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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. Using Measurement To Drive Instructional Design: Experience From Two Years Of E-Learning In A General Education Science Course

    Ralph Locklin, Sarah Rzasa Zappe, Pat Ray & Paul Howell, Penn State University, United States

    In a course redesigned for web delivery, emphasis was placed in changing the assessment of student learning from a system of closed-book quizzes, mid-term examinations, and final exam to a system... More

    pp. 369-374

  2. Emotional Effects of Observational Learning in Science Experiments Using Video Clips Recorded by Network Cameras

    Toshio Mochizuki & Itsuo Hatono, Information Science and Technology Center, Kobe University, Japan; Sanae Tachibana, Masaji Fujimoto, Shin-ichi Kamiyama & Tomokazu Yamamoto, Sumiyoshi Elementary School Attached to Faculty of Human Development, Kobe University, Japan

    Increase in the number of children who are not fond of science has become one of the major social issues in education in Japan. This paper proposes the teaching of science experiments using video... More

    pp. 375-380

  3. Improving traditional lecture-based courses by using formative assessment to identify students in need of extra tutoring programs.

    Yasuko Namatame, Department of Information Technology, Faculty of Infrastructural Technologies, Hiroshima International University, Japan

    Recently in traditional lecture-based courses at Japanese universities, a lot of teachers have been faced with a serious problem. That is to say, students have a low level of basic academic ability... More

    pp. 381-388

  4. Documenting Value Added Learning Through Videoconferencing: K-12 Classrooms’ Interactions with Museums

    Dianna Newman, Evaluation Consortium, United States; Patricia Barbanell & John Falco, Project VIEW, United States

    Project VIEW, a Federal (US) Technology Innovation Challenge Grant, has developed a model for integrating in-depth content of external providers into K-12 curriculum through interactive... More

    pp. 389-401

  5. Current Issues in Formative Usability Evaluation of Web-based Courseware

    Thao Nguyen, Curtin University of Technology, Australia

    Due to the remote nature of Web-based learning, it is essential that learners can use a Web-based courseware with minimum efforts. A recent study has emphasized the importance of formative... More

    pp. 395-401

  6. The Impact of an E-learning Management System on Student Achievement and Retention in an Irish Higher Education Institution.

    Carol O Shea, Seamus O Shea & Deirdre Lillis, Institute of Technology Tralee, Ireland; Mairead O Carroll, Institute of technology Tralee, Ireland

    This research aims to investigate how an e-learning management system can be employed to address the issue of student retention and achievement by affording the student the opportunity to become... More

    pp. 402-406

  7. Online Teacher Professional Development and Implementation Success: The Learning to Teach with Technology Studio (LTTS) Experience

    Gihan Osman & Thomas Duffy, Indiana University, United States

    Teacher professional development efforts are reported to have little impact on classroom practices and student achievement. Rooted in theory and research, the design of the Learning to Teach with... More

    pp. 407-413

  8. Assessment Across Delivery Methods: A Comparative Analysis of University Level Business Economics Courses

    Laura Popovich & Jodey Lingg, City University, United States

    This paper compares the learning results of university level business economics courses delivered via traditional face-to-face and via E-Learning methods. It provides a current literature review of... More

    pp. 414-419

  9. Evaluating Accessibility of a Graduate School Website for Users with Disabilities: User Testing Guidelines

    Bernadette Sibuma, David Boxer, Paul Acquaro & Guillermo Creus, Teachers College, Columbia University, United States

    In this paper, we reviewed a usability evaluation of a leading graduate school of education homepage in order to adapt the design and format for users with disabilities. An initial round of user... More

    pp. 420-421

  10. Blended Learning: Impacting Student Learning and Learning Styles through Integrating Web-Enhanced Course Components

    Karl Smart, Central Michigan University, United States; Poonam Kumar, Saginaw Valley State University, United States; Anil Kumar, Central Michigan University, United States

    With increased accountability in assessing student learning and with universities and corporations looking for more effective ways to deliver instruction and training, blended learning-a... More

    pp. 422-435

  11. Online Focus Groups: A Viable Data Gathering Method?

    Lisa Spencer & Nedra Crow, National University, United States

    The purposes of this paper are four-fold. Firstly, the paper outlines the background and context for using online groups as a data gathering methods. Secondly, this describes the collaborative... More

    pp. 436-441

  12. Regular vs. online vs. blended: a qualitative description of the advantages of the electronic modes and a quantitative evaluation

    Michael Tang, Roxanne Byrne & Ronne Lippitt, University of Colorado at Denver and Health Sciences Center, United States

    This paper describes and evaluates an university engineering experimental project in which courses are delivered in three formats: regular, online and blended. In the description of the three... More

    pp. 442-448

  13. Multimedia Use in Classrooms: What Students Like and Dislike

    Weimin Wang, North Carolina Wesleyan College, United States

    Thanks to the rapid development of computer technology, multimedia technology has become more and more affordable and accessible. In the past decade, colleges and universities are renovating... More

    pp. 449-452

  14. Web-Based Systems for Evaluating Student Learning Outcomes

    Paul Welch, University of Central Florida, United States

    A large state-supported university in Florida uses online systems to gather, store, display, and report information on its achievement in improving student learning outcome. Four systems ... More

    pp. 453-457

  15. Continuous Instructional Improvement: Assess Your Way to Success

    Vicki Williams & Barry Williams, Penn State, United States

    Assessment is one of the most important steps in the Instructional Design process, but also one of the most frequently omitted. Beyond correcting errors in content and updating class schedules,... More

    pp. 458-461

  16. Measuring Learning of the HbL Method of Teaching Science in an Online Staff Development Workshop for Teachers

    Penne Wilson & Charlotte (Lani) Gunawardena, University of New Mexico, United States

    Three embedded assessment instruments built using case based scenarios were used to measure teacher learning of Hypothesis Based Learning (HbL), a teaching methodology focusing on scientific method... More

    pp. 462-467

  17. The Portfolio Assessment Model – Assessing Learning Outcomes and Program Review

    Brad Young & Susan Jones, Zayed University, United Arab Emirates

    There are as many purposes and systems for ePortfolios as there are institutions that have adopted them. Their purposes range from having a distinct employer focus through to supporting the... More

    pp. 468-476

  18. Evaluating Effectiveness of Blackboard System Using TAM Framework: A Structural Analysis Approach

    Ibrahim Abdalla, United Arab Emirates University, United Arab Emirates

    Recent years have witnessed a growing use of courseware applications and course development tools to supplement traditional teaching. Limited studies have evaluated effectiveness of such new... More

    pp. 477-481

  19. Ecological Perspectives on Distance-Learning

    Hope Adams, Jane Strickland & Dorothy Sammons, Idaho State University, United States

    The purpose of this study is to dentify the key components, or parameters, needed to design an online learning environment at university level. The ecological approach will be used to analyze the... More

    pp. 482-487

  20. Building Student Relationships

    Judy Adams, Southern Alberta Institute of Technology Polytechnic, Canada

    Abstract: The focus of the Distance Education Support Services (DESS) team, a unit of the Centre for Instructional Technology and Development (CITD) at SAIT, is delivery of courses to e-learning... More

    pp. 488-492