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

October 2005

Editors

Griff Richards

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Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 526

  1. Rapid Development of Non-Monolithic CSCL-Applications - About the Benefits of Using a Prescribed Terminology in Web Programming

    Thorsten Hampel, University of Paderborn, Germany; Alexander Roth, Decision Support & OR-Lab, University of Paderborn, Germany

    Development and maintenance of CSCL-applications continuously face the environmental infrastructure's high heterogeneity, as well as new or altered requirements during their lifetime. This paper... More

    pp. 2095-2102

  2. E-Learning Knowledge at your Door Step

    Faizanul Hasan, KarRox Technologies Ltd., India

    Abstract: What is E-Learning? E-Learning can't be explained in definition because it's use is very wide, In simple words we can say that when we use technology to gain knowledge and information so ... More

    pp. 2103-2104

  3. Growing brave by reflection – using research to foster staff development

    Michelle Haynes, Middlesex University, United Kingdom

    The real man smiles in trouble, gathers strength from distress, and grows brave by reflection Thomas Paine 1737-180. This paper reports on research among a group of academics in the Far East... More

    pp. 2105-2110

  4. Developing a knowledge based generic theory of e-learning – and some implications for the design of e-learning

    Niels Henrik Helms, University of Southern Denmark, Denmark

    This brief paper offers a broad comprehensive definition: E-learning is the adaptation, sharing and development of knowledge which is mediated or partly mediated through digital media. In this... More

    pp. 2111-2112

  5. Tutorial Formats and their Effectiveness in Computer Application Software Teaching

    Jun Hu, George Mason University, United States

    Computer uses in education are proliferating – there are studies on using computers to enhance teaching and learning in almost every field, every age group. The majority of these studies are... More

    pp. 2113-2119

  6. Exploring the nature and effects of community-based, cohort-based e-support on parents of infants and toddlers

    Valerie Irvine, University of Victoria, Canada; Wendy Hall, University of British Columbia, Canada; Vali Hunting, University of Victoria, Canada

    Abstract: This paper reports the initial findings from an inter-disciplinary, community-based, multi-institutional study on a new phenomenon where mothers use a traditional technology tool in an... More

    pp. 2120-2122

  7. Scaffolding Critical Thinking on SEEK

    Moongee Jeon, Tenaha O'Reilly, Bethany McDaniel & Arthur Graesser, University of Memphis, United States; Susan Goldman & Jennifer Wiley, University of Illinnois at Chicago, United States

    This paper investigates the impact of a tutor called SEEK on college students' critical thinking about scientific information as they study information on the Internet. Participants searched a set... More

    pp. 2123-2128

  8. Efficiency-Based Approach to Tailoring Instruction to Levels of Performance in Adaptive E-Learning Environments

    Slava Kalyuga, University of New South Wales / New York University, Australia

    The paper describes a study on applying dynamic online evaluation of efficiency of learner performance for individualizing e-learning. The suggested adaptive methodology for adjusting e-learning as... More

    pp. 2129-2137

  9. Creation of e-courses on life security education as a part of e-Social Science

    Zamirgul Kazakbaeva, Nurbubu Asipova & Aida Moldalieva, Kyrgyz-Turkish Manas University, Kyrgyzstan

    This paper basically devoted to the problems manufacturability of the educations process and describes technological opportunities of Grid in contemporary teaching process. The main purpose of... More

    pp. 2133-2137

  10. Technonogy-based learning and autonomy

    Midori Kimura, Tokyo Women's Medical University, Japan

    The word "self-access" often represents a solution for effective language learning, which is justified pedagogically by its association with the keywords of autonomy and independence. People may... More

    pp. 2138-2142

  11. Teachers and technology: A reasonable blend

    Andrew Kitchenham, Malaspina University-College, Canada

    This paper outlines a study conducted with ten teachers enrolled in a blended learning course to learn how to use educational technology to improve literacy with their middle grade students. The... More

    pp. 2143-2148

  12. Extending Annotations to Make them Truly Valuable

    Petra Korica, Hermann Maurer & Nick Scerbakov, Graz University of Technology, Austria

    Research shows that annotations are potentially an important part of digital libraries and particularly eLearning: they can help users to learn more easily by adding comments, links and bookmarks, ... More

    pp. 2149-2154

  13. Commonwealth Center for Instructional Technology & Learning: No Child Left Behind, No Teacher Left Offline

    Kristina Krampe & William Berdine, University of Kentucky, United States

    The Commonwealth Center for Instructional Technology and Learning (CCITL) is a statewide, web-based support system designed to assist K-12 instructional personnel who work with Kentucky school-age ... More

    pp. 2155-2157

  14. Dynamic Contextual eLearning - Dynamic Content Discovery, Capture and Learning Object Generation from Open Corpus Sources

    Shay Lawless, Vincent Wade & Owen Conlan, Trinity College, Dublin, Ireland

    Adaptive Web Systems are seen as one of the main ways in which tailored learning experiences may be provided to individuals. However, such systems are restricted by the fact that they are reliant... More

    pp. 2158-2165

  15. Interface Efficiency Designed to Enhance Students' Three-dimensional Spatial Cognition and Spatial Relations in the Sculpture Unit of a Fundamentals of Arts Course by Integrating Digital Content into a Higher Education Curriculum in Taiwan

    Szuhsin Lee, Albert W. Strickland & Jane Strickland, Idaho State University, United States

    The purpose of this study was to measure the learning achievement of college freshmen in a Fundamentals of Arts class when a multimedia form of instruction was utilized in place of traditional... More

    pp. 2166-2169

  16. Understanding Interactivity in Online Learning Environments: The Role of Social Presence & Cognitive Absorption in Student Satisfaction

    Peter Leong, Curtis Ho & Shuqiang Zhang, University of Hawaii at Manoa, United States

    Interaction has been identified as one of the major constructs in distance education research. However, a major obstacle facing researchers studying interaction and interactivity is that these... More

    pp. 2170-2178

  17. Support Ubiquitous Learning with Knowledge Awareness

    Luyi Li, Yanlin Zheng, Hiroaki Ogata & Yoneo Yano, Tokushima University, Japan

    This paper proposes a three-dimensional Knowledge Awareness (KA) model that involves: Awareness to Knowledge Objects, Awareness to Knowledge Subjects and Awareness to Knowledge Processes. This... More

    pp. 2179-2187

  18. Using Streaming Media to Facilitate Knowledge Building in Instructional Skills Training

    Luyi Li, Yanlin Zheng, Hiroaki Ogata & Yoneo Yano, Tokushima University, Japan

    This paper proposes the use of streaming media to mediate knowledge building in instructional skills training within teacher education. First, this paper discusses streaming media's educational... More

    pp. 2188-2193

  19. Teaching Secondary Students Online: What Do Practicing Teachers Say?

    Qing Li, University of Calgary, Canada; Groen Janet, UC, Canada

    In this paper, we seek to understand and document the experiences and views of teachers who are in their first year of instructing secondary students online. Specifically, we wished to pursue the... More

    pp. 2194-2198

  20. E-Learning via Augmented Reality on Adaptive LMS

    Chee Chern Lim, University of Newcastle, Australia; Richard Yi Da Xu, University of Technology, Australia; Jesse Jin, University of Newcastle, Australia

    An e-learning platform requires a Learning Management System (LMS) to administrator learning content. LMS provides manageable tools to administer courses, and it provides communication and... More

    pp. 2199-2204