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E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 26, 2009


Theo Bastiaens; Jon Dron; Cindy Xin

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Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 596

  1. Distance Learning in Cambodia

    Mabille Pascal, Connected Schools, France

    We (Connected Schools NGO) have implemented a "distance learning" pilot project in Cambodia. The project lasted 2 years and encompasses four major developments: the implementation of a high speed... More

    pp. 1395-1402

  2. Reflections on the role of the online moderator

    Ana Pinheiro, Ese de Paula Frassinetti, Portugal; João Paiva, Faculdade de Ciências da Universidade do Porto/ Centro de Física Computacional, Portugal; Ariana Cosme, Faculdade de Psicologia e Ciências da Educação da Universidade do Porto, Portugal

    Cruzar, name given not only to the Internet space, but also to the Project itself, was born in 2006 and has been acting as a developer of activities related to the pedagogic practice of... More

    pp. 1403-1408

  3. Using Grid Computing for Rendering to Support 3D Animation Training Courses

    Wichian Premchaiswadi, Anucha Tungkasthan & Nipat Jongsawat, Siam University, Thailand

    In 3D animation training courses, rendering complex 3D models is a very time consuming task since thousands of frames are needed to create an animation. This paper presents the use of grid... More

    pp. 1409-1418

  4. CMS Migration: IT Project or Academic Development Activity?

    Craig Scanlan & Joseph Holtzman, UMDNJ, United States

    To maintain their online presence in a changing vendor environment, many colleges and universities are replacing their course management system (CMS). This process is a mission-critical undertaking... More

    pp. 1419-1424

  5. Patterns of Participation in Online Asynchronous Discussions

    Peter Serdyukov & Robyn Hill, National University, United States

    The asynchronous discussion forum is known to be an effective strategy in online learning. Instructor and student participation in these discussions may affect the learning outcomes. This research ... More

    pp. 1425-1432

  6. Content and Knowledge Provision Services for an Intelligent Extended Learning Organization

    Melody Siadaty, Simon Fraser University, Canada; Jelena Jovanovic, University of Belgrade, Yugoslavia; Gaševic Dragan, Athabasca University, Canada; Stokic Dragan, ATB Institute for Applied Systems Technology, Germany

    Learning organizations are dynamic and agile: they promote creativity, use technology to support learning processes and utilize the collective intelligence of their employees. Intelligent Learning ... More

    pp. 1433-1438

  7. Inquiry into the structure and roles of open online courses and online communities

    George Siemens, University of Manitoba, Canada; Valerie Irvine, University of Victoria, Canada

    In this paper, the authors analyze online communities and the recent development of open online courses (OOC) offered by traditional universities. Using the community of inquiry framework, the... More

    pp. 1439-1444

  8. Online and Hybrid Courses: Supporting Faculty Buy-In

    Penelope Swenson, California State University, Bakersfield, United States; C. Kaye Bragg, California State University, Dominguez Hills, United States

    Change is difficult. Each month new technology tools promise great results with minimal effort, yet there are no easy solutions that produce outstanding results. Moving from face-to-face teaching... More

    pp. 1445-1448

  9. Measuring impact of podcasting on students and faculty

    Diane Tarkowski, Joseph Salwach, Debbie Harris & Robert Rotenberg, DePaul University, United States

    Podcasting has been a hot topic for a few years now, but how many people have measured the impact on faculty and students? Faculty and staff of DePaul University have and in this session, will... More

    p. 1449

  10. Sustaining iTunes U

    Diane Tarkowski & Debbie Harris, DePaul University, United States

    The home page is up, the initial contributions have been posted. After months of effort, both technical and political, you are finally live on iTunes U. Congratulations! Have a sip of champagne ... More

    pp. 1450-1452

  11. Help-Seeking Behavior, Patterns and Strategies of Online Learners

    Selma Vonderwell, Cleveland State University, United States

    There is a need to understand under what conditions students seek help, what factors influence their need for help, what help-seeking behavior they engage. This study explores help-seeking behavior... More

    pp. 1453-1457

  12. The Alternative Guide to UCLan: Creating realistic expectations of higher education

    Lucy Warman, Beverly Leeds & John O'Donoghue, University of Central Lancashire, United Kingdom

    The session argues that information provided by UK universities to potential students is designed to highlight the positive aspects of the university to entice students into applying rather than a ... More

    pp. 1458-1462

  13. Partnering with iTunes U to Bring Podcasting to Campus: The Good, the Bad, and the Ugly

    Kevin Wilson & Eric Orton, Boise State University, United States

    A metropolitan university recently began developing a podcasting program to enable faculty, staff, and students to create and use podcasts on topics ranging from class lectures to campus events to ... More

    p. 1463

  14. Top Three Pitfalls to Avoid when Implementing or Upgrading your Internally Hosted Learning & Talent Management System: A Sharing of Best Practices based on a SumTotal Implementation

    Lori Woodcock, McCann Worldgroup, United States

    This best practice session is meant to highlight the top three pitfalls when implementing and/or upgrading an internally hosted Learning and Talent Management System based on experiences with the... More

    pp. 1464-1469

  15. Remembrance Agent: A New Type of Pedagogical Agent in Educational Game

    Huiliang Zhang, School of Computer Engineering, NTU, Singapore; Zhiqi Shen, School of Electrical and Electronic Engineer, NTU, Singapore; Xuehong Tao, School of Communication and Information, NTU, Singapore; Chunyan Miao, School of Computer Engineering, NTU, Singapore

    Many pedagogical agents have been designed and successfully applied in educational games, such as learning companions, tutor agents or other kinds of intelligent agents. Most agents work in a... More

    pp. 1470-1479

  16. BMW-not the car-Blogs, Maple, Webassign- the keys to online Calculus

    Denise (LeGrand) Landreth, University of Arkansas at Little Rock, United States

    With the many technological tools available today, it is very time consuming to explore all options. Online homework has replaced paper and pencil homework Math software such as Maple is readily... More

    p. 1480

  17. Hybrid Learning in Higher Education: Tested Techniques

    Amy Ackerman, Richard Stockton College of NJ, United States

    Five categories of hybrid learning techniques are presented with implementation tips for others interested in graduate and undergraduate programs. The presenter shares 20 years of hybrid... More

    pp. 1481-1485

  18. Using Open Source Tools to Bridge Public Websites and Online Courses

    Paul Acquaro, Teachers College, Columbia University, United States

    This best practices session will demonstrate how some features of an open source Learning Management System (LMS) can be used to bridge public facing informational websites and online educational... More

    p. 1486

  19. The Effect of Animated Concept Maps on Knowledge Transfer

    Olusola Adesope, John Nesbit, Susan Olubunmi & Tolulope Adesope, Simon Fraser University, Canada

    An animated concept map is a presentation of a diagram in which nodes and links are sequentially added or modified. A 2 X 2 factorial design was used to compare animated and static versions of text... More

    pp. 1487-1496

  20. Arab Females Desire for Extramural Study: "A Case Study in Sultanate of Oman"

    Amal Al-Dujaily, Dhofar University, Oman; Mohammed Al-Fallogi, Independent Scholar, New Zealand; Jeanine Pfahlert, Dhofar University, Oman

    Researchers administrated a questionnaire to 10% of Dhofar University’s female students. Of the 102 participants, students express an interest in extramural study; remarkably so for various non... More

    pp. 1497-1504