E-Learn: World Conference on E-Learning
Nov 14, 2016
Table of Contents
Number of papers: 212
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Students’ Emotions in Simulation-Based Medical Education
Tuulikki Keskitalo & Heli Ruokamo, University of Lapland, Finland
Medical education is emotionally charged for many reasons, especially the fact that simulation-based learning is designed to generate emotional experiences. However, there are very few studies that... More
pp. 719-725
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iPads in the Classroom: A Systematic Literature Review
Md. Saifuddin Khalid & Petur Elias Askham Guttesen, Aalborg University, Denmark
There is a need to study the functionalities, pedagogical designs for learning, and barriers to the integration of iPads to support teachers, school leaders, parents, and other stakeholders. This... More
pp. 726-736
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An Exploration of Attitudes toward Robots of Pre-service Teachers’ through Robot Programming education
Youngjun Lee & Seong-Won Kim, Korea National University of Education, Korea (South)
As the importance of robots increases, however, in South Korea, pre-service teachers have negative attitude toward robots. In order to cope with this situation, in this study, robot programming... More
pp. 737-741
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Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature
Min Liu, Jina Kang, Sa Liu, Wenting Zou & Jeffrey Hodson, University of Texas at Austin, United States
The purpose of this study is to conduct a systematic review of research on studies using analytics (particularly in-game data such as logs) in serious games (SG) to understand what research has... More
pp. 742-752
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A Research Synthesis of Asynchronous Online Discussions in Higher Education Settings: 2005-2016
Natalie Milman, George Washington University, United States
This research synthesis examines empirical research conducted between 2005 and 2016 regarding asynchronous online discussions (AODs) in higher education settings. The review’s overarching research ... More
pp. 753-756
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Examining self-regulated learning in an asynchronous, online course: A qualitative study
Sarah North, University of Minnesota, United States
The increase in online enrollment in higher education, coupled with high attrition rates, indicates a need to better understand learner motivation and self-regulated strategies within the online... More
pp. 757-763
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Students’ Perception of Satisfaction with Personalised Feedback Received from Instructors in an Online Environment
Dolors Plana-Erta, Universitat Oberta de Catalunya (UOC), Spain; Soledad Moya, ESADE Business and Law School, Spain; Pep Simo, Universitat Politècnica de Catalunya, Spain
The article identifies the variables affecting the perception of satisfaction with the personalised feedback received from the instructor. An ad hoc questionnaire was used to gather the opinion of ... More
pp. 764-768
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The Pedagogical Variation Model: Work-Based Learning and Teaching Online for the 21st Century
Maria SUSY Rogers, University of South Wales UK, United Kingdom
The research paper recognises the effective implementation of e-learning in work-based training. It explores relevant research in the health care sector as well as the reprofessionalization of... More
pp. 769-774
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Reimagining Pedagogical Content Knowledge for the 21st Century
Scott Slough, Stephen F. Austin State University, United States
Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning... More
pp. 775-784
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Emergent Mentorship and Learning Communities of Practice Among Players of Augmented Reality Video Games
Ryan Straight, University of Arizona, United States
As augmented reality gaming becomes increasingly popular, understanding the organically emergent communities of learning that emerge within the player base becomes increasingly useful for anyone... More
pp. 785-792
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A Logic Framework for Reasoning towards Better Learning Outcomes in Education
Harris Wang, Athabasca University, Canada
In this paper, we present a logic framework intended to be used by intelligent agents in online education to formalise the relationships among all involved objects, including all parties, learning ... More
pp. 793-801
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Towards the Implementation of Informal Learning on the Web for All
Harris Wang, Athabasca University, Canada
In this paper, we report our exploration of how informal learning can be implemented on the Web for people of all ages of all colours. We will first talk about why informal learning is needed, why ... More
pp. 802-809
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The Why, How, and Findings from Teaching Innovation to Middle and High School Students
Geoff Wright, Brigham Young University College of Engineering, United States; Matthew Jones, Brigham Young University, United States
Innovation has been labelled the currency of modern day society (Wright, 2012; Druker, 1985). Many efforts have been made to promote innovation in industry, and higher education. However, less has ... More
pp. 810-819
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New Media, Digital Divide and Democratic Education
Jingrong Xie, The University of Kansas, United States
This study investigated how post-secondary students from diverse backgrounds, especially with disabilities interact with mobile media. By examining theoretical frameworks of Gratification theory... More
pp. 820-825
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The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students
Kimberly Greene & William Hale, Brandman University, United States
This paper is an examination of the current state of blended and online learning throughout the K-12 world in the United States. The analysis is predicated upon the potential of electronically... More
pp. 826-840
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Ethics for Online Courses: Capabilities and Hospitality
Heather Greenhalgh-Spencer, Texas Tech University, United States
In this paper I focus on what an ethics for online courses might include. I argue that a focus on capabilities, derived from the capabilities approach developed by Martha Nussbaum, and a focus on ... More
pp. 841-848
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The Capabilities Approach to Assistive Technology and E-Learning
Heather Greenhalgh-Spencer, Texas Tech University, United States
This paper takes up these issues, both the problems and promises of assistive technology (AT), by applying the capabilities approach framework, advocated by Nussbaum (2011) and others, as a way of ... More
pp. 849-853
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Do digital skills amplify social inequalities?
Susana Lamschtein, Faculty of Social Sciences, University of the Republic., Uruguay
In Uruguay, the Ceibal Plan has been implemented since 2008. This is a policy of digital inclusion in the primary and secondary public education characterized by universal provision of a computer... More
pp. 854-859
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Online Education, Minority Students, and Library and Information Science: A Longitudinal Trend Data Analysis of ALA-Accredited Degree Program Enrollment Rates
Elizabeth Lieutenant, University of Michigan, United States
Online education can promote equal access to higher education opportunities for minority students from underrepresented racial and ethnic backgrounds. This study examines how the proliferation of... More
pp. 860-870
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Open Educational resources and copyrights in virtual learning environments: conflicts and perspectives
Daniela Manole, Pontifícia Universidade Católica de São Paulo - PUC/SP, Brazil
The aim of this paper is to expose the existing conflicts between the lack of standardized information about licensing attached to educational resources in virtual learning environments. These... More
pp. 871-874
