E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
2004
Editors
Janice Nall; Robby Robson
Table of Contents
Number of papers: 551
-
An ICT Strategy for Teacher Education: A Case Study on a Collaborative Process from Visions to Implementation
Matti Lattu, Jari Lavonen, Kalle Juuti & Veijo Meisalo, University of Helsinki, Finland
To create an information and communication technologies (ICT) strategy and a plan for its implementation for teacher education, we created a collaborative process to discuss the values of an... More
pp. 1720-1726
-
ELearning and the Governance of Higher Education in Continental Europe
Benedetto Lepori & Chiara Succi, Università della Svizzera italiana, Switzerland
In this paper, we develop the hypothesis that the adoption of elearning depends on the governance of national higher education systems. To this aim, we review studies on elearning in European... More
pp. 1727-1733
-
Computer-integrated African Languages Programme at the University of South Africa
Marinkie Madiope & Rabelani Dagada, University of South Africa, South Africa
This paper is a development proposal for the redesign and development of seven African languages into a computer-integrated communication study programme to enhance teaching and learning and to... More
pp. 1734-1739
-
International Perspectives of E-Learning for Teacher Development: Policy and Planning Issues
Therese Laferriere, Universite Laval, Canada; Mariana Patru, UNESCO, France; Paul Resta, The University of Texas at Austin, United States; Vladimir Tikhomirov & Evgueni Khvilon, Moscow State University of Economics, Statistics and Informatics, Russian Federation
This panel session explores the trends, issues, and challenges in the use of e-learning for teacher development in both developed and developing countries. The panel members from UNESCO, Russia,... More
pp. 1740-1743
-
Revisiting Foundational Assumptions about Teaching and Learning in Higher Education:
L. Earle Reybold, Univ. of Texas at San Antonio, United States; Wanda Hedrick, Univ. of North Florida, United States
Conventional faculty appointments assume a trinity of academic roles defined as teaching, research, and service. Generally, faculty rewards (i.e., tenure, promotion, and merit) are measured against... More
pp. 1744-1747
-
Comprehensibility of Print and Web Based Healthcare Information
Greg Rhodes, New York University, United States; Carole Rhodes, Queens College, City University of New York, United States
A large portion of Americans cannot read at an eighth grade level. The few studies that have explored readability of medical information have only examined print material. They found a disparity... More
pp. 1748-1753
-
Social Constructivist E-Learning: A Case Study
Michael Barbour & Peter Rich, University of Georgia, United States
This paper considers the use of Knowledge Forum to complete a curriculum-based project with students enrolled in asynchronous, web-based Advanced Placement courses in Canada and the United States. ... More
pp. 1754-1759
-
Didactic Profiling: Supporting the Mobile Learner
Dominic Becking, Stefan Betermieux, Birgit Bomsdorf, Feldmann Birgit, Eberhard Heuel, Patrick Langer & Gunter Schlageter, University of Hagen, Germany
The Virtual University is a learning environment at the University of Hagen. The project is aimed at distance education of fully employed part-time students inter alia. These students need special ... More
pp. 1760-1767
-
Roles vs. Documents: From Product to Process Orientation
Dominic Becking & Bomsdorf Birgit, University Hagen, Germany
This paper presents an advancement in educating future scientists. University education normally has two major goals. The first one is to provide students with skills and knowledge to make their... More
pp. 1768-1773
-
Construction of application ontology for the purpose of e-learning
Ahcene Benayache, Université de Technologie de Compiègne - Centre de Recherches de Royallieu, France; Barry Catherine, Laboratoire de Recherche en Informatique d’Amiens (LaRIA), France; Chaput Brigitte, Equipe SaSo, groupe NTE, Université de Picardie Jules-Verne d'Amiens, France; Abel Marie-Hélène, Université de Technologie de Compiègne - Centre de Recherches de Royallieu, France
The growth and diversity of informational resources used during e-learning generate access, classification and management problems. Within the MEMORAe project (in French, MEMoire ORgainsationnelle ... More
pp. 1774-1789
-
The Effect of Synchronous Chat on Student Performance in an Undergraduate Introductory Accounting Course
Sharon Borowicz, Benedictine University, United States
Many colleges and universities have made a commitment to offering distance learning to students. Therefore, it is important that instructors understand the impact distance learning tools, such as... More
pp. 1790-1793
-
Tackling Complexity: A Case Study on Educational Software
Markus Braendle & Jurg Nievergelt, Swiss Federal Institute of Technology Zurich (ETH), Switzerland
Educational software is increasingly being developed for all kinds of subjects and school levels. Most learning environments deal with topics that are straightforward to present, where the computer... More
pp. 1794-1799
-
Access to computers: Factors hindering and encouraging use of computers for teaching and learning in five regional higher education institutions in South Africa
Cheryl Brown & Laura Czerniewicz, Center for Higher Education Development, University of Cape Town, South Africa
Abstract: During March and April 2004 academic staff at 5 higher education institutions in the Western Cape, South Africa, responded to a survey on their access to ICT's and how they used them for ... More
pp. 1800-1805
-
QuizGuide: Increasing the Educational Value of Individualized Self-Assessment Quizzes with Adaptive Navigation Support
Peter Brusilovsky, Sergey Sosnovsky & Olena Shcherbinina, University of Pittsburgh, United States
The paper introduces QuizGuide, an adaptive system that we developed to help our students select the most relevant self-assessment quizzes. QuizGuide uses adaptive navigation support to show every ... More
pp. 1806-1813
-
Incorporating PBL in a High School Computer Science Course
Ling-Chian Chang & Greg C Lee, Dept. of Information and Computer Education, Taiwan
We have conducted an action research to seek the possibility of incorporating pedagogical idea of project-based learning (PBL) in teaching and learning of computer science among high school... More
pp. 1814-1818
-
Motivate Students to "Think Like Socrates"
Heng-An Chou & Ya-Ting Carolyn Yang, National Cheng Kung University, Taiwan
The bulk of researches of critical thinking are focused on critical thinking skills (CTS) and how to develop these skills. At the same time, the exploration of critical thinking disposition (CTD)... More
pp. 1819-1822
-
Diversity - The Impact on Distance Learner Support Needs
Melody Clark, University of Cincinnati, United States
This study draws on the experiences of adult women distance learners, at a Midwest dual-mode higher education institution, to understand the impact of student support on their distance learning... More
pp. 1823-1827
-
Is There Compelling Evidence for the Effectiveness of E-Learning in Higher Education?
Julie Coultas, Rose Luckin & Benedict du Boulay, University of Sussex, United Kingdom
Is there evidence for the effectiveness of e-Learning in the Higher Education sector? This paper offers an overview of theories of learning in instructional contexts and then lists some of the... More
pp. 1828-1834
-
Should we question them?: An investigation into the role of deep questions in Vicarious Learning Environments
Scotty Craig, University Of Memphis, United States; Barry Gholson & Jeremiah Sullins, University of Memphis, United States
Abstract. The role that question asking and dialog play in vicarious learning environments (VLEs) was investigated using a pretest-posttest design. Data was collected from 66 participants among... More
pp. 1835-1839
-
Blended Learning Approach for Technology Enhanced Learning Environment
Ben Daniel, Kathleen Matheos & Gordon McCalla, University of Saskatchewan, Canada
There is an increasing interest in the notion of blended learning as an effective approach for enhancing learning in higher education and the corporate sector. Despite this growing interest, little... More
pp. 1840-1845
