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E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education



Allison Rossett

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 600

  1. Real Time in the Virtual Classroom: A Case Study of Student Time Use and Behaviors in an Online Classroom

    Tel Amiel, Jo McClendon & Michael Orey, University of Georgia, United States

    Characteristics of online environments such as flexible delivery appeal to a growing number of students. The time it takes to teach and take online classes has been the subject of much speculation.... More

    pp. 1475-1478

  2. Person Plus Web – Samples From Everyday Life

    Mats Andersson, Royal Institute of Technology (KTH), Sweden

    In everyday life it is often the result of knowledge that counts, not the actual knowledge itself. There are a lot of theories of how artefacts in one way or another can support human thinking and ... More

    pp. 1479-1482

  3. Social Presence and Cognitive Engagement in Online Learning Environments

    Hua Bai, Purdue University, United States

    This paper reviewed how social presence and cognitive engagement have been defined and explored in online learning environments in recent literature. The discussions on these two constructs are... More

    pp. 1483-1486

  4. Exploiting an Online Testing System to go Beyond the Administration of Tests

    Miri Barak, Massachusetts Institute of Technology, United States

    Abstract: This paper describes a novel approach for e-learning that merges knowledge sharing and multi-modes of assessment. E-business course students used QSIA, a hybrid online system, for... More

    pp. 1487-1490

  5. Online Writing as a Form of Electronic Communication in a Second Year Biology Course

    Michael Barbour, University of Georgia at Athens, United States; Michael Collins, Memorial University of Newfoundland, Canada

    This paper considers student use of an online discussion forum in a second year Biology course and how that participation may be an indicator of increased student success in the course. The... More

    pp. 1491-1494

  6. Using Evidence-Centered Design to Develop Advanced Simulation-Based Assessment and Training

    Robert J. Mislevy, University of Maryland, United States; John T. Behrens, Cisco Systems, United States; Malcolm I. Bauer & David M. Williamson, Educational Testing Service, United States

    This paper describes how simulation-based training and assessment systems can be created using Evidence-Centered Design (ECD). Traditionally it has been difficult to embed valid assessment and... More

    pp. 1495-1502

  7. The Role of Gender and Ethnicity in Pedagogical Agent Perception

    Amy Baylor & Yanghee Kim, Florida State University, United States

    To investigate the role of pedagogical agent gender and ethnicity, 139 students were randomly assigned to one of four conditions, where agents differed by ethnicity (African-American, Caucasian)... More

    pp. 1503-1506

  8. Which Pedagogical Agent do Learners Choose? The Effects of Gender and Ethnicity

    Amy Baylor, Florida State University, United States; Xiaoxia Huang & E Shen, Florda State University, United States

    This study examined how learners' gender and ethnicity influenced their choice of pedagogical agents how they perceived the persona of the chosen agents. 183 undergraduates from two southeast... More

    pp. 1507-1510

  9. Integrating Ontologies, Object Databases, and XML for Educational Content Management

    Howard Beck, University of Florida, United States

    A database approach to management of educational materials utilizes ontologies as a core for not only defining the concepts within a domain of study but also as a basis for data modeling and... More

    pp. 1511-1514

  10. Maximizing Training Effectiveness using PC-Based Games

    James Belanich, US Army Research Institute for the Behavioral and Social Sciences, United States; Kara Orvis & Daragh Sibley, George Mason University, United States

    PC-based games can facilitate training. The goal of this research was to understand what components of PC-based games are most effective for training. How information presented during first-person... More

    pp. 1515-1518

  11. MOTEx-Analysis: Recognising the Operational Status and Requirements in the Knowledge Management Sector

    Mark Betzold, Laboratory for Machine Tools and Production Engineering, Aachen University RWTH, Germany

    This paper introduces a tool and its benefits to enterprises, which has been developed and approved within the project "Service-Networks for Training and Further Education Processes" - SENEKA -... More

    pp. 1519-1525


    Craig Blurton, University of Hong Kong, Hong Kong; Qiong Wang, Graduate School of Education, Peking University, China; Sophia Lau, IT & Teaching Group, Hong Kong; Kenneth Green, Campus Computing Project, United States; Anita Lee, IT & Teaching Group, University of Hong Kong, Hong Kong

    In 2000, the IT & Teaching Group at the University of Hong Kong (HKU) entered into discussions with Peking University (PKU) and the United States Campus Computing Project (CCP) to conduct an Asia... More

    pp. 1526-1533

  13. The effects of navigation tools on student performance and recall in a hypermedia information search task

    Patricia M. Boechler & Michael R.W. Dawson, University of Alberta, Canada

    Measures of performance were collected from a sample of 169 students during an information search task through a hypermedia document. Comparisons were made between four groups given navigation... More

    pp. 1534-1535

  14. The Effect of Computer-Mediated Communications on Graduate Student Interactions

    Douglas Brinkley, Naval Postgraduate School, United States

    This paper is a report on the findings of a study conducted to measure the effect of computer-mediated communication (CMC) on student interactions in traditional classroom courses at the graduate... More

    pp. 1536-1539

  15. Autonomous Student Modelling in Learning Management Systems

    David Brokenshire & Vive Kumar, Simon Fraser University, Canada

    Student modelling refers to representation of students' goals, capabilities, preferences, and various other personal and social characteristics that are of interest, and reasoning in terms of the... More

    pp. 1540-1541

  16. Calvin Klein: setting the standards for visual literacy and E-Learning

    Ian Brown, University of Wollongong, Australia

    What do blue jeans, visual literacy and e-learning have in common? A research project supported by Adobe Systems, RMIT, University of Technology Sydney and the University of Wollongong, Australia, ... More

    pp. 1542-1545

  17. Predictors of Success in Online Learning

    Jeanne Butler & Vince Shrader, Western Governors University, United States; Richard Miller, University of Nebraska, Kearney, United States

    Western Governors University (WGU) developed the T-PLUS Project through a grant from the Bill and Melinda Gates Foundation. This online and workshop-based program provides in-service education for... More

    pp. 1546-1549

  18. E-Learning in ESL Classrooms: A Literature Review

    Wei-Fan Chen & Tsung-Yen Chuang, The Pennsylvania State University, United States

    It is no doubt that ESL educators pay more and more attention to using computer technologies in their classrooms. This fact implies that each ESL educator has to gain a practical knowledge of how... More

    pp. 1550-1551

  19. Learning style, student satisfaction and blended learning

    Tat Mei Chim & Kevin Downing, City University of Hong Kong, Hong Kong

    Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which distance education ... More

    pp. 1552-1553

  20. Cost Modeling for eLearning

    Andrew Choi, Jon Hatol & Vive Kumar, Simon Fraser University, Canada

    The purpose of this project is to develop a cost model for eLearning projects that can assist cost estimation for generating learning objects and simulate the process of developing online courses. ... More

    pp. 1554-1557