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E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

October 2005


Griff Richards

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Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 526

  1. Classroom Practice by Using Tools for Legal Skills Education

    Daisuke Kaneko & Ikuo Sugawara, Graduate School of Law, Nagoya University, Japan

    Simulation, such as role plays, recognized as an effective method in professional skills education, is important to the success of Japan's new Ministry-accredited law schools. When simulation is... More

    pp. 1658-1665

  2. Analysis of the Return on Investment for E-Learning and Multimedia in Adult Learning and Training in the Business and Industry Environment

    Terry Kidd, University of Houston, United States

    Is multimedia an effective instructional tool for e-learning via on the job training? This question was investigated through the evaluation of existing research materials on e-learning and... More

    pp. 1666-1670

  3. The Motivating Factors that Lead Teachers to the Success Adoption and Implementation of Computer and Multimedia Technology?

    Terry Kidd, University of Houston, United States; Holim Song, The Learning Institute of Texas, United States

    In the educational systems of today, teachers are the keys to the effective use of computers and multimedia. Qualitative and quantitative studies have often shown that the teacher factor is the... More

    pp. 1671-1674

  4. Neomillennial eLearning Environments for Open Universities at the Age of Ubiquitous Computing

    Niki Lambropoulos, Intelligenesis, United Kingdom

    This paper presents a proposal for open Universities based on Neomillennial Learning Styles and Mobile Learning supported by Multi-Agent Systems (alphaUni) and Ubiquitous Computing. Open... More

    pp. 1675-1682


    Kit Hang Leung, McGill University, Canada

    We do not exactly know how electronic discourse sustains collaborative learning that involves problem solving as a teaching and learning strategy. A critical review of current empirical research... More

    pp. 1683-1690

  6. ProAktori: A Management Tool for ICT Strategy Processes in Universities

    Kari Liukkunen & Juha Pohjonen, University of Oulu, Finland; Janne Sariola, University of Helsinki, Finland

    Abstract: During the period 2002-2004 Finnish universities developed and implemented their own strategies for the use of information and communication technologies in teaching as part of Finland's ... More

    pp. 1691-1698

  7. The eLearning Practice: Issues to Consider

    Roline Malan, Calgary Police, Canada; Bob Swift-Hill, Sweet Spot International, Canada; Leigh Ann Empey & Steven Shaw, Eedo Knowledgeware Corporation, Canada

    The ability to remain competitive in business hinges largely on how well employees are trained to meet today's challenges. A systematic and well-planned rollout of eLearning strategies and learning... More

    pp. 1699-1700

  8. Practical Software Engineering Education based on Software Development Group Experiments

    Saeko Matsuura, Shibaura Institute of Technology, Japan

    In recent years, the need for PBL (Problem Based Learning/Project Based Learning) at universities has been pointed out. Since 2002, we have been conducting software development experiments based on... More

    pp. 1701-1708

  9. Multidimensional Design Framework for Educational Multimedia

    Yanko Michea, The University of Texas School of Health Information Sciences at Houston, United States

    Designing effective multimedia for education is an increasingly challenging task. Every day new technologies appear, and it is not self evident the better way to strategically use them to foster... More

    pp. 1709-1714

  10. E-learning peer to peer using eeca based on the pecs model

    Mahmoud Neji, Mohamed Ben ammar & M. Adel Alimi, REGIM, Tunisia

    In this article, we propose a collective and collaborating e-learning system on the P2P network, using the PECS model (Physics, Emotion,Cognition, and Social status) integrated on the Emotional... More

    pp. 1715-1719

  11. Knowledge Sharing in the Swiss Virtual Campus

    Andreas Ninck, Berne University of Applied Sciences, Switzerland

    Forum New Learning (FNL, is a Swiss Virtual Campus project which aims to provide the academic community with teaching and technical support in respect of new learning technologies. In... More

    pp. 1720-1724

  12. Academic Rigor: Instructor Strategies in the Online Class

    Bessie Nkonge, North Carolina A&T State University, United States; Wanjira Kinuthia, Georgia State University, United States

    This discussion is based on a larger report on findings of a study conducted on the relationship between instructor teaching beliefs, perceptions of "best practices" and actual practices in a... More

    pp. 1725-1743

  13. Effect of Individual and Cooperative Learning in Computer Education on Performance at Knowledge, Skill and Application Categories in Relation to Cognitive Styles

    Roya Rahmani neyshabour, Allame Tabatabaee University,Faculty of Psychology & Education, Iran (Islamic Republic Of); Sayyed Hassan Mortazavi Nasiri, National Research Institute for Science Policy, Iran (Islamic Republic Of)

    Abstract: Methods of computer learning and their effects on three categories of student's performance i.e. computer knowledge, application and skill were investigated in this study.The study was... More

    pp. 1730-1737

  14. The Aftermath of Developing an E-Learning Course: Lessons Learned

    Penelope Semrau & Barbara Boyer, California State University at Los Angeles, United States

    An e-learning course resulted from collaboration between a government agency and a university team of students and faculty. This paper's focus was on what lessons were learned after completing the ... More

    pp. 1744-1749

  15. Lecture Accompanying E-Learning Exercises with Automatic Marking

    Markus Siepermann, University of Dortmund, Germany

    This paper presents the concept and realization of an e-learning environment that is developed for university teaching. In addition to classical lectures and practices the e-learning environment... More

    pp. 1750-1755

  16. Learning object specification and description of pedagogical resources in respect to material structure and content

    Patitta Suksomboon & Daniele Herin, Computer science, Robotics and Microelectronics Laboratory (LIRMM)- Université Montpellier II / CNRS, France

    Nowadays, many E-Learning systems are currently available on the Web with various types of learning resources. Website becomes one of important communication lines between teachers and students.... More

    pp. 1756-1761

  17. Emerging Trends in E-learning: A Technical Review

    Furkan Tari, University of Maryland, Baltimore County, United States

    Advances in information technology and the redefined web trigger a holistic view of learning process. The objective of this study is to provide a conceptual view of how various technologies can be ... More

    pp. 1762-1769

  18. Quality in e-learning: Quality of online courses in higher education

    Marijana Vidak & Sabina Saina, University Computing Centre, Croatia

    Learning process is an outcome of co-production between learner, content, mentor and learning environment. This outcome needs to be based on standardized elements that will enable development of... More

    pp. 1770-1784

  19. A Haptics Approach to Evidence Based Learning

    Zabin Visram, University of Warwick, United Kingdom

    Due to the demands for continuous improvement in the quality of life, there is a need for surgeon's to improve their ability to perform surgical procedures.Evidently robot-assisted surgery has... More

    pp. 1776-1784

  20. Non-Repudiation and Audits in E-Learning

    Edgar R. Weippl, IFS - Vienna University of Technology, Austria

    During the last years e-learning systems have become mission-critical for many universities and companies. In the commercial sector, there is no longer a clear separation between systems for... More

    pp. 1785-1789