You are here:

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



Allison Rossett

Search this issue

Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 600

  1. Signposts in the Sand: Key Issues for E-Moderators

    Mary Kiernan, Pete Thomas & Mark Woodroffe, Open University, United Kingdom

    Abstract: E-learning is a vision that has sparked a wide-ranging enthusiasm for moderators, course designers and learners. Asynchronous conferencing is currently central to this vision. Some... More

    pp. 1647-1650

  2. A Comparison of Paper-Based and Computer-Based Instruction in High School Mathematics

    Wilhelmina Savenye, Howard Sullivan & Alexander Kim, Arizona State University, United States

    The influence of media on learning has been a subject of educational research since 1912. But the results have often been inconclusive, or have been based upon inaccurate media comparisons. Clark... More

    pp. 1651-1658

  3. Things that Make Agent as Learning Companion Effective

    Yanghee Kim, Florida State University, United States

    The purpose of this study was to examine the effects of competency (high vs. low) and the type of interaction of a learning companion (proactive vs. responsive) on agent value, motivation, and... More

    pp. 1659-1666

  4. Personalized Computer-Based Instruction and Student Performance on Mathematics Word Problems

    Heng-Yu Ku & Pei-Lin Liu, University of Northern Colorado, United States

    Most educational software in mathematics seldom incorporates any strategies into the instructional programs. This presentation will introduce a personalized computer-based instructional program... More

    pp. 1667-1670

  5. Bridging the Digital Divide through E-Learning - Part I: A Study of Higher Education Students’ Attitudes toward Online Collaboration and Knowledge Management

    Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey

    The main purpose of this study is not only to define and analyze students' positive and negative attitudes toward online collaboration and knowledge management in e-learning milieus but to... More

    pp. 1671-1674

  6. The Strategies and Principles for Creating Interactive Online Discussions - Part I: A Study of the Students’ Experiences and Feelings toward E-Bulletin Boards

    Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey

    Online discussions are often criticized for their emphasis on interactive and collaborative learning because of that their outcomes are usually limited by the lack of pedagogical background in... More

    pp. 1675-1678

  7. Multimedia-Based Generative Concept Mapping and Problem Solving Performance

    Youngmin Lee & Soyoung Kim, Florida State University, United States

    The purpose of this study was to investigate the effect of generative concept map on problem solving performance. 44 undergraduates who were registered introductory course for instructional... More

    pp. 1679-1685

  8. Design for Learning Complex Phenomenon: Experiences of Blended Problem-Based Learning in Medicine

    Jarmo Levonen, University of Tampere, Department of Education, Finland; Teija Vainio, University of Tampere, Hypermedia Laboratory, Finland; Kati Hakkarainen, University of Tampere, Medical School, Finland

    Learning complex medical phenomenon is a difficult process for many students. The pedagogical approach in this study is to use problem-based learning and simulations of complex phenomenon in... More

    pp. 1686-1689

  9. Analyzing Students Cognitive Skills in Online Small Group Activities

    Guan-Yu Lin & Yi-Mei Lin, School of Informational Science and Learning Technologies, University of Missouri - Columbia, United States

    Cultivating critical thinking is the most desired goal in higher education. This study investigates students' cognitive skills during collaborative learning in a graduate-level online course.... More

    pp. 1690-1693

  10. Psychological Preference and Online Asynchronous Written Dialogue

    Lin Lin, Teachers College, Columbia University, United States; Patricia Cranton, St. Francis Xavier University, Canada, Canada

    This study explores how adults learn from online asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their psychological preferences ... More

    pp. 1694-1697

  11. On the Relation Between WebQuest and the Promotion of Technological Literacy

    Juhong (Christie) Liu & Barbara Lockee, IT Program at Virginia Tech, United States

    The academic potential of the Web helped to generate the WebQuest as a particular format of instructional design, which is claimed to promote the technological literacy of learners. This paper... More

    p. 1698

  12. Communication Design for Online Courses: Effects of a Multi-Layer Approach

    Leping Liu, University of Nevada, Reno, United States

    The first part of this paper will introduce the four phases of online course communication design – analysis, design, implementation, and evaluation. The second part of the paper will present a... More

    pp. 1699-1700

  13. Developing Peer Feedback Strategies for a Learning Environment

    Pei-Lin Liu & Heng-Yu Ku, University of Northern Colorado, United States

    This study will investigate the effects of using different forms of peer feedback on undergraduate student performance and attitudes. The basic design consists three feedback conditions: providing ... More

    pp. 1701-1702

  14. A Learning Design to Support Multi-Literacy Development in K-12 Contexts

    Lori Lockyer, Ian Brown & David Blackall, University of Wollongong, Australia

    The importance of the educational system in providing opportunities for students to develop multiple skill sets has become topic for global debate. It is argued that educational interventions... More

    pp. 1703-1706

  15. Crossing Boundaries Through Work-integrated Knowledge Communities

    Ulrika Lundh Snis & Christian Östlund, Laboratorium for Interaction Technology, Sweden

    This paper reports from the preliminary lessons learned of an action case study in which learning initiatives in a business organisation are investigated. The main question is about how to... More

    pp. 1707-1710

  16. An extensible multidimensional grid to describe virtual learning community types

    Olga Marino & Julien Contamines, Télé-université du Québec, Canada

    Virtual Learning Communities (VLC) may refer to on-line communities as different as team projects in virtual courses, virtual discussion spaces to enrich face-to-face courses, communities of... More

    pp. 1711-1714

  17. Position of eLearning in Education

    Erika Mechlova & Martin Malcik, University of Ostrava, Czech Republic

    The explosion of eLearning reflects the evolution to a more knowledge-base society in which organisational learning has become a continual process, rather than a distinct event. Many eLearning... More

    pp. 1715-1718

  18. Global Feedback in ActiveMath

    Erica Melis, DFKI, Germany; Eric Andres, University of the Saarland, Germany

    This paper describes the global feedback in ActiveMath, a learning environment for mathematics and beyond. We describe the blackboard-architecture with its components and easily modifiable rules... More

    pp. 1719-1724

  19. Dynamic User Modelling through Virtual Course : Toward a Cognitive Approach to Represent Knowledge for E-Learning

    Mehdi Najjar & André Mayers, Dept. of Mathematics and Computer Science, University of Sherbrooke, Canada

    This paper presents a preliminary work whose purpose is to represent the acquired and/or handled knowledge of an individual learner, engaged in e-learning activities through virtual course. In... More

    pp. 1725-1728

  20. Exploring the mediating role of Mobile technology in Learning

    Carljohan Orre & Ulf Hedestig, Umea University, Sweden

    The paper deals with the use of mobile technology in decentralized university education. In order to support individual and collective activities we have conducted a study, which elaborates the... More

    pp. 1729-1736