You are here:

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

October 2005


Griff Richards

Search this issue

Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 526

  1. Teaching Programming to Novices using a Software Enabled Scaffolding Environment

    Eileen Costelloe, Institute of Technology Tallaght, Ireland; Brendan Tangney, Trinity College Dublin, Ireland

    Teaching programming at higher level has proven challenging for both learner and lecturer. This paper describes an educational tool, Pseudocode Development Environment (PDE), which provides a... More

    pp. 1942-1946

  2. Media Format in a University Spanish Course: Attitudes and Efficiency

    Hugh Crumley, University of Virgina, United States

    This research, which is currently in progress, examines technology-enhanced language learning (TELL) in an introductory Spanish course at a large mid-Atlantic university. Specifically, the... More

    pp. 1947-1952

  3. Intentional and Incidental Discourse Variables in a Virtual Learning Community

    Ben Daniel, ARIES Lab, University of Saskatchewan, Canada; Richard Schwier & Heather Ross, University of Saskatchewan, Canada

    Learning in virtual learning communities is receiving considerable attention in current literature. Research on virtual learning communities focuses on building, supporting and sustaining virtual... More

    pp. 1953-1965

  4. An E-Learning Tool That Solves Geometric Problems

    Osman Darcan, mis department, Turkey

    In this paper, we present, a simple educational tool, Geometry Problem Solver to help students learn geometry easily. Using this tool, the user can specify a geometry problem by drawing. The tool... More

    pp. 1966-1971

  5. How do female students perform in online debates and discussion?

    Gayle Davidson-Shivers, Holly Ellis & Kay Amarasing, University of South Alabama, United States

    This study focused on online debates and discussion in a course in which only female students were enrolled to examine whether females would engage in online debate, and if so, would their messages... More

    pp. 1972-1977

  6. Watching Learning From Behind Closed Doors: The Impact of Surveillance on Student Online Behaviour

    Shane Dawson, Bruce Burnett & Felicity McArdle, Queensland University of Technology, Australia

    Universities are heavily investing in developing their online infrastructure in order to enhance flexible learning options and the overall student learning experience. Coinciding with the adoption ... More

    pp. 1978-1985

  7. ProjectorBox: Seamless presentation capture for classrooms

    Laurent Denoue, David Hilbert, John Adcock, Daniel Billsus & Matthew Cooper, FX Palo Alto Laboratory, United States

    Automatic lecture capture can help students, instructors, and educational institutions. Students can focus less on note-taking and more on what the instructor is saying. Instructors can provide... More

    pp. 1986-1991

  8. Differences in Learner Autonomy in Online and Face-To-Face Environments

    Gail Derrick & Michael Ponton, Regent University, United States; Nancy Rhea, University of Mississippi, United States; Jonathan Kohns, Regent University, United States

    Abstract: The purpose of this paper is to provide an analysis of learner attributes of students enrolled in either an online or a face-to-face course; and, to determine what, if any, significant... More

    pp. 1992-1997

  9. Simulating Face to Face Collaboration for Interactive Learning Systems

    Steve DiPaola, John Chan & Ali Arya, Simon Fraser University, Canada

    The use of Problem-Based Learning (PBL) in medical education and other educational settings has escalated. PBL's strength in learning is mostly due to its collaborative and open-ended problem... More

    pp. 1998-2003

  10. The Relationship between Affective States and Dialog Patterns during Interactions with AutoTutor

    Sidney D'Mello, Scotty Craig, Amy Witherspoon, Jeremiah Sullins, Bethany McDaniel, Barry Gholson & Art Graesser, University of Memphis, United States

    In an attempt to discover links between learning and emotions, this study adopted an emote-aloud procedure in which participants were recorded as they verbalized their affective states while... More

    pp. 2004-2011

  11. An Experimental Study Addressing Faculty Concers about First Time Online Course Development

    Rita Dobbs, The University of Texas at Tyler, United States

    The purpose of this paper is to provide research about higher education faculty concerns when faced with developing a course for the online environment. The Statement of Concerns Questionnaire ... More

    pp. 2012-2025

  12. Discovering the complex effects of navigation cues in an e-learning environment

    Jon Dron, University of Brighton, United Kingdom

    Abstract: This paper describes an experiment which was intended to determine the effects of some simple and commonplace social navigation cues on user behaviour. The experiment was designed to... More

    pp. 2026-2033

  13. Telematic Simulations and Changes in Attitudes towards Simulation Topics

    Knut Ekker, Nord Trondelag University College, Norway; Janet Sutherland, University of Bremen, Germany

    This paper focuses on changes in attitudes towards the topics of telematic simulations. The theoretical model anticipates that the background characteristics of participants of the simulation may... More

    pp. 2034-2041

  14. Development of an Intelligent Tutorial System to Enhance Students’ Mathematical Competence in Problem Solving

    Simon El-Khoury, Philippe R. Richard & Esma Aïmeur, Université de Montréal, Canada; Josep M. Fortuny, Universitat Autònoma de Barcelona, Spain

    This paper presents work related to the development of an intelligent tutoring system called TURING (French acronym of «TUtoRiel INtelligent en Géométrie»). TURING joints recent research in... More

    pp. 2042-2049

  15. Conceptual Design Schemes for the Flow of Ideas in Telematic Learning Environments

    Maia Engeli, SIAT - School of Interactive Arts and Technology, Simon Fraser University, Canada

    This paper aims to identify conceptual design schemes for the flow of ideas in telematic learning environments. The flow of ideas has been chosen as a main focus, because it is the precondition for... More

    pp. 2050-2055

  16. The Intelligent Sketch Pad: Formulating a personalized learning environment to support working memory

    Ricardo Fraser & Permanand Mohan, The University of the West Indies, Trinidad And Tobago

    The Intelligent Sketch Pad is a multi-purpose tool that provides personalized support for learners via a virtual notebook facility and measures of working memory. Working memory is understood to ... More

    pp. 2056-2061

  17. Personalized Versus Collective Feedback in Online Health Courses: Does Type of Instructor Feedback Affect Student Satisfaction, Performance and Perceived Connectedness with the Instructor?

    Tara Gallien, Northwestern State University, United States; Jody Oomen, Texas Woman's University, United States

    Literature related to type of instructor feedback in the online environment is scarce. This study examined two different forms of instructor feedback – collective and personalized – on student... More

    pp. 2062-2067

  18. An Innovation Decision Process: Teachers Graphing Calculator Integration from Classrooms to Regents Exams

    Aytac Gogus & Meryem Koskeroglu, Syracuse University, IDD&E, United States

    This paper presents teachers' decision process on graphing calculator integration into high school mathematics classrooms. Gogus (2005) designed an outline in her dissertation study to examine... More

    pp. 2068-2074

  19. Connecting E-portfolios and Learner Models

    Zinan Guo & Jim Greer, ARIES lab, University of Saskatchewan, Canada

    Using e-portfolios to assist learning is an important component of future educational models. E-portfolios can offer advantages in demonstration of skills, learner reflection, collaboration, and... More

    pp. 2075-2080

  20. Towards Meaningful Learning through Designing, Producing and Solving Digital Video-Supported Cases with Students

    Paivi Hakkarainen, University of Lapland, Faculty of Education/Centre for Media Pedagogy, Finland; Tarja Saarelainen, University of Lapland/Faculty of Social Sciences, Finland

    This paper reports an action research case study in which a traditional lecture-based university level course on Network Management at the University of Lapland was developed into a course in which... More

    pp. 2081-2104