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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. Learner Centered Interactivity in Online Courses

    Mary Nicholson, Bloomsburg University, United States

    "Collaboration", "interactivity", "learning communities" - these terms are becoming the cornerstone of effective and efficient online courses. Yet it is still perplexing as to how to actually... More

    p. 965

  2. Development and Trial of Project-Based Learning Support System

    Toshihisa Nishimori & Hiroshi Kato, National Institute of Multimedia Education, Japan, Japan; Toshio Mochizuki, Information Science and Technology Center, Kobe University, Japan, Japan; Kazaru Yaegashi, Faculty of Human Cultures and Sciences, Fukuyama University, Japan, Japan; Shinichi Hisamatsu, Graduate School of Media and Governance, Keio University, Japan, Japan; Shigeto Ozawa, Yasuda Women's College, Japan, Japan

    This paper describes development of a Web-based application for Project Based Learning (PBL) in higher education. The application referred to as ProjectBoard(PB) is developed to encourage learners ... More

    pp. 966-971

  3. Comparison and Use of a Variety of Online Learning Strategies/Courseware

    Brenda Nix, Murray State University College of Education, United States; Russ Wall, Joe DeBella & Johan Koren, Murray State University, United States

    How do universities decide on the development tools students and faculty need in order to implement quality online learning experiences? Each course has specific requirements that necessitate the ... More

    pp. 972-975

  4. Teaching Online and In-Class

    Angela O'Donnell & Nicole DiDonato, Rutgers University, United States

    The objective of this study was to examine one teacher's perspective on teaching the same material in an online format and in a face to face format. One instructor taught two sections of the course... More

    pp. 976-981

  5. Technology Integration at a Japanese School

    Eri Ono, Northern Arizona University, United States

    This comparative study investigated technology integration into classrooms in a Japanese middle school and an American middle school, both located in suburban areaa. A person who was responsible... More

    pp. 982-985

  6. Providing Effective Instructor Feedback in the Virtual Classroom:Strategies that Improve Learner Motivation, Satisfaction, and Performance

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

    Current research relating to e-learning and instruction emphasizes the importance of both learner and instructor engagement within the virtual classroom.The facilitators of this Best Practice... More

    p. 986

  7. Net Based Teacher Qualification in Modern Technology Fields

    Lars Otten & Bernardo Wagner, L3S Research Center, Germany

    Focusing on the qualification of teachers in technical education, the paper presents an alternative to the attendance of further educational institutions: by using a learning management system (LMS... More

    pp. 987-992

  8. How to Make and Break Online Classes: Lessons Learned

    Betul Ozkan, Barbara McKenzie & Marty Bray, University of West Georgia, United States

    Abstract: In this presentation, we will share online strategies and tools, which have made our graduate level instructional technology courses highly effective in meeting our distance students'... More

    pp. 993-998

  9. Statewide Collaboration to Allow for a Multi-Exit Pathway in Fire Science

    Mary Jane Palmer & John Crooks, Lorain County Community College, United States

    Seven institutions in the State of Ohio have formed a Consortium in an effort to create well-educated and highly trained personnel in fire fighting occupations. The Consortium will establish... More

    pp. 999-1002

  10. Engaging Learners to Learn the Technology AND Content in Large Enrollment Online Classes

    Sunay Palsole, The University of Texas at El Paso, United States

    When teaching online courses, faculty are faced with the dual problems of teaching technology AND content to the learner. While this problem can be resolved with extensive coaching and help via e-... More

    p. 1003

  11. Elearning Project Management: lessons learned from multiple projects

    Bev Pasian, Bodec Corp, Canada; Gary Woodill, Operitel Corp., Canada

    Managing elearning projects is becoming more sophisticated and a competency for managing e-learning projects is developing within the elearning community known as elearning Project Management (ePM)... More

    pp. 1004-1007

  12. Facilitating Access: Introductory Biology Classes Online

    David Patriquin, Colleen Adl, Jennifer Van Dommelen, Carol O'Neil & Bill Freedman, Dalhousie University, Canada

    Currently, few universities offer fully online versions of their introductory science classes although online delivery would greatly facilitate access to these key classes. The Dalhousie University... More

    pp. 1008-1014

  13. Consider the Possibilities: Using an eGallery to Provide Ideas for eLearning

    David Pedersen, Embry Riddle Aeronautical University, United States

    Faculty inexperienced with eLearning benefit from examples of how experienced eLearning practitioners use the web. The Embry Riddle Aeronautical University eGallery is a collection of eLearning... More

    pp. 1015-1017

  14. Canopy of Change for Learning in the 21st Century

    Jenny Penland, Lamar University - College of Education, United States; Des Rice, Lamar University -College of Education, United States

    Emerging instructional issues and their effects are brought out in this study involving the canopy of education encompassing undergraduate through doctoral levels across several disciplines. The... More

    pp. 1018-1020

  15. Creating A Virtual Community of Practice: Technology Fellows Teaching and Learning Collaboration Project - The University of Memphis

    James Penrod, University of Memphis, United States; Barbara Perry, Union University, United States

    The University of Memphis Advanced Learning Center at the FedEx Institute of Technology has developed and successfully conducted (May 2004-2005)the Technology Fellows Teaching and Learning... More

    pp. 1021-1025

  16. Do Student’s ‘Learning Styles’ Predispose Their Success in an Online Class?

    Marvin Peyton, Joel Hausler, James Huffman & John Wm (Jay) Sanders, Middle Tennessee State University, United States

    When Middle Tennessee State University installed campus wide high speed internet in 1995, we were faced with new challenges and changes many of us could not have anticipated. Most instructors... More

    pp. 1026-1031

  17. Testing, Tutoring, & Technology

    Anne Pierce, Hampton University, United States

    This paper addresses the accountability function of higher education faculty when they encourage middle school faculty and the pre-service teachers they supervise to use pedagogical strategies... More

    pp. 1032-1035

  18. Adaptable Features and needed Content Authoring Support

    Maja Pivec, Juergen Pripfl & Christian Trummer, FH JOANNEUM, Dept. of Information Design, Austria

    The ongoing research project called AdeLE, a framework for adaptive e-learning utilising both eye tracking and content tracking technology is presented in this paper. Current research of eye... More

    pp. 1036-1039

  19. eInclusion by means of Digital Game-Based Learning

    Maja Pivec, FH JOANNEUM, Dept. of Information Design, Austria; Olga Dziabenko, University of Toronto, Canada; Paul Kearney, School of Computing & Information Technology UNITEC, New Zealand

    The potential of digital game-based learning for eInclusion is presented in this paper. Several cases of successful application of games in the area of socialisation, creating experience and... More

    pp. 1040-1044

  20. Implementing an Enterprise-wide Distance Plan

    Emilio Ramos & Robert Brown, Dallas Community Colleges, United States

    Administrators are discovering that programs online don't necessarily bring riches and are taking a harder look at the real costs of providing this service. The Dallas Community Colleges moved to... More

    pp. 1045-1046