiddleware.com; miguel@lsi.uned.es; acogolludo@lsi.uned.es RI Cigarran Recuero, Juan Manuel/I-4552-2015 OI Cigarran Recuero, Juan Manuel/0000-0002-7985-9613 FU Ministerio de Ciencia e Innovacion [AACV TIN2009-14317-C03-01, CREASE TIN-2009-14317-C03-03]; Universidad Complutense de Madrid [group 921340]; e-Madrid project [S2009/TIC-1650] FX Ministerio de Ciencia e Innovacion (projects AACV TIN2009-14317-C03-01 and CREASE TIN-2009-14317-C03-03), Universidad Complutense de Madrid (group 921340), and e-Madrid project (S2009/TIC-1650, Investigacion y Desarrollo de tecnologias para el e-learning en la Comunidad de Madrid) have supported this work. 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PD JUL PY 2014 VL 17 IS 3 BP 252 EP 266 PG 15 WC Education & Educational Research SC Education & Educational Research GA AQ7BO UT WOS:000342967800019 ER PT J AU Chibas-Ortiz, F Borroto-Carmona, G De-Almeida-Santos, F AF Chibas-Ortiz, Felipe Borroto-Carmona, Gerardo De-Almeida-Santos, Fernando TI Managing Creativity in Collaborative Virtual Learning Environments: A DL Corporate Project SO COMUNICAR LA English DT Article DE Creativity; innovation; collaborative learning; virtual environments; creative educational management; project management; DL ID GAME AB There is a currently ongoing discussion regarding the most effective methodologies for establishing collaborative virtual learning environments (VLEs) and the true contribution to student creativity and innovation in such environments, particularly in the corporate sphere. Educational social networks based on collaborative learning have grown exponentially in recent years, with countless networks now established in nearly all fields. However, stimulation of creativity among VLE users in general, and specifically in the corporate sphere, has become an important issue in educational research. Utilizing experiences of corporate distance learning (DE) in Brazil, the present paper proposes a means of evaluating the presence of creativity indicators among students in collaborative virtual teaching and learning environments. Case studies are used to compare a corporate VLE project that uses information and communication technologies (ICTs) under a creative and educommunicative approach with a project that uses ICTs under a traditional approach. The study was conducted in partnership with the consulting and e-learning company Perfectu. The results obtained suggest that the pedagogic model adopted and the manner in which ICTs are employed determine whether ICTs lead to innovative results, not the use of ICTs alone. The average level of creativity in the group that used the creative and educommunicative model was higher than that of the group that used the traditional paradigm. C1 [Chibas-Ortiz, Felipe] Univ Sao Paulo, Sch Commun & Arts, BR-05508 Sao Paulo, Brazil. [Borroto-Carmona, Gerardo] Polytech Univ Jose Antonio Echeverria, Cujae, Havana, Cuba. [De-Almeida-Santos, Fernando] United Metropolitan Coll, Sao Paulo, Brazil. [De-Almeida-Santos, Fernando] Pontifical Catholic Univ, Sao Paulo, Brazil. RP Chibas-Ortiz, F (reprint author), Univ Sao Paulo, Sch Commun & Arts, BR-05508 Sao Paulo, Brazil. 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M., 2006, FUNDAMENTOS METODOLO LEVY P., 2004, CIBERCULTURA, P34 Martin-Barbero J, 2002, EDUCACION DESDE COMU MOORE M., 2007, EDUCACAO DISTANCIA V Morin E, 1996, PROBLEMA EPISTEMOLOG OKADA A., 2011, EDUCACAO TECNOLOGIAS, P119 PALLOFF M., 2004, ALUNO VIRTUAL GUIA T PALLOFF M., 2002, CONSTRUINDO COMUNIDA Peppler Kylie A, 2011, On the Horizon, V19, P13, DOI 10.1108/10748121111107672 PMI (PROJECT MANAGEMENT INSTITUTE), 2004, PMBOK PROJ MAN BOD K SAAD B., 2003, ESTRATEGIAS MIDIA DI Soares I., 2011, EDUCOMUNICACAO CONCE TRIANTAFYLLAKOS G., 2010, COMPUT EDUC, V56, P1 YIN R., 1989, CASE ESTUDY RES DESI NR 31 TC 1 Z9 1 U1 4 U2 28 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD JUL PY 2014 IS 43 BP 143 EP 151 DI 10.3916/C43-2014-14 PG 9 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA AK0UB UT WOS:000338130200016 ER PT J AU Hwang, GJ Hung, PH Chen, NS Liu, GZ AF Hwang, Gwo-Jen Hung, Pi-Hsia Chen, Nian-Shing Liu, Gi-Zen TI Mindtool-Assisted In-Field Learning (MAIL): An Advanced Ubiquitous Learning Project in Taiwan SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Mobile learning; Ubiquitous learning; Mindtools; Concept maps; Repertory grid ID CONCEPT MAPS; KNOWLEDGE CONSTRUCTION; TECHNOLOGY; TOOL AB Scholars have identified that learning in an authentic environment with quality contextual and procedural supports can engage students in thorough observations and knowledge construction. Moreover, the target is that students are able to experience and make sense of all of the learning activities in the real-world environment with meaningful supports, such that their learning motivation can be promoted, knowledge can be sensibly constructed, and skills can be fully developed. To develop potential tutoring strategies and learning activity models using mobile, wireless, and sensing information and communication technologies (ICT) in a real-world learning environment, a four-year national e-learning research project entitled "Mindtool-Assisted In-field Learning (MAIL)" has been funded by the National Science Council of Taiwan since 2008 in an effort to lead the development and innovation of Learning Technology. The integrated project aimed to develop Mindtool-assisted knowledge construction models, assessment models, guidance models, and reflection strategies for cutting-edge context-aware ubiquitous learning. Moreover, a series of learning activities has been conducted to examine the effectiveness of the proposed learning strategies and models. Each year, more than 1,500 students have participated in the in-field learning activities with the designed approaches. Based on the results of a series of experiments, it was found that the students' learning performance as well as their in-field inquiry ability was significantly improved, showing the effectiveness of the Mindtool-assisted ubiquitous learning approach and the success of the MAIL project. In this paper, the background, objectives, theoretical foundations, systems, research issues, applications, and findings of the MAIL project are presented. Finally, the scaling-up plan for applying these research-proven learning models to all levels of educational settings in Taiwan is also addressed. C1 [Hwang, Gwo-Jen] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei, Taiwan. 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Technol. Soc. PD APR PY 2014 VL 17 IS 2 SI SI BP 4 EP 16 PG 13 WC Education & Educational Research SC Education & Educational Research GA AI7TV UT WOS:000337103200002 ER PT J AU Pedrosa, CM Barbero, BR Miguel, AR AF Melgosa Pedrosa, Carlos Ramos Barbero, Basilio Roman Miguel, Arturo TI Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-Learning; Web3D; Virtual interactive learning; Interactive graphics; Spatial ability ID SUPPORT TOOLS AB This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which saves a significant amount of time for the teacher, as both correction and grading are automatically performed. Our aim in this study is to establish whether the application is an effective tool for learning spatial visualization. Students of engineering graphics following an industrial engineering degree course at the University of Burgos (Spain) participated in a pilot project over two academic years. The students were separated into two groups: an experimental group that studied with the ILMAGE_SV web application and a control group taught with traditional methods. Our study demonstrates that the results of both methods, with regard to the development of spatial vision, are in general equal. Nevertheless, ILMAGE_SV is more efficient for students who experience greater difficulties with spatial vision and for students with no prior knowledge of technical drawing. 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PD APR PY 2014 VL 17 IS 2 SI SI BP 142 EP 157 PG 16 WC Education & Educational Research SC Education & Educational Research GA AI7TV UT WOS:000337103200012 ER PT J AU Yueh, HP Chen, TL Lin, WJ Sheen, HJ AF Yueh, Hsiu-Ping Chen, Tzy-Ling Lin, Weijane Sheen, Horn-Jiunn TI Developing Digital Courseware for a Virtual Nano-Biotechnology Laboratory: A Design-based Research Approach SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; e-Learning Courseware Quality Checklist; Instructional design; Virtual nano-biotechnology laboratory; Nanotechnology ID EDUCATION; NANOSCIENCE; STUDENTS; MODEL AB This paper first reviews applications of multimedia in engineering education, especially in laboratory learning. It then illustrates a model and accreditation criteria adopted for developing a specific set of nanotechnology laboratory courseware and reports the design-based research approach used in designing and developing the e-learning material. According to findings of the present study, the courseware developed satisfies the "e-Learning Courseware Quality Checklist version 3.0" in most dimensions. This paper concludes by presenting the researchers' findings and problems encountered in this ongoing study, and it describes a future study plan that will include the student input regarding these laboratories. This study should contribute to the innovative use of technology in facilitating engineering laboratory learning and in instructional design practice and research. C1 [Yueh, Hsiu-Ping] Natl Taiwan Univ, Dept Bioind Commun & Dev, Taipei, Taiwan. [Chen, Tzy-Ling] Natl Chung Hsing Univ, Grad Inst Bioind Management, Taichung, Taiwan. [Lin, Weijane] Natl Taiwan Univ, Dept Lib & Informat Sci, Taipei, Taiwan. [Sheen, Horn-Jiunn] Natl Taiwan Univ, Grad Inst Appl Mech, Taipei, Taiwan. RP Yueh, HP (reprint author), Natl Taiwan Univ, Dept Bioind Commun & Dev, Taipei, Taiwan. 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Soc. PD APR PY 2014 VL 17 IS 2 SI SI BP 158 EP 168 PG 11 WC Education & Educational Research SC Education & Educational Research GA AI7TV UT WOS:000337103200013 ER PT J AU Bednarczyk, J Pauls, M Fridfinnson, J Weldon, E AF Bednarczyk, Joseph Pauls, Merril Fridfinnson, Jason Weldon, Erin TI Characteristics of evidence-based medicine training in Royal College of Physicians and Surgeons of Canada emergency medicine residencies - a national survey of program directors SO BMC MEDICAL EDUCATION LA English DT Article DE Evidence-based medicine; Medical education; Emergency medicine; E-learning; Journal club ID JOURNAL CLUB; FUTURE; EDUCATION AB Background: Recent surveys suggest few emergency medicine (EM) training programs have formal evidence-based medicine (EBM) or journal club curricula. Our primary objective was to describe the methods of EBM training in Royal College of Physicians and Surgeons of Canada (RCPSC) EM residencies. Secondary objectives were to explore attitudes regarding current educational practices including e-learning, investigate barriers to journal club and EBM education, and assess the desire for national collaboration. Methods: A 16-question survey containing binary, open-ended, and 5-pt Likert scale questions was distributed to the 14 RCPSC-EM program directors. Proportions of respondents (%), median, and IQR are reported. Results: The response rate was 93% (13/14). Most programs (85%) had established EBM curricula. Curricula content was delivered most frequently via journal club, with 62% of programs having 10 or more sessions annually. Less than half of journal clubs (46%) were led consistently by EBM experts. Four programs did not use a critical appraisal tool in their sessions (31%). Additional teaching formats included didactic and small group sessions, self-directed e-learning, EBM workshops, and library tutorials. 54% of programs operated educational websites with EBM resources. Program directors attributed highest importance to two core goals in EBM training curricula: critical appraisal of medical literature, and application of literature to patient care (85% rating 5 - "most importance", respectively). Podcasts, blogs, and online journal clubs were valued for EBM teaching roles including creating exposure to literature (4, IQR 1.5) and linking literature to clinical practice experience (4, IQR 1.5) (1-no merit, 5-strong merit). Five of thirteen respondents rated lack of expert leadership and trained faculty educators as potential limitations to EBM education. The majority of respondents supported the creation of a national unified EBM educational resource (4, IQR 1) (1-no support, 5-strongly support). Conclusions: RCPSC-EM programs have established EBM teaching curricula and deliver content most frequently via journal club. A lack of EBM expert educators may limit content delivery at certain sites. Program directors supported the nationalization of EBM educational resources. A growing usage of electronic resources may represent an avenue to link national EBM educational expertise, facilitating future collaborative educational efforts. C1 [Bednarczyk, Joseph; Pauls, Merril; Fridfinnson, Jason; Weldon, Erin] Univ Manitoba, Dept Emergency Med, Winnipeg, MB R3E 0W3, Canada. RP Bednarczyk, J (reprint author), Univ Manitoba, Dept Emergency Med, Old Basic Med Sci Bldg,T258F-770 Bannatyne Ave, Winnipeg, MB R3E 0W3, Canada. EM joseph.bednarczyk@gmail.com FU University of Manitoba Department of Emergency Medicine Resident Education Fund FX The authors wish to extend their gratitude to Darlene Scibak for contributing significant administrative support to this project. The authors also wish to acknowledge the contributions of Brenden Dufault as a consultant biostatistician. Funding was provided by the University of Manitoba Department of Emergency Medicine Resident Education Fund. 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Educ. PD MAR 21 PY 2014 VL 14 AR 57 DI 10.1186/1472-6920-14-57 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF1GX UT WOS:000334463500002 PM 24650317 ER PT J AU Jang, HW Kim, KJ AF Jang, Hye Won Kim, Kyong-Jee TI Use of online clinical videos for clinical skills training for medical students: benefits and challenges SO BMC MEDICAL EDUCATION LA English DT Article ID INSTRUCTION; TECHNOLOGY; CURRICULUM; OSCE AB Background: Multimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources. Methods: A mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos. Results: 411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos. Conclusions: The present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources. C1 [Jang, Hye Won] Sungkyunkwan Univ, Sch Med, Dept Social & Prevent Med, Suwon 440746, Gyeonggi Do, South Korea. [Kim, Kyong-Jee] Dongguk Univ, Sch Med, Dept Med Educ, Goyang Si 410820, Gyeonggi Do, South Korea. RP Kim, KJ (reprint author), Dongguk Univ, Sch Med, Dept Med Educ, 32 Dongguk Ro, Goyang Si 410820, Gyeonggi Do, South Korea. EM kjkim@dongguk.ac.kr RI Kim, Kyong-Jee/K-1278-2012 OI Kim, Kyong-Jee/0000-0002-1936-5128 CR AAMC, 2008, REC CLIN SKILLS CURR Artino AR, 2010, MED EDUC, V44, P1203, DOI 10.1111/j.1365-2923.2010.03712.x Clay CA, 2011, NURS EDUC TODAY, V31, P582, DOI 10.1016/j.nedt.2010.10.011 De Vellis R., 2003, SCALE DEV THEORY APP Dinscore Amanda, 2010, Medical Reference Services Quarterly, V29, P10, DOI 10.1080/02763860903484996 Duvivier RJ, 2012, ADV HEALTH SCI EDUC, V17, P339, DOI 10.1007/s10459-011-9312-5 Gormley GJ, 2009, MED TEACH, V31, pE6, DOI 10.1080/01421590802334317 Hansen M, 2011, J MED INTERNET RES, V13, DOI 10.2196/jmir.1596 Harden R, 2013, 10 AS PAC MED ED C 1 Jowett N, 2007, AM J SURG, V193, P237, DOI 10.1016/j.amjsurg.2006.11.003 Khogali SEO, 2011, MED TEACH, V33, P311, DOI 10.3109/0142159X.2011.540270 Kim KJ, 2009, MED TEACH, V31, pE397, DOI 10.1080/01421590902744902 Lee JC, 2007, EMERG MED AUSTRALAS, V19, P241, DOI 10.1111/j.1742-6723.2007.00976.x Lee YM, 2006, MED TEACH, V28, P377, DOI 10.1080/01421590600627086 Lenchus J, 2011, MED TEACH, V33, P116, DOI 10.3109/0142159X.2010.509412 Looi CK, 2010, BRIT J EDUC TECHNOL, V41, P154, DOI 10.1111/j.1467-8535.2008.00912.x Mavis B, 2001, ADV HEALTH SCI EDUC, V6, P93, DOI 10.1023/A:1011404132508 Mayer RE, 2010, MED EDUC, V44, P543, DOI 10.1111/j.1365-2923.2010.03624.x McMahon GT, 2006, NEW ENGL J MED, V354, P1635, DOI 10.1056/NEJMe068044 Sandars J, 2012, MED TEACH, V34, P534, DOI 10.3109/0142159X.2012.671560 Topps D, 2013, ACAD MED, V88, P192, DOI 10.1097/ACM.0b013e31827c5352 Xeroulis GJ, 2007, SURGERY, V141, P442, DOI 10.1016/j.surg.2006.09.012 NR 22 TC 10 Z9 10 U1 6 U2 26 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 MAR 21 PY 2014 VL 14 AR 56 DI 10.1186/1472-6920-14-56 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF1GX UT WOS:000334463500001 PM 24650290 ER PT J AU Moazami, F Bahrampour, E Azar, MR Jahedi, F Moattari, M AF Moazami, Fariborz Bahrampour, Ehsan Azar, Mohammad Reza Jahedi, Farzad Moattari, Marzieh TI Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study SO BMC MEDICAL EDUCATION LA English DT Article ID SCHOOL AB Background: The importance of using technologies such as e-learning in different disciplines is discussed in the literature. Researchers have measured the effectiveness of e-learning in a number of fields. Considering the lack of research on the effectiveness of online learning in dental education particularly in Iran, the advantages of these learning methods and the positive university atmosphere regarding the use of online learning. This study, therefore, aims to compare the effects of two methods of teaching (virtual versus traditional) on student learning. Methods: This post-test only design study approached 40, fifth year dental students of Shiraz University of Medical Sciences. From this group, 35 students agreed to participate. These students were randomly allocated into two groups, experimental (virtual learning) and comparison (traditional learning). To ensure similarity between groups, we compared GPAs of all participants by the Mann-Whitney U test (P > 0.05). The experimental group received a virtual learning environment courseware package specifically designed for this study, whereas the control group received the same module structured in a traditional lecture form. The virtual learning environment consisted of online and offline materials. Two identical valid, reliable post-tests that consisted of 40 multiple choice questions (MCQs) and 4 essay questions were administered immediately (15 min) after the last session and two months later to assess for knowledge retention. Data were analyzed by SPSS version 20. Results: A comparison of the mean knowledge score of both groups showed that virtual learning was more effective than traditional learning (effect size = 0.69). Conclusion: The newly designed virtual learning package is feasible and will result in more effective learning in comparison with lecture-based training. However further studies are needed to generalize the findings of this study. C1 [Moazami, Fariborz; Bahrampour, Ehsan; Azar, Mohammad Reza; Jahedi, Farzad; Moattari, Marzieh] Shiraz Univ Med Sci, Sch Dent, Dept Endodont, Shiraz, Iran. RP Azar, MR (reprint author), Shiraz Univ Med Sci, Sch Dent, Dept Endodont, Shiraz, Iran. EM azarm@sums.ac.ir RI Azar, Mohammad Reza/H-2842-2016; OI Azar, Mohammad Reza/0000-0003-3963-0512; Moazami, Fariborz/0000-0002-3035-2926 FU Vice-chancellory of Shiraz University of Medical Sciences [89-5179] FX The authors thank the Vice-chancellory of Shiraz University of Medical Sciences for supporting this research (Grant #89-5179). This manuscript is based on the thesis by Ehsan Bahrampour. The authors also thank Dr. Zarea and Dr. Vosoogh of the Center of Research Improvement of the School of Dentistry for the statistical analysis. 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Educ. PD MAR 5 PY 2014 VL 14 AR 45 DI 10.1186/1472-6920-14-45 PG 5 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF1EN UT WOS:000334457300001 PM 24597923 ER PT J AU Knox, S Cullen, W Dunne, C AF Knox, Shane Cullen, Walter Dunne, Colum TI Continuous Professional Competence (CPC) for Irish paramedics and advanced paramedics: a national study SO BMC MEDICAL EDUCATION LA English DT Article DE Paramedics; Advanced paramedics; Continuous professional development; CPD; Continuous professional competence ID MEDICAL-EDUCATION; NEEDS-ASSESSMENT AB Background: Internationally, continuing professional competence (CPC) is an increasingly important issue for all health professionals. With the imminent introduction of a CPC framework for paramedics and advanced paramedics (APs) in Ireland, this paper aims to identify factors that will inform the implementation of this CPC framework by seeking stakeholder input into the development of a CPC model for use by the regulatory body. Our secondary objective is to determine the attitudes of registrants towards CPC and what they consider as optimal educational outcomes and activities, for the purposes of CPC. Methods: All paramedics and APs registered in Ireland (n = 1816) were invited by email to complete an anonymous on-line survey. The study instrument was designed based on CPD questionnaires used by other healthcare professions. Quantitative and qualitative analyses were performed. Results: The overall response rate was 43% (n = 789), with 82% of APs and 38% of paramedics participating. Eighty-nine per cent agreed that registration was of personal importance; 74% agreed that evidence of CPC should be maintained and 39% believed that persistent failure to meet CPC requirements should mandate denial of registration. From a pre-determined list of activities, respondents indicated practical training scenarios (94%), cardiac re-certification (92%), e-learning supplemented by related practice (90%) and training with simulation manikins (88%) were most relevant, while e-learning alone (36%), project work (27%) and reading journal articles (24%) were least relevant. Conclusions: Irish Paramedics and APs are supportive of CPC linked with their professional development and registration. Blended learning, involving evidence of patient contact, team-based learning and practical skills are preferred CPC activities. C1 [Knox, Shane; Cullen, Walter; Dunne, Colum] Univ Limerick, Grad Entry Med Sch, Limerick, Ireland. [Knox, Shane] Natl Ambulance Serv Coll, Dublin, Ireland. RP Knox, S (reprint author), Univ Limerick, Grad Entry Med Sch, Limerick, Ireland. 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Educ. PD MAR 2 PY 2014 VL 14 AR 41 DI 10.1186/1472-6920-14-41 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF1DZ UT WOS:000334455900001 PM 24580830 ER PT J AU Nesterowicz, K Librowski, T Edelbring, S AF Nesterowicz, Krzysztof Librowski, Tadeusz Edelbring, Samuel TI Validating e-learning in continuing pharmacy education: user acceptance and knowledge change SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Continuing pharmacy education; Lifelong learning; Just-in-time learning ID MEDICAL-EDUCATION; INSTRUCTION AB Background: Continuing pharmacy education is becoming mandatory in most countries in order to keep the professional license valid. Increasing number of pharmacists are now using e-learning as part of their continuing education. Consequently, the increasing popularity of this method of education calls for standardization and validation practices. The conducted research explored validation aspects of e-learning in terms of knowledge increase and user acceptance. Methods: Two e-courses were conducted as e-based continuing pharmacy education for graduated pharmacists. Knowledge increase and user acceptance were the two outcome measured. The change of knowledge in the first e-course was measured by a pre-and post-test and results analysed by the Wilcoxon signed-rank test. The acceptance of e-learning in the second e-course was investigated by a questionnaire and the results analysed using descriptive statistics. Results: Results showed that knowledge increased significantly (p < 0.001) by 16 pp after participation in the first e-course. Among the participants who responded to the survey in the second course, 92% stated that e-courses were effective and 91% stated that they enjoyed the course. Conclusions: The study shows that e-learning is a viable medium of conducting continuing pharmacy education; e-learning is effective in increasing knowledge and highly accepted by pharmacists from various working environments such as community and hospital pharmacies, faculties of pharmacy or wholesales. C1 [Nesterowicz, Krzysztof; Librowski, Tadeusz] Jagiellonian Univ, Dept Radioligands, Coll Med, Fac Pharm, PL-30688 Krakow, Poland. [Edelbring, Samuel] Karolinska Inst, Dept Learning Informat Management & Eth, S-17177 Stockholm, Sweden. RP Nesterowicz, K (reprint author), Jagiellonian Univ, Dept Radioligands, Coll Med, Fac Pharm, Med 9 St, PL-30688 Krakow, Poland. 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Educ. PD FEB 15 PY 2014 VL 14 AR 33 DI 10.1186/1472-6920-14-33 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AF0EK UT WOS:000334384400004 PM 24528547 ER PT J AU Back, DA Haberstroh, N Antolic, A Sostmann, K Schmidmaier, G Hoff, E AF Back, David A. Haberstroh, Nicole Antolic, Andrea Sostmann, Kai Schmidmaier, Gerhard Hoff, Eike TI Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Orthopedics; Traumatology; Problem-based learning; Blended learning ID MEDICAL-STUDENTS; CLINICAL EDUCATION; ACCEPTANCE; CURRICULUM; SURGERY; TRIAL AB Background: While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods: The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results: Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions: This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. C1 [Back, David A.] German Armed Forces Hosp Berlin, Dept Traumatol & Orthoped, D-10115 Berlin, Germany. [Back, David A.] Charite, Campus Virchow Klinikum, Dieter Scheffner Ctr Med Teaching & Educ Res, D-13353 Berlin, Germany. [Haberstroh, Nicole; Hoff, Eike] Charite, Dept Orthoped, Ctr Musculoskeletal Surg, D-13353 Berlin, Germany. [Antolic, Andrea] Charite, Reformed Med Track Program, D-13353 Berlin, Germany. [Sostmann, Kai] Charite, Dieter Scheffner Ctr Med Teaching & Educ Res, D-13353 Berlin, Germany. [Schmidmaier, Gerhard] Heidelberg Univ, Dept Orthoped Traumatol & Paraplegiol, Heidelberg, Germany. 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Educ. PD JAN 27 PY 2014 VL 14 AR 17 DI 10.1186/1472-6920-14-17 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 297WC UT WOS:000330284800001 PM 24690365 ER PT J AU Lee, YH Hsiao, C Purnomo, SH AF Lee, Yi-Hsuan Hsiao, Chan Purnomo, Sutrisno Hadi TI An empirical examination of individual and system characteristics on enhancing e-learning acceptance SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID STRUCTURAL EQUATION MODEL; TECHNOLOGY ACCEPTANCE; PERCEIVED EASE; INFORMATION-TECHNOLOGY; SELF-EFFICACY; USER ACCEPTANCE; INTRINSIC MOTIVATION; BEHAVIORAL INTENTION; GENDER-DIFFERENCES; EXTENSION AB Due to the continued prevalence of e-learning underutilization in Indonesia's higher education context, this study empirically examines individual and system characteristics believed to influence students' acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology Acceptance Model using the Structural Equation Modelling technique. This study found that both individual characteristics, computer self-efficacy and internet self-efficacy, play an important role, indirectly affecting perceived intention to use e-learning. The system characteristics including learning content and technology accessibility have been found to significantly influence learners' acceptance behaviours. Both perceived ease of use and perceived usefulness were found to be significant predictors of perceived intention to use. Additionally, perceived usefulness was found to have more predictive power than perceived ease of use on behavioural intention to use. This study contributes to a better understanding of how to enhance e-learning acceptance through improvement in individual and system characteristics. C1 [Lee, Yi-Hsuan] Natl Cent Univ, Taipei, Taiwan. 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J. Educ. Technol. PY 2014 VL 30 IS 5 BP 562 EP 579 PG 18 WC Education & Educational Research SC Education & Educational Research GA AW2GY UT WOS:000346107500007 ER PT J AU Chen, CH AF Chen, Ching-Huei TI An adaptive scaffolding e-learning system for middle school students' physics learning SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID PRIOR KNOWLEDGE; COMPUTER-SIMULATIONS; WEB; HYPERMEDIA; ENVIRONMENT; MOTIVATION; EDUCATION; PROMPTS; ONLINE; REFLECTION AB This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and effectiveness of this adaptive scaffolding e-learning system are discussed and evaluated. An experiment was conducted within the domain of velocity and acceleration. 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PY 2014 VL 30 IS 3 BP 342 EP 355 PG 14 WC Education & Educational Research SC Education & Educational Research GA AP8DF UT WOS:000342307900008 ER PT J AU Raspopovic, M Jankulovic, A Runic, J Lucic, V AF Raspopovic, Miroslava Jankulovic, Aleksandar Runic, Jovana Lucic, Vanja TI Success Factors for e-Learning in a Developing Country: A Case Study of Serbia SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-Learning; distance learning; assessment factors ID DISTANCE EDUCATION; SYSTEMS SUCCESS; QUALITY; MODEL; PERFORMANCE; ACCEPTANCE; MANAGEMENT; PERCEPTION AB In this paper, DeLone and McLean's updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based on courses that were taught both online and traditionally in three different subject areas: graphic design, information technology, and management. Of particular interest were success metrics which can be determined using quantifiable data from the e-Learning system itself, in order to evaluate and find the relationship between students' academic achievement, usage of learning materials, and students' satisfaction. The results from different courses were used to illustrate the implementation and evaluation of these success metrics for both online and traditional students. C1 [Raspopovic, Miroslava; Jankulovic, Aleksandar; Runic, Jovana] Belgrade Metropolitan Univ, Belgrade, Serbia. [Lucic, Vanja] Yew Wah Sch Shanghai, Shanghai, Peoples R China. 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Rev. Res. Open Distance Learn. PY 2014 VL 15 IS 3 BP 1 EP 23 PG 23 WC Education & Educational Research SC Education & Educational Research GA AP9NH UT WOS:000342406000002 ER PT J AU Chang, CS Shen, HY Liu, EZF AF Chang, Chiungsui Shen, Hun-Yi Liu, Eric Zhi-Feng TI University Faculty's Perspectives on the Roles of E-Instructors and Their Online Instruction Practice SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Roles of e-instructor; online instruction; faculty's perceptions and practices; higher education ID PEDAGOGICAL ROLES; TEACHERS; COMPETENCES; TECHNOLOGY; CLASSROOM; BELIEFS; OPPORTUNITIES; EXPERIENCES; ENVIRONMENT; INFORMATION AB Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. 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A., 2000, E EVERYTHING, P21 West RE, 2007, ETR&D-EDUC TECH RES, V55, P1, DOI 10.1007/s11423-006-9018-1 Zayim N, 2006, EDUC TECHNOL SOC, V9, P213 Zhou G., 2007, INT J TEACHING LEARN, V19, P140 NR 57 TC 1 Z9 1 U1 2 U2 6 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2014 VL 15 IS 3 BP 72 EP 92 PG 21 WC Education & Educational Research SC Education & Educational Research GA AP9NH UT WOS:000342406000005 ER PT J AU Hillen, SA Landis, M AF Hillen, Stefanie A. Landis, Melodee TI Two Perspectives on E-Learning Design: A Synopsis of a U. S. and a European Analysis SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning design; instructional design; educational philosophies; media-didactics; general didactics ID EDUCATION; ATTENTION AB This article seeks to examine e-learning design arising from two educational traditions: the United States of America and Europe. The research question is: Broadly, what kinds of pedagogy, instructional design models, or didactical models are established and proposed for e-learning design on the two continents? Two researchers examined multiple articles and texts in an effort to discern the prominent approaches in their respective regions. The analysis is tripartite: First, the educational philosophies, which have guided e-learning design on each continent, will be presented; second, specific theories about learning influencing e-learning design will be discussed; and finally, e-learning design, which arises from innovative instructional strategies, will be investigated. The resulting analysis brings to the surface not only how the values that underpin e-learning development in each region differ but also how specific perspectives influence the respective fields. The researchers acknowledge these differences but also remark on the historic and contemporary symbiosis that has endured even in this relatively new field of e-learning. C1 [Hillen, Stefanie A.] Univ Agder, Kristiansand, Norway. [Landis, Melodee] Univ Nebraska, Omaha, NE 68182 USA. RP Hillen, SA (reprint author), Univ Agder, Kristiansand, Norway. 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SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Blended e-learning; self-assessment; electrical machinery; learning performance AB The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. 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PY 2014 VL 15 IS 2 BP 213 EP 231 PG 19 WC Education & Educational Research SC Education & Educational Research GA AP9NG UT WOS:000342405900012 ER PT J AU Teras, H Herrington, J AF Teraes, Hanna Herrington, Jan TI Neither the Frying Pan nor the Fire: In Search of a Balanced Authentic e-Learning Design through an Educational Design Research Process SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Authentic learning; e-learning; educational design research; professional development ID TEACHER PROFESSIONAL-DEVELOPMENT AB Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development. C1 [Teraes, Hanna] Curtin Univ, Bentley, WA 6102, Australia. [Herrington, Jan] Murdoch Univ, Murdoch, WA 6150, Australia. RP Teras, H (reprint author), Curtin Univ, Bentley, WA 6102, Australia. CR Anderson T, 2012, EDUC RESEARCHER, V41, P16, DOI 10.3102/0013189X11428813 Brown A. 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PY 2014 VL 15 IS 2 BP 232 EP 253 PG 22 WC Education & Educational Research SC Education & Educational Research GA AP9NG UT WOS:000342405900013 ER PT J AU Baxter, JA Haycock, J AF Baxter, Jacqueline Aundree Haycock, Jo TI Roles and Student Identities in Online Large Course Forums: Implications for Practice SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online forums; online identities; online learning; higher education; e-learning ID PARTICIPATION; COMMUNITY AB The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity. C1 [Baxter, Jacqueline Aundree; Haycock, Jo] Open Univ, Milton Keynes, Bucks, England. RP Baxter, JA (reprint author), Open Univ, Milton Keynes, Bucks, England. CR Akyol Z, 2011, INTERNET HIGH EDUC, V14, P183, DOI 10.1016/j.iheduc.2011.01.005 Anderson T, 2012, EDUC TECHNOL SOC, V15, P380 Angelaki C., 2013, EUROPEAN J OPEN DIST, V16, P78 Ardichvili A., 2003, Journal of Knowledge Management, V7, P64, DOI 10.1108/13673270310463626 Baxter J., 2011, INVESTIGATION ROLE P Baxter J., 2011, PUBLIC SECTOR PROFES Baxter J., 2010, 21 CENT AC ID C Baxter J., 2010, STUDENT PROGR EFFECT Baxter J., 2012, EUROPEAN J OPEN DIST, V1 Baxter J., 2012, INT REV RES OPEN DIS, V13 Bridley D. 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K., 1998, ACTIVE LEARNING DEC, P3 Salmon G., 2002, MODERATING KEY TEACH Shea P, 2009, COMPUT EDUC, V52, P543, DOI 10.1016/j.compedu.2008.10.007 Sikes P., 2008, RES ED INSIDE INVEST Kollock Peter, 1999, COMMUNITIES CYBERSPA Thomas MJW, 2002, J COMPUT ASSIST LEAR, V18, P351, DOI 10.1046/j.0266-4909.2002.03800.x Wenger E., 1998, COMMUNITIES PRACTICE Xie K., 2006, J EDUC COMPUT RES, V34, P67, DOI DOI 10.2190/7BAK-EGAH-3MH1-K7C6 NR 47 TC 0 Z9 0 U1 4 U2 36 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2014 VL 15 IS 1 PG 21 WC Education & Educational Research SC Education & Educational Research GA AP9NF UT WOS:000342405800003 ER PT J AU Emelyanova, N Voronina, E AF Emelyanova, Natalya Voronina, Elena TI Introducing a Learning Management System at a Russian University: Students' and Teachers' Perceptions SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Higher education; e-learning; online learning; learning management systems; LMS ID CRITICAL SUCCESS FACTORS; SATISFACTION; LMS; LENS AB Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers' and students' perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics - HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system's convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students' and teachers' perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper. C1 [Emelyanova, Natalya; Voronina, Elena] Natl Res Univ, Higher Sch Econ, Moscow, Russia. RP Emelyanova, N (reprint author), Natl Res Univ, Higher Sch Econ, Moscow, Russia. CR Abrahams D., 2010, J APPL RES HIGHER ED, V2, P34, DOI DOI 10.1108/17581184201000012 Abrahams D., 2004, THESIS CORNEL U US Al-Busaidi KA, 2012, J COMPUT HIGH EDUC, V24, P18, DOI 10.1007/s12528-011-9051-x Alfadly A. 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PY 2014 VL 15 IS 1 PG 18 WC Education & Educational Research SC Education & Educational Research GA AP9NF UT WOS:000342405800014 ER PT J AU Harrison, R Gemmell, I Reed, K AF Harrison, Roger Gemmell, Isla Reed, Katie TI Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master's Programme in Public Health SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Supervision; dissertations; thesis; master's degree; postgraduate; satisfaction ID PERCEPTIONS; ONLINE; EDUCATION; SUPERVISION AB Introduction Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master's degree. The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master's programme in public health. Methods All students submitting a dissertation as part of their master's programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. Results Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included 'self development', 'peer support', and 'writing skills'. Conclusions Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master's level dissertation course. C1 [Harrison, Roger; Gemmell, Isla; Reed, Katie] Univ Manchester, Manchester M13 9PL, Lancs, England. RP Harrison, R (reprint author), Univ Manchester, Manchester M13 9PL, Lancs, England. RI yan, liu/A-1822-2015 OI yan, liu/0000-0001-8517-1084 CR Abrami P. 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Rev. Res. Open Distance Learn. PY 2014 VL 15 IS 1 PG 21 WC Education & Educational Research SC Education & Educational Research GA AP9NF UT WOS:000342405800010 ER PT J AU Thalmann, S AF Thalmann, Stefan TI Adaptation criteria for the personalised delivery of learning materials: A multi-stage empirical investigation SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID VISUAL ANALOG SCALES; EDUCATIONAL HYPERMEDIA; ADAPTIVE HYPERMEDIA; DESIGN; OBJECTS; SYSTEMS; WEB AB Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of content upfront, which is a laborious task - and organizations have to target their limited resources effectively. In order to guide the process of creating adaptive learning materials, the criteria for adaptation - or adaptation needs - have to be known. The aim of this paper is to identify these adaptation criteria, applying a mixed method procedure. First, thirty adaptive systems selected from the literature are investigated using a qualitative content analysis. Then, the resulting set of adaptation criteria is validated by experts in the form of a series of two online questionnaires. As a result, a set of 13 adaptation criteria representing different adaptation needs emerge. C1 Univ Innsbruck, Sch Management, A-6020 Innsbruck, Austria. RP Thalmann, S (reprint author), Univ Innsbruck, Sch Management, A-6020 Innsbruck, Austria. 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PY 2014 VL 30 IS 1 BP 45 EP 60 PG 16 WC Education & Educational Research SC Education & Educational Research GA AF2ZN UT WOS:000334581100005 ER PT J AU Chen, YF Mo, HE AF Chen, Yu-Fen Mo, Huai-en TI Users' perspectives on tour-guide training courses using 3D tourist sites SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID INFORMATION-TECHNOLOGY; GENDER; ENVIRONMENTS AB Taiwan is currently attempting to develop itself into a twenty-first century tourist hub to take advantage of today's thriving global tourism economy. In the coming years, Taiwan anticipates an urgent demand for tour guides, and there is a clear need for training solutions that can serve a rapidly growing population. Computer-mediated virtual 3D situated tourist sites (3D-STS) may provide an efficient solution. This study investigates users' perspectives on a specially developed tour-guide training course employing 3D-STS technology. After participants completed the course, their responses to a survey questionnaire and follow-up interviews were compiled for statistical analysis. The results indicated that the overall experience of 3D-STS was satisfactory for trainees and showed a significant difference in the perspectives on 3D-STS of male and female trainees. However, one essential limitation of the study, that is, insufficient familiarity with the multiple advanced technologies, must be acknowledged. This could be a major obstacle for some users, interfering with their ability to access and process e-learning content. For more effective training outcomes for tour guides, the dynamic nature of 3D-STS as well as the characteristics of course content for tour guides should be considered carefully. C1 [Chen, Yu-Fen] Chihlee Inst Technol, New Taipei City, Taiwan. [Mo, Huai-en] Natl Taiwan Normal Univ, Taipei, Taiwan. RP Chen, YF (reprint author), Chihlee Inst Technol, New Taipei City, Taiwan. 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PY 2014 VL 30 IS 1 BP 80 EP 91 PG 12 WC Education & Educational Research SC Education & Educational Research GA AF2ZN UT WOS:000334581100007 ER PT J AU Kong, SC Chan, TW Griffin, P Hoppe, U Huang, RH Kinshuk Looi, CK Milrad, M Norris, C Nussbaum, M Sharples, M So, WMWN Soloway, E Yu, SQ AF Kong, Siu Cheung Chan, Tak-Wai Griffin, Patrick Hoppe, Ulrich Huang, Ronghuai Kinshuk Looi, Chee Kit Milrad, Marcelo Norris, Cathleen Nussbaum, Miguel Sharples, Mike So, Wing Mui Winnie Soloway, Elliot Yu, Shengquan TI E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-leaming; School education; 21st century skills; Research issues; Policy implications ID CLASSROOMS; FRAMEWORK; ENVIRONMENT; CHALLENGES; DESIGN AB One of the curriculum goals of e-learning in school education is to develop learners for 21st century skills through their daily learning activities. This paper aims to discuss the research issues and policy implications critical for achieving such a curriculum goal. A review of literature in the related fields indicates that K-12 schools should take advantage of e-learning to maximize learning opportunities of learners for the development of 21st century skills. We identify six research issues critical for e-learning in school education, namely the realization of developing 21st century skills of learners; the bridging of the gap between curriculum in school and situations in society; the maximization of learning opportunities in the learning process; the collection of evidence of improvement and building awareness of progress; the assessment of 21st century skills; and the provision of teacher development for enculturating learners to develop 21st century skills. We recommend the relevant stakeholders across different countries/regions to consider policies on the goal-setting of curriculum addressing 21st century skills development and bridging gap between school and society; on the availability of digital technology for school education; on the privacy/legal issues of learning data in e-learning process; and on the teacher development for pre-service and in-service teachers. C1 [Kong, Siu Cheung; So, Wing Mui Winnie] Hong Kong Inst Educ, Hong Kong, Hong Kong, Peoples R China. [Chan, Tak-Wai] Natl Cent Univ, Zhongli City, Taiwan. [Griffin, Patrick] Univ Melbourne, Melbourne, Vic 3010, Australia. [Hoppe, Ulrich] Univ Duisburg Essen, Essen, Germany. [Huang, Ronghuai; Yu, Shengquan] Beijing Normal Univ, Beijing 100875, Peoples R China. [Kinshuk] Athabasca Univ, Athabasca, AB, Canada. [Looi, Chee Kit] Nanyang Technol Univ, Singapore, Singapore. [Milrad, Marcelo] Linnaeus Univ, Kalmar, Sweden. [Norris, Cathleen] Univ N Texas, Denton, TX 76203 USA. [Nussbaum, Miguel] Catholic Univ Chile, Santiago, Chile. [Soloway, Elliot] Univ Michigan, Ann Arbor, MI 48109 USA. RP Kong, SC (reprint author), Hong Kong Inst Educ, Hong Kong, Hong Kong, Peoples R China. EM sckong@ied.edu.hk; chan@cl.ncu.edu.tw; p.griffin@unimelb.edu.au; hoppe@collide.info; huangrh@bnu.edu.cn; kinshuk@athabascau.ca; cheekit.looi@nie.edu.sg; marcelo.milrad@lnu.se; norris@unt.edu; mn@ing.puc.cl; mike.sharples@open.ac.uk; wiso@ied.edu.hk; soloway@umich.edu; yusq@bnu.edu.cn RI Nussbaum, Miguel/D-1341-2013 OI Nussbaum, Miguel/0000-0001-5617-5983 CR Alvarez C, 2013, COMPUT EDUC, V63, P368, DOI 10.1016/j.compedu.2012.12.019 Caballero D, 2014, COMPUT EDUC, V70, P203, DOI 10.1016/j.compedu.2013.08.004 Chan TW, 2010, J COMPUT ASSIST LEAR, V26, P28, DOI 10.1111/j.1365-2729.2009.00342.x Claro M, 2012, COMPUT EDUC, V59, P1042, DOI 10.1016/j.compedu.2012.04.004 Cox MJ, 2013, J COMPUT ASSIST LEAR, V29, P85, DOI 10.1111/j.1365-2729.2012.00483.x Dillenbourg P, 2013, COMPUT EDUC, V69, P485, DOI 10.1016/j.compedu.2013.04.013 Ferguson Rebecca, 2012, International Journal of Technology Enhanced Learning, V4, P304 Gut DM, 2011, EXPLOR EDUC PURP, V13, P137, DOI 10.1007/978-94-007-0268-4_7 Herrington J., 2006, DISTANCE EDUC, V27, P233, DOI DOI 10.1080/01587910600789639 Herrington Jan, 2007, Educational Media International, V44, P219, DOI 10.1080/09523980701491666 Herrington J., 2007, Journal of Computing in Higher Education, V19, P80 Hoffman J., 2010, EDUCATION, V3-13, p[38, 1, 47] Hoppe H. 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Technol. Soc. PD JAN PY 2014 VL 17 IS 1 BP 70 EP 78 PG 9 WC Education & Educational Research SC Education & Educational Research GA AC7ZE UT WOS:000332752000007 ER PT J AU Si, J Kim, D Na, C AF Si, Jihyun Kim, Dongsik Na, Chungsoo TI Adaptive Instruction to Learner Expertise with Bimodal Process-oriented Worked-out Examples SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adaptive instruction; Cognitive load theory; Process-oriented WOE; Instructional efficiency; E-learning; Learner expertise; Modality effect ID COGNITIVE LOAD THEORY; KNOWLEDGE STRUCTURES; MENTAL EFFORT; PERFORMANCE; EFFICIENCY; ENVIRONMENTS; ARCHITECTURE; SELECTION; DESIGN AB This study investigated the instructional efficiency of adaptive instruction to learner expertise in the domain of C programming language with college students. It also aimed to investigate whether a bimodal process-oriented worked-out example (WOE) could effectively control extraneous cognitive load and further improve instructional efficiency. For this purpose, a learner-paced problem-solving e-learning environment was developed. A total of 112 college students participated and they were randomly divided into four groups (adaptive and bimodal, adaptive and unimodal, fixed and bimodal, and fixed and unimodal) when they logged into the problem-solving e-learning environment. After removing uncompleted or repeated data, data from 96 students were used for a series of ANOVA and ANCOVA. The findings showed that the adaptive instruction groups showed significantly higher instructional efficiency than the fixed instruction groups. Although there was no significant difference between the bimodal and the unimodal WOE groups, the bimodal WOE groups showed lower mental effort, higher knowledge acquisition, and instructional efficiency. 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Technol. Soc. PD JAN PY 2014 VL 17 IS 1 BP 332 EP 344 PG 13 WC Education & Educational Research SC Education & Educational Research GA AC7ZE UT WOS:000332752000028 ER PT J AU Hernandez-Selles, N Gonzalez-Sanmamed, M Munoz-Carril, P AF Hernandez-Selles, Nuria Gonzalez-Sanmamed, Mercedes Munoz-Carril, Pablo TI Planning Collaborative Learning in Virtual Environments SO COMUNICAR LA Spanish DT Article DE Collaborative learning; group agreements; virtual environment; university; e-learning; CSCL; formal education; planning ID SCRIPTS AB Collaborative learning has a strong presence in technology-supported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a non-experimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCL-based subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning. C1 [Hernandez-Selles, Nuria] La Salle Univ, Dept E Learning, Ctr Super Estudios, Madrid, Spain. [Gonzalez-Sanmamed, Mercedes] Univ A Coruna, Dept Pedag & Didact, Fac Ciencias Educ, La Coruna, Spain. [Munoz-Carril, Pablo] Univ Santiago de Compostela, Dept Didact & OE, Fac Formac Prof, Lugo, Spain. RP Hernandez-Selles, N (reprint author), La Salle Univ, Dept E Learning, Ctr Super Estudios, Madrid, Spain. EM nuria@lasallecampus.es; mercedes@udc.es; pablocesar.munoz@usc.es RI Munoz Carril, Pablo Cesar/I-4380-2013; OI Munoz Carril, Pablo Cesar/0000-0001-5417-8136; Hernandez-Selles, Nuria/0000-0002-6974-9672 CR Barbera E., 2004, EDUCAR CON AULAS VIR Bates A. W., 2011, MANAGING TECHNOLOGY Brush TA, 1998, ETR&D-EDUC TECH RES, V46, P5, DOI 10.1007/BF02299758 Hernandez F., 1997, METODOS INVESTIGACIO Chapman C, 2005, INNOV EDUC TEACH INT, V42, P217, DOI 10.1080/01587910500167910 Cohen L., 1990, METODOS INVESTIGACIO Dillenbourg P., 2003, ARGUING LEARN CONFRO, P7 Dillenbourg P., 2002, INAUGURAL ADDRESS 3, P61 Dillenbourg P, 2008, INT J COMP-SUPP COLL, V3, P5, DOI 10.1007/s11412-007-9033-1 Escofet A., 2012, ENSENANZA TEACHING, V30, P85 Exley K., 2007, ENSENANZA PEQUENOS G FELDER R., 2001, CHEM ENG EDUC, V35, P102 Garrison D. R., 2006, J ASYNCHRONOUS LEARN, V10, P25 Gros B., 2004, TEORIA EDUCACION, V5 Guitert M., 2011, ELC RES PAPER SERIES, V2, P5 GUITERT M., 2003, PROCES TREBALL APRES Haake JM, 2010, INT J COMP-SUPP COLL, V5, P191, DOI 10.1007/s11412-010-9083-7 Harasim L., 2000, REDES APRENDIZAJE GU HERNANDEZ-SELLES N., 2012, INDIVISA, V13, P171 HERNANDEZ-SELLES N., 2012, REDU, V10 HILTZ S., 2001, J ASYNCHRONOUS LEARN, V4, P103 Isotani S, 2009, INT J COMP-SUPP COLL, V4, P445, DOI 10.1007/s11412-009-9072-x Johnson D., 1999, APRENDER JUNTOS SOLO JOHNSON D., 1993, APRENDIZA JE COOPERA Kirschner P. A., 2002, 3 WORLDS CSCL CAN WE LEBRUN M., 2004, QUALITY EXPECTED HAR McMillan J., 2005, INVESTIGACION ED Medina R., 2008, P 8 INT C LEARN SCI, P59 Muehlenbrock M., 2006, INT J E LEARNING IJE, V5, P19 Munoz P. C., 2013, INT REV RES OPEN DIS, V14, P462 Oakley Barbara, 2004, J STUDENT CTR LEARNI, V2, P9 Onrubia J, 2012, INT J COMP-SUPP COLL, V7, P161, DOI 10.1007/s11412-011-9125-9 Palloff R., 1999, BUILDING LEARNING CO PEREZ-MATEO M., 2012, COMPUT EDUC, V58, P1234, DOI [10.1016/j.compedu.2011.12.014, DOI 10.1016/J.C0MPEDU.2011.12.014] Picciano A. G., 2002, J ASYNCHRONOUS LEARN, V6, P21 PUJOLAS P., 2008, NUEVE IDEAS CLAVE AP Roberts T., 2005, COMPUTER SUPPORTED C, P1 Rodriguez JL, 2001, ANUARIO PSICOLOGIA, V32, P63 Roman P., 2002, EDUCAR RED INTERNET, P113 Rubia B., 2010, TENDENCIAS PEDAGOGIC, V16, P89 SANGRA A., 2010, EA20100059 MIN ED PR Scardamalia M., 1994, J LEARN SCI, V3, P265, DOI DOI 10.1207/S15327809JLS0303_3 SLAVIN R., 1985, LEARNING COOPERATE C, DOI [10.1007/978-1-4899-3650-9, DOI 10.1007/978-1-4899-3650-9] Sobreira P, 2012, INT J COMP-SUPP COLL, V7, P567, DOI 10.1007/s11412-012-9157-9 Stahl G, 2006, CAMB HANDB PSYCHOL, P409 Strijbos JW, 2004, COMPUT EDUC, V42, P403, DOI 10.1016/j.compedu.2003.10.004 VYGOTSKI L., 2000, HIST DESARROLLO FUNC Webber Carine G., 2012, International Journal of Learning Technology, V7, DOI 10.1504/IJLT.2012.049193 NR 48 TC 7 Z9 7 U1 3 U2 32 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD JAN PY 2014 IS 42 BP 25 EP 33 DI 10.3916/C42-2014-02 PG 9 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 281XU UT WOS:000329135100004 ER PT J AU Fernandez, MR Valverde, J AF Rosa Fernandez, Ma Valverde, Jesus TI A Community of Practice: An Intervention Model based on Computer Supported Collaborative Learning SO COMUNICAR LA Spanish DT Article DE E-Learning; community of practice; digital literacy; digital inclusion; collaborative learning; virtual learning environment; social change; women AB This paper describes the results of a research study on the establishment of a Community of Practice through social eLearning and Computer Supported Collaborative Learning (CSCL). The sample consisted of 20 adult women of gypsy origin of various ages, educational level and work activity residing in Extremadura (Spain). The study makes a contextualization and then describes the design, implementation and evaluation of a training scheme in social eLearning about Equal Opportunities and Social Leadership. This is followed by an analysis of the content of the course forums, according to the dimensions of the "Community of Inquiry" model (CoI) which is one of the most promising theoretical perspectives on e-learning and collaborative and constructivist approaches developed in hundreds of studies during the last decade. And finally, the study evaluates the learning experience, using triangulation as procedure for data analysis. The most important research results are: a) the validity of the design and implementation of the training, b) the forming of an effective Community of Practice for Roma women in virtual learning environments, and c) the significant changes in the participants that can favor the cultural promotion of women. It provides a new model of ICT-based educational intervention in CSCL, aimed at improving training for and promotion of sociocultural groups in situations of social exclusion. C1 [Rosa Fernandez, Ma] Univ Extremadura, Fac Formac Prof, Caceres, Spain. [Valverde, Jesus] Univ Extremadura, Fac Formac Prof, Grp Invest Nodo Educ, Caceres, Spain. RP Fernandez, MR (reprint author), Univ Extremadura, Fac Formac Prof, Caceres, Spain. EM rofersan@unex.es; jevabe@unex.es RI Valverde-Berrocoso, Jesus/K-4687-2014; Fernandez Sanchez, Maria Rosa/K-5511-2014 OI Valverde-Berrocoso, Jesus/0000-0003-2580-4067; Fernandez Sanchez, Maria Rosa/0000-0001-6889-5806 CR Anderson T, 2001, BRIT DENT J, V190, P2 Arbaugh JB, 2008, INTERNET HIGH EDUC, V11, P133, DOI 10.1016/j.iheduc.2008.06.003 Aubert A., 2008, APRENDIZAJE DIALOGIC Branch R. M., 2012, TRENDS ISSUES INSTRU, P8 Crook C. K., 2000, RETHINKING COLLABORA, P161 Flecha R., 2004, LAN HARREMANAK REV R, V11, P21 GARCIA-MARTINEZ F. A., 2006, COMUNICAR, V27, P143 Garrison DR, 2010, INTERNET HIGH EDUC, V13, P5, DOI 10.1016/j.iheduc.2009.10.003 [Anonymous], 2005, E LEARNING SIGLO 21 Garrison D. R., 2000, INTERNET HIGH EDUC, V2, P87, DOI DOI 10.1016/S1096-7516(00)00016-6 Garrison D. R., 2001, AM J DISTANCE ED, V15, P7, DOI DOI 10.1080/08923640109527071 Hine Christine, 2000, VIRTUAL ETHNOGRAPHY Johnson D. W., 1999, LEARNING TOGETHER AL Jonassen D., 1991, EDUC TECHNOL, V31, P35 Kirschner P.A., 2001, RES DIALOGUE LEARNIN, V2, P1 Kreijns K, 2003, COMPUT HUM BEHAV, V19, P335, DOI 10.1016/S0747-5632(02)00057-2 Ludvigsen S., 2010, INT ENCY ED, DOI [10.1016/B978-0-08-044894-7.00493-0, DOI 10.1016/B978-0-08-044894-7.00493-0] OLSSON S., 2000, ETHNOGRAPHY INTERNET PLANELLA J., 2004, RUSC, V1, P1 Resnick M., 2002, GLOBAL INFORM TECHNO, P32 ROS A., 2004, RUSC, V1, P4 ANGUITA R., 2009, TECNOLOGIA ED FORMAI, P191 RUBIA B., 2009, REV LATINOAMERICANA, V8, P17 Shea P, 2010, INTERNET HIGH EDUC, V13, P10, DOI 10.1016/j.iheduc.2009.11.002 Sloep P, 2011, COMUNICAR, P55, DOI 10.3916/C37-2011-02-05 Wenger E., 2001, COMUNIDADES PRACTICA Wenger E., 2002, CULTIVATING COMMUNIT NR 27 TC 1 Z9 1 U1 9 U2 45 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD JAN PY 2014 IS 42 BP 97 EP 105 DI 10.3916/C42-2014-09 PG 9 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 281XU UT WOS:000329135100011 ER PT J AU Abad, L AF Abad, Leopoldo TI Media Literacy for Older People facing the Digital Divide: The e-Inclusion Programmes Design SO COMUNICAR LA Spanish DT Article DE Media Literacy; older people; e-inclusion; digital divide; public policies; Internet; ageing; media competence ID INTERNET; ADOPTION; PATTERNS; USAGE AB This article is based on the fact that the Spanish population is aging, and is second only to Japan in its total number of senior citizens. Given this situation and the omnipresence of new technologies in everyday life, the use of Internet and ICT for older people is essential. The latest report by IMSERSO shows that only 15.6% of people aged be tween 65 and 74 connected to the Internet in the 3-month period measured. The data seem to show that there is a generational digital divide to be overcome. The studies that have addressed this issue have focused more on regional and specific aspects of the relationship between age and Internet use intensity, and these studies use age ranges as criteria. Other studies have introduced variables such as seniors' economic situation or educational level. With this in mind, public policies have sought to reduce this generational digital divide through a number of media literacy and e-learning projects but without success due to their poor methodological approach. This paper proposes a number of new methodological approaches to tackle the design of digital literacy programs for older people based on criteria such as degree of autonomy and the possibilities for enjoying everyday life, proposing the development of programs based on contextualism, incrementalism, motivation and absorption processes. C1 Univ CEU San Pablo Madrid, Fac Humanidades & Ciencias Comunicac, Madrid, Spain. RP Abad, L (reprint author), Univ CEU San Pablo Madrid, Fac Humanidades & Ciencias Comunicac, Madrid, Spain. EM abad.fhm@ceu.es CR Abellan A, 2012, PERFIL PERSONAS MAYO Agudo S, 2012, COMUNICAR, P193, DOI 10.3916/C39-2012-03-10 ALA-MUTKA K., 2008, ACTIVE AGEING POTENT, DOI [10.2791/33182, DOI 10.2791/33182] BARRIO E., 2008, PERSONAS MAYORES ESP BINSTOCK R. H., 2006, HDB AGING SOCIAL SCI, P434 Callejo Gallego Javier, 2002, Rev. Esp. Salud Publica, V76, P409, DOI 10.1590/s1135-57272002000500004 CARMONA M. M., 2007, REV ESTUDIOS REGIONA, V80, P193 CASTELLS M., 2011, GALAXIA INTERNET Celot P., 2009, STUDY ASSESSMENT CRI Chaudhuri A, 2005, TELECOMMUN POLICY, V29, P731, DOI 10.1016/j.telpol.2005.07.001 COCHRANE G, 1980, J AM SOC INFORM SCI, V31, P283, DOI 10.1002/asi.4630310409 Culver SH, 2012, COMUNICAR, P73, DOI 10.3916/C39-2012-02-07 Demoussis M., 2006, EC INNOVATION NEW TE, V15, P235, DOI DOI 10.1080/10438590500216016] DEMUNTER C., 2005, STAT FOCUS EUROPEAN COMMISSION, 2010, STUD SOC IMP ICT European Commission, 2012, DIG AG SCOR 2011 Eynon R, 2011, NEW MEDIA SOC, V13, P534, DOI 10.1177/1461444810374789 Fernandez-Ballesteros R, 1997, ADV PSYCHOL SCI, V1 Ferres J, 2012, COMUNICAR, P75, DOI 10.3916/C38-2012-02-08 Gilster P, 1997, DIGITAL LITERACY Goldfarb A, 2008, INF ECON POLICY, V20, P2, DOI [10.1016/j.infoecopol.2007.05.001, 10.1016/j.infoecopo1.2007.05.001] Hamelink C., 2000, ETHICS CYBERSPACE HARGITTAI E., 2003, NEW EC HDB, P812 Helsper EJ, 2010, COMMUN RES, V37, P352, DOI 10.1177/0093650209356439 INSTITUTO NACIONAL DE ESTADISTICA, 2012, INF AN 2011 INSTITUTO NACIONAL DE ESTADISTICA, 2011, INF AN 2010 IMSERSO, 2009, INF 2008 PERS MAYOR Jordana J, 2005, INFORM SOC, V21, P341, DOI 10.1080/01972240500253509 BILLON M., 2009, ESTUDIOS REGIONALES, V16, P93 Loges WE, 2001, COMMUN RES, V28, P536, DOI 10.1177/009365001028004007 Martin A., 2006, DIGITAL LITERACIES L, P2 Mills BF, 2003, GROWTH CHANGE, V34, P219, DOI 10.1111/1468-2257.00215 OCDE, 2011, UND DIG DIV OCDE, 2007, WORK PART IND INF SO Ono H, 2007, SOC SCI RES, V36, P1135, DOI 10.1016/j.ssresearch.2006.09.001 Rice RE, 2003, TELECOMMUN POLICY, V27, P597, DOI 10.1016/S0308-5961(03)00068-5 SETTERSTEN R. A., 2006, HDB AGING SOCIAL SCI, P3, DOI 10.1016/B978-012088388-2/50004-3 Strauss A., 2002, BASES INVESTIGACION URUENA A., 2011, SOC RED 2010 INFORM Vicente MR, 2006, ECON LETT, V93, P45, DOI 10.1016/j.econlet.2006.03.039 NR 40 TC 6 Z9 7 U1 8 U2 69 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD JAN PY 2014 IS 42 BP 173 EP 180 DI 10.3916/C42-2014-17 PG 8 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 281XU UT WOS:000329135100019 ER PT J AU Hibbert, EJ Lambert, T Carter, JN Learoyd, DL Twigg, S Clarke, S AF Hibbert, Emily J. Lambert, Tim Carter, John N. Learoyd, Diana L. Twigg, Stephen Clarke, Stephen TI A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills SO BMC MEDICAL EDUCATION LA English DT Article DE Video; Clinical skills; Medical student; Endocrinology; Medical education; E-learning ID COMPETENCE; ACQUISITION; CURRICULUM AB Background: Demonstrating competence in clinical skills is key to course completion for medical students. Methods of providing clinical instruction that foster immediate learning and potentially serve as longer-term repositories for on-demand revision, such as online videos demonstrating competent performance of clinical skills, are increasingly being used. However, their impact on learning has been little studied. The aim of this study was to determine the value of adjunctive on-demand video-based training for clinical skills acquisition by medical students in endocrinology. Methods: Following an endocrinology clinical tutorial program, 2nd year medical students in the pre-assessment revision period were recruited and randomized to either a set of bespoke on-line clinical skills training videos (TV), or to revision as usual (RAU). The skills demonstrated on video were history taking in diabetes mellitus (DMH), examination for diabetes lower limb complications (LLE), and examination for signs of thyroid disease (TE). Students were assessed on these clinical skills in an observed structured clinical examination two weeks after randomization. Assessors were blinded to student randomization status. Results: For both diabetes related clinical skills assessment tasks, students in the TV group performed significantly better than those in the RAU group. There were no between group differences in thyroid examination performance. For the LLE, 91.7% (n = 11/12) of students randomized to the video were rated globally as competent at the skill compared with 40% (n = 4/10) of students not randomized to the video (p = 0.024). For the DMH, 83.3% (n = 10/12) of students randomized to the video were rated globally as competent at the skill compared with 20% (n = 2/10) of students not randomized to the video (p = 0.007). Conclusion: Exposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format. Video demonstrations can provide an enduring, on-demand, portable resource for revision, which can even be used at the bedside by learners. Such resources are cost-effectively scalable for large numbers of learners. C1 [Hibbert, Emily J.] Univ Sydney, Sydney Med Sch Nepean, Penrith, NSW 2751, Australia. [Hibbert, Emily J.] Nepean Hosp, Penrith, NSW, Australia. [Lambert, Tim] Univ Sydney, Concord Hosp, Sydney Med Sch Concord, Concord, NSW 2139, Australia. [Lambert, Tim] Univ Sydney, Brain & Mind Res Inst, Camperdown, NSW 2050, Australia. [Carter, John N.] Hornsby Hosp, Hornsby, NSW 2077, Australia. [Carter, John N.] Univ Sydney, Sydney Med Sch, Sydney, NSW 2006, Australia. [Learoyd, Diana L.; Clarke, Stephen] Univ Sydney, Sydney Med Sch Northern, Sydney, NSW, Australia. [Learoyd, Diana L.; Clarke, Stephen] Royal N Shore Hosp, Dept Endocrinol, St Leonards, NSW 2065, Australia. [Twigg, Stephen] Univ Sydney, Sydney Med Sch Cent, Sydney, NSW, Australia. [Twigg, Stephen] Royal Prince Alfred Hosp, Dept Endocrinol, Camperdown, NSW 2050, Australia. RP Hibbert, EJ (reprint author), Univ Sydney, Sydney Med Sch Nepean, POB 63, Penrith, NSW 2751, Australia. EM emily.hibbert@sydney.edu.au FU University of Sydney FX The authors would like to acknowledge all the patients involved in the videos, Professor Jenny Peat for statistical analysis of the data, Tim Harland and Celina Aspinall for filming some of the videos, Baki Kocaballi for his contribution to editing the videos, Drs Fawzia Huq and Kiernan Hughes for acting as assessors and Ms Christine Aitken for data entry of questionnaires. We would like to acknowledge the University of Sydney for funding of the project through a small Teaching Improvement and Equipment Scheme grant. The funding body had no role in the study design, data collection, analysis or interpretation of data, manuscript preparation or decision to submit for publication. 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To enhance the information contained in these references, over 90% of the entries are complemented by a brief (similar to 80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited. C1 Cyprus Univ Technol, Language Ctr, Limassol, Cyprus. RP Burston, J (reprint author), Cyprus Univ Technol, Language Ctr, Limassol, Cyprus. EM jack.burston@cut.ac.cy NR 0 TC 10 Z9 10 U1 0 U2 21 PU UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER PI HONOLULU PA 1859 EAST WEST RD, 106, HONOLULU, HI 96822 USA SN 1094-3501 J9 LANG LEARN TECHNOL JI Lang. Learn. Technol. PD OCT PY 2013 VL 17 IS 3 SI SI BP 157 EP 225 PG 69 WC Education & Educational Research; Linguistics SC Education & Educational Research; Linguistics GA 296ZE UT WOS:000330223500011 ER PT J AU Hsieh, TC Lee, MC Su, CY AF Hsieh, Tung-Cheng Lee, Ming-Che Su, Chien-Yuan TI Designing and implementing a personalized remedial learning system for enhancing the programming learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Remedial learning; Intelligent tutoring systems; Fuzzy logic; Learning style ID MODEL; PATH AB In recent years, the demand for computer programming professionals has increased rapidly. These computer engineers not only play a key role in the national development of the computing and software industries, they also have a significant influence on the broader national knowledge industry. Therefore, one of the objectives of information education in Taiwan is to cultivate elite talents specializing in computer programming so as to improve Taiwan's national competitiveness. Although programming is a major fundamental subject for students in information sciences, learning to master programming languages is far from easy. Accordingly, this study aimed to establish a personalized remedial learning system to assist learners in remedial learning after an online assessment. The proposed system adopted the fuzzy logic theory to construct an appropriate learning path based on the learners' misconceptions found in a preceding quiz. 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PD OCT PY 2013 VL 16 IS 4 BP 32 EP 46 PG 15 WC Education & Educational Research SC Education & Educational Research GA 262UW UT WOS:000327764400003 ER PT J AU Hu, HH Driscoll, MP AF Hu, Haihong Driscoll, Marcy P. TI Self-Regulation in e-Learning Environments: A Remedy for Community College? SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Self-regulated learning; Web-enhanced instruction; Mixed-methods study; Achievement; Motivation ID STRATEGIES; STUDENTS; IMPACT; GOALS AB A mixed-methods study was conducted to examine the effects of self-regulated learning (SRL) strategy training on learners' achievement, motivation and strategy use in a web-enhanced College Success course at a community college in southeast US. It was found that training assisted with students' overall course performance and accomplishment of long-term tasks, enhanced students' self-satisfaction, and persistence. 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PD OCT PY 2013 VL 16 IS 4 BP 171 EP 184 PG 14 WC Education & Educational Research SC Education & Educational Research GA 262UW UT WOS:000327764400014 ER PT J AU Dwivedi, P Bharadwaj, KK AF Dwivedi, Pragya Bharadwaj, Kamal K. TI Effective Trust-aware E-learning Recommender System based on Learning Styles and Knowledge Levels SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Recommender systems; Collaborative filtering; Learning styles; Knowledge levels; Trust ID RESOURCES; MODEL AB In the age of information explosion, e-learning recommender systems (ELRSs) have emerged as the most essential tool to deliver personalized learning resources to learners. Due to enormous amount of information on the web, learner faces problem in searching right information. ELRSs deal with the problem of information overload effectively and provide recommendations by taking into consideration the learners' preferences such as learning styles, goals, knowledge levels, learning paths etc. In this paper, we propose a weighted hybrid scheme to recommend right learning resources to a learner by incorporating both the learners' learning styles (LSs) and the knowledge levels (KLs). Further, by elicitation of trust values among learners, we develop a scheme such that for a given active learner, the trustworthy learners having greater knowledge and similar learning style patterns as that of the active learner have greater weightage in recommendation strategy. Experimental results are presented to demonstrate the effectiveness of the proposed scheme. C1 [Dwivedi, Pragya; Bharadwaj, Kamal K.] Jawaharlal Nehru Univ, Sch Comp & Syst Sci, New Delhi 110067, India. RP Dwivedi, P (reprint author), Jawaharlal Nehru Univ, Sch Comp & Syst Sci, New Delhi 110067, India. 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A., 2010, COMPUT EDUC, V56, P885 Nghe T. N., 2010, PROCEDIA COMPUTER SC, V1, P2811 Paechter M, 2010, COMPUT EDUC, V54, P222, DOI 10.1016/j.compedu.2009.08.005 Resnik P., 1994, P ACM C COMP SUPP CO, P175, DOI DOI 10.1145/192844.192905 Symeonidis P, 2008, EXPERT SYST APPL, V34, P2995, DOI 10.1016/j.eswa.2007.05.013 Zaiane R. O., 2002, P INT C COMP ED IEEE, P55, DOI [10.1109/CIE.2002.1185862, DOI 10.1109/CIE.2002.1185862] NR 34 TC 4 Z9 4 U1 1 U2 13 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 2013 VL 16 IS 4 BP 201 EP 216 PG 16 WC Education & Educational Research SC Education & Educational Research GA 262UW UT WOS:000327764400016 ER PT J AU Yu, PT Liao, YH Su, MH AF Yu, Pao-Ta Liao, Yuan-Hsun Su, Ming-Hsiang TI A Near-Reality Approach to Improve the e-Learning Open Courseware SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-Learning; Open courseware; Situated learning; Recorded video; MOOCs ID TECHNOLOGY; DESIGN; SYSTEM; VIDEO AB The open courseware proposed by MIT with single streaming video has been widely accepted by most of the universities as their supplementary learning contents. In this streaming video, a digital video camera is used to capture the speaker's gesture and his/her PowerPoint presentation at the same time. However, the blurry content of PowerPoint slice in this recorded video isn't rich enough for students' further learning. This motivates us to find a novel approach to integrate the details of teacher's gesture and presentation with digital video camera and screen catcher, respectively. Due to the integration technologies of multimedia applied in this paper, this proposed method can significantly improve the quality of streaming video especially the content of PowerPoint and moving data on PC screen. In addition, the variety of scenes occurred inside a classroom can be easily directed and then recorded for future learning. A utilized experimental design was applied to check the degree of clarity and validate the learning effectiveness. The results showed that the proposed method was much better than the conventional method that with only one single digital video camera. C1 [Yu, Pao-Ta; Liao, Yuan-Hsun; Su, Ming-Hsiang] Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. RP Liao, YH (reprint author), Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. 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PD OCT PY 2013 VL 16 IS 4 BP 242 EP 257 PG 16 WC Education & Educational Research SC Education & Educational Research GA 262UW UT WOS:000327764400019 ER PT J AU Liew, TW Tan, SM Jayothisa, C AF Liew, Tze Wei Tan, Su-Mae Jayothisa, Chandrika TI The Effects of Peer-Like and Expert-Like Pedagogical Agents on Learners' Agent Perceptions, Task-Related Attitudes, and Learning Achievement SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Pedagogical agent; Stereotype; Expert-like agent; Peer-like agent; Gender ID SOCIAL-INFLUENCE; STUDENTS; GENDER; IMPACT; STEREOTYPES; ENVIRONMENT; APPEARANCE; ETHNICITY; DESIGN; CHOICE AB The present study examined the impact of peer-like and expert-like agent stereotypes, as operationalized by agent's image and voice, on learners' agent perceptions, task-related attitudes, and learning achievement. 56 university freshmen (23 males and 33 females) interacted with either the peer-like agent (female college student) or the expert-like agent (female college lecturer) in computer-based multimedia lesson on C-Programming. Consistent with similarity-attraction hypothesis, expert hypothesis, and interference hypothesis, it was found that: (1) learners assigned higher ratings on lesson enjoyment with peer-like agent than with expert-like agent, (2) female learners assigned higher trust to the lesson presented by expert-like agent that to the lesson presented by peer-like agent, (3) female learners reported less anxiety in learning task with expert-like agent than with peer-like agent, and (4) learners who were more attracted to virtual agent were more likely to score lower in learning achievement. Additionally, results from this study suggest that gender bias affects learner's perception on virtual agent. Implications are discussed in terms of how stereotypes of expert-like and peer-like agent can be effectively utilized in e-learning environment. C1 [Liew, Tze Wei; Tan, Su-Mae; Jayothisa, Chandrika] Multimedia Univ, Ctr Consumer Res & Educ, Melaka 75450, Malaysia. 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Considering the Personality Effect Toward e-Learning System SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adaptive e-learning systems; Personality trait; Learning styles; Personality trait; MBTI ID INTELLIGENT TUTORING SYSTEMS; INSTRUMENTS; HYPERMEDIA; STYLES; DESIGN AB A concern of computer-based learning system design is how to accommodate learners' individual differences during learning activities. Previous research suggests that adaptive e-learning systems can effectively address such individual differences and, consequently, they enable more directed tutoring via computer-assisted instruction. In this paper, we explore this assertion, reflecting on the outcomes of two successive experiments that were performed to empirically demonstrate that learners' personality traits might be significant in understanding differences in learning outcomes from using e-learning systems. One hundred and forty-five participants from Computer Science participated in this study. 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Technol. Soc. PD JUL PY 2013 VL 16 IS 3 BP 14 EP 27 PG 14 WC Education & Educational Research SC Education & Educational Research GA 219CL UT WOS:000324482100002 ER PT J AU Vavpotic, D Zvanut, B Trobec, I AF Vavpotic, Damjan Zvanut, Bostjan Trobec, Irena TI A Comparative Evaluation of E-learning and Traditional Pedagogical Process Elements SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Teaching methods; Tools; Evaluation; Model; Pedagogical process ID NURSING-STUDENTS; ACCEPTANCE; METHODOLOGIES; TECHNOLOGY; EDUCATION; IMPACT AB In modern pedagogical processes various teaching methods and approaches (elements of the pedagogical process - EPPs) are used ranging from traditional ones (e.g., lectures, books) to more recent ones (e.g., e-discussion boards, e-quizzes). Different models for evaluation of the appropriateness of EPPs have been proposed in the past. However, the literature shows that these models typically focus only on the appropriateness of a single EPP and do not provide information about its relative appropriateness in relation to other EPPs. Unfortunately, this considerably limits the use of such evaluation models for the needs of the educational institutions' management. In order to decide which EPPs to promote or modify, management requires a comparative overview of the appropriateness of all EPPs that are part of the pedagogical process under consideration. Therefore the goal of our study was to design a model which would facilitate a comparative evaluation of many e-learning and traditional EPPs by simultaneously considering perspectives of students' and teachers' who participate in a certain pedagogical process. We applied the proposed model to three real-life pedagogical processes that are presented in this paper. Three groups of students, their teachers, and the college's management participated in the study. The management confirmed that the evaluation model provided them with valuable information in order to plan actions for improvement of the pedagogical processes. C1 [Vavpotic, Damjan] Univ Ljubljana, Fac Comp & Informat Sci, Ljubljana 1000, Slovenia. [Zvanut, Bostjan; Trobec, Irena] Univ Primorska, Fac Hlth Sci, Izola 6310, Slovenia. RP Vavpotic, D (reprint author), Univ Ljubljana, Fac Comp & Informat Sci, Trzaska 25, Ljubljana 1000, Slovenia. 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E., 2007, NURS EDUC TODAY, V27, P755 Yuen AHK, 2008, ASIA-PAC J TEACH EDU, V36, P229, DOI 10.1080/13598660802232779 Zvanut B, 2011, NURS EDUC TODAY, V31, P350, DOI 10.1016/j.nedt.2010.07.004 NR 28 TC 2 Z9 2 U1 1 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2013 VL 16 IS 3 BP 76 EP 87 PG 12 WC Education & Educational Research SC Education & Educational Research GA 219CL UT WOS:000324482100006 ER PT J AU Noorbehbahani, F Samani, EBB Jazi, HH AF Noorbehbahani, Fakhroddin Samani, Elaheh Biglar Beigi Jazi, Hossein Hadian TI A Novel Method for Learner Assessment Based on Learner Annotations SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Computer assisted assessment; Learner assessment; E-learning; Learner annotation AB Assessment is one of the most essential parts of any instructive learning process which aims to evaluate a learner's knowledge about learning concepts. In this work, a new method for learner assessment based on learner annotations is presented. The proposed method exploits the M-BLEU algorithm to find the most similar reference annotations and then the learner annotation will be processed further to check essential words, words order and contradictions. To examine this new approach, a virtual learning environment was designed and implemented in which assessment of the learner's knowledge is performed on the basis of main and sub concepts. These concepts are delivered by means of course contents and the learning environment guides the user to annotate concepts. Evaluation results show that our designed system can effectively assess learner's knowledge. The benefit of suggested assessment method is its implicitness of assessment approach. Furthermore the correct annotations can be used to help the users remembering concepts by reviewing their annotations. C1 [Noorbehbahani, Fakhroddin; Samani, Elaheh Biglar Beigi; Jazi, Hossein Hadian] Isfahan Univ Technol, Dept Elect & Comp Engn, Esfahan, Iran. RP Noorbehbahani, F (reprint author), Isfahan Univ Technol, Dept Elect & Comp Engn, Esfahan, Iran. EM f.noorbehbahani@ec.iut.ac.ir; biglarbeigi@nsec.ir; hadian@nsec.ir CR Belcadhi L., 2004, P 12 GI WORKSH AD US, P11 Brush A. J. 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PD JUL PY 2013 VL 16 IS 3 BP 88 EP 101 PG 14 WC Education & Educational Research SC Education & Educational Research GA 219CL UT WOS:000324482100007 ER PT J AU Despotovic-Zrakic, M Simic, K Labus, A Milic, A Jovanic, B AF Despotovic-Zrakic, Marijana Simic, Konstantin Labus, Aleksandra Milic, Aleksandar Jovanic, Branislav TI Scaffolding Environment for e-Learning through Cloud Computing SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning infrastructure; Cloud computing; Environment for adaptive learning AB This paper presents a new approach to the integration of web services for e-learning through cloud computing infrastructure. The primary goal is to improve the performance of the existing e-learning system where group adaptation is applied. The proposed method includes an integration of information, processes, applications and human resources in the e-learning system. Integration is based on a web application we developed for managing the learning environment. The application enables an integration of the Moodle, the OpenLDAP directory for managing user accounts, and the OpenNebula toolkit for managing a cloud computing infrastructure. The major advantage of the suggested approach is that the existing system for adaptive e-learning does not need any changes, while it becomes more available and suitable for ubiquitous learning. We evaluated the implemented environment in an undergraduate course at the E-Business Lab, University of Belgrade. C1 [Despotovic-Zrakic, Marijana; Simic, Konstantin; Labus, Aleksandra; Milic, Aleksandar] Univ Belgrade, Fac Org Sci, Belgrade 11000, Serbia. [Jovanic, Branislav] Univ Belgrade, Inst Phys, Belgrade 11000, Serbia. RP Despotovic-Zrakic, M (reprint author), Univ Belgrade, Fac Org Sci, Jove Ilica 154, Belgrade 11000, Serbia. EM maja@elab.rs; kosta@elab.rs; aleksandra@elab.rs; milic@elab.rs; brana@ipb.ac.rs RI Simic, Konstantin/A-3313-2012 OI Simic, Konstantin/0000-0002-6699-8534 CR Aroyo L, 2006, EDUC TECHNOL SOC, V9, P4 Barac D., 2011, 14 TOUL VER C ORG EX, P128 Costanzo A., 2009, IEEE INTERNET COMPUT, V13, P24 Despotovic-Zrakic M, 2012, SIMUL MODEL PRACT TH, V27, P17, DOI 10.1016/j.simpat.2012.04.008 Despotovic-Zrakic M, 2012, J ED TECHNOLOGY SOC, V15, P326 Doelitzscher F, 2011, COMPUTING, V91, P23, DOI 10.1007/s00607-010-0106-z Dong B, 2009, ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, P125, DOI 10.1109/ICALT.2009.21 Dong B, 2009, LECT NOTES COMPUT SC, V5931, P577 El-Bakry HM, 2009, REC ADV COMPUT ENG, P245 Hauger D., 2007, LWA 2007 LERN WISS A, P355 Herrick D. 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Technol. Soc. PD JUL PY 2013 VL 16 IS 3 BP 301 EP 314 PG 14 WC Education & Educational Research SC Education & Educational Research GA 219CL UT WOS:000324482100023 ER PT J AU Matava, CT Rosen, D Siu, E Bould, DM AF Matava, Clyde T. Rosen, Derek Siu, Eric Bould, Dylan M. TI eLearning among Canadian anesthesia residents: a survey of podcast use and content needs SO BMC MEDICAL EDUCATION LA English DT Article DE Podcasts; Residents; e-learning; Survey; Needs; Content; Anesthesia ID MEDICAL-EDUCATION; LEARNING STYLE; STUDENTS; LECTURE; PERCEPTIONS; PERFORMANCE; REVOLUTION; INTERNET; CONDUCT; HEALTH AB Background: Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. Methods: 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the study. 169/659 (24%) residents responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention. Results: 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' was selected by the majority of respondents (72%) as the reason they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84%), intensive care (79%) and crisis resource management (86%) were the most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration A significantly greater proportion of senior residents (81%) requested podcasts on 'pediatric anesthesia' compared to junior residents 57% (P = 0.007). Conclusions: The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts. C1 [Matava, Clyde T.] Hosp Sick Children, Dept Anesthesia & Pain Med, Toronto, ON M5G 1X8, Canada. [Matava, Clyde T.; Rosen, Derek] Univ Toronito, Dept Anesthesia, Fac Med, Toronto, ON, Canada. [Rosen, Derek] Toronto Gen Hosp, Dept Anesthesia, Univ Hosp Network, Toronto, ON, Canada. [Siu, Eric] Univ Toronto, Fac Med, Toronto, ON, Canada. [Bould, Dylan M.] Univ Ottawa, Dept Anesthesiol, Childrens Hosp Eastern Ontario, Ottawa, ON, Canada. RP Matava, CT (reprint author), Hosp Sick Children, Dept Anesthesia & Pain Med, 555 Univ Ave, Toronto, ON M5G 1X8, Canada. 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Educ. PD APR 23 PY 2013 VL 13 AR 59 DI 10.1186/1472-6920-13-59 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 139EE UT WOS:000318563600002 PM 23617894 ER PT J AU Bediang, G Stoll, B Geissbuhler, A Klohn, AM Stuckelberger, A Nko'o, S Chastonay, P AF Bediang, Georges Stoll, Beat Geissbuhler, Antoine Klohn, Axel M. Stuckelberger, Astrid Nko'o, Samuel Chastonay, Philippe TI Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Medical education; Developing Countries; Africa ID NEXT-GENERATION INTERNET; HEALTH-CARE; COUNTRIES; EDUCATION; AFRICA; INFORMATION; TECHNOLOGY; ACCEPTANCE; STUDENTS; ACCESS AB Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaounde has played a pioneering role in Cameroon in making significant efforts to improve students' and lecturers' access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students' access is mainly at home for computers and at cyber cafes for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of e-learning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy. C1 [Bediang, Georges; Nko'o, Samuel] Univ Yaounde I, Fac Med & Biomed Sci, Yaounde, Cameroon. [Bediang, Georges; Geissbuhler, Antoine] Univ Geneva, Dept Radiol & Med Informat, Geneva, Switzerland. [Stoll, Beat; Klohn, Axel M.; Stuckelberger, Astrid; Chastonay, Philippe] Univ Geneva, Fac Med, Inst Social & Prevent Med, Geneva, Switzerland. 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It outlines a scoping review of the sustainability of e-learning practice in higher education. Prior to reporting the outcomes of the review, this paper outlines the rationale for conducting the study. The origins and the meaning of the term "sustainability" are explored, and prevalent approaches to ensure sustainable e-learning are discussed. The paper maps the domains of the research area and concludes by suggesting directions for future research that would improve current understanding of key factors affecting the sustainability of e-learning practice to develop a more coherent body of knowledge. C1 [Stepanyan, Karen] Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England. [Littlejohn, Allison; Margaryan, Anoush] Glasgow Caledonian Univ, Caledonian Acad, Glasgow G4 0BA, Lanark, Scotland. RP Stepanyan, K (reprint author), Univ Warwick, Dept Comp Sci, Coventry CV4 7AL, W Midlands, England. 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PD APR PY 2013 VL 16 IS 2 BP 91 EP 102 PG 12 WC Education & Educational Research SC Education & Educational Research GA 142VO UT WOS:000318825900009 ER PT J AU Lin, YT Lin, YC Huang, YM Cheng, SC AF Lin, Yen-Ting Lin, Yi-Chun Huang, Yueh-Min Cheng, Shu-Chen TI A Wiki-based Teaching Material Development Environment with Enhanced Particle Swarm Optimization SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Particle swarm optimization; Wiki-based revision; Material design ID SYSTEM; TECHNOLOGY; RESOURCES AB One goal of e-learning is to enhance the interoperability and reusability of learning resources. However, current e-learning systems do little to adequately support this. In order to achieve this aim, the first step is to consider how to assist instructors in re-organizing the existing learning objects. However, when instructors are dealing with a large number of existing learning objects, manually re-organizing them into appropriate teaching materials is very laborious. Furthermore, in order to organize well-structured teaching materials, the instructors also have to take more than one factor or criterion into account simultaneously. To cope with this problem, this study develops a wiki-based teaching material development environment by employing enhanced particle swarm optimization and wiki techniques to enable instructors to create and revise teaching materials. The results demonstrated that the proposed approach is efficient and effective in forming custom-made teaching materials by organizing existing and relevant learning objects that satisfy specific requirements. Finally, a questionnaire and interviews were used to investigate teachers' perceptions of the effectiveness of the environment. The results revealed that most of the teachers accepted the quality of the teaching material development results and appreciated the proposed environment. C1 [Lin, Yen-Ting; Lin, Yi-Chun; Huang, Yueh-Min] Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. [Cheng, Shu-Chen] Southern Taiwan Univ, Dept Comp Sci & Informat Engn, Yung Kang, Taiwan. RP Huang, YM (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. 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PD APR PY 2013 VL 16 IS 2 BP 103 EP 118 PG 16 WC Education & Educational Research SC Education & Educational Research GA 142VO UT WOS:000318825900010 ER PT J AU Hwang, GJ Sung, HY Hung, CM Huang, I AF Hwang, Gwo-Jen Sung, Han-Yu Hung, Chun-Ming Huang, Iwen TI A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning styles; Cognitive process; Human factors; Educational computer games; Adaptive learning ID STUDENT MOTIVATION; COMPUTER GAMES; PERFORMANCE; HYPERMEDIA; EDUCATION; IMPACT; ENVIRONMENT; STRATEGY; CHILDREN; THINKING AB Learning styles are considered to be one of the factors that need to be taken into account in developing adaptive learning systems. However, few studies have been conducted to investigate if students have the ability to choose the best-fit e-learning systems or content presentation styles for themselves in terms of learning style perspective. In this paper, we aim to investigate these issues by using two versions of an educational game developed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. The experimental results showed that the choices made by the students were not related to their cognitive process or learning style; instead, most students made their choices by intuition based on personal preferences. Moreover, the students who learned with learning style-fit versions showed significantly better learning achievement than those who learned with non-fit versions. Consequently, it is concluded that students preferring one game over another does not necessarily mean that they will learn better with that version, revealing the importance and necessity of developing adaptive learning systems based on learning styles. C1 [Hwang, Gwo-Jen] Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei, Taiwan. [Sung, Han-Yu] Natl Taiwan Univ Sci & Technol, Grad Inst Appl Sci & Technol, Taipei, Taiwan. [Hung, Chun-Ming; Huang, Iwen] Natl Univ Tainan, Dept Informat & Learning Technol, Tainan, Taiwan. RP Hwang, GJ (reprint author), Natl Taiwan Univ Sci & Technol, Grad Inst Digital Learning & Educ, Taipei, Taiwan. 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A., 2001, INDEX LEARNING STYLE Susaeta H, 2010, EDUC TECHNOL SOC, V13, P257 Tseng JCR, 2008, COMPUT EDUC, V51, P776, DOI 10.1016/j.compedu.2007.08.002 Tuzun H, 2009, COMPUT EDUC, V52, P68, DOI 10.1016/j.compedu.2008.06.008 Vanlehn K., 2000, ED PSYCHOL, V12, P154, DOI DOI 10.1080/713663743 Wang LC, 2010, INNOV EDUC TEACH INT, V47, P39, DOI 10.1080/14703290903525838 Wang SL, 2011, EXPERT SYST APPL, V38, P10831, DOI 10.1016/j.eswa.2011.02.083 Wang YH, 2011, BRIT J EDUC TECHNOL, V42, P66, DOI 10.1111/j.1467-8535.2009.00981.x NR 46 TC 13 Z9 14 U1 1 U2 24 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 2013 VL 16 IS 2 BP 188 EP 197 PG 10 WC Education & Educational Research SC Education & Educational Research GA 142VO UT WOS:000318825900016 ER PT J AU Joo, YJ Joung, S Kim, EK AF Joo, Young Ju Joung, Sunyoung Kim, Eun Kyung TI Structural Relationships among E-learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Sense of teaching presence; Sense of cognitive presence; Usage; Learning flow; Satisfaction ID QUESTIONNAIRE; TECHNOLOGY; ACCEPTANCE; MODEL AB This study aimed to investigate the structural relationships among teaching presence, cognitive presence, usage, learning flow, satisfaction, and learning persistence in corporate e-learners. The research participants were 462 e-learners registered for cyber-lectures through an electronics company in South Korea. The extrinsic variables were sense of teaching presence, sense of cognitive presence, and usage. According to structural equation modeling, each of these variables and flow significantly affected satisfaction. Although sense of teaching presence and satisfaction significantly affected sense of cognitive presence, usage and flow did not significantly affect learning persistence. Accordingly, we established a corrected model after removing insignificant paths and investigated again. We confirmed that learning flow significantly intermediated among sense of teaching presence, sense of cognitive presence, and satisfaction but not between usage and satisfaction. In addition, satisfaction intermediated among sense of teaching presence, sense of cognitive presence, usage, flow, and learning persistence. These findings demonstrate the importance of sense of teaching presence, sense of cognitive presence, and usage for e-learners. We expect that the results will contribute to the formation and improvement of fundamental learning strategies for successful e-learning. 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R., 2004, J ASYNCHRONOUS LEARN, V8, P139 NR 43 TC 2 Z9 2 U1 0 U2 14 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 2013 VL 16 IS 2 BP 310 EP 324 PG 15 WC Education & Educational Research SC Education & Educational Research GA 142VO UT WOS:000318825900025 ER PT J AU Maier, EM Hege, I Muntau, AC Huber, J Fischer, MR AF Maier, Esther M. Hege, Inga Muntau, Ania C. Huber, Johanna Fischer, Martin R. TI What are effects of a spaced activation of virtual patients in a pediatric course? SO BMC MEDICAL EDUCATION LA English DT Article DE Virtual patients; Pediatrics; Spaced activation; E-learning ID HEALTH-PROFESSIONS EDUCATION; METAANALYSIS; STUDENTS; PROJECT AB Background: Virtual patients (VPs) have a long tradition in the curriculum of the medical faculty at the Ludwig-Maximilians-University (LMU) Munich. However, the pediatric VPs were not well integrated into the curriculum and hardly used by students. Methods: Therefore we created and implemented a self-contained E-learning module based on virtual patients (VPs), which was embedded into the pediatric curriculum. Students taking this course were divided into two groups. For Group A the virtual patients were activated in a timed order ("spaced activation"), whereas Group B could work on all VPs from the beginning. We investigated the performance of these two groups concerning usage pattern including number of sessions and session duration, score on questions integrated into the VP and results of the intermediate exam. Results: The integration of the VPs into the pediatric course was successful for both groups. The usage pattern for the spaced activation turned out to be more balanced, however we did not find any significant differences in the results of the intermediate exam, the score on questions included in the VPs nor in the time students spent working on the VPs. Conclusions: Our study showed that the spaced activation led to a more balanced VP usage pattern with a lower peak of sessions at the end of the course. Further studies will have to investigate whether a spaced activation of VPs leads to favorable long-term learning outcomes. C1 [Maier, Esther M.] Univ Childrens Hosp Salzburg, Salzburg, Austria. [Hege, Inga; Huber, Johanna; Fischer, Martin R.] Klinikum Ludwig Maximilians Univ, Lehrstuhl Didakt & Ausbildungsforsch, Munich, Germany. [Muntau, Ania C.] Univ Munich, Dr von Hauner Childrens Hosp, Munich, Germany. RP Maier, EM (reprint author), Univ Childrens Hosp Salzburg, Salzburg, Austria. EM es.maier@salk.at; hege@med.uni-muenchen.de FU Virtual University of Bavaria (vhb) FX The creation of the online modules was financed by a grant of the Virtual University of Bavaria (vhb). The authors would like to thank the authors, students and reviewers who put a lot of effort into the creation and improvement of the VPs. CR Bauer D, 2009, GMS MED INFORM BIOM, V5, DOI DOI 10.3205/MIBE000090 Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x Cook DA, 2010, ACAD MED, V85, P1589, DOI 10.1097/ACM.0b013e3181edfe13 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 Dunne AA, 2006, EUR ARCH OTO-RHINO-L, V263, P1023, DOI 10.1007/s00405-006-0114-y Fall LH, 2005, ACAD MED, V80, P847, DOI 10.1097/00001888-200509000-00012 Fischer MR, 2005, GMS Z MED AUSBILD, V22 Hege I, 2011, E LEARNING EINSATZKO, P101 Hege I, 2007, MED TEACH, V29, P791, DOI 10.1080/01421590701589193 Kemper Kathi J, 2006, BMC Med Educ, V6, P2, DOI 10.1186/1472-6920-6-2 Roher D, 2010, ED RES, V39, P406 Schmidmaier R, 2011, MED EDUC, V45, P1101, DOI 10.1111/j.1365-2923.2011.04043.x NR 12 TC 2 Z9 2 U1 4 U2 5 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 MAR 28 PY 2013 VL 13 AR 45 DI 10.1186/1472-6920-13-45 PG 6 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 139DP UT WOS:000318562100001 PM 23537162 ER PT J AU Chen, HC Hsu, CC Chang, LY Lin, YC Chang, KE Sung, YT AF Chen, Hsueh-Chih Hsu, Chih-Chun Chang, Li-Yun Lin, Yu-Chi Chang, Kuo-En Sung, Yao-Ting TI USING A RADICAL-DERIVED CHARACTER E-LEARNING PLATFORM TO INCREASE LEARNER KNOWLEDGE OF CHINESE CHARACTERS SO LANGUAGE LEARNING & TECHNOLOGY LA English DT Article DE Chinese as a Foreign Language (CFL); Chinese Orthographic Awareness; Radical-Derived Character Instructional Method; Phonetic/Semantic Radicals ID READ CHINESE; 2ND-LANGUAGE LEARNERS; TEACHING CHINESE; AWARENESS; SKILLS; CALL AB The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners' Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, Chou, Sung, & Chang, 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese-American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course-involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week-the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test. C1 [Chen, Hsueh-Chih; Lin, Yu-Chi; Chang, Kuo-En; Sung, Yao-Ting] Natl Taiwan Normal Univ, Taipei, Taiwan. [Hsu, Chih-Chun] Natl Def Univ, Taipei, Taiwan. 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PD FEB PY 2013 VL 17 IS 1 SI SI BP 89 EP U225 PG 19 WC Education & Educational Research; Linguistics SC Education & Educational Research; Linguistics GA 099NP UT WOS:000315628800010 ER PT J AU Parkes, M Reading, C Stein, S AF Parkes, Mitchell Reading, Christine Stein, Sarah TI The competencies required for effective performance in a university e-learning environment SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related to the use of technology. The remaining 36 competencies encapsulated a range of practices considered to be essential for learning within a social constructivist framework. Six of the competencies identified were either new or substantially different from what had been previously identified in the literature. A survey of e-learning stakeholders rating the importance of the e-learning competencies indicated that the competencies were not of equal importance. Critically, a number of key competencies from a social constructivist perspective that dealt with interacting and working with others were rated as being unimportant. This suggests that there is a disconnect between what the literature says about the importance of social constructivism to e-learning environments in theory and what e-learning stakeholders perceive its importance to be in practice. C1 [Parkes, Mitchell; Reading, Christine] Univ New England, Armidale, NSW 2351, Australia. [Stein, Sarah] Univ Otago, Christchurch, New Zealand. RP Parkes, M (reprint author), Univ New England, Armidale, NSW 2351, Australia. 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PY 2013 VL 29 IS 6 BP 777 EP 791 PG 15 WC Education & Educational Research SC Education & Educational Research GA 280JD UT WOS:000329024000003 ER PT J AU Tait, A AF Tait, Alan TI Distance and E-Learning, Social Justice, and Development: The Relevance of Capability Approaches to the Mission of Open Universities SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance and e-learning; open and distance learning; open universities; distance teaching universities; on-line learning; development; development theory; social justice; Amartya Sen; capability approaches ID EDUCATION AB This article reviews the discourse of mission in large distance teaching and open universities, in order to analyse the theories of development and social justice that are claimed or may be inherent in them. It is suggested that in a number of cases the claims are unsupported or naive. The article goes on to set out the nature of Amartya Sen's capability approach for development, and to identify its potential for reviewing distance and e-learning more widely as a contributor to development and social justice. C1 Open Univ, London, England. RP Tait, A (reprint author), Open Univ, London, England. CR Bowles S., 1976, SCH CAPITALIST AM ED Commonwealth of Learning, 2012, 3 YEAR PLAN 2012 15 Daniel J., 2001, LEADERSHIP 21 CENTUR, P139 Harreveld R. E., 2010, TEACHER ED OP DISTAN, P48 Haughey M., 1992, DISTANCE ED SUSTAINA, P29 Kirkpatrick D., 2008, OP DIST LEARN SUST D, P25 [Anonymous], 2011, CREATING CAPABILITIE Paul Ross, 1990, OPEN LEARNING OPEN M Perraton H., 2004, POLICY OPEN DISTANCE, P9, DOI 10.4324/9780203464403_chapter_2 PERRATON H. 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M., 1997, FOUNDING OPEN U ESSA, P21 NR 29 TC 2 Z9 2 U1 0 U2 5 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 4 BP 1 EP 18 PG 18 WC Education & Educational Research SC Education & Educational Research GA 273MF UT WOS:000328538300002 ER PT J AU Babu, SC Ferguson, J Parsai, N Almoguera, R AF Babu, Suresh Chandra Ferguson, Jenna Parsai, Nilam Almoguera, Rose TI Open Distance Learning for Development: Lessons from Strengthening Research Capacity on Gender, Crisis Prevention, and Recovery SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; e-learning; gender research; Africa AB This paper documents the experience and lessons from implementing an e-learning program aimed at creating research capacity for gender, crisis prevention, and recovery. It presents a case study of bringing together a multidisciplinary group of women professionals through both online and face-to-face interactions to learn the skills needed to be a successful researcher. It reviews the issues related to distance learning programs with particular reference to the e-learning courses and highlights the constraints and challenges in implementing them. Lessons from the experience for future development of similar courses indicate that participant profiling prior to the course, user friendliness of technology, meeting various learning styles, encouraging and rewarding online exchanges, commitment of course moderators, a variety of learning materials, and mixed approaches to learning are some of the factors that can enhance the success of e-learning programs. The paper concludes that enhancing skills of developing country researchers through e-learning programs can increase learning accessibility to those living and working in remote and conflict ridden areas, and bring together a network of professionals to interact and exchange experiences on common problems and solutions. CR dela Pena-Bandalaria M., 2007, INT REV RES OPEN DIS, V8 Freeman R., 2004, PLANNING IMPLEMENTIN Fukuyama F., 2004, NATION BUILDING Gulati S., 2008, INT REV RES OPEN DIS, V9, P1 Howell S., 2003, ONLINE J DISTANCE LE, V4 Johnson S. D., 2003, NEW DIRECTIONS ADULT, V100 Berge Z. L., 2006, INT J ED DEV USING I, V2 Mandinach EB, 2005, TEACH COLL REC, V107, P1814, DOI 10.1111/j.1467-9620.2005.00543.x Ogunsola A., 2010, INT J OPEN DISTANCE, P20 Okonkwo CA, 2012, INT REV RES OPEN DIS, V13, P293 O'Rourke J., 2003, TUTORING OPEN DISTAN Capper J., 1998, FINANC DEV, V35, P42 [Anonymous], 2007, DISTANCE LEARNING Taylor J. C., 2001, ICDE WORLD C DUSS GE U.N, 1997, GEND MAINSTR REP EC UNESCO, 2002, OP DIST LEARN TRENDS Veletsianos G, 2012, INT REV RES OPEN DIS, V13, P166 NR 17 TC 0 Z9 0 U1 0 U2 4 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 5 BP 27 EP 50 PG 24 WC Education & Educational Research SC Education & Educational Research GA 273MO UT WOS:000328539200003 ER PT J AU Ross, J Gallagher, MS Macleod, H AF Ross, Jen Gallagher, Michael Sean Macleod, Hamish TI Making Distance Visible: Assembling Nearness in an Online Distance Learning Programme SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online learning; distance education; e-learning; higher education AB Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, & Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either "presence" or "distance". This paper draws from interview data from the "New Geographies of Learning" project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that "nearness" to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop resilience in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings. C1 [Ross, Jen; Macleod, Hamish] Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland. [Gallagher, Michael Sean] Hankuk Univ Foreign Studies, Seoul, South Korea. RP Ross, J (reprint author), Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland. 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PY 2013 VL 14 IS 4 BP 51 EP 67 PG 17 WC Education & Educational Research SC Education & Educational Research GA 273MF UT WOS:000328538300005 ER PT J AU Chen, Y He, W AF Chen, Yong He, Wu TI Security Risks and Protection in Online Learning: A Survey SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online learning; security; risk; threat; protection; e-learning ID TOOL AB This paper describes a survey of online learning which attempts to determine online learning providers' awareness of potential security risks and the protection measures that will diminish them. The authors use a combination of two methods: blog mining and a traditional literature search. The findings indicate that, while scholars have identified diverse security risks and have proposed solutions to mitigate the security threats in online learning, bloggers have not discussed security in online learning with great frequency. The differences shown in the survey results generated by the two different methods confirm that online learning providers and practitioners have not considered security as a top priority. The paper also discusses the next generation of an online learning system: a safer personal learning environment which requires a one-stop solution for authentication, assures the security of online assessments, and balances security and usability. C1 [Chen, Yong; He, Wu] Old Dominion Univ, Norfolk, VA 23529 USA. RP Chen, Y (reprint author), Old Dominion Univ, Norfolk, VA 23529 USA. RI Chen, Yong/I-8202-2014 OI Chen, Yong/0000-0001-6494-173X CR Adams A., 1999, Communications of the ACM, V42, P40, DOI 10.1145/322796.322806 Adams A, 2003, USABILITY EVALUATION, P331 Agharazi M, 2011, EDULEARN PROC, P6191 AGULLA EG, 2008, ADV LEARN TECHN 2008, P551 Alotaibi S. J., 2011, GLOB ENG ED C EDUCON, P142 Alwi N. H. 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PY 2013 VL 14 IS 5 BP 108 EP 127 PG 20 WC Education & Educational Research SC Education & Educational Research GA 273MO UT WOS:000328539200007 ER PT J AU Yildiz, O Bal, A Gulsecen, S AF Yildiz, Osman Bal, Abdullah Gulsecen, Sevinc TI Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; academic performance; fuzzy logic; genetic algorithm; online learning ID E-LEARNING COURSES AB It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the development of a mathematical model intended to predict distance education students' year-end academic performance using the first eight-week data on the learning management system. First, two fuzzy models were constructed, namely the classical fuzzy model and the expert fuzzy model, the latter being based on expert opinion. Afterwards, a gene-fuzzy model was developed optimizing membership functions through genetic algorithm. The data on distance education were collected through Moodle, an open source learning management system. The data were on a total of 218 students who enrolled in Basic Computer Sciences in 2012. The input data consisted of the following variables: When a student logged on to the system for the last time after the content of a lesson was uploaded, how often he/she logged on to the system, how long he/she stayed online in the last login, what score he/she got in the quiz taken in Week 4, and what score he/she got in the midterm exam taken in Week 8. A comparison was made among the predictions of the three models concerning the students' year-end academic performance. C1 [Yildiz, Osman; Bal, Abdullah] Yildiz Tekn Univ, Yildiz, Turkey. [Gulsecen, Sevinc] Istanbul Univ, Istanbul, Turkey. RP Yildiz, O (reprint author), Yildiz Tekn Univ, Yildiz, Turkey. CR Allen E., 2013, CLASS DIFFERENCES ON Brain Track, 2013, ONLINE EDUCATION CON Cordon O., 2001, GENETIC FUZZY SYSTEM Haupt R., 2004, PRACTICAL GENETIC AL Keet M., 2013, GENETIC ALGORITHMS A Lykourentzou I, 2009, J AM SOC INF SCI TEC, V60, P372, DOI 10.1002/asi.20970 Lykourentzou I, 2009, COMPUT EDUC, V53, P950, DOI 10.1016/j.compedu.2009.05.010 Moore D., 2009, INTRODUCTION TO THE Osofisan P. B., 2013, FUZZY LOGIC CONTROL simonson Michael, 2003, TEACHING AND LEARNIN Taylan O, 2009, COMPUT IND ENG, V57, P732, DOI 10.1016/j.cie.2009.01.019 Valluru R., 1995, C NEURAL NETWORKS AN Vandamme J.-P., 2007, ED EC, P405 Ventura S., 2009, ED DATA MINING, P307 NR 14 TC 1 Z9 1 U1 0 U2 3 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 5 BP 144 EP 165 PG 22 WC Education & Educational Research SC Education & Educational Research GA 273MO UT WOS:000328539200009 ER PT J AU Hur, MH Im, Y AF Hur, Mann Hyung Im, Yeonwook TI The Influence of E-Learning on Individual and Collective Empowerment in the Public Sector: An Empirical Study of Korean Government Employees SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Individual empowerment; collective empowerment; e-learning; online discussion; government employment; self-determination ID PERSPECTIVE AB Our study explores the influence of e-learning on individual and collective empowerment by using data collected from e-learning class participants of Korea's Cyber-Education Center. For the survey, a questionnaire was sent to each of the 41 central ministries' education and training officers (ETO) via email. The ETOs distributed the questionnaire to individuals in their ministries who have taken e-learning classes offered by the Cyber-Education Center during the first half of 2012. Out of more than 1,000 e-learning class attendees, 161 responded to the questionnaire survey. A set of multiple regression models was employed to explore significant predictors of government employees' individual and collective empowerment in e-learning environments. Using existing literature on empowerment theories, a set of 16 questions was developed. A factor analysis was conducted to condense 16 individual variables into several large categories. Four factors including meaning, competence, self-determination, and collective empowerment were extracted from the 16 questions. The first three equations stood for individual empowerment and the last one for collective empowerment. Each of the four factors was utilized as a dependent variable in the multiple regression analysis. Each regression model uncovered its own set of variables that played a role in empowerment. The predictor variables of the meaning dimension were more widely split than those of the competence dimension or the self-determination dimension and collective empowerment. Only one independent variable-preference of e-learning class to offline class-was associated with all four dependent variables. However, modalities of e-learning activity, which were expected to be a significant predictor of empowerment, were not associated with any of the four dependent variables. In addition, lecture types of the e-learning class were also expected to be a significant predictor of empowerment but were only associated with the competence dimension. C1 [Hur, Mann Hyung] Chung Ang Univ, Seoul, South Korea. [Im, Yeonwook] Hanyang Cyber Univ, Seoul, South Korea. RP Hur, MH (reprint author), Chung Ang Univ, Seoul, South Korea. 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PY 2013 VL 14 IS 4 BP 191 EP 213 PG 23 WC Education & Educational Research SC Education & Educational Research GA 273MF UT WOS:000328538300012 ER PT J AU Mavroudi, A Hadzilacos, T AF Mavroudi, Anna Hadzilacos, Thanasis TI Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; adult learning; instructional design; analysis in e-learning; collaborative e-class ID DESIGN AB Analysis, the first phase of the typical instructional design process, is often downplayed. This paper focuses on the analysis concerning a series of e-courses for collaborative adult education in semi-formal settings by reporting and generalizing results from the REVIT project. REVIT, an EU-funded research project, offered custom e-courses to learners in several remote European areas and received a 'best practice' distinction in social inclusion. These e-courses were designed and developed for the purpose of providing training in aspects of the learners' professional domains related to the utilization of information and communication technologies. The main challenge was to prove that it is possible and economically feasible to provide meaningful training opportunities via distance education, by utilizing existing infrastructure ("revitalizing schools") and by making use of modern digital technology affordances coupled with suitable distance learning techniques and Web 2.0 tools. ADDIE, the generic instructional systems design model, enhanced with a rapid prototyping phase, was put forth in order to allow stakeholders to interact with a prototypical e-course, which served as an introductory lesson and as a reference point, since its evaluation informed the design choices of all subsequent e-courses. The learning needs approach adopted in REVIT combined learner analysis, context analysis, and needs analysis into a coherent analysis framework in which several methods (observation, estimation, document analysis, survey, and dialogue) were exploited. Putting emphasis on the analysis phase and decoupling the design from the delivery of the e-courses facilitated adaptation and localization. Adaptation and localization issues concerning the adoption of the REVIT distance learning framework, taking into account the socio-cultural and pedagogical context, are discussed. A central result reported is that the analysis phase was crucial for the success of the whole endeavour and that carrying it out properly is not straightforward or easy. The analysis framework presented in this paper could be useful in other similar e-learning situations whose "educational-identity" also involves distance and adult learning in a semi-formal setting. 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PY 2013 VL 14 IS 5 BP 211 EP 239 PG 29 WC Education & Educational Research SC Education & Educational Research GA 273MO UT WOS:000328539200012 ER PT J AU Castano-Munoz, J Sancho-Vinuesa, T Duart, JM AF Castano-Munoz, Jonatan Sancho-Vinuesa, Teresa Duart, Josep M. TI Online Interaction in Higher Education: Is There Evidence of Diminishing Returns? SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online interaction; academic achievement; higher education AB Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study the productivity associated with five different levels of interaction intensity in learning. We also compare the results obtained for fully online education with those for face-to-face learning. 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PY 2013 VL 14 IS 5 BP 240 EP 257 PG 18 WC Education & Educational Research SC Education & Educational Research GA 273MO UT WOS:000328539200013 ER PT J AU Yang, DF Catterall, J Davis, J AF Yang, Dai Fei Catterall, Janice Davis, Janelle TI Supporting new students from vocational education and training: Finding a reusable solution to address recurring learning difficulties in e-learning SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID UNIVERSITY; ONLINE AB This paper reports on a project that investigated the first year, online experiences of vocational education and training (VET) pathway students studying at university. It was found that, although some students embraced online learning, more than twenty percent of new VET students suffered from high levels of anxiety and frustration when learning online and more than 40% of students also reported difficulties in balancing work and study. In order to address these problems, this paper presents a reusable solution by introducing these new students to an education technology preparation (ETP) program. Student feedback on the ETP program shows a significant improvement in confidence and attitudes towards learning online. We suggest that online learning offers greater flexibility to time-poor students but only if they are confident and competent users of the online systems. We argue that it is dangerous to assume that all new students have the necessary online skills to study effectively in their first year at university. This leads to two implications. Firstly, in practice, it is crucial to provide new students from the VET sector with a well-designed online learning support program. Secondly, in institutional policy, it is imperative to ensure that such support is adequately resourced. C1 [Yang, Dai Fei; Catterall, Janice; Davis, Janelle] Univ Western Sydney, Penrith, NSW 1797, Australia. 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PY 2013 VL 29 IS 5 BP 640 EP 650 PG 11 WC Education & Educational Research SC Education & Educational Research GA 259SN UT WOS:000327546700004 ER PT J AU Worm, BS Jensen, K AF Worm, Bjarne Skjodt Jensen, Kenneth TI Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial SO MEDICAL EDUCATION ONLINE LA English DT Article DE level; e-learning; learning; teaching AB Background and aims: The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods: One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results: All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p > 0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p > 0.05). Conclusions: This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. C1 [Worm, Bjarne Skjodt; Jensen, Kenneth] Copenhagen Univ Hosp Bispebjerg, Dept Anaesthesia & Intens Care, Copenhagen, Denmark. RP Worm, BS (reprint author), Ind Vaenget 48, DK-3400 Hillerod, Denmark. 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Online PY 2013 VL 18 AR 21877 DI 10.3402/meo.v18i0.21877 PG 6 WC Education & Educational Research SC Education & Educational Research GA 252OP UT WOS:000327016700001 PM 24229729 ER PT J AU Remmele, B Holthaus, M AF Remmele, Bernd Holthaus, Matthias TI De-Gendering in the Use of E-Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Gender governance; e-learning; co-construction of technology; gender ID GAP AB The starting point of the paper is the co-construction of gender and technology, that is, the theory that the usage of and the attitude to certain kinds of technology are a way to "do" one's gender. A survey is presented that supports the assumption that with the routinization of e-learning in higher education e-learning loses its character as a technology, which can be used for gender performance. With the routinization of its usage e-learning is becoming a gender-neutral tool with no outstanding technological appeal. However, though doing gender may disappear in certain fields the co-construction of gender and technology is still valid as basic structure. Furthermore, the results show that e-learning meanwhile supports the attitude we call study as consumption, that is, the expectation that the main e-learning features are usual services to be provided by the educational institution. This attitude is to be found among male and female students alike. CR Blum K. 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Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 3 BP 27 EP 42 PG 16 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200003 ER PT J AU Esterhuizen, HD Blignaut, S Ellis, S AF Esterhuizen, Hendrik Danil Blignaut, Seugnet Ellis, Suria TI Looking Out and Looking In : Exploring a Case of Faculty Perceptions During E-Learning Staff Development SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Technology enhanced learning (TEL); teacher training; professional development; mixed methods research; interactive white boards; developing context; technophobia AB This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a t-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward's method of Euclidean distances grouped the variables into five clusters according to the researchers' paradigm of looking in and looking out from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL. C1 [Esterhuizen, Hendrik Danil; Blignaut, Seugnet; Ellis, Suria] North West Univ, Potchefstroom, South Africa. RP Esterhuizen, HD (reprint author), North West Univ, Potchefstroom, South Africa. 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H., 1999, ED TECHNOLOGY SOC, V2, P92 StatSoft Inc., 2011, STAT VERS 10 UNESCO, 2002, OP DIST LEARN TRENDS Voogt J., 2008, INT HDB INFORM TECHN, pxxix Wilson W., 2003, EDUCAUSE Q, V2, P60 Zemsky R., 2004, THWARTED INNOVATION NR 41 TC 3 Z9 3 U1 4 U2 16 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 3 BP 59 EP 80 PG 22 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200005 ER PT J AU Shimoni, R Barrington, G Wilde, R Henwood, S AF Shimoni, Rena Barrington, Gail Wilde, Russ Henwood, Scott TI Addressing the Needs of Diverse Distributed Students SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Best practice; diversity; distributed learning; e-learning AB Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with "best practices behind the best practices" that facilitate the adoption and improvement of distributed service delivery. C1 [Shimoni, Rena; Barrington, Gail; Wilde, Russ; Henwood, Scott] Bow Valley Coll, Calgary, AB, Canada. RP Shimoni, R (reprint author), Bow Valley Coll, Calgary, AB, Canada. CR Allen I. E., 2009, LEARNING DEMAND ONLI Bates T., 2011, 2011 OUTLOOK ONLINE Borokhovski E., 2011, CANADIAN J LEARNING, V37, P1 Canadian Council on Learning, 2009, STAT E LEARN CAN Contact North, 2012, ONL LEARN CAN TIPP P Fiege K., 2011, SUPPORTING STUDENTS Fiege K., 2010, SUCCESSFUL PRACTICES Floyd D. L., 2004, NEW DIRECTIONS COMMU, P55 GOODMAN LA, 1961, ANN MATH STAT, V32, P148, DOI 10.1214/aoms/1177705148 LaPadula M., 2003, American Journal of Distance Education, V17, P119, DOI 10.1207/S15389286AJDE1702_4 McCracken H., 2005, ONLINE J DISTANCE LE, V8 Moore JL, 2011, INTERNET HIGH EDUC, V14, P129, DOI 10.1016/j.iheduc.2010.10.001 Nagel D., 2009, MOST COLL STUDENTS T Parker K., 2011, DIGITAL REVOLUTION H Radford A. W., 2008, LEARNING DISTANCE UN Shimoni R., 2010, M NEEDS DIVERSE STUD Shimoni R., 2010, SUCCESSFUL PRACTICES Wood D., 2011, POLICY DEV TOOLKIT O NR 18 TC 1 Z9 1 U1 0 U2 2 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 3 BP 134 EP 157 PG 24 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200008 ER PT J AU Jezegou, A AF Jezegou, Annie TI The Influence of the Openness of an E-Learning Situation on Adult Students' Self-Regulation SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-learning; openness; environmental self-regulation; self-regulated behavior; need for autonomy; need for social affiliation AB This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students' self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of "openness" (Jezegou, 2005). It applied the "actantial model" (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jezegou, 2010a). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity. C1 Univ Lille 1 Sci & Technol, Lille, France. RP Jezegou, A (reprint author), Univ Lille 1 Sci & Technol, Lille, France. 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R., 1998, ED PERMANENTE, V136, P15 Zimmerman B., 2000, APPRENANTS AUTONOMES Zimmermann B., 2002, FORMATION AUTODIRIGE, P69 ZIMMERMAN BJ, 1989, J EDUC PSYCHOL, V81, P329, DOI 10.1037//0022-0663.81.3.329 NR 45 TC 0 Z9 0 U1 0 U2 6 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 3 BP 182 EP 201 PG 20 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200010 ER PT J AU Rabiee, A Nazarian, Z Gharibshaeyan, R AF Rabiee, Ali Nazarian, Zahra Gharibshaeyan, Raziyeh TI An Explanation for Internet Use Obstacles Concerning E-Learning in Iran SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Internet; e-learning; distance learning; Iran AB E-learning is advancing in Iran right now. The Iranian higher education system is applying electronic learning in order to conquer the limitations of the existing education system. These limitations include the growing number of applicants for entering universities, lack of classrooms for education, and universities' tensions in replying to these needs. Also, ease of access to e-learning and a lack of financial resources are reasons for applying e-learning in Iran. In addition, the Iranian higher education system wants to progress with global changes in the information era and they see it as necessary to acquire information and knowledge. Meanwhile, web technology enjoys a special and significant role. This paper investigated barriers to using internet technology for e-learning in the Iranian context. The methodology employed both qualitative and quantitative techniques. In the qualitative stage, exploratory observations of eight virtual institutes for higher education and interviews with 20 experts in these institutes were used. The analysis of the data showed that socio-cultural, structural, educational, economic, and legal factors were the most prominent obstacles to web technology use; each factor comprised a number of components. So as to check the primacy of the factors and the extracted components at large, the researchers developed a Likert-type questionnaire; the questionnaire, which comprised the five types of obstacles and their related components, enjoyed a high degree of validity and reliability. Twenty students in each of the eight institutes were asked to fill out the questionnaire. The analysis of the data showed that socio-cultural factors are the most influential barriers to use of the Internet in e-learning. C1 [Rabiee, Ali; Nazarian, Zahra] Payame Noor Univ, Tehran, Iran. [Gharibshaeyan, Raziyeh] Allameh Tabatabaee Univ, Tehran, Iran. RP Rabiee, A (reprint author), Payame Noor Univ, Tehran, Iran. CR Araste H., 2009, Q J RES PLANNING HIG, V14, P47 Atashak M., 2007, Q J RES PLANNING HIG, V13, P135 Cahill R., 2008, THESIS U ST THOMAS S Carswell A. D., 2002, INT J HUMAN COMPUTER, V56, P494 Cooper R., 2004, E LEARNING WORLD Emadzade M., 2009, ARTICLES COLLECTION, P95 Farajollahi M., 2010, TURKISH ONLINE J DIS, V11 Fariborzi E., 2011, INT C HUM SOC CULT S, V20, P58 Feyzi K., 2004, Q J RES PLANNING HIG, V10, P99 Geogieva G., 2003, P 4 INT C COMP SYST, P709 Ghavidel S., 2012, Q J RES PLANNING HIG, V18, P43 Hamdi MS, 2007, APPL SOFT COMPUT, V7, P746, DOI 10.1016/j.asoc.2006.02.001 [Anonymous], 2006, IR NAT HIGH ED REP Jafarpoor M., 2008, 5 INT C COMM INF TEC Jerry B., 2000, E LEARNING POTENTIAL Kamalian A., 2009, EDUC TECHNOL, V4, P13 Khan B. 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PY 2013 VL 14 IS 3 BP 361 EP 376 PG 16 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200018 ER PT J AU Chaiprasurt, C Esichaikul, V AF Chaiprasurt, Chantorn Esichaikul, Vatcharaporn TI Enhancing Motivation in Online Courses with Mobile Communication Tool Support: A Comparative Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE e-learning; mobile communication tools; motivation; online courses; online learning ID PERFORMANCE; ENGAGEMENT AB Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an online course based on an e-learning system with and without the support of mobile communication tools, respectively. These tools, which are implemented on a mobile phone, extend the use of the existing Moodle learning management system (LMS) under the guidance of a mobile communication tools framework. This framework is considered to be effective in promoting learner motivation and encouraging interaction between learners and instructors as well as among learner peers in online learning environments. A quasi-experimental research design was used to empirically investigate the influence of these tools on learner motivation using subjective assessment (for attention, relevance, confidence, satisfaction, and social ability) and objective assessment (for disengagement, engagement, and academic performance). The results indicate that the use of the tools was effective in improving learner motivation, especially in terms of the attention and engagement variables. Overall, there were statistically significant differences in subjective motivation, with a higher level achieved by experimental-group learners (supported by the tools) than control-group learners (unsupported by the tools). C1 [Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn] Asian Inst Technol, Khlong Luang, Thailand. RP Chaiprasurt, C (reprint author), Asian Inst Technol, Khlong Luang, Thailand. CR AMABILE TM, 1994, J PERS SOC PSYCHOL, V66, P950, DOI 10.1037/0022-3514.66.5.950 Andrews T, 2010, SECOND INTERNATIONAL CONFERENCE ON MOBILE, HYBRID, AND ON-LINE LEARNING (ELML 2010), P71, DOI 10.1109/eLmL.2010.15 Bae Y. 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PY 2013 VL 14 IS 3 BP 377 EP 401 PG 25 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200019 ER PT J AU Shea, P Hayes, S Smith, SU Vickers, J Bidjerano, T Gozza-Cohen, M Jian, SB Pickett, AM Wilde, J Tseng, CH AF Shea, Peter Hayes, Suzanne Smith, Sedef Uzuner Vickers, Jason Bidjerano, Temi Gozza-Cohen, Mary Jian, Shou-Bang Pickett, Alexandra M. Wilde, Jane Tseng, Chi-Hua TI Online Learner Self-Regulation: Learning Presence Viewed through Quantitative Content- and Social Network Analysis SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Community of inquiry; learning presence; social network analysis; self-regulation; online learning; quantitative content analysis; learning journals; online discussions ID WEB; COMMUNITY; COMMUNICATION; PERFORMANCE; FRAMEWORK; EFFICACY; INQUIRY; STYLES AB This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use learning presence to refer to the iterative processes of forethought and planning, monitoring and adapting strategies for learning, and reflecting on results that successful students use to regulate their learning in online, interactive environments. To gain insight into these processes, we present results of a study using quantitative content analysis (QCA) and social network analysis (SNA) in a complementary fashion. First, we used QCA to identify the forms of learning presence reflected in students' public (class discussions) and more private (learning journals) products of knowledge construction in online, interactive components of a graduate-level blended course. Next, we used SNA to assess how the forms of learning presence we identified through QCA correlated with the network positions students held within those interactional spaces (i.e., discussions and journals). We found that the students who demonstrated better self- and co-regulation (i.e., learning presence) took up more advantageous positions in their knowledge-generating groups. Our results extend and confirm both the CoI framework and previous investigations of online learning using SNA. C1 [Shea, Peter; Vickers, Jason; Jian, Shou-Bang; Wilde, Jane] SUNY Albany, Albany, NY 12222 USA. [Hayes, Suzanne; Tseng, Chi-Hua] SUNY Empire State Coll, Saratoga Springs, NY USA. [Smith, Sedef Uzuner] Lamar Univ, Beaumont, TX USA. [Bidjerano, Temi] Furman Univ, Greenville, SC USA. [Gozza-Cohen, Mary] Widener Univ, Chester, PA USA. RP Shea, P (reprint author), SUNY Albany, Albany, NY 12222 USA. CR Adler E. S., 2011, INVITATION SOCIAL RE Allen I., 2013, CHANGING COURSE 10 Y Anderson T., 2001, J ASYNCHRONOUS LEARN, V5, P1 Aviv R., 2003, J ASYNCHRONOUS LEARN, V7, P1 Bixler B. 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PY 2013 VL 14 IS 3 BP 427 EP 461 PG 35 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200021 ER PT J AU Carril, PCM Sanmamed, MG Selles, NH AF Munoz Carril, Pablo Cesar Gonzalez Sanmamed, Mercedes Hernandez Selles, Nuria TI Pedagogical Roles and Competencies of University Teachers Practicing in the E-Learning Environment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online teaching; online teacher roles; competencies; pedagogical competencies; interest in training ID ONLINE; EDUCATION AB Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty's roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty's level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning. C1 [Munoz Carril, Pablo Cesar] Univ Santiago de Compostela, Santiago De Compostela, Spain. [Gonzalez Sanmamed, Mercedes] Univ A Coruna, La Coruna, Spain. 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PY 2013 VL 14 IS 3 BP 462 EP 487 PG 26 WC Education & Educational Research SC Education & Educational Research GA 190XZ UT WOS:000322378200022 ER PT J AU Kinshuk Jesse, R AF Kinshuk Jesse, Ryan TI Mobile Authoring of Open Educational Resources as Reusable Learning Objects SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open education resources; reusable learning objects; mobile technology ID DESIGN AB E-learning technologies have allowed authoring and playback of standardized reusable learning objects (RLO) for several years. Effective mobile learning requires similar functionality at both design time and runtime. Mobile devices can play RLO using applications like SMILE, mobile access to a learning management system (LMS), or other systems which deploy content to mobile learners (Castillo & Ayala, 2008; Chu, Hwang, & Tseng, 2010; Hsu & Chen, 2010; Nakabayashi, 2009; Zualkernan, Nikkhah, & Al-Sabah, 2009). However, implementations which author content in a mobile context do not typically permit reuse across multiple contexts due to a lack of standardization. Standards based (IMS and SCORM) authoring implementations exist for non-mobile platforms (Gonzalez-Barbone & Anido-Rifon, 2008; Griffiths, Beauvoir, Liber, & Barrett-Baxendale, 2009; Tellez, 2010; Yang, Chiu, Tsai, & Wu, 2004). However, this paradigm precludes capturing learning where and when it occurs. Consequently, RLO authored for e-learning lack learner generated content, especially with timely, relevant, and location aware examples. C1 [Kinshuk; Jesse, Ryan] Athabasca Univ, Athabasca, AB, Canada. RP Kinshuk (reprint author), Athabasca Univ, Athabasca, AB, Canada. RI Kinshuk, Dr/D-3764-2014 OI Kinshuk, Dr/0000-0003-3923-9003 CR Ahern S., 2006, P PERV IM CAPT SHAR Atkins D.E., 2007, REV OPEN ED RESOURCE Berggren A., 2005, J INTERACTIVE MEDIA, V1 Berlanga A. 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PY 2013 VL 14 IS 2 SI SI BP 28 EP 51 PG 24 WC Education & Educational Research SC Education & Educational Research GA 190XC UT WOS:000322375800004 ER PT J AU Batalla-Busquets, JM Pacheco-Bernal, C AF Batalla-Busquets, Josep-Maria Pacheco-Bernal, Carmen TI On-the-Job E-Learning : Workers' Attitudes and Perceptions SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; on-the-job training; worker's attitudes nd perceptions; ICT; perceptual map; factor analysis ID FRAMEWORK AB The use of e-learning for on-the-job training has grown exponentially in the last decade due to it being accepted by people in charge of businesses. Few papers have explored virtual training from the workers' standpoint, that is, the perception they have about the different training methodologies (face-to-face vs. virtual) and the attitudes they have towards on-the-job learning. Training, in this context, is an investment for both the two participating agents: businesses and workers. It seems logical that knowing the perceptions and attitudes shown by the targets of the training is, at least, as important as knowing the advantages for the companies. To analyse workers' perceptions and attitudes we conducted an online survey of 2,000 employees of the leading European savings bank, CaixaBank (http://www.caixabank.com/index_en.html), on training habits, perceptions, motivations, and disincentives of undertaking face-to-face or online instruction. The results reveal that workers perceive e-learning as a more flexible and up-to-date training methodology. On the other hand, face-to-face training continues to be perceived as a more motivating methodology compared to virtuality and with better explanations from the course trainers. As regards motivations given by the workers when it comes to training, there are three main groups of attitudes: those which are more affective and social, those which reveal poor adaptability or fear of the new training requirements, and, finally, those linked to the knowledge society. Such results state that while the benefits of distance methodology can be clearly identified from the company's point of view (i.e., as a flexible and efficient methodology to develop the employees' skills and knowledge), from the employees' standpoint, the advantages of virtual training are not so clear and depend to a great extent on their attitude towards the use of virtuality. C1 [Batalla-Busquets, Josep-Maria; Pacheco-Bernal, Carmen] Univ Oberta Catalunya, Barcelona, Spain. RP Batalla-Busquets, JM (reprint author), Univ Oberta Catalunya, Barcelona, Spain. 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G., 1996, CONSTRUCTIVIST LEARN Wurtmann B., 2008, TRAINING MAGAZINE Zhang DS, 2003, INFORM SYST FRONT, V5, P207, DOI 10.1023/A:1022609809036 NR 47 TC 5 Z9 5 U1 2 U2 16 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 1 BP 40 EP 64 PG 25 WC Education & Educational Research SC Education & Educational Research GA 190XA UT WOS:000322375400004 ER PT J AU Arinto, PB AF Arinto, Patricia B. TI A Framework for Developing Competencies in Open and Distance Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open and distance e-learning ID PEDAGOGICAL CONTENT KNOWLEDGE; DESIGN AB Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty's perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course. C1 Open Univ, Univ Philippines, Los Banos, Philippines. RP Arinto, PB (reprint author), Open Univ, Univ Philippines, Los Banos, Philippines. CR Abrioux D., 2001, INT REV RES OPEN DIS, V1 Abrioux D., 2006, VIRTUAL U MODELS MES Anderson T, 2008, THEORY AND PRACTICE OF ONLINE LEARNING, 2ND EDITION, P343 Angeli C, 2009, COMPUT EDUC, V52, P154, DOI 10.1016/j.compedu.2008.07.006 Arinto P. 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E., 1995, ART CASE STUDY RES Stake R. E., 2003, STRATEGIES QUALITATI, P134 Swan K., 2010, INTRO DISTANCE ED UN, P108 Tait A., 2010, INTRO DISTANCE ED UN, pix Thompson M. M., 2007, SAGE HDB E LEARNING, P159 Thorpe M., 2006, STUDIES CONTINUING E, V28, P203, DOI 10.1080/01580370600947330 Woods R. H., 2004, INT REV RES OPEN DIS, V5 NR 45 TC 3 Z9 3 U1 2 U2 10 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2013 VL 14 IS 1 BP 167 EP 185 PG 19 WC Education & Educational Research SC Education & Educational Research GA 190XA UT WOS:000322375400010 ER PT J AU Farrus, M Costa-Jussa, MR AF Farrus, Mireia Costa-jussa, Marta R. TI Automatic Evaluation for E-Learning Using Latent Semantic Analysis : A Use Case SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; automatic test assessment; web platform; latent semantic analysis ID TEXT AB Assessment in education allows for obtaining, organizing, and presenting information about how much and how well the student is learning. The current paper aims at analysing and discussing some of the most state-of-the-art assessment systems in education. Later, this work presents a specific use case developed for the Universitat Oberta de Catalunya, which is an online university. An automatic evaluation tool is proposed that allows the student to evaluate himself anytime and receive instant feedback. This tool is a web-based platform, and it has been designed for engineering subjects (i.e., with math symbols and formulas) in Catalan and Spanish. Particularly, the technique used for automatic assessment is latent semantic analysis. Although the experimental framework from the use case is quite challenging, results are promising. C1 [Farrus, Mireia] Univ Pompeu Fabra, Barcelona, Spain. [Costa-jussa, Marta R.] Inst Infocomm Res, Singapore, Singapore. RP Farrus, M (reprint author), Univ Pompeu Fabra, Barcelona, Spain. RI Costa-jussa, Marta/M-7886-2013 OI Costa-jussa, Marta/0000-0002-5703-520X CR Banchs RE, 2010, LECT NOTES ARTIF INT, V6233, P57, DOI 10.1007/978-3-642-14770-8_8 Banchs R. E., 2011, ACL HLT 5 WORKSH SYN Brown S., 1999, COMPUTER ASSISTED AS DEERWESTER S, 1990, J AM SOC INFORM SCI, V41, P391, DOI 10.1002/(SICI)1097-4571(199009)41:6<391::AID-ASI1>3.0.CO;2-9 Dumais S., 1996, SIGIR 1996 WORKSH CR Foltz P., 1999, INTERACTIVE MULTIMED Greenacre M., 2011, IT HAD BE U SVD SONG Hidekatsu K., 2007, P 35 ANN ACM SIGUCCS Hofmann, 1999, P UNC ART INT UAI99I, P289 Hussein S., 2008, P 2008 ANN RES C S A Landauer T., 1997, P 19 ANN M COGN SCI Lemaire B, 2001, J EDUC COMPUT RES, V24, P305 Miller T., 2003, Journal of Educational Computing Research, V29, P495 Perez D., 2006, P 22 INT C SPAN SOC Quah JTS, 2009, IEEE IJCNN, P1411 Rehder B, 1998, DISCOURSE PROCESS, V25, P337 Salton Gerard, 1989, AUTOMATIC TEXT PROCE Sebastiani F, 2002, ACM COMPUT SURV, V34, P1, DOI 10.1145/505282.505283 Burstein J. 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PY 2013 VL 14 IS 1 BP 239 EP 254 PG 16 WC Education & Educational Research SC Education & Educational Research GA 190XA UT WOS:000322375400014 ER PT J AU Chaoui, M Laskri, MT AF Chaoui, Mohammed Laskri, Mohamed Tayeb TI Proposition and Organization of an Adaptive Learning Domain based on Fusion from the Web SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Web resources; Adaptive Learning Domain; Fusion; E-learning Platform; and Learner Profiles ID ANT COLONY SYSTEM; KNOWLEDGE REPRESENTATION; ADAPTATION; SETTINGS; CONTEXT; STYLE AB The Web allows self-navigated education through interaction with large amounts of Web resources. While enjoying the flexibility of Web tools, authors may suffer from research and filtering Web resources, when they face various resources formats and complex structures. An adaptation of extracted Web resources must be assured by authors, to give reliability, satisfaction of learners and content quality of E-learning platform. This study has proposed Fusion of Web resources approach to this problem and organized resources to an Adaptive Learning Domain into E-learning platform. The focus was firstly, on searching tools and filtering methods to extract the most relevant educational Web resources and structuring them to create courses, secondly, on adaptation of extracted Web resources. Our approach explores a new process of fusion in creation and in adaptation to learner's profiles. That approach doesn't need much time and many efforts which can be taken and done by authors to create courses. It also finds direct way to Web resources which are needed, and the update of courses that can be done directly from the Web with the reuse of extracted resources. The evaluation of this work has given high performance in comparison with different methods of course's creation. C1 [Chaoui, Mohammed; Laskri, Mohamed Tayeb] Badji Mokhtar Univ, Dept Comp Sci, Annaba, Algeria. RP Chaoui, M (reprint author), Badji Mokhtar Univ, Dept Comp Sci, Annaba, Algeria. EM chaoui.mohamed@yahoo.fr; laskri@univ-annaba.org OI Chaoui, Mohammed/0000-0001-7716-0860 CR Akoumianakis D, 2011, EDUC TECHNOL SOC, V14, P55 Amaral L., 2006, P WMSCI WORLD MULT S Arthurs J. 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D., 2009, INT SEM ICT ED YOG S Verbert K., 2005, 14 INT C WORLD WID W, P1140 Wang HC, 2006, COMPUT EDUC, V46, P458, DOI 10.1016/j.compedu.2005.09.005 Wang MH, 2011, EDUC TECHNOL SOC, V14, P28 Wang MH, 2010, EDUC TECHNOL SOC, V13, P167 Wang TI, 2008, EXPERT SYST APPL, V34, P2449, DOI 10.1016/j.eswa.2007.04.014 Yang SJH, 2006, EDUC TECHNOL SOC, V9, P188 Yang YJ, 2009, EXPERT SYST APPL, V36, P3034, DOI 10.1016/j.eswa.2008.01.066 Yessad A., 2008, INT J WEB BASED LEAR, V3, P57, DOI 10.4018/jwltt.2008100103 Zitko B, 2009, EXPERT SYST APPL, V36, P8185, DOI 10.1016/j.eswa.2008.10.028 NR 47 TC 0 Z9 0 U1 2 U2 7 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 JAN PY 2013 VL 16 IS 1 BP 118 EP 132 PG 15 WC Education & Educational Research SC Education & Educational Research GA 075OQ UT WOS:000313896800011 ER PT J AU Fessakis, G Dimitracopoulou, A Palaiodimos, A AF Fessakis, Georgios Dimitracopoulou, Angelique Palaiodimos, Aggelos TI Graphical Interaction Analysis Impact on Groups Collaborating through Blogs SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Blogs; Learning by design; Interaction analysis; CSCL; E-Learning; Higher education AB This paper presents empirical research results regarding the impact of Interaction Analysis (IA) graphs on groups of students collaborating through online blogging according to a "learning by design" scenario. The IA graphs used are of two categories; the first category summarizes quantitatively the activity of the users for each blog, hence permitting the comparison of the students' activity level in a group, while the second category allows the comparison among different groups. The statistical analysis of the students' interactions shows the significant impact of the graphs presence based on the number of posts and comments produced by the groups. Furthermore, the graphs of the first category (intra-group IA) have stronger impact than the graphs of the second (intergroup IA). The results support the general claim that interaction analysis is an important component of self-regulation in computer supported collaborative learning environments. In addition the research conclusion suggests that collaborative learning by design is an effective model especially when combined with interaction analysis tools. C1 [Fessakis, Georgios; Dimitracopoulou, Angelique; Palaiodimos, Aggelos] Univ Aegean, Learning Technol & Educ Engn Lab, Rhodes 85100, Greece. RP Palaiodimos, A (reprint author), Univ Aegean, Learning Technol & Educ Engn Lab, Demokratias 1, Rhodes 85100, Greece. EM gfesakis@rhodes.aegean.gr; adimitr@aegean.gr; psemms07036@rhodes.aegean.gr CR Allen C., 2004, TRACING EVOLUTION SO Anjewierden A., 2009, COMP SUPP COLL LEARN Anjewierden A, 2006, LECT NOTES COMPUT SC, V4277, P279 Bratitsis Tharrenos, 2008, International Journal of e-Collaboration, V4, P20, DOI 10.4018/jec.2008010102 Chen H.L., 2005, P 2005 AM SOC ENG ED Dimitracopoulou A., 2009, SPECIAL ISSUE COGNIT, V6, P291 Downes S., 2004, EDUCAUSE REV, V39, P14 Blog, RES KIT ED TECHN TEA Ernest P., 1994, P 18 ANN C INT GROUP, P304 Fesakis G, 2004, IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS, P196, DOI 10.1109/ICALT.2004.1357402 Fessakis G, 2008, EDUC TECHNOL SOC, V11, P199 Bhattacharya K., 2001, EMERGING PERSPECTIVE Kim B., 2001, EMERGING PERSPECTIVE Vygotsky L., 1986, THOUGHT LANGUAGE NR 14 TC 2 Z9 2 U1 1 U2 14 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 JAN PY 2013 VL 16 IS 1 BP 243 EP 253 PG 11 WC Education & Educational Research SC Education & Educational Research GA 075OQ UT WOS:000313896800021 ER PT J AU Preston, E Ada, L Dean, CM Stanton, R Waddington, G Canning, C AF Preston, Elisabeth Ada, Louise Dean, Catherine M. Stanton, Rosalyn Waddington, Gordon Canning, Colleen TI The Physiotherapy eSkills Training Online resource improves performance of practical skills: a controlled trial SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Physiotherapy students; Stroke; Practical skills ID STUDENTS AB Background: E-learning is a common and popular mode of educational delivery, but little is known about its effectiveness in teaching practical skills. The aim of this study was to determine whether the Physiotherapy eSkills Training Online resource in addition to usual teaching improved the performance of practical skills in physiotherapy students. Method: This study was a non-randomised controlled trial. The participants were graduate entry physiotherapy students enrolled in consecutive semesters of a neurological physiotherapy unit of study. The experimental group received the Physiotherapy eSkills Training Online resource as well as usual teaching. The Physiotherapy eSkills Training Online resource is an online resource incorporating (i) video-clips of patient-therapist simulations; (ii) supportive text describing the aim, rationale, equipment, key points, common errors and methods of progression; and (iii) a downloadable PDF document incorporating the online text information and a still image of the video-clip for each practical skill. The control group received usual teaching only. The primary outcomes were the overall performance of practical skills as well as their individual components, measured using a practical examination. Results: The implementation of the Physiotherapy eSkills Training Online resource resulted in an increase of 1.6 out of 25 (95% CI -0.1 to 3.3) in the experimental group compared with the control group. In addition, the experimental group scored 0.5 points out of 4 (95% CI 0 to 1.1) higher than the control group for 'effectiveness of the practical skill' and 0.6 points out of 4 (95% CI 0.1 to 1.1) higher for 'rationale for the practical skill'. Conclusion: There was improvement in performance of practical skills in students who had access to the Physiotherapy eSkills Training Online resource in addition to usual teaching. Students considered the resource to be very useful for learning. C1 [Preston, Elisabeth; Ada, Louise; Stanton, Rosalyn; Canning, Colleen] Univ Sydney, Discipline Physiotherapy, Sydney, NSW 2006, Australia. [Dean, Catherine M.] Macquarie Univ, Discipline Physiotherapy, Macquarie, Australia. [Waddington, Gordon] Univ Canberra, Discipline Physiotherapy, Canberra, ACT 2601, Australia. RP Preston, E (reprint author), Univ Sydney, Discipline Physiotherapy, Sydney, NSW 2006, Australia. EM Elisabeth.Preston@canberra.edu.au RI Dean, Catherine/H-2115-2011; OI Dean, Catherine/0000-0001-7502-1138; Waddington, Gordon/0000-0002-4306-9193; Preston, Elisabeth/0000-0002-7918-824X CR Canning CG, 2009, APA C WEEK 1 5 OCT 2, P129 Corbridge SJ, 2010, INT J NURS ED SCHOLA, V7 Coulson SE, 2006, OTOLARYNG HEAD NECK, V134, P48, DOI 10.1016/j.otohns.2005.09.010 Dowrick PW, 1999, APPL PREV PSYCHOL, V8, P23, DOI 10.1016/S0962-1849(99)80009-2 Durkin Gregory J, 2008, J Nurses Staff Dev, V24, P62, DOI 10.1097/01.NND.0000300861.37126.7e Elgie R, 2010, J SCH NURS, V26, P368, DOI 10.1177/1059840510372090 Garland KV, 2010, J DENT EDUC, V74, P637 Gormley GJ, 2009, MED TEACH, V31, pE6, DOI 10.1080/01421590802334317 Hills DJ, 2010, ED HLTH ABINGDON, V23, P35 Newman C, 2009, COLLEGIAN, V16, P79, DOI 10.1016/j.colegn.2008.10.001 Parker EB, 2010, NURS EDUC, V35, P243, DOI 10.1097/NNE.0b013e3181f7f177 Shea CH, 2000, J MOTOR BEHAV, V32, P27 Wulf G, 2005, RES Q EXERCISE SPORT, V76, P107 Wulf G, 2010, MED EDUC, V44, P75, DOI 10.1111/j.1365-2923.2009.03421.x NR 14 TC 6 Z9 6 U1 4 U2 17 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 NOV 26 PY 2012 VL 12 AR 119 DI 10.1186/1472-6920-12-119 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 067UF UT WOS:000313319900001 PM 23176318 ER PT J AU Mahnic-Kalamiza, S Kotnik, T Miklavcic, D AF Mahnic-Kalamiza, Samo Kotnik, Tadej Miklavcic, Damijan TI Educational application for visualization and analysis of electric field strength in multiple electrode electroporation SO BMC MEDICAL EDUCATION LA English DT Article DE Education on electroporation; Electromagnetic field visualization; Applications in subject areas; Interdisciplinary projects; Interactive learning environments ID IRREVERSIBLE ELECTROPORATION; IN-VIVO; ELECTROCHEMOTHERAPY; TISSUE; CELLS; BLEOMYCIN; TUMORS; ELECTROPERMEABILIZATION; METASTASES; MOLECULES AB Background: Electrochemotherapy is a local treatment that utilizes electric pulses in order to achieve local increase in cytotoxicity of some anticancer drugs. The success of this treatment is highly dependent on parameters such as tissue electrical properties, applied voltages and spatial relations in placement of electrodes that are used to establish a cell-permeabilizing electric field in target tissue. Non-thermal irreversible electroporation techniques for ablation of tissue depend similarly on these parameters. In the treatment planning stage, if oversimplified approximations for evaluation of electric field are used, such as U/d (voltage-to-distance ratio), sufficient field strength may not be reached within the entire target (tumor) area, potentially resulting in treatment failure. Results: In order to provide an aid in education of medical personnel performing electrochemotherapy and non-thermal irreversible electroporation for tissue ablation, assist in visualizing the electric field in needle electrode electroporation and the effects of changes in electrode placement, an application has been developed both as a desktop-and a web-based solution. It enables users to position up to twelve electrodes in a plane of adjustable dimensions representing a two-dimensional slice of tissue. By means of manipulation of electrode placement, i.e. repositioning, and the changes in electrical parameters, the users interact with the system and observe the resulting electrical field strength established by the inserted electrodes in real time. The field strength is calculated and visualized online and instantaneously reflects the desired changes, dramatically improving the user friendliness and educational value, especially compared to approaches utilizing general-purpose numerical modeling software, such as finite element modeling packages. Conclusion: In this paper we outline the need and offer a solution in medical education in the field of electroporation-based treatments, e. g. primarily electrochemotherapy and non-thermal irreversible tissue ablation. We present the background, the means of implementation and the fully functional application, which is the first of its kind. While the initial feedback from students that have evaluated this application as part of an e-learning course is positive, a formal study is planned to thoroughly evaluate the current version and identify possible future improvements and modifications. C1 [Mahnic-Kalamiza, Samo; Kotnik, Tadej; Miklavcic, Damijan] Univ Ljubljana, Fac Elect Engn, SI-1000 Ljubljana, Slovenia. RP Miklavcic, D (reprint author), Univ Ljubljana, Fac Elect Engn, Trzaska 25, SI-1000 Ljubljana, Slovenia. EM damijan.miklavcic@fe.uni-lj.si OI Kotnik, Tadej/0000-0002-0777-9948 FU Slovenian Research Agency (ARRS) FX Research conducted in the scope of the EBAM European Associated Laboratory (LEA) and in part financially supported by the Slovenian Research Agency (ARRS). 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Educ. PD OCT 30 PY 2012 VL 12 AR 102 DI 10.1186/1472-6920-12-102 PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 060LX UT WOS:000312780700001 PM 23107609 ER PT J AU Aguirre, S Quemada, J AF Aguirre, Sandra Quemada, Juan TI E-learning Systems Support of Collaborative Agreements: A Theoretical Model SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Collaboration agreements; Distributed learning environments; E-learning; Joint degrees; Globalization AB This paper introduces a theoretical model for developing integrated degree programmes through e-learning systems as stipulated by a collaboration agreement signed by two universities. We have analysed several collaboration agreements between universities at the national, European, and transatlantic level as well as various e-learning frameworks. A conceptual model, a business model, and the architecture design are presented as part of the theoretical model. The paper presents a way of implementing e-learning systems as a tool to support inter-institutional degree collaborations, from the signing of the collaborative agreement to the implementation of the necessary services. In order to show how the theory can be tested one sample scenario is presented. C1 [Aguirre, Sandra; Quemada, Juan] Univ Politecn Madrid, Dept Telemat Engn, E-28040 Madrid, Spain. RP Aguirre, S (reprint author), Univ Politecn Madrid, Dept Telemat Engn, E-28040 Madrid, Spain. 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Technol. Soc. PD OCT PY 2012 VL 15 IS 4 BP 279 EP 295 PG 17 WC Education & Educational Research SC Education & Educational Research GA 032FJ UT WOS:000310697900024 ER PT J AU del Blanco, A Torrente, J Marchiori, EJ Martinez-Ortiz, I Moreno-Ger, P Fernandez-Manjon, B AF del Blanco, Angel Torrente, Javier Marchiori, Eugenio J. Martinez-Ortiz, Ivan Moreno-Ger, Pablo Fernandez-Manjon, Baltasar TI A Framework for Simplifying Educator Tasks Related to the Integration of Games in the Learning Flow SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Game-based learning; game-authoring tool; educational sequences; general games' integration framework ID DESIGN; SIMULATIONS AB The integration of educational video games in educational settings in general, and e-learning systems in particular, can be challenging for educators. We propose a framework that aims to facilitate educators' participation in the creation and modification of courses that use educational games. Our approach addresses problems identified by previous experiences with games in educational settings, including assessment of learning outcomes and student tracking. Our framework has been implemented following an application model that takes advantage of pre-existing systems: the < e-Adventure > educational video game framework and the Learning Activity Management System (LAMS). This approach has been put into practice in a case study carried out in a primary school, covering from the design of the learning experience to the development of the educational games and the deployment and evaluation with students, involving the educators actively and gathering their perceptions. The first impressions expressed by the educators support the potential of the framework in terms of the students' assessment and the personalization of the lesson. Although educators pointed out the difficulty of creating games from scratch, they appreciated the easiness of introducing existing games in their courses and adapting them to their specific educational settings. C1 [del Blanco, Angel; Torrente, Javier; Marchiori, Eugenio J.; Martinez-Ortiz, Ivan; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar] Univ Complutense Madrid, Dept Software Engn & Artificial Intelligence, E UCM Res Grp, E-28040 Madrid, Spain. [Fernandez-Manjon, Baltasar] Harvard Univ, Massachusetts Gen Hosp, Comp Sci Lab, Boston, MA 02114 USA. RP del Blanco, A (reprint author), Univ Complutense Madrid, Dept Software Engn & Artificial Intelligence, E UCM Res Grp, C Profesor Jose Garcia Santesmases S-N, E-28040 Madrid, Spain. EM angel.dba@fdi.ucm.es; jtorrente@fdi.ucm.es; emarchiori@fdi.ucm.es; imartinez@fdi.ucm.es; pablom@fdi.ucm.es; balta@fdi.ucm.es RI Fernandez-Manjon, Baltasar/A-5281-2011; Moreno-Ger, Pablo/B-5419-2009 OI Fernandez-Manjon, Baltasar/0000-0002-8200-6216; Moreno-Ger, Pablo/0000-0003-4817-8150 CR Aldrich C., 2005, LEARNING DOING COMPR, P400 Annetta LA, 2009, COMPUT EDUC, V53, P74, DOI 10.1016/j.compedu.2008.12.020 Barab S, 2005, ETR&D-EDUC TECH RES, V53, P86, DOI 10.1007/BF02504859 Bernsen NO, 2009, HUM-COMPUT INT-SPRIN, P161, DOI 10.1007/978-1-84882-553-6_8 Blunt R., 2007, DOES GAME BASED LEAR Brusilovsky P., 2004, P 13 INT WORLD WID W, P104, DOI DOI 10.1145/1013367.1013386 Burgos D, 2007, COMPUT HUM BEHAV, V23, P2656, DOI 10.1016/j.chb.2006.08.002 Chen J, 2007, COMMUN ACM, V50, P31, DOI 10.1145/1232743.1232769 Dalziel J., 2003, 20 ANN C AUSTR SOC C, P593 de Freitas S, 2006, COMPUT EDUC, V46, P249, DOI [10.1016/j.compedu.2005.11.007, 10.1016/j.compendu.2005.11.007] De Bra P., 2003, P 14 ACM C HYP HYP N, P26 del Blanco Angel, 2010, International Journal of Distance Education Technologies, V8, DOI 10.4018/jdet.2010070101 del Blanco A., 2010, ACM INT WORKSH MULT, P25 Dickey MD, 2005, ETR&D-EDUC TECH RES, V53, P67, DOI 10.1007/BF02504866 Dickey MD, 2011, COMPUT EDUC, V56, P200, DOI 10.1016/j.compedu.2010.08.005 Egenfeldt-Nielsen S., 2004, On the Horizon, V12, P18, DOI 10.1108/10748120410540454 Fong G., 2006, SIMULATION GAMING, V37, P452, DOI [10.1177/1046878106291670, DOI 10.1177/1046878106291670] Garris R., 2002, Simulation & Gaming, V33, P441, DOI 10.1177/1046878102238607 [Anonymous], 2003, WHAT VID GAM HAV Hannafin M., 1997, CONTEMP EDUC, V68, P94 Hays R. 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PD OCT PY 2012 VL 15 IS 4 BP 305 EP 318 PG 14 WC Education & Educational Research SC Education & Educational Research GA 032FJ UT WOS:000310697900026 ER PT J AU Yuste, R Alonso, L Blazquez, F AF Yuste, Rocio Alonso, Laura Blazquez, Florentino TI Synchronous Virtual Environments for e-Assessment in Higher Education SO COMUNICAR LA English DT Article DE E-learning; e-evaluation; assessment; videoconferencing; higher education; teaching method innovations; synchronous environments; qualitative research ID DISTANCE AB This research studies an assessment system of distance learning that combines an innovative virtual assessment tool and the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteed model for the evaluation of university e-learning activities. This model has been tested in an online course for Secondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research was designed from a qualitative methodology perspective and involved teachers, students and external assessors. During the whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categories and subcategories that represents online assessment has been developed. The results confirm that we have made considerable progress in achieving a viable, efficient and innovative educational model that can be implemented in Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to be efficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testing this model in other educational scenarios in order to guarantee its viability. C1 [Yuste, Rocio; Alonso, Laura] Univ Extremadura, Dept Educ Studies, Teacher Training Fac, Caceres, Spain. [Blazquez, Florentino] Univ Extremadura, Dept Educ Studies, Teacher Training Fac, Badajoz, Spain. 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Dawson, Shane TI Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning management system (LMS); Virtual learning environment (VLE); Learning analytics; Strategic planning; Student engagement; Change management; Institutional culture AB Learning analytics offers higher education valuable insights that can inform strategic decision-making regarding resource allocation for educational excellence. Research demonstrates that learning management systems (LMSs) can increase student sense of community, support learning communities and enhance student engagement and success, and LMSs have therefore become core enterprise component in many universities. We were invited to undertake a current state analysis of enterprise LMS use in a large research-intensive university, to provide data to inform and guide an LMS review and strategic planning process. Using a new e-learning analytics platform, combined with data visualization and participant observation, we prepared a detailed snapshot of current LMS use patterns and trends and their relationship to student learning outcomes. This paper presents selected data from this "current state analysis" and comments on what it reveals about the comparative effectiveness of this institution's LMS integration in the service of learning and teaching. More critically, it discusses the reality that the institutional planning process was nonetheless dominated by technical concerns, and made little use of the intelligence revealed by the analytics process. 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F., 1999, NEW DIRECTIONS I RES, V104, P9 NR 41 TC 26 Z9 26 U1 13 U2 93 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2012 VL 15 IS 3 BP 149 EP 163 PG 15 WC Education & Educational Research SC Education & Educational Research GA 002QV UT WOS:000308548900011 ER PT J AU Yu, CP Kuo, FY AF Yu, Chia-Ping Kuo, Feng-Yang TI Investigating the Development of Work-oriented Groups in an e-Learning Environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Collaborative learning; Virtual group; Group development; E-learning ID COMPUTER-MEDIATED COMMUNICATION; COMMUNITY AB In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a stronger social bond among group members. This is followed by the second stage, swift work, which enables participants to labor as a team and facilitates continual collaboration among members. However, the third stage, conflict, is inevitable, as conflicts provide important diagnostic evidence for each member to assess and adjust his or her values and preference. Finally, by overcoming conflicts, partners build strong bonding, which fosters intimate communication and provides many opportunities for frequent interactions that demonstrate concern and desire to satisfy the needs and wishes of one another. Our finding suggests that initial active dependency interactions in the first period provide a sense of coherence. Accordingly, the instructor of a virtual learning system should encourage learners to express their concern for one another in order quickly to build strong norms. In addition, as work intensifies, the instructor could aim to support both the effective interaction channels of groups as well as their task-focused activities. Finally, to improve members' involvement and information sharing, the instructor could provide feedback to groups regarding their level of interactivity and encourage members to remind each other about the quality and quantity of individual contribution. C1 [Kuo, Feng-Yang] Natl Sun Yat Sen Univ, Dept Informat Management, Kaohsiung 80424, Taiwan. [Yu, Chia-Ping] Tamkang Univ, Dept Informat Management, Tamsui Hsien, Taiwan. RP Kuo, FY (reprint author), Natl Sun Yat Sen Univ, Dept Informat Management, Kaohsiung 80424, Taiwan. 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Technol. Soc. PD JUL PY 2012 VL 15 IS 3 BP 164 EP 176 PG 13 WC Education & Educational Research SC Education & Educational Research GA 002QV UT WOS:000308548900012 ER PT J AU Huang, SL Shiu, JH AF Huang, Shiu-Li Shiu, Jung-Hung TI A User-Centric Adaptive Learning System for E-Learning 2.0 SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adaptive learning; Concept sequences; E-learning 2.0; Item Response Theory; User-centric learning ID PERSONALIZATION; ENVIRONMENT AB The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms. Therefore, introducing formal learning in these platforms to provide learning guidance is important. Adaptive learning mechanisms are useful to provide learning guidance based on individual differences. However, most adaptive learning systems provide learning paths and content based on the views of a few designers or experts. To tackle these problems this research proposes a user-centric adaptive learning system (UALS) that uses sequential pattern mining to construct adaptive learning paths based on users' collective intelligence and employs Item Response Theory (IRT) with collaborative voting approach to estimate learners' abilities for recommending adaptive materials. The experimental results show that the effectiveness of user-centric adaptive learning is comparable to expert-designed learning and learners are more satisfied and learn efficiently. The guidelines to design e-learning 2.0 platforms are also proposed. C1 [Huang, Shiu-Li] Natl Taipei Univ, Dept Business Adm, New Taipei City, Taiwan. [Shiu, Jung-Hung] Ming Chuan Univ, Dept Informat Management, Taoyuan Cty, Taiwan. RP Huang, SL (reprint author), Natl Taipei Univ, Dept Business Adm, New Taipei City, Taiwan. 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Andres, Janusz TI Effects of introducing a voluntary virtual patient module to a basic life support with an automated external defibrillator course: a randomised trial SO BMC MEDICAL EDUCATION LA English DT Article DE Virtual patient; BLS-AED training; Blended learning; Voluntary participation ID MEDICAL-EDUCATION; RESUSCITATION; STUDENTS; PROGRAM; PROJECT AB Background: The concept of virtual patients (VPs) encompasses a great variety of predominantly case-based e-learning modules with different complexity and fidelity levels. Methods for effective placement of VPs in the process of medical education are sought. The aim of this study was to determine whether the introduction of a voluntary virtual patients module into a basic life support with an automated external defibrillator (BLS-AED) course improved the knowledge and skills of students taking the course. Methods: Half of the students were randomly assigned to an experimental group and given voluntary access to a virtual patient module consisting of six cases presenting BLS-AED knowledge and skills. Pre- and post-course knowledge tests and skills assessments were performed, as well as a survey of students' satisfaction with the VP usage. In addition, time spent using the virtual patient system, percentage of screen cards viewed and scores in the formative questions in the VP system throughout the course were traced and recorded. Results: The study was conducted over a six week period and involved 226 first year medical students. The voluntary module was used by 61 (54%) of the 114 entitled study participants. The group that used VPs demonstrated better results in knowledge acquisition and in some key BLS-AED action skills than the group without access, or those students from the experimental group deliberately not using virtual patients. Most of the students rated the combination of VPs and corresponding teaching events positively. Conclusions: The overall positive reaction of students and encouraging results in knowledge and skills acquisition suggest that the usage of virtual patients in a BLS-AED course on a voluntary basis is feasible and should be further investigated. C1 [Kononowicz, Andrzej A.; Stachon, Aleksandra J.] Jagiellonian Univ, Coll Med, Dept Bioinformat & Telemed, PL-31530 Krakow, Poland. [Krawczyk, Pawel; Cebula, Grzegorz; Dembkowska, Marta; Drab, Edyta; Fraczek, Bartosz; Andres, Janusz] Jagiellonian Univ, Coll Med, Dept Anaesthesiol & Intens Care Med, PL-31501 Krakow, Poland. RP Kononowicz, AA (reprint author), Jagiellonian Univ, Coll Med, Dept Bioinformat & Telemed, Lazarza 16, PL-31530 Krakow, Poland. EM andrzej.kononowicz@uj.edu.pl RI Cebula, Grzegorz/D-9400-2013 CR Callahan CA, 2007, MED EDUC, V41, P746, DOI 10.1111/j.1365-2923.2007.02803.x Childs S, 2005, HEALTH INFO LIBR J, V22, P20, DOI 10.1111/j.1470-3327.2005.00614.x Cook DA, 2010, ACAD MED, V85, P1589, DOI 10.1097/ACM.0b013e3181edfe13 Cook DA, 2007, CLIN MED, V7, P37 Cook DA, 2009, MED EDUC, V43, P303, DOI 10.1111/j.1365-2923.2008.03286.x de Vries W, 2007, RESUSCITATION, V75, P491, DOI 10.1016/j.resuscitation.2007.05.014 Ellaway R, 2008, MED TEACH, V30, P170, DOI 10.1080/01421590701874074 Fall LH, 2005, ACAD MED, V80, P847, DOI 10.1097/00001888-200509000-00012 Fischer MR, 2000, Z HOCHSCHULDIDAKTIK, V1, P87 Handley AJ, 2005, RESUSCITATION, V67, pS7, DOI 10.1016/j.resuscitation.2005.10.007 Hege I, 2007, MED TEACH, V29, P791, DOI 10.1080/01421590701589193 Hull P, 2009, MED EDUC, V43, P108, DOI 10.1111/j.1365-2923.2008.03261.x Huwendiek S, 2009, BIOALGORITHMS MED SY, V5, P35 Huwendiek S, 2009, MED TEACH, V31, P743, DOI 10.1080/01421590903124708 Jensen ML, 2009, RESUSCITATION, V80, P903, DOI 10.1016/j.resuscitation.2009.06.005 Mayer RE, 2010, MED EDUC, V44, P543, DOI 10.1111/j.1365-2923.2010.03624.x Monsieurs KG, 2004, RESUSCITATION, V62, P159, DOI 10.1016/j.resuscitation.2004.02.014 Moule P, 2002, EVALUATION LEARNING, V5, P163 Moule P, 2008, INT J NURS PRACT, V14, P427, DOI 10.1111/j.1440-172X.2008.00716.x Perkins GD, 2009, RESUSCITATION, V80, P841, DOI 10.1016/j.resuscitation.2009.06.013 Reder S, 2006, RESUSCITATION, V69, P443, DOI 10.1016/j.resuscitation.2005.08.020 Stark R, 2011, LEARN INSTR, V21, P22, DOI 10.1016/j.learninstruc.2009.10.001 Tsai CW, 2010, CYBERPSYCH BEH SOC N, V13, P577, DOI 10.1089/cyber.2009.0287 Whitfield RH, 2003, RESUSCITATION, V59, P291, DOI 10.1016/S0300-9572(03)00246-6 NR 24 TC 7 Z9 7 U1 2 U2 17 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 JUN 18 PY 2012 VL 12 AR 41 DI 10.1186/1472-6920-12-41 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 980NI UT WOS:000306899700001 PM 22709278 ER PT J AU Morgulis, Y Kumar, RK Lindeman, R Velan, GM AF Morgulis, Yuri Kumar, Rakesh K. Lindeman, Robert Velan, Gary M. TI Impact on learning of an e-learning module on leukaemia: a randomised controlled trial SO BMC MEDICAL EDUCATION LA English DT Article DE E-learning; Computer-assisted learning; Medical education; Leukaemia ID HEALTH-PROFESSIONS; MEDICAL-EDUCATION; METAANALYSIS; STUDENTS; DESIGN AB Background: e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods: A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results: Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive. Conclusions: A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines. C1 [Morgulis, Yuri; Lindeman, Robert; Velan, Gary M.] Univ New S Wales, Dept Pathol, Sch Med Sci, Fac Med, Sydney, NSW 2052, Australia. [Kumar, Rakesh K.] Prince Wales Hosp, Dept Hematol, Sydney, NSW 2031, Australia. RP Velan, GM (reprint author), Univ New S Wales, Dept Pathol, Sch Med Sci, Fac Med, Sydney, NSW 2052, Australia. EM g.velan@unsw.edu.au RI Kumar, Rakesh/J-6124-2012; OI Kumar, Rakesh/0000-0002-9531-8411; Velan, Gary/0000-0002-4535-6663 CR Alepis E, 2010, US CHINA ED REV, V7, P84 Berman NB, 2008, ADV HEALTH SCI EDUC, V13, P373, DOI 10.1007/s10459-006-9041-3 Clark RC, 2011, E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, 3rd Edition, P1, DOI 10.1002/9781118255971 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Cook DA, 2010, ACAD MED, V85, P909, DOI 10.1097/ACM.0b013e3181d6c319 DiCarlo SE, 2009, ADV PHYSIOL EDUC, V33, P257, DOI 10.1152/advan.00075.2009 Grunwald T, 2006, ACAD MED, V81, P213, DOI 10.1097/00001888-200603000-00003 Guo L, 2007, MEDINFO P 12 WORLD C Harden RM, 2011, MED TEACH, V33, P286, DOI 10.3109/0142159X.2011.557104 Hare EH, 2007, PSYCHIAT B, V31, P73, DOI 10.1192/pb.31.2.73 Horton W, 2011, E LEARNING DESIGN Kandasamy T, 2009, OTOLARYNG HEAD NECK, V140, P398, DOI 10.1016/j.otohns.2008.11.033 Kanthan R, 2011, ARCH PATHOL LAB MED, V135, P135, DOI 10.1043/2009-0698-OAR1.1 Kumar R, 2001, FOCUS HLTH PROF ED, V3, P57 Kumar S, 2011, TEACH LEARN MED, V23, P137, DOI 10.1080/10401334.2011.561700 Nash V, 2004, 2 OXF INT I FOR Nicholson DT, 2006, MED EDUC, V40, P1081, DOI 10.1111/j.1365-2929.2006.02611.x O'Leary FM, 2010, EMERG MED AUSTRALAS, V22, P324, DOI 10.1111/j.1742-6723.2010.01302.x Paechter M, 2010, COMPUT EDUC, V54, P222, DOI 10.1016/j.compedu.2009.08.005 Patridge M, 2011, POSTGRAD MED J, V24, P249 Ricks C, 2008, PEDIATR EMERG CARE, V24, P284, DOI 10.1097/PEC.0b013e31816ecb5c Velan GM, 2002, MED TEACH, V24, P412, DOI 10.1080/01421590220145806 Velan G, 2010, JIAMSE, V20, P32 Wong G, 2010, BMC MED EDUC, V10, DOI 10.1186/1472-6920-10-12 NR 24 TC 10 Z9 11 U1 2 U2 5 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD MAY 28 PY 2012 VL 12 AR 36 DI 10.1186/1472-6920-12-36 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 994UW UT WOS:000307959700001 PM 22640463 ER PT J AU Varghese, J Faith, M Jacob, M AF Varghese, Joe Faith, Minnie Jacob, Molly TI Impact of e-resources on learning in biochemistry: first-year medical students' perceptions SO BMC MEDICAL EDUCATION LA English DT Article ID NOTE-TAKING; LECTURE; EDUCATION; TRIAL AB Background: E-learning resources (e-resources) have been widely used to facilitate self-directed learning among medical students. The Department of Biochemistry at Christian Medical College (CMC), Vellore, India, has made available e-resources to first-year medical students to supplement conventional lecture-based teaching in the subject. This study was designed to assess students' perceptions of the impact of these e-resources on various aspects of their learning in biochemistry. Methods: Sixty first-year medical students were the subjects of this study. At the end of the one-year course in biochemistry, the students were administered a questionnaire that asked them to assess the impact of the e-resources on various aspects of their learning in biochemistry. Results: Ninety-eight percent of students had used the e-resources provided to varying extents. Most of them found the e-resources provided useful and of a high quality. The majority of them used these resources to prepare for periodic formative and final summative assessments in the course. The use of these resources increased steadily as the academic year progressed. Students said that the extent to which they understood the subject (83%) and their ability to answer questions in assessments (86%) had improved as a result of using these resources. They also said that they found biochemistry interesting (73%) and felt motivated to study the subject (59%). Conclusions: We found that first-year medical students extensively used the e-resources in biochemistry that were provided. They perceived that these resources had made a positive impact on various aspects of their learning in biochemistry. We conclude that e-resources are a useful supplement to conventional lecture-based teaching in the medical curriculum. C1 [Varghese, Joe; Faith, Minnie; Jacob, Molly] Christian Med Coll & Hosp, Dept Biochem, Vellore 632002, Tamil Nadu, India. RP Varghese, J (reprint author), Christian Med Coll & Hosp, Dept Biochem, Vellore 632002, Tamil Nadu, India. 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Educ. PD APR 17 PY 2012 VL 12 AR 21 DI 10.1186/1472-6920-12-21 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 943BB UT WOS:000304094300001 PM 22510159 ER PT J AU Chen, HR Huang, JG AF Chen, Hong-Ren Huang, Jhen-Gang TI Exploring Learner Attitudes toward Web-based Recommendation Learning Service System for Interdisciplinary Applications SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Recommendation learning; Interdisciplinary application; Leaner attitudes ID USER ACCEPTANCE; SEARCH ENGINES; MODEL; TAM; TECHNOLOGY; CONTEXT; TOOL AB The booming digital-content industry has resulted in an increasing number of e-learning Internet websites that provide online learning services. Recommendations for learning sites are used by diverse learners to identify the most appropriate learning resources. 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PD APR PY 2012 VL 15 IS 2 BP 89 EP 100 PG 12 WC Education & Educational Research SC Education & Educational Research GA 956CW UT WOS:000305068400009 ER PT J AU Valsamidis, S Kontogiannis, S Kazanidis, I Theodosiou, T Karakos, A AF Valsamidis, Stavros Kontogiannis, Sotirios Kazanidis, Ioannis Theodosiou, Theodosios Karakos, Alexandros TI A Clustering Methodology of Web Log Data for Learning Management Systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Web mining; Clustering; Metrics AB Learning Management Systems (LMS) collect large amounts of data. Data mining techniques can be applied to analyse their web data log files. The instructors may use this data for assessing and measuring their courses. In this respect, we have proposed a methodology for analysing LMS courses and students' activity. This methodology uses a Markov CLustering (MCL) algorithm for clustering the students' activity and a SimpleKMeans algorithm for clustering the courses. Additionally we provide a visualisation of the results using scatter plots and 3D graphs. We propose specific metrics for the assessment of the courses based on the course usage. These metrics applied to data originated from the LMS log files of the Information Management Department of the TEI of Kavala. The results show that these metrics, if combined properly, can quantify quality characteristics of the courses. Furthermore, the application of the MCL algorithm to students' activities provides useful insights to their usage of the LMS platform. C1 [Valsamidis, Stavros; Kontogiannis, Sotirios; Karakos, Alexandros] Democritus Univ Thrace, Dept Elect & Comp Engn, GR-67100 Xanthi, Greece. [Kazanidis, Ioannis; Theodosiou, Theodosios] Kavala Inst Technol, Accounting Dept, Agios Loukas 65404, Kavala, Greece. RP Valsamidis, S (reprint author), Democritus Univ Thrace, Dept Elect & Comp Engn, GR-67100 Xanthi, Greece. EM svalsam@ee.duth.gr; skontog@ee.duth.gr; kazanidis@teikav.edu.gr; theodosios.theodosiou@gmail.com; karakos@ee.duth.gr CR Avouris N, 2005, P 12 INT C ART INT E, P1 Baraglia R., 2002, P INT C INF TECHN CO, P282, DOI 10.1109/ITCC.2002.1000401 Binali H, 2009, P 3 IEEE INT C DIG E, P259 Bing L., 2007, WEB DATA MINING EXPL Claroline, 2009, CLAR NET OP SOURC EL Dongen S., 2000, THESIS UTRECHT U NET Enright AJ, 2002, NUCLEIC ACIDS RES, V30, P1575, DOI 10.1093/nar/30.7.1575 Feng M., 2005, P 12 ANN C ART INT E Galeas P., 2009, WEB MINING Goldovsky Leon, 2005, Appl Bioinformatics, V4, P71, DOI 10.2165/00822942-200504010-00009 Gu R, 2008, ONLINE INFORM REV, V32, P133, DOI 10.1108/14684520810879782 GUNet, 2009, OP ECLASS COURS MAN Hamalainen W., 2006, P 8 INT C INT TUT SY, P525 Kantardzic Mehmed, 2003, DATA MINING CONCEPTS Kazanidis I., 2009, P IADIS INT C APPL C, P254 Khribi MK, 2009, EDUC TECHNOL SOC, V12, P30 Kosala R., 2000, ACM SIGKDD EXPLORATI, V2, P1, DOI DOI 10.1145/360402.360406 Lee J., 1999, LECT NOTES IN COMPUT, V1836, P126 Mazza R., 2004, P INT C TECHN ENH LE, P18 Mazza R, 2007, INT J HUM-COMPUT ST, V65, P125, DOI [10.1016/j.ijhcs.2006.08.008, 10.1016/j.ijhes.2006.08.008] Mostow J., 2005, P WORKSH ED DAT MIN, P15 Nagi K., 2008, INT C COMP COMM ENG Perkowitz M., 1999, P 16 INT JOINT C ART, P264 Radhakrishna C. 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W., 1996, P 5 INT WORLD WID WE, P1007 [Anonymous], 2008, P 8 IEEE INT C ADV L, DOI DOI 10.1109/ICALT.2008.33 NR 38 TC 8 Z9 8 U1 0 U2 7 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 2012 VL 15 IS 2 BP 154 EP 167 PG 14 WC Education & Educational Research SC Education & Educational Research GA 956CW UT WOS:000305068400014 ER PT J AU Nkenke, E Vairaktaris, E Bauersachs, A Eitner, S Budach, A Knipfer, C Stelzle, F AF Nkenke, Emeka Vairaktaris, Elefterios Bauersachs, Anne Eitner, Stephan Budach, Alexander Knipfer, Christoph Stelzle, Florian TI Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial SO BMC MEDICAL EDUCATION LA English DT Article ID MEDICAL-EDUCATION; INFORMATION-TECHNOLOGY; USER ACCEPTANCE; DENTAL EDUCATION; COURSE TAUGHT; SCHOOL; LEARNERS; SYSTEM; STEPS; MODEL AB Background: Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods: 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results: Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions: It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education. C1 [Nkenke, Emeka; Bauersachs, Anne; Budach, Alexander; Knipfer, Christoph; Stelzle, Florian] Erlangen Univ Hosp, Dept Oral & Maxillofacial Surg, Erlangen, Germany. [Vairaktaris, Elefterios] Univ Athens, Sch Med, Attikon Hosp, Dept Oral & Maxillofacial Surg, GR-11527 Athens, Greece. [Eitner, Stephan] Erlangen Univ Hosp, Dept Prosthodont, Erlangen, Germany. RP Nkenke, E (reprint author), Erlangen Univ Hosp, Dept Oral & Maxillofacial Surg, Erlangen, Germany. EM Emeka.nkenke@uk-erlangen.de RI Stelzle, Florian/J-2350-2012; Nkenke, Emeka/A-1064-2014 OI Nkenke, Emeka/0000-0001-9591-9359 FU Virtual University of Bavaria, Bamberg, Germany; Nobel Biocare, Kloten, Switzerland FX The study was supported by the Virtual University of Bavaria, Bamberg, Germany, and Nobel Biocare, Kloten, Switzerland. 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Educ. PD MAR 30 PY 2012 VL 12 AR 18 DI 10.1186/1472-6920-12-18 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 943BA UT WOS:000304094200001 PM 22463757 ER PT J AU Abdelhai, R Yassin, S Ahmad, MF Fors, UGH AF Abdelhai, Rehab Yassin, Sahar Ahmad, Mohamad F. Fors, Uno G. H. TI An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt SO BMC MEDICAL EDUCATION LA English DT Article DE On-line learning; e-Learning; Reproductive health; Public health; Medical education; Egypt ID EDUCATION; ONLINE AB Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. C1 [Abdelhai, Rehab; Yassin, Sahar] Cairo Univ, Dept Publ Hlth, Cairo, Egypt. [Ahmad, Mohamad F.] Natl Tempus Off Egypt, Giza, Egypt. [Fors, Uno G. H.] Karolinska Inst, Dept LIME, Stockholm, Sweden. [Fors, Uno G. H.] Stockholm Univ, Dept Comp & Syst Sci, S-10691 Stockholm, Sweden. RP Abdelhai, R (reprint author), Cairo Univ, Dept Publ Hlth, Cairo, Egypt. 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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. 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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 PM 22248183 ER PT J AU Norton, G Taylor, M Stewart, T Blackburn, G Jinks, A Razdar, B Holmes, P Marastoni, E AF Norton, Geoff Taylor, Mathew Stewart, Terry Blackburn, Greg Jinks, Audrey Razdar, Bahareh Holmes, Paul Marastoni, Enrique TI Designing, developing and implementing a software tool for scenario based learning SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID DIAGNOSIS AB The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules, providing learners with a more accessible and engaging learning experience. Scenario Based Learning - interactive (SBLi) has been specifically developed to provide teachers and trainers with a generic tool that enables them to easily build interactive, multimedia scenarios without requiring programming skills. The software consists of a builder and player application, for constructing and playing scenarios from hard drives or from a CD/DVD, and a server-based player and manager, for deploying scenarios on the web, either for public use or for restricted and managed use in specific courses. 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PY 2012 VL 28 IS 7 BP 1083 EP 1102 PG 20 WC Education & Educational Research SC Education & Educational Research GA 082OA UT WOS:000314400200002 ER PT J AU Carson, S Kanchanaraksa, S Gooding, I Mulder, F Schuwer, R AF Carson, Stephen Kanchanaraksa, Sukon Gooding, Ira Mulder, Fred Schuwer, Robert TI Impact of OpenCourseWare Publication on Higher Education Participation and Student Recruitment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; open learning; open universities; distance universities; higher education; e-learning; online learning AB The free and open publication of course materials (OpenCourseWare or OCW) was initially undertaken by Massachusetts Institute of Technology (MIT) and other universities primarily to share educational resources among educators (Abelson, 2007). OCW, however, and more in general open educational resources (OER),(1) have also provided well-documented opportunities for all learners, including the so-called "informal learners" and "independent learners" (Carson, 2005; Mulder, 2006, p. 35). Universities have also increasingly documented clear benefits for specific target groups such as secondary education students and lifelong learners seeking to enter formal postsecondary education programs. In addition to benefitting learners, OCW publication has benefitted the publishing institutions themselves by providing recruiting advantages. Finally enrollment figures from some institutions indicate that even in the case of the free and open publication of materials from online programs, OCW does not negatively affect enrollment. 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Open Distance Learn. PY 2012 VL 13 IS 4 BP 19 EP 32 PG 14 WC Education & Educational Research SC Education & Educational Research GA 072HK UT WOS:000313660500003 ER PT J AU Meishar-Tal, H Kurtz, G Pieterse, E AF Meishar-Tal, Hagit Kurtz, Gila Pieterse, Efrat TI Facebook Groups as LMS: A Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Facebook; LMS; learning management system; collaborative learning; e-learning; social media ID EDUCATION AB This paper describes a pilot study in using Facebook as an alternative to a learning management system (LMS). The paper reviews the current research on the use of Facebook in academia and analyzes the differences between a Facebook group and a regular LMS. The paper reports on a precedent-setting attempt to use a Facebook group as a course Web site, serving as a platform for delivering content and maintaining interactions among the students and between the students and the instructor. 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PY 2012 VL 13 IS 4 BP 33 EP 48 PG 16 WC Education & Educational Research SC Education & Educational Research GA 072HK UT WOS:000313660500004 ER PT J AU Liu, YC Huang, YA Lin, C AF Liu, Ying Chieh Huang, Yu-An Lin, Chad TI Organizational Factors' Effects on the Success of E-Learning Systems and Organizational Benefits: An Empirical Study in Taiwan SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning system; top management support; organizational learning culture; information security policy; institutional policy; organizational benefits ID RESOURCE-BASED PERSPECTIVE; INFORMATION-TECHNOLOGY; COMPETITIVE ADVANTAGE; FIRM PERFORMANCE; SMALL BUSINESSES; MANAGEMENT; MODEL; IMPLEMENTATION; SUPPORT; QUALITY AB E-learning development for enterprises is still in its infancy in that scholars are still working on identifying the critical success factors for e-learning in organizational contexts. This study presents a framework considering how organizational factors affect the quality and service of e-learning systems and how these factors influence organizational benefits in the view of IS success model and resource-based theory. A questionnaire survey of 120 Taiwanese companies was performed to validate the framework. The results show that top management support, information security policy, and institutional policy are positively related to system quality, while top management support, organizational learning culture, and institutional policy are positively related to system service. Additionally, system service is significantly related to organizational benefits. Our model provides two novel aspects of e-learning study. Firstly, we extend IS success model by incorporating four organizational factors as antecedences influencing system quality and system service. 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Rev. Res. Open Distance Learn. PY 2012 VL 13 IS 4 BP 130 EP 151 PG 22 WC Education & Educational Research SC Education & Educational Research GA 072HK UT WOS:000313660500008 ER PT J AU Okazaki, S dos Santos, LMR AF Okazaki, Shintaro Renda dos Santos, Luiz Miguel TI Understanding E-Learning Adoption in Brazil: Major Determinants and Gender Effects SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING LA English DT Article DE BRIC; e-learning; gender; technology acceptance model; social interaction ID INFORMATION-TECHNOLOGY USAGE; PERCEIVED USEFULNESS; COMPETING MODELS; ACCEPTANCE MODEL; SOCIAL-INFLUENCE; USER ACCEPTANCE; INTERNET; BEHAVIOR; SATISFACTION; SCHOOLS AB The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators' perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use -> perceived usefulness; (2) perceived usefulness -> attitude, and (3) intention -> actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil. C1 [Okazaki, Shintaro] Univ Autonoma Madrid, E-28049 Madrid, Spain. 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PY 2012 VL 13 IS 4 BP 91 EP 106 PG 16 WC Education & Educational Research SC Education & Educational Research GA 072HK UT WOS:000313660500006 ER PT J AU Yu, PT Liao, YH Su, MH Cheng, PJ Pai, CH AF Yu, Pao-Ta Liao, Yuan-Hsun Su, Ming-Hsiang Cheng, Po-Jen Pai, Chun-Hsuan TI A Rapid Auto-Indexing Technology for Designing Readable E-Learning Content SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Scene detection; scene indexing; instructional video; anchored or access point; mastery learning; regulated learning; e-learning; PowerPoint ID SHOT-BOUNDARY DETECTION; VIDEO; RETRIEVAL; ALGORITHM; SYSTEM AB A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These anchored points not only provide students with fast access to specific material but also can link to certain quizzes or problems to show the interactive e-learning content that course developers deposited in the learning management system, which enhances the learning process. This allows students to click on the anchored point to repeat their lesson, or work through the quizzes or problems until they reach formative assessment. Hence, their learning can be guided by the formative assessment results. In order to quickly find the scene to index, some specific description of it was needed. Actually, most of the instructional videos were recorded by teachers and were part of their PowerPoint presentations. Based on the features of the PowerPoint slides in the instructional videos, such as the title or page number, the specified scene can be found. Since we used specific scene descriptions, it was easy to employ the rapid scene detection method using an image filter and Sobel mask. 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PY 2012 VL 13 IS 5 SI SI BP 20 EP 38 PG 19 WC Education & Educational Research SC Education & Educational Research GA 072HR UT WOS:000313661300003 ER PT J AU Cheng, JS Huang, E Lin, CL AF Cheng, Jinn-Shing Huang, Echo Lin, Chuan-Lang TI An E-Book Hub Service Based on a Cloud Platform SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; cloud computing; e-book; e-book hub; e-reader; digital content AB Due to the constant performance upgrades and regular price reductions of mobile devices in recent years, users are able to take advantage of the various devices to obtain digital content regardless of the limitations of time and place. The increasing use of e-books has stimulated new e-learning approaches. This research project developed an e-book hub service on a cloud computing platform in order to overcome the limitations of computing capability and storage capacity that are inherent in many mobile devices. The e-book hub service also allows users to automatically adjust the rendering of multimedia pages at different resolutions on terminal units such as smartphones, tablets, PCs, and so forth. We implemented an e-book hub service on OpenStack, which is a free and open-source cloud computing platform supported by multiple large firms. The OpenStack platform provides a large-scale distributed computing environment that allows users to build their own cloud systems in a public, private, or hybrid environment. Our e-book hub system offers content providers an easy-to-use cloud computing service with unlimited storage capacity, fluent playback, high usability and scalability, and high security characteristics to produce, convert, and manage their e-books. The integration of information and communication technologies has led the traditional publishing industry to new horizons with abundant digital content publications. Results from this study may help content providers create a new service model with increased profitability and enable mobile device users to easily get digital content, thereby achieving the goal of e-learning. C1 [Cheng, Jinn-Shing; Huang, Echo] Natl Kaohsiung First Univ Sci & Technol, Kaohsiung, Taiwan. RP Cheng, JS (reprint author), Natl Kaohsiung First Univ Sci & Technol, Kaohsiung, Taiwan. CR Apache Software Foundation, 2012, JMET Chou S. 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PY 2012 VL 13 IS 5 SI SI BP 39 EP 55 PG 17 WC Education & Educational Research SC Education & Educational Research GA 072HR UT WOS:000313661300004 ER PT J AU Winoto, P Tang, TY McCalla, G AF Winoto, Pinata Tang, Tiffany Ya McCalla, Gordon TI Contexts in a Paper Recommendation System with Collaborative Filtering SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; pedagogy ID WEB; RESOURCES; ACCURACY AB Making personalized paper recommendations to users in an educational domain is not a trivial task of simply matching users' interests with a paper topic. Therefore, we proposed a context-aware multidimensional paper recommendation system that considers additional user and paper features. Earlier experiments on experienced graduate students demonstrated the significance of this approach using modified collaborative filtering techniques. However, two key issues remain: (1) How would the modified filtering perform when target users are inexperienced undergraduate students who have a different pedagogical background and contextual information-seeking goals, such as task-and course-related goals, from those of graduate students?; (2) Should we combine graduates and undergraduates in the same pool, or should we separate them? We conducted two studies aimed at addressing these issues and they showed that (1) the system can be effectively used for inexperienced learners; (2) recommendations are less effective for different learning groups (with different pedagogical features and learning goals) than they are for the same learning groups. Based on the results obtained from these studies, we suggest several context-aware filtering techniques for different learning scenarios. C1 [Winoto, Pinata] Konkuk Univ, Seoul, South Korea. [Tang, Tiffany Ya] Kean Univ, Union, NJ USA. [McCalla, Gordon] Univ Saskatchewan, Saskatoon, SK S7N 0W0, Canada. RP Winoto, P (reprint author), Konkuk Univ, Seoul, South Korea. CR Adomavicius G, 2011, AI MAG, V32, P67 Bernt F. M., 1993, DISTANCE EDUC, V14, P97, DOI 10.1080/0158791930140108 Brusilovsky P, 2005, Proceedings of the 5th ACM/IEEE Joint Conference on Digital Libraries, Proceedings, P9, DOI 10.1145/1065385.1065388 Custard M., 2005, D LIB MAGAZINE, V11 Drachsler H., 2007, CREATING NEW LEARNIN, P1 Gomez-Albarran M., 2009, International Journal of Emerging Technologies in Learning, V4, P35, DOI 10.3991/ijet.v4s1.797 Gunawardana A, 2009, J MACH LEARN RES, V10, P2935 Herlocker JL, 2004, ACM T INFORM SYST, V22, P5, DOI 10.1145/963770.963772 Khribi MK, 2009, EDUC TECHNOL SOC, V12, P30 Lekakos G, 2006, INTERACT COMPUT, V18, P410, DOI 10.1016/j.intcom.2005.11.004 Lemire D., 2005, TECHNOLOGY SMART ED, V2, P179 Manouselis N, 2010, J COMPUT ASSIST LEAR, V26, P227, DOI 10.1111/j.1365-2729.2010.00362.x McNee S. 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PY 2012 VL 13 IS 5 SI SI BP 56 EP 75 PG 20 WC Education & Educational Research SC Education & Educational Research GA 072HR UT WOS:000313661300005 ER PT J AU Nguyen, BA Yang, DL AF Bao-An Nguyen Yang, Don-Lin TI A Semi-Automatic Approach to Construct Vietnamese Ontology from Online Text SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Ontology; concept discovery; conceptual relation; text mining; lexical pattern; natural language processing ID DOCUMENTS; WEB AB An ontology is an effective formal representation of knowledge used commonly in artificial intelligence, semantic web, software engineering, and information retrieval. In open and distance learning, ontologies are used as knowledge bases for e-learning supplements, educational recommenders, and question answering systems that support students with much needed resources. In such systems, ontology construction is one of the most important phases. Since there are abundant documents on the Internet, useful learning materials can be acquired openly with the use of an ontology. However, due to the lack of system support for ontology construction, it is difficult to construct self-instructional materials for Vietnamese people. In general, the cost of manual acquisition of ontologies from domain documents and expert knowledge is too high. Therefore, we present a support system for Vietnamese ontology construction using pattern-based mechanisms to discover Vietnamese concepts and conceptual relations from Vietnamese text documents. In this system, we use the combination of statistics-based, data mining, and Vietnamese natural language processing methods to develop concept and conceptual relation extraction algorithms to discover knowledge from Vietnamese text documents. From the experiments, we show that our approach provides a feasible solution to build Vietnamese ontologies used for supporting systems in education. C1 [Yang, Don-Lin] Feng Chia Univ, Taichung, Taiwan. CR Ana M. B., 2009, WSEAS T COMPUTERS, V2, P279 Blaschke C, 2002, INT C GEN INF, V13, P201 Chen J, 2005, LECT NOTES COMPUT SC, V3399, P109 Dellscaft K., 2003, INT SEM WEB C, P228 Jaimes A., 2003, IEEE INT C MULT EXP Lee CS, 2007, DATA KNOWL ENG, V60, P547, DOI 10.1016/j.datak.2006.04.001 Li P. S., 2005, INT J CONTINUING ENG, V15, P308 Maedche A., 2000, 12 INT C SOFTW ENG K, P231 Maedche A, 2001, IEEE INTELL SYST APP, V16, P72, DOI 10.1109/5254.920602 Nguyen C. Q., 2009, 11 INT C INF INT WEB, P276 Noy N. F., 2001, SMI20010880 STANF ME Sanian S., 2012, AUSTR J BASIC APPL S, V6, P115 Subhashin R., 2011, INT J ENTERPRISE COM, V1 Zheng Y, 2007, LECT NOTES COMPUT SC, V4688, P639 Zhou J., 2010, NEW ADV MACHINE LEAR NR 15 TC 2 Z9 2 U1 0 U2 9 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2012 VL 13 IS 5 SI SI BP 148 EP 172 PG 25 WC Education & Educational Research SC Education & Educational Research GA 072HR UT WOS:000313661300009 ER PT J AU Jung, I AF Jung, Insung TI Asian Learners' Perception of Quality in Distance Education and Gender Differences SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; e-learning; gender; learner's perspective; quality ID STUDENT; MODELS AB There have been few efforts to investigate the concept of quality from learners' perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners' perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory. The results show that all 10 dimensions across supportive, pedagogical, and environmental domains in the model are important in judging quality in distance education. Also, gender differences are found in the perceived importance of 10 quality dimensions, barriers to DE, important supporters, and types of support received. The implications of these findings are discussed and suggestions for further research and development are offered. C1 Int Christian Univ, Tokyo, Japan. RP Jung, I (reprint author), Int Christian Univ, Tokyo, Japan. CR Baggaley J., 2010, DISTANCE ED TECHNOLO Baggaley J. 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PY 2012 VL 13 IS 2 BP 1 EP 24 PG 24 WC Education & Educational Research SC Education & Educational Research GA 984VI UT WOS:000307220100002 ER PT J AU Capdeferro, N Romero, M AF Capdeferro, Neus Romero, Margarida TI Are Online Learners Frustrated with Collaborative Learning Experiences? SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; collaborative learning; computer-supported collaborative learning; learning experience; frustration ID STUDENTS; EMOTIONS; EDUCATION; MODEL AB Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. 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E., 1989, EDUC LEADERSHIP, V47, P52 Stahl G, 2006, CAMB HANDB PSYCHOL, P409 Stasser G., 1999, SHARED COGNITION ORG, P49 Tideswell C., 2004, J TEACHING TRAVEL TO, V4, P1 Vonderwell S., 2003, Internet and Higher Education, V6, P77, DOI 10.1016/S1096-7516(02)00164-1 Wheelan S. A., 1994, GROUP PROCESSES DEV NR 70 TC 17 Z9 17 U1 3 U2 25 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2012 VL 13 IS 2 BP 26 EP 44 PG 19 WC Education & Educational Research SC Education & Educational Research GA 984VI UT WOS:000307220100003 ER PT J AU Zhang, WY Cheng, YL AF Zhang, Weiyuan Cheng, Y. L. TI Quality Assurance in E-Learning: PDPP Evaluation Model and its Application SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; quality assurance; evaluation; PDPP model AB E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions. C1 [Zhang, Weiyuan; Cheng, Y. L.] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China. RP Zhang, WY (reprint author), Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China. CR Allen I. E., 2011, GOING DISTANCE ONLIN Chinaacc, 2009, AB US evelopment and Planning Office of CCRTVU, 2011, J CHINA DISTANCE ED, V3, P72 Education Life Website, 2009, EC CIRS COULDNT PREV Endean M., 2010, INT J CONTINUING ED, V3, P53 HKU SPACE, 2010, QUAL ASS MAN Hu Xiaohong, 2009, J CHINA DISTANCE ED, V6, P77 Jochems W., 2004, INTEGRATED E LEARNIN Latchem C, 2007, OPEN LEARNING, V22, P235, DOI DOI 10.1080/02680510701619885 Jung I, 2011, INT REV RES OPEN DIS, V12, P63 Young E., 2009, INT J CONTINUING ED, V1, P103 Zhang W., 2005, MANAGEMENT LEARNER S, P1 Zhang W., 2007, DISTANCE ED RES METH, P184 Zhang W. Y, 2009, MODERN DISTANCE ED R, V2009, P10 NR 14 TC 3 Z9 3 U1 1 U2 22 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2012 VL 13 IS 3 BP 66 EP 82 PG 17 WC Education & Educational Research SC Education & Educational Research GA 984VU UT WOS:000307221300005 ER PT J AU Mhishi, M Bhukuvhani, CE Sana, AF AF Mhishi, Misheck Bhukuvhani, Crispen Erinos Sana, Abel Farikai TI Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance learning; skills retention; rural schools; targeted recruitment ID GHANA AB This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)'s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE's VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE's VODL programme and a close scrutiny of its course development techniques are also encouraged in order to overcome some of the problems encountered by both the students and the institution. C1 [Mhishi, Misheck; Bhukuvhani, Crispen Erinos; Sana, Abel Farikai] Bindura Univ Sci Educ, Bindura, Zimbabwe. RP Mhishi, M (reprint author), Bindura Univ Sci Educ, Bindura, Zimbabwe. CR Akyeampong K, 2002, INT J EDUC DEV, V22, P339, DOI 10.1016/S0738-0593(01)00059-1 Akyeampong K., 2002, INT J EDUC DEV, V22, P262 Azam JP, 2001, J PEACE RES, V38, P429, DOI 10.1177/0022343301038004002 Black T. R., 1993, SCH IMPROVEMENT DEV Cerda C., 2001, TEACHER ED DISTANCE, P11 Chetsanga C. J., 2000, ANAL CAUSE EFFECT BR Chikuya H. H., 2007, THESIS U S AFRICA Cohen L., 1994, RES METHODS ED Craig H. J., 1998, TEACHER DEV MAKING I Daniel J., 2001, TEACHER ED DISTANCE, piv Ederinoye R., 2001, TEACHER ED DISTANCE Galusha J.M., 1997, INTERPERSONAL COMPUT, V5, P6 Gottelmann-Duret G., 1998, UTILISATION DEPLOYME Hedges J, 2002, INT J EDUC DEV, V22, P353, DOI 10.1016/S0738-0593(01)00057-8 Hedges J., 2000, 13 MUSTER U SUSS CTR Mehrotra R. 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PY 2012 VL 13 IS 1 BP 72 EP 86 PG 15 WC Education & Educational Research SC Education & Educational Research GA 984UU UT WOS:000307218700006 ER PT J AU Sangra, A Vlachopoulos, D Cabrera, N AF Sangra, Albert Vlachopoulos, Dimitrios Cabrera, Nati TI Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; definition; distance education; technology-enhanced education ID EDUCATION AB E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests. An international project, based on the participation of experts around the world, was undertaken to agree on a definition of e-learning. To this end, two main research activities were carried out. First, an extensive review was conducted of the literature on the concept of e-learning, drawing from peer-reviewed journals, specialised web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus. This paper presents the outcomes of the project, which has resulted in an inclusive definition of e-learning subject to a high degree of consensus that will provide a useful conceptual framework to further identify the different models in which e-learning is developed and practiced. 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PY 2012 VL 13 IS 2 BP 145 EP 159 PG 15 WC Education & Educational Research SC Education & Educational Research GA 984VI UT WOS:000307220100009 ER PT J AU Nyerere, JKA Gravenir, FQ Mse, GS AF Nyerere, Jackline K. A. Gravenir, Frederick Q. Mse, Godfrey S. TI Delivery of Open, Distance, and E-Learning in Kenya SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open and distance learning; e-learning; universities AB The increased demand and need for continuous learning have led to the introduction of open, distance, and e-learning (ODeL) in Kenya. Provision of this mode of education has, however, been faced with various challenges, among them infrastructural ones. This study was a survey conducted in two public universities offering major components of ODeL, the University of Nairobi and Kenyatta University. 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PY 2012 VL 13 IS 3 BP 185 EP 204 PG 20 WC Education & Educational Research SC Education & Educational Research GA 984VU UT WOS:000307221300012 ER PT J AU Schrader, C Bastiaens, T AF Schrader, Claudia Bastiaens, Theo TI Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open learning; e-learning; educational computer games ID DISCOVERY; STUDENTS; ENVIRONMENTS; INSTRUCTION; PERFORMANCE; EMOTIONS; EXAMPLES; FEEDBACK AB Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices' learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games' effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners' virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e. g., interest) should be considered in future research. C1 [Schrader, Claudia; Bastiaens, Theo] Fernuniv, Hagen, Germany. RP Schrader, C (reprint author), Fernuniv, Hagen, Germany. 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L., 2007, P INT C ADV COMP ENT, P49, DOI 10.1145/1255047.1255057 Wood D., 2001, INT J ARTIFICIAL INT, V12, P153 NR 56 TC 3 Z9 3 U1 0 U2 14 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2012 VL 13 IS 3 BP 206 EP 227 PG 22 WC Education & Educational Research SC Education & Educational Research GA 984VU UT WOS:000307221300013 ER PT J AU Fahlman, D AF Fahlman, Dorothy (Willy) TI Educational Leadership for E-Learning in the Healthcare Workplace SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distributed leadership; strategic leadership; servant leadership; e-learning; healthcare workplace ID STRATEGIC LEADERSHIP; BEHAVIOR AB Effective educational leadership can make a difference in the resolution of complex issues that impact today's demand-driven educational marketplace. The ongoing professional and skill development needs of human health resources may be best managed through distributed strategic leadership blended with servant leadership. Together these two approaches may offer the critical bridge for effective educational leadership for e-learning within the healthcare workplace. C1 Athabasca Univ, Athabasca, AB, Canada. RP Fahlman, D (reprint author), Athabasca Univ, Athabasca, AB, Canada. CR Aronson E, 2001, CAN J ADM SCI, V18, P244 Avolio BJ, 2009, ANNU REV PSYCHOL, V60, P421, DOI 10.1146/annurev.psych.60.110707.163621 Bass BM, 1999, LEADERSHIP QUART, V10, P181, DOI 10.1016/S1048-9843(99)00016-8 Beaudoin MF, 2003, HANDBOOK OF DISTANCE EDUCATION, P519 Bolden R., 2003, REV LEADERSHIP THEOR Burns J. 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PY 2012 VL 13 IS 2 BP 236 EP 246 PG 11 WC Education & Educational Research SC Education & Educational Research GA 984VI UT WOS:000307220100014 ER PT J AU Alias, NA AF Alias, Nor Aziah TI Design of a Motivational Scaffold for the Malaysian e-Learning Environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Regulation of motivation; Motivational scaffolding; Task support; e-Learning ID EDUCATION AB With a structure that provides control and choice over time, place, and pace, e-learning has emerged as a viable mode for working adults who wish to upgrade their knowledge. However, such flexibility provides leeway for these adults to procrastinate and for their motivation to dwindle. After all, many adults, especially Malaysian adults, are used to studying in a structured learning environment. It is thus necessary to scaffold these learners' needs, particularly during the early stages of their learning endeavour. The purpose of this paper is to highlight the problem of sustaining the e-learners' motivation in a Malaysian higher education setting. It also illustrates an approach taken to scaffold the learners' regulation of motivation. Four-phase design and development research carried out to design, develop, and evaluate a web-based task support tool called the learning console is described. The paper also draws attention to the design principles upon which the affective component is built into the tool. Findings from the formative evaluation of the tool conducted among 40 participants consisting of experts, instructors, and e-learners suggested the capability of the tool to regulate the motivation of the learners. In addition, characteristics of both personalized and group learning were also apparent. The Learning console was found to scaffold the e-learners' motivation and could be integrated into the existing learning management system. C1 Univ Teknol MARA, Fac Educ, Shah Alam 40200, Selangor, Malaysia. RP Alias, NA (reprint author), Univ Teknol MARA, Fac Educ, Shah Alam 40200, Selangor, Malaysia. EM noraz112@salam.uitm.edu.my OI Alias, Not Aziah/0000-0002-6405-1400 CR Andersson A., 2008, INT J ED DEV USING I, V4 Azevedo R, 2005, INSTR SCI, V33, P367, DOI 10.1007/s11251-005-1272-9 Azevedo R., 2003, ANN C AM ED RES ASS Bannan-Ritland B., 2003, ED RES, V32, P21, DOI DOI 10.3102/0013189X032001021 Bauman M., 1997, ONLINE LEARNING COMM Boekaerts M, 1997, LEARN INSTR, V7, P161, DOI 10.1016/S0959-4752(96)00015-1 Boyer KE, 2008, LECT NOTES COMPUT SC, V5091, P239 Maher P. A., 2004, INT J SELF DIRECTED, V1, P26 Brophy J, 1999, EDUC PSYCHOL, V34, P75, DOI 10.1207/s15326985ep3402_1 Brown A. 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PD JAN PY 2012 VL 15 IS 1 BP 137 EP 151 PG 15 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100013 ER PT J AU Hsieh, TC Wang, TI Su, CY Lee, MC AF Hsieh, Tung-Cheng Wang, Tzone-I Su, Chien-Yuan Lee, Ming-Che TI A Fuzzy Logic-based Personalized Learning System for Supporting Adaptive English Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Intelligent tutoring systems; English learning; Fuzzy inference; Analytic hierarchy process ID ANALYTIC HIERARCHY PROCESS AB As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system requires precise learner profiles. This paper proposes a personalized English article recommending system, which uses accumulated learner profiles to choose appropriate English articles for a learner. It employs fuzzy inference mechanisms, memory cycle updates, learner preferences and analytic hierarchy process (AHP) to help learners improve their English ability in an extensive reading environment. By using fuzzy inferences and personal memory cycle updates, it is possible to find an article best suited for both a learner's ability and her/his need to review vocabulary. After reading an article, a test is immediately provided to enhance a learner's memory for the words newly learned in the article. The responses of tests can be used to explicitly update memory cycles of the newly-learned vocabulary. In addition, this paper proposes a methodology that also implicitly modifies memory cycles of words that were learned before. By intensively reading articles recommended through the proposed approach, learners comprehend new words quickly and review words that they knew implicitly as well, thereby efficiently improving their vocabulary volume. Analyses of learner achievements and questionnaires have confirmed that the adaptive learning method presented in this study not only enhances the English ability of learners but also helps maintaining their learning interest. C1 [Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan] Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. [Lee, Ming-Che] Ming Chuan Univ, Dept Comp & Commun Engn, Tao Yuan, Taiwan. RP Wang, TI (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. EM n9896132@mail.ncku.edu.tw; wti535@mail.ncku.edu.tw; n9897108@mail.ncku.edu.tw; leemc@mail.mcu.edu.tw CR Airasian P., 2003, ED RES COMPETENCIES Bai SM, 2008, EXPERT SYST APPL, V35, P41, DOI 10.1016/j.eswa.2007.06.013 Baker F. 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PD JAN PY 2012 VL 15 IS 1 BP 273 EP 288 PG 16 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100024 ER PT J AU Jo, IH AF Jo, Il-Hyun TI Shared Mental Models on the Performance of e-Learning Content Development Teams SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Shared mental model; role division; team performance; e-learning ID PROJECT TEAMS; COMMUNICATION; KNOWLEDGE; QUALITY AB The primary purpose of the study was to investigate team-based e-Learning content development projects from the perspective of the shared mental model (SMM) theory. The researcher conducted a study of 79 e-Learning content development teams in Korea to examine the relationship between taskwork and teamwork SMMs and the performance of the teams. Structural equation modeling (SEM) was used to analyze the parameter estimations. As hypothesized, the results indicated that interaction among e-Learning ID team members led to higher SMMs (Ed- this acronym has already been defined above) which in turn improved the team performance. Meanwhile, the interaction decreased with the progression of ID projects and with the role differentiation. The implications of the findings and directions for instructional design (ID) practices are discussed. C1 Ewha Womans Univ, Dept Educ Technol, Seoul 120750, South Korea. RP Jo, IH (reprint author), Ewha Womans Univ, Dept Educ Technol, 11-1 Daehyun Dong, Seoul 120750, South Korea. EM ijo@ewha.ac.kr CR Cannon-Bowers J.A., 1993, INDIVIDUAL GROUP DEC Cannon-Bowers J. 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PD JAN PY 2012 VL 15 IS 1 BP 289 EP 297 PG 9 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100025 ER PT J AU Hsu, IC AF Hsu, I-Ching TI Intelligent Discovery for Learning Objects Using Semantic Web Technologies SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE LOM; Semantic Web; Ontology; RuleML; SCORM ID METADATA; SYSTEM AB The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the computer interpretability needed to support knowledge representation when searching for finding relevant learning objects. This study addresses this issue by defining a Multi-layered Semantic LOM Framework (MSLF) for integrating Semantic Web technologies into LOM. The proposed MSLF is used to develop LOFinder, an intelligent LOM shell that provides an alternative approach to enhancing the knowledge representations. To test its feasibility, this study implemented a java-based prototype of LOFinder that enables intelligent discovery of learning objects. EM hsuic@nfu.edu.tw CR ADL (Advanced Distributed Learning), 2006, SHAR CONT OBJ REF MO Baader F., 2003, DESCRIPTION LOGIC HD Balatsoukas P, 2008, EDUC TECHNOL SOC, V11, P119 Gasevic D, 2007, INTERACT LEARN ENVIR, V15, P1, DOI 10.1080/10494820600968203 Gradinarova B., 2006, IFIP 19 WORLD COMP C, P75 Grosof B., 2003, P 12 INT C WORLD WID, P340, DOI [10.1145/775152.775200, DOI 10.1145/775152.775200] Guarino N., 2004, HDB ONTOLOGIES, P151 Horrocks I., 2003, SWRL SEMANTIC WEB RU Hsu IC, 2009, EXPERT SYST APPL, V36, P3795, DOI 10.1016/j.eswa.2008.02.062 Hsu IC, 2009, COMPUT STAND INTER, V31, P846, DOI 10.1016/j.csi.2008.09.029 Hsu IC, 2009, J NETW COMPUT APPL, V32, P616, DOI 10.1016/j.jnca.2008.07.006 Hsu IC, 2005, J INF SCI, V31, P178, DOI 10.1177/016551505052346 JESS, 2007, JESS JAVA RULE ENGIN Kiu CC, 2006, EDUC TECHNOL SOC, V9, P27 Lee JK, 2003, COMMUN ACM, V46, P59, DOI 10.1145/769800.769802 LOM, 2005, IEEE LOM Lu EJL, 2010, EDUC TECHNOL SOC, V13, P220 Mohan P., 2003, 2003 IEEE INT C ADV, P195 Nilsson M., 2003, P 3 ANN ARIADNE C Shadbolt N, 2006, IEEE INTELL SYST, V21, P96, DOI 10.1109/MIS.2006.62 Smith M. K., 2004, OWL WEB ONTOLOGY LAN Studer R, 1998, DATA KNOWL ENG, V25, P161, DOI 10.1016/S0169-023X(97)00056-6 Thorpe M., 2003, SIMPLE RULE MARKUP L Wang TI, 2007, EDUC TECHNOL SOC, V10, P84 NR 24 TC 11 Z9 11 U1 0 U2 13 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 JAN PY 2012 VL 15 IS 1 BP 298 EP 312 PG 15 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100026 ER PT J AU Joo, YJ Lim, KY Kim, SM AF Joo, Young Ju Lim, Kyu Yon Kim, Su Mi TI A Model for Predicting Learning Flow and Achievement in Corporate e-Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Corporate e-learning; Self-efficacy; Intrinsic value; Technology acceptance; Learning flow ID SELF-EFFICACY; ACADEMIC-PERFORMANCE; STUDENT ENGAGEMENT; GOAL ORIENTATIONS; TEST ANXIETY; SCHOOL; TECHNOLOGY; CLASSROOM; SATISFACTION; ACCEPTANCE AB The primary objective of this study was to investigate the determinants of learning flow and achievement in corporate online training. Self-efficacy, intrinsic value, and test anxiety were selected as learners' motivational factors, while perceived usefulness and ease of use were also selected as learning environmental factors. Learning flow was considered as a mediator of predictors and achievement. Regarding methodological approach, structural equation modeling was employed in order to provide cause-and-effect inferences. The study participants were 248 learners who completed an e-learning courseware at a large Korean company and responded to online surveys. The findings suggested that self-efficacy, intrinsic value, and perceived usefulness and ease of use affected learning flow, while intrinsic value, test anxiety, and perceived usefulness and ease of use were significant predictors of achievement. The results revealed perceived usefulness and ease of use to be the most influential factor for both learning flow and achievement. C1 [Joo, Young Ju; Lim, Kyu Yon; Kim, Su Mi] Ewha Womans Univ, Dept Educ Technol, Seoul, South Korea. RP Lim, KY (reprint author), Ewha Womans Univ, Dept Educ Technol, Seoul, South Korea. 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PD JAN PY 2012 VL 15 IS 1 BP 313 EP 325 PG 13 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100027 ER PT J AU Despotovic-Zrakic, M Markovic, A Bogdanovic, Z Barac, D Krco, S AF Despotovic-Zrakic, Marijana Markovic, Aleksandar Bogdanovic, Zorica Barac, Dusan Krco, Srdjan TI Providing Adaptivity in Moodle LMS Courses SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adaptive e-learning systems; e-Learning course adaptation; Group personalization; Moodle LMS ID EDUCATIONAL HYPERMEDIA; SYSTEMS; STYLES; DESIGN; WEB AB In this paper, we describe an approach to providing adaptivity in e-education courses. The primary goal of the paper is to enhance an existing e-education system, namely Moodle LMS, by developing a method for creating adaptive courses, and to compare its effectiveness with non-adaptive education approach. First, we defined the basic requirements of a course adaptation and the steps required to implement it. Based on the collected data, we identified the characteristic groups of students and then classified all participating students into these groups. The final adaptation of courses was performed in the distance education system of the University of Belgrade, in the Laboratory for e-business, Faculty of Organizational Sciences. Findings of the experimental study showed that the students' effectiveness and achievements in learning were higher when they attended courses adapted using the described method, in comparison to the non-adaptive e-learning courses. C1 [Despotovic-Zrakic, Marijana; Markovic, Aleksandar; Bogdanovic, Zorica; Barac, Dusan; Krco, Srdjan] Univ Belgrade, Fac Org Sci, Belgrade 11000, Serbia. RP Bogdanovic, Z (reprint author), Univ Belgrade, Fac Org Sci, Jove Ilica 154, Belgrade 11000, Serbia. EM maja@myelab.net; aca@fon.rs; zorica@myelab.net; dusan@myelab.net; krco@myelab.net CR Aroyo L, 2006, EDUC TECHNOL SOC, V9, P4 Aydin C. 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Technol. Soc. PD JAN PY 2012 VL 15 IS 1 BP 326 EP 338 PG 13 WC Education & Educational Research SC Education & Educational Research GA 903IF UT WOS:000301109100028 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 Acqua L., 2009, P WORLD C ENG COMP S, P604 Aumueller D., 2005, SEMANTIC WIKI EXPERI Azouaou F., 2004, INT WORKSH APPL SEM Bhatt G. 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K., 2002, INT C COMP SUPP COLL Yang SJH, 2006, EDUC TECHNOL SOC, V9, P188 NR 27 TC 11 Z9 12 U1 3 U2 13 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 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. 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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. 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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. RP Tseng, SS (reprint author), Asia Univ, Dept Appl Informat & Multimedia, Taichung 41354, Taiwan. 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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 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 Balbieris G., 2003, Informatics in Education, V2 BULLEN M, 2006, PLAN LEARN CASE STUD Carswell AD, 2002, INT J HUM-COMPUT ST, V56, P475, DOI 10.1006/ijhc.1004 COLLINS LM, 2006, P ANN C AM SOC ENG E COLLINS LM, 2005, P ANN C AM SOC ENG E, P14313 Elango R., 2008, ELECT J E LEARNING, V6, P31 French D., 1999, INTERNET BASED LEARN HARRIS D, 1999, INTERNET BASED LEARN Hodges C. B., 2004, J INTERACTIVE ONLINE, V2, P1 JOLIFFE A, 2001, ONLINE HDB DEV USING Kim KH, 2005, Fourth Annual ACIS International Conference on Computer and Information Science, Proceedings, P328 Piccoli G, 2001, MIS QUART, V25, P401, DOI 10.2307/3250989 Roy A., 2008, ELECT J E LEARNING, V6, P89 Su JM, 2006, COMPUT STAND INTER, V28, P336, DOI 10.1016/j.csi.2005.04.001 YAPICIOGLU H, 2001, THESIS MIDDLE E TU A YUEN S, 2004, HLTH HIGH ED, V1, P2248 NR 16 TC 2 Z9 2 U1 0 U2 1 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 BIELEFELDT T, 2006, NAT ED COMP C US SAN Harb I., 2008, HIGHER ED FUTURE IRA HUSAIN MA, 2004, IRAQ ED TRANSITION E IDRUS RM, 2008, 5 WSEAS IASME INT C IDRUS RM, 2008, E LEARN MIDDL E 2008 ISMAIL I, 2009, 5 WSEAS IASME INT C Kaghed N., 2009, QUALITY HIGHER ED, V15, P71, DOI [10.1080/13538320902731286, DOI 10.1080/13538320902731286] Khan B. H., 2004, Educational Technology, V44, P33 Khan B., 2005, AACE J, V13, P137 Khan B. H., 2007, PROGRAM EVALUATION E KHAN BH, 2009, STRIDE HDB, V8, P42 MacDonald C., 2009, J RES INTERPROFESSIO, V1 MOHAMMAD JA, 2008, J ED PSYCHOL SCI, V9, P25 PAULSSON F, 2006, 4 INT C MULT INF COM Rosenberg M., 2007, ELEARNING GUILDS HDB ROSENBERG MJ, 2001, E LEARNING STRATEGIE, P344 Zhang DS, 2003, INFORM SYST FRONT, V5, P207, DOI 10.1023/A:1022609809036 NR 17 TC 0 Z9 0 U1 0 U2 1 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 Moreno, GGE Duran, M Mathieu, G AF Gomez-Escalonilla Moreno, Gloria Santin Duran, Marina Mathieu, Gladys 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 Moreno, Gloria] Univ Rey Juan Carlos, Sch Commun, Dept Commun Sci, Madrid, Spain. [Santin Duran, Marina; Mathieu, Gladys] Univ Rey Juan Carlos, Sch Commun Sci, Dept Commun Sci, Madrid, Spain. RP Moreno, GGE (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 OI Santin, Marina/0000-0002-0036-0861 CR BAGGETUN R., 2006, TELOS, V67, P81 Cabero-Almenara J, 2010, COMUNICAR, P149, DOI 10.3916/C35-2010-03-08 CASTANO J., 2010, RIED, V13, P97 Coaten N., 2003, EDUCAWEB, V69 JUSTEL A., 2004, REV INT MARKETING PU, V2, P29 LARA P., 2005, RUSC, V2 LLORENTE M.C., 2008, THESIS FACULTAD CIEN MARCELO C, 2003, E LEARNING TELEFORMC GRAHAME MOORE M., 2001, CICL C ED TIC ED VIR PALOMO B., 2008, ANALISI, V36, P183 SANTIN M., 2009, ENSENANZA ON LINE AM NR 11 TC 2 Z9 2 U1 0 U2 0 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 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 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. 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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. 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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 Schroter, S Jenkins, RD Playle, RA Walsh, KM Probert, C Kellner, T Arnhofer, G Owens, DR AF Schroter, Sara Jenkins, Richard D. Playle, Rebecca A. Walsh, Kieran M. Probert, Courtenay Kellner, Thomas Arnhofer, Gerhard Owens, David R. TI Evaluation of an online interactive Diabetes Needs Assessment Tool (DNAT) versus online self-directed learning: a randomised controlled trial SO BMC MEDICAL EDUCATION LA English DT Article ID CONTINUING MEDICAL-EDUCATION; PRACTICE GUIDELINES; CLINICAL-PRACTICE; CARE; MANAGEMENT; IMPROVE; OUTCOMES; IMPACT AB Background: Methods for the dissemination, understanding and implementation of clinical guidelines need to be examined for their effectiveness to help doctors integrate guidelines into practice. The objective of this randomised controlled trial was to evaluate the effectiveness of an interactive online Diabetes Needs Assessment Tool (DNAT) (which constructs an e-learning curriculum based on individually identified knowledge gaps), compared with self-directed e-learning of diabetes guidelines. Methods: Health professionals were randomised to a 4-month learning period and either given access to diabetes learning modules alone (control group) or DNAT plus learning modules (intervention group). Participants completed knowledge tests before and after learning (primary outcome), and surveys to assess the acceptability of the learning and changes to clinical practice (secondary outcomes). Results: Sixty four percent (677/1054) of participants completed both knowledge tests. The proportion of nurses (5.4%) was too small for meaningful analysis so they were excluded. For the 650 doctors completing both tests, mean (SD) knowledge scores increased from 47.4% (12.6) to 66.8% (11.5) [intervention group (n = 321, 64%)] and 47.3% (12.9) to 67.8% (10.8) [control group (n = 329, 66%)], (ANCOVA p = 0.186). Both groups were satisfied with the usability and usefulness of the learning materials. Seventy seven percent (218/284) of the intervention group reported combining the DNAT with the recommended reading materials was "very useful"/"useful". The majority in both groups (184/287, 64.1% intervention group and 206/299, 68.9% control group) [95% CI for the difference (-2.8 to 12.4)] reported integrating the learning into their clinical practice. Conclusions: Both groups experienced a similar and significant improvement in knowledge. The learning materials were acceptable and participants incorporated the acquired knowledge into practice. C1 [Schroter, Sara] BMJ Grp, BMJ Editorial Off, London WC1H 9JR, England. [Jenkins, Richard D.; Probert, Courtenay] Cardiff Medictr, BMJ Examinat, Cardiff CF14 4UJ, S Glam, Wales. [Playle, Rebecca A.] Cardiff Univ, SE Wales Trials Unit, Dept Primary Care & Publ Hlth, Cardiff CF14 4YS, S Glam, Wales. [Walsh, Kieran M.] BMJ Grp, BMJ Learning, London WC1H 9JR, England. [Kellner, Thomas] AXDEV Europe, D-85551 Kirchheim, Germany. [Arnhofer, Gerhard] MSD, Hoddesdon EN11 9BU, England. [Owens, David R.] Univ Hosp Llandough, Diabet Res Unit, Floor Acad Ctr 1, Penarth CF64 2XX, S Glam, Wales. RP Schroter, S (reprint author), BMJ Grp, BMJ Editorial Off, BMA House, London WC1H 9JR, England. EM sschroter@bmj.com RI Schroter, Sara/G-3427-2012; OI Schroter, Sara/0000-0002-8791-8564; Jenkins, Richard Dean/0000-0003-4475-2389 FU MSD FX BMJ Group received a grant of 110,000 pound from MSD to help fund this study. All other expenses for the study, except translation costs, were paid by BMJ Group. Employees of MSD (TK and GA) were involved in the design and conduct of the study and preparation and final approval of the manuscript, but were not involved in the collection, management, analysis, or interpretation of the data. MSD also approved the final version of the manuscript but did not request any revisions. All statistical analysis was performed by independent researchers at Cardiff University and they were blinded to group allocation. We followed the guidelines on Good Publication Practice (GPP2) and did not have the assistance of professional medical writers. 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Educ. PD JUN 16 PY 2011 VL 11 AR 35 DI 10.1186/1472-6920-11-35 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 789EE UT WOS:000292495900001 PM 21679446 ER PT J AU Gomez, JIA Morueta, RT Gomez, AH AF Aguaded Gomez, Jose Ignacio Tirado Morueta, Ramon Hernando Gomez, Angel TI Virtual camps in Andalusian universities: typologies of educational use, teaching competences and institutional support SO TEORIA DE LA EDUCACION LA Spanish DT Article DE educative platforms; teletraining; technological competence; teaching competence; information and communication technologies (ICT); educational use; university education ID INTEGRATION AB This paper is inspired on the Research Project for Excellence "E-learning platforms for virtualization of subjects.. The main aim of this work is to depict the general use of virtual education in universities in western Andalusia and to identify current teaching uses of e-learning platforms in higher education. By means of a specific questionnaire, variables of the digital resources used were identified, as well as functionalities, technological competences of teachers and institutional measures. The use of Multiple Correspondence Analysis (MCA) technique made possible the identification of four types of associated educational uses: a) a majority group of teachers using e-learning platforms mainly for informative purposes and with low competence; b) a group of teachers with high competence using e-learning platforms frequently; c) a group of teachers occasionally using e-learning platforms in contexts with scarce boosting measures and without technological training; d) a minority group of teachers widely using e-learning platforms, with high technological competence and in a favourable enviroment for the use of ICT. C1 [Aguaded Gomez, Jose Ignacio; Tirado Morueta, Ramon; Hernando Gomez, Angel] Univ Huelva, Fac Ciencias Educ, Dept Educ, Huelva 21007, Spain. RP Gomez, JIA (reprint author), Univ Huelva, Fac Ciencias Educ, Dept Educ, Campus El Carmen,Avda 3 Marzo S-N, Huelva 21007, Spain. 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PD JUN PY 2011 VL 23 IS 1 BP 159 EP 179 PG 21 WC Education & Educational Research SC Education & Educational Research GA 787BS UT WOS:000292352200006 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. 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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 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. 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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 Boling E, 2008, READ TEACH, V61, P504, DOI 10.1598/RT.61.6.10 Boyd D. M., 2007, J COMPUTER MEDIATED, V13 Brockett R. 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K., 2008, TECHTRENDS, V52, P81 Wassell Beth, 2008, Journal of Technology and Teacher Education, V16, P211 [Anonymous], 2008, UNIVERSAL MCCANN [Anonymous], 2006, J DIRECT DATA DIGITA Wright Scott, 2008, Information Polity, V13, P81 NR 40 TC 9 Z9 9 U1 1 U2 11 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. 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 BEHRENS S, 2005, P 16 AUSTR C INF SYS Carmines E. G., 1979, RELIABILITY VALIDITY [Anonymous], 1998, MODERN METHODS BUSIN Chou SW, 2005, J COMPUT ASSIST LEAR, V21, P65, DOI 10.1111/j.1365-2729.2005.00114.x CORRITORE C, 2005, P 11 AM C INF SYST O, P2419 Danielson D. 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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 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 RI Abdullah, Nor Aniza/B-2768-2010 OI Abdullah, Nor Aniza/0000-0001-6218-8772 CR Bandura A., 1977, SOCIAL LEARNING THEO Castells P, 2007, IEEE T KNOWL DATA EN, V19, P261, DOI 10.1109/TKDE.2007.22 Chen CM, 2005, COMPUT EDUC, V44, P237, DOI 10.1016/j.compedu.2004.01.006 del Olmo FH, 2008, EXPERT SYST APPL, V35, P790, DOI 10.1016/j.eswa.2007.07.047 Felfernig A, 2007, IEEE INTELL SYST, V22, P18, DOI 10.1109/MIS.2007.52 Fernandez-Manjon B., 2002, INTERACTIVE ED MULTI, V4, P1 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 Ghauth K. I. 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J., 2005, ED PSYCHOL, V25, P631, DOI DOI 10.1080/01443410500345172 Zaiane OR, 2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, P55, DOI 10.1109/CIE.2002.1185862 NR 24 TC 6 Z9 6 U1 0 U2 5 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 RI Mason, Roger/J-8610-2016 OI Mason, Roger/0000-0001-7927-1767 CR Andresen MA, 2009, EDUC TECHNOL SOC, V12, P249 Balaji M.S., 2010, J INTERACTIVE ONLINE, V9, P1 Biggs J., 2003, TEACHING QUALITY LEA Bostock S.J., 2007, E TEACHING ENGAGING BROWN N, 2006, NETW LEARN C 10 12 A Bryman A., 2008, SOCIAL RES METHODS Groves M, 2009, EDUC TECHNOL SOC, V12, P143 Guzdial M, 2000, J LEARN SCI, V9, P437, DOI 10.1207/S15327809JLS0904_3 Herrington J., 2004, Journal of Computing in Higher Education, V16, P3 Kanuka H., 2005, J COMPUTER MEDIATED, V10 KOVACIC ZJ, 2004, AUSWEB04 10 AUSTR WO Littlejohn A, 2003, E LEARNING SERIES, V3 MILISZEWSKA I, 2006, ACM SIGCSE B, V38, P158, DOI 10.1145/1124706.1121392 Moore J. L., 2005, Journal of Research on Technology in Education, V38 Perkins C, 2006, EDUC TECHNOL SOC, V9, P298 Ramsden P, 1992, LEARNING TEACH HIGHE REINHART J, 2001, NAT ED COMP C JUL 25 Salmon G., 2003, E TIVITIES KEY ONLIN SALMON G, 2002, EDUCAT SUMM INN E ED Salmon G., 2002, E MODERATING KEY TEA SCHIER M, 2009, 26 ASCLITE C 6 9 DEC Shana Z, 2009, EDUC TECHNOL SOC, V12, P214 Su B., 2005, J INTERACTIVE ONLINE, V4, P1 Thomas MJW, 2002, J COMPUT ASSIST LEAR, V18, P351, DOI 10.1046/j.0266-4909.2002.03800.x [Anonymous], 2002, BLENDED LEARNING MOD Yang X, 2007, INFORM MANAGE-AMSTER, V44, P456, DOI 10.1016/j.im.2007.04.003 Yukselturk E, 2010, TURK ONLINE J EDUC T, V9, P24 NR 27 TC 8 Z9 8 U1 3 U2 17 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. 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 Munoz, FI Garcia, PS Valenzuela, CG AF Imbernon Munoz, Francisco Silva Garcia, Patricia Guzman Valenzuela, Carolina 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 Munoz, Francisco] Univ Barcelona, Dept Didact & Org Educ, Fac Pedag, Barcelona, Spain. [Guzman Valenzuela, Carolina] Univ Valparaiso, Fac Med, Escuela Psicol, Valparaiso, Chile. RP Munoz, FI (reprint author), Univ Barcelona, Dept Didact & Org Educ, Fac Pedag, Barcelona, Spain. EM fimbernon@ub.edu; patriciasilva@ub.edu; carolina.guzman@uv.cl CR ALVAREZ S, 2005, ENCY ED TECHNOLOGY, P1 AREA M, 2006, 4 JORN CRAI RED BIBL [Anonymous], 2003, EVALUATION COMPETENC BERSIN J., 2004, BLENDED BOOK LEARNIN Cabero J, 2006, REV U SOC CONOCIMIEN, V3 CABERO J., 2003, COMUNICAR, V21, P12 Cano E., 2007, COMO MEJORAR COMPETE Castanedo C., 2003, COMUNICAR, V21, P49 [Anonymous], 2003, COMUNICAR Coffey A., 2005, ENCONTRAR SENTIDO DA *COM COM EUR, 2005, REC PARL EUR CONS CO Diaz MJF, 2010, HIGH EDUC, V60, P101, DOI 10.1007/s10734-009-9282-1 [Anonymous], 2006, TIC SISTEMA UNIVERSI [Anonymous], 2003, 9 C DEC FAC DER U ES [Anonymous], 2009, EST JUV RED SOC INT Glaser BG, 1967, DISCOVERY GROUNDED T Goetz J. P., 1988, ETNOGRAFIA DISENO CU Gonzalez J., 2003, TUNING ED STRUCTURES Gutierrez A., 2003, ALFABETIZACION DIGIT [Anonymous], 2007, DIEZ IDEAS CLAVE FOR [Anonymous], 2010, RES PRACTICE IMPROVE [Anonymous], 1998, ORGANISATION [Anonymous], 2003, COMUNICAR [Anonymous], 2007, INVESTIGACION ED Perrenoud P., 2004, DIEZ NUEVAS COMPETEN RUZO S, 2006, TIC SISTEMA U ESPANO Salinas J, 2004, REV U SOC CONOCIMIEN, V1 Stake R., 2005, INVESTIGACION CON ES Tejedor FJ, 2009, COMUNICAR, P115, DOI 10.3916/c33-2009-03-002 Uceda J., 2010, UNIVERSITIC 2010 EVO [Anonymous], 2004, COMPUTERS ED NR 31 TC 7 Z9 7 U1 7 U2 29 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 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 Willems, J AF Willems, Julie TI Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the Index of Learning Styles (ILS) (Felder & Silverman, 1988; Felder & Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the ILS, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results. C1 Univ New England, Sch Educ, Fac Profess, Armidale, NSW 2351, Australia. RP Willems, J (reprint author), Univ New England, Sch Educ, Fac Profess, Armidale, NSW 2351, Australia. 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PY 2011 VL 27 IS 6 BP 863 EP 880 PG 18 WC Education & Educational Research SC Education & Educational Research GA 832BF UT WOS:000295774400002 ER PT J AU Fonseca, DEL AF Leal Fonseca, Diego Ernesto TI EduCamp Colombia: Social Networked Learning for Teacher Training SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE EduCamp; connectivism; personal learning environments; e-learning 2.0; unconferences AB This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences. C1 EAFIT Univ, Medellin, Colombia. RP Fonseca, DEL (reprint author), EAFIT Univ, Medellin, Colombia. CR ANDERSON T, 2007, PERS LEARN ENV S U M ATTWELL G, 2007, SEM INT CAL E LEARN Bandura A., 1986, SOCIAL FDN THOUGHT A BENAVIDES F, 2007, REV IBEROAMERICANA E, V1 Brown J., 2005, WORLD CAFE SHAPING O Cormier D., 2008, INNOVATE, V4 Downes S, 2005, ELEARN MAGAZINE OCT Downes S., 2006, LEARNING NETWORKS CO *E FRAM, 2005, PERS LEARN ENV GRAY L, 2009, DEV PERSONAL LEARNIN HAND T, 2007, PLE LEARNER DIGITAL HARMELEN MV, 2006, PERSONAL LEARNING EN LEAL D, 2010, PROYECTO FACEBOOK PO, P163 LESLIE S, 2008, EDTECHPOST 1106 LESLIE S, 2008, EDTECHPOST 0618 LESLIE S, 2008, EDTECHPOST 0602 Siemens G., 2004, CONNECTIVISM LEARNIN Siemens G., 2006, KNOWING KNOWLEDGE TRAFFORD P, 2006, PLES WHAT ARE THEY E WATERS S, 2008, PLN YOURSELF WHITE N, 2007, FULL CIRCLE ASS 0913 Wikipedia, 2009, WIK FREE ENC Wilson S., 2005, FUTURE VLE VISUAL VE Wilson S., 2007, J E LEARNING KNOWLED, V3 NR 24 TC 2 Z9 2 U1 2 U2 8 PU ATHABASCA UNIV PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 3 SI SI BP 60 EP 79 PG 20 WC Education & Educational Research SC Education & Educational Research GA 769FL UT WOS:000290996300005 ER PT J AU Steel, N Fahy, PJ AF Steel, Nancy Fahy, Patrick J. TI Attracting, Preparing, and Retaining Under-Represented Populations in Rural and Remote Alberta-North Communities SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; e-learning; pedagogy; northern; remote areas; isolated students AB For several years, the government of the western Canadian province of Alberta has drafted policies and conducted research on the problem of populations under-represented in adult education. This Alberta-North and Athabasca University study, funded by the Alberta government's Innovation Fund, uses the advice and educational experiences of northern former and present students, and of other community members, to identify ways of better attracting, preparing, and retaining under-represented populations in northern Alberta communities through provision and training in the use of distance delivery methods. The research reported here commences with a review of the literature to investigate the following: 1) the contribution distance education makes globally to learning access in remote areas (and resulting economic growth for under-served populations); 2) how support is provided to retain isolated students; and 3) the help needed to assist remote students to complete distance programs. Community consultations with social service and education agencies in three communities were conducted in order to obtain their perspectives about what helps to attract and support students to educational programs and the barriers students typically encounter, which might be mitigated by distance methods. Finally, a survey was designed and distributed in 87 Alberta-North communities in northern Alberta and across Canada's Northwest Territories to add perspective to the consultation results. C1 [Fahy, Patrick J.] Athabasca Univ, Athabasca, AB, Canada. CR *ALB ADV ED TECHN, 2010, CAMP ALB PLANN FRAM *ALB ADV ED TECHN, 2006, LEARN ALB Alberta Advanced Education and Technology, 2002, CAMP ALB POL FRAM Alberta Advanced Education and Technology, 2007, ROL MAND POL FRAM AL *ALB ADV ED TECHN, 2003, 1 NAT MET IN ED POL *ALB EMPL IMM, 2009, ALB AG LAB FORC SKIL *ALB FIN ENT, 2008, 2006 CENS CAN AB REL BENNETT G, 2003, THESIS ST FRANCIS XA Boud D., 2006, HIGHER ED RES DEV, V25, P293, DOI DOI 10.1080/07294360600793093 BROWN T, 2009, INNOVATIVE ED WEBI 1 BRYAN E, 2009, FAMILY INVOLVEMENT I *CAN COUNC LEARN, 2009, POSTS ED CAN M NEEDS COOPERIDER D, 2005, POSITIVE REVOLUTION *COUNC MIN ED CAN, 2010, STRENGTH AB SUCC CME Cross P., 1981, ADULTS LEARNERS *ENV I, 2010, URB AB PEOPL STUD, P117 Garrison D. R., 2005, American Journal of Distance Education, V19, P133, DOI 10.1207/s15389286ajde1903_2 HELIN C, 2010, FREE LEARN GIV AB YO LETKEMANMCQUILI.J, 2009, SUCCESSFUL PRACTICES *MAL ASS, 2002, BEST PRACT INCR AB P MALATEST RA, 2008, FACTORS AFFECTING US Maslow A. H., 1962, PSYCHOL BEING McMullen B., 2003, DISTANCE ED REMOTE A Arsenault Jean-Francois, 2009, INVESTING ABORIGINAL Simonson M., 2009, TEACHING LEARNING DI *STAT CAN, 2010, MED 2005 EARN FULL Y *STAT CAN, 2010, POSTS ED ATT AB ID P Statistics Canada, 2010, AB STAT GLANC Stonechild B., 2006, NEW BUFFALO STRUGGLE 2007, ECONOMIST 1117, V385, P40 NR 30 TC 1 Z9 1 U1 1 U2 5 PU ATHABASCA UNIV PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 4 SI SI BP 35 EP 53 PG 19 WC Education & Educational Research SC Education & Educational Research GA 769FP UT WOS:000290997000004 ER PT J AU Ohrstrom, P AF Ohrstrom, Peter TI Helping Autism-Diagnosed Teenagers Navigate and Develop Socially Using E-Learning Based on Mobile Persuasion SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; autism; mobile learning; persuasive technology ID ASPERGER-SYNDROME AB The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user's perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered. C1 Univ Aalborg, Aalborg, Denmark. RP Ohrstrom, P (reprint author), Univ Aalborg, Aalborg, Denmark. CR AAGAARD M, 2008, PERSUASIVE 08 AAGAARD M, 2010, EVALUATION PROTOTYPE BELL E, 2006, COMPUTER APPL PEOPLE Bolte S, 2004, FOCUS ON AUTISM RESEARCH, P247 Dawe Melissa, 2006, P SIGCHI C HUM FACT, P1143, DOI DOI 10.1145/1124772.1124943 Ferguson H, 2005, EDUC TRAIN DEV DISAB, V40, P60 Fogg B. J., 2003, PERSUASIVE TECHNOLOG Friedman B., 2002, VALUE SENSITIVE DESI GERDES A, 2010, PERSUASIVE Golan O, 2006, DEV PSYCHOPATHOL, V18, P591, DOI 10.1017/S0954579406060305 Gray C., 2000, NEW SOCIAL STORY BOO Gyori M., 2010, EVALUATION PROTOTYPE HOLM S, 2010, ETHICS BOARD ANN REP JESPERSEN JL, 2007, LECT NOTES COMPUTER, P109 MINTZ J, 2010, EVALUATIONS PROTOTYP Myles B. 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PY 2011 VL 12 IS 4 SI SI BP 54 EP 71 PG 18 WC Education & Educational Research SC Education & Educational Research GA 769FP UT WOS:000290997000005 ER PT J AU Zamorshchikova, L Egorova, O Popova, M AF Zamorshchikova, Lena Egorova, Olga Popova, Marina TI Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; IT technologies; English as a Foreign Language; wiki; social networks AB This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromso, Norway. C1 [Zamorshchikova, Lena; Egorova, Olga; Popova, Marina] Yakutsk State Univ, Yakutsk, Russia. RP Zamorshchikova, L (reprint author), Yakutsk State Univ, Yakutsk, Russia. CR BROX H, 2009, CREATING LEARNING EN BRUMFIT C, 1985, COMPUTERS ENGLISH LA Moodle, MOODLE SYSSOEV PV, 2009, FOREIGN LANGUAGES SC, V6, P8 SYSSOEV PV, 2009, FOREIGN LANGUAGES SC, V6, P4 ACCESS INTERNET TOP STORYLINE NR 7 TC 2 Z9 2 U1 2 U2 12 PU ATHABASCA UNIV PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 4 SI SI BP 72 EP 76 PG 5 WC Education & Educational Research SC Education & Educational Research GA 769FP UT WOS:000290997000006 ER PT J AU Park, Y AF Park, Yeonjeong TI A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE m-learning; e-learning; u-learning; transactional distance theory; cultural-historical activity theory; distance education; mobile technology ID CONTEXT; DESIGN; SYSTEM AB Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively. C1 Virginia Tech, Blacksburg, VA 24061 USA. 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PY 2011 VL 12 IS 2 BP 78 EP 102 PG 25 WC Education & Educational Research SC Education & Educational Research GA 769FG UT WOS:000290995600006 ER PT J AU Naughton, C Smeed, J Roder, J AF Naughton, Christopher Smeed, Juliette Roder, John TI Delimiting the Prospect of Openness: An Examination of Initial Student Approaches to E-Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online learning; strategic learner; dialogue; discussion forum; Web 2.0; affordance AB When converting from a paper-based distance mode to an online mode of teaching, certain expectations arise that students may engage not only in the development of extended research activity but that the quality of discussion and thinking will change. With access to open-ended discussion within the online forum the opportunity is afforded to students to share ideas and in turn develop their shared knowledge, a facility denied to them when in the paper distance mode. However, in a recent study conducted in New Zealand, it was shown that despite having access to online forums students moving to an online platform refrained from participation in this social exchange. A possible explanation for this indifference was thought to be the students realising that the online exchange made no impact on their assessment. Hence, the collaborative rhetoric of Web 2.0 made little impact when the summative evaluation remained unchanged from previous paper-based assessment. This paper reports on the introduction of online learning at a private tertiary college in New Zealand and describes the response of students who found difficulty in reconciling a community of learners and openness within what was perceived as an evaluation that remained individualistic and competitive in nature. C1 [Naughton, Christopher; Smeed, Juliette] New Zealand Tertiary Coll, Christchurch, New Zealand. [Roder, John] Univ Auckland, Auckland 1, New Zealand. 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PY 2011 VL 12 IS 2 BP 103 EP 120 PG 18 WC Education & Educational Research SC Education & Educational Research GA 769FG UT WOS:000290995600007 ER PT J AU Garrett, N AF Garrett, Nathan TI An e-portfolio Design Supporting Ownership, Social Learning, and Ease of Use SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Educational technology; Education; Social software; e-learning; e-portfolios ID SCIENCE AB This project attempts to improve electronic portfolio software through the creation of a design model using ownership, ease of use, and social learning variables to predict user adoption. The pilot software attempts to encourage student learning by enhancing peer interaction. The software was used by two groups of students. The first group used it to submit course portfolios as a department-wide assessment program. The second group used it to complete a MBA course. Usage logs shows that students heavily used the social learning features. Survey results validate the design model; ease of use, social learning, and ownership proved to be critical variables in predicting user satisfaction. Interview results triangulate survey results. Future work shows promise in promoting higher standards by showcasing top content, as well as in helping students become intellectually engaged with their peers. C1 Woodbury Univ, Burbank, CA 91510 USA. RP Garrett, N (reprint author), Woodbury Univ, 7500 Glenoaks Blvd, Burbank, CA 91510 USA. EM Nathan.Garrett@Woodbury.edu CR Barrett H., 2004, CONFLICTING PARADIGM Barrett Helen C., 2005, RES ELECT PORTFOLIOS Becta, 2007, IMP STUD E PORTF LEA Beetham H., 2005, E PORTFOLIOS POST 16 CAMERON D, 2006, INSTRUCTIONAL TECHNO, V2 CAMP J, 2007, EDUCAUSE Q, V30 CARNEY J, 2004, AM ED RES ASS ANN M COHN ER, 2004, EDUCAUSE Q, V27 Davis F., 1989, MIS Q, V3, P319 *EPORTCONSORTIUM, 2003, EL PORT WHIT PAP VER GOLDSMITH D, 2007, NEW DIRECTIONS STUDE, V119, P32 Hevner AR, 2004, MIS QUART, V28, P75 JAFARI A, 2006, EDUCAUSE REV JAFARI A, 2006, RES STUDY CURRENT CM Lorenzo G., 2005, 1 ELI LORENZO G, 2005, 3 ELI MARCH ST, 1995, DECIS SUPPORT SYST, V15, P251, DOI 10.1016/0167-9236(94)00041-2 MURRAY C, 2006, EUR DIST E LEARN NET Nunnaly J., 1978, PSYCHOMETRIC THEORY SALZMAN S, 2002, ANN M AM ASS COLL TE Simon H.A., 1996, SCI ARTIFICIAL WALLS JG, 2004, J INF TECHNOL, V6, P43 Walls J., 1992, INFORMATION SYSTEMS, V3, P36, DOI DOI 10.1287/ISRE.3.1.36 ZUBIZARRETA J, 2006, LEARNING PORTFOLIO R NR 24 TC 13 Z9 13 U1 0 U2 8 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 JAN PY 2011 VL 14 IS 1 BP 187 EP 202 PG 16 WC Education & Educational Research SC Education & Educational Research GA 727KG UT WOS:000287796900017 ER PT J AU de la Rosa, OMA Angulo, LMV AF Alegre de la Rosa, Olga Ma Villar Angulo, Luis Miguel TI THREE TYPES OF INTERACTION (3TI) IN ONLINE LEARNING OF CURRICULUM AND TEACHING CAPACITIES (CTCS) OF TEACHERS OF THE CANARY ISLANDS' EDUCATIONAL SYSTEM SO EDUCACION XX1 LA Spanish DT Article DE Teaching force; teacher training; learning; e-learning; training course; assessment ID COMPETENCE; DISTANCE; COURSES AB The study undertaken seeks to detect the differences in learning ten curricular and teaching capacities (CCDs) of 119 teachers of Canary Islands in the course model of Three Types of Interaction (3TI): reflective practice, collegial dialogue and technological inquiry The results of the e-learning course were measured through questionnaires on demographics, computer literacy, inclusion and assessment, quality assurance of online courses and attitudes, as well as assessment rubrics. Significant differences were found in some explanatory variables and between the 3TI groups in different quality criteria of teachers' attitudes as measured by the questionnaire Convictions on Online Learning (COL). The results of our analysis have led us to the rejection of the null hypothesis. C1 [Alegre de la Rosa, Olga Ma] Univ La Laguna, Fac Educ, Tenerife 38204, Spain. [Villar Angulo, Luis Miguel] Univ Seville, Fac Ciencias Educ, Seville 41018, Spain. RP de la Rosa, OMA (reprint author), Univ La Laguna, Fac Educ, Campus Cent,Modulo B,Avda Univ S-N, Tenerife 38204, Spain. 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XX1 PY 2011 VL 14 IS 2 BP 19 EP 42 PG 24 WC Education & Educational Research SC Education & Educational Research GA 794NJ UT WOS:000292904300002 ER PT J AU Cabero-Almenara, J Diaz, VM AF Cabero-Almenara, Julio Marin Diaz, Veronica TI SHARED VIRTUAL CAMPUS (SVC): AN ANALYSIS OF A PARTICULAR EXPERIENCE SO EDUCACION XX1 LA Spanish DT Article DE University; e-learning; Virtual Campus; Shared Virtual Campus; University teacher; university student AB Virtual campuses are wellknown in this historical moment as a key reality for the best development of the educational processes undertaken in higher education. The Autonomous Community of Andalusia has developed this idea by means of the creation of the Andalusian Virtual Campus, which gathers 10 universities that belong to such Community. This campus offers a dynamic form of education where it is visible the approchement of knowledge to the university students. C1 [Cabero-Almenara, Julio] Univ Seville, Fac Ciencias Educ, Seville 41005, Spain. [Marin Diaz, Veronica] Univ Cordoba, Fac Ciencias Educ, Cordoba 14004, Spain. RP Cabero-Almenara, J (reprint author), Univ Seville, Fac Ciencias Educ, Camilo Jose Cela S-N, Seville 41005, Spain. EM cabero@us.es CR Garcia Aaretio L., 2008, NETACTIVE BASES PROP INFANTE A., 2009, BUENAS PRACTICAS TEL Barros S., 2006, TIC SISTEMA U ESPANO Bates T., 2001, COMO GESTIONAR CAMBI Cabero J., 2005, REV ELECT ALTERNATIV Cabero J., 2010, USOS E LEARNING U AN Capote L. J., 2009, 3 C NAC INN DOC CIEN Del Moral M. E., 2009, MODALIDADES APRENDIZ Etxeberria J., 2005, ANALISIS DESCRIPTIVO Garcia A., 2009, PIXEL BIT REV MEDIOS, V34, P69 Infante A., 2011, PIXEL BIT REV MEDIOS, V38, P215 Llorente M. 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XX1 PY 2011 VL 14 IS 2 BP 111 EP 132 PG 22 WC Education & Educational Research SC Education & Educational Research GA 794NJ UT WOS:000292904300005 ER PT J AU Liu, MT Yu, PT AF Liu, Ming-Tsung Yu, Pao-Ta TI Aberrant Learning Achievement Detection Based on Person-fit Statistics in Personalized e-Learning Systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Intelligent tutoring systems; Personalized learning; Person-fit statistics; Item Response Theory; Learning caution indexes ID ITEM RESPONSE THEORY; INTELLIGENT TUTORING SYSTEM; INDIVIDUAL-DIFFERENCES; SKILL ACQUISITION; RASCH MODEL; INFORMATION; PATTERNS; STATES AB A personalized e-learning service provides learning content to fit learners' individual differences. Learning achievements are influenced by cognitive as well as non-cognitive factors such as mood, motivation, interest, and personal styles. This paper proposes the Learning Caution Indexes (LCI) to detect aberrant learning patterns. The philosophy behind the LCI is that if any non-cognitive factor influences a learner, the effect will eventually be reflected in his/her learning achievement. Therefore, it's our explicit attempt to build a prototype system aimed at assessing aspects of learning other than cognitive factors. This study proposes a personalized e-learning system based on Item Response Theory which considers both course difficulty and learner's ability to provide adaptive learning paths. The LCI, which originates from the person-fit statistics in psychometric theory, statistically judges whether the observed learning achievement is significantly different from the achievement predicted by the Item Response Theory (IRT) models. If such an aberrant learning pattern is detected, a computer tutoring agent appears to notify and encourage that learner. Furthermore, human tutors may get involved periodically to offer further guidance to support learners with aberrant patterns. Experimental results show that such diagnostics could enhance the learning efficiency and smooth the learning experience. C1 [Liu, Ming-Tsung; Yu, Pao-Ta] Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. RP Liu, MT (reprint author), Natl Chung Cheng Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. EM mtliu@cs.ccu.edu.tw; csipty@cs.ccu.edu.tw CR AMES CA, 1990, TEACH COLL REC, V91, P409 ANDERSON JR, 1989, COGNITIVE SCI, V13, P467, DOI 10.1207/s15516709cog1304_1 Atolagbe T, 2001, WSC'01: PROCEEDINGS OF THE 2001 WINTER SIMULATION CONFERENCE, VOLS 1 AND 2, P1605, DOI 10.1109/WSC.2001.977492 Baker, 1992, ITEM RESPONSE THEORY [Anonymous], 2000, 5 C IB INF ED DEC 4 [Anonymous], 2004, 26 ANN M COGN SCI SO Bond T. G., 2007, APPL RASCH MODEL FUN Brown J. 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D., 1979, BEST TEST DESIGN RAS WRIGHT BD, 1977, J EDUC MEAS, V14, P97, DOI 10.1111/j.1745-3984.1977.tb00031.x NR 57 TC 2 Z9 2 U1 0 U2 4 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 JAN PY 2011 VL 14 IS 1 BP 107 EP 120 PG 14 WC Education & Educational Research SC Education & Educational Research GA 727KG UT WOS:000287796900010 ER PT J AU Hartnett, M St George, A Dron, J AF Hartnett, Maggie St George, Alison Dron, John TI Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Motivation; self-determination theory; online learning; distance education; e-learning; intrinsic; extrinsic ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; SATISFACTION; PREDICTORS; EDUCATION; MODEL AB Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions. C1 [Hartnett, Maggie; St George, Alison] Massey Univ, Palmerston North, New Zealand. [Dron, John] Athabasca Univ, Athabasca, AB, Canada. RP Hartnett, M (reprint author), Massey Univ, Palmerston North, New Zealand. 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PY 2011 VL 12 IS 6 BP 20 EP 38 PG 19 WC Education & Educational Research SC Education & Educational Research GA 858JI UT WOS:000297792500003 ER PT J AU Cunningham, U AF Cunningham, Una TI Liminality and Disinhibition in Online Language Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance universities; higher education; e-learning; CMC; liminality; disinhibition; language learning; online learning; computer-mediated communication ID SITUATIONAL DISINHIBITION; COMMUNICATION; ANXIETY; CONTEXT AB The aim of this paper is to bring theoretical concepts from other areas of scholarly research to bear on synchronous online education in a cross-disciplinary effort to shed light on what is going on by introducing systems of thought from other areas. The liminality and associated communitas which are found in synchronous online learning environments are examined for their possible consequences for learning in general and language learning in particular. Like computer-mediated communication, liminality has been associated with disinhibitory effects. Lack of excessive inhibition has been shown to have positive effects on second language production. The position of the online learner as "neither here nor there" or perhaps simultaneously both here and there is investigated and discussed. C1 Stockholm Univ, Stockholm, Sweden. RP Cunningham, U (reprint author), Stockholm Univ, Stockholm, Sweden. CR Brahnam S., 2008, INTERACTING COMPUTER, V20, P302, DOI 10.1016/j.intcom.2008.02.004 Apostolopoulos Y, 2002, INT J STD AIDS, V13, P733, DOI 10.1258/095646202320753673 Beauvois M., 1996, CALICO J, V13, P27 Beauvois M. H., 1997, TECHNOLOGY ENHANCED, P165 Conrad D., 2002, J DISTANCE ED, V17, P1 Conrad D. 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Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 5 BP 27 EP 39 PG 13 WC Education & Educational Research SC Education & Educational Research GA 858JE UT WOS:000297792100004 ER PT J AU Jung, I Wong, TM Li, C Baigaltugs, S Belawati, T AF Jung, Insung Wong, Tat Meng Li, Chen Baigaltugs, Sanjaa Belawati, Tian TI Quality Assurance in Asian Distance Education: Diverse Approaches and Common Culture SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Accreditation; distance education; e-learning; higher education; quality assurance AB With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country's particular circumstances. There are, however, C1 [Jung, Insung] Int Christian Univ, Tokyo, Japan. [Wong, Tat Meng] Wawasan Open Univ, George Town, Malaysia. [Li, Chen] Beijing Normal Univ, Beijing 100875, Peoples R China. [Baigaltugs, Sanjaa] Mongolia Univ Sci & Technol, Ulaanbaatar, Mongol Peo Rep. [Belawati, Tian] Univ Terbuka, Jakarta, Indonesia. RP Jung, I (reprint author), Int Christian Univ, Tokyo, Japan. CR APQN, 2008, QUAL ASS ARR HIGH ED Brennan J., 1999, CHANGING RELATIONSHI Cashion J., 2002, SECRET IS TEACHER LE Charmonman S., 2008, Regional report 2008 on ASEAN university-level eLearning COL, 2009, QUAL ASS TOOLK DIST Commission on Higher Education, 2005, CHED memorandum order No. 27-Policies and guidelines on distance education Daniel J. S., 2003 Dondi C., 2006, HDB QUALITY STANDARD, P31, DOI 10.1007/3-540-32788-6_3 Ehlers U. D., 2004, EUROPEAN J OPEN DIST Hope A., 1999, The development of virtual education: A global perspective, P3 Latchem C, 2007, OPEN LEARNING, V22, P235, DOI DOI 10.1080/02680510701619885 Jung I, 2011, ETR&D-EDUC TECH RES, V59, P445, DOI 10.1007/s11423-010-9171-4 Jung I. 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PY 2011 VL 12 IS 6 BP 63 EP 83 PG 21 WC Education & Educational Research SC Education & Educational Research GA 858JI UT WOS:000297792500005 ER PT J AU Saxena, M AF Saxena, Mamta TI Learner Analysis Framework for Globalized E-Learning: A Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance learning; learner analysis; cultural analysis; globalized e-learning; learner analysis frameworks; instructional design ID INSTRUCTIONAL-DESIGN AB The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis. The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed. C1 So New Hampshire Univ, Manchester, NH USA. RP Saxena, M (reprint author), So New Hampshire Univ, Manchester, NH USA. CR Alexander S., 2002, J STUD INT EDUC, V6, P188, DOI 10.1177/10215302006002007 BATES AW, 1997, DISTANCE EDUC, V12, P49 Bentley JPH, 2005, ETR&D-EDUC TECH RES, V53, P117 Bogdan R. C., 1992, QUALITATIVE RES ED I Chen AY, 1999, BRIT J EDUC TECHNOL, V30, P217, DOI 10.1111/1467-8535.00111 Eberle JH, 2007, GLOBALIZED E-LEARNING CULTURAL CHALLENGES, P239 Edmundson A, 2007, GLOBALIZED E-LEARNING CULTURAL CHALLENGES, P267 Gunawardena CN, 2003, HANDBOOK OF DISTANCE EDUCATION, P753 Henderson L, 1996, ETR&D-EDUC TECH RES, V44, P85, DOI 10.1007/BF02299823 Henderson L, 2007, GLOBALIZED E-LEARNING CULTURAL CHALLENGES, P130 Mason R, 2003, HANDBOOK OF DISTANCE EDUCATION, P743 MCLOUGHLIN C, 1999, U NEW ENGLAND Miles M. B., 1994, QUALITATIVE DATA ANA Morrison G. R., 2004, DESIGNING EFFECTIVE Rogers PC, 2007, ETR&D-EDUC TECH RES, V55, P197, DOI 10.1007/s11423-007-9033-x Smith D. R., 2006, COMMUNITY COLL J RES, V30, P401, DOI 10.1080/10668920500442125 Thomas D. C., 2009, CULTURAL INTELLIGENC Yin RB, 2003, CASE STUDY RES DESIG NR 18 TC 0 Z9 0 U1 0 U2 7 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 5 BP 93 EP 107 PG 15 WC Education & Educational Research SC Education & Educational Research GA 858JE UT WOS:000297792100008 ER PT J AU Bergstrom, P AF Bergstrom, Peter TI Shifting the Emphasis from Teaching to Learning: Process-Based Assessment in Nurse Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; higher education; e-learning AB Shifting from an emphasis on teaching to learning is a complex task for both teachers and students. This paper reports on a qualitative study of teachers in a nurse specialist education programme meeting this shift in a distance education course. The study aimed to gain a better understanding of the teacher-student relationship by addressing research questions in relation to the students' role, the learning process, and the assessment process. A didactical design comprising three phases focusing on distinct learning outcomes for the course was adopted. Data were collected through in-depth interviews with teachers and were analysed using inductive thematic analysis. The results indicate a shift towards a problematising and holistic approach to teaching, learning, and assessment. This shift highlighted a teacher-student relationship with a shared responsibility in the orchestration of the learning experience. The overall picture outlines a distance education experience of process-based assessment characterised by the imposition of teachers' rules and a lack of creativity due to the limited role of ICT merely as a container of content. C1 Umea Univ, S-90187 Umea, Sweden. RP Bergstrom, P (reprint author), Umea Univ, S-90187 Umea, Sweden. CR Barr RB, 1995, CHANGE, V27, P13, DOI DOI 10.1080/00091383.1995.10544672 BERGSTROM P, 2010, INT REV RES OPEN DIS, V11 BERGSTROM P, 2007, ADV PRINCIPLES EFFEC Bernstein B., 2000, PEDAGOGY SYMBOLIC CO Bernstein B, 1977, CLASS CODES CONTROL, V3 Bernstein Basil, 1990, CLASS CODES CONTROL, V4 Biggs J. B., 2007, TEACHING QUALITY LEA Boyatzis R., 1998, THEMATIC ANAL CODE D Brown T. 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Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 5 BP 108 EP 124 PG 17 WC Education & Educational Research SC Education & Educational Research GA 858JE UT WOS:000297792100009 ER PT J AU Romero, M Barbera, E AF Romero, Margarida Barbera, Elena TI Quality of Learners' Time and Learning Performance Beyond Quantitative Time-on-Task SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; computer-supported collaborative learning; academic performance; e-learning quality; time flexibility; time-on-task; time quality; learner time ID ACADEMIC-PERFORMANCE; BEHAVIORS; MEMORY; ACHIEVEMENT; FLEXIBILITY; INSTRUCTION AB Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students' time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students' time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master's degree program. 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S., 2004, J ASYNCHRONOUS LEARN, V8, P93 Wolk S, 2001, EDUC LEADERSHIP, V59, P56 Zhang DS, 2004, COMMUN ACM, V47, P75, DOI 10.1145/986213.986216 NR 51 TC 6 Z9 6 U1 0 U2 8 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2011 VL 12 IS 5 BP 125 EP 137 PG 13 WC Education & Educational Research SC Education & Educational Research GA 858JE UT WOS:000297792100010 ER PT J AU Schalk, AE Marcelo, C AF Schalk, Ana E. Marcelo, Carlos TI Asynchronous Discourse Analysis in the Quality of Expected Learning SO COMUNICAR LA Spanish DT Article DE E-learning; quality learning; interaction; asynchronous communication; on-line education; knowledge building ID ONLINE AB Universities are gradually implementing virtual learning processes. However, research still remains limited in examining the internal processes that occur in learning in virtual environments. This article presents an investigation that seeks to describe the relationship between the quality of Interaction in asynchronous discussion forums in training experiences in e-learning, and the quality of learning offered and achieved The main objective was to determine how interactions in online environments add quality to the learning of students For this, a descriptive investigation was done that combines qualitative and quantitative phases, analyzing more than 10,000 messages of 171 participants from four postgraduate courses developed in the form of e-learning Asynchronous communication was analyzed through a category system that analyzes the social, cognitive and didactic discourse online Among the research findings, there highlights a positive relationship between quality and quantity of speech of the participants and the quality of learning achieved and reflected in the different levels of assessment We can conclude that there exists the need to make an analysis, that goes beyond the written discourse in asynchronous communication to establish relations with both cognitive and social learning of students Moreover, we conclude the necessity to train teachers to deal with the processes of online communication C1 [Schalk, Ana E.] Univ Pacific, Santiago, Chile. [Marcelo, Carlos] Univ Seville, Fac Ciencias Educ, Seville, Spain. RP Schalk, AE (reprint author), Univ Pacific, Santiago, Chile. RI Marcelo, Carlos/K-8197-2014 OI Marcelo, Carlos/0000-0002-8547-367X CR ANDERSON G, 2004, E LEARNING 2I CENTUR ANDERSON T, 2001, ASS TEACH PRES AS TE, V5, P2 Castanedo C., 2003, COMUNICAR, V21, P49 Herreros MC, 2009, COMUNICAR, P15, DOI 10.3916/c33-2009-02-001 De Wever B, 2006, COMPUT EDUC, V46, P6, DOI 10.1016/j.compedu.2005.04.005 Duffy T. M., 1992, CONSTRUCTIVISM TECHN FAINHOLC B, 2006, INTERACTIVIDAD EDUCA Garrison D. R., 2003, E LEARNING 21 CENTUR Garrison D. 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The paper compares the performance and course pass rates of the e-learning platform and portable pocket PC platform with those of the same courses teaching in traditional classroom methods. Two of the courses involving 62 students used an e-learning platform and its associated pedagogical model, while the other three, covering 110 students, employed a portable Pocket PC platform and a collaborative pedagogical model. The results show that there is no statistical evidence that technology rise the students marks, but did reveal significant improvements in course pass rates. C1 [Delgado-Almonte, Milagros; Bustos Andreu, Hernando; Pedraja-Rejas, Liliana] Univ Tarapaca, Escuela Ingn Ind Informat & Sistemas, Arica, Chile. RP Delgado-Almonte, M (reprint author), Univ Tarapaca, Escuela Ingn Ind Informat & Sistemas, 18 Septiembre 2222, Arica, Chile. 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TI A Performance-Oriented Approach to E-Learning in the Workplace SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-Learning; Workplace; Web-based Training; Performance; Learning System; Ontology AB Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization's quest for success. To solve this problem, we need to examine what workplace e-learning requires and how workplace e-learning systems should be developed in line with those requirements. We investigated the problem by identifying the fundamental elements of the workplace learning environment including the learner, organization, learning content and social context, and their relationships. We found that workplace e-learning should align individual and organizational learning needs, connect learning and work performance, and support social interaction among individuals. To achieve this, a performance-oriented approach is proposed in this study. Key performance indicators are utilized to clarify organizational goals, make sense of work context and requests on work performance, and accordingly help employees set up rational learning objectives and enhance their learning process. Using this approach, a prototype system has been developed and a set of experiments have been conducted to demonstrate the effectiveness of the approach. C1 [Wang, Minhong; Ran, Weijia] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. [Liao, Jian] South West Univ, E Learning Sch, Chongqing, Peoples R China. [Yang, Stephen J. H.] Natl Cent Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. RP Wang, MH (reprint author), Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. EM magwang@hku.hk; ranwj@hku.hk; leojames123@gmail.com; jhyang@csie.ncu.edu.tw CR Baker T., 1995, KEY PERFORMANCE INDI Bertolino A., 2001, SWEBOK GUIDE SOFTWAR Brink B., 2002, ED TECHNOLOGY SOC, V5, P81 Chiu DKW, 2008, EDUC TECHNOL SOC, V11, P92 Collin K., 2006, J WORKPLACE LEARNING, V18, P403, DOI 10.1108/13665620610692971 Easterby-Smith M., 1999, ORG LEARNING LEARNIN GHIDINI C, 2008, P 5 WORKSH SEM WEB A Horrocks I, 2005, J WEB SEMANT, V3, P23, DOI 10.1016/j.websem.2005.05.003 Illeris Knud, 2003, J WORKPLACE LEARNING, V15, P167, DOI 10.1108/13665620310474615 Kirkpatrick DL, 2006, EVALUATING TRAINING Knight C, 2006, EDUC TECHNOL SOC, V9, P23 Knowles M. S., 1998, ADULT LEARNER DEFINI Korossy K, 1997, Z PSYCHOL, V205, P53 Ley T, 2003, J UNIVERS COMPUT SCI, V9, P1500 Mahmood A. K., 2006, J INTERACTIVE LEARNI, V17, P143 Merriam S. 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PD OCT PY 2010 VL 13 IS 4 SI SI BP 167 EP 179 PG 13 WC Education & Educational Research SC Education & Educational Research GA 701XN UT WOS:000285858600015 ER PT J AU Wu, WCV Marek, M AF Wu, Wen-chi Vivian Marek, Michael TI MAKING ENGLISH A "HABIT": INCREASING CONFIDENCE, MOTIVATION, AND ABILITY OF EFL STUDENTS THROUGH CROSS-CULTURAL, COMPUTER-ASSISTED INTERACTION SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE videoconferencing; E-learning; integrative motivation; instrumental motivation; scaffolding; authentic learning environment; perceived ability; self-perceptions ID SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; ACHIEVEMENT GOALS; PERSPECTIVES; CLASSROOM; SCHOOL AB This study examines the relationships among the three essential language-related components - motivation, confidence, and ability - following a series of live videoconference interactions between Taiwanese EFL students and a native speaker. 227 students enrolled in the five advanced conversation classes at a private technical university in central Taiwan participated in this study. Based on quantitative evaluation of student perceptions, the major findings were (1) motivation, confidence, and ability correlated directly, but motivation of the students increased the most as a result of strong videoconference instructional design; and (2) confidence in interacting with native speakers was the best predictor of students' perceived ability. All data supported the benefits of EFL classroom teachers providing their students authentic experiences interacting with native speakers, and the value of Internet videoconferencing for this interaction. These findings provide a valuable framework for instructors in any foreign language to build a global, cross-cultural classroom. C1 [Wu, Wen-chi Vivian] Providence Univ, Dept English Language Literature & Linguist, Taichung, Taiwan. [Marek, Michael] Wayne State Coll, Detroit, MI USA. RP Wu, WCV (reprint author), Providence Univ, Dept English Language Literature & Linguist, Taichung, Taiwan. 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TI The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Mobile devices; mobile learning; ubiquitous learning; pedagogical strategies ID HAND-HELD DEVICES; WIRELESS NETWORKS; ENVIRONMENT; SYSTEM; AWARENESS; DESIGN; TECHNOLOGIES; PERFORMANCE; EXPERIENCES; ANNOTATION AB Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people handle daily life. With the advance of mobile technology, the issue of mobile learning has been widely investigated in e-learning research. Many researches consider it is important to integrate pedagogical and technical strengths of mobile technology into learning environments. This review study focuses on the investigation of add-on impact of mobile applications in learning strategies. 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Technol. Soc. PD JUL PY 2010 VL 13 IS 3 BP 3 EP 11 PG 9 WC Education & Educational Research SC Education & Educational Research GA 655TZ UT WOS:000282274000002 ER PT J AU El-Hussein, MOM Cronje, JC AF El-Hussein, Mohamed Osman M. Cronje, Johannes C. TI Defining Mobile Learning in the Higher Education Landscape SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Mobile learning; Mobility; Mobile technology; Mobile learner; Design; Instruction; Higher education; E-learning AB The article seeks to clarify the meaning of mobile learning by applying its key concepts to learning experiences in post-school education. In other words, it seeks not to discuss one fixed meaning of mobile learning but to disassemble the basic components and provide an interpretation of the model in the context of higher education. The article argues that in order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts. The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The article concludes that knowledge in the modern world is transformed by the development of revolutionary technologies in society. C1 [El-Hussein, Mohamed Osman M.; Cronje, Johannes C.] Cape Peninsula Univ Technol, Fac Informat & Design, ZA-8000 Cape Town, South Africa. RP El-Hussein, MOM (reprint author), Cape Peninsula Univ Technol, Fac Informat & Design, POB 652, ZA-8000 Cape Town, South Africa. 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PD JUL PY 2010 VL 13 IS 3 BP 12 EP 21 PG 10 WC Education & Educational Research SC Education & Educational Research GA 655TZ UT WOS:000282274000003 ER PT J AU Huang, CJ Liu, MC Chang, KE Sung, YT Huang, TH Chen, CH Shen, HY Huang, KL Liao, JJ Hu, KW Luo, YC Chang, TY AF Huang, Chenn-Jung Liu, Ming-Chou Chang, Kuo-En Sung, Yao-Ting Huang, Tz-Hau Chen, Chun-Hua Shen, Hung-Yen Huang, Kuo-Liang Liao, Jia-Jian Hu, Kai-Wen Luo, Yun-Cheng Chang, Tun-Yu TI A Learning Assistance Tool for Enhancing ICT Literacy of Elementary School Students SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Information and communication technology; Learning assistant; Diagnosis; Machine learning; Reinforcement learning AB With rapid advances in the development of information technology, information access has become central to life in the 21st century. In recent years, the development of useful learning-assistance systems has become a popular topic in literature. Learners can benefit from guidance provided by a tool that assists learning when a student has trouble using an e-learning platform. An effective learning-assistance tool can reduce teacher workload and increase the time spent giving individual guidance to learners who fall behind. However, few machine-learning techniques have been used as learning-assistance tools in literature to determine learner status or provide feedback to learners and teachers. Therefore, this work employs a learning-assistance tool that uses learning-reinforcement techniques to continuously interact with an environment and provides learners with suitable and timely feedback to guide students through difficulties, inspire them, and help them complete assigned tasks. The learning-assistance tool can promote learners' information and communication technology (ICT) literacy and assist learners in overcoming difficulties. Furthermore, teacher workload is significantly reduced because appropriate hints or feedback are automatically delivered to learners without teacher involvement. C1 [Huang, Chenn-Jung] Natl Dong Hwa Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. [Liu, Ming-Chou] Natl Dong Hwa Univ, Dept Curriculum Design & Human Potentials Dev, Taipei, Taiwan. [Chang, Kuo-En; Sung, Yao-Ting] Natl Taiwan Normal Univ, Taipei, Taiwan. [Huang, Tz-Hau; Chen, Chun-Hua; Shen, Hung-Yen; Huang, Kuo-Liang] Natl Dong Hwa Univ, Grad Inst Networking & Multimedia Technol, Taipei, Taiwan. [Liao, Jia-Jian] Natl Taiwan Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. [Hu, Kai-Wen; Luo, Yun-Cheng] Natl Tsing Hua Univ, Dept Comp Sci, Taipei, Taiwan. [Chang, Tun-Yu] Natl Cheng Kung Univ, Dept Resources Engn, Tainan 70101, Taiwan. RP Huang, CJ (reprint author), Natl Dong Hwa Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. 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Technol. Soc. PD JUL PY 2010 VL 13 IS 3 BP 126 EP 138 PG 13 WC Education & Educational Research SC Education & Educational Research GA 655TZ UT WOS:000282274000012 ER PT J AU So, HJ Bonk, CJ AF So, Hyo-Jeong Bonk, Curtis J. TI Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Blended learning; Computer-supported collaborative learning; e-learning; Delphi study ID FACE-TO-FACE; ONLINE; COMMUNICATION; PARTICIPATION AB In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended learning approaches in CSCL; (b) blended learning for collaboration in various contexts including the narrative accounts of blended learning approaches in CSCL given by the Delphi panelist; and (c) the future of blended learning in CSCL, via three-phases of online survey questions. Implications for design issues and future research into blended learning and CSCL are also included. C1 [So, Hyo-Jeong] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore. [Bonk, Curtis J.] Indiana Univ, Coll Educ, Bloomington, IN USA. RP So, HJ (reprint author), Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore. EM hyojeong.so@nie.edu.sg; cjbonk@indiana.edu CR Anderson T., 2003, INT REV RES OPEN DIS, V4 Graham CR, 2006, HDB BLENDED LEARNING Boyle T., 2005, ED COMMUNICATION INF, V5, P221, DOI [10.1080/14636310500350422, DOI 10.1080/14636310500350422] Bransford J. 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L., 2004, Journal of Research on Technology in Education, V36, P213 YANG YN, 2000, ANN M AM ED RES ASS, P6108 NR 32 TC 11 Z9 12 U1 2 U2 17 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2010 VL 13 IS 3 BP 189 EP 200 PG 12 WC Education & Educational Research SC Education & Educational Research GA 655TZ UT WOS:000282274000017 ER PT J AU Harteis, C Gruber, H Hertramph, H AF Harteis, Christian Gruber, Hans Hertramph, Herbert TI How Epistemic Beliefs Influence e-Learning in Daily Work-life SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Epistemic beliefs; Knowledge; Professional learning ID EPISTEMOLOGICAL BELIEFS; STUDENTS AB Epistemic beliefs comprise the individual understanding of the nature of knowledge and the creation of knowledge. Hence, they impact the perception of learning opportunities and professional learning activities. Many enterprises apply computer technology in order to support staff development through e-learning activities. However, a closer look at the practices of e-learning reveals that only rarely the potential of educational technology for professional learning is fully utilised. Frequently it is neglected that employees' subjectivity - in particular their epistemic beliefs - determines their ways of using educational technology for self-directed learning activities. This contribution reports an empirical study of 256 employees of varying hierarchical status and working in companies of different sizes. The investigation aimed at analysing how epistemic beliefs influence e-learning in daily working-life. The findings indicate that epistemic beliefs impact the quality rather than the amount of professional e-learning. The conclusions offer new impulses for the study of knowledge management. C1 [Harteis, Christian; Gruber, Hans] Univ Regensburg, Inst Sci Educ, D-93040 Regensburg, Germany. [Hertramph, Herbert] Univ Ulm, Dept Media Educ, D-89069 Ulm, Germany. RP Harteis, C (reprint author), Univ Regensburg, Inst Sci Educ, D-93040 Regensburg, Germany. EM christian.harteis@paedagogik.uni-r.de; hans.gruber@paedagogik.uni-r.de; Herbert.hertramph@uni-ulm.de CR Appelbaum S. 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K., 2002, PERSONAL EPISTEMOLOG *I DTSCH WIRTSCH, 2004, E LEARN THEOR BETR P JEHNG JCJ, 1993, CONTEMP EDUC PSYCHOL, V18, P23, DOI 10.1006/ceps.1993.1004 KORTHAGEN AJ, 1999, ED RES, V28, P23 Maske P., 2007, NEUE TRENDS E LEARNI, P303, DOI 10.1007/978-3-7908-1922-9_21 Muis KR, 2007, EDUC PSYCHOL-US, V42, P173 PAECHTER M, 2000, CAMPUS 2000, P279 Piaget J., 1966, PSYCHOL INTELLIGENCE Pittaway Luke, 2008, Journal of Small Business & Enterprise Development, V15, P202, DOI 10.1108/14626000810850937 Rogoff B., 2003, CULTURAL NATURE HUMA Schommer Marlene, 1998, ADULT LEARNING DEV P, P127 SCHOMMER M, 1993, J EDUC PSYCHOL, V85, P406, DOI 10.1037/0022-0663.85.3.406 SCHOMMER M, 1990, J EDUC PSYCHOL, V82, P498, DOI 10.1037//0022-0663.82.3.498 Schraw G, 2002, PERSONAL EPISTEMOLOGY: THE PSYCHOLOGY OF BELIEFS ABOUT KNOWLEDGE KNOWING, P261 Sessa V. I., 2008, WORK GROUP LEARNING Slevin J, 2008, LEARN MEDIA TECHNOL, V33, P115, DOI 10.1080/17439880802097659 Slotte V, 2006, J WORKPLACE LEARNING, V18, P235, DOI 10.1108/13665620610665836 Tsai CC, 2004, BRIT J EDUC TECHNOL, V35, P525, DOI 10.1111/j.0007-1013.2004.00411.x Tu YW, 2008, COMPUT EDUC, V51, P1142, DOI 10.1016/j.compedu.2007.11.003 Valsiner J., 2000, SOCIAL MIND Waight C., 2005, J WORKPLACE LEARNING, V17, P398, DOI 10.1108/13665620510606805 Whitmire E, 2003, LIBR INFORM SCI RES, V25, P127, DOI 10.1016/S0740-8188(03)00003-3 NR 40 TC 5 Z9 5 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2010 VL 13 IS 3 BP 201 EP 211 PG 11 WC Education & Educational Research SC Education & Educational Research GA 655TZ UT WOS:000282274000018 ER PT J AU Starcic, AI AF Starcic, Andreja Istenic TI EDUCATIONAL TECHNOLOGY FOR THE INCLUSIVE CLASSROOM SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE educational technology curriculum; pre-service teacher education; inclusive education; special educational needs; e-learning environment for special educational needs; competences ID COMMUNICATION TECHNOLOGY; ICT; STUDENTS; PEOPLE; PROFESSIONALS; INFORMATION; COMPUTERS; TEACHERS; IMPACT; NEEDS AB This paper presents and evaluates the development of an educational technology curriculum aimed at pre-service, primary education and undergraduates; the focus is on the incorporation of ICT competences for inclusive education. The framework was the introduction of SEVERI e-learning environment in Slovenian schools. Students were able to monitor the development and implementation of SEVERI tools for special needs pupils in Slovenian schools, and plan teaching and learning in SEVERI within their course project work. Within an educational technology curriculum, a competence framework was developed for fostering the use of ICT in the teaching of, and learning by, special needs pupils. This was achieved against the backcloth of the baseline learning objectives of autonomy, inquiry, creativity and innovation. In pre-service teacher education in educational technology, the focus is on inquiry based learning, and on planning and incorporating the innovative use of ICT into teaching; the emphasis is also on enhancing the student teachers' competences for his/her own professional development. In focussing more specifically on the use of ICT for special needs pupils, the aim is to carry into effect the principles of equality, diversity and inclusive education. The research was designed to evaluate the candidate students' learning and to consider the alignment of learning objectives and activities with learning outcomes in the new curriculum. The research questions considered within the paper are: (1) How the new curriculum assists mutual development of ICT didactical and technical competences? (2) How the project work based on SEVERI foster the learning objectives of autonomy, inquiry, creativity, and innovation in ICT implementation in inclusive classroom? (3) How is the project idea based on needs assessment in pedagogical practice? (4) How were the procedures of lesson planning conducted and how were lesson plans used in lesson performance? C1 [Starcic, Andreja Istenic] Univ Primorska, Fac Educ, SI-6000 Koper, Slovenia. [Starcic, Andreja Istenic] Univ Ljubljana, FGG, Ljubljana 1000, Slovenia. RP Starcic, AI (reprint author), Univ Primorska, Fac Educ, Cankarjeva 5, SI-6000 Koper, Slovenia. EM andreja.starcic@siol.net RI Roekenes, Fredrik Moerk/F-5382-2013 CR AKPINAR Y, 2008, TURKISH ONLINE J EDU, V7 BASLANTI U, 2006, TURKISH ONLINE J EDU, V5 Berliner D., 1986, EDUC RES, V15, P5, DOI 10.3102/0013189X015007007 Biggs J. B., 1999, TEACHING QUALITY LEA Buchberger F., 2000, GREEN PAPER TEACHER CAVAS B, 2009, TURKISH ONLINE J EDU, V8 CENCIC M, 2006, J INT SOC TEACHER ED, V10, P21 CENCIC M, 2008, CONT STRATEGIES LEAR, P8 Cotic M, 2009, EDUC STUD, V35, P297, DOI 10.1080/03055690802648085 DARLINGHAMMOND L, 1985, TEACH COLL REC, V87, P205 Denzin N. K., 1994, HDB QUALITATIVE RES, P1 Drent M, 2008, COMPUT EDUC, V51, P187, DOI 10.1016/j.compedu.2007.05.001 Ettlie J.E., 2006, MANAGING INNOVATION Fullan M. G., 1992, SUCCESSFUL SCH IMPRO GLBAHAR Y, 2008, TURKISH ONLINE J EUC, V7 Gonzalez J., 2003, TUNING ED STRUCTURES Greene J. 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E., 1994, HDB QUALITATIVE RES, P236 STARCIC AI, 2009, UP PEF HIGHER ED 1 C, P12 Istenic Starcic A., 2005, ANN SER HIST SOCIOL, V15, P163 STARCIC AI, 2007, RES VIEWS DEV PEDAGO, P85 Starcic AI, 2010, GEOD VESTN, V54, P70 Turner-Smith A, 2005, MED ENG PHYS, V27, P561, DOI 10.1016/j.medengphy.2004.09.019 Williams P, 2005, ASLIB PROC, V57, P539, DOI 10.1108/00012530510634262 Williams P, 2006, ASLIB PROC, V58, P330, DOI 10.1108/00012530610687704 Wong AWK, 2009, RES DEV DISABIL, V30, P107, DOI 10.1016/j.ridd.2008.01.002 ZGAGA P, 2005, BOOK PAPERS TEACHER, P7 NR 40 TC 5 Z9 5 U1 3 U2 22 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 JUL PY 2010 VL 9 IS 3 BP 26 EP 37 PG 12 WC Education & Educational Research SC Education & Educational Research GA 654BQ UT WOS:000282143500003 ER PT J AU Uzuner, A Topsever, P Unluoglu, I Caylan, A Dagdeviren, N Uncu, Y Mazicioglu, M Ozcakir, A Ozdemir, H Ersoy, F AF Uzuner, Arzu Topsever, Pinar Unluoglu, Ilhami Caylan, Ayse Dagdeviren, Nezih Uncu, Yesim Mazicioglu, Mumtaz Ozcakir, Alis Ozdemir, Hakan Ersoy, Fusun TI Residents' views about family medicine specialty education in Turkey SO BMC MEDICAL EDUCATION LA English DT Article AB Background: Residents are one of the key stakeholders of specialty training. The Turkish Board of Family Medicine wanted to pursue a realistic and structured approach in the design of the specialty training programme. This approach required the development of a needs-based core curriculum built on evidence obtained from residents about their needs for specialty training and their needs in the current infrastructure. The aim of this study was to obtain evidence on residents' opinions and views about Family Medicine specialty training. Methods: This is a descriptive, cross-sectional study. The board prepared a questionnaire to investigate residents' views about some aspects of the education programme such as duration and content, to assess the residents' learning needs as well as their need for a training infrastructure. The questionnaire was distributed to the Family Medicine Departments (n = 27) and to the coordinators of Family Medicine residency programmes in state hospitals (n = 11) by e-mail and by personal contact. Results: A total of 191 questionnaires were returned. The female/male ratio was 58.6%/41.4%. Nine state hospitals and 10 university departments participated in the study. The response rate was 29%. Forty-five percent of the participants proposed over three years for the residency duration with either extensions of the standard rotation periods in pediatrics and internal medicine or reductions in general surgery. Residents expressed the need for extra rotations (dermatology 61.8%; otolaryngology 58.6%; radiology 52.4%). Fifty-nine percent of the residents deemed a rotation in a private primary care centre necessary, 62.8% in a state primary care centre with a proposed median duration of three months. Forty-seven percent of the participants advocated subspecialties for Family Medicine, especially geriatrics. The residents were open to new educational methods such as debates, training with models, workshops and e-learning. Participation in courses and congresses was considered necessary. The presence of a department office and the clinical competency of the educators were more favored by state residents. Conclusions: This study gave the Board the chance to determine the needs of the residents that had not been taken into consideration sufficiently before. The length and the content of the programme will be revised according to the needs of the residents. C1 [Uzuner, Arzu] Marmara Univ Med Sch, Dept Family Med, Istanbul, Turkey. [Topsever, Pinar] Acibadem Univ Med Sch, Dept Family Med, Istanbul, Turkey. [Unluoglu, Ilhami] Eskisehir Osmangazi Univ Med Sch, Dept Family Med, Eskisehir, Turkey. [Caylan, Ayse; Dagdeviren, Nezih] Trakya Univ Med Sch, Dept Family Med, Edirne, Turkey. [Uncu, Yesim; Ozcakir, Alis; Ozdemir, Hakan] Uludag Univ Med Sch, Dept Family Med, Bursa, Turkey. [Mazicioglu, Mumtaz] Erciyes Univ Med Sch, Dept Family Med, Kayseri, Turkey. [Ersoy, Fusun] Minist Hlth, Gen Directorate Primary Hlth Care Syst, Dept Family Med, Ankara, Turkey. RP Uzuner, A (reprint author), Marmara Univ Med Sch, Dept Family Med, Istanbul, Turkey. EM arzuuzuner@gmail.com RI Mazicioglu , Mumtaz /H-4382-2013 OI Mazicioglu , Mumtaz /0000-0002-6458-2906 CR ALLEN J, WONCA EUR 2002 BAKANLIGI TCS, 2008, BAKANLIK YAYIN, V739 BASAK O, 2005, TURK AILE HEK DERG, V9, P174 BASAK O, 1997, AILE HEK DERG, V1, P237 *DAN MED ASS, 1995, UMEO Duane M, 2004, J AM BOARD FAM PRACT, V17, P377 Gazewood JD, 2003, FAM MED, V35, P30 PAYCI SO, 2004, AILE DOKTORLARIICIN, P23 TERZI C, 2006, TIPTA UZMANLIK EGITI, P71 TERZI C, 2006, TIPTA UZMANLIK EGITI, P11 TOPSEVER P, WONCA EUR 2006 12 RE UNALAN P, 2007, AFILIASYON PROJESI, P113 UNLUOGLU I, 1997, AILE HEK DERG, V1, P46 2005, YAYIMLANDIGI RE 0418, V12, P5 NR 14 TC 0 Z9 0 U1 1 U2 7 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 APR 15 PY 2010 VL 10 AR UNSP 29 DI 10.1186/1472-6920-10-29 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 688ID UT WOS:000284842100001 PM 20398292 ER PT J AU Toprak, E Ozkanal, B Aydin, S Kaya, S AF Toprak, Elif Ozkanal, Berrin Aydin, Sinan Kaya, Secil TI ETHICS IN E-LEARNING SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Ethics; e-Learning; ethics in e-Learning; distance education AB e- Learning environments require policies balancing different expectations of participants and considering how the users perceive ethics during online learning. As in the case of face-to-face classes; learners must show respect and tolerance among each other, and conduct civil relations and interaction based on pre-determined rules. Starting with a literature review, the purpose of this study is to analyze the opinions of the instructors and 3(rd) - 4(th) year students of a distance education program about ethical conduct and interaction. The research methodology is case-oriented. Learner diversity, behavioral and legal regulations in the online environment are the parameters chosen for surveying the instructors and learners. Following the analysis of results, the opinions of the students and those of the instructors are explained and discussed. C1 [Toprak, Elif; Ozkanal, Berrin; Aydin, Sinan; Kaya, Secil] Anadolu Univ, Eskisehir, Turkey. RP Toprak, E (reprint author), Anadolu Univ, Eskisehir, Turkey. EM etoprak1@anadolu.edu.tr CR Brown T., 2008, IBIZ2008 WORKSH NET GEARHART D, 2005, 2005 SPRING S Gearhart D., 2001, ONLINE J DISTANCE LE, VIV Haughey D., 2007, OPEN LEARNING, V22, P139, DOI 10.1080/02680510701306681 Hawkes M., 2006, American Journal of Distance Education, V20, P231, DOI 10.1207/s15389286ajde2004_4 Isa P. M, 2008, INT J HUMAN SOCIAL S, V2, P113 Khan B. H., 2005, MANAGING E LEARNING LENGEL L, 2004, COMPUTER MEDIATED CO Loui M., 1999, OEC INT C ETH ENG CO McMahon J. D., 2007, FLEXIBLE LEARNING IN MICHALINOS Z, 2005, EDUC THEORY, V55, P61 Schultz Robert A., 2005, CONT ISSUES ETHICS I NR 12 TC 1 Z9 1 U1 1 U2 4 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 2010 VL 9 IS 2 BP 78 EP 86 PG 9 WC Education & Educational Research SC Education & Educational Research GA 608LG UT WOS:000278585000010 ER PT J AU Yaman, M Graf, D AF Yaman, Melek Graf, Dittmar TI EVALUATION OF AN INTERNATIONAL BLENDED LEARNING COOPERATION PROJECT IN BIOLOGY TEACHER EDUCATION SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Blended-Learning; Biology Education; Biology Education Students; Evaluation ID PERCEPTIONS; ENVIRONMENT AB At the beginning of the 21(st) century, virtual learning was thought to have the potential to revolutionize learning arrangements. This enthusiastic notion has given way to a kind of disillusionment, which has, however, led to a more realistic assessment of the potential of e-learning, the development of new conceptions, new methodical approaches, and opportunities for cooperation and collaboration. The didactic value of these emerging concepts is now under scrutiny. The project presented in this article included the development, implementation and evaluation of a cross-national blended learning seminar on the didactics of biology. The class included three focus topics dealing with different aspects of biology education. The sample comprised students training to be biology teachers at the University of Technology Dortmund and Hacettepe University in Ankara. All students attended a class called "Teaching Biology" during the winter term 2008/09. The open source e-learning platform Claroline (www.claroline.net) was chosen as the learning environment. Participants had the opportunity to exchange ideas and information, to reflect on the learning process and to complete assignments in international teams. After completing the class, the students evaluated the concept based on their experience. In-class sessions, individual learning, exercises and application ranked higher than online phases, group work, discussions and information exchange. Items evaluating the overall concept received relatively high ratings. Despite the cautious ratings some items received, the positive overall results support efforts to further develop such international teaching concepts. C1 [Yaman, Melek] Hacettepe Univ, Dept Biol Educ, Ankara, Turkey. [Graf, Dittmar] Univ Technol Dortmund, Dept Biol Educ, Dortmund, Germany. RP Yaman, M (reprint author), Hacettepe Univ, Dept Biol Educ, Ankara, Turkey. EM myaman@hacettepe.edu.tr; dittmar.graf@uni-dortmund.de CR Akkoyunlu B, 2008, EDUC TECHNOL SOC, V11, P183 Allen E. I., 2003, SIZING OPPORTUNITY Q Arbaugh JB, 2009, INTERNET HIGH EDUC, V12, P71, DOI 10.1016/j.iheduc.2009.06.006 Barnard L, 2009, INTERNET HIGH EDUC, V12, P1, DOI 10.1016/j.iheduc.2008.10.005 BAUER A, 2003, BIOL ED MOVES ONLINE BLOMEKE S, 2003, UNTERRICHTSWISSENSCH, V31, P57 Clark R. C., 2003, E LEARNING SCI INSTR CLARK RE, 1988, ED MEDIA TECHNOLOGY, V14, P19 Cunningham C. 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T., 2003, Q REV DISTANCE ED, V4, P227 Reay J., 2001, KNOWLEDGE MANAGEMENT, V4, P6 Reimer R., 2004, REPORT Z WEITERBILDU, V27, P265 REINHARDT J, 2008, E LEARNING EVALUATIO REINHARDT J, 2008, E COMMUNICATION REINMANN G, 2005, BLENDED LEARNIN LEHR REINMANNROTHMEI.G, 2002, PERSONAL Z HUMAN RES, V54, P722 Rooney J.E., 2003, ASS MANAGEMENT, V55, P26 SAUTER W, 2002, BLENDED LEARNING EFF SCHENKERWICKI A, 2006, Z ERWACHSENENBILDUNG, V2, P32 Barret B., 2007, BLENDED LEARNING USI So HJ, 2008, COMPUT EDUC, V51, P318, DOI 10.1016/j.compedu.2007.05.009 WEINKAUF K, 2004, Z BETRIEBSWIRT, V56, P393 NR 36 TC 1 Z9 1 U1 1 U2 12 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 2010 VL 9 IS 2 BP 87 EP 96 PG 10 WC Education & Educational Research SC Education & Educational Research GA 608LG UT WOS:000278585000011 ER PT J AU Aydin, CC Tirkes, G AF Aydin, Cansu Cigdem Tirkes, Guzin TI OPEN SOURCE LEARNING MANAGEMENT SYSTEMS IN DISTANCE LEARNING SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Moodle; open source LMS; learning management system; distance learning; open source software AB This paper presents the major findings from evaluation the most widely used open source learning management systems and identify the most suitable open source e-learning platform. In this study, some analyses and comparisons were made about open source learning management systems the outcome of which was that Moodle was found to be outstanding with many features more than other LMS since it aims to improve the educational quality and include the tools that an e-learning system should have. C1 [Aydin, Cansu Cigdem; Tirkes, Guzin] Atilim Univ, Fac Management, Ankara, Turkey. RP Aydin, CC (reprint author), Atilim Univ, Fac Management, Ankara, Turkey. EM cansu@atilim.edu.tr; gtirkes@atilim.edu.tr CR GARRETT R, 2002, LEADING LEARNING PLA Halliday GA, 2003, ORG LETT, V5, P2003, DOI 10.1021/ol034572a KIS M, 2007, LEARNING MANAGEMENT Kritikou Y, 2008, J NETW COMPUT APPL, V31, P603, DOI 10.1016/j.jnca.2007.11.006 MILLER RL, 1990, MULTIMEDIA VIDEO FEB, P14 OKMEN AK, 2008, YAZILIM TELIF HAKLAR OZKUL A, 2003, M EL EL BILG MUH EG Paulsen MF, 2003, EDUC TECHNOL SOC, V6, P134 PAULSEN MF, 2002, INT REV RES OPEN DIS, V3, P152 *REP TURK STAT PLA, 2005, APPL OP SOURC SOFTW NR 10 TC 5 Z9 5 U1 3 U2 8 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 2010 VL 9 IS 2 BP 175 EP 184 PG 10 WC Education & Educational Research SC Education & Educational Research GA 608LG UT WOS:000278585000019 ER PT J AU Gutierrez-Martin, A Palacios, A Torrego, L AF Gutierrez-Martin, Alfonso Palacios, Andres Torrego, Luis TI Digital Tribes in the University Classrooms SO COMUNICAR LA Spanish DT Article DE Higher education; digital literacy; teaching methodologies; cluster analysis; e-learning; social networks ID ATTITUDES AB The discourse stating that the profound changes in ICT of the last decade have also radically altered the way our students learn, and that they can all now be considered digital natives, is increasingly prevalent. However, this paper argues that these changes are not as immediate, automatic or beneficial as the dominant political and technological discourse on the benefits of ICT would have us believe, and that they give rise to many different situations that characterize university teaching and learning practice. Using the ratings of three Likert questionnaires on information processing and communication in three different environments (Moodle, Tuenti and the classroom itself), and applying multivariate techniques ( factor analysis and cluster analysis), we have found four clusters: pro-ICT students, anti-ICT students, listless student and neutral student. The presence of such segments of students allows us to conclude that, although computers are nowadays taken for granted in Higher Education classrooms, we are perhaps overestimating both the real impact of ICT on teaching and students' digital competencies, and that this false perception of reality benefits technology vendors but not methodological and pedagogic innovation, which can only be achieved through the necessary reflection on education matters from educational principles. C1 [Gutierrez-Martin, Alfonso; Palacios, Andres; Torrego, Luis] Univ Valladolid, Escuela Magisterio Segovia, E-47002 Valladolid, Spain. RP Gutierrez-Martin, A (reprint author), Univ Valladolid, Escuela Magisterio Segovia, E-47002 Valladolid, Spain. EM alfguti@pdg.uva.es; palacios@psi.uva.es; ltorrego@pdg.uva.es RI YALCIN, Haydar/D-1205-2010; Palacios, Andres/C-2090-2008; Torrego, Luis/E-8017-2016 OI Palacios, Andres/0000-0003-4261-6981; Torrego, Luis/0000-0002-2907-1158 CR AYDAN H, 2009, PROCEDIA SOCIAL BEHA, V1, P2658, DOI 10.1016/j.sbspro.2009.01.470 BIGUM C, 2004, ALFABETISMOS DIGITAL, P193 Castells M., 1996, RISE NETWORK SOC INF, VI FRIEDMAN TL, 2007, WORLD IS FLAT 3 0 WO GARCIA JJ, 2008, QUADERNS DIGITALS Hernandez R., 1998, METODOLOGIA INVESTIG KNEZEK G, 2000, INSTRUMENTOS EVALUAR Mcilroy D, 2007, COMPUT HUM BEHAV, V23, P1285, DOI 10.1016/j.chb.2004.12.004 Toranzo FM, 2009, COMUNICAR, P231, DOI 10.3916/c32-2009-03-005 MORAVEC JW, 2008, HORIZON, V3, P123 Negroponte N., 1996, BEING DIGITAL Noyes J, 2006, COMPUT HUM BEHAV, V22, P351, DOI 10.1016/j.chb.2004.09.004 PEREZ M, 2008, REV LATINOAMERICANA, V7, P85 PITTINSKY MS, 2006, U CONECTADA PERSPECT Prensky M., 2001, HORIZON, V9, P1, DOI DOI 10.1108/10748120110424816 SCHAFFERT S, 2008, WAY PERSONAL LEARNIN Schulenberg SE, 2008, COMPUT HUM BEHAV, V24, P2620, DOI 10.1016/j.chb.2008.03.002 VEKIRI IY, 2008, COMPUT EDUC, V3, P1392 NR 18 TC 6 Z9 7 U1 1 U2 20 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 EI 1988-3293 J9 COMUNICAR JI Comunicar PD MAR PY 2010 IS 34 BP 173 EP 181 DI 10.3916/C34-2010-03-17 PG 9 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 574GK UT WOS:000275977200019 ER PT J AU Shih, KP Chen, HC Chang, CY Kao, TC AF Shih, Kuei-Ping Chen, Hung-Chang Chang, Chih-Yung Kao, Tai-Chien TI The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Self-Regulated Learning; Self-Regulatory Learning Cycle; Scaffolding; Mobile Leaning; E-Learning; CAL systems AB This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily organize learning materials and to dynamically provide different levels of support for their learners. As for the learners, many subsystems are proposed that provide a conducive mobile learning environment for them. With the application of the scaffolding theory, the system can easily adjust to provide help to the learners, facilitating SRL processes anytime and anywhere, and establishing the learners' SRL patterns gradually. The learners in the experiment deemed that that the proposed system could provide them self-regulatory attributes. The experiment results show that the average SRL score of learners increases, though the improvement is not significant. However, the result also showed that the SR skills of students in the group of Low SR significantly improved. C1 [Shih, Kuei-Ping; Chang, Chih-Yung] Tamkang Univ, Dept Comp Sci & Informat Engn, Tamsui, Taipei County, Taiwan. [Chen, Hung-Chang] Ching Kuo Inst Management & Hlth, Dept Informat Technol, Chilung, Taiwan. [Kao, Tai-Chien] Natl Dong Hwa Univ, Inst Educ, Hualien, Taiwan. RP Shih, KP (reprint author), Tamkang Univ, Dept Comp Sci & Informat Engn, Tamsui, Taipei County, Taiwan. 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PD JAN PY 2010 VL 13 IS 1 BP 80 EP 93 PG 14 WC Education & Educational Research SC Education & Educational Research GA 559XV UT WOS:000274865500008 ER PT J AU Uzunboylu, H Tuncay, N AF Uzunboylu, Huseyin Tuncay, Nazime TI Divergence of Digital World of Teachers SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Digital world; gaps; teachers; e-learning ID INTERNET; TECHNOLOGY; ACCESS; DIVIDE; SCHOOL AB There exists great diversity in the teachers' digital world. Teachers are being discriminated based on numerous educational gaps. This paper seeks to assess the extent of the digital divide among the North Cyprus vocational teachers along the four axes: age, Internet access, computer access, and performance (computing knowledge/experience). A research was carried out through a questionnaire, which was then analyzed statistically. According to the experts' views, the questionnaire was divided into three factors: technology-based e-learning applications; web-based e-learning applications, and administrative e-learning applications. There was a significant digital divergence among the teachers surveyed, which may adversely affect their ability to prepare the students to become a part of the knowledge society. To bridge these gaps in the world, action plans should be prepared, collaboratively with the instructional technologist and ICT (Information and Communication Technology) experts. This unique research study is the first to investigate the divergence of the digital world of teachers. C1 [Uzunboylu, Huseyin; Tuncay, Nazime] Near E Univ, Dept Instruct Technol, Nicosia, Cyprus. RP Uzunboylu, H (reprint author), Near E Univ, Dept Instruct Technol, Nicosia, Cyprus. 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PD JAN PY 2010 VL 13 IS 1 BP 186 EP 194 PG 9 WC Education & Educational Research SC Education & Educational Research GA 559XV UT WOS:000274865500017 ER PT J AU Cunningham, U Fagersten, KB Holmsten, E AF Cunningham, Una Fagersten, Kristy Beers Holmsten, Elin TI "Can you hear me, Hanoi?" Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Intelligibility; online learning; e-learning; distance education; CMC; nonnative speech ID NOISE; INTELLIGIBILITY; SPEECH; LISTENERS; INTERNET; ANXIETY C1 [Cunningham, Una; Fagersten, Kristy Beers; Holmsten, Elin] Dalarna Univ, Dalarna, Sweden. RP Cunningham, U (reprint author), Dalarna Univ, Dalarna, Sweden. 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Rev. Res. Open Distance Learn. PY 2010 VL 11 IS 1 BP 161 EP 177 PG 17 WC Education & Educational Research SC Education & Educational Research GA 769EM UT WOS:000290992500010 ER PT J AU Chang, CY Lee, G AF Chang, Chun-Yen Lee, Greg TI A MAJOR E-LEARNING PROJECT TO RENOVATE SCIENCE LEANING ENVIRONMENT IN TAIWAN SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID DIFFERENT FORMS; EARTH-SCIENCES; MEDIA; CAI; PREFERENCES; EDUCATION; OUTCOMES; CONTEXT; IMPACT AB This article summarizes a major e-Learning project recently funded by the National Science Council of Taiwan and envisions some of the future research directions in this area. This project intends to initiate the 'Center for excellence in e-Learning Sciences (CeeLS): i(4) future learning environment' at the National Taiwan Normal University. In collaboration with multiple leading institutes and universities involved in the areas of science education, computer science and computer engineering from around the world, NTNU proposes to develop an innovative science learning environment which integrates various modern technologies such as image processing, speech processing, automatic video processing, speech recognition, mobile technologies, machine translation, natural language processing, data mining and machine learning. Our aim is to create an intelligent classroom embedded with individualized and interactive learning materials and assessment tools. To realize the aforementioned goals, the CeeLS endeavors to bring together a group of experts in the area of science education, cognitive science, computer science, and computer engineering. We will propose three closely interrelated research directions conducted by three major projects: (1) Project Classroom 2.0, to establish this envisioned future classroom; (2) Project Mobile 2.0, to enhance the interactions among teacher, students, and student peers, and (3) Project Testing 2.0, to pioneer new technologies on assessment and to assist the CeeLS to carry out program evaluations for the project. Four major changes (in both cognitive and affective domains including students' domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters) will be investigated and evaluated under the innovative learning environment. The investigations will include: (1) Teachers' Teaching Approaches (TTA), (2) Students' Learning Strategies (SLS), (3) Student-Teacher Interactions (STI), and (4) Student Science Learning Outcomes (SLO). C1 [Chang, Chun-Yen] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei, Taiwan. [Chang, Chun-Yen] Natl Taiwan Normal Univ, Dept Earth Sci, Taipei, Taiwan. [Chang, Chun-Yen] Natl Taiwan Normal Univ, Sci Educ Ctr, Taipei, Taiwan. [Lee, Greg] Natl Taiwan Normal Univ, Dept Comp Sci & Informat Engn, Taipei, Taiwan. RP Chang, CY (reprint author), 88,Sect 4,Ting Chou Rd, Taipei 11677, Taiwan. 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PD JAN PY 2010 VL 9 IS 1 BP 7 EP 12 PG 6 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500001 ER PT J AU Hashim, R Ahmad, H Abdullah, CZ AF Hashim, Rugayah Ahmad, Hashim Abdullah, Che Zainab TI ANTECEDENTS OF ICT ATTITUDES OF DISTANCE EDUCATION STUDENTS SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Computer attitude; e-learning; ICT usage; distance education; computer phobia AB The objective of this study was to assess the antecedents of ICT attitudes of distance education (e-PJJ) students at the Institute of Education Development (InED), UiTM. The antecedents studied were computer anxiety, confidence, liking and, usefulness. The findings are important to strengthen InED's policy for using ICT and other technologies to impart knowledge and education at the diploma and undergraduate levels. Five hundred students were the units of analysis for this study and the response rate was 56.8%. Even in this Information Age, the findings showed that there are still some students who are uncomfortable with using ICT or educational technology for e-learning. C1 [Hashim, Rugayah] Univ Teknol MARA, Fac Adm Sci & Policy Studies, Shah Alam, Malaysia. [Ahmad, Hashim; Abdullah, Che Zainab] Univ Teknol MARA UiTM, Inst Educ Dev, Shah Alam, Malaysia. RP Hashim, R (reprint author), Univ Teknol MARA, Fac Adm Sci & Policy Studies, Shah Alam, Malaysia. EM guy73106@yahoo.com RI Hashim, Rugayah Gy/C-9708-2010 OI Hashim, Rugayah Gy/0000-0002-4807-9024 CR Beins B. C., 2004, RES METHODS TOOL LIF Blaikie N., 2003, ANAL QUANTITATIVE DA CAPRON HL, 1987, COMPUTERS TOOLS INFO Coakes S., 2005, SPSS ANAL ANGUISH VE Compaine BM, 2001, DIGITAL DIVIDE: FACING A CRISIS OF CREATING A MYTH?, P315 HASHIM R, 2004, TURKISH ONLINE J ED, V3 HASHIM R, 2007, ANTECEDENTS CO UNPUB Heiman G. W., 2001, UNDERSTANDING RES ME LOYD BH, 1988, J HUMAN BEHAV LEARNI, V3, P28 Sekaran Uma, 2003, RES METHODS BUSINESS Stangor C., 2004, RES METHODS BEHAV SC Ward J., 2002, STRATEGIC PLANNING I NR 12 TC 3 Z9 3 U1 0 U2 4 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2010 VL 9 IS 1 BP 28 EP 36 PG 9 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500004 ER PT J AU Elhadj, YOM AF Elhadj, Yahya O. Mohamed TI E-HALAGAT: AN E-LEARNING SYSTEM FOR TEACHING THE HOLY QURAN SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Holy Quran; Quran recitation; Quran memorization; Quran sciences; E-learning AB Recently, there has been a great interest in Islamic software that try to harness computer to serve the religion. This brought about some applications and programs for the Holy Quran and its sciences, Hadith "(sic)" (Prophet's Tradition) and its methodology, Fiqh "(sic)" (Islamic jurisdiction), and Islamic law in general. However, these computer- programs, especially those developed for the sake of the noble Quran are still limited and have been focused on a direct application of the Information Technology techniques, such as storing, listening, searching, etc, without using more elaborated techniques in the domain. To contribute in the improvement of these efforts, a project for Computerized Teaching of the Holy Quran (CTHQ) is initiated. It aims to introduce advanced techniques and methodologies to develop an appropriate environment for self learning of the Holy Quran and its sciences. Different sub-systems are being developed separately and will then be combined together to set up this environment. This paper presents the design and development of one of these subsystems devoted to teaching how to recite the noble Quran and to memorize it in a manner similar to the usual way followed in the Quranic schools and rings at mosques, known in Arabic as "halagat" (sic). C1 Al Imam Muhammad Ibn Saud Islam Univ, Coll Comp & Informat Sci, Res Ctr, Riyadh 11432, Saudi Arabia. RP Elhadj, YOM (reprint author), Al Imam Muhammad Ibn Saud Islam Univ, Coll Comp & Informat Sci, Res Ctr, POB 5701, Riyadh 11432, Saudi Arabia. EM m_e_hadj@hotmail.com CR ALGHAMDI M, 2007, P IEEE ICSPC 07 DUB, P233 ALSUGHAYEIR IA, 2006, COMPUTERIZED QURAN P, P304 ALSUGHAYEIR IA, 2007, P ITRAS 07 RIYADH SA ALSUGHAYEIR IA, 2009, P INT C GLOR QUR CON ELHADJ YOM, 2009, P 5 INT C COMP SCI P, P72 ELHADJ YOM, 2009, P INT C GLOR QUR CON ELHADJ YOM, 2009, COMPUTERIZED TEACHIN ELHADJ YOM, 2009, IJCSNS, V9, P85 ELHADJ YOM, 2008, 2 KACST ELHADJ YOM, 2005, COMPUTERIZED TEACHIN, P141 HABASH M, 1986, MEMORIZE HOLY QURAN NR 11 TC 2 Z9 2 U1 0 U2 3 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2010 VL 9 IS 1 BP 54 EP 61 PG 8 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500007 ER PT J AU Zhang, LX Zhang, XS Duan, YQ Fu, ZT Wang, YW AF Zhang, Lingxian Zhang, Xiaoshuan Duan, Yanqing Fu, Zetian Wang, Yanwei TI EVALUATION OF LEARNING PERFORMANCE OF E-LEARNING IN CHINA: A METHODOLOGY BASED ON CHANGE OF INTERNAL MENTAL MODEL OF LEARNERS SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE E-learning; Learning performance; Internal mental model; Cognitive learning theory; Assessment ID COMPUTER; ENVIRONMENTS; INTENTION; TEACHERS; USERS AB This paper presents a method of assessment on how Human-Computer Interaction (HCI) and animation influence the psychological process of learning by comparing a traditional web design course and an e-learning web design course, based on the Change of Internal Mental Model of Learners. We constructed the e-learning course based on Gagne's learning theory and theory of instructional design; and designed and analyzed questionnaires on the psychological process of learning in order to measure the change in a learner's mental model and performance. The result shows that HCI and animation features of e-learning have been proved to positively influence learners' cognitive perception and structuring, while the psychological process of learning as a whole is positively influenced by these technological features. In addition, the result indicates that the learning theory can be applied during the process of designing e-learning courses, and the theory of cognitive psychology is successfully used in measuring both a learner's psychological process of learning and changes in the mental model. C1 [Zhang, Lingxian; Zhang, Xiaoshuan; Fu, Zetian; Wang, Yanwei] China Agr Univ, Coll Elect & Informat Engn, Beijing 100094, Peoples R China. [Duan, Yanqing] Univ Bedfordshire, Sch Business, Luton, Beds, England. RP Fu, ZT (reprint author), China Agr Univ, Coll Elect & Informat Engn, Beijing 100094, Peoples R China. EM zlx131@163.com; fzt@cau.edu.cn RI Duan, Yanqing/I-3163-2012 CR Alavi M, 2002, INFORM SYST RES, V13, P404, DOI 10.1287/isre.13.4.404.72 ALAVI M, 1995, MIS Q, V19, P159 ALAVI M, 1994, MIS QUART, V18, P159, DOI 10.2307/249763 Anderson J. R., 1999, LEARNING MEMORY INTE [Anonymous], 1968, PSYCHOL LEARNING MOT ATTWELL G, 2003, THEMATIC MONITORING Ausubel D. P., 1968, ED PSYCHOL COGNITIVE BAECKER R, 1988, P 10 INT C SOFTW ENG BAECKER RM, 1995, READINGS HUMAN COMPU, P450 BUCHANAN T, 2000, COMPUTING RES, V23, P203 Clark R., 2001, COMMUN EDUC, V50, P109 COLLINS AM, 1975, PSYCHOL REV, V82, P407, DOI 10.1037/0033-295X.82.6.407 Cooper D.R., 2003, BUSINESS RES METHOD DANA NF, 1993, ANN M NAT COUNC SOC DOBSON CB, 1982, ATTITUDE FORMATION M Enns J. T., 1990, DEV ATTENTION RES TH Fu ZT, 2007, NEW ZEAL J AGR RES, V50, P609 [Anonymous], 1977, CONDITIONS LEARNING Gagne R. M., 1979, PRINCIPLES INSTRUCTI Gardner H, 1985, MINDS NEW SCI HIST C GREENO JG, 1974, KNOWLEDGE COGNITION Haberlandt K., 1997, COGNITIVE PSYCHOL Hertz-Lazarowitz RH, 2002, COMPUT EDUC, V39, P19, DOI 10.1016/S0360-1315(02)00019-2 Hiltz S.R., 1995, INT J ED TELECOMMUNI, V1, P185 Hong W, 2004, INFORM SYST RES, V15, P60, DOI 10.1287/isre.1040.0017 Johnson GM, 2008, COMPUT HUM BEHAV, V24, P2094, DOI 10.1016/j.chb.2007.10.001 JOHNSON S, 2000, J COMPUTER ASSISTED, V17, P275 JONES MG, 1995, TEACH TEACH EDUC, V11, P313 Jonsson BA, 2005, MED ENG PHYS, V27, P571, DOI 10.1016/j.medengphy.2004.11.009 Kester L, 2007, COMPUT HUM BEHAV, V23, P1047, DOI 10.1016/j.chb.2006.10.001 KIRSCHNER P, 2007, COMPUTERS HUMAN BEHA, V23 Lim KH, 1997, INFORM SYST RES, V8, P254, DOI 10.1287/isre.8.3.254 Lorenzetti J. P., 2005, DISTANCE ED REPORT, V22, P4 MACKINLAY JD, 1994, DEVE CALENDAR VISAUL MARTTUNEN M, 2001, J INSTRUCTIONAL SCI, V29, P127 MILES RN, 2003, PROJECT REPORT CALIF Minsky M., 1977, THINKING READINGS CO NELSON DL, 1993, J EXP PSYCHOL LEARN, V19, P747, DOI 10.1037//0278-7393.19.4.747 NEWWELL A, 1977, THINKING READINGS CO Nielson J., 1993, USABILITY ENG Norman D. A., 1982, LEARNING MEMORY Novak J. D., 1977, THEORY ED PASK G, 1976, BRIT J EDUC PSYCHOL, V46, P12 QUILLIAN MR, 1969, COMMUN ACM, V12, P459, DOI 10.1145/363196.363214 Roca JC, 2008, COMPUT HUM BEHAV, V24, P1585, DOI 10.1016/j.chb.2007.06.001 Rosenberg M. J., 1960, ATTITUDE ORG CHANGE RUMELHAR DE, 1977, INSTRUCTION HUMAN IN Schutte JG, 1997, VIRTUAL TEACHING HIG SEIN MK, 1987, HUMAN COMPUTER INTER SHUELL TJ, 1981, PSYCHOL THEORY ED PR SKINNER R, 1954, HARVARD EDUC REV, V24, pP86 Spool J, 1999, WEB SITE USABILITY D STAGGERS N, 1993, INT J MAN MACH STUD, V38, P587, DOI 10.1006/imms.1993.1028 STEVENSON H, 1983, ANN REP CTR ADV STUD STORCK J, 1995, HUM COMMUN RES, V22, P197, DOI 10.1111/j.1468-2958.1995.tb00366.x Summer M., 2002, J INTERACTIVE LEARNI, V13, P277 VOSNIADOU S, 1987, REV EDUC RES, V57, P51, DOI 10.3102/00346543057001051 Webster J, 1997, ACAD MANAGE J, V40, P1282, DOI 10.2307/257034 Wetzel C. D., 1994, INSTRUCTIONAL EFFECT WILSON JR, 1989, HUM FACTORS, V31, P617 Wu JH, 2008, COMPUT HUM BEHAV, V24, P1851, DOI 10.1016/j.chb.2008.02.008 Zhang LX, 2010, MATH COMPUT MODEL, V51, P1428, DOI 10.1016/j.mcm.2009.11.013 NR 62 TC 3 Z9 3 U1 2 U2 8 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2010 VL 9 IS 1 BP 70 EP 82 PG 13 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500009 ER PT J AU Kirby, D Sharpe, D AF Kirby, Dale Sharpe, Dennis TI HIGH SCHOOL STUDENTS IN THE NEW LEARNING ENVIRONMENT: A PROFILE OF DISTANCE E-LEARNERS SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID EDUCATION AB The relative ubiquity of computer access and the rapid development of information and communication technology have profoundly impacted teaching and learning at a distance. Relatively little is currently known about the characteristics of those students who participate in distance e-learning courses at the secondary school level. In an effort to provide a better understanding of who secondary school distance e-learners are, this study utilized a logistic regression analysis to examine data from a survey of students at 35 public schools in the Eastern Canadian province of Newfoundland and Labrador. The survey sample included students who did and did not participate in distance e-learning courses. The results of the analysis suggest that secondary school distance e-learners are more likely to be females who are a) completing a demanding academic program, b) positively disposed toward school, c) not employed in a part-time job, and d) confident of their computer and reading abilities. C1 [Kirby, Dale; Sharpe, Dennis] Mem Univ Newfoundland, St John, NF A1B 3X8, Canada. RP Kirby, D (reprint author), Mem Univ Newfoundland, St John, NF A1B 3X8, Canada. EM dkirby@mun.ca CR Abrami P. C., 2006, REV E LEARNING CANAD Barbour MK, 2009, COMPUT EDUC, V52, P402, DOI 10.1016/j.compedu.2008.09.009 BARBOUR MK, 2007, CANADIAN J ED ADM PO, V59, P1 BARBOUR MK, 2008, WORLD C E LEARN CORP Barbour M. K., 2008, SNAPSHOT STATE NATIO Bernard RM, 2004, REV EDUC RES, V74, P379, DOI 10.3102/00346543074003379 Canadian Council on Learning, 2009, STAT E LEARN CAN CROCKER R, 2007, DISTANCE LEARNING AC Dobbs Rhonda, 2009, Q REV DISTANCE ED, V10, P9 *ED POL I, 2008, ACC PERS BARR POSTS KENNEDY CA, 2000, WHAT INFLUENCES STUD Lofstrom E, 2007, BRIT J EDUC TECHNOL, V38, P312, DOI 10.1111/j.1467-8535.2006.00625.x Provasnik S, 2007, STATUS ED RURAL AM Shachar M., 2003, INT REV RES OPEN DIS, V4, P1 Singh K, 2007, J EDUC RES, V101, P12, DOI 10.3200/JOER.101.1.12-23 WILKES RB, 2006, J INFORM SYSTEMS ED, V17, P131 NR 16 TC 0 Z9 0 U1 0 U2 4 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2010 VL 9 IS 1 BP 83 EP 88 PG 6 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500010 ER PT J AU Bjekic, D Krneta, R Milosevic, D AF Bjekic, Dragana Krneta, Radojka Milosevic, Danijela TI TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER: MASTER CURRICULUM SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE e-teacher; e-learning; e-teaching; curriculum of e-learning AB E-learning and e-teaching systems are involved in teachers' professional activities and development in several ways: (a) If e-learning/e-teaching is the technology which supports the process of teachers' learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers' university curricula in order to be applied in the teaching process, the teacher switches from the position of e-learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers' ICT competencies and e-competencies, as well as the reasonss for their occurance, are considered in the paper. The Master curriculum of e-learning and an example of the programme realization are presented. The university curriculum of e-learning at Kragujevac University - Technical Faculty in Cacak (Serbia) was developed as a part of the international project (TEMPUS JEP-41016-2006). The curriculum focuses on the development of different e-roles for teachers and e-teachers: e-creator, e-designer, e-facilitator, e-tutor, e-moderator, etc. This master programme is a part of teacher in-service formal education for primary and secondary school teachers. In addition, the curriculum is adaptable to teachers' pre-service education. However, it is more effective as a part of in-service education than as a part of pre-service undergraduate education, because the active teachers recognize their professional roles better than prospective teachers. C1 [Bjekic, Dragana] Univ Kragujevac, Tech Fac Cacak, Serbia Dept Educ Sci & Technol Educ, Kragujevac, Serbia. [Krneta, Radojka] Univ Kragujevac, Tech Fac Cacak, Serbia Dept Comp Sci Telecommun & Automatizat, Kragujevac, Serbia. [Milosevic, Danijela] Univ Kragujevac, Tech Fac Cacak, Serbia Dept Informat Technol, Kragujevac, Serbia. RP Bjekic, D (reprint author), Univ Kragujevac, Tech Fac Cacak, Serbia Dept Educ Sci & Technol Educ, Kragujevac, Serbia. EM dbjekic@tfc.kg.ac.rs; radojka@tfc.kg.ac.rs; danijela@tfc.kg.ac.rs RI Roekenes, Fredrik Moerk/F-5382-2013 CR AKPINAR Y, 2008, TURKISH ONLINE J ED, V7 ASH A, 2008, MONOGRAPH J RES TEAC, P85 AWOUTERS V, 2008, C INT E LEARN ZAR AB Barton R, 2006, J COMPUT ASSIST LEAR, V22, P257, DOI 10.1111/j.1365-2729.2006.00175.x BECKETT EC, 2003, TECHNOLOGICAL HORISO Benson R, 2009, TEACH HIGH EDUC, V14, P71, DOI 10.1080/13562510802602590 Bjekic D., 2008, INOVACIJE NASTAVI, V21, P7 Carnell E, 2007, TEACH HIGH EDUC, V12, P25, DOI 10.1080/13562510601102081 Cartelli A., 2006, TEACHING KNOWLEDGE S CORNU B, 2008, BEING TEACHER KNOWLE Denis Brigitte, 2004, ROLES COMPETENCIES E Devedzic V., 2006, SEMANTIC WEB ED DONDI C, 2006, SCIENTER GRAY DS, 2002, SECONDARY SCI TEACHE GULBAHAR Y, 2008, TURKISH ONLINE J ED, V7 IVIC I, 2001, AKTIVNO UCENJE NASTA Jimoyiannis A., 2007, TEACHER DEV, V11, P149, DOI [10.1080/13664530701414779, DOI 10.1080/13664530701414779] Kadijevich D, 2006, J COMPUT ASSIST LEAR, V22, P437, DOI 10.1111/j.1365-2729.2006.00190.x Kleiman G., 2004, M NEED HIGH QUALITY KNEZEVICFLORIC O, 2008, COMPARATIRE ED TEACH, V6, P199 KRNETA R, 2007, ETAI 2007 SEPT OHR M Loomis S, 2008, EUR J TEACH EDUC, V31, P233, DOI 10.1080/02619760802208288 *LSN, 2008, PROF DEV FRAM E LEAR MILOSEVIC D, 2006, SCI B POLITEHNICA U, V51, P43 MILOSEVIC D, 2009, 5 INT C OP DIST LEAR, P260 Nakajima K., 2006, IS E TEACHING WEB ZE Petrina S, 2007, ADV TEACHING METHODS Salmon G., 2007, E MODERATING KEY TEA SCHERTLER M, 2006, TEACHING KNOWLEDGE S, P221 SCHERTLER M, 2003, SUPPORTING TEACHERS STEVANOVIC V, 2009, 14 C JISA DICG HERC Tearle P, 2008, EUR J TEACH EDUC, V31, P55, DOI 10.1080/02619760701845016 *TECHN FAC, 2006, TEMPUSJEP410162006 T UNESCO, 2008, ICT COMP STAND TEACH VRIELINK R, 2008, IMPLEMENTATION STUDE ZGAGA P, 2008, MONOGRAPH J RES TEAC, P17 ZGAGA P, 2006, MODERNISATION STUDY ROLE E TUTOR TECHNOLOGY STANDARDS NR 39 TC 1 Z9 1 U1 1 U2 10 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2010 VL 9 IS 1 BP 202 EP 212 PG 11 WC Education & Educational Research SC Education & Educational Research GA 551WS UT WOS:000274244500022 ER PT J AU Marcos, L Tamez, R Lozano, A AF Marcos, L. Tamez, R. Lozano, A. TI Mobile Learning as a Tool for the Development of Communication Skills in Virtual Discussion Boards SO COMUNICAR LA Spanish DT Article DE E-learning; m-learning; podcasts; blogs; critical analysis; communication skills; discussion boards; virtual classroom AB Technology has revolutionized all aspects of human life and the educational field is no exception. This research proposes the use of mobile learning (m-learning) as a tool for development of communication skills in virtual discussion boards. It took place inside the virtual classrooms of the Virtual University of Tecnologico de Monterrey with 80 20-to-22-year-old undergraduates. Podcasts of the assigned readings were made. The control group performed the activity in the traditional way, while the sample group used the podcasts to perform the activity. The findings show that mobile learning doesn't provide significant changes in the student's skills. However, it can be an alternative for the development of critical analysis in undergraduate students. C1 [Marcos, L.] Univ Virtual Tecnol Monterrey ITESM Mexico, Programa Apoyo Campus, Monterrey, Mexico. [Tamez, R.] Escuela Grad Educ Tecnol Monterrey Mexico, Monterrey, Mexico. [Tamez, R.] Direcc Innovac & Invest Educ Tecnol Monterrey ITE, Monterrey, Mexico. [Lozano, A.] Educ Tecnol Monterrey Mexico ITESM Mexico, Monterrey, Mexico. RP Marcos, L (reprint author), Univ Virtual Tecnol Monterrey ITESM Mexico, Programa Apoyo Campus, Monterrey, Mexico. EM lilymarcos@itesm.mx; rtamez@itesm.mx; armando.lozano@itesm.mx CR ARGUDIN Y, 2006, EDUCACION BASADA COM BERLANGA A, 2007, INTRO E LEARNING Britt P, 2004, ECONTENT, V27, P36 CABERO J, 2007, NUEVAS TECNOLOGIAS A EDIRISINGHA P, 2007, ONLINE J DISTANCE ED, V8, P3 FENBY F, 2006, THESIS THEOLOGICAL S HALSNE A, 2002, THESIS LOYOLA U CHIC HERNANDEZ SAMPIERI R, 2006, METODOLOGIA INVESTIG MCCONATHA D, 2007, MOBILE LEARNING CLAS MERAYO A, 2000, 3 C INT CULT MED COM MORENO H, 1999, SONIDO RECURSO DIDAC OQUINN L, 2002, THESIS G WASHINGTON PAGE D, 2007, J ED BUSINESS, V10, P251 Richardson W., 2006, BLOGS WIKIS PODCASTS SHARPLES M, 2001, J CONTINUING ENG ED, V12, P504 Siegle D., 2007, GIFTED CHILD TODAY, V30, P14 2005, ED TRAINING, V47, P681 NR 17 TC 2 Z9 2 U1 1 U2 14 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD OCT PY 2009 IS 33 BP 93 EP 100 DI 10.3916/c33-2009-02-009 PG 8 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 504CL UT WOS:000270591200011 ER PT J AU Khribi, MK Jemni, M Nasraoui, O AF Khribi, Mohamed Koutheair Jemni, Mohamed Nasraoui, Olfa TI Automatic Recommendations for E-Learning Personalization Based on Web Usage Mining Techniques and Information Retrieval SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 8th IEEE International Conference on Advanced Learning Technologies CY JUL 01-05, 2008 CL Santander, SPAIN SP IEEE Comp Soc, IEEE Tech Comm Learning Technol DE E-learning; Automatic Personalization; Recommender Systems; Content based filtering; Collaborative Filtering ID USER PROFILES; SITES AB In this paper, we describe an automatic personalization approach aiming to provide online automatic recommendations for active learners without requiring their explicit feedback. Recommended learning resources are computed based on the current learner's recent navigation history, as well as exploiting similarities and dissimilarities among learners' preferences and educational content. The proposed framework for building automatic recommendations in e-learning platforms is composed of two modules: an off-line module which preprocesses data to build learner and content models, and an online module which uses these models on-the-fly to recognize the students' needs and goals, and predict a recommendation list. Recommended learning objects are obtained by using a range of recommendation strategies based mainly on content based filtering and collaborative filtering approaches, each applied separately or in combination. C1 [Khribi, Mohamed Koutheair; Jemni, Mohamed] Univ Tunis, Technol Informat & Commun Lab, Higher Sch Sci & Technol Tunis, Tunis, Tunisia. [Nasraoui, Olfa] Univ Louisville, Knowledge Discovery & Web Min Lab, Louisville, KY 40292 USA. RP Khribi, MK (reprint author), Univ Tunis, Technol Informat & Commun Lab, Higher Sch Sci & Technol Tunis, Tunis, Tunisia. EM mk.khribi@uvt.rnu.tn; mohamed.jemni@fst.rn.tn; olfa.nasraoui@louisville.edu RI JEMNI, Mohamed/H-1327-2012 OI JEMNI, Mohamed/0000-0001-8841-5224 CR Agrawal R, 1994, P 20 INT C VER LARG Brusilovsky P., 1996, USER MODEL USER-ADAP, V6, P2 BRUSILOVSKY P, 1994, P INT WORKSH COMPL L Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306 Chorfi H., 2004, J INTERACTIVE LEARNI, V15, P433 Khribi M.K., 2008, 8 IEEE INT C ADV LEA Konstan JA, 1997, COMMUN ACM, V40, P77, DOI 10.1145/245108.245126 METEREN RV, 2000, MLNET ECML2000 WORKS MLADENIC D, 1996, IJSDP7472 DEP INT SY Mobasher B., 2007, LNCS, V4321, P90 Mobasher B., 2001, P 3 INT WORKSH WEB I, P9 Mobasher B, 2000, COMMUN ACM, V43, P142, DOI 10.1145/345124.345169 Nasraoui O., 2005, ENCY DATA MINING DAT NASRAOUI O, 2006, P ACM SIGIR OP SOURC Nasraoui O, 2008, IEEE T KNOWL DATA EN, V20, P202, DOI 10.1109/TKDE.2007.190667 Pazzani M, 1997, MACH LEARN, V27, P313, DOI 10.1023/A:1007369909943 ROMERO C, 2007, P 2 EUR C TECHN ENH, P17 Romero C, 2007, EXPERT SYST APPL, V33, P135, DOI 10.1016/j.eswa.2006.04.005 Romero C., 2006, DATA MINING E LEARNI [Anonymous], 1998, P ACM C COMP SUPP CO SHAHABI C, 1997, 7 IEEE INT C RES ISS YAN T, 1996, P 5 INT WORL WID WEB YAO YY, 2002, 3 INT C ROUGH SETS C ZAIANE OR, 2002, 7 INT C COMP ED DEC Zhao Y, 2005, DATA MIN KNOWL DISC, V10, P141, DOI 10.1007/s10618-005-0361-3 NR 25 TC 44 Z9 44 U1 3 U2 19 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 2009 VL 12 IS 4 BP 30 EP 42 PG 13 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400004 ER PT J AU Ounnas, A Davis, HC Millard, DE AF Ounnas, Asma Davis, Hugh C. Millard, David E. TI A Framework for Semantic Group Formation in Education SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 8th IEEE International Conference on Advanced Learning Technologies CY JUL 01-05, 2008 CL Santander, SPAIN SP IEEE Comp Soc, IEEE Tech Comm Learning Technol DE Group Formation; E-Learning; Constraint Satisfaction; Collaborative Learning; Teams ID SYSTEM AB Collaboration has long been considered an effective approach to learning. However, forming optimal groups can be a time consuming and complex task. Different approaches have been developed to assist teachers allocate students to groups based on a set of constraints. However, existing tools often fail to assign some students to groups creating a problem well known as "orphan students". In this paper we propose a framework for learner group formation, based upon satisfying the constraints of the person forming the groups by reasoning over semantic data about the potential participants. The use of both Semantic Web technologies and Logic programming proved to increase the satisfaction of the constraints and overcome the orphans' problem. C1 [Ounnas, Asma; Davis, Hugh C.; Millard, David E.] Univ Southampton, Learning Soc Lab, Sch Elect & Comp Sci, Southampton SO17 1BJ, Hants, England. RP Ounnas, A (reprint author), Univ Southampton, Learning Soc Lab, Sch Elect & Comp Sci, Southampton SO17 1BJ, Hants, England. EM ao05r@ecs.soton.ac.uk; hcd@ecs.soton.ac.uk; dem@ecs.soton.ac.uk CR Belbin R.M., 2004, MANAGEMENT TEAMS WHY Berners-Lee T., 2001, SCI AM Buccafurri F, 1997, LECT NOTES ARTIF INT, V1265, P2 Carroll J. 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Technol. Soc. PD OCT PY 2009 VL 12 IS 4 BP 43 EP 55 PG 13 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400005 ER PT J AU Villasclaras-Fernandez, ED Hernandez-Gonzalo, JA Hernandez-Leo, D Asensio-Perez, JI Dimitriadis, Y Martinez-Mones, A AF Villasclaras-Fernandez, Eloy D. Hernandez-Gonzalo, Julio A. Hernandez-Leo, Davinia Asensio-Perez, Juan I. Dimitriadis, Yannis Martinez-Mones, Alejandra TI InstanceCollage: A Tool for the Particularization of Collaborative IMS-LD Scripts SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 8th IEEE International Conference on Advanced Learning Technologies CY JUL 01-05, 2008 CL Santander, SPAIN SP IEEE Comp Soc, IEEE Tech Comm Learning Technol DE CSCL script; IMS Learning Design; group formation; Collaborative Learning Flow Patterns ID MACRO-SCRIPTS; DESIGN AB Current research work in e-learning and more specifically in the field of CSCL (Computer Supported Collaborative Learning) deals with design of collaborative activities, according to computer-interpretable specifications, such as IMS Learning Design, and their posterior enactment using LMSs (Learning Management Systems). A script that describes such collaborative activities is typically designed beforehand in order to structure collaboration, and defines the features that determine the behavior of the LMS, for instance, the sequence of activities or the groups/role distribution. In CSCL settings, group management and composition are especially relevant and affect the chances of achieving the expected learning outcomes. This paper presents a software tool, named InstanceCollage, which aims at facilitating the configuration and population of groups for IMS-LD scripts created with the authoring tool Collage, and discusses the implications of the IMS-LD specification with respect to this task. InstanceCollage is designed to process collaboration scripts based on CLFPs (Collaborative Learning Flow Patterns). Using this type of patterns, InstanceCollage focuses on the importance of understanding the function of groups within the learning strategy of the script. This paper describes the approach taken in InstanceCollage to facilitate this understanding for non-expert users. Additionally, two case studies are presented, which represent complex authentic collaborative learning scenarios, as a proof of concept of the functionality of this tool. The case studies are also used to illustrate the requirements of group configuration tools and to show that InstanceCollage complies to such requirements. C1 [Villasclaras-Fernandez, Eloy D.; Hernandez-Gonzalo, Julio A.; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Martinez-Mones, Alejandra] Univ Valladolid, GSIC EMIC Grp, E-47002 Valladolid, Spain. [Hernandez-Leo, Davinia] Univ Pompeu Fabra, Barcelona, Spain. RP Villasclaras-Fernandez, ED (reprint author), Univ Valladolid, GSIC EMIC Grp, E-47002 Valladolid, Spain. EM evilfer@ulises.tel.uva.es; jhergon@ulises.tel.uva.es; davinia.hernandez@upf.edu; juaase@tel.uva.es; yannis@tel.uva.es; amartine@infor.uva.es RI Asensio-Perez, Juan/E-7285-2011; Martinez-Mones, Alejandra/K-7810-2014; Hernandez-Leo, Davinia/C-2929-2011 OI Asensio-Perez, Juan/0000-0002-1114-2819; Martinez-Mones, Alejandra/0000-0003-3201-0345; Hernandez-Leo, Davinia/0000-0003-0548-7455 CR Alexander C., 1977, PATTERN LANGUAGE TOW Aronson E., 1978, JIGSAW CLASSROOM Bote-Lorenzo ML, 2008, COMPUT EDUC, V51, P155, DOI 10.1016/j.compedu.2007.05.004 DALZIEL J, 2003, P ASCILITE 2003 C DE Escobedo del Cid J. 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Technol. Soc. PD OCT PY 2009 VL 12 IS 4 BP 56 EP 70 PG 15 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400006 ER PT J AU Li, YY Dong, MK Huang, RH AF Li, Yanyan Dong, Mingkai Huang, Ronghuai TI Toward a Semantic Forum for Active Collaborative Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 8th IEEE International Conference on Advanced Learning Technologies CY JUL 01-05, 2008 CL Santander, SPAIN SP IEEE Comp Soc, IEEE Tech Comm Learning Technol DE Semantic forum; Social context; Semantic link network; Relational navigation ID FRAMEWORK; KNOWLEDGE; MODEL AB Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied learners with response-freeness. To motivate and facilitate active collaborative learning, this paper describes the design of a semantic forum with semantic link networking on discussion transcripts. Based on domain ontology and text mining technologies, messages are automatically processed for structural modeling with semantic association and special interest groups are automatically discovered for topic-centric social context measurement, which lays the foundation for the fulfillment of distinctive functionalities in the semantic forum (i.e. semantic search, relational navigation and recommendation). Compared with traditional forums, the semantic forum has three outstanding features. First, it deals with the structural incoherence and content isolation within forums. Second, it enables active learning by providing learners with relational navigation to meet their learning demands. Third, it supports social context based ranking to recommend learning companions or transcripts for collaborative problem-solving. C1 [Li, Yanyan; Huang, Ronghuai] Beijing Normal Univ, 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, Sch Educ Technol, Beijing 100875, Peoples R China. EM liyy1114@gmail.com; mingkai.dong@siemens.com; Huangrh@bnu.edu.cn CR Allan J., 2003, P 26 ANN INT ACM SIG, P314, DOI 10.1145/860435.860493 AMY SW, 2002, INT C COMP SUPP COLL Bonwell C.C., 1996, NATL TEACHING LEARNI, V6, P4 Brants T, 2003, P 26 ANN INT ACM SIG, P330 Dix A., 2004, HUMAN COMPUTER INTER DONG ZD, 2007, INTRO HOWNET Dringus LP, 2005, COMPUT EDUC, V45, P141, DOI 10.1016/j.compedu.2004.05.003 FUNG P, 2007, LEARNING BILINGUAL S Gunawardena CN, 1997, J EDUC COMPUT RES, V17, P397 Hewitt J., 2007, P 8 IT C COMP SUPP C, P292, DOI 10.3115/1599600.1599655 Hoppe H. 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PD OCT PY 2009 VL 12 IS 4 BP 71 EP 86 PG 16 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400007 ER PT J AU Heinrich, E Milne, J Moore, M AF Heinrich, Eva Milne, John Moore, Maurice TI An Investigation into E-Tool Use for Formative Assignment Assessment - Status and Recommendations SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Assignments; Assessment; E-learning tools ID SELF AB This article reports on a comprehensive study, investigating the use of e-tools for formative assignment assessment. The study conducted a large-scale literature review and interviews with 90 academics at five New Zealand tertiary institutions. The focus of the study was on formative assessment provided in assignments, an area in which educational theories on importance for learning and on best practice are well established. Yet, research shows that these theories have failed to influence tertiary practice sufficiently to ensure the best possible outcomes for student learning. The interview data collected were analysed according to motivation, needs and benefits as perceived by lecturers and educational principles as derived from the literature. Both the literature and the interview analysis showed a strong positive impact from using e-tools for the management and marking of assignments. Widely available e-learning and general purpose computer tools can be used effectively to support lecturers in dealing with assignments. Specialised assignment tools provide opportunities for even greater gains. The use of e-tools means time savings for the lecturers and enables quality gains in the assignment process. E-tools have the potential to assist with uptake of the well-established educational theories. This article summarises important aspects of the literature review and the interview analysis conducted as part of the study. It provides recommendations in the form of suggestions on which tools are suitable for specific steps in the assignment process and alerts the reader to the website where there are user profiles supported by case studies and an action plan. All these recommendations are targeted at encouraging and enabling lecturers to employ e-tools for the management and marking of assignments. C1 [Heinrich, Eva] Massey Univ, Sch Engn & Adv Technol, Palmerston North, New Zealand. [Milne, John] Massey Univ, Ctr Acad Dev & E Learning, Palmerston North, New Zealand. [Moore, Maurice] Appreciat Dev, Wellington, New Zealand. RP Heinrich, E (reprint author), Massey Univ, Sch Engn & Adv Technol, Palmerston North, New Zealand. EM E.Heinrich@massey.ac.nz; J.D.Milne@massey.ac.nz; maurice@mjm.co.nz CR Aller BM, 2005, IEEE T EDUC, V48, P764, DOI 10.1109/TE.2005.858390 Baillie-de Byl P, 2004, EDUC TECHNOL SOC, V7, P29 Blayney P., 2004, Australasian Journal of Educational Technology, V20, P209 Alade A., 2006, J INF TECHNOL, V5, P251 Campton P, 2005, BAL FID MOB MAINT MO *COMM FDN ASS, 2001, KNOW WHAT STUD KNOW Davies P, 2002, INNOV EDUC TEACH INT, V39, P307, DOI 10.1080/13558000210161034 DENTON P, 2003, 7 INT COMP ASS ASS C DOWNTON A, 2006, 10 INT COMP ASS ASS Edwards K., 2002, ASSESS EVAL HIGH EDU, V27, P95, DOI 10.1080/02602930120105090 Freeman M, 2002, BRIT J EDUC TECHNOL, V33, P551, DOI 10.1111/1467-8535.00291 Goodfellow R., 2005, ASSESS EVAL HIGH EDU, V30, P261, DOI 10.1080/02602930500063835 GRONLUND NE, 2006, ASSESSMENT STUDENT A Heinrich E, 2004, EDUC TECHNOL SOC, V7, P82 HEINRICH E, 2005, ED MED 2005 WORLD C, P4470 JONES D, 2005, OP LEARN DIST LEARN KENNEDY M. 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PD OCT PY 2009 VL 12 IS 4 BP 176 EP 192 PG 17 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400015 ER PT J AU Fichten, CS Ferraro, V Asuncion, JV Chwojka, C Barile, M Nguyen, MN Klomp, R Wolforth, J AF Fichten, Catherine S. Ferraro, Vittoria Asuncion, Jennison V. Chwojka, Caroline Barile, Maria Nguyen, Mai N. Klomp, Ryan Wolforth, Joan TI Disabilities and e-Learning Problems and Solutions: An Exploratory Study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Disability; College students; Professors; E-learning; Accessibility; Problems and solutions ID STUDENTS; TECHNOLOGY AB This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. All four groups indicated, via online questionnaires, problems with: accessibility of websites and course/learning management systems (CMS); accessibility of digital audio and video; inflexible time limits built into online exams; PowerPoint/data projection during lectures; course materials in PDF, and lack of needed adaptive technologies. Students also mentioned technical difficulties using e-learning and connecting to websites and CMS, problems downloading and opening files, web pages that would not load, video clips taking too long to download, poor use of e-learning by professors and their own lack of knowledge working with e-learning. Disability service providers, too, mentioned the poor use of e-learning by professors as well as poor accessibility of course notes and materials in many formats. E-learning professionals noted difficulties with inaccessible course notes and materials. Professors identified mainly problems raised by the other groups. Sixty-seven percent of students, 53% of service providers, 36% of e-learning professionals and 35% of professors indicated that at least one of their three e-learning problems remained unresolved. We discuss how the different roles and perspectives of the four participant groups influence their views, and make recommendations addressing identified common e-learning problems. C1 [Fichten, Catherine S.] Dawson Coll, Dept Psychol, Montreal, PQ H3Z 1A4, Canada. [Fichten, Catherine S.; Ferraro, Vittoria; Asuncion, Jennison V.; Chwojka, Caroline; Barile, Maria; Nguyen, Mai N.] Dawson Coll, Adaptech Res Network, Montreal, PQ H3Z 1A4, Canada. [Wolforth, Joan] McGill Univ, Off Students Disabil, Montreal, PQ, Canada. RP Fichten, CS (reprint author), Dawson Coll, Dept Psychol, Montreal, PQ H3Z 1A4, Canada. EM catherine.fichten@mcgill.ca; vferraro@dawsoncollege.qc.ca; asuncion@alcor.concordia.ca; caroline_chwojka@hotmail.com; mbarile@dawsoncollege.qc.ca; blitzball_game@hotmail.com; ryanklomp@rogers.com; joan.wolforth@staff.mcgill.ca CR Abrami P. C., 2006, CANADIAN J LEARNING, V32 Asuncion J. V., 2007, COMMUNIQUE, V7, P36 Bissonnette L. A., 2006, THESIS CONCORDIA U C BOHMAN P, 2007, ATHEN E J, V2 BURGSTAHLER S, 2005, INFORM TECHNOLOGY DI, V11 *CAN COUNC SOC DEV, 2004, 16 CAN COUNC SOC DEV Debenham M., 2002, COMPUTER MEDIATED CO Di Iorio A, 2006, EDUC TECHNOL SOC, V9, P3 Ezziane Z, 2007, EDUC TECHNOL SOC, V10, P175 BARILE M., 2006, COLL STUDENTS DISABI Fichten C., 1999, LEARNING TECHNOLOGIE Fichten C. S., 2000, J ED MEDIA, V25, P179 Fichten C. 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A., 2003, Journal of Special Education Technology, V18, P29 Stodden R. A., 2006, J VOCATIONAL REHABIL, V24, P111 STODDEN RA, 2006, J POSTSECONDARY ED D, V18, P99 THOMPSON T, 2004, RESULTS 2004 SURVEY TREMBLAY D, 2005, STAT CONCERNANT ETUD Vogel S. A., 2006, J POSTSECONDARY ED D, V18, P109 WADDELL CD, 2007, ATHEN E J, V2 Weller M, 2005, J COMPUT ASSIST LEAR, V21, P253, DOI 10.1111/j.1365-2729.2005.00132.x 2007, DAILY 1120 NR 40 TC 19 Z9 19 U1 0 U2 14 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 2009 VL 12 IS 4 BP 241 EP 256 PG 16 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400020 ER PT J AU Hixon, E So, HJ AF Hixon, Emily So, Hyo-Jeong TI Technology's Role in Field Experiences for Preservice Teacher Training SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Field experiences; Educational technology; Teacher education programs; Preservice teacher education; Distance education ID EDUCATION AB The purpose of this paper is to provide a comprehensive review of how technology has been used to enhance or replace field experiences in preservice teacher preparation programs, and discuss the benefits and limitations of traditional and technology-enhanced/virtual field experience approaches. In this paper, three types of technology-enhanced field experiences are discussed: Type I - concrete, direct experience in reality; Type II vicarious, indirect experience with reality; and Type III - abstract, experience with model of reality. Five specific benefits of technology use in field experiences are identified, namely a) exposure to various teaching/learning environments, b) creation of shared experiences, c) promoting reflectivity, d) preparing students cognitively, and e) learning about technology integration. Several limitations of technology-integrated field experiences are also discussed, including (a) lack of interaction with teachers and students, (b) limited reality and complexity, (c) availability of relevant cases, and (d) technical problems. In conclusion, it is suggested that the overall goals and objectives for a specific field experience must be the focus when field experience options are being explored. 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PD OCT PY 2009 VL 12 IS 4 BP 294 EP 304 PG 11 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400024 ER PT J AU Walker, S Creanor, L AF Walker, Steve Creanor, Linda TI The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Networked learning; Social informatics; Social action; Web 2.0 ID TECHNOLOGIES AB In this paper, we go beyond what have been described as 'mechanistic' accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. 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H., 2003, ADULT LEARNING TECHN Scacchi Walt, 2005, SOFTWARE PROCESS MOD, P1 Selwyn N, 2007, J COMPUT ASSIST LEAR, V23, P83, DOI 10.1111/j.1365-2729.2006.00204.x Sharpe R., 2005, SCOPING STUDY PEDAGO Walker S, 2005, J COMPUT ASSIST LEAR, V21, P343, DOI 10.1111/j.1365-2729.2005.00141.x Faust K, 1994, SOCIAL NETWORK ANAL Williams R, 2000, INFORM SOC, V16, P251, DOI 10.1080/019722400457234 Yin RB, 2003, CASE STUDY RES DESIG NR 32 TC 2 Z9 2 U1 1 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD OCT PY 2009 VL 12 IS 4 BP 305 EP 316 PG 12 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400025 ER PT J AU Diaz, LA Entonado, FB AF Alonso Diaz, Laura Blazquez Entonado, Florentino TI Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different? SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning; Face-to-face learning; Computer-mediated communication; Online teacher; Traditional teacher ID ONLINE; SATISFACTION; INSTRUCTION; TECHNOLOGY; DISTANCE; STUDENTS AB The main purpose of this study is not to compare online and traditional face-to-face instruction merely to prove which one is better, but rather it aims to highlight some of the possible risks and strengths which may help to improve the role of teachers in both methods. The scene consisted of various thematic blocks from a training programme, with teachers who taught two different groups of students, one of them face-to-face and the other online. The study was designed using a quantitative and qualitative methodological combination, and focuses on the dimensions of "theoretical content", "practical content", "tutor/student interaction" and "design" of the training activity. As a general conclusion, no important differences were observed in the functions of the teacher in the two teaching methods, face-to-face and online; any differences that might exist were usually a consequence of teacher involvement and of the commitment of the institution in programming the learning process. C1 [Alonso Diaz, Laura; Blazquez Entonado, Florentino] Univ Extremadura, Dept Educ Sci, Caceres 10071, Spain. RP Diaz, LA (reprint author), Univ Extremadura, Dept Educ Sci, Av Univ S-N, Caceres 10071, Spain. 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PD OCT PY 2009 VL 12 IS 4 BP 331 EP 343 PG 13 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400027 ER PT J AU Torrente, J Moreno-Ger, P Martinez-Ortiz, I Fernandez-Manjon, B AF Torrente, Javier Moreno-Ger, Pablo Martinez-Ortiz, Ivan Fernandez-Manjon, Baltasar TI Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Educational games; Learning Objects model; Learning Objects meta-data; Learning Management System interoperability ID SIMULATIONS; DESIGN; 1ST AB Game-based learning is becoming popular in the academic discussion of Learning Technologies. However, even though the educational potential of games has been thoroughly discussed in the literature, the integration of the games into educational processes and how to efficiently deliver the games to the students are still open questions. This paper addresses the aspects of integration and automatic deployment of educational games in Learning Management Systems. This integration simplifies the introduction of games in educational settings, leveraging the pre-existing technological infrastructure. Our approach is based on the automatic packaging and exportation of games as self-contained Learning Objects that can be easily distributed through any LMS compliant with the current interoperability standards. We thus inherit the advantages of the Learning Object model in terms of interoperability and, when supported by the LMS, in terms of student tracking and assessment. C1 [Torrente, Javier; Moreno-Ger, Pablo; Martinez-Ortiz, Ivan; Fernandez-Manjon, Baltasar] Univ Complutense Madrid, Fac Informat, Dpto Ingn Software & Inteligencia Artificial, E-28040 Madrid, Spain. RP Torrente, J (reprint author), Univ Complutense Madrid, Fac Informat, Dpto Ingn Software & Inteligencia Artificial, E-28040 Madrid, Spain. EM jtorrente@fdi.ucm.es; pablom@fdi.ucm.es; imartinez@fdi.ucm.es; balta@fdi.ucm.es RI Moreno-Ger, Pablo/B-5419-2009; Fernandez-Manjon, Baltasar/A-5281-2011; Martinez-Ortiz, Ivan/D-1898-2012 OI Moreno-Ger, Pablo/0000-0003-4817-8150; Fernandez-Manjon, Baltasar/0000-0002-8200-6216; Martinez-Ortiz, Ivan/0000-0001-6595-5690 CR *ADL, 2006, ADV DISTR LEARN SHAR Aldrich C., 2004, SIMULATIONS FUTURE L Anido LE, 2002, COMPUT EDUC, V38, P351, DOI 10.1016/S0360-1315(02)00018-0 Balatsoukas P, 2008, EDUC TECHNOL SOC, V11, P119 Barab S, 2005, ETR&D-EDUC TECH RES, V53, P86, DOI 10.1007/BF02504859 Becker K, 2007, GAMES AND SIMULATIONS IN ONLINE LEARNING: RESEARCH AND DEVELOPMENT FRAMEWORKS, P21 Burgos Daniel, 2007, International Journal of Learning Technology, V3, P252, DOI 10.1504/IJLT.2007.015444 Burgos D, 2007, COMPUT HUM BEHAV, V23, P2656, DOI 10.1016/j.chb.2006.08.002 Chao D., 2001, P SIGCGI C HUM FACT, P152, DOI 10.1145/365024.365078 Christoffel M, 2002, LECT NOTES COMPUT SC, V2539, P25 Crandall R.W., 2006, VIDEO GAMES SERIOUS de Freitas S, 2006, COMPUT EDUC, V46, P249, DOI [10.1016/j.compedu.2005.11.007, 10.1016/j.compendu.2005.11.007] de Freitas S, 2007, BRIT J EDUC TECHNOL, V38, P523, DOI 10.1111/j.1467-8535.2007.00716.x Escobedo del Cid J. 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PD OCT PY 2009 VL 12 IS 4 BP 359 EP 371 PG 13 WC Education & Educational Research SC Education & Educational Research GA 509OW UT WOS:000271028400029 ER PT J AU Thangaratinam, S Barnfield, G Weinbrenner, S Meyerrose, B Arvanitis, TN Horvath, AR Zanrei, G Kunz, R Suter, K Walczak, J Kaleta, A Rengerink, KO Gee, H Mol, BWJ Khan, KS AF Thangaratinam, Shakila Barnfield, Gemma Weinbrenner, Susanne Meyerrose, Berit Arvanitis, Theodoros N. Horvath, Andrea R. Zanrei, Gianni Kunz, Regina Suter, Katja Walczak, Jacek Kaleta, Anna Rengerink, Katrien Oude Gee, Harry Mol, Ben W. J. Khan, Khalid S. TI Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project SO BMC MEDICAL EDUCATION LA English DT Article ID CURRICULUM; TIPS AB Background: Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods: We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results: The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion: This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their applicability to clinical practice. Once fully implemented, the ultimate outcome of this pilot project will be a European qualification in teaching EBM, which will be used by doctors, hospitals, professional bodies responsible for postgraduate qualifications and continuing medical education. C1 [Thangaratinam, Shakila; Barnfield, Gemma; Gee, Harry; Khan, Khalid S.] Birmingham Womens NHS Fdn Trust, Birmingham B15 2TG, W Midlands, England. [Thangaratinam, Shakila; Barnfield, Gemma; Arvanitis, Theodoros N.; Khan, Khalid S.] Univ Birmingham, Birmingham B15 2TG, W Midlands, England. [Weinbrenner, Susanne; Meyerrose, Berit] Agcy Qual Med, D-10623 Berlin, Germany. [Horvath, Andrea R.] Univ Szeged, TUDOR, Albert Szent Gyorgyi Med & Pharmacol Ctr, H-6725 Szeged, Hungary. [Zanrei, Gianni] Univ Cattolica Sacro Cuore, I-29100 Piacenza, Italy. [Kunz, Regina; Suter, Katja] Basel Inst Clin Epidemiol, CH-4031 Basel, Switzerland. [Walczak, Jacek; Kaleta, Anna] CASPolska, PL-30347 Krakow, Poland. [Rengerink, Katrien Oude; Mol, Ben W. J.] Univ Amsterdam, Acad Med Ctr, Dept Obstet & Gynaecol, NL-1105 AZ Amsterdam, Netherlands. RP Thangaratinam, S (reprint author), Birmingham Womens NHS Fdn Trust, Metchley Pk Rd, Birmingham B15 2TG, W Midlands, England. EM s.thangaratinam@bham.ac.uk; g.barnfield@bham.ac.uk; weinbrenner@azq.de; meyerrose@azq.de; t.arvanitis@bham.ac.uk; ahorvath@clab.szote.u-szeged.hu; gianni.zanrei@unicatt.it; rkunz@uhbs.ch; KaSuter@uhbs.ch; jwalczak@inar.pl; akaleta@caspin.org.pl; K.OudeRengerink@amc.uva.nl; harry.gee1@gmail.com; b.w.mol@amc.uva.nl; k.s.khan@bham.ac.uk RI Arvanitis, Theodoros/C-9210-2009; Mol, Ben /I-4526-2012 OI Arvanitis, Theodoros/0000-0001-5473-135X; CR Coomarasamy A, 2004, BRIT MED J, V329, P1017, DOI 10.1136/bmj.329.7473.1017 Coomarasamy A, 2001, J ROY SOC MED, V94, P573 Coppus Sjors F P J, 2007, BMC Med Educ, V7, P46, DOI 10.1186/1472-6920-7-46 Das K, 2008, J ROY SOC MED, V101, P493, DOI 10.1258/jrsm.2008.080712 Davis J, 2008, MED TEACH, V30, P302, DOI 10.1080/01421590701784349 Davis James, 2007, BMC Med Educ, V7, P23, DOI 10.1186/1472-6920-7-23 Dawes Martin, 2005, BMC Med Educ, V5, P1, DOI 10.1186/1472-6920-5-1 Del Mar C, 2004, BRIT MED J, V329, P989, DOI 10.1136/bmj.329.7473.989 Deshpande Neelima, 2003, Health Info Libr J, V20, P86, DOI 10.1046/j.1471-1842.2003.00422.x HARDEN RM, 1986, MED EDUC, V20, P356 HARDEN RM, 1992, MED EDUC, V26, P408 Hatala R, 2006, J GEN INTERN MED, V21, P538, DOI 10.1111/1525-1497.2006.00445.x Khan Khalid S, 2006, BMC Med Educ, V6, P59, DOI 10.1186/1472-6920-6-59 Khan KS, 1999, MED TEACH, V21, P289 KHAN KS, 2001, KNOWLEDGE MEDIA HEAL, P176 Knowles M. S., 1984, ANDRAGOGY ACTION APP Kolb D. A., 1984, EXPT LEARNING EXPERI Korenstein Deborah, 2002, Acad Med, V77, P741, DOI 10.1097/00001888-200207000-00028 Kulier R, 2008, BJOG-INT J OBSTET GY, V115, P1197, DOI 10.1111/j.1471-0528.2008.01821.x Kulier R, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-27 Sackett D. L., 2000, EVIDENCE BASED MED P Wyer PC, 2004, CAN MED ASSOC J, V171, P347, DOI 10.1503/cmaj.1031665 NR 22 TC 17 Z9 17 U1 1 U2 10 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 SEP 10 PY 2009 VL 9 AR 59 DI 10.1186/1472-6920-9-59 PG 8 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 686RJ UT WOS:000284713100001 PM 19744327 ER PT J AU Phadtare, A Bahmani, A Shah, A Pietrobon, R AF Phadtare, Amruta Bahmani, Anu Shah, Anand Pietrobon, Ricardo TI Scientific writing: a randomized controlled trial comparing standard and on-line instruction SO BMC MEDICAL EDUCATION LA English DT Article ID STUDENT-RATINGS; COMPUTER; COMMUNICATION; RESEARCHERS; DELIVERY AB Background: Writing plays a central role in the communication of scientific ideas and is therefore a key aspect in researcher education, ultimately determining the success and long-term sustainability of their careers. Despite the growing popularity of e-learning, we are not aware of any existing study comparing on-line vs. traditional classroom-based methods for teaching scientific writing. Methods: Forty eight participants from a medical, nursing and physiotherapy background from US and Brazil were randomly assigned to two groups (n = 24 per group): An on-line writing workshop group (on-line group), in which participants used virtual communication, google docs and standard writing templates, and a standard writing guidance training (standard group) where participants received standard instruction without the aid of virtual communication and writing templates. Two outcomes, manuscript quality was assessed using the scores obtained in Six subgroup analysis scale as the primary outcome measure, and satisfaction scores with Likert scale were evaluated. To control for observer variability, inter-observer reliability was assessed using Fleiss's kappa. A post-hoc analysis comparing rates of communication between mentors and participants was performed. Nonparametric tests were used to assess intervention efficacy. Results: Excellent inter-observer reliability among three reviewers was found, with an Intraclass Correlation Coefficient (ICC) agreement = 0.931882 and ICC consistency = 0.932485. On-line group had better overall manuscript quality (p = 0.0017, SSQSavg score 75.3 +/- 14.21, ranging from 37 to 94) compared to the standard group (47.27 +/- 14.64, ranging from 20 to 72). Participant satisfaction was higher in the on-line group (4.3 +/- 0.73) compared to the standard group (3.09 +/- 1.11) (p = 0.001). The standard group also had fewer communication events compared to the on-line group (0.91 +/- 0.81 vs. 2.05 +/- 1.23; p = 0.0219). Conclusion: Our protocol for on-line scientific writing instruction is better than standard face-to-face instruction in terms of writing quality and student satisfaction. Future studies should evaluate the protocol efficacy in larger longitudinal cohorts involving participants from different languages. C1 [Pietrobon, Ricardo] Duke Univ Hlth Syst, Res Res, Durham, NC 27710 USA. [Pietrobon, Ricardo] Duke NUS Grad Med Sch Singapore, Durham, NC 27710 USA. [Phadtare, Amruta; Bahmani, Anu] Kalpavriksha Healthcare & Res, Thana 421202, Maharashtra, India. [Shah, Anand] Duke Univ, Med Ctr, Durham, NC 27710 USA. [Shah, Anand] Univ Penn, Philadelphia, PA 19104 USA. RP Pietrobon, R (reprint author), Duke Univ Hlth Syst, Res Res, DUMC Box 3094, Durham, NC 27710 USA. EM dramruta@gmail.com; kalpavrikshha@gmail.com; anand.shah@alumni.duke.edu; rpietro@duke.edu FU National Center for Research Resources (NCRR), National Institutes of Health (NIH) [1 UL1 RR024128-01]; NIH Roadmap for Medical Research FX 1. Grant Number 1 UL1 RR024128-01 from the National Center for Research Resources (NCRR), a component of the National Institutes of Health (NIH), and NIH Roadmap for Medical Research. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of NCRR or NIH. Information on NCRR is available at http://www.ncrr.nih.gov/. Information on Re-engineering the Clinical Research Enterprise can be obtained from http://nihroadmap.nih.gov/clinicalresearch/overview-translational.asp CR ANDERSON HM, 2005, AM J PHARM ED, V69 BOWER B, 2001, J DISTANCE LEARNING, V4 Charles H., 1998, CHANGE, V30, P12 Cole R. A., 2000, ISSUES WEB BASED PED Cook DA, 2007, CLIN MED, V7, P37 DAVID A, 1990, BRIT MED J, V300, P30 Day R. 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Educ. PD MAY 27 PY 2009 VL 9 AR 27 DI 10.1186/1472-6920-9-27 PG 9 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 686PL UT WOS:000284708100002 PM 19473511 ER PT J AU Kulier, R Coppus, SFPJ Zamora, J Hadley, J Malick, S Das, K Weinbrenner, S Meyerrose, B Decsi, T Horvath, AR Nagy, E Emparanza, JI Arvanitis, TN Burls, A Cabello, JB Kaczor, M Zanrei, G Pierer, K Stawiarz, K Kunz, R Mol, BWJ Khan, KS AF Kulier, Regina Coppus, Sjors F. P. J. Zamora, Javier Hadley, Julie Malick, Sadia Das, Kausik Weinbrenner, Susanne Meyerrose, Berrit Decsi, Tamas Horvath, Andrea R. Nagy, Eva Emparanza, Jose I. Arvanitis, Theodoros N. Burls, Amanda Cabello, Juan B. Kaczor, Marcin Zanrei, Gianni Pierer, Karen Stawiarz, Katarzyna Kunz, Regina Mol, Ben W. J. Khan, Khalid S. TI The effectiveness of a clinically integrated e-learning course in evidence-based medicine: A cluster randomised controlled trial SO BMC MEDICAL EDUCATION LA English DT Article ID VALIDATION; QUESTIONNAIRE AB Background: To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM) among postgraduates compared to a traditional lecture-based course of equivalent content. Methods: We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM) were compared between the clinically integrated e-learning course (intervention) and the traditional lecture based course (control). We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). Results: There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group). The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI-2.7 to 9.8, p = 0.27). The attitudinal changes were similar for both groups. Conclusion: A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Being less costly than traditional teaching and allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. C1 [Kulier, Regina; Arvanitis, Theodoros N.; Burls, Amanda; Khan, Khalid S.] Univ Birmingham, Birmingham B15 2TG, W Midlands, England. [Coppus, Sjors F. P. J.; Mol, Ben W. J.] Univ Amsterdam, Acad Med Ctr, Dept Obstet & Gynaecol, NL-1105 AZ Amsterdam, Netherlands. [Coppus, Sjors F. P. J.] Univ Amsterdam, Acad Med Ctr, Dept Clin Epidemiol & Biostat, NL-1105 AZ Amsterdam, Netherlands. [Zamora, Javier] Hosp Ramon & Cajal, Clin Biostat Unit, E-28034 Madrid, Spain. [Hadley, Julie; Malick, Sadia; Khan, Khalid S.] Birmingham Womens Hosp, Birmingham B15 2TG, W Midlands, England. [Das, Kausik] Heart England NHS Fdn Trust, Solihull B91 2JL, W Midlands, England. [Weinbrenner, Susanne; Meyerrose, Berrit] Agcy Qual Med, D-10623 Berlin, Germany. [Decsi, Tamas] Univ Pecs, Dept Paediat, H-7623 Pecs, Hungary. [Horvath, Andrea R.; Nagy, Eva] Univ Szeged, TUDOR, Albert Szent Gyorgyi Med & Pharmacol Ctr, H-6725 Szeged, Hungary. [Emparanza, Jose I.; Cabello, Juan B.] CASPe CASP Espana, Alicante 03006, Spain. [Kaczor, Marcin; Stawiarz, Katarzyna] CASPolska, PL-30347 Krakow, Poland. [Zanrei, Gianni] Univ Cattolica Sacro Cuore, I-29100 Piacenza, Italy. [Pierer, Karen; Kunz, Regina] Basel Inst Clin Epidemiol, CH-4031 Basel, Switzerland. [Zamora, Javier] CIBERESP, Barcelona, Spain. RP Hadley, J (reprint author), Univ Birmingham, Birmingham B15 2TG, W Midlands, England. EM r.kulier@bham.ac.uk; s.f.coppus@amc.uva.nl; javier.zamora@hrc.es; j.a.hadley@staffs.ac.uk; malicks1@doctors.org.uk; kausik.das@heartofengland.nhs.uk; weinbrenner@azq.de; meyerrose@azq.de; tamas.decsi@aok.pte.hu; Horvath@clab.szote.u-szeged.hu; neva@clab.szote.u-szeged.hu; joseignacio.emperanza@osakidetza.net; t.arvanitis@bham.ac.uk; a.j.burls@bham.ac.uk; jbcabello@redcaspe.org; katarzyna.stawiarz@vp.pl; gianni.zanrei@unicatt.it; piererk@uhbs.ch; katarzyna.stawiarz@vp.pl; Rkunz@uhbs.ch; b.w.mol@amc.uva.nl; k.s.khan@bham.ac.uk RI Arvanitis, Theodoros/C-9210-2009; Mol, Ben /I-4526-2012; Coppus, S.F.P.J./L-4251-2015; OI Arvanitis, Theodoros/0000-0001-5473-135X; Burls, Amanda/0000-0001-9540-622X; Zamora, Javier/0000-0003-4901-588X CR Cassady JC, 2002, CONTEMP EDUC PSYCHOL, V27, P270, DOI 10.1006/ceps.2001.1094 Cook DA, 2008, JAMA-J AM MED ASSOC, V300, P1181, DOI 10.1001/jama.300.10.1181 Coomarasamy A, 2004, BRIT MED J, V329, P1017, DOI 10.1136/bmj.329.7473.1017 Coppus Sjors F P J, 2007, BMC Med Educ, V7, P46, DOI 10.1186/1472-6920-7-46 Davis James, 2007, BMC Med Educ, V7, P23, DOI 10.1186/1472-6920-7-23 DONNER A, 1994, J STAT PLAN INFER, V42, P37, DOI 10.1016/0378-3758(94)90188-0 Fritsche L, 2002, BRIT MED J, V325, P1338, DOI 10.1136/bmj.325.7376.1338 Greenhalgh T, 2001, BRIT MED J, V322, P40, DOI 10.1136/bmj.322.7277.40 Hadley JA, 2007, J ALTERN COMPLEM MED, V13, P1151, DOI 10.1089/acm.2007.0512 HARDEN RM, 1986, MED EDUC, V20, P356 Kaufman DM, 2003, BMJ-BRIT MED J, V326, P213, DOI 10.1136/bmj.326.7382.213 Keogh-Brown MR, 2007, HLTH TECHNOL ASSESS, V11 Khan Khalid S, 2006, BMC Med Educ, V6, P59, DOI 10.1186/1472-6920-6-59 Kulier R, 2008, BMC MED EDUC, V8, DOI 10.1186/1472-6920-8-27 Patel A. A., 2006, INT J ED DEV USING I, V2, P4 Ramos KD, 2003, BRIT MED J, V326, P319, DOI 10.1136/bmj.326.7384.319 Sackett DL, 1996, BRIT MED J, V312, P71 Taylor R, 2001, MED EDUC, V35, P544, DOI 10.1046/j.1365-2923.2001.00916.x NR 18 TC 28 Z9 28 U1 1 U2 12 PU BIOMED CENTRAL LTD PI LONDON PA 236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND SN 1472-6920 J9 BMC MED EDUC JI BMC Med. Educ. PD MAY 12 PY 2009 VL 9 AR 21 DI 10.1186/1472-6920-9-21 PG 7 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA 686OY UT WOS:000284706800001 PM 19435520 ER PT J AU Gurpinar, E Zayim, N Ozenci, CC Alimoglu, MK AF Gurpinar, Erol Zayim, Nese Ozenci, Ciler Celik Alimoglu, Mustafa Kemal TI FIRST REPORT ABOUT AN E-LEARNING APPLICATION SUPPORTING PBL: STUDENTS' USAGES, SATISFACTIONS, AND ACHIEVEMENTS SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Medical education; E-learning; Problem based learning; Web-based Learning AB The purpose of the study was to determine applicability of e-learning in problem based learning (PBL) by investigating its usage and acceptability among students and its effect on academic achievement. The study was carried out among first year medical students of Akdeniz University, Turkey. A web-based learning environment (WBLE) including various learning resources was prepared for students to use throughout self-study period of a PBL module carried out in 2006-2007 academic year. Data were collected to determine WBLE usage rates, its effect on academic achievement, and satisfaction with it. First, computer log files were examined to determine "users" and "nonusers" of the WBLE and its usage frequency per student. Second, a questionnaire was delivered at the end of the PBL module to determine acceptability of WBLE among students. Finally, PBL exam scores of the WBLE users and nonusers were compared to investigate the effect of WBLE on academic achievement. Of the 174 first year medical students, 137 used the WBLE in their self study period throughout the PBL module. Mean login number per student was 16.8. The questionnaire was completed by 94.8% of the students. Sixty six percent of the participants were satisfied with the WBLE. End-of-module PBL exam scores of WBLE users were found slightly but not significantly higher than those of nonusers. This the first study investigating applicability of e-learning in PBL modules. High usage rates and student satisfaction in our study may be encouraging and promising for wider application of e-learning in future PBL performances. C1 [Gurpinar, Erol; Alimoglu, Mustafa Kemal] Akdeniz Univ, Fac Med, Dept Med Educ, TR-07058 Antalya, Turkey. [Zayim, Nese] Akdeniz Univ, Fac Med, Dept Biostat & Med Informat, TR-07058 Antalya, Turkey. [Ozenci, Ciler Celik] Akdeniz Univ, Fac Med, Dept Histol & Embriol, TR-07058 Antalya, Turkey. RP Gurpinar, E (reprint author), Akdeniz Univ, Fac Med, Dept Med Educ, 07059 Dumlupinar Bulvari Campus, TR-07058 Antalya, Turkey. EM erolgurpinar@akdeniz.edu.tr RI gurpinar, erol/B-1981-2009; gurpinar, erol/B-5955-2016; Zayim, Nese/C-4946-2016; Celik-Ozenci, Ciler/C-7463-2016 OI gurpinar, erol/0000-0002-5544-7040; gurpinar, erol/0000-0002-5544-7040; Celik-Ozenci, Ciler/0000-0003-0370-8680 CR BAYRAM S, 2008, TURKISH ONLINE J ED, V7, P5 Boelen C, 2002, B WORLD HEALTH ORGAN, V80, P592 Citak M, 2007, UNFALLCHIRURG, V110, P367, DOI 10.1007/s00113-007-1237-3 Clyde W. H., 2006, DECISION SCI J INNOV, V4, P67 Cook DA, 2006, MED TEACH, V28, P594, DOI 10.1080/01421590601028854 CORTE DF, 2005, MINERVA ANESTESIOL, V71, P181 EDIRIPPULIGE S, 2006, APRU DLI, V2, P127 Gotthardt M, 2006, ACAD RADIOL, V13, P379, DOI 10.1016/j.acra.2005.12.006 Grundman J. A., 2000, ACAD MED, V75, P47 Gurpinar Erol, 2005, BMC Med Educ, V5, P7, DOI 10.1186/1472-6920-5-7 HAMAD B, 1994, HDB COMMUNITY BASED HEIDI S, 2002, ACAD MED, V77, P86 Horton W., 2000, DESIGNING WEB BASED Leipzig Rosanne M., 2006, ACAD MED, V81, P207 Koontz F. R., 2006, DESIGNING EFFECTIVE Ridgway PF, 2007, MED EDUC, V41, P168, DOI 10.1111/j.1365-2929.2006.02669.x Ruiz JG, 2007, ACAD MED, V82, P503, DOI 10.1097/ACM.0b013e31803ead94 TARADI KS, 2005, ADV PHYSIOL EDUC, V9, P35 THAKORE H, 2006, MED EDUC, V40, P1123 YAGHOUBI J, 2008, TURKISH ONLINE J ED, V7, P10 NR 20 TC 4 Z9 4 U1 0 U2 5 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 2009 VL 8 IS 2 BP 55 EP 62 PG 8 WC Education & Educational Research SC Education & Educational Research GA 445ET UT WOS:000266033400005 ER PT J AU Chang, M Wang, CY Chen, GD AF Chang, Maiga Wang, Chin-Yeh Chen, Gwo-Dong TI National Program for e-Learning in Taiwan SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Conference on Technology Enhanced Learning (TELearn 2007) CY JUL 14-15, 2007 CL Natl Cent Univ, Jhongli City, TAIWAN HO Natl Cent Univ DE Taiwan National e-Learning Program; Digital learning; e-Learning development strategies; Academic and industry developments AB Taiwan government has initiated a five-year program since 2002: the National Science and Technology Program for e-Learning. The national program started from 2003 and was completed at the end of year 2007, involving thirteen government agencies. This paper describes the results that the national program has accomplished at its first phase, 2003 to 2007. The results include how the national program has helped enhance competitiveness of commerce; improved public welfare in Taiwan; and how the national program has stimulated the research outputs in both industry and academia. C1 [Chang, Maiga] Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada. [Chen, Gwo-Dong] Natl Cent Univ, Dept Comp Sci & Informat Engn, Chungli, Taiwan. RP Chang, M (reprint author), Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada. EM maiga@ms2.hinet.net; chinyea@db.csie.ncu.edu.tw; chen@csie.ncu.edu.tw CR CHUANG CK, 2008, AACE INT J E LEARNIN, V7 *EC INT UN IBM, 2004, 2003 E LEARN READ RA HWANG RH, 2003, WEB BASED DISTANCE L *JAP AER EXPL AG, 2005, TAIP CENTR CIT BEAUT Latchem C, 2006, BRIT J EDUC TECHNOL, V37, P503, DOI 10.1111/j.1467-8535.2006.00635.x *NAT SCI TECHN PRO, 2002, BLU NAT SCI TECHN PR Porter Michael, 1997, COMPETITIVE STRATEGY *SECR COMM, 2002, VIS 2020 TRANSF ED T NR 8 TC 7 Z9 7 U1 0 U2 3 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2009 VL 12 IS 1 BP 5 EP 17 PG 13 WC Education & Educational Research SC Education & Educational Research GA 419ZR UT WOS:000264258700002 ER PT J AU Chen, MP AF Chen, Ming-Puu TI An Evaluation of the ELNP e-Learning Quality Assurance Program: Perspectives of Gap Analysis and Innovation Diffusion SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Conference on Technology Enhanced Learning (TELearn 2007) CY JUL 14-15, 2007 CL Natl Cent Univ, Jhongli City, TAIWAN HO Natl Cent Univ DE E-learning; Quality assurance; Courseware; Innovation diffusion ID ADOPTION AB The purpose of this study was to examine the appropriateness of a nationwide quality assurance framework for e-learning from participants' perspectives. Two types of quality evaluation programs were examined in this study, including the e-Learning Service Certification program (eLSC) and the e-Learning Courseware Certification program (eLCC). Gap analysis and the innovation attributes were employed to examine participants' perception gaps and attitudes toward the quality framework. The analysis showed that the quality framework obtained adequate validity and reliability. Gap analysis revealed that both the eLSC and eLCC participants perceived the quality of their e-learning overly. The attitude analysis revealed that a) for eLSC, the positive and increased observability was inferred to enhance participants' adoption of eLSC, b) for eLCC, the positive attributes of observability, relative advantage and compatibility were inferred to facilitate and sustain the adoption of eLCC, c) the decreased attributes of trialability/complexity and relative advantage of eLCC indicated the necessity for further improvement. Crystal-clear descriptions and examples of quality criteria are suggested to make the quality assurance framework more amiable and easy of access to e-learning developers and organizations. C1 Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei, Taiwan. RP Chen, MP (reprint author), Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei, Taiwan. EM mpchen@ntnu.edu.tw CR ASTD, 2006, E LEARN COURS CERT ASTD, 2002, E LEARN COURS CERT E Borotis S., 2004, P WORLD C E LEARN CO, P1622 *BRAND HALL RES, 2008, INF ENT BEST CUST CO Chapnick S., 2000, LEARNING CIRCUITS AS KOLLER R., 2006, ORG THEORY DESIGN Economist Intelligence Unit, 2003, 2003 E LEARN READ RA *ELNP, 2006, INTR NAT SCI TECHN P *ELNP, 2003, NAT SCI TECHN PROGR Goldman K D, 1994, Health Educ Q, V21, P433, DOI 10.1177/109019819402100406 Hubbard W, 2007, J EXTENSION, V45 Institute for Higher Education Policy, 2000, QUAL LIN BENCHM SUCC MCLOUGHLIN C, 2003, P 16 ODLAA C MEYER K, 2002, ASHE ERIC HIGHER ED, V29 Pankratz M, 2002, HEALTH EDUC RES, V17, P315, DOI 10.1093/her/17.3.315 Rogers E. 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PY 2009 VL 12 IS 1 BP 18 EP 33 PG 16 WC Education & Educational Research SC Education & Educational Research GA 419ZR UT WOS:000264258700003 ER PT J AU Tsai, MJ AF Tsai, Meng-Jung TI The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Conference on Technology Enhanced Learning (TELearn 2007) CY JUL 14-15, 2007 CL Natl Cent Univ, Jhongli City, TAIWAN HO Natl Cent Univ DE E-learning; e-Learning model; Evaluation; Strategic e-learning; e-Learning strategies ID INFORMATION SEARCHING STRATEGIES; INSTRUCTIONAL-DESIGN; WEB; ONLINE; ENVIRONMENTS; INQUIRY; SCIENCE AB This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument-the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four dimensions of characteristics of e-learning environments and three core domains (perceived-skill, affection and self-regulation) of student e-learning strategies. This study also tries to identify and analyze elements corresponding to each domain strategy. Based on this model, the OLSS finally contains 20 items with good construct validity and reliability. This instrument provides a diagnostic instrument for e-learning researchers, system designers, curriculum developers and instructors to evaluate students' e-learning strategies in their experiment, design and development. This study concludes by presenting several future research directions. C1 Natl Taiwan Univ Sci & Technol, Grad Sch Technol & Vocat Educ, Taipei 106, Taiwan. RP Tsai, MJ (reprint author), Natl Taiwan Univ Sci & Technol, Grad Sch Technol & Vocat Educ, 43,Sec 4,Keelung Rd, Taipei 106, Taiwan. 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E., 1988, LEARNING STUDY STRAT Weinstein C., 1986, HDB RES TEACHING, P315 Wu YT, 2005, J COMPUT ASSIST LEAR, V21, P374, DOI 10.1111/j.1365-2729.2005.00144.x [Anonymous], 1989, SELF REGULATED LEARN, DOI [DOI 10.1007/978-1-4612-3618-4_1, 10.1007/978-1-4612-3618-4_1] NR 32 TC 33 Z9 34 U1 1 U2 14 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2009 VL 12 IS 1 BP 34 EP 48 PG 15 WC Education & Educational Research SC Education & Educational Research GA 419ZR UT WOS:000264258700004 ER PT J AU Kuo, YH Huang, YM AF Kuo, Yen-Hung Huang, Yueh-Min TI MEAT: An Authoring Tool for Generating Adaptable Learning Resources SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adaptable learning materials; Adaptable test items; Authoring tool; Learning map design; Mobile learning ID SYSTEM AB Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an authoring tool named Mobile E-learning Authoring Tool (MEAT) to produce adaptable learning contents and test items. In addition, the visualized course organization tool has also been provided to teachers to organize their teaching courses. All functionalities of the MEAT are designed according to the teachers' feedback and their technological learning needs. To evaluate the MEAT, we have conducted an extensive comparison between the MEAT and other (adaptation) content authoring tools. The result indicates the MEAT is the only tool, which can produce adaptable contents and test items while supporting learning standard. In addition to technical comparison, the qualitative feedbacks from teachers and students are also shown in the evaluation section, and result points out the advantages and shortcomings of the MEAT. According to our findings, we have summarized some design principles for readers who are interested in designing e-learning applications. It hopes our precious experiences can inspire readers to develop more valuable learning tools. C1 [Kuo, Yen-Hung; Huang, Yueh-Min] Natl Cheng Kung Univ, Dept Engn Sci, Tainan, Taiwan. RP Kuo, YH (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, 1 Univ Rd, Tainan, Taiwan. 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PY 2009 VL 12 IS 2 BP 51 EP 68 PG 18 WC Education & Educational Research SC Education & Educational Research GA 438BF UT WOS:000265530200005 ER PT J AU Chen, LS Cheng, YM Weng, SF Chen, YG Lin, CH AF Chen, Lih-Shyang Cheng, Yuh-Ming Weng, Sheng-Feng Chen, Yong-Guo Lin, Chyi-Her TI Applications of a Time Sequence Mechanism In the simulation Cases of a web-based Medical Problem-Based Learning System SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Conference on Technology Enhanced Learning (TELearn 2007) CY JUL 14-15, 2007 CL Natl Cent Univ, Jhongli City, TAIWAN HO Natl Cent Univ DE E-Learning in medical education; Problem-Based Learning; Computer education; Educational technology AB The prevalence of Internet applications nowadays has led many medical schools and centers to incorporate computerized Problem-Based Learning (PBL) methods into their training curricula. However, many of these PBL systems do not truly reflect the situations which practitioners may actually encounter in a real medical environment, and hence their effectiveness as learning tools is somewhat limited. Therefore, the present study analyzes the organization of a computerized PBL teaching case, and considers how a clinical teaching case can best be presented to the user. Specifically, this study attempts to develop a web-based PBL system which emulates the real clinical situation, in which a practitioner will ascertain the true nature of a patient's condition over a period of time, by introducing the concept of a "time sequence" within each teaching case. The proposed system has been installed in the medical center of National Cheng Kung University in Taiwan for testing purposes. The feedback received confirms the effectiveness of the training system in allowing users to apply their basic medical knowledge to real clinical cases, and in identifying their areas of misconception in the course of a medical diagnosis. C1 [Chen, Lih-Shyang; Weng, Sheng-Feng; Chen, Yong-Guo] Natl Cheng Kung Univ, Dept Elect Engn, Tainan 70101, Taiwan. RP Chen, LS (reprint author), Natl Cheng Kung Univ, Dept Elect Engn, Tainan 70101, Taiwan. EM chens@mail.ncku.edu.tw; cymer@mail.stu.edu.tw; afeng@mirac.ee.ncku.edu.tw; tyk@thmu.edu.tw; neonate@mail.ncku.edu.tw CR Barrows H. S., 1980, PROBLEM BASED LEARNI Barrows H. S., 1985, DESIGN PROBLEM BASED Bergin RA, 2003, COMPUT EDUC, V40, P361, DOI 10.1016/S0360-1315(02)00167-7 BRYCE DA, 1999, IEEE INT C MULT ENG, P147 CHENG YM, 2007, 3 INT C INT INF HID CHENG YM, 2003, WORLD C ED MULT HYP Clancey W. 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C., 1999, IEEE COMPUT GRAPH, V19, P56 NR 21 TC 3 Z9 3 U1 0 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2009 VL 12 IS 1 BP 149 EP 161 PG 13 WC Education & Educational Research SC Education & Educational Research GA 419ZR UT WOS:000264258700012 ER PT J AU Park, SY AF Park, Sung Youl TI An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Edumedia Conference on Self-organised Learning in Interactive Web - A Change in Learning Culture CY MAY, 2008 CL Salzburg, AUSTRIA DE e-Learning; Technology acceptance model; Structural equation modeling; Self-efficacy ID INFORMATION TECHNOLOGY; COVARIANCE-STRUCTURES; PERCEIVED EASE; FIT; GOODNESS; KOREA AB Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users' acceptance of e-learning. E-learning self-efficacy was the most important construct, followed by subjective norm in explicating the causal process in the model. C1 Konkuk Univ, Dept Educ Technol, Seoul, South Korea. RP Park, SY (reprint author), Konkuk Univ, Dept Educ Technol, Seoul, South Korea. 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PY 2009 VL 12 IS 3 BP 150 EP 162 PG 13 WC Education & Educational Research SC Education & Educational Research GA 501IE UT WOS:000270374100014 ER PT J AU Rice, K AF Rice, Kerry TI Priorities in K-12 Distance Education: A Delphi Study Examining Multiple Perspectives on Policy, Practice, and Research SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Edumedia Conference on Self-organised Learning in Interactive Web - A Change in Learning Culture CY MAY, 2008 CL Salzburg, AUSTRIA DE Distance education; Online learning; E-learning; Virtual schools; K-12 AB The Delphi Method of group communication was used with experienced distance education stakeholders in the United States from the areas of research, policy, and practice to identify priorities in K-12 distance education over the next five years. Data from the three rounds of this study were organized and compared using descriptive statistics. The results of the analyses by statement and by subscale indicated no significant differences among the policy, research, and practice subgroups (p > .05), indicating that experts identified common priorities. Delphi panel members advocated the following priority areas for K-12 distance education over the next five years (in order of importance): 1) evaluation of course design and delivery, 2) best practice, 3) accountability, 4) access, 5) online learning/learners, 6) professional development, 7) accreditation/standards, 8) funding, and 9) technology. Results of this study provide a framework of specific priority areas to be addressed by those engaged in all facets of K-12 distance education. C1 Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA. RP Rice, K (reprint author), Boise State Univ, Dept Educ Technol, Boise, ID 83725 USA. 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PY 2009 VL 12 IS 3 BP 163 EP 177 PG 15 WC Education & Educational Research SC Education & Educational Research GA 501IE UT WOS:000270374100015 ER PT J AU Shen, LP Wang, MJ Shen, RM AF Shen, Liping Wang, Minjuan Shen, Ruimin TI Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-Learning; Affective; Emotion detection; Pervasive computing ID RECOGNITION AB Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model, which combined learners' emotions with the Shanghai e-Learning platform. The study was guided by Russell's circumplex model of affect and Kort's learning spiral model. The results about emotion recognition from physiological signals achieved a best-case accuracy (86.3%) for four types of learning emotions. And results from emotion revolution study showed that engagement and confusion were the most important and frequently occurred emotions in learning, which is consistent with the findings from AutoTutor project. No evidence from this study validated Kort's learning spiral model. An experimental prototype of the affective e-Learning model was built to help improve students' learning experience by customizing learning material delivery based on students' emotional state. Experiments indicated the superiority of emotion aware over non-emotion-aware with a performance increase of 91%. C1 [Shen, Liping; Shen, Ruimin] Shanghai Jiao Tong Univ, Dept Comp Sci & Engn, Shanghai, Peoples R China. [Wang, Minjuan] San Diego State Univ, Dept Educ Technol, San Diego, CA 92182 USA. RP Shen, LP (reprint author), Shanghai Jiao Tong Univ, Dept Comp Sci & Engn, Shanghai, Peoples R China. EM lpshen@sjtu.edu.cn; mwang@mail.sdsu.edu; rmshen@sjtu.edu.cn CR Bangert-Drowns RL, 2001, J EDUC COMPUT RES, V24, P213 BASSILI JN, 1979, J PERS SOC PSYCHOL, V37, P2049, DOI 10.1037//0022-3514.37.11.2049 BURLESON W, 2004, 7 INT C MULT INT NEW, P108 Chang C.-C., 2007, LIBSVM LIB SUPPORT V Clynes M., 1977, SENTICS TOUCH EMOTIO Conati C, 2002, APPL ARTIF INTELL, V16, P555, DOI 10.1080/08839510290030390 Conati C., 2002, P ITS 2002 6 INT C I, P944 Cowie R, 2001, IEEE SIGNAL PROC MAG, V18, P32, DOI 10.1109/79.911197 Gholson J., 2004, J ED MEDIA, V29, P241, DOI DOI 10.1080/1358165042000283101 *CTR STUD EM ATT, 2001, INT AFF PICT SYST DI D'Mello S. K., 2005, P AFF INT COMP AFF L, P7 Duda R. 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PY 2009 VL 12 IS 2 BP 176 EP 189 PG 14 WC Education & Educational Research SC Education & Educational Research GA 438BF UT WOS:000265530200013 ER PT J AU Durdu, PO Yalabik, N Cagiltay, K AF Durdu, Pinar Onay Yalabik, Nese Cagiltay, Kursat TI A Distributed Online Curriculum and Courseware Development Model SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Virtual learning environments; Online courseware and curriculum development; E-learning; Adaptive software development AB A distributed online curriculum and courseware development model (DONC(2)) is developed and tested in this study. Courseware development teams which may work in different institutions who need to develop high quality, reduced cost, on time products will be the users of DONC(2). The related features from the disciplines of instructional design and software engineering were combined. The research is conducted as a collective case study, including four cases with distinctive characteristics to reveal the several practices in online curriculum and courseware development work. The DONC(2) development model was proposed using the results gathered from the investigated cases and a literature survey. The model uses the iterative incremental and agile software development approaches in order to overcome the disadvantages of other linear development approaches. This enables building releasable yet good quality products in short time periods. Furthermore, continuous communication, evaluation and feedback as well as good project management and readiness to adapt to changes are integrated as the essential characteristics. DONC(2) is different then previous linear and non-adaptive models in all of these aspects. The model was tested with one of the cases while being improved with success. It was applied as a development model for scheduling of the courseware development project in the last case and considered as helpful for the success of the project by the project team members. C1 [Durdu, Pinar Onay] Kocaeli Univ, Dept Comp Engn, TR-41040 Kocaeli, Turkey. [Yalabik, Nese] Middle E Tech Univ, Dept Comp Engn, TR-06531 Ankara, Turkey. [Cagiltay, Kursat] Middle E Tech Univ, Dept Comp Educ & Instruct Technol, TR-06531 Ankara, Turkey. RP Durdu, PO (reprint author), Kocaeli Univ, Dept Comp Engn, TR-41040 Kocaeli, Turkey. EM pinar.onaydurdu@kocaeli.edu.tr; yalabik@ceng.metu.edu.tr; kursat@metu.edu.tr RI Cagiltay, Kursat/D-1548-2010 CR Abrahamsson P., 2002, AGILE SOFTWARE DEV M Abran A, 2003, SOFTWARE QUAL J, V11, P325, DOI 10.1023/A:1025869312943 Anderson J, 2001, IEEE SOFTWARE, V18, P46, DOI 10.1109/52.903166 ANIDO L, 2002, COMPUT EDUC, P71, DOI 10.1007/0-306-47533-2_6 *AV, 2006, AV PROJ TURK HOM PAG Bafoutsou G, 2002, INT J INFORM MANAGE, V22, P281, DOI 10.1016/S0268-4012(02)00013-0 BARJIS J, 2003, OV VIRT U STUD ISS C Corkill D., 1991, AI Expert, V6, P40 Crowther MS, 2004, BRIT J EDUC TECHNOL, V35, P289, DOI 10.1111/j.0007-1013.2004.00390.x Detweiler M., 2007, Interactions, V14, P40, DOI 10.1145/1242421.1242447 DONGSONG ZL, 2004, COMMUN ACM, V47, P75 *EPPICC, 2006, EQ PRIM CAR PHYS IMP Faulkner C., 1998, ESSENCE HUMAN COMPUT FERRE X, 2003, P INT C SOFTW ENG 3 HIGHSMITH J, 2000, ADAPTIVE SOFTWARE DE HIGHSMITH JA, 2002, J DEFENSE SOFTWARE E, V15, P4 Kemp J. 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PY 2009 VL 12 IS 1 BP 230 EP 248 PG 19 WC Education & Educational Research SC Education & Educational Research GA 419ZR UT WOS:000264258700018 ER PT J AU Askar, P Altun, A AF Askar, Petek Altun, Arif TI CogSkillnet: An Ontology-Based Representation of Cognitive Skills SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Ontology; Ontology Development; Cognitive Skills; Educational Expectations; Instructional Design ID MANAGEMENT; DESIGN AB A number of studies emphasized the need to capture learners' interaction patterns in order to personalize their learning process as they study through learning objects. In education context, learning materials are designed based on pre-determined expectations and learners are evaluated to what extent they master these expectations. Representation of these expectations in learning and assessment objects, on the other hand, is a new challenge for e-learner providers. In order to address this challenge, POLEonto (Personlized Ontological Learning Environment) proposes a new method to separate these expectations by determining domain concepts (ConceptNet) and cognitive skills (CogSkillNet) for expectations via creating cognitive skill and concept ontology for K-12 education. In this paper, we report only the development and design processes of CogSkillNet within POLEonto environment; and, we further discuss how CogSkillNet can be modeled in the e-learning domain. We also describe how ontological representations play a role in creating personalized navigational guidance for allowing visualization of cognitive skills and providing useful navigational feedback to learners. C1 [Askar, Petek; Altun, Arif] Hacettepe Univ, Dept Comp Educ & Instruct Technol, Ankara, Turkey. RP Askar, P (reprint author), Hacettepe Univ, Dept Comp Educ & Instruct Technol, Ankara, Turkey. 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F., 2001, KSL0105 STANF U STAN O'Leary DE, 1998, IEEE INTELL SYST APP, V13, P34, DOI 10.1109/5254.683180 Paquette G, 2007, EDUC TECHNOL SOC, V10, P1 Qin J, 2006, J AM SOC INF SCI TEC, V57, P280, DOI 10.1002/asi.20276 Seels B., 1998, MAKING INSTRUCTIONAL WALDMAN J, 2004, ACCREDITATION PRIOR NR 27 TC 6 Z9 6 U1 0 U2 3 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2009 VL 12 IS 2 BP 240 EP 253 PG 14 WC Education & Educational Research SC Education & Educational Research GA 438BF UT WOS:000265530200017 ER PT J AU Lin, HY Tseng, SS Weng, JF Su, JM AF Lin, Huan-Yu Tseng, Shian-Shyong Weng, Jui-Feng Su, Jun-Ming TI Design and Implementation of an Object Oriented Learning Activity System SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Edumedia Conference on Self-organised Learning in Interactive Web - A Change in Learning Culture CY MAY, 2008 CL Salzburg, AUSTRIA DE E-Learning System; Adaptive Learning Activity; Graphic Model; Object Oriented Concept AB With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance. In this paper, we aim to propose a model which can explicitly represent the knowledge of the mechanism to adapt both the learning activity navigation and content presentation according to learners' knowledge of concepts. In our proposed model, each learning unit object contains the learning items and the related concepts, which can be used to perform adaptive content selection, and the sequencing control of these learning unit objects can be explicitly represented as a directed graph to improve the understandability. Based on the learning sequencing graph, an Object Oriented Learning Activity system is implemented and used to design and perform the learning activity of Scaffolding Instruction, named "The evaporation, condensation and boil of water". The Evaluation results show that teachers can effectively design an adaptive learning activity based on concept and misconception hierarchy and the designed learning activity can really improve learners' learning efficacy by the OOLA system. C1 [Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming] Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu, Taiwan. [Tseng, Shian-Shyong] Asia Univ, Dept Informat Sci & Applicat, Taichung, Taiwan. RP Tseng, SS (reprint author), Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu, Taiwan. EM huan.cis89@nctu.edu.tw; sstseng@cis.nctu.edu.tw; roy@cis.ncu.edu.tw; jmsu@csie.nctu.edu.tw CR Initiative A. D. L., 2004, SHAR CONT OBJ REF MO Ausubel D. 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PY 2009 VL 12 IS 3 BP 248 EP 265 PG 18 WC Education & Educational Research SC Education & Educational Research GA 501IE UT WOS:000270374100021 ER PT J AU Jadin, T Gruber, A Batinic, B AF Jadin, Tanja Gruber, Astrid Batinic, Bernad TI Learning with E-lectures: The Meaning of Learning Strategies SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Edumedia Conference on Self-organised Learning in Interactive Web - A Change in Learning Culture CY MAY, 2008 CL Salzburg, AUSTRIA DE E-learning; Multimedia learning; Interactive video; Redundancy principle; Learning strategies ID COGNITIVE LOAD; VIDEOS AB Video-based e-lectures offer interactive learning and more vivid and personalized forms of self-regulated learning. Participants (N = 28) learned from either a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) or an e-lecture without the transcript (unimodal presentation). 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PY 2009 VL 12 IS 3 BP 282 EP 288 PG 7 WC Education & Educational Research SC Education & Educational Research GA 501IE UT WOS:000270374100023 ER PT J AU Wong, LH Looi, CK AF Wong, Lung-Hsiang Looi, Chee-Kit TI Adaptable Learning Pathway Generation with Ant Colony Optimization SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Edumedia Conference on Self-organised Learning in Interactive Web - A Change in Learning Culture CY MAY, 2008 CL Salzburg, AUSTRIA DE Web-based learning; Learning pathway planning; Course sequencing; Personalized e-Learning; Swarm Intelligence (Self-Organizing Agents); Ant Colony Optimization; Learning on Demand ID WEB-BASED INSTRUCTION; PATTERN AB One of the new major directions in research on web-based educational systems is the notion of adaptability: the educational system adapts itself to the learning profile, preferences and ability of the student. In this paper, we look into the issues of providing adaptability with respect to learning pathways. We explore the state of the art with respective to deriving the most apt learning pathway to recommend to the learner. Our proposal suggests a novel way of modeling learning pathways that combines rule-based prescriptive planning, which could be found in many of the classic Intelligent Tutoring Systems, and Ant Colony Optimization-based inductive planning, for recommending learning paths by stochastically computing past learners' traveled paths and their performances. A web-based prototype has been developed using C# and. NET technologies. C1 [Wong, Lung-Hsiang; Looi, Chee-Kit] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore. RP Wong, LH (reprint author), Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore. 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PY 2009 VL 12 IS 3 BP 309 EP 326 PG 18 WC Education & Educational Research SC Education & Educational Research GA 501IE UT WOS:000270374100025 ER PT J AU McGreal, R AF McGreal, Rory TI A Case Study of an International E-Learning Training Division: Meeting Objectives SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; open learning; e-learning; online learning; elearning management AB This paper presents an evaluation of the work of the Commonwealth of Learning's (COL) eLearning with International Organisations (eLIO) section. Participants in the investigation included a representative sample of the learners (N = 15), their supervisors (N = 5), and the COL staff, including all of the eLIO staff (N = 10). The methodology consisted of an examination of all relevant documents, interviews that formed a learning history, and a sample survey. The investigation concluded that the eLIO achieved its goal of developing a distance learning model, and it met or exceeded identified objectives, with a high degree of satisfaction expressed by all participants. This included teaching +2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate and a high completion rate (75%) in the courses provided; testing, piloting, and delivering two new elearning courses; conducting needs analyses; recruiting/training highly qualified tutors; monitoring; and using appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests, little analysis of pricing structures, some unclear instructions (a need for plain English), unclear copyright licensing, only very limited use of available OER software, and the absence of a succession plan for the manager. Based on the high level of satisfaction among all participants, it was recommended that the section maintain its present work and address these shortcomings. C1 Athabasca Univ, Athabasca, AB, Canada. RP McGreal, R (reprint author), Athabasca Univ, Athabasca, AB, Canada. 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PY 2009 VL 10 IS 6 BP 1 EP 20 PG 20 WC Education & Educational Research SC Education & Educational Research GA V21WN UT WOS:000208237800002 ER PT J AU Abbad, MM Morris, D de Nahlik, C AF Abbad, Muneer Mahmood Morris, David de Nahlik, Carmel TI Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; technology acceptance model; Structural Equation Modelling; system adoption; Middle East AB The primary questions addressed in this paper are the following: what are the factors that affect students. adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students. adoption of an e-learning system in a university in Jordan. E-learning adoption is approached from the information systems acceptance point of view. This suggests that a prior condition for learning effectively using e-learning systems is that students must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of student acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems. In this study, an extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence students. decisions to use an e-learning system. The TAM was populated using data gathered from a survey of 486 undergraduate students, who were using the Moodle based e-learning system at the Arab Open University. The model was estimated using Structural Equation Modelling (SEM). A path model was developed to analyze the relationships between the factors to explain students. adoption of the e-learning system. 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Rev. Res. Open Distance Learn. PY 2009 VL 10 IS 2 PG 25 WC Education & Educational Research SC Education & Educational Research GA V21WJ UT WOS:000208237400002 ER PT J AU Brindley, JE Walti, C Blaschke, LM AF Brindley, Jane E. Walti, Christine Blaschke, Lisa M. TI Creating Effective Collaborative Learning Groups in an Online Environment SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Distance education; open learning; online learning; e-learning; collaborative learning; pedagogy; instructional design; learner motivation AB Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors. original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes. C1 [Brindley, Jane E.; Walti, Christine] Carl von Ossietzky Univ Oldenburg, D-2900 Oldenburg, Germany. [Blaschke, Lisa M.] Univ Maryland, Univ Coll, College Pk, MD 20742 USA. RP Brindley, JE (reprint author), Carl von Ossietzky Univ Oldenburg, D-2900 Oldenburg, Germany. CR Beaudoin M, 2003, REFLECTIONS TEACHING, P21 Bouchat C, 2007, LEARNING SOLUTI 1217 Brookfield S. D., 1995, BECOMING CRITICALLY Chapman C, 2005, INNOV EDUC TEACH INT, V42, P217, DOI 10.1080/01587910500167910 Chen P., 2008, INNOVATE, V4 Christiensen E., 1995, MAKING DISTANCE LEAR Curtis D. 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PY 2009 VL 10 IS 3 PG 18 WC Education & Educational Research SC Education & Educational Research GA V21WK UT WOS:000208237500012 ER PT J AU Dalsgaard, C Paulsen, MF AF Dalsgaard, Christian Paulsen, Morten Flate TI Transparency in Cooperative Online Education SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Online education; social networking; transparency; e-learning; cooperative learning; learning community AB The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other's actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education's surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education. In conclusion, the article argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness among students. C1 [Dalsgaard, Christian] Aarhus Univ, DK-8000 Aarhus C, Denmark. [Paulsen, Morten Flate] Norwegian Sch Informat Technol, Trondheim, Norway. RP Dalsgaard, C (reprint author), Aarhus Univ, DK-8000 Aarhus C, Denmark. CR Anderson T, 2008, NETWORKS VS GROUPS H Bang J., 2006, ENHANCING LEARNING T BI, 2005, BI MAGASINET JUN Brown J. 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PY 2009 VL 10 IS 3 PG 22 WC Education & Educational Research SC Education & Educational Research GA V21WK UT WOS:000208237500009 ER PT J AU Dirani, KM Yoon, SW AF Dirani, Khalil M. Yoon, Seung Won TI Exploring Open Distance Learning at a Jordanian University: A Case Study SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article AB This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. 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Jean TI Journals for Computer-Mediated Learning: Publications of Value for the Online Educator SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Journal Ranking; computer-mediated learning; online educators; e-learning; distance learning; distributed learning; virtual learning; mobile learning; open learning; blended learning AB In contrast with traditional academic disciplines, online educators do not have a generally accepted list of scholarly journals, which is in part a result of the multidisciplinary nature of the field, the relative infancy of online learning, and the view of online pedagogy as an instructional modality rather than a discrete academic discipline. The purpose of this study is to determine a comprehensive listing and relative value ranking of scholarly journals whose content informs online educators and motivates scholarship. After defining the scope of investigation to target peer-reviewed, scholarly journals with an explicit focus on computer-mediated learning (e. g., virtual, electronic, distance, distributive, mobile, and blended learning), 46 scholarly journals were identified as advancing the knowledge base in computer-mediated learning. Popularity, importance, prestige, and overall rankings for each journal are presented. The results inform online educators about the range of scholarly journals available and provide insight into the relative value of journals devoted to computer-mediated learning. C1 [Elbeck, Matt] Troy Univ, Troy, AL 36081 USA. RP Elbeck, M (reprint author), Troy Univ, Troy, AL 36081 USA. 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PY 2009 VL 10 IS 3 PG 19 WC Education & Educational Research SC Education & Educational Research GA V21WK UT WOS:000208237500003 ER PT J AU Fini, A AF Fini, Antonio TI The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open learning; online learning; massive open online course; MOOC; learning environments; personal knowledge management; usability AB In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners. attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants. choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context. C1 Univ Florence, I-50121 Florence, Italy. RP Fini, A (reprint author), Univ Florence, I-50121 Florence, Italy. 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PY 2009 VL 10 IS 5 SI SI PG 26 WC Education & Educational Research SC Education & Educational Research GA V21WM UT WOS:000208237700007 ER PT J AU Friesen, N AF Friesen, Norm TI Open Educational Resources: New Possibilities for Change and Sustainability SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE E-learning; open courseware; project sustainability; learning objects AB In an attempt to understand the potential of OER for change and sustainability, this paper presents the results of an informal survey of active and inactive collections of online educational resources, emphasizing data related to collection longevity and the project attributes associated with it. Through an analysis of the results of this survey, in combination with other surveys of OER stakeholders and projects, the paper comes to an initial conclusion: Despite differences in priorities and emphasis, OER initiatives are in danger of running aground of the same sustainability challenges that have claimed numerous learning object collection or repository projects in the past. OER projects suffer from the same incompatibilities with existing institutional cultures and priorities that have dogged learning object initiatives, and they face the concomitant challenge of gaining access to the operational funding support that experience shows is necessary for their survival. However, through a review of one of the most successful of OER projects to date, the MIT Open Courseware Initiative, the paper ends by augmenting this significant caveat with a second, more hopeful conclusion: OER projects, unlike learning object initiatives, can accrue tangible benefits to educational institutions, such as student recruitment and marketing. Highlighting these benefits, it is argued, provides an opportunity to link OER initiatives to core institutional priorities. In addition to providing a possible route to financial sustainability, this characteristic of OER may help to foster the significant changes in practice and culture long sought by promoters of both learning objects and OERs. C1 Thomson Rivers Univ, Kamloops, BC, Canada. RP Friesen, N (reprint author), Thomson Rivers Univ, Kamloops, BC, Canada. CR Allan Ken, 2008, PRIMER E LEARNING Carey T., 2003, CLOE Casey J., 2006, GERONIMOS CADILLAC L Caulfield M., 2008, OCW PRODUCTION OCWC Chiappe A., 2007, ED TECHNOLOGY RES DE, V55, P671, DOI 10.1007/s11423-007-9059-0 D'Antoni S., 2008, OPEN ED RESOURCES WA Downes S., 2004, DISTRIBUTED DIGITAL Friesen N., 2004, ONLINE ED USING LEAR, P59 Geser G., 2007, OPEN ED PRACTICES RE Griffith R., 2003, LEARNING OBJECTS HIG Holzinger A., 2003, P INT 2003 ZUR, P777 Johnson L. 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PY 2009 VL 10 IS 5 SI SI PG 13 WC Education & Educational Research SC Education & Educational Research GA V21WM UT WOS:000208237700006 ER PT J AU Kurtz, G Amichai-Hamburger, Y Kantor, J AF Kurtz, Gila Amichai-Hamburger, Yair Kantor, Jeffrey TI Psychosocial Well-Being of Israeli Students and Attitudes toward Open and Distance Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE attitudes toward ODL; perceived well-being; UCLA Loneliness Scale; fully online courses AB This article reports on a study conducted in Israel at an academic institution. The study investigates the correlation between students' attitudes toward open and distance learning (ODL) and their perceived self-esteem and loneliness at the last stage of their online learning experience. For this study, 120 students were asked to complete a questionnaire. The students were enrolled in three fully online academic courses, which were similar in their instructional design approach although different in content. Findings reveal that there is a positive correlation between self-esteem and attitudes toward e-learning in general and toward online interaction with the instructor in particular. The findings further suggest that there is no correlation between loneliness and student attitudes toward e-learning. Some explanations for these results are raised as are recommendations for further research. C1 [Kantor, Jeffrey] Bar Ilan Univ, IL-52100 Ramat Gan, Israel. 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PY 2009 VL 10 IS 2 PG 11 WC Education & Educational Research SC Education & Educational Research GA V21WJ UT WOS:000208237400007 ER PT J AU Lane, A AF Lane, Andy TI The Impact of Openness on Bridging Educational Digital Divides SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Open learning; higher education; e-learning AB Openness has been a feature of higher education for many decades, particularly through the establishment of open universities, although there remain debates about what openness means in practice. Digital technologies, some based on open principles, and digital content, aided by open licences, have both contributed recently to an extension of what is deemed possible under the heading of openness. Nevertheless, while in principle there may be greater degrees of openness available in higher education it does not mean in practice that many people can still readily avail themselves of these new opportunities to learn, not just because they do not have access to digital technologies but personal circumstances mean they also lack the necessary skills and the confidence to use such technologies in general or for education in particular. In fact it can be argued that this new openness, characterised mainly through the open educational resources movement, may actually widen rather than bridge the digital and educational divides between groups, both within and across national boundaries, through the increasing sophistication in technologies and the competencies expected of learners. This paper reviews some of the evidence supporting these different areas of interest and attempts to provide a synthesis of them. It then argues that actions may be required by many inter-mediaries to help to reduce the diverse social and cultural digital divides within education, including through the mediated use of open educational resources between teachers and learners. C1 Open Univ, London, England. RP Lane, A (reprint author), Open Univ, London, England. CR Anderson T., 2009, OPEN DISTANCE E LEAR Bissell A., 2009, OPEN LEARNING J OPEN, V24, P97, DOI DOI 10.1080/02680510802627886 Carson S., 2009, OPEN LEARNING J OPEN, V24, P23, DOI DOI 10.1080/02680510802627787 Casserly C., 2008, OPENING ED COLLECTIV, P261 Caswell T., 2008, INT REV RES OPEN DIS, V9 Cooper M, 2008, LECT NOTES COMPUT SC, V5105, P926, DOI 10.1007/978-3-540-70540-6_139 Enoch Y., 2008, OPEN LEARNING J OPEN, V21, P99 Gilster P, 1997, DIGITAL LITERACY Gourley B., 2009, OPEN LEARNING J OPEN, V24, P57, DOI DOI 10.1080/02680510802627845 Huijser H. 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Open Distance Learn. PY 2009 VL 10 IS 5 SI SI PG 12 WC Education & Educational Research SC Education & Educational Research GA V21WM UT WOS:000208237700003 ER PT J AU Latchem, C Simsek, N Balta, OC Torkul, O Cedimoglu, IH Altunkopru, A AF Latchem, Colin Simsek, Nurettin Balta, Ozlem Cakir Torkul, Orhan Cedimoglu, I. Hakki Altunkopru, Alpaslan TI Are We There Yet? A Progress Report from Three Turkish University Pioneers in Distance Education and E-Learning SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article AB The international literature provides little in-depth analysis of distance education and e-learning activities, achievements, and challenges in Turkish higher education other than the country's mega-university, Anadolu. This paper examines the development of, and lessons to be learned from, such undertakings by three pioneers - two regular state universities, Ankara University and Sakarya University, and the private, non-profit Turkish-Kazakhstan Ahmet Yesevi University. Drawing on the collective experience of the authors, the paper reaches some overall conclusions about embarking on distance education and e-learning, which may apply in other Turkish universities and similar economies. C1 [Simsek, Nurettin; Balta, Ozlem Cakir] Ankara Univ, Distance Educ Ctr, TR-06590 Ankara, Turkey. [Torkul, Orhan; Cedimoglu, I. Hakki] Sakarya Univ, Sakarya, Turkey. [Altunkopru, Alpaslan] Ahmet Yesevi Univ, Istanbul, Turkey. [Balta, Ozlem Cakir] Ankara Univ, Fac Educ Sci, TR-06590 Ankara, Turkey. RP Latchem, C (reprint author), 2 Sherwood Rd, Perth, WA, Australia. EM clatchem@iinet.net.au; nsimsek@ankara.edu.tr; Ozlem.Cakir.Balta@education.ankara.edu.tr; torkul@sakarya.edu.tr; cedim@sakarya.edu.tr; altunkopru@yesevi.edu.tr CR Aydin C.H., 2006, ADV COMPUTER SUPPORT, P97 Cukadar S, 2003, 24 C INT ASS TECHN U Demiray U., 1993, DISTANCE ED 21 CENTU, P403 Cebeci Z, 2004, TURKIYE ULUSAL E U I, V13 Hatakenaka S., 2006, HIGHER ED TURKEY 21 Inal Y., 2008, TURKISH ONLINE J DIS, V9 Karakuzu M., 2006, P 2 INT OP DIST LEAR, P473 Latchem C., 2001, OPEN LEARNING, V21, P221 Mizikaci F., 2006, MONOGRAPHS HIGHER ED Ozkul E, 2001, TURKISH ONLINE J DIS, V2 Sever N. S., 2009, TURKISH ONLINE J DIS, V10 Simsek A, 2005, BRAZILIAN REV OPEN D, V3 Simsek N, 2006, C TRANSN COOP DIST B Simsek N., 2005, IADIS INT C E SOC QU Tekinarslan E, 2008, TURKISH ONLINE J DIS, V9 Torkul O., 2004, 4 INT S ED TECHN SAK Torkul O., 2005, TURKISH ONLINE J ED, V4, P19 Usun S., 2003, TURKISH ONLINE J DIS, V4 NR 18 TC 0 Z9 0 U1 0 U2 2 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2009 VL 10 IS 2 PG 15 WC Education & Educational Research SC Education & Educational Research GA V21WJ UT WOS:000208237400011 ER PT J AU Pang, K AF Pang, Katherine TI Video-Driven Multimedia, Web-Based Training in the Corporate Sector: Pedagogical Equivalence and Component Effectiveness SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE Web-based training; video-driven multimedia; pedagogical equivalence; pedagogical effectiveness; corporate training; professional development; e-learning; instructional design AB The purpose of this study was to assess the pedagogical equivalence, as determined by knowledge gains, and the pedagogical effectiveness of certain components in a video-driven multimedia, web-based professional development training program as compared to a traditional, face-to-face program under real-world constraints of time and limited economic resources. The study focused on the use of video-driven multimedia, web-based instruction in the corporate environment to determine if the quality of the learning experience and the knowledge gained from the instruction were the same as with traditional methods. This experimental study assigned business professionals quasi-randomly to either a control group or an experimental group, where they attended either a live-instructed professional development program or a video-driven multimedia, web-based professional development program. Overall, results indicated that the video-driven multimedia, web-based instruction was not only pedagogically equivalent in terms of knowledge gains to the live instruction but that the knowledge gains were slightly higher among the web-based participants. Further, certain components in the web-based environment contributed more than components in the live environment to pedagogical effectiveness. C1 Univ Texas Tyler, Tyler, TX 75799 USA. RP Pang, K (reprint author), Univ Texas Tyler, Tyler, TX 75799 USA. CR Bellefeuille G., 2005, CHILD YOUTH CARE FOR, V34, P371, DOI 10.1007/s10566-005-5909-2 Blanchette J., 1999, P ED MED ED TEL 99 W Blocker M. J, 2005, E LEARNING ORG NECES Bruner J. S., 1990, ACTS MEANING Bryans P., 1998, CONTINUING PROFESSIO, V1, P136 Dick W, 1996, ETR&D-EDUC TECH RES, V44, P55, DOI 10.1007/BF02300425 Ertmer PA, 1999, ETR&D-EDUC TECH RES, V47, P47, DOI 10.1007/BF02299597 Fok A. W. P., 2006, International Journal of Distance Education Technologies, V4, DOI 10.4018/jdet.2006070105 Goodyear P, 2008, DISTANCE EDUC, V29, P141, DOI 10.1080/01587910802154947 Gunawardena CN, 1997, J EDUC COMPUT RES, V17, P397 Huitt W., 2003, ED PSYCHOL INTERACTI Johnson S. D., 2002, ADV DEV HUMAN RESOUR, V4, P424 Kauffman D, 2004, J EDUC COMPUT RES, V301, P139 Lenth RV, 2006, JAVA APPLETS POWER S Martinez M., 2000, Journal of Interactive Learning Research, V11, P163 Mayer R. E., 2003, LEARNING INSTRUCTION Reeves T. 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TI Recurring Issues Encountered by Distance Educators in Developing and Emerging Nations SO INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING LA English DT Article DE distance education; online learning; e-learning; technology; developing countries; emerging countries AB This article explores a number of challenges faced by e-learning or distance educators in developing and emerging countries, provides a context for many of the challenges, and outlines some measures devised to overcome them. These educators must determine a sound rationale for employing online learning, recognize that technology is only part of the educational transformation process, address the lack of infrastructure and the cost of Internet bandwidth and equipment, counter the cultural imperialism of courseware from Western nations, deal with limited educational resources, place a greater emphasis on quality assurance systems and change negative perceptions of distance education, respond to the needs and concerns of both students and faculty, access or develop up-to-date educational resources, and consider the implementation of mobile learning. The continued growth and success of distance education in developing and emerging nations will depend on the extent to which issues covered in this article are addressed as they bear on the quality of the learning experience provided to students. CR Aderinoye R. A., 2007, INT REV RES OPEN DIS, V8 Ally M, 2000, OPEN PRAXIS, V1, P3134 Anderson S. 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T, 2005, CROSSROADS ICT POLIC, P283 [Anonymous], 2008, TRALAC NEWSLETT 1009 [Anonymous], 2008, BALANCING ACT N 1005 2005, ECONOMIST 0312 [Anonymous], 2008, BBC NEWS 0909 NR 73 TC 0 Z9 0 U1 1 U2 1 PU ATHABASCA UNIV PRESS PI ATHABASCA PA 1 UNIVERSITY DR, ATHABASCA, AB T9S 3A3, CANADA SN 1492-3831 J9 INT REV RES OPEN DIS JI Int. Rev. Res. Open Distance Learn. PY 2009 VL 10 IS 1 PG 25 WC Education & Educational Research SC Education & Educational Research GA V21WI UT WOS:000208237300009 ER PT J AU Ajadi, TO Salawu, IO Adeoye, FA AF Ajadi, Timothy Olugbenga Salawu, Ibrahim Olatunde Adeoye, Femi Adetunji TI E-learning and distance education in nigeria SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE distance education; e-learning; quality assurance; information and communication technologies; National Open University of Nigeria AB This paper discusses the relevance of e-learning in the position of distance education in Nigeria. It commences by discussing the meaning of e-learning and distance education. It also discusses the historical background of distance education in Nigeria as well as the operations of National Open University of Nigeria (NOUN) as the first federal University in Nigeria dedicated to the provision of education through distance mode. Furthermore, the paper highlights the prospects and challenges of e-learning in the operation of National Open University of Nigeria. C1 [Ajadi, Timothy Olugbenga; Salawu, Ibrahim Olatunde; Adeoye, Femi Adetunji] Natl Open Univ Nigeria, Sch Educ, Lagos, Nigeria. RP Ajadi, TO (reprint author), Natl Open Univ Nigeria, Sch Educ, Lagos, Nigeria. EM tundesalawu2003@yahoo.co.uk; ajagbesope@yahoo.co.uk; feminoun2005@yahoo.com CR ADERINOYE RA, 1995, P 1995 ICDE C BIRM U BESSER A, 2004, IMPACT DISTANCE INDE, V47, P80 Boroffice R., 2005, SPACE TECHNOLOGY DEV HAQUE AK, 2000, CONE WORLD MANY VOIC, V2 Hedge N., 2004, E LEARNING, V1, p128 , DOI 10.2304/elea.2004.1.1.3 Islam M.T., 1997, OBSERVER MAGAZI 0509, P3 JEGEDE O, 2003, FED POL OK AN STAT O, P28 JEGEDE OJ, 2004, ED TODAY, V8, P14 Keegan D., 1993, THEORETICAL PRINCIPL Keegan D., 1990, FDN DISTANCE ED KHAN A, 1996, DISTANCE ED THEORY P Moore M. G., 1996, DISTANCE ED SYSTEM V OLOMA RO, 2001, J NIGERIAN CARTOGRAP OMOLEWA M, 2002, DIRECTORY DISTANCE E OMOLEWA M, 1982, ADULT ED NIGERIA, V2, P7 PERRATON H, 2004, POLICY OPEN DISTANCE SADEQ AM, 2003, 17 AAOU ANN C HELD T SHERRY L, 1995, INT J TELECOMMUNICAT, V1, P5 TRINDADE AR, 2000, EUR C ODL NETW QUAL *U DICT, 1987, READ DIG ASS LTD UNESCO, 2002, OP DIST LEARN TRENDS Wills B., 1993, DISTANCE ED PRACTICA YUSUF MO, 1999, ILORIN J ED, V19, P136 NR 23 TC 2 Z9 2 U1 0 U2 1 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 2008 VL 7 IS 4 BP 61 EP 70 PG 10 WC Education & Educational Research SC Education & Educational Research GA 356WX UT WOS:000259809400008 ER PT J AU Yaghoubi, J Mohammadi, IM Iravani, H Attaran, M Gheidi, A AF Yaghoubi, Jafar Mohammadi, Iraj Malek Iravani, Hooshang Attaran, Mohammad Gheidi, Ahmad TI Virtual students' perceptions of e-learning in Iran SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE e-learning; perception; higher education AB With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students' perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This paper examines perception of virtual students' attitudes towards e-learning in Iran. A descriptive-correlation survey approach was used in this study. Students (n = 110) filled in a web-based closed questions questionnaire. Reliability and validity of instrument were determined by investigating the attitudes of e-learning specialists in Tehran University and application of Cronbach's Alpha (alpha=0.88.) Descriptive and inferential statistics were used to analyze the data using SPSS Win13. Questionnaires received were analyzed, putting the students' perceptions in relation to gender, age, knowledge of computers and attitudes to advantages and disadvantages of e-learning. Results showed that students have positive perception to e-learning. Liner regression analysis indicated that 68% of variation in virtual students' perceptions of e-learning was determined by the four variables of: Students' assessment about competency of e-learning, access to internet, computer and internet usage and assessment of current higher education system's shortcomings. C1 [Yaghoubi, Jafar; Gheidi, Ahmad] Zanjan Univ, Fac Agr, Dept Agr Extens & Educ, Zanjan, Iran. [Iravani, Hooshang] Univ Tehran, Fac Agr, Dept Agr Extens & Educ, Tehran, Iran. [Attaran, Mohammad] Tarbiat Moallem Univ, Dept Fdn Educ, Tehran, Iran. RP Yaghoubi, J (reprint author), Zanjan Univ, Fac Agr, Dept Agr Extens & Educ, Zanjan, Iran. EM Jafar230@yahoo.com; irajmalek@ipsas.upm.edu.my CR [Anonymous], 2006, IEEE T PROF COMMUN, DOI DOI 10.1109/TPC.2006.870459 Aycock A., 2002, TEACHING TECHNOLOGY, V8 Cole MS, 2004, ACAD MANAG LEARN EDU, V3, P64 DILMAGHANI M, 2003, VIRT U C KASH PAY E Khan B. H., 2005, MANAGING E LEARNING McKeachie Wilbert James, 2002, MCKEACHIES TEACHING NOORI M, 2003, VIRT U C KASH PAY E OH CH, 2003, ANN AM ACAD, P134 Richardson C. J., 2003, J ASYNCHRONOUS LEARN, V7, P68 Ryan S., 2001, AM AGENT BROKER, V73, P54 SANDER SP, 2000, JPL PUBL, V3, P10 Sanders D, 2002, J RES COMPUTING ED, V33, P251 Spiceland J. D., 2002, J ASYNCHRONOUS LEARN, V6, P68 STRINGER SB, 1998, EVALUATING DISTANCE, P2 Swan K., 2000, J EDUC COMPUT RES, V23, P389 Vogel DR, 2001, IEEE T PROF COMMUN, V44, P114, DOI 10.1109/47.925514 Waits T, 2003, 2003017 NCES US DEP, P95 Wang YS, 2003, INFORM MANAGE-AMSTER, V41, P75, DOI 10.1016/S0378-7206(03)00028-4 WEGNER S, 1999, J ASYNCHRONOUS LEARN, V3, P1 NR 19 TC 4 Z9 4 U1 0 U2 3 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 JUL PY 2008 VL 7 IS 3 BP 89 EP 95 PG 7 WC Education & Educational Research SC Education & Educational Research GA 356WW UT WOS:000259809300011 ER PT J AU Xing, M Wang, J Spencer, K AF Xing, Minjie Wang, Jinghui Spencer, Kenneth TI Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course SO LANGUAGE LEARNING & TECHNOLOGY LA English DT Article ID ESL; PATTERNS AB This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison of Chinese students' writings in Chinese with native English speakers' writings in English and Chinese students' writings in English with the help of an e-course and Chinese students' writings in English without the help of an e-course. Five features of contrastive rhetoric were used as criteria for the comparison. The experimental results show that the group using the e-course was successful in learning about defined aspects of English rhetoric in academic writing, reaching a level of performance that equalled that of native English speakers. Data analysis also revealed that e-learning resources helped students to compare rhetorical styles across cultures and that the interactive learning environment was effective in improving overseas students' English academic writing. C1 [Xing, Minjie] Univ Manchester, Manchester M13 9PL, Lancs, England. [Wang, Jinghui] Harbin Inst Technol, Harbin, Peoples R China. [Spencer, Kenneth] Univ Hull, Kingston Upon Hull HU6 7RX, N Humberside, England. RP Xing, M (reprint author), Univ Manchester, Manchester M13 9PL, Lancs, England. EM Minjie.Xing@manchester.ac.uk; j.h.wang@hit.edu.cn; k.a.spencer@hull.ac.uk CR Ballard B., 1984, STUDY ABROAD MANUAL BALLARD B, 1991, 2 LANGUAGE WRITING A, P122 BENDA J, 1999, QUALITATIVE STUDIES Burstein J., 1998, P 36 ANN M ASS COMP, P15 BYRAM M, 1989, CULTURAL STUDIES FOR [Anonymous], 1993, COLL COMP COMM C SAN Chen G. M., 1994, COMMUNICATION Q, V42, P93, DOI [10.1080/01463379409369919, DOI 10.1080/01463379409369919] CHO JH, 1999, THESIS BOWLING GREEN Connor U., 1996, CONTRASTIVE RHETORIC Connor U, 2002, TESOL QUART, V36, P493, DOI 10.2307/3588238 Cortazzi Martin, 1997, OVERSEAS STUDENTS HI, P76 CROWE C, 1995, TEACHING ENGLISH 2 Y, V22, P31 EASON CA, 1995, THESIS U ILLINOIS RU Fitze M, 2006, LANG LEARN TECHNOL, V10, P67 [Anonymous], 1989, RICHNESS WRITING EMP GRABE W, 1998, THEORY PRACTICE WRIT Greenfield R, 2003, LANG LEARN TECHNOL, V7, P46 Hawisher GE, 2006, COLL ENGL, V68, P619 Hinds J., 1990, COHERENCE WRITING RE, P87 Hirose K, 2003, J SECOND LANG WRIT, V12, P181, DOI 10.1016/S1060-3743(03)00015-8 Hyland K., 2006, LANG TEACHING, V39, P83, DOI DOI 10.1017/S0261444806003399 [Anonymous], 1997, ENGLISH ACAD PURPOSE KAPLAN RB, 1990, WRITING INSTRUCT FAL, P51 KAPLAN RB, 1966, LANG LEARN, V16, P1, DOI 10.1111/j.1467-1770.1966.tb00804.x Lee YJ, 2006, J SECOND LANG WRIT, V15, P307, DOI 10.1016/j.jslw.2006.09.003 Leki I, 1992, UNDERSTANDING ESL WR MATALENE C, 1985, COLL ENGL, V47, P789, DOI 10.2307/376613 MEGGINSON D, 1996, THESIS U OTTAWA Moran C., 1991, Computers and Composition, V8 OSTLER SE, 1997, CONTRASTIVE RHETORIC SANTOS T, 1988, TESOL QUART, V22, P69, DOI 10.2307/3587062 SCARCELLA RC, 1984, TESOL QUART, V18, P671, DOI 10.2307/3586582 Schneider ML, 1995, ACAD WRITING 2 LANGU, P231 SHEN F, 1989, COLL COMPOS COMMUN, V40, P459, DOI 10.2307/358245 SHEN S, 1999, P 1999 INT S LANG TE Stern H. H., 1992, ISSUES OPTIONS LANGU SWALES J, 1990, GENRE ANAL ENGLISH A TSAO FF, 1983, ANN REV APPL LINGUIS, V3, P99 Warschauer M., 2002, J ENGL ACAD PURP, V1, P45, DOI 10.1016/S1475-1585(02)00005-X WEIR C, 1988, ACAD WRITING PROCESS WHITE R, 2001, CLOSING GAP INTERCUL Young Linda Wai Ling, 1994, CROSSTALK CULTURE SI NR 42 TC 11 Z9 11 U1 0 U2 8 PU UNIV HAWAII, NATL FOREIGN LANGUAGE RESOURCE CENTER PI HONOLULU PA 1859 EAST WEST RD, 106, HONOLULU, HI 96822 USA SN 1094-3501 J9 LANG LEARN TECHNOL JI Lang. Learn. Technol. PD JUN PY 2008 VL 12 IS 2 BP 71 EP 93 PG 23 WC Education & Educational Research; Linguistics SC Education & Educational Research; Linguistics GA 326CC UT WOS:000257634500007 ER PT J AU Tirado, R Mendez, JM Aguaded, JI AF Tirado, Ramon Mendez, Juan M. Ignacio Aguaded, J. TI Drog@ project: virtual learning communities SO COMUNICAR LA Spanish DT Article DE E-learning; learning management systems; education-learning; prevention in drugs; research AB This paper describes the contributions developed by a Spanish-Portuguese Research Project called "Drog@" which tries to promote drugs prevention at University. The project uses virtual teaching-learning tools including Internet to make information and communication easier to students. C1 [Tirado, Ramon; Mendez, Juan M.; Ignacio Aguaded, J.] Univ Huelva, Fac Ciencias Educ, Dept Educ, Huelva, Spain. RP Tirado, R (reprint author), Univ Huelva, Fac Ciencias Educ, Dept Educ, Huelva, Spain. EM rtirado@uhu.es; jmendez@uhu.es; aguaded@uhu.es CR Aguaded J.I., 2002, EDUCAR RED INTERNET DEBENITO B, 2002, EDUCAR RED INTERNET Gros B., 2005, APRENDIZAJE COLABORA LAVE J, 1999, COGNICION PRACTICA Rogoff B., 1994, MIND CULT ACT, V1, P209, DOI DOI 10.1080/10749039409524673 TIRADO R, 2002, ENTORNOS VIRTUALES A Vygotsky L. S., 1978, MIND SOC DEV HIGHER Wenger E., 2001, COMUNIDADES PRACTICA Wenger E., 1998, COMMUNITIES PRACTICE WILSON BG, 2005, INT REV RES OPEN DIS, V3 NR 10 TC 3 Z9 3 U1 0 U2 3 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD MAR PY 2008 IS 30 BP 165 EP 169 PG 5 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 365LJ UT WOS:000260407700025 ER PT J AU Robertson, I AF Robertson, Ian TI Learners' attitudes to wiki technology in problem based, blended learning for vocational teacher education SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article AB It would be difficult to argue that the use of online technology to support teaching and learning has not undergone significant change in the last two decades. Recently, with the promotion of social software technologies such as blogs, wikis, podcasts and virtual classrooms, we have seen the emergence of the idea of e-learning 2.0. That is, the use of online technology to support communication, collaboration and knowledge building which are consistent with constructivist principles. The research reported here was conducted in the context of a blended learning approach that incorporates wiki technology and face to face contact to support problem based and group based learning and assessment in a teacher education program at RMIT University, Australia. The results of a post-course survey of learners are used to describe the learners' experience of access to and use of wikis, and their attitudes towards the use of wikis in their own teaching practice over the following 12 months. This discussion is undertaken with consideration to the benefits and difficulties associated with problem based and group based learning and assessment. The learners' attitudes towards the potential use of wikis in their own practices are explored in terms of implementation and professional development. C1 RMIT Univ, Sch Educ, Melbourne, Vic 3000, Australia. RP Robertson, I (reprint author), RMIT Univ, Sch Educ, Swanston St, Melbourne, Vic 3000, Australia. EM Ian.robertson@rmit.edu.au RI Roekenes, Fredrik Moerk/F-5382-2013 CR Augar N., 2004, COMFORT ZONE BONK C, 2007, HDB DISTANCE ED, P233 Putnam R. T., 1995, PROFESSIONAL DEV ED, P35 Choy SO, 2007, AUSTRALAS J EDUC TEC, V23, P209 DAVIS FD, 1989, MIS QUART, V13, P319, DOI 10.2307/249008 Downes S., 2005, ELEARN MAGAZINE 1017 Elgort I., 2007, P ASC SING 2007 Errington E, 2004, INNOV EDUC TEACH INT, V41, P39, DOI 10.1080/1470329032000172702 Errington E., 2001, INNOVATION OPEN DIST, P27 GUDMUNDSDOTTIR S, 1995, NARRATIVE TEACHING L HARLEN W, 2007, SAGE HDB E LEARNING, P466 JONES P, 2007, ICT PROVIDING CHOICE Juwah C., 2006, INTERACTIONS ONLINE Kennedy G., 2007, ICT PROVIDING CHOICE Marland P., 1998, ASIA PACIFIC J TEACH, V1, P15 MARLAND P, 1997, MORE EFFECTIVE OPEN McLoughlin C., 2007, ICT PROVIDING CHOICE MOLPHY M, 2007, ICT PROVIDING CHOICE MOLYNEAUX T, 2007, P AAEE 18 ANN C AUST PAJARES MF, 1992, REV EDUC RES, V62, P307, DOI 10.3102/00346543062003307 Palloff R. M., 2005, COLLABORATING ONLINE Pratt D., 1998, 5 PERSPECTIVES TEACH REIMANN P, 2007, ICT PROVIDING CHOICE Richardson W., 2006, BLOGS WIKIS PODCASTS ROBERTSON I, 2006, GLOBAL VET CHALLENGE ROBERTSON I, 2006, THESIS MONASH U MELB Rogers A., 2002, TEACHING ADULTS Rogers E.M., 1995, DIFFUSION INNOVATION Savin-Baden M., 2004, FDN PROBLEM BASED LE Schoenfeld A. H., 1998, ISSUES ED, V4, P1, DOI 10.1016/S1080-9724(99)80076-7 Schwartz L., 2004, INT REV RES OPEN DIS, V5 SHULMAN LS, 1987, HARVARD EDUC REV, V57, P1 Turner-Bisset R., 2001, EXPERT TEACHING KNOW Uden L., 2006, TECHNOLOGY PROBLEM B Williams J. B., 2004, Australasian Journal of Educational Technology, V20, P232 NR 35 TC 21 Z9 21 U1 0 U2 21 PU CHARLES STURT UNIV PI WAGGA WAGGA PA LOCKED BAG 588, WAGGA WAGGA, 2678, AUSTRALIA SN 1449-5554 J9 AUSTRALAS J EDUC TEC JI Australas. J. Educ. Technol. PY 2008 VL 24 IS 4 BP 425 EP 441 PG 17 WC Education & Educational Research SC Education & Educational Research GA 453WZ UT WOS:000266644900007 ER PT J AU Kulier, R Hadley, J Weinbrenner, S Meyerrose, B Decsi, T Horvath, AR Nagy, E Emparanza, JI Coppus, SFPJ Arvanitis, TN Burls, A Cabello, JB Kaczor, M Zanrei, G Pierer, K Stawiarz, K Kunz, R Mol, BWJ Khan, KS AF Kulier, Regina Hadley, Julie Weinbrenner, Susanne Meyerrose, Berrit Decsi, Tamas Horvath, Andrea R. Nagy, Eva Emparanza, Jose I. Coppus, Sjors F. P. J. Arvanitis, Theodoros N. Burls, Amanda Cabello, Juan B. Kaczor, Marcin Zanrei, Gianni Pierer, Karen Stawiarz, Katarzyna Kunz, Regina Mol, Ben W. J. Khan, Khalid S. TI Harmonising Evidence-based medicine teaching: a study of the outcomes of e-learning in five European countries SO BMC MEDICAL EDUCATION LA English DT Article AB Background: We developed and evaluated the outcomes of an e-learning course for evidence based medicine (EBM) training in postgraduate medical education in different languages and settings across five European countries. Methods: We measured changes in knowledge and attitudes with well-developed assessment tools before and after administration of the course. The course consisted of five e-learning modules covering acquisition (formulating a question and search of the literature), appraisal, application and implementation of findings from systematic reviews of therapeutic interventions, each with interactive audio-visual learning materials of 15 to 20 minutes duration. The modules were prepared in English, Spanish, German and Hungarian. The course was delivered to 101 students from different specialties in Germany (psychiatrists), Hungary (mixture of specialties), Spain (general medical practitioners), Switzerland (obstetricians-gynaecologists) and the UK (obstetricians-gynaecologists). We analysed changes in scores across modules and countries. Results: On average across all countries, knowledge scores significantly improved from pre-to post-course for all five modules (p < 0.001). The improvements in scores were on average 1.87 points (14% of total score) for module 1, 1.81 points (26% of total score) for module 2, 1.9 points (11% of total score) for module 3, 1.9 points (12% of total score) for module 4 and 1.14 points (14% of total score) for module 5. In the country specific analysis, knowledge gain was not significant for module 4 in Spain, Switzerland and the UK, for module 3 in Spain and Switzerland and for module 2 in Spain. Compared to pre-course assessment, after completing the course participants felt more confident that they can assess research evidence and that the healthcare system in their country should have its own programme of research about clinical effectiveness. Conclusion: E-learning in EBM can be harmonised for effective teaching and learning in different languages, educational settings and clinical specialties, paving the way for development of an international e-EBM course. C1 [Kulier, Regina; Arvanitis, Theodoros N.; Burls, Amanda; Khan, Khalid S.] Univ Birmingham, Birmingham B15 2TG, W Midlands, England. [Hadley, Julie; Khan, Khalid S.] Birmingham Womens Hosp, Birmingham B15 2TG, W Midlands, England. [Weinbrenner, Susanne; Meyerrose, Berrit] Agcy Qual Med, D-10623 Berlin, Germany. [Decsi, Tamas] Univ Pecs, Dept Paediat, H-7623 Pecs, Hungary. [Horvath, Andrea R.; Nagy, Eva] Univ Szeged, TUDOR, Albert Szent Gyorgyi Med & Pharmacol Ctr, H-6725 Szeged, Hungary. [Decsi, Tamas; Emparanza, Jose I.; Cabello, Juan B.] CASPe CASP Espana, Alicante 03006, Spain. [Coppus, Sjors F. P. J.; Mol, Ben W. J.] Univ Amsterdam, Acad Med Ctr, Dept Obstet & Gynaecol, NL-1105 AZ Amsterdam, Netherlands. [Coppus, Sjors F. P. J.; Mol, Ben W. J.] Univ Amsterdam, Dept Clin Epidemiol & Biostat, Acad Med Ctr, NL-1105 AZ Amsterdam, Netherlands. [Kaczor, Marcin; Stawiarz, Katarzyna] CASPOlska, PL-30347 Krakow, Poland. [Zanrei, Gianni] Univ Cattolica Sacro Cuore, I-29100 Piacenza, Italy. [Pierer, Karen] Basel Inst Clin Epidemiol, CH-4031 Basel, Switzerland. RP Kulier, R (reprint author), Univ Birmingham, Birmingham B15 2TG, W Midlands, England. EM r.kulier@bham.ac.uk; J.A.Hadley@staffs.ac.uk; weinbrenner@azq.de; meyerrose@azq.de; tamas.decsi@aok.pte.hu; Horvath@clab.szote.u-szeged.hu; neva@clab.szote.u-szeged.hu; joseempa@gmail.com; s.f.coppus@amc.uva.nl; t.arvanitis@bham.ac.uk; Amanda.Burls@dphpc.ox.ac.uk; jbcabello@redcaspe.org; katarzyna.stawiarz@vp.pl; gianni.zanrei@unicatt.it; piererk@uhbs.ch; katarzyna.stawiarz@vp.pl; Rkunz@uhbs.ch; b.w.mol@amc.uva.nl; k.s.khan@bham.ac.uk RI Arvanitis, Theodoros/C-9210-2009; Mol, Ben /I-4526-2012; Coppus, S.F.P.J./L-4251-2015; OI Arvanitis, Theodoros/0000-0001-5473-135X; Burls, Amanda/0000-0001-9540-622X FU European Union [UK/05/B/F/PP-162_349] FX The study was funded by the European Union Leonardo da Vinci project grant (grant number: UK/05/B/F/PP-162_349). CR Awonuga A. 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Educ. PY 2008 VL 8 AR 27 DI 10.1186/1472-6920-8-27 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA V14LE UT WOS:000207735100027 PM 18442424 ER PT J AU Lee, TH Shen, PD Tsai, CW AF Lee, Tsang-Hsiung Shen, Pei-Di Tsai, Chia-Wen TI Applying web-enabled problem-based learning and self-regulated learning to add value to computing education in Taiwan's vocational schools SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE web-enabled PBL; web-enabled SRL; e-learning; computing education ID INVOLVEMENT AB This article describes the design and delivery of a compulsory course in packaged software at vocational schools in Taiwan. A course website was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combinations. 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A Stakeholders' analysis SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; higher education; Stakeholder analysis ID ACCEPTANCE AB Successful implementation of e-learning is dependent on the extent to which the needs and concerns of the stakeholder groups involved are addressed. This paper discusses e-learning, describes the needs and concerns of the various stakeholder groups, and derives a Stakeholders' Responsiblity Matrix to summarize the responsibilities of each stakeholder group. Fulfilling the responsibilities described in the Stakeholders' Responsibility Matrix will address the needs and concerns of each stakeholder groups, thereby encouraging the success of e-learning in higher education. C1 [Wagner, Nicole; Hassanein, Khaled; Head, Milena] McMaster Univ, DeGroote Sch Business, Hamilton, ON L8S 4L8, Canada. RP Wagner, N (reprint author), McMaster Univ, DeGroote Sch Business, Hamilton, ON L8S 4L8, Canada. 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Technol. Soc. PY 2008 VL 11 IS 3 BP 26 EP 36 PG 11 WC Education & Educational Research SC Education & Educational Research GA 330NU UT WOS:000257950900003 ER PT J AU Heh, JS Li, SC Chang, A Chang, M Liu, TC AF Heh, Jia-Sheng Li, Shao-Chun Chang, Alex Chang, Maiga Liu, Tzu-Chien TI Diagnosis mechanism and feedback system to accomplish the full-loop learning architecture SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; knowledge map; learning diagnosis; learning feedback AB Students in network-based learning environments may have their own learning paths based on either their learning results or status. The learning system can choose suitable learning materials for individual students depending on students' learning results. There is a lot of research about learning diagnosis in distance education, and the main objective is to improve students' learning effects. This research proposes a full-loop learning architecture based on a knowledge map and provides feedback about teaching materials suitable for students. First of all, the learning system diagnoses and identifies the misconceptions of students by using a knowledge map; second, it selects suitable learning materials according to misconceptions and arranges a learning path for individual students to do remedial learning. This research uses precision, recall, and F-measure to measure the feedback effects. The results of the experiment show that the learning materials and learning paths suggested by the system are good. The contributions of this research are as follows: improving the diagnosis method; giving suitable learning materials and learning paths for remedy learning; and, moreover, improving the learning effects of students. C1 [Heh, Jia-Sheng] Chung Yuan Christian Univ, Dept Informat & Comp Engn, Chungli, Taiwan. 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PY 2008 VL 11 IS 1 BP 29 EP 44 PG 16 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100003 ER PT J AU Shih, YC Yang, MT AF Shih, Ya-Chun Yang, Mau-Tsuen TI A collaborative virtual environment for situated language learning using VEC3D SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE 3D virtual reality; situated language learning; goal-based scenario; strategic interaction; VEC3D AB A 3D virtually synchronous communication architecture for situated language learning has been designed to foster communicative competence among undergraduate students who have studied English as a foreign language (EFL). We present an innovative approach that offers better e-learning than the previous virtual reality educational applications. The proposed method supplies learners with autonomy in virtual communications, allowing learners to achieve a variety of shared goals. The traditional text-based or web-based virtual reality systems are generally less attractive to students because of their lack of 3D immersion and real-time voice interaction. Three-D virtual reality technology can be exploited to compensate these weaknesses. We propose an immersive and interactive virtual English classroom, entitled VEC3D, that integrates a goal-based instructional design, vivid 3D graphics, and real-time voice communication. The ultimate goal of the VEC3D project is to enhance learners' English communicative competence. This research determines how learners perceive their experiences in the virtual space and use communication strategies (CSs) in the process of advancing communicative competence. The recent ethnographic study results revealed that the proposed application promoted positive student attitude and interactive learning experiences. 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PY 2008 VL 11 IS 1 BP 56 EP 68 PG 13 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100005 ER PT J AU Hsu, KC Yang, FCO AF Hsu, Kevin Chihcheng Yang, Fang-Chuan Ou TI Toward an open and interoperable e-learning portal: OEPortal SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; WSRP (web service for remote portlets); BPEL4WS (business process execution language for web services); workflow orchestration AB With the rapid advance of stand-alone e-learning systems, we believe a sharable and interoperable portal platform capable of integrating various existing learning systems is critical for the future development of e-learning systems. We highlight two problems as the root causes for current ineffective sharing of learning resources: learning object interoperability and learning activity interoperability. In this paper, we propose an open and interoperable e-learning portal architecture to solve these problems: 1) With regard to learning object interoperability, we propose WSRP+ service as an enhancement to WSRP standard to send presentation content and intercept crucial information from LMSs in order to facilitate the presentation-level integration of learning objects and keep the learner's learning status in our e-learning portal. 2) With regard to learning activity interoperability, BPEL4WS is used for the task-based orchestration of course workflows among shared learning systems, in which value-added tasks such as grading, evaluation, recording, etc., can also be integrated as a whole. At the end of this paper, we present our prototype implementation to illustrate the feasibility of our approach. C1 [Hsu, Kevin Chihcheng; Yang, Fang-Chuan Ou] Natl Cent Univ, Dept Informat Management, Chungli, Taiwan. RP Hsu, KC (reprint author), Natl Cent Univ, Dept Informat Management, Chungli, Taiwan. 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Technol. Soc. PY 2008 VL 11 IS 2 BP 131 EP 148 PG 18 WC Education & Educational Research SC Education & Educational Research GA 304HM UT WOS:000256100600012 ER PT J AU Huang, CJ Chen, CH Luo, YC Chen, HX Chuang, YT AF Huang, Chenn-Jung Chen, Chun-Hua Luo, Yun-Cheng Chen, Hong-Xin Chuang, Yi-Ta TI Developing an Intelligent Diagnosis and Assessment E-learning Tool for Introductory Programming SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Text mining; Multimembership Bayesian classifier; Support vector machines; Diagnosis; Assessment; E-learning platform ID ARTIFICIAL-INTELLIGENCE; SYSTEMS AB Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning techniques are employed to alleviate the loading of the teachers. Experiments were conducted in two introductory-undergraduate programming courses to examine the effectiveness of the proposed diagnosis and assessment tools. The learners' work including the source code and comments were processed by the proposed text mining and machine learning techniques. This system also provides immediate feedback and high-quality evaluation results to guide the learners with poor performance. Our experimental results reveal that the proposed work can effectively assist the low-ability learners. C1 [Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin] Natl Hualien Univ Educ, Inst Learning Technol, Hualien, Taiwan. 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PY 2008 VL 11 IS 4 BP 139 EP 157 PG 19 WC Education & Educational Research SC Education & Educational Research GA 401AG UT WOS:000262909900011 ER PT J AU Chen, CM Hsu, SH AF Chen, Chih-Ming Hsu, Shih-Hsun TI Personalized intelligent mobile learning system for supporting effective English learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE mobile learning; personalization; intelligent tutoring system; English learning ID ITEM RESPONSE THEORY; LANGUAGE PROFICIENCY; READING-ABILITY AB Since English has been an international language, how to enhance English levels of people by useful computer assisted learning forms or tools is a critical issue in non-English speaking countries because it definitely affects the overall competition ability of a country. With the rapid growth of wireless and mobile technologies, the mobile learning has been gradually considered as a novel and effective learning form because it inherits all the advantages of e-learning as well as breaks the limitations of learning time and space occurring in the traditional classroom learning. To provide an effective and flexible learning environment for English learning, this study adopts the advantages of the mobile learning to present a personalized intelligent mobile learning system (PIMS) which can appropriately recommend English news articles to learners based on the learners' reading abilities evaluated by the proposed fuzzy Item Response Theory (FIRT). In addition, to promote the reading abilities of English news, the unknown or unfamiliar vocabularies of individual learner can also be automatically discovered and retrieved from the reading English news articles by the PIMS system according to the English vocabulary ability of individual learner for enhancing vocabulary learning. Currently, the PIMS system has been successfully implemented on the personal digital assistant (PDA) to provide personalized mobile learning for promoting the reading ability of English news. Experimental results indicated that the proposed system provides an efficient and effective mobile learning mechanism by adaptively recommending English news articles as well as enhancing unknown or unfamiliar vocabularies' learning for individual learners. C1 [Chen, Chih-Ming] Natl Chengchi Univ, Grad Inst Lib Informat & Archival Studies, Taipei, Taiwan. [Hsu, Shih-Hsun] Natl Cent Univ, Grad Inst Network Learning Technol, Chungli, Taiwan. 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A., 2001, STUDIES 2 LANGUAGE A, V23, P469, DOI DOI 10.1017/S0272263101004028 WANG YK, 2004, 2 IEEE INT WORKSH WI Wilkerson M., 2005, 36 SIGCSE TECHN S CO YORIO CA, 1971, LANG LEARN, V21, P107, DOI 10.1111/j.1467-1770.1971.tb00494.x NR 49 TC 47 Z9 47 U1 5 U2 29 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2008 VL 11 IS 3 BP 153 EP 180 PG 28 WC Education & Educational Research SC Education & Educational Research GA 330NU UT WOS:000257950900012 ER PT J AU Moolman, HB Blignaut, S AF Moolman, Hermanus B. Blignaut, Seugnet TI Get set! e-ready, ... e-learn! The e-readiness of warehouse workers SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; e-readiness; e-maturity; warehouse workers; digital divide; technophobia AB Modern organizations use technology to expand across traditional business zones and boundaries to survive the global commercial village. While IT systems allow organizations to maintain a competitive edge, South African unskilled labour performing warehouse operations are frequently retrained to keep abreast with Information Technology. Organizations require training solutions less costly than standard classroom training, and many companies look towards e-learning as an alternative training solution. We questioned whether warehouse workers representative of many developing African communities demonstrate the cultural habits, skills, aptitude and motivation for complex learning strategies such as e-learning. While exploring the e-readiness of warehouse workers, we compared Reeves' e-readiness indexes to the rise and fall of a barometer. During a three-phased qualitative study, twenty e-readiness conceptual codes emerged. We found that warehouse workers that regularly encounter computer technology do not suffer technophobia. Encounters with computers positively affect their training preferences and heighten their receptiveness for e-learning. The culture organization holds the key to the e-readiness of the warehouse workers via access, finances and time allocated for training. The viability of e-learning depends on the organization's e-maturity and guidance to transform the warehouse workers into self-driven trainees. C1 [Moolman, Hermanus B.] Int Hlthcare Distributors IHD, Johannesburg, South Africa. [Blignaut, Seugnet] NE Univ, Potchefstroom, South Africa. RP Moolman, HB (reprint author), Int Hlthcare Distributors IHD, Johannesburg, South Africa. 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PY 2008 VL 11 IS 1 BP 168 EP 182 PG 15 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100012 ER PT J AU Akkoyunlu, B Soylu, MY AF Akkoyunlu, Buket Soylu, Meryem Yilmaz TI A study of student's perceptions in a blended learning environment based on different learning styles SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE blended learning; distance education; learning styles; Kolb's learning style inventory; teacher education AB The rapid growth in the use of learning technologies, particularly the use of the web based technologies and communications have offered educators with many more opportunities to investigate the most suitable learning environments for their students' learning styles. The purpose of the present study was to examine the students' learning styles and their views on blended learning. The study was conducted with thirty-four students at Hacettepe University, Ankara, Turkey. The two instruments were the questionnaire designed to identify students' views on blended learning and Kolb's Learning Style Inventory (LSI) to measure students' learning styles. Additional data were gathered from achievement scores of students; and records demonstrate students' participation to e - learning environment. Results revealed that students' views on blended learning process, such as ease of use of the web environment, evaluation, face to face environment etc., differ according to their learning styles. Results also revealed that the highest mean score corresponds to face to face aspect of the process when students' evaluation concerning the implementation is taken to consideration. The overall findings showed no significant differences between students' achievement level according to their learning styles. C1 [Akkoyunlu, Buket; Soylu, Meryem Yilmaz] Hacettepe Univ, Dept Comp Educ & Instruct Technol, Ankara, Turkey. RP Akkoyunlu, B (reprint author), Hacettepe Univ, Dept Comp Educ & Instruct Technol, Ankara, Turkey. EM buket@hacettepe.edu.tr; meryemy@hacettepe.edu.tr CR ASKAR P, 1993, SCI ED, V87, P37 Brown R., 2003, TRAINING DEV AUSTR, V30, P14 CLARK D, 2006, BLENDED LEARNING Diaz D. P., 1999, COLL TEACHING, V47, P130, DOI DOI 10.1080/87567559909595802 Dille B., 1991, AM J DISTANCE ED, V5, P24 DOWDALL RJ, 1991, LEARNING STYLE DISTA Dziuban C. D., 2004, BLENDED LEARNING EISENBERG N, 1991, J PERS SOC PSYCHOL, V61, P459, DOI 10.1037//0022-3514.61.3.459 Finn A., 2004, CASE STUDY APPROACH Grasha AF, 1996, TEACHING STYLE PRACT Jensen G. H., 2003, USING MBTI INSTRUMEN, P123 Jones C., 2003, COMMUNITY COLL J RES, V27, P363, DOI DOI 10.1080/713838162 Kemp J, 1998, DESIGNING EFFECTIVE Kolb D. A., 1984, EXPT LEARNING EXPT S Kolb D. A., 1981, PROFESSIONAL ED CARE Kolb D. 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PY 2008 VL 11 IS 1 BP 183 EP 193 PG 11 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100013 ER PT J AU Martins, AC Faria, L de Carvalho, CV Carrapatoso, E AF Martins, Antonio Constantino Faria, Luiz de Carvalho, Carlos Vaz Carrapatoso, Eurico TI User Modeling in adaptive hypermedia educational systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Adpative Hypermedia System; e-learning; User Model AB This document is a survey in the research area of User Modeling (UM) for the specific field of Adaptive Learning. The aims of this document are: To define what it is a User Model; To present existing and well known User Models; To analyze the existent standards related with UM; To compare existing systems. In the scientific area of User Modeling (UM), numerous research and developed systems already seem to promise good results, but some experimentation and implementation are still necessary to conclude about the utility of the UM. That is, the experimentation and implementation of these systems are still very scarce to determine the utility of some of the referred applications. At present, the Student Modeling research goes in the direction to make possible reuse a student model in different systems. The standards are more and more relevant for this effect, allowing systems communicate and to share data, components and structures, at syntax and semantic level, even if most of them still only allow syntax integration. C1 [Martins, Antonio Constantino; Faria, Luiz; de Carvalho, Carlos Vaz] Polytech Porto, Inst Engn, Oporto, Portugal. [Carrapatoso, Eurico] Polytech Porto, Fac Engn, Oporto, Portugal. RP Martins, AC (reprint author), Polytech Porto, Inst Engn, Oporto, Portugal. EM const@dei.isep.ipp.pt RI Martins, Constantino/N-8679-2013; OI Carrapatoso, Eurico/0000-0002-1677-3193; Faria, Luiz/0000-0002-1169-7785; Martins, Constantino/0000-0001-9344-9832; Vaz de Carvalho, Carlos/0000-0001-6587-5893 CR Benyon D., 1993, J USER MODELING USER, V3, P1 BRAJNIK G, 1994, INT J HUM-COMPUT ST, V40, P31, DOI 10.1006/ijhc.1994.1003 BROWN JS, 1978, INT J MAN MACH STUD, V10, P323, DOI 10.1016/S0020-7373(78)80050-9 Brusilovsky P, 1996, LECT NOTES COMPUT SC, V1077, P288 BRUSILOVSKY P, 2003, P MENSCH COMPUTER, P21 Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306 Brusilovsky P, 1996, USER MODEL USER-ADAP, V6, P87, DOI 10.1007/BF00143964 Carrilho C., 2004, THESIS Chepegin V., 2004, SWEL 04 WORKSH AH200, P366 De Bra P, 2004, WEB DYNAMICS: ADAPTING TO CHANGE IN CONTENT, SIZE TOPOLOG AND USE, P387 DEBRA P, 2003, P ACM HYP C NOTT UK De Bra P., 2003, P AACE E LEARN 03 C, P57 De Bra P., 2004, J DIGITAL INFORM, V5 FININ TW, 1989, USER MODELS DIALOG S, P411 FINK J, 1996, P C DES WEB EMP STUD FINK J, 1997, P US MOD 97 C NEW YO, P171 JONASSEN DH, 1991, ETR&D-EDUC TECH RES, V39, P5, DOI 10.1007/BF02296434 Kavcic A., 2000, P 10 MED EL C MELECO Kay J., 1995, USER MODEL USER-ADAP, V4, P149, DOI DOI 10.1007/BF01100243 KOBSA A, 1994, P 4 INT C US MOD HYA, P99 KOBSA A, 1997, INTELLIGENT MULTIMED Kobsa A., 1993, ADAPTIVE USER INTERF Kobsa A, 2001, USER MODEL USER-ADAP, V11, P1, DOI 10.1023/A:1011191716506 KULES B, 2000, USER MODELING ADAPTI Laroussi M., 2001, THESIS MARTINS C, 2007, 8 IFIP WORK C VIRT E Orwant J., 1995, USER MODEL USER-ADAP, V4, P107, DOI 10.1007/BF01099429 Paiva A., 1995, USER MODEL USER-ADAP, V4, P197, DOI 10.1007/BF01100244 RICH E, 1989, USER MODELS DIALOG S Vassileva J, 1998, ADAPTIVE HYPERTEXT AND HYPERMEDIA, P209 WU H, 2008, P INT C INF Zukerman I, 2001, USER MODEL USER-ADAP, V11, P5, DOI 10.1023/A:1011175525451 NR 32 TC 23 Z9 24 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2008 VL 11 IS 1 BP 194 EP 207 PG 14 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100014 ER PT J AU Fessakis, G Tatsis, K Dimitracopoulou, A AF Fessakis, Georgios Tatsis, Konstantinos Dimitracopoulou, Angelique TI Supporting "Learning by Design" Activities Using Group Blogs SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Blogs; Learning by design; e-Learning; Interaction analysis; Higher education AB The paper presents a case study of the educational exploitation of group blogging for the implementation of a "learning by design" activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed learning activities, the blog content and log files, as well as the points of view of the students (via a questionnaire and a group interview) expressed upon completion of the activity gives significant findings supporting the researchers' initial hypotheses about the potential of blogs' educational applications. Blogs combined with a proper pedagogical approach such as 'learning by design' enable teachers to offer high quality learning experiences to their students. C1 [Fessakis, Georgios; Tatsis, Konstantinos; Dimitracopoulou, Angelique] Univ Aegean, Learning Technol & Educ Engn Lab, Aegean, Greece. RP Fessakis, G (reprint author), Univ Aegean, Learning Technol & Educ Engn Lab, Aegean, Greece. EM gfesakis@rhodes.aegean.gr; tatsis@aegean.gr; adimitr@aegean.gr CR Allen C., 2004, TRACING EVOLUTION SO Borgatti S.P., 2002, UCINET WINDOWS SOFTW Brown P., 1987, POLITENESS SOME UNIV Chen H. 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PY 2008 VL 11 IS 4 BP 199 EP 212 PG 14 WC Education & Educational Research SC Education & Educational Research GA 401AG UT WOS:000262909900015 ER PT J AU Shih, WC Tseng, SS Yang, CT AF Shih, Wen-Chung Tseng, Shian-Shyong Yang, Chao-Tung TI Using taxonomic indexing trees to efficiently retrieve SCORM-compliant documents in e-learning grids SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; SCORM; grid computing; globus toolkit; information retrieval ID INFRASTRUCTURE; METHODOLOGY; OBJECTS AB With the flourishing development of e-Learning, more and more SCORM-compliant teaching materials are developed by institutes and individuals in different sites. In addition, the e-Learning grid is emerging as an infrastructure to enhance traditional e-Learning systems. Therefore, information retrieval schemes supporting SCORM-compliant documents on grid environments are gaining its importance. To minimize the query processing time and content transmission time, our idea is to use a bottom-up approach to reorganize documents in these sites based on their metadata, and to manage these contents in a centralized manner. In this paper, we design an indexing structure named Taxonomic Indexing Trees (TI-trees). A TI-tree is a taxonomic structure and has two novel features: 1) reorganizing documents according to the Classification metadata such that queries by classes can be processed efficiently and 2) indexing dispersedly stored documents in a centralized manner which is suitable for common grid middleware. This approach is composed of a Construction phase and a Search phase. In the former, a local TI-tree is built from each Learning Object Repository. Then, all local TI-trees are merged into a global TI-tree. In the latter, a Grid Portal processes queries and presents results with estimated transmission time to users. 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PY 2008 VL 11 IS 2 BP 206 EP 226 PG 21 WC Education & Educational Research SC Education & Educational Research GA 304HM UT WOS:000256100600016 ER PT J AU Georgouli, K Skalkidis, I Guerreiro, P AF Georgouli, Katerina Skalkidis, Ilias Guerreiro, Pedro TI A framework for adopting LMS to introduce e-learning in a traditional course SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning management systems; blended learning; web enhancement; e-learning instructional model AB As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios. In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and "learner-centered" factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning. C1 [Georgouli, Katerina] Technol Educ Inst Athens, Dept Informat, Athens, Greece. [Skalkidis, Ilias] Natl Tech Univ Athens, Fac Elect & Comp Engn, GR-10682 Athens, Greece. [Guerreiro, Pedro] Univ Nova Lisboa, Dept Informat, P-1200 Lisbon, Portugal. RP Georgouli, K (reprint author), Technol Educ Inst Athens, Dept Informat, Athens, Greece. EM kgeor@teiath.gr; skalkidis@gmail.com; pg@di.fct.unl.pt RI Guerreiro, Pedro/A-7012-2010 OI Guerreiro, Pedro/0000-0001-8324-8244 CR APA American Psychological Association, 1997, LEARN CENT PSYCH PRI Bonk C. J., 2003, ONLINE COLLABORATIVE, P54 Cole J., 2005, USING MOODLE COPPOLA C, 2004, OPEN SOURCE OPENS LE Economides A. 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PY 2008 VL 11 IS 2 BP 227 EP 240 PG 14 WC Education & Educational Research SC Education & Educational Research GA 304HM UT WOS:000256100600017 ER PT J AU Liao, CN Chiang, L AF Liao, Chao-ning Chiang, LiChun TI Valuation of IT courses - A contingent valuation method approach SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; contingent valuation method; willingness to pay; information technology C1 [Liao, Chao-ning] Natl Cheng Kung Univ, Dept Econ, Tainan 70101, Taiwan. [Chiang, LiChun] Natl Cheng Kung Univ, Dept Polit Sci, Tainan 70101, Taiwan. RP Liao, CN (reprint author), Natl Cheng Kung Univ, Dept Econ, Tainan 70101, Taiwan. EM cnliao@mail.ncku.edu.tw; lcchiang@mail.ncku.edu.tw CR Aldhafeeri F, 2006, SOC BEHAV PERSONAL, V34, P711, DOI 10.2224/sbp.2006.34.6.711 BARNARD G, 2005, BRIT J ADM MANAGEMEN, P24 BRANDEN J, 1991, MEASURING DEMAND ENV Ehrmann S., 1995, CHANGE, V27, P20 *EUR COMM, 2005, ELEARNING Freeman A., 1993, MEASUREMENT ENV RESO Freudenthal D, 2001, BEHAV INFORM TECHNOL, V20, P23, DOI 10.1080/01449290010020666 Hausman J.A., 1993, CONTINGENT VALUATION Iversen E. 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Technol. Soc. PY 2008 VL 11 IS 1 BP 238 EP 247 PG 10 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100017 ER PT J AU Mondi, M Woods, P Rafi, A AF Mondi, Makingu Woods, Peter Rafi, Ahmad TI A 'uses and gratification expectancy model' to predict students' 'Perceived e-Learning Experience' SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; uses and gratification expectancy; blended learning strategy AB This study investigates 'how and why' students' 'Uses and Gratification Expectancy' (UGE) for e-learning resources influences their 'Perceived e-Learning Experience.' A 'Uses and Gratification Expectancy Model' (UGEM) framework is proposed to predict students' 'Perceived e-Learning Experience,' and their uses and gratifications for electronic media in a blended learning strategy. The study utilises a cross-sectional research design, and elicits data from secondary school students through a field survey-questionnaire. The findings suggest that there are significant relationships between five dimensions of students' UGE for e-learning resources, and their 'Perceived e-Learning Experience.' It is plausible that these UGE aspects of students' 'communication behaviour' towards electronic media are important determinants of effective integration of the e-learning resources in school-curriculum. While this research focuses on students at secondary-school level, some elements in the UGE model may apply to students using e-learning resources at other levels of their education. This model gives researchers and educators a new tool to forecast the success of development and deployment of e-learning resources in education systems. C1 [Mondi, Makingu; Woods, Peter; Rafi, Ahmad] Multimedia Univ, Fac Creat Multimedia, Cyberjaya, Malaysia. RP Rafi, A (reprint author), Multimedia Univ, Fac Creat Multimedia, Cyberjaya, Malaysia. 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E., 2000, MASS COMMUNICATION S, V3, P3, DOI DOI 10.1207/S15327825MCS0301_02 SCHLOGLMANN W, 2001, AFFECT COGNITION 2 P Severin WJ, 1997, COMMUNICATION THEORI Stafford TE, 2004, DECISION SCI, V35, P259, DOI 10.1111/j.00117315.2004.02524.x Fidell L. S., 2000, USING MULTIVARIATE S THEAKER C, 1997, COMPUTER B Vroom VH, 1995, WORK MOTIVATION [Anonymous], 1998, ED PSYCHOL NR 47 TC 11 Z9 11 U1 1 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2008 VL 11 IS 2 BP 241 EP 261 PG 21 WC Education & Educational Research SC Education & Educational Research GA 304HM UT WOS:000256100600018 ER PT J AU Chen, CC Wu, J Yang, SC Tsou, HY AF Chen, Charlie C. Wu, Jiinpo Yang, Samuel C. Tsou, Hsin-Yi TI Importance of diversified leadership roles in improving team effectiveness in a virtual collaboration learning environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE virtual team; leadership; e-learning; collaborative learning; leadership roles; computer-supported cooperative learning ID BEHAVIORAL COMPLEXITY; TRUST; PERFORMANCE; MODEL; IMPACT AB Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The study first reviews the current literature on teams, leadership, and trust then proposes a framework of team effectiveness of virtual learning teams. A field study is conducted to investigate the influence of several independent variables including diversified leadership roles, leadership effectiveness, team trust, and propensity to trust. It is found that diversified leadership roles influences both leadership effectiveness and team trust; both leadership effectiveness and propensity to trust influence team trust, and team trust in turn directly impacts team effectiveness. In addition, team trust mediates the relationship between leadership effectiveness and team effectiveness. Some practical implications of the results are discussed as well. C1 [Yang, Samuel C.] Calif State Univ, Dept Informat syst & Decis Sci, Long Branch, CA 90802 USA. [Chen, Charlie C.] Appalachian State Univ, Dept Comp Informat Syst, Boone, NC 28608 USA. [Yang, Samuel C.] Tamkang Univ, Dept Informat Syst & Decis Sci, Taipei, Taiwan. [Tsou, Hsin-Yi] Genesys Logic, Taipei, Taiwan. 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E., 1984, LEADERS MANAGERS INT, P10 Rousseau DM, 2001, J OCCUP ORGAN PSYCH, V74, P511, DOI 10.1348/096317901167505 Scholtes PR, 1998, LEADERS HDB MAKING T Short J., 1976, SOCIAL PSYCHOL TELEC Smith NC, 1997, J MARKETING, V61, P1, DOI 10.2307/1251786 Solomon CM, 2001, WORKFORCE, V80, P60 STRAUB DW, 1989, MIS QUART, V13, P147, DOI 10.2307/248922 TJOSVOLD D, 1988, GROUP ORGAN STUD, V13, P274, DOI 10.1177/105960118801300303 Warkentin ME, 1997, DECISION SCI, V28, P975, DOI 10.1111/j.1540-5915.1997.tb01338.x ZAND DE, 1972, ADMIN SCI QUART, V17, P229, DOI 10.2307/2393957 Zigurs I, 2003, ORGAN DYN, V31, P339, DOI 10.1016/S0090-2616(02)00132-8 NR 59 TC 4 Z9 4 U1 1 U2 11 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2008 VL 11 IS 1 BP 304 EP 321 PG 18 WC Education & Educational Research SC Education & Educational Research GA 287PX UT WOS:000254930100022 ER PT J AU Alparslan, NC Cagiltay, NE Ozen, M Aydin, EU AF Alparslan, N. Ceren Cagiltay, Nergiz Ercil Ozen, Mustafa Aydin, Elif Uray TI Teaching usage of equipments in a remote laboratory SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE electronic performance support system; EPSS; remote radio laboratory; non-linear instruction; e-learning AB Remote laboratories are technologies that aim to increase the effectiveness of educational programs. European Remote Radio Laboratory (ERRL) is an e-learning project for students, teachers and technicians who will use very important devices of a radio frequency laboratory remotely. As a solution we have developed an e-learning system which aims to support the ERRL learners while studying on how to use equipments in the system. The system is developed according to the electronic performance support system (EPSS) approach. An EPSS is a computer-based, well-structured system which improves the performance of individuals. It is an electronic infrastructure that contains, stores and distributes personal (individual) or corporate knowledge to enable people to reach necessary levels of performance in the fastest possible time and with minimum teaching support of other people. This paper discusses how the content for such a system is developed and how this content is interactively used in the EPSS platform. The technical details of the developed EPSS are also discussed in this study. We believe that this paper will help instructional system designers for designing different alternatives to improve learners' performance. C1 [Alparslan, N. Ceren] Bilkent Univ, Sch Appl Technol & Management, TR-06800 Ankara, Turkey. [Cagiltay, Nergiz Ercil] Atilim Univ, Software Engn Dept, Ankara, Turkey. [Ozen, Mustafa; Aydin, Elif Uray] Atilim Univ, Dept Elect Engn, Ankara, Turkey. RP Alparslan, NC (reprint author), Bilkent Univ, Sch Appl Technol & Management, East Campus,C Bldg,C210, TR-06800 Ankara, Turkey. EM cserim@bilkent.edu.tr; nergiz@atilim.edu.tr; mozen@atilim.edu.tr; eaydin@atilim.edu.tr CR BANERJI AK, 1995, THESIS U TEESSIDE MI BARKER P, 1995, INNOV EDUC TRAIN INT, V32, P1 Bayram S., 2004, TURKISH ONLINE J DIS, V5 CHANG CC, 2004, INNOVATIONS ED TEACH, V41 Gery G., 1995, ELECT PERFORMANCE SU McGraw K. L., 1994, Journal of Artificial Intelligence in Education, V5, P3 Raybould B, 1996, TRAINING DEV, V50, P72 SCHAIK P, DESIGNING ELECT PERF SINGHAL M, 2002, P 4 NAT MANLIBNET CO, P204 SLEIGHT DA, 1993, TYPES ELECT PERFORMA STANLEY EM, 1998, TRAINING MAR, P64 STEVENS GH, 1995, DESIGNING ELECT PERF NR 12 TC 2 Z9 2 U1 0 U2 3 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 1303-6521 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD JAN PY 2008 VL 7 IS 1 BP 38 EP 45 PG 8 WC Education & Educational Research SC Education & Educational Research GA 356WS UT WOS:000259808900004 ER PT J AU Ramos, AE AF Ramos, Ainhoa Ezelza TI On-line tutoring at university: a proposal for the sequencing of electronic tools SO COMUNICAR LA Spanish DT Article DE University tutoring; virtual tools; on-line tutoring; educational sequence AB The main idea of this paper is to propose a way for planning some electronic tools which are currently present in e-learning platforms. Every step of the proposal is illustrated by a real example of students from the Education Degree Course or Psycho-Education Postgraduate Course of The University of The Basque Country. Thus, an attempt is made to offer a way to reflect on the planning and management of the online tutoring of the subject. C1 Univ Basque Country, Fac Filosofia & ciencias Educ, Dept Didact & Org Escolar, San Sebastian, Spain. RP Ramos, AE (reprint author), Univ Basque Country, Fac Filosofia & ciencias Educ, Dept Didact & Org Escolar, San Sebastian, Spain. EM ainhoa.ezeiza@ehu.es CR ALANON MT, 2003, PLANIFICACION DESARR BUJAN K, 2005, PLANIFICACION GESTIO Lopez Camps J., 2005, PLANIFICAR FORMACION MARRERO J, 2003, TUTORIA U MENEZ H, TUTORIA UNIVERSITARI NR 5 TC 2 Z9 2 U1 0 U2 1 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD OCT PY 2007 IS 29 BP 149 EP 156 PG 8 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 365LE UT WOS:000260407100023 ER PT J AU Cejudo, MCL AF Llorente Cejudo, M. Carmen TI Towards e-learning from free software. Moodle like a Learning Managament System (LMS) within reach of all SO COMUNICAR LA Spanish DT Article DE E-learning; free software; learning management systems AB Organizations opting for different Learning Management Systems (LMS) as tools for the development of formative actions through the Net are currently countless. The present paper has as its main objective to carry out an approach to free software and the different available LMS and -specially- the specific case of Moodle. EM karen@us.es CR Jordan D., 2000, EVALUATION IMPLEMENT CABERO J, 2005, ALTERNATIVAS EDUCACI CABERO J, 2004, PIXEL BIT, V23, P27 De Benito B., 2002, EDUCAR RED INTERNET, P175 *GRUP US SOFTW LIB, 2004, REFL SOFTW LIBR MOLIST M, 2006, PAIS NOVITKI JE, 2000, WEB BASED LEARNING T NR 7 TC 1 Z9 1 U1 0 U2 0 PU GRUPO COMUNICAR PI HUELVA PA APDO CORREOS 527, HUELVA, 21080, SPAIN SN 1134-3478 J9 COMUNICAR JI Comunicar PD MAR PY 2007 IS 28 BP 197 EP 202 PG 6 WC Communication; Education & Educational Research SC Communication; Education & Educational Research GA 364HA UT WOS:000260325600022 ER PT J AU Paquette, G AF Paquette, Gilbert TI An ontology and a software framework for competency modeling and management SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE ontology-driven e-learning system; competency acquisition AB The importance given to competency management is well justified. Acquiring new competencies is the central goal of any education or knowledge management process. Thus, it must be embedded in any software framework as an instructional engineering tool, to inform the runtime environment of the knowledge that is processed by actors, and their situation toward achieving competency-acquisition objectives. We present here some of our results in the last 10 years that have led to an ontology for designing competency-based learning and knowledge management applications. Based on this ontology, we present a software framework for ontology-driven e-learning systems. C1 Tele Univ, LICEF Res Ctr, Montreal, PQ, Canada. RP Paquette, G (reprint author), Tele Univ, LICEF Res Ctr, Montreal, PQ, Canada. EM gilbert.paquette@teluq.uqam.ca CR BERNERSLEE T, 2001, SCI AM MAY Bloom B.S., 1975, TAXONOMY ED OBJECTIV, V1 Breuker J., 1994, COMMONKADS LIB EXPER BREUKER J, 1999, AI ED 99 WORKSHOP ON Chandrasekaran B., 1987, IJCAI 87, P1183 Davies J., 2002, SEMANTIC WEB ONTOLOG *IMS LD, 2003, IMS LEARN DES INF MO Ims Rdceo, 2002, IMS REUS DEF COMP ED Krathwohl D. 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PY 2007 VL 10 IS 3 BP 1 EP 21 PG 21 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500001 ER PT J AU Alexander, S Golja, T AF Alexander, Shirley Golja, Tanja TI Using students' experiences to derive quality in an e-learning system: An institution's perspective SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning quality; benchmarking; complex dynamic systems; learning management systems (LMS) AB Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners' experiences of e-learning. These practices are influenced by the teachers' design of e-learning and emerging technologies as well as by the institutional and societal contexts in which both learners and teachers operate. We give an account of two major evaluation studies at the University of Technology, Sydney (UTS), utilising a systems approach to investigate the consequences of e-learning, and we inquire into the value of this particular institutional approach for deriving e-learning quality. We use selections from the large dataset to describe and analyse students' and teaching staff's experiences of an e-learning system (LMS) over a two-year period. Our findings reveal that learners' experiences warrant consideration in shaping future e-learning developments at UTS, and that students value e-learning in facilitating their access to education for making choices about their learning and for enabling engagement in collaborative and interactive learning activities, while they also recognise the current constraints on e-learning imposed by the developers of LMS technologies. C1 Univ Technol Sydney, Inst Interact Media & Learning, Sydney, NSW 2007, Australia. RP Alexander, S (reprint author), Univ Technol Sydney, Inst Interact Media & Learning, Sydney, NSW 2007, Australia. 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Technol. Soc. PY 2007 VL 10 IS 2 BP 17 EP 33 PG 17 WC Education & Educational Research SC Education & Educational Research GA 174NB UT WOS:000246947900003 ER PT J AU Chieu, VM AF Chieu, Vu Minh TI An operational approach for building learning environments supporting cognitive flexibility SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; constructivism; instructional design; operational criteria; open-source platform AB Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem related to the design and use of this kind of systems has been the lack of a practical means to facilitate the instructional design process. Our research aims to help designing truly constructivist learning environments. Our approach is based on a set of operational criteria for certain aspects of constructivism: We use these criteria as a useful pedagogical framework to provide easy-to-use tools and operational guidelines for teachers to build ICT-based constructivist learning environments. One facet often mentioned as being strongly relevant to constructivism is cognitive flexibility. This paper presents COFALE - a new, domain-independent, and open-source e-learning platform that could be used to devise learning conditions fostering cognitive flexibility - and an example of its use: the design of a course on recursion in computing science. C1 Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA. RP Chieu, VM (reprint author), Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA. EM vmchieu@umich.edu CR *AD TECHN CTR, 2004, AT LEARN CONT MAN SY Anderson J. 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W., 2001, ED PSYCHOL Spiro R. J., 1991, Educational Technology, V31, P24 Spiro R. J., 1988, 10 ANN C COGN SCI SO Spiro R. J., 1990, COGNITION ED MULTIME, P163 Weber G., 2001, INT J ARTIFICIAL INT, V12, P351 Wilson B., 1997, INSTRUCTIONAL DEV PA Wilson B. G., 1996, CONSTRUCTIVIST LEARN WRIGHT WA, 1995, TEACHING IMPROVEMENT NR 32 TC 2 Z9 2 U1 0 U2 5 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 3 BP 32 EP 46 PG 15 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500003 ER PT J AU Deepwell, F AF Deepwell, Frances TI Embedding quality in e-learning implementation through evaluation SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE evaluation; quality enhancement; e-learning implementation; organisational change AB In relation to quality, evaluation is often used synonymously with quality assurance and monitoring processes (Ehlers et al, 2004). However, evaluation has other purposes, such as for development and knowledge (Chelimsky & Shadish, 1997). In this paper, I present a view of evaluation as an instrument of quality enhancement rather than quality assurance, one that can be used creatively and powerfully to strengthen an initiative. The case example is a five-year evaluation study of an institution-wide implementation of e-learning. The evaluation framework developed for this study has been constructed with three purposes in mind: monitoring, development, and knowledge. In this paper, I argue that the participatory nature of the devised evaluation framework has enhanced the quality of the initiative and afforded its embedding within pedagogical, technological, cultural, and organisational domains. C1 Coventry Univ, Coventry, W Midlands, England. RP Deepwell, F (reprint author), Coventry Univ, Coventry, W Midlands, England. EM f.deepwell@coventry.ac.uk CR Bacsich P., 2005, THEORY BENCHMARKING CHELIMSKY E, 1997, EVALUATION 21 CENTUA Connolly M., 2005, QUALITY HIGHER ED, V11, P59, DOI 10.1080/13538320500077660 COURTNAY K, 2004, NETWORKED LEARNING COUSIN G, 2004, NETWORKED LEARNING DAVIDSON A, 2002, ED DAV INFORM COMMUN, P73 Deepwell F., 2005, QUALITY ISSUES ICT B, P7, DOI 10.4324/9780203416198_chapter_2 DEEPWELL F, 1999, ED TECHNOLOGY SOC, V2, P122 EHLERS U, 2004, QUALITY ELEARNING US, P116 Fetterman DM, 2001, FDN EMPOWERMENT EVAL HOUSE E, 2001, RESPONSIVE EVALUATIO Kirkpatrick D, 1998, EVALUATING TRAINING *QUAL ASS AG, 1999, DIST LEARN GUID ROTHMAN J, 2003, CONFLICT RES CONSORT Shadish WR, 1991, FDN PROGRAM EVALUATI Smith PS, 2004, SCAND J HIST, V29, P1, DOI 10.1080/03468750310003091 STAKE R, 2004, STANDARDSBASED RESPO STAKE R, 2006, HDB EVALUATION Stronach I., 1997, ED RES UNDONE POSTMO Sturdy A, 2003, ORGANIZATION, V10, P651, DOI 10.1177/13505084030104006 NR 20 TC 13 Z9 13 U1 1 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 2 BP 34 EP 43 PG 10 WC Education & Educational Research SC Education & Educational Research GA 174NB UT WOS:000246947900004 ER PT J AU Svensson, L Oestlund, C AF Svensson, Lars Oestlund, Christian TI Framing work-integrated e-learning with techno-pedagogical genres SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 90th Annual Clinical Assembly of the American Osteopathic Colleges of Ophthalmology and Otolaryngolohy-Head and Neck Surgey CY MAY 03-07, 2006 CL Orlando, FL DE genre; IS design theory; design concept; techno-pedagogical genre AB Distance Educational Practice is today supported by a range of information systems (IS) design theories. Still, there are surprisingly few strong pedagogical ideas and constructs that are communicated across distance educational institutions. Instead it is often the technology, the software and the medium that is at the centre of attention as we frequently discuss notions such as learning management systems, courseware, chat room, streaming media and blogs. This paper argues that design concepts should be used to bridge the gap between design theories and distance educational practice. It is also argued that genre theory could be instrumental in framing the characteristics of such techno-pedagogical genres in a way that constitutes a powerful level of communicating and disseminating new ideas within and across educational communities. EM lars.svensson@hv.se; christian.ostlund@hv.se OI Ostlund, Christian/0000-0001-9094-4125 CR Aroyo L, 2004, EDUC TECHNOL SOC, V7, P59 ASTLEITNER H, 2003, ED MULTIMEDIA HYPERM, V12, P361 BOHL O, 2002, E LEARN 200I 15 19 O BOLIN M, 2004, P IRIS27 FALD SWED HARDLESS C, 2005, THESIS GOTHENBURG U HAWKE B, 1999, INT SEM WORLD TRENDS Herrington A., 2006, AUTHENTIC LEARNING E Herrington J, 1995, LEARNING TECHNOLOGY, P235 Hung D. W. L., 2001, Educational Media International, V38, P3, DOI 10.1080/09523980121818 KOHLER V, 2006, THESIS LULEA U TECHN Lowgren J, 2004, THOUGHTFUL INTERACTION DESIGN: A DESIGN PERSPECTIVE ON INFORMATION TECHNOLOGY, P1 Lundin J, 2003, COMMUNITIES AND TECHNOLOGIES, P427 Markus ML, 2002, MIS QUART, V26, P179 ORLIKOWSKI WJ, 1994, ADMIN SCI QUART, V39, P541, DOI 10.2307/2393771 ROBERTS GF, 1998, 31 ANN HAW INT C SYS RYAN T, 2002, 8 AM C INF SYST SAEBO O, 2005, 38 ANN HAW INT C SYS SHEPHERD M, 1998, 31 ANN HAW INT C SYS SHEPHERD M, 2004, WEB ENG, V3, P236 SIMS R, 2002, E LEARN 2002 15 19 O SLOUGH S, 2004, E LEARN 2004 1 5 NOV SVENSSON L, 2002, THESIS GOTHENBURG U USKOV V, 2004, E LEARN 2004 1 5 NOV Walls J., 1992, INFORMATION SYSTEMS, V3, P36, DOI DOI 10.1287/ISRE.3.1.36 Wenger E., 1998, COMMUNITIES PRACTICE WILLS S, 2002, E LEARN 2002 15 19 O NR 26 TC 0 Z9 0 U1 0 U2 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. PY 2007 VL 10 IS 4 BP 39 EP 48 PG 10 WC Education & Educational Research SC Education & Educational Research GA 256QE UT WOS:000252743900005 ER PT J AU Jovanovic, J Gasevic, D Knight, C Richards, G AF Jovanovic, Jelena Gasevic, Dragan Knight, Colin Richards, Griff TI Ontologies for effective use of context in e-learning settings SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning objects; learning context; learning design; ontologies; personalization ID SEMANTIC-WEB; DESIGN; FRAMEWORK AB This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e. g., user modeling ontology, domain ontology, and learning design ontology) to capture the information about the real usage of a learning object inside a learning design. We also present some learner-centered and teacher-centered scenarios enabled by the proposed framework in order to illustrate the benefits the framework offers to these key participants of any learning process. Finally, we demonstrate how two present educational tools (i.e. TANGRAM and LOCO-Analyst) correspond to the proposed architecture. C1 Univ Belgrade, FON, Sch Business Adm, Belgrade, Serbia. Athabasca Univ, Sch Comp & Informat Syst, Athabasca, AB, Canada. Simon Fraser Univ, Sch Interact Arts & Technol, Surrey, BC, Canada. RP Jovanovic, J (reprint author), Univ Belgrade, FON, Sch Business Adm, Belgrade, Serbia. EM jeljov@gmail.com; dgasevic@acm.org; cjk2@sfu.ca; griff@sfu.ca CR *ADL, 2005, ADV DISTR LEARN SCOR Brase J., 2004, HDB ONTOLOGIES, P555 Brooks C., 2005, P WORLD C E LEAR COR, P2836 Chen H, 2004, KNOWL ENG REV, V18, P197 Conole G., 2005, PEDAGOGICAL REV LEAR Cristea A, 2005, EDUC TECHNOL SOC, V8, P6 DICHEV C, 2006, CONTEXT BASED SEARCH Huang WH, 2006, BRIT J EDUC TECHNOL, V37, P351, DOI 10.1111/j.1467-8535.2006.00610.x *IEEE, 2002, 1484 12 1 IEEE *IMS GLOB LEARN CO, 2003, IMS LEARN DES INF MO Jovanovic J., 2007, P 7 IEEE INT C ADV L, P551 Jovanovic J, 2006, LECT NOTES COMPUT SC, V4011, P545 Jovanovic J, 2006, LECT NOTES COMPUT SC, V4227, P615 Jovanovic J, 2006, INT J SEMANT WEB INF, V2, P91, DOI 10.4018/jswis.2006040103 Knight C, 2006, EDUC TECHNOL SOC, V9, P23 Koper R., 2001, MODELING UNITS STUDY Koper R, 2004, EDUC TECHNOL SOC, V7, P97 LI JZ, 2005, ONTOLOGY MAPPINGS EN LI JZ, 2006, MAPPING LOCAL ONTOLO Maamar Z, 2006, COMMUN ACM, V49, P98, DOI 10.1145/1183236.1183238 McCalla G., 2004, J INTERACTIVE MEDIA Miles A., 2005, SKOS CORE GUIDE PREUVENEERS D, 2004, LECT NOTES COMPUTER, V1295, P148 RANGANATHAN A, 2003, P 1 INT WORKSH ONT D RECKER M, 2001, COLLABORATIVELY FILT Recker M. M., 2001, Interactive Learning Environments, V9, P255, DOI 10.1076/ilee.9.3.255.3568 SEABORNE A, 2004, RDQL QUER LANG RDF W Strang T, 2003, LECT NOTES COMPUT SC, V2893, P236 NR 28 TC 31 Z9 31 U1 2 U2 5 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 3 BP 47 EP 59 PG 13 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500004 ER PT J AU Dron, J AF Dron, Jon TI Designing the undesignable: Social software and control SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE social software; transactional distance; control; Web 2.0; self-organization AB Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to e-learning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software. C1 Univ Brighton, Brighton BN2 4AT, E Sussex, England. RP Dron, J (reprint author), Univ Brighton, Brighton BN2 4AT, E Sussex, England. 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PY 2007 VL 10 IS 3 BP 60 EP 71 PG 12 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500005 ER PT J AU Guldberg, K Pilkington, R AF Guldberg, Karen Pilkington, Rachel TI Tutor roles in facilitating reflection on practice through online discussion SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Conference on Technology and Change in Educational Practice CY OCT, 2005 CL London Knowledge Lab, Inst Educ, London, ENGLAND HO London Knowledge Lab, Inst Educ DE tutor roles; E-moderation; dialogue and learning; online discussion groups AB This paper is concerned with teaching and learning in a blended e-learning course that supports students in reflecting on and transforming their practice. In this paper we focus on two key aspects of the online learning environment: (i) the selection of the topic of discussion ( the discussion question) by the tutor and how this influences the quality of the discussion; (ii) the interventions of the tutor within the online discussion. The aim is to understand why some online discussions 'take off'' in terms of numbers of postings and quality of engagement whilst others are less successful. Our findings show that the nature of the question impacts on discussion outcomes and that it is therefore important for tutors to pose a range of different types of questions to students in line with learning objectives. If the tutor structures discussion and chooses questions carefully there may be less need to intervene to stimulate discussion or keep it on track than is sometimes assumed. 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PY 2007 VL 10 IS 1 BP 61 EP 72 PG 12 WC Education & Educational Research SC Education & Educational Research GA 141LQ UT WOS:000244580400007 ER PT J AU Wang, TI Tsai, KH Lee, MC Chiu, TK AF Wang, Tzone I. Tsai, Kun Hua Lee, Ming Che Chiu, Ti Kai TI Personalized learning objects recommendation based on the semantic-aware discovery and the learner preference pattern SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning object; personalized recommendation; learner pattern; semantic discovery; SCORM; LOM ID QUERY EXPANSION; RETRIEVAL AB With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future, a vast amount of SCORM-compliant learning objects will be published and distributed cross the Internet. Facing huge volumes of learning objects, learners may be lost in selecting suitable and favorite learning objects. In this paper, an adaptive personalized recommendation model is proposed in order to help recommend SCORM-compliant learning objects from repositories in the Internet. This model adopts an ontological approach to perform semantic discovery as well as both preference-based and correlation-based approaches to rank the degree of relevance of learning objects to a learner's intension and preference. By implementing this model, a tutoring system is able to provide easily and efficiently suitable learning objects for active learners. C1 Natl Chung Kung Univ, Lab Intelligent Network Applicat, Dept Engn Sci, Tainan, Taiwan. RP Wang, TI (reprint author), Natl Chung Kung Univ, Lab Intelligent Network Applicat, Dept Engn Sci, Tainan, Taiwan. EM wti535@mail.ncku.edu.tw; tsaikunhua@msn.com RI Ti Kai, Chiu/C-6307-2009 CR *ADL, 2001, SCORM SPEC SCORM CON *ADL, 2003, SCORM SPEC SCORM RUN *ADL, 2001, SCORM SPEC SCORM RUN *ARIDNE, 1998, ALL REM INSTR AUTH A BELKIN NJ, 1992, COMMUN ACM, V35, P29, DOI 10.1145/138859.138861 Cui H, 2003, IEEE T KNOWL DATA EN, V15, P829 HOFMANN T, 2003, 26 ANN INT ACM SIGIR Hofmann T, 2004, ACM T INFORM SYST, V22, P89, DOI 10.1145/963770.963774 *IEEE, 2001, COMP CURR JOINT IEEE JIN R, 2003, INT C INF KNOWL MAN JIN R, 2003, 19 C UNC ART INT UAI Jung SY, 2005, IEEE T KNOWL DATA EN, V17, P834 Konstan JA, 1997, COMMUN ACM, V40, P77, DOI 10.1145/245108.245126 LEE MC, 2006, 6 IEEE INT C ADV LEA Lee M.-C., 2005, 5 IEEE INT C ADV LEA Lee MC, 2006, LECT NOTES COMPUT SC, V4181, P336 *LOM, 2002, FIN LOM DRAFT STAND MELVILLE P, 2002, 18 NAT C ART INT JUL Mooney R.J., 1999, ACM SIGIR 99 WORKSH PEAT HJ, 1991, J AM SOC INFORM SCI, V42, P378, DOI 10.1002/(SICI)1097-4571(199106)42:5<378::AID-ASI8>3.0.CO;2-8 POPESCUL A, 2001, 7 C UNC ART INT AUG *SCORM, 2003, SHAR COURS OBJ REF M SMEATON AF, 1983, COMPUT J, V26, P239, DOI 10.1093/comjnl/26.3.239 SOBOROFF L, 1999, INT JOINT C ART INT TRAN T, 2000, AAAI 00 WORKSH KNOWL NR 25 TC 23 Z9 23 U1 1 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 3 BP 84 EP 105 PG 22 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500007 ER PT J AU Yang, SJH Chen, IYL Kinshuk Chen, NS AF Yang, Stephen J. H. Chen, Irene Y. L. Kinshuk Chen, Nian-Shing TI Enhancing the quality of e-learning in virtual learning communities by finding quality learning content and trustworthy collaborators SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE quality of e-learning; quality content; trustworthy; knowledge sharing; virtual learning community ID NETWORKS AB Virtual learning communities encourage members to learn and contribute knowledge. However, knowledge sharing requires mutual-trust collaboration between learners and the contribution of quality knowledge. This task cannot be accomplished by simply storing learning content in repositories. It requires a mechanism to help learners find relevant learning content as well as knowledgeable collaborators to work with. In this paper, we present a peer-to-peer based social network to enhance the quality of e-learning regarding knowledge sharing in virtual learning communities. From a technical viewpoint, we will present advanced semantic search mechanisms for finding quality content and trustworthy collaborators. From the social viewpoint, we will address how to support a trustworthy social network that encourages learners to share. Results of this research demonstrate that applying such mechanisms to knowledge sharing can improve the quality of e-learning in virtual learning communities. C1 Natl Cent Univ, Dept Comp Sc & Informat Engg, JhongLi 320, Taiwan. Ching Yun Univ, Dept Informat Management, JhongLi 320, Taiwan. Natl Sun Yat Sen Univ, Dept Informat Management, Kaohsiung 80424, Taiwan. RP Yang, SJH (reprint author), Natl Cent Univ, Dept Comp Sc & Informat Engg, 300 Jung Da Rd, JhongLi 320, Taiwan. EM jhyang@csie.ncu.edu.tw; irene@cyu.edu.tw; kinshuk@ieee.org; nschen@cc.nsysu.edu.tw RI Chen, Nian-Shing/B-7035-2009; Kinshuk, Dr/D-3764-2014 OI Chen, Nian-Shing/0000-0001-7768-0997; Kinshuk, Dr/0000-0003-3923-9003 CR Ahuja MK, 2003, MANAGE SCI, V49, P21, DOI 10.1287/mnsc.49.1.21.12756 Anderson L. 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Technol. Soc. PY 2007 VL 10 IS 2 BP 84 EP 95 PG 12 WC Education & Educational Research SC Education & Educational Research GA 174NB UT WOS:000246947900008 ER PT J AU Ehlers, UD AF Ehlers, Ulf-Daniel TI Quality literacy - Competencies for quality development in education and e-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE quality literacy; participatory quality development; professionalisation; co-production; educational quality; e-learning AB The article suggests that stakeholders involved in quality development need a specific competence, called quality literacy, in order to successfully improve learning processes. We introduce and describe quality literacy as a set of competencies that are needed for professional quality development. Quality literacy emphasises the importance of professionalism as a necessary component for quality development, in addition to structural quality management models. We argue that quality development is a co-production between learners and their learning environment. This means that the educational process can only be influenced and optimised through participation and not steered externally. Quality strategies cannot, therefore, guarantee a high quality of learning processes but rather aim at professionalisation of the educational process and stakeholders. This article suggests participation and negotiation between educational stakeholders (clients and providers) as a main condition for quality development. In addition, we present a quality model that conceptualises quality as a potential that can only be achieved through interaction. C1 Univ Duisburg Gesamthsch, D-45141 Essen, Germany. RP Ehlers, UD (reprint author), Univ Duisburg Gesamthsch, Univ Str 9, D-45141 Essen, Germany. EM ulf.ehlers@icb.uni-essen.de CR BAACKE D, 1996, AGENDA, P12 BAIJNATH N, 2001, QUALITY ASSURANCE OP Beck U., 1986, RISIKOGESELLSCHAFT BERKEL I, 1998, ROLLE ORGANISATIONSE Boyce M. E., 2003, INNOVATIVE HIGHER ED, V28, P119, DOI DOI 10.1023/B:IHIE.0000006287.69207.00 BRINDLEY JE, 2004, LEARNER ESSENTIAL AC Champy J, 1995, REENGINEERING MANAGE Donabedian A., 1980, EXPLORATIONS QUALITY DOPPER K, 2005, CHANGE MANAGEMENT UN EHLERS UD, 2004, QUALITAT ELEARNING L EHLERS UD, 2005, J LIFELONG LEARNING *EUR U ASS, 2006, REP 3 ROUNDS QUAL CU Fink L. D., 2003, CREATING SIGNIFICANT, P287 FREESEN JW, 2002, EDUC TECHNOL, V42, P28 Friend-Pereira JC, 2002, EUROPEAN STUDENT HDB Gronroos C., 1990, SERVICE MANAGEMENT M GRONROOS C, 1984, EUR J MARKETING, V18, P36, DOI 10.1108/EUM0000000004784 Gross P., 1977, SOZIOLOGIE SOZIALPOL, P361 Hall G. 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E., 1999, KONZEPTE KOMPETENZ Johannes Wildt, 2006, J HOCHSCHULDIDAKTIK, V17.1, P6 NR 39 TC 3 Z9 3 U1 0 U2 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. PY 2007 VL 10 IS 2 BP 96 EP 108 PG 13 WC Education & Educational Research SC Education & Educational Research GA 174NB UT WOS:000246947900009 ER PT J AU Barker, KC AF Barker, Kathryn Chang TI E-learning quality standards for consumer protection and consumer confidence: a Canadian case study in e-learning quality assurance SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE quality standard; consumer-based quality assurance; quality mark; e-learning quality; quality certification AB Emerging concerns about quality of e-learning products and services animated a project in Canada to create quality standards that derived primarily from the needs of consumer, that could be used to guide the development and choice of e-learning at all levels of education and training, and that could be implemented in a simple manner. A set of quality standards were created to reflect best practices in learning technologies, distance learning, and student-centred learning. The standards, first labeled the Canadian Recommended E-Learning Guidelines, are now available in the Creative Commons as the Open eQuality Learning Standards. To implement the standards, two tools were created: a Consumer's Guide to E-learning and a certification mark - the eQcheck quality mark - to indicate that e-learning courses, modules, and programs, and elements of them, meet those quality standards. The purpose is to provide consumer confidence in the e-learning enterprise and consumer protection for the investments made by individuals, agencies, and entire governments. This approach, a Canadian case study in e-learning quality assurance, differs substantially from other e-learning quality initiatives, making a unique contribution to the e-learning quality assurance dialogue. C1 FuturEd Consulting Educ Futurists Inc, Vancouver, BC, Canada. RP Barker, KC (reprint author), FuturEd Consulting Educ Futurists Inc, Vancouver, BC, Canada. EM kbarker@FuturEd.com CR ABRIOUX D, 2004, KEYNOTE PRESENTATION *AM SOC TRAIN DEV, 2001, EL CERT STAND Barker K., 2002, CANADIAN RECOMMENDED BARKER KC, 2002, SCHOOL BUSINESS AFFA, V68, P4 BARKER KC, 1997, LEARNWAVE QUALITY BA BARKER KC, 2001, ELEARNING STUDYING C BARKER KC, 1994, NATL TRAINING STANDA BARKER KC, 2003, NATL POST BUSIN 1104 BARKER KC, 2001, INFORM COMMUNICATION BARKER KC, 2006, STRATEGIES SUSTAINAB BARKER KC, 2004, CONSUMERS GUIDE EPOR BARKER KC, 2005, RETURN INVESTMENT EL BARKER KC, 1999, LINKING LITERATURE S BARKER KC, 1998, SURVEY PERCEPTION AT BARKER KC, 2001, FUTURED PLAPLAR QUAL BARKER KC, 1998, ACHIEVING PUBLIC POL Barker K.C, 2006, EPORTFOLIO TOOL QUAL BARKER KC, 2003, LEARNING CITIZEN, V6 BARKER KC, 2006, QUALITY STANDARDS QU BARKER KC, 1992, QUALITY GUIDELINES T BARKER KC, 2004, EPORTFOLIO QUALITY S BARKER KC, 2003, STUDYING ICT USE INT BARKER KC, 2002, CONSUMERS GUIDE ELEA *BC MEST, 1996, STAT TECHN ED SYST L BRAKER KC, 1999, ED CANADA, V38, P25 British Learning Association, 2005, QUAL MARK PROF Candy P. 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P., 1999, DISTANCE LEARNERS GU COOPER L, 1999, ANATOMY ONLINE COURS EISLER DL, 1998, CREATING SUCCESSFUL FRAYER DA, 1997, CREATING NEW WORLD L FULKERTH R, 1998, SYLLABUS MAGAZIN NOV, V12 *GATE, 1996, NOT TRANSN ED QUAL I *ISTE, 1996, ASS INF TECHN K 12 C JOHNSTONE SM, 1996, SOME PRINCIPLES GOOD JONES GR, 1997, CYBERSCHOOLS ED RENA KEARSLEY G, 2007, ONLINE ED NEW PARADI Lucent Technologies, 1999, SUMM QUAL ISS DIST E MILLER I, 1997, GUIDE DISTANCE LEARN *NAT CTR ED STAT, 1997, DIST ED HIGH ED I *OFF VOC AD ED, 1992, MOD IND PROGR QUAL A Parker N., 2004, THEORY PRACTICE ONLI Porter L., 1997, CREATING VIRTUAL CLA REEVES TC, 1997, MODEL EFFECTIVE DIME RUSSELL TL, 1997, SIGNIFICANT DIFFEREN SELIGMAN D, 1992, 16 WORLD C INT COUNC *W COOP ED TEL, 1998, DIST ED CONS GUID NR 47 TC 5 Z9 5 U1 1 U2 7 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 2 BP 109 EP 119 PG 11 WC Education & Educational Research SC Education & Educational Research GA 174NB UT WOS:000246947900010 ER PT J AU Johnson, R Kemp, E Kemp, R Blakey, P AF Johnson, Russell Kemp, Elizabeth Kemp, Ray Blakey, Peter TI The learning computer: low bandwidth tool that bridges digital divide SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE distance learning; digital divide; low bandwidth; accessibility; ubiquitous computing AB This article reports on a project that explores strategies for narrowing the digital divide by providing a practicable e-learning option for the millions living outside the ambit of high performance computing and communication technology. The concept is introduced of a learning computer, a low bandwidth tool that provides a simplified, specialised e-learning environment which works with or without an internet connection. This concept is contrasted with the Learning Management System model widely adopted by universities, in which teaching material is accessed as web pages from a central repository. The development of an initial prototype and its field testing under realistic conditions is reviewed, and plans for future work outlined. C1 [Johnson, Russell; Kemp, Elizabeth; Kemp, Ray; Blakey, Peter] Massey Univ, Palmerston North, New Zealand. RP Johnson, R (reprint author), Massey Univ, Palmerston North, New Zealand. EM R.S.Johnson@massey.ac.nz; E.Kemp@massey.ac.nz; R.Kemp@massey.ac.nz; P.Blakey@massey.ac.nz CR Attewell J., 2004, MOBILE TECHNOLOGIES Binde J., 2005, KNOWLEDGE SOC Bork A., 2001, J SCI ED TECHNOLOGY, V10, P57, DOI 10.1023/A:1016620611003 BRANDON H, 2005, LMSS LCMSS DEMYSTIFI COMER DE, 1999, COMPUTER NETWORKS IN DIETINGER T, 1998, ED MEDIA ED TELECOM, P358 Dix A., 1993, HUMAN COMPUTER INTER *ERG, 2006, EL WAST GENTNER D, 1990, CHI 90 P, P277 GOLDBERG M, 1997, C EN NETW LEARN MAY HOPE W, 2002, NZ INFOTECH, V530 HOPPE U, 2000, 6 INT WORKSH GROUPW *IHUG, 2004, HIGH SPEED SAT INT JESSHOPE C, 2000, DEANZ 2000 C APR 26 Johnson R, 2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, P632, DOI 10.1109/CIE.2002.1186025 JONG BS, 2003, P 3 IEEE INT C ADV L, P37 KUBAREK D, 1999, SYLLABUS MAGAZIN JUN *LINUXDEVICES, 2005, POCK LIN SERV CREAT MARINE S, 2004, BRIDGING DIGITAL DIV Murray T, 2000, LECT NOTES COMPUT SC, V1839, P373 Patton M., 1990, QUALITATIVE EVALUATI SCOTT C, 1991, PRACTICAL GUIDE KNOW SMULDERS D, 2003, ELEARN MAGAZINE 0203 Yin R., 1984, CASE STUDY RES DESIG 2004, ED REV 0331 NR 25 TC 3 Z9 3 U1 1 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 4 BP 143 EP 155 PG 13 WC Education & Educational Research SC Education & Educational Research GA 256QE UT WOS:000252743900014 ER PT J AU Bottino, RM Robotti, E AF Bottino, Rosa Maria Robotti, Elisabetta TI Transforming classroom teaching & learning through technology: Analysis of a case study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; authoring software; primary education; numeracy; problem solving ID ICT AB The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and tools could help the teacher design and manage classroom activities integrating technology; and to evaluate the effectiveness of the ARI@ITALES tools for supporting pupils' acquisition of mathematical skills. C1 [Bottino, Rosa Maria; Robotti, Elisabetta] Ist Tecnol Didattiche, CNR, Genoa, Italy. RP Bottino, RM (reprint author), Ist Tecnol Didattiche, CNR, Genoa, Italy. EM bottino@itd.cnr.it; robotti@itd.cnr.it CR Adetula LO, 1996, EDUC RES, V38, P183 ALVINO S, 2004, ATT DID FERR IT, P761 ARTIGUE M, 2006, 17 ICMI STUD TECHN R ARTIGUE M, 2000, DEV MATH ED GERM SPE ARTIQUE M, 2007, MATEMATICA SUA DIDAT, V21, P67 Bottino RM, 2004, BRIT J EDUC TECHNOL, V35, P553, DOI 10.1111/j.0007-1013.2004.00413.x BOTTINO RM, 2000, HDB INT RES MATH ED, P343 DAVIS FD, 1989, MIS QUART, V13, P319, DOI 10.2307/249008 de Corte E., 1996, INT PERSPECTIVES DES, P129 DEFIGUEIREDO AD, 2006, MANAGING LEARNING VI LAGRANGE JB, 2001, P 25 C INT GROUP PSY, V1, P111 MULLIS IVS, 2005, FINDINGS DEV PROJECT Salomon G., 1996, INT PERSPECTIVES DES, P363 Sutherland R, 2004, COMPUT EDUC, V43, P5, DOI 10.1016/j.compedu.2003.12.017 NR 14 TC 9 Z9 9 U1 1 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2007 VL 10 IS 4 BP 174 EP 186 PG 13 WC Education & Educational Research SC Education & Educational Research GA 256QE UT WOS:000252743900016 ER PT J AU Huang, YM Chen, JN Cheng, SC AF Huang, Yueh-Min Chen, Juei-Nan Cheng, Shu-Chen TI A method of cross-level frequent pattern mining for Web-based instruction SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; cross; level frequent pattern; FP-tree; FP-growth; data mining ID FUZZY PETRI-NET; LEARNING-SYSTEM AB Due to the rise of e-Learning, more and more useful learning materials are open to public access. Therefore, an appropriate learning suggestion mechanism is an important tool to enable learners to work more efficiently. A smoother learning process increases the learning effect, avoiding unnecessarily difficult concepts and disorientation during learning. However, many suggestion demands come from different abstraction levels, and traditional single level frequent pattern mining is not sufficient. This paper proposes a methodology for mining frequent patterns of learners' behavior which connote a hierarchical scheme to provide cross-level learning suggestions for the next learning course. With this system, a learner can get multiple levels of abstract suggestions instead of merely single level frequent pattern mining results. Our study shows that the algorithms can mine considerable quantities of frequent patterns from real life learning data. The experimental data are collected from a Web learning system originating from National Cheng Kung University in Taiwan. The proposed methodology gives learners many suggestions to help them learn more effectively and efficiently. Finally, we collect some representative cases to realize different requirements which are extracted from a learners' access database. These cases are classified into three types; notably, type three generalized four meaningful external factors which are inferred by our observations from these cross-level frequent patterns. C1 Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. RP Huang, YM (reprint author), Natl Cheng Kung Univ, Dept Engn Sci, Tainan 70101, Taiwan. EM huang@mail.ncku.edu.tw; rnchen@gmail.com; kittyc@mail.stut.edu.tw RI Huang, Yueh Min/B-4563-2009 CR AGRAWAL R, 1993, 1993 ACM SIGMOD C MA *AICC, 2003, AV IND CBT COMM Berghel H, 1997, COMMUN ACM, V40, P19, DOI 10.1145/265684.265687 BONCHI F, 2003, 3 IEEE INT C DAT MIN Borchers A, 1998, COMPUTER, V31, P106, DOI 10.1109/2.666847 Chen CM, 2005, COMPUT EDUC, V44, P237, DOI 10.1016/j.compedu.2004.01.006 Chen JN, 2005, INTERACT LEARN ENVIR, V13, P159, DOI 10.1080/10494820500382810 Cheng SC, 2005, LECT NOTES COMPUT SC, V3583, P273 CHOI J, 1999, J ED TECHNOLOGY, V15, P129 Han J., 2000, 2000 ACM SIGMOD INT Han JW, 1999, IEEE T KNOWL DATA EN, V11, P798 Huang YM, 2004, LECT NOTES COMPUT SC, V3143, P338 Huang YM, 2006, KNOWL-BASED SYST, V19, P272, DOI 10.1016/j.knosys.2006.04.001 *IEEE LTSC, 2002, IEEE LEARN TECHN STA *IMS, 2007, CONT PACK BEST GUID Jeng YL, 2005, LECT NOTES COMPUT SC, V3583, P320 Karampiperis P, 2005, EDUC TECHNOL SOC, V8, P128 KAYA M, 2004, 2 IEEE INT C INT STS Khalifa M, 2002, IEEE T EDUC, V45, P350, DOI 10.1109/TE.2002.804395 Kim C, 2003, IEEE WIC INT C WEB I *NCKU, 2005, WEB LEARN SYST Pahl C, 2003, COMPUT EDUC, V40, P99, DOI 10.1016/S0360-1315(02)00100-8 Papanikolaou KA, 2002, COMPUT EDUC, V39, P333, DOI 10.1016/S0360-1315(02)00067-2 Sharable Content Object Reference Model (SCORM), 2004, SHAR CONT OBJ REF MO Song KS, 2004, COMPUT EDUC, V42, P375, DOI 10.1016/j.compedu.2003.09.002 TANG TY, 2003, 11 INT C ART INT ED NR 26 TC 5 Z9 5 U1 0 U2 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. PY 2007 VL 10 IS 3 BP 305 EP 319 PG 15 WC Education & Educational Research SC Education & Educational Research GA 199IN UT WOS:000248689500021 ER PT J AU Liaw, ML AF Liaw, Meei-ling TI E-learning and the development of intercultural competence SO LANGUAGE LEARNING & TECHNOLOGY LA English DT Article ID CROSS-CULTURAL AWARENESS; LANGUAGE; ENGLISH AB This study presents findings on the efficacy of an online learning environment developed to foster EFL students' intercultural competence via reading articles on topics of their own culture and communicating their responses with speakers of another culture. The project offered opportunities for EFL students to use their own societal and cultural practices as the focus for EFL learning. In addition, with the help of an e-forum, the learning environment allowed the students to exchange their views with speakers of the target language. Two e-referencing tools were made available in the system while students were reading and writing. The findings showed that all EFL participants were able to communicate fluently in the target language without much help from corpora-based e-referencing tools provided in the system. The use of the online dictionary decreased drastically after the first two readings. The online concordancer, instead of being used for learning different kinds of cultural meaning on the levels of lexical, syntactic, and textual organization as originally intended, was used by the students to link to articles of similar topics for further explorations of culture and language learning opportunities. Despite some technical difficulties with the computers, the collaboration between the two groups of students was successful, as can be seen from the positive and complimentary comments from the participants. The students' e-forum entries demonstrated four types of intercultural competences: (A) interest in knowing other people's way of life and introducing one's own culture to others, (B) ability to change perspective, (C) knowledge about one's own and others' culture for intercultural communication, and (D) knowledge about intercultural communication processes. C1 Natl Taichung Univ, Chair Dept English, Taichung, Taiwan. RP Liaw, ML (reprint author), Natl Taichung Univ, Chair Dept English, Taichung, Taiwan. EM meeilingliaw@gmail.com CR Abrams ZI, 2002, FOREIGN LANG ANN, V35, P141 Alptekin C., 2002, ELT J, V56, P57, DOI DOI 10.1093/ELT/56.1.57 Aston G., 2001, LEARNING CORPORA Belz J. 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PD SEP PY 2006 VL 10 IS 3 BP 49 EP 64 PG 16 WC Education & Educational Research; Linguistics SC Education & Educational Research; Linguistics GA 084BI UT WOS:000240506100008 ER PT J AU Di Iorio, A Feliziani, AA Mirri, S Salomoni, P Vitali, F AF Di Iorio, Angelo Feliziani, Antonio Angelo Mirri, Silvia Salomoni, Paola Vitali, Fabio TI Automatically producing accessible learning objects SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Workshop on E-Learning and Human-Computer Interaction CY SEP, 2005 CL Rome, ITALY DE accessibility; authoring; standards compliance; content creation AB The "Anywhere, Anytime, Anyway" slogan is frequently associated to e-learning with the aim to emphasize the wide access offered by on-line education. Otherwise, learning materials are currently created to be used with a specific technology or configuration, leaving out from the virtual classroom students who have limited access capabilities and, in particular, students with special needs. On the contrary, accessibility of learning materials is a key issue to ensure a whole inclusion of people with disability in instructional process, and, consequently, to prevent risks of "digital exclusion". The foremost explanation for the creation of not inclusive materials is the assumption that creating accessible and universal Learning Objects (LO) is a dismaying and lengthy task, partially supported by complicated ad-hoc tools. New simple mechanisms that drive authors in creating accessible LO are needed to enlarge LO audience; they should contemporary support students' needs ( while reading) and reduce authors' efforts ( while writing). In this paper we present a LO creation and management process, based on common personal productivity tools, which guarantees both content accessibility as well as universality and offers a simple and friendly interface to authors. C1 Univ Bologna, Dept Comp Sci, I-40126 Bologna, Italy. RP Di Iorio, A (reprint author), Univ Bologna, Dept Comp Sci, Via Mura Anteo Zamboni 7, I-40126 Bologna, Italy. EM diiorio@cs.unibo.it; afelizia@cs.unibo.it; mirri@cs.unibo.it; salomoni@cs.unibo.it; vitali@cs.unibo.it RI Vitali, Fabio/E-9368-2012 OI Vitali, Fabio/0000-0002-7562-5203 CR *4SYST, 2006, WBTEXPRESS 5 1 *ADV DISTR LEARN, 2004, RUN TIM ENV RTE SHAR Sharable Content Object Reference Model (SCORM), 2004, SHAR CONT OBJ REF MO *ADV DISTR LEARN, 2004, CONT AGGR MOD CAM SH BOYLE T, 2004, P PAN SESS E LEARN 2 Bradley C., 2004, J ED MULTIMEDIA HYPE, V13, P371 CONLAN O, 2002, P E LEARN 2002 OCT 1 DIIORIO A, 2005, INTERACT 2005 WORKSH DOLOG P, 2003, P INT C WORLDW COH W DOLOG P, 2004, P WWW2004 17 MAY 200 DOWNES S, 2006, EL FOR M FEBR 22 200 *FREED SCI, 2006, JAWS WIND OV GABRIELLI S, 2005, INTERACT 2005 WORKSH *IEEE LTSC WG12, 2006, IEEE LEARN TECHN STA *IEEE LTSC WG12, 2006, LEARN OBJ MET STAND *IMS GLOB LEARN CO, 2002, IMS ACC ALL MET DAT [Anonymous], 2002, IMS GUID DEV ACC LEA KELLY B, 2005, P 12 INT C ASS LEARN *MACR, 2006, AUTH 7 Mirabella V., 2004, New Review of Hypermedia and Multimedia, V10, P165, DOI 10.1080/13614560412331325253 MORALES R, 2005, P HYP TEL EDMEDIA JU *READ GO INC, 2006, READ GO WEB COURS BU SALOMONI P, 2004, P 1 IEEE INT WORKSH SALOMONI P, 2005, P 11 EUR C 11 13 APR *SERCO, 2006, VIRT CAMP *SUN TOT SYST INC, 2006, TOOLB *U BOL, 2004, AMB ACC APPR *U TOR AD TECHN RE, 2006, AT LEARN CONT MAN SY VITALI F, 2003, P HCI INT 2003 C JUN World Wide Web Consortium Ebrahimi, 2001, SYNCHR MULT INT LANG *WORLD WID WEB CON, 2006, WEB CONT ACC GUID 2 *WORLD WID WEB CON, 2000, EXT HYP TEXT MARK LA *WORLD WID WEB CON, 2001, EXT STYL LANG XSL World Wide Web Consortium, 1999, WEB CONT ACC GUID 1 *WORLD WID WEB CON, 1999, ACC FEAT SMIL *WORLD WID WEB CON, 1999, HYP TEXT MARK LANG H NR 36 TC 9 Z9 9 U1 0 U2 3 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 4 BP 3 EP 16 PG 14 WC Education & Educational Research SC Education & Educational Research GA 107MS UT WOS:000242176300002 ER PT J AU Di Nitto, E Mainetti, L Monga, M Sbattella, L Tedesco, R AF Di Nitto, Elisabetta Mainetti, Luca Monga, Mattia Sbattella, Licia Tedesco, Roberto TI Supporting interoperability and reusability of learning objects: The virtual campus approach SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 14th International World Wide Web Conference (WWW2005) CY MAY 10-14, 2005 CL Chiba, JAPAN DE SCORM; learning object; metadata; aggregation; sequencing AB E-learning has the potential to offer significant advantages over traditional classroom learning. However, it requires a complete redefinition of the dynamics of interaction between the various actors of a classroom. Moreover, in this context, the authoring of instructional material requires much more time than in traditional learning. Therefore, special care has to be posed to the definition of proper authoring approaches where educators can reuse and easily assemble existing materials. In this scenario, a comprehensive learning platform addressing the various interrelated aspects of authoring and fruition of instructional material is needed. Such a platform should enable reusability of materials, so that it is possible to make efficient use of preexisting experiences, and interoperability with existing platforms so that it is possible to take advantage of their strengths. The SCORM standard offers, among other features, a rich data model that can be used to define and share Learning Objects through different e-learning platforms. We argue that, despite the fact that it is the most emerging and promising standard, SCORM does not address some key issues properly, such as specification of metadata and LO composition. In this paper we focus on these issues and propose some extensions to SCORM that aim to address the above issues. C1 Politecn Milan, DEI, I-20133 Milan, Italy. Univ Lecce, I-73100 Lecce, Italy. Univ Milan, DICo, I-20135 Milan, Italy. RP Di Nitto, E (reprint author), Politecn Milan, DEI, Via Ponzio 34-5, I-20133 Milan, Italy. EM dinitto@elet.polimi.it; luca.mainetti@unile.it; mattia.monga@unimi.it; sbattell@elet.polimi.it; tedesco@elet.polimi.it RI Mainetti, Luca/N-4360-2015; Monga, Mattia/E-5548-2010 OI Mainetti, Luca/0000-0001-9387-9277; Monga, Mattia/0000-0003-4852-0067 CR *ADL, 2004, SCORM CONT AGGR MOD ADL, 2004, SCORM 2004, V3rd *ADL, 2004, SCORM RUN TIM ENV *AICC, 2004, CM1001 AICC CMI GUID *ASL, 2004, SCORM SEQ NAV BARBIERI T, 1999, P EUROGRAPHICS 99, P111 BRASE J, 2003, P 3 IEEE INT C ADV L CARCHIOLO V, 2001, P INT C ADV LEARN TE CESARINI M, 2004, P WORLD C ED MULT HY DONGSONG ZL, 2004, COMMUN ACM, V47, P75 DUVAL E, 2003, P 12 WORLD WID WEB C *IEEE LTSC, 2002, IEEE DRAFT STAND LEA *IMS, 2004, CONT PACK INF MOD VE *IMS, 2005, SIMPL SEQ V1 *IMS, 2003, LEARN DES INF MOD VE KNOLMAYER G, 2002, P 36 HAW INT C SYST PADRON CL, 2004, P IEEE INT C ADV LEA QUARATI A, 2003, P INT C INF TECHN CO Quemada J, 2003, EDUC TECHNOL SOC, V6, P149 RIVERA GM, 2004, P WORKSH ONT SEM E L Sbattella L., 2004, P 5 INT C INF TECHN SICILIA MA, 2004, P 5 INT C INF TECHN SIMON B, 2004, SIMPLE QUERY INTERFA STEINACKER A, 2001, P WORLD C ED MULT HY SU JM, 2005, P 19 INT C ADV INF N W3C, 2004, COMP CAP PREF PROF C Yang J. D., 2004, P IEEE INT C ADV LEA NR 27 TC 5 Z9 5 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 2 BP 33 EP 50 PG 18 WC Education & Educational Research SC Education & Educational Research GA 062VR UT WOS:000238974000004 ER PT J AU Lanzilotti, R Ardito, C Costabile, MF De Angeli, A AF Lanzilotti, Rosa Ardito, Carmelo Costabile, Maria F. De Angeli, Antonella TI eLSE methodology: a systematic approach to the e-learning systems evaluation SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT Workshop on E-Learning and Human-Computer Interaction CY SEP, 2005 CL Rome, ITALY DE e-Learning systems; quality; evaluation; controlled experiment ID USABILITY AB Quality of e-learning systems is one of the important topics that the researchers are investigating in the last years. This paper refines the concept of quality of e-learning systems and proposes a new framework, called TICS (Technology, Interaction, Content, Services), which focuses on the most important aspects to be considered when designing or evaluating an e-learning system. Our proposal emphasizes user-system interaction as one of such important aspects. Guidelines that address the TICS aspects and an evaluation methodology, called eLSE (e-Learning Systematic Evaluation) have been derived. eLSE methodology combines a specific inspection technique with user-testing. This inspection, called AT inspection, uses evaluation patterns, called Abstract Tasks (ATs), that precisely describe the activities to be performed during inspection. The results of an empirical validation of the AT inspection technique, carried out to validate this technique, have shown an advantage of the AT inspection over the other two usability evaluation methods, demonstrating that Abstract Tasks are effective and efficient tools to drive evaluators and improve their performance. C1 Univ Bari, Dipartimento Informat, I-70125 Bari, Italy. Univ Manchester, Sch Informat, Manchester M60 1QD, Lancs, England. RP Lanzilotti, R (reprint author), Univ Bari, Dipartimento Informat, I-70125 Bari, Italy. EM Lanzilotti@di.uniba.it; Ardito@di.uniba.it; costabile@di.uniba.it; Antonella.de-angeli@manchester.ac.uk OI Lanzilotti, Rosa/0000-0002-2039-8162; Ardito, Carmelo/0000-0001-8993-9855 CR Ardito C., 2004, P WORK C ADV VIS INT, P80, DOI 10.1145/989863.989873 Ardito C., 2006, Universal Access in the Information Society, V4, P270, DOI 10.1007/s10209-005-0008-6 Boehm B. W., 1978, CHARACTERISTICS SOFT Chua B.B., 2004, P 21 ASCILITE C, P184 Costabile M. 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IEEE International Conference on Advanced Learning Technologies, P1080 SCALON E, 2000, ED TECHNOLOGY SOC, V3, P101 Squires D, 1999, INTERACT COMPUT, V11, P467, DOI 10.1016/S0953-5438(98)00063-0 Wong SK, 2003, LECT NOTES COMPUT SC, V2889, P235 ZAHARIAS P, 2002, DESIGNING ONLINE LEA NR 28 TC 20 Z9 20 U1 0 U2 3 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 4 BP 42 EP 53 PG 12 WC Education & Educational Research SC Education & Educational Research GA 107MS UT WOS:000242176300005 ER PT J AU Sierra, JL Fernandez-Valmayor, A Guinea, M Hernanz, H AF Sierra, Jose Luis Fernandez-Valmayor, Alfredo Guinea, Mercedes Hernanz, Hector TI From research resources to learning objects: Process model and virtualization experiences SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 5th IEEE International Conference on Advanced Learning Technologies CY JUL 05-08, 2005 CL Kaohsiung, TAIWAN SP IEEE TCLT, IEEE Comp Soc, Natl Kaohsiung Normal Univ, Microsoft Res, Natl Sun Yatsen Univ DE repositories of learning objects; authoring of domain; specific learning objects; virtual museums; virtual campus ID ADDS AB Typically, most research and academic institutions own and archive a great amount of objects and research related resources that have been produced, used and maintained over long periods of time by different types of domain experts ( e. g. lecturers and researchers). Although the potential educational value of these resources is very high, this potential may largely be underused due to severe accessibility and manipulability constraints. The virtualization of these resources, i. e. their representation as reusable digital learning objects that can be integrated in an e-learning environment, would allow the full exploitation of all their educational potential. In this paper we describe the process model that we have followed during the virtualization of the objects and research resources owned by two academic museums at the Complutense University of Madrid ( Spain). In the context of this model we also summarize the main aspects of these experiences in virtualization. C1 Univ Complutense, Fac Informat, Dpto Sistemas Informat & Programac, Madrid, Spain. Univ Complutense Madrid, Dpto Hist America 2, Madrid 28040, Spain. Telefonica IDSA, Madrid 28043, Spain. RP Sierra, JL (reprint author), Univ Complutense, Fac Informat, Dpto Sistemas Informat & Programac, Madrid, Spain. EM jlsierra@sip.ucm.es; alfredo@sip.ucm.es; guinea@ghis.ucm.es; hhb@tid.es RI Sierra, Jose Luis/J-6935-2014 OI Sierra, Jose Luis/0000-0002-0317-0510 CR *ADL, 2003, SHEAR CONT OBJ REF M ARANGO G, 1989, ACM SIGSOFT SOFTWARE, V14, P152, DOI 10.1145/75200.75224 Birbeck M., 2001, PROFESSIONAL XML, V2nd BOUCHARD JF, 2004, RAPPORT ACTIVITE ANN CERAMI E, 2002, WEB SERV ESSENTIALS COOMBS JH, 1987, COMMUN ACM, V30, P933, DOI 10.1145/32206.32209 Fernandez-Valmayor A, 2003, COMPUTERS AND EDUCATION: TOWARDS A LIFELONG LEARNING SOCIETY, P191 GOLDFARB CF, 1981, ACM SIGPLAN NOTICES, V16, P68, DOI 10.1145/872730.806456 *IMS CP, 2004, IMS CONT PACK INF MO *IMS LD, 2003, IMS LEARN DES 1 0 KOPER R, 2000, LEARNING DESIGN HDB Koper R, 2003, REUSING ONLINE RESOU, P46 LEE D, 2000, ACM SIGMOD RECORD, V29, P76, DOI 10.1145/362084.362140 *LOM, 2002, IEEE STAND LEARN OBJ Navarro A, 2005, J UNIVERS COMPUT SCI, V11, P1518 POLSANI PR, 2003, J DIGITAL INFORMATIO, V3 REHBERG SD, 2004, ULTIMATE WEBCT HDB P ROBERTS E, 2005, LEARNING TECHNOLOGY, V7 Sierra JL, 2005, ACM SIGPLAN NOTICES, V40, P28, DOI 10.1145/1117303.1117308 Sierra JL, 2004, J UNIVERS COMPUT SCI, V10, P1302 Sierra JL, 2005, INT J SOFTW ENG KNOW, V15, P975, DOI 10.1142/S0218194005002634 SIERRA JL, 2005, P 5 IEEE INT C ADV L, P225 Studer R., 1999, LECT NOTES ARTIF INT, V1570, P1 *XML, 2004, EXT MARK LANG XML *XSLT, 2004, XSL TRANSF XSLT VERS NR 25 TC 5 Z9 5 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 3 BP 56 EP 68 PG 13 WC Education & Educational Research SC Education & Educational Research GA 070WL UT WOS:000239556500006 ER PT J AU Hernandez-Leo, D Villasclaras-Fernandez, ED Asensio-Perez, JI Dimitriadis, Y Jorrin-Abellan, IM Ruiz-Requies, I Rubia-Avi, B AF Hernandez-Leo, D Villasclaras-Fernandez, ED Asensio-Perez, JI Dimitriadis, Y Jorrin-Abellan, IM Ruiz-Requies, I Rubia-Avi, B TI COLLAGE: A collaborative learning design editor based on patterns SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE IMS-LD; CSCL; learning flow; patterns; authoring tool AB This paper introduces Collage, a high-level IMS-LD compliant authoring tool that is specialized for CSCL (Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it highlights the importance of social interactions as an essential element of learning. CSCL is an interdisciplinary domain, which demands participatory design techniques that allow teachers to get directly involved in design activities. Developing CSCL designs using LD is a difficult task for teachers since LD is a complex technical specification and modelling collaborative characteristics can be tricky. Collage helps teachers in the process of creating their own potentially effective collaborative Learning Designs by reusing and customizing patterns, according to the requirements of a particular learning situation. These patterns, called Collaborative Learning Flow Patterns (CLFPs), represent best practices that are repetitively used by practitioners when structuring the flow of (collaborative) learning activities. An example of an LD that can be created using Collage is illustrated in the paper. Preliminary evaluation results show that teachers with experience in CL but without LD knowledge, can successfully design real collaborative learning experiences using Collage. C1 Univ Valladolid, Sch Telecommun Engn, Valladolid 47011, Spain. Univ Valladolid, Fac Educ, Valladolid 47011, Spain. RP Hernandez-Leo, D (reprint author), Univ Valladolid, Sch Telecommun Engn, Camino Cementerio S-N, Valladolid 47011, Spain. EM davher@tel.uva.es; evilfer@ulises.tel.uva.es; juaase@tel.uva.es; yannis@tel.uva.es; ivanjo@pdg.uva.es; inesrure@pdg.uva.es; brubia@pdg.uva.es RI Asensio-Perez, Juan/E-7285-2011; Rubia Avi, Bartolome/K-6509-2014; Hernandez-Leo, Davinia/C-2929-2011 OI Asensio-Perez, Juan/0000-0002-1114-2819; Rubia Avi, Bartolome/0000-0002-4963-4552; Hernandez-Leo, Davinia/0000-0003-0548-7455 CR Alexander C., 1977, PATTERN LANGUAGE TOW Aronson E., 1992, CULTURAL DIVERSITY S, P231 Bote-Lorenzo M. L., 2004, Advanced Technology for Learning, V1, P129 Dillenbourg P., 2002, INAUGURAL ADDRESS 3, P61 GOODYEAR P, 2004, P NETW LEARN 2004 LA, P449 Griffiths D., 2005, ADV TECHNOLOGY LEARN, V2 Griffiths D., 2005, LEARNING DESIGN HDB, P109, DOI 10.1007/3-540-27360-3_7 Hernandez Y, 2004, SEM RESP CRIT CARE M, V25, P63, DOI 10.1055/s-2004-822306 *IMS, 2003, IMS LEARN DES V 1 0 *IMS, 2004, IMS CONT PACK V1 1 4 *ITCOLE, 2005, SYN WEBS Jermann P, 2004, COMPUT-SUPP COLLAB L, V3, P141 Johnson D. W., 1999, LEARNING TOGETHER AL [Anonymous], 2005, P 4 IASTED INT C WEB Koper R., 2005, LEARNING DESIGN HDB, P3, DOI 10.1007/3-540-27360-3_1 *MACQ U, 2005, LAMS LEARN ACT MAN S MARTENS H, 2005, LEARNING DESIGN HDB, P91, DOI 10.1007/3-540-27360-3_6 Martin JA, 2003, AEROSPACE AM, V41, P4 [Anonymous], 2005, P COMP SUPP COLL LEA, DOI 10.3115/1149293.1149349 Muller M., 1993, COMMUN ACM, V36, P25 [Anonymous], 2005, LEARNING DESIGN HDB, DOI 10.1007/3-540-27360-3_9 SLOEP P, 2005, LEARNING DESIGN HDB, P139, DOI 10.1007/3-540-27360-3_8 Stake R. E., 1995, ART CASE STUDY RES Strijbos JW, 2004, COMPUT EDUC, V42, P403, DOI 10.1016/j.compedu.2003.10.004 NR 24 TC 90 Z9 90 U1 0 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 1 BP 58 EP 71 PG 14 WC Education & Educational Research SC Education & Educational Research GA 010HT UT WOS:000235179100006 ER PT J AU Chen, CM Hong, CM Chen, SY Liu, CY AF Chen, Chih-Ming Hong, Chin-Ming Chen, Shyuan-Yi Liu, Chao-Yu TI Mining formative evaluation rules using web-based learning portfolios for web-based learning systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT 5th IEEE International Conference on Advanced Learning Technologies CY JUL 05-08, 2005 CL Kaohsiung, TAIWAN SP IEEE TCLT, IEEE Comp Soc, Natl Kaohsiung Normal Univ, Microsoft Res, Natl Sun Yatsen Univ DE learning performance assessment; web-based learning; web-based learning portfolio; data mining ID ITEM RESPONSE THEORY; FUZZY-SYSTEMS; INTERPRETABILITY; CLASSIFICATION AB Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an essential research issue in web-based learning, owing to the rapid growth of e-learning systems and real application in teaching scenes. The traditional summative evaluation by performing examinations or feedback forms is usually employed to evaluate the learning performance for both the traditional classroom learning and the web-based learning. However, summative evaluation only considers final learning outcomes without considering learning processes of learners. This study presents a learning performance assessment scheme by combining four computational intelligence theories, i. e., the proposed refined K-means algorithm, the neuro-fuzzy classifier, the proposed feature reduction scheme, and fuzzy inference, to identify the learning performance assessment rules using the web-based learning portfolios of an individual learner. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results of grade levels. In other words, this scheme can help teachers to assess individual learners precisely utilizing only the learning portfolios in a web-based learning environment. Additionally, teachers can devote themselves to teaching and designing courseware since they save a lot of time in evaluating learning. This idea can be beneficially applied to immediately examine the learning progress of learners, and to perform interactively control learning for e-learning systems. 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Technol. Soc. PY 2006 VL 9 IS 3 BP 69 EP 87 PG 19 WC Education & Educational Research SC Education & Educational Research GA 070WL UT WOS:000239556500007 ER PT J AU Van Rosmalen, P Vogten, H Van Es, R Passier, H Poelmans, P Koper, R AF Van Rosmalen, P Vogten, H Van Es, R Passier, H Poelmans, P Koper, R TI Authoring a full life cycle model in standards-based, adaptive e-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE adaptive e-learning; learning technology standards; IMS-LD; authoring; life cycle model; agents AB The objective of this paper is to introduce a standards-based model for adaptive e- learning and to investigate the conditions and tools required by authors to implement this model. Adaptation in the context of e-learning is about creating a learner experience that purposely adjusts to various conditions over a period of time with the intention of increasing pre-defined success criteria. Adaptation can be based on an initial design, runtime information or, as in the aLFanet system, a combination. Adaptation requires the functionality to be able to interact with and manipulate data on the learning design, the users and the system and its contents. Therefore, adaptation is not an add- on that can just be plugged into a learning environment. Each of the conditions for adaptation have to be represented in a rigorous way. We will introduce a model based on a set of key learning technology standards that enables a structured, integrated view on designing, using and validating adaptation. For the author however, it appeared that the model is demanding both through the requirements imposed by the adaptation and the use of standards. We will discuss their experiences in applying it, analyse the steps already taken to tackle the complexity and come with additional suggestions to move forward to implementations suitable for a wider audience. C1 Open Univ Netherlands, NL-6401 HD Heerlen, Netherlands. RP Van Rosmalen, P (reprint author), Open Univ Netherlands, POB 2960, NL-6401 HD Heerlen, Netherlands. EM Peter.VanRosmalen@ou.nl; Hubert.Vogten@ou.nl; Rene.VanEs@ou.nl; Harrie.Passier@ou.nl; Patricia.Poelmans@ou.nl; Rob.Koper@ou.nl CR AYALA G, 2003, 5 INT CSCL C JUN 14 BARRERA C, 2005, D66 EVALUATION RESUL BOTICARIO JG, 2000, LNCS, V1892, P51 Brushe GD, 2001, DIGIT SIGNAL PROCESS, V11, P110, DOI 10.1006/dspr.2001.0389 DECROOCK M, 2002, D12 STATE ART FELDER RM, 1988, ENG EDUC, V78, P674 FUENTES C, 2005, D82 ALF PROJ DEL Griffiths D., 2005, LEARNING DESIGN HDB, P109, DOI 10.1007/3-540-27360-3_7 *IMS ACC, 2004, IMS ACC INF MOD BEST *IMS CP, 2003, IMS CONT PACK INF MO *IMS LD, 2003, IMS LEARN DES INF MO IMS Learner Information Package Information (IMS-LIP), 2001, IMS LEARN INF PACK I *IMS MET, 2001, IMS MET DAT INF MOD *IMS QTI, 2003, IMS QUEST TEST INT I Koper R, 2003, REUSING ONLINE RESOU, P46 Koper R., 2005, LEARNING DESIGN HDB Reigeluth CM, 1992, INSTRUCTIONAL DESIGN LIN F, 2005, DESIGNING DISTRIBUTE Paramythis A., 2004, ELECT J ELEARNING, V2 SANTOS OC, 2004, 8 WSEAS INT C COMP J SLOEP P, 2005, LEARNING DESIGN HDB, P139, DOI 10.1007/3-540-27360-3_8 Tattersall C., 2005, LEARNING DESIGN HDB, P303, DOI 10.1007/3-540-27360-3_19 Towle B., 2005, LEARNING DESIGN HDB, P215, DOI 10.1007/3-540-27360-3_12 VANES R, 2005, D32 ALF PROJ DEL VANES R, 2005, TESTING PEDAGOGICAL VOGTEN H, 2005, INT J E LEARNING VONROSMALEN P, 2005, INT J CONTINUING ENG, V15, P261 Wenger E., 1987, ARTIFICIAL INTELLIGE NR 28 TC 13 Z9 13 U1 0 U2 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. PY 2006 VL 9 IS 1 BP 72 EP 83 PG 12 WC Education & Educational Research SC Education & Educational Research GA 010HT UT WOS:000235179100007 ER PT J AU Donoghue, SL AF Donoghue, Sue L. TI Institutional potential for online learning: A Hong Kong case study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE online learning; E-learning; pedagogy; strategic planning; higher education; the University of Hong Kong AB Hong Kong's tertiary education environment has changed dramatically in recent years with universities now facing specific educational challenges in the areas of critical thinking, 'life-long learning' and English language. The question exists as to what pedagogic developments will best allow the universities to address these challenges. In this paper, the appropriateness of online pedagogy as one response to these challenges is assessed through use of illustrative case-examples and post-course surveys. The potential of The University of Hong Kong (HKU) to implement this pedagogy is examined through a systematic consideration of the requirements for embedding online learning, specifically student and institutional knowledge, culture, and resources. The case examples provide empirical evidence to suggest that online environments are useful in addressing these challenges, largely as a consequence of afforded flexibility in teaching and learning, support of more student-centered learning approaches, and a high degree of student engagement. Opportunity for international collaborative teaching, with associated benefits in curriculum extension, cost-spreading and benchmarking, is also demonstrated. Within HKU, student factors appear to pose no major constraint to such development, but there exist significant inconsistencies in terms of institutional culture, pedagogic knowledge and non-hardware resources. The author concludes that small-scale online developments are viable and the cost of establishing and maintaining these need not be prohibitive. While online learning holds promise for HKU, the University will require internal institutional change to fully realize this potential. RP Donoghue, SL (reprint author), 17A Isl View,Midvale Village,21 Middle Lane,Disco, Hong Kong, Hong Kong, Peoples R China. EM beldon@netvigator.com CR Bloom B., 1956, TAXONOMY ED OBJECTIV CHEN E, 2001, HKDF NEWSLETTER, V18 CHENG KM, 1996, POSTE PREPARATION ST DONOGHUE SL, 2002, P ASS SE AS I HIGH L, P221 EHRMANN SC, 2002, EDUCASE REV JAN, P54 FOX SC, 2002, AS PAC ED REV 2002, V3, P83 FRENCH NJ, 1999, 5 HONG KONG WEB S OC Garrison D. 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J, 2001, E LEARNING STRATEGIE Ryan S., 2000, VIRTUAL U INTERNET R SCOTT P, 2001, GUARDIAN 1113 STOKES PJ, 2000, ED WEEK, V20 Stoll L., 1996, CHANGING OUR SCH LIN Trochim W., 2002, RES METHODS KNOWLEDG *UGC, 2004, GEN STAT HIGH ED HON UGC (The Hong Kong University Grants Committee), 1996, HIGH ED HONG KONG RE WILLIAMS D, 2003, GUARDIAN 0322 YEUNG L, 2004, S CHINA MORNING 0918, pE3 YEUNG L, 2005, S CHINA MORNING 0430, pE3 NR 37 TC 2 Z9 2 U1 0 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 4 BP 78 EP 94 PG 17 WC Education & Educational Research SC Education & Educational Research GA 107MS UT WOS:000242176300008 ER PT J AU Pragnell, MV Roselli, T Rossano, V AF Pragnell, Mary Victoria Roselli, Teresa Rossano, Veronica TI Can a hypermedia cooperative e-learning environment stimulate constructive collaboration? SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE cooperative learning; collaborative learning; CSCL; e-learning environment; educational technology AB The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group work. Among the different active learning strategies, Cooperative Learning has found in the Internet and the World Wide Web the ideal technological support. In this scenario, we have implemented a web-based environment, endeavouring to reproduce within it the traditional teaching methodologies typical of cooperative learning. Herein we describe two experiments aiming to assess the quantity and quality of the interaction promoted by the system and how such factors as gender, background knowledge and role affect communication. We compared the communication and the learning gain achieved in the experimental group that worked with the system, named Geometriamo, with those achieved in the control group working in class with the teacher. The results demonstrate that the use of an environment mediating peer-to-peer collaboration can be highly beneficial, even in primary school age. A high number of messages were exchanged among all pupils and, notably, the highest learning gain was recorded in the less able students in the experimental group. C1 Univ Bari, Fac Med & Surg, I-70124 Bari, Italy. Univ Bari, Dept Comp Sci, I-70124 Bari, Italy. RP Pragnell, MV (reprint author), Univ Bari, Fac Med & Surg, Pza Giulio Cesare 1, I-70124 Bari, Italy. EM mpragnellv@libero.it; roselli@di.uniba.it; rossano@di.uniba.it CR Anastasiades PS, 2003, COMPUT EDUC, V40, P17, DOI 10.1016/S0360-1315(02)00077-5 Barr A., 1982, HDB ARTIFICIAL INTEL, V1 Bell P., 1997, CSCL 2, P10 BERGE ZL, 2003, INTERACTION POST SEC Brown A. L., 1998, THINKING PRACTICES M, P341 CHARNISTSKI CW, 2003, WORLD C E LEARN CORP, P174 CHOEN A, 1998, INTERACTIVE LEARNING, V6, P93 COLLINS A., 1991, AM EDUC, V15, P6 Dillenbourg P., 1996, LEARNING HUMANS MACH, P189 ENYEDY N, 1997, CSCL, V2, P27 FELDMAN A, 1999, NETWORK SCI DECADE L Gillies RM, 2004, LEARN INSTR, V14, P197, DOI 10.1016/S0959-4752(03)00068-9 Guzdial M, 2000, J LEARN SCI, V9, P437, DOI 10.1207/S15327809JLS0904_3 GUZDIAL M, 1997, CSCL, V2, P83 HAKKARAINEN K, 1999, J EDUC COMPUT RES, V21, P261 HILTZ SR, 1994, VIRTUAL CLASSROOM LE Hoadley CM, 2000, INT J SCI EDUC, V22, P839, DOI 10.1080/095006900412301 Johnson DW, 1998, CHANGE, V30, P26, DOI DOI 10.1080/00091389809602629 Johnson D. 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S., 1978, MIND SOC DEV HIGHER Wegerif R, 2004, COMPUT EDUC, V43, P179, DOI 10.1016/j.compedu.2003.12.012 Williams V., 1997, WEB BASED INSTRUCTIO Zhao JH, 2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, P344, DOI 10.1109/CIE.2002.1185942 NR 39 TC 5 Z9 5 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 2 BP 119 EP 132 PG 14 WC Education & Educational Research SC Education & Educational Research GA 062VR UT WOS:000238974000010 ER PT J AU Capus, L Curvat, F Leclair, O Tourigny, N AF Capus, Laurence Curvat, Frederic Leclair, Olivier Tourigny, Nicole TI A Web environment to encourage students to do exercises outside the classroom: A case study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; self-explanation; learning-by-example; collaborative learning; case study ID EXAMPLES AB For the past five years, our students have been passing less and less time preparing for lectures and exams. To encourage them to do more exercises, a pedagogical activity was offered outside the classroom. With the goal of making students more active during the problem- solving process, an innovative online environment, Sphinx, was developed. Sphinx proposes a set of exercises with their solutions, and invites students to explain them. Sphinx also gives students the opportunity to exchange ideas about an exercise and its solution, and gives the teacher the ability to observe if students take part in the problem- solving process. The originality of Sphinx lies in its ability to support students between lectures with a common learning strategy: learning- by- example. An experiment was conducted with 137 students during the 2003 fall session. The solved exercises were consulted most often before the two exams. However, only a few students participated actively in the experiment by intensively using the Sphinx environment; they obtained a better average score than the rest of the class. Thus, participation and collaboration had a positive effect on the students' marks. Tools should be added to motivate more students to take part in the explaining and collaborating process. C1 Univ Laval, ERICAE, Dept Informat & Genie Logiciel, Ste Foy, PQ G1K 7P4, Canada. RP Capus, L (reprint author), Univ Laval, ERICAE, Dept Informat & Genie Logiciel, Ste Foy, PQ G1K 7P4, Canada. EM laurence.capus@ift.ulaval.ca; nicole.tourigny@ift.ulaval.ca CR Baker M.J., 2000, INT J ARTIFICIAL INT, V11, P122 CAPUS L, 2003, INT C ADV INFR EBUS Glaser R., 2000, ADV INSTRUCTIONAL PS, P161 CHI MTH, 1989, COGNITIVE SCI, V13, P145, DOI 10.1207/s15516709cog1302_1 Cronje JC, 2001, COMPUT EDUC, V37, P241, DOI 10.1016/S0360-1315(01)00049-5 DELESTRE N, 2000, INGENIERIE CONNAISSA, P35 KHAN TR, 1995, KNOWL ENG REV, V10, P235 Legendre R., 1993, DICT ACTUEL ED Luger George F, 2005, ARTIFICIAL INTELLIGE Oliver R, 2001, J COMPUT ASSIST LEAR, V17, P34, DOI 10.1046/j.1365-2729.2001.00157.x TCHOUNIKINE P, 2002, REVUE, V13, P59 TOURIGNY N, 2005, P 4 INT C MICR COMP, V2, P461 Triantafillou E, 2003, COMPUT EDUC, V41, P87, DOI 10.1016/S0360-1315(03)00031-9 VanLehn K, 1998, COGNITIVE SCI, V22, P347 VanLehn K., 1993, FDN KNOWLEDGE ACQUIS, P25 NR 15 TC 2 Z9 2 U1 0 U2 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. PY 2006 VL 9 IS 3 BP 173 EP 181 PG 9 WC Education & Educational Research SC Education & Educational Research GA 070WL UT WOS:000239556500015 ER PT J AU Zualkernan, IA AF Zualkernan, Imran A. TI A framework and a methodology for developing authentic constructivist e-learning environments SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE computer assisted instruction; expert problem solving; operative knowledge; development methodology ID DESIGN AB Semantically rich domains require operative knowledge to solve complex problems in real-world settings. These domains provide an ideal environment for developing authentic constructivist e-learning environments. In this paper we present a framework and a methodology for developing authentic learning environments for such domains. The framework is based on an ecological view and characterizes dimensions of a typical constructivist environment in terms of pedagogical design, architecture, the environmental context and what is actually learned. A case-study illustrating the use of the framework to develop a just-in-time game-based learning environment is also presented. C1 Amer Univ Sharjah, Sch Engn, Sharjah, U Arab Emirates. RP Zualkernan, IA (reprint author), Amer Univ Sharjah, Sch Engn, POB 26666, Sharjah, U Arab Emirates. EM izualkernan@ausharjah.edu CR ANDERSON J, 1990, ADAPTIVE STRUCTURE T Bloom B., 1956, TAXONOMY ED OBJECTIV Brown J. 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D., 1991, Educational Technology, V31 *NEAV, 2005, NEAV GAM Oliver R., 2001, WORKING EXCELLENCE E, P407 *OMG, 2005, OMG UN MOD LANG SPEC *OZ, 2005, OZ WEBS PATEL AK, 2001, J DISTANCE LEARNING, V6, P26 PIAGET J, 1975, CONSTRUCTION REALITY Prensky M, 2004, DIGITAL GAME BASED L Rumetshofer H, 2003, EDUC TECHNOL SOC, V6, P18 Salen Katie, 2003, RULES PLAY GAME DESI Schank R., 1995, ENGINES ED *SCORM, 2005, IMS CONT PACK BEST P Simon H.A., 1996, SCI ARTIFICIAL *SUN, 2005, JAV PLATF MICR ED TURVEY MT, 1981, COGNITION, V10, P313, DOI 10.1016/0010-0277(81)90063-9 *VIRT U, 2005, VIRT U WEBS VYGOTSKY LS, 1980, MIND SOC DEV HIGH PS ZUALKEMAN IA, 2004, 2004 INT RES C INN I ZUALKERNAN IA, 1992, INT J SOFTW ENG KNOW, V2, P489, DOI 10.1142/S0218194092000233 NR 38 TC 12 Z9 12 U1 0 U2 5 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2006 VL 9 IS 2 BP 198 EP 212 PG 15 WC Education & Educational Research SC Education & Educational Research GA 062VR UT WOS:000238974000016 ER PT J AU Nevile, L Treviranus, J AF Nevile, Liddy Treviranus, Jutta TI Interoperability for individual learner centred accessibility for web-based educational systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning systems; interoperability; accessibility; AccessForAll; learner profiles; resource descriptions AB This paper describes the interoperability underpinning a new strategy for delivering accessible computer-based resources to individual learners based on their specified needs and preferences in the circumstances in which they are operating. The new accessibility strategy, known as AccessForAll, augments the model of universal accessibility of resources by engaging automated systems and builds upon the previous development of libraries of suitable resources and components. It focuses on individual learners and their particular accessibility needs and preferences. It fits within an inclusive framework for educational accommodation that supports accessibility, mobility, cultural, language and location appropriateness and increases educational flexibility. Its effectiveness will depend upon widespread use that will exploit the 'network effect' to increase the content available for accessibility and distribute the responsibility for the availability of accessible resources across the globe. Widespread use will depend upon the interoperability of AccessForAll implementations that, in turn, will depend on the success of the four major aspects of their interoperability: structure, syntax, semantics and systemic adoption. C1 La Trobe Univ, Bundoora, Vic 3083, Australia. Univ Toronto, Toronto, ON M4X 1K9, Canada. RP Nevile, L (reprint author), La Trobe Univ, Bundoora, Vic 3083, Australia. EM liddy@sunriseresearch.org; jutta.treviranus@utoronto.ca CR CHAPMAN A, 2000, LIB SERVICES VISUALL, pCH10 *DC AWG, 2005, SC36 ISO JTC1 DC AWG *DCMI, 2003, DCMI US BOARD REV AP Disability Rights Commission (United Kingdom), 2004, WEB ACC INCL DIS PEO Duval E., 2002, D LIB MAGAZINE, V8 GODBY J, 2004, DO APPL PROFILES REV NEVILE L, 2005, P INT C DUBL COR MET, P67 NILSSON M, 2005, PRINCIPLES PRACTICES NR 8 TC 2 Z9 2 U1 0 U2 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. PY 2006 VL 9 IS 4 BP 215 EP 227 PG 13 WC Education & Educational Research SC Education & Educational Research GA 107MS UT WOS:000242176300019 ER PT J AU Su, JM Tseng, SS Wang, W Weng, JF Yang, JTD Tsai, WN AF Su, JM Tseng, SS Wang, W Weng, JF Yang, JTD Tsai, WN TI Learning portfolio analysis and mining for SCORM compliant environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning portfolio analysis; SCORM; data mining; personalized learning environment ID DATA CUBE TECHNOLOGY; COMPUTERS; STUDENTS; GENDER AB With vigorous development of the Internet, e-learning system has become more and more popular. Sharable Content Object Reference Model (SCORM) 2004 provides the Sequencing and Navigation (SN) Specification to define the course sequencing behavior, control the sequencing, selecting and delivering of course, and organize the content into a hierarchical structure, namely Activity Tree. Therefore, how to provide customized course according to individual learning characteristics and capabilities, and how to create, represent and maintain the activity tree with appropriate associated sequencing definition for different learners become two important issues. However, it is almost impossible to design personalized learning activities trees for each learner manually. The information of learning behavior, called learning portfolio, can help teacher understand the reason why a learner got high or low grade. Thus, in this paper, we propose a Learning Portfolio Mining (LPM) Approach including four phases: 1. User Model Definition Phase: define the learner profile based upon existing articles and pedagogical theory. 2. Learning Pattern Extraction Phase: apply sequential pattern mining technique to extract the maximal frequent learning patterns from the learning sequence, transform original learning sequence into a bit vector, and then use distance based clustering approach to group learners with good learning performance into several clusters. 3. Decision Tree Construction Phase: use two third of the learner profiles with corresponding cluster labels as training data to create a decision tree, and the remainings are the testing data. 4. Activity Tree Generation Phase: use each created cluster including several learning patterns as sequencing rules to generate personalized activity tree with associated sequencing rules of SN. Finally, for evaluating our proposed approach of learning portfolio analysis, an experiment has been done and the results show that generated personalized activity trees with sequencing rules are workable and beneficial for learners. C1 Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu 300, Taiwan. So Taiwan Univ Technol, Dept Informat & Commun, Tainan 710, Taiwan. RP Su, JM (reprint author), Natl Chiao Tung Univ, Dept Comp Sci, Hsinchu 300, Taiwan. EM jmsu@csie.nctu.edu.tw; sstseng@cis.nctu.edu.tw; gis91547@cis.nctu.edu.tw; roy@cis.nctu.edu.tw; yangdav@mail.stut.edu.tw; tsaiwn@csie.nctu.edu.tw CR Agrawal R., 1995, 11 INT C DAT ENG ICD Beekhoven S, 2003, HIGH EDUC, V46, P37, DOI 10.1023/A:1024414529666 Chang CK, 1998, J EDUC COMPUT RES, V19, P307 Chen GD, 2000, J EDUC COMPUT RES, V23, P305 CHEN W, 1999, P ADV RES COMP COMM Dewhurst DG, 2000, COMPUT EDUC, V35, P223, DOI 10.1016/S0360-1315(00)00033-6 FAYYAD U, 1997, 9 INT C SCI STAT DAT Gilbert JE, 1999, J NETW COMPUT APPL, V22, P149, DOI 10.1006/jnca.1999.0088 GURALNIK V, 2001, 2001 IEEE INT C DAT Hall D., 1965, ISODATA NOVEL METHOD Kolb D.A, 1976, LEARNING STYLE INVEN KOLB DA, 2004, KOLBS LEARNING STYLE *LSI, 2004, KOLBS LEARN STYL LEA McIlroy D, 2001, COMPUT HUM BEHAV, V17, P21, DOI 10.1016/S0747-5632(00)00037-6 Quinlan J. 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PY 2006 VL 9 IS 1 BP 262 EP 275 PG 14 WC Education & Educational Research SC Education & Educational Research GA 010HT UT WOS:000235179100021 ER PT J AU Mittal, A Krishnan, PV Altman, E AF Mittal, A Krishnan, PV Altman, E TI Content classification and context-based retrieval system for E-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE semantic analysis; multimedia features; video indexing; state diagram; contextual retrieval; user model ID ISSUES; IMAGE AB A recent focus in web based learning systems has been the development of reusable learning materials that can be delivered as personalized courses depending of a number of factors such as the user's background, his/her learning preferences, current knowledge based on previous assessments, or previous browsing patterns. The student is often confronted with complex information mining tasks in which the semantics of individual sources require a deeper modelling than is offered by current learning systems. Most authored content exist in the form of videos, audio, slides, text, and simulations. In the absence of suitable annotations, the conversion of such materials for on-line distribution, presentation, and personalization has proven to be difficult. Based on our experiences with Open Courseware (OCW) and Singapore-MIT Alliance (SMA) video database, this paper presents a personalized delivery system that uses a domain ontology and pedagogical models to compose course materials in response to a user's query. We also present several important E-learning applications emerging from the framework. C1 Indian Inst Technol, Dept Elect & Comp Engn, Roorkee, Uttar Pradesh, India. Indian Inst Technol, Dept Appl Mech, New Delhi, India. Inst Infocomm Res, Singapore, Singapore. RP Mittal, A (reprint author), Indian Inst Technol, Dept Elect & Comp Engn, Roorkee, Uttar Pradesh, India. 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R., 2002, J COLL SCI TEACH, V31, P298 KLEMM WR, 2002, TECHNOLOGY SOURC SEP KLEMM WR, 1998, HIGHER ED J, V26, P62 NR 10 TC 1 Z9 1 U1 0 U2 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. PY 2005 VL 8 IS 3 BP 1 EP 5 PG 5 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400001 ER PT J AU Nichols, M Anderson, B AF Nichols, M Anderson, B TI Strategic e-learning implementation SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article C1 Massey Univ, Coll Educ, Palmerston North, New Zealand. RP Nichols, M (reprint author), Massey Univ, Coll Educ, Palmerston North, New Zealand. EM m.b.nichols@massey.ac.nz; w.g.anderson@massey.ac.nz CR BRUNING RH, 2004, COGNITIVE PSYCHOL IN Davis A., 2004, THEORY PRACTICE ONLI, P97 JONACKI T, 2001, J ASYNCHRONOUS LEARN, V5 Jonassen D., 1997, WEB BASED INSTRUCTIO, P119 *MIN ED, 2004, INTERIM TERTIARY E L Moore M. G., 1996, DISTANCE ED SYSTEMS NORRIS D, 2003, EDUCAUSE REV, V38, P15 PALLOFF R, 2003, VIRUTAL STUDENT Reigeluth C. M., 1999, INSTRUCTIONAL DESIGN, VII, P5 Surry D. W., 1997, J INSTRUCTIONAL SCI, V2 Twigg C., 2001, INNOVATIONS ONLINE L NR 11 TC 6 Z9 6 U1 2 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 4 BP 1 EP 8 PG 8 WC Education & Educational Research SC Education & Educational Research GA 982DO UT WOS:000233138300001 ER PT J AU Dagger, D Wade, V Conlan, O AF Dagger, D Wade, V Conlan, O TI Personalisation for all: Making adaptive course composition easy SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE adaptive course composition tools; adaptive educational hypermedia systems; personalised eLearning; adaptive hypermedia; metadata modelling ID HYPERMEDIA AB The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in composing the adaptive learning experience. The key goal in personalized eLearning development tools is to sup-port the teacher in composing adaptive and non-adaptive eLearning experiences. One of the arguments of this paper is that these learning experiences should be activity-oriented and pedagogically driven. Presented is a detailed discussion of the challenges of composing adaptive courses and in particular the difficulties and possible techniques in composing appropriate models and information to support adaptive courses. The paper describes an adaptive course construction methodology which extends traditional eLearning syllabi development with design activities which support adaptivity definition, subject matter concept modelling, adaptivity technique selection as well as alternative instructional design template customisation. The paper then details the Adaptive Course Construction Toolkit ( ACCT), which supports this methodology and illustrates the tools usage in the development of an adaptive course. Finally the paper presents an initial evaluation of the toolkit and its associated methodology. C1 Univ Dublin Trinity Coll, Dept Comp Sci, Knowledge & Data Engn Grp, Dublin, Ireland. RP Dagger, D (reprint author), Univ Dublin Trinity Coll, Dept Comp Sci, Knowledge & Data Engn Grp, Dublin, Ireland. EM Declan.Dagger@cs.tcd.ie; Vincent.Wade@cs.tcd.ie; Owen.Conlan@cs.tcd.ie OI Conlan, Owen/0000-0002-9054-9747 CR Ainsworth S, 1999, COMPUT EDUC, V33, P171, DOI 10.1016/S0360-1315(99)00031-7 APTED T, 2002, ICCE WORKSH CONC ONT AROYO L, 2003, INT C ART INT ICAI02 Bajraktarevic N., 2003, WORKSH AD HYP AD WEB BRUSILOVSKY P, 2002, WORLD C E LEARN CORP BRUSILOVSKY P, 1998, WORKSH WWWB TUT 4 IN Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306 CLARKE L, 2003, WORLD C EL CORP GOV CONKLIN J, 1987, IEEE COMPUT, V20, P9 CONLAN O, 2002, 2 INT C AD HYP AD WE CRISTEA A, 2004, ACM S APPL COMP MARC CRISTEA A, 2003, EDM 2003 C P NORF US, P511 DAGGER D, 2003, WORLD C EL CORP GOV DALZIEL J, 2003, ASCILITE C DEC 7 10 DEBRA P, 2002, 2 INT C AD HYP AD WE DEBRA P, 2003, WORLD C EL CORP GOV Eklund J., 1999, UNISERVE SCI NEW, V12, P8 Frankola K., 2001, WORKFORCE, V10, P53 GILBERT JE, 1999, WORLD C WWW INT OCT GRUNST G, 1993, HUM FAC INF, V10, P269 HOCKEMEYER C, 1998, 4 INT C COMP AID LEA Jonassen D., 1999, INSTRUCTIONAL DESIGN, VII, P215 Kaplan C., 1993, User Modeling and User-Adapted Interaction, V3, P193, DOI 10.1007/BF01257889 KAYAMA M, 1998, WORKSH CURR TRENDS A Laurillard D., 1993, RETHINKING U TEACHIN MEISTER J, 2002, PILLARS ELEARNING SU MILOSAVLJEVIC M, 1997, P 6 INT C US MOD UM9, P119 PEREZ T, 1995, WORLD C ED MULT HYP REIGELUTH W, 1999, INSTRUCTIONAL DESIGN, P425 Specht M., 1998, New Review of Hypermedia and Multimedia, V4, P141, DOI 10.1080/13614569808914699 Vassileva J, 1996, USER MODEL USER-ADAP, V6, P185, DOI 10.1007/BF00143967 NR 31 TC 22 Z9 22 U1 0 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 3 BP 9 EP 25 PG 17 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400003 ER PT J AU Westera, W AF Westera, W TI Beyond functionality and technocracy: creating human involvement with educational technology SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE information and communication technologies; learning technology; E-learning; online learning; philosophy of innovation AB Innovation of education is highly topical. It is obviously boosted by a range of new technologies, which enable new modes of learning that, are independent of time and place through Web-based delivery and computer-mediated communication. However, innovators in education often encounter intrinsic conservatism or even deliberate obstructions. For innovators it is important to be aware of and to understand the basic premises underlying the idea of innovation. This paper explains the origins of technological optimism and the associated faith in progress. Also, techno-pessimism as rooted in the negative side effects of the industrial revolution is reviewed. To solve the conflict between techno-optimism and techno-pessimism we elaborate Borgmann's "devices paradigm": in order to avoid apathetic and indifferent consumption of technology-based commodities, users of technological devices should be given the opportunity to develop substantial involvement with the technological devices. While extending this idea to educational technologies, we present an explanatory model for the mediating role of technological artefacts. In conclusion, we explain how to approach technology-based innovations in education by arguing for transparent and interactive devices, for products as carriers of meaning, for values that harmonise with the characteristics of man and for a mixed mode of developing new ideas and preserving former achievements. C1 Open University Netherlands, Educ Technol Expertise Ctr, NL-6401 DL Heerlen, Netherlands. RP Westera, W (reprint author), Open University Netherlands, Educ Technol Expertise Ctr, POB 2960, NL-6401 DL Heerlen, Netherlands. EM wim.westera@ou.nl CR Barnett R., 1994, LIMITS COMPETENCE Bates A. W, 2000, MANAGING TECHNOLOGY Bates A. W., 1995, TECHNOLOGY OPEN LEAR Baudrillard J., 1995, GULF WAR DID NOT TAK BERBEEK P, 2000, DAADKRACHT DINGEN Borgmann Albert, 1984, TECHNOLOGY CHARACTER Bruer J. T., 2003, TECHNOLOGY APPL ED L, P159 EBERSOLE S, 2001, CYBEREDUCATION FUTUR, P15 Ellul J., 1964, TECHNOLOGICAL SOC Fromm Erich, 1964, ESCAPE FREEDOM Heidegger M., 1977, QUESTION TECHNOLOGY HEINICH R, 1984, ECTJ-EDUC COMMUN TEC, V32, P67 Hickman L., 1990, J DEWEYS PRAGMATIC T Jaspers Karl, 1931, GEISTIGE SITUATION Z JORG T, 2002, ONDERWIJSORIENTATIES Kaufman R., 1998, Educational Technology, V38, P63 Kearsley G, 1998, EDUC TECHNOL, V38, P47 McLuhan M, 1964, UNDERSTANDING MEDIA POELMANS P, 2002, ICT ONDERWIJS VANUIT, P36 POSTMAN N, 1986, AMUSING OURSELVES DE SLOEP PB, 2001, CONTROLLERS MAGA JUN, P27 SOETE L, 2002, PERSPECTIEVEN KENNIS, P87 Toffler A., 1980, 3 WAVE Mises Ludwig von, 1957, THEORY HIST INTERPRE WALTON RE, 1985, HRM TRENDS CHALLENGE, P30 Westera W., 1999, Educational Technology, V39, P17 WESTERA W, 2003, INTEGRATED E LEARNIN, P176 Westera W, 2000, INNOV EDUC TRAIN INT, V37, P23 NR 28 TC 5 Z9 5 U1 0 U2 3 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 JAN PY 2005 VL 8 IS 1 BP 28 EP 37 PG 10 WC Education & Educational Research SC Education & Educational Research GA 892HG UT WOS:000226640400004 ER PT J AU Alfonseca, E Carro, RM Freire, M Ortigosa, A Perez, D Rodriguez, P AF Alfonseca, E Carro, RM Freire, M Ortigosa, A Perez, D Rodriguez, P TI Authoring of adaptive computer assisted assessment of free-text answers SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE authoring; adaptive hypermedia; computer-assisted assessment; e-Learning; free-text answers ID COURSES; SYSTEM AB Adaptation techniques can be applied not only to the multimedia contents or navigational possibilities of a course, but also to the assessment. In order to facilitate the authoring of adaptive free-text assessment and its integration within adaptive web-based courses, Adaptive Hypermedia techniques and Free-text Computer Assisted Assessment are combined in what could be called Adaptive Computer Assisted Assessment of Free-text Answers. This paper focuses on the integration of this type of assessment within adaptive courses, as well as on the presentation of an authoring tool able to manage the insertion and modification of different question statements and reference answers for open-ended questions. The results of the evaluation of this tool with course authors show the feasibility of proposing and evaluating open-ended questions adapted to each student, as well as that of getting a better model of the student's progress. C1 Univ Autonoma Madrid, Dept Comp Sci, E-28049 Madrid, Spain. RP Alfonseca, E (reprint author), Univ Autonoma Madrid, Dept Comp Sci, Carretera Colmenar Viejo,Km 14-5, E-28049 Madrid, Spain. EM Enrique.Alfonseca@uam.es; Rosa.Carro@uam.es; Manuel.Freire@uam.es; Alvaro.Ortigosa@uam.es; Diana.Perez@uam.es; Pilar.Rodriguez@uam.es RI Ortigosa, Alvaro/N-7324-2013; Perez-Marin, Diana/L-4100-2014; Carro, Rosa/E-8011-2013 OI Ortigosa, Alvaro/0000-0002-7674-4132; Perez-Marin, Diana/0000-0003-3390-0251; Carro, Rosa/0000-0001-9684-5179 CR Alfonseca E, 2004, LECT NOTES ARTIF INT, V3230, P25 ALFONSECA E, 2003, WRAETLIC USER GUIDE Brushe GD, 2001, DIGIT SIGNAL PROCESS, V11, P110, DOI 10.1006/dspr.2001.0389 Burstein J., 2001, P 6 INT COMP ASS ASS CARRO RM, 2002, VIRTUAL ENV TEACHING, P111, DOI 10.1142/9789812776570_0004 Carro RM, 2003, LECT NOTES ARTIF INT, V2774, P252 Carro RM, 1999, J NETW COMPUT APPL, V22, P249, DOI 10.1006/jnca.1999.0094 Chou C, 2000, IEEE T EDUC, V43, P266 CRISTEA D, 2004, 1 INT WORKSH AUTH AD DODDINGTON G, 2002, HUM LANG TECHN C MAR Gutierrez S, 2004, LECT NOTES COMPUT SC, V3137, P401 GUZMAN E, 2002, INT C INF COMM TECHN Laham D., 2000, THESIS U COLORADO BO LILLEY M, 2003, P 7 COMP ASS ASS C L LIN CY, 2003, HUM LANG TECHN C MAY Lutticke R, 2004, LECT NOTES COMPUT SC, V3137, P417 Mason O., 2002, P 6 INT COMP ASS ASS MING Y, 2000, LEARNERS TOGETHER FE Mitrovic A, 2004, LECT NOTES COMPUT SC, V3137, P185 PANOS S, 2003, 3 IEEE INT C ADV LEA PAPINENI K, 2001, RC22176 W0109022 TJ PEREZ D, 2004, INT ASS D ASS C JUN PEREZ D, 2004, LANG RES EV C LREC 2 SALTON G, 1975, COMMUN ACM, V18, P613, DOI 10.1145/361219.361220 SOSNOVSKY S, 2004, LECT NOTES COMPUTER, V3137, P365 Tzanavari A, 2004, LECT NOTES COMPUT SC, V3137, P340 Valenti S., 2003, J INF TECHNOL, V2, P319 vander Linden WJ, 2000, COMPUTERIZED ADAPTIV WHITTINGTON D, 1999, P 6 INT COMP ASS ASS NR 29 TC 4 Z9 4 U1 0 U2 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. PY 2005 VL 8 IS 3 BP 53 EP 65 PG 13 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400006 ER PT J AU Anohina, A AF Anohina, A TI Analysis of the terminology used in the field of virtual learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE computer-based learning; distance learning; e-learning; online learning; web-based learning AB The broad terminology describing possible learning ways and approaches that use various technologies in the learning process has appeared together with rapid growth of information and communication technologies. This terminology should be ordered and precisely defined. This article presents eight groups of the most widespread terms (such as computer-based learning, distance learning, e-learning, Internet-based learning, online learning, resource-based learning, technology-based learning, Web-based learning) and defines subset relationships among the groups. In addition the meaning of some terms coming from pedagogy (education, instruction, learning, teaching, training, and tutoring) and used as obligatory constituent part of other terms is clarified. C1 Riga Tech Univ, Inst Appl Comp Syst, Fac Comp Sci & Informat Technol, LV-1048 Riga, Latvia. RP Anohina, A (reprint author), Riga Tech Univ, Inst Appl Comp Syst, Fac Comp Sci & Informat Technol, Meza 1-4, LV-1048 Riga, Latvia. EM alleila@algs.lv CR Carliner S., 1999, OVERVIEW ONLINE LEAR *COMP US COM, HIGH TECH DICT DEAN C, 2002, TECHNOLOGY BASED TRA DOMJAN M, 2000, ENCY PSYCHOL, V5, P1 FARLOWE A, 2003, ENCY ED, V7, P2583 HORTON WK, 1999, DESIGNING WEB BASED ILLINGWORTH V, 1996, DICT COMPUTING Jarvis P., 1999, INT DICT ADULT CONTI Jolliffe A., 2001, ONLINE LEARNING HDB KAPLANLEISERSON E, 2000, GLOSSARY KARLGREN K, E LEARNING ACRONYMS Kearsley G., 1998, GUIDE ONLINE ED Kearsley G., 2000, ONLINE ED LEARNING T KILBY T, 1995, FREQUENTLY AKSED QUE *ON TOUCH SYST INC, FAQ E LEARN PETERSON DR, 2000, ENCY PSYCHOL, V8, P102 Picciano A. G., 2001, DISTANCE LEARNING MA Porter L., 1997, CREATING VIRTUAL CLA READ R, 2001, E ED OVERVIEW Ryan S., 2000, VIRTUAL U INTERNET R SHUMOW L, 2003, ENCY ED, V7, P2580 *SWAP SUBJ CTR SOC, 2003, GLOSS LEARN TEACH TE WILLIS B, 1997, GLOSSARY DISTANCE ED *WORLD WID LEARN, 2003, E LEARN TECHN TERMS ZINN KL, 1993, ENCY COMPUTER SCI, P262 2003, ONLINE LEARNING GLOS NR 26 TC 33 Z9 34 U1 0 U2 3 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 3 BP 91 EP 102 PG 12 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400009 ER PT J AU Westera, W Brouns, F Pannekeet, K Janssen, J Manderveld, J AF Westera, W Brouns, F Pannekeet, K Janssen, J Manderveld, J TI Achieving E-learning with IMS learning design - Workflow implications at the Open University of the Netherlands SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE standardisation; authoring tools and methods; distance education; distributed learning environments; interactive learning environments AB This paper uses the Open University of the Netherlands as an instructive case for the introduction of e-learning based on the IMS Learning Design specification ( IMS LD). The IMS LD specification, as approved by the IMS Global Learning Consortium in 2003, enables the specification and encoding of learning scenarios that describe any design of a teaching-learning process, i.e. support events, exchanges of projects, interactions and communications between participants. In 2004, after several years of small-scale pilots, the Open University of the Netherlands launched IMS LD-based online learning in an operational setting ( over 3000 students). Rather than technology, the paper describes the implications for the workflow. The paper explains the processes involved with both IMS LD-based course creation and course delivery. Preliminary findings establish severe inconveniences for developers in the process of course creation, due to immature IMS LD tooling. Tutors, however, comment positively on course delivery, in particular on the way IMS LD supports course logistics, i.e. the arrangement of course runs, the control of student groups, tracking the students' progress and the support to the exchange of messages and papers. Even though the applied IMS LD-models were deliberately kept simple with respect to interactions and methods, students for their part appreciated the online courses, in particular the functionalities typically enabled by IMS LD, like personalised flow, tailored feedback and portfolios. In sum, taking for granted the immature tooling, the IMS LD specification seems to work in large-scale operational settings. C1 Open Univ, Educ Technol Expertise Ctr, NL-6401 DL Heerlen, Netherlands. RP Westera, W (reprint author), Open Univ, Educ Technol Expertise Ctr, Valkenburgerweg 177,POB 2960, NL-6401 DL Heerlen, Netherlands. EM Wim.westera@ou.nl; Francis.brouns@ou.nl; Kees.pannekeet@ou.nl; Jose.janssen@ou.nl; Jocelyn.manderveld@ou.nl RI Brouns, Francis/A-1204-2009; Janssen, Jose/F-1203-2013 OI Brouns, Francis/0000-0002-6240-2684; CR Barnett R, 1994, LIMITS COMPETENCE KN Tattersall C., 2005, LEARNING DESIGN HDB, P327, DOI 10.1007/3-540-27360-3_21 HEDBERG JG, 2001, CYBERREDUCTION FUTUR, P219 HERMANS HJH, 2003, INTEGRATED E LEARNIN, P80 Hummel H., 2004, International Journal of Learning Technology, V1, DOI 10.1504/IJLT.2004.003685 *IMS LD, 2003, IMS LEARN DES INF MO JANSSEN J, 2005, LEARNING DESIGN HDB, P253, DOI 10.1007/3-540-27360-3_15 Koper E. J. R., 2003, INTEGRATED E LEARNIN, P64 *LAMS, 2004, LEARN ACT MAN SYST *LEARN CIRC, 2004, GLOSSARY MCANDREW P, 2004, IMPLEMENTING LEARNIN POELMANS P, 2002, ICT HET ONDERWIJS VA, V10, P38 Schlusmans K. H. L. A., 2004, INTEGRATED E LEARNIN, P126 SLOEP P, 2005, LEARNING DESIGN HDB, P139, DOI 10.1007/3-540-27360-3_8 TATTERSALL C, IN PRESS ED TECHNOLO Westera W, 2001, J CURRICULUM STUD, V33, P75, DOI 10.1080/00220270120625 WESTERA W, 2003, INTEGRATED E LEARNIN, P176 Westera W, 2000, INNOV EDUC TRAIN INT, V37, P23 NR 18 TC 1 Z9 1 U1 1 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 3 BP 216 EP 225 PG 10 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400019 ER PT J AU Tattersall, C Vogten, H Brouns, F Koper, R van Rosmalen, P Sloep, P van Bruggen, J AF Tattersall, C Vogten, H Brouns, F Koper, R van Rosmalen, P Sloep, P van Bruggen, J TI How to create flexible runtime delivery of distance learning courses SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE course delivery; IMS learning design; distance education; architectures for educational technology systems AB Distance Learning Providers serve large populations of learners, frequently offering the same course to different groups of learners over lengthy periods of time. This article argues that (re-) running e-learning courses with different combinations of learners and staff requires a distinction between abstract representations of courses and instances of these representations involving specific learners and support staff. The article provides an analysis of the requirements for multiple deliveries of courses, describes the design of an approach which meets these requirements together with experiences resulting from implementation of the design. The article concludes with a discussion of the approach. C1 Open Univ, Educ Technol Expertise Ctr, NL-6419 AT Heerlen, Netherlands. RP Tattersall, C (reprint author), Open Univ, Educ Technol Expertise Ctr, Valkenburgerweg 177, NL-6419 AT Heerlen, Netherlands. EM colin.tattersall@ou.nl RI Brouns, Francis/A-1204-2009; OI Brouns, Francis/0000-0002-6240-2684; Sloep, Peter B./0000-0003-4009-4980 CR Initiative A. D. L., 2004, SHAR CONT OBJ REF MO BUZZA DC, 2004, CANADIAN J LEARNING, V30 DALZIEL J, 2003, ASCILITE C DEC 7 10 DANIEL J, 1998, MEGA UNIVERSITIES KN DOUGLAS I, 2003, P 31 ASEE IEEE FRONT Downes Stephen, 2001, INT REV RES OPEN DIS, V2 Friesen N., 2001, Interactive Learning Environments, V9, DOI 10.1076/ilee.9.3.219.3573 IMS, 2001, IMS LEARN INF PACK S *IMS, 2003, IMS LEARN DES SPEC *IMS, 2003, IMS CONT PACK SPEC KARAMPIPERIS P, 2004, IADIS INT C COGN EXP KARAMPIPERIS P, 2005, 4 IASTED INT C WEB B Kennedy D., 2004, OPEN LEARNING, V19, P203 KOPER R, 2003, BRIT J EDUC TECHNOL, V35, P537 KOPER R, 2003, INTEGRATED E LEARNIN Koper R, 2004, EDUC TECHNOL SOC, V7, P97 MARTENS H, 2005, LEARNING DESIGN HDB, P91, DOI 10.1007/3-540-27360-3_6 Nulden U, 2001, J COMPUT ASSIST LEAR, V17, P363, DOI 10.1046/j.0266-4909.2001.00193.x Olivier B., 2004, LEARNING DESIGN UPDA PERMANAND MBC, 2003, LECT NOTES COMPUTER, V2722, P120 PONTER D, 2001, CHANGING FACES VIRTU, P47 Thorpe M., 2002, OPEN LEARNING, V17, P105, DOI 10.1080/02680510220146887a Virvou M, 2001, J COMPUT ASSIST LEAR, V17, P200, DOI 10.1046/j.0266-4909.2001.00172.x NR 23 TC 4 Z9 4 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 3 BP 226 EP 236 PG 11 WC Education & Educational Research SC Education & Educational Research GA 953VN UT WOS:000231109400020 ER PT J AU Aydin, CH Tasci, D AF Aydin, CH Tasci, D TI Measuring readiness for e-learning: Reflections from an emerging country SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; readiness for e-learning; emerging countries; measuring readiness AB In order to benefit from e-learning, companies should conduct considerable up-front analysis to assess their readiness. There are a number of instruments in the market that can be used for assessing readiness for e-learning. However, almost all of these instruments are developed to be used in countries that have a mature field of human resources development. So, these instruments consist of terms, phrases, and applications that are meaningless for many companies in especially emerging countries where human resources development field has just shown an improvement. This article includes the description of a survey instrument that has been developed to assess e-learning readiness of companies in these kinds of countries and the results of a study that examines organizational readiness of companies for e-learning in Turkey. The study reveals that companies surveyed are overall ready for e-learning but they need to improve need to improve themselves, particularly in the area of human resources, in order to be able to successfully implement e-learning. Although this instrument has been developed according to the cultural characteristics of Turkish companies it can easily be adapted to be used by companies of other emerging countries. C1 Anadolu Univ, Sch Commun Sci, TR-26470 Eskisehir, Turkey. RP Aydin, CH (reprint author), Anadolu Univ, Sch Commun Sci, TR-26470 Eskisehir, Turkey. EM chaydin@anadolu.edu.tr; dtasci@anadolu.edu.tr CR Anderson T, 2002, LEARNING CIRCUITS AS BARRON T, 2002, LEARNIND DEMAND LOD BEAN M, 2003, MEDIAPRO NEWSLETTER BONK CJ, 2002, ONLINE TRANINING ONE BROADBENT B, 2001, TIPS HELP DECIDE YOU BROWN RE, 2001, ASYNCHRONOUS LEARNIN, V5 CARNELL M, 2003, CHAMPIONS ROLE SUCCE Chapnick S., 2000, LEARNING CIRCUITS AS CLARK RC, 2003, E LEARNIING SCI INST *COMM TECHN AD LEA, 2001, VIS E LEARN AM WORKF DeVellis RF, 2003, APPL SOCIAL RES METH, V26 GILBERT S, 2001, ELECT PERSPECTIVES, V26, P66 Gilley J. W., 2002, PRINCIPLES HUMAN RES Goldfarb RJ, 2001, ORE GEOL REV, V18, P1, DOI 10.1016/S0169-1368(01)00016-6 GUGLIELMINO P, 2003, AMA HDB E LEARNING E, P87 Gunawardena C. N., 2001, DISTANCE EDUC, V22, P85, DOI DOI 10.1080/0158791010220106 [Anonymous], 2002, PERFORMANCE IMPROVEM Hofstede G., 2001, CULTURAL CONSEQUENCE *ICI, 2002, 500 MAJ IND ENT TURK Jacobs R., 2003, HUMAN RESOURCE DEV I, V6, P343, DOI 10.1080/13678860110096211 KAVRAKOGLU I, 2002, GLOBUS, V3, P86 Khan B. H., 2001, WEB BASED TRAINING KOSKA MT, 1992, HOSPITALS, V66, P42 Le Boterf G, 1994, COMPETENCE ESSAI ATT MASSY J, 2002, EUROPEAN E LEARNING MCISAAC MS, 2002, ADVANCING ONLINE LEA, P16 MINTON MC, 2000, COMMUNICATION PROJEC, V3 OLIVER R, 2000, UP TIME INFORMATION Rogers E. M., 2003, DIFFUSION INNOVATION ROSEN LD, 1998, HDSAWARE [Anonymous], 2000, E LEARNING READINESS SHEASHULTZ H, 2002, ONLINE LEARNING TODA SIM C, 2001, APAP22901H IDC Swanson R. A., 2001, FDN HUMAN RESOURCE D 2002, INTERVIEW HAKKI SEVA 2003, TELEPATI 91 NR 36 TC 28 Z9 28 U1 0 U2 4 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PY 2005 VL 8 IS 4 BP 244 EP 257 PG 14 WC Education & Educational Research SC Education & Educational Research GA 982DO UT WOS:000233138300022 ER PT J AU Sampson, DG Lytras, MD Wagner, G Diaz, P AF Sampson, DG Lytras, MD Wagner, G Diaz, P TI Ontologies and the Semantic Web for e-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article C1 Univ Piraeus, GR-15234 Athens, Greece. Athens Univ Econ & Business, Dept Management Sci & Technol, Athens, Greece. Eindhoven Univ Technol, Dept Informat & Technol, NL-5600 MB Eindhoven, Netherlands. Univ Carlos III Madrid, Dept Comp Sci, Madrid 28911, Spain. RP Sampson, DG (reprint author), Univ Piraeus, 42 Arkadias & Taygetou Str, GR-15234 Athens, Greece. EM sampson@iti.gr; mdl@aueb.gr; G.Wagner@tm.tue.nl; pdp@inf.uc3m.es OI Lytras, Miltiadis/0000-0002-7281-5458; DIAZ PEREZ, MARIA PALOMA/0000-0002-9493-7739 NR 0 TC 31 Z9 31 U1 0 U2 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 OCT PY 2004 VL 7 IS 4 BP 26 EP 28 PG 3 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500002 ER PT J AU Aroyo, L Dicheva, D AF Aroyo, L Dicheva, D TI The new challenges for e-learning: The Educational Semantic Web SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; interoperability; concept-based WBES; Educational Semantic Web AB The big question for many researchers in the area of educational systems now is what is the next step in the evolution of e-learning? Are we finally moving from a scattered intelligence to a coherent space of collaborative intelligence? How close we are to the vision of the Educational Semantic Web and what do we need to do in order to realize it? Two main challenges can be seen in this direction: on the one hand, to achieve interoperability among various educational systems and on the other hand, to have automated, structured and unified authoring support for their creation. In the spirit of the Semantic Web a key to enabling the interoperability is to capitalize on the ( 1) semantic conceptualization and ontologies, ( 2) common standardized communication syntax, and ( 3) large-scale service-based integration of educational content and functionality provision and usage. A central role in achieving unified authoring support plays the process-awareness of authoring tools, which should reflect the semantic evolution of e-learning systems. The purpose of this paper is to outline the state-of-the-art research along those lines and to suggest a realistic way towards the Educational Semantic Web. With regard to the latter we first propose a modular semantic-driven and service-based interoperability framework, in order to open up, share and reuse educational systems' content and knowledge components. Then we focus on content creation by proposing ontology-driven authoring tools that reflect the modularization in the educational systems, maintain a consistent view on the entire authoring process, and provide wide (semi-) automation of the complex authoring tasks. C1 Tech Univ Eindhoven, Dept Math & Comp Sci, NL-5600 MD Eindhoven, Netherlands. Winston Salem State Univ, Dept Comp Sci, Winston Salem, NC 27110 USA. RP Tech Univ Eindhoven, Dept Math & Comp Sci, NL-5600 MD Eindhoven, Netherlands. EM l.m.aroyo@tue.nl; dichevad@wssu.edu CR Anderson T., 2004, J INTERACTIVE MEDIA, P1 Aroyo L., 2004, International Journal of Continuing Engineering Education and Life-Long Learning, V14, P297, DOI 10.1504/IJCEELL.2004.004975 AROYO L, 2004, P ITS 04 C BERL, P140 Aroyo L, 2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, P1319, DOI 10.1109/CIE.2002.1186227 Aroyo L., 2003, INT C ONT DAT APPL S Aroyo L., 2001, International Journal of Continuing Engineering Education and Life-Long Learning, V11, P152, DOI 10.1504/IJCEELL.2001.000390 BOURDEAU J, 2002, ITS 2002 JUN 2 8 200 BREUKER J, 1999, WORKSH ONT IES AIED Brusilovsky P., 1996, 3 INT C INT TUT SYST Brusilovsky P, 1998, COMPUT NETWORKS ISDN, V30, P291, DOI 10.1016/S0169-7552(98)00082-8 Brusilovsky P., 2004, P 13 INT WORLD WID W, P104, DOI DOI 10.1145/1013367.1013386 Chen CC, 1998, ACTA NEUROL SCAND, V98, P41 De Bra P., 2003, P 14 ACM C HYP HYP, P81, DOI DOI 10.1145/900051.900068 DEVEDZIC V, 2001, ENHANCEMENT QUALITY, P29 Devedzic V., 2003, INT J CONTINUING ENG, V11, P232 Devedzic V., 2000, Journal of Interactive Learning Research, V11, P411 Dicheva D., 2003, INT J COMPUTERS APPL, V25, P179 DICHEVA D, 2004, WORKSH APPL SEM WEB DICHEVA D, 2004, WORKSH SEM WEB TECHN Dolog P., 2004, P 13 INT WORLD WID W, P170, DOI 10.1145/1013367.1013395 IKEDA M, 1997, 15 INT JOINT C ART I KIYAMA M, 1997, AAAI 97 C AM ASS ART MAJOR N, 1997, P AAAI FALL S FS 97, P53 Mizoguchi R., 2000, INT J ARTIFICIAL INT, V11, P107 Murray T., 1999, INT J ARTIFICIAL INT, V10, P98 NEJDL W, 2002, 11 INT WWW 02 C RITTER S, 1997, WORKSH INT ED SYST W SIMON B, 2003, 12 INT WWW 03 C STUTT A, 2004, J INTERACTIVE MEDIA VASILAKOS A, IN PRESS J INTERACTI VASSILEVA J, 1995, INT C COMP ED 5 8 DE Weber G., 2001, LECT NOTES COMPUTER, V2266, P226 NR 32 TC 59 Z9 60 U1 1 U2 7 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 2004 VL 7 IS 4 BP 59 EP 69 PG 11 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500005 ER PT J AU Henze, N Dolog, P Nejdl, W AF Henze, N Dolog, P Nejdl, W TI Reasoning and ontologies for personalized e-Learning in the semantic web SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE educational hypermedia; semantic web; ontologies; adaptive hypermedia; reasoning on the semantic web ID ADAPTIVE HYPERMEDIA AB The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. Particularly, applications should be able to provide individually optimized access to information by taking the individual needs and requirements of the users into account. In this paper we propose a framework for personalized e-Learning in the semantic web and show how the semantic web resource description formats can be utilized for automatic generation of hypertext structures from distributed metadata. Ontologies and metadata for three types of resources ( domain, user, and observation) are investigated. We investigate a logic-based approach to educational hypermedia using TRIPLE, a rule and query language for the semantic web. C1 Univ Hannover, ISI Knowledge Based Syst, D-30167 Hannover, Germany. Univ Hannover, L3S Res Ctr, D-30539 Hannover, Germany. RP Henze, N (reprint author), Univ Hannover, ISI Knowledge Based Syst, Appelstr 4, D-30167 Hannover, Germany. EM henze@kbs.uni-hannover.de; dolog@learninglab.de; nejdl@learninglab.de RI Dolog, Peter/C-7732-2014 OI Dolog, Peter/0000-0003-1842-9131 CR BAILEY C, 2002, 2 INT C AD HYP AD WE BECHHOFER S, 2001, 2 INT WORKSH SEM WEB BERNERSLEE T, 2002, SEM WEB MIT LCS SEM Brusilovsky P, 2002, COMMUN ACM, V45, P30 Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306 BRY F, 2002, INT WORKSH RUL MARK CAMPIONE M, 2000, JAVATM TUTORIAL SHOR Carrette L, 2001, FUEL CELLS, V1, P5, DOI 10.1002/1615-6854(200105)1:1<5::AID-FUCE5>3.0.CO;2-G *DAML OIL, 2001, DAML OIL DOLOG P, 2004, INT WORLD WID WEB C DOLOG P, 2004, PERSONAL READER PERS DOLOG P, 2003, INT WORKSH AD HYP AD DOLOG P, 2003, PRINC PRACT SEM WEB *DUBL COR, 2004, DUBL COR WEBS GRONBAEK L, 2000, 9 INT WORLD WID WEB Grosof B. N., 2003, 12 INT WORLD WID WEB Henze N., 2003, INT WORKSH AD HYP AD Henze N., 2001, INT J ARTIFICIAL INT, V12, P325 *IEEE, 2000, P14842D7 IEEE *IMS, 2002, IMS STAND LEARN OBJ KAMPA S, 2001, LINKING MEANING ONT LASSILA O, 2002, W3C RESOURCE DESCRIP *LOM, 2002, LOM DRAFT STAND LEAR MILLARD DE, 2000, 11 ACM C HYP HYP 30 Nilsson M., 2001, IMS METADATA RDF BIN *OWL, 2003, OWL *RDF, 2002, RES DESCR FRAM RDF S SINTEK M, 2002, P 1 INT SEM WEB C SE, P364 WEAL MJ, 2001, P 12 ACM C HYP HYP A, P227 *XML, 2003, XML EXT MARK LANG NR 30 TC 62 Z9 62 U1 1 U2 6 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 2004 VL 7 IS 4 BP 82 EP 97 PG 16 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500007 ER PT J AU Abel, MH Benayache, A Lenne, D Moulin, C Barry, C Chaput, B AF Abel, MH Benayache, A Lenne, D Moulin, C Barry, C Chaput, B TI Ontology-based organizational memory for e-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE e-learning; ontology; organizational memory; topic maps AB e-learning leads to evolutions in the way of designing a course. Diffused through the web, the course content cannot be the direct transcription of a face to face course content. A course can be seen as an organization in which different actors are involved. These actors produce documents, information and knowledge that they often share. We present in this paper an ontology-based document-driven memory which is particularly adapted to an e-learning situation. The utility of a shared memory is reinforced in this kind of situation, because the interactions do not usually occur in the same place and in the same time. First we precise our conception of e-learning and we analyze actors needs. Then we present the main features of our learning organizational memory and we focus on the ontologies on which it is based. We consider two kinds of ontologies: the first one is generic and concerns the domain of training; the second one is related to the application domain and is specific to a particular training program. We present our approach for building these ontologies and we show how they can be merged. Finally we describe the learning memory and the prototype we realized for two course units proposed in our universities. C1 Univ Compiegne, UMR CNRS 6599 Heudiasyc, F-60205 Compiegne, France. Univ Picardie, LARIA, CNRS, FRE 2733, F-80000 Amiens, France. Univ Picardie, Grp NTE, Equipe SaSo, F-80000 Amiens, France. RP Abel, MH (reprint author), Univ Compiegne, UMR CNRS 6599 Heudiasyc, BP 20529, F-60205 Compiegne, France. EM Marie-Helene.Abel@hds.utc.fr; Ahcene.Benayache@hds.utc.fr; Dominique.Lenne@hds.utc.fr; Claude.Moulin@hds.utc.fr; Barry@laria.u-picardie.fr; Brigitte.Chaput@u-picardie.fr CR ABEL MH, 2002, INT C ART INT 2002 2, P24 AUSSENACGILLES N, 2000, WORKSH ONT TEXTS 12 Bachimont B., 2000, INGENIERIE CONNAISSA, P305 BERNERSLEE T, 2001, SCI AM MAY BOULLIER D, 2001, SCI TECHNIQUES ED, V8, P275 Breuker J., 1999, WORKSH ONT INT ED SY BUARINO N, 2000, INT WORKSH MOD ENG 1 CHABERTRANWEZ S, 2000, THESIS U MONTPELLIER DESMOULINS C, 2002, P IEEE INT WORKSH WI, P82 Fernandez M., 1997, P AAAI97 SPRING S SE, P33 Fridrich L, 1997, NUCL MED COMMUN, V18, P3, DOI 10.1097/00006231-199701000-00003 Gruber TR, 1995, INT J HUM-COMPUT ST, V43, P907, DOI 10.1006/ijhc.1995.1081 [Anonymous], 1995, VERY LARGE KNOWLEDGE Guarino N., 1992, Data & Knowledge Engineering, V8, P249, DOI 10.1016/0169-023X(92)90025-7 HALL B, 2001, GLOSSARY KASSEL G, 2002, INGENIERIE CONNAISSA MARSHALL C, 1998, 9 ACM C HYP HYP Park J., 2002, XML TOPIC MAPS CREAT PEREZ AGB, 1999, IJCAI 99 WORKSH ONT RABARIJOANA A, 2000, IEEE INTELLIGENT MAY, P56 *TOPIC MAPS ORG XT, 2001, XML TOP MAPS XTM 1 0 Uschold M., 1996, KNOWL ENG REV, V11 vanHeijst G, 1997, INT J HUM-COMPUT ST, V46, P183, DOI 10.1006/ijhc.1996.0090 NR 23 TC 21 Z9 23 U1 0 U2 3 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 2004 VL 7 IS 4 BP 98 EP 111 PG 14 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500008 ER PT J AU Moreale, E Vargas-Vera, M AF Moreale, E Vargas-Vera, M TI Semantic services in e-Learning: an argumentation case study SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE semantic services for e-Learning; services composition; Semantic Web; argumentation in student essays ID QUESTION-ANSWERING SYSTEM AB This paper outlines an e-Learning services architecture offering semantic-based services to students and tutors, in particular ways to browse and obtain information through web services. Services could include registration, authentication, tutoring systems, smart question answering for students' queries, automated marking systems and a student essay service. These services - which might be added incrementally to the portal - could be integrated with various ontologies such as ontologies of educational organisations, students and courses. In this paper, we describe a few scenarios in the e-learning domain and illustrate the role of a few services. We also describe in some detail a service doing semantic annotation of argumentation in student essays for allowing visualization of argumentation and providing useful feedback to students. C1 Open Univ, Knowledge Media Inst, Milton Keynes MK7 6AA, Bucks, England. RP Moreale, E (reprint author), Open Univ, Knowledge Media Inst, Walton Hall,Berrill Bldg L4, Milton Keynes MK7 6AA, Bucks, England. EM e.moreale@open.ac.uk; m.vargas-vera@open.ac.uk CR BECHHOFER S, 2001, 1 INT C KNOWL CAPT K Bell P., 1997, P CSCL 97 2 INT C CO, P10, DOI 10.3115/1599773.1599775 BERNERSLEE T, 2001, SCI AM MAY Brickley D, 2000, RESOURCE DESCRIPTION BURSTEIN J, 1998, WORKSH DISC REL DISC BURSTEIN J, 2000, TRAIT AUT LANG NAT 2 CIRAVEGNA F, 2001, WORKSH AD TEXT EXTR CIRAVEGNA F, 2001, 17 INT JOINT C ART I Ciravegna F., 2002, 13 INT C KNOWL ENG K Mellish C. S., 1981, PROGRAMMING PROLOG Doan A., 2002, 11 INT WORLD WID WEB DOMINGUE J, 1998, 11 KNOWL ACQ KNOW BA FENSEL D, 2001, T KNOWLEDGE DATA ENG, V13, P9131 GRUBER TR, 1993, KNOWL ACQUIS, V5, P199, DOI 10.1006/knac.1993.1008 HANDSCHUH S, 2001, 1 INT C KNOWL CAPT K HAYES P, 2002, RDF MODEL THEORY W3C Hendler J., 2002, J I ELECT ENG JPN, V122, P676 Hyland K, 1998, J PRAGMATICS, V30, P437, DOI 10.1016/S0378-2166(98)00009-5 KAHAN J, 2001, WWW10 INT C 1 5 MAY Kogut P., 2001, 1 INT C KNOWL CAPT KUSHMERICK N, 1997, 15 INT C ART INT IJC LASSILA O, 1999, WORLD WID WEB CONS Mann W, 1988, TEXT, V8, P243, DOI DOI 10.1515/TEXT.1.1988.8.3.243 Maynard D., 2002, J NATURAL LANGUAGE E, V8, P257 McIlraith SA, 2001, IEEE INTELL SYST APP, V16, P46, DOI 10.1109/5254.920599 MOREALE E, 2003, 7 INT COMP ASS ASS C Moreale E, 2004, LECT NOTES COMPUT SC, V2972, P400 Motta E., 1999, REUSABLE COMPONENTS Noy N. F., 2000, 17 NAT C ART INT AAA Quan D., 2004, 13 INT WORLD WID WEB SHARPLES M, 1988, ARTIF INTELL, P276 SHUM SB, 2002, VISUALIZING ARGUMENT, P185 SMOLENSKY P, 1987, COGNITIVE SCI ITS AP, P109 STOJANOVIC N, 2001, 1 INT C KNOWL CAPT K STOJANOVIC N, 2001, WORLD C WWW INT WEBN Studer R, 2002, J UNIVERS COMPUT SCI, V8, P662 SUTHERS D, 1995, 7 WORLD C ART INT ED Swales J.M, 1990, GENRE ANAL TEUFEL S, 1999, 9 C EUR CHAPT ASS CO Vargas-Vera M, 2004, LECT NOTES COMPUT SC, V2972, P468 Vargas-Vera M, 2002, LECT NOTES ARTIF INT, V2473, P379 VARGASVERA M, 1994, 10 WORKSH LOG PROGR VARGASVERA M, 2003, AIAA SPRING S 24 26 VARGASVERA M, 1995, THESIS EDINBURGH U U NR 44 TC 4 Z9 5 U1 0 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD OCT PY 2004 VL 7 IS 4 BP 112 EP 128 PG 17 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500009 ER PT J AU Motschnig-Pitrik, R Mallich, K AF Motschnig-Pitrik, R Mallich, K TI Effects of Person-Centered attitudes on professional and social competence in a blended learning paradigm SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE student-centered learning; experiential learning; whole-person learning; Person-Centered approach; Carl R. Rogers; Person-centered e-Learning (PCeL); evaluation; staff development AB Web-based technology increases the hours we spend sitting in front of the screens of our computers. But can it also be used in a way to improve our social skills? The blended learning paradigm of Person-Centered e-Learning (PCeL) precisely aims to achieve intellectual as well as social and personal development by combining the benefits of online learning with face-to-face encounters. While the added value of Person-Centered or whole-person learning in terms of better problem solving, increased self-confidence and interpersonal skills is well documented in the literature, its transition into practice clearly lags behind. Our goal therefore is to exploit the potentials of Web-based support for making Person-Centered teaching and learning more effective and feasible. In the paper we discuss the didactical baseline, the integration of technology, and the application of PCeL in the context of Web engineering and project management. On that basis we present our evaluation that showed - with surprising clarity - the fundamental impact of interpersonal attitudes on the motivation and learning outcome of students. Finally, we discuss the consequences of our findings for future educational strategies. C1 Univ Vienna, Dept Comp Sci & Business Informat, A-1010 Vienna, Austria. RP Motschnig-Pitrik, R (reprint author), Univ Vienna, Dept Comp Sci & Business Informat, Rathausstr 19-9, A-1010 Vienna, Austria. EM renate.motschnig@univie.ac.at CR Anderson J. R., 1991, COGNITIVE PSYCHOL IT Aspy D. N., 1972, TECHNOLOGY HUMANIZIN Barrett-Lennard G. T., 1998, C ROGERS HELPING SYS Bransford J. D., 1990, COGNITION ED MULTIME, P115 Bruffee KA, 1999, COLLABORATIVE LEARNI Cognition and Technology Group at Vanderbilt, 1990, ED RES, V19, P2, DOI DOI 10.3102/0013189X019006002 CORNELIUSWHITE J, 2003, METAANALYSIS STUDENT Derntl Michael, 2003, WORLD C ED MULT HYP DERNTL M, 2004, 2004 ACM S APPL COMP DERNTL M, 2004, INT C ADV LEARN TECH DERNTL M, 2004, 4 INT C NETW LEARN N FREIMUTH J, 2000, MODERATION HOCHSCHUL Hutterer R., 1990, PERSON CTR REV, V5, P57 Jonassen D. H., 2004, HDB RES ED COMMUNICA Jonassen DH, 1999, ETR&D-EDUC TECH RES, V47, P61, DOI 10.1007/BF02299477 MANGLER J, 2004, 4 INT C KNOWL MAN I MCCONNELL D, 2002, 3 INT C NETW LEARN 2 Motschnig R, 2003, J HUMANIST PSYCHOL, V43, P8, DOI 10.1177/0022167803257029 MOTSCHNIGPITRIK R, 2001, INT WORKSH INT COMP MOTSCHNIGPITRIK R, 2002, 3 INT C NETW LEARN N MOTSCHNIGPITRIK R, 2004, 4 INT C NETW LEARN N Motschnig-Pitrik R, 2002, ED TECHNOLOGY SOC, V5, P160 MOTSCHNIGPITRIK R, 2002, INT WORKSH INT COMP MOTSCHNIGPITRIK R, 2002, OCG J, V1, P8 NYKL L, 2002, C ROG C 2002 24 28 J Rogers C., 1994, FREEDOM LEARN Rogers C., 1983, FREEDOM LEARN 80S Rogers C., 1970, C ROGERS ENCOUNTER G Rogers C.R., 1961, BECOMING PERSON PSYC ROGERS CR, 1995, J HUMANIST PSYCHOL, V35, P7, DOI 10.1177/00221678950354002 Rogers C. R., 1959, PSYCHOL STUDY SCI, V3, P184 RYBACK D, 1998, PUTTING EMOTIONAL IN SCHMID PF, 2001, ADV PERS CTR THEOR P TAUSCH R, 1998, ERZIEHUNGS PSYCHOL VYGOTSKY L, 1982, MIND SOC NR 35 TC 12 Z9 12 U1 0 U2 5 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 2004 VL 7 IS 4 BP 176 EP 192 PG 17 WC Education & Educational Research SC Education & Educational Research GA 867PW UT WOS:000224855500014 ER PT J AU Suanpang, P Petocz, P Kalceff, W AF Suanpang, P Petocz, P Kalceff, W TI Student attitudes to learning business statistics: Comparison of online and traditional methods SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE E-learning in Thailand; business statistics; online learning; distance education; web-based instruction ID VALIDATION AB Worldwide, electronic learning (E-learning) has become an important part of the education agenda in the last decade. The Suan Dusit Rajabhat University (SDRU), Thailand has made significant efforts recently to use Internet technologies to enhance learning opportunities. The results reported here are part of a pioneering study to determine the effectiveness of a new online learning course in the subject "Business Statistics". This paper compares two groups of students, one studying using a traditional lecture-based approach, and the other studying using e-learning. The comparison is based on students' attitudes towards statistics measured using a validated questionnaire, both before and after the 16-week course, and for each of the modes of study. Comparisons are also made with students studying by distance, although the numbers in these groups are too small for sensible statistical analysis. The questionnaire data are augmented by material from interviews and other student reports of their experience. The results showed highly significant differences in attitudes towards statistics between the students studying online and the students using a traditional approach. C1 Rajabhat Suan Dusit Univ, Fac Sci & Technol, Bangkok 10300, Thailand. Univ Technol Sydney, Dept Math Sci, Sydney, NSW, Australia. Univ Technol Sydney, Dept Appl Phys, Sydney, NSW, Australia. RP Suanpang, P (reprint author), Rajabhat Suan Dusit Univ, Fac Sci & Technol, Bangkok 10300, Thailand. EM dtechpannee@yahoo.com; Peter.Petocz@uts.edu.au; wkalceff@uts.edu.au CR BENBUNANFICH R, 2001, COMP CONTENT ANAL FA Fletcher D., 1996, EFFECTIVENESS COST E COAKES JS, 2001, SPSS ANAL ANGUISH VE Cruise R. J., 1985, AM STAT ASS P SECT S, P92 Funke B. L., 1998, J DISTANCE ED, V13, P21 Dauphinee TL, 1997, STRUCT EQU MODELING, V4, P129, DOI 10.1080/10705519709540066 Farrell G. M., 1999, DEV VIRTUAL ED GLOBA Gal I., 1997, ASSESSMENT CHALLENGE Garfield JB, 1999, INT STAT REV, V67, P1 Hartman J., 2000, J ASYNCHRONOUS LEARN, V4 HILTZ SR, 1994, VIRTUAL CLASSROOM LE Horton W., 2001, LEADING E LEARNING JONASSEN F, 1997, DISTANCE ED, V20, P49 LYNCH T, 2002, THE J JAN, P47 Moore M. G., 1997, EFFECTS DISTANCE LEA MORRISSEY C, 1998, IMPACT INTERNET MANA [Anonymous], 2000, AM J DISTANCE ED, DOI DOI 10.1080/08923640009527052 PAKER D, 2001, J ASYNCHRONOUS LEARN, V5, P64 PASKEY J, 2001, SURVEY COMP 2 CANADI ROBERTS DM, 1982, EDUC PSYCHOL MEAS, V42, P907, DOI 10.1177/001316448204200326 Russell TL, 1999, NO SIGNIFICANT DIFFE SCHAU C, 1995, EDUC PSYCHOL MEAS, V55, P868, DOI 10.1177/0013164495055005022 Schutte JG, 1997, VIRTUAL TEACHING HIG SUANPANG P, UNPUB J ASYNCHRONOUS SUANPANG P, 2003, 29 C SCI TECHN THAIL TACKER S, 2001, ONLINE J DISTANCE LE Weller M., 2002, DELIVERING LEARNING WISE SL, 1985, EDUC PSYCHOL MEAS, V45, P401 NR 28 TC 9 Z9 9 U1 0 U2 10 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2004 VL 7 IS 3 BP 9 EP 20 PG 12 WC Education & Educational Research SC Education & Educational Research GA 839WK UT WOS:000222815400003 ER PT J AU Trigano, PC Pacurar-Giacomini, E AF Trigano, PC Pacurar-Giacomini, E TI Toward a web based environment for evaluation and design of pedagogical hypermedia SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning on the web; evaluation; E-learning; instructional design ID GUIDELINES AB We are working on a method, called CEPIAH. We propose a web based system used to help teachers to design multimedia documents and to evaluate their prototypes. Our current research objectives are to create a methodology to sustain the educational hypermedia design and evaluation. A module is used to evaluate multimedia software applied in educational context. We structured a knowledge base composed from a list of evaluation criteria, grouped in six themes: general feeling, technical quality, usability, scenario, multimedia documents, and didactical aspects. We insisted on multimedia particular aspects: we thoroughly studied the specificity of multimedia documents ( investigating various fields such as photography, typography, picture semantics, cinema.). We also evaluated the way multimedia elements are gathered to prepare the reading acts. We finally determined specific criteria for pedagogical aspects, associated to the previous approaches. A global questionnaire joins all these modules. In this paper, we present the first two modules, EMPI and SP/UL/FC ( a method for designing pedagogical hypermedia), and an application of distant teaching ( and distant learning), commenting the first results of this experiment. We conclude by a short presentation of the third module, on which we are still working. C1 Univ Technol Compiegne, UMR CNRS Heudiasyc 6599, F-60205 Compiegne, France. RP Trigano, PC (reprint author), Univ Technol Compiegne, UMR CNRS Heudiasyc 6599, BP 20529, F-60205 Compiegne, France. EM philippe.trigano@utc.fr; egiacomi@hds.utc.fr CR BASTIEN JMC, 1995, INT J HUM-COMPUT INT, V7, P105 *CIN, 2003, CONC INT NOUV ENV MU CROZAT S, 2002, THESIS U TECHNOLOGY Gagne R. M., 1996, CONDITIONS LEARNING Gibson J.J., 1979, ECOLOGICAL APPROACH HU O, 2000, P INT WORKSH TOOLS W HU O, 1999, CADUI, V2, P331 LAMROUS S, 1999, CSCWD99 4 INT WORKSH LINARD M, 1998, ISCRAT98 4 C INT SOC LINARD M, 1995, P 5 INT C INTERACT 9, P401 MCTYPE JH, 1985, P HUM FACT SOC HFS 8 *MEDA, 1990, MEDA EV LOG FORM MERRILL D, 1999, INSTRUCTIONAL DESIGN, P397 NIELSEN J, 2000, CONCEPTION SITES WEB PARK I, 1993, ETR&D-EDUC TECH RES, V41, P63, DOI 10.1007/BF02297358 Preece J., 1996, HUMAN COMPUTER INTER Ravden S. J., 1989, EVALUATING USABILITY Reigeluth C. M., 1999, INSTRUCTIONAL DESIGN, VII, P5 SABRYISMAIL L, 1997, P H2PTM 97 HYP HYP H SANCHEZ J, 1997, P H2PTM 97 HYP HYP H SCAPIN D, 1997, BEHAV INFORMATION TE, V16, P226 *U LAV, 2003, W3 ED Vanderdonckt J, 1999, INTERACT COMPUT, V12, P81, DOI 10.1016/S0953-5438(99)00019-3 VANDERDONCKT J, 1994, GUIDE ERGONOMIQUE PR VIVET M, 1996, LECT NOTES COMPUTER, V1108, P37 NR 25 TC 0 Z9 0 U1 0 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2004 VL 7 IS 3 BP 21 EP 37 PG 17 WC Education & Educational Research SC Education & Educational Research GA 839WK UT WOS:000222815400004 ER PT J AU Lazarinis, F AF Lazarinis, F TI A template based system for automatic construction of online courseware for secondary educational institutes SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE learning technology systems; E-learning tools; educational databases; dynamic content generation; secondary education AB Many educational sites are static and rarely updated, diminishing the dynamism of the Web. An online learning system should be adjustable, expandable and regularly updated, preferably by educational staff without the direct intervention of computer experts, reflecting the dynamic character of education. achieve this aim, we propose a system based on three roles: Administrator, Educator and Learner. Each role has a different set of responsibilities and permissions to the system. The model is built around a repository of educational material, vital for its expandability and its dynamism. The repository contains a set of customizable templates, dynamically filled with the educational material, assembling the online course. This paper discusses current difficulties in developing online courses and then presents the development progress of such a system and its anticipated advantages to Secondary Educational Institutes. C1 Technol Educ Inst Mesolonghi, Dept Appl Informat Management & Finance, Mesolonghi 30200, Hellas, Greece. RP Lazarinis, F (reprint author), Technol Educ Inst Mesolonghi, Dept Appl Informat Management & Finance, Mesolonghi 30200, Hellas, Greece. EM lazarinf@teimes.gr CR Asan A, 2003, J INF TECHNOL, V2, P153 *BECTA, 2001, MET ED Berners-Lee T., 1992, Electronic Networking: Research, Applications and Policy, V2, P52 BRAHLER J, 1999, ED TECHNOLOGY SOC, V2, P1 Butler B., 1995, INTERPERSONAL COMPUT, V3, P17 CARSWELL L, 1994, PRAGMATIC METHODOLOG Crossman D. M., 1997, WEB BASED INSTRUCTIO, P19 Dagiene V, 2003, P ICT TEACHER FUTURE, V23, P27 Daniel J. S, 1996, MEGA U KNOWLEDGE MED Godwin-Jones B, 2003, LANGUAGE LEARNING TE, V7, P18 GOLAS KC, 1993, ESTIMATING TIME DEV GRIEVE C, 1992, MED TEACH, V14, P27 Harbeck J. D., 1999, Educational Technology, V39, P39 JACOBS G, 2001, ONLINE TESTING OVERH KEY P, 1999, PHILADELPHIA BUSINES Kinshuk, 1997, KNOWLEDGE TRANSFER, VII, P117 LAZARINIS F, 2002, 3 INT C INF TECHN ED Markwell J., 2002, J SCI EDUC TECHNOL, V11, P105, DOI 10.1023/A:1014627511641 MCCORMACK C, 1998, BUILDING WEB BASED E, P1 MCDONOUGH D, 1994, COMPUT EDUC, V22, P335, DOI 10.1016/0360-1315(94)90055-8 MEIER P, 2000, 8 EUR C INF SYST JUL MILLER J, 2001, INTEGRATION WEBCT DI PAVLIK P, 2000, ED CYBERPLAYGROUND Phillips R. L., 1992, Interactive Learning Through Visualization. The Impact of Computer Graphics in Education, P25 SERDIUKOV P, 2000, P ED MEDIA, P1022 SKLAR E, 2000, ED TECHNOLOGY SOC, V3, P393 SUDHAKAR S, 2002, TECHNOLOGY SOURCE *WEBCT, 2003, STRUCTURE WEBCT WEBC Yourdon E, 1979, STRUCTURED DESIGN NR 29 TC 0 Z9 0 U1 0 U2 0 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JUL PY 2004 VL 7 IS 3 BP 112 EP 123 PG 12 WC Education & Educational Research SC Education & Educational Research GA 839WK UT WOS:000222815400011 ER PT J AU Kravcik, M Kaibel, A Specht, M Terrenghi, L AF Kravcik, M Kaibel, A Specht, M Terrenghi, L TI Mobile collector for field trips SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE collaborative learning; constructivism; mobile learning application; virtual field trips AB Current e-Learning is based on learning management systems that provide certain standard services-course authoring and delivery, tutoring, administration and collaboration facilities. Rapid development of mobile technologies opens a new area of m-Learning to enhance the current educational opportunities. Field trips are a relevant part of the curriculum, but for various reasons it is often difficult to organize them. The aim of the RAFT project is development of a system that would enable virtual field trips. One mobile learning application prototype created in this project, called Mobile Collector, enables data gathering and annotation in the field, together with real time collaboration. The application supports learner-centred education in real world context. C1 Schloss Birlinghoven, Fraunhofer FIT Inst Appl Informat Technol, D-53754 St Augustin, Germany. RP Kravcik, M (reprint author), Schloss Birlinghoven, Fraunhofer FIT Inst Appl Informat Technol, D-53754 St Augustin, Germany. EM Milos.Kravcik@fit.fraunhofer.de; Andreas.Kaibel@fit.fraunhofer.de; Marcus.Specht@fit.fraunhofer.de; Lucia.Terrenghi@fit.fraunhofer.de CR ABOWD GD, 1997, CONTEXT AWARENESS WE *FLASHMEETING, 2003, FLASHMEETING VID C S Frank M, 2003, COMPUT EDUC, V40, P57, DOI 10.1016/S0360-1315(02)00095-7 GIASEMI N, 2002, P IEEE INT WORKSH MO, P152 GROSS T, 2002, I COM Z FUER INTERAK, V3, P12 Johnson R. T., 1994, CREATIVITY COLLABORA Kolb D. A., 1984, EXPT LEARNING EXPERI Kravcik M., 2003, Proceedings 3rd IEEE International Conference on Advanced Technologies, DOI 10.1109/ICALT.2003.1215201 KRAVCIK M, 2002, P IADIS WWW INT 2002, P849 Lave J, 1991, SITUATED LEARNING LEE KS, 1999, PHOTONICS SCI NEWS, V4, P9 MAURER H, 2002, P ED MEDIA 2002 NORF, P2 *PILOTED, 2004, PILOTED ON LEARN NEW *RAFT, 2003, PROJ REM ACC FIELD T RENTOUL RMS, 2003, P NAWEB 2003 C SLOTTA JD, 2001, INTEGRATING PALM TEC SPECHT M, 2001, ONL P ABIS 2001 WORK SPECHT M, 2002, P 2 INT C AD HYP AD Ehly S. W., 1998, PEER ASSISTED LEARNI *WINDS, 2003, PROJ WEB BAS INT DES NR 20 TC 21 Z9 21 U1 0 U2 4 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 2004 VL 7 IS 2 BP 25 EP 33 PG 9 WC Education & Educational Research SC Education & Educational Research GA 819NH UT WOS:000221321200005 ER PT J AU Qu, CT Nejdl, W AF Qu, CT Nejdl, W TI Integrating XQuery-enabled SCORM XML metadata repositories into an RDF-based E-Learning P2P network SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE resource description framework; Peer-to-Peer; XQuery; sharable content object reference model; query by example AB Edutella is an RDF-based E-Learning P2P network that is aimed to accommodate heterogeneous learning resource metadata repositories in a P2P manner and further facilitate the exchange of metadata between these repositories based on RDF. Whereas Edutella provides RDF metadata repositories with a quite natural integration approach, XML metadata repositories have to overcome considerable incompatibility between XML's tree-like hierarchical data model and RDF's binary relational data model in order to be integrated into Edutella. In this paper we investigate a generic approach for integrating XML metadata repositories into Edutella in terms of an XQuery-enabled native XML database containing SCORM XML metadata. We first propose a triple-like XML-based common data view to cross incompatibility between arbitrary XML data model and RDF data model, then discuss the wrapper program implementation for XML metadata repositories based on the wrapper-like Edutella content provider integration architecture. At last, we propose a generic approach for querying complex XML data schemas in Edutella through QBE (Query by Example), and present the design of a QBE-based SCORM query GUI that can be used to query SCORM XML metadata in Edutella in the RDF syntax. C1 Univ Hannover, Learning Lab Lower Saxony, D-30539 Hannover, Germany. RP Qu, CT (reprint author), Univ Hannover, Learning Lab Lower Saxony, Expo Plaza 1, D-30539 Hannover, Germany. EM qu@learninglab.de; nejdl@learninglab.de CR *ADL, 2003, SCORM SPEC V1 3 APPL BOAG S, 2003, XQUERY 1 0 XML QUERY Chaudhri A. B., 2003, XML DATA MANAGEMENT Clark J., 1999, XML PATH LANGUAGE XP *DCMI, 2003, DCMI MET TERMS DCMI, 1999, DUBL COR MET EL SET Duval E., 2001, Communications of the ACM, V44, P73 Garcia-Molina H., 2001, DATABASE SYSTEMS COM IEEE LTSC, 2002, 1484121 IEEE LTSC *IMS, 2001, IMS LEARN RES MET SP Lassila O., 1999, RESOURCE DESCRIPTION LIU X, 2001, ACM IEEE JOINT C DIG NEJDL W, 2003, 12 INT WORLD WID WEB NEJDL W, 2002, 11 INT WORLD WID WEB NILSSON M, 2003, RDF QUERY EXCHANGE L PAPAKONSTANTINO.Y, 1995, 11 INT C DAT ENG MAR QU C, 2002, 2 INT C DUBL COR MET QU C, 2002, 2 IEEE INT C ADV LEA *SUN MICR INC, 2003, PROJ JXTA ZLOOF MM, 1977, IBM SYST J, V16, P4 NR 20 TC 3 Z9 4 U1 0 U2 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 2004 VL 7 IS 2 BP 51 EP 60 PG 10 WC Education & Educational Research SC Education & Educational Research GA 819NH UT WOS:000221321200008 ER PT J AU Brase, J Painter, M AF Brase, J Painter, M TI Inferring metadata for a semantic web peer-to-peer environment SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE metadata; peer-to-peer network; inference rules; E-learning AB Learning Objects Metadata (LOM) aims at describing educational resources in order to allow better reusability and retrieval. In this article we show how additional inference rules allows us to derive additional metadata from existing ones. Additionally, using these rules as integrity constraints helps us to define the constraints on LOM elements, thus taking an important step toward a complete axiomatization of LOM metadata ( with the goal of transforming the LOM definitions from a simple syntactical description into a complete ontology). We will use RDF metadata descriptions and Prolog as an inference language. We show how these rules can be applied for the extensions of course metadata using an existing test bed with several courses. Based on the Edutella peer-to-peer architecture we can easily make RDF metadata accessible to a whole community using Edutella peers that manage RDF metadata. By processing inference rules we can achieve better search results. C1 Univ Hannover, Inst Informat Syst, Learning Lab Lower Saxony, D-30539 Hannover, Germany. Tech Univ Carolo Wilhelmina Braunschweig, Hannover Inst Commun Technol, Learnivn Lab Lower Saxony, D-38092 Braunschweig, Germany. RP Brase, J (reprint author), Univ Hannover, Inst Informat Syst, Learning Lab Lower Saxony, Hannover Deutsch Pavillon Expo Plaza 1, D-30539 Hannover, Germany. EM brase@kbs.uni-hannover.de; m.painter@tu-bs.de OI Brase, Jan/0000-0002-8250-6253 CR Brase J., 2003, HDB ONTOLOGIES BRASE J, 2003, ANNOTATION SEMANTIC BRASE J, 2003, 3 IEEE INT C ADV LEA Fensel D., 2001, ONTOLOGIES SILVER BU Guarino N., 1998, INT C FORM ONT INF S NEJDL W, 2002, 11 INT WORLD WID WEB NR 6 TC 7 Z9 7 U1 0 U2 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 2004 VL 7 IS 2 BP 61 EP 67 PG 7 WC Education & Educational Research SC Education & Educational Research GA 819NH UT WOS:000221321200009 ER PT J AU Rumetshofer, H Woss, W AF Rumetshofer, H Woss, W TI XML-based adaptation framework for psychological-driven E-learning SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT SAC 2003 Conference CY 2003 CL Melbourne, FL DE digital learning environment; intelligent learning environment; personalized learning objects; metadata for education; learning technologies; cognitive styles; XML; XSLT ID HYPERMEDIA; STYLES AB E-learning systems grew to popular knowledge delivery systems until now. Several applications have already been implemented and many project initiatives have been started. Although such systems come with interesting advantages, there are still many unsolved problems. Enriching common learning content by applying multimedia did not meet the general expectation to decrease drop out rates of e-learners using such systems. Additionally, most e-learners complain about a "one-size-fits-all" philosophy, a resulting cognitive overload and consequently the lack of personalization of existing applications. In this paper a user-centric approach is presented in order to improve the usability and acceptance, thus, making e-learning systems more successful. For this purpose psychological factors are integrated in an adaptable learning system which is based on meta data enriched learning objects specified and described in XML documents. General learning objects are transformed into personalized learning objects depending on the user profile and adaptation rules. Beside learning objects also layout and navigation through the content are adapted and personalized. An adaptation framework is introduced to show the interaction of the discussed concepts to fulfill the request for individualized learning systems. C1 Johannes Kepler Univ, Inst Appl Knowledge Proc FAW, A-4232 Hagenberg, Austria. Johannes Kepler Univ, Inst Appl Knowledge Proc FAW, A-4040 Linz, Austria. RP Rumetshofer, H (reprint author), Johannes Kepler Univ, Inst Appl Knowledge Proc FAW, Hauptstr 99, A-4232 Hagenberg, Austria. EM hrumetshofer@faw.uni-linz.ac.at; wwoess@faw.uni-linz.ac.at CR AYERSMAN D, 1995, COMPUT HUM BEHAV, V20, P1 Barba R. H., 1993, Journal of Research on Computing in Education, V25 BOSTOCK S, 1998, LEARNING STYLES Brusilovsky P, 2001, USER MODEL USER-ADAP, V11, P87, DOI 10.1023/A:1011143116306 *CHI, 2001, NOT E LEARN SPEC INT Conner M. L., 1996, LEARNING CRITICAL TE DUFRESNE A, 1997, WORLD C ART INT ED A *HAMBR CO, 2001, ELEARNING KEY STRAT HSIAO Y, 1997, EFFECTS COGNITIVE ST *IEEE, 2002, LEARN OBJ MET JACOBSEN P, 2001, E LEARNING MAGAZ NOV Jonassen D.H., 1988, INSTRUCTIONAL DESIGN, P151 KAY M, 2001, XSLT KEARSLEY G, 2002, EXPLORATIONS LEARNIN Kogan N., 1971, PSYCHOL ED PRACTICE, P242 LIU M, 1994, COMPUT HUM BEHAV, V10, P419, DOI 10.1016/0747-5632(94)90038-8 MCGREAL R, 2001, PRIMER METADATA LEAR ORR KL, 1992, J ED MULTIMEDIA HYPE, V1, P781 PREECE J, 1992, J ED MULTIMEDIA HYPE, V1, P259 SOUTO MAM, 2002, P 17 IFIP WORLD COMP THORNBURG DG, 1991, J EDUC COMPUT RES, V7, P121 WITKIN HA, 1977, REV EDUC RES, V47, P1 NR 22 TC 12 Z9 12 U1 0 U2 3 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 2003 VL 6 IS 4 BP 18 EP 29 PG 12 WC Education & Educational Research SC Education & Educational Research GA 777AQ UT WOS:000189152100004 ER PT J AU Valverde-Albacete, FJ Pedraza-Jimenez, R Molina-Bulla, H Cid-Sueiro, J Diaz-Perez, P Navia-Vazquez, A AF Valverde-Albacete, FJ Pedraza-Jimenez, R Molina-Bulla, H Cid-Sueiro, J Diaz-Perez, P Navia-Vazquez, A TI InterMediActor: an environment for instructional content design based on competences SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT SAC 2003 Conference CY 2003 CL Melbourne, FL DE e-learning environment; learning management systems; educational content development; competences; learning objectives AB This paper describes the basic architecture and functional principles of a new instructional design system called InterMediActor (IMA) and reports about its implementation state. IMA provides an environment for instructional content design, production and reuse and for student evaluation that is based on the decomposition of the learning objectives in a hierarchical structure of competences. The process of content production and learning in competence-based systems is described and the main advantages and differences in relation to other proposals, like SCORM and EML, are discussed. C1 Univ Carlos III Madrid, EPS, Dep Teoria Senal & Comunicac, Leganes 28911, Spain. RP Valverde-Albacete, FJ (reprint author), Univ Carlos III Madrid, EPS, Dep Teoria Senal & Comunicac, Avda Univ 30, Leganes 28911, Spain. EM fva@tsc.uc3m.es; rpedraza@tsc.uc3m.es; hmolina@tsc.uc3m.es; jcid@tsc.uc3m.es; pdp@inf.uc3m.es; navia@tsc.uc3m.es RI Cid-Sueiro, Jesus/B-8773-2008; Pedraza-Jimenez, Rafael/B-1718-2008; Valverde-Albacete, Francisco J./M-1025-2014; OI Cid-Sueiro, Jesus/0000-0002-5243-5992; Pedraza-Jimenez, Rafael/0000-0002-6918-6910; Valverde-Albacete, Francisco J./0000-0002-5874-7604; DIAZ PEREZ, MARIA PALOMA/0000-0002-9493-7739 CR *ADL TECHN TEAM, 2001, SHAR CONT OBJ REF MO *BLACKB INC, 2003, TRANSF INT POW ENV E BOUSONO C, 1999, P 10 EAEEIE ANN C ED, P65 BRUSILOVSKY P, 2002, P HYP 02 MAR US, P1 DICK W, 1990, SYSTEMATIC DESIGN IN GUESDON M, 2003, OCAMLODBC *IEEE LEARN TECHN, 2002, LEARN OBJ MET LOM FI *IMA, 2000, INTERMEDIACTOR ARQ M KAVCIC A, 2003, P IEEE REG 8 EUROCON, V2, P379 Koper R., 2001, MODELING UNITS STUDY LEROY X, 2002, OBJECTIVE CAML SYSTE Melton R., 1997, OPEN DISTANCE LEARNI Merrill M. D., 1996, EDUC TECHNOL, V36, P30 ORAM A, 2001, PEER TO PEER HARNESS PEDRAZA R, 2002, P LEARN 02 C MADR PEDRAZAJIMENEZ R, 2002, P LEARN 02 C MADR PUNIN J, 2003, XGMML EXTENSIBLE GRA SALVO JM, 2003, OPENJGRAPH JAVA GRAP STOLPMANN G, 2001, PXP USERS GUIDE *U CARL III MADR, 2003, CAMP GLOB AUL GLOB VALVERDEALBACET.FJ, 2003, P 2003 ACM S APPL CO *WEBCT INC, 2003, WEBCT PRES WILEY DA, 2001, INSTRUCTIONAL USE LE WOLFGANG N, 2001, EDUTELLA P2P NETWORK NR 24 TC 5 Z9 5 U1 0 U2 4 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 2003 VL 6 IS 4 BP 30 EP 47 PG 18 WC Education & Educational Research SC Education & Educational Research GA 777AQ UT WOS:000189152100005 ER PT J AU Buendia-Garcia, F Diaz-Perez, P AF Buendia-Garcia, F Diaz-Perez, P TI A framework for the management of digital educational contents conjugating instructional and technical issues SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT SAC 2003 Conference CY 2003 CL Melbourne, FL DE instructional design; learning contents; educational modeling languages; hypermedia model ID HYPERMEDIA APPLICATIONS AB Nowadays, the e-learning industry is focused on producing and managing digital learning contents. There are several examples of learning objects, content packages or metadata proposed by different organizations such as IMS, IEEE or ADL. However, little attention has been paid to the specification and management of instructional processes, teaching strategies and learning activities. These issues are addressed by instructional design approaches but there are few formal computer-based notations and methods to specify and implement them. This paper describes a framework for managing digital contents and the processes that use them in an instructional way both from an instructional point of view as well as from a software design perspective. Such framework is based on an instructional application model which provides entities such as the User Profile that stores relevant information concerning the learning and teaching processes; the Learning Scenario as the set of terms, conditions and activities that characterize the user learning in a specific context and the Didactic Structure that is addressed to organize educational contents in a didactic way. The proposed framework supports the translation of these instructional entities to hypermedia entities in order to support the software design of e-learning products. Thus, this design method eases the development of Web-based instructional applications that can be adapted to different learning contexts. C1 Univ Politecn Valencia, Dept Comp Engn, Valencia 46022, Spain. Univ Carlos III Madrid, Dept Comp Sci, Leganes 28911, Spain. RP Buendia-Garcia, F (reprint author), Univ Politecn Valencia, Dept Comp Engn, Camino Vera S-N, Valencia 46022, Spain. EM fbuendia@disca.upv.es; pdiaz@inf.uc3m.es OI DIAZ PEREZ, MARIA PALOMA/0000-0002-9493-7739 CR AEDO I, 2002, INTERACTIVE ED MULTI, V4, P40 *AR, 2003, CURR DESCR FORM CDF Brusilovsky P., 1998, WORKSH WWW BAS TUT 4 BUENDIA F, 2002, P WORLD C ED MULT HY, P719 *CEN ISSS, 2003, CEN ISSS INF SOC STA *DC, 2003, DUBL COR ED Diaz P., 2000, Integrity and Internal Control in Information Systems: Strategic Views on the Need for Control. IFIP TC11 WG11.5 Third Working Conference, P85 DIAZ P, 1997, EDMEDIA EDTELECOM 97 Diaz P, 2001, LECT NOTES COMPUT SC, V2113, P764 Diaz P, 1997, INFORM SYST, V22, P447, DOI 10.1016/S0306-4379(97)00028-8 Diaz P, 2001, IEEE T SOFTWARE ENG, V27, P550, DOI 10.1109/32.926176 DICK W, 1996, SYSTEMATIC DESIGN IN [Anonymous], 1977, CONDITIONS LEARNING *IMS LD, 2003, LEARN DES SPEC Jonassen DH, 1999, ETR&D-EDUC TECH RES, V47, P61, DOI 10.1007/BF02299477 KOPER R, 2002, MODELING UNITS STUDY LEIDIG T, 2001, ACM J ED RESOURCES C, V1, P7 LOPEZREY A, 1999, C NAC INF ED CONIED Mendes MEX, 1999, COMPUT EDUC, V32, P51, DOI 10.1016/S0360-1315(98)00046-3 Merrill M. D., 1996, EDUC TECHNOL, V36, P30 Merrill M. D., 1983, INSTRUCTIONAL DESIGN Moallem M, 2001, ED TECHNOLOGY SOC, V4 NR 22 TC 6 Z9 6 U1 0 U2 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 OCT PY 2003 VL 6 IS 4 BP 48 EP 59 PG 12 WC Education & Educational Research SC Education & Educational Research GA 777AQ UT WOS:000189152100006 ER PT J AU Atif, Y Benlamri, R Berri, J AF Atif, Y Benlamri, R Berri, J TI Dynamic learning modeler SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article; Proceedings Paper CT SAC 2003 Conference CY 2003 CL Melbourne, FL DE adaptive learning; e-learning; multimedia material for education; learning objects; learner modeling; hypermedia courseware AB Constructive approach to learning focuses on the learner's behavior, enabling a self-adapted exposure to knowledge that is precisely tailored to the learner's needs and background. The building blocks for such adaptive knowledge construction are the evolving learning objects (LOs) which are self-contained entities that encapsulate a segment of knowledge as well as some metadata attributes and procedures. In addition to complementing the standard specification of learning objects to incorporate self-adaptive learning features within the LO construct, the paper also proposes a learner-modeling technique which learns from the learners about the learners. In this dynamic learner modeling approach, past learning experiences are reused to stereotype future learners. The proposed adaptive learning architecture in this paper supports both navigation and presentation learning adaptivity. C1 UAE Univ, Coll Informat Technol, Al Ain, U Arab Emirates. Etisalat Coll Engn, Dept Comp Engn, Sharjah, U Arab Emirates. RP Atif, Y (reprint author), UAE Univ, Coll Informat Technol, POB 15551, Al Ain, U Arab Emirates. EM Yacine.Atif@uaeu.ac.ae; benlamri@ece.ac.ae; berri@ece.ac.ae CR *ADV DISTR LEARN C, 2001, SCORM VERS 1 2 ATIF Y, 2003, UNPUB LEARNING OBJEC Brusilovsky P., 1999, KUNSTLICHE INTELLIGE, V4, P19 Brusilovsky P., 1997, P 6 INT C US MOD SAR, P177 Brusilovsky P., 1998, P WORKSH WWW BAS TUT Brusilovsky P., 1997, P INTERACT97 6 IFIP, P278 CALVI L, 1997, P ED MED ED TEL 97 W, P130 Castro M, 2001, IEEE T EDUC, V44, P406, DOI 10.1109/13.965791 De Bra P., 1999, ACM COMPUTING SURVEY, V31 Duffy T. M., 1991, EDUC TECHNOL, V31, P7 DUFRESNE A, 2000, P 5 INT C INT TUT SY, P334 Eliot C., 1997, P WEBN 97 WORLD C WW, P161 FUNG ACW, 2000, P IFIP INT C ED US T, P420 *IEEE LTSC LOM, 2001, 148412D61 IEEELTSC L *IMBS GLOB LEARN C, 2003, IMS LEARN INF PACK S Karagiannidis C., 2001, ED TECHNOLOGY SOC, V4, P37 Khan B. H., 1997, WEB BASED INSTRUCTIO KOIDL K, 2002, P SEM TEL GERM Najjar L. J., 1996, Journal of Educational Multimedia and Hypermedia, V5 OSBORNE JW, 1999, NAT M AM ED RES ASS REDEKER G, 2002, WORLD C E LEARN CORP, P798 Rodriguez O., 2002, P 11 WORLD WID WEB C Specht M., 1997, P WORKSH AD SYST US, P91 *THEORIX, 2003, PUBL E COM INC NR 24 TC 6 Z9 6 U1 0 U2 4 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 2003 VL 6 IS 4 BP 60 EP 72 PG 13 WC Education & Educational Research SC Education & Educational Research GA 777AQ UT WOS:000189152100007 ER PT J AU Paulsen, MF AF Paulsen, MF TI Experiences with Learning Management Systems in 113 European institutions SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE Learning Management System (LMS); Virtual Learning Environment (VLE); online education; e-learning; Web education; Europe AB This article presents the major findings from six regional analyses conducted within the framework of the European Web-edu project (http://www.nettskolen.com/in_english/webedusite/index.html). It analyses the experiences of European institutions with the Learning Management Systems that they have purchased or developed themselves. Data was collected from in-depth interviews with 113 European experts, usually the systems managers in the institutions, in 17 countries. The analyses of the interviews revealed as many as 52 different commercial and 35 self-developed LMS systems. The article presents the data from these interviews and includes a series of important findings from the study. One conclusion is that there is a host of commercial and self-developed systems that seem to work satisfactorily in various educational institutions throughout Europe. The systems are not able to handle all the functions the institutions want, and they can be improved in many ways. But most systems encountered in the analyses seem to be good enough for handling online education successfully. Another conclusion is that the European market is not dominated by the American LMS systems. In countries that do not use English as the first language, locally developed LMS systems have successfully ousted the American products. Remarkably, a large number of the LMS systems used in Europe are commercial systems developed locally, or self-developed systems built by the institutions. C1 NKI Distance Educ, N-1319 Bekkestua, Norway. RP Paulsen, MF (reprint author), NKI Distance Educ, Box 111, N-1319 Bekkestua, Norway. EM morten@nettskolen.com CR DIAS A, 2002, WEB ED SYSTEMS EUROP, P29 FRITSCH H, 2002, WEB ED SYSTEMS EUROP, P82 HALL B, 2003, NEW TECHNOLOGY DEFIN KEEGAN D, 2002, SISTEMAS ED ONLINE D Keegan D., 2002, WEB ED SYSTEMS EUROP, P58 MCKNIGHT S, 2002, NCODE FLA LMS SURVEY MICINCOVA M, 2002, WEB ED SYSTEMS EUROP, P121 Paul PKC, 2002, CRYST ENG, V5, P3, DOI 10.1016/S1463-0184(01)00030-2 PAULSEN MF, 2002, INT REV RES OPEN DIS, V3 PAULSEN MF, 2002, WEB ED SYSTEMS EUROP PAULSEN MF, 2000, ONLINE ED INT ANAL W RUNNESTO R, 2002, EXPERIENCES LEARNING NR 12 TC 31 Z9 32 U1 2 U2 9 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD OCT PY 2003 VL 6 IS 4 BP 134 EP 148 PG 15 WC Education & Educational Research SC Education & Educational Research GA 777AQ UT WOS:000189152100013 ER PT J AU Avgeriou, P Papasalouros, A Retalis, S Skordalakis, M AF Avgeriou, P Papasalouros, A Retalis, S Skordalakis, M TI Towards a pattern language for learning management systems SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE design patterns; pattern language; patterns system; Learning Management Systems; e-learning; Learning Technology Systems AB Learning Management Systems are sophisticated web-based applications that are being engineered today in increasing numbers by numerous institutions and companies that want to get involved in e-learning either for providing services to third parties, or for educating and training their own people. Even though the construction of such systems has been taking place for many years, they are still designed and developed from scratch. The reason is that experience from previous Learning Management Systems, is not codified or documented, resulting in forcing the development teams to 're-invent the wheel'. This paper presents an approach of recording design experience in the form of design patterns for Learning Management Systems and aims at developing a pattern language for these systems. C1 Natl Tech Univ Athens, Dept Elect & Comp Engn, Software Engn Lab, Athens 15780, Greece. Univ Cyprus, Dept Comp Sci, CY-1678 Nicosia, Cyprus. RP Avgeriou, P (reprint author), Natl Tech Univ Athens, Dept Elect & Comp Engn, Software Engn Lab, Athens 15780, Greece. EM pavger@softlab.ntua.gr; andpapas@softlab.ntua.gr; retal@cs.ucy.ac.cy; skordala@softlab.ntua.gr OI Avgeriou, Paris/0000-0002-7101-0754 CR Alexander C., 1977, PATTERN LANGUAGE Alur D., 2001, CORE J2EE PATTERNS B Borchers J., 2001, PATTERN APPROACH INT BROWN WJ, 1998, ANTIPATTERNS REFRACT Buschmann F., 1996, PATTERN ORIENTED SOF, V1 Carlino G, 1998, J HIGH ENERGY PHYS Cooper James W., 2000, JAVA DESIGN PATTERNS Eriksson H.-E., 2000, BUSINESS MODELLING U Fowler M., 1996, ANAL PATTERNS REUSAB Gamma E., 1994, DESIGN PATTERNS ELEM GARRIDO A, 1997, PLOP 97 SEPT 3 5 199 GARZOTTO F, 1999, INT WORKSH WORLD WID *IEEE LTSC, 2001, DRAFT STAND LEARN TE *IEEE LTSC, 2001, DRAFT STAND LEARN OB LYARDET F, 1998, EDMEDIA 98 JUN 20 25 LYARDET F, 1999, EUR 99 JUL 8 10 1999 McCormack C., 1997, BUILDING WEB BASED E Moore M. G., 1996, DISTANCE ED SYSTEM V NANARD M, 1998, HYP 98 JUN 20 24 199 ROSSI G, 1995, PATTERN LANGUAGES PR, V2, P177 ROSSI G, 1999, PATTERN LANGUAGES PR, V4 ROSSI G, 1997, HYP 97 APR 6 11 1997 Schmidt D.C., 2000, PATTERN ORIENTED SOF, V2 NR 23 TC 47 Z9 47 U1 0 U2 4 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 2003 VL 6 IS 2 BP 11 EP 24 PG 14 WC Education & Educational Research SC Education & Educational Research GA 777AK UT WOS:000189151600003 ER PT J AU Zaharias, P Poulymenakou, A AF Zaharias, P Poulymenakou, A TI Identifying training needs for ict skills enhancement in South-Eastern Europe: implications for designing web-based training courses SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE training needs assessment; web-based courses; ICT skills; learner-centered design AB The development and deployment of innovative Information and Communication Technologies' (ICT) applications and services is becoming the key factor for growth and employment in all parts of Europe. Our work has the strategic goal to set up an e-Learning service (web-based courses) that will build Information and Communication Technologies' skills and competences needed for the implementation of the Information and knowledge-based society in the region of SE Europe. Due to the complexity of the situation ( four different user organisations representing different countries, industries, markets, cultures and needs) special emphasis is given to training needs assessment. Another basic pillar for our work is the design of usable, learner-centered web-based courses. C1 Athens Univ Econ & Business, Dept Informat, Athens 10434, Greece. RP Zaharias, P (reprint author), Athens Univ Econ & Business, Dept Informat, 76 Patiss, Athens 10434, Greece. EM pz@aueb.gr; akp@aueb.gr CR *CICS SYST INC, 2000, REUS LEARN OBJ STRAT HSI S, 1998, CHI 98 C APR 18 23 1 JONASSEN DH, 1991, ETR&D-EDUC TECH RES, V39, P5, DOI 10.1007/BF02296434 Keen K., 1992, INSTRUCTIONAL DESIGN, P111 Lohr LL, 2000, COMPUT HUM BEHAV, V16, P161, DOI 10.1016/S0747-5632(99)00057-6 MCGRAW KL, 2001, E LEARNING STRATEGY Merrill M., 1983, INSTRUCTIONAL DESIGN, P279 NELSON RR, 1995, COMMUN ACM, V38, P27, DOI 10.1145/213859.214793 Norman DA, 1996, COMMUN ACM, V39, P24, DOI 10.1145/227210.227215 Ostroff C., 1989, TRAINING DEV ORG, P25 2001, JOB PROFILES NR 11 TC 0 Z9 0 U1 1 U2 4 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 JAN PY 2003 VL 6 IS 1 BP 50 EP 54 PG 5 WC Education & Educational Research SC Education & Educational Research GA 776LW UT WOS:000189118300010 ER PT J AU Crichton, S LaBonte, R AF Crichton, S LaBonte, R TI Innovative practices for innovators: Walking the talk - Online training for online teaching SO EDUCATIONAL TECHNOLOGY & SOCIETY LA English DT Article DE technology training; online learning; learning organization; learning environment AB When e-learning companies initiate changes to learning opportunities for students, it is incumbent upon them to also change the learning opportunities for those expected to teach with their products. In other words, e-learning companies must learn to 'walk the talk' and rethink the traditional training format for site-based inservice, training and conference presentation. It is imperative that the teachers and instructors providing online learning be afforded the same learning experiences they are expected to provide students. This paper reports on inservice opportunities provided by Odyssey Learning Systems Inc. ( Odyssey) and critically assesses how that training mirrored the learning environment created through use of its product in educational settings with students ( Odyssey Learning Systems is a privately owned Canadian company that develops computer-managed learning solutions, supports development and distribution of content for its software Nautikos T and provides technical and professional support for customers and learning sites. There are currently over 200 sites operating around the world serving educational, corporate and non-profit organizations. Odyssey is headquartered in Vancouver, British Columbia, Canada with subsidiary offices in Saskatchewan and Ontario.). In short, did the company model what it preached about its own software? In the case study presented, it is the thesis of the paper that Odyssey functioned as a learning organization and modeled the type of learning experiences for its clients it intends its clients to provide for their students. It is a further thesis of the paper that changes to a learning environment provided through technology will not occur until teachers and instructors are provided the same opportunities to learn with technology they are expected to offer their students. C1 Univ Calgary, Calgary, AB, Canada. Univ British Columbia, Vancouver, BC V5Z 1M9, Canada. RP Crichton, S (reprint author), Univ Calgary, Calgary, AB, Canada. EM crichtos@ucalgary.ca CR Bereiter C., 1993, SURPASSING OURSELVES CRICHTON S, 1997, LEARNING ENV ONLINE JACOBSEN M, 2001, TECHNOL TEACH, P83 Jonassen D, 1995, AM J DISTANCE ED, V9, P7 LAURILLARD D, 1993, J EDUC TV, V19, P81 MCGEE MK, 1999, INFORMATIONWEEK, V718, P101 Scardamalia M., 1994, J LEARN SCI, V3, P265, DOI DOI 10.1207/S15327809JLS0303_3 Senge P., 1990, 5 DISCIPLINE ART PRA STREHLE GP, 2000, ING I C KOHN CTR ROY WONACOTT ME, 2000, WEB BASED TRAINING C NR 10 TC 1 Z9 1 U1 0 U2 2 PU IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE PI PALMERSTON NORTH PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND SN 1436-4522 J9 EDUC TECHNOL SOC JI Educ. Technol. Soc. PD JAN PY 2003 VL 6 IS 1 BP 70 EP 73 PG 4 WC Education & Educational Research SC Education & Educational Research GA 776LW UT WOS:000189118300013 ER EF