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E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2004

Editors

Janice Nall; Robby Robson

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Table of Contents

13
This conference has 13 award papers. Show award papers

Number of papers: 551

  1. Adaptive Learning through Cognitive Maps

    Alejandro Peña & Francisco Gutierrez, CIC-IPN, Mexico

    Among the trends in the e-Learning research is the offer to provide an adaptive education service, based in the personal profile of each student. For achieve this goal it is necessary to develop an... More

    pp. 2090-2095

  2. Web-Based Asynchronous Training Environments: Student Motivators

    María Victoria Pérez Cereijo, University of Texas at Arlington, United States

    This study examined the relationships between various student characteristics and student's perceived advantages and disadvantages of attending an online course and sought to find a predictor to... More

    pp. 2096-2101

  3. Launching a School District E-Learning Initiative:Breaking New Ground with a Research-Based Approach

    Jane Pilling-Cormick & John Laverty, Hamilton-Wentworth District School Board, Canada

    The aim of this paper is to explore the successes and challenges of launching an online learning program for adolescents with an emphasis on the crucial role research plays when introducing an... More

    pp. 2102-2109

  4. Learning Styles in Online Courses Design

    Rosa Ponce, La Salle University, Mexico

    This paper will present findings from the authors experiences of online course design and teaching, focusing on two major areas: 1) analysis of the learning styles of the audience, 2) strategies... More

    pp. 2110-2113

  5. Evidence-based Technology Enhanced Alternative Curriculum in Higher Education

    Peter Rich & Arthur Recesso, University of Georgia, United States

    Ever-increasing national teaching standards and state licensing policies (e.g. ISTE, NCATE) require teachers to know more about technology integration and to use technology to improve student... More

    pp. 2114-2119

  6. Pedagogical Support in the Solving and Proving of a Geometry Problem trough Interactions with an Agent Tutor

    Philippe R. Richard, Université de Montréal, Canada; Josep M. Fortuny, Universitat Autònoma de Barcelona, Spain; Pedro Cobo, Institut d'Ensenyament Secundari Pius Font i Quer, Spain; Eloi Puertas, Escola Tècnica Superior d’Enginyeria, Spain

    Our communication aims at showing how the pupil of the secondary school can appropriate geometrical abilities through interactions with an agent tutor in an artificial tutoring system. These... More

    pp. 2120-2126

  7. Learning in Doing: ReflectionConnection, online support for communities of practice in pre-service teacher training

    Johann Sarmiento, LSS/MAR*TEC, Temple University CRHDE, United States

    Top-down training has limited utility in engaging individuals in meaningful continuous improvement because of its disregard of the dynamics of practice in which learning in the professions is... More

    pp. 2127-2129

  8. Using Student Readiness as a Predictor of Satisfaction in the Online Environment

    Joan Friton Slick, University of New Mexico, United States

    Abstract: The online learning environment can be challenging for students. Many students struggle to balance work, school, and often families. They may register for distance education courses... More

    pp. 2130-2136

  9. Toward New Definition of M-Learning

    Chanhee Son, Youngmin Lee & Sanghoon Park, Florida State University, United States

    M-Learning (Mobile Learning) is a band new and learner-centered computing paradigm, which is believed to really enable Anytime and Anywhere Learning, with its distinguishing features from other... More

    pp. 2137-2140

  10. The Perceptions of College Students Regarding the Instructional Quality of Online Courses Delivered Via WebCT

    Holim Song, University of Houston, United States

    With the introduction of course management systems (CMSs) such as WebCT and Blackboard, online courses have entered a new phase and the evaluation of instructional quality has become more critical ... More

    pp. 2141-2146

  11. The Delivery Medium of Web-based Surveys: Effect of Web Design of Surveys on College Students' Participation

    Yanling Sun & Hongbo Song, Ohio University, United States

    Web-based surveys are applied in all kinds of lines, especially in the academic settings. More and more researchers are starting to design Web-based surveys and distribute surveys on the Internet. ... More

    pp. 2147-2152

  12. Development of Research Pedagogical Laboratories on site in Professional Development Schools

    Milijiana Suskavcevic, Sally Blake, Eric Hagedorn & Mourat Tchoshanov, UTEP, United States

    Research Based Teaching, or helping teachers learn enough about research to make informed policy decisions is important to improving mathematics and science education. To develop and work with... More

    pp. 2153-2156

  13. Using Oral Description To Complement Visual Simulation

    Khusro Kidwai, Huifen Lin, Brad Ausman, Mine Munyofu, Francis Dwyer & Jeff Swain, Penn State University, United States

    This presentation discusses the outcomes of a study whose purpose was to investigate a computer-based lesson designed to test the hypothesis that learner performance could be improved by reducing... More

    pp. 2157-2159

  14. Concept Map Approach to E-learning

    Chao Boon Teo & Robert, Kheng Leng Gay, Nanyang Technological University, Singapore

    E-learning aims to foster significant learning improvements through advanced educational techniques. A platform is designed for achieving the essential educational goal of lifelong learning where... More

    pp. 2160-2165

  15. The Virtual Classroom@Work: How Technology Shapes Workplace Learning

    Terrie Lynn Thompson, University of Ottawa, Canada

    Organizations seeking improvements in the way they work and build knowledge reach for new learning paradigms. Sociocultural perspectives offer a way to envision how technology could shape more... More

    pp. 2166-2171

  16. Virtual Knowledge Structuring and Videoconferencing in a German-Chinese Teaching and Research Cooperation Project

    Thorsten Thorsten, Uni Paderborn, Germany; René Sprotte, University of Paerborn, Germany; Daniel Buese, Heinz Nixdorf Institute, Germany; Ferdinand Ferber, Technische Mechanik, Universität Paderborn, Germany

    Teaching and research cooperation between the University of Paderborn in Germany and the Qingdao University of Science and Technology in Qingdao, China has led to the establishment of a joint... More

    pp. 2172-2179

  17. Applying Case Study in Preparing to Teach Online Courses in the Higher Education

    I-Chun Tsai, University of Missouri, United States; Ching-Hua Wu & Hsun-Fung Kao, Tamkang University, Taiwan

    Online courses are increasing rapidly in the higher education. The faculty who are used to teaching in traditional face-to-face classes might not know how to prepare the material of online courses ... More

    pp. 2180-2185

  18. The Instructor's and Students' Perceptions of Interaction in the Web-Based Environment

    HungWei Tseng, Chin-Chiang Wang & Heng-Yu Ku, University of Northern Colorado, United States

    The purpose of this study was to investigate the instructor's and students' perceptions of interaction in the web-based environment. The participants were one instructor who taught an online course... More

    pp. 2186-2191

  19. Streaming Multimedia-Based e-Learning: The Results of 4-Year NSF CCLI Project at Bradley University

    Vladimir Uskov, Bradley University, United States

    The National Science Foundation's (NSF) CCLI project # 0196015 (2001-2004) is hosted by the InterLabs Research Institute (IRI) at Bradley University (Peoria, IL). It is aimed at design and... More

    pp. 2192-2199

  20. E-Learning and an Aging Population: Research review and future directions

    Alan VanBiervliet, University of Arkansas Medical Science, United States

    When designing e-learning systems for older learners it is important to consider the perceptual, cognitive, and experiential strengths of the learners. Otherwise the users will become frustrated... More

    pp. 2200-2205