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E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2004

Editors

Janice Nall; Robby Robson

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 551

  1. An ICT Strategy for Teacher Education: A Case Study on a Collaborative Process from Visions to Implementation

    Matti Lattu, Jari Lavonen, Kalle Juuti & Veijo Meisalo, University of Helsinki, Finland

    To create an information and communication technologies (ICT) strategy and a plan for its implementation for teacher education, we created a collaborative process to discuss the values of an... More

    pp. 1720-1726

  2. ELearning and the Governance of Higher Education in Continental Europe

    Benedetto Lepori & Chiara Succi, Università della Svizzera italiana, Switzerland

    In this paper, we develop the hypothesis that the adoption of elearning depends on the governance of national higher education systems. To this aim, we review studies on elearning in European... More

    pp. 1727-1733

  3. Computer-integrated African Languages Programme at the University of South Africa

    Marinkie Madiope & Rabelani Dagada, University of South Africa, South Africa

    This paper is a development proposal for the redesign and development of seven African languages into a computer-integrated communication study programme to enhance teaching and learning and to... More

    pp. 1734-1739

  4. International Perspectives of E-Learning for Teacher Development: Policy and Planning Issues

    Therese Laferriere, Universite Laval, Canada; Mariana Patru, UNESCO, France; Paul Resta, The University of Texas at Austin, United States; Vladimir Tikhomirov & Evgueni Khvilon, Moscow State University of Economics, Statistics and Informatics, Russian Federation

    This panel session explores the trends, issues, and challenges in the use of e-learning for teacher development in both developed and developing countries. The panel members from UNESCO, Russia,... More

    pp. 1740-1743

  5. Revisiting Foundational Assumptions about Teaching and Learning in Higher Education:

    L. Earle Reybold, Univ. of Texas at San Antonio, United States; Wanda Hedrick, Univ. of North Florida, United States

    Conventional faculty appointments assume a trinity of academic roles defined as teaching, research, and service. Generally, faculty rewards (i.e., tenure, promotion, and merit) are measured against... More

    pp. 1744-1747

  6. Comprehensibility of Print and Web Based Healthcare Information

    Greg Rhodes, New York University, United States; Carole Rhodes, Queens College, City University of New York, United States

    A large portion of Americans cannot read at an eighth grade level. The few studies that have explored readability of medical information have only examined print material. They found a disparity... More

    pp. 1748-1753

  7. Social Constructivist E-Learning: A Case Study

    Michael Barbour & Peter Rich, University of Georgia, United States

    This paper considers the use of Knowledge Forum to complete a curriculum-based project with students enrolled in asynchronous, web-based Advanced Placement courses in Canada and the United States. ... More

    pp. 1754-1759

  8. Didactic Profiling: Supporting the Mobile Learner

    Dominic Becking, Stefan Betermieux, Birgit Bomsdorf, Feldmann Birgit, Eberhard Heuel, Patrick Langer & Gunter Schlageter, University of Hagen, Germany

    The Virtual University is a learning environment at the University of Hagen. The project is aimed at distance education of fully employed part-time students inter alia. These students need special ... More

    pp. 1760-1767

  9. Roles vs. Documents: From Product to Process Orientation

    Dominic Becking & Bomsdorf Birgit, University Hagen, Germany

    This paper presents an advancement in educating future scientists. University education normally has two major goals. The first one is to provide students with skills and knowledge to make their... More

    pp. 1768-1773

  10. Construction of application ontology for the purpose of e-learning

    Ahcene Benayache, Université de Technologie de Compiègne - Centre de Recherches de Royallieu, France; Barry Catherine, Laboratoire de Recherche en Informatique d’Amiens (LaRIA), France; Chaput Brigitte, Equipe SaSo, groupe NTE, Université de Picardie Jules-Verne d'Amiens, France; Abel Marie-Hélène, Université de Technologie de Compiègne - Centre de Recherches de Royallieu, France

    The growth and diversity of informational resources used during e-learning generate access, classification and management problems. Within the MEMORAe project (in French, MEMoire ORgainsationnelle ... More

    pp. 1774-1789

  11. The Effect of Synchronous Chat on Student Performance in an Undergraduate Introductory Accounting Course

    Sharon Borowicz, Benedictine University, United States

    Many colleges and universities have made a commitment to offering distance learning to students. Therefore, it is important that instructors understand the impact distance learning tools, such as... More

    pp. 1790-1793

  12. Tackling Complexity: A Case Study on Educational Software

    Markus Braendle & Jurg Nievergelt, Swiss Federal Institute of Technology Zurich (ETH), Switzerland

    Educational software is increasingly being developed for all kinds of subjects and school levels. Most learning environments deal with topics that are straightforward to present, where the computer... More

    pp. 1794-1799

  13. Access to computers: Factors hindering and encouraging use of computers for teaching and learning in five regional higher education institutions in South Africa

    Cheryl Brown & Laura Czerniewicz, Center for Higher Education Development, University of Cape Town, South Africa

    Abstract: During March and April 2004 academic staff at 5 higher education institutions in the Western Cape, South Africa, responded to a survey on their access to ICT's and how they used them for ... More

    pp. 1800-1805

  14. QuizGuide: Increasing the Educational Value of Individualized Self-Assessment Quizzes with Adaptive Navigation Support

    Peter Brusilovsky, Sergey Sosnovsky & Olena Shcherbinina, University of Pittsburgh, United States

    The paper introduces QuizGuide, an adaptive system that we developed to help our students select the most relevant self-assessment quizzes. QuizGuide uses adaptive navigation support to show every ... More

    pp. 1806-1813

  15. Incorporating PBL in a High School Computer Science Course

    Ling-Chian Chang & Greg C Lee, Dept. of Information and Computer Education, Taiwan

    We have conducted an action research to seek the possibility of incorporating pedagogical idea of project-based learning (PBL) in teaching and learning of computer science among high school... More

    pp. 1814-1818

  16. Motivate Students to "Think Like Socrates"

    Heng-An Chou & Ya-Ting Carolyn Yang, National Cheng Kung University, Taiwan

    The bulk of researches of critical thinking are focused on critical thinking skills (CTS) and how to develop these skills. At the same time, the exploration of critical thinking disposition (CTD)... More

    pp. 1819-1822

  17. Diversity - The Impact on Distance Learner Support Needs

    Melody Clark, University of Cincinnati, United States

    This study draws on the experiences of adult women distance learners, at a Midwest dual-mode higher education institution, to understand the impact of student support on their distance learning... More

    pp. 1823-1827

  18. Is There Compelling Evidence for the Effectiveness of E-Learning in Higher Education?

    Julie Coultas, Rose Luckin & Benedict du Boulay, University of Sussex, United Kingdom

    Is there evidence for the effectiveness of e-Learning in the Higher Education sector? This paper offers an overview of theories of learning in instructional contexts and then lists some of the... More

    pp. 1828-1834

  19. Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments

    Scotty Craig, University Of Memphis, United States; Barry Gholson & Jeremiah Sullins, University of Memphis, United States

    Abstract. The role that question asking and dialog play in vicarious learning environments (VLEs) was investigated using a pretest-posttest design. Data was collected from 66 participants among... More

    pp. 1835-1839

  20. Blended Learning Approach for Technology Enhanced Learning Environment

    Ben Daniel, Kathleen Matheos & Gordon McCalla, University of Saskatchewan, Canada

    There is an increasing interest in the notion of blended learning as an effective approach for enhancing learning in higher education and the corporate sector. Despite this growing interest, little... More

    pp. 1840-1845